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:
1. 80% of our students will graduate from high school college or career ready
2. 90% of students will graduate on time
3. 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:
|The TNCore Literacy Standards |
|The TNCore Literacy Standards (also known as the College and Career Ready |Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready |
|Literacy Standards): |student learning at each respective grade level. |
| | |
|Shift 1: Regular Practice with Complex Text and its Academic Language |
|Student Achievement Partners Text Complexity Collection: |Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the |
| |resources in this collection. |
|Student Achievement Partners Academic Word Finder: |Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained |
| |within the text. |
|Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text |
|Student Achievement Partners Text-Dependent Questions Resources: |Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and |
| |reader/task measures text complexity analysis. |
|Shift 3: Building Knowledge through Content-Rich Non-fiction |
|Student Achievement Partners Text Set Projects Sequenced: |Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world. |
| |
|bulary | |
Text Complexity in the Pearson Textbooks
Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as a TIER II instructional resource. TIER II is defined as meeting all non-negotiable criteria and some indicators of superior quality. Tier 2 ratings received a “Yes” for all non-negotiable criteria (Foundational Skills (as applicable), Complexity of Texts, Quality of Texts, and Text-Dependent Questions), but at least one “No” for the remaining criteria.
All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.
Quarter 1 At-a-Glance
Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 1, students will learn from three modules and a culminating mini-research project. Week 2 through Week 8 comprises two units and two writing workshops on the topic of environmental issues. Please review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 1.
|English I, Quarter 1 |
| |Texts |Recommendations |
|Week 1 | The Age of Social Transformation, Drucker (1330L) |Instruction will routinely focus on close reading, annotation, writing, critical thinking, Accountable Talk, and Research formats. Use |
| | |the starter text on the left to model your expectations for students. |
|Week 2 |A War to End All Innocence, Cuts (1670L) |Review the performance task and rubric with students. Ask students why they think literature matters (what can we learn from it?). |
| |Influence of classic literature on writers declining, study |Teachers might consider presenting this in anticipation guide format. An Analysis essay is included with this text and should be |
|And |claims, Flood (1530L) |completed as writings to support the performance task. |
| |Dana Gioia’s “Why Literature Matters” ©2005 by The New York | |
|Week 3 |Times Company. (1420L) |Read aloud (model fluency for students) using the text: Dana Gioia’s “Why Literature Matters” ©2005 by The New York Times Company. |
|Week 4 |Writing Workshop |Research Performance Task: Write an informational essay that integrates the multiple sources addressing the state of literature and |
| | |reading in today’s world. Present an argument determining what societal influences occurring from 1900 to today may have caused this |
| | |shift in perspective. Cite evidence from at least three texts to support your claims. [RI12.7] |
|Week 5 |“Informational Text: Psychological Wounds of Conflict: The |This module builds on the previous module as students begin to explore how events between 1900 and 2016 influenced the literature of the |
| |Impact of World War One, Jones (1500L) |time |
| |Informational Text: Individual and Society (1070L) | |
|Week 6 |Hollow Men,” Eliot (pg 1160) (NP) |Review with students the historical background for these poems. Present a mini-lesson on Allusions and how these contribute to the |
| |“Second Coming, ” Yeats (pg. 1146) (NP) |overall meaning of the poem. The focus of this week’s texts is to explore the ways in which these poems reflect post-war attitudes. |
|Week 7 |“Araby”, Joyce (pg. 1235) (930L) |The selections for this week focus on materialism in society and possible connections between this and major events of the 20th Century. |
| |“Rocking Horse Winner”, Lawrence (pg. 1244) (690L) | |
|Week 8 | | |
| |Writing Workshop |Performance Task: Write a literary analysis in which you explore the question of how literary movements are both a reaction to what |
| | |historical events preceded them and an extension from those previous literary movements. Consider especially how themes within works of |
| | |literature are developed over the course of each text, how they interact and build one another to produce a complex account of the |
| | |culture out of which it is born. Cite evidence from multiple texts in support of your claims. [RL.12.3] |
|Week 9 |Texts for Culmination Project |Consider the following texts as examples of modern literary texts. |
| | |“Evening Hawk”, Penn Warren (American): |
| | |“Blackberry Picking”, Heaney (Irish) |
| | |“Barred Owl”, Wilbur: |
| | |“History Teacher”, Collins (American): |
| | |“Home”, Larkin |
| | |From, “Johnny Got His Gun”, Trumbo (American) |
| | |“The Crossing.” Cormac McCarthy, (American) |
| | |“We Were the Mulvaneys”, Oates (American) |
|Quarter 1 |
| |TN Ready Standards |Text Support |Content |
|WEEKS 1-3 |
|Module 1 |
|Topic: Literature Matters |
|Central Idea: Connecting Literature to arenas of culture and human life |
| |
|The Age of Social Transformation, Drucker (1330L) |
|A War to End All Innocence, Cuts (1670L) |
|Influence of classic literature on writers declining, study claims, Flood (1530L) |
|Dana Gioia’s “Why Literature Matters” ©2005 by The New York Times Company. (1420L) |
| |
|Focus questions: What is literature? How is literature influenced by the world around us? Why does literature matter? In what ways is contemporary literature a product of the past? |
|Research Performance Task: Write an informational essay that integrates the multiple sources addressing the state of literature and reading in today’s world. Present an argument determining what societal influences |
|occurring from 1900 to today may have caused this shift in perspective. Cite evidence from at least three texts to support your claims. [RI12.7] |
|Building Knowledge |RI. 11-12.1: Cite strong and thorough textual evidence to |Cites strong and thorough textual evidence to support analysis of|Overview: |
|through Content-rich |support analysis of what the text says explicitly as well |what the text says explicitly as well as inferences drawn from |The aim of this module is to set the tone for a year-long study |
|Nonfiction |as inferences drawn from the text, including determining |the text. RI.1 |that explores the relationship between literature and society. |
| |where the text leaves matters uncertain. | |Last year, students ended the 11th Grade course with a study of |
|and | |Writes an objective summary RI.2 |1920s literature, which becomes extended and enriched through |
| |RI.11-12.2: Determine two or more central ideas of a text | |this module. In this module, students examine the comparative |
|Reading Complex Texts |and analyze their development over the course of the text, |Provides a statement two or more central ideas of a text and |state of literature today and explore the societal influences |
| |including how they interact and build on one another to |analyze their development over the course of the text, including |that might have caused this shift in perspective. |
| |produce a complex analysis; provide an objective summary of|how they interact and build on one another to produce a complex | |
| |the text. |analysis. Supports claims with evidence from text. RI.2 |Week 1* |
| | | | |
| |RI: 11-12.3: Analyze a complex set of ideas or sequence of |Provides an analysis of ideas or sequence of events. RI.3 |Introduction: |
| |events and explain how specific individuals, ideas, or | |Engage students in thinking about “their story” (this is a great|
| |events interact and develop over the course of the text |Provides an explanation of how specific individuals, ideas or |way to get to know students, set classroom culture, and prepare |
| | |events develop over the course of the text. RI.3 |students to write college entrance essays). Students should |
| | | |reflect, write, and discuss their “story.” Lead students to |
| | | |realize that there is more than one story out there; they may |
| |RI 11-12.4: Determine the meaning of words and phrases as |Demonstrates the ability to determine the meaning of figurative, |share traits and similarities, they may have been born in the |
| |they are used in a text, including figurative, connotative,|connotative, and technical words and phrases as they are used in |same generation, in the same neighborhood, etc. but they still |
