studysync grade 12 correlation to english …...extended writing project: revise teacher: 1. write...

Publisher: McGraw-Hill School Education Program Title: StudySync® Grade 12

StudySync Grade 12 Correlation to English Standards of Learning Framework

Grade 12

Virginia

Grade 12

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Standard Language Publisher Citations

12.1 The student will make planned persuasive/argumentative, multimodal, interactive presentations collaboratively and individually.

a) Select and effectively use multimodal tools to design and develop presentation content.

Speaking & Listening Skills Handbook Presentation Skills, pp. 51-56 Using Digital Media in Presentations: Checklist, p. 73 Using Digital Media in Presentations: Student Model, pp. 74-77 Using Digital Media in Presentations: Rubric, p. 78 Thematic Unit 1: Epic Heroes Research Thematic Unit 4: Emotional Currents Research

b) Credit information sources.

Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Composition Handbook: Composition, pp. 475, 482, 516-521 Thematic Unit 1: Epic Heroes Research Teacher: 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Human Condition Extended Writing Project Skill: Sources and Citations Student: 1. Define

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2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Research Teacher: 3. Assemble the Research --Focus --Write Explanations

c) Demonstrate the ability to work collaboratively with diverse teams.

Additional Resources Speaking & Listening Handbook: Collaborative Discussions, pp. 2-13

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Thematic Unit 1: Epic Heroes Research Teacher: 2. Break Students Into Small Groups 3. Assemble the Research 4. Group Multimedia Presentations Thematic Unit 2: The Human Condition Instructional Path Hamlet First Read: Hamlet Student: 4. Think --Question 8 Teacher: 4. Think --SyncTV Style Discussion Thematic Unit 2: The Human Condition Instructional Path Brave New World First Read: Brave New World Student: 4. Think --Questions 6-8 Thematic Unit 3: An Exchange of Ideas Instructional Path A Vindication of the Rights of Woman Skill: Rhetoric Teacher: 1. Define --Read and Discuss Thematic Unit 3: An Exchange of Ideas Extended Writing Project

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Extended Writing Project: Revise Teacher: 1. Write --Discuss --Review Thematic Unit 4: Emotional Currents Instructional Path Pride and Prejudice First Read: Pride and Prejudice Student: 4. Think --Questions 6-8

d) Anticipate and address alternative or opposing perspectives and counterclaims.

Speaking & Listening Skills Handbook During the Discussion, pp. 3-5 Handout: Collaborative Discussion Strategies, p. 10 Handout: Discussion Evaluation, p. 12 Formative Assessment: Discussion, p. 14 Thematic Unit 2: The Human Condition Instructional Path Hamlet First Read: Hamlet Student: 2. Read --Think Questions 1-8 Teacher: 2. Read --Discuss Thematic Unit 2: The Human Condition Instructional Path Hamlet Close Read: Hamlet Student: 2. Read Teacher: 2. Read

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--Discuss Thematic Unit 3: An Exchange of Ideas Instructional Path Gulliver’s Travels First Read: Gulliver’s Travels Student: 2. Read --Think Questions 1-8 Teacher: 2. Read --Discuss Thematic Unit 3: Modern Times Instructional Path Gulliver’s Travels Close Read: Gulliver’s Travels Student: 2. Read Teacher: 2. Read --Discuss Thematic Unit 4: Emotional Currents Instructional Path Pride and Prejudice First Read: Pride and Prejudice Student: 2. Read --Think Questions 1-8 Teacher: 2. Read --Discuss Thematic Unit 4: Emotional Currents Instructional Path Pride and Prejudice Close Read: Pride and Prejudice Student: 2. Read

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Teacher: 2. Read --Discuss

e) Evaluate the various techniques used to construct arguments in multimodal presentations.

Additional Resources Speaking & Listening Handbook: Presentation Skills (Argumentative), pp. 51-65 Thematic Unit 3: An Exchange of Ideas Instructional Path The Declaration of Independence Skill: Arguments and Claims Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Instructional Path A Vindication of the Rights of Woman Skill: Rhetoric Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Thesis Statement Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas

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Extended Writing Project Skill: Supporting Details Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Research Teacher: --Overview --Conduct the Research --Introduce Assignment --Present

f) Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.

Additional Resources Speaking & Listening Handbook: Collaborative Discussions, pp. 2-13 Critical Listening (Argumentative), pp. 14-23 Thematic Unit 1: Epic Heroes Instructional Path The Canterbury Tales First Read: The Canterbury Tales Student: 4. Think --Question 8 Teacher: 4. Think --SyncTV Style Discussion Thematic Unit 1: Epic Heroes Research Teacher: 2. Break Students Into Small Groups --Review and Discuss 3. Assemble the Research

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--Share --Focus Thematic Unit 2: The Human Condition Instructional Path Hamlet First Read: Hamlet Student: 4. Think --Question 8 Thematic Unit 2: The Human Condition Instructional Path Brave New World First Read: Brave New World Student: 4. Think --Questions 6-8 Teacher: 4. Think --SyncTV Style Discussion Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Revise Teacher: 1. Write --Discuss

g) Critique effectiveness of multimodal presentations. Additional Resources Speaking & Listening Handbook: Presentation Skills, pp. 57-58, 63-65, 73, 78-79 Thematic Unit 1: Epic Heroes Research Teacher: --Extension: Respond

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Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Revise Teacher: 1. Write --Review Thematic Unit 3: An Exchange of Ideas Research Teacher: 3. Review Checklists 6. Argumentative Presentations --Questions 7. Write Thematic Unit 4: Emotional Currents Instructional Path Pride and Prejudice First Read: Pride and Prejudice Teacher: 4. Think --Answer and Discuss Thematic Unit 4: Emotional Currents Instructional Path Pride and Prejudice Close Read: Pride and Prejudice Teacher: 3. Write --Discuss

12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.

