12 Grade ELA Scope & Sequence – FY16 Strategy: Usage—#1-3 Analyze what informative texts say explicitly. • “The Men We Carry in Our Minds”Explicit word meanings from context

12th Grade ELA Scope & Sequence – FY16

Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education 1

Cycle 1—Basics of Close Reading; Writing an Informative Essay August 17—September 18 Suggested text--HMH Collection 2: “Gender Roles”

Skill/Content Focus LAFS Suggested Instructional Resource

Suggested Formative Assessment

Initiate and participate effectively in collaborative discussions.

SL.1.1

HMH Digital Dashboard: Interactive Speaking and Listening Lessons “Introduction”; “Preparing for Discussion” p. 88 Collaborative Discussion

p. 88 Collaborative Discussion

Analyze what literary texts say explicitly. • Explicit word meanings from context RL.1.1

RL.2. L.3.4

pp. 77-88 “The Wife of Bath’s Tale” Narrative poem

p. 85 Determine Themes—P p. 91 Vocabulary Strategy: Usage—#1-3

Analyze what informative texts say explicitly. • Explicit word meanings from context RI.1.1

RI.2.4L.3.4

pp. 131-136 “The Men We Carry in Our Minds” Essay

p. 132 Determine Author’s Point of View—C p. 139 Vocabulary Strategy: Context Clues—#1-2

Draw inferences from and analyze literary texts. • Inferred meaning from figurative and

connotative words and phrases RL.1.1RL.2.4L.3.5


p. 80 Analyze Story Elements: Narrator—E, F p. 81 Analyze Story Elements: Narrator—G p. 90 Analyzing the Text—#2

Draw inferences from and analyze informative texts. • Inferred meaning from figurative, connotative,

and technical words and phrases RI.1.1 RI.2.4L.3.5


p. 133 Determine Author’s Point of View—D, E p. 139 Critical Vocabulary



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Analyze how the author’s choice of form and structure contribute to meaning.

• Plot/Parallel plots • Setting • Time (pacing, flashback) • Characters • Genre

RL.1.3RL.2.5RL.1.1


p. 78 Analyzing Structure: Frame Story—A p. 80 Analyze Story Elements: Narrator—E p. 82 Analyze Structure: Foreshadowing—J

Analyze the development of a literary text. • Determine two or more themes or central ideas • How themes/central ideas interact and build on

one another to produce a complex account • Impact of author’s choices (how to

develop/relate literary elements)

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p. 83 Determine Themes—L p. 85 Determine Themes—P p. 90 Analyzing the Text –#5, 6, 7

Analyze the development of an informational text • a complex set of ideas or sequence of events • how specific individuals, ideas, or events interact

and develop RI.1.3RI.2.5RI.1.1


p. 134 Determine Central Ideas—G p. 136 Determine Central Ideas—J p.138 Analyzing Text—# 3, 5

Provide an objective summary of an informative text. RI.1.2RI.1.3RI.1.1


The teacher may have students take notes and write a summary (i.e., Cornell notes, two column notes).

Provide an objective summary of a literary text. RL.1.2RL.1.2RL.1.1


The teacher may have students take notes and write a summary (i.e., Cornell notes, two column notes).



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Determine two or more themes or central ideas of a literary text and analyze its development including how they interact and build on one another to produce a complex account.

• Impact of specific word choice on meaning/ tone • Figurative and connotative meanings • Words with multiple meanings • Language that is particularly fresh, engaging, or

beautiful • Include Shakespeare as well as other authors

RL.1.2RL.2.4L.3.5 RL.2.5RL.1.1


p.78 Analyze Structure—B p. 82 Analyze Structure—I p. 84 Determine Themes—O p. 86 Determine Themes—P

Determine two or more central ideas of an informative text and analyze its development.

• How central ideas interact and build on one another to produce a complex account

• Impact of word choice • Impact of figurative , connotative, and technical

meanings • How author uses and refines the meaning of key

term(s)

RI.1.2RI.2.4L.3.5, RI.2.5RI.1.1


p. 137 Determine Central Ideas—J

Gather relevant information from multiple authoritative sources to answer research questions.