| |and technical meanings; analyze how an author uses and |a text. RI.4 |each have their own story. |
| |refines the meaning of a key term or terms over the course | | |
| |of a text. |Provides an analysis of how an author uses and refines the |Guiding Question: |
| | |meaning of a key term or terms over the course of a text. RI.4 |Where does literature come from? |
| |RI.11-12.5: Analyze and evaluate the effectiveness of the | | |
| |structure an author uses in his or her exposition or |Provides an analysis of an author's choices concerning how to |Teacher Actions (I do, We do) |
| |argument, including whether the structure makes points |structure his or her argument. RI.5 |Model for students how to complete a SOAPSTone analysis. |
| |clear, convincing, and engaging. | | |
| | | |Guide students in a SOAPStone Analysis of the video (18:49) TED |
| |RI.11-12.6: Determine an author’s point of view or purpose |Demonstrates the ability to determine the point or view or |Talk, The Danger of a Single Story, |
| |in a text in which the rhetoric is particularly effective, |purpose in a text. RI.6 |
| |analyzing how style and content contribute to the power, | |le_story.html |
| |persuasiveness, or beauty of the text. |Provides an analysis of how style and content contribute to the |Print a copy of the TED Talk Transcript for students (one per |
| | |persuasiveness of text. RI.6 |group) |
| |RI: 11-12.7: Integrate and evaluate multiple sources of | |
| |information presented in different media or formats (e.g., |Provides an analysis of rhetoric. RI.6 |le_story/transcript?language=en |
| |visually, quantitatively) as well as in words in order to | |Model and teach Group procedures and expectations |
| |address a question or solve a problem. |Demonstrates an ability to integrate and evaluate multiple |Model Annotations |
| | |sources of information in order to solve a problem or address a | |
| | |question. RI. 7 |Student Actions (They do, you do) |
| | | |Students annotate and respond on the TED talk transcript in |
| | | |dialogue journal types of notes |
| | | | |
| | | |Students can use this strategy to expand on the SOAPSTone notes |
| | | |so that they can begin to identify the claim, key details, and |
| | | |rhetoric. |
| | | |
| | | |try-Journal.pdf |
| | | |Students respond to Generic Text Dependent Questions |
| | | | |
| | | |Model Questions: |
| | | |What is the claim and what textual evidence is cited about the |
| | | |claim? (Key Details/Author’s Purpose) |
| | | |How is the text structured to show explicit meaning (in |
| | | |relationship to the claim)? (Vocabulary and Text Structure) |
| | | |What is the author’s purpose? What evidence do you have of this?|
| | | |(Author’s Purpose) |
| | | |How does the author’s tone help communicate the author’s |
| | | |purpose? (Author’s Purpose) |
| | | |How are rhetorical devices (ethos, pathos, logos, repetition, |
| | | |irony, etc.) used to present and support the claim? (Vocabulary |
| | | |and text structure) |
| | | | |
| | | |*In addition to the outlined tasks, teachers should teach |
| | | |systems and routines and engage in diagnostic testing. Teachers |
| | | |may also wish to give senior students an opportunity to engage |
| | | |in practice ACT/SAT testing. |
| | | | |
| | | |Week 2 * |
| | | | |
| | | |Introduction: |
| | | |Review the performance task and rubric with students. Ask |
| | | |students why they think literature matters (what can we learn |
| | | |from it?). Teachers might consider presenting this in |
| | | |anticipation guide format. An Analysis essay is included with |
| | | |this text and should be completed as writings to support the |
| | | |performance task. |
| | | | |
| | | |Guiding Question: |
| | | |Why does Literature Matter? |
| | | | |
| | | | |
| | | |Teacher Actions (I do, We do) |
| | | |Read aloud (model fluency for students) using the text: Dana |
| | | |Gioia’s “Why Literature Matters” ©2005 by The New York Times |
| | | |Company. |
| | | |Model for students the SOAPStone Analysis |
| | | |Model for students annotation |
| | | |Model for students how to generate questions from the text. |
| | | | |
| | | |Student Actions (they do, you do) |
| | | |Students generate questions from the text |
| | | |Students present their questions to the class |
| | | |Students complete double column analysis of the text to identify|
| | | |the claim, key details, and rhetorical devices. |
| | | |Address Text Dependent Questions: |
| | | | |
| | | |Model Questions: |
| | | |What is the claim and what textual evidence is cited about the |
| | | |claim? (Key Details/Author’s Purpose) |
| | | |How is the text structured to show explicit meaning (in |
| | | |relationship to the claim)? (Vocabulary and Text Structure) |
| | | |What is the author’s purpose? What evidence do you have of this?|
| | | |(Author’s Purpose) |
| | | |How does the author’s tone help communicate the author’s |
| | | |purpose? (Author’s Purpose) |
| | | |How are rhetorical devices (ethos, pathos, logos, repetition, |
| | | |irony, etc.) used to present and support the claim? (Vocabulary |
| | | |and text structure) |
| | | | |
| | | |*This writing prompt is part of College Board’s SAT Practice |
| | | |Writing Packets. As students write, encourage them to think |
| | | |about college entrance preparation (Application essays, ACT and |
| | | |SAT testing, College searches, Scholarship searches, etc.) |
| | | |Flexibility built into this week allows for time for students to|
| | | |engage in these tasks as appropriate. |
| | | | |
| | | | |
| | | |Week 3* |
| | | | |
| | | |Introduction: |
| | | |As students explore what has caused a shift in perspective |
| | | |regarding “classic literature” literature, spend time |
| | | |considering the origins of literature, the state of literature |
| | | |today, and thoughts on the future of literature. |
| | | | |
| | | |Guiding Questions: |
| | | |What is the state of literature today? How have attitudes |
| | | |towards writing and reading changed over time? What has caused |
| | | |this shift in perspective? |
| | | | |
| | | |Teacher Actions (I do, We do) |
| | | |Model think aloud and annotation |
| | | |Read Flood’s text with students: Influence of classic literature|
| | | |on writers declining, study claims, Flood |
| | | |Provide students with guided reading notes or question stems. |
| | | |Consider the questions together: |
| | | | |
| | | |What is the claim and what textual evidence is cited about the |
| | | |claim? (Key Details/Author’s Purpose) |
| | | |How is the text structured to show explicit meaning (in |
| | | |relationship to the claim)? (Vocabulary and Text Structure) |
| | | |What is the author’s purpose? What evidence do you have of this?|
| | | |(Author’s Purpose) |
| | | |How does the author’s tone help communicate the author’s |
| | | |purpose? (Author’s Purpose) |
| | | |How are rhetorical devices (ethos, pathos, logos, repetition, |
| | | |irony, etc.) used to present and support the claim? (Vocabulary |
| | | |and text structure) |
| | | | |
| | | |Student Actions (they do, you do) |
| | | |Students read The Age of Social Transformation, by Drucker and A|
| | | |War to End All Innocence, by Cuts |
| | | |Individual groups engage with text through Jigsaw |
| | | |Groups present their findings to the class |
| | | |Students answer text dependent questions for the text they did |
| | | |not present. |
| | | | |
| | | |Text 1: (Drucker) |
| | | |Before World War 1, what occupation/industry dominated? (General|
| | | |Understanding). Which countries were not included in this |
| | | |generalization? (General Understanding) |
| | | |The second-largest group in the population and work force of |
| | | |every developed country around 1900 was composed of what type of|
| | | |worker? (General Understanding) |
| | | |What new class of individual arose in the 1900s? (General |
| | | |Understanding) |
| | | |What contributed to the rapid rise and fall of the blue- collar |
| | | |class? (Key Details) |
| | | |In what ways is the industrial worker considered a “stabilizing |
| | | |social development? (Key details) |
| | | |In the fifty years since the Second World War the economic |
| | | |position of African-Americans in America has improved faster |
| | | |than that of any other group in American social history. Of what|
| | | |is this the result? (Key Details) |
| | | |What is at the center of a “Knowledge Society”? How so? (Key |
| | | |Details) |
| | | |What is the distinction between the author’s use of “knowledges”|
| | | |vs. “knowledge”? (Vocabulary and Structure) |
| | | |What does the author mean when he claims “specialized knowledge |
| | | |does not yield performance”? (Inferences) |
| | | |The author claims that the “old communities--family, village, |
| | | |parish, and so on--have all but disappeared in the knowledge |
| | | |society.” What might be the social consequences to this? |
