Grade 12 Term 1 - philasd.org · Including 1 Half Day Total Instructional Days: ... Courage and Destiny Study Sync Grade 12, Unit 1 Theme: ... Grade 12 Term 1 Theme: Society and Class

Grade 12

2017-2018 SY

Term 1 Term 2 Term 3 Term 4

Number of Days of Cycle

September 5, 2017 – November 13, 2017

November 14, 2017 – January 29, 2018

January 30, 2018 – April 9. 2018

April 10, 2018 – June 12, 2018

Total Teaching

Days

Total Instructional Days: 45 Including 1 Half Day

Total Instructional Days: 45 Including 3 Half Days * January Keystone Test administration may impact your total days of instruction.

Total Instructional Days: 46 Including 3 Half Days

Total Instructional Days: 46 Including * May Keystone Test administration may impact your total days of instruction.

Theme & Suggested Collections

Theme: Courage and Destiny Study Sync Grade 12, Unit 1

Theme: The Complexity of Feeling Study Sync Grade 12, Unit 2

Theme: A Search for Freedom and Justice Study Sync Grade 12, Unit 3

Theme: Society and the Individual Study Sync Grade 12, Unit 4

Performance Task and

Performance Assessment

Options

Close Reading (all texts) Informational/Explanatory Extended Writing Project Study Sync Grade 12, pgs. 72-99

Close Reading (all texts) Argumentative Extended Writing Project Study Sync Grade 12, pgs. 166-197

Close Reading (all texts) Argumentative Extended Writing Project Study Sync Grade 12, pgs. 285-315

Close Reading (all texts) Informative Extended Writing Project Study Sync Grade 12, pgs. 407-449

The School District of Philadelphia

Standards Mapping: Grade 12 Term 1 Theme: Society and Class

Unit Four: Emotional Currents

Assessments: The lessons attached to each reading selection include a variety of tasks for students to complete. Teachers may evaluate any or all tasks toward their assessments of student achievement. Please note that the end-of-unit test will assess the focus standards addressed throughout the unit. ELL Resources: The instructional path contains an Access Path, which provides targeted differentiation for English Learners. Students interact with course materials through Access Handouts, which provide differentiated activities for each proficiency level.

Emerging – Access 1 Intermediate – Access 2 Advanced – Access 3

Please note that the Philadelphia School District reports an ELL student’s English proficiency level via an access score/level. This level does not align with the Access Path, used by Study Sync Grade 12. Therefore, when selecting which Access Path to support ELL instruction, please evaluate students independently to meet their individual needs and engage in conversation with ESL teacher.

Struggling Learner Resources: The instructional path contains an Access Path, which provides targeted differentiated instruction for struggling learners. Students interact with course materials through Access Handout 4, which provide differentiated activities and support for struggling learners.

Suggested Number of Days

Texts PA Common Core Standards Addressed Eligible Content

Days 1-5

“The Rime of the Ancient Mariner”

Study Sync Grade 12, pgs. 320-340

Online Resource:

Blast: Emotional Currents Connected.mcgraw-

hill.com

Focus Skills: Tone

Rea

ding

Info

rmat

iona

l Tex

t

CC.1.2.11-12.A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.

L.N.1.1.1 L.N.1.3.2 L.N.2.3.3

CC.1.2.11-12.C. Analyze the interaction and development of a complex set of ideas, sequences of events, or specific individuals over the course of the text.

L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5

L.N.2.2.4.1 L.N.2.2.4.2 L.N.2.2.4.3

CC.1.2.11-12.E Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

L.N.1.1.3 L.N.2.3.4 L.N.2.4.1 L.N.2.4.2 L.N.2.4.3 L.N.2.4.4 L.N.2.4.5

CC.1.2.11-12.H Analyze seminal texts based upon reasoning, premises, purposes, and arguments.

L.N.2.5.4 L.N.2.5.6

CC.1.2.11-12.I Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.

CC.1.2.11-12.J 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.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

Wri

ting

CC.1.4.11-12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.

