planned instruction a planned course for
TRANSCRIPT
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PLANNED INSTRUCTION
A PLANNED COURSE FOR:
ConceptsofEnglish12_______________________________________
Grade Level: 12
Date of Board Approval: __2017_____
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DELAWAREVALLEYSCHOOLDISTRICT
PlannedInstruction
TitleofPlannedInstruction:ConceptsofEnglish12SubjectArea:English Grade(s):12CourseDescription:Thiscourse,designedforstudentsinneedofremediation,isaskills‐basedclasswhichwillcontinuetoreviewthebasicskillstaughtinConceptsofEnglish11bymovingmoreslowlyandincludingmoreguidedpracticethanEnglish12.Throughadditionalsupport,thiscoursewillhelpstudentsgainanddevelopafundamentalknowledgeofandappreciationforclassicandcontemporaryworksofliteraturethroughcriticalreadingsandwriting.Emphasiswillbeplacedonworksofcontemporaryliterature,highlightingmajorgenres,themes,issues,andinfluences.Eachofthefourunitswillemphasizeonecontemporarytheme:Man’sInhumanitytoMan;Man’sAcceptanceofFateandCircumstance;Conflict,Renewal,andVoicesofChange;and,ComingofAgeinthe20thand21stCenturies.Thiscoursewillhelpstudentsgainabettercommandofvocabulary,grammar,writing,research,nonfiction,andliterature.AllobjectiveandwrittenassessmentsarebasedonPennsylvaniaCoreStandards.Students’readingskillsareassessednotonlywithobjectivestandards‐basedquizzesandtests,butalsowithwrittenanswerstoconstructed‐responsequestions.Anadditionalobjectiveofthiscourseistodevelopandimprovestudents’writingskills.Thus,studentswillreviewandbeassessedonbasicgrammar,punctuation,usage,andmechanics.AresearchpaperonacontemporaryAmericansubjectordilemmaisacourseandgraduationrequirement.Time/CreditfortheCourse:FullYearCurriculumWritingCommittee:MargaretAnneChromey
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CurriculumMap
1. MarkingPeriodOne‐Overviewwithtimerangeindays:
Man’sInhumanitytoMan‐40to45days
MarkingPeriodOne–GoalsUnderstandingof: Thecollegeapplicationprocessandwritingtheapplicationessay WhatHolocaustsurvivorandauthorElieWieselmeantwhenhesaid,“Can
thisbetrue?Thisisthetwentiethcentury,nottheMiddleAges.Whowouldallowsuchcrimestobecommitted?Howcouldtheworldremainsilent?”
Howliteraturehasdealtwiththistheme Characteristicsofcontemporarynon‐fictionpiecesofliterature Keyliteraryterms,devices,andconcepts:characterization,firstperson
narrative,style,tone,perspective,andpurpose Thenecessityofdeterminingandanalyzingtherelationshipbetweentwoor
morecentralideasofatext,includingthedevelopmentandinteractionoftheessentialideas
Theimportanceofdeterminingorclarifyingthemeaningofunknownandmultiple‐meaningwordsandphrasesincontext
Theimportanceofwritinginformative,explanatory,andanalyticalconstructedand/orfullessayresponsesthatclearlyandaccuratelyexamineandexpresscomplexideas,concepts,andinformation
Thenecessityofdrawingevidencefromliteraryandinformationaltextstosupportinterpretationandanalysis
Thenecessitytoemploystrategiessuchascontextcluesandknowledge ofcommonaffixesandrootsinordertoacquireanduseacademicand contentvocabulary
2. MarkingPeriodTwo‐Overviewwithtimerangeindays: Man’sAcceptanceofFateandCircumstance‐40to45days
MarkingPeriodTwo–GoalsUnderstandingof: WhatAmericanpoetHenryWadsworthLongfellowmeantwhenhesaid,
“Intoeachlifesomerainmustfall,somedaysmustbedarkanddreary.” Howliteraturehasdealtwiththistheme
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Keyliteraryterms,devices,andconcepts:tragedy,epichero,epic,irony,setting,characterization,theme
Thenecessityofdeterminingandanalyzingtherelationshipbetweentwoormorecentralideasofatext,includingthedevelopmentandinteractionoftheessentialideas
Theimportanceofdeterminingorclarifyingthemeaningofunknownandmultiple‐meaningwordsandphrasesincontext
Theimportanceofwritinginformative,explanatory,andanalyticalconstructedand/orfullessayresponsesthatclearlyandaccuratelyexamineandexpresscomplexideas,concepts,andinformation
Determiningtwoormorethemesorcentralideasofatextandanalyzingtheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;providinganobjectivesummaryofthetext
Analyzingtheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastory(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped)
Determiningthemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzingtheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful
Thenecessityofdrawingevidencefromliteraryandinformationaltextstosupportinterpretationandanalysis
Thenecessitytoemploystrategiessuchascontextcluesandknowledge ofcommonaffixesandrootsinordertoacquireanduseacademicand contentvocabulary
3. MarkingPeriodThree‐Overviewwithtimerangeindays: Conflict,Renewal,andVoicesofChange‐40to45days
MarkingPeriodThree–GoalsUnderstandingof: WhatAmericancivilrightsactivistMartinLutherKingJr.meantwhenhe
said,“Wemustacceptfinitedisappointment,butwemustneverloseinfinitehope.”
Howliteraturehasdealtwiththistheme Thecomponentsofcontemporaryliteratureandworksofnon‐fiction
addressingconflictwithinsociety,emotionalandmentalrenewal,andinfluentialvoicesofprogressionandchange
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Keyliteraryterms,devices,andconcepts:rhetoricalquestions,parallelism,repetition,figurativelanguage,persuasion,satire,style,tone,meaning,andpurpose
Analytictechniquesofcriticalreadingtoderiveaccuratemeaningfromtexts Theimportanceofdeterminingorclarifyingthemeaningofunknownand
multiple‐meaningwordsandphrasesincontext Theimportanceofwritinginformative,explanatory,andanalytical
constructedand/orfullessayresponsesthatclearlyandaccuratelyexamineandexpresscomplexideas,concepts,andinformation
Thenecessityofdrawingevidencefromliteraryandinformationaltextstosupportinterpretationandanalysis
TheMLAresearchprocess:searchingforandevaluatinginformationfromavarietyofsources,electronicandprint
Theimportanceofgathering,organizing,andevaluatinginformation,andrefiningskillstocarryoutthesetasks
ThecomponentsofanMLAStyleResearchPaperandhowtosuccessfullysatisfyallrequirementsoftheassignment
Theimportanceofnote‐taking,annotating,highlighting,drafting,andediting Thenecessityofdeterminingandanalyzingtherelationshipbetweentwoor
morecentralideasofatext,includingthedevelopmentandinteractionoftheessentialideas
Thenecessityofdrawingevidencefrominformationaltextstosupportathesis
Literaryandrhetoricaldevicesusedtoconveytoneandmeaning Analytictechniquesofcriticalreadingtoderiveaccuratemeaningfrom
complextexts Thenecessitytoemploystrategiessuchascontextcluesandknowledge
ofcommonaffixesandrootsinordertoacquireanduseacademicand contentvocabulary
4. MarkingPeriodFour‐Overviewwithtimerangeindays: ComingofAgeinthe20thand21stCenturies‐40to45days
MarkingPeriodFour–GoalsUnderstandingof: WhatAmericanauthorTobiasWolffmeantwhenhesaid,“Realmaturityis
theabilitytoimaginethehumanityofeverypersonasfullyasyoubelieveinyourownhumanity.”
Literaryandrhetoricaldevicesusedtoconveytoneandmeaning
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Analytictechniquesofcriticalreadingtoderiveaccuratemeaningfromcomplexandlengthytexts
Thecharacteristicsofnon‐fictiontextsofdifferentcultures Thenecessityofdeterminingandanalyzingtherelationshipbetweentwoor
morecentralideasofatext,includingthedevelopmentandinteractionoftheessentialideas
Theimportanceofdeterminingorclarifyingthemeaningofunknownandmultiple‐meaningwordsandphrasesincontext
Theimportanceofwritinginformative,explanatory,andanalyticalconstructedand/orfullessayresponsesthatclearlyandaccuratelyexamineandexpresscomplexideas,concepts,andinformation
Identifyingandevaluatingessentialcontentbetweenandamongvarioustexttypes
Usingandcitingevidencefromtextstomakeassertions,inferences,generalizations,andtodrawconclusions
Evaluatingtheeffectivenessoftheauthor’suseofliterarydevicesinvariousgenre
Analyzingandevaluateauthor’s/authors’useofconflict,theme,and/orpointofviewwithinandamongtexts
Thenecessitytoemploystrategiessuchascontextcluesandknowledge ofcommonaffixesandrootsinordertoacquireanduseacademicand contentvocabularyUNIT1:Man’sInhumanitytoMan BigIdea#1: Comprehensionrequiresandenhancescriticalthinkingandisconstructed
throughtheintentionalinteractionbetweenreaderandtext.EssentialQuestions: Howdoesinteractionwithtextprovokethinkingandresponse? Howdoesproductiveoralcommunicationrelyonspeakingandlistening? Howdoesliteratureshapeorreflectsociety?