| | | |(Inferences) |
| | | |What does Drucker argue as the source of the social |
| | | |transformation(s) he describes? (Inferences) What is the |
| | | |author’s central claim? What larger social, economic, or |
| | | |political agenda might be at work here? (Author’s Purpose) |
| | | |What do you think Drucker is attempting to warn us about? |
| | | |(Author’s Purpose) |
| | | |What additional transformations to you think society is yet to |
| | | |experience? (Opinions, Arguments, and Intertextual connections) |
| | | | |
| | | |Text 2: (Cuts) |
| | | |What does the author suggest is a “sign of just how deeply, if |
| | | |in some ways obscurely, World War I remains embedded in the |
| | | |popular consciousness”? (Key details) |
| | | |To what “allusion” is the author referring in paragraph three? |
| | | |(Vocabulary and Text Structure) |
| | | |What discrepancy “between that lofty language and the horrific |
| | | |reality of war opens a chasm in human experience that, in |
| | | |Fussell’s account, has never closed”? (Vocabulary and Text |
| | | |Structure) |
| | | |Why do you think people referred to the attacks on the Trade |
| | | |Center as “the death of irony”? (inferences) |
| | | |Why does the author draw connections between World War I and |
| | | |September 11, 2001? (Author’s Purpose) |
| | | |What long-term effects of the WWI mentality do you see in the |
| | | |world today? (Opinions, Arguments, and Intertextual Connections)|
| | | | |
| | | |*Some additional pieces for research are linked in the |
| | | |introduction notes for this week. These sources provide a more |
| | | |complete picture and help students prepare for the performance |
| | | |task. While there may not be time to cover each piece in depth, |
| | | |these sources serve as excellent introductory texts. Teachers |
| | | |should encourage students to write in response to these texts. |
|Regular Practice with |CCR Language |Tier 3 Vocabulary |Tier 2 Vocabulary |
|Complex Text and Its | | | |
|Academic Language |L.12.4: Determine or clarify the meaning of unknown and |Rhetoric |Review word roots and prefixes. |
| |multiple-meaning words and phrases based on grades 11-12 |Pathos | |
| |reading and content, choosing flexibly from a range of |Logos |“Why Literature Matters” |
| |strategies. |Ethos | |
| | |Anaphora |Diminished |
| |L.12.4.C: Consult general and specialized reference |Repetition |Crucial |
| |materials (e.g., dictionaries, glossaries, thesauruses), |Irony |Fundamental |
| |both print and digital, to find the pronunciation of a word|Paradox |Coincide |
| |or determine or clarify its precise meaning, its part of | |Universal |
| |speech, its etymology, or its standard usage. | | |
| | | |“The Age of Transformation’’ |
| |L.12.6: Acquire and use accurately general academic and | | |
| |domain-specific words and phrases, sufficient for reading, | |Transformation |
| |writing, speaking, and listening at the college and career | |Upheaval |
| |readiness level. | |Futility |
| | | |Obsolete |
| | | |Scarcely |
| | | |Eminently |
| | | |Squalor |
| | | |Tractable |
| | | |Precedent |
| | | |Dissent |
| | | | |
| | | |“The Enduring Impact of World War I” |
| | | | |
| | | |Piquant |
| | | |Calamity |
| | | |Conscript |
| | | |Prefigure |
| | | |Corpus |
| | | |Tedium |
| | | |Existential |
| | | |Cynicism |
| | | |Disillusionment |
| | | |Saturate |
| | | |Recapitulation |
| | | |Posterity |
|Writing to Texts |CCR Writing |CCR Writing |Writing Fundamentals |
| | | |Cite strong and thorough textual evidence |
| |RL.12.1: Cite strong and thorough textual evidence to |Written Expression Evidence Statements |Select and integrate quotations, details, and examples |
| |support analysis of what the text says explicitly as well | |Use appropriate organizational pattern |
| |as inferences drawn from the text. |Development of Ideas: |Write strong thesis statements |
| | |The student response addresses the prompt and provides effective |Plan, draft, revise, edit, and rewrite |
| |W.12.2.B: Develop the topic thoroughly by selecting the |and comprehensive development of the claim, topic and/or |Use appropriate style and tone for purpose |
| |most significant and relevant facts, extended definitions, |narrative elements4 by using clear and convincing reasoning, | |
| |concrete details, quotations, or other information and |details, text-based evidence, and/or description; the development|Week 1 |
| |examples appropriate to the audience's knowledge of the |is consistently appropriate to the task, purpose, and audience. |Routine Writing: |
| |topic. | |Write an objective summary of the TED Talk |
| | | | |
| |W.12.4. Produce clear and coherent writing in which the | | |
| |development, organization, and style are appropriate to |Organization: |Narrative Writing: |
| |task, purpose, and audience. |The student response demonstrates purposeful coherence, clarity, |What is “your story”? What makes you, you? |
| | |and cohesion5 and includes a strong introduction, conclusion, and| |
| |W.12.5. Develop and strengthen writing as needed by |a logical, well-executed progression of ideas, making it easy to |Week 2 |
| |planning, revising, editing, rewriting, or trying a new |follow the writer’s progression of ideas. |Routine Writing: |
| |approach, focusing on addressing what is most significant |The student response establishes and maintains an effective |Describe how Gioia uses pathos to develop her point of view. |
| |for a specific purpose and audience. (Editing for |style, while attending to the norms and conventions of the |[RI.6] |
| |conventions should demonstrate command of Language |discipline. The response uses precise language consistently, | |
| |standards 1–3 up to and including grades 11–12) |including descriptive words and phrases, sensory details, linking|Analysis Writing: |
| | |and transitional words, words to indicate tone6, and/or |Write an essay in which you explain how Dana Gioia builds an |
| | |domain-specific vocabulary. |argument to persuade his audience that the decline of reading in|
| | | |America will have a negative effect on society. Consider how |
| | |Knowledge of Language and Conventions: The student response |Gioia uses evidence, such as facts or examples, to support |
| | |demonstrates command of the conventions of standard English |claims, reasoning to develop ideas and to connect claims and |
| | |consistent with effectively edited writing. Though there may be a|evidence, and stylistic or persuasive elements, such as word |
| | |few minor errors in grammar and usage. |choice or appeals to emotion, to add power to the ideas |
| | | |expressed. Be sure to cite strong and thorough textual evidence |
| | | |to support your claims. [12.5 and 12.6] |
| | | | |
| | | |Week 3 |
| | | |Routine Writing: |
| | | |Write an objective summary |
| | | | |
| | | |Analysis Writing: |
| | | |Write an essay analyzing Flood’s purpose. Include how style and |
| | | |content contribute to the power and persuasiveness of the |
| | | |argument. [RI.6] |
| | | |Analysis Writing: |
| | | |Determine two or more central ideas from Drucker’s article and |
| | | |analyze their development over the course of the text, including|
| | | |how they interact and build on one another to provide a complex |
| | | |analysis [RI.2] |
|Reading, Writing and |CCR Speaking and Listening |CCR Speaking and Listening |Speaking and Listening |
|Speaking Grounded in | | | |
|Evidence from Text, Both |L.12.1: Demonstrate command of the conventions of standard |SL. 12.1. Students will be able to effectively participate in |Possible suggestions throughout the quarter: Group roles and |
|Literary and |English grammar and usage when writing or speaking. |collaborative discussions (we do, they do) Students will be able |responsibility, Accountable talk, (see |
|Informational | |to refer to textual evidence as ideas are exchanged. Students | for handout) Classroom routines |
| |SL.12.1.B: Work with peers to promote civil, democratic |will be able to question posed ideas and themes when agreeing |and procedures, Group behaviors and discussions, Target |
| |discussions and decision-making, set clear goals and |and/or disagreeing with text summaries. |audience, Oral presentation (see |
| |deadlines, and establish individual roles as needed. | |for handout), Informal Debate, News Story, Delivering an Oral |
| | |SL.12.1. Students will be able to evaluate a speaker’s evidence |Summary, Dramatic Readings |
| |SL.12.1.D: Respond thoughtfully to diverse perspectives; |and reasoning. | |
| |synthesize comments, claims, and evidence made on all sides| | |
| |of an issue; resolve contradictions when possible; and |SL.12.3. Students will build speaking and listening skills | |
| |determine what additional information or research is |through Accountable Talk toward peer-led Socratic Seminars. | |
| |required to deepen the investigation or complete the task. | | |
|WEEK 4 |
