ENGLISH LANGUAGE ARTS CURRICULUM GRADES 11 · PDF file• The Great Gatsby. Fitzgerald ... • The Sound and Fury, Faulkner ... ENGLISH LANGUAGE ARTS CURRICULUM GRADES 11-12

ENGLISH LANGUAGE ARTS CURRICULUM GRADES 11-12

Curriculum Writers: John Cunic, Mary Guerrera, Samantha Hines, Kristin MacLean, Michelle Oliveira, Chris Richards, and Laura Yentsch

2/24/2012 Middletown Public Schools 1




STANDARDS BENCHMARKS Middletown Public Schools

INSTRUCTIONAL STRATEGIES

RESOURCES ASSESSMENT EVIDENCE

1. READING

1.1 Comprehension

1.1.1 Use a range of self-monitoring and self-correction approaches e.g. • rereading • adjusting rate • sub-vocalizing • consulting resources • questioning • using flexible note taking/mapping systems • skimming, scanning). R–10–12.1

1.1.2 Use comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational texts. • using prior knowledge • summarizing • predicting and making text-based inferences • determining importance • generating literal, clarifying, inferential, analytical

synthesizing, and evaluative questions • constructing sensory images (e.g., making pictures in one’s

mind) • making connections (text-to-self, text-to-text, and text-

to-world) • taking notes • locating and using text discourse features and elements to

support inferences and generalizations about information (e.g. vocabulary, text structure, evidence, format, use of language, arguments used)

• using cues for text structures (e.g., chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential. R-10-13

Models the following reading strategies • using prior knowledge • sampling a page for readability • summarizing • predicting and making text-based

inferences • determining importance • generating literal, clarifying, and

inferential questions • constructing sensory images (making

pictures in one’s mind) • making connections (text-to-self, text-

to-text, and text-to-world) • taking notes • locating, using and analyzing text

features (e.g. transition words, subheadings, bold/italics)

• using text structure (clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential)

• using metacognition strategies for understanding text

Facilitates comprehension strategies • making connections • questioning • visualizing • inferring • determining importance • synthesizing information • self-monitoring or fix-up • predicting • summarizing Models the use of graphic organizers: • sequence organizers cause and effect

(chains, cycle), • concept development (mind map), • compare/contrast organizers (Venn

diagrams, comparison charts), • organizers (word web, concept map), • evaluation organizers (charts, scales), • categorize/classify organizers

(categories, tree) • relational organizers (fish bone, pie

Textbook Grade 11

• Elements of Language, Fifth Course, Holt

Grade 12

• Elements of Literature, Sixth Course, Holt

• Literature: The British Tradition, Prentice Hall

Core Books Lexile rates 1215–1355 LITERATURE - GRADE 11

• A Raisin in the Sun, Hansberry • The Catcher in the Rye,

Salinger • The Crucible, Miller • The Great Gatsby. Fitzgerald

INFORMATIONAL

Grade 11 • “A Time of Gifts” • “Birth of the Blues’ • “Gettysburg Address” • “Left for Dead” • “The Most Remarkable Woman

of this Age” • Ernest Hemingway’s Noble

Prize Acceptance Speech • Walden, Thoreau • William Faulkner’s Noble Prize

Acceptance Speech SUGGESTED - GRADE 11

• A Farewell to Arms, Hemingway • A Separate Peace, Knowles • Death of a Salesman, Miller • Heart of Darkness, Conrad • Moby Dick, Melville • My Ántonia, Cather • Native Son, Wright • O Pioneers! Cather • The Color Purple, Walker • The Grapes of Wrath,

REQUIRED

COMMON

ASSESSMENTS • Essential Question:

o How is literature a reflection of history and culture?

o How did English historical writers reveal their shared beliefs through their writing?

• Guiding Questions • Common Prompts • Narrative • Arguments • Informational • Responding to

informational text • NWEA Tests • MID-TERM EXAM • FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE

ASSESSMENTS • Anecdotal records • Exhibits • Interviews • Graphic organizers • Journals • Multiple Intelligences

assessments e.g. role- playing – bodily kinesthetic, graphic organizing – visual, collaboration- interpersonal







chart)

Employs best practice reading strategies • read aloud • think aloud • shared reading • guided reading • self-selected reading Models readers’/writers’ workshop

Employs best practice reading strategies • read aloud • think aloud • shared reading • guided reading • self-selected reading Facilitates • literature circles • readers’ theater

Steinbeck • The Old Man and the Sea,

Hemingway • The Red Badge of Courage,

Crane • The Scarlet Letter, Hawthorne • The Slave Narrative of

Frederick Douglas, Douglass • The Sound and Fury, Faulkner • Their Eyes Were Watching

God, Hurston

LITERATURE - GRADE 12

• A Modest Proposal/Gulliver’s Travels, Swift

• Beowulf, Avon • Macbeth, Shakespeare • The Canterbury Tales, Chaucer INFORMATIONAL - Grade 12

• “A Modest Proposal,” Swift • Angela’s Ashes, McCourt • Condition of Ireland • From A History of English

Church and People, Bede • from A Journal of the Plague

Year, Defoe • from The Anglo Saxon

Chronicle • from The Diary, Pepys • Progress in Personal Comfort,

Smith SUGGESTED - GRADE 12

• “The Seafarer” • “The Wanderer” • “The Wife’s Lament” • David Copperfield, Dickens • Emma, Austen • Frankenstein, Shelley • from Morte d’ Arthur • from Sir Gawain and the Green

Knight • Hard Times, Dickens • Jane Eyre, Charlotte Brontë • Pride and Prejudice, Austen • Sense and Sensibility, Austin • The Metamorphosis, Kafka • Wuthering Heights, Emily

