Eng IV Map1

ENGLISH IV CURRICULUM OVERVIEW 2011 - 2012

Dates Unit Reading Writing Humanities PLCS Testing Content Content Content Content Skills Aug. 5 – Apr. 30

Vocabulary Unit (Ongoing throughout year)

-ACT/AP vocabulary

Aug. 5 – Apr. 30

ACT English and Writing (Ongoing throughout year)

-Informational -Workplace -Literary -Persuasive

-Language skills -Content reading

-Content reading

-ACT/AP prep

Aug. 5 – Sept. 16

1A – Research 1B – Book Study

-Informational: print/electronic -Literary

-Research paper -Note taking -Summarizing -Paraphrasing -Reading Log -Lit. response

-Literature -Multi-media Presentation

-Speaking / Listening

-Essay response -ACT/AP prep

Sept. 19 – Oct. 7

2A- Social Issues 2B-Persuasive Writing 2C-Book Study

-Informational -Persuasive -Literary

-Persuasive -Note-taking -Reading Log -Lit. response

-Literature -Social issues/ current events

-Essay response -ACT/AP prep

Oct. 17 – Dec. 20

3-Study of Power and Society: Beowolf to Shakespeare

-Literary -Informational

-Note-taking -Reading Log -Lit. response

-Period art, literature, creative devices

-Social structure -Essay response -ACT/AP prep

Jan. 4 – Jan. 31

4 A– Communication in School and Work 4B-Book Study

-Informational -Workplace -Literary

-Resume -Cover letter -College Essay -Reading Log -Lit. response

-Literature -Workplace writing

-Essay response -ACT/AP prep

Feb. 1 – Feb. 29

5 A– Creative Writing 5B – Book Study

-Literary -Informational criticism

-Literary: Poem, fiction, etc. -Lit. response

-Creative writing -Literature -Illustration/ presentation

-ACT/AP prep

Mar. 1 – Mar. 30

6-British literature, Contemporary lit.

-Literary -Informational

-Note taking -Reading Log -Lit. response

-Period art, literature, creative devices

-Essay response -ACT/AP prep

April 9 – May 15

7-Senior Project -Literary -Informational

-Literary -Persuasive -Informational

-Multi-media presentation -Writing Port.

-Speaking / Listening

Eng IV Map2

ENGLISH IV CURRICULUM MAP 2011 - 2012

Aug. 5 – Apr. 30 Vocabulary Unit (Ongoing throughout the year)

A. READING 8. Words and Their History a. Apply knowledge of Greek, Latin, and Anglo-Saxon affixes, inflections, and roots to understand unfamiliar words and new subject matter vocabulary I increasingly challenging texts. b. Infer word meanings by analyzing relationships between words in increasingly challenging texts. c. Use general and specialized dictionaries, thesauruses, and glossaries to determine the definition, pronunciation, derivation, spelling, and usage of words. d. Use context clues to understand unfamiliar words in increasingly challenging texts. e. Comprehend foreign words and phrases in texts that are commonly used in English. f. Identify and interpret common idioms and literary, classical, and biblical allusions in increasingly challenging texts. g. Describe and provide examples of the ways past and present events have influenced the English language. h. Apply knowledge of connotation and denotation to determine the meanings of words and phrases in increasingly challenging texts. B. WRITING 4. Sentence-Level Constructions e. Use resources and reference materials to select effective and precise vocabulary that maintains consistent style, tone, and voice. f. Use formal, informal, standard, and technical language effectively to meet the needs of audience and purpose. g. Use strong action verbs, sensory details, vivid imagery, and precise words.

-Tests -Quizzes -Classwork, homework as needed for definition, usage, connotation, parts of speech, sentence writing, etc.

Eng IV Map3 Aug. 5 – Apr. 30 ACT English and Writing Unit (Ongoing throughout the year)

5. Conventions of Usage a. Correctly spell commonly misspelled/confused words. f. Correctly use parts of speech. D. LISTENING, VIEWING, AND SPEAKING 1. Comprehension and Analysis e. Analyze and evaluate the way language choice and delivery style affect the mood an tone of the communication and make an impact on the audience.

A. READING 1. Reading Across the Curriculum c. Read increasingly challenging whole texts in a variety of literary forms. 2. Reading Strategies a. Apply strategies before, during, and after reading to increase fluency and comprehension with increasingly challenging texts. b. Use metacognitive skills when reading increasingly challenging texts, using the most appropriate “fix-up” strategies. c. Demonstrate comprehension of increasingly challenging texts by asking and answering literal, interpretive, and evaluative questions. d. Use close-reading strategies in order to interpret increasingly challenging texts. e. Compare texts to previously read texts, past and preset events, and/or content learned in other coursework. 3. Knowledge of Literary and Nonliterary Forms a. Identify analyze, and evaluate the defining characteristics of specific literary and nonliterary forms and describe how form affects the meaning and function of the texts. b. Read contrasting literary works and determine how the forms influence structure and movement within the texts. c. Read dramatic literature and analyze its conventions to identify how they express a

-Content and workplace reading assignments for whole class reading and independent reading; -Before, during and after reading homework and class assignments such as Anticipation Guides, Reading Logs, Written Response to Literature, Critical reading and writing, Rhetorical language vocabulary study, Logic and Reasoning practice, etc.; -ACT practice questions; -Timed readings in class; -Pre-assessments, formative assessments of Quality Core.

