NJDOE MODEL CURRICULUM - Middle Township Public … · NJDOE MODEL CURRICULUM ... RL.9.4 The Scarlet Ibis 7. ... Demonstrate understanding of figurative language. L.9.5a. The Scarlet

Middle Township School District English Language Arts Curriculum – Grade 9

NJDOE MODEL CURRICULUM

CONTENT AREA: ELA GRADE: 9 UNIT #: 1 UNIT NAME: Reading Literature/Writing

Narrative

Board approval: October 16, 2014

# STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

TEXT SELECTIONS

1. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text.

RL.9.1 The Most

Dangerous Game

2. Determine a theme or central idea of a text. RL.9.2 The Gift of the

Magi

3. Determine a theme or central idea of a text and analyze in detail its development

over the course of the text.

RL.9.2 The Gift of the

Magi

4. Provide an objective summary of the text. RL.9.2 The Most

Dangerous Game

5. Determine the meaning of words and phrases as they are used in the text, including

figurative and connotative meanings.

RL.9.4 The Scarlet Ibis

6. Analyze the cumulative impact of specific word choices on meaning and tone

(e.g., how the language evokes a sense of time and place and informal tone). RL.9.4 The Scarlet Ibis

7. Analyze how an author’s choices concerning how to structure a text, order

events within it (e.g., parallel plots), and manipulate time (e.g., pacing,

flashbacks) create such effects as mystery, tension, or surprise.

RL.9.5 The Cask of

Amontillado

8. Analyze a particular point of view reflected in a work of literature from outside

the United States, drawing on a wide reading of world literature.

RL.9.6 The Necklace

9. Analyze a cultural experience reflected in a work of literature from outside the RL.9.6 The Necklace




Narrative


United States, drawing on a wide reading of world literature.

10. Analyze the representation of a subject or a key scene in two different artistic

mediums, including what is emphasized or absent in each treatment (e.g.,

Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of

Icarus).

RL.9.7 The Cask of

Amontillado

11. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured events.

W.9.3 The Most

Dangerous Game

12. When writing narratives, engage and orient the reader by setting out a problem,

situation, or observation, establishing one or multiple point(s) of view, and

introducing a narrator and/or characters; create a smooth progression of

experiences or events.

W.9.3a. The Most

Dangerous Game

13. When writing narratives, use narrative techniques, such as dialogue, pacing,

description, reflection, and multiple plot lines, to develop experiences, events,

and/or characters.

W.9.3b. The Most

Dangerous Game

14. When writing narratives, use a variety of techniques to sequence events so that

they build on one another to create a coherent whole.

W.9.3c. The Most

Dangerous Game

15. Use precise words and phrases, telling details, and sensory language to convey a

vivid picture of the experiences, events, setting, and/or characters.

W.9.3d. The Most

Dangerous Game

16. Provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.

W.9.3e. The Most

Dangerous Game




Narrative


17. Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.

W.9.4 The Most

Dangerous Game

18. 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.9.5 The Most

Dangerous Game

19. Use technology, including the Internet, to produce, publish, and update individual

or shared writing products, taking advantage of technology’s capacity to link

to other information and to display information flexibly and dynamically.

W.9.6 The Most

Dangerous Game

20. Draw evidence from literary texts to support analysis, reflection, and research; apply

grade 9 Reading standards to literature (e.g., “Analyze how an author draws on

and transforms source material in a specific work [e.g., how Shakespeare

treats a theme or topic from Ovid or the Bible]”)

W.9.9a. The Gift of the

Magi

21. 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.9.10 The Most

Dangerous Game

The Gift of the

Magi

The Cask of

Amontillado

The Necklace

22. Initiate and participate effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 9 topics, texts, and

SL.9.1 The Scarlet Ibis




Narrative


issues, building on others’ ideas and expressing their own clearly and persuasively.

23. Come to discussions prepared, having read and researched material under study. SL.9.1a. The Most

Dangerous

Game

The Gift of the

Magi

The Scarlet Ibis

The Cask of

Amontillado

The Necklace

24. Respond thoughtfully to diverse perspectives, summarize points of

agreement and disagreement, and, when warranted, qualify or justify their

own views and understanding and make new connections in light of the

evidence and reasoning presented.

SL.9.1d. The Scarlet Ibis

25. Integrate multiple sources of information presented in diverse media or

formats (e.g., visually, quantitatively, orally) evaluating the credibility and

accuracy of each source.

SL.9.2 The Necklace

26. Evaluate a speaker’s point of view and reasoning. SL.9.3 The Cask of

Amontillado

27. Adapt speech to a variety of contexts and tasks, demonstrating command of formal

English when indicated or appropriate; present information, findings, and

supporting evidence clearly, concisely, and logically such that listeners can

SL.9.6; SL.9.4 The Most

Dangerous Game




Narrative


follow the line of reasoning.

28. Demonstrate effective organization, development, substance, and style are

appropriate to purpose, audience, and task.

SL.9.4 The Most

Dangerous Game

29. Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

L.9.1 The Most

Dangerous Game

The Gift of the

Magi

The Scarlet Ibis

The Necklace

30. Use parallel structure when reading and writing. L.9.1a. The Gift of the

Magi


when writing or speaking through the use of various types of phrases (noun,

verb, adjectival, adverbial, participial, prepositional, absolute).

L.9.1b. The Most

Dangerous Game

32. Use a semicolon (and perhaps a conjunctive adverb) to link two or more

closely related independent clauses.

L.9.2a. The Most

Dangerous Game

33. Use a colon to introduce a list or quotation. L.9.2b. The Most

Dangerous Game

34. Spell correctly. L.9.2c. The Most

Dangerous Game

35. Apply knowledge of language to understand how language functions in L.9.3 The Most




Narrative


different contexts. Dangerous Game

36. Write and edit work so that it conforms to the guidelines in a style manual

(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the

discipline and writing type.

L.9.3 The Most

Dangerous Game

37. Apply knowledge of language to comprehend more fully when reading or

listening.

L.9.3 The Most

Dangerous Game

38. Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 9 reading and content, choosing flexibly from a range of

strategies.

L.9.4 All Stories:

Vocabulary

39. Identify and correctly use patterns of word changes that indicate different meanings

or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

L.9.4b. The Cask of

Amontillado

40. Demonstrate understanding of figurative language. L.9.5a. The Scarlet Ibis

41. Demonstrate understanding of word relationships and nuances in word meanings. L.9.5b. The Scarlet Ibis

42. Analyze nuances in the meaning of words with similar denotations. L.9.5b. The Scarlet Ibis

Code # Common Core State Standards

RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as




Narrative


inferences drawn from the text.

RL.9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the

text, including how it emerges and is shaped and refined by specific details; provide an objective

summary of the text.

RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and

connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone

(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,

parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,

tension, or surprise.

RL.9.6 Analyze a particular point of view or cultural experience reflected in a work of literature from

outside the United States, drawing on a wide reading of world literature.

RL.9.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including

what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and

Breughel’s Landscape with the Fall of Icarus).

W.9.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one

or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression




Narrative


of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to

develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a

coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the

experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved

over the course of the narrative.

W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience.

W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing

products, taking advantage of technology’s capacity to link to other information and to display

information flexibly and dynamically.

W.9.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and




Narrative


transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from

Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

W.9.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that

preparation by referring to evidence from texts and other research on the topic or issue to stimulate a

thoughtful, well-reasoned exchange of ideas.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and

disagreement, and, when warranted, qualify or justify their own views and understanding and

make new connections in light of the evidence and reasoning presented.

SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,

quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious

reasoning or exaggerated or distorted evidence.

SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that

listeners can follow the line of reasoning and the organization, development, substance, and style




Narrative


are appropriate to purpose, audience, and task.

SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when

indicated or appropriate.

L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

a. Use parallel structure.*

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,

absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific

meanings and add variety and interest to writing or presentations.

* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher

grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk.

L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related

independent clauses.

b. Use a colon to introduce a list or quotation.

c. Spell correctly.




Narrative


L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook,

Turabian’s Manual for Writers) appropriate for the discipline and writing type.

L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades

9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in

a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of

speech (e.g., analyze, analysis, analytical; advocate, advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of

speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred

meaning in context or in a dictionary).

L.9.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the

text.




Narrative


b. Analyze nuances in the meaning of words with similar denotations.



CONTENT AREA: ELA GRADE: 9 UNIT #: 2 UNIT NAME: Reading Information/Writing

Informative/Explanatory



CCSS TEXT SELECTIONS

1. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text. RI.9.1 A Celebration of

Grandfathers

3. Determine a central idea of a 9th grade text and analyze its development over the

course of the text, including how it emerges and is shaped and refined by

specific details.

RI.9.2

White House Diary

4. Provide an objective summary of the text. RI.9.2 New Directions

5.

Analyze how the author unfolds an analysis or series of ideas or events,

including the order in which the points are made and how they are

introduced and developed.

RI.9.3 White House Diary

7. Analyze how the author unfolds an analysis or series of ideas or events,

including the connections that are drawn between them.

RI.9.3 White House Diary

8. Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings.

RI.9.4 New Directions

9. Analyze the cumulative impact of specific word choices on meaning and tone

(e.g., how the language of a court opinion differs from that of a newspaper).

RI.9.4 A Celebration of

Grandfathers

10.

Analyze in detail how an author’s ideas or claims are developed and refined

by particular sentences, paragraphs, and larger portions of a text (e.g., a

section or chapter).


Grandfathers






11. Determine an author’s point of view or purpose in a text. RI.9.6 White House Diary

12. Analyze how an author uses rhetoric to advance a point of view or

purpose.


Grandfathers

13.

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.9.2

White House Diary

14.

Write informative/explanatory texts to introduce a topic; organize complex

ideas, concepts, and information to make important connections and

distinctions; include formatting (e.g., headings), graphics (e.g., figures,

tables), and multimedia when useful to aiding comprehension.

W.9.2a.

White House Diary

15.

Write informative/explanatory texts to develop the topic with well-chosen,

relevant, and sufficient facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the

audience’s knowledge of the topic.

W.9.2b.

White House Diary

16.

Write informative/explanatory texts to 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.9.2c.

White House Diary

17. Write informative/explanatory texts to use precise language and domain-

specific vocabulary to manage the complexity of the topic.

W.9.2d. White House Diary






18.

Write informative/explanatory texts to 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.9.2e.

White House Diary

19.

Write informative/explanatory texts and 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.9.2f.

White House Diary

20. 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.9.5 White House Diary

21.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.9.6

White House Diary

22. Draw evidence from informational texts to support analysis, reflection, and research.

W.9.9b. White House Diary

23.

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.9.10

White House Diary

24. Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 9

topics, texts, and issues, building on others’ ideas and expressing their

SL.9.1 A Celebration of

Grandfathers






own clearly and persuasively.

27.

Work with peers to set rules for collegial discussions and decision-

making (e.g., informal consensus, taking votes on key issues,

presentation of alternate views), clear goals and deadlines, and

individual roles as needed.

SL.9.1b. A Celebration of

Grandfathers

White House Diary

New Directions

28.

Propel conversations by posing and responding to questions that

relate the current discussion to broader themes or larger ideas.

SL.9.1c. A Celebration of

Grandfathers

White House Diary

New Directions

29.

Actively incorporate others into a discussion. SL.9.1c. A Celebration of

Grandfathers

White House Diary

New Directions

30.

Clarify, verify, or challenge ideas and conclusions during

discussions.

SL.9.1c. A Celebration of

Grandfathers

White House Diary

New Directions

31. Integrate multiple sources of information presented in diverse media

or formats (e.g., visually, quantitatively, orally) when speaking.

SL.9.2 White House Diary

32. Evaluate the credibility and accuracy of each source when having SL.9.2 White House Diary






discussions.

33.

Evaluate a speaker’s point of view, reasoning, and use of evidence and

rhetoric, identifying any fallacious reasoning or exaggerated or distorted

evidence.


Grandfathers

34.

Present information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of

reasoning and the organization, development, substance, and style


SL.9.4

A Celebration of

Grandfathers

35.

Adapt speech to a variety of contexts and tasks, demonstrating command

of formal English when indicated or appropriate.


Grandfathers

White House Diary

New Directions

36. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

L.9.1 White House Diary

37.

Use various types of clauses (independent, dependent; noun, relative,

adverbial) to convey specific meanings and add variety and interest

to writing or presentations.

L.9.1b.

White House Diary

38. Use a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clauses.

L.9.2a. White House Diary






39. Use a colon to introduce a list or quotation. L.9.2b. White House Diary

40. Spell correctly. L.9.2c. White House Diary

41. Apply knowledge of language to understand how language functions in

different contexts.


42.

Write and edit work so that it conforms to the guidelines in a style

manual (e.g., MLA Handbook, Turabian’s Manual for Writers)

appropriate for the discipline and writing type.


43. Apply knowledge of language to comprehend more fully when reading

or listening.


44.

Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 9 reading and content, choosing flexibly from

a range of strategies.

L.9.4 A Celebration of

Grandfathers

White House Diary

New Directions

45.

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.9.4a. A Celebration of

Grandfathers

White House Diary

New Directions

46. Consult general and specialized reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to find the pronunciation of

L.9.4c.d. A Celebration of

Grandfathers






a word or determine, verify, or clarify its precise meaning, its part of


White House Diary

New Directions

47. Interpret figures of speech (e.g., euphemism, oxymoron) in context and

analyze their role in the text.

L.9.5a. A Celebration of

Grandfathers

48. Demonstrate understanding of word relationships and nuances in word

meanings.

L.9.5b. A Celebration of

Grandfathers

49. Analyze nuances in the meaning of words with similar denotations. L.9.5b. A Celebration of

Grandfathers







RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the

points are made, how they are introduced and developed, and the connections that are drawn between

them.

RI.9.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RI.9.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,

paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.9.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

W.9.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information

clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections

and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia

when useful to aiding comprehension.






b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete

details, quotations, or other information and examples appropriate to the audience’s knowledge of the

topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and


d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation

presented (e.g., articulating implications or the significance of the topic).

W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a specific purpose and audience.

W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.9.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grades 9 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific

claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false

statements and fallacious reasoning”).






W.9.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of tasks, purposes, and audiences.




b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,

taking votes on key issues, presentation of alternate views), clear goals and deadlines, and


c. Propel conversations by posing and responding to questions that relate the current discussion

to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,

verify, or challenge ideas and conclusions.



SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning

or exaggerated or distorted evidence.




SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or






appropriate.


speaking.








when writing.




c. Spell correctly.








a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.














text.





Arguments




1. Cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text. RI.9.1 I Have a Dream

2. Determine a central idea of a 9th grade text. RI.9.2 Carry Your Own Skis

3. Determine a central idea of a text and analyze its development over the

course of the text, including how it emerges and is shaped and

refined by specific details

RI.9.2 Carry Your Own Skis

4. Provide an objective summary of the text. RI.9.2 First Inaugural Address

5. Analyze how the author unfolds an analysis or series of ideas or

events, including the order in which the points are made.

RI.9.3 First Inaugural Address


events, including how they are introduced and developed.



events, including the connections that are drawn between them.

RI.9.3 First Inaugural Address

8. Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings.

RI.9.4 I Have a Dream

9.

Analyze the cumulative impact of specific word choices on meaning and

tone (e.g., how the language of a court opinion differs from that of a

newspaper).





Arguments


10.

Analyze in detail how an author’s ideas or claims are developed and

refined by particular sentences, paragraphs, or larger portions of a

text (e.g., a section or chapter).


11. Determine an author’s point of view or purpose in a text. RI.9.6 Carry Your Own Skis

12. Analyze how an author uses rhetoric to advance that point of view or

purpose.


13.

Delineate and evaluate the argument and specific claims in a text,

assessing whether the reasoning is valid and the evidence is relevant

and sufficient.


14. Identify false statements and fallacious reasoning, when reading

informational text(s).

RI.9.8 Current Event:

Teacher’s Choice

15. Write arguments to support claims in an analysis of substantive topics

or texts, using valid reasoning and relevant and sufficient evidence.

W.9.1 Persuasive Essay

16. When writing arguments, introduce precise claim(s) and distinguish the

claim(s) from alternate or opposing claims. W.9.1a. Persuasive Essay

17.

When writing arguments, create an organization that establishes

clear relationships among claim(s), counterclaims, reasons, and

evidence.

W.9.1a. Persuasive Essay

18. When writing arguments, develop claim(s) and counterclaims fairly,

supplying evidence for each while pointing out the strengths and

W.9.1b. Persuasive Essay




Arguments


limitations of both in a manner that that anticipates the audience’s

knowledge level and concerns.

19.

When writing arguments, use words, phrases, and clauses 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.9.1c. Persuasive Essay

20.

When writing arguments, 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.9.1d. Persuasive Essay

21. When writing arguments, provide a concluding statement or section

that follows from and supports the argument presented. W.9.1e. Persuasive Essay

22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.




24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products.


25. Draw evidence from informational texts to support analysis, reflection, and research.

W.9.9b. Persuasive Essay

26. 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





Arguments


a range of tasks, purposes, and audiences.

27.

Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 9 topics, texts, and issues, building on others’

ideas and expressing their own clearly and persuasively.