Brontë

• Oral presentations • Performance/problem-

based tasks • Rubrics

• Arguments • Informative • Narrative • Oral

communication

• Tests and quizzes • Writing

• Arguments • Informational • Narrative • Research • Responding to

literary and informational text







Supplementary

books/material • 7 Keys to Comprehension: How

to Help Your Kids Read It and Get It, Zimmermann, Hutchins

• Mosaic of Thought, Keene, Zimmerman

• Literature Circles, Daniels • Strategies that Work, Non

Fiction Matters, Harvey • Formative Assessment and

Standards-Based Grading,, Classroom Strategies That Work, Marzano

• Rhode Island PreK-12 Literacy Policy

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

• Grade Level and Grade Span Expectations for English Language Arts

Technology • Computers • LCD projectors • Smartboards • www.ride.ri.gov • www.corestandards.org • www.commoncore.org/maps

1 READING –

LITERATURE

1.2 Key Ideas and Details

Students

1.2.1 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.11-12.1) • Evaluate and select the information presented, in terms of

completeness, relevance, and validity. R–12–5.2 (state assessment grade 11)

• Organize, analyze, and interpret the information R–12–5.3






Textbook Grade 11


Grade 12



Core Books Lexile rates 1215–1355

REQUIRED

COMMON




• Guiding Questions • Common Prompts







(state assessment grade 11) Grade 11

o How does the final chapter of The Red Badge of Courage illustrate Henry’s journey from innocence to experience?

Grade 12

o How are the characteristics of Anglo-Saxon values reflected in Beowulf, “The Wife’s Lament,” “The Wanderer,” and “The Seafarer”?

1.2.2 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.11-12.2)

• Identify and evaluate potential sources of information. R–

12–5.1 (state assessment grade 11) • Explain how the narrator’s point of view, or author’s style,

or tone is evident and affects the reader’s interpretation or is supported throughout the text(s). R–12–5.4 (state assessment grade 11)

• Explain how the author’s purpose (e.g., to entertain, inform,

or persuade), message or theme (which may include universal themes) is supported within the text(s). R–12–5.5 (state assessment grade 11)

• Paraphrase or summarize key ideas/plot, with major events

sequenced, as appropriate to text. R–12–4.2 (state assessment grade 11) Grade 11

o What does Thoreau say about the power of nature and the effect of society in Walden?








chart)


Employs best practice reading strategies • read aloud • think aloud • shared reading • guided reading • self-selected reading




SUGGESTED - GRADE 11






God, Hurston



• Beowulf, Avon • Macbeth, Shakespeare • The Canterbury Tales, Chaucer SUGGESTED - GRADE 12


Knight • Hard Times, Dickens • Jane Eyre, Charlotte Brontë • Pride and Prejudice, Austen • Sense and Sensibility, Austin

• Narrative • Arguments • Informational • Responding to


SUGGESTED

FORMATIVE and

SUMMATIVE






communication


• Arguments • Informational • Narrative







Grade 12

o Discuss the nature of satire in A Modest Proposal/ Gulliver’s Travels.

o Discuss characteristics of a Medieval romance and chivalry (e.g. from Sir Gawain and the Green Knight, from Morte d’Arthur).

1.2.3 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). (RL.11-12.3) • Identify, describe, or make logical predictions about

character (such as protagonist or antagonist), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, relationships, or setting over time; or identifying rising action, climax, or falling action. R–12–4.1 (state assessment grade 11)

• Examine characterization (e.g., stereotype, antagonist,

protagonist), motivation, or interactions (including relationships), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time. R–12–5.2 (state assessment grade 11) Grade 11

o How does Crane show Henry Fleming to be insecure?

Grade 12 o How does Shakespeare develop the tragic hero

throughout Macbeth?

Facilitates • literature circles • readers’ theater

• The Metamorphosis, Kafka • Wuthering Heights, Emily

Brontë

Supplementary




• Formative Assessment and Standards-Based Grading,, Classroom Strategies That Work, Marzano


• Literature Circles, Daniels • Mosaic of Thought, Keene,

Zimmerman • Rhode Island PreK-12 Literacy

Policy • Strategies that Work, Non

Fiction Matters, Harvey

Technology • Computers • LCD projectors • Smartboards • www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov

• Research • Responding to








1. READING –

LITERATURE

1.3 Craft and Structure

Students

1.3.1 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.11-12.4) • Select appropriate words or explaining the use of words in

context, including connotation or denotation, shades of meanings of words/nuances, or idioms; or use of content-specific vocabulary, words with multiple meanings, precise language, or technical vocabulary. R-12-3.2 (state assessment grade 11)

• Identify literary devices as appropriate to genre (e.g.,

similes, metaphors, alliteration, rhyme scheme, onomatopoeia, imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, allusion, diction, syntax, bias, or point of view). R-12- 4-5

• Examine author’s style or use of literary devices to convey

theme. R-12-6.1b Grade 11

o How does Crane use repetition to convey theme in “War is Kind”?

Grade 12 o What were the unique characteristics of the

Anglo-Saxon and medieval periods? � Assessments � The Beowulf” bragging rights” poem

(alliteration, assonance, kenning, caesura) � Macbeth (imagery, foreshadowing)

1.3.2 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













chart)

Employs best practice reading strategies

Textbook Grade 11


Grade 12












God, Hurston



• Beowulf, Avon • Macbeth, Shakespeare

R REQUIRED

COMMON






SUGGESTED

FORMATIVE and

SUMMATIVE










resolution). (RL.11-12.5) • Identify literary devices from literary selections as

appropriate to genre: R–12–4.5 o similes o metaphors o alliteration o rhyme scheme o onomatopoeia o imagery o repetition o flashback o foreshadowing o personification o hyperbole o symbolism o allusion o diction o syntax o bias o point of view.