Eng IV Map4 writer’s meaning. d. Identify and interpret works n various poetic forms and explain how meaning is conveyed through features of poetry, including sound, structure, graphic elements and poetic devices. 5. Author’s Voice and Method a. Critique the effectiveness of the organizational pattern and how clarity of meaning is affected by the writer’s techniques in increasingly challenging texts. b. Recognize an author’s choice of narration and evaluate the overall impact of that choice in increasingly challenging texts. c. Identify, analyze and evaluate plot, character development, setting, theme, mood an point of view as they are used together to create meaning in increasingly challenging texts. d. Identify, analyze, and evaluate the author’s use of parallel plots and subplots in increasingly challenging texts. e. Identify, analyze, and evaluate the ways in which the devices the author chooses achieve specific effects and shape meaning in increasingly challenging texts. f. Critique the treatment and scope of ideas from multiple sources on the same topic, noting the authors’ implicit and explicit philosophical assumptions and beliefs. g. Evaluate ways authors develop style to achieve specific rhetorical and aesthetic purposes, noting the impact of diction an figurative language on tone, mood, and them; cite specific examples from increasingly challenging texts. h. Identify the author’s stated or implied purpose in increasingly challenging texts. 6. Persuasive Language and Logic a. Distinguish between valid and invalid arguments; provide evidence to support the author’s findings; an note instances of unsupported inferences, fallacious reasoning, and propaganda techniques used in literature, film, advertising and/or speeches. b. Summarize and paraphrase information in increasingly challenging texts, identifying key ideas, supporting details, inconsistencies, and ambiguities. c. Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts and substantiate analyses with textual examples that

Eng IV Map5 may be in widely separated sections of the text or in other sources. d. Distinguish between fact and opinion, basing judgments on evidence and reasoning. 7. Literary Criticism a. Select and apply to increasingly challenging texts the relevant terms from a number of critical theories. b. Evaluate a work of literature from a variety of perspectives. c. Read literary criticism to learn different ways of interpreting increasingly challenging texts. B. WRITING 4. Sentence-Level Constructions a. Recognize and correct errors that weaken writing, including nonparallel structure, shifts from active to passive voice, misused modifiers, and awkward sentence construction. b. Combine phrases and clauses to create sentences of varying lengths and sophistication and to coordinate or subordinate meaning for effect. c. Use parallel structure to present items in a series and items juxtaposed for emphasis. d. Evaluate own sentence style by identifying common sentence patterns and constructions. e. Use resources and reference materials to select effective and precise vocabulary that maintains consistent style, tone, and voice. f Use formal, informal, standard, and technical language effectively to meet the needs of audience and purpose. g. Use strong action verbs, sensory details, vivid imagery, and precise words. 5, Conventions of Usage a, Correctly spell commonly misspelled/confused words. b. Correctly choose verb forms in terms of tense, voice and mood for continuity.

Eng IV Map6 c. Make subject and verb agree in number, even when a phrase or clause between the two suggest a different number for the verb. d. Use pronouns correctly. e. Correctly choose adjectives, adjective phrases, adjective clauses, adverbs, adverb phrases, and adverb clauses and their form for logical connection to word(s) modified. f. Correctly use parts of speech. 6 Conventions of Punctuation a. Recognize that several correct punctuation choices create different effects. b. Use punctuation correctly within sentences and words. c. Demonstrate correct use of capitalization. E. STUDY SKILLS AND TEST TAKING a. Apply active reading, listening and viewing techniques y taking notes on classroom discussions, lectures, oral and/or video presentations, or assigned at-home reading, and by underlining key passages and writing comments in journals or in margins of texts, where permitted. c. Use appropriate essay-test-taking and timed-writing strategies that address and analyze the question. d. Demonstrate familiarity with test formats and test administration procedures to increase speed and accuracy.

August 5 – Sept. 16 Unit 1A Research

A. READING 6. Persuasive Language and Logic a. Distinguish between valid and invalid arguments; provide evidence to support the author’s findings; an note instances of unsupported inferences, fallacious reasoning, and propaganda techniques used in literature, film, advertising and/or speeches. c. Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts and substantiate analyses with textual examples that may be in widely separated sections of the text or in other sources. d. Distinguish between fact and opinion, basing judgments on evidence and reasoning.