SL.9.1 I Have a Dream

Carry Your Own Skis

First Inaugural Address

28.

Work with peers to set rules for collegial discussions and

decision-making (e.g., informal consensus, taking votes on key

issues, presentation of alternate views), clear goals and

deadlines, and individual roles as needed.

SL.9.1b. I Have a Dream

Carry Your Own Skis


29.

Propel conversations by posing and responding to questions

that relate the current discussion to broader themes or larger

ideas; actively incorporate others into the discussion; and

clarify, verify, or challenge ideas and conclusions.

SL.9.1c. I Have a Dream

Carry Your Own Skis


30. Actively incorporate others into discussions; and clarify,


SL.9.1c. I Have a Dream

Carry Your Own Skis


31.

Integrate multiple sources of information presented in diverse

media or formats (e.g., visually, quantitatively, orally)

evaluating the credibility and accuracy of each source

SL.9.2 I Have a Dream




Arguments


32. Evaluate a speaker’s point of view and reasoning. SL.9.3 I Have a Dream

33.

Present information, findings, and supporting evidence

clearly, concisely, and logically such that listeners can follow

the line of reasoning.

SL.9.4 Persuasive Essay

34. Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate.

SL.9.6 Persuasive Essay

35. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

L.9.1 Persuasive Essay

36.

Use various types of clauses (independent, dependent; noun,

relative, adverbial) to convey specific meanings and add

variety and interest to writing or presentations.

L.9.1b. Persuasive Essay

37. Use a semicolon (and perhaps a conjunctive adverb) to link

two or more closely related independent clauses.

L.9.2a. Persuasive Essay

38. Use a colon to introduce a list or quotation. L.9.2b. Persuasive Essay

39. Spell correctly. L.9.2c. Persuasive Essay

40.

Apply knowledge of language to understand how language

functions in different contexts.

L.9.3 I Have a Dream

Carry Your Own Skis





Arguments


41.

Write and edit work so that it conforms to the guidelines in a

style manual (e.g., MLA Handbook, Turabian’s Manual for

Writers) appropriate for the discipline and writing type.

L.9.3 Persuasive Essay

42.

Apply knowledge of language to comprehend more fully when

reading or listening.


Carry Your Own Skis


43.

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 9 reading and content,

choosing flexibly from a range of strategies.


Carry Your Own Skis


44.

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.9.4a. I Have a Dream

Carry Your Own Skis


45.

Consult general and specialized reference materials (e.g.,

dictionaries, glossaries, thesauruses), both print and digital, to find

the pronunciation of a word or determine, verify, or clarify its

precise meaning, its part of speech, or its etymology.

L.9.4c.d. I Have a Dream

Carry Your Own Skis


46.

Demonstrate understanding of figurative language and word

relationships in word meanings.


Carry Your Own Skis


47. Interpret figures of speech (e.g., euphemism, oxymoron) in L.9.5a. I Have a Dream




Arguments


context and analyze their role in the text.

48.

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.


Carry Your Own Skis







them.





RI.9.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and




Arguments


the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.

a. Introduce precise 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.

b. 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 and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and

counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of


e. Provide a concluding statement or section that follows from and supports the argument presented.





W.9.9b. Draw evidence from literary or informational texts to support analysis, reflection, and research.




Arguments


b. Apply grade 9 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific

















or exaggerated or distorted evidence





Arguments





appropriate.


speaking.








when writing.







Arguments


c. Spell correctly.




















Arguments


text.


L.9.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,

writing, speaking, and listening at the college and career readiness level; demonstrate independence in

gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



CONTENT AREA: ELA GRADE: 9 UNIT #: 4 UNIT NAME: Reading Literature, Writing

Narrative



CCCS

TEXT SELECTIONS

1. Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text.

RL.9.1 The Odyssey

Romeo and Juliet

2. Determine a theme or central idea of a text. RL.9.2 The Odyssey

Romeo and Juliet

3. Determine a theme or central idea of a text and analyze in detail its

development over the course of the text.

RL.9.2 The Odyssey

Romeo and Juliet

4. Provide an objective summary of the text. RL.9.2 The Odyssey

Romeo and Juliet

5.

Analyze how complex characters (e.g., those with multiple or conflicting

motivations) develop over the course of a text, interact with other

characters, and advance the plot or develop the theme.

RL.9.3 The Odyssey

Romeo and Juliet

6. Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings.

RL.9.4 The Odyssey

Romeo and Juliet

7.


tone (e.g., how the language evokes a sense of time and place and

informal tone).

RL.9.4 The Odyssey

Romeo and Juliet

8. Analyze how an author’s choices concerning how to structure a text, RL.9.5 The Odyssey




Narrative


order events within it (e.g., parallel plots), and manipulate time (e.g.,

pacing, flashbacks) create such effects as mystery, tension, or surprise.

9.

Analyze a particular point of view reflected in a work of literature from

outside the United States, drawing on a wide reading of world

literature.

RL.9.6 The Odyssey

10.

Analyze a cultural experience reflected in a work of literature from


literature.

RL.9.6 The Odyssey

11.

Analyze the representation of a subject or a key scene in two different

artistic mediums, including what is emphasized or absent in each

treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s

Landscape with the Fall of Icarus).

RL.9.7 Romeo and Juliet

12.

Analyze how an author draws on and transforms source material in a

specific work (e.g., how Shakespeare treats a theme or topic from Ovid

or the Bible or how a later author draws on a play by Shakespeare).

RL.9.9 Romeo and Juliet

13.

By the end of grade 9, read and comprehend literature, including stories,

dramas, and poems, in the grades 9–10 text complexity band proficiently,

with scaffolding as needed at the high end of the range.

RL.9.10 The Odyssey

Romeo and Juliet




Narrative


14. Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured events.

W.9.3 The Odyssey

Romeo and Juliet

15.

When writing narratives, engage and orient the reader by setting out a

problem, situation, or observation, establishing one or multiple point(s)

of view, and introducing a narrator and/or characters; create a smooth

progression of experiences or events.

W.9.3a. The Odyssey

Romeo and Juliet

16.

When writing narratives, use narrative techniques, such as dialogue,

pacing, description, reflection, and multiple plot lines, to develop

experiences, events, and/or characters.

W.9.3b. The Odyssey

Romeo and Juliet

17. When writing narratives, use a variety of techniques to sequence events

so that they build on one another to create a coherent whole.

W.9.3c. The Odyssey

Romeo and Juliet

18.

When writing narratives, use precise words and phrases, telling details,

and sensory language to convey a vivid picture of the experiences,

events, setting, and/or characters.

W.9.3d. The Odyssey

Romeo and Juliet

19.

When writing narratives, provide a conclusion that follows from and

reflects on what is experienced, observed, or resolved over the course of

the narrative.

W.9.3e. The Odyssey

Romeo and Juliet

20. Produce clear and coherent writing in which the development, W.9.4 The Odyssey




Narrative


organization, and style are appropriate to task, purpose, and audience. Romeo and Juliet

21.

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.9.5

22.

Use technology, including the Internet, to produce, publish, and update

individual or shared writing products, taking advantage of technology’s

capacity to link to other information and to display information flexibly

and dynamically.

W.9.6 Research

23.

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

question (including a self-generated question) or solve a problem and

narrow or broaden the inquiry when appropriate.

W.9.7 Research

24. Synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation when writing.

W.9.7 Research

25.

Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively and assess the usefulness of

each source in answering the research question.

W.9.8 Research

26. Integrate information into the text selectively to maintain the flow of

ideas, avoiding plagiarism and following a standard format for citation.

W.9.8 Research




Narrative


27.

Draw evidence from literary texts to support analysis, reflection, and

research; Apply grade 9 Reading standards to literature (e.g., “Analyze

how an author draws on and transforms source material in a specific

work [e.g., how Shakespeare treats a theme or topic from Ovid or the

Bible or how a later author draws on a play by Shakespeare]”).

W.9.9a. Research

28.


and revision) and shorter time frames (a single sitting or a day or two) for

a range of tasks, purposes, and audiences.

W.9.10 The Odyssey

Romeo and Juliet

Research

29.

Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 9

topics, texts, and issues, building on others’ ideas and expressing their

own clearly and persuasively.

SL.9.1 The Odyssey

Romeo and Juliet

30. Come to discussions prepared, having read and researched material

under study.

SL.9.1a. The Odyssey

Romeo and Juliet

31.





SL.9.1b. The Odyssey

Romeo and Juliet

32. Propel conversations by posing and responding to questions that relate SL.9.1c. The Odyssey




Narrative


the current discussion to broader themes or larger ideas; actively

incorporate others into the discussion; and clarify, verify, or challenge

ideas and conclusions.

Romeo and Juliet

33.

Respond thoughtfully to diverse perspectives, summarize points of

agreement and disagreement, and, when warranted, qualify or justify

their own views and understanding and make new connections in light

of the evidence and reasoning presented.

SL.9.1d. The Odyssey

Romeo and Juliet

34.

Integrate multiple sources of information presented in diverse media or

formats (e.g., visually, quantitatively, orally) evaluating the credibility

and accuracy of each source.

SL.9.2 The Odyssey

Romeo and Juliet

35. Evaluate a speaker’s point of view and reasoning. SL.9.3 The Odyssey

Romeo and Juliet

36.

Adapt speech to a variety of contexts and tasks, demonstrating command

of formal English when indicated or appropriate; present information,

findings, and supporting evidence clearly, concisely, and logically such

that listeners can follow the line of reasoning.

SL.9.6; SL.9.4 The Odyssey

Romeo and Juliet

37. Demonstrate effective organization, development, substance, and style


SL.9.4 The Odyssey

Romeo and Juliet

38. Make strategic use of digital media (e.g., textual, graphical, audio, SL.9.5 The Odyssey




Narrative


visual, and interactive elements) in presentations to enhance

understanding of findings, reasoning, and evidence and to add interest.

Romeo and Juliet

39. Adapt speech to a variety of contexts and tasks, demonstrating command

of formal English when indicated or appropriate.

SL.9.6 The Odyssey

Romeo and Juliet

40.

Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

L.9.1 The Odyssey

Romeo and Juliet

Research

41.

Use parallel structure when writing or speaking. L.9.1a. The Odyssey

Romeo and Juliet

Research

42.

Use various types of phrases (noun, verb, adjectival, adverbial,

participial, prepositional, absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific meanings and

add variety and interest to writing or presentations.

L.9.1b. The Odyssey

Romeo and Juliet

Research

43.

Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing; use a semicolon

(and perhaps a conjunctive adverb) to link two or more closely related


L.9.2; L.9.2a. The Odyssey

Romeo and Juliet

Research

44. Use a colon to introduce a list or quotation. L.9.2b. The Odyssey




Narrative


Romeo and Juliet

Research

45.

Spell correctly when writing narrative texts. L.9.2c. The Odyssey

Romeo and Juliet

Research

46.

Apply knowledge of language to understand how language functions in

different contexts.

L.9.3 The Odyssey

Romeo and Juliet

Research

47.

Apply knowledge of language to make effective choices for meaning or

style.

L.9.3 The Odyssey

Romeo and Juliet

Research

48.

Apply knowledge of language to comprehend more fully when reading or

listening.

L.9.3 The Odyssey

Romeo and Juliet

Research

49.




L.9.3a The Odyssey

Romeo and Juliet

Research

50. Determine or clarify the meaning of unknown and multiple-meaning L.9.4 The Odyssey




Narrative


words and phrases based on grade 9 reading and content, choosing

flexibly from a range of strategies.

Romeo and Juliet

Research

51.


word’s position or function in a sentence) as a clue to the meaning of a

word or phrase.

L.9.4a. The Odyssey

Romeo and Juliet

Research

52.

Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,

advocacy).

L.9.4b. The Odyssey

Romeo and Juliet

Research

53.

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.9.4c. The Odyssey

Romeo and Juliet

Research

54.

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.9.4d. The Odyssey

Romeo and Juliet

Research

55.

Demonstrate understanding of word relationships and nuances in word

meanings

L.9.5 The Odyssey

Romeo and Juliet

Research




Narrative


56.

Demonstrate understanding of figurative language; interpret figures of

speech (e.g., euphemism, oxymoron) in context and analyze their role in

the text

L.9.5a. The Odyssey

Romeo and Juliet

Research

57.

Analyze nuances in the meaning of words with similar denotations. L.9.5b. The Odyssey

Romeo and Juliet

Research

58.

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.

L.9.6 The Odyssey

Romeo and Juliet

Research

59.

Demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or

expression.

L.9.6 The Odyssey

Romeo and Juliet


RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text.




Narrative


RL.9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of

a text, interact with other characters, and advance the plot or develop the theme.

RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language

evokes a sense of time and place; how it sets a formal or informal tone).

RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots),

and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United

States, drawing on a wide reading of world literature.

RL.9.7 Analyze the representation of a subject or a key scene in two different artistic

mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and


RL.9.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats

a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

RL.9.10 By the end of Grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10




Narrative


text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.9.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,

and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple

point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or

events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop


c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.



e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the

course of the narrative.

W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions




Narrative


should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)

W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products,

taking advantage of technology’s capacity to link to other information and to display information flexibly and

dynamically.

W.9.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated

question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on

the subject, demonstrating understanding of the subject under investigation.

W.9.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches

effectively; assess the usefulness of each source in answering the research question; integrate information into

the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms

source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a

later author draws on a play by Shakespeare]”).



SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own




Narrative


clearly and persuasively.


preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,

well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking

votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader

themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and

conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when

warranted, qualify or justify their own views and understanding and make new connections in light of the

evidence and reasoning presented.

SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.



SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can

follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,




Narrative


audience, and task.

SL.9.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in

presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


appropriate.

L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses

(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to

writing or presentations.



L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.





Narrative


c. Spell correctly.

L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make effective

choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s

Manual for Writers) appropriate for the discipline and writing type.

L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10

reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,

analyze, analysis, analytical; advocate, advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and

digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its

etymology.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning

in context or in a dictionary).





Narrative


a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.



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.


NJDOE MODEL CURRICULUM PROJECT

CONTENT AREA: ELA GRADE: 9 UNIT #: 5 UNIT NAME: Reading Literature &

Information/Writing Narrative & Argument




1.

Cite strong and thorough textual evidence to support analysis of what the text


RL.9.1 Animal Farm

Great Expectations

Author Biographies

2.

Determine a theme or central idea of a text. RL.9.2 Animal Farm

Great Expectations

Author Biographies

3.

Determine a theme or central idea of a text and analyze in detail its


RL.9.2 Animal Farm

Great Expectations

Author Biographies

4.

Provide an objective summary of the text. RL.9.2 Animal Farm

Great Expectations

Author Biographies

5.


motivations) develop over the course of a text, interact with other characters,

and advance the plot or develop the theme.

RL.9.3 Animal Farm

Great Expectations

Author Biographies

6. Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings.

RL.9.4 Animal Farm

Great Expectations

Author Biographies

7. Analyze the cumulative impact of specific word choices on meaning and tone RL.9.4 Animal Farm






(e.g., how the language evokes a sense of time and place and informal tone). Great Expectations

Author Biographies

8.

Analyze how an author’s choices concerning how to structure a text, order

events within it (e.g., parallel plots), and manipulate time (e.g., pacing,

flashbacks) create such effects as mystery, tension, or surprise.

RL.9.5 Animal Farm

Great Expectations

Author Biographies

9.

Analyze the representation of a subject or a key scene in two different artistic

mediums, including what is emphasized or absent in each treatment (e.g.,

Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of

Icarus).

RL.9.7 Animal Farm

Great Expectations

Author Biographies

10.


dramas, and poems, in the grades 9–10 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

RL.9.10 Animal Farm

Great Expectations

Author Biographies

11.

Cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text. RI.9.1 Animal Farm

Great Expectations

Author Biographies

12.

Determine a central idea of a 9th grade text. RI.9.2 Animal Farm

Great Expectations

Author Biographies


course of the text, including how it emerges and is shaped and refined

RI.9.2 Animal Farm

Great Expectations






by specific details Author Biographies

14.

Provide an objective summary of the text. RI.9.2 Animal Farm

Great Expectations

Author Biographies

15.

Analyze how the author unfolds an analysis or series of ideas or

events, including the order in which the points are made. RI.9.3 Animal Farm

Great Expectations

Author Biographies

16.


events, including how they are introduced and developed.

RI.9.3 Animal Farm

Great Expectations

Author Biographies

17.


events, including the connections that are drawn between them.

RI.9.3 Animal Farm

Great Expectations

Author Biographies

18.

Determine the meaning of words and phrases as they are used in a text,


RI.9.4 Animal Farm

Great Expectations

Author Biographies

19.


tone (e.g., how the language of a court opinion differs from that of a

newspaper).

RI.9.4 Animal Farm

Great Expectations

Author Biographies

20. Analyze in detail how an author’s ideas or claims are developed and


RI.9.5 Animal Farm

Great Expectations






text (e.g., a section or chapter). Author Biographies

21. Determine an author’s point of view or purpose in a text. RI.9.6 Animal Farm

Great Expectations

Author Biographies

22. Analyze how an author uses rhetoric to advance that point of view or

purpose.