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a) Describe possible cause and effect relationships between mass media coverage and public opinion trends.

Thematic Unit 1: Epic Heroes Instructional Path The Ecclesiastical History of the English People Blast: American Idols Student: Background Teacher: Background --Discuss --Brainstorm Research Links Thematic Unit 1: Epic Heroes Instructional Path DC Comics Blast: The Best Movies Ever! Teacher: Research Links Thematic Unit 2: The Human Condition Instructional Path Speech to the Troops at Tilbury Blast: United Tweets of America Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 2: The Human Condition Instructional Path Unit Wrap Blast: Express Yourself Student: Background

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Teacher: Research Links Thematic Unit 3: An Exchange of Ideas Instructional Path Gulliver’s Travels Blast: Laugh, Then Think Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 4: Emotional Currents Instructional Path Be Ye Men of Valour Blast: Reaching the Masses Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer First Read: D-Day Prayer Student: 3. Think --Questions 1-3 Teacher: 1. Introduction --Access prior Knowledge

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Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer Skill: Compare and Contrast Student: 2. Model Thematic Unit 4: Emotional Currents Unit Wrap Blast: That’s Entertainment! Teacher: Research Links

b) Evaluate media sources for relationships between intent and factual content.

Thematic Unit 1: Epic Heroes Instructional Path The Ecclesiastical History of the English People Blast: American Idols Teacher: Research Links Thematic Unit 2: The Human Condition Instructional Path Speech to the Troops at Tilbury Blast: United Tweets of America Teacher: Background --Brainstorm Thematic Unit 2: The Human Condition Instructional Path Unit Wrap Blast: Express Yourself Teacher: Research Links Thematic Unit 3: An Exchange of Ideas

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Instructional Path Gulliver’s Travels Blast: Laugh, Then Think Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 4: Emotional Currents Instructional Path Be Ye Men of Valour Blast: Reaching the Masses Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer First Read: D-Day Prayer Student: 3. Think --Questions 1-3 Teacher: 1. Introduction --Access prior Knowledge Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer

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Skill: Compare and Contrast Student: 2. Model Thematic Unit 4: Emotional Currents Instructional Path Unit Wrap Blast: That’s Entertainment! Teacher: Research Links

c) Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).

Thematic Unit 1: Epic Heroes Instructional Path The Ecclesiastical History of the English People Blast: American Idols Teacher: Research Links Thematic Unit 2: The Human Condition Instructional Path Speech to the Troops at Tilbury Blast: United Tweets of America Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 2: The Human Condition Instructional Path Unit Wrap Blast: Express Yourself Student: Background Create Your Blast

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Teacher: Title/Driving Question Background Research Links Thematic Unit 3: An Exchange of Ideas Instructional Path Gulliver’s Travels Blast: Laugh, Then Think Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 4: Emotional Currents Instructional Path Be Ye Men of Valour Blast: Reaching the Masses Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer First Read: D-Day Prayer Student: 3. Think --Questions 1-3 Teacher:

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1. Introduction --Access prior Knowledge Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer Skill: Compare and Contrast Student: 2. Model Thematic Unit 4: Emotional Currents Instructional Path Unit Wrap Blast: That’s Entertainment! Teacher: Research Links

d) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.

Thematic Unit 1: Epic Heroes Instructional Path The Ecclesiastical History of the English People Blast: American Idols Teacher: Background --Discuss --Brainstorm Research Links Thematic Unit 1: Epic Heroes Instructional Path DC Comics Blast: The Best Movies Ever! Teacher: Research Links Thematic Unit 2: The Human Condition Instructional Path Speech to the Troops at Tilbury

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Blast: United Tweets of America Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 2: The Human Condition Instructional Path Unit Wrap Blast: Express Yourself Student: Background Teacher: Research Links Thematic Unit 3: An Exchange of Ideas Instructional Path Gulliver’s Travels Blast: Laugh, Then Think Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 4: Emotional Currents Instructional Path Be Ye Men of Valour Blast: Reaching the Masses Student: Background Create Your Blast

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Teacher: Title/Driving Question Background Research Links Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer First Read: D-Day Prayer Student: 3. Think --Questions 1-3 Teacher: 1. Introduction --Access prior Knowledge Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer Skill: Compare and Contrast Student: 2. Model Thematic Unit 4: Emotional Currents Unit Wrap Blast: That’s Entertainment! Teacher: Research Links

e) Evaluate sources including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual content.