Concepts: Essentialcontent,literaryelementsanddevicesinformmeaning. Textualstructure,features,andorganizationinformmeaning. Exposuretomultiplemeaningsandarchaicvocabularyassistsinconstructing
meaning. Activelisteningfacilitateslearningandcommunication.
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Competencies: Organizenotesandutilizethemforpurposesofcompletingassignmentsand
studyingforquizzesandtests. Identifyandevaluateessentialcontentbetweenandamongvarioustexttypes. Useandciteevidencefromtextstorespondtocomprehensionquestions;andmake
assertions,inferences,generalizations,andtodrawconclusions. Evaluatetheeffectivenessoftheauthor’suseofliterarydevicesinvariousgenres. Analyzeandevaluateauthor’s/authors’useofconflict,theme,and/orpointofview
withinandamongtexts. Developnewanduniqueinsightsbasedonextendedunderstandingderivedfrom
criticalexaminationsoftext(s). Analyzetheimpactofsocietalandculturalinfluencesintexts. Articulateconnectionsbetweenandamongwordsbasedonmeaning,content,and
contexttodistinguishnuancesorconnotations;identifyandunderstandmultiplemeaningsofwords.
Listenactivelyandmonitorone’sownunderstandingbyaskingprobingquestions,paraphrasing,summarizingand/orreflectingonthespeaker’smessage.
BigIdea#2: Writingisarecursiveprocessthatconveysideas,thoughts,andfeelings.
EssentialQuestions: Howdowedevelopintoeffectivewriters? Towhatextentdoesthewritingprocesscontributetothequalityofwriting? Howdofocus,content,organization,style,andconventionsworktogethertoimpact
writingquality?Concepts: Effectivelyandadequatelycompletinggraphicorganizers;helpingeliminate
problemswithcontent,focus,andorganize;utilizinggraphicorganizersenhancesone’swriting.
Focus,content,organization,style,andconventionsworktogethertoimpactwritingquality.
Writingimprovesthroughtherecursiveprocessofrevisingandediting. Informationalwritingdescribes,explainsand/orsummarizesideasorcontentina
varietyofgenre.Competencies: Writewithasharp,distinctfocus(e.g.sharpcontrollingpoint),identifyingtopic,
purposeandaudience.(focus)
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Writetocreateanindividualwritingstyle,tone,andvoicethroughtheuseofavarietyofsentencestructures,descriptivewordchoices,literarydevicesandpreciselanguage.(style)
UseproperconventionstocomposeinthestandardformoftheEnglishlanguage.(conventions)
Developcompleteparagraphsthathavedetailsandinformationspecifictothetopicandrelevanttoawell‐definedfocus.
Useprecisevocabularywhendevelopingwriting.BigIdea#3: Listeningprovidestheopportunitytolearn,reflect,andrespond.
EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?
Concepts: Activelisteningfacilitateslearningandcommunication.
Competencies: Listenactivelyandmonitorone’sownunderstandingbyaskingprobing
questions,paraphrasing,summarizingand/orreflectingonthespeaker’s message. Evaluateandrespondtothespeaker’smessagebyanalyzingandsynthesizing
information,ideas,andopinions. Listenwithcivilitytotheideasofothers.
BigIdea#4: Effectivespeakingandlisteningareessentialforproductive
communication.EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?
Concepts: Purpose,contextandaudienceinfluencethecontentanddeliveryinspeaking
situation.Competencies: Interacteffectivelyindiscussionsby:
maintainingthefocusofthediscussionbycontributingrelevant content.
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selectingandusingappropriatelanguage. askingrelevantandclarifyingquestions. monitoringtheresponseofparticipantsandadjustingcontributions
accordingly, employingeffectivedeliverytechniques:volume,paceeyecontact,
emphasis,gestures,enunciation.
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CurriculumPlanUnit: 1–Man’sInhumanitytoManTimeRangeinDays:40–45days(onefullmarkingperiod)Standard(s):PennsylvaniaCoreStandards.EnglishLanguageArtsReadingInformationalTexts:CC.1.2.11‐12.C,CC.1.2.11‐12.D,CC.1.2.11‐12.E,CC.1.2.9‐10.F,CC.1.2.11‐12.H,CC.1.2.11‐12.I,CC.1.2.11‐12.J,CC.1.2.11‐12,CC1.2.11‐12.LReadingLiterature:CC.1.3.11‐12.A,CC.1.3.11‐12.B,CC.1.3.11‐12.C,CC.1.3.11‐12.D,CC.1.3.11‐12.E,CC.1.3.11‐12.F,CC.1.3.11‐12.G,CC.1.3.11‐12.I,CC.1.3.11‐12.J,CC.1.3.11‐12.KWriting:CC.1.4.11‐12A,CC.1.4.11‐12.B,CC.1.4.11‐12.D,CC.1.4.11‐12.E,CC.1.4.11‐12.F,CC.1.4.11‐12.G,CC.1.4.11‐12.I,CC.1.4.11‐12.L,CC.1.4.11‐12.Q,CC.1.4.11‐12.S,CC.1.4.11‐12.VSpeakingandListening:CC.1.5.11‐12.A,CC.1.5.11‐12.C,CC.1.5.11‐12.D,CC.5.11‐12.E,CC.1.5.11‐12.GOverview:Man’sInhumanitytoMan:Throughouthistory,failuretounderstandandacceptothers’differenceshasledtoinstancesofsocialinjusticetowardsourfellowman,overshadowingmemorableexamplesofcourage,magnanimity,andcaring.Literaryworksinthisunitreflectthistheme,resultinginconsternationaswellaspromiseforamorehopefulfuture.FocusQuestion(s): Whatdoesmodernandcontemporaryliteraturesayaboutman’sinhumanityto
man? Whatdotheseworksofmodernandcontemporaryliteraturesayaboutovercoming
andmanagingman’sinhumanitytoman? Whataretheessentialelementsofmodernandcontemporaryliteraturedealing
withman’sinhumanitytoman? Whatliterarydevicesareemployedinmodernandcontemporaryworksof
literaturetoexpressthethemeofman’sinhumanitytoman?Whataretheeffectsoftheseliterarydevices?
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Goals: Studentswillbeabletodefineavarietyoftreatmentsofthisthemethroughmultiple
genresandtextformats. Studentswillbeabletoidentifyandexplainthefunction(s)andeffect(s)ofliterary
devicesinmodernandcontemporaryworksofliterature. Studentswillbeableclearlyandconciselyrespondinwritingtopromptsrelatingto
modernandcontemporaryworksofliterature.Objectives:
1. Studentswilluse“talkingtothetext”/textannotation.{DOK‐Level1,Level2}2. Studentswillbeabletoassessandtoanalyzetheinteractionanddevelopmentof
acomplexsetofideasand/orasequenceofeventsoverthecourseofaliterarypassageoraliterarytext.{DOK‐Level3,Level4}
3. Studentswillbeabletoassessandanalyzethestructureofaliterarypassage,literarytext,orpoem,includinghowspecificsentences,paragraphs,orstanzas,andlargerportionsofatext,relatetoeachotherandtothewhole.{DOK‐Level3,Level4}
4. Studentswillbeabletorecognize,todistinguish,andtoassesshowwordsandphrasesestablishmeaningandtoneinliterarytextsandpoems.{DOK‐Level1,Level2,Level3}
5. Studentswillbeabletoconstructresponsesandessayswithasharpdistinctfocus,identifyingtopic,task,andaudience,andbeabletodrawaccurateanddetailedevidencefromliterarytextstosupportanalysis,reflection,andresearch.{DOK‐Level1,Level2,Level3,Level4}
CoreActivitiesandCorrespondingInstructionalMethods:
1. Closelyreadandanalyzeselectionsfromclassicbutmostlymodernandcontemporaryworksofliterature(bothwholeworksandpartialworks):a. Independentreadingandre‐readingandanalysiswithreading‐for‐meaning
questions:ExtremelyLoudandIncrediblyClosebyJonathanSafranFoer.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
b. Identify,explain,andanalyzehow,inExtremelyLoudandIncrediblyClose,thenine‐year‐oldnarratordealswithtrauma,mourning,family,andthestrugglebetweenself‐destructionandself‐preservationandhowherespondstotheobstacleshefaces.(L.F.1.31.1‐1.3.2,L.F.2.1.1‐2.1.2,L.F.2.2.2‐2.2.4,L.F.2.3.1)
c. Explain,discuss,andanalyzehowexcerptsfromworksofnon‐fictiondepictthethemeofman’sinhumanitytoman–suggestedtitlesincludefromSurvivalinAuschwitzbyPrimoLeviandfromNightbyElieWiesel.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
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d. AnalyzewhatHolocaustsurvivorandauthorElieWieselmeantwhenhesaid,“Canthisbetrue?Thisisthetwentiethcentury,nottheMiddleAges.Whowouldallowsuchcrimestobecommitted?Howcouldtheworldremainsilent?”(CC.1.2.11‐12.D)
e. Identifykeyliteraryterms,devices,andconcepts:narrative,tone,theme,setting,conflict,characterization,firstpersonnarrative,style,perspective,andpurpose.(L.F.2.3)
f. Read,explain,discuss,andanalyzehowarticlesfromvariousperiodicalshavedepictedthethemeofman’sinhumanitytoman–suggestedperiodicalsinclude,butarenotlimitedto,Newsweek,Time,TheAtlantic,andHuffingtonPost.(L.F.1.2.3‐1.2.4,L.F.2.1.1‐2.1.2,L.F.2.3.1)
g. Discussandanalyzehowmodernandcontemporarypoetrydepictsthethemeofman’sinhumanitytoman–suggestedpoetsinclude,butarenotlimitedto,“TheRearGuard”bySiegfriedSassoon,“DulceEtDecorumEst”byWilfredOwen,“TheHunchbackinthePark”byDylanThomas,and“Punishment”bySeamusHeaney.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