• Demonstrate knowledge of author’s style or use of literary

elements and devices from literary selections: o simile o metaphor o point of view o imagery o repetition o flashback o foreshadowing o personification o hyperbole o symbolism o analogy o allusion o diction o syntax o genre

• read aloud • think aloud • shared reading • guided reading • self-selected reading Models readers’/writers’ workshop


• The Canterbury Tales, Chaucer SUGGESTED - GRADE 12



Brontë

Supplementary










Technology • Computers • LCD projectors • Smartboards • www.commoncore.org/maps



communication










o bias o use of punctuation to analyze literary works. R-12-6.1a (state assessment grade 11)

1.3.3 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.11-12.6) • Explain how the narrator’s point of view, or author’s style,

or tone is evident and affects the reader’s interpretation or is supported throughout the text(s). R–12–5.4 (state assessment grade 11)

• Explain how the author’s purpose (e.g., to entertain, inform or persuade), message or theme (which may include universal themes) is supported within the text(s). R–12–5.5 (state assessment grade 11) Grade 11

o The Catcher in the Rye

Grade 12 o Swift’s “A Modest Proposal”; from Gulliver’s

Travels (satire) � How does swift use satire and irony to

ridicule human vices and follies?

• www.corestandards.org • www.ride.ri.gov

1. READING –

LITERATURE

1.4 Integration of Knowledge and Ideas

Students

1.4.1 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). (RL.11-12.7) • Compare stories or other texts to related personal

experience, prior knowledge, or to other books. R–12–16.1

• Provide relevant details to support the connections made or






features (e.g. transition words,

Textbook Grade 11


Grade 12




REQUIRED

COMMON




• Guiding Questions • Common Prompts • Narrative







judgments (interpretive, analytical, evaluative, or reflective). R–12–16.2 Grade 11

o How does A Raisin in the Sun compare/contrast Crevecoeuř’s vision of the American dream?

Grade 12

o What are the text-to-text connections among � Anglo-Saxon historical and cultural

characteristics present in in “The Seafarer,” “The Wanderer,” “The Wife’s Lament,” and Beowulf?

1.4.2 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. (RL.11-12.9) • Compare stories or other texts to related personal

experience, prior knowledge, or to other books. R–12–16.1

• Provide relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective). R–12–16.2 Grade 11 e.g.

o Human Nature: Transcendentalist vs. Anti- transcendentalist

subheadings, bold/italics) • using text structure (clues, e.g.

chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical sequential)






chart)


Employs best practice reading strategies • read aloud • think aloud • shared reading • guided reading • self-selected reading Facilitates









God, Hurston





Knight • Hard Times, Dickens • Jane Eyre, Charlotte Brontë • Pride and Prejudice, Austen • Sense and Sensibility, Austin • The Metamorphosis, Kafka

• Arguments • Informational • Responding to


SUGGESTED

FORMATIVE and

SUMMATIVE






communication


• Arguments • Informational • Narrative • Research







• literature circles • readers’ theater

• Wuthering Heights, Emily Brontë

Supplementary











• Responding to literary and informational text

1. READING –

LITERATURE

1.5 Range of Reading and Level of Text Complexity

Students

1.5.1 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 (Lexile rates 1215–1355) independently and proficiently. (RL.11-12.10)

• Participate in in-depth discussions about text, ideas, and

student writing by offering comments and supporting





to-text, and text-to-world)

Textbook Grade 11


Grade 12



Core Books

REQUIRED

COMMON










evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others. R–12- 17.2

• Read with frequency, including in-school, out-of-school, and

summer reading. R–12–14.1

• Read from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors e.g., literary texts, e.g. R–12–14.2

• Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, epics, novels, dramatic presentations, comedies, tragedies, satires, parodies, memoirs, epistles, etc.

• Read multiple texts for depth of understanding an author, subject, theme, or genre. R–12–14.3

Grade 11 o “The Open Boat” o “War is Kind” o The Red Badge of Courage

Grade 12

o “The Wife’s Lament” o “The Wanderer” o “The Seafarer” o Beowulf

• taking notes • locating, using and analyzing text








chart)


Employs best practice reading strategies • read aloud • think aloud • shared reading • guided reading

Lexile rates 1215–1355 LITERATURE - GRADE 11









God, Hurston





Knight • Hard Times, Dickens



SUGGESTED

FORMATIVE and

SUMMATIVE






communication


• Arguments







• self-selected reading Facilitates • literature circles • readers’ theater

• Jane Eyre, Charlotte Brontë • Pride and Prejudice, Austen • Sense and Sensibility, Austin • The Metamorphosis, Kafka • Wuthering Heights, Emily

Brontë

Supplementary











• Informational • Narrative • Research • Responding to


1. READING –

INFORMA-

TIONAL TEXT

1.6 Key Ideas and Details

Students

1.6.1 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



inferential questions

Textbook Grade 11


Grade 12


• Literature: The British

REQUIRED

COMMON



o How did English







uncertain. (RI.11-12.1) • Draw inferences about text, including author’s purpose (e.g.,

to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant. R–12–8.3

• Make inferences about causes and effects. R–12- 8.5

Grade 11

o primary sources from Civil War o primary sources from Puritan New England

Grade 12 o historical background information on the Anglo-

Saxon period o from A History of the English Church and People o from The Anglo Saxon Chronicles

1.6.2 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.11-12.2) • Use information from the text to

o answer questions, perform specific tasks, or solve problems

o state the main/central ideas o provide supporting details o explain visual components supporting the text o interpret maps, charts, timelines, tables, or

diagrams. R–12–7.2 • Organize information to show understanding or

relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting (including flowcharts), mapping, paraphrasing, summarizing, comparing/contrasting, outlining,

• constructing sensory images (making pictures in one’s mind)

• making connections (text-to-self, text- to-text, and text-to-world)

• taking notes • locating, using and analyzing text








chart)



Tradition, Prentice Hall

Core Books Lexile rates 1215–1355 INFORMATIONAL - GRADE 11 • “A Time of Gifts” • “Birth of the Blues’ • “Gettysburg Address” • “Left for Dead” • “The Most Remarkable Woman









God, Hurston

INFORMATIONAL - GRADE 12




historical writers reveal their shared beliefs through their writing?