Thematic Unit 1: Epic Heroes Instructional Path The Ecclesiastical History of the English People Blast: American Idols Teacher: Research Links Thematic Unit 2: The Human Condition

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Instructional Path Speech to the Troops at Tilbury Blast: United Tweets of America Teacher: Background --Brainstorm Thematic Unit 2: The Human Condition Instructional Path Unit Wrap Blast: Express Yourself Teacher: Research Links Thematic Unit 3: An Exchange of Ideas Instructional Path Gulliver’s Travels Blast: Laugh, Then Think Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links Thematic Unit 4: Emotional Currents Instructional Path Be Ye Men of Valour Blast: Reaching the Masses Student: Background Create Your Blast Teacher: Title/Driving Question Background Research Links

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Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer First Read: D-Day Prayer Student: 3. Think --Questions 1-3 Teacher: 1. Introduction --Access prior Knowledge Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer Skill: Compare and Contrast Student: 2. Model Thematic Unit 4: Emotional Currents Instructional Path Unit Wrap Blast: That’s Entertainment! Teacher: Research Links

f) Manage, analyze, and synthesize multiple streams of simultaneous information.

Additional Resources Speaking & Listening Handbook: Research Using Various Media, pp. 24-50 Thematic Unit 1: Epic Heroes Research Teacher: 2. Break Students Into Small Groups --Make a Research Plan --Gather Resources --Review and Discuss

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3. Assemble the Research --Share --Focus --Write Explanations Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Research Teacher: 2. Break Students Into Small Groups --Make a Research Plan --Gather Resources --Review and Discuss 3. Assemble the Research --Share --Focus --Write Explanations

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g) Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

Additional Resources Grammar, Language, and Composition Guide Grammar and Composition Handbook: Composition, pp. 475, 482, 516-521 Thematic Unit 1: Epic Heroes Research Teacher: 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Human Condition Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Research and Note-Taking Student: 1. Define

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2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Research Teacher: 3. Assemble the Research --Focus --Write Explanations

12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, and antonyms, to understand complex words.

Additional Resources Vocabulary Workbook: -Using Synonyms and Antonyms, pp. 3-4 -Using Synonyms, pp. 21-22, 41-42, 51-52 Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Language Workbook: -Vocabulary and Spelling, pp. 293-296 Grammar and Composition Handbook: -Spelling and Vocabulary, pp. 410-437 Thematic Unit 1: Epic Heroes Instructional Path Beowulf Skill: Word Meaning Student: 2. Model

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Access Handouts: Access 1 Thematic Unit 1: Epic Heroes Instructional Path The Ecclesiastical History of the English People Skill: Word Meaning Student: 2. Model Thematic Unit 2: The Human Condition Instructional Path Brave New World Skill: Greek and Latin Affixes and Roots Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Access Handouts: Access 1 Thematic Unit 3: An Exchange of Ideas Instructional Path Democracy in America First Read: Democracy in America Student: 3. Think --Question 4 Thematic Unit 4: Emotional Currents Instructional Path Young Goodman Brown First Read: Young Goodman Brown Student:

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3. Think --Question 5

b) Use context, structure, and connotations to determine meanings of words and phrases.

Thematic Unit 1: Epic Heroes Instructional Path Beowulf Skill: Word Meaning Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: Epic Heroes Instructional Path Grendel First Read: Grendel Teacher: 2. Read --Make Predictions About Vocabulary Student: 2. Read --Think Questions 4-5 Thematic Unit 1: Epic Heroes Instructional Path The Ecclesiastical History of the English People First Read: The Ecclesiastical History of the English People Teacher: 2. Read --Make Predictions About Vocabulary Student: 2. Read --Think Questions 4-5

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Thematic Unit 2: The Human Condition Instructional Path Shakespeare: The World As Stage First Read: Shakespeare: The World As Stage Teacher: 2. Read --Make Predictions About Vocabulary Student: 2. Read --Think Questions 4-5 Thematic Unit 3: An Exchange of Ideas Instructional Path A Model of Christian Charity First Read: A Model of Christian Charity Teacher: 2. Read --Make Predictions About Vocabulary Student: 2. Read --Think Questions 4-5 Thematic Unit 4: Emotional Currents Instructional Path The Masque of the Red Death First Read: The Masque of the Red Death Teacher: 2. Read --Make Predictions About Vocabulary Student: 2. Read --Think Questions 4-5

c) Discriminate between connotative and denotative meanings and interpret the connotation.

Additional Resources Vocabulary Workbook: -Connotation and Denotation, pp. 15-16

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Thematic Unit 2: The Human Condition Instructional Path Sonnet 29 Skill: Tone Student: 1. Define 2. Model Thematic Unit 2: The Human Condition Instructional Path Hamlet Skill: Connotation and Denotation Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Instructional Path To His Excellency, General Washington Skill: Connotation and Denotation Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Instructional Path Liberty Tree Skill: Tone Student: 2. Model Thematic Unit 4: Emotional Currents

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Instructional Path D-Day Prayer Skill: Connotation and Denotation Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Access Handouts: Access 1

d) Explain the meaning of common idioms, and literary and classical allusions in text.