2. Synthesizeacademicandcontentvocabularyactivities.
a. Directinstructionandpracticeofvocabularyincontext,analysisofrootsandprefixesandsuffixes,utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources(L.F.1.2.3‐1.2.4,CC1.2.11‐12.J)
b. Providemodelingforstudentstodetermineandclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesininformationalandliterarytextsbasedonclose‐reading,context,andcontent.(L.N.1.1.1,L.N.1.3.2,L.N.2.3.3,L.F.1.2.3‐1.2.4,L.N.1.3.1‐1.3.3)
3. GrammaticalConcepts–fromancillarytextbookmaterials.Conceptstobe
addressedshallinclude(asobservedinUnit1/MarkingPeriod1)(CC.1.4.11‐12.F,CC.1.5.11‐12.G):a. Reviewofbasicpartsofspeechincludingnouns,pronouns,adjectives,verb,
adverbs,preposition,conjunctions,andinterjections.b. Reviewoffunctionofsubjects,predicates,andcomplements.c. Reviewkindsofphrasesandtheirfunctions,aswellasclausesandtheir
function.d. Reviewlevelsofusage,includingstandardEnglishandnonstandardEnglish.e. Reviewsubjectandverbagreement,aswellaspronounandantecedent
agreement.
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4. Constructed‐responsepromptsandessaywritingassignmentsthatrequirestudentstodrawpreciseanddetailedevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch(seeFormativeAssessmentssection).(L.F.2.1.1‐2.1.2,C.E.2.1.1‐2.1.7)
Assessments:Diagnostic: TeacherTextbookResources–UnitDiagnosticTests Studentparticipationininformaldiscussions Grammarexercisesfromsupplementalteacherresourcesandmaterials Variousassessmentswillbeprovidedasneededtoassesspriorknowledgeon
issues,content,andliteraryformsFormative: ConstructedWritingPromptsand/orEssayWritingAssignments–Analytical,
informative Writtenconstructed‐responses/writingassignments(pickTWOof
thefollowingprompts): Compareandcontrastthenarrator’sresponsetohis
experienceswithman’sinhumanitytomanasdepictedinExtremelyLoudandIncrediblyClose
IdentifytherolethatignoranceplaysinexcerptsfromNightandSurvivalinAuschwitz
Analyzehowtheauthor’spointofview/purpose/backgroundaffectsthetoneoftheworkofliterature
PersonalStatement/CollegeEssay[REQUIRED] Studentinvolvementinclassroomactivitiesandaccuratecompletionofhomework
assignments Quizzesonpoeticelementsandliterarytermscoveredinunit VocabularyEnrichmentandAssessment–fromancillarytextbookmaterials,
supplementaryvocabularytexts,readingselections,and/orteacher‐preparedcommonquizzes
Summative: ReadingAssessment/SelectionTests UnitCommonAssessments–Objectiveandskills‐based
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Extensions: Extendedpractice(viavocabularytext),analysisofrootsandprefixesandsuffixes
{Units1‐5inLatinandGreekRoots:AStudyofWordFamilies,LevelVI},utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources
Independentreadingofaworkofnonfictionrelatedtothetimeperiodcompletewithatheme‐basedwritingactivity
SocraticSeminars Presentations
Correctives: Morewide‐rangingin‐classclose‐readingtime(oralandindependent) Moreextensivedirectinstructionandmodelingofclosereading,writing,focused
discussion,andpresentationstrategies Moreextensiveuseofapplicableconcreteexamplestoillustrateabstractconcepts Supplementalreadingsandquestions,asneeded SATstylereviewactivities,StudyIslandreviewactivities,USATestprepreview
activities
MaterialsandResources:PrintTexts: LatinandGreekRoots:AStudyofWordFamilies,LevelV,Units1‐5 Warriner’sEnglishGrammarandComposition:CompleteCourse ExtremelyLoudandIncrediblyClosebyJonathanSafranFoer TheAmericanExperiencePenguinEditionGrade11‐PrenticeHallLiterature WorldMasterpiecesPenguinEditionGrade10‐PrenticeHallLiterature HoltElementsofLiterature,BritishLiterature,SixthCourse
Non‐PrintTexts:
ExtremelyLoudandIncrediblyClosefilmadaptation(2011‐WarnerBros.Pictures)AdditionalResources: Turnitin.com
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UNIT2:Man’sAcceptanceofFateandCircumstanceBigIdea#1: Comprehensionrequiresandenhancescriticalthinkingandisconstructed
throughtheintentionalinteractionbetweenreaderandtext.EssentialQuestions: Howdoesinteractionwithtextprovokethinkingandresponse? Howdoesproductiveoralcommunicationrelyonspeakingandlistening? Howdoesliteratureshapeorreflectsociety?
Concepts: Essentialcontent,literaryelementsanddevicesinformmeaning. Textualstructure,features,andorganizationinformmeaning. Exposuretomultiplemeaningsandarchaicvocabularyassistsinconstructing
meaning. Activelisteningfacilitateslearningandcommunication.
Competencies: Organizenotesandutilizethemforpurposesofcompletingassignmentsand
studyingforquizzesandtests. Identifyandevaluateessentialcontentbetweenandamongvarioustexttypes. Useandciteevidencefromtextstorespondtocomprehensionquestions;andmake
assertions,inferences,generalizations,andtodrawconclusions. Evaluatetheeffectivenessoftheauthor’suseofliterarydevicesinvariousgenres. Analyzeandevaluateauthor’s/authors’useofconflict,theme,and/orpointofview
withinandamongtexts. Developnewanduniqueinsightsbasedonextendedunderstandingderivedfrom
criticalexaminationsoftext(s). Analyzetheimpactofsocietalandculturalinfluencesintexts. Articulateconnectionsbetweenandamongwordsbasedonmeaning,content,and
contexttodistinguishnuancesorconnotations;identifyandunderstandmultiplemeaningsofwords.
Listenactivelyandmonitorone’sownunderstandingbyaskingprobingquestions,paraphrasing,summarizingand/orreflectingonthespeaker’smessage.
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BigIdea#2: Writingisarecursiveprocessthatconveysideas,thoughts,andfeelings.
EssentialQuestions: Howdowedevelopintoeffectivewriters? Towhatextentdoesthewritingprocesscontributetothequalityofwriting? Howdofocus,content,organization,style,andconventionsworktogethertoimpact
writingquality?Concepts: Effectivelyandadequatelycompletinggraphicorganizers;helpingeliminate
problemswithcontent,focus,andorganize;utilizinggraphicorganizersenhancesone’swriting.
Focus,content,organization,style,andconventionsworktogethertoimpactwritingquality.
Writingimprovesthroughtherecursiveprocessofrevisingandediting. Informationalwritingdescribes,explainsand/orsummarizesideasorcontentina
varietyofgenre.Competencies: Writewithasharp,distinctfocus(e.g.sharpcontrollingpoint),identifyingtopic,
purposeandaudience.(focus) Writetocreateanindividualwritingstyle,tone,andvoicethroughtheuseofa
varietyofsentencestructures,descriptivewordchoices,literarydevicesandpreciselanguage.(style)
UseproperconventionstocomposeinthestandardformoftheEnglishlanguage.(conventions)
Developcompleteparagraphsthathavedetailsandinformationspecifictothetopicandrelevanttoawell‐definedfocus.
Useprecisevocabularywhendevelopingwriting.BigIdea#3: Listeningprovidestheopportunitytolearn,reflect,andrespond.
EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?
Concepts: Activelisteningfacilitateslearningandcommunication.
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Competencies: Listenactivelyandmonitorone’sownunderstandingbyaskingprobing
questions,paraphrasing,summarizingand/orreflectingonthespeaker’s message. Evaluateandrespondtothespeaker’smessagebyanalyzingandsynthesizing
information,ideas,andopinions. Listenwithcivilitytotheideasofothers.
BigIdea#4: Effectivespeakingandlisteningareessentialforproductive
communication.EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?
Concepts: Purpose,contextandaudienceinfluencethecontentanddeliveryinspeaking
situation.Competencies: Interacteffectivelyindiscussionsby:
maintainingthefocusofthediscussionbycontributingrelevant content.
selectingandusingappropriatelanguage. askingrelevantandclarifyingquestions. monitoringtheresponseofparticipantsandadjustingcontributions
accordingly employingeffectivedeliverytechniques:volume,paceeyecontact,
emphasis,gestures,enunciation.
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CurriculumPlanUnit: 2–Man’sAcceptanceofFateandCircumstanceTimeRangeinDays:40–45days(onefullmarkingperiod)Standard(s):PennsylvaniaCoreStandards.EnglishLanguageArtsReadingInformationalTexts:CC.1.2.11‐12.C,CC.1.2.11‐12.D,CC.1.2.11‐12.E,CC.1.2.9‐10.F,CC.1.2.11‐12.H,CC.1.2.11‐12.I,CC.1.2.11‐12.J,CC.1.2.11‐12,CC1.2.11‐12.LReadingLiterature:CC.1.3.11‐12.A,CC.1.3.11‐12.B,CC.1.3.11‐12.C,CC.1.3.11‐12.D,CC.1.3.11‐12.E,CC.1.3.11‐12.F,CC.1.3.11‐12.G,CC.1.3.11‐12.I,CC.1.3.11‐12.J,CC.1.3.11‐12.KWriting:CC.1.4.11‐12A,CC.1.4.11‐12.B,CC.1.4.11‐12.D,CC.1.4.11‐12.E,CC.1.4.11‐12.F,CC.1.4.11‐12.G,CC.1.4.11‐12.I,CC.1.4.11‐12.L,CC.1.4.11‐12.Q,CC.1.4.11‐12.S,CC.1.4.11‐12.VSpeakingandListening:CC.1.5.11‐12.A,CC.1.5.11‐12.C,CC.1.5.11‐12.D,CC.5.11‐12.E,CC.1.5.11‐12.GOverview:Man’sAcceptanceofFateandCircumstance:Oneofthemostconfusinganddifficultissuesmankindstruggleswithispersonalresponsibility.Oneofthemostcommonmistakesmankindmakesregardingresponsibilityiseithertakingtoolittleortoomuchresponsibilityforthatwhichhashappenedinlife.Howmuchresponsibilitymustweacceptforourlives?Areweresponsibleforeverythingthatoccurstous‐‐evenchoosingourownbirth‐‐ordowebearlittleornoresponsibilityforapreordaineddestiny?Literaryworksinthisunitreflectthistheme,depictingmankindaspassivevictimsofpowersbeyondourcontrol,forwhichwetakenopersonalresponsibility,whileotherstendtotakeexcessiveresponsibilityforpeople,events,andcircumstancesthatarebeyondtheircontrol.FocusQuestion(s): Whatdoesclassic,modern,andcontemporaryliteraturesayaboutman’sabilityto
accepthisfateandcircumstance? Whatdotheseworksofclassic,modern,andcontemporaryliteraturesayabout
acceptingone’sfateandcircumstance? Whataretheessentialelementsofclassic,modern,andcontemporaryliterature
dealingwithone’sfateandcircumstance? Whatliterarydevicesareemployedinclassic,modern,andcontemporaryworksof
literaturetoexpressthethememan’sacceptanceoffateandcircumstance?Whataretheeffectsoftheseliterarydevices?
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Whatisatragedy?Whatroledoestragedyplayinliterature? Howdoambitionandprocrastinationbecometheimpetusesofthetragichero’s
downfall? Whatliterarydevicesareemployedintragedies?Whataretheeffectsofthese
literarydevices?Goals: Studentswillbeabletodefineavarietyoftreatmentsofthisthemethroughmultiple
genresandtextformats. Studentswillbeabletoidentifyandexplainthefunction(s)andeffect(s)ofliterary
devicesinmodernandcontemporaryworksofliterature. Studentswillbeabletoclearlyandconciselyrespondinwritingtopromptsrelating
tomodernandcontemporaryworksofliterature.Objectives:
1. Studentswilluse“talkingtothetext”/textannotation.{DOK‐Level1,Level2}2. Studentswillbeabletoassessandtoanalyzetheinteractionanddevelopmentof
acomplexsetofideasand/orasequenceofeventsoverthecourseofaliterarypassageoraliterarytext.{DOK‐Level3,Level4}
3. Studentswillbeabletoassessandanalyzethestructureofaliterarypassage,literarytext,orpoem,includinghowspecificsentences,paragraphs,orstanzas,andlargerportionsofatext,relatetoeachotherandtothewhole.{DOK‐Level3,Level4}
4. Studentswillbeabletorecognize,todistinguish,andtoassesshowwordsandphrasesestablishmeaningandtoneinliterarytextsandpoems.{DOK‐Level1,Level2,Level3}
5. Studentswillbeabletoconstructresponsesandessayswithasharpdistinctfocus,identifyingtopic,task,andaudience,andbeabletodrawaccurateanddetailedevidencefromliterarytextstosupportanalysis,reflection,andresearch.{DOK‐Level1,Level2,Level3,Level4}
CoreActivitiesandCorrespondingInstructionalMethods:1. Closelyreadandanalyzeselectionsfromclassicbutmostlymodernandcontemporaryworksofliterature(bothwholeworksandpartialworks):a. Independentreadingandre‐readingandanalysiswithreading‐for‐meaning
questions:Beowulf.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)b Identify,explain,andanalyzeheroicconventionsinBeowulfandexplainhow Beowulfrespondstotheobstacleshefaces.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)c. Identifythekeyliteraryterms,devices,andconcepts:epicandepic
20
hero.(L.F.2.3,L.F.2.5)d. Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:GrendelbyJohnGardner.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)e. Identify,explain,andanalyzecharacterizationinGrendelandexplainhow Grendelrespondstohisfateandcircumstance.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)f. Identifythekeyliteraryterms,devices,andconcepts:characterization, narrative,pointofview,setting,conflict,tone,andtheme.(L.F.2.3)g. Identifytheelementsoftragedyandthecharacteristicsofthetragicheroin
literatureinShakespeare’sMacbeth.(L.F.2.3,L.F.2.5)h. Explain,discuss,andanalyzehowworksofnon‐fictiondepictthethemeofman’sacceptanceoffateandcircumstance–suggestedtitlesinclude, Loneliness…AnAmericanMaladybyCarsonMcCullersandAutism’sFirstChild byJohnDonovanandCarenZucker.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2) i. Read,explain,discuss,andanalyzehowarticlesfromvariousperiodicals havedepictedthethemeofman’sacceptanceoffateandcircumstance–suggestedperiodicalsinclude,butarenotlimitedto,Newsweek,Time,TheAtlantic,andHuffingtonPost.(L.F.1.2.3‐1.2.4,L.F.2.1.1‐2.1.2,L.F.2.3.1)
k. Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:Meditation17.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
l.Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:TuesdaysWithMorriebyMitchAlbom.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)m.Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:FrankensteinbyMaryShelley.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
n.AnalyzeandexplorewhatAmericanpoetHenryWadsworthLongfellowmeantwhenhesaid,“Intoeachlifesomerainmustfall,somedaysmustbedarkanddreary.”(CC.1.2.11‐12.D)
2.Synthesizeacademicandcontentvocabularyactivities.