• Assess sources for effectiveness • Selectively integrate while avoiding plagiarism

W.3.8

HMH Digital Dashboard: Writing and Research in a Digital Age “Lesson 2—Choosing a Topic and Developing Research” “Lesson 4—Finding Sources” p. 141 Performance Task A: Write an Informative Essay* “Plan: Analyze the Texts, Get Organized” pp. 77-88 “The Wife of Bath’s Tale” Narrative poem pp. 131-136 “The Men We Carry in Our Minds” Essay

p. 141 Performance Task A: Write an Informative Essay*



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Write an effective introductory paragraph for an informative essay.

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HMH Digital Dashboard: Interactive Writing Lessons Informative “Introductions and Conclusions” HMH Digital Dashboard: Writing and Research in a Digital Age “Lesson 9—Taking Notes and Developing a Thesis” “Lesson 11—Organizing Ideas” p. 141 Performance Task A: Write an Informative Essay* “Produce: Draft Your Essay” pp. 77-88 “The Wife of Bath’s Tale” Narrative poem pp. 131-136 “The Men We Carry in Our Minds” Essay


Write an effective closing paragraph for an informative essay articulating topic significance.

W.1.2 W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Informative “Introductions and Conclusions” pp. 77-88 “The Wife of Bath’s Tale” Narrative poem pp. 131-136 “The Men We Carry in Our Minds” Essay




Cycle 1 – Basics of Close Reading; Writing an Informative Essay Write informative texts to examine and convey complex ideas, concepts and information clearly and accurately. • Organize complex ideas to make important

connections and distinctions • Develop topic with sufficient facts, extended

definitions appropriate to the audiences knowledge of the topic

• Use transitions to link the major sections of the text, create cohesion, and clarify relationships among complex ideas

• Use precise language to manage the complexity of the topic

• Establish and maintain a formal style and objective tone; attend to the norms and conventions of the discipline

• Provide a concluding statement that follows from and supports the information presented

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p. 141 Performance Task A: Write an Informative Essay* “Plan: Analyze the Texts, Get Organized” pp. 77-88 “The Wife of Bath’s Tale” Narrative poem pp. 131-136 “The Men We Carry in Our Minds” Essay


Edit and revise an informative essay. • Address what is most significant for a specific

purpose and audience

W.2.5L.1.1 L.1.2

HMH Digital Dashboard: Interactive Writing Lessons—Writing Informative Texts “Precise Language and Vocabulary” HMH Digital Dashboard: Writing and Research in a Digital Age “Lesson 12—Drafting and Revising” pp. 77-88 “The Wife of Bath’s Tale” Narrative poem pp. 131-136 “The Men We Carry in Our Minds” Essay




Cycle 1 – Basics of Close Reading; Writing an Informative Essay Use hyphenation conventions correctly.

L.1.2

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Conventions p. R27 Grammar Quick Reference Guide: Punctuation Hyphens

The teacher may evaluate student writing for this convention.

Use technology to publish an informative essay. • Update writing products in response to feedback

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Digital Dashboard: Interactive Writing Producing and Publishing with Technology pp. 77-88 “The Wife of Bath’s Tale” Narrative poem pp. 131-136 “The Men We Carry in Our Minds” Essay

p. 141 Performance Task A: Write an Informative Essay myWriteSmart

*Teacher may choose to add an additional text or to have students complete the Performance Task using the two texts suggested.



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay September 21—October 22 Suggested text--HMH Collection 3: “Voices of Protest”



Analyze and evaluate the structure/organization/ effectiveness of argumentative texts. • Clear/convincing/engaging structure.