Thematic Unit 1: Epic Heroes Instructional Path The Canterbury Tales Skill: Figurative Language Student: 1. Intro 2. Model Thematic Unit 2: The Human Condition Instructional Path The Passionate Shepherd to His Love Skill: Figurative Language Access Handouts: Access 1 Thematic Unit 2: The Human Condition Extended Writing Project Skill: Supporting Details Student: 2. Model --Step 2 Thematic Unit 3: An Exchange of Ideas Instructional Path

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To His Excellency, General Washington Skill: Figurative Language Student: 2. Model Teacher: 2. Model --Discuss Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer Skill: Connotation and Denotation Access Handouts: Access 1

e) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

Thematic Unit 1: Epic Heroes Instructional Path Lord of the Rings First Read: Lord of the Rings Student: 2. Read --Think Questions 4, 5 Teacher: 2. Read --Discuss Thematic Unit 2: The Human Condition Instructional Path Hamlet Skill: Connotation and Denotation Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model

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3. Your Turn Thematic Unit 3: An Exchange of Ideas Instructional Path A Model of Christian Charity Close Read: A Model of Christian Charity Core Handout: Vocabulary Teacher: 1. Introduction --Review Thematic Unit 4: Emotional Currents Instructional Path O Pioneers! Close Read: O Pioneers! Teacher: 2. Read --Read and Annotate

12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures.

a) Compare and contrast the development of British literature in its historical context.

Thematic Unit 1: Epic Heroes Instructional Path British Literature and History: The Anglo-Saxon Period and Middle Ages (449-1485) Student: 1. Intro 2. Read 3. Think --Question 2 4. Write Thematic Unit 1: Epic Heroes Instructional Path Beowulf

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First Read: Beowulf Student: 4. Think --Question 7 Thematic Unit 1: Epic Heroes Instructional Path Beowulf Close Read: Beowulf Student: 3. Write Thematic Unit 1: Epic Heroes Instructional Path The Canterbury Tales First Read: The Canterbury Tales Teacher: 1. Introduction --Build Background Thematic Unit 1: Epic Heroes Research Teacher: --Suggested Topics Thematic Unit 2: The Human Condition Instructional Path British Literature and History: The English Renaissance (1485-1650) Student: 1. Intro 2. Read 3. Think 4. Write Thematic Unit 2: The Human Condition Instructional Path Hamlet

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First Read: Hamlet Teacher: 1. Introduction --Research Thematic Unit 2: The Human Condition Instructional Path Hamlet Close Read: Hamlet Teacher: 3. Write

b) Analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts.

Thematic Unit 1: Epic Heroes Instructional Path Beowulf Skill: Story Elements Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: Epic Heroes Instructional Path Beowulf Close Read: Beowulf Student: 2. Read --Questions 1, 2 3. Write Teacher: 2. Read --Discuss

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3. Write Thematic Unit 2: The Human Condition Instructional Path Hamlet Skill: Character Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Human Condition Instructional Path Hamlet Close Read: Hamlet Student: 2. Read --Questions 1, 2 Teacher: 2. Read --Discuss Thematic Unit 2: The Human Condition Instructional Path Brave New World Skill: Story Elements Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model

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3. Your Turn Thematic Unit 2: The Human Condition Instructional Path Brave New World Close Read: Brave New World Student: 2. Read --Questions 1, 2, 4, 5 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 4: Emotional Currents Instructional Path Young Goodman Brown Skill: Setting Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Instructional Path Young Goodman Brown Close Read: Young Goodman Brown Student: 2. Read --Questions 1-4 3. Write Teacher:

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2. Read --Discuss 3. Write

c) Compare/contrast details in literary and informational nonfiction texts.

Thematic Unit 1: Epic Heroes Instructional Path Unsolved Mysteries of History Close Read: Unsolved Mysteries of History Student: 1. Intro 3. Write Thematic Unit 2: The Human Condition Instructional Path Hamlet First Read: Hamlet Teacher: 1. Introduction --Research Thematic Unit 3: An Exchange of Ideas Instructional Path Gulliver’s Travels First Read: Gulliver’s Travels Teacher: 1. Introduction --Build Background Thematic Unit 3: An Exchange of Ideas Instructional Path Gulliver’s Travels Blast: Laugh, Then Think Student: Background Teacher: Background --Discuss

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Thematic Unit 4: Emotional Currents Instructional Path Unit Wrap Blast: That’s Entertainment! Student: Create Your Blast Teacher: Title/Driving Question --Discuss Background --Brainstorm Research Links

d) Interpret the social and cultural function of British literature.

Thematic Unit 1: Epic Heroes Instructional Path Beowulf First Read: Beowulf Teacher: 1. Introduction --Build Background Thematic Unit 1: Epic Heroes Instructional Path Beowulf Close Read: Beowulf Student: 3. Write Thematic Unit 2: The Human Condition Instructional Path British Literature and History: The English Renaissance (1485-1650) Student: 4. Write Thematic Unit 2: The Human Condition

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Instructional Path Hamlet Close Read: Hamlet Student: 3. Write Thematic Unit 3: An Exchange of Ideas Instructional Path Gulliver’s Travels First Read: Gulliver’s Travels Student: 1. Intro 4. Think --Question 7 Teacher: 1. Introduction --Build Background 4. Think --SyncTV Style Discussion Thematic Unit 3: An Exchange of Ideas Instructional Path Gulliver’s Travels Blast: Laugh, Then Think Student: Background Create Your Blast Teacher: Background --Discuss Thematic Unit 4: Emotional Currents Research Teacher: --Suggested Topics

e) Interpret how the sound and imagery of poetry support the Thematic Unit 1: Epic Heroes

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subject, mood, and theme, and appeal to the reader’s senses.