a. Directinstructionandpracticeofvocabularyincontext,analysisofrootsandprefixesandsuffixes,utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources.(L.F.1.2.3‐1.2.4,CC1.2.11‐12.J)b. Providemodelingforstudentstodetermineandclarifythemeaningof unknownandmultiple‐meaningwordsandphrasesininformationalandliterarytextsbasedonclose‐reading,context,andcontent.(L.N.1.1.1,L.N.1.3.2,L.N.2.3.3,L.F.1.2.3‐1.2.4,L.N.1.3.1‐1.3.3)
21
3.GrammaticalConcepts–fromancillarytextbookmaterials.Conceptstobe addressedshallinclude(asobservedinUnit2/MarkingPeriod2)(CC.1.4.11‐12.F,CC.1.5.11‐12.G): a.Reviewofspecialproblemswithpronounsincludingwhoandwhom, possessivecaseofpronouns,andpronounsendingin‐selfor‐selves. b.Reviewofirregularverbs. c.Reviewtroublesomepairsofverbs,includinglieandlay,sitandset,rise andraise. 4.Constructed‐responsepromptsandessaywritingassignmentsthatrequire studentstodrawpreciseanddetailedevidencefromliteraryorinformational textstosupportanalysis,reflection,andresearch(seeFormativeAssessments section).(L.F.2.1.1‐2.1.2,C.E.2.1.1‐2.1.7)Assessments:Diagnostic: TeacherTextbookResources–UnitDiagnosticTests Studentparticipationininformaldiscussions Grammarexercisesfromsupplementalteacherresourcesandmaterials Variousassessmentswillbeprovidedasneededtoassesspriorknowledgeon
issues,content,andliteraryformsFormative: ConstructedWritingPromptsand/orEssayWritingAssignments–Analytical,
informative Writtenconstructed‐responses/writingassignments(pickTWOof
thefollowingprompts): CompareandcontrastGrendel’sresponsetohis
experienceswithfateandcircumstanceasdepictedinGrendelandhowhecomestoaccepthisfateandcircumstanceinlife
Compareandcontrastthecharacteristicsofanepic heroasapplicabletoBeowulf
AnalyzethewaysinwhichGrendelisa"modern" monster
Identifythecharacteristicsofclassicaltragedyin Macbeth
22
AnalyzehowMorrie,inTuesdaysWithMorrie,continuallyemphasizestheimportanceofacceptingourimminentdeath.WhatdoesMorriemeanby,"Onceyoulearnhowtodie,youlearnhowtolive”?Usingdetailsfromthebook,studentswillsupporttheirposition
Studentinvolvementinclassroomactivitiesandaccuratecompletionofhomeworkassignments
Quizzesonliterarytermscoveredinunit VocabularyEnrichmentandAssessment–fromancillarytextbookmaterials,
supplementaryvocabularytexts,readingselections,and/orteacher‐preparedcommonquizzes
Summative: ReadingAssessment/SelectionTests UnitCommonAssessments–Objectiveandskills‐based
Extensions: Extendedpractice(viavocabularytext),analysisofrootsandprefixesandsuffixes
{Units6‐10inLatinandGreekRoots:AStudyofWordFamilies,LevelVI},utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources
Independentreadingofaworkofnonfictionrelatedtothetimeperiodcompletewithatheme‐basedwritingactivity
SocraticSeminars Presentations
Correctives: Morewide‐rangingin‐classclose‐readingtime(oralandindependent) Moreextensivedirectinstructionandmodelingofclosereading,writing,focused
discussion,andpresentationstrategies Moreextensiveuseofapplicableconcreteexamplestoillustrateabstractconcepts Supplementalreadingsandquestions,asneeded SATstylereviewactivities,StudyIslandreviewactivities,USATestprepreview
activities
23
MaterialsandResources:PrintTexts: LatinandGreekRoots:AStudyofWordFamilies,LevelV,Units6‐10 Warriner’sEnglishGrammarandComposition:CompleteCourse GrendelbyJohnGardner TheAmericanExperiencePenguinEditionGrade11‐PrenticeHallLiterature HoltElementsofLiterature,BritishLiterature,SixthCourse PerfectionLearningAParallelTextEdition:BritishLiteratureEdition449‐1798 SaddlebackEditionofMacbeth SaddlebackEditionofFrankenstein TuesdaysWithMorriebyMitchAlbom
Non‐PrintTexts: Macbethfilmadaptation(2015‐StudioCanal{UK}) TuesdaysWithMorrieTVfilmadaptation(1999‐HarpoProductions/ABC) MaryShelley’sFrankensteinfilmadaptation(1994‐TriStarPictures)
AdditionalResources: Turnitin.com
24
UNIT3:Conflict,Renewal,andVoicesofChange BigIdea#1: Comprehensionrequiresandenhancescriticalthinkingandisconstructed
throughtheintentionalinteractionbetweenreaderandtext.EssentialQuestions: Howdoesinteractionwithtextprovokethinkingandresponse? Howdoesproductiveoralcommunicationrelyonspeakingandlistening? Howdoesliteratureshapeorreflectsociety?
Concepts: Essentialcontent,literaryelementsanddevicesinformmeaning. Textualstructure,features,andorganizationinformmeaning. Exposuretomultiplemeaningsandarchaicvocabularyassistsinconstructing
meaning. Activelisteningfacilitateslearningandcommunication.
Competencies: Organizenotesandutilizethemforpurposesofcompletingassignmentsand
studyingforquizzesandtests. Identifyandevaluateessentialcontentbetweenandamongvarioustexttypes. Useandciteevidencefromtextstorespondtocomprehensionquestions;andmake
assertions,inferences,generalizations,andtodrawconclusions. Evaluatetheeffectivenessoftheauthor’suseofliterarydevicesinvariousgenres. Analyzeandevaluateauthor’s/authors’useofconflict,theme,and/orpointofview
withinandamongtexts. Developnewanduniqueinsightsbasedonextendedunderstandingderivedfrom
criticalexaminationsoftext(s). Analyzetheimpactofsocietalandculturalinfluencesintexts. Articulateconnectionsbetweenandamongwordsbasedonmeaning,content,and
contexttodistinguishnuancesorconnotations;identifyandunderstandmultiplemeaningsofwords.
Listenactivelyandmonitorone’sownunderstandingbyaskingprobingquestions,paraphrasing,summarizingand/orreflectingonthespeaker’smessage.
BigIdea#2: Writingisarecursiveprocessthatconveysideas,thoughts,andfeelings.
25
EssentialQuestions: Howdowedevelopintoeffectivewriters? Towhatextentdoesthewritingprocesscontributetothequalityofwriting? Howdofocus,content,organization,style,andconventionsworktogethertoimpact
writingquality?Concepts: Effectivelyandadequatelycompletinggraphicorganizershelpingeliminate
problemswithcontent,focus,andorganize;utilizinggraphicorganizersenhancesone’swriting.
Focus,content,organization,style,andconventionsworktogethertoimpactwritingquality.
Writingimprovesthroughtherecursiveprocessofrevisingandediting. Informationalwritingdescribes,explainsand/orsummarizesideasorcontentina
varietyofgenre.Competencies: Writewithasharp,distinctfocus(e.g.sharpcontrollingpoint),identifyingtopic,
purposeandaudience.(focus) Writetocreateanindividualwritingstyle,tone,andvoicethroughtheuseofa
varietyofsentencestructures,descriptivewordchoices,literarydevicesandpreciselanguage.(style)
UseproperconventionstocomposeinthestandardformoftheEnglishlanguage.(conventions)
Developcompleteparagraphsthathavedetailsandinformationspecifictothetopicandrelevanttoawell‐definedfocus.
Useprecisevocabularywhendevelopingwriting.BigIdea#3: Listeningprovidestheopportunitytolearn,reflect,andrespond.
EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?
Concepts: Activelisteningfacilitateslearningandcommunication.
Competencies: Listenactivelyandmonitorone’sownunderstandingbyaskingprobing
questions,paraphrasing,summarizingand/orreflectingonthespeaker’s message. Evaluateandrespondtothespeaker’smessagebyanalyzingandsynthesizing
26
information,ideas,andopinions. Listenwithcivilitytotheideasofothers.
BigIdea#4: Effectivespeakingandlisteningareessentialforproductive
communication. EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?
Concepts: Purpose,contextandaudienceinfluencethecontentanddeliveryinspeaking
situation.Competencies: Interacteffectivelyindiscussionsby:
maintainingthefocusofthediscussionbycontributingrelevant content.
selectingandusingappropriatelanguage. askingrelevantandclarifyingquestions. monitoringtheresponseofparticipantsandadjustingcontributions
accordingly. employingeffectivedeliverytechniques:volume,paceeyecontact,
emphasis,gestures,enunciation.