RI.9.6 Animal Farm

Great Expectations

Author Biographies

23.

Delineate and evaluate the argument and specific claims in a text,

assessing whether the reasoning is valid and the evidence is relevant

and sufficient.

RI.9.8 Animal Farm

Great Expectations

Author Biographies

24. Identify false statements and fallacious reasoning, when reading

informational text(s).

RI.9.8 Animal Farm

Great Expectations

Author Biographies

25.

By the end of grade 9, read and comprehend literary nonfiction in the grades 9–

10 text complexity band proficiently, with scaffolding as needed at the high end

of the range.

RI.9.10 Animal Farm

Great Expectations

Author Biographies


effective technique, well-chosen details, and well-structured events.

W.9.3 Animal Farm

Great Expectations

Author Biographies

27. When writing narratives, engage and orient the reader by setting out a problem, W.9.3a. Animal Farm






situation, or observation, establishing one or multiple point(s) of view, and

introducing a narrator and/or characters; create a smooth progression of

experiences or events.

Great Expectations

Author Biographies

28.

When writing narratives, use narrative techniques, such as dialogue, pacing,


and/or characters.

W.9.3b. Animal Farm

Great Expectations

Author Biographies

29.

When writing narratives, use a variety of techniques to sequence events so that

they build on one another to create a coherent whole.

W.9.3c. Animal Farm

Great Expectations

Author Biographies

30.

Use precise words and phrases, telling details, and sensory language to convey a

vivid picture of the experiences, events, setting, and/or characters.

W.9.3d. Animal Farm

Great Expectations

Author Biographies

31.

Provide a conclusion that follows from and reflects on what is experienced,


W.9.3e. Animal Farm

Great Expectations

Author Biographies

32. Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

W.9.1 Animal Farm

Great Expectations

Author Biographies

33. When writing arguments, introduce precise claim(s) and distinguish the claim(s)

from alternate or opposing claims.

W.9.1a. Animal Farm

Great Expectations






Author Biographies

34. When writing arguments, create an organization that establishes clear

relationships among claim(s), counterclaims, reasons, and evidence.

W.9.1a. Animal Farm

Great Expectations

Author Biographies

35.

When writing arguments, develop claim(s) and counterclaims fairly, supplying

evidence for each while pointing out the strengths and limitations of both in a

manner that that anticipates the audience’s knowledge level and concerns.

W.9.1b. Animal Farm

Great Expectations

Author Biographies

36.

When writing arguments, use words, phrases, and clauses 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.9.1c. Animal Farm

Great Expectations

Author Biographies

37.

When writing arguments, 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.9.1d. Animal Farm

Great Expectations

Author Biographies

38. When writing arguments, provide a concluding statement or section that

follows from and supports the argument presented.

W.9.1e. Animal Farm

Great Expectations

Author Biographies

39.

Produce clear and coherent writing in which the development, organization, and


W.9.4 Animal Farm

Great Expectations

Author Biographies






40.




W.9.5 Animal Farm

Great Expectations

Author Biographies

41.


individual or shared writing products, taking advantage of technology’s

capacity to link to other information and to display information flexibly and

dynamically.

W.9.6 Animal Farm

Great Expectations

Author Biographies

42.

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.9.7 Animal Farm

Great Expectations

Author Biographies

43.


sources, using advanced searches effectively; assess the usefulness of each

source in answering the research question; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism and following a

standard format for citation.

W.9.8 Animal Farm

Great Expectations

Author Biographies

44.

Draw evidence from literary texts to support analysis, reflection, and research;

apply grade 9 Reading standards to literature (e.g., “Analyze how an author

draws on and transforms source material in a specific work [e.g., how

Shakespeare treats a theme or topic from Ovid or the Bible]”).

W.9.9a. Animal Farm

Great Expectations

Author Biographies






45.


apply grade 9 Reading standards to literary nonfiction (e.g., “Delineate and

evaluate the argument and specific claims in a text, assessing whether the

reasoning is valid and the evidence is relevant and sufficient; identify false


W.9.9b. Animal Farm

Great Expectations

Author Biographies

46.

Write routinely over extended time frames (time for research, reflection, and



W.9.10 Animal Farm

Great Expectations

Author Biographies

47.

Initiate and participate effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners on grade 9 topics,

texts, and issues, building on others’ ideas and expressing their own clearly and

persuasively.

SL.9.1 Animal Farm

Great Expectations

Author Biographies

48.

Come to discussions prepared, having read and researched material under

study.

SL.9.1a. Animal Farm

Great Expectations

Author Biographies

49.

Respond thoughtfully to diverse perspectives, summarize points of agreement

and disagreement, and, when warranted, qualify or justify their own views and

understanding and make new connections in light of the evidence and

reasoning presented.

SL.9.1d. Animal Farm

Great Expectations

Author Biographies

50. Integrate multiple sources of information presented in diverse media or SL.9.2 Animal Farm








Great Expectations

Author Biographies

51.

Evaluate a speaker’s point of view and reasoning. SL.9.3 Animal Farm

Great Expectations

Author Biographies

52.

Adapt speech to a variety of contexts and tasks, demonstrating command of

formal English when indicated or appropriate; present information, findings,

and supporting evidence clearly, concisely, and logically such that listeners can


SL.9.6; SL.9.4 Animal Farm

Great Expectations

Author Biographies

53.

Demonstrate effective organization, development, substance, and style are

appropriate to purpose, audience, and task.

SL.9.4 Animal Farm

Great Expectations

Author Biographies

54.

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.9.5 Animal Farm

Great Expectations

Author Biographies

55.

Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

L.9.1 Animal Farm

Great Expectations

Author Biographies

56. Use parallel structure when reading and writing. L.9.1a. Animal Farm

Great Expectations






Author Biographies

57.


usage when writing or speaking through the use of various types of phrases

(noun, verb, adjectival, adverbial, participial, prepositional, absolute).

L.9.1b. Animal Farm

Great Expectations

Author Biographies

58.

Use a semicolon (and perhaps a conjunctive adverb) to link two or more

closely related independent clauses.

L.9.2a. Animal Farm

Great Expectations

Author Biographies

59.

Use a colon to introduce a list or quotation. L.9.2b. Animal Farm

Great Expectations

Author Biographies

60.

Spell correctly. L.9.2c. Animal Farm

Great Expectations

Author Biographies

61.


different contexts.

L.9.3 Animal Farm

Great Expectations

Author Biographies

62.

Write and edit work so that it conforms to the guidelines in a style manual

(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the

discipline and writing type.

L.9.3 Animal Farm

Great Expectations

Author Biographies

63. Apply knowledge of language to comprehend more fully when reading or L.9.3 Animal Farm






listening. Great Expectations

Author Biographies

64.

Determine or clarify the meaning of unknown and multiple-meaning words and


strategies.

L.9.4 Animal Farm

Great Expectations

Author Biographies

65.


meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,

advocacy).

L.9.4b. Animal Farm

Great Expectations

Author Biographies

66.

Demonstrate understanding of figurative language. L.9.5a. Animal Farm

Great Expectations

Author Biographies

67.

Demonstrate understanding of word relationships and nuances in word

meanings.

L.9.5b. Animal Farm

Great Expectations

Author Biographies

68.

Analyze nuances in the meaning of words with similar denotations. L.9.5b. Animal Farm

Great Expectations

Author Biographies

69.

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

L.9.6 Animal Farm

Great Expectations

Author Biographies






expression.

Code

# CCSS

RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text.

RL.9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including

how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a

text, interact with other characters, and advance the plot or develop the theme.


meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes

a sense of time and place; how it sets a formal or informal tone).

RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and

manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized






or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RL.9.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text

complexity band proficiently, with scaffolding as needed at the high end of the range.



RI.9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are

made, how they are introduced and developed, and the connections that are drawn between them.


RI.9.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or

larger portions of a text (e.g., a section or chapter).


RI.9.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the

evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RI.9.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently,







W.9.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and

well-structured event sequences.


point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.




d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,

events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of

the narrative.

W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence.

a. Introduce precise 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.






b. 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 and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the



W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,

and audience.

W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on

addressing what is most significant for a specific purpose and audience.

W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking

advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.9.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or

solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,







W.9.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;

assess the usefulness of each source in answering the research question; integrate information into the text selectively

to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9.9a.

b.

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

a. Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source

material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later

author draws on a play by Shakespeare]”).

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and

specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;

identify false statements and fallacious reasoning”).

W.9.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

sitting or a day or two) for a range of tasks, purposes, and audiences.

SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and

persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation

by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned






exchange of ideas.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when

warranted, qualify or justify their own views and understanding and make new connections in light of the evidence

and reasoning presented.

SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)

evaluating the credibility and accuracy of each source.

SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted evidence.

SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow

the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience,

and task.

SL.9.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to

enhance understanding of findings, reasoning, and evidence and to add interest.


appropriate.













L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.


c. Spell correctly.

L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices

for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual

for Writers) appropriate for the discipline and writing type.

L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading






and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as

a clue to the meaning of a word or phrase.



c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in

context or in a dictionary).


a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.





Narrative

Board approved: October 16, 2014


CCSS

TEXT

SELECTIONS


the text says explicitly as well as inferences drawn from the text.

RL.10.1 Monkey’s Paw

2. Determine a theme or central idea of a text and include how it

emerges and is shaped and refined by specific details.

RL.10.2 How Much Land

Does a Man

Need?

3.

Determine a theme or central idea of a text and provide an objective


RL.10.2 How Much Land

Does a Man

Need?

4.

Analyze how complex characters (e.g., those with multiple or

conflicting motivations) develop over the course of a text, interact

with other characters, and advance the plot or develop the theme.

RL.10.3 How Much land

Does a Man

need?

Content of the

Dead Man’s

Pockets

5.

Determine the meaning of words and phrases as they are used in the

text, including figurative and connotative meanings; analyze the

cumulative impact of specific word choices on meaning and tone

(e.g., how the language evokes a sense of time and place).


6. Determine the meaning of words and phrases as they are used in the RL.10.4 Monkey’s Paw




Narrative


text, including figurative and connotative meanings; analyze the

cumulative impact of specific word choices on meaning and tone

(e.g., how it sets a formal or informal tone).

7.

Analyze how an author’s choices concerning how to order events

within a text (e.g., parallel plots), create such effects as mystery,



8. Analyze how an author’s choices concerning how to manipulate

time in a text (e.g., pacing, flashbacks) create such effects as

mystery, tension, or surprise.


9.

Analyze a cultural experience reflected in a work of literature from


literature.

RL.10.6 Masque of the

Red Death

10.

Analyze the representation of a subject or a key scene in two

different artistic mediums, including what is emphasized or absent

in each treatment (e.g., Auden’s “Musée des Beaux Arts” and



Red Death

11.


different artistic mediums, including what is absent in each

treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s

Landscape with the Fall of Icarus).


Red Death




Narrative


12.

Use narrative techniques, such as dialogue, pacing, description,

reflection, and multiple plot lines, to develop experiences, events,

and/or characters.

W.10.3b. Content of the

Dead Man’s

Pocket

13. Use a variety of techniques to sequence events so that they build on

one another to create a coherent whole.

W.10.3c. Content of the

Dead Man’s

Pocket


well-chosen details.

W.10.3 Content of the

Dead Man’s

Pocket

15.

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

to convey a vivid picture of the experiences, events, setting, and/or

characters.

W.10.3d. Content of the

Dead Man’s

Pocket

16.

Engage and orient the reader by setting out a problem, situation, or

observation, establishing one or multiple point(s) of view, and

introducing a narrator and/or characters.

W.10.3a. Content of the

Dead Man’s

Pocket

17.

Create a smooth progression of experiences or events. W.10.3a. Content of the

Dead Man’s

Pocket

18. Provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the narrative

W.10.3e. Content of the

Dead Man’s




Narrative


Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

19.

Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.


Dead Man’s

Pocket

20.


rewriting, or trying a new approach, focusing on addressing what is

most significant for a specific purpose.


Dead Man’s

Pocket

21.


rewriting, or trying a new approach when writing. Focusing on

addressing what is most significant for a specific audience.


Dead Man’s

Pocket

22.


individual or shared writing products, taking advantage of

technology’s capacity to link to other information and to display


W.10.6 Masque of the

Red Death

23. Draw evidence from literary texts to support analysis, reflection, and W.10.9 Content of the

Dead Man’s




Narrative


research. Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

24.

Apply grade 10 Reading standards to literature (e.g., “Analyze how an

author draws on and transforms source material in a specific work

[e.g., how Shakespeare treats a theme or topic from Ovid or the

Bible]”)

W.10.9a. Masque of the

Red Death

25.


and revision) and shorter time frames (a single sitting or a day or two)

for a range of tasks, purposes, and audiences.


Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

26.

Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on

grade10 topics, texts, and issues, building on others’ ideas and

SL.10.1 Content of the

Dead Man’s

Pocket / Masque

of the Red Death




Narrative


expressing their own clearly and persuasively. / Monkey’s Paw

/ How Much

Land Does a Man

Need?

27.

Explicitly draw on that preparation by referring to evidence from texts

and other research on the topic or issue to stimulate a thoughtful,


SL.10.1a. Content of the

Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

28.





SL.10.1b. Content of the

Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

29. Actively incorporate others into the discussion; and clarify, verify,

or challenge ideas and conclusions.

SL.10.1b. Content of the

Dead Man’s




Narrative


Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

30.

Propel conversations by posing and responding to questions that

relate the current discussion to broader themes or larger ideas;

actively incorporate others into the discussion; and clarify, verify,

or challenge ideas and conclusions.

SL.10.1c. Content of the

Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

31.


media or formats (e.g., visually, quantitatively, orally) evaluating

the credibility and accuracy of each source.


Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?




Narrative


32. Evaluate a speaker’s use of evidence and rhetoric, identifying any

fallacious reasoning or exaggerated or distorted evidence.

SL.10.3 The Monkey’s

Paw

33.

Present information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of

reasoning and the organization, development, substance, and style



Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

34.

Adapt speech to a variety of contexts and tasks, demonstrating



Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

35.

Use parallel structure when writing and speaking. L.10.1a. Content of the

Dead Man’s

Pocket / Masque

of the Red Death




Narrative


/ Monkey’s Paw

/ How Much

Land Does a Man

Need? (grammar)

36.


relative, adverbial) to convey specific meanings and add variety

and interest to writing or presentations.

L.10.1b. Content of the

Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

37.

Apply knowledge of language to understand how language functions

in different contexts.

L.10.3 Content of the

Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

38. Apply knowledge of language to make effective choices for meaning

or style.


Dead Man’s




Narrative


Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

39.




L.10.3a. Content of the

Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

40.




Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?




Narrative


41.


words and phrases based on grade 10 reading and content, choosing

flexibly from a range of strategies; use context (e.g., the overall meaning

of a sentence, paragraph, or text; a word’s position or function in a



Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

(vocabulary)

42.


words and phrases based on grade10 reading and content, choosing

flexibly from a range of strategies; identify and correctly use patterns of

word changes that indicate different meanings or parts of speech (e.g.,


L.10.4b. Content of the

Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

(vocabulary)

43.

Interpret figures of speech (e.g., euphemism, oxymoron) in context

and analyze their role in the text.


Dead Man’s

Pocket / Masque

of the Red Death




Narrative


/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

(vocabulary)

44.

Analyze nuances in the meaning of words with similar denotations. L.10.5b. Content of the

Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?

(vocabulary)

45.


considering a word or phrase important to comprehension


Dead Man’s

Pocket / Masque

of the Red Death

/ Monkey’s Paw

/ How Much

Land Does a Man

Need?




Narrative


(vocabulary)







RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over

the course of a text, interact with other characters, and advance the plot or develop the theme.












Narrative


RL.10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including

what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and





or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression

of experiences or events.




coherent whole.






task, purpose, and audience.




Narrative








a. Apply grade10 Reading standards to literature (e.g., “Analyze how an author draws on and






teacher-led) with diverse partners on grade10 topics, texts, and issues, building on others’ ideas and










Narrative
















speaking.

a. Use parallel structure.






Narrative











b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech

(e.g., analyze, analysis, analytical; advocate, advocacy).



text.


L.10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for

reading, writing, speaking, and listening at the college and career readiness level; demonstrate

independence in gathering vocabulary knowledge when considering a word or phrase important to




Narrative


comprehension







CCSS

TEXT SELECTIONS


the text says explicitly as well as inferences drawn from the text. RI.10.1 The Spider and the Wasp

2. Determine the central idea of a 10th grade text. RI.10.2 The Spider and the Wasp




RI.10.2 The Spider and the Wasp

4. Provide an objective summary of the text. RI.10.2 Swimming to Antarctica



RI.10.3 Angela’s Ashes

6.


events, including how they are introduced and developed, and the

connections that are drawn between them.

RI.10.3 Swimming to Antarctica

7. Determine the meaning of words and phrases as they are used in a

text, including figurative, connotative, and technical meanings.

RI.10.4 The Spider and the Wasp

Angela’s Ashes

8.

Analyze the cumulative impact of specific word choices on meaning

and tone (e.g., how the language of a court opinion differs from

that of a newspaper).


9. Analyze in detail how an author’s ideas or claims are developed RI.10.5 Angela’s Ashes






and refined by particular sentences, paragraphs, or larger

portions of a text (e.g., a section or chapter).