Instructional Path Beowulf Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Human Condition Instructional Path Sonnet 29 Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Human Condition Instructional Path Sonnet 29 Skill: Tone Student: 2. Model 3. Your Turn Thematic Unit 2: The Human Condition Instructional Path Sonnet 29 Close Read: Sonnet 29 Student: 3. Write

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Thematic Unit 2: The Human Condition Instructional Path To Lucasta, Going to the Wars Skill: Connotation and Denotation Student: 2. Model Thematic Unit 3: An Exchange of Ideas Instructional Path To My Dear and Loving Husband Close Read: To My Dear and Loving Husband Student: 3. Write Thematic Unit 3: An Exchange of Ideas Instructional Path Liberty Tree Skill: Compare and Contrast Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

f) Compare and contrast traditional and contemporary poems from many cultures.

Thematic Unit 1: Epic Heroes Instructional Path Beowulf Close Read: Beowulf Student: 3. Write Thematic Unit 2: The Human Condition Instructional Path

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Sonnet 29 Skill: Poetic Structure Student: 2. Model Teacher: 1. Define 2. Model Thematic Unit 2: The Human Condition Instructional Path The Love Song of J. Alfred Prufrock Close Read: The Love Song of J. Alfred Prufrock Student: 3. Write Thematic Unit 2: The Human Condition Instructional Path The Nymph’s Reply to the Shepherd Skill: Media Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Human Condition Instructional Path A Valediction Forbidding Mourning Skill: Poetic Structure Student: 1. Define 2. Model 3. Your Turn

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Thematic Unit 3: An Exchange of Ideas Instructional Path Liberty Tree Skill: Compare and Contrast Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Instructional Path The Rime of the Ancient Mariner Skill: Tone Student: 2. Model

g) Evaluate how dramatic conventions contribute to the theme and effect of plays from American, British, and other cultures.

Thematic Unit 2: The Human Condition Instructional Path Hamlet Skill: Character Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Human Condition Instructional Path Hamlet Skill: Connotation and Denotation Student: 2. Model

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Thematic Unit 4: Emotional Currents Instructional Path The Glass Menagerie First Read: The Glass Menagerie Student: 3. Think --Questions 1-3 Thematic Unit 4: Emotional Currents Instructional Path The Glass Menagerie Skill: Media Student: 2. Model Thematic Unit 4: Emotional Currents Instructional Path The Glass Menagerie Close Read: The Glass Menagerie Student: 2. Read 3. Write Teacher: 2. Read

h) Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).

Thematic Unit 1: Epic Heroes Instructional Path The Canterbury Tales Skill: Textual Evidence Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define

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2. Model 3. Your Turn Thematic Unit 1: Epic Heroes Instructional Path The Canterbury Tales Close Read: The Canterbury Tales Student: 2. Read --Questions 1-5 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 2: The Human Condition Instructional Path On Monsieur’s Departure Skill: Textual Evidence Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Human Condition Instructional Path On Monsieur’s Departure Close Read: On Monsieur’s Departure Student: 2. Read --Questions 1-5 3. Write

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Teacher: 2. Read --Discuss 3. Write Thematic Unit 3: An Exchange of Ideas Instructional Path To His Excellency, General Washington First Read: To His Excellency, General Washington Student: 3. Think --Questions 1-3 Teacher: 2. Think --Answer and Discuss Thematic Unit 4: Emotional Currents Instructional Path The Masque of the Red Death First Read: The Masque of the Red Death Student: 3. Think --Questions 1-3 Teacher: 2. Think --Answer and Discuss

12.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.

a) Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).

Thematic Unit 1: Epic Heroes Instructional Path Unsolved Mysteries Skill: Textual Evidence Student: 1. Define 2. Model

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3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: Epic Heroes Instructional Path Unsolved Mysteries Close Read: Unsolved Mysteries Student: 2. Read --Questions 1-5 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 2: The Human Condition Instructional Path Speech to the Troops at Tilbury First Read: Speech to the Troops at Tilbury Student: 4. Think --Questions 1-3 Teacher: 4. Think --Answer and Discuss Thematic Unit 3: An Exchange of Ideas Instructional Path American Jezebel First Read: American Jezebel Student: 4. Think --Questions 1-3

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Teacher: 4. Think --Answer and Discuss Thematic Unit 4: Emotional Currents Instructional Path Be Ye Men of Valour First Read: Be Ye Men of Valour Student: 4. Think --Questions 1-3 Teacher: 4. Think --Answer and Discuss

b) Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.

Additional Resources Speaking & Listening Handbook: Research Using Various Media, pp. 24-50 Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Composition Handbook: Composition, pp. 472-487 Thematic Unit 1: Epic Heroes Research Teacher: Conducting the Research Present the Research Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Supporting Details Student: 1. Define 2. Model 3. Your Turn Teacher:

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1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Research Teacher: Conducting the Research Present the Research

c) Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.