RI.2.5RI.1.1

pp. 151-164 “Speech on the Vietnam War, 1967” Speech

p. 153 Analyze Structure—F p. 166 Analyzing the Text—#3

Determine author’s purpose or point of view in an informative text in which the rhetoric is particularly effective. • Determine meaning of figurative, connotative and

technical words • Identify cumulative impact of word choice on

meaning/tone • Analyze how style and content contribute to

power/persuasiveness/ beauty of a text

RI.2.6RI.2.4RI.2.5RI.1.1


p. 152 Determine Connotative Meanings—C p. 154 Delineate and Evaluate an Argument: Inductive Reasoning—H p. 156 Analyze Language—K p. 166 Analyzing the Text—#4

Analyze a case where grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (sarcasm, satire, irony or understatement). • Determine two or more themes or central ideas and how

they interact • Analyze in detail its development over the course of the

text • Cumulative impact of specific words and phrases on

meaning/tone • Analyze words with multiple meanings and language that

is particularly fresh and engaging or beautiful • Include Shakespeare as well as other authors • Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inference drawn from the text, including determining where the text leaves matters uncertain

RL.2.6RL.1.2RL.2.4RL.1.1

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Analyzing Literature “Theme” “Author’s Style” “Author’s Purpose” “Author’s Perspective” pp. 217-219 “Imagine the Angels of Bread” Poem

p. 217 Analyze Word Choice—A p. 218 Analyze Word Choice—C p. 218 Analyze Word Choice—D, E P. 220 Analyzing the Text—#1-4



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Analyze how an author’s claims are developed and refined. • Identify impact of particular sentences, paragraphs, or

larger portions of text • Analyze validity of claims • Identify false statement and fallacious reasoning

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p. 151 Delineate and Evaluate an Argument: Inductive Reasoning—A p. 153 Delineate and Evaluate an Argument: Inductive Reasoning—D

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes and arguments in works of public advocacy. • Provide and objective summary of texts • Determine two or more central ideas • Analyze the development of ideas including how they

build on one another to provide complex analysis • Identify cumulative impact of word choice on

meaning/tone • Identify impact of an author’s use of particularly effective

rhetoric • Analyze how style and content contribute to

power/persuasiveness/ beauty of a text

RI.3.9RI.3.8RI.1.2RI.1.3RI.2.4RI.2.5RI.2.6RI.1.1

pp. 169-173 “from The Crisis” Essay pp. 177-182 “from Civil Disobedience” Essay

p. 170 Analyze Foundational Documents – A, B p. 172 Determine Figurative Language – E p. 179 Analyze Point of View – G p. 180 Analyze Ideas and Events – H p. 184 Analyzing the Text – #6 p. 186 Analyzing the Text – #3

Write an effective introductory paragraph for an argumentative essay. • Introduce precise claim(s), distinguish the claim(s) from

alternate and opposing claims • Produce clear and coherent writing

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HMH Digital Dashboard: Interactive Writing “Argumentative-Introduction” “What is a Claim?” pp. 169-173 “from The Crisis” Essay pp. 177-182 “from Civil Disobedience” Essay

Teacher may create a prompt for an argumentative essay and assign an essay (e.g., “Paine advocates the formation of a new government that will not treat its citizens tyrannically, while Thoreau suggests that the government that has been formed is doing exactly that.” (TE, p.186) Based on this quote, state a claim whether you believe the American government is tyrannical. Support your claim with evidence from readings in this Collection and/or additional research. Be sure to cite all your sources.).



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Write an effective closing paragraph for an argumentative essay. • Provide a concluding statement or section that follows

from and supports the argument presented • Produce clear and coherent writing

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HMH Digital Dashboard: Interactive Writing Lessons Argumentative “Concluding Your Essay” pp. 169-173 “from The Crisis” Essay pp. 177-182 “from Civil Disobedience” Essay


Gather relevant information from multiple authoritative print and digital sources. • Use advanced searches effectively • Assess the strengths/limitations of source in terms of the

task, purpose and audience • Selectively integrate information to maintain the flow of

ideas while avoiding plagiarism. • Follow a standard format for citation

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HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age HMH Digital Dashboard: FYI Site * pp. 169-173 “from The Crisis” Essay pp. 177-182 “from Civil Disobedience” Essay

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age Handouts The teacher may have students take notes and write a summary of each source covered digital and print (i.e., Cornell notes, two column notes).