C.E.1.1.3 C.E.1.1.5

CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition

• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7

CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

Spea

king

and

Lis

teni

ng

CC.1.5.11-12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

CC.1.5.11-12.B Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CC.1.5.11-12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.

Suggested

Number of Days Texts PA Common Core Standards Addressed Eligible Content

Days 6-9

“Young Goodman

Brown” Study Sync Grade 12,

pgs. 341-354

Online Resource: Blast:

Melting Pot Connected.mcgraw-

hill.com

Focus Skills: Setting

R

eadi

ng L

itera

ture

CC.1.3.11-12.A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.

L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2

CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama

L.F.1.1.3 L.F.2.3.1 L.F.2.3.4

CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of strategies and tools

L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

CC. 1.3.11-12.J 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 the comprehension or expression.

L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

Wri

ting


C.E.1.1.3 C.E.1.1.5




C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7


C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

Suggested


Days 9-13

“The Masque of the

Red Death” Study Sync Grade 12,

pgs. 355-362


Fear Itself Connected.mcgraw-

hill.com

Focus Skills: Irony, Compare and

Contrast

Rea

ding

Lite

ratu

re


L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2


L.F.1.1.3 L.F.2.3.1 L.F.2.3.4


L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4


L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

Wri

ting


C.E.1.1.3 C.E.1.1.5




C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7


C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

Suggested


Days 14-16

“Pride and Prejudice” Study Sync Grade 12,

pgs. 363-368

Focus Skills: Character

Rea

ding

Lite

ratu

re


L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2


L.F.1.1.3 L.F.2.3.1 L.F.2.3.4


L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4


L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

Wri

ting


C.E.1.1.3 C.E.1.1.5




C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7

CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. *

C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

Suggested


Days 17 - 19

“Wuthering Heights” Study Sync Grade 12,

pgs. 369-376

Focus Skills: Theme

Rea

ding

Lite

ratu

re


L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2


L.F.1.1.3 L.F.2.3.1 L.F.2.3.4


L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4


L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

Wri

ting


C.E.1.1.3 C.E.1.1.5




C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7


C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

Suggested


Days 20 - 23

“The House of

Mirth” Study Sync Grade 12, R

eadi

ng

Lite

ratu

re


L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2

pgs. 377-382


I Don’t Connected.mcgraw-

hill.com

Focus Skills: Character


L.F.1.1.3 L.F.2.3.1 L.F.2.3.4


L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4


L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

Wri

ting


C.E.1.1.3 C.E.1.1.5




C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7


C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5



Days 24 - 26

“O Pioneers!”


Focus Skills:

Setting, Compare and Contrast

Rea

ding

Info

rmat

iona

l Tex

t Rea

ding

Lite

ratu

re


L.N.1.3.1 L.N.1.3.2 L.N.2.3.3


L.F.1.1.1 L.F.2.1.2 L.F.1.3.1 L.F.1.3.2

CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

L.F.1.1.3 L.F.2.3.1 L.F.2.3.4

CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of strategies and tools.

L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

CC.1.3.11-12.J 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 the comprehension or expression.

L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

Wri

ting

CC.1.4.11-12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to like the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.

C.E.1.1.3 C.E.1.1.5



• Establish and maintain a formal style and

C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6

objective tone while attending to the norms of the discipline in which they are writing.


C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary non-fiction.

CC.1.4.11-12.T 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 of audience.

Spea

king

and

Lis

teni

ng CC.1.5.11-12.A Initiate and participate effectively in a

range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


Suggested


Day 27 - 29

“Mrs. Dalloway”


Focus Skills:

Tone, Research and Note-taking R

eadi

ng L

itera

ture


L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2


L.F.1.1.3 L.F.2.3.1 L.F.2.3.4

Suggested Pacing for the Extended Writing

Project: Prewrite


L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4


L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

Wri

ting


C.E.1.1.3 C.E.1.1.5




C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7


C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

Suggested


Day 30 - 32

“The Star-Spangled

Banner” Study Sync Grade 12,

pgs. 393-396


What So Proudly We Hailed

Connected.mcgraw-hill.com

Focus Skills:

Author’s Purpose, Author’s Point of

View, Theme, Thesis Statement, Organize

Informational Writing, Audience and

Purpose, Supporting Details


Project: Prewrite

Rea

ding

Info

rmat

iona

l Tex

t


L.N.1.3.1 L.N.1.3.2 L.N.2.3.3

CC.1.2.11-12.C Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.

