Shelby County Schools



Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

▪ 80% of our students will graduate from high school college or career ready

▪ 90% of students will graduate on time

▪ 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

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|English III – Quarter 2 |

|Second Quarter |

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|Big Questions: What is the relationship between literature and place? |

|How does literature shape or reflect society? |

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| |CCRS Literature and Informational Text(s) |CCRS Literature and Informational |Prentice Hall Literature – Reading Selections |

| | |Author’s Craft and Choice | |

| | |Analyze the effect of the author’s craft (including tone and the | |

| |RL.11.1 Cite strong and thorough textual evidence to |use of imagery, flashback, foreshadowing, symbolism, irony, and |Literary Analysis: author’s style, tone, figurative expressions, |

| |support analysis of what the text says explicitly as well |allusion) on the meaning of literary texts. |metaphor, analogy |

| |as inferences drawn from the text, including determining |Point of View (Narration) | |

|Reading Complex Texts |where the text leaves matters uncertain. |Think of the narrative point of view as the perspective from | |

| | |which the text is told.  |Literary History: Transcendentalism pgs 360-363 |

| |RI.11-12.2 Determine two or more central ideas of a text |What is the voice the author has adopted for the text-- the | |

| |and analyze their development over the course of the text,|work's narrator, speaker, or persona?  | |

| |including how they interact and build on one another to |Inferences |From Nature, by Ralph Waldo Emerson pgs 366-368 |

| |provide a complex analysis; provide an objective summary |What is implied meaning? Why would meaning be implied rather than| |

| |of the text. |stated directly? |Text Dependent Questions |

| | |What is slanted language or connotation of words? |Author’s Craft and Purpose - Under what circumstances, according to |

| |RI.11.3 Analyze a complex set of ideas or sequence of |What kinds of clues imply meaning? |Emerson, does “mean egotism” vanish? |

| |events and explain how specific individuals, ideas, or |How do good readers draw conclusions? |Opinions / Argument - How would you define Emerson’s idea of Mean |

| |events interact and develop over the course of the text. |Impact of the Setting |egotism? |

| | |How does the author’s use of setting impact the characters? |Key Detail - In nature, what emotion does Emerson believe replaces |

| | |How does the author’s use of setting impact the plot of the |“mean egotism”? |

| |RI.11.4 Determine the meaning of words and phrases as they|story? |Opinion / Argument - When does Emerson become a “transparent |

| |are used in a text, including figurative, connotative, and|How does the author’s use of setting impact the characters’ |eyeball”? |

| |technical meanings; analyze how an author uses and refines|actions? |Opinion / Argument - In what ways does this description reflect |

| |the meaning of a key term or terms over the course of a | |Transcendentalist belief in an Over-Soul? |

| |text (e.g., how Madison defines faction in Federalist No. | | |

| |10). | |From Self- Reliance, by Ralph Waldo Emerson pgs 369-370 |

| |RL.11.5 Analyze how an author's choices concerning how to | | |

| |structure specific parts of a text (e.g., the choice of | |Text Dependent Questions |

| |where to begin or end a story, the choice to provide a | |Key Detail - What terms does Emerson use to describe society? |

| |comedic or tragic resolution) contribute to its overall | |Author’s Craft and Purpose - According to Emerson, what is society’s |

| |structure and meaning as well as its aesthetic impact. | |main purpose? |

| |RL.11.6 Analyze a case in which grasping a point of view | |Author’s Craft and Purpose - In what ways does Emerson believe people|

| |requires distinguishing what is directly stated in a text | |should be affected by the way others perceive them? |

| |from what is really meant (e.g., satire, sarcasm, irony, | |Author’s Craft and Purpose - According to Emerson, what role does the|

| |or understatement). | |“divine” have in determining each person’s circumstances? |

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| | | |Pearson Literature – Reading Selections |

| | | |Themes Across Centuries: Scholar’s Insight pgs 374 – 375 |

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| | | |From Walden, Henry David Thoreau , p 376 - 387 |