|Writing Workshop |RI.12.1: Cite strong and thorough textual evidence to |CCR Writing |Outcomes for Writing Workshop |
| |support analysis of what the text says explicitly as well | | |
| |as inferences drawn from the text, including determining |Written Expression Evidence Statements |Performance Task Writing: |
| |where the text leaves matters uncertain. | |Write an informational essay that integrates the multiple |
| | |Development of Ideas: |sources addressing the state of literature and reading in |
| |W.12.2.B: Develop the topic thoroughly by selecting the |The student response addresses the prompt and provides effective |today’s world. Present an argument determining what societal |
| |most significant and relevant facts, extended definitions, |and comprehensive development of the claim, topic and/or |influences occurring from 1900 to today may have caused this |
| |concrete details, quotations, or other information and |narrative elements4 by using clear and convincing reasoning, |shift in perspective. Cite evidence from at least three texts to|
| |examples appropriate to the audience's knowledge of the |details, text-based evidence, and/or description; the development|support your claims. [RI12.7] |
| |topic. |is consistently appropriate to the task, purpose, and audience. | |
| | | |Students will: |
| |W.12.1: Write arguments to support claims in an analysis of|Organization: |Cite strong and thorough textual evidence |
| |substantive topics or texts, using valid reasoning and |The student response demonstrates purposeful coherence, clarity, |Select and integrate quotations, details, and examples |
| |relevant and sufficient evidence. |and cohesion5 and includes a strong introduction, conclusion, and|Use appropriate organizational pattern |
| | |a logical, well-executed progression of ideas, making it easy to |Write strong thesis statements |
| |W.12.7: Conduct short as well as more sustained research |follow the writer’s progression of ideas. |Plan, draft, revise, edit, and rewrite |
| |projects to answer a question (including a self-generated |The student response establishes and maintains an effective |Use appropriate style and tone for purpose |
| |question) or solve a problem; narrow or broaden the inquiry|style, while attending to the norms and conventions of the | |
| |when appropriate; synthesize multiple sources on the |discipline. The response uses precise language consistently, | |
| |subject, demonstrating understanding of the subject under |including descriptive words and phrases, sensory details, linking| |
| |investigation. |and transitional words, words to indicate tone6, and/or | |
| | |domain-specific vocabulary. | |
| | | | |
| | |Knowledge of Language and Conventions: | |
| | |The student response demonstrates command of the conventions of | |
| | |standard English consistent with effectively edited writing. | |
| | |Though there may be a few minor errors in grammar and usage. | |
|WEEKS 5-7 |
|Module 2 |
|Topic: The Great War |
|Central Idea: The idealism and the horrors surrounding the period |
|“Informational Text: Psychological Wounds of Conflict: The Impact of World War One, Jones (1500L) |
|Informational Text: Individual and Society (1070L) |
|Hollow Men,” Eliot (pg 1160) (NP) |
|“Second Coming, ” Yeats (pg. 1146) (NP) |
|“Araby”, Joyce (pg. 1235) (930L) |
|“Rocking Horse Winner”, Lawrence (pg. 1244) (690L) |
|Performance Task: Write a literary analysis in which you explore the question of how literary movements are both a reaction to what historical events preceded them and an extension from those previous literary |
|movements. Consider especially how themes within works of literature are developed over the course of each text, how they interact and build one another to produce a complex account of the culture out of which it is|
|born. Cite evidence from multiple texts in support of your claims. [RL.12.3] |
|Building Knowledge |RI. 11-12.1: Cite strong and thorough textual evidence to |Cites strong and thorough textual evidence to support analysis of|Overview: |
|through Content-rich |support analysis of what the text says explicitly as well |what the text says explicitly as well as inferences drawn from |This module builds on the previous module as students begin to |
|Nonfiction |as inferences drawn from the text, including determining |the text. RI.1 |explore how events between 1900 and 2016 influenced the |
| |where the text leaves matters uncertain. | |literature of the time. |
|and | |Writes an objective summary RI.2 | |
| |RI.11-12.2: Determine two or more central ideas of a text | |Introduction: |
|Reading Complex Texts |and analyze their development over the course of the text, |Provides a statement two or more central ideas of a text and |Begin this module with an overview of history from 1900. |
| |including how they interact and build on one another to |analyze their development over the course of the text, including | |
| |produce a complex analysis; provide an objective summary of|how they interact and build on one another to produce a complex |Guiding Questions: |
| |the text. |analysis. Supports claims with evidence from text. RI.2 |What was the social and psychological impact of World War I and |
| | | |World War II? |
| |RI: 11-12.3: Analyze a complex set of ideas or sequence of |Provides an analysis of ideas or sequence of events. RI.3 | |
| |events and explain how specific individuals, ideas, or | |Teacher Actions: (I do, We do) |
| |events interact and develop over the course of the text |Provides an explanation of how specific individuals, ideas or |Model reading and annotation of text |
| | |events develop over the course of the text. RI.3 |Read aloud the text: Informational Text: Psychological Wounds of|
| |RI 11-12.4: Determine the meaning of words and phrases as | |Conflict: The Impact of World War One |
| |they are used in a text, including figurative, connotative,|Demonstrates the ability to determine the meaning of figurative, | |
| |and technical meanings; analyze how an author uses and |connotative, and technical words and phrases as they are used in |Student Actions: (they do, you do) |
| |refines the meaning of a key term or terms over the course |a text. RI.4 |Students read and answer text dependent questions: |
| |of a text. | | |
| | |Provides an analysis of how an author uses and refines the |Text Dependent Questions: |
| |RI.11-12.5: Analyze and evaluate the effectiveness of the |meaning of a key term or terms over the course of a text. RI.4 |What are the origins of “shell shock”? (Key details) |
| |structure an author uses in his or her exposition or | |What debate existed about the origins of “Shell Shock”? (Key |
| |argument, including whether the structure makes points |Provides an analysis of an author's choices concerning how to |details) |
| |clear, convincing, and engaging. |structure his or her argument. RI.5 |How did the term “shell shock” emerge? (Key details) |
| | | |At what point was there a breakthrough in studies on shell |
| |RI.11-12.6: Determine an author’s point of view or purpose |Demonstrates the ability to determine the point or view or |shock? What caused this? (Key details) |
| |in a text in which the rhetoric is particularly effective, |purpose in a text. RI.6 |How does the author develop a causal link between WWI and PTSD? |
| |analyzing how style and content contribute to the power, | |What is this link? (Author’s Purpose/Text Structure) |
| |persuasiveness, or beauty of the text. |Provides an analysis of how style and content contribute to the |How might “shell shock” have eroded the strength of front-line |
| | |persuasiveness of text. RI.6 |units”? (Inferences) |
| |RI: 11-12.7: Integrate and evaluate multiple sources of | | |
| |information presented in different media or formats (e.g., |Provides an analysis of rhetoric. RI.6 |Teacher Actions (I do, we do) |
| |visually, quantitatively) as well as in words in order to | |Model reading and annotation using the first section of the |
| |address a question or solve a problem. |Demonstrates an ability to integrate and evaluate multiple |text. Informational Text: Individual and Society |
| | |sources of information in order to solve a problem or address a |Model how to write questions from text (Ex. General |
| | |question. RI. 7 |Understanding: In what ways is Man a |
| | | |Social Animal”? Key Details: How is man ultimately conditioned? |
| | | |Inferences: in what way is Man dependent on society? Vocabulary |
| | | |and Text Structure: What does it mean to “conform to the norms”?|
| | | |Opinions, Arguments, and intertextual Connections: What values |
| | | |do you think are involved in the question of the relationship |
| | | |between individual and society? |
| | | |Prepare the text and students for a jig saw activity. Divide the|
| | | |class into three groups: Social Contact theory, Organismic |
| | | |theory, society and the individual. |
| | | | |
| | | |Student Actions (They do, you do) |