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Write arguments to support claims in an analysis of substantive topics or texts. • Use valid reasoning and relevant and sufficient evidence • Create an organization that establishes clear relationships

among claim(s), counterclaims, reasons, and evidence • Develop claim(s) and counterclaims fairly and thoroughly • Supply evidence for each: point out strengths and

limitations in a manner that anticipates audience’s knowledge level

• Use varied syntax to link the major sections of the text and create cohesion

• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline

W.1.1W.2.4W.3.8RL.1.1RI.1.1RL.2.4RI.2.4L.1.1 L.1.2 L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Argumentative pp. 169-173 “from The Crisis” Essay pp. 177-182 “from Civil Disobedience” Essay


Edit and revise an argumentative essay with attention to strengthening the writing. • Address what is most significant for a specific purpose

and audience

W.2.5L.1.1 L.1.2

pp. 169-173 “from The Crisis” Essay pp. 177-182 “from Civil Disobedience” Essay


Demonstrate command of the conventions of standard English grammar and usage, and show awareness that usage is a matter of convention that changes over time and is sometimes contested.

L.1.1

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Conventions Teacher Dashboard: Teacher Resources GrammarNotes

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Conventions Practice Teacher Dashboard: Teacher Resources GrammarNotes Handouts



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Use technology to publish an argumentative essay. • Update individual or shared writing products • Link writing products to other information electronically

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HMH Digital Dashboard: Teacher Resources MediaScope “Create” HMH Digital Dashboard: Interactive Writing Lessons “Producing and Publishing with Technology”

Teacher may create a prompt for an argumentative essay and assign an essay (e.g., “Paine advocates the formation of a new government that will not treat its citizens tyrannically, while Thoreau suggests that the government that has been formed is doing exactly that.” p.186. Based on this quote, state a claim for one view or the other of our government. Support your claim with evidence from readings in this Collection and/or additional research. Be sure to cite all your sources.). myWriteSmart

*Teacher may also instruct students to Learning Tools on the District Digital website for additional research.



Cycle 3– Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts October 26—December 11 Suggested text--HMH Collection 5: “Taking Risks”



Analyze how an author’s choices concerning text structure contribute to its overall meaning, and: • Order events within it • Comedic or tragic resolution • Aesthetic impact • Cite strong and thorough textual evidence to support


RL.2.5RL.1.1

pp. 409-424 “Beowulf” Epic poem

p. 410 Analyze Characteristics of an Epic—A p. 412 Analyze Characteristics of an Epic—F, G

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative text. • Analyze the cumulative impact of specific word choices on

meaning and tone • Identify and correctly use patterns of word changes that

indicate different meanings or parts of speech • Consult general and specialized reference materials to

determine word etymology • Impact of specific word choice on meaning/ tone • Words with multiple meanings • Language that is particularly fresh, engaging, or beautiful • Include Shakespeare as well as other authors

RL.2.4L.3.4 L.3.5 RL.1.1

pp. 409-424 “Beowulf” Epic poem

p. 416 Support Inferences—N p. 417 Support Inferences—O



Cycle 3– Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts Analyze a literary text where grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (sarcasm, satire, irony or understatement). • Determine two or more themes or central ideas and how

they interact • Analyze in detail its development over the course of the text • Cumulative impact of specific words and phrases on

meaning/tone • Analyze words with multiple meanings and language that is

particularly fresh and engaging or beautiful • Include Shakespeare as well as other authors • Cite strong and thorough textual evidence to support


• Analyze plot, setting and character development • Analyze the aesthetic impact of structure on a text

RL.2.6RL.1.3RL.2.4RL.2.5

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Analyzing Literature pp. 409-424 “Beowulf” Epic poem

p. 418 Determine Themes—Q p. 418 Analyze Old English Poetry—R p. 426 Analyze the Text—#1-7

Demonstrate command of the conventions of standard English grammar and usage, and show awareness that usage is a matter of convention that changes over time and is sometimes contested.