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| | | |CSPAN American Writers |

| | | |Emerson & Thoreau: Nature and Walden |

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| | | |Text Dependent Questions |

| | | |General Understandings - What advice does Thoreau offer to his |

| | | |“fellos” about ownership of land or property? |

| | | |Key Details - What advice does Thoreau offer to those who live in |

| | | |poverty? |

|Regular practice with | | |Inference - What does this advice suggest about Thoreau’s definition |

|complex text and its | | |of true wealth? |

|academic language | | |Opinions / Arguments - How would you define those things that are |

| | | |necessary to the soul? |

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| | | |Literary Analysis: |

| | | |Author’s Style and Metaphor |

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| | | |From Civil Disobedience, Henry David Thoreau, p 388 – 389 |

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| | | |Text Dependent Questions |

| | | |Key Details - How does Thoreau define the best possible kind of |

| | | |government? |

| | | |Author’s Craft and Purpose - What is Thoreau asking his readers to |

| | | |do? |

| | | |Opinions / Argument - Does Thoreau present a convincing argument for |

| | | |acting on one’s principles? |

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| |CCRS Language – Vocabulary |CCRS Language – Vocabulary |Vocabulary |

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| |L.11.1 Demonstrate command of standard English grammar and| | |

| |usage when writing or speaking. | |Prentice Hall Publishing |

| |L. 11.4 Determine or clarify the meaning of unknown and |Greek Root –path | |

| |multiple-meaning words and phrases based on grades 11-12 |Latin Root –voc | |

| |reading and content, choosing flexibly from a range of | |Using Resources to Build Vocabulary |

| |strategies. |Vocabulary: Using Context | |

| | | |Word Analysis p. 373 |

| | |Vocabulary: Graphic Organizers |Vocabulary Acquisition and Use |

| | |Develop students’ ability to use context clues using the Reading |Word Analysis |

| | |Strategy prompts |1. abnormal |

| | | |2. absorb |

| | | |3. abscond |

| | |Latin prefix ab- |4. abrupt |

| | |Latin root –flu- |5. abduct |

| | | |6. abhor |

| | |Vocabulary: Using Context | |

| | | |The word absolve contains the Latin prefix: Latin Prefix “ab-“meaning|

| | |Vocabulary: Graphic Organizers |away or from.” This prefix contributes to the meaning of absolve |

| | |Develop students’ ability to use context clues using the Reading |which means to take the guilt away from someone. When Emerson |

| | |Strategy |exhorts his readers to “Absolve you to yourself”, he urges them to |

| | |prompts |release themselves from their own guilt or shame. |

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| | | |Explain how the prefix “-ab” relates to the meaning of the words |

| | | |above numbered 1-6. |

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| | | |Categorize Vocabulary p. 373 |

| | | |Working with synonyms and antonyms |

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| | | |Synonyms p. 391 |

| | | |More work with synonyms |

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| | | |Word Analysis p.391 |

| | | |Vocabulary Acquisition and Use |

| | | |Word Analysis |

| | | |1. affluence |

| | | |2. fluent |

| | | |3. fluctuate |

| | | |4. influx |

| | | |5. flue |

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| | | |The Latin root –flu-, found in words like fluid, means “flow”. The |

| | | |word superfluous means “overflowing” or “exceeding what is |

| | | |sufficient”. Consider the meaning of the words listed above. For |

| | | |each word write an alternate explanation that includes the target |

| | | |word. |

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| | | |Tier 2 |

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| | | |abnormal |

| | | |absorb |

| | | |abscond |

| | | |abrupt |

| | | |abduct |

| | | |abhor |

| | | |affluence |

| | | |fluent |

| | | |fluctuate |

| | | |influx |

| | | |flue |

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| | | |Tier 3 |

| | | |Author’s Style |

| | | |Author’s Tone |

| | | |Rhetorical Techniques |

| | | |Figurative Expression |

| | | |Metaphor |

| | | |Simile |

| | | |Analogy |

| | | |Philosophical Assumptions |

| | | |Explicit |

| | | |Implicit |

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| |CCRS Language |CCRS Language |Conventions |