Thematic Unit 1: Epic Heroes Research Teacher: Overview --Suggested Topics Conducting the Research Present the Research Thematic Unit 3: An Exchange of Ideas Instructional Path The Declaration of Independence Close Read: The Declaration of Independence Student: 3. Write Teacher:

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3. Write --Plan and Prewrite Thematic Unit 3: An Exchange of Ideas Instructional Path A Vindication of the Rights of Woman Blast: The F Word Teacher: Research Links --Question 3 Thematic Unit 3: An Exchange of Ideas Instructional Path Woman in the Nineteenth Century Close Read: Woman in the Nineteenth Century Student: 3. Write Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer Skill: Compare and Contrast Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

d) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.

Thematic Unit 2: The Human Condition Instructional Path Speech to the Troops at Tilbury Close Read: Speech to the Troops at Tilbury Student: 3. Write

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Thematic Unit 2: The Human Condition Instructional Path Utopia Skill: Irony Student: 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Instructional Path A Vindication of the Rights of Woman Skill: Rhetoric Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer Skill: Connotation and Denotation Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents

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Instructional Path D-Day Prayer Skill: Compare and Contrast Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Instructional Path D-Day Prayer Close Read: D-Day Prayer Student: 3. Write

e) Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Additional Resources Speaking & Listening Handbook: Research Using Various Media, pp. 44-46 Thematic Unit 3: An Exchange of Ideas Instructional Path The Declaration of Independence Skill: Rhetoric Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

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Thematic Unit 3: An Exchange of Ideas Instructional Path The Declaration of Independence Skill: Arguments and Claims Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Instructional Path The United States v. Amistad Skill: Reasons and Evidence Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Instructional Path Remarks Concerning the Savages of North America Close Read: Remarks Concerning the Savages of North America Student: 3. Write

12.6 The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.

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a) Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.

Thematic Unit 1: Epic Heroes Extended Writing Project Extended Writing Project: Narrative Writing Student: 1. Intro Thematic Unit 1: Epic Heroes Extended Writing Project Blast: Audience and Purpose Student: Background Teacher: Background Thematic Unit 1: Epic Heroes Extended Writing Project Skill: Organize Narrative Writing Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model Thematic Unit 1: Epic Heroes Extended Writing Project Extended Writing Project: Draft Student: 1. Write Thematic Unit 1: Epic Heroes Extended Writing Project Extended Writing Project: Revise Student: 1. Write

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Thematic Unit 1: Epic Heroes Extended Writing Project Extended Writing Project: Edit, Proofread, and Publish Student: 1. Write Thematic Unit 2: The Human Condition Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro Thematic Unit 4: Emotional Currents Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro

b) Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.

Speaking & Listening Handbook Argumentative Presentation: Checklist, pp. 57-58 Argumentative Presentation: Student Model, pp. 59-61 Argumentative Presentation: Rubric, pp. 63-65 Thematic Unit 2: The Human Condition Extended Writing Project Extended Writing Project: Argumentative Writing Student:

1. Introduction 2. Read

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3. Think --Question 5 Teacher:

1. Introduction 2. Read 3. Think

Thematic Unit 2: The Human Condition Extended Writing Project Skill: Thesis Statement Student:

1. Define 2. Model 3. Your Turn

Teacher: 1. Define 2. Model 3. Your Turn

Thematic Unit 2: The Human Condition Extended Writing Project Skill: Organize Argumentative Writing Student:



Thematic Unit 2: The Human Condition Extended Writing Project Extended Writing Project: Plan Student:

1. Write Teacher:

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1. Write Thematic Unit 2: The Human Condition Extended Writing Project Skill: Introductions Student:



Thematic Unit 2: The Human Condition Extended Writing Project Extended Writing Project: Draft Student:

1. Write Teacher:

1. Write --Discuss --Organize --Write Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Thesis Statement Student:



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Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Organize Argumentative Writing Student:



Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Introductions Student:



Thematic Unit 3: An Exchange of Ideas Instructional Path Democracy in America Close Read: Democracy in America Student:

3. Write Teacher:

3. Write Thematic Unit 3: An Exchange of Ideas Research --Research

c) Use a variety of rhetorical strategies to clarify and defend a Speaking & Listening Handbook

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position organizing claims, counterclaims, and evidence in a sustained and logical sequence.

Argumentative Presentation: Checklist, pp. 57-58 Argumentative Presentation: Student Model, pp. 59-61 Argumentative Presentation: Rubric, pp. 63-65 Thematic Unit 2: The Human Condition Extended Writing Project Skill: Supporting Details Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Human Condition Extended Writing Project Extended Writing Project: Plan Student:

1. Write Teacher:

1. Write Thematic Unit 2: The Human Condition Extended Writing Project Extended Writing Project: Draft Student:

1. Write Teacher:

1. Write Thematic Unit 3: I An Exchange of Ideas Extended Writing Project Extended Writing Project: Argumentative Writing Student:

1. Introduction

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2. Read 3. Think

--Question 4 Teacher:

1. Introduction --Read and Annotate 2. Read 3. Think Thematic Unit 3: I An Exchange of Ideas Extended Writing Project Skill: Reasons and Relevant Evidence Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Organize Argumentative Writing Student:



Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Plan Student:

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1. Write Teacher: 1. Write Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Edit/Proofread/Publish Student:

1. Write Teacher:

1. Write --Test --Discuss --Write Thematic Unit 3: An Exchange of Ideas Instructional Path Democracy in America Close Read: Democracy in America Student:

3. Write Teacher:

3. Write d) Blend multiple forms of writing including embedding a narrative to produce effective essays.

The following extended writing projects can be adapted in the classroom to include blended/embedded writing. Thematic Unit 1: Epic Heroes Extended Writing Project Extended Writing Project: Narrative Writing Student: 1. Intro Thematic Unit 2: The Human Condition Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro

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Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro Thematic Unit 4: Emotional Currents Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro

e) Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.