SUGGESTED

FORMATIVE and

SUMMATIVE






communication







or connecting information with related ideas). R–12-7.3 Grade 11

o Emerson as a philosopher and teacher and Thoreau as a student and practitioner

Grade 12

o Compare and contrast the exaggeration, humor, and moral drama in “Condition of Ireland” and “Progress in Personal Comfort”

1.6.3 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. (RI.11-12.3) • Synthesize and evaluate information within or across

text(s): o constructing appropriate titles o formulating assertions or controlling ideas. R–12–

8.2 Grade 11

o Roaring Twenties and The Great Gatsby

Grade 12 o Evolution of medicine and the effect on

Frankenstein

• read aloud • think aloud • shared reading • guided reading • self-selected reading Facilitates • literature circles • readers’ theater





Brontë

Supplementary










Technology • Computers










• LCD projectors • Smartboards • www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov

1. READING –

INFORMA-

TIONAL TEXT

1.7 Craft and structure

Students

1.7.1 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.11-12.4) • Select appropriate words or explaining the use of words in

context, including connotation or denotation, shades of meanings of words/nuances, or idioms; or use of content-specific vocabulary, words with multiple meanings, precise language, or technical vocabulary R–12–3.2

• Use strategies to unlock meaning, e.g., knowledge of word

structure, including: o prefixes/suffixes, common roots, or word origins o context clues o resources including dictionaries, glossaries, or

thesauruses to determine definition, pronunciation, etymology, or usage of words

o prior knowledge. R–12–2.1a Grade 11

o How does Martin Luther King Jr. define just and unjust laws in “Letter from Birmingham Jail”?

Grade 12

o Common formative assessment: “The Battle with Grendel”

1.7.2 Analyze and evaluate the effectiveness of the structure an











diagrams, comparison charts), • organizers (word web, concept map), • evaluation organizers (charts, scales),

Textbook Grade 11


Grade 12










Crane

REQUIRED

COMMON






SUGGESTED

FORMATIVE and

SUMMATIVE


assessments e.g. role- playing – bodily kinesthetic, graphic organizing – visual,







author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (RI.11-12.5) • Critique author’s use of strategies to achieve intended

purpose or message (e.g., to inform, explain, entertain, persuade. e.g. R–12–8.4

o e.g. Critique public documents: analysis of using anecdotes, addressing counterclaims, appealing to audience, using emotionally laden language.

o e.g. Critique functional documents: may include visual appeal, logical sequences, awareness of possible reader misunderstanding.

Grade 11 o “Common Sense,” Paine

Grade 12 o The Diary, Pepys o from A Journal of the Plague Year, Defoe.

1.7.3 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. (RI.11-12.6) • Synthesize and evaluate information within or across

text(s) e.g. o constructing appropriate titles o formulating assertions or controlling ideas R–12–8.2

• Draw inferences about text, including author’s purpose.

o inform, explain, entertain, persuade) or message o explain how purpose may affect the interpretation

of the text o use supporting evidence to form or evaluate

opinions/judgments and assertions about central ideas that are relevant. R–12–8.3

• Critique author’s use of strategies to achieve intended

purpose or message.

• categorize/classify organizers (categories, tree)

• relational organizers (fish bone, pie chart)



• The Scarlet Letter, Hawthorne • The Slave Narrative of


God, Hurston









Brontë

Supplementary




• Formative Assessment and

collaboration- interpersonal




communication










o inform o explain o entertain o persuade. R–12–8.4

Grade 11 o Walden

Grade 12

o Samuel Johnson’s Dictionary of the English Language

o “Condition of Ireland” o Angela’s Ashes, McCourt o “Progress in Personal Comfort”

Standards-Based Grading,, Classroom Strategies That Work, Marzano







1 READING –

INFORMA-TIONAL

TEXT

1.8 Integration of Knowledge and Ideas

Students

1.8.1 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. (RI.11-12.7) • Identify the characteristics of a variety of types of text:

o Reference: public documents [drivers’ manuals] and discourse, essays [including literary criticisms], articles, technical manuals, editorials/commentaries, primary source documents, periodicals, job-related materials, speeches, on-line reading, documentaries

o Practical/functional: procedures/instructions, announcements, invitations, advertisements, pamphlets, schedules, memos, applications, catalogues, etc. R–12–7.5

• Explain connections among ideas across multiple texts. R–









Facilitates comprehension strategies • making connections • questioning

Textbook Grade 11


Grade 12






Acceptance Speech

REQUIRED

COMMON






SUGGESTED

FORMATIVE and

SUMMATIVE







12–8.1 • Synthesize and evaluate information within or across

text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas). R–12–8.2

• Draw inferences about text, including author’s purpose (e.g.,

to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant. R–12–8.3

• Identify and evaluate potential sources of information.

R–12–15.1 • Evaluate and select the information presented, in terms of

completeness, relevance, and validity. R–12–15.2 • Organize, analyze, and interpret the information. R–12–15.3

Grade 11 o Study of Gee’s Bend – the Rothstein image of

Artelia Bendolph compare to newspaper article o How does Stephen Jay Gould’s, “A Time of Gifts”

compare/contrast with Twain’s “The Lowest Animal”?

Grade 12

o Harold Bloom’s Literary Criticism

1.8.2 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 majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (RI.11-12.8) • Critique author’s use of strategies to achieve intended

purpose or message.