| | | |Students summarize and present textual information to the class |
| | | |Students create text dependent questions |
|Regular Practice with |CCR Language |Tier 3 Vocabulary |Tier 2 Vocabulary |
|Complex Text and Its | | | |
|Academic Language |L.12.4: Determine or clarify the meaning of unknown and |Review figurative language |“The Psychological Wounds of Conflict” |
| |multiple-meaning words and phrases |Review word roots and prefixes. | |
| | | |Emergence |
| |L.12.4.C: Consult general and specialized reference |Psychology |Vulnerability |
| |materials ( |Psychiatry |Acquired |
| | |Artillery |Invalidity |
| |L.12.6: Acquire and use accurately general academic and |Theme |Resolve |
| |domain-specific words and phrases, sufficient for reading, |Main idea |Diverse |
| |writing, speaking, and listening at the college and career |Rhetoric |Intractable |
| |readiness level. |Conflict |Phenomenon |
| | |Pathos |Degeneration |
| | |Logos |Heredity |
| | |Ethos |Impetus |
| | |Argument | |
|Writing to Texts |CCR Writing |CCR Writing |Writing Fundamentals |
| | | | |
| |RL.12.1: Cite strong and thorough textual evidence to |Written Expression Evidence Statements |Cite strong and thorough textual evidence |
| |support analysis of what the text says explicitly as well | |Select and integrate quotations, details, and examples |
| |as inferences drawn from the text, including determining |Development of Ideas: |Use appropriate organizational pattern |
| |where the text leaves matters uncertain. |The student response addresses the prompt and provides effective |Write strong thesis statements |
| | |and comprehensive development of the claim, topic and/or |Plan, draft, revise, edit, and rewrite |
| |W.12.2.B: Develop the topic thoroughly by selecting the |narrative elements4 by using clear and convincing reasoning, |Use appropriate style and tone for purpose |
| |most significant and relevant facts, extended definitions, |details, text-based evidence, and/or description; the development| |
| |concrete details, quotations, or other information and |is consistently appropriate to the task, purpose, and audience. |Routine Writing: |
| |examples appropriate to the audience's knowledge of the | |Write an objective summary of each text. |
| |topic. |Organization: | |
| | |The student response demonstrates purposeful coherence, clarity, |Analysis Writing: |
| |L.12.1: Demonstrate command of the conventions of standard |and cohesion5 and includes a strong introduction, conclusion, and|Analyze the various ideas surrounding the relationship between |
| |English grammar and usage when writing or speaking. |a logical, well-executed progression of ideas, making it easy to |an individual and society and explain how these events interact |
| | |follow the writer’s progression of ideas. |and develop over the course of the text. [RI.2] |
| |W.12.2: Write informative/explanatory texts to examine and | | |
| |convey complex ideas, concepts, and information clearly and|The student response establishes and maintains an effective |Analysis Writing: |
| |accurately through the effective selection, organization, |style, while attending to the norms and conventions of the |Determine Jones’ purpose in his article and analyze how style |
| |and analysis of content. |discipline. The response uses precise language consistently, |and content contribute to the persuasiveness of his argument. |
| | |including descriptive words and phrases, sensory details, linking|[RI.6] |
| |W.12.1: Write arguments to support claims in an analysis of|and transitional words, words to indicate tone6, and/or | |
| |substantive topics or texts, using valid reasoning and |domain-specific vocabulary. | |
| |relevant and sufficient evidence. | | |
| | |Knowledge of Language and Conventions: | |
| | |The student response demonstrates command of the conventions of | |
| | |standard English consistent with effectively edited writing. | |
| | |Though there may be a few minor errors in grammar and usage. | |
|Regular Practice with |CCR Language |Tier 3 Vocabulary |Tier 2 Vocabulary |
|Complex Text and Its | | | |
|Academic Language |L.12.4: Determine or clarify the meaning of unknown and |Review figurative language |“The Psychological Wounds of Conflict” |
| |multiple-meaning words and phrases |Review word roots and prefixes. | |
| | | |Emergence |
| |L.12.4.C: Consult general and specialized reference |Psychology |Vulnerability |
| |materials ( |Psychiatry |Acquired |
| | |Artillery |Invalidity |
| |L.12.6: Acquire and use accurately general academic and |Theme |Resolve |
| |domain-specific words and phrases, sufficient for reading, |Main idea |Diverse |
| |writing, speaking, and listening at the college and career |Rhetoric |Intractable |
| |readiness level. |Conflict |Phenomenon |
| | |Pathos |Degeneration |
| | |Logos |Heredity |
| | |Ethos |Impetus |
| | |Argument | |
| | | | |
| | | | |
| | | | |
| | | | |
|Writing to Texts |CCR Writing |CCR Writing |Writing Fundamentals |
| | | | |
| |RL.12.1: Cite strong and thorough textual evidence to |Written Expression Evidence Statements |Cite strong and thorough textual evidence |
| |support analysis of what the text says explicitly as well | |Select and integrate quotations, details, and examples |
| |as inferences drawn from the text, including determining |Development of Ideas: |Use appropriate organizational pattern |
| |where the text leaves matters uncertain. |The student response addresses the prompt and provides effective |Write strong thesis statements |
| | |and comprehensive development of the claim, topic and/or |Plan, draft, revise, edit, and rewrite |
| |W.12.2.B: Develop the topic thoroughly by selecting the |narrative elements4 by using clear and convincing reasoning, |Use appropriate style and tone for purpose |
| |most significant and relevant facts, extended definitions, |details, text-based evidence, and/or description; the development| |
| |concrete details, quotations, or other information and |is consistently appropriate to the task, purpose, and audience. |Routine Writing: |
| |examples appropriate to the audience's knowledge of the | |Write an objective summary of each text. |
| |topic. |Organization: | |
| | |The student response demonstrates purposeful coherence, clarity, |Analysis Writing: |
| |L.12.1: Demonstrate command of the conventions of standard |and cohesion5 and includes a strong introduction, conclusion, and|Analyze the various ideas surrounding the relationship between |
| |English grammar and usage when writing or speaking. |a logical, well-executed progression of ideas, making it easy to |an individual and society and explain how these events interact |
| | |follow the writer’s progression of ideas. |and develop over the course of the text. [RI.2] |
| |W.12.2: Write informative/explanatory texts to examine and | | |
| |convey complex ideas, concepts, and information clearly and|The student response establishes and maintains an effective |Analysis Writing: |
| |accurately through the effective selection, organization, |style, while attending to the norms and conventions of the |Determine Jones’ purpose in his article and analyze how style |
| |and analysis of content. |discipline. The response uses precise language consistently, |and content contribute to the persuasiveness of his argument. |
| | |including descriptive words and phrases, sensory details, linking|[RI.6] |
| |W.12.1: Write arguments to support claims in an analysis of|and transitional words, words to indicate tone6, and/or | |
| |substantive topics or texts, using valid reasoning and |domain-specific vocabulary. | |
| |relevant and sufficient evidence. | | |
| | |Knowledge of Language and Conventions: | |
| | |The student response demonstrates command of the conventions of | |
| | |standard English consistent with effectively edited writing. | |
| | |Though there may be a few minor errors in grammar and usage. | |
|WEEK 6 | | | |
|Building Knowledge |CC Literature and Informational Text(s) |RL. 12.2. Writes an objective summary |Introduction: |
|through Content-rich | | |Review with students the historical background for these poems. |
|Nonfiction |RL. 11-12.1: Cite strong and thorough textual evidence to |RL. 12.3. Provides an analysis of how the structure of the poem |Present a mini-lesson on Allusions and how these contribute to |
| |support analysis of what the text says explicitly as well |develops theme and the idea of the hero. |the overall meaning of the poem. The focus of this week’s texts |
|and |as inferences drawn from the text, including determining | |is to explore the ways in which these poems reflect post-war |
| |where the text leaves matters uncertain. |RL.12.3. Provides an analysis of an author's choices concerning |attitudes. |
|Reading Complex Texts | |how to structure specific parts of a text with specific reference|Guiding Question: |
| |RL.11-12.2: Determine two or more themes or central ideas |to Kenning, Caesura, Alliteration, and Assonance. |How does Modern poetry reflect post-war attitudes? |