27
CurriculumPlan
Unit:3–Conflict,Renewal,andVoicesofChangeTimeRangeinDays:40–45days(onefullmarkingperiod)Standard(s):PennsylvaniaCoreStandards.EnglishLanguageArtsReadingInformationalTexts:CC.1.2.11‐12.C,CC.1.2.11‐12.D,CC.1.2.11‐12.E,CC.1.2.9‐10.F,CC.1.2.11‐12.H,CC.1.2.11‐12.I,CC.1.2.11‐12.J,CC.1.2.11‐12,CC1.2.11‐12.LReadingLiterature:CC.1.3.11‐12.A,CC.1.3.11‐12.B,CC.1.3.11‐12.C,CC.1.3.11‐12.D,CC.1.3.11‐12.E,CC.1.3.11‐12.F,CC.1.3.11‐12.G,CC.1.3.11‐12.I,CC.1.3.11‐12.J,CC.1.3.11‐12.KWriting:CC.1.4.11‐12A,CC.1.4.11‐12.B,CC.1.4.11‐12.D,CC.1.4.11‐12.E,CC.1.4.11‐12.F,CC.1.4.11‐12.G,CC.1.4.11‐12.I,CC.1.4.11‐12.L,CC.1.4.11‐12.Q,CC.1.4.11‐12.S,CC.1.4.11‐12.VSpeakingandListening:CC.1.5.11‐12.A,CC.1.5.11‐12.C,CC.1.5.11‐12.D,CC.5.11‐12.E,CC.1.5.11‐12.GOverview:Conflict,Renewal,andVoicesofChange:Conflictisanormalpartoflife,providingnumerousopportunitiesforgrowththroughimprovedunderstandingandinsight.Conflicttriggersstrongemotionsandcanleadtohurtfeelings,disappointment,anddiscomfort.Literaryworksinthisunitreflectthistheme,depictingmankindasnotonlytheprogenitorofgreatinstancesofconflict,butalsothepowerfulvoiceofchange,onethathasthecapacitytorenewourfaithinhumanity.FocusQuestion(s): Whatdoesmodernandcontemporaryliteraturesayaboutman’sabilitytodealwith
conflict,renewhisfaithinhumanity,andbeavoiceofchangeintumultuoustimes? Whataretheessentialelementsofmodernandcontemporaryliteraturedealing
withman’sabilitytodealwithconflict,renewhisfaithinhumanity,andbeavoiceofchangeintumultuoustimes?
Whatliterarydevicesareemployedinmodernandcontemporaryworksofliteraturetoexpressthethemeofconflict,renewal,andchange?Whataretheeffectsoftheseliterarydevices?
28
Goals: Studentswillbeabletodefineavarietyoftreatmentsofthisthemethroughmultiple
genresandtextformats. Studentswillbeabletoidentifyandexplainthefunction(s)andeffect(s)ofliterary
devicesinmodernandcontemporaryworksofliterature. Studentswillbeableclearlyandconciselyrespondinwritingtopromptsrelatingto
modernandcontemporaryworksofliterature.Objectives:
1. Studentswilluse“talkingtothetext”/textannotation.{DOK‐Level1,Level2}2. Studentswillbeabletoassessandtoanalyzetheinteractionanddevelopmentof
acomplexsetofideasand/orasequenceofeventsoverthecourseofaliterarypassageoraliterarytext.{DOK‐Level3,Level4}
3. Studentswillbeabletoassessandanalyzethestructureofaliterarypassage,literarytext,orpoem,includinghowspecificsentences,paragraphs,orstanzas,andlargerportionsofatext,relatetoeachotherandtothewhole.{DOK‐Level3,Level4}
4. Studentswillbeabletorecognize,todistinguish,andtoassesshowwordsandphrasesestablishmeaningandtoneinliterarytextsandpoems.{DOK‐Level1,Level2,Level3}
5. Studentswillbeabletoconstructresponsesandessayswithasharpdistinctfocus,identifyingtopic,task,andaudience,andbeabletodrawaccurateanddetailedevidencefromliterarytextstosupportanalysis,reflection,andresearch.{DOK‐Level1,Level2,Level3,Level4}
6.Studentswillrecognizeandsynthesizeinformationfromavarietyofsources, electronicandprintinpreparationfortheMLAresearchprocess.{DOK‐Level1,Level4} 7.Studentswillarrange,categorize,andsynthesizeinformation,andrevise theskillsnecessarytocarryoutthesetasksregardingtheMLAresearch process.{DOK‐Level1,Level2,Level3,Level4} 8.Studentswillrecognizehowtosuccessfullysatisfyallrequirementsofthe MLAresearchassignment.{DOK‐Level1} 9.Studentswillrecognizetheimportanceofnote‐taking,annotating,highlighting, drafting,andediting.{DOK‐Level1}
CoreActivitiesandCorrespondingInstructionalMethods:
1. Closelyreadandanalyzeselectionsfromclassicbutmostlymodernandcontemporaryworksofliterature(bothwholeworksandpartialworks):
29
a. Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:AnimalFarmbyGeorgeOrwell.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
b. Identify,explain,andanalyzehow,inAnimalFarm,theconflictsdepictedbyGeorgeOrwellareexpressionsofthetensionsbetweentheexploitedandthosedoingtheexploitingandbetweentheidealsandrealities.
c. AnalyzeandexplorewhatAmericancivilrightsactivistMartinLutherKingJr.meantwhenhesaid,“Wemustacceptfinitedisappointment,butwemustneverloseinfinitehope.”
d. Explain,discuss,andanalyzehowexcerptsfromworksofnon‐fictiondepictthethemeofconflict,renewal,andvoicesofchange–suggestedtitlesinclude,fromLetterfromBirminghamCityJailandIHaveaDreambyMartinLutherKing,Jr.,Blood,Sweat,andTearsbyWinstonChurchill,andWorldwideAccessToEducationbyMalalaYousafzai.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
e. Identifykeyliteraryterms,devices,andconcepts:narrative,tone,theme,setting,conflict,rhetoricalquestions,parallelism,repetition,figurativelanguage,persuasion,satire,style,tone,meaning,andpurpose
f. Read,explain,discuss,andanalyzehowarticlesfromvariousperiodicalshavedepictedthethemeofman’sinhumanitytoman–suggestedperiodicalsinclude,butarenotlimitedto,Newsweek,Time,TheAtlantic,andHuffingtonPost.(L.F.1.2.3‐1.2.4,L.F.2.1.1‐2.1.2,L.F.2.3.1)
2. Synthesizeacademicandcontentvocabularyactivities.a. Directinstructionandpracticeofvocabularyincontext,analysisofrootsand
prefixesandsuffixes,utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources(L.F.1.2.3‐1.2.4,CC1.2.11‐12.J)
b.Providemodelingforstudentstodetermineandclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesininformationalandliterarytextsbasedonclose‐reading,context,andcontent.(L.N.1.1.1,L.N.1.3.2,L.N.2.3.3,L.F.1.2.3‐1.2.4,L.N.1.3.1‐1.3.3)
3.GrammaticalConceptsGrammaticalConceptsandMLAformatting–fromancillarytextbookmaterials.Conceptstobeaddressedshallinclude(asobservedinUnit3/MarkingPeriod3)(CC.1.4.11‐2.F,CC.1.5.11‐12.G): a.Reviewgrammaticalconceptsthroughthewritingandediting process b.Discussgeneralformatandrequirements‐MLAstyle;reviewMLAformat(MLAHandbook,8thEdition). c.Reviewcorrectresearchtechniques,includingaspectsofthe workingbibliography,thepreliminaryoutline,thefinaloutline,
30
thefirstdraft,andthefinaldraft. d.Usingavarietyofresourcesandreferencematerials,studentswill compileapreliminarybibliography e.Composeathesisstatement f.Outlinetopicandtakenotes,keepingtrackofreferencesforfootnote purposes g.Reviewcorrectresearchtechniques,includingproperuseofin‐textcitations
h.Writethedraft,withfootnotes/in‐textcitations/parentheticalnotations(includeafullWorksCitedpagethatmatchestheparentheticalnotationsinthepaper)
i.Typethedraft‐wordprocessingonthecomputerj.Proofread,edit,andrevise;createafinaldraft
4.Constructed‐responsepromptsandessaywritingassignmentsthatrequirestudentstodrawpreciseanddetailedevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch(seeFormativeAssessmentssection).(L.F.2.1.1‐2.1.2,C.E.2.1.1‐2.1.7)
Assessments:Diagnostic: TeacherTextbookResources–UnitDiagnosticTests Studentparticipationininformaldiscussions Grammarexercisesfromsupplementalteacherresourcesandmaterials Variousassessmentswillbeprovidedasneededtoassesspriorknowledgeon
issues,content,andliteraryformsFormative: ConstructedWritingPromptsand/orEssayWritingAssignments–Analytical,
informative Writtenconstructed‐responses/writingassignments(pickTWOof
thefollowingprompts): CompareandcontrastthetechniquesusedbyNapoleon
andSnowballastheyuseinstruggleforpower AnalyzethemostnoblecharacterinAnimalFarm,
usingspecifictextexamples IdentifywhatisMartinLutherKing,Jr.’sdream,and
accordingtoDr.Kinghowcoulditbecomeareality?
31
Analyzehowdoestherepetitionof“victory”addedimpacttoChurchill’sspeechandwhetherthereareotherplacesinthespeechwhereaspecificwordchoiceseemsespeciallyimportant?
MLAformattedresearchpaper–steps(includingbutnotlimitedto
outline,roughdraft,etc.)[ThispaperisREQUIREDforGraduationandCourseCompletion.Note:Plagiarismwillresultinazeroandthepaperwillnotsatisfythecourseorgraduationrequirement.]