Thematic Unit 1: Epic Heroes Extended Writing Project Extended Writing Project: Narrative Writing Student: 1. Intro Thematic Unit 1: Epic Heroes Extended Writing Project Blast: Audience and Purpose Student: Background Teacher: Background Thematic Unit 1: Epic Heroes Extended Writing Project Skill: Narrative Techniques Student: 1. Define 2. Model 3. Your Turn Thematic Unit 1: Epic Heroes Extended Writing Project Skill: Descriptive Details Student:

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1. Define 2. Model 3. Your Turn Thematic Unit 1: Epic Heroes Extended Writing Project Blast: Precise Language Student: Background Teacher: Background Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro Thematic Unit 3: An Exchange of Ideas Extended Writing Project Blast: Audience and Purpose Student: Background Teacher: Background Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Supporting Details Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Extended Writing Project Blast: Style

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Student: Background Teacher: Background

f) Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.

Speaking & Listening Handbook Argumentative Presentation: Checklist, pp. 57-58 Argumentative Presentation: Student Model, pp. 59-61 Argumentative Presentation: Rubric, pp. 63-65 Thematic Unit 2: The Human Condition Extended Writing Project Skill: Body Paragraphs and Transitions Student:



Thematic Unit 2: The Human Condition Extended Writing Project Extended Writing Project: Draft Student:

1. Write Teacher:

1. Write --Discuss --Organize --Write Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Argumentative Writing Student:

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1. Introduction 2. Read

Teacher: 1. Introduction

--Read and Annotate 2. Read Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Cohesion and Clarification Student:



Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Draft Student:

1. Write Teacher:

1. Write --Discuss --Organize --Write Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Revise Student:

1. Write Teacher:

1. Write --Discuss

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--Highlight --Write --Review Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Edit/ Proofread/Publish Student:

1. Write Teacher:

1. Write --Test --Discuss --Write Thematic Unit 3: An Exchange of Ideas Research --Research

g) Revise writing for clarity of content, depth of information, and technique of presentation.

Additional Resources Speaking and Listening Handbook: Checklist, pp. 57, 66, 79 Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Composition Handbook: Composition, pp. 445-446, 457-458, 467-468 Thematic Unit 1: Epic Heroes Extended Writing Project Extended Writing Project: Revise Student: 1. Write Teacher: 1. Write Thematic Unit 2: The Human Condition Extended Writing Project

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Extended Writing Project: Revise Student: 1. Write Teacher: 1. Write Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Revise Student: 1. Write Teacher: 1. Write Thematic Unit 4: Emotional Currents Extended Writing Project Extended Writing Project: Revise Student: 1. Write Teacher: 1. Write

h) Write and revise to a standard acceptable both in the workplace and in postsecondary education.

Additional Resources Speaking and Listening Handbook: Checklist, pp. 57, 66, 79 Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Composition Handbook: -Composition, pp. 445-446, 457-458, 467-468 -MLA Style Guide, pp. 516-521 Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Revise Student:

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1. Write Teacher: 1. Write Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Edit, Proofread, and Publish Student: 1. Write Teacher: 1. Write Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model Thematic Unit 4: Emotional Currents Extended Writing Project Extended Writing Project: Revise

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Student: 1. Write Teacher: 1. Write Thematic Unit 4: Emotional Currents Extended Writing Project Extended Writing Project: Edit, Proofread, and Publish Student: 1. Write Teacher: 1. Write

i) Write to clearly describe personal qualifications for potential occupational or educational opportunities.

12.7 The student will self- and peer-edit writing for Standard English.

a) Use complex sentence structure to infuse sentence variety in writing.

Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Composition Handbook: Grammar, Usage, and Mechanics, pp. 144-181, 370-389 Thematic Unit 1: Epic Heroes Unit Overview Key Grammar Skills Additional Grammar Practice Parallel Structure Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Human Condition Instructional Path

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Speech to the Troops at Tilbury First Read: Speech to the Troops at Tilbury Teacher: 2. Read --Grammar, Usage, and Mechanics Core Handouts: Grammar, Syntax Thematic Unit 2: The Human Condition Extended Writing Project Skill: Introductions Teacher: 2. Read --Grammar, Usage, and Mechanics Core Handouts: Grammar, Sentence Structure Thematic Unit 2: The Human Condition Extended Writing Project Blast: Style Student: Background Thematic Unit 3: An Exchange of Ideas Instructional Path Second Treatise of Government First Read: Second Treatise of Government Teacher: 2. Read --Grammar, Usage, and Mechanics Core Handouts: Grammar, Complex and Compound-Complex Sentences Thematic Unit 3: An Exchange of Ideas Extended Writing Project Extended Writing Project: Revise Teacher:

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1. Write --Grammar, Usage, and Mechanics Core Handouts: Grammar, Syntax

b) Edit, proofread, and prepare writing for intended audience and purpose.