| |of a text and analyze their development over the course of | | |
| |the text, including how they interact and build on one |RL12.3. Provides an analysis of how each character is introduced |Teacher Actions: (I do, We do) |
| |another to produce a complex account; provide an objective |and developed. |Model TPCASTT annotations for poetry using the “Hollow Men” |
| |summary of the text. | |(pg.1160) as a model. |
| | |RL. 12.3. Provides an analysis of impact of the author's choices | |
| |RL: 11-12.3: Analyze the impact of the author's choices |regarding how to develop and relate elements of a text with |Student Actions: (They do, you do) |
| |regarding how to develop and relate elements of a story or |specific reference where a story is set |Answer Text Dependent Questions: |
| |drama (e.g., where a story is set, how the action is | |Who are the “Hollow men”? (Key details) |
| |ordered, how the characters are introduced and developed). |RL. 12.4. Demonstrates the ability to determine the meaning of |Where are the Hollow Men's eyes? (Key details) |
| | |figurative and connotative words and phrases as they are used in |What is the effect of the exclamatory “Alas” at the end of line |
| |RL 11-12.4: Determine the meaning of words and phrases as |a text. |4? (Vocabulary and Text Structure) |
| |they are used in the text, including figurative and | |What is the significance of the simile in line 8? (Vocabulary |
| |connotative meanings; analyze the impact of specific word |RL.12.4. Provides an analysis of the impact of specific word |and Text Structure) |
| |choices on meaning and tone, including words with multiple |choice on meaning and/or tone, including words with multiple |What does it mean to have “Shape without form”? (Inferences) |
| |meanings or language that is particularly fresh, engaging, |meanings. |Why is it that the prayer is unfinished at the end of the poem? |
| |or beautiful. (Include Shakespeare as well as other | |(Inferences/Author’s Purpose) |
| |authors.) |RL. 12.2. Provides a statement two or more themes or central |Is there any possibility for salvation for the Hollow Men? Are |
| | |ideas of a text and analyze their development over the course of |they capable of saving themselves? Does the poem contain any |
| |RL.11-12.5: Analyze how an author's choices concerning how |the text, including how they interact and build on one another to|signs of hope? (Inferences) |
| |to structure specific parts of a text (e.g., the choice of |produce a complex account. Supports claims with evidence from |Eliot once described the newspaper editors and politicians of |
| |where to begin or end a story, the choice to provide a |text. |his time in a way that made them sound like "Hollow Men." Does |
| |comedic or tragic resolution) contribute to its overall | |contemporary society have its Hollow Men? Would you associate |
| |structure and meaning as well as its aesthetic impact. | |them with a particular social group? (Opinions, Arguments, and |
| | | |Intertextual Connections) |
| |RL.11-12.6: Analyze a case in which grasping a point of | |Do you find it offensive or arrogant of Eliot to judge other |
| |view requires distinguishing what is directly stated in a | |people so harshly? Does the fact that he does so with an |
| |text from what is really meant (e.g., satire, sarcasm, | |imaginary group in a poem make a difference? (Opinions, |
| |irony, or understatement). | |Arguments, and Intertextual Connections) |
| | | |Do you think the Hollow Men will make it across the River Styx, |
| | | |or are they trapped forever in the desert? (Opinions, Arguments,|
| | | |and Intertextual Connections) |
| | | |Do you agree that people who are too timid to do bad things and |
| | | |who only look out for themselves are more despicable than people|
| | | |who actively commit evil? Do you see a difference between the |
| | | |two forms of badness? (Opinions, Arguments, and Intertextual |
| | | |Connections) |
| | | | |
| | | |Teacher Actions: (I do, We do) |
| | | |Review Yeats’ philosophy on page 1144 in preparation for reading|
| | | |the “Second Coming” |
| | | |Ask students to identify other aspects of life the gyres could |
| | | |represent and why they think so. |
| | | |Review Symbolism |
| | | |Consider the Falcon as a symbol and brainstorm possible |
| | | |connections. |
| | | | |
| | | |Student Actions: (They do, you do) |
| | | |Students read the poem in groups and answer Text Dependent |
| | | |Questions |
| | | |What is it that the Falcon cannot do? (General Understanding) |
| | | |What causes the “mere anarchy” that is “loosed upon the world”? |
| | | |(Key ideas) |
| | | |What is the consequence of the “blood timed tide”? (Key Ideas) |
| | | |Explain the paradox between the “best” and the “worst” outlined |
| | | |in line 7-8. (Vocab and Text Structure) |
| | | |What is the effect of the anaphora in lines 9 and 10? How does |
| | | |this support the central idea of the poem? (Vocab and Text |
| | | |Structure/Author’s Purpose) |
| | | |Why is it significant that the Sphinx has a gaze “blank and |
| | | |piteous as the sun”? (Inferences/Vocab and Text |
| | | |Structure/Author’s Purpose) |
| | | |What elements of Yeats’ philosophy does the “Second Coming” |
| | | |contain? (Author’s Purpose) |
| | | |How does the speaker’s idea of the second coming differ from |
| | | |traditional idea of the “second coming”? (Author’s Purpose) |
| | | |Where do you think the symbols of the Falcon and Gyre come from?|
| | | |What might it suggest about order and innocence? (Inferences) |
| | | |What does the image of the “widening gyre” suggest? (Inferences)|
| | | |In your opinion, do any contemporary events bear out Yeats’ |
| | | |vision of history? Explain. (Opinion, Arguments, Intertextual |
| | | |Connections) |
|Regular Practice with |CCR Language |Tier 3 Vocabulary |Tier 2 Vocabulary |
|Complex Text and Its | | | |
|Academic Language |L.12.4: Determine or clarify the meaning of unknown and |Review figurative language |“Hollow Men” |
| |multiple-meaning words and phrases based on grades 11-12 |Review word roots and prefixes. | |
| |reading and content, choosing flexibly from a range of | |Hollow |
| |strategies. |Allusion |Gesture |
| | |Alliteration |Disguise |
| |L.12.4.C: Consult general and specialized reference |Repetition |Supplication |
| |materials (e.g., dictionaries, glossaries, thesauruses), |Anaphora |Tumid |
| |both print and digital, to find the pronunciation of a word|Main idea |Perpetual |
| |or determine or clarify its precise meaning, its part of |Theme |Potency |
| |speech, its etymology, or its standard usage. |Gyre | |
| | |Simile |“Second Coming” |
| |L.12.6: Acquire and use accurately general academic and |Metaphor | |
| |domain-specific words and phrases, sufficient for reading, | |Anarchy |
| |writing, speaking, and listening at the college and career | |Conviction |
| |readiness level. | |Revelation |
| | | |Vast |
| | | |Pitiless |
| | | |Indignant |
| | | |Vexed |
| | | |Slouches |
|Writing to Texts |CCR Writing |CCR Writing |Writing Fundamentals |
| | | | |
| |RL.12.1: Cite strong and thorough textual evidence to |Written Expression Evidence Statements |Cite strong and thorough textual evidence |
| |support analysis of what the text says explicitly as well | |Select and integrate quotations, details, and examples |
| |as inferences drawn from the text, including determining |Development of Ideas: |Use appropriate organizational pattern |
| |where the text leaves matters uncertain. |The student response addresses the prompt and provides effective |Write strong thesis statements |
| | |and comprehensive development of the claim, topic and/or |Plan, draft, revise, edit, and rewrite |
| |W.12.2.B: Develop the topic thoroughly by selecting the |narrative elements4 by using clear and convincing reasoning, |Use appropriate style and tone for purpose |
| |most significant and relevant facts, extended definitions, |details, text-based evidence, and/or description; the development| |
| |concrete details, quotations, or other information and |is consistently appropriate to the task, purpose, and audience. |Routine Write: |
| |examples appropriate to the audience's knowledge of the | |Infer the essential message of each poem and write an objective |
| |topic. |Organization: |summary. |
| | |The student response demonstrates purposeful coherence, clarity, | |
| |L.12.1: Demonstrate command of the conventions of standard |and cohesion5 and includes a strong introduction, conclusion, and|Literary Analysis: |
| |English grammar and usage when writing or speaking. |a logical, well-executed progression of ideas, making it easy to |Compare and contrast the language of Yeats’ poem to the language|
| | |follow the writer’s progression of ideas. |of Elliot’s poem and analyze the impact of this on overall |
| |W.12.2: Write informative/explanatory texts to examine and | |meaning and tone. Cite textual evidence to support your claims. |
