1
CURRICULUM MAP
Big Ideas/Enduring Understandings : Historical and cultural development of early heroes that influenced its first literature.
The struggle between good and evil and the role of fate is a human reality.
Essential Questions: What makes a true hero? Does fate control our lives ?
English 12 September (June 2013)
Common Core Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.11-12.1 Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves matters
uncertain.
RL.11-12.2 Determine two or more themes
or central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to produce a complex account;
provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the
author’s choices regarding how to develop
and relate elements of a story or drama
(e.g., where a story is set, how the action is
ordered, how the characters are introduced
and developed).
Craft and Structure
RL.11-12.4 Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
(Summer Reading)
Mandatory Texts Fiction (choice of
one)
Brave New World (Aldous Huxley)
Like Water For Chocolate (Laura
Esquivel)
The Alchemist (Paulo Coelho)
Mandatory Texts (Summer
Reading): Memoir
Maus (Art Spiegelman)
*Literary elements (RL11-12.3)
Mandatory Text : Beowulf
Optional Text :
“The Seafarer”
“The Wife’s Lament”
“The Wanderer”
Grendel
Thirteenth Warrior
Reading Literature: Anglo-Saxon
Literature
*Poetic Elements (RL11-12.3)
-Kennings
-Caesura
-Alliteration
* Explain and interpret literary elements
(RL11-12.3)
* Plot
-Structure
-Conflict
* Characterization
* Theme
* Point of View (RL.11-12.6)
*Explain historical context and its
importance in literature of the period.
*Make inferences and draw conclusions
based on information (RL.11-12.1)
*Respond to an open-ended reading
question, selecting supporting evidence
(RL.11-12.1)
Reading Literature
Mandatory Text: Beowulf
*Use appropriate reading strategy
- Predict, visualize, connect,
question, clarify, and evaluate
-Establish a purpose for reading
Mandatory Assessment:
*Summer Reading objective
test (RL11-12.10)
*Open Ended reading response
(W11-12.9)
*Pennsylvania General
Scoring Guidelines For Open-
Ended
Reading Items
Summer Reading
Enrichment:
*Enrichment activities
-Group activities
-Visual interpretations
(SL11-12.5)
-Making connections with
contemporary issues
(SL 11-12.1)
Mandatory Assessment:
*Reading check quizzes and/or
objective or subjective test
(RL11-12.10)
*Constructed Response
(W11-12.1a-e)
2
including words with multiple meanings or
language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)
RL.11-12.5 Analyze how an author’s
choices concerning how to structure
specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to
provide a comedic or tragic resolution)
contribute to its overall structure and
meaning as well as its aesthetic impact.
RL.11-12.6 Analyze a case in which
grasping point of view requires
distinguishing what is directly stated in a
text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
RL. 11-12.10 By the end of grade 12, read
and comprehend literary nonfiction at the
high end of the grades 11-CCR text
complexity band independently and
proficiently.
Writing
Text and Purposes
W11-12.1 Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and relevant
and sufficient evidence.
a. Introduce precise,
knowledgeable claim(s),
establish the significance of
the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that logically
sequences claim(s),
counterclaims, reasons, and
*Poetic Genres
-Hero
-Setting
-Supernatural elements
*Literary Elements (RL11-12.3)
-Point of view
-Mood
-Theme
-Riddle
-Lyric
*Inferences based on textual evidence
(RL.11-12.1)
*Historic context of poem
Writing
*Grade-appropriate student writing
with focus and sense of audience,
task, topic (W11-12.4)
*Relevant, well-organized content
(W11-12.2.a)
*Observe the conventions of written
language (L11-12.1)
*Define, explain, and interpret poetic
devices used in Beowulf . (RL. 11-12.3)
*Make inferences about narrative bias and
its effect on textual development. (SL11-
12.1)
*Support inferences with textual evidence
(RL.11-12.1)
*Summarize important events and support
writing with textual citations.
(RL.11-12.1; RL.11-12.2)
Writing
*Observe the conventions of written
language. (L11-12.2)
*Write a literary analysis supported by
textual citations. (W11-12.9)
(W11-12.2a-e)
(W11-12.4)
(W11-12.5)
(L11-12.2)
(L11.12.6)
Mandatory Transfer Tasks:
*Writing (choose one)
-Literary Analysis
-Expository Essay
(W11-12.1a-e)
(W11-12.2a-e)
(W11-12.4)
(W11-12.5)
(L11-12.2)
(L11.12.6)
Enrichment
*Compose/Create own epic
(W11-12.3)
*Choice of creative project
*Journal/Reading
*Socratic Seminar(SL11-12.6)
*Recorded excerpts from
Beowulf (SL11-12.5)
3
evidence.
b. Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the most
relevant evidence for each
while pointing out the
strengths and limitations of
both in a manner that
anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
c. Use words, phrases, and
clauses as well as varied
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a
formal style and objective tone
while attending to the norms
and conventions of the
discipline in which they are
writing.
e. Provide a concluding statement
or section that follows
from and supports the
argument presented.
W11-12.2 Write informative/explanatory
texts to examine and convey complex
ideas, concepts, and information clearly
and accurately through the effective
selection, organization, and analysis of
content.
4
a. Introduce a topic; organize
complex ideas, concepts, and
information so that each new
element builds on that which
precedes it to create a unified
whole; include formatting
(e.g., headings), graphics (e.g.,
figures, tables), and
multimedia when useful to
aiding comprehension.
b. Use appropriate and varied
transitions and syntax to link
the major sections of the text,
create cohesion, and clarify the
relationships among complex
ideas and concepts.
c. Use precise language, domain-
specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage
the complexity of the topic.
d. Establish and maintain a
formal style and objective tone
while attending to the norms
and conventions of the
discipline in which they are
writing.
W11-12.3 Write narratives to develop real
or imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
a. Engage and orient the reader by
setting out a problem, situation, or
observation and its significance,
establishing one or multiple point(s)
of view, and introducing a narrator
and/or characters; create a smooth
progression of experiences or
5
events.
b. Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters.
c. Use a variety of techniques to
sequence events so that they build
on one another to create a coherent
whole and build toward a particular
tone and outcome (e.g., a sense of
mystery, suspense, growth, or
resolution).
d. Use precise words and phrases,
telling details, and sensory language
to convey a vivid picture of the
experiences, events, setting, and/or
characters.
e. Provide a conclusion that follows
from and reflects on what is
experienced, observed, or resolved
over the course of the narrative.
Production and Distribution of Writing
W11-12.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Grade-
specific expectations for writing types are
defined in standards 1–3 above.)
Research to Build and Present Knowledge
W11-12.5 Develop and strengthen writing
as needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including grades
11–12 on page 55.)
6
W11-12.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grades 11–12 Reading
standards to literature (e.g.,
“Demonstrate knowledge of
eighteenth-, nineteenth- and
early-twentieth-century
foundational works of
American literature, including
how two or more texts from
the same period treat similar
themes or topics”).
Speaking and Listening
Comprehension and Collaboration
SL11-12.1 Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly and persuasively.
a Propel conversations by posing
and responding to questions that
probe reasoning and evidence;
ensure a hearing for a full range of
positions on a topic or issue;
clarify, verify, or challenge ideas
and conclusions; and promote
divergent and creative
perspectives.
b. Respond thoughtfully to
diverse perspectives;
synthesize comments, claims,
and evidence made on all sides
Speaking and Listening
*Large and small group discussions
(SL11-12.1)
*Ask clarifying questions
(SL11-12.1)
Speaking and Listening
*Identify and explain ideas of heroism.
*Apply text to self and text to world.
(SL11-12.1)
*Recognize and interpret elements of
Anglo-Saxon writing within the text.
7
of an issue; resolve
contradictions when possible;
and determine what additional
information or research is
required to deepen the
investigation or complete the
task.
SL11-12.5 Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding of
findings, reasoning, and evidence and to
add interest.
SL11-12.6) Adapt speech to a variety of
contexts and tasks, demonstrating a
command of formal English when
indicated or appropriate.
Language
Conventions of Standard English
L11-12.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
a. Apply the understanding that
usage is a matter of
convention, can change over
time, and is sometimes
contested.
b. Resolve issues of complex or
contested usage, consulting
references (e.g., Merriam-
Webster’s Dictionary of
English Usage, Garner’s
Modern American Usage) as
needed.
L11-12.2 Demonstrate command of the
Vocabulary (RL11-12.4; L11-12.4)
Mandatory Text: Sadlier
Vocabulary Workshop Level G
* Context
*Word Structure
*Vocabulary and Reading
*Working with Analogies
*Historic development of language
* Multiple-meaning words
-Synonyms and antonyms
-Affixes
-Context clues
(L11-12.1)
Vocabulary
*Identify different language patterns
within Anglo-Saxon Literature
* Identify multiple-meaning words,
synonyms, and antonyms. (RL11-12.4;
L11-12.4a)
*Interpret unfamiliar words through use
of context clues (RL11-12.4; L11-12.4a)
*Use knowledge of word structure to
decode meaning (L11-12.3)
8
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Observe hyphenation
conventions.
b. Spell correctly.