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| |L.11.1 Demonstrate command of the conventions of standard |Sentence variety and fluency | |

| |English grammar and usage when writing or speaking. | |Participles, Gerunds, and Infinitives (Verbals) p. 358 |

| | |Sentence combining | |

| |L.11.2 Demonstrate command of the conventions of standard | |Varying Sentences with Verbals p. 35 |

| |English capitalization, punctuation, and spelling when |Conventions and Style | |

| |writing. | | |

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| |L.11.3 Apply knowledge of language to understand how | | |

| |language functions in different contexts, to make | | |

| |effective choices for meaning or style, and to comprehend | | |

| |more fully when reading or listening. | | |

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| |L.11.5 Demonstrate understanding of figurative language, | | |

| |word relationships, and nuances in word meanings. | | |

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| |L.11.6 Acquire and use accurately general academic and | | |

| |domain-specific words and phrases, sufficient for reading,| | |

| |writing, speaking, and listening at the college and career| | |

| |readiness level; demonstrate independence in gathering | | |

| |vocabulary knowledge when considering a word or phrase | | |

| |important to comprehension or expression. | | |

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| |CCRS Writing |CCRS Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |W.11.2. Write explanatory texts to examine and convey |Model: Using Relevant Citations |In “Nature,” what types of figurative language does Emerson use? |

| |complex ideas, concepts, and information clearly and | |Explain your answer. |

| |accurately through the effective selection, organization, |Prewriting |(p. 372) |

| |and analysis of content. |(listing descriptions, dialogue and character action) | |

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| |W.11.2b. Develop the topic thoroughly by selecting the |Drafting |In “Self-Reliance,” Emerson describes “that divine idea which each of|

| |most significant and relevant facts, extended definitions,|( using transitions and defending interpretations with supporting|us represent.” How does that phrase represent the relationship |

| |concrete details, quotations, or other information and |evidence) |between nature and people? (p. 372) |

| |examples appropriate to the audience’s knowledge of the | | |

| |topic. |Revising | |

| |W.11.4 Produce clear and coherent writing in which the |(use direct quotations to strengthen the | |

| |development, organization, and style are appropriate to |essay) | |

| |task, purpose, and audience. (Grade-specific expectations | | |

| |for writing types are defined in standards 1-3 above.) | | |

| |W.11.5 Develop and strengthen writing as needed by | | |

| |planning, revising, editing, rewriting, or trying a new | | |

| |approach, focusing on addressing what is most significant | | |

| |for a specific purpose and audience. (Editing for | | |

| |conventions should demonstrate command of Language | | |

| |standards 1-3 up to and including grades 11-12 here.) | | |

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|Reading, writing and | | | |

|speaking grounded in | | | |

|evidence from text, both | | | |

|literary and informational| | | |

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| |CCRS Speaking and Listening |CCR Speaking and Listening |Speaking and Listening |

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| |SL.11.1 Initiate and participate effectively in a range of| |Students will deliver an oral presentation explain how the author |

| |collaborative discussions |Summarize the central message in a manner consistent with the |develop themes over the course of the work. Also, consider symbols, |

| |SL.11.4. Present information, findings, and supporting |purpose. |imagery or other literary elements. (page 457) |

| |evidence, conveying a clear and distinct perspective, |Select appropriate support based on the topic, audience, setting,| |

| | |and 
purpose |Possible Suggestions throughout the quarter: |

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| | | |Continue to establish instructional routines |