| |convey complex ideas, concepts, and information clearly and|The student response establishes and maintains an effective |[RL.4] |
| |accurately through the effective selection, organization, |style, while attending to the norms and conventions of the | |
| |and analysis of content. |discipline. The response uses precise language consistently, |Informational Writing: |
| | |including descriptive words and phrases, sensory details, linking|Discuss the ways in which Yeats and Eliot address the ways that |
| |W.12.1: Write arguments to support claims in an analysis of|and transitional words, words to indicate tone6, and/or |humanity responds to crisis. Cite specific evidence from each |
| |substantive topics or texts, using valid reasoning and |domain-specific vocabulary. |poem to support your claims. [RL.9] |
| |relevant and sufficient evidence. | | |
| | |Knowledge of Language and Conventions: | |
| | |The student response demonstrates command of the conventions of | |
| | |standard English consistent with effectively edited writing. | |
| | |Though there may be a few minor errors in grammar and usage | |
| | | | |
| | | | |
|WEEK 7 | | | |
|Building Knowledge |RL. 11-12.1: Cite strong and thorough textual evidence to |RL. 12.2. Writes an objective summary |Introduction: |
|through Content-rich |support analysis of what the text says explicitly as well | |The selections for this week focus on materialism in society and|
|Nonfiction |as inferences drawn from the text, including determining |RL. 12.3. Provides an analysis of how the structure of the poem |possible connections between this and major events of the 20th |
| |where the text leaves matters uncertain. |develops theme and the idea of the hero. |Century. |
|and | | | |
| |RL.11-12.2: Determine two or more themes or central ideas |RL.12.3. Provides an analysis of an author's choices concerning |Guiding Questions: |
|Reading Complex Texts |of a text and analyze their development over the course of |how to structure specific parts of a text with specific reference|What is materialism? How did events in the 20th Century |
| |the text, including how they interact and build on one |to Kenning, Caesura, Alliteration, and Assonance. |contribute to a culture of materialism? |
| |another to produce a complex account; provide an objective | | |
| |summary of the text. |RL12.3. Provides an analysis of how each character is introduced |Teacher Actions: (I do, We do) |
| | |and developed. |Review the background for the text |
| |RL: 11-12.3: Analyze the impact of the author's choices | |Model using the SIFT analysis using “Araby”, by Joyce (930L) |
| |regarding how to develop and relate elements of a story or |RL. 12.3. Provides an analysis of impact of the author's choices | |
| |drama (e.g., where a story is set, how the action is |regarding how to develop and relate elements of a text with |Symbol: examine the title and text for symbolism |
| |ordered, how the characters are introduced and developed). |specific reference where a story is set |Images: identify images and sensory details |
| | | |Figures of speech: analyze figurative language and other devices|
| |RL 11-12.4: Determine the meaning of words and phrases as |RL. 12.4. Demonstrates the ability to determine the meaning of |Tone and Theme: discuss how all devices reveal tone and theme |
| |they are used in the text, including figurative and |figurative and connotative words and phrases as they are used in | |
| |connotative meanings; analyze the impact of specific word |a text. |Student Actions: (They do, You do) |
| |choices on meaning and tone, including words with multiple | |Students create a plot diagram of the text |
| |meanings or language that is particularly fresh, engaging, |RL.12.4. Provides an analysis of the impact of specific word |Students create Text Dependent Questions and write in response |
| |or beautiful. (Include Shakespeare as well as other |choice on meaning and/or tone, including words with multiple |to text. |
| |authors.) |meanings. | |
| | | |Teacher Actions: (I do, We do) |
| |RL.11-12.5: Analyze how an author's choices concerning how |RL. 12.2. Provides a statement two or more themes or central |Ask students to think about social position and how it affects |
| |to structure specific parts of a text (e.g., the choice of |ideas of a text and analyze their development over the course of |people’s behavior? |
| |where to begin or end a story, the choice to provide a |the text, including how they interact and build on one another to|Consider “theme” and how authors develop theme through symbol. |
| |comedic or tragic resolution) contribute to its overall |produce a complex account. Supports claims with evidence from |Lead a discussion about the role of luck and chance in your |
| |structure and meaning as well as its aesthetic impact. |text. |students’ lives |
| | | |Model reading using the first page of the “Rocking Horse Winner”|
| |RL.11-12.6: Analyze a case in which grasping a point of | |Lawrence (pg. 1247) |
| |view requires distinguishing what is directly stated in a | |Explore what the first paragraph reveals about theme. Consider |
| |text from what is really meant (e.g., satire, sarcasm, | |parallels between this and the way a fairy tale begins. |
| |irony, or understatement). | | |
| | | |Student Actions: (They do, you do) |
| | | |Students read the “Rocking Horse Winner” in groups and complete |
| | | |a SIFT analysis. |
| | | |Students answer Text Dependent Questions: |
| | | | |
| | | |Describe Paul’s mother’s reaction to his comments about “luck” |
| | | |on page 1249. (Key Details) |
| | | |How would you describe the lives of Bassett and the small boy? |
| | | |What details reveal this? (Key Details) |
| | | |What does the narrator suggest about Paul’s need by describing |
| | | |his eyes as “blue fire”? (Vocab and Text Structure) |
| | | |Basset is described as being “obstinately silent” (1254). What |
| | | |does this suggest about his character? (Key Details/Vocab and |
| | | |Text Structure) |
| | | |What details in the story suggest that the rocking horse is a |
| | | |symbol? (Author’s Purpose) |
| | | |Does the third-person narrator’s insight into the character’s |
| | | |change the way the reader |
| | | |feels about her? (Author’s Purpose) |
| | | |How does the secret whispering help reveal a potential theme? |
| | | |(Inferences) |
| | | |What do you think is the main problem of the family? How does |
| | | |this differ from the characters’ opinions? (Opinion, Arguments, |
| | | |and Intertextual Connections) |
|Regular Practice with |CCR Language |Tier 3 Vocabulary |Tier 2 Vocabulary |
|Complex Text and Its | | | |
|Academic Language |L.12.4: Determine or clarify the meaning of unknown and |Review figurative language |“Araby” |
| |multiple-meaning words and phrases based on grades 11-12 |Review word roots and prefixes. | |
| |reading and content, choosing flexibly from a range of | |Accompany |
| |strategies. |Theme |Discreet |
| | |Symbolism |Annihilate |
| |L.12.4.C: Consult general and specialized reference |Third Person Narrative |Ballad |
| |materials (e.g., dictionaries, glossaries, thesauruses), | |Diverge |
| |both print and digital, to find the pronunciation of a word| |Ruinous |
| |or determine or clarify its precise meaning, its part of | |Pervasive |
| |speech, its etymology, or its standard usage. | |Tedious |
| | | |Deride |
| |L.12.6: Acquire and use accurately general academic and | |Curt |
| |domain-specific words and phrases, sufficient for reading, | | |
| |writing, speaking, and listening at the college and career | |“Rocking Horse Winner” |
| |readiness level. | |Discreet |
| | | |Obstinately |
| | | |Uncanny |
| | | |Apprehension |
| | | |Embarked |
| | | |Intrinsically |
|Writing to Texts |CCR Writing |CCR Writing |Writing Fundamentals |
| | | | |
| |RL.12.1: Cite strong and thorough textual evidence to |Written Expression Evidence Statements |Cite strong and thorough textual evidence |
| |support analysis of what the text says explicitly as well | |Select and integrate quotations, details, and examples |
| |as inferences drawn from the text, including determining |Development of Ideas: |Use appropriate organizational pattern |
| |where the text leaves matters uncertain. |The student response addresses the prompt and provides effective |Write strong thesis statements |
| | |and comprehensive development of the claim, topic and/or |Plan, draft, revise, edit, and rewrite |
| |W.12.2.B: Develop the topic thoroughly by selecting the |narrative elements4 by using clear and convincing reasoning, |Use appropriate style and tone for purpose |
| |most significant and relevant facts, extended definitions, |details, text-based evidence, and/or description; the development| |
| |concrete details, quotations, or other information and |is consistently appropriate to the task, purpose, and audience. |Analysis Writing: |