Knowledge of Language
L11-12.3 Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading or
listening.
L11-12.4 Determine or clarify the meaning
of unknown and multiple-meaning words
and phrases based on grades 11–12 reading
and content, choosing flexibly from a range
of strategies.
a. Use context (e.g., the overall
meaning of a sentence,
paragraph, or text; a word’s
position or function in a
sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use
patterns of word changes that
indicate different meanings or
parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and
specialized reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital, to find the
pronunciation of a word or
9
determine or clarify its precise
meaning, its part of speech, its
etymology, or its standard
usage.
d. Verify the preliminary
determination of the meaning
of a word or phrase (e.g., by
checking the inferred meaning
in context or in a dictionary).
L11-12.6 Acquire and use accurately
general academic and domain-specific
words and phrases, sufficient for reading,
writing, speaking, and listening at the
college and career readiness level;
demonstrate independence in gathering
vocabulary knowledge when considering a
word or phrase important to
comprehension or expression.
10
CURRICULUM MAP
Big Ideas/Enduring Understandings : Creating a character requires a sharp eye for detail, a keen understanding of people, and a brilliant imagination.
Stereotypes and archetypes help us to make sense of our world by enabling us to predict how people will behave.
Essential Questions: What makes a great character? Who really shapes society?
English 12 October-November (June 2013)
Common Core Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.11-12.1 Cite strong and thorough
textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text, including determining
where the text leaves matters uncertain.
RL.11-12.2 Determine two or more themes
or central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to produce a complex account;
provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the
author’s choices regarding how to develop
and relate elements of a story or drama
(e.g., where a story is set, how the action is
ordered, how the characters are introduced
and developed).
Craft and Structure
RL.11-12.4 Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings or
Mandatory Text:
The Canterbury Tales
Optional Texts:
Le Morte D’Artur
Sir Gawain and the Green Knight
Monty Python and the Quest for the
Holy Grail
Inferno
Carpe Diem Poetry
“A Modest Proposal”
“A Vindication of the Rights of
Women”
Selections from Gulliver’s Travels
Ballads
Reading: Medieval Literature and
Restoration Literature
*Historic context
*Author’s purpose (RL.11-12.5)
*Reader’s concerns and arguments
*Topic, task, and audience
*Elements of satire and parody (RL.11-
12.5)
MandatoryText: The Canterbury
Tales
*Explain the impact of point of view
upon the way the story is told) and
interpret its effectiveness
(RL.11-12.6 )
*Identify style and characteristics of
Chaucer’s writing
*Make inferences about the author’s
intended purpose (RL11-12.5) and
provide textual evidence (RL.11-
12.1)
*Connect the text to contemporary
ethical issues.
*Distinguish between satire and
parody.
Optional Texts: Le Morte D’Artur,
Sir Gawain and the Green Knight,
Carpe Diem poetry, Inferno
*Analyze components of fiction
(RL.11-12.3)
-Evolution of the hero/villain
-Characters, conflicts, themes
and symbols
Mandatory Assessment:
*Open-ended reading response
(W11-12.9)
*Reading check quizzes and/or
objective or subjective test
(RL11-12.10)
Mandatory Transfer Tasks:
*Writing (options)
-Literary Analysis
-Constructed Response
-Creative Writing
W11-12.1a-e)
(W11-12.2a-e)
(W11-12.3)
(W11-12.4)
(W11-12.5)
(L11-12.2)
(L11-12.6)
Enrichment
*Compose/Create own satire
*Choice of creative project
*Journal/Reading
11
language that is particularly fresh, engaging,
or beautiful. (Include Shakespeare as well
as other authors.)
RL.11-12.5 Analyze how an author’s
choices concerning how to structure specific
parts of a text (e.g., the choice of where to
begin or end a story , the choice to provide a
comedic or tragic resolution) contribute to
its overall structure and meaning as well as
its aesthetic impact.
RL.11-12.6 Analyze a case in which
grasping point of view requires
distinguishing what is directly stated in a
text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
Range of Reading and Level of Text
Complexity
RL.11-12.10 By the end of grade 11, read
and comprehend literature, including
stories, dramas, and poems, in the grades
11–CCR text complexity band proficiently,
with scaffolding as needed at the high end
of the range.
By the end of grade 12, read and
comprehend literature, including stories,
dramas, and poems, at the high end of the
grades 11–CCR text complexity band
independently and proficiently.
Reading Informational
Key Ideas and Details
RI.11-12.1 Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text, including determining
where the text leaves matters uncertain.
*Poetic elements (RL.11-12.3)
-Allegory
-Symbolism
*Satire and parody (RL.11-12.6)(L11-
12.5)
-Irony
-Tone
-Style
-Hyperbole
-Understatement
(L11-12.5)
*Myth/Legend
*Tragedy
*Romance
*Literary Elements (RL.11-12.3)
-Characterization
-Conflict/Plot
-Theme
-Conceit
-Paradox
-Metaphor
-Hyperbole
Reading: Nonfiction
*Author biography
*Historical and literary context
*Author’s purpose and text
organization (RI.11-12.5)
*Summarize plot of selected excerpts
and identify elements of literature
throughout summary (RL.11-12.2)
*Distinguish and recognize elements
of the Renaissance period in its
poetry and fiction
*Identify and analyze poetic terms
*Analyze the theme/purpose of poem
(RL.11-12.2)
*Summarize important events and
support writing with textual citations.
(RL.11-12.2)
*Recorded excerpts from The
Canterbury Tales (SL11-12.5)
*Group activities
*Making connections with
contemporary issues
*Write carpe diem poem (L11-
12.5)
12
RI.11-12.2 Determine two or more central
ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to provide a complex analysis;
provide an objective summary of the text.
RI.11-12.5 Analyze and evaluate the
effectiveness of the structure an author uses
in his or her exposition or argument,
including whether the structure makes
points clear, convincing, and engaging.
Writing
Craft and Structure
W11-12.1 Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and relevant
and sufficient evidence.
a. Introduce precise, knowledgeable
claim(s), establish the
significance of the claim(s),
distinguish the claim(s) from
alternate or opposing claims, and
create an organization that
logically sequences claim(s),
counterclaims, reasons, and
evidence.
b. Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the most
relevant evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level, concerns,
Writing
*Writing focused and supported with
textual citations (RL.11-12.1; RI.11-
12.1)
*Conventions of written language
(L11-12.1)
* Revision (W11-12.5)
Writing
*Write a grade-appropriate essay
containing
-Focus
-Relevant information
-Clear organization
*Observe the conventions of written
language (L11-12.1)
13
values, and possible biases.
c. Use words, phrases, and clauses as
well as varied syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons and
evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a formal
style and objective tone
while attending to the norms and
conventions of the discipline
in which they are writing.
e. Provide a concluding statement or
section that follows from
and supports the argument
presented.
W11-12.2 Write informative/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
a. Introduce a topic; organize complex
ideas, concepts, and information
so that each new element builds
on that which precedes it to
create a unified whole; include
formatting (e.g., headings),
graphics (e.g., figures, tables),
and multimedia when useful to
aiding comprehension.
b. Develop the topic thoroughly by
selecting the most significant and
relevant facts, extended
14
definitions, concrete details,
quotations, or other information
and examples appropriate to the
audience’s knowledge of the
topic.
c. Use appropriate and varied
transitions and syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
d. Use precise language, domain-
specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage
the complexity of the topic.
e. Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
f. Provide a concluding statement or
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
W11-12.3 Write narratives to develop real
or imagined experiences or events using
effective technique, well-chosen details, and
well-structured event sequences.
a. Engage and orient the reader by
setting out a problem, situation,
or observation and its
significance, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
15
characters; create a smooth
progression of experiences or
events.
b. Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines,
to develop experiences, events,
and/or characters.
c. Use a variety of techniques to
sequence events so that they build
on one another to create a
coherent whole and build toward
a particular tone and outcome
(e.g., a sense of mystery,
suspense, growth, or resolution).
d. Use precise words and phrases,
telling details, and sensory
language to convey a vivid
picture of the experiences, events,
setting, and/or characters.
e. Provide a conclusion that follows
from and reflects on what is
experienced, observed, or
resolved over the course of the
narrative.
Production and Distribution of Writing
W11-12.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1–3 above.)
W11-12.5 Develop and strengthen writing
as needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience. (Editing for conventions should
16
demonstrate command of Language
standards 1–3 up to and including grades
11–12 on page 55.)
Research to Build and Present
Knowledge
W11-12.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
Speaking and Listening
Comprehension and Collaboration
SL11-12.1 Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on
others’ ideas and expressing their own
clearly and persuasively.
a. Come to discussions prepared,
having read and researched
material under study; explicitly
draw on that preparation by
referring to evidence from texts
and other research on the topic or
issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
b. Work with peers to promote civil,
democratic discussions and
decision making, set clear goals
and deadlines, and establish
individual roles as needed
c. Propel conversations by posing and
responding to questions that
probe reasoning and evidence;
ensure a hearing for a full range
of positions on a topic or issue;
Speaking and Listening
*Large and small group discussion
-Ask clarifying questions (SL11-
12.1)
Speaking and Listening
*Recognize and interpret satire within
the text
*Apply text to self and text to world
(SL11-12.1)
17
clarify, verify, or challenge ideas
and conclusions; and promote
divergent and creative
perspectives.