10. Determine an author’s point of view or purpose in a text. RI.10.6 Angela’s Ashes

11. Analyze how an author uses rhetoric to advance that point of view

or purpose.


12.

Write informative/explanatory texts to examine and convey

complex ideas, concepts, and information clearly and

accurately through the effective selection, of content.

W.10.2 How to React to Familiar

Faces

13.



accurately through the effective organization of content;

introduce a topic; organize complex ideas, concepts, and

information to make important connections and distinctions;

include formatting (e.g., headings), graphics (e.g., figures,

tables), and multimedia when useful to aiding comprehension.

W.10.2a. How to React to Familiar

Faces

14.



accurately through the effective analysis of content.


Faces

15. Develop the topic with well-chosen, relevant, and sufficient

facts, extended definitions, concrete details, quotations, or other

W.10.2b. How to React to Familiar

Faces






information and examples appropriate to the audience’s

knowledge of the topic.

16. Use appropriate and varied transitions to link the major

sections of the text and create cohesion.

W.10.2c. How to React to Familiar

Faces

17. Clarify the relationships among complex ideas and concepts. W.10.2c. How to React to Familiar

Faces

18. Use precise language and domain-specific vocabulary to

manage the complexity of the topic.

W.10.2d. How to React to Familiar

Faces

19.

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.10.2e. How to React to Familiar

Faces

20.

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.10.2f. How to React to Familiar

Faces



Faces

22. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.







Faces

23. Focus on addressing what is most significant for a specific purpose and audience when writing


Faces



Faces

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

W.10.9b. How to React to Familiar

Faces

26.





Faces

27.



partners on grade 10 topics, texts, and issues.

SL.10.1 The Spider and the Wasp

Swimming to Antarctica

Angela’s Ashes

How to React to Familiar

Faces

28. Build on others’ ideas and express their own clearly and

persuasively while taking part in collaborative discussions.



Angela’s Ashes







Faces

29.


decision-making (e.g., informal consensus, taking votes on

key issues, presentation of alternate views), clear goals and


SL.10.1b. The Spider and the Wasp


Angela’s Ashes


Faces

30.

Propel conversations by posing and responding to

questions that relate the current discussion to broader

themes or larger ideas.

SL.10.1c. The Spider and the Wasp


Angela’s Ashes


Faces

31.

Actively incorporate others into discussions; and clarify,


SL.10.1c. The Spider and the Wasp


Angela’s Ashes


Faces

32.

Integrate multiple sources of information presented in

diverse media or formats (e.g., visually, quantitatively,

orally).



Angela’s Ashes


Faces

33. Evaluate the credibility and accuracy of each source of SL.10.2 The Spider and the Wasp






information presented in diverse media or formats. Swimming to Antarctica

Angela’s Ashes


Faces

34.

Evaluate a speaker’s point of view and reasoning. SL.10.3 The Spider and the Wasp


Angela’s Ashes


Faces

35.


clearly, concisely, and logically such that listeners can




Angela’s Ashes


Faces

36.





Angela’s Ashes


Faces



L.10.1 The Spider and the Wasp


Angela’s Ashes







Faces

38.

Use various types of clauses (independent, dependent;

noun, relative, adverbial) to convey specific meanings and

add variety and interest to writing or presentations.

L.10.1b. The Spider and the Wasp


Angela’s Ashes


Faces

39.

Use a semicolon (and perhaps a conjunctive adverb) to link


L.10.2a. The Spider and the Wasp


Angela’s Ashes


Faces

40.

Use a colon to introduce a list or quotation. L.10.2b. The Spider and the Wasp


Angela’s Ashes


Faces

41.

Spell correctly. L.10.2c. The Spider and the Wasp


Angela’s Ashes


Faces






42.





Angela’s Ashes


Faces

43.






Angela’s Ashes


Faces

44.





Angela’s Ashes


Faces

45.

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 10 reading and

content, choosing flexibly from a range of strategies.



Angela’s Ashes


Faces

46. 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

L.10.4a. The Spider and the Wasp







the meaning of a word or phrase. Angela’s Ashes


Faces

47.


dictionaries, glossaries, thesauruses), both print and digital, to

find the pronunciation of a word or determine, verify, or clarify its


L.10.4c.d. The Spider and the Wasp


Angela’s Ashes


Faces

48.

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.



Angela’s Ashes


Faces










them.





W.10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information

clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections

and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia








b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete

details, quotations, or other information and examples appropriate to the audience’s knowledge of the

topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and


d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation

presented (e.g., articulating implications or the significance of the topic).





































appropriate.


speaking.








when writing.




c. Spell correctly.























comprehension.




Arguments



CCSS

TEXT SELECTIONS

1.

Cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text. RI.10.1 Keep Memory Alive

Conductorette

The Leader in the Mirror

2. Determine the central idea of a 10th grade text. RI.10.2 Keep Memory Alive




RI.10.2 Keep Memory Alive

4. Provide an objective summary of the text. RI.10.2 Conductorette



RI.10.3 Conductorette

6.


events, including how they are introduced and developed, and the

connections that are drawn between them.

RI.10.3 Conductorette



RI.10.4 The Leader in the Mirror

8.

Analyze the cumulative impact of specific word choices on meaning

and tone (e.g., how the language of a court opinion differs from that

of a newspaper).





Arguments


9.

Analyze in detail how an author’s ideas or claims are developed and


text (e.g., a section or chapter).


10.

Determine an author’s point of view or purpose in a text and analyze

how an author uses rhetoric to advance that point of view or

purpose.


11. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.


12.

Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient

evidence.

W.10.1 Keep Memory Alive

13. When writing arguments, introduce precise claim(s) and distinguish

the claim(s) from alternate or opposing claims. W.10.1a. Keep Memory Alive

14.

When writing arguments, create an organization that establishes

clear relationships among claim(s), counterclaims, reasons, and

evidence.

W.10.1a. Keep Memory Alive

15.

When writing arguments, develop claim(s) and counterclaims

fairly, supplying evidence for each while pointing out the strengths

and limitations of both in a manner that that anticipates the

audience’s knowledge level and concerns.

W.10.1b. Keep Memory Alive




Arguments


16.

When writing arguments, use words, phrases, and clauses 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.10.1c. Keep Memory Alive

17.

When writing arguments, establish and maintain a formal style and

objective tone while attending to the norms and conventions of the


W.10.1d. Keep Memory Alive

18. When writing arguments, provide a concluding statement or section

that follows from and supports the argument presented. W.10.1e. Keep Memory Alive





21.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.


22.

Draw evidence from informational texts to support analysis, reflection, and research. Apply grades 10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).


23. Write routinely over extended time frames (time for research, reflection,



Conductorette




Arguments


for a range of tasks, purposes, and audiences. The Leader in the Mirror



25. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


26. Focus on addressing what is most significant for a specific purpose and audience when writing




28. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.


29. Identify false statements and fallacious reasoning when writing an argument.


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


31.





Conductorette


32.



partners on grade 10 topics, texts, and issues.

SL.10.1 Keep Memory Alive

Conductorette


33. Build on others’ ideas and express their own clearly and SL.10.1 Keep Memory Alive

Conductorette




Arguments


persuasively while taking part in collaborative discussions. The Leader in the Mirror

34.





SL.10.1b. Keep Memory Alive

Conductorette


35.



ideas.

SL.10.1c. Keep Memory Alive

Conductorette


36. Actively incorporate others into discussions; and clarify,


SL.10.1c. Keep Memory Alive

Conductorette


37.

Integrate multiple sources of information presented in

diverse media or formats (e.g., visually, quantitatively, orally).


Conductorette


38.

Evaluate the credibility and accuracy of each source of

information presented in diverse media or formats.


Conductorette


39.

Evaluate a speaker’s point of view and reasoning. SL.10.3 Keep Memory Alive

Conductorette





Arguments


40.


clearly, concisely, and logically such that listeners can follow

the line of reasoning.


Conductorette


41.




Conductorette




L.10.1 Keep Memory Alive

Conductorette


43.


relative, adverbial) to convey specific meanings and add

variety and interest to writing or presentations.

L.10.1b. Keep Memory Alive

Conductorette


44. Use a semicolon (and perhaps a conjunctive adverb) to link


L.10.2a. Keep Memory Alive

Conductorette


45.

Use a colon to introduce a list or quotation. L.10.2b. Keep Memory Alive

Conductorette


46.

Spell correctly. L.10.2c. Keep Memory Alive

Conductorette





Arguments


47.




Conductorette


48.





Conductorette


49. Apply knowledge of language to comprehend more fully when



Conductorette


50.

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 10 reading and



Conductorette


51.

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.


Conductorette


52.



the pronunciation of a word or determine, verify, or clarify its


L.10.4c,d. Keep Memory Alive

Conductorette


53. Demonstrate understanding of figurative language, word L.9.5 Keep Memory Alive




Arguments


relationships, and nuances in word meanings. Conductorette


54. Interpret figures of speech (e.g., euphemism, oxymoron) in

context and analyze their role in the text.


Conductorette


55.

Analyze nuances in the meaning of words with similar

denotations.

L.9.5b. Keep Memory Alive

Conductorette


56.

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.


Conductorette







them.




Arguments






RI.10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.

a. Introduce precise 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.

b. 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 and concerns.



counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of






Arguments






















Arguments











appropriate.


speaking.










Arguments



when writing.




c. Spell correctly.















Arguments







text.





comprehension.



CONTENT AREA: ELA GRADE 10 UNIT #: 4 UNIT NAME: Reading Literature, Writing

Narrative



CCSS

TEXT SELECTIONS

1.

Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the

text.

RL.10.1 Oedipus

Antigone

2. Determine a theme or central idea of a text. RL.10.2 Oedipus

Antigone

3. Determine a theme or central idea of a text and analyze in detail its


RL.10.2 Oedipus

Antigone

4. Provide an objective summary of the text. RL.10.2 Oedipus

Antigone

5.

Analyze how complex characters (e.g., those with multiple or

conflicting motivations) develop over the course of a text,

interact with other characters, and advance the plot or develop

the theme.

RL.10.3 Oedipus

Antigone

6. Determine the meaning of words and phrases as they are used in

the text, including figurative and connotative meanings.

RL.10.4 Oedipus

Antigone

7. Analyze the cumulative impact of specific word choices on

meaning and tone (e.g., how the language evokes a sense of

RL.10.4 Oedipus

Antigone




Narrative


time and place and informal tone).

8.

Analyze how an author’s choices concerning how to structure

a text, order events within it (e.g., parallel plots), and

manipulate time (e.g., pacing, flashbacks) create such effects

as mystery, tension, or surprise.

RL.10.5 Oedipus

Antigone

9.

Analyze a particular point of view reflected in a work of

literature from outside the United States, drawing on a wide

reading of world literature.

RL.10.6 Oedipus

Antigone

10.

Analyze a cultural experience reflected in a work of literature

from outside the United States, drawing on a wide reading of

world literature.

RL.10.6 Oedipus

Antigone

11.


different artistic mediums, including what is emphasized or

absent in each treatment (e.g., Auden’s “Musée des Beaux

Arts” and Breughel’s Landscape with the Fall of Icarus).

RL.10.7 Oedipus

Antigone

12.

Analyze how an author draws on and transforms source

material in a specific work (e.g., how Shakespeare treats a

theme or topic from Ovid or the Bible or how a later author

draws on a play by Shakespeare).

RL.10.9 Oedipus

Antigone




Narrative


13.

By the end of grade 10, read and comprehend literature, including

stories, dramas, and poems, in the grades 9–10 text complexity

band proficiently, with scaffolding as needed at the high end of the

range.

RL.10.10 Oedipus

Antigone

Selected Poems

14.

Write narratives to develop real or imagined experiences or events

using effective technique, well-chosen details, and well-structured

events.

W.10.3 Oedipus/Antigone

15.

When writing narratives, engage and orient the reader by setting out

a problem, situation, or observation, establishing one or

multiple point(s) of view, and introducing a narrator and/or

characters; create a smooth progression of experiences or

events.

W.10.3a. Oedipus/Antigone

16.

When writing narratives, use narrative techniques, such as

dialogue, pacing, description, reflection, and multiple plot lines, to


W.10.3b. Oedipus/Antigone

17.

When writing narratives, use a variety of techniques to sequence

events so that they build on one another to create a coherent

whole.

W.10.3c. Oedipus/Antigone

18. When writing narratives, use precise words and phrases, telling

details, and sensory language to convey a vivid picture of the

W.10.3d. Oedipus/Antigone




Narrative



19.

When writing narratives, provide a conclusion that follows from and

reflects on what is experienced, observed, or resolved over the


W.10.3e. Oedipus/Antigone

20.

Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and

audience.


21.

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.


22.

Use technology, including the Internet, to produce, publish, and

update individual or shared writing products, taking advantage

of technology’s capacity to link to other information and to

display information flexibly and dynamically.


23.

Conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a

problem and narrow or broaden the inquiry when appropriate.


24. Synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation when writing.





Narrative


25.

Gather relevant information from multiple authoritative print and

digital sources, using advanced searches effectively and assess the

usefulness of each source in answering the research question.


26.

Integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and following a standard format

for citation.


27.


research; apply grade 10 Reading standards to literature (e.g.,

“Analyze how an author draws on and transforms source

material in a specific work [e.g., how Shakespeare treats a

theme or topic from Ovid or the Bible or how a later author

draws on a play by Shakespeare]”).

W.10.9a. Oedipus/Antigone

28.

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.


29.



partners on grade 10 topics, texts, and issues, building on others’

ideas and expressing their own clearly and persuasively.

SL.10.1 Oedipus/Antigone

Selected Poems

30. Come to discussions prepared, having read and researched SL.10.1a. Oedipus/Antigone




Narrative


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.

Selected Poems

31.





SL.10.1b. Oedipus/Antigone

Selected Poems

32.



ideas; actively incorporate others into the discussion; and

clarify, verify, or challenge ideas and conclusions.

SL.10.1c. Oedipus/Antigone

Selected Poems

33.

Respond thoughtfully to diverse perspectives, summarize

points of agreement and disagreement, and, when warranted,

qualify or justify their own views and understanding and make

new connections in light of the evidence and reasoning

presented.

SL.10.1d. Oedipus/Antigone

Selected Poems

34.


media or formats (e.g., visually, quantitatively, orally)

evaluating the credibility and accuracy of each source.


Selected Poems

35. Evaluate a speaker’s point of view, reasoning, and use of SL.10.3 Oedipus/Antigone




Narrative


evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted evidence.

Selected Poems

36.


command of formal English when indicated or appropriate; present

information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line

of reasoning.

SL.10.6; SL.10.4 Oedipus/Antigone

Selected Poems

37. Demonstrate effective organization, development, substance,

and style are appropriate to purpose, audience, and task.


Selected Poems

38.

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.


Selected Poems

39. Adapt speech to a variety of contexts and tasks, demonstrating



Selected Poems



L.10.1 Oedipus/Antigone

Selected Poems

41. Use parallel structure when writing or speaking. L.10.1a. Oedipus/Antigone

Selected Poems




Narrative


42.

Use various types of phrases (noun, verb, adjectival, adverbial,

participial, prepositional, absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific

meanings and add variety and interest to writing or

presentations.

L.10.1b. Oedipus/Antigone

Selected Poems

43.

Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing; use a

semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clauses.

L.10.2; L.10.2a. Oedipus/Antigone

Selected Poems

44. Use a colon to introduce a list or quotation. L.10.2b. Oedipus/Antigone

Selected Poems

45. Spell correctly when writing narratives. L.10.2c. Oedipus/Antigone

Selected Poems

46. Apply knowledge of language to understand how language



Selected Poems

47. Apply knowledge of language to make effective choices for

meaning or style.


Selected Poems

48. Apply knowledge of language to comprehend more fully when



Selected Poems




Narrative


49.




L.10.3a Oedipus/Antigone

50.


words and phrases based on grade 10 reading and content,

choosing flexibly from a range of strategies.


Selected Poems

51.

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


L.10.4a. Oedipus/Antigone

Selected Poems

52.

Identify and correctly use patterns of word changes that indicate

different meanings or parts of speech (e.g., analyze, analysis,

analytical; advocate, advocacy).


Selected Poems

53.



the pronunciation of a word or determine or clarify its precise

meaning, its part of speech, or its etymology.

L.10.4c. Oedipus/Antigone

Selected Poems

54.

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.10.4d. Oedipus/Antigone

Selected Poems




Narrative


55. Demonstrate understanding of figurative language. L.10.5a. Oedipus/Antigone

Selected Poems

56. Demonstrate understanding of word relationships and nuances in

word meanings.


Selected Poems

57.

Analyze nuances in the meaning of words with similar

denotations (e.g., as a noun, book denotes the object “book”,

as a verb, when you book something such as a hotel room or

ticket).


Selected Poems

58.

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.


Selected Poems

59.

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to

comprehension or expression.


Selected Poems







Narrative





RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over

the course of a text, interact with other characters, and advance the plot or develop the theme.









RL.10.7 Analyze the representation of a subject or a key scene in two different artistic

mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des

Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RL.10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how

Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play




Narrative


by Shakespeare).