--Read informational text from print and nonprint sources; gather information; take notes; document sources as required for a research paper.

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8. Words and Their History a. Apply knowledge of Greek, Latin, and Anglo-Saxon affixes, inflections, and roots to understand unfamiliar words and new subject matter vocabulary I increasingly challenging texts. B. WRITING 1. Writing Process d. Prepare for publication by choosing the most appropriate format, considering principles of design and the use of various fonts and graphics; use electronic resources to enhance the final product. 2. Modes of Writing for Different Purposes and Audiences b. Craft first and final drafts of informational essays or reports that provide clear and accurate perspectives on the subject; support the main ideas with facts, details, and examples; and make distinctions about the relative value and significance of those fact, details, and examples. 3. Organization, Unity and Coherence a. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. b. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequence. c. Add important information and delete irrelevant information and details to more clearly establish a central idea. d. Rearrange words, sentences, and/or paragraphs and add transitional words and phrases to clarify meaning and to achieve specific aesthetic and rhetorical purposes. e. Write an introduction that engages the reader and a conclusion that summarizes, extends, or elaborates points or ideas in the writing. 4. Sentence-Level Constructions a. Recognize and correct errors that weaken writing, including nonparallel structure, shifts from active to passive voice, misused modifiers, and awkward sentence

--Compose research paper using appropriate information, MLA format, purpose, etc. with the complete writing process from brainstorming to publishing.

Eng IV Map8

construction. b. Combine phrases and clauses to create sentences of varying lengths and sophistication and to coordinate or subordinate meaning for effect. c. Use parallel structure to present items in a series and items juxtaposed for emphasis. d. Evaluate own sentence style by identifying common sentence patterns and constructions. e. Use resources and reference materials to select effective and precise vocabulary that maintains consistent style, tone, and voice. g. Use strong action verbs, sensory details, vivid imagery, and precise words. 5, Conventions of Usage a, Correctly spell commonly misspelled/confused words. b. Correctly choose verb forms in terms of tense, voice and mood for continuity. c. Make subject and verb agree in number, even when a phrase or clause between the two suggest a different number for the verb. d. Use pronouns correctly. e. Correctly choose adjectives, adjective phrases, adjective clauses, adverbs, adverb phrases, and adverb clauses and their form for logical connection to word(s) modified. f. Correctly use parts of speech. 6 Conventions of Punctuation a. Recognize that several correct punctuation choices create different effects. b. Use punctuation correctly within sentences and words. c. Demonstrate correct use of capitalization. C. RESEARCH a. Use research methods to locate and collect reliable information from print and non print resources.

Eng IV Map9 August 5 – Sept. 16 Unit 1B

b. Decide on a research question and develop a hypothesis, modifying questions as necessary during the project to further narrow the focus or extend the investigation. c. Evaluate multiple sources of information for accuracy, credibility, currency, utility, relevance, reliability, and perspective. d. Identify discrepancies in information, recognize the complexities of issues conveyed about the topic, and systematically organize the information to support central ideas, concepts, or themes. e. Summarize paraphrase, and directly quote from sources, including the internet, to support the thesis of the paper and/or presentation accurately cite every source to avoid compromising others’ intellectual property. f. Compose a research paper that maintains an appropriate balance between researched information and original ideas, anticipates counterarguments, blends quotations into its body gracefully, an includes title page, outline, first and final drafts and works cited page, adhering to ML or other stylebook guidelines. D. LISTENING, VIEWING, AND SPEAKING 2. Application a. Use elements of speech forms—introduction, transitions, body, and conclusion—including the use of facts, literary quotations, anecdotes, and/or references to authoritative sources. b. Use effective delivery skills. c. Give impromptu and planned presentations that stay on topic and/or adhere to prepared notes. d. Write and deliver informational speeches that present a clear, distinctive perspective on the subject and support the controlling idea with well-chosen and well-organized facts and details from a variety of sources. e. Write and deliver persuasive speeches that use logical, emotional, and ethical appeals; establish and develop a logical structured argument; anticipate audience concerns and counterarguments; and include relevant evidence from a variety of sources. A. READING 1. Reading Across the Curriculum

--Present research paper to small or large peer group for feed back, both written and oral. -Read literary book or book