SL11-12.4 Present information, findings,
and supporting evidence, conveying a clear
and distinct perspective, such that listeners
can follow the line of reasoning, alternative
or opposing perspectives are addressed, and
the organization, development, substance,
and style are appropriate to purpose,
audience, and a range of formal and
informal tasks.
Language
Conventions of Standard English
L11-12.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
L11-12.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Apply the understanding that
usage is a matter of
convention, can change over
time, and is sometimes
contested.
b. Resolve issues of complex or
contested usage, consulting
references (e.g., Merriam-
Webster’s Dictionary of
English Usage, Garner’s
Modern American Usage) as
needed.
L11-12.3 Apply knowledge of language to
understand how language functions in
different contexts, to make effective choices
Language
Mandatory Text: Sadlier
Vocabulary Workshop Level G
UNIT 1-2
Vocabulary
*Historic development of language
*Words from text (RL.11-12.4)
-Connotation, denotation
-Multiple-meaning words
-Synonyms, antonyms, affixes
-Context clues
-Literary context
*Appropriate reading strategies as
needed
Language
Vocabulary
*Use context to decode meaning
*Identify vocabulary/literary terms
*Identify multiple-meaning words,
synonyms, and antonyms in fiction
(RL.11-12.4) and nonfiction(RI.11-
12.4).
*Use affixes and context clues to
define unfamiliar words in fiction
(RL.11-12.4) and in nonfictional texts
(RI.11-12.4).
18
for meaning or style, and to comprehend
more fully when reading and listening.
a. Vary syntax for effort, consulting
references (e.g., Tufte’s Artful
Sentences) for guidance as
needed; apply an understanding
of sytax to the study of complex
texts when reading)
L11-12.4 Determine or clarify the meaning
of unknown and multiple-meaning words
and phrases based on grades 11–12 reading
and content, choosing flexibly from a range
of strategies.
a. Use context (e.g., the overall
meaning of a sentence, paragraph,
or text; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
b.Identify and correctly use patterns
of word changes that indicate
different meanings or parts of speech
(e.g., conceive, conception,
conceivable).
c. Consult general and
specialized reference
materials (e.g., dictionaries,
glossaries, thesauruses), both
print and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning, its part of
speech, its etymology, or its
standard usage.
d. Verify the preliminary
determination of the meaning
19
of a word or phrase (e.g., by
checking the inferred
meaning in context or in a
dictionary).
L11-12.5 Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech
(e.g., hyperbole, paradox) in
context and analyze their
role in the text.
b. Analyze nuances in the
meaning of words with
similar-denotations.
L11-12.6 Acquire and use accurately
general academic and domain-specific
words and phrases, sufficient for reading,
writing, speaking, and listening at the
college and career readiness level;
demonstrate independence in gathering
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
20
CURRICULUM MAP
Big Ideas/Enduring Understandings : Ambition is a motivating force.
Essential Questions: Why do people seek power? Can you ever be too ambitious?
English 12 December (June 2013)
Common Core Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.11-12.1 Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text,
including determining where the text
leaves matters uncertain.
RL.11-12.2 Determine two or more
themes or central ideas of a text and
analyze their development over the
course of the text, including how they
interact and build on one another to
produce a complex account; provide an
objective summary of the text.
RL.11-12.3 Analyze the impact of the
author’s choices regarding how to
develop and relate elements of a story
or drama (e.g., where a story is set,
how the action is ordered, how the
characters are introduced and
developed).
Craft and Structure
RL.11-12.4 Determine the meaning of
words and phrases as they are used in
the text, including figurative and
connotative meanings; analyze the
Reading: Renaissance Literature
*Elements of fiction
-Character
-Plot
* Structure
*Conflict
-Setting
-Theme(s)
*Dramatic conventions (RL.11-12.3)
-Tragedy
-Tragic hero/flaw
-Comic relief
-Aside
-Soliloquy
-Dialogue
-Stage directions
*Literary devices (RL.11-12.3)(L11-
12.5)
-Irony
-Paradox
-Allusion
-Symbolism
-Figurative language
-Simile
-Metaphor
-Hyperbole
-Foreshadowing
-Dramatic irony
Mandatory Text: Macbeth
*Identify style, characteristics of
Shakespearean writing (RL.11-12.10)
*Make text to world connections.
*Monitor understanding and select
appropriate strategy as needed: retelling,
paraphrasing, summarizing, visualizing.
*Research time period and connect to text
(W11-12.7)
*Identify, explain and analyze characters,
conflicts, themes and symbols (RL.11-12.3)
*Identify and apply literary terms specific
to drama.
*Explain the use of stage directions,
director’s notes in Shakespeare’s drama
*Explain how figurative language enhances
meaning (RL.11-12.4)
*Analyze dialogue through a close reading
of text.
*Identify/analyze stem quotes.
*Interpret text and apply supporting
quotations to written analysis.
Required Assessment:
*Reading check quizzes and/or
objective or subjective test.
(RL11-12.5)
*Constructed reading response
(W11-12.1a-e)
(W11-12.2a-e)
(W11-12.4)
(W11-12.5)
(L11-12.2)
(L11.12.6)
Enrichment
*Enrichment activities
-Group activities
-Visual interpretations
(SL11-12.5)
-Making connections with
contemporary issues
Mandatory Transfer Task:
*Writing (options)
-Literary Analysis
-Expository Essay
(W11-12.1a-e)
(W11-12.2a-e)
(W11-12.4)
21
impact of specific word choices on
meaning and tone, including words
with multiple meanings or language
that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well
as other authors.)
RL.11-12.5 Analyze how an author’s
choices concerning how to structure
specific parts of a text (e.g., the choice
of where to begin or end a story, the
choice to provide a comedic or tragic
resolution) contribute to its overall
structure and meaning as well as its
aesthetic impact.
Integration of Knowledge and Ideas
RL.11-12.7 Analyze multiple
interpretations of a story, drama, or
poem (e.g., recorded or live production
of a play or recorded novel or poetry),
evaluating how each version interprets
the source text. (Include at least one
play by Shakespeare and one play by
an American dramatist.)
Range of Reading and Level of Text
Complexity
RL.11-12.10 By the end of grade 11,
read and comprehend literature,
including stories, dramas, and poems,
in the grades 11–CCR text complexity
band proficiently, with scaffolding as
needed at the high end of the range.
-Voice
-Iambic pentameter
-Blank verse
*Summarize important events and support
writing with textual citations. (RL.11-12.2)
(W11-12.5)
(L11-12.2)
(L11.12.6)
Enrichment
*Choice of creative project
*Journal/Reading
*Socratic Seminar (SL11-12.6)
*Recorded and visual excerpts
from Macbeth (SL11-12.5)
22
Reading Informational
RI.11-12.1 Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text,
including determining where the text
leaves matters uncertain.
Writing
Text and Purposes
W11-12.1 Write arguments to support
claims in an analysis of substantive
topics or texts, using valid reasoning
and relevant and sufficient evidence.
a. Introduce precise,
knowledgeable claim(s),
establish the significance
of the claim(s), distinguish
the claim(s) from alternate
or opposing claims, and
create an organization that
logically sequences
claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the
most relevant evidence for
each while pointing out the
strengths and limitations of
both in a manner that
anticipates the audience’s
knowledge level, concerns,
values, and possible
biases.
c. Use words, phrases, and
Reading: Nonfiction
Author biography
Historical and literary context
Nonfiction articles
*Inferences based on analysis of
textual evidence (RI.11-12.1)
*Analysis key events
Writing
*Expository or analytical essay
-Focus
-Organization (W11-12.1)
*Conventions of written language
(L.11-12.1)
*Self- and peer-revision of essay
(W.11-12.5)
*Double entry journals
Writing
*Compose an expository or analytical essay
-Maintain clear focus
-Provide cogent textual support for ideas
-Organize essay with effective
transitions and parallel structures.
(W11-12.1)
*Observe the conventions of written
language (L.11-12.1)
*Revise in response to self- and peer-editing
*Write double-entry journals in response to
reading.
23
clauses as well as varied
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships between
claim(s) and reasons,
between reasons and
evidence, and between
claim(s) and
counterclaims.
d. Establish and maintain a
formal style and objective
tone while attending
to the norms and
conventions of the
discipline in which they
are writing.
e. Provide a concluding
statement or section that
follows from and
supports the argument
presented.