Studentinvolvementinclassroomactivitiesandaccuratecompletionofhomeworkassignments
Quizzesonliterarytermscoveredinunit VocabularyEnrichmentandAssessment–fromancillarytextbookmaterials,
supplementaryvocabularytexts,readingselections,and/orteacher‐preparedcommonquizzes
Summative: ReadingAssessment/SelectionTests UnitCommonAssessments–Objectiveandskills‐based MLAformattedresearchpaper(mustincludein‐textcitationsandamatchingWorks
Citedpage–finalpaper(turnitin.comsubmissionisrequiredforcredit) Commonexpectations,includingpagerequirements,sourceand
parentheticalnotationrequirements,topic,etc.aswellasacommonlyagreeduponrubricwillbeutilizedforallstudentsinConceptsofEnglish12.
[ThispaperisREQUIREDforGraduationandCourseCompletion.Note:Plagiarismwillresultinazeroandthepaperwillnotsatisfythecourseorgraduationrequirement.]
Extensions: Extendedpractice(viavocabularytext),analysisofrootsandprefixesandsuffixes
{Units11‐13inLatinandGreekRoots:AStudyofWordFamilies,LevelVI},utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources
Independentreadingofaworkofnonfictionrelatedtothetimeperiodcompletewithatheme‐basedwritingactivity
SocraticSeminars Presentations
32
Correctives: Morewide‐rangingin‐classclose‐readingtime(oralandindependent) Moreextensivedirectinstructionandmodelingofclosereading,writing,focused
discussion,andpresentationstrategies Moreextensiveuseofapplicableconcreteexamplestoillustrateabstractconcepts Supplementalreadingsandquestions,asneeded SATstylereviewactivities,StudyIslandreviewactivities,USATestprepreview
activitiesMaterialsandResources:PrintTexts: LatinandGreekRoots:AStudyofWordFamilies,LevelV,Units11‐13 AnimalFarmbyGeorgeOrwell TheAmericanExperiencePenguinEditionGrade11‐PrenticeHallLiterature WorldMasterpiecesPenguinEditionGrade10‐PrenticeHallLiterature MLAHandbook,8thEdition HoltElementsofLiterature,BritishLiterature,SixthCourse
Non‐PrintTexts: AnimalFarmfilmadaptation(1999‐HallmarkFilms)
AdditionalResources: Turnitin.com
33
UNIT4:ComingofAgeinthe20thand21stCenturies BigIdea#1: Comprehensionrequiresandenhancescriticalthinkingandisconstructed
throughtheintentionalinteractionbetweenreaderandtext.EssentialQuestions: Howdoesinteractionwithtextprovokethinkingandresponse? Howdoesproductiveoralcommunicationrelyonspeakingandlistening? Howdoesliteratureshapeorreflectsociety?
Concepts: Essentialcontent,literaryelementsanddevicesinformmeaning. Textualstructure,features,andorganizationinformmeaning. Exposuretomultiplemeaningsandarchaicvocabularyassistsinconstructing
meaning. Activelisteningfacilitateslearningandcommunication.
Competencies: Organizenotesandutilizethemforpurposesofcompletingassignmentsand
studyingforquizzesandtests. Identifyandevaluateessentialcontentbetweenandamongvarioustexttypes. Useandciteevidencefromtextstorespondtocomprehensionquestions;andmake
assertions,inferences,generalizations,andtodrawconclusions. Evaluatetheeffectivenessoftheauthor’suseofliterarydevicesinvariousgenres. Analyzeandevaluateauthor’s/authors’useofconflict,theme,and/orpointofview
withinandamongtexts. Developnewanduniqueinsightsbasedonextendedunderstandingderivedfrom
criticalexaminationsoftext(s). Analyzetheimpactofsocietalandculturalinfluencesintexts. Articulateconnectionsbetweenandamongwordsbasedonmeaning,content,and
contexttodistinguishnuancesorconnotations;identifyandunderstandmultiplemeaningsofwords.
Listenactivelyandmonitorone’sownunderstandingbyaskingprobingquestions,paraphrasing,summarizingand/orreflectingonthespeaker’smessage.
34
BigIdea#2: Writingisarecursiveprocessthatconveysideas,thoughts,andfeelings.
EssentialQuestions: Howdowedevelopintoeffectivewriters? Towhatextentdoesthewritingprocesscontributetothequalityofwriting? Howdofocus,content,organization,style,andconventionsworktogethertoimpact
writingquality?Concepts: Effectivelyandadequatelycompletinggraphicorganizers;helpingeliminate
problemswithcontent,focus,andorganize;utilizinggraphicorganizersenhancesone’swriting.
Focus,content,organization,style,andconventionsworktogethertoimpactwritingquality.
Writingimprovesthroughtherecursiveprocessofrevisingandediting. Informationalwritingdescribes,explainsand/orsummarizesideasorcontentina
varietyofgenre.Competencies: Writewithasharp,distinctfocus(e.g.sharpcontrollingpoint),identifyingtopic,
purposeandaudience.(focus) Writetocreateanindividualwritingstyle,tone,andvoicethroughtheuseofa
varietyofsentencestructures,descriptivewordchoices,literarydevicesandpreciselanguage.(style)
UseproperconventionstocomposeinthestandardformoftheEnglishlanguage.(conventions)
Developcompleteparagraphsthathavedetailsandinformationspecifictothetopicandrelevanttoawell‐definedfocus.
Useprecisevocabularywhendevelopingwriting.BigIdea#3: Listeningprovidestheopportunitytolearn,reflect,andrespond.
EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?
Concepts: Activelisteningfacilitateslearningandcommunication.
35
Competencies: Listenactivelyandmonitorone’sownunderstandingbyaskingprobing
questions,paraphrasing,summarizingand/orreflectingonthespeaker’s message. Evaluateandrespondtothespeaker’smessagebyanalyzingandsynthesizing
information,ideas,andopinions. Listenwithcivilitytotheideasofothers.
BigIdea#4: Effectivespeakingandlisteningareessentialforproductive
communication. EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?
Concepts: Purpose,contextandaudienceinfluencethecontentanddeliveryinspeaking
situation.Competencies: Interacteffectivelyindiscussionsby:
maintainingthefocusofthediscussionbycontributingrelevant content.
selectingandusingappropriatelanguage. askingrelevantandclarifyingquestions. monitoringtheresponseofparticipantsandadjustingcontributions
accordingly. employingeffectivedeliverytechniques:volume,paceeyecontact,
emphasis,gestures,enunciation.
36
CurriculumPlanUnit: 4–ComingofAgeinthe20thand21stCenturiesTimeRangeinDays:40–45days(onefullmarkingperiod)Standard(s):PennsylvaniaCoreStandards.EnglishLanguageArtsReadingInformationalTexts:CC.1.2.11‐12.C,CC.1.2.11‐12.D,CC.1.2.11‐12.E,CC.1.2.9‐10.F,CC.1.2.11‐12.H,CC.1.2.11‐12.I,CC.1.2.11‐12.J,CC.1.2.11‐12,CC1.2.11‐12.LReadingLiterature:CC.1.3.11‐12.A,CC.1.3.11‐12.B,CC.1.3.11‐12.C,CC.1.3.11‐12.D,CC.1.3.11‐12.E,CC.1.3.11‐12.F,CC.1.3.11‐12.G,CC.1.3.11‐12.I,CC.1.3.11‐12.J,CC.1.3.11‐12.KWriting:CC.1.4.11‐12A,CC.1.4.11‐12.B,CC.1.4.11‐12.D,CC.1.4.11‐12.E,CC.1.4.11‐12.F,CC.1.4.11‐12.G,CC.1.4.11‐12.I,CC.1.4.11‐12.L,CC.1.4.11‐12.Q,CC.1.4.11‐12.S,CC.1.4.11‐12.VSpeakingandListening:CC.1.5.11‐12.A,CC.1.5.11‐12.C,CC.1.5.11‐12.D,CC.5.11‐12.E,CC.1.5.11‐12.GOverview:ComingofAgeinthe20thand21stCenturies:Theperiodbetweenadolescenceandyoungadulthoodrepresentsadistinctdevelopmentalstagedescribedasemergingadulthood.Literaryworksinthisunitreflectthistheme,depictinganewgenerationofglobalcitizensthatprovidesadistinctivelyAmericansenseofhope.FocusQuestion(s): Whatdoesmodernandcontemporaryliteratureinthe20thand21stcenturiessay
aboutone’scomingofage? Whatdotheseworksofmodernandcontemporaryliteraturesayaboutovercoming
obstaclesanddealingwithrealityasonecomesofageandmatures? Whataretheessentialelementsofmodernandcontemporaryliteraturedealing
withone’scomingofage? Whatliterarydevicesareemployedinmodernandcontemporaryworksof
literaturetoexpressthethemeofone’scomingofage?Whataretheeffectsoftheseliterarydevices?