Eng IV Map10 Book Study (simultaneous w/Research Unity)

b. Read independently for a variety of purposes. c. Read increasingly challenging whole texts in a variety of literary forms. 2. Reading Strategies a. Apply strategies before, during, and after reading to increase fluency and comprehension with increasingly challenging texts. b. Use metacognitive skills when reading increasingly challenging texts, using the most appropriate “fix-up” strategies. d. Use close-reading strategies in order to interpret increasingly challenging texts. 3. Knowledge of Literary and Nonliterary Forms b. Read contrasting literary works and determine how the forms influence structure and movement within the texts. d. Identify and interpret works n various poetic forms and explain how meaning is conveyed through features of poetry, including sound, structure, graphic elements and poetic devices. 4. Influences on Texts a. Explain the relationship between the time in which a literary work is set the time during which the author wrote and the time in which the reader reads. b. Analyze and evaluate the influence of traditional and mythic literature on later literature and film. c. Explain the effects of the author’s life upon his or her work. 5. Author’s Voice and Method a. Critique the effectiveness of the organizational pattern and how clarity of meaning is affected by the writer’s techniques in increasingly challenging texts. b. Recognize an author’s choice of narration and evaluate the overall impact of that choice in increasingly challenging texts. c. Identify, analyze and evaluate plot, character development, setting, theme, mood an point of view as they are used together to create meaning in increasingly challenging texts.

length dramatic work independently or as a class, -Homework, class work, quizzes, tests as needed related to the book, author, time period, culture of the time period including art, history, music, etc. -Written responses to literature such as reading long, note taking, multiple choice and essay questions, comparing and contrasting literary works and visual presentations, analysis of literary devices, author’s purpose and methods, etc. as needed.

Eng IV Map11 Sept. 19 – Oct. 7 Unit 2A Commenting on Social Issues Sept. 19 – Oct. 7 Unit 2B Persuasive Writing unit (simultaneously with Unit 2A)

f. Critique the treatment and scope of ideas from multiple sources on the same topic, noting the authors’ implicit and explicit philosophical assumptions and beliefs. h. Identify the author’s stated or implied purpose in increasingly challenging texts. 7. Literary Criticism a. Select and apply to increasingly challenging texts the relevant terms from a number of critical theories. b. Evaluate a work of literature from a variety of perspectives. c. Read literary criticism to learn different ways of interpreting increasingly challenging texts. A. READING 6. Persuasive Language and Logic a. Distinguish between valid and invalid arguments; provide evidence to support the author’s findings; an note instances of unsupported inferences, fallacious reasoning, and propaganda techniques used in literature, film, advertising and/or speeches. b. Summarize and paraphrase information in increasingly challenging texts, identifying key ideas, supporting details, inconsistencies, and ambiguities. c. Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts and substantiate analyses with textual examples that may be in widely separated sections of the text or in other sources. d. Distinguish between fact and opinion, basing judgments on evidence and reasoning. B. WRITING 1. Writing Process a. Use prewriting strategies to generate, focus, and organize ideas as well as to gather information. b. Analyze writing assignments in terms of purpose and audience to determine which strategies to use. c. Create and use various tools to revise, refine, edit and proofread own and others’ writing, using appropriate rhetorical, logical, and stylistic criteria for assessing the final

-Read a variety of non-fiction articles, editorials, from print and non-print sources (The New York Times, Messenger-Inquirer, Arts and Letters Daily, etc.) and selections from class text Speech Before Her Troops, Speech to Parliament, On Making an Agreeable Marriage, etc.). -Practice note-taking, summarizing, paraphrasing, compare/contrast of texts, identifying author’s purpose, methods, organization. -Complete a variety of before, during, after exercises in class and as homework.

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versions of compositions. d. Prepare for publication by choosing the most appropriate format, considering principles of design and the use of various fonts and graphics; use electronic resources to enhance the final product. 2. Modes of Writing for Different Purposes and Audiences c. Craft first and final drafts of persuasive papers that articulate a clear position; support assertions using a rhetorical devices, including personal anecdotes and appeals to emotion or logic; and develop arguments using a variety of methods. e. Craft first and final drafts of workplace and other real-life writing that are appropriate to the audience, provide clear and purposeful information, and use a format appropriate to the task. 3. Organization, Unity and Coherence b. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequence. c. Add important information and delete irrelevant information and details to more clearly establish a central idea. d. Rearrange words, sentences, and/or paragraphs and add transitional words and phrases to clarify meaning and to achieve specific aesthetic and rhetorical purposes. e. Write an introduction that engages the reader and a conclusion that summarizes, extends, or elaborates points or ideas in the writing. 4. Sentence-Level Constructions a. Recognize and correct errors that weaken writing, including nonparallel structure, shifts from active to passive voice, misused modifiers, and awkward sentence construction. b. Combine phrases and clauses to create sentences of varying lengths and sophistication and to coordinate or subordinate meaning for effect. c. Use parallel structure to present items in a series and items juxtaposed for emphasis. d. Evaluate own sentence style by identifying common sentence patterns and

-Use the writing process, from brainstorming to publishing to write persuasively in a chosen mode: speech, letter, editorial, essay.