W11-12.2 Write
informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis of
content.
a. Introduce a topic; organize
complex ideas, concepts,
and information so that
each new element builds
on that which precedes it
to create a unified whole;
include formatting (e.g.,
headings), graphics (e.g.,
figures, tables), and
24
multimedia when useful to
aiding comprehension.
b. Use appropriate and varied
transitions and syntax to
link the major sections of
the text, create cohesion,
and clarify the
relationships among
complex ideas and
concepts.
c. Use precise language,
domain-specific
vocabulary, and techniques
such as metaphor, simile,
and analogy to manage the
complexity of the topic.
d. Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which
they are writing.
Production and Distribution of
Writing
W11-12.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate
to task, purpose, and audience. (Grade-
specific expectations for writing types
are defined in standards 1–3 above.)
W11-12.5 Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or trying a
new approach, focusing on addressing
what is most significant for a specific
25
purpose and audience. (Editing for
conventions should demonstrate
command of Language standards 1–3
up to and including grades 11–12 on
page 55.)
Research to Build and Present
Knowledge
W11-12.7 Conduct short as well as
more sustained research projects to
answer a question (including a self-
generated question) or solve a problem;
narrow or broaden the inquiry when
appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
W11-12.8 Gather relevant information
from multiple authoritative print and
digital sources, using advanced
searches effectively; assess the
strengths and limitations of each source
in terms of the task, purpose, and
audience; integrate information
into the text selectively to maintain the
flow of ideas, avoiding plagiarism and
overreliance on any one source and
following a standard format for citation
W11-12.9 Draw evidence from literary
or informational texts to support
analysis, reflection, and research.
a. Apply grades 11–12
Reading standards to
literature (e.g.,
“Demonstrate
knowledge of
eighteenth-,
nineteenth- and early-
26
twentieth-century
foundational works of
American literature,
including how two or
more texts from the
same period treat
similar themes or
topics”).
Range of Writing
W11-12.10 Write routinely over
extended time frames (time for
research, reflection, and revision) and
shorter time frames (a single sitting or
a day or two) for a range of tasks,
purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
SL11-12.1 Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups,
and teacher-led) with diverse partners
on grades 11–12 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly and
persuasively.
a Come to discussions
prepared, having read
and researched
material under study;
explicitly draw on that
preparation by
referring to evidence
from texts and other
research on the topic
or issue to stimulate a
thoughtful, well
reasoned exchange of
Speaking and Listening (SL11-12.1)
*Large and small group discussion
-Clarifying questions
-Issues, information, ideas
-Peer review of writing
Speaking and Listening
*Participate in small- and large-group
discussions
-Listen attentively to others’ comments
-Offer insights as well as appropriate
comments and questions
-Dramatic reading of literature
-Edit student writing (SL 11-12.1)
27
ideas.
b. Work with peers to
promote civil,
democratic discussions
and decision making,
set clear goals and
deadlines, and
establish individual
roles as needed.
SL11-12.3 Evaluate a speaker’s point
of view, reasoning, and use of evidence
and rhetoric, assessing the stance,
premises, links among ideas, word
choice, points of emphasis, and tone
used.
SL11-12.5 Make strategic use of
digital media (e.g., textual, graphical,
audio, visual, and interactive elements)
in presentations to enhance
understanding of findings, reasoning,
and evidence and to add interest.
SL11-12.6) Adapt speech to a variety
of contexts and tasks, demonstrating a
command of formal English when
indicated or appropriate.
Language
Conventions of Standard English
L11-12.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Apply the understanding
that usage is a matter of
Vocabulary
Mandatory Text: Sadlier
Vocabulary Workshop Level G
UNIT 3
*Historic development of language
*Literary context
Vocabulary
*Identify vocabulary/literary terms.
*Identify multiple-meaning words,
synonyms, and antonyms in fiction (RL11-
12.4) and nonfiction (RI11-12.4).
*Use affixes and context clues to define
unfamiliar words in fiction (RL11-12.4and
28
convention, can change
over time, and is
sometimes contested.
b. Resolve issues of complex
or contested usage,
consulting references (e.g.,
Merriam-Webster’s
Dictionary of English
Usage, Garner’s Modern
American Usage) as
needed.
L11-12.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
a. Spell correctly
b. Resolve issues of complex
or contested usage,
consulting references (e.g.,
Merriam-Webster’s
Dictionary of English
Usage, Garner’s Modern
American Usage) as
needed.
L11-12.3 Apply knowledge of
language to understand how language
functions in different contexts, to make
effective choices for meaning or style,
and to comprehend more fully when
reading and listening.
a. Vary syntax for effort,
consulting references
(e.g., Tufte’s Artful
Sentences) for guidance
as needed; apply an
understanding of sytax
to the study of complex
texts when reading)
*Early Modern English (Shakespeare)
*Words from text (1.1.12.C.)
-Connotation, denotation
-Multiple-meaning words
-Synonyms, antonyms, affixes
-Context clues
-Literary context
*Metacognitive strategies used
before, during, after reading
(1.1.12.D.)
Mandatory Text:
Macbeth
Assorted Sonnets
in nonfictional texts (RI11-12.4).
29
Vocabulary Acquisition
And Use
L11-12.4 Determine or clarify the
meaning of unknown and multiple-
meaning words and phrases based on
grades 11–12 reading and content,
choosing flexibly from a range of
strategies.
a. Use context (e.g., the
overall meaning of a
sentence, paragraph, or
text; a word’s position or
function in a sentence) as a
clue to the meaning of a
word or phrase.
b. Identify and correctly use
patterns of word changes
that indicate different
meanings or parts of
speech (e.g., conceive,
conception, conceivable).
c. Consult general and
specialized reference
materials (e.g.,
dictionaries, glossaries,
thesauruses), both print
and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning, its part of
speech, its etymology, or
its standard usage.
d. Verify the preliminary
determination of the
meaning of a word or
phrase (e.g., by checking
30
the inferred meaning in
context or in a dictionary).
L11-12.5 Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
c. Interpret figures of
speech (e.g., hyperbole,
paradox) in context and
analyze their role in the
text.
d. Analyze nuances in the
meaning of words with
similar-denotations.
L11-12.6 Acquire and use accurately
general academic and domain-specific
words and phrases, sufficient for
reading, writing, speaking, and
listening at the college and career
readiness level; demonstrate
independence in gathering vocabulary
knowledge when considering a word or
phrase important to comprehension or
expression.
31
CURRICULUM MAP
Big Ideas/Enduring Understandings : Effective writing is a recursive process that conveys ideas, thoughts, and feelings through prewriting, drafting,
revising, editing, and publishing.
Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing? How does a writer create narrative, informational,
and persuasive pieces that respond to topic, purpose, and audience? How do we develop into effective writers?
English 12 January (June 2013)
Common Core Standards Content Skills Assessment
Reading Informational
Key Ideas and Details
RI.11-12.1/RL. 11-12.1 Cite strong and
thorough textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves matters
uncertain.
RI.11-12.2/RL. 11-12.2 Determine two or more
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on one
another to provide a complex analysis; provide
an objective summary of the text.
Craft and Structure
RI.11-12.4/RL. 11-12.4 Determine the
meaning of words and phrases as they are used
in a text, including figurative, connotative, and
technical meanings; analyze how an author
uses and refines the meaning of a key term or
terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.11-12.5 Analyze and evaluate the
effectiveness of the structure an author uses in
his or her exposition or argument, including
Mandatory Texts:
Fiction or Nonfiction
*Various texts
-Online
Reading
*Metacognitive strategies to monitor
understanding of text
*Main ideas and relevant details
(RI.11-12.2)
*Author’s underlying assumptions
(RI.11-12.6)
*Comparison of a variety of texts
(RI.11-12.7)
*Text structure and organization
Reading
*Evaluate information for relevance
and reliability; identify stated or
implied main ideas and relevant
supporting details. (RI.11-12.2)
*Compare, analyze, and evaluate
connections between texts. (RI.11-
12.7)
*Make inferences and/or draw
conclusions based on information
from text. (RI.11-12.1)
*Cite evidence from the text to
support generalizations.( RI.11-12.1)
*Summarize the major points,
processes, and/or events of a
nonfictional text as a whole. (RI.11-
12.2)
*Explain and/or analyze the use of
Mandatory Transfer Task:
*Write a MLA-styled research
paper with parenthetical
notation and works cited
according to the newest edition
(W11-12.1)
(W11-12.4)
(W11-12.5)
(W11-12.6)
(W11-12.7)
(W11-12.8)
(W11-12.10)
(L11-12.1)
(L11-12.2)
32
whether the structure makes points clear,
convincing, and engaging.
RI.11-12.6 Determine an author’s point of view
or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and
content contribute to the power,
persuasiveness, or beauty of the text.
Integration of Knowledge and Ideas
RI.11-12.7 Integrate and evaluate multiple
sources of information presented in different
media or formats (e.g., visually, quantitatively)
as well as in words in order to address a
question or solve a problem.
Range of Reading and Level of Text
Complexity
RI.11-12.10 By the end of grade 11, read and
comprehend literary nonfiction in the grades
11–CCR text complexity band proficiently,
with scaffolding as needed at the high end of
the range.