L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3


L.N.1.1.3 L.N.2.3.4 L.N.2.4.1 L.N.2.4.2 L.N.2.4.3 L.N.2.4.4 L.N.2.4.5


L.N.2.5.4 L.N.2.5.6

CC.1.2.11-12.J Acquire and use accurately general academic and domain-specific worlds 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.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

Wri

ting

CC.1.4.11-12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to like the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.

C.E.1.1.3 C.E.1.1.5




C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6


C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.

CC.1.4.11-12.T 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.

CC.1.5.11-12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


CC.1.5.11.12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are approaches to purpose, audience, and task.



Day 33 - 35

“Be Ye Men of Valor” Study Sync Grade 12,

pgs. 397-402


Reaching the Masses Connected.mcgraw-

hill.com

Focus Skills: Author’s Purpose and

Author’s Point of View, Introductions and Conclusions,

Body Paragraphs and Transitions


Project: Plan

Rea

ding

Info

rmat

iona

l Tex

t


L.N.1.1.1 L.N.1.3.2 L.N.2.3.3


L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5

L.N.2.2.4.1 L.N.2.2.4.2 L.N.2.2.4.3


L.N.1.1.3 L.N.2.3.4 L.N.2.4.1 L.N.2.4.2 L.N.2.4.3 L.N.2.4.4 L.N.2.4.5


L.N.2.5.4 L.N.2.5.6



L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

Wri

ting


C.E.1.1.3 C.E.1.1.5




C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7


C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

Spea

king

and

Lis

teni


range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively



Suggested


Days 36 - 40

“D-Day Prayer”


Online Resource:

Blast: That’s Entertainment

Blast: Audience, Purpose, and Style

Connected.mcgraw-hill.com

Focus Skills:

Textual Evidence, Author’s Purpose,

Point of View, Sources and Citations


Project: Draft, Revise

Rea

ding

Info

rmat

iona

l Tex

t


L.N.1.1.1 L.N.1.3.2 L.N.2.3.3


L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5

L.N.2.2.4.1 L.N.2.2.4.2 L.N.2.2.4.3


L.N.1.1.3 L.N.2.3.4 L.N.2.4.1 L.N.2.4.2 L.N.2.4.3 L.N.2.4.4 L.N.2.4.5


L.N.2.5.4 L.N.2.5.6



L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

Wri

ting


C.E.1.1.3 C.E.1.1.5




C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7


C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

Spea

king

and

Lis

teni


range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively



Suggested


Days 41- 45

Extended Writing

Project Study Sync Grade 12,

pgs. 408-449


Project: Revise, Edit,

Proofread, Publish

Study Sync Grade 12 Grade 12 Unit 4

Assessment (connected.mcgraw-

hill.com) Wri

ting

CC.1.4.11-12.B Write with a sharp, distinct focus identifying topic, task, and audience

C.E.1.1.1

CC.1.4.11-12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended

C.E.1.1.2

CC.1.4.11-12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to like the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension

C.E.1.1.3 C.E.1.1.5




• Establish and maintain a formal style.

C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7


C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction

CC.1.4.11-12.T 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

CC.1.4.11-12.W Gather relevant information form 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

CC.1.4.11-12.X Write routinely over extended timeframes (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

Sp

eaki

ng a

nd

Lis

teni

ng

CC.1.5.11.12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are approaches to purpose, audience, and task.

CC.1.5.11-12.G Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content.

Documents

Grade 12 Term 1 - philasd.org · Including 1 Half Day Total Instructional Days: ... Courage and Destiny Study Sync Grade 12, Unit 1 Theme: ... Grade 12 Term 1 Theme: Society and Class