RL.10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the

grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.




or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth

progression of experiences or events.




coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of

the experiences, events, setting, and/or characters.




task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3




Narrative


above.)



(Editing for conventions should demonstrate command of Language standards 1–3 up to and including

grades 9–10 on page 54.)




W.10.7 Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation.

W.10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the usefulness of each source in answering the research question;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation.


a.Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and





Narrative











b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal

consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines,

and individual roles as needed.




d. Respond thoughtfully to diverse perspectives, summarize points of agreement and

disagreement, and, when warranted, qualify or justify their own views and understanding and

make new connections in light of the evidence and reasoning presented.

SL.10.2 Integrate multiple sources of information presented in diverse media or formats




Narrative


(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any

fallacious reasoning or exaggerated or distorted evidence.




SL.10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)

in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.



L.10.1 1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.










Narrative



when writing.




c. Spell correctly.
















Narrative







text.












CCSS

TEXT SELECTIONS

1.



RL.10.1 Julius Caesar

Of Mice &

men/Gathering of

Old Men

2.

Determine a theme or central idea of a text and include how it emerges and is

shaped and refined by specific details.


Of Mice &

men/Gathering of

Old Men

3.

Determine a theme or central idea of a text and provide an objective summary

of the text.


Of Mice &

men/Gathering of

Old Men

4.


motivations) develop over the course of a text, interact with other

characters, and advance the plot or develop the theme.


Of Mice &

men/Gathering of

Old Men

5.

Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings; analyze the cumulative impact

of specific word choices on meaning and tone (e.g., how the language evokes


Of Mice &

men/Gathering of

Old Men






a sense of time and place).

6.


including figurative and connotative meanings; analyze the cumulative impact

of specific word choices on meaning and tone (e.g., how it sets a formal or

informal tone).


Of Mice &

men/Gathering of

Old Men

7. Analyze how an author’s choices concerning how to order events within a

text (e.g., parallel plots), create such effects as mystery, tension, or surprise.


Of Mice &

men/Gathering of

Old Men

8.

Analyze how an author’s choices concerning how to manipulate time in a

text (e.g., pacing, flashbacks) create such effects as mystery, tension, or

surprise.


Of Mice &

men/Gathering of

Old Men

9. Analyze a cultural experience reflected in a work of literature from outside

the United States, drawing on a wide reading of world literature.


Of Mice &

men/Gathering of

Old Men

10.

Analyze how an author draws on and transforms source material in a specific

work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible

or how a later author draws on a play by Shakespeare).


Of Mice &

men/Gathering of

Old Men






11.


dramas, and poems, in the grades 9–10 text complexity band proficiently, with



Of Mice &

men/Gathering of

Old Men

12.



RI.10.1 Julius Caesar

Of Mice &

men/Gathering of

Old Men

13.

Determine the central idea of a 10th grade text. RI.10.2 Julius Caesar

Of Mice &

men/Gathering of

Old Men

14.

Determine a central idea of a text and analyze its development over the

course of the text, including how it emerges and is shaped and refined by

specific details


Of Mice &

men/Gathering of

Old Men

15.

Provide an objective summary of the text. RI.10.2 Julius Caesar

Of Mice &

men/Gathering of

Old Men

16. Analyze how the author unfolds an analysis or series of ideas or events, RI.10.3 Julius Caesar

Of Mice &






including the order in which the points are made. men/Gathering of

Old Men

17.

Analyze how the author unfolds an analysis or series of ideas or events,

including how they are introduced and developed, and the connections that

are drawn between them.


Of Mice &

men/Gathering of

Old Men

18.




Of Mice &

men/Gathering of

Old Men

19.

Analyze the cumulative impact of specific word choices on meaning and tone

(e.g., how the language of a court opinion differs from that of a newspaper).


Of Mice &

men/Gathering of

Old Men

20.

Analyze in detail how an author’s ideas or claims are developed and refined

by particular sentences, paragraphs, or larger portions of a text (e.g., a

section or chapter).


Of Mice &

men/Gathering of

Old Men

21.

Analyze various accounts of a subject told in different mediums (e.g., a

person’s life story in both print and multimedia), determining which details

are emphasized in each account.


Of Mice &

men/Gathering of

Old Men






22.

Analyze seminal U.S. documents of historical and literary significance (e.g.,

Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four

Freedoms speech, King’s “Letter from Birmingham Jail”), including how they

address related themes and concepts.

RI.10.9 The American

Idea

23.

By the end of grade 10, read and comprehend literary nonfiction in the grades

9–10 text complexity band proficiently, with scaffolding as needed at the high

end of the range.

RI.10.10 The American

Idea

24. Write narratives to develop real or imagined experiences or events using well-

chosen details.

W.10.3 Julius Caesar

Of Mice &

Men/Gathering

of Old Men

25.

When writing narratives, engage and orient the reader by setting out a

problem, situation, or observation, establishing one or multiple point(s) of

view, and introducing a narrator and/or characters.

W.10.3a. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

26. When writing narratives, create a smooth progression of experiences or

events.


Of Mice &

Men/Gathering

of Old Men

27. When writing narratives, use narrative techniques, such as dialogue, pacing,


W.10.3b. Julius Caesar

Of Mice &






and/or characters. Men/Gathering

of Old Men

28. When writing narratives, use a variety of techniques to sequence events so

that they build on one another to create a coherent whole.

W.10.3c. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

29.

When writing narratives, use precise words and phrases, telling details, and

sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters.

W.10.3d. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

30.

When writing narratives, provide a conclusion that follows from and reflects

on what is experienced, observed, or resolved over the course of the

narrative

W.10.3e. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

31. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.


Of Mice &

Men/Gathering

of Old Men

The American

Idea






32. When writing arguments, introduce precise claim(s) and distinguish the

claim(s) from alternate or opposing claims.


Of Mice &

Men/Gathering

of Old Men

The American

Idea

33. When writing arguments, create an organization that establishes clear

relationships among claim(s), counterclaims, reasons, and evidence.


Of Mice &

Men/Gathering

of Old Men

The American

Idea

34.

When writing arguments, develop claim(s) and counterclaims fairly,

supplying evidence for each while pointing out the strengths and limitations

of both in a manner that that anticipates the audience’s knowledge level and

concerns.

W.10.1b. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea

35.

When writing arguments, use words, phrases, and clauses 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)

W.10.1c. Julius Caesar

Of Mice &

Men/Gathering

of Old Men






and counterclaims. The American

Idea

36.



they are writing.

W.10.1d. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea

37. When writing arguments, provide a concluding statement or section that


W.10.1e. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea

38.

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.


Of Mice &

Men/Gathering

of Old Men

The American

Idea

39. Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the usefulness of each


Of Mice &






source in answering the research question; integrate information into the

text selectively to maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation.

Men/Gathering

of Old Men

The American

Idea

40.

Apply grade 10 Reading standards to literature (e.g., “Analyze how an author

draws on and transforms source material in a specific work [e.g., how

Shakespeare treats a theme or topic from Ovid or the Bible]”)


Of Mice &

Men/Gathering

of Old Men

41.

Apply grade 10 Reading standards to literary nonfiction (e.g., “Delineate and

evaluate the argument and specific claims in a text, assessing whether the

reasoning is valid and the evidence is relevant and sufficient; identify false


W.10.9b. The American

Idea

42.


on-one, in groups, and teacher-led) with diverse partners on grade10 topics,

texts, and issues, building on others’ ideas and expressing their own clearly

and persuasively.

SL.10.1 Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea

43. 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

SL.10.1a. Julius Caesar

Of Mice &






exchange of ideas. Men/Gathering

of Old Men

The American

Idea

44.

Work with peers to set rules for collegial discussions and decision-making

(e.g., informal consensus, taking votes on key issues, presentation of

alternate views), clear goals and deadlines, and individual roles as needed.

SL.10.1b. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea

45.

Actively incorporate others into the discussion; and clarify, verify, or

challenge ideas and conclusions.

SL.10.1b. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea

46.

Propel conversations by posing and responding to questions that relate the

current discussion to broader themes or larger ideas; actively incorporate

others into the discussion; and clarify, verify, or challenge ideas and

conclusions.

SL.10.1c. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea






47.

Integrate multiple sources of information presented in diverse media or




Of Mice &

Men/Gathering

of Old Men

The American

Idea

48.

Present information, findings, and supporting evidence clearly, concisely,

and logically such that listeners can follow the line of reasoning and the

organization, development, substance, and style are appropriate to purpose,

audience, and task.


Of Mice &

Men/Gathering

of Old Men

The American

Idea

49.

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.


Of Mice &

Men/Gathering

of Old Men

The American

Idea

50.

Use parallel structure when writing and speaking. L.10.1a. Julius Caesar

Of Mice &

Men/Gathering

of Old Men






The American

Idea

51.

Use various types of clauses (independent, dependent; noun, relative,

adverbial) to convey specific meanings and add variety and interest to


L.10.1b. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea

52.

Spell correctly when writing narrative and argumentative texts. L.10.2c. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea

53.


and phrases based on grade 10 reading and content, choosing flexibly from a

range of strategies; 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


L.10.4a. Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea

54. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade10 reading and content, choosing flexibly from a

L.10.4b. Julius Caesar

Of Mice &






range of strategies; identify and correctly use patterns of word changes that

indicate different meanings or parts of speech (e.g., analyze, analysis,

analytical; advocate, advocacy).

Men/Gathering

of Old Men

The American

Idea

55.



and career readiness level; demonstrate independence in gathering

vocabulary knowledge when considering a word or phrase important to

comprehension.

L.10.6 Julius Caesar

Of Mice &

Men/Gathering

of Old Men

The American

Idea


RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text.

RL.10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of

a text, interact with other characters, and advance the plot or develop the theme.







meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language

evokes a sense of time and place; how it sets a formal or informal tone).

RL.10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots),

and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United

States, drawing on a wide reading of world literature.

RL.9.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats

a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

RL.9.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10

text complexity band proficiently, with scaffolding as needed at the high end of the range.



RI.10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points

are made, how they are introduced and developed, and the connections that are drawn between them.







RI.10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs,

or larger portions of a text (e.g., a section or chapter).

RI.10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and

multimedia), determining which details are emphasized in each account.

RI.10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the

Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how

they address related themes and concepts.

RI.10.10 By the end of grade 10, read and comprehend literary nonfiction in the grades 9–10 text complexity band

proficiently, with scaffolding as needed at the high end of the range.

W.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,

and well-structured event sequences.


point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or

events.











e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the


W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant

and sufficient evidence.

a. Introduce precise 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.

b. 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 and concerns.



counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the








W.10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated

question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on

the subject, demonstrating understanding of the subject under investigation.

W.10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches

effectively; assess the usefulness of each source in answering the research question; integrate information into

the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.10.9a,b. a. Apply grade10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms

source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or

how a later author draws on a play by Shakespeare]”).

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and

specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;

identify false statements and fallacious reasoning”).

SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade10 topics, texts, and issues, building on others’ ideas and expressing their own clearly

and persuasively.


preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,







b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes

on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader

themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and

conclusions.

SL.10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,

orally) evaluating the credibility and accuracy of each source.

SL.10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can

follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,

audience, and task.

SL.10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in

presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


a. Use parallel structure.









L.10.2c. c. Spell correctly

L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10

reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a





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




Narrative


# STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS TEXT SELECTIONS

1.

Cite strong and thorough textual evidence to support analysis of what the

text says explicitly.

RL.11.1 The Devil and Tom

Walker, The Fall of the

House of Usher, Moby

Dick, The Tide Rises, The

Tide Falls, Thanatopsis,

Old Ironsides,

Snowbound, Dickinson

Poetry (three), Whitman

Poetry (two)

2.

Determine two or more themes or central ideas of a text and analyze their







Old Ironsides,



Poetry (two)




Narrative


3.

Provide an objective summary of the text. RL.11.2 The Devil and Tom





Old Ironsides,



Poetry (two)

4.

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).




Dick

5.


including figurative and connotative meanings. (Include Shakespeare as well

as other authors.)

RL.11.4

The Devil and Tom





Old Ironsides,



Poetry (two)




Narrative


6.

Determine the meaning of words and phrases as they are used in the text.

RL.11.4

The Devil and Tom





Old Ironsides,



Poetry (two)

7.

Analyze how an author’s choices concerning how to structure specific parts

of a text (e.g., the choice of where to begin or end a story, the choice to

provide a comedic or tragic resolution) contribute to its overall structure

and meaning as well as its aesthetic impact.

RL.11.5

The Devil and Tom





Old Ironsides,



Poetry (two)




Narrative


8.

Write narratives to develop real or imagined experiences or events using

effective technique; use narrative techniques, such as dialogue, pacing,

description, reflection, and multiple plot lines, to develop experiences,

events, and/or characters.

W.11.3b.

Narrative Writing

Assignments relevant to

the Romantics, the

Fireside Poets, the

Transition Poetry

9.


observation and its significance, establishing one or multiple point(s) of

view, and introducing a narrator and/or characters. W.11.3a.

Narrative Writing


the Romantics, the

Fireside Poets, the

Transition Poetry

10.

When writing narratives, create a smooth progression of experiences or

events.

W.11.3a.

Narrative Writing


the Romantics, the

Fireside Poets, the

Transition Poetry

11.

Provide a conclusion that follows from and reflects on what is experienced,


W.11.3e.

Narrative Writing


the Romantics, the

Fireside Poets, the

Transition Poetry

12.

Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.

W.11.4

Narrative Writing


the Romantics, the

Fireside Poets, the

Transition Poetry




Narrative


13.



significant for a specific purpose and audience. W.11.5

Narrative Writing


the Romantics, the

Fireside Poets, the

Transition Poetry

14. Use technology, including the Internet, to produce, publish, and update

individual or shared writing products. W.11.6

Narrative Writing


the Romantics, the

Fireside Poets, the

Transition Poetry

15.


research.

a. Apply grade 11 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.11.9a.

Narrative Writing


the Romantics, the

Fireside Poets, the

Transition Poetry

16.


revision) and shorter time frames (a single sitting or a day or two) for a range

of tasks, purposes, and audiences. W.11.10

Narrative Writing


the Romantics, the

Fireside Poets, the

Transition Poetry




Narrative


17.


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.11.1a.

The Devil and Tom





Old Ironsides,



Poetry (two)

18.

Work with peers to promote civil, democratic discussions and decision

making, set clear goals and deadlines, and establish individual roles as

needed. SL.11.1b.

The Devil and Tom





Old Ironsides,



Poetry (two)




Narrative


19. Propel conversations by posing and responding to questions that probe

reasoning and evidence. SL.11.1c.

The Devil and Tom





Old Ironsides,



Poetry (two)

20.

When taking part in collaborative conversations, ensure a hearing for a full

range of positions on a topic or issue; clarify, verify, or challenge ideas and

conclusions. SL.11.1c.

The Devil and Tom





Old Ironsides,



Poetry (two)




Narrative


21. Promote divergent and creative perspectives when speaking. SL.11.1c.

The Devil and Tom





Old Ironsides,



Poetry (two)

22. Resolve contradictions when possible when speaking. SL.11.1d.

The Devil and Tom





Old Ironsides,



Poetry (two)




Narrative


23. Synthesize comments, claims, and evidence made on all sides of an issue. SL.11.1d.

The Devil and Tom





Old Ironsides,



Poetry (two)

24. Adapt speech to a variety of contexts and tasks, demonstrating a command

of formal English when indicated or appropriate. SL.11.6

The Devil and Tom





Old Ironsides,



Poetry (two)




Narrative


25. Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking. L.11.1a.

The Devil and Tom





Old Ironsides,



Poetry (two), as well as

writing assignments

26.

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.11.1b.

The Devil and Tom





Old Ironsides,



Poetry (two)

27. Observe hyphenation conventions. L.11.2a. Dickinson Poetry




Narrative


28. Demonstrate command of the conventions of standard English and spell

correctly when writing. L.11.2b.

The Devil and Tom





Old Ironsides,




writing assignments

29.


different contexts, to make effective choices for meaning or style, and to

comprehend more fully when reading or listening; vary syntax for effect,

consulting references (e.g., Tufte’s Artful Sentences) for guidance as

needed.

L.11.3a.

The Devil and Tom





Old Ironsides,




writing assignments




Narrative


30.




paragraph, or text; a word’s position or function in a sentence) as a clue to

the meaning of a word or phrase

L.11.4a.

The Devil and Tom





Old Ironsides,




writing assignments

31. Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech (e.g., conceive, conception, conceivable). L.11.4b.

The Devil and Tom





Old Ironsides,




writing assignments




Narrative


32.



range of strategies; consult general and specialized reference materials (e.g.,

dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning, its part

of speech, its etymology, or its standard usage;

L.11.4c.

The Devil and Tom





Old Ironsides,




writing assignments

33. 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.11.4d.

The Devil and Tom





Old Ironsides,




writing assignments




Narrative


34.



and career readiness level; L.11.6

The Devil and Tom





Old Ironsides,




writing assignments

35. Demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression. L.11.6

The Devil and Tom





Old Ironsides,




writing assignments




Narrative



RL.11.1 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.11.2 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.11.3 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.11.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;

analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that

is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or

end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as

its aesthetic impact.