Eng IV Map13 Oct. 17 – Dec. 20 Unit 3 Power and Society:

constructions. e. Use resources and reference materials to select effective and precise vocabulary that maintains consistent style, tone, and voice. f Use formal, informal, standard, and technical language effectively to meet the needs of audience and purpose. g. Use strong action verbs, sensory details, vivid imagery, and precise words. 5, Conventions of Usage a, Correctly spell commonly misspelled/confused words. b. Correctly choose verb forms in terms of tense, voice and mood for continuity. c. Make subject and verb agree in number, even when a phrase or clause between the two suggest a different number for the verb. d. Use pronouns correctly. e. Correctly choose adjectives, adjective phrases, adjective clauses, adverbs, adverb phrases, and adverb clauses and their form for logical connection to word(s) modified. f. Correctly use parts of speech. 6 Conventions of Punctuation a. Recognize that several correct punctuation choices create different effects. b. Use punctuation correctly within sentences and words. c. Demonstrate correct use of capitalization.

A. READING 1. Reading Across the Curriculum c. Read increasingly challenging whole texts in a variety of literary forms.

-Read a variety of British literature from class textbook relating to social conflict and universal

Eng IV Map14 Beowolf to Shakespeare

2. Reading Strategies a. Apply strategies before, during, and after reading to increase fluency and comprehension with increasingly challenging texts. b. Use metacognitive skills when reading increasingly challenging texts, using the most appropriate “fix-up” strategies. c. Demonstrate comprehension of increasingly challenging texts by asking and answering literal, interpretive, and evaluative questions. d. Use lose-reading strategies in order to interpret increasingly challenging texts. e. Compare texts to previously read texts, past and preset events, and/or content learned in other coursework. 3. Knowledge of Literary and Nonliterary Forms a. Identify analyze, and evaluate the defining characteristics of specific literary and nonliterary forms and describe how form affects the meaning and function of the texts. b. Read contrasting literary works and determine how the forms influence structure and movement within the texts. c. Read dramatic literature and analyze its conventions to identify how they express a writer’s meaning. d. Identify and interpret works n various poetic forms and explain how meaning is conveyed through features of poetry, including sound, structure, graphic elements and poetic devices. 4. Influences on Texts a. Explain the relationship between the time in which a literary work is set the time during which the author wrote and the time in which the reader reads. b. Analyze and evaluate the influence of traditional and mythic literature on later literature and film. c. Explain the effects of the author’s life upon his or her work. 5. Author’s Voice and Method a. Critique the effectiveness of the organizational pattern and how clarity of meaning

issues, including various genres (Beowolf, The Canterbury Tales, Sir Gawain and the Green Knight, Morte d’Arthur, Macbeth, misc. poetry, etc.) independently and orally, including biographical and historical articles from the various time periods. -Variety of quizzes, tests, written response, homework, class work, journal writing, as needed, including multiple choice and standardized test type questions. -View, critique, compare, contrast film versions and oral presentations of some works. -Compare/contrast themes and conflicts of particular eras with contemporary society. -Create timelines, visual or artistic representations of works read.

Eng IV Map15

is affected by the writer’s techniques in increasingly challenging texts. b. Recognize an author’s choice of narration and evaluate the overall impact of that choice in increasingly challenging texts. c. Identify, analyze and evaluate plot, character development, setting, theme, mood an point of view as they are used together to create meaning in increasingly challenging texts. d. Identify, analyze, and evaluate the author’s use of parallel plots and subplots in increasingly challenging texts. e. Identify, analyze, and evaluate the ways in which the devices the author chooses achieve specific effects and shape meaning in increasingly challenging texts. f. Critique the treatment and scope of ideas from multiple sources on the same topic, noting the authors’ implicit and explicit philosophical assumptions and beliefs. g. Evaluate ways authors develop style to achieve specific rhetorical and aesthetic purposes, noting the impact of diction an figurative language on tone, mood, and them; cite specific examples from increasingly challenging texts. h. Identify the author’s stated or implied purpose in increasingly challenging texts. 7. Literary Criticism a. Select and apply to increasingly challenging texts the relevant terms from a number of critical theories. b. Evaluate a work of literature from a variety of perspectives. c. Read literary criticism to learn different ways of interpreting increasingly challenging texts. 8. Words and Their History b. Infer word meanings by analyzing relationships between words in increasingly challenging texts. c. Use general and specialized dictionaries, thesauruses, and glossaries to determine the definition, pronunciation, derivation, spelling, and usage of words. d. use context clues to understand unfamiliar words in increasingly challenging texts. e. Comprehend foreign words and phrases in texts that are commonly used in