Writing
Text and Purposes
W11-12.1 Write arguments to support claims
in an analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise, knowledgeable
claim(s), establish the significance of
the claim(s), distinguish the claim(s)
from alternate or opposing claims, and
create an organization that logically
sequences claim(s), counterclaims,
reasons, and evidence.
Writing
*Research question (W11-12.8)
*Research process
*MLA Format
-Parenthetical Notation
-References
-Works Cited
-Pagination
-Title Page
-Headers and Footers
facts and opinions to make a point or
construct an argument in nonfictional
text. (RI.11-12.7)
*Explain and interpret the effect of
text organization (RI.11-12.5)
*Explain author’s purpose for
decisions about text organization and
content (RI.11-12.6)
*Make connections between the text
and graphics and charts. (RI.11-12.7)
*Explain the sequence of steps in a
list of directions.
Writing
*Formulate research question;
conduct research to answer question
and arrive at thesis.
*Organize documented essay
*Observe the conventions of written
language. (L11-12.1; L11-12.3)
33
b. Develop claim(s) and counterclaims
fairly and thoroughly, supplying the
most relevant evidence for each while
pointing out the strengths and
limitations of both in a manner that
anticipates the audience’s knowledge
level, concerns, values, and possible
biases.
c. Use words, phrases, and clauses as
well as varied syntax to link the major
sections of the text, create cohesion,
and clarify the relationships between
claim(s) and reasons, between reasons
and evidence, and between claim(s)
and counterclaims.
d. Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or
section that follows from and
supports the argument presented.
Production and Distribution of Writing
W11-12.4 Produce clear and coherent writing
in which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 1–3
above.)
W11-12.5 Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach, focusing
on addressing what is most significant for a
specific purpose and audience. (Editing for
conventions should demonstrate command of
Language standards 1–3 up to and including
*Policy on Plagiarism (W11-12.8)
-Summary
-Paraphrase
-In text citations
*Research document
*Stages of the writing process (W11-
12.5)
*Stages of the revision process
(W11-12.5)
*Edit/Publish
(W11-12.6)
34
grades 11–12 on page 55.)
W11-12.6 Use technology, including the
internet, to produce, publish, and update
individual or shared writing products in
response to ongoing feedback, including new
arguments or information.
Research to Build and Present Knowledge
W11-12.7 Conduct short as well as more
sustained research projects to answer a
question (including a self-generated question)
or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
W11-12.8 Gather relevant information from
multiple authoritative print and digital sources,
using advanced searches effectively; assess the
strengths and limitations of each source in
terms of the task, purpose, and audience;
integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and
following a standard format for citation.
W11-12.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grades 11-12 Reading
standards to literature
(e.g.,”Demonstrate knowledge of
eighteenth-, nineteenth- and early-
twentieth-century foundational
works of American literature,
including how two or more texts
from the same period treat similar
themes or topics”).
b. Apply grades 11-12 Reading
35
standards to literary nonfiction
(e.g., “Delineate and evaluate the
reasoning in seminal U.S. texts,
including the application of
constitutional principles and use of
legal reasoning [e.g., in U.S.
Supreme Court Case majority
opinions and dissents] and
premises, purposes, and arguments
in works of public advocacy [e.g.,
the federalist, presidential
addresses]”).
Range of Writing
W11-12.10 Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
purposes, and audiences
Speaking and Listening
Comprehension and Collaboration
SL11-12.1 Initiate and participate effectively in
a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and
issues, building on others’ ideas and expressing
their own clearly and persuasively.
SL11-12.2 Integrate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve
problems, evaluating the credibility and
accuracy of each source and noting any
discrepancies among the data
SL11-12.3 Evaluate a speaker’s point of view,
Speaking and Listening
*Small- and large-group discussions
(SL11-12.1)
*Opportunities to share writing and
to edit with peers
Speaking and Listening
*Participate in small- and large-group
discussions (SL11-12.1)
*Read drafts of essay aloud to peer
editor.
*Respond to peer’s drafts of essay
with critical questions designed to
improve writing.
36
reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among
ideas, word choice, points of emphasis, and
tone used.
Presentation of Knowledge and Ideas
SL11-12.4 Present information, findings, and
supporting evidence, conveying a clear and
distinct perspective, such that listeners can
follow the line of reasoning, alternative or
opposing perspectives are addressed, and the
organization, development, substance, and style
are appropriate to purpose, audience, and a
range of formal and informal tasks.
Language
Conventions of Standard English
L11-12.1 Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
a. Apply the understanding that usage
is a matter of convention, can
change over time, and is
sometimes contested.
b. Resolve issues of complex or
contested usage, consulting
references (e.g., Merriam-
Webster’s Dictionary of English
Usage, Garner’s Modern American
Usage) as needed.
L11-12.2 Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Spell correctly
b. Resolve issues of complex or
contested usage, consulting
Language
Vocabulary
Mandatory Text: Sadlier
Vocabulary Workshop Level G
UNIT 4
*Multiple-meaning words, synonyms,
antonyms, affixes, and context clues
(RL11-12.4; L11-12.4 )
Language
Vocabulary
*Evaluate diction in outside readings
and self-edit for appropriate diction in
essay.
* Identify multiple-meaning words,
synonyms, and antonyms. (RL11-
12.4; L11-12.4)
* Use affixes and context clues to
define unfamiliar words (RL11-12.4;
L11-12.4)
37
references (e.g., Merriam-
Webster’s Dictionary of English
Usage, Garner’s Modern American
Usage) as needed.
Knowledge of Language
L11-12.3 Apply knowledge of language to
understand how language functions in different
contexts, to make effective choices for meaning
or style, and to comprehend more fully when
reading and listening.
b. Vary syntax for effort,
consulting references (e.g.,
Tufte’s Artful Sentences) for
guidance as needed; apply an
understanding of sytax to the
study of complex texts when
reading)
Vocabulary Acquisition and Use
L11-12.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grades 11–12 reading and
content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall
meaning of a sentence, paragraph,
or text; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
b. Identify and correctly use patterns
of word changes that indicate
different meanings or parts of
speech (e.g., conceive, conception,
conceivable).
c. Consult general and specialized
reference materials (e.g.,
38
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word
or determine or clarify its precise
meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking
the inferred meaning in context or
in a dictionary).
39
CURRICULUM MAP
Big Ideas/Enduring Understandings : Romantic poets thought that profound lessons could be learned from nature.
Become effective readers of poetry.
Essential Questions: What can people learn from nature? How do reading strategies help us become effective readers of poetry?
English 12 February (June 2013)
Common Core Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.11-12.1 Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves matters
uncertain.
RL.11-12.2 Determine two or more themes
or central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to produce a complex account;
provide an objective summary of the text.
Craft and Structure
RL.11-12.4 Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings or
language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)
RL.11-12.5 Analyze how an author’s
choices concerning how to structure
Reading Literature
Mandatory Text: Selection of
Romantic Poetry
*Author’s purpose (RL.11-12.5)
*Figurative Language (RL.11-12.6 )
(L11-12.5)
-Irony
-Understatement
-Overstatement
-Paradox
-Personification
-Simile
-Metaphor
-Hyperbole
*Sound Techniques (RL.11-12.5)
-Rhyme Scheme
-Rhythm
-Meter
-Alliteration
-Assonance
-Consonance
*Literary Structures (RL.11-12.5)
-Foreshadowing
-Flashback
-Progressive and digressive
Reading Literature
Mandatory Text: Romantic Poetry
*Identify different language patterns
within poems
*Analyze selected poems by British
authors
*Identify themes, figurative language,
sound devices, literary elements,
rhyme scheme, and style (RL.11-
12.4)
-Define literary terms and
figurative language
-Identify, recognize, and analyze
elements of poetry and their purpose
in poetry.
*Interpret and analyze author’s
purpose. (RL.11-12.5)
*Analyze poem’s diction and how it
contributes to meaning.
*Analyze a poem’s form and how it
contributes to meaning.
Mandatory Assessment:
*Open-ended reading
response (W11-12.9)
Mandatory Transfer Tasks:
*Writing
-Constructed Response
(W11-12.1a-e)
(W11-12.2a-e)
(W11-12.4)
(W11-12.5)
(L11-12.2)
(L11.12.6)
Enrichment (Optional)
*Objective Test (RL 11-
12.10)
*In-class discussion and/or
Socratic Seminar (SL 11-
12.6)
*Student poetry (W11-12.3)
*Group activities
40
specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to
provide a
comedic or tragic resolution) contribute to
its overall structure and meaning as well as
its aesthetic impact.