Thematic Unit 1: Epic Heroes Extended Writing Project Blast: Audience and Purpose Student: Title/Driving Question Background Create Your Blast Teacher: Title/Driving Question Background Create Your Blast --Blast Thematic Unit 1: Epic Heroes Extended Writing Project Skill: Narrative Sequencing Student:



Thematic Unit 1: Epic Heroes Extended Writing Project Skill: Narrative Techniques Thematic Unit 1: Epic Heroes Extended Writing Project Skill: Descriptive Details

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Student: 1. Define 2. Model 3. Your Turn


Thematic Unit 2: The Human Condition Extended Writing Project Blast: Audience and Purpose Student: Title/Driving Question Background Create Your Blast Teacher: Title/Driving Question Background Create Your Blast --Blast Thematic Unit 2: The Human Condition Extended Writing Project Skill: Organize Argumentative Writing Student:



Thematic Unit 2: The Human Condition Extended Writing Project Blast: Style

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Student: Title/Driving Question Background Create Your Blast Teacher: Title/Driving Question Background Create Your Blast --Blast

c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

Additional Resources Speaking and Listening Handbook: Integrating Sources, p. 47 Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Composition Handbook: MLA Style Guide, pp. 516-521 Thematic Unit 1: Epic Heroes Research Teacher: 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Human Condition Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

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Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

12.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.

a) Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.

Additional Resources Speaking & Listening Handbook: Research Using Various Media, pp. 24-50 Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Composition Handbook: Composition, pp. 472-487 Thematic Unit 1: Epic Heroes Research

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Teacher: Conducting the Research Present the Research Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Supporting Details Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Research Teacher: Conducting the Research Present the Research

b) Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.

Additional Resources Speaking & Listening Handbook: Research Using Various Media, pp. 44-46

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Thematic Unit 1: Epic Heroes Research Teacher: 2. Break Student Into Small Groups --Gather Resources 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Human Condition Extended Writing Project Skill: Sources and Citations Student: 2. Model Thematic Unit 3: An Exchange of Ideas Instructional Path The Declaration of Independence Skill: Rhetoric Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model Thematic Unit 3: An Exchange of Ideas Instructional Path The Declaration of Independence Skill: Arguments and Claims Student: 1. Define 2. Model Teacher:

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1. Define 2. Model Thematic Unit 3: An Exchange of Ideas Instructional Path The United States v. Amistad Skill: Reasons and Evidence Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Instructional Path Woman in the Nineteenth Century Skill: Author’s Purpose and Author’s Point of View Student: 2. Model Thematic Unit 3: An Exchange of Ideas Instructional Path Remarks Concerning the Savages of North America Close Read: Remarks Concerning the Savages of North America Student: 3. Write Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model Student: 1. Define --Read and Discuss

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c) Critically evaluate the accuracy, quality, and validity of the information.

Additional Resources Speaking & Listening Handbook: Research Using Various Media, pp. 44-46 Thematic Unit 1: Epic Heroes Research Teacher: 2. Break Student Into Small Groups --Gather Resources 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Human Condition Extended Writing Project Skill: Sources and Citations Student: 2. Model Thematic Unit 3: An Exchange of Ideas Instructional Path The Declaration of Independence Skill: Rhetoric Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model Thematic Unit 3: An Exchange of Ideas Instructional Path The Declaration of Independence Skill: Arguments and Claims Student:

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1. Define 2. Model Teacher: 1. Define 2. Model Thematic Unit 3: An Exchange of Ideas Instructional Path The United States v. Amistad Skill: Reasons and Evidence Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Instructional Path Woman in the Nineteenth Century Skill: Author’s Purpose and Author’s Point of View Student: 2. Model Thematic Unit 3: An Exchange of Ideas Instructional Path Remarks Concerning the Savages of North America Close Read: Remarks Concerning the Savages of North America Student: 3. Write Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model Student:

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1. Define --Read and Discuss

d) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

Additional Resources Grammar, Language, and Composition Guide Grammar and Composition Handbook: Composition, pp. 475, 482, 516-521 Thematic Unit 1: Epic Heroes Research Teacher: 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Human Condition Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Extended Writing Project

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Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Research Teacher: 3. Assemble the Research --Focus --Write Explanations

e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Additional Resources Grammar, Language, and Composition Guide Grammar and Composition Handbook: Composition, pp. 475, 482, 516-521 Thematic Unit 1: Epic Heroes Research Teacher: 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Human Condition Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher:

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1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Research Teacher: 3. Assemble the Research --Focus --Write Explanations

f) Demonstrate ethical use of the Internet. Additional Resources Grammar, Language, and Composition Guide Grammar and Composition Handbook: Composition, pp. 475, 482, 516-521 Thematic Unit 1: Epic Heroes

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Research Teacher: 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Human Condition Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: An Exchange of Ideas Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Emotional Currents Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

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Thematic Unit 4: Emotional Currents Research Teacher: 3. Assemble the Research --Focus --Write Explanations

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studysync grade 12 correlation to english …...extended writing project: revise teacher: 1. write...

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