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| | | |Group Roles and Responsibility |

| | | |Initiate and participate effectively in a range of collaborative |

| | | |discussions (one-on-one, in groups, and teacher-led) with diverse |

| | | |partners on grades 9-10 topics, texts, and issues, building on |

| | | |others’ ideas and expressing their own clearly and persuasively. |

| | | |Come to discussions prepared, having read and researched material |

| | | |under study; explicitly draw on that preparation by referring to |

| | | |evidence from texts and other research on the topic or issue to |

| | | |stimulate a thoughtful, well-reasoned exchange of ideas. |

| | | |Work with peers to set rules for collegial discussions and |

| | | |decision-making (e.g., informal consensus, taking votes on key |

| | | |issues, presentation of alternative views), clear goals and |

| | | |deadlines, and individual roles as needed. |

| | | |Propel conversations by posing and responding to questions that |

| | | |relate the current discussion to broader themes or larger ideas; |

| | | |actively incorporate others into the discussion; and clarify, verify,|

| | | |or challenge ideas and conclusions. |

| | | |Respond thoughtfully to diverse perspectives, summarize points of |

| | | |agreement and disagreement, and, when warranted, qualify or justify |

| | | |their own views and understanding and make new connections in light |

| | | |of the evidence and reasoning presented. |

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| | | |Accountable talk / Socratic Seminar |

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| | | |...from the ELA Summer Training, 2013. More information on |

| | | |Accountable Talk can be found at: |

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| | | |The "accountable" in Accountable Talk comes from its three |

| | | |dimensions: Accountability to the Learning Community, Accountability |

| | | |to Accurate Knowledge, and Accountability to Rigorous Thinking. |

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| | | | (you will find Accountable Talk with the 2013 Roll-out|

| | | |Materials for ELA, High School) |

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| | | |ademic_Discussion.pdf |

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| | | |The Socratic seminar is a formal discussion, based on a text, in |

| | | |which the leader asks open-ended questions.  Within the context of |

| | | |the discussion, students listen closely to the comments of others, |

| | | |thinking critically for themselves, and articulate their own thoughts|

| | | |and their responses to the thoughts of others.  They learn to work |

| | | |cooperatively and to question intelligently and civilly. |

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| |WIDA Standards (ELL) |WIDA Standards and Language Development for the ELL |Unit Resources for Reading and Vocabulary |

|W | | | |

|I |English Language Development Standard 1 |The role of vocabulary, in particular, the use of academic |

|D |English language learners communicate for Social and |language associated with content-based instruction, has been |-12/Tennessee/Grade12/rad_ur_tn_g12_splash.html |

|A |Instructional purposes within the school setting. |documented as critical in the literacy development of second | |

| | |language learners. |Side by side Vocabulary in English in and in Spanish |

| |English Language Development Standard 2 | | |

| |English language learners communicate information, ideas |In fact, “mastery of academic language is arguably the single |See the Pearson Spanish Resources |

| |and concepts necessary for academic success in the content|most important determinant of academic success; to be successful |

| |area of Language Arts. |academically, students need to develop the specialized language |newServiceId=6000&newPageId=10100 |

| | |of academic discourse that is distinct from conversational | |

| | |language” (Francis, Rivera, Lesaux, & Rivera, 2006, p.7). |

| | | |-12/Tennessee/Grade12/sro_tn_g12_splash.html |

| | |As students progress through levels of proficiency, a change in | |

| | |vocabulary usage will be evident. Students will move from | |

| | |general language to specific language to specialized or technical| |

| | |language that is required in processing or responding to a task. | |

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| | |With more deliberate use of vocabulary through word study, ELL | |

| | |students should be working with a variety of sentence lengths of | |

| | |varying linguistic complexity. In doing so, more detail and | |

| | |clarity should be evident. | |

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| | |As students move from general usage to more specific language | |

| | |related to the content area, more work with vocabulary may be | |

| | |needed. | |

|Second Quarter | TN State Standards | Evidence Statements | Content |

|Week 4 | | | |

|Writing Workshop | | | |

| |W.11-.2.A Introduce a topic; organize complex ideas, |Analyze Word Choice |Writing Task |

| |concepts, and information so that each new element builds | | |

| |on that which precedes it to create a unified whole; |Analyze Text Structure |Reviewed throughout the quarter: |

| |include formatting (e.g., headings), graphics (e.g., | |Varying sentence structure |

| |figures, tables), and multimedia when useful to aiding |Model : Using Exact Quotations |Essay organization and structure |