L.1.1

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Conventions pp. R23-R48 Grammar

p. 426 Writing Comparison

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the sources in terms of the task, purpose and audience. • Cite sources to avoid plagiarism • Avoid overreliance of a particular source

W.3.8

“The Battle of Beowulf and Grendel” Video description http://l.sdpbc.net/w3cib “Why Do People Take Risks?” Article http://l.sdpbc.net/l38p6 “The Case for Staying in Your Comfort Zone” Article http://l.sdpbc.net/col69


http://l.sdpbc.net/w3cib

http://l.sdpbc.net/l38p6

http://l.sdpbc.net/col69



Cycle 3– Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts 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.

• Produce clear and coherent writing in which the development, organization and style are appropriate to:

• Task • Purpose • Audience

W.1.2W.2.4

pp. 409-424 “Beowulf” Epic poem “The Battle of Beowulf and Grendel” Video description http://l.sdpbc.net/w3cib “Why Do People Take Risks?” Article http://l.sdpbc.net/l38p6 “The Case for Staying in Your Comfort Zone” Article http://l.sdpbc.net/col69


Use the writing process to develop and strengthen writing as needed

• Cite strong and thorough textual evidence • Determine two or more themes or central ideas and how

they interact

W.2.5L.1.1 L.1.2

pp. 409-424 “Beowulf” Epic poem “The Battle of Beowulf and Grendel” Video description http://l.sdpbc.net/w3cib “Why Do People Take Risks?” Article http://l.sdpbc.net/l38p6 “The Case for Staying in Your Comfort Zone” Article http://l.sdpbc.net/col69










Cycle 3– Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts Use technology, including the internet, to produce, publish and update shared writing products in response to ongoing feedback, including new arguments or information.

W.2.6

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 15—Publishing Your Research”

p. 426 Writing Comparison myWriteSmart



Cycle 4: Higher-Level Applications of Close Reading and Writing January 5—February 26 Suggested text--HMH Collection 4: “Seeking Justice, Seeking Peace”

Skill/Content Focus

LAFS Suggested Instructional Resource


Analyze and evaluate the effectiveness of the structure an author uses in his/her exposition or argument, including whether the structure makes points clear, convincing and engaging. RI.2.5

p. 361-365 “Hamlet’s Dull Revenge” Literary Analysis

p. 361 Analyze Structure: Argument—A p. 366 Analyzing the Text—#1-9

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Conventions pp. R23-R48 Grammar

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Conventions Questions

Integrate and evaluate multiple sources of information presented in different media formats as well as words in order to address a question or solve a problem. • Visually • Quantitatively • Orally • Note discrepancies among data RI.3.7

SL.1.2

“Biography: William Shakespeare” Video http://l.sdpbc.net/w3cib p. 361-365 “Hamlet’s Dull Revenge” Literary Analysis Hamlet—1980 Video http://l.sdpbc.net/hubjn Hamlet—2009 Video http://l.sdpbc.net/6vsq3

Teacher will have students keep notes, culminating in an analysis of the author’s purpose behind diverse media and formats of text (i.e., Cornell notes, double-entry journal).


http://l.sdpbc.net/hubjn

http://l.sdpbc.net/6vsq3



Cycle 4: Higher-Level Applications of Close Reading and Writing Analyze information presented in diverse media and formats and evaluate the motives behind its presentation. • Visually • Quantitatively • Orally

RI.3.7SL.1.2

p. 361-365 “Hamlet’s Dull Revenge” Literary Analysis Hamlet—1980 Video http://l.sdpbc.net/hubjn Hamlet—2009 Video http://l.sdpbc.net/6vsq3 pp. 231-353 The Tragedy of Hamlet Drama

Teacher will have students keep notes, culminating in an analysis of the author’s purpose behind diverse media and formats of text (i.e., Cornell notes, double-entry journal). p. 367 Writing Activity: Argument

Compare and contrast multiple sources of information presented orally and other diverse media formats. • Note discrepancies among data • Determine two or more central ideas of a text and analyze their

development • Analyze a complex set of ideas or events and explain their

development over the course of a text • Analyze and evaluate the effectiveness of the structure an

author uses in his/her exposition or argument, including whether the structure makes points clear, convincing and engaging.

• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text, including determining where the text leaves matters uncertain.

SL.1.2RI.1.2RI.1.3RI.2.5RI.1.1

p. 361-365 “Hamlet’s Dull Revenge” Literary Analysis “Surprising responses to Hamlet Africa tour” Article http://l.sdpbc.net/rm8wt Hamlet—1980 Video http://l.sdpbc.net/hubjn Hamlet—2009 Video http://l.sdpbc.net/6vsq3

Teacher will have students keep notes, culminating in an analysis of the author’s purpose behind diverse media and formats of text (i.e., Cornell notes, double-entry journal). p. 355 Speaking Activity: Funeral Speech p. 367 Writing Activity: Argument



http://l.sdpbc.net/rm8wt





Cycle 4: Higher-Level Applications of Close Reading and Writing Analyze information presented in diverse media and formats and evaluate the motives behind its presentation. • Visually • Quantitatively • Orally • Determine two or more central ideas of a text and analyze their

development • Cite strong and thorough textual evidence to support analysis

of what the text says explicitly as well as inference drawn from the text, including determining where the text leaves matters uncertain.

RI.3.7RI.1.2RI.1.1

p. 361-365 “Hamlet’s Dull Revenge” Literary Analysis “Surprising responses to Hamlet Africa tour” Article http://l.sdpbc.net/rm8wt Hamlet—1980 Video http://l.sdpbc.net/hubjn Hamlet—2009 Video http://l.sdpbc.net/6vsq3

Teacher will have students keep notes, culminating in an analysis of the author’s purpose behind diverse media and formats of text (i.e., Cornell notes, double-entry journal).

Analyze multiple interpretations of a story, drama, or poem evaluating how each version interprets the source text. Include at least one play by Shakespeare and one play by an American dramatist. • Determine two or more central ideas of a text and analyze their

development • Determine the meaning of words and phrases as they are used

in the text, including figurative and connotative text. • Analyze words with multiple meanings and language that is

particularly fresh and engaging or beautiful

RL.3.7RL.1.2RL.2.4RL.2.5

pp. 231-353 The Tragedy of Hamlet Drama Hamlet—1980 Video http://l.sdpbc.net/hubjn Hamlet—2009 Video http://l.sdpbc.net/6vsq3

p. 240 Analyze Word Choice—E p. 241 Analyze Structure—G p. 245 Analyze Structure: Soliloquy—M p. 250 Analyze Language—S p. 264 Determine Themes—B p. 268 Determine Themes—H p. 270 Analyze Word Choice—J








Cycle 4: Higher-Level Applications of Close Reading and Writing Write and informational essay in which you analyze a story, drama, or poem.

• Organize complex ideas to make important connections • Develop topic with sufficient facts, extended definitions

appropriate to the audiences knowledge of the topic • Use transitions to link the major sections of the text, create

cohesion, and clarify relationships among complex ideas • Use precise language to manage the complexity of the topic • Establish and maintain a formal style and objective tone;

attend to the norms and conventions of the discipline • Provide a concluding statement that follows from and

supports the information presented

RL.3.7RL.1.2RL.2.4RL.2.5W.1.2W.2.4W.2.5W.2.6W.3.8

pp. 231-353 The Tragedy of Hamlet Drama Hamlet—1980 Video http://l.sdpbc.net/hubjn Hamlet—2009 Video http://l.sdpbc.net/6vsq3

pp. 399 - 401 Performance Task A – Write an Analytical Essay

Write an argumentative essay, including at least one graphical or quantitative representation of information in order to aid understanding. • Use two or more argumentative texts, with at least one

representing each side of the issue presented, as source material

• Use at least one audio source • Trace and evaluate each source’s arguments and validity • Clear selection of a side in relation to the issue presented • Effective transitions • Domain-specific vocabulary and language appropriate to topic • Style and tone appropriate to argumentative essay • Citations • Conventions • Vary sentence structure • Edit and Revise • Publish with technology