RL.11-12.6 Analyze a case in which
grasping point of view requires
distinguishing what is directly stated in a
text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
RL. 11-12.10 By the end of grade 12, read
and comprehend literary nonfiction at the
high end of the grades 11-CCR text
complexity band independently and
proficiently.
time
*Themes (RL11-12.2)
*Summarize important events and
support with textual citations
(RL.11-12.2)
*Analyze and support ideas with
textual citations (RL.11-12.1)
*Visual interpretations
(SL11-12.5)
*Making connections with
contemporary issues
41
Writing
Text and Purposes
W11-12.1 Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and relevant
and sufficient evidence.
a. Introduce precise,
knowledgeable claim(s),
establish the significance of
the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that logically
sequences claim(s),
counterclaims, reasons, and
evidence.
b. Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the
most relevant evidence for
each while pointing out the
strengths and limitations of
both in a manner that
anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
c. Use words, phrases, and
clauses as well as varied
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
Writing
*Essay of literary analysis (W11-
12.9)
*Revision process (W11-12.5)
*Conventions of written language
(L11-12.1)
*Opportunities to peer edit
Writing
*Write a summary of key events
and support writing with textual
citations
(RL11-12.1)
*Write a literary analysis
-Support ideas with textual
citations
-Organize essay logically
-Provide clear transitions between
ideas
*Revise for clarity and development
of ideas
*Observe the conventions of written
language (L11-12.1)
42
d. Establish and maintain a
formal style and objective tone
while attending to the norms
and conventions of the
discipline in which they are
writing.
e. Provide a concluding
statement or section that
follows from and
supports the argument
presented.
W11-12.2 Write informative/explanatory
texts to examine and convey complex
ideas, concepts, and information clearly
and accurately through the effective
selection, organization, and analysis of
content.
a. Introduce a topic; organize
complex ideas, concepts, and
information so that each new
element builds on that which
precedes it to create a unified
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic thoroughly by
selecting the most significant and
relevant facts, extended
definitions, concrete details,
quotations, or other information
and examples appropriate to the
audience’s knowledge of the topic.
c. Use appropriate and varied
transitions and syntax to link the
major sections of the text, create
43
cohesion, and clarify the
relationships among complex ideas
and concepts.
d. Use precise language, domain-
specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage the
complexity of the topic.
e. Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
f. Provide a concluding statement or
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
Production and Distribution of Writing
W11-12.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Grade-
specific expectations for writing types are
defined in standards 1–3 above.)
W11-12.5 Develop and strengthen writing
as needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including grades
11–12 on page 55.)
44
W11-12.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grades 11–12 Reading
standards to literature (e.g.,
“Demonstrate knowledge of
eighteenth-, nineteenth- and early-
twentieth-century foundational
works of American literature,
including how two or more texts
from the same period treat similar
themes or topics”).
Speaking and Listening
Comprehension and Collaboration
SL11-12.1 Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly and persuasively.
SL11-12.3 Evaluate a speaker’s point of
view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises,
links among ideas, word choice, points of
emphasis, and tone used.
Presentation of Knowledge and Ideas
SL11-12.4 Present information, findings,
and supporting evidence, conveying a clear
and distinct perspective, such that listeners
can follow the line of reasoning,
alternative or opposing perspectives are
addressed, and the organization,
development, substance, and style are
appropriate to purpose, audience, and a
Speaking and Listening
*Listening and reading selected and
required poems.
*Small- and large-group discussions
(SL11-12.1)
*Opportunities to share writing and
to edit with peers
Speaking and Listening
*Recognize, discuss, and interpret
satiric features within the text
*Apply text to self and text to world
*Participate in small- and large-group
discussions (SL11-12.1)
*Read drafts of essay aloud to peer
editor.
*Respond to peer’s drafts of essay
with critical questions designed to
improve writing.
45
range of formal and informal tasks.
SL11-12.6) Adapt speech to a variety of
contexts and tasks, demonstrating a
command of formal English when
indicated or appropriate.
Language
Conventions of Standard English
L11-12.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
L11-12.3 Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading and
listening.
a. Vary syntax for effort, consulting
references (e.g., Tufte’s Artful
Sentences) for guidance as
needed; apply an understanding
of sytax to the study of complex
texts when reading)
Vocabulary Acquisition and Use
L11-12.4 Determine or clarify the meaning
of unknown and multiple-meaning words
and phrases based on grades 11–12 reading
and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., the overall
meaning of a sentence,
paragraph, or text; a word’s
position or function in a
Language
Vocabulary
Mandatory Text: Sadlier
Vocabulary Workshop Level G
UNIT 5
*Historic development of language
*Literary context
* Multiple-meaning words
-Synonyms and antonyms
-Affixes
-Context clues (RL11-12.4; L11-
12.4)
-Ambiguity and nuance
*Appropriate reading strategies as
needed
Language
Vocabulary
*Identify vocabulary/literary terms
*Use context clues, knowledge of
root words and word origins as well
as reference sources and understand
new words (RL11-12.4; L11-12.4)
*Interpret unfamiliar words through
use of context clues (RL11-12.4; L11-
12.4)
46
sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use
patterns of word changes that
indicate different meanings or
parts of speech (e.g., conceive,
conception, conceivable).
c. Consult general and
specialized reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital, to find the
pronunciation of a word or
determine or clarify its precise
meaning, its part of speech, its
etymology, or its standard
usage.
d. Verify the preliminary
determination of the meaning
of a word or phrase (e.g., by
checking the inferred meaning
in context or in a dictionary).
L11-12.5 Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings.
e. Interpret figures of speech
(e.g., hyperbole, paradox)
in context and analyze their
role in the text.
f. Analyze nuances in the
meaning of words with
similar-denotations.
47
CURRICULUM MAP
Big Ideas/Enduring Understandings: A reader’s interpretation is influenced by the interaction between the reader and prior knowledge and the text.
Effective readers comprehend text by reading fluently, accurately, strategically, and critically.
Effective readers strengthen comprehension by making intentional, meaningful connections with text.
Essential Questions: How do reading strategies help us become effective readers? How does interaction with text provoke thinking and response?
English 12 March (June 2013)
48
Common Core Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.11-12.1 Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
RL.11-12.2 Determine a theme or
central idea of a text and analyze in
detail its development over the course
of the text, including how it emerges
and is shaped and refined by specific
details; provide an objective summary
of the text.
RL.11-12.3 Analyze the impact of the
author’s choices regarding how to
develop and relate elements of a story
or drama (e.g., where a story is set,
how the action is ordered, how the
characters are introduced and
developed).
Craft and Structure
RL.11-12.4 Determine the meaning of
words and phrases as they are used in a
text, including figurative, connotative,
and technical meanings; analyze how
an author uses and refines the meaning
of a key term or terms over the course
of a text (e.g., how Madison defines
faction in Federalist No. 10).
RL. 11-12.10 By the end of grade 12,
read and comprehend literary
nonfiction at the high end of the grades
11-CCR text complexity band
independently and proficiently.
Mandatory Text: Metamorphosis or
A Doll House
Optional Text: Pride and Prejudice,
Wuthering Heights, and/or self-selected
Victorian novel.
*Analysis of author’s techniques and their
purposes (RL.11-12.3)
*Characteristics of 20th century literature
*Literary elements (RL.11-12.3)(L11-
12.5)
-Theme
-Plot
-Characterization
-Setting
-Point of view
-Theme
-Style
-Tone
-Irony
-Mood
*Literary devices (RL.11-12.3)
- Imagery
- Figurative Language
- Symbolism
-Paradox
-Allusion
*Genre study
Reading: Nonfiction
Mandatory Text: Metamorphosis or A
Doll House
*Identify style, characteristics of
fiction/non-fiction writing
*Make text to world connections
*Monitor understanding and select
appropriate strategy as needed:
retelling, paraphrasing, summarizing,
visualizing (RL.9-10.2 )
*Summarize important events and
support writing with textual citations.
(RL.9-10.1; RL.9-10.2 )
*Research time period and connect to
text
*Identify, explain and analyze
characters, conflicts, themes and
symbols
*Identify literary terms specific to
drama .
*Explain how figurative language
enhances meaning
*Identify/analyze stem quotes
Optional Text: Pride and Prejudice,
Wuthering Heights, and/or self-selected
Victorian novel.
Mandatory Assessment:
*Reading check quizzes and/or
objective or subjective test
(RL11-12.10)
*Constructed reading response
(W11-12.1)
Mandatory Transfer Tasks:
*Writing (options)
-Literary Analysis
-Expository Essay
(W11-12.1a-e)
(W11-12.2a-e)
(W11-12.4)
(W11-12.5)
(L11-12.2)
(L11.12.6)
Enrichment
*Choice of creative project
*Journal/Reading
*Socratic Seminar (SL11-12.6)
*Recorded or visual excerpts
from selected texts
*Enrichment activities
-Group activities
-Visual interpretations
(SL11-12.1)
-Making connections with
contemporary issues
49
Reading Informational
Key Ideas and Details
RI.11-12.1 Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text,
including determining where the text
leaves matters uncertain.
RI.11-12.2 Determine two or more
central ideas of a text and analyze their
development over the course of the
text, including how they interact and
build on one another to provide a
complex analysis; provide an objective
summary of the text.
RL.11-12.3 Analyze a complex set of
ideas or sequence of events and explain
how specific individuals, ideas, or
events interact and develop over the
course of the text.