Eng IV Map16 Jan. 4 – Jan. 31 Unit 4 Communication in School and the Workplace

English. f. Identify and interpret common idioms and literary, classical, and biblical allusions in increasingly challenging texts. g. Describe and provide examples of the ways past and present events have influenced the English language. h. Apply knowledge of connotation and denotation to determine the meanings of words and phrases in increasingly challenging texts. A. READING 1. Reading Across the Curriculum b. Read independently for a variety of purposes. 3. Knowledge of Literary and Nonliterary Forms a. Identify analyze, and evaluate the defining characteristics of specific literary and nonliterary forms and describe how form affects the meaning and function of the texts. 5. Author’s Voice and Method a. Critique the effectiveness of the organizational pattern and how clarity of meaning is affected by the writer’s techniques in increasingly challenging texts. B. WRITING 1. Writing Process a. Use prewriting strategies to generate, focus, and organize ideas as well as to gather information. b. Analyze writing assignments in terms of purpose and audience to determine which strategies to use. c. Create and use various tools to revise, refine, edit and proofread own and others’ writing, using appropriate rhetorical, logical, and stylistic criteria for assessing the final versions of compositions.

-Read model workplace materials such as resumes, cover letters, business letters, advertising and promotional pamphlets, informational materials, business plans, college admissions and scholarship essays. -Analyze purpose, mode, formatting characteristics. -Create products such as the models studied, using the writing process from brainstorming to publishing for real world audiences.

Eng IV Map17

d. Prepare for publication by choosing the most appropriate format, considering principles of design and the use of various fonts and graphics; use electronic resources to enhance the final product. 2. Modes of Writing for Different Purposes and Audiences a. Craft first and final drafts of expressive reflective, or creative texts that use a range of literary devices to convey a specific effect. e. Craft first and final drafts of workplace and other real-life writing that are appropriate to the audience, provide clear and purposeful information, and use a format appropriate to the task. 3. Organization, Unity and Coherence a. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. b. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequence. c. Add important information and delete irrelevant information and details to more clearly establish a central idea. d. Rearrange words, sentences, and/or paragraphs and add transitional words and phrases to clarify meaning and to achieve specific aesthetic and rhetorical purposes. e. Write an introduction that engages the reader and a conclusion that summarizes, extends, or elaborates points or ideas in the writing. 4. Sentence-Level Constructions a. Recognize and correct errors that weaken writing, including nonparallel structure, shifts from active to passive voice, misused modifiers, and awkward sentence construction. b. Combine phrases and clauses to create sentences of varying lengths and sophistication and to coordinate or subordinate meaning for effect. c. Use parallel structure to present items in a series and items juxtaposed for emphasis. d. Evaluate own sentence style by identifying common sentence patterns and

Eng IV Map18 Jan. 4 – Jan. 31 Unit 4B Book Study (Repeat Unit 1B)

constructions. e. Use resources and reference materials to select effective and precise vocabulary that maintains consistent style, tone, and voice. f Use formal, informal, standard, and technical language effectively to meet the needs of audience and purpose. g. Use strong action verbs, sensory details, vivid imagery, and precise words. 5, Conventions of Usage a, Correctly spell commonly misspelled/confused words. b. Correctly choose verb forms in terms of tense, voice and mood for continuity. c. Make subject and verb agree in number, even when a phrase or clause between the two suggest a different number for the verb. d. Use pronouns correctly. e. Correctly choose adjectives, adjective phrases, adjective clauses, adverbs, adverb phrases, and adverb clauses and their form for logical connection to word(s) modified. f. Correctly use parts of speech. 6 Conventions of Punctuation a. Recognize that several correct punctuation choices create different effects. b. Use punctuation correctly within sentences and words. c. Demonstrate correct use of capitalization. (Repeat skills from Unit 1B Book Study A. READING

(Repeat process from Unit 1B)

Eng IV Map19 Feb. 1 – Feb. 29 Unit 5A Creative Writing and Literature

1. Reading Across the Curriculum b. Read independently for a variety of purposes. c. Read increasingly challenging whole texts in a variety of literary forms. 2. Reading Strategies a. Apply strategies before, during, and after reading to increase fluency and comprehension with increasingly challenging texts. b. Use metacognitive skills when reading increasingly challenging texts, using the most appropriate “fix-up” strategies. c. Demonstrate comprehension of increasingly challenging texts by asking and answering literal, interpretive, and evaluative questions. d. Use lose-reading strategies in order to interpret increasingly challenging texts. 3. Knowledge of Literary and Nonliterary Forms a. Identify analyze, and evaluate the defining characteristics of specific literary and nonliterary forms and describe how form affects the meaning and function of the texts. b. Read contrasting literary works and determine how the forms influence structure and movement within the texts. d. Identify and interpret works n various poetic forms and explain how meaning is conveyed through features of poetry, including sound, structure, graphic elements and poetic devices. 4. Influences on Texts a. Explain the relationship between the time in which a literary work is set the time during which the author wrote and the time in which the reader reads. c. Explain the effects of the author’s life upon his or her work. 5. Author’s Voice and Method a. Critique the effectiveness of the organizational pattern and how clarity of meaning is affected by the writer’s techniques in increasingly challenging texts.