RI.3.7RI.3.8L.1.3 RI.1.2RI.1.1W.1.1W.2.4W.2.5W.2.6W.3.8

pp. 231-353 The Tragedy of Hamlet Drama

p. 361-365 “Hamlet’s Dull Revenge” Literary Analysis

“Surprising responses to Hamlet Africa tour” Article http://l.sdpbc.net/rm8wt

“Top 10 Family Feuds” Article http://l.sdpbc.net/0l8m5

Hamlet—1980 Video http://l.sdpbc.net/hubjn

Hamlet—2009 Video http://l.sdpbc.net/6vsq3

p. 367 Writing Activity: Argument myWriteSmart




http://l.sdpbc.net/0l8m5





Cycle 5: Narrative Techniques/Narrative Writing February 29—April 8 Suggested text--HMH Collection 6: “Finding Ourselves in Nature”

Skill/Content Focus



Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

• Plot • Setting • Character • Analyze how an author’s choices concerning text structure

contribute to its overall meaning, and impacts the order events within it, including the comedic or tragic resolution and the aesthetic impact of structure on text

• Draw evidence from literary or informational texts to support analysis, reflection and research

• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text, including determining where the text leaves matters uncertain

RL.1.3RL.2.5W.3.9RL.1.1

pp. 501 – 513 “The Hermit’s Story” Short Story

p. 502 Analyze Structure: Frame Story—C p. 506 Analyze Story Elements: Character—I p. 515 Analyzing the Text—#3

Analyze how an author’s choices concerning text structure contribute to its overall meaning, and impacts the order events within it, including the comedic or tragic resolution and the aesthetic impact of structure on text.

• Determine the meaning of words and phrases as they are use in the text, and analyze words with multiple meanings and language that is particularly fresh and engaging or beautiful



RL.2.5RL.2.4W.3.9RL.1.1


p. 503 Analyze Language—E p. 515 Analyzing the Text—#1, 7



Cycle 5: Narrative Techniques/Narrative Writing Determine the meaning of words and phrases as they are use in the text, and analyze words with multiple meanings and language that is particularly fresh and engaging or beautiful.



RL.2.4W.3.9RL.1.1


p. 508 Analyze Language—L p. 515 Analyzing the Text—#8

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. • Engage reader by establishing problem/significance • Dialogue, pacing, description, reflection and multiple plot lines • Sequence events to build on one another to create a coherent

whole • Use precise words and phrases, details and sensory language to

convey a vivid picture • Provide an effective conclusion • Produce clear and coherent writing

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HMH Digital Dashboard: Interactive Writing-Narratives “Narrative Techniques” pp. 477-480 “Living Like Weasels” Essay pp. 501 – 513 “The Hermit’s Story” Short Story “How Nature Resets Our Minds and Bodies” Article http://l.sdpbc.net/wcc8l

pp. 517 – 519 Performance Task: Write a Personal Narrative

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on what is most important for a specific purpose and audience.

W.1.3W.2.5L.1.1 L.1.2

pp. 517 – 519 Performance Task: Write a Personal Narrative “Plan: Find Inspiration, Brainstorm, Get Organized” “Produce: Draft Your Narrative” “Revise: Improve Your Draft” “Present: Share Your Narrative”

pp. 517 – 519 Performance Task: Write a Personal Narrative

http://l.sdpbc.net/wcc8l



Cycle 6: Conducting a Research Project/Presenting Research Findings April 11—May 20 Suggested text--HMH Collection 1: “Chasing Success”

Skill/Content Focus



Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the sources in terms of the task, purpose and audience. • Cite sources to avoid plagiarism • Avoid overreliance of a particular source • Integrate and evaluate multiple sources of

information presented in different formats.

W.3.8RI.1.1RI.3.7

HMH Digital Dashboard: Interactive Writing Lessons “Conducting Research” HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 2—Choosing a Topic and Developing Research” “Lesson 4—Finding Sources” pp. 3-14 “Marita’s Bargain” Essay pp. 18b-18e Close Reader: “Kewauna’s Ambition” Nonfiction “Don’t Eat Fortune’s Cookie” Media Analysis http://l.sdpbc.net/f8tba

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 2—Choosing a Topic and Developing Research” “Lesson 4—Finding Sources” Handouts p. 16 Analyzing the Text—#1-8 Teacher may instruct students to take notes in the form of T-charts, note cards, or another form that will allow students to compare and contrast multiple sources of information.

http://l.sdpbc.net/f8tba



Cycle 6: Conducting a Research Project/Presenting Research Findings Gather information from multiple authoritative print and digital sources.