Craft and Structure
RI.11-12.4 Determine the meaning of
words and phrases as they are used in a
text, including figurative, connotative,
and technical meanings; analyze how
an author uses and refines the meaning
of a key term or terms over the course
of a text (e.g., how Madison defines
faction in Federalist No. 10).
*Author biography
*Historical and literary context
*Nonfiction articles
*Elements of memoir
*Summary of important events and
support with textual evidence (RI.11-
12.2)
50
Writing
Text and Purposes
W11-12.1 Write arguments to support
claims in an analysis of substantive
topics or texts, using valid reasoning
and relevant and sufficient evidence.
a. Introduce precise,
knowledgeable claim(s),
establish the significance
of the claim(s), distinguish
the claim(s) from alternate
or opposing claims, and
create an organization that
logically sequences
claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the
most relevant evidence for
each while pointing out the
strengths and limitations of
both in a manner that
anticipates the audience’s
knowledge level, concerns,
values, and possible
biases.
c. Use words, phrases, and
clauses as well as varied
syntax to link the major
sections of the text, create
cohesion, and clarify the
relationships between
claim(s) and reasons,
between reasons and
evidence, and between
claim(s) and
Writing
*Observe the conventions of written
language (L11-12.1)
*Essay identifying elements of Romantic
and/or Victorian writing
*Expository essay
-Focus
-Organization (W11-12.2.a)
*Conventions of written language (L11-
12.1)
*Revision of essay (W11-12.5)
Writing:
*Summarize important events and
support writing with textual citations
*Observe the conventions of written
language
*Analyze and support ideas with textual
citations
*Interpret text and apply supporting
quotations to written analysis
51
counterclaims.
d. Establish and maintain a
formal style and objective
tone while attending
to the norms and
conventions of the
discipline in which they
are writing.
e. Provide a concluding
statement or section that
follows from and
supports the argument
presented.
W11-12.2 Write
informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis of
content.
a. Introduce a topic; organize
complex ideas, concepts, and
information so that each new
element builds on that which
precedes it to create a unified
whole; include formatting
(e.g., headings), graphics (e.g.,
figures, tables), and
multimedia when useful to
aiding comprehension.
b. Develop the topic thoroughly
by selecting the most
significant and relevant facts,
extended definitions, concrete
details, quotations, or other
52
information and examples
appropriate to the audience’s
knowledge of the topic.
c. Use appropriate and varied
transitions and syntax to link
the major sections of the text,
create cohesion, and clarify the
relationships among complex
ideas and concepts.
d. Use precise language, domain-
specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage
the complexity of the topic.
e. Establish and maintain a
formal style and objective tone
while attending to the norms
and conventions of the
discipline in which they are
writing.
f. Provide a concluding statement
or section that follows from
and supports the information
or explanation presented (e.g.,
articulating implications or the
significance of the topic).
W11-12.3 Write narratives to develop
real or imagined experiences or events
using effective technique, well-chosen
details, and well-structured event
sequences.
a. Engage and orient the
reader by setting out a
problem, situation, or
observation and its
significance, establishing
53
one or multiple point(s) of
view, and introducing a
narrator and/or characters;
create a smooth progression
of experiences or events.
b. Use narrative techniques,
such as dialogue, pacing,
description, reflection, and
multiple plot lines, to
develop experiences, events,
and/or characters.
c. Use a variety of techniques
to sequence events so that
they build on one another to
create a coherent whole and
build toward a particular
tone and outcome (e.g., a
sense of mystery, suspense,
growth, or resolution).
d. Use precise words and
phrases, telling details, and
sensory language to convey
a vivid picture of the
experiences, events, setting,
and/or characters.
e. Provide a conclusion that
follows from and reflects on
what is experienced,
observed, or resolved over
the course of the narrative.
Production and Distribution of
Writing
W11-12.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate
to task, purpose, and audience. (Grade-
specific expectations for writing types
are defined in standards 1–3 above.)
Research to Build and Present
54
Knowledge
W11-12.5 Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or trying a
new approach, focusing on addressing
what is most significant for a specific
purpose and audience. (Editing for
conventions should demonstrate
command of Language standards 1–3
up to and including grades 11–12 on
page 55.)
Speaking and Listening
Comprehension and Collaboration
SL11-12.1 Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups,
and teacher-led) with diverse partners
on grades 11–12 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly and
persuasively.
SL11-12.6) Adapt speech to a variety
of contexts and tasks, demonstrating a
command of formal English when
indicated or appropriate.
Language
Conventions of Standard English
L11-12.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
L11-12.2 Demonstrate command of the
conventions of standard English
Speaking and Listening
*Large and small group discussions
*Clarifying questions
Language
Vocabulary
Mandatory Text: Sadlier Vocabulary
Workshop Level G
UNIT 6-7
*Literary context
Speaking and Listening
*Apply text to self and text to world.
*Participate in whole class, small group,
peer discussions, and Socratic seminar.
Language
Vocabulary
*Identify vocabulary/literary terms
*Identify multiple-meaning words,
synonyms, and antonyms in fiction
(RL11-12.4) and nonfiction (RI11-
12.4).
55
capitalization, punctuation, and
spelling when writing.
a. Observe hyphenation
conventions.
b. Spell correctly.
L11-12.3 Apply knowledge of
language to understand how language
functions in different contexts, to make
effective choices for meaning or style,
and to comprehend more fully when
reading and listening.
a. Vary syntax for effort,
consulting references (e.g.,
Tufte’s Artful Sentences) for
guidance as needed; apply
an understanding of sytax to
the study of complex texts
when reading)
Vocabulary Acquisition And Use
L11-12.4 Determine or clarify the
meaning of unknown and multiple-
meaning words and phrases based on
grades 11–12 reading and content,
choosing flexibly from a range of
strategies.
a. Use context (e.g., the
overall meaning of a
sentence, paragraph, or
text; a word’s position or
function in a sentence) as a
clue to the meaning of a
word or phrase.
b. Identify and correctly use
patterns of word changes
that indicate different
*Words from text (RL11-12.4; RI11-12.4;
L11-12.4)
-Connotation, denotation
-Multiple-meaning words
-Synonyms, antonyms, affixes
-Context clues
-Literary context
*Metacognitive strategies used before,
during, after reading
*Use affixes and context clues to define
unfamiliar words in fiction (RL11-12.4)
and in nonfictional texts (RI11-12.4).
56
meanings or parts of
speech (e.g., conceive,
conception, conceivable).
c. Consult general and
specialized reference
materials (e.g.,
dictionaries, glossaries,
thesauruses), both print
and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning, its part of
speech, its etymology, or
its standard usage.
d. Verify the preliminary
determination of the
meaning of a word or
phrase (e.g., by checking
the inferred meaning in
context or in a dictionary).
L11-12.5 Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
A . Interpret figures of speech
(e.g., hyperbole, paradox) in
context and analyze their role in
the text.
b. Analyze nuances in the
meaning of words with
similar-denotations.
L11-12.6 Acquire and use accurately
general academic and domain-specific
words and phrases, sufficient for
reading, writing, speaking, and
listening at the college and career
readiness level; demonstrate
independence in gathering vocabulary
57
knowledge when considering a word or
phrase important to comprehension or
expression.
58
CURRICULUM MAP
Big Ideas/Enduring Understandings : Fiction portrays real life in nonfiction text.
Knowledge of the past helps us communicate and understand.
Essential Questions: How does fiction portray real life in nonfiction text? How can knowledge help us communicate and understand?
English 12 April, May & June (June 2013)
Academic Standards Content Skills Assessment
Reading Literature
Key Ideas and Details
RL.11-12.1 Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves matters
uncertain.
RL.11-12.2 Determine two or more themes
or central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to produce a complex account;
provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the
author’s choices regarding how to develop
and relate elements of a story or drama
(e.g., where a story is set, how the action is
ordered, how the characters are introduced
and developed).
Craft and Structure
RL.11-12.4 Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
Mandatory Text: Short Stories
Mandatory Non-Fiction Text:
Night
Optional Non-Fiction Text: At First
They Killed My Father
*Appropriate reading strategies
*Genre study of short story
*Literary elements (RL.11-12.3)
-Theme
-Diction
-Plot
-Characterization
-Setting
-Point-of-view
-Symbolism
-Theme
-Style
-Tone
-Irony
-Mood
*Literary devices (RL.11-12.3;
RL11-12.4)(L11-12.5)
-Figurative language
-Allusion
Mandatory Text: Assorted short stories
*Identify style, characteristics of
fiction/non-fiction writing
*Make text to world connections
*Monitor understanding and select
appropriate strategy as needed: retelling,
paraphrasing, summarizing, visualizing,
text to world connections
*Identify, explain and analyze characters,
conflicts, themes and symbols
*Interpret author’s use of figurative
language (RL11-12.4)
*Identify literary terms specific to drama
*Draw inferences supported by textual
references (RL11-12.4)
*Summarize important events and support
writing with textual citations (RL11-
12.1; RL11-12.22)
*Identify and/or analyze stem quotes.