• visualizing • inferring • determining importance • synthesizing information • self-monitoring or fix-up • predicting • summarizing Models the use of graphic organizers: • sequence organizers cause and effect




chart)









God, Hurston








Knight • Hard Times, Dickens • Jane Eyre, Charlotte Brontë • Pride and Prejudice, Austen • Sense and Sensibility, Austin






communication










o inform o explain o entertain o persuade. R–12–8.4

• Evaluate the clarity and accuracy of information (e.g.

consistency, effectiveness of organizational pattern, or logic of arguments) R–12–8.6

• Draw conclusions/judgments and supporting them with

evidence R–12–15.4 Grade 11

o What arguments are put forth in the Declaration of Independence?

o Lincoln’s speeches from the Civil War o What are…

1.8.3 Analyze seventeenth-, eighteenth-, and nineteenth-century

foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. (RI.11-12.9) • Synthesize and evaluate information within or across

text(s): o constructing appropriate titles o formulating assertions or controlling ideas. R–12–8.2

• Evaluate and select the information presented, in terms of

completeness, relevance, and validity. R–12–15.2 • Organize, analyze, and interpret the information. R–12–

15.3 • Draw conclusions/judgments and supporting them with

evidence. R–12–15.4

• The Metamorphosis, Kafka • Wuthering Heights, Emily

Brontë

Supplementary

















Grade 11 o Find at least five details in the Declaration of

Independence that use loaded words to cite factual support.

o What emotions are revealed in the use of charged language?

1. READING –

INFORMA-

TIONAL TEXT

1.9 Range of Reading Level of Text Complexity

Students

1.9.1 By the end of grade 11, read and comprehend literary nonfiction in the Grades 11–CCR text complexity band (Lexile rates 1215–1355) proficiently, with scaffolding as needed at the high end of the range. (RI.11-12.10) • Self-select reading materials in line with reading ability and

personal interests. R–12–17.1

• Participate in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others. R–12- 17.2



• Read from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary, informational, and practical/functional texts). R–12–14.2

o Reference materials: Reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, legal documents (i.e, Supreme Court case decisions, lease agreements), public documents (drivers’ manuals) and discourse, essays (including literary criticisms), articles, technical manuals,











Textbook Grade 11


Grade 12









REQUIRED

COMMON






SUGGESTED

FORMATIVE and

SUMMATIVE


assessments e.g. role-







editorials/commentaries, primary source documents, periodicals, job-related materials, speeches, on-line reading, documentaries, etc.

o Practical/functional texts: Procedures/ instructions, announcements, invitations, advertisements, pamphlets, schedules, memos, applications, catalogues, etc.

Grade 11 o 5-3-1 or Go-chart graphic organizer for the “Most

Remarkable Woman of this Age” newspaper article. (pp. 418-20)

Grade 12

o Compare current plagues to from A Journal of the Plague Year”

1.9.2 By the end of grade 12, read and comprehend literary nonfiction

at the high end of the grades 11–CCR text complexity band (Lexile rates 1215–1355) independently and proficiently. (RI.11-12.10) • Participate in in-depth discussions about text, ideas, and

student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others. R–12–17.2



• Read from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary, informational, and practical/functional texts). R–10–14.2 Grade 12

o 5-3-1 graphic organizer for The Diary, Pepys

• Read multiple texts for depth of understanding an author,



chart)






God, Hurston









Brontë

Supplementary



• Common Core State Standards for English Language Arts and Literacy in History/Social

playing – bodily kinesthetic, graphic organizing – visual, collaboration- interpersonal




communication










subject, theme, or genre. R–10–14.3

Studies, Science and Technical Subjects








2 WRITING 2.1 Text Types and

Purposes

Students

2.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.11-12.1)

• Introduce precise claim(s), distinguish the claim(s) from

alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. (W.11-12.1a) o Use a text structure appropriate to focus/controlling

idea or thesis (e.g., purpose, audience, context). W–12–6.1 (state assessment grade 11) � e.g. of text structures: sequence (in procedures),

chronology, proposition/support, compare/contrast, problem/solution, cause/effect, investigation, deductive/inductive reasoning.









Textbook Grade 11


Grade 12






INFORMATIONAL

Grade 11

REQUIRED

COMMON












o Select appropriate and relevant information (excluding

extraneous details) to set context. W–12–6.2 (state assessment grade 11)

o Establish a topic. W–12–7.1 (state assessment grade

11)

o State and maintain a focus/controlling idea/thesis. W–12–7.2 (state assessment grade 11)

• Develop claim(s) and counterclaims fairly, supplying

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. (W.11-12.1b) o Include sufficient details or facts for appropriate

depth of information: � naming � describing � explaining � comparing � contrasting � using visual images to support intended purpose. W–12– 8.2 (state assessment grade 11)

o Address readers’ concerns (anticipating and addressing

potential problems, mistakes, or misunderstandings that might arise for the audience). W–12–8.3 (state assessment grade 11)

o Comment on the significance of the information (in

reports, throughout the piece; in procedural or persuasive writing, as appropriate. W–12–8.4 (state assessment grade 11)





chart)



• “A Time of Gifts” • “Birth of the Blues’ • “Gettysburg Address” • “Left for Dead” • “The Most Remarkable Woman









God, Hurston







SUGGESTED

FORMATIVE and

SUMMATIVE






communication

• Tests and quizzes

• Writing • Arguments • Informational • Narrative • Research • Responding to








• 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. (W.11-12.1c) o Use transitional words or phrases appropriate to text

structure to enhance ideas. W–12–6.3 (state assessment grade 11)

• Establish and maintain a formal style and objective tone

while attending to the norms and conventions of the discipline in which they are writing. (W.11-12.1d) o Select and use formal, informal, literary, or technical

language appropriate to audience and context. W–12–7.3 (state assessment grade 11)

o Establish an authoritative voice. W–12–7.4 (state assessment grade 11)

• Provide a concluding statement or section that follows from

and supports the argument presented. (W.11-12.e) o Draw a conclusion by synthesizing information. W–12–

6.4a (state assessment grade 11)

o List and cite sources using standard format. W–12–6.5 (state assessment grade 11)

o Synthesize information from multiple sources to draw

conclusions beyond those found in any single source. W–12–6.4b (state assessment grade 11)

Grade 11

o Was Gatsby great? (The Great Gatsby) Grade 12

o How is evil/regret a catalyst for change? (Macbeth)

o Does a modest proposal have any relevance to a





Brontë

Supplementary










Technology • Computers







contemporary problem?