RL.11.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really

meant (e.g., satire, sarcasm, irony, or understatement).




Narrative


W.11.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or

multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,


e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative.

W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)



W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to

ongoing feedback, including new arguments or information.


a. Apply grade 11 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”).




Narrative




SL.11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by

referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange

of ideas.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish


c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full

range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative

perspectives.

d. 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.11.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.




Narrative



a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English

Usage, Garner’s Modern American Usage) as needed.


a. Observe hyphenation conventions.

b. Spell correctly.

L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for

meaning or style, and to comprehend more fully when reading or listening.

a. 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.




Narrative


L.11.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and


a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a

clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,

conception, conceivable).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to

find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard

usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context

or in a dictionary)

L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,

and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression.






# STUDENT LEARNING OBJECTIVES

CORRESP

ONDING

CCSS

TEXT SELECTIONS

1.

Cite strong and thorough textual evidence to support analysis of what the text says

explicitly.

RI.11.1 Journal of the First Voyage to

America, The General History of

Virginia, A Plymouth Plantation,

Sinners in the Hands of an

Angry God, Poor Richard’s

Almanac, The Crisis, Number 1,

The Speech in the Virginia

Convention

2.

Cite strong and thorough textual evidence to support inferences drawn from the

text, including determining where the text leaves matters uncertain.








Convention






3.

Determine two or more central ideas of a text and analyze their development over

the course of the text.








Convention

4.

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.








Convention

5.

Determine the meaning of words and phrases as they are used in a text, including









Convention






6.

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








Convention

7.

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.








Convention

8.

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.11.2 Essays relevant to Early

Explorers, Puritans, and the

Enlightenment

9.

Write informative/explanatory texts to 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.11.2a. Essays relevant to Early


Enlightenment






10.

Write informative/explanatory texts to 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


W.11.2b. Essays relevant to Early


Enlightenment

11.

Write informative/explanatory texts to use appropriate and varied transitions and

syntax to link the major sections of the text, create cohesion, and clarify the

relationships among complex ideas and concepts.

W.11.2c. Essays relevant to Early


Enlightenment

12.

Write informative/explanatory texts to using precise language, domain-specific

vocabulary, and techniques such as metaphor, simile, and analogy to manage the

complexity of the topic.

W.11.2d. Essays relevant to Early


Enlightenment

13.

Write informative/explanatory texts to establishing and maintaining a formal style

and objective tone while attending to the norms and conventions of the discipline in


W.11.2e. Essays relevant to Early


Enlightenment

14.

Write informative/explanatory texts and provide a concluding statement or section

that follows from and supports the information or explanation presented (e.g.,


W.11.2f. Essays relevant to Early


Enlightenment

15.





Enlightenment






16.

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.

W.11.5 Journal of the First Voyage to







Convention

17.

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.



Enlightenment

18.

Gather relevant information from multiple authoritative print and digital sources,

using advanced searches effectively; assess the strengths and limitations of

authoritative sources in terms of the task, purpose, and audience.



Enlightenment

19.

Draw evidence from informational texts to support analysis, reflection, and

research; apply grades 11 Reading standards to literary nonfiction (e.g., “Delineate

and evaluate the reasoning in seminal U.S. texts, including the application of

constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court

Case majority opinions and dissents] and the premises, purposes, and arguments

in works of public advocacy [e.g., The Federalist, presidential addresses]”).

W.11.9b. Essays relevant to Early


Enlightenment

20.




W.11.10 Writing assignments relevant to

Early Explorers, Puritans, and

the Enlightenment






21.

Initiate and participate effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grades 11 topics, texts,

and issues, building on others’ ideas and expressing their own clearly and

persuasively.

SL.11.1 Journal of the First Voyage to







Convention

22.

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.11.1a. Journal of the First Voyage to







Convention

23.

Work with peers to promote civil, democratic discussions and decision making, set

clear goals and deadlines, and establish individual roles as needed.

SL.11.1b. Journal of the First Voyage to







Convention






24.

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 during discussions.

SL.11.1c. Journal of the First Voyage to







Convention

25.

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


SL.11.1d. Journal of the First Voyage to







Convention

26.

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.








Convention






27.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,

assessing the stance, premises, links among ideas, word choice, points of

emphasis, and tone used.








Convention

28.

Present information, findings, and supporting evidence, conveying a clear and

distinct perspective, such that listeners can follow the line of reasoning, alternative

or opposing perspectives are addressed, and the organization, development,

substance, and style are appropriate to purpose, audience, and a range of formal

and informal tasks.








Convention

29.

Demonstrate command of the conventions of standard English grammar and usage


L.11.1 Journal of the First Voyage to







Convention






30.

Apply the understanding that usage is a matter of convention, can change over

time, and is sometimes contested.

L.11.1a. Journal of the First Voyage to







Convention

31.



Usage) as needed.

L.11.1b. Journal of the First Voyage to







Convention

32.

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.








Convention






33.

Observe hyphenation conventions. L.11.2a. Journal of the First Voyage to







Convention

34.

Spell correctly. L.11.2b. Writing assignments relevant to


the Enlightenment

35.

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.








Convention

36.

Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for

guidance as needed.

L.11.3a. Writing assignments relevant to


the Enlightenment






37.


phrases based on grades 11 reading and content, choosing flexibly from a range of

strategies.








Convention

38.

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.








Convention

39.

Identify and correctly use patterns of word changes that indicate different meanings

or parts of speech (e.g., conceive, conception, conceivable).

L.11.4b. Journal of the First Voyage to







Convention






40.

Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or

determine, verify, or clarify its precise meaning, its part of speech, its etymology, or

its standard usage.

L.11.4c.d. Journal of the First Voyage to







Convention

41.

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.








Convention

42.

Analyze nuances in the meaning of words with similar denotations. L.11.5b. Journal of the First Voyage to







Convention






43.

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their

role in the text.








Convention

44.


phrases, sufficient for reading, writing, speaking, and listening at the college and

career readiness level. Demonstrate independence in gathering vocabulary


expression.








Convention, as well as writing

assignments






45.

Demonstrate independence in gathering vocabulary knowledge when considering a

word or phrase important to comprehension or expression.








Convention, as well as writing

assignments







RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.11.2 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; an objective summary of the text.

RI.11.3 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.11.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how

Madison defines faction in Federalist No. 10).

RI.11.5

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including

whether the structure makes points clear, convincing, and engaging.

RI.11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style

and content contribute to the power, persuasiveness, or beauty of the text.






W.11.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which

precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia


b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the


d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the


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


f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,



audience.










W.11.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess

the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard

format for citation.


b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S.

texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case

majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The

Federalist, presidential addresses]”).








SL11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with


persuasively.



of ideas.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and

establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a

full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and

creative perspectives.




SL11.2 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


SL11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among

ideas, word choice, points of emphasis, and tone used.






SL11.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can

follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,

substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.







b. Spell correctly.










L.11.4 4. Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.







usage.


or in a dictionary)


a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.


L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,

speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary

knowledge when considering a word or phrase important to comprehension or expression.




Arguments



CORRESPONDING

CCSS

TEXT SELECTIONS

1.


says explicitly.

RI.11.1 Emerson (one selection), Thoreau

(one selection), Swing Low, Sweet

Chariot, Go Down, Moses, The

Gettysburg Address, Second

Inaugural Address, Letter to His

Son, Mary Chestnut’s Civil War, I

Will Fight No More Forever

2.

Cite strong and thorough textual evidence to support inferences drawn from









3.

Determine two or more central ideas of a text and analyze their development












Arguments


4.

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.


(one selection)

5.




(one selection)

6.

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








7.

Determine an author’s point of view or purpose in a text in which the rhetoric

is particularly effective.








8.

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). RI.11.8

The Gettysburg Address, Second

Inaugural Address




Arguments


9.

Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

W.11.1 Argument essays relevant to

Transcendentalists and Civil War

selections

10.

When writing arguments, introduce precise, knowledgeable claim(s) and

establish the significance of the claim(s).

W.11.1a. Argument essays relevant to


selections

11.

When writing arguments, introduce precise, knowledgeable claim(s), and

distinguish the claim(s) from alternate or opposing claims.

W.11.1a Argument essays relevant to


selections

12.


create an organization that logically sequences claim(s), counterclaims,

reasons, and evidence.

W.11.1a. Argument essays relevant to


selections

13.

When writing arguments, develop claim(s) and counterclaims fairly and

thoroughly, supplying the most relevant evidence for each while pointing out

the strengths and limitations of both in a manner that anticipates the

audience’s knowledge level, concerns, values, and possible biases.

W.11.1b. Argument essays relevant to


selections

14.

When writing arguments, use words, phrases, and clauses as well as varied


relationships between claim(s) and reasons.

W.11.1c. Argument essays relevant to


selections

15.



relationships between reasons and evidence.

W.11.1c. Argument essays relevant to


selections




Arguments


16.



they are writing.

W.11.1d. Argument essays relevant to


selections

17.

When writing arguments, provide a concluding statement or section that


W.11.1e. Argument essays relevant to


selections

18.


and style are appropriate to task, purpose, and audience.



selections

19.






selections

20.


individual or shared writing products in response to ongoing feedback,

including new arguments or information.



selections

21.


sources, using advanced searches effectively; assess the strengths and

limitations of each source in terms of the task, purpose, and audience.



selections




Arguments


22.


research; apply grade 11 Reading standards to literary nonfiction (e.g.,

“Delineate and evaluate the reasoning in seminal U.S. texts, including the

application of constitutional principles and use of legal reasoning [e.g., in

U.S. Supreme Court Case majority opinions and dissents] and the premises,

purposes, and arguments in works of public advocacy [e.g., The Federalist,

presidential addresses]”).

W.11.9b. The Gettysburg Address, Second

Inaugural Address, Argument

essays relevant to


selections

23.



of tasks, purposes, and audiences.



selections

24.




and persuasively.

SL.11.1 Emerson (one selection), Thoreau







25.


study.

SL.11.1a. Emerson (one selection), Thoreau










Arguments


26.

Explicitly refer to evidence from texts and other research on the topic or issue

to stimulate a thoughtful, well- reasoned exchange of ideas.

SL.11.1a. Emerson (one selection), Thoreau







27.


making, set clear goals and deadlines, and establish individual roles as needed.

SL.11.1b. Emerson (one selection), Thoreau







28.

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.11.1c. Emerson (one selection), Thoreau










Arguments


29.

Respond thoughtfully to diverse perspectives; synthesize comments, claims,

and evidence made on all sides of an issue; resolve contradictions when

possible.

SL.11.1d. Emerson (one selection), Thoreau







30.

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.








31.


rhetoric, assessing the stance, premises, links among ideas, word choice,

points of emphasis, and tone used.











Arguments


32.


distinct perspective, such that listeners can follow the line of reasoning,

alternative or opposing perspectives are addressed, and the organization,

development, substance, and style are appropriate to purpose, audience, and

a range of formal and informal tasks.








33.



L.11.1 Emerson (one selection), Thoreau







34.

Apply the understanding that usage is a matter of convention, can change

over time, and is sometimes contested.

L.11.1a. Emerson (one selection), Thoreau










Arguments


35.



Usage) as needed.

L.11.1b. Emerson (one selection), Thoreau







36.










37. Observe hyphenation conventions. L.11.2a. Emerson (one selection), Thoreau

(one selection

38.

Spell correctly. L.11.2b. Emerson (one selection), Thoreau










Arguments


40.



comprehend more fully when reading or listening.








41.

Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)

for guidance as needed.

L.11.3a. Argument essays relevant to


selections

42.



range of strategies.








43.


word’s position or function in a sentence) as a clue to the meaning of a word

or phrase.

L.11.4a. Emerson (one selection), Thoreau










Arguments


44.


meanings or parts of speech (e.g., conceive, conception, conceivable).

L.11.4b. Emerson (one selection), Thoreau







45.


glossaries, thesauruses), both print and digital, to find the pronunciation of a

word or determine, verify, or clarify its precise meaning, its part of speech, its

etymology, or its standard usage.

L.11.4c.d. Emerson (one selection), Thoreau







46.

Demonstrate understanding of figurative language, word relationships in word

meanings.








47.

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze

their role in the text.

L.11.5a. Swing Low, Sweet Chariot, Go

Down, Moses, Letter to His Son,

Mary Chestnut’s Civil War, I Will

Fight No More Forever




Arguments


48.
















Arguments










RI.11.5





RI.11.8 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).




Arguments




a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate

or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out

the strengths and

limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify

the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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




audience.






Arguments













W.11.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting

or a day or two) for a range of tasks, purposes, and audiences.




Arguments


SL11.1 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.


referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of

ideas.





perspectives.




SL11.2 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







Arguments


SL11.4

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can









b. Spell correctly.








Arguments








c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find

the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard

usage.


or in a dictionary)









CONTENT AREA: ELA GRADE: 11 UNIT #: 4 UNIT NAME: Reading Literature and Writing

Narrative

Broad approval: October 16, 2014


CCSS

TEXT SELECTIONS

1.


says explicitly.

RL.11.1 The Notorious Jumping Frog of

Calaveras County, A Rose for

Emily, The Ambush, The Great

Gatsby, The Lovesong of J.

Alfred Prufrock, The Red

Wheelbarrow, E. E. Cummings

Poetry (two), Chicago, Robert

Frost Poetry (two), Langston

Hughes Poetry (two)

2.











Hughes Poetry (two)




Narrative


3.

Provide an objective summary of the text. RL.11.2 The Notorious Jumping Frog of








Hughes Poetry (two)

4.


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).




Gatsby

5.


including figurative and connotative meanings. (Include Shakespeare as well as

other authors.)









Hughes Poetry (two)




Narrative


6.

Determine the meaning of words and phrases as they are used in the text. RL.11.4 The Notorious Jumping Frog of








Hughes Poetry (two)

7.


rewriting, or trying a new approach.









Hughes Poetry (two), Narrative

Writing assignment, Reflection

journal

8.

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).


Calaveras County




Narrative


9.

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.11.7 The Great Gatsby

10.


dramas, and poems, in the grades 11-12–CCR text complexity band proficiently,










Hughes Poetry (two)


effective technique, well-chosen details, and well-structured event sequences.

W.11.3 Narrative Writing assignment

12.

When writing narratives, 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.

W.11.3a. Narrative Writing assignment

13. When writing narratives, create a smooth progression of experiences or events. W.11.3a. Narrative Writing assignment

14.



and/or characters.

W.11.3b. Narrative Writing assignment




Narrative


15.


they build on one another to create a coherent whole and build toward a

particular tone and outcome (e.g., a sense of mystery, suspense, growth, or

resolution).

W.11.3c. Narrative Writing assignment

16.


sensory language to convey a vivid picture of the experiences, events, setting,

and/or characters.

W.11.3d. Narrative Writing assignment

17.

When writing narratives, provide a conclusion that follows from and reflects on

what is experienced, observed, or resolved over the course of the narrative.

W.11.3e. Narrative Writing assignment




19.




W.11.5 Narrative Writing assignment,

Reflection journal


individual or shared writing products.


21.





W.11.7 Reflection journal




Narrative


22.


apply grade 11 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.11.9a. The Notorious Jumping Frog of








Hughes Poetry (two)

23.



tasks, purposes, and audiences. W.11.10

Narrative Writing assignment,

Reflection journal

24.




persuasively.

SL.11.1 The Notorious Jumping Frog of








Hughes Poetry (two)




Narrative


25.


study.

SL.11.1a. The Notorious Jumping Frog of








Hughes Poetry (two)

26.

Explicitly refer to evidence from texts and other research on the topic or issue to

stimulate a thoughtful, well- reasoned exchange of ideas.

SL.11.1a. The Notorious Jumping Frog of








Hughes Poetry (two)




Narrative


27.

Work with peers to promote civil, democratic discussions and decision making,

set clear goals and deadlines, and establish individual roles as needed.

SL.11.1b. The Notorious Jumping Frog of








Hughes Poetry (two)

28.



topic or issue; clarify, verify, or challenge ideas and conclusions; and promote

divergent and creative perspectives.

SL.11.1c. The Notorious Jumping Frog of








Hughes Poetry (two)




Narrative


29.



possible; and determine what additional information or research is required to

deepen the investigation or complete the task.

SL.11.1d. The Notorious Jumping Frog of








Hughes Poetry (two)

30.


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.









Hughes Poetry (two);

Reflection journal




Narrative


31.




SL.11.3 Langston Hughes Poetry (two)

32.




development, substance, and style are appropriate to purpose, audience, and a

range of formal and informal tasks.









Hughes Poetry (two)

33.



reasoning, and evidence and to add interest.

SL.11.5 The Great Gatsby; Langston

Hughes Poetry (two)

34.

Adapt speech to a variety of contexts and tasks, demonstrating a command of

formal English when indicated or appropriate.









Hughes Poetry (two)




Narrative


35.



L.11.1a. The Notorious Jumping Frog of








Hughes Poetry (two);

36.



Usage) as needed.

L.11.1b. The Notorious Jumping Frog of








Hughes Poetry (two)

37.


punctuation, and spelling when writing; observe hyphenation conventions

when writing. L.11.2; L.11.2a.