| |comprehension. | |Thesis statement |

| | | |Topic sentences and supporting details |

| |W.11-.2.B Develop the topic thoroughly by selecting the |Model: Anticipating Counterclaims |Writing paragraphs |

| |most significant and relevant facts, extended definitions,| | |

| |concrete details, quotations, or other information and |Are your points presented clearly and logically? |Analysis: Write a critical evaluation of “Self Reliance.” Include a |

| |examples appropriate to the audience's knowledge of the | |summary of Emerson’s points, an assessment of his uses of stylistic |

| |topic. | |devices, such as imagery and figurative language, and a statement of |

| | | |your opinion. (Page 373) |

| |W.11-.4 Produce clear and coherent writing in which the | | |

| |development, organization, and style are appropriate to | |In the century and a half since Thoreau wrote Walden, life for most |

| |task, purpose, and audience. | |Americans has become more complex rather than simpler. Write an |

| | | |editorial – a persuasive article – in which you argue for or against |

| | | |the relevance of Thoreau’s ideas of simplicity in today’s world. |

| | | |Refer to Walden and Civil Disobedience to support your ideas. |

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| | | |Analysis: Write an objective summary of Henry David Thoreau’s Walden |

| | | |that analyzes how he articulates the central ideas of living simply |

| | | |and being self-reliant and how those ideas interact and build on one |

| | | |another. |

|Second Quarter | TN State Standards | | Evidence Statements |

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| |CCRS Literature and Informational | |American Masters – Walt Whitman |

| | | |Overview, pg 422 |

| |RI.11.4 Determine the meaning of words and phrases as they| |Leaves of Grass, p 426 |

| |are used in a text, including figurative, connotative, and|Demonstrates the ability to determine the meaning of words and |From Song of Myself, p 428 |

| |technical meanings; analyze how an author uses and refines|phrases as they are used in a text. RL.11.4 |I Hear America Singing, p 435 |

| |the meaning of a key term or terms over the course of a | | |

| |text (e.g., how Madison defines faction in Federalist No. | |Literary Analysis: |

| |10) | |Epic poetry |

| | | |Epic theme |

| |RL.11.5 Analyze how an author's choices concerning how to | |Style |

|Reading Complex Texts |structure specific parts of a text (e.g., the choice of |Provides an analysis of how an author’s choices concerning how to|Free verse |

| |where to begin or end a story, the choice to provide a |structure specific parts of a text contribute to its overall | |

| |comedic or tragic resolution) contribute to its overall |structure and meaning. RL.11.5 |Reading Strategy: Reading complex Texts |

| |structure and meaning as well as its aesthetic impact. | | |

| | | |Leaves of Grass |

| |RL.11.9 Demonstrate knowledge of eighteenth-, nineteenth-,| | |

| |and early-twentieth-century foundational works of American|Demonstrates knowledge of how two eighteenth-century foundational|Text Dependent Questions |

| |literature, including how two or more texts from the same |works of American literature, two nineteenth-century foundational|General Undersandings - What subject does Whitman address in the |

| |period treat similar themes or topics. |works of American literature, or two early-twentieth century |first paragraph? |

| | |foundational works of American literature treat similar themes or|Key Details - According to Whitman, what makes America different from|

| | |topics. RL.11.9 |all other nations? |

| | | |Author’s Craft and Purpose - What is the meaning of Whitman’s notion |

| | | |that he United States is “a teeming nation of nations”? |

| | | |Inferences - According to Whitman, what is the greatest of all poems?|

| | | |Opinions / Arguments - Based on this statement, how is Whitman |

| | | |redefining the idea of a poem? |

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| | | |Song of Myself |

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| | | |Text Dependent Questions |

| | | |Key Details - From what does Whitman say his tongue and blood are |

| | | |formed? |

| | | |Key Details - How does he view his relationship with nature? |

| | | |Key details - How does he view his relationship with other people? |

| | | |Opinion / Argument - What does Whitman suggest will happen to his |

| | | |spirit and message after he is gone? |

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|Regular practice with | | | |