Mandatory Assessment:
*Reading check quizzes
and/or objective or subjective
test (RL11-12.10)
*Constructed reading
response
(W11-12.1)
Mandatory Transfer Task:
*Writing (options)
-Literary analysis
-Expository essay
-Persuasive essay
(W11-12.1a-e)
(W11-12.2a-e)
(W11-12.4)
(W11-12.5)
(L11-12.2)
(L11.12.6)
Enrichment
*Choice of creative project
*Journal/Reading
59
word choices on meaning and tone,
including words with multiple meanings or
language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)
RL.11-12.6 Analyze a case in which
grasping point of view requires
distinguishing what is directly stated in a
text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
Range of Reading and Level of Text
Complexity
RL.11-12.10 By the end of grade 12, read
and comprehend literature, including
stories, dramas, and poems, at the high end
of the grades 11–CCR text complexity
band independently and proficiently.
Reading Informational
Key Ideas and Details
RI.11-12.2 Determine two or more central
ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to provide a complex analysis;
provide an objective summary of the text.
Craft and Structure
RI.11-12.4 Determine the meaning of
words and phrases as they are used in a
text, including figurative, connotative, and
technical meanings; analyze how an author
uses and refines the meaning of a key term
or terms over the course of a text (e.g., how
Madison defines faction in Federalist No.
10).
-Imagery
-Paradox
Reading: Nonfiction
*Author biography
*Historical and literary context
*Nonfiction articles
*Elements of memoir
*Summary of important events and
support with textual evidence (RI.11-
12.2)
*Inferences based on analysis of
textual evidence (RI11-12.1)
*Analysis of key events
*Socratic seminar (SL11-
12.6)
*Recorded or visual excerpts
from selected texts(SL11-
12.5)
*Enrichment activities
-Group activities
-Visual interpretations
-Making connections with
contemporary issues
Mandatory Assessment:
Final Exam
*Objective test (RI.11-12.10)
*Essay (W11-12.10)
60
Range of Reading and Level of Text
Complexity
RI.11-12.10 By the end of grade 12, read
and comprehend literary nonfiction at the
high end of the grades 11–CCR text
complexity band independently and
proficiently.
Writing
Text and Purposes
W11-12.1 Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and relevant
and sufficient evidence.
a. Introduce precise, knowledgeable
claim(s), establish the significance
of the claim(s), distinguish the
claim(s) from alternate or opposing
claims, and create an organization
that logically sequences claim(s),
counterclaims, reasons, and
evidence.
b. Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the most
relevant evidence for each while
pointing out the strengths and
limitations of both in a manner that
anticipates the audience’s
knowledge level, concerns, values,
and possible biases.
c. Use words, phrases, and clauses as
well as varied syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships between claim(s) and
reasons, between reasons and
Writing
*Expository or analytical essay
-Focus
-Organization (W11-12.2a)
*Opportunities to revise (W11-12.5.)
*District Writing Assessment
*District Objective Final
*Pennsylvania General Scoring
Guidelines For Writing and Reading
Conventions of written language
*Self- and peer-revision of essay
(W11-12.5)
*Summarize important events and
support writing with textual citations
*Observe the conventions of written
language (L11-12.1)
Writing
*Write an original analysis of fictional
text.
*Observe the conventions of written
language.
*Conduct writing conference.
*Edit writing.
*Complete the Final Exam
-Respond to a persuasive, informative,
or expository essay prompt, selecting
supporting evidence
-Apply the Pennsylvania General
Scoring Guidelines For Writing to
written response
61
evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline
in which they are writing.
e. Provide a concluding statement or
section that follows from and
supports the argument presented.
W11-12.2 Write informative/explanatory
texts to examine and convey complex
ideas, concepts, and information clearly
and accurately through the effective
selection, organization, and analysis of
content.
a. Introduce a topic; organize
complex ideas, concepts, and
information so that each new
element builds on that which
precedes it to create a unified
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic thoroughly by
selecting the most significant and
relevant facts, extended
definitions, concrete details,
quotations, or other information
and examples appropriate to the
audience’s knowledge of the topic.
c. Use appropriate and varied
transitions and syntax to link the
major sections of the text, create
62
cohesion, and clarify the
relationships among complex ideas
and concepts.
d. Use precise language, domain-
specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage the
complexity of the topic.
e. Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
f. Provide a concluding statement or
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
W11-12.3 Write narratives to develop real
or imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
a. Engage and orient the reader by
setting out a problem, situation,
or observation and its
significance, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth
progression of experiences or
events.
b. Use narrative techniques, such
as dialogue, pacing, description,
reflection, and multiple plot
lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to
63
sequence events so that they
build on one another to create a
coherent whole and build
toward a particular tone and
outcome (e.g., a sense of
mystery, suspense, growth, or
resolution).
d. Use precise words and phrases,
telling details, and sensory
language to convey a vivid
picture of the experiences,
events, setting, and/or
characters.
e. Provide a conclusion that
follows from and reflects on
what is experienced, observed,
or resolved over the course of
the narrative.
Production and Distribution of Writing
W11-12.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Grade-
specific expectations for writing types are
defined in standards 1–3 above.)
W11-12.5 Develop and strengthen writing
as needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including grades
11–12 on page 55.)
W11-12.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
64
a. Apply grades 11-12 Reading
standards to literature
(e.g.,”Demonstrate knowledge
of eighteenth-, nineteenth- and
early-twentieth-century
foundational works of
American literature, including
how two or more texts from
the same period treat similar
themes or topics”).
b. Apply grades 11-12 Reading
standards to literary nonfiction
(e.g., “Delineate and evaluate
the reasoning in seminal U.S.
texts, including the application
of constitutional principles and
use of legal reasoning [e.g., in
U.S. Supreme Court Case
majority opinions and dissents]
and premises, purposes, and
arguments in works of public
advocacy [e.g., the federalist,
presidential addresses]”).
Range of Writing
W11-12.10 Write routinely over extended
time frames (time for research, reflection,
and revision) and shorter time frames (a
single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
SL11-12.1 Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups, and
Speaking and Listening
*Large and small group
*Ask clarifying questions
(SL11-12.1)
Speaking and Listening
*Apply text to self and text to world.
*Participate in whole class, small group,
peer discussions, and Socratic seminar
(SL11-12.1)
65
teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly and persuasively.
a. Come to discussions prepared,
having read and researched
material under study; explicitly
draw on that preparation by
referring to evidence from texts
and other research on the topic or
issue to stimulate a thoughtful,
well reasoned exchange of ideas.
SL11-12.3 Evaluate a speaker’s point of
view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises,
links among ideas, word choice, points of
emphasis, and tone used.
SL11-12.6) Adapt speech to a variety of
contexts and tasks, demonstrating a
command of formal English when
indicated or appropriate.
Language
Conventions of Standard English
L11-12.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
L11-12.3 Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading and
listening.
a. Vary syntax for effort, consulting
Language
Vocabulary
Mandatory Text: Sadlier
Vocabulary Workshop Level G
UNIT 8
*Literary context
*Words from text (RL11-12.4; L11-
12.4.)
-Connotation, denotation
-Multiple-meaning words
Language
Vocabulary
*Identify vocabulary/literary terms
*Identify multiple-meaning words,
synonyms, and antonyms in fiction.
(RL11-12.4) and nonfiction (RI11-12.4).
*Use context clues, knowledge of root
words and word origins as well as
reference sources and understand new
words in fiction (RL11-12.4) and in
nonfictional texts (RI11-12.4).
66
references (e.g., Tufte’s Artful
Sentences) for guidance as
needed; apply an understanding
of sytax to the study of complex
texts when reading)
Presentation of Knowledge and Ideas
L11-12.4 Determine or clarify the meaning
of unknown and multiple-meaning words
and phrases based on grades 11–12 reading
and content, choosing flexibly from a range
of strategies.
e. Use context (e.g., the overall
meaning of a sentence,
paragraph, or text; a word’s
position or function in a
sentence) as a clue to the
meaning of a word or phrase.
f. Identify and correctly use
patterns of word changes that
indicate different meanings or
parts of speech (e.g., conceive,
conception, conceivable).
g. Consult general and
specialized reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital, to find the
pronunciation of a word or
determine or clarify its precise
meaning, its part of speech, its
etymology, or its standard
usage.
h. Verify the preliminary
determination of the meaning
of a word or phrase (e.g., by
-Synonyms, antonyms, affixes
-Context clues
-Literary context
67
checking the inferred meaning
in context or in a dictionary).
L11-12.5 Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings.
a. Interpret figures of speech
(e.g., hyperbole, paradox) in
context and analyze their
role in the text.
b. Analyze nuances in the
meaning of words with
similar-denotations.
L11-12.6 Acquire and use accurately
general academic and domain-specific
words and phrases, sufficient for reading,
writing, speaking, and listening at the
college and career readiness level;
demonstrate independence in gathering
vocabulary knowledge when considering a
word or phrase important to
comprehension or expression.
Top Related