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Goals: Studentswillbeabletodefineavarietyoftreatmentsofthisthemethroughmultiple
genresandtextformats. Studentswillbeabletoidentifyandexplainthefunction(s)andeffect(s)ofliterary
devicesinmodernandcontemporaryworksofliterature. Studentswillbeableclearlyandconciselyrespondinwritingtopromptsrelatingto
modernandcontemporaryworksofliterature.Objectives:
1. Studentswilluse“talkingtothetext”/textannotation.{DOK‐Level1,Level2}2. Studentswillbeabletoassessandtoanalyzetheinteractionanddevelopmentof
acomplexsetofideasand/orasequenceofeventsoverthecourseofaliterarypassageoraliterarytext.{DOK‐Level3,Level4}
3. Studentswillbeabletoassessandanalyzethestructureofaliterarypassage,literarytext,orpoem,includinghowspecificsentences,paragraphs,orstanzas,andlargerportionsofatext,relatetoeachotherandtothewhole.{DOK‐Level3,Level4}
4. Studentswillbeabletorecognize,todistinguish,andtoassesshowwordsandphrasesestablishmeaningandtoneinliterarytextsandpoems.{DOK‐Level1,Level2,Level3}
5. Studentswillbeabletoconstructresponsesandessayswithasharpdistinctfocus,identifyingtopic,task,andaudience,andbeabletodrawaccurateanddetailedevidencefromliterarytextstosupportanalysis,reflection,andresearch.{DOK‐Level1,Level2,Level3,Level4}
CoreActivitiesandCorrespondingInstructionalMethods:1. Closelyreadandanalyzeselectionsfromclassicbutmostlymodernand
contemporaryworksofliterature(bothwholeworksandpartialworks): a. Independentreadingandre‐readingandanalysiswithreading‐for‐meaning questions:FridayNightLights:ATown,aTeam,andaDreambyH.G.Bissenger.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
b.Identify,explain,andanalyzehow,inFridayNightLights:ATown,aTeam,andaDream,theauthorrecountsthestoryofasmalltownandthehighschoolfootballteamthatdefinesit,notonlyofferingarareglimpseintosmall‐townAmerica,butalsohavinghisnarrativeserveasacharacterstudyofsomeoftheplayersandcoachesandobstaclestoovercome.(L.F.1.31.1‐1.3.2,L.F.2.1.1‐2.1.2,L.F.2.2.2‐2.2.4,L.F.2.3.1)c.Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:TheRoadbyCormacMcCarthy.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
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d. Explain,discuss,andanalyzehowexcerptsfromworksofnon‐fictiondepictthethemeofcomingofageinthe20thand21stcenturies–suggestedtitlesinclude,butarenotlimitedto,LettingGoofMyFatherbyJonathanRauch,HowtoDumpaFriendbyLucindaRosenfeld,NeatPeoplevs.SloppyPeoplebySuzanneBritt,“IJustWannaBeAverage”byMikeRose,TheSanctuarySchoolbyLyndaBarry,AreYouSomebody?byNualaO’Faolain,andJoyasVoladorasbyBrianDoyle.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
e. Identifykeyliteraryterms,devices,andconcepts:narrative,tone,theme,setting,conflict.(L.F.2.3)
f. Read,explain,discuss,andanalyzehowarticlesfromvariousperiodicalshavedepictedthethemeofcomingofageinthe20thand21stcenturies–suggestedperiodicalsinclude,butarenotlimitedto,Newsweek,Time,TheAtlantic,andHuffingtonPost.(L.F.1.2.3‐1.2.4,L.F.2.1.1‐2.1.2,L.F.2.3.1)
g. AnalyzeandexplorewhatAmericanauthorTobiasWolffmeantwhenhesaid,“Realmaturityistheabilitytoimaginethehumanityofeverypersonasfullyasyoubelieveinyourownhumanity.”(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)
2. Synthesizeacademicandcontentvocabularyactivities.a. Directinstructionandpracticeofvocabularyincontext),analysisofroots
andprefixesandsuffixes,utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources(L.F.1.2.3‐1.2.4,CC1.2.11‐12.J)
b.Providemodelingforstudentstodetermineandclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesininformationalandliterarytextsbasedonclose‐reading,context,andcontent.(L.N.1.1.1,L.N.1.3.2,L.N.2.3.3,L.F.1.2.3‐1.2.4,L.N.1.3.1‐1.3.3)
3. GrammaticalConcepts–fromancillarytextbookmaterials.Conceptstobe
addressedshallinclude(asobservedinUnit4/MarkingPeriod4)(CC.1.4.11‐2.F,CC.1.5.11‐12.G)::
a. Reviewcorrectuseofmodifiers,includingbadandbadly,well andgood,slowandslowly. b. Reviewcomparativeandsuperlativeformsofadjectivesand
adverbs,includingirregularcomparisons. c. Reviewglossaryofacceptablelevelsofusageregarding
standardEnglishandnonstandardEnglish.
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4. Constructed‐responsepromptsandessaywritingassignmentsthatrequirestudentstodrawpreciseanddetailedevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch(seeFormativeAssessmentssection).(L.F.2.1.1‐2.1.2,C.E.2.1.1‐2.1.7)
Assessments:Diagnostic: TeacherTextbookResources–UnitDiagnosticTests Studentparticipationininformaldiscussions Grammarexercisesfromsupplementalteacherresourcesandmaterials Variousassessmentswillbeprovidedasneededtoassesspriorknowledgeon
issues,content,andliteraryformsFormative: ConstructedWritingPromptsand/orEssayWritingAssignments–Analytical,
informative Writtenconstructed‐responses/writingassignments(pickTWOof
thefollowingprompts): InTheRoad,howdotheprotagonistsdistinguishthe
"goodguys"fromthe"badguys"?Aretheprotagonistsindeedthe"goodguys"?
AnalyzewhysomanyfansareemotionallydependentonthesuccessofaboyshighschoolfootballteamasdepictedinFridayNightLights:ATown,aTeam,andaDream
AnalyzehowthemandemonstrateshisloveforhissoninTheRoad
Studentinvolvementinclassroomactivitiesandaccuratecompletionofhomeworkassignments
Quizzesonliterarytermscoveredinunit VocabularyEnrichmentandAssessment–fromancillarytextbookmaterials,
supplementaryvocabularytexts,readingselections,and/orteacher‐preparedcommonquizzes
Summative: ReadingAssessment/SelectionTests UnitCommonAssessments–Objectiveandskills‐based CourseCommonAssessment/FinalExam
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Extensions: Extendedpractice(viavocabularytext),analysisofrootsandprefixesandsuffixes
{Units14‐15inLatinandGreekRoots:AStudyofWordFamilies,LevelVI},utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources
Independentreadingofaworkofnonfictionrelatedtothetimeperiodcompletewithatheme‐basedwritingactivity
SocraticSeminars Presentations
Correctives: Morewide‐rangingin‐classclose‐readingtime(oralandindependent) Moreextensivedirectinstructionandmodelingofclosereading,writing,focused
discussion,andpresentationstrategies Moreextensiveuseofapplicableconcreteexamplestoillustrateabstractconcepts Supplementalreadingsandquestions,asneeded SATstylereviewactivities,StudyIslandreviewactivities,USATestprepreview
activitiesMaterialsandResources:PrintTexts: LatinandGreekRoots:AStudyofWordFamilies,LevelV,Units14‐15 Warriner’sEnglishGrammarandComposition:CompleteCourse FridayNightLights:ATown,aTeam,andaDreambyH.G.Bissenger FridayNightLightsfilmadaptation(2004‐UniversalPictures) TheRoadbyCormacMcCarthy TheAmericanExperiencePenguinEditionGrade11‐PrenticeHallLiterature HoltElementsofLiterature,BritishLiterature,SixthCourse
Non‐PrintTexts: FridayNightLightsfilmadaptation(2004‐UniversalPictures)
AdditionalResources: Turnitin.com
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Primary Textbook(s) Used for this Course of Instruction
Name of Textbook: HoltElementsofLiterature,BritishLiterature,SixthCourse
Textbook ISBN #: 978‐0030683794 Textbook Publisher &Year of Publication: Rinehart & Winston Holt Curriculum Textbook is utilized in (title of course): English 12
42
Primary Textbook(s) Used for this Course of Instruction Name of Textbook: TheAmericanExperiencePenguinEditionGrade11‐PrenticeHall
Literature
Textbook ISBN #: 978‐0131317192 Textbook Publisher &Year of Publication: Prentice Hall, 2007 Curriculum Textbook is utilized in (title of course): English 12
43
Primary Textbook(s) Used for this Course of Instruction Name of Textbook: WorldMasterpiecesPenguinEditionGrade10‐PrenticeHallLiterature
Textbook ISBN #: 978‐0131317376 Textbook Publisher &Year of Publication: Prentice Hall, 2005 Curriculum Textbook is utilized in (title of course): English 12