-Read a variety of poems, short stories from class textbook (My Last Duchess, Life in a Love, Dover Beach, When Your Are Old, The Hollow Men, The Demon Lover, The Rocking Horse Winner, A Socking Accident)as well as from contemporary sources. -Written responses to literature such as reading long, note taking, multiple choice and essay questions, comparing and contrasting literary works and visual presentations, analysis of literary devices, author’s purpose and methods, etc. as needed. -Variety of quizzes, tests, written response, homework, class work, journal writing, as needed, including multiple choice and standardized test type questions. -View, critique, compare, contrast art work and illustrations of creative literature of time periods of the works read. -Create visual, illustrative

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e. Identify, analyze, and evaluate the ways in which the devices the author chooses achieve specific effects and shape meaning in increasingly challenging texts. 7. Literary Criticism a. Select and apply to increasingly challenging texts the relevant terms from a number of critical theories. b. Evaluate a work of literature from a variety of perspectives. c. Read literary criticism to learn different ways of interpreting increasingly challenging texts. B. WRITING 1. Writing Process a. Use prewriting strategies to generate, focus, and organize ideas as well as to gather information. b. Analyze writing assignments in terms of purpose and audience to determine which strategies to use. d. Prepare for publication by choosing the most appropriate format, considering principles of design and the use of various fonts and graphics; use electronic resources to enhance the final product. 2. Modes of Writing for Different Purposes and Audiences a. Craft first and final drafts of expressive reflective, or creative texts that use a range of literary devices to convey a specific effect. d. Craft first and final drafts of responses to literature that organize an insightful interpretation around several clear ideas, premises, or images and support judgments with specific references to the original text and to other texts or authors. 4. Sentence-Level Constructions d. Rearrange words and add transitional words and phrases to clarify meaning and to achieve specific aesthetic and rhetorical purposes. e. Use resources and reference materials to select effective and precise vocabulary that maintains consistent style, tone, and voice. g. Use strong action verbs, sensory details, vivid imagery, and precise words.

or artistic representations of works read. -Use the writing process to create literary, reflective or narrative works with appropriate literary devices and format.

Eng IV Map21 Feb. 1 – Feb. 29 Unit 5B Book Study

5, Conventions of Usage a, Correctly spell commonly misspelled/confused words. b. Correctly choose verb forms in terms of tense, voice and mood for continuity. d. Use pronouns correctly. f. Correctly use parts of speech. 6 Conventions of Punctuation a. Recognize that several correct punctuation choices create different effects. D. LISTENING, VIEWING, AND SPEAKING 1. Comprehension and Analysis a. Recognize the main ideas in a variety of oral presentations and draw valid conclusions. e. Analyze and evaluate the way language choice and delivery style affect the mood an tone of the communication and make an impact on the audience. 2. Application b. Use effective delivery skills. c. Give impromptu and planned presentations that stay on topic and/or adhere to prepared notes. f. Apply analytic and active listening strategies in formal and informal settings. g. Actively participate in small-group and large-group discussions, assuming various roles.

(Repeat Skills from Book Study Unit 1B)

-Share creative products with peers in small group, whole class or whole school situations, such as publication or display at Night of the Arts or publication of a class book of poems or electronic publication and sharing. -Repeat process from Unit 1B

Eng IV Map22 (Repeat Unit 1B) Mar. 1 – Mar. 30 Unit 6 British Literature/ Contemp. Lit.

A. READING 2. Reading Strategies a. Apply strategies before, during, and after reading to increase fluency and comprehension with increasingly challenging texts. b. Use metacognitive skills when reading increasingly challenging texts, using the most appropriate “fix-up” strategies. c. Demonstrate comprehension of increasingly challenging texts by asking and answering literal, interpretive, and evaluative questions. d. Use close-reading strategies in order to interpret increasingly challenging texts. e. Compare texts to previously read texts, past and preset events, and/or content learned in other coursework. 3. Knowledge of Literary and Nonliterary Forms a. Identify analyze, and evaluate the defining characteristics of specific literary and nonliterary forms and describe how form affects the meaning and function of the texts. b. Read contrasting literary works and determine how the forms influence structure and movement within the texts. d. Identify and interpret works n various poetic forms and explain how meaning is conveyed through features of poetry, including sound, structure, graphic elements and poetic devices. 4. Influences on Texts a. Explain the relationship between the time in which a literary work is set the time during which the author wrote and the time in which the reader reads. c. Explain the effects of the author’s life upon his or her work. 5. Author’s Voice and Method a. Critique the effectiveness of the organizational pattern and how clarity of meaning is affected by the writer’s techniques in increasingly challenging texts.