W.3.8RI.1.1

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 6—Digital Print Resources” “Lesson 7—Digital Sources of Information” HMH Digital Dashboard: Teacher Resources MediaScope pp. 3-14 “Marita’s Bargain” Essay pp. 18b-18e Close Reader: “Kewauna’s Ambition” Nonfiction “Don’t Eat Fortune’s Cookie” Media Analysis http://l.sdpbc.net/f8tba “Does Success Breed Success?” Article http://l.sdpbc.net/q83c7 “The Great Myth of Success” Article http://l.sdpbc.net/3kydk

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 6—Digital Print Resources” “Lesson 7—Digital Sources of Information” Handouts Teacher may create a research prompt and ask students to use the suggested material and/or find information on their own (e.g., What defines success to today’s graduates? Use the sources covered in this Cycle and use the search engines in Learning Tools—SIRS Issues Researcher, Gale, SIRS Discoverer—on the district web site. Be sure to cite all your sources.).


http://l.sdpbc.net/q83c7

http://l.sdpbc.net/3kydk



Cycle 6: Conducting a Research Project/Presenting Research Findings Use MLA or APA format to cite evidence gathered from a source and to create a works cited page.

W.3.8RI.1.1

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “APA Style: A guide to Citing Sources” “MLA Style: A guide to Citing Sources” HMH Digital Dashboard: Interactive Writing Lessons “Conducting Research”

Teacher may create a research prompt and ask students to use the suggested material and/or find information on their own (e.g., What defines success to today’s graduates? Use the sources covered in this Cycle and use the search engines in Learning Tools—SIRS Issues Researcher, Gale, SIRS Discoverer—on the district web site. Be sure to cite all your sources.).

Conduct short as well as more sustained research projects to answer a question.

• Gather relevant information from multiple print or digital sources

• Determine the validity of information gathered • Identify topics for further research and

investigation • Cite evidence gathered from sources in APA or

MLA format • Create a works cited page in APA or MLA format

W.3.7RI.1.1RI.3.7

pp. 3-14 “Marita’s Bargain” Essay pp. 18b-18e Close Reader: “Kewauna’s Ambition” Nonfiction “Don’t Eat Fortune’s Cookie” Media Analysis http://l.sdpbc.net/f8tba


Develop an appropriate and purposeful organization for a research presentation.

SL.2.4W.2.4RI.1.1

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age Teacher may create a research prompt and ask students to use the suggested material and/or find information on their own (e.g., What defines success to today’s graduates? Use the sources covered in this Cycle and use the search engines in Learning Tools—SIRS Issues Researcher, Gale, SIRS Discoverer—on the district web site. Be sure to cite all your sources.). “Plan”

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age Handouts Teacher may instruct students to take notes in the form of T-charts, note cards, or another form that will allow students to compare and contrast multiple sources of information.




Cycle 6: Conducting a Research Project/Presenting Research Findings Adapt speech to purpose when making a presentation.

SL.2.6L.1.1

HMH Digital Dashboard: Interactive Speaking and Listening Lessons “Giving a Presentation”


Give an effective research-based presentation. • Gather relevant information from multiple print

or digital sources • Determine the validity of information gathered • Develop presentation organization • Highlight main ideas • Include multimedia component(s) • Use appropriate eye contact and volume during

presentation • Use appropriate speech during presentation

SL.2.4SL.2.5SL.2.6W.3.7W.2.4RI.1.1RI.3.7

HMH Digital Dashboard: Interactive Speaking and Listening Lessons “Giving a Presentation” “Using Media in a Presentation” HMH Digital Dashboard: Teacher Resources Level Up Tutorial “Revising for Unity, Coherence, and Organization”