The Great Gatsby, E. E.

Cummings Poetry (two)

38. Spell correctly when writing narratives. L.11.2b. Narrative Writing assignment




Narrative


39.


contexts, to make effective choices for meaning or style, and to comprehend

more fully when reading or listening.

L.11.3 The Notorious Jumping Frog of








Hughes Poetry (two)

40. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for

guidance as needed.

L.11.3a. Narrative Writing assignment

41.


phrases based on grade 11 reading and content, choosing flexibly from a range

of strategies.









Hughes Poetry (two)




Narrative


42.


position or function in a sentence) as a clue to the meaning of a word or phrase

L.11.4a. The Notorious Jumping Frog of








Hughes Poetry (two)

43.


meanings or parts of speech (e.g., conceive, conception, conceivable) when

writing and speaking.









Hughes Poetry (two)




Narrative


44.



career readiness level; demonstrate independence in gathering vocabulary


expression.

L.11.4c.d. The Notorious Jumping Frog of








Hughes Poetry (two)

45.

Demonstrate understanding of figurative language; interpret figures of speech

(e.g., hyperbole, paradox) in context and analyze their role in the text when

writing and speaking.

L.11.5a The Great Gatsby, Robert Frost

Poetry (two)

46.

Demonstrate understanding word relationships, and nuances in word meanings;

analyze nuances in the meaning of words with similar denotations.









Hughes Poetry (two)




Narrative


47.



career readiness level.









Hughes Poetry (two); Narrative

Writing assignment; Reflection

journal

48.











Hughes Poetry (two); Narrative

Writing assignment; Reflection

journal




Narrative










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.11.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end

a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its

aesthetic impact.



RL.11.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or

poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by

an American dramatist.)




Narrative


RL.11.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text


W.11.3







c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build

toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,



narrative.








Narrative




W.11.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.










Narrative






ideas.





perspectives.




SL.11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order



SL.11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among


SL.11.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can






Narrative











b. Spell correctly.








Narrative










usage.


or in a dictionary)













CCSS

TEXT

SELECTIONS

1.


says explicitly.

RL.11.1 Our Town, Catcher in

the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a

Birmingham City Jail

2.




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







3.

Provide an objective summary of the text. RL.11.2 Our Town, Catcher in

the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


4.


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).


the Rye

5.



other authors.)

RL.11.4

Our Town, Catcher in

the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







6.


RL.11.4


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


7.


rewriting, or trying a new approach. RL.11.5

Reflective Narrative

assignment,

Persuasive Writing

assignment

8.



or understatement). RL.11.6

Catcher in the Rye

9.





RL.11.7


the Rye






10.


dramas, and poems, in the grades 11–12 CCR text complexity band proficiently,


RL.11.10


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


11.


says explicitly.

RI.11.1 Our Town, Catcher in

the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







12.




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


13.




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







14.




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


15.




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


16. 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

RI.11.5

Straw into Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







17. Determine an author’s point of view or purpose in a text in which the rhetoric is

particularly effective. RI.11.6


Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


18.

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.11.7


Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


19.


application of constitutional principles and use of legal reasoning (e.g., in U.S.

Supreme Court majority opinions and dissents). RI.11.8

Inaugural Address,

Letter from a


20.


11–12 CCR text complexity band proficiently, with scaffolding as needed at the

high end of the range.

RI.11.10


Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







21.


effective technique, well-chosen details, and well-structured event sequences. W.11.3


assignment

22.



point(s) of view, and introducing a narrator and/or characters. W.11.3a.


assignment

23. When writing narratives, create a smooth progression of experiences or events.

W.11.3a.


assignment

24.




and/or characters.

W.11.3b.


assignment

25.




resolution).

W.11.3c.


assignment

26.



and/or characters. W.11.3d.


assignment






27.


what is experienced, observed, or resolved over the course of the narrative. W.11.3e.


assignment

28.


using valid reasoning and relevant and sufficient evidence. W.11.1

Persuasive Writing

assignment

29. When writing arguments, introduce precise, knowledgeable claim(s) and

establish the significance of the claim(s). W.11.1a. Persuasive Writing

assignment

30. When writing arguments, introduce precise, knowledgeable claim(s), and

distinguish the claim(s) from alternate or opposing claims. W.11.1a

Persuasive Writing

assignment

31.

When writing arguments, introduce precise, knowledgeable claim(s), and create

an organization that logically sequences claim(s), counterclaims, reasons, and

evidence. W.11.1a.

Persuasive Writing

assignment

32.



the strengths and limitations of both in a manner that anticipates the audience’s

knowledge level, concerns, values, and possible biases.

W.11.1b.

Persuasive Writing

assignment

33.



relationships between claim(s) and reasons. W.11.1c.

Persuasive Writing

assignment






34.



relationships between reasons and evidence. W.11.1c.

Persuasive Writing

assignment

35.



they are writing. W.11.1d.

Persuasive Writing

assignment

36. When writing arguments, provide a concluding statement or section that follows

from and supports the argument presented. W.11.1e. Persuasive Writing

assignment




assignment,

Persuasive Writing

assignment

38.



limitations of each source in terms of the task, purpose, and audience. W.11.8

Persuasive Writing

assignment

39.

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.11.8

Persuasive Writing

assignment






40.






W.11.9a.


assignment,

Persuasive Writing

assignment

41.


evaluate the reasoning in seminal U.S. texts, including the application of


Case majority opinions and dissents] and the premises, purposes, and

arguments in works of public advocacy [e.g., The Federalist, presidential

addresses]”).

W.11.9b.


Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


42.




persuasively.

SL.11.1


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







43. Work with peers to promote civil, democratic discussions and decision making,

set clear goals and deadlines, and establish individual roles as needed. SL.11.1b.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


44.





SL.11.1c.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







45.





SL.11.1d.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


46.





SL.11.2


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







47.



emphasis, and tone used. SL.11.3


Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


48.






SL.11.4


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







49.





the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


50. Observe hyphenation conventions. L.11.2a. Inaugural Address

51.



more fully when reading or listening; vary syntax for effect, consulting

references (e.g., Tufte’s Artful Sentences) for guidance as needed.

L.11.3a.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







52.



of strategies; 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.11.4a.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a





the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a







54.



of strategies; consult general and specialized reference materials (e.g.,


pronunciation of a word or determine or clarify its precise meaning, its part of

speech, its etymology, or its standard usage.

L.11.4c.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a


55.



writing and speaking. L.11.5a


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday,

Mother Tongue,

Inaugural Address,

Letter from a






























RL.11.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–12 CCR text









RI.11.5










RI.11.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,

quantitatively) as well as in words in order to address a question or solve a problem.




RI.12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with







W.11.3












narrative.











the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and

possible biases.

















W.11.9a,b. a. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and

early-twentieth-century foundational works of American literature, including how two or more texts from the

same period treat similar themes or topics”).

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal

U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme

Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy

[e.g., The Federalist, presidential addresses]”).







perspectives.









SL.11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in








L.11.1a.b. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.



L.11.2a.b. a. Observe hyphenation conventions.

b. Spell correctly.










L.11.4b.c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and






usage.



Middle Township School District English Language Arts Curriculum – Grade 11 (AP)


CONTENT AREA: ELA GRADE: 11 AP UNIT #: 1 UNIT NAME: Reading Literature/Writing

Narrative




1.

Cite strong and thorough textual evidence to support analysis of what the

text says explicitly.

RL.11.1 The Fall of the House of

Usher, Thanatopsis, Old

Ironsides, Dickinson


Poetry (two), The

Language of Composition

Chapter 6, The Great

Gatsby

2.







Poetry (two), The



Gatsby




Narrative


3.

Provide an objective summary of the text. RL.11.2 The Fall of the House of




Poetry (two), The



Gatsby

4.


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).


Usher, The Great Gatsby

5.


including figurative and connotative meanings. (Include Shakespeare as well

as other authors.)

RL.11.4

The Fall of the House of




Poetry (two), The



Gatsby




Narrative


6.


RL.11.4





Poetry (two), The



Gatsby

7.

Analyze how an author’s choices concerning how to structure specific parts

of a text (e.g., the choice of where to begin or end a story, the choice to

provide a comedic or tragic resolution) contribute to its overall structure

and meaning as well as its aesthetic impact. RL.11.5





Poetry (two), The



Gatsby

8.



description, reflection, and multiple plot lines, to develop experiences,


W.11.3b.

Narrative Writing

Assignment

9.


observation and its significance, establishing one or multiple point(s) of

view, and introducing a narrator and/or characters. W.11.3a.

Narrative Writing

Assignment




Narrative


10. When writing narratives, create a smooth progression of experiences or

events. W.11.3a. Narrative Writing

Assignment

11. Provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative. W.11.3e. Narrative Writing

Assignment

12.


and style are appropriate to task, purpose, and audience. W.11.4

Narrative Writing

Assignment, Formal

Analysis and Argument

essays

13.




Narrative Writing

Assignment, Formal


essays



Narrative Writing

Assignment, Formal


essays

15.


research.

a. Apply grade 11 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.11.9a.

Narrative Writing

Assignment, Formal


essays




Narrative


16.




Narrative Writing

Assignment, Reflection

journal, Formal Analysis

and Argument essays

17.


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.11.1a.





Poetry (two), The



Gatsby

18.


making, set clear goals and deadlines, and establish individual roles as

needed. SL.11.1b.





Poetry (two), The



Gatsby




Narrative


19. Propel conversations by posing and responding to questions that probe

reasoning and evidence. SL.11.1c.





Poetry (two), The



Gatsby

20.

When taking part in collaborative conversations, ensure a hearing for a full

range of positions on a topic or issue; clarify, verify, or challenge ideas and

conclusions. SL.11.1c.





Poetry (two), The



Gatsby

21. Promote divergent and creative perspectives when speaking. SL.11.1c.





Poetry (two), The



Gatsby




Narrative


22. Resolve contradictions when possible when speaking. SL.11.1d.





Poetry (two), The



Gatsby

23. Synthesize comments, claims, and evidence made on all sides of an issue. SL.11.1d.





Poetry (two), The



Gatsby

24. Adapt speech to a variety of contexts and tasks, demonstrating a command

of formal English when indicated or appropriate. SL.11.6





Poetry (two), The



Gatsby




Narrative








Poetry (two), The



Gatsby, Narrative Writing

assignment, Formal


essays

26.








Poetry (two), The



Gatsby

27. Observe hyphenation conventions. L.11.2a. Dickinson Poetry




Narrative


28. Demonstrate command of the conventions of standard English and spell

correctly when writing. L.11.2b.





Poetry (two), The




assignment, Formal


essays

29.



comprehend more fully when reading or listening; vary syntax for effect,

consulting references (e.g., Tufte’s Artful Sentences) for guidance as

needed.

L.11.3a.





Poetry (two), The




assignment, Formal


essays




Narrative


30.




paragraph, or text; a word’s position or function in a sentence) as a clue to

the meaning of a word or phrase

L.11.4a.





Poetry (two), The



Gatsby







Poetry (two), The




assignment, Formal


essays




Narrative


32.



range of strategies; consult general and specialized reference materials (e.g.,


pronunciation of a word or determine or clarify its precise meaning, its part

of speech, its etymology, or its standard usage;

L.11.4c.





Poetry (two), The




assignment, Formal


essays

33. 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.11.4d.





Poetry (two), The




assignment, Formal


essays




Narrative


34.



and career readiness level; L.11.6





Poetry (two), The




assignment, Formal


essays







Poetry (two), The




assignment, Formal


essays




Narrative




















Narrative


W.11.3








narrative.
















Narrative






of ideas.





perspectives.












Narrative




b. Spell correctly.













usage.


or in a dictionary)




Narrative







CONTENT AREA: ELA GRADE: 11 AP UNIT #: 2 UNIT NAME: Reading Information/Writing




CCSS

TEXT SELECTIONS

1.


explicitly.

RI.11.1 The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry

God, Poor Richard’s

Almanac, The Crisis,

Number 1, The

Speech in the

Virginia Convention

2.




Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






3.




Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

4.




Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






5.




Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention


RI.11.5

The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






7.



persuasiveness, or beauty of the text. RI.11.6

The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

8.



organization, and analysis of content. W.11.2

Formal Analysis and

Argument essays

9.

Write informative/explanatory texts to 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.11.2a.

Formal Analysis and

Argument essays

10.

Write informative/explanatory texts to 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


W.11.2b.

Formal Analysis and

Argument essays






11.

Write informative/explanatory texts to use appropriate and varied transitions and


relationships among complex ideas and concepts. W.11.2c.

Formal Analysis and

Argument essays

12.

Write informative/explanatory texts to using precise language, domain-specific

vocabulary, and techniques such as metaphor, simile, and analogy to manage the

complexity of the topic. W.11.2d.

Formal Analysis and

Argument essays

13.

Write informative/explanatory texts to establishing and maintaining a formal style

and objective tone while attending to the norms and conventions of the discipline in

which they are writing. W.11.2e.

Formal Analysis and

Argument essays

14.

Write informative/explanatory texts and 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.11.2f.

Formal Analysis and

Argument essays

15.


style are appropriate to task, purpose, and audience. W.11.4

Formal Analysis

and Argument

essays






16.


her exposition or argument, including whether the structure makes points clear,

convincing, and engaging.

W.11.5

The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

17.



arguments or information. W.11.6

Formal Analysis and

Argument essays

18.


using advanced searches effectively; assess the strengths and limitations of

authoritative sources in terms of the task, purpose, and audience. W.11.8

Formal Analysis and

Argument essays






19.


research; apply grades 11 Reading standards to literary nonfiction (e.g., “Delineate





W.11.9b.

Formal Analysis and

Argument essays

20.




Formal Analysis and

Argument essays

21.


one, in groups, and teacher-led) with diverse partners on grades 11 topics, texts,


persuasively.

SL.11.1 The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






22.



research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of

ideas.

SL.11.1a. The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

23.

Work with peers to promote civil, democratic discussions and decision making, set

clear goals and deadlines, and establish individual roles as needed.

SL.11.1b. The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






24.




creative perspectives during discussions.

SL.11.1c. The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

25.





SL.11.1d. The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






26.






Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

27.





Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






28.


distinct perspective, such that listeners can follow the line of reasoning, alternative

or opposing perspectives are addressed, and the organization, development,

substance, and style are appropriate to purpose, audience, and a range of formal

and informal tasks.


Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

29.



L.11.1 The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






30.



L.11.1a. The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

31.



Usage) as needed.

L.11.1b. The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






32.




Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

33.

Observe hyphenation conventions. L.11.2a. The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry

God

34. Spell correctly. L.11.2b. Formal Analysis and

Argument essays






35.





Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

36.


guidance as needed.

L.11.3a. Formal Analysis and

Argument essays






37.



strategies.


Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

38.



L.11.4a. The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






39.

Identify and correctly use patterns of word changes that indicate different meanings

or parts of speech (e.g., conceive, conception, conceivable).

L.11.4b. The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

40.



determine, verify, or clarify its precise meaning, its part of speech, its etymology, or

its standard usage.

L.11.4c.d. The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






41.

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

L.11.5

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

42.

Analyze nuances in the meaning of words with similar denotations.

L.11.5b.

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






43.


role in the text.

L.11.5a.

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention

44.



career readiness level. Demonstrate independence in gathering vocabulary


expression.

L.11.6

The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention






45.

Demonstrate independence in gathering vocabulary knowledge when considering a

word or phrase important to comprehension or expression.

L.11.6

The Language of

Composition

Chapters 1, 2, & 5,

Sinners in the

Hands of an Angry



Number 1, The

Speech in the

Virginia Convention














RI.11.5










W.11.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which

precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia


b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the


d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the


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


f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,








audience.





















SL11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with


persuasively.



of ideas.



c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a

full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and










SL11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in














b. Spell correctly.


















usage.


or in a dictionary)









L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,

speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary

knowledge when considering a word or phrase important to comprehension or expression.




Arguments



CORRESPONDING

CCSS

TEXT SELECTIONS

1.


says explicitly.

RI.11.1 Emerson (one selection),

Thoreau (one selection),

Swing Low, Sweet

Chariot, Go Down,

Moses, The Gettysburg

Address, Second

Inaugural Address, Letter

to His Son, Mary

Chestnut’s Civil War, I

Will Fight No More

Forever




Arguments


2.

Cite strong and thorough textual evidence to support inferences drawn from




Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

3.





Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


4.

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.


Thoreau (one selection)




Thoreau (one selection)


RI.11.5

Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


7. Determine an author’s point of view or purpose in a text in which the rhetoric

is particularly effective. RI.11.6



Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

8.


application of constitutional principles and use of legal reasoning (e.g., in

U.S. Supreme Court majority opinions and dissents). RI.11.8

The Gettysburg Address,

Second Inaugural

Address

9.



Argument essays

relevant to

Transcendentalists and

Civil War selections


establish the significance of the claim(s). W.11.1a.

Argument essays

relevant to






Arguments




Argument essays

relevant to



12.


create an organization that logically sequences claim(s), counterclaims,

reasons, and evidence. W.11.1a.

Argument essays

relevant to



13.



the strengths and limitations of both in a manner that anticipates the

audience’s knowledge level, concerns, values, and possible biases.