-Read a variety of British literature from class textbook relating to social conflict and universal issues, including various genres independently and orally, including biographical and historical articles from the various time periods. -Variety of quizzes, tests, written response, homework, class work, journal writing, as needed, including multiple choice and standardized test type questions. -View, critique, compare, contrast film versions and oral presentations of some works. -Compare/contrast themes and conflicts of particular eras with contemporary society. -Create timelines, visual or

Eng IV Map23 Apr. 9 – May 15 Unit 7 Senior Project

e. Identify, analyze, and evaluate the ways in which the devices the author chooses achieve specific effects and shape meaning in increasingly challenging texts. g. Evaluate ways authors develop style to achieve specific rhetorical and aesthetic purposes, noting the impact of diction an figurative language on tone, mood, and them; cite specific examples from increasingly challenging texts. h. Identify the author’s stated or implied purpose in increasingly challenging texts. 7. Literary Criticism a. Select and apply to increasingly challenging texts the relevant terms from a number of critical theories. b. Evaluate a work of literature from a variety of perspectives. c. Read literary criticism to learn different ways of interpreting increasingly challenging texts. E. STUDY SKILLS AND TEST TAKING a. Apply active reading, listening and viewing techniques y taking notes on classroom discussions, lectures, oral and/or video presentations, or assigned at-home reading, and by underlining key passages and writing comments in journals or in margins of texts, where permitted.

A. READING 2. Reading Strategies e. Compare texts to previously read texts, past and preset events, and/or content learned in other coursework. 3. Knowledge of Literary and Nonliterary Forms a. Identify analyze, and evaluate the defining characteristics of specific literary and nonliterary forms and describe how form affects the meaning and function of the texts. B. WRITING 1. Writing Process

artistic representations of works read. -Review written work from previous year or years and prepare to revise and publish. -Prepare and present to peers a final multimedia presentation or performance to reflect the student’s high school career socially,

Eng IV Map24

b. Analyze writing assignments in terms of purpose and audience to determine which strategies to use. d. Prepare for publication by choosing the most appropriate format, considering principles of design and the use of various fonts and graphics; use electronic resources to enhance the final product. 2. Modes of Writing for Different Purposes and Audiences a. Craft first and final drafts of expressive reflective, or creative texts that use a range of literary devices to convey a specific effect. d. Craft first and final drafts of responses to literature that organize an insightful interpretation around several clear ideas, premises, or images and support judgments with specific references to the original text and to other texts or authors. 3. Organization, Unity and Coherence d. Rearrange words, sentences, and/or paragraphs and add transitional words and phrases to clarify meaning and to achieve specific aesthetic and rhetorical purposes. 4. Sentence-Level Constructions e. Use resources and reference materials to select effective and precise vocabulary that maintains consistent style, tone, and voice. f Use formal, informal, standard, and technical language effectively to meet the needs of audience and purpose. g. Use strong action verbs, sensory details, vivid imagery, and precise words. 5, Conventions of Usage a, Correctly spell commonly misspelled/confused words. b. Correctly choose verb forms in terms of tense, voice and mood for continuity. 6 Conventions of Punctuation a. Recognize that several correct punctuation choices create different effects. D. LISTENING, VIEWING, AND SPEAKING

academically, personally in an appropriate mode, including revised works of previously produced materials.

Eng IV Map25 1. Comprehension and Analysis a. Recognize the main ideas in a variety of oral presentations and draw valid conclusions. e. Analyze and evaluate the way language choice and delivery style affect the mood an tone of the communication and make an impact on the audience. 2. Application b. Use effective delivery skills. c. Give impromptu and planned presentations that stay on topic and/or adhere to prepared notes. f. Apply analytic and active listening strategies in formal and informal settings. g. Actively participate in small-group and large-group discussions, assuming various roles. d. Identify and interpret works n various poetic forms and explain how meaning is conveyed through features of poetry, including sound, structure, graphic elements and poetic devices. 4. Influences on Texts a. Explain the relationship between the time in which a literary work is set the time during which the author wrote and the time in which the reader reads. c. Explain the effects of the author’s life upon his or her work. D. LISTENING, VIEWING, AND SPEAKING 1. Comprehension and Analysis a. Recognize the main ideas in a variety of oral presentations and draw valid conclusions. b. Identify and evaluate the effect of logical fallacies and the presence of biases and

Eng IV Map26

stereotypes in television and print advertising, speeches, newspaper articles, and internet advertisements. e. Analyze and evaluate the way language choice and delivery style affect the mood an tone of the communication and make an impact on the audience. 2. Application a. Use elements of speech forms—introduction, transitions, body, and conclusion—including the use of facts, literary quotations, anecdotes, and/or references to authoritative sources. b. Use effective delivery skills. c. Give impromptu and planned presentations that stay on topic and/or adhere to prepared notes. f. Apply analytic and active listening strategies in formal and informal settings. g. Actively participate in small-group and large-group discussions, assuming various roles.