2.1.2 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. (W.11-12.2)

• 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. (W.11-12.2a) o Establish a topic. W–12–7.1 (state assessment grade

11)

• 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. (W.11-12.2b) o Select appropriate and relevant information (excluding

extraneous details) to set contex.t W–12–6.2 (state assessment grade 11)

o Synthesize information from multiple sources to draw

conclusions beyond those found in any single source. W–12–6.4b

o State and maintain a focus/controlling idea/thesis.

W–12–7.2 (state assessment grade 11) o Include facts and details relevant to focus/controlling

idea or thesis, and excluding extraneous information. W–12–8.1 (state assessment grade 11)

o Include sufficient details or facts for appropriate

depth of information: naming, describing, explaining, comparing, contrasting, or using visual images to

• LCD projectors • Smartboards • www.commoncore.org/maps • www.corestandards.org • www.ride.ri.gov







support intended purpose. W–12– 8.2 (state assessment grade 11)

• Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (W.11-12.2c) o Use transitional words or phrases appropriate to text

structure to enhance ideas. W–12–6.3 (state assessment grade 11)

• Use precise language, domain-specific vocabulary, and

techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (W.11-12.2d) o Use precise and descriptive language that clarifies and

supports intent and enhances meaning. W-12-7.5 (state assessment grade 11)

• Establish and maintain a formal style and objective tone

while attending to the norms and conventions of the discipline in which they are writing. (W.11-12.2e) o Select and use formal, informal, literary, or technical


o Establish an authoritative voice. (state assessment

grade 11) W–12–7.4

• 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). (W.11-12.2f) o Draw a conclusion by synthesizing information. W–12–

6.4a (state assessment grade 11)

o Comment on the significance of the information (in reports, throughout the piece; in procedural or







persuasive writing, as appropriate). W–12–8.4 (state assessment grade 11)

Grade 11

o I – search paper o How can schools improve student performance on

tests?

Grade 12 o Macbeth research paper

2.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences. (W.11-12.3)

• 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. (W.11-12.3a) o Establish and maintain theme. W–12–4.5 (state

assessment grade 11)

o Maintain a focus. W–12–5.5 (state assessment grade 11)

• Use narrative techniques, such as dialogue, pacing,

description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (W.11-12.3b) o Create a clear and coherent, logically consistent

structure. W–12–4.1

o Establish context, character motivation, problem/ conflict/ challenge, and resolution, significance of setting, and maintaining point of view. W–12–4.2

o Use a variety of effective transitional devices (e.g.,







ellipses; time transitions: such as flashback or foreshadowing; white space; or words/phrases) to enhance meaning. W–12–4.3

o Use a variety of effective literary devices (e.g.

flashback or foreshadowing, figurative language imagery) to enhance meaning. W–12–4.4

o Use dialogue to advance plot/story line. W–12–5.2

o Develop characters through description, dialogue,

actions (including gestures, expressions), and relationships with other characters, when appropriate. W–12–5.3

• 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 solution). (W.11-12.3c) o Use a variety of effective transitional devices:

� ellipses � time transitions such as flashback or

foreshadowing � white space � words/phrases or

to enhance meaning, W–12–4.3

o Use a variety of effective literary devices (i.e., flashback or foreshadowing, figurative language imagery) to enhance meaning. W–12–4.4

o Control the pace of the story. W–12–5.7

• Use precise words and phrases, telling details, and sensory

language to convey a vivid picture of the experiences, events, setting, and/or characters. (W.11-12.3d) o Create images, using relevant and descriptive details







and sensory language to advance the plot/storyline. W–12–5.1

o Use voice appropriate to purpose. W–12–5.4 o Select and elaborate on important ideas and exclude

extraneous details. W–12–5.6 • Provide a conclusion that follows from and reflects on what

is experienced, observed, or resolved over the course of the narrative. (W.11-12.3e) o Provide a sense of closure. W–12–4.6

Grade 11

o Tell the story of a time that you went from innocence to experience

Grade 12

o Write a sequel to Beowulf. o Assume a character and write own Canterbury

Tale.

2 WRITING

2.2 Production and Distribution

Students

2.2.1 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.). (W.11-12.4)

2.2.2 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. (W.11-12.5)

2.2.3 Use the writing process (GSEs)







• using text structure (clues, e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification,

Textbook Grade 11


Grade 12






REQUIRED

COMMON





informational text • NWEA Tests







• Prewriting o Establish a purpose and central/controlling idea or

focus. o Generate ideas – mapping, webbing, note-taking,

interviewing, researching, etc. o Organize ideas – consider other models of good

writing, appropriate text structures to match purpose, various ways to organize information, etc.

• Drafting o Write draft(s) for an intended audience o Develop topic, elaborate, explore sentence variety

and language use. • Revising (Content/Ideas)

o Reflect, add, delete, define/redefine content by self, teacher, peer.

o Consider voice, tone, style, intended audience, coherence, transitions, pacing.

o Compare with rubric criteria and benchmark papers/models.

• Editing (Conventions and Mechanics) o Check for correctness with self, teacher, peer. o Compare with rubric criteria and benchmark

papers/models. o Use resources to support editing. o Read aloud with self, teacher, peer.

• Publishing • Share final draft with intended audience – orally,

in print, electronically, etc.