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| |Language | |Language |

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| |L.11.2 Demonstrate command of the conventions of standard |ewerMain.html? Walt Whitman Poetry, Vocabulary Builder | |

| |English capitalization, punctuation, and spelling when |Log in. Go to English 11. Go to Unit 2 – Walt Whitman. Go to |Convention and Style –Parts of Speech |

| |writing. |online resources. | |

| | | |Combining Sentences |

| |L.11.3 Apply knowledge of language to understand how | |

| |language functions in different contexts, to make |ewerMain.html? Walt Whitman Poetry, Support for Writing |Using Comparative and Superlative Forms |

| |effective choices for meaning or style, and to comprehend |Log in. Go to English 11. Go to Unit 2 – Walt Whitman. Go to | |

| |more fully when reading or listening. |online resources. |CCRS Language – Vocabulary |

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| |L.11.5 Demonstrate understanding of figurative language, | prefix ab- |

| |word relationships, and nuances in word meanings. |ewerMain.html? Essential Questions, Workshop #2 |Latin root –flu- |

| |L.11.5a. Interpret figures of speech (e.g., hyperbole, |Log in. Go to English 11. Go to Unit 2 – Walt Whitman. Go to | |

| |paradox) in context and analyze their role in the text. |Support for Writing. |Vocabulary: Using Context |

| |L.11.6 Acquire and use accurately general academic and | | |

| |domain-specific words and phrases, sufficient for reading,|: Graphic Organizers |

| |writing, speaking, and listening at the college and career|od=vlo&internalId=121110100000047&isHtml5Sco=false&fromTab=DONETA|Develop students’ ability to use context clues using the Reading |

| |readiness level; demonstrate independence in gathering |B The Poetry of Walt Whitman, a “Get Connected” Video |Strategy |

| |vocabulary knowledge when considering a word or phrase | |prompts |

| |important to comprehension or expression. |Log in. Go to English 11. Go to Interactive Online Resources. | |

| | |Go to Unit 2 – Walt Whitman. Go to Support for Writing. | |

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| | |od=vlo&internalId=121110100000047&isHtml5Sco=false&fromTab=DONETA| |

| | |B Walt Whitman, Literary Analysis , Epic Theme and Diction | |

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| | |Log in. Go to English 11. Go to Interactive Online Resources. | |

| | |Go to Unit 2 – Walt Whitman. Go to Literary Analysis….. | |

|Writing to Texts | | | |

| |Writing | |Writing Fundamentals |

| |W.11.4 Produce clear and coherent writing in which the | | |

| |development, organization, and style are appropriate to |Produce clear and coherent writing in which the development, |Linking main points |

| |task, purpose, and audience. (Grade-specific expectations |organization, and style are appropriate to task, purpose, and | |

| |for writing types are defined in standards 1-3 above.) |audience. (Grade-specific expectations for writing types are |Building upon textual evidence |

| |W.11.9 Draw evidence from literary or informational texts |defined in standards 1–3 above.) W.11.4 |Argumentative: |

| |to support analysis, reflection, and research | | |

| | | |Write an editorial-a persuasive article – in which you argue for or |

| | |Draw evidence from literary or informational texts to support |against the relevance of Thoreau’s idea of simplicity ( p. 391) |

| | |analysis, reflection, and research. | |

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| | |a. Apply grades 11–12 Reading standards to literature (e.g., | |

| | |“Demonstrate knowledge of eighteenth-, nineteenth- and | |

| | |early-twentieth-century foundational works of American | |

| | |literature, including how two or more texts from the same period | |

| | |treat similar themes or topics”). W.11.9 | |

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| |CCRS Speaking and Listening | |Speaking and Listening |