W.11.1b.

Argument essays

relevant to



14.




Argument essays

relevant to



15.




Argument essays

relevant to






Arguments


16.




Argument essays

relevant to



17.

When writing arguments, provide a concluding statement or section that

follows from and supports the argument presented. W.11.1e.

Argument essays

relevant to



18.


and style are appropriate to task, purpose, and audience. W.11.4

Argument essays

relevant to



19.




Argument essays

relevant to



20.


individual or shared writing products in response to ongoing feedback,

including new arguments or information. W.11.6

Argument essays

relevant to



21.




Argument essays

relevant to






Arguments


22.


research; apply grade 11 Reading standards to literary nonfiction (e.g.,

“Delineate and evaluate the reasoning in seminal U.S. texts, including the

application of constitutional principles and use of legal reasoning [e.g., in

U.S. Supreme Court Case majority opinions and dissents] and the premises,

purposes, and arguments in works of public advocacy [e.g., The Federalist,

presidential addresses]”).

W.11.9b.

The Gettysburg Address,

Second Inaugural

Address, Argument

essays relevant to



23.




Argument essays

relevant to



24.




and persuasively.

SL.11.1 Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


25.


study.

SL.11.1a. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

26.

Explicitly refer to evidence from texts and other research on the topic or issue

to stimulate a thoughtful, well- reasoned exchange of ideas.

SL.11.1a. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


27.


making, set clear goals and deadlines, and establish individual roles as needed.

SL.11.1b. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

28.



topic or issue; clarify, verify, or challenge ideas and conclusions; and

promote divergent and creative perspectives.

SL.11.1c. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


29.



possible.

SL.11.1d. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

30.


media (e.g., visually, quantitatively, orally) in order to make informed

decisions and solve problems.



Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


31.


rhetoric, assessing the stance, premises, links among ideas, word choice,

points of emphasis, and tone used.



Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

32.




development, substance, and style are appropriate to purpose, audience, and

a range of formal and informal tasks.



Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


33.



L.11.1 Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

34.

Apply the understanding that usage is a matter of convention, can change

over time, and is sometimes contested.

L.11.1a. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


35.



Usage) as needed.

L.11.1b. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

36.





Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

37. Observe hyphenation conventions. L.11.2a. Emerson (one selection),

Thoreau (one selection




Arguments


38.

Spell correctly. L.11.2b. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

40.



comprehend more fully when reading or listening.



Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


41.

Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)

for guidance as needed.

L.11.3a. Argument essays

relevant to



42.



range of strategies.



Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


43.


word’s position or function in a sentence) as a clue to the meaning of a word

or phrase.

L.11.4a. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

44.



L.11.4b. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


45.


glossaries, thesauruses), both print and digital, to find the pronunciation of a

word or determine, verify, or clarify its precise meaning, its part of speech, its


L.11.4c.d. Emerson (one selection),


Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever

46.

Demonstrate understanding of figurative language, word relationships in word

meanings.

L.11.5



Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments


47.

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze

their role in the text.

L.11.5a.

Swing Low, Sweet

Chariot, Go Down,

Moses, Letter to His Son,

Mary Chestnut’s Civil

War, I Will Fight No

More Forever

48.






L.11.6



Swing Low, Sweet

Chariot, Go Down,


Address, Second


to His Son, Mary


Will Fight No More

Forever




Arguments










RI.11.5











Arguments







the strengths and

limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.







audience.








Arguments
















Arguments


SL11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse




ideas.





perspectives.




SL11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order








Arguments











b. Spell correctly.








Arguments










usage.


or in a dictionary)









CONTENT AREA: ELA GRADE: 11 AP UNIT #: 4 UNIT NAME: Reading Literature and Writing

Narrative



CCSS

TEXT

SELECTIONS

1.


says explicitly.

RL.11.1 The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The

Lovesong of J. Alfred

Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

2.




Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)




Narrative


3.

Provide an objective summary of the text. RL.11.2 The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

4.


relate elements of a story or drama (e.g., where a story is set, how the action is



Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock

5.



other authors.)

RL.11.4

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)




Narrative


6.


RL.11.4

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

7.


rewriting, or trying a new approach.

RL.11.5

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

Narrative Writing

assignment,

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays




Narrative


8.




The Language of

Composition

Chapters 9 & 11,

9.




and one play by an American dramatist.) RL.11.7

The Lovesong of J.

Alfred Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

10.


dramas, and poems, in the grades 11-12–CCR text complexity band proficiently,


RL.11.10

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

11.


effective technique, well-chosen details, and well-structured event sequences. W.11.3

Narrative Writing

assignment




Narrative


12.




Narrative Writing

assignment


W.11.3a. Narrative Writing

assignment

14.



and/or characters. W.11.3b.

Narrative Writing

assignment

15.




resolution).

W.11.3c.

Narrative Writing

assignment

16.




Narrative Writing

assignment

17.


what is experienced, observed, or resolved over the course of the narrative. W.11.3e.

Narrative Writing

assignment




Narrative


18.



W.11.4

Narrative Writing

assignment,

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays

19.




Narrative Writing

assignment,

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays



Narrative Writing

assignment, Formal

Analysis, Argument,

and Synthesis essays

21.





W.11.7

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays




Narrative


22.






W.11.9a.

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

Narrative Writing

assignment,

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays

23.




Narrative Writing

assignment,

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays




Narrative


24.




persuasively.

SL.11.1

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

25. Come to discussions prepared, having read and researched material under

study. SL.11.1a.

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)




Narrative


26. Explicitly refer to evidence from texts and other research on the topic or issue to

stimulate a thoughtful, well- reasoned exchange of ideas. SL.11.1a.

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)



The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)




Narrative


28.





SL.11.1c.

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

29.





SL.11.1d.

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)




Narrative


30.





SL.11.2

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two),

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays

31.




The Language of

Composition

Chapters 9 & 11




Narrative


32.






SL.11.4

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

33.



reasoning, and evidence and to add interest. SL.11.5

A Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)




Narrative


34. Adapt speech to a variety of contexts and tasks, demonstrating a command of

formal English when indicated or appropriate. SL.11.6

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)




Narrative




The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

Narrative Writing

assignment,

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays




Narrative


36.




The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

37.


punctuation, and spelling when writing; observe hyphenation conventions

when writing. L.11.2; L.11.2a.

The Great Gatsby, E.

E. Cummings Poetry

(two)

38. Spell correctly when writing narratives. L.11.2b. Narrative Writing

assignment




Narrative


39.



more fully when reading or listening. L.11.3

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)


guidance as needed. L.11.3a.

Narrative Writing

assignment, Formal

Analysis, Argument,

and Synthesis essays

41.



of strategies. L.11.4

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)




Narrative


42. 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.11.4a.

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)




Narrative


43.



writing and speaking. L.11.4b.

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

Narrative Writing

assignment,

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays




Narrative


44.





expression.

L.11.4c.d.

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

Narrative Writing

assignment,

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays




Narrative


45.




The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

Narrative Writing

assignment,

Reflection journal,

Formal Analysis,

Argument, and

Synthesis essays




Narrative


46. Demonstrate understanding word relationships, and nuances in word meanings;

analyze nuances in the meaning of words with similar denotations. L.11.5b.

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)

47.



career readiness level. L.11.6

The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)




Narrative




The Language of

Composition

Chapters 9 & 11, A

Rose for Emily, The


Prufrock, E. E.

Cummings Poetry

(two), Robert Frost

Poetry (two)









Narrative









aesthetic impact.











Narrative


W.11.3












narrative.








Narrative
















Narrative






ideas.





perspectives.












Narrative














b. Spell correctly.




Narrative














usage.


or in a dictionary)




Narrative










CONTENT AREA: ELA GRADE: 11 AP UNIT #: 5 UNIT NAME: Reading Literature &




CCSS

TEXT

SELECTIONS

1.


says explicitly.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

2.




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4






3.

Provide an objective summary of the text. RL.11.2 Our Town, Catcher in

the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

4.


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).


the Rye

5.



other authors.)

RL.11.4


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4






6.


RL.11.4


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

7.


rewriting, or trying a new approach. RL.11.5


assignment,

Persuasive Writing

assignment

8.




Catcher in the Rye

9.





RL.11.7


the Rye






10.




RL.11.10


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

11.


says explicitly.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4






12.




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

13.




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4






14.




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

15.




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4







RI.11.5


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

17. Determine an author’s point of view or purpose in a text in which the rhetoric is

particularly effective. RI.11.6


Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

18.



address a question or solve a problem. RI.11.7


Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

19.



Supreme Court majority opinions and dissents). RI.11.8

The Language of

Composition Chapter

4






20.


11–12 CCR text complexity band proficiently, with scaffolding as needed at the

high end of the range. RI.11.10


Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4


effective technique, well-chosen details, and well-structured event sequences. W.11.3 Reflective Narrative

assignment

22.





assignment


W.11.3a. Reflective Narrative

assignment

24.




and/or characters.

W.11.3b.


assignment

25.




resolution).

W.11.3c.


assignment






26.





assignment

27. When writing narratives, provide a conclusion that follows from and reflects on

what is experienced, observed, or resolved over the course of the narrative. W.11.3e. Reflective Narrative

assignment

28. Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence. W.11.1 Persuasive Writing

assignment


establish the significance of the claim(s). W.11.1a. Persuasive Writing

assignment


distinguish the claim(s) from alternate or opposing claims. W.11.1a Persuasive Writing

assignment

31.



evidence. W.11.1a.

Persuasive Writing

assignment

32.



the strengths and limitations of both in a manner that anticipates the audience’s

knowledge level, concerns, values, and possible biases.

W.11.1b.

Persuasive Writing

assignment






33.




Persuasive Writing

assignment

34.




Persuasive Writing

assignment

35.




Persuasive Writing

assignment

36. When writing arguments, provide a concluding statement or section that follows

from and supports the argument presented. W.11.1e. Persuasive Writing

assignment




assignment,

Persuasive Writing

assignment

38.




Persuasive Writing

assignment






39.

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.11.8

Persuasive Writing

assignment

40.






W.11.9a.


assignment,

Persuasive Writing

assignment

41.




Case majority opinions and dissents] and the premises, purposes, and

arguments in works of public advocacy [e.g., The Federalist, presidential

addresses]”).

W.11.9b.


Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4






42.




persuasively.

SL.11.1


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4




the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4






44.





SL.11.1c.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

45.





SL.11.1d.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4






46.





SL.11.2


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

47.





the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4






48.






SL.11.4


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

49.





the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

50. Observe hyphenation conventions. L.11.2a.

The Language of

Composition Chapter

4






51.



more fully when reading or listening; vary syntax for effect, consulting

references (e.g., Tufte’s Artful Sentences) for guidance as needed.

L.11.3a.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

52.



of strategies; 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.11.4a.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4









the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4

54.



of strategies; consult general and specialized reference materials (e.g.,


pronunciation of a word or determine or clarify its precise meaning, its part of

speech, its etymology, or its standard usage.

L.11.4c.


the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4






55.





the Rye, Straw into

Gold: The

Metamorphosis of

the Everyday, The

Language of

Composition Chapter

4
























RL.11.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–12 CCR text














RI.11.5





RI.11.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,

quantitatively) as well as in words in order to address a question or solve a problem.









RI.12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with







W.11.3












narrative.












possible biases.

















W.11.9a,b. c. Apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and



d. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal















perspectives.

















L.11.1a.b. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.



L.11.2a.b. a. Observe hyphenation conventions.

b. Spell correctly.










L.11.4b.c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and






usage.






Narrative




1. Draw inferences from the text, including determining where the text leaves

matters uncertain.

RL.12.1 Macbeth

2. Determine how themes or central ideas interact and build on one another to

produce a complex account.

RL.12.2 Pastoral Poetry,

Macbeth

3. Provide an objective summary of the text. RL.12.2 Macbeth

4.

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


RL.12.3 Macbeth

5.



other authors.) RL.12.4

Sonnets, Pastoral

Poetry, Macbeth

6.

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.12.4

Sonnets, Pastoral

Poetry, Macbeth

7.

Analyze how an author’s choices concerning how to structure specific parts of a

text (e.g., the choice of where to begin or end a story, the choice to provide a

comedic or tragic resolution) contribute to its overall structure and meaning as

well as its aesthetic impact.

RL.12.5 Sonnets, Pastoral

Poetry, Macbeth




Narrative


8.


directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or

understatement). RL.12.6

Sonnets, Pastoral

Poetry, Macbeth

9.




resolution).

W.12.3c. Macbeth Narrative

Assignment

10.

Use precise words and phrases, telling details, and sensory language to convey a

vivid picture of the experiences, events, setting, and/or characters when writing

narratives. W.12.3d.

Macbeth Narrative

Assignment

11.

Write narratives to develop real or imagined experiences or events using effective

well-chosen details; use precise words and phrases, telling details, and sensory

language to convey a vivid picture of the experiences, events, setting, and/or

characters.

W.12.3d. Macbeth Narrative

Assignment


style are appropriate to task, purpose, and audience. W.12.4 Macbeth Narrative

Assignment

13.

Develop and strengthen writing as needed by planning, revising, editing, rewriting,


specific purpose and audience. W.12.5

Macbeth Narrative

Assignment




Narrative



or shared writing products in response to ongoing feedback. W.12.6 Macbeth Narrative

Assignment

15.

Draw evidence from literary texts to support analysis, reflection, and research.

a. Apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge


American literature, including how two or more texts from the same period treat


W.12.9a. Macbeth Narrative

Assignment

16.




Sonnets, Pastoral

Poetry, Macbeth

17.



research on the topic or issue to stimulate a thoughtful, well- reasoned exchange

of ideas.

SL.12.1a. Sonnets, Pastoral

Poetry, Macbeth


set clear goals and deadlines, and establish individual roles as needed. SL.12.1b. Sonnets, Pastoral

Poetry, Macbeth

19. Propel conversations by posing and responding to questions that probe reasoning

and evidence. SL.12.1c. Sonnets, Pastoral

Poetry, Macbeth




Narrative


20. When taking part in collaborative conversations, ensure a hearing for a full range

of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions. SL.12.1c. Sonnets, Pastoral

Poetry, Macbeth

21. Promote divergent and creative perspectives when speaking. SL.12.1c. Sonnets, Pastoral

Poetry, Macbeth

22. Resolve contradictions when possible when speaking. SL.12.1d. Sonnets, Pastoral

Poetry, Macbeth

23. Determine what additional information or research is required to deepen the

investigation or complete the task. SL.12.1d. Sonnets, Pastoral

Poetry, Macbeth


formal English when indicated or appropriate. SL.12.6 Sonnets, Pastoral

Poetry, Macbeth

25. Apply the understanding that usage is a matter of convention, can change over

time, and is sometimes contested. L.12.1a. Sonnets, Pastoral

Poetry, Macbeth

26.


usage when writing or speaking; 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.12.1b. Sonnets, Pastoral

Poetry, Macbeth

27. Demonstrate command of the conventions of standard English capitalization and

punctuation; observe hyphenation conventions. L.12.2a. Sonnets, Pastoral

Poetry, Macbeth

28. Demonstrate command of the conventions of standard English and spell correctly

when writing. L.12.2b. Sonnets, Pastoral

Poetry, Macbeth




Narrative


29. Apply an understanding of syntax to the study of complex texts when reading. L.12.3a. Sonnets, Pastoral

Poetry, Macbeth

30.



strategies; 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; identify and correctly use patterns of word changes that indicate different


L.12.4a.b. Sonnets, Pastoral

Poetry, Macbeth

31.



strategies; consult general and specialized reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to find the pronunciation of a word

or determine or clarify its precise meaning, its part of speech, its etymology, or its

standard usage.

L.12.4c. Sonnets, Pastoral

Poetry, Macbeth

32. 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.12.4d. Sonnets, Pastoral

Poetry, Macbeth

33.




Sonnets, Pastoral

Poetry, Macbeth




Narrative


34. Demonstrate independence in gathering vocabulary knowledge when considering

a word or phrase important to comprehension or expression. L.12.6 Sonnets, Pastoral

Poetry, Macbeth



















Narrative


W.12.3






















Narrative






of ideas.





perspectives.












Narrative




b. Spell correctly.













usage.


or in a dictionary)




Narrative












1.


explicitly as well as inferences drawn from the text, including determining where

the text leaves matters uncertain.

RI.12.1 The Canterbury Tales,

Arthurian Legends

2.


the course of the text, including how they interact and build on one another to

provide a complex analysis.

RI.12.2 Beowulf, The

Canterbury Tales,

Arthurian Legends

3.

When writing informative/explanatory text, provide an objective summary of the

text.

RI.12.2 The Canterbury Tales

or Arthurian Legends

4.


individuals, ideas, or events interact and develop over the course of the text. RI.12.3 Beowulf, Arthurian

Legends

5.


figurative, connotative, and technical meanings. RI.12.4

Beowulf, The

Canterbury Tales,

Arthurian Legends

6.


her exposition, including whether the structure makes points clear, convincing,

and engaging. RI.12.5

The Canterbury Tales






7.




The Canterbury Tales,

Arthurian Legend

8.

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.12.9

N/A

(Addressed in Grade

11)