| |examples appropriate to the audience's knowledge of the | |Determine the meaning of the rocking horse as a symbol in “The |
| |topic. |Organization: |Rocking Horse Winner”. Analyze the impact of the symbolism on |
| | |The student response demonstrates purposeful coherence, clarity, |the author’s commentary about materialism. Cite evidence to |
| | |and cohesion5 and includes a strong introduction, conclusion, and|support your claim. [RL.4] |
| | |a logical, well-executed progression of ideas, making it easy to | |
| | |follow the writer’s progression of ideas. |Analysis Writing: |
| | | |Argue how the author’s choices regarding how to structure |
| | |The student response establishes and maintains an effective |specific parts of “Araby,” identify it as sharing the archetypes|
| | |style, while attending to the norms and conventions of the |of a quest story. See: |
| | |discipline. The response uses precise language consistently, |
| | |including descriptive words and phrases, sensory details, linking|s-a-Quest.pdf [RL.5] |
| | |and transitional words, words to indicate tone6, and/or | |
| | |domain-specific vocabulary. |Analysis Writing: |
| | | |Discuss how “Araby” uses plot devices to establish distance |
| | |Knowledge of Language and Conventions: The student response |between an experience of passion and the act of telling a story |
| | |demonstrates command of the conventions of standard English |about passion. [RL.3] |
| | |consistent with effectively edited writing. Though there may be a| |
| | |few minor errors in grammar and usage. |Routine Writing: |
| | | |Discuss how the reader’s perception of the characters would be |
| | | |different if the story was told from Paul’s point of view. Pay |
| | | |attention to how the characters are introduced and developed. |
| | | |Cite evidence to support your claims. [RL.3] |
| | | | |
| | | |Narrative Writing: |
| | | |Write a continuation of the story outlining how Paul’s mother |
| | | |might react in the future. |
|Reading, Writing and |CCR Speaking and Listening |CCR Speaking and Listening |Speaking and Listening |
|Speaking Grounded in | | | |
|Evidence from Text, Both |L.12.1: Demonstrate command of the conventions of standard |SL. 12.1. Students will be able to effectively participate in |Possible suggestions throughout the quarter: Group roles and |
|Literary and |English grammar and usage when writing or speaking. |collaborative discussions (we do, they do) Students will be able |responsibility, Accountable talk, (see |
|Informational | |to refer to textual evidence as ideas are exchanged. Students | for handout) Classroom routines |
| |SL.12.1.B: Work with peers to promote civil, democratic |will be able to question posed ideas and themes when agreeing |and procedures, Group behaviors and discussions, Target |
| |discussions and decision-making, set clear goals and |and/or disagreeing with text summaries. |audience, Oral presentation (see |
| |deadlines, and establish individual roles as needed. | |for handout), Informal Debate, News Story, Delivering an Oral |
| | |SL.12.1. Students will be able to evaluate a speaker’s evidence |Summary, Dramatic Readings |
| |SL.12.1.D: Respond thoughtfully to diverse perspectives; |and reasoning. |Engage students in a Socratic Seminar regarding the role of the |
| |synthesize comments, claims, and evidence made on all sides| |events of the 20th Century on Literature of the time. |
| |of an issue; resolve contradictions when possible; and |SL.12.3. Students will build speaking and listening skills |Ask students to complete a “Reading Lesson” presentation |
| |determine what additional information or research is |through Accountable Talk toward peer-led Socratic Seminars. | |
| |required to deepen the investigation or complete the task. | |Students start their presentation by spending a couple of |
| | | |minutes READING two or three excerpts from their assigned |
| | | |reading to the class (or their group) |
| | | |Students read a 300-word SUMMARY of the reading. |
| | | |Ask and comprehensively answer THREE DISCUSSION QUESTIONS |
| | | |following the reading with at least two sentences for each |
| | | |answer. (Ex. Do you think that The Rocking-Horse Winner is a |
| | | |supernatural story? Why / why not?) |
| | | |Students ask and correctly answer THREE MULTIPLE-CHOICE |
| | | |QUESTIONS (MCQs), five choices each, about the reading and |
| | | |vocabulary. |
|WEEK 8 | | | |
|Writing Workshop |W.12.2.B: Develop the topic thoroughly by selecting the |CCR Writing |Writing Outcome: students complete work on Performance Task and |
| |most significant and relevant facts, extended definitions, | |revise previous writings. |
| |concrete details, quotations, or other information and |Written Expression Evidence Statements | |
| |examples appropriate to the audience's knowledge of the | |Review the task and rubric with students. |
| |topic. |Development of Ideas: | |
| | |The student response addresses the prompt and provides effective |Performance Task: |
| |W.12.1: Write arguments to support claims in an analysis of|and comprehensive development of the claim, topic and/or |Write a literary analysis in which you explore the question of |
| |substantive topics or texts, using valid reasoning and |narrative elements4 by using clear and convincing reasoning, |how literary movements are both a reaction to what historical |
| |relevant and sufficient evidence. |details, text-based evidence, and/or description; the development|events preceded them and an extension from those previous |
| | |is consistently appropriate to the task, purpose, and audience. |literary movements. Consider especially how themes within works |
| |W.12.7: Conduct short as well as more sustained research | |of literature are developed over the course of each text, how |
| |projects to answer a question (including a self-generated |Organization: |they interact and build one another to produce a complex account|
| |question) or solve a problem; narrow or broaden the inquiry|The student response demonstrates purposeful coherence, clarity, |of the culture out of which it is born. Cite evidence from |
| |when appropriate; synthesize multiple sources on the |and cohesion5 and includes a strong introduction, conclusion, and|multiple texts in support of your claims. [RL.12.3] |
| |subject, demonstrating understanding of the subject under |a logical, well-executed progression of ideas, making it easy to | |
| |investigation. |follow the writer’s progression of ideas. |Writing Workshop |
| | | |Review task and rubric |
| | |The student response establishes and maintains an effective |Reflect and Attend |
| | |style, while attending to the norms and conventions of the |Peer-review/peer exchange |
| | |discipline. The response uses precise language consistently, |Edits: thesis/introduction, development, conventions, |
| | |including descriptive words and phrases, sensory details, linking|conclusions, sources and documentation |
| | |and transitional words, words to indicate tone6, and/or |Revisions |
| | |domain-specific vocabulary. |Publish (type) writings |
| | | | |
| | |Knowledge of Language and Conventions: | |
| | |The student response demonstrates command of the conventions of | |
| | |standard English consistent with effectively edited writing. | |
| | |Though there may be a few minor errors in grammar and usage. | |
| | | | |
|WEEK 9 | | | |
|Comprehensive Assessment |Culminating Project: |
| |Write an essay in which you consider the extent to which today’s literary texts (including novels, film, plays and other works) are both reactions to what preceded them and reflections of |
| |the influences of literature from previous times. Your argument should explore the ways, if any, that current literature draws on traditional elements of literature from preceding movements|
| |and the innovative ways it extends beyond its predecessors. Analyze in particular, the impact of the author’s choices regarding how to develop and relate literary elements, and how to |
| |structure specific parts of a text. |
| | |
| |Literary movements diversify the world’s texts and provide access to new points of view |
| |Texts written for diverse audiences and purposes requires clarity of ideas and intentional genre selection |
| |Language can be manipulated for stylistic effect |
| | |
| |Consider the following texts as examples of modern literary texts. |
| |“Evening Hawk”, Penn Warren (American): |
| |“Blackberry Picking”, Heaney (Irish) |
| |“Barred Owl”, Wilbur: |
| |“History Teacher”, Collins (American): |
| |“Home”, Larkin |
| |From, “Johnny Got His Gun”, Trumbo (American) |
| |“The Crossing.” Cormac McCarthy, (American) |
| |“We Were the Mulvaneys”, Oates (American) |
| | |
| |Students should select current (appropriate) films to include as part of their research. |
| |Students should present their findings using multimedia (Powerpoint, video, audio, etc.). |
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