2.2.4 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. (W.11-12.5)

Grade 11 o I-Search paper o The American Experience o Red Badge of Courage, quote and photo

logical sequential) • using metacognition strategies for

understanding text Facilitates comprehension strategies • making connections • questioning • visualizing • inferring • determining importance • synthesizing information • self-monitoring or fix-up • predicting • summarizing Models the use of graphic organizers: • sequence organizers cause and effect




chart)



INFORMATIONAL










God, Hurston





Church and People, Bede

• MID-TERM EXAM • FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE






communication










Grade 12

o Macbeth, voicethread.com

• from A Journal of the Plague Year, Defoe

• from The Anglo Saxon Chronicle

• from The Diary, Pepys • Progress in Personal Comfort,




Brontë

Supplementary

















2 WRITING

2.3 Research to Build and Present Knowledge

Students

2.3. 1 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. (W.11-12.7)

• Establish a topic. W–12–7.1 (state assessment grade 11) • State and maintain a focus/controlling idea/thesis. W–12–

7.2 (state assessment grade 11) • Select and use formal, informal, literary, or technical


• Establish an authoritative voice. W–12–7.4 (state

assessment grade 11) • Use precise and descriptive language that clarifies and

supports intent and enhances meaning. W-12-7.5 (state assessment grade 11)

• Use a text structure appropriate to focus/controlling idea

or thesis (e.g., purpose, audience, context). W–12–6.1 (state assessment grade 11)

• Select appropriate and relevant information (excluding

extraneous details) to set context W–12-6.2 (state assessment grade 11)










(chains, cycle), • concept development (mind map),

Textbook Grade 11


Grade 12






INFORMATIONAL





• A Farewell to Arms, Hemingway • A Separate Peace, Knowles • Death of a Salesman, Miller

REQUIRED

COMMON






SUGGESTED

FORMATIVE and

SUMMATIVE








• Synthesize information from multiple sources to draw

conclusions beyond those found in any single source. W–12–6.4b

• List and cite sources using standard format. W–12–6.5 • Include facts and details relevant to focus/controlling idea

or thesis, and excluding extraneous information. W–12–8.1 (state assessment grade 11)

• Include sufficient details or facts for appropriate depth of

information: naming, describing, explaining, comparing, contrasting, or using visual images to support intended purpose. W–12– 8.2 (state assessment grade 11)

2.3.2 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. (W.11-12.8) Grade 11

o I-search paper Grade 12

o Macbeth theme paper 2.3.3 Draw evidence from literary or informational texts to support

analysis, reflection, and research. (W.11-12.9) • 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”). (W.11-12.9a)

• compare/contrast organizers (Venn diagrams, comparison charts),

• organizers (word web, concept map), • evaluation organizers (charts, scales), • categorize/classify organizers


chart)



• Heart of Darkness, Conrad • Moby Dick, Melville • My Ántonia, Cather • Native Son, Wright • O Pioneers! Cather • The Color Purple, Walker • The Grapes of Wrath,





God, Hurston















communication










Grade 11 o “Lowest Animal” and “A Time of Gifts,” comparing

human nature o “Winter Dreams” and The Great Gatsby

Grade 12

o “The Wife’s Lament,” “The Wanderer,” and “The Seafarer,” comparing Anglo Saxon cultural values using a graphic organizer


Brontë

Supplementary

















2 WRITING 2.4 Range of Writing

Students 2.4.1 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. (W.11-12.10) • Write with frequency, including in-school, out-of-school,

and during the summer. W–12–11.1 • Share thoughts, observations, or impressions. W–12–11.2 • Generate topics for writing (e.g. journal writing, free

writes, poetry, quick writes, scientific observations, learning logs, readers’/writers’ notebook, letters and personal notes, reading response journals, sketch journals/cartooning, songs, lyrics, reflective writing, short plays). W–12–11.3

• Write in a variety of genres. W–12–11.4 Grades 11 and 12

o One Book, One School Summer Reading/Writing o Independent reading/writing

Grades 12

o College essay o Resume o One Book, One School Summer Reading/Writing o Independent reading/writing













chart)


Textbook Grade 11


Grade 12






INFORMATIONAL








REQUIRED

COMMON




• Guiding Questions • Common Prompts • Narrative • Persuasive • Informational • Responding to


SUGGESTED

FORMATIVE and

SUMMATIVE










• read aloud • think aloud • shared reading • guided reading • self-selected reading Models readers’/writers’ workshop




God, Hurston











Brontë

Supplementary




communication


• Arguments • Informational • Narrative • Responding to

















1. SPEAKING and

LISTENING

3.1 Comprehension

and Collaboration

Students

3.1.1 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.

(SL.11-12.1) • 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. (SL.11-12.1a)

• Follow verbal instructions to perform specific tasks, to

answer questions, or to solve problems. OC–12–1.1

Models the use of graphic organizers: • sequence organizers (chains, cycle), • concept development (mind map), • compare/contrast organizers (Venn



chart)

Employs ELA best practices e.g. • balanced literacy • literature circles • think/read/write aloud • conferencing • readers theater

Textbook Grade 11


Grade 12






REQUIRED

COMMON












• Summarize, paraphrase, question, or contribute to

information presented to advance understanding. OC–12–1.2

• Identify the thesis of a presentation, determining the

essential elements of elaboration, and interpreting or evaluating the message. OC–12–1.3

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (SL.11-12.1b)

• Participate in large and small group discussions showing

respect for individual ideas. OC–12–1.4 • Reach consensus to solve a problem, make a decision, or

achieve a goal. OC–12–1.5

• 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. (SL.11-12.1c)

• Effectively respond to audience questions and feedback.