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| |SL.11.2 Integrate multiple sources of information | |Deliver a speech in which you analyze how two or more foundational |

| |presented in diverse formats and media (e.g., visually, | |literary works in this unit treat similar themes or topics. Identify |

| |quantitatively, orally) in order to make informed | |the works you will discuss and explain why you chose them. Identify |

| |decisions and solve problems, evaluating the credibility | |the topics and presentation of characters, settings, or ideas |

| |and accuracy of each source and noting any discrepancies | | |

| |among the data. | |Summarize the central message in a manner consistent with the |

| | | |purpose. |

| |SL.11.3 Evaluate a speaker’s point of view, reasoning, and| |Select appropriate support based on the topic, audience, setting, and|

| |use of evidence and rhetoric, assessing the stance, | |
purpose. |

| |premises, ideas, word choice, points of emphasis, and tone| | |

| |used. | | |

|Second Quarter |TN State Standards |Evidence Statements |CONTENT |

|Week 8 | | | |

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| |CCRS Writing | | |

|Writing Workshop | | | |

| |W.11-12.1 Write arguments to support claims in an analysis|Development of Ideas |Reviewed throughout the quarter: |

| |of substantive topics or tests, using valid reasoning and |( The student response addresses the prompt and provides |Varying sentence structure |

| |relevant and sufficient evidence. |effective and comprehensive development of the claim, topic |Essay organization and structure |

| | |and/or narrative elements1 by using clear and convincing |Thesis statement |

| |W.11-12.2 Write informational/explanatory texts to examine|reasoning, details, text-based evidence, and/or description; the |Topic sentences and supporting details |

| |and convey complex ideas, concepts, and information |development is consistently appropriate to the task, purpose, and|Writing paragraphs |

| |clearly and accurately through the effective selection, |audience. | |

| |organization, and analysis of content. | | |

| | |Organization | |

| |W.11-.2.A Introduce a topic; organize complex ideas, |( The student response demonstrates purposeful coherence, |Analysis: Write an objective summary of Henry David Thoreau’s Walden |

| |concepts, and information so that each new element builds |clarity, and cohesion2 and includes a strong introduction, |that analyzes how he articulates the central ideas of living simply |

| |on that which precedes it to create a unified whole; |conclusion, and a logical, well-executed progression of ideas, |and being self-reliant and how those ideas interact and build on one |

| |include formatting (e.g., headings), graphics (e.g., |making it easy to follow the writer’s progression of ideas. |another |

| |figures, tables), and multimedia when useful to aiding | | |

| |comprehension. |Clarity of Language |Is the information organized in such a way that the text is clear and|

| | |( The student response establishes and maintains an effective |accurate? |

| |W.11-.2.B Develop the topic thoroughly by selecting the |style, while attending to the norms and conventions of the | |

| |most significant and relevant facts, extended definitions,|discipline. The response uses precise language consistently, |Do the ideas build upon one another? |

| |concrete details, quotations, or other information and |including descriptive words and phrases, sensory details, linking| |

| |examples appropriate to the audience's knowledge of the |and transitional words, words to indicate tone , and/or |Are transitions used to fluidly connect thoughts? |

| |topic. |domain-specific vocabulary. | |

| | | |Is the language precise and sophisticated enough to complement and |

| |W.11-.4 Produce clear and coherent writing in which the |Knowledge of Language and Conventions |manage the complexity of the topic? |

| |development, organization, and style are appropriate to |( The student response demonstrates command of the conventions of| |

| |task, purpose, and audience. |standard English consistent with effectively edited writing. |Does the essay contain a balance of literal and figurative |

| | | |explanation? |

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|Second Quarter | |

|Assessment |

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|Students Report Findings |

|(Example: Students will use excerpts from Emerson’s “Nature” and Thoreau’s Walden to understand the main themes and tenets of transcendentalism, and showcase how they still apply in our society in a presentation) |

|Nine Week Assessment |

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|Performance Task: With a partner, deliver an oral presentation in which you analyze how two or more literary works from Unit 1 or Unit 2 treat similar themes or topics. |

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|Performance Task: Conduct a panel discussion in which you delineate and evaluate the reasoning in a seminal U. S. text from Unit 1 or Unit 2. |

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