OC–12–2.4 • Respond thoughtfully to diverse perspectives; synthesize

comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (SL.11-12.1d)

3.1.2 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

INFORMATIONAL










God, Hurston







SUGGESTED

FORMATIVE and

SUMMATIVE






communication










discrepancies among the data. (SL.11-12.2)

• Use tools of technology to enhance message. OC–12–2.6

3.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance and premises of links among

ideas, word choice, points of emphasis, and tone used. (SL.11-12.3) • Identify the thesis of a presentation, determining the

essential elements of elaboration, and interpreting or evaluating the message. OC–12–1.3







Brontë

Supplementary

















3 SPEAKING AND

LISTENING

3.2 Presentation of Knowledge and Ideas

Students

3.2.1 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 or formal and informal tasks. (SL.11-12.4)

• Exhibit logical organization and language use, appropriate to audience, context, and purpose. OC–12–2.1

• Maintain a consistent focus. OC–12–2.2 • Include smooth transitions, supporting thesis with well-

chosen details, and providing a coherent conclusion. OC–12–2.3

Grade 11 o Capstone Power Point™ Presentation

Grade 12

o Canterbury Tales Presentation

3.2.3 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. (SL.11-12.5)

• Use tools of technology to enhance message. OC–12–2.6 Grade 11




chart)


Textbook Grade 11


Grade 12






INFORMATIONAL





• A Farewell to Arms, Hemingway • A Separate Peace, Knowles • Death of a Salesman, Miller • Heart of Darkness, Conrad

REQUIRED

COMMON






SUGGESTED

FORMATIVE and

SUMMATIVE








o Capstone Power Point™ Presentation Grade 12

o Voice thread for Macbeth o Movie maker for Macbeth and Beowulf

3.2.4 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

(SL.11-12.6) • Use a variety of strategies of address (e.g., eye contact,

speaking rate, volume, articulation, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture) to communicate ideas effectively. OC–12–2.5

• Moby Dick, Melville • My Ántonia, Cather • Native Son, Wright • O Pioneers! Cather • The Color Purple, Walker • The Grapes of Wrath,





God, Hurston










Knight • Hard Times, Dickens • Jane Eyre, Charlotte Brontë





communication










• Pride and Prejudice, Austen • Sense and Sensibility, Austin • The Metamorphosis, Kafka • Wuthering Heights, Emily

Brontë

Supplementary

















4 LANGUAGE

4.1 Conventions of Standard English

Students 4.1.1 Apply and effectively use background knowledge of

• nouns • verbs • adverbs • adjectives • pronouns • subject-verb agreement (5) • irregular plurals (6) • sentence fragments and run-ons (6) • clear pronoun referent (7) • subject-verb agreement (7) • consistency of verb tense (7) • irregular forms of verbs and nouns (7) • phrases and clauses (7) • compound and complex sentences (7) • misplaced and dangling modifiers (7) • verbals (gerunds, participles, infinitives) (8) • verbs in the active and passive voice (8) • verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood (8) • use parallel structure (9) • phrases (9) • types of clauses (9)

4.1.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.11-12.1)

• Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. (L.11-12.1a)

• 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. (L.11-12.1b)




chart)


Textbook Grade 11


Grade 12






INFORMATIONAL








REQUIRED

COMMON






SUGGESTED

FORMATIVE and

SUMMATIVE










4.1.3 Apply and effectively use background knowledge of: • comma, apostrophes, quotation marks (grades 5 & 6) • consonant doubling • consonant patterns • units of meaning – common roots • base words, pre/suffixes • colons, semicolons (7) • comma to separate coordinating adjectives (7) • ellipsis to indicate an omission (8) • semicolons and a conjunctive adverbs (9) • colon to introduce a list or quotation (9) • correct spelling (9)

4.1.4 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.11-12.2)

• Observe hyphenation conventions (L.11-12.2a) • Spell correctly (L.11-12.2b)



God, Hurston











Brontë

Supplementary




communication



















4 LANGUAGE

4.2 Knowledge of Language

Students

4.2.1 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. (L.11-12.3) • Vary syntax for effect, consulting references (e.g., Tufte’s

Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. (L.11-12.3a) o Peer editing, writing workshops




chart)


Textbook Grade 11


Grade 12






REQUIRED

COMMON












INFORMATIONAL










God, Hurston







SUGGESTED

FORMATIVE and

SUMMATIVE






communication
















Brontë

Supplementary

















4 LANGUAGE

4.3 Vocabulary Acquisition and Use

Students

4.3.1 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. (L.11-12.4) • 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. (L.11-12.4a)

• Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). (L.11-12.4b)

• 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, or its etymology. (L.11-12.4b)

• 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). (L.11-12.4d)

o Use strategies to unlock meaning (e.g., knowledge of

word structure, including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words; or prior knowledge). R–12–2.1a (state assessment grade 11)




chart)


Textbook Grade 11


Grade 12






INFORMATIONAL





• A Farewell to Arms, Hemingway • A Separate Peace, Knowles • Death of a Salesman, Miller

REQUIRED

COMMON






SUGGESTED

FORMATIVE and

SUMMATIVE








o Use strategies to unlock meaning including base words, general and specialized print or electronic resources to determine definition, pronunciation, etymology, or usage of words; or prior knowledge. R–12–2.1b

o Identify synonyms, antonyms, homonyms/homophones,

shades of meaning, analogies, idioms, or word origins, including words from dialects or other languages that have been adopted into standard English. R–12–3.1 (state assessment grade 11)

o Select appropriate words or explaining the use of

words in context, including connotation or denotation, shades of meanings of words/nuances, or idioms; or use of content-specific vocabulary, words with multiple meanings, precise language, or technical vocabulary. R–12–3.2 (state assessment grade 11)

4.3.2 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. (L.11-12.5) • Interpret figures of speech (e.g., hyperbole, paradox)in

context and analyze their role in the text. (L.11-12.5a) • Analyze nuances in the meaning of words with similar

denotations. (L.11-12.5b)

4.3.3 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. (L.11-12.6)

• Heart of Darkness, Conrad • Moby Dick, Melville • My Ántonia, Cather • Native Son, Wright • O Pioneers! Cather • The Color Purple, Walker • The Grapes of Wrath,





God, Hurston















communication











Brontë

Supplementary











Documents

ENGLISH LANGUAGE ARTS CURRICULUM GRADES 11 · PDF file• The Great Gatsby. Fitzgerald ... • The Sound and Fury, Faulkner ... ENGLISH LANGUAGE ARTS CURRICULUM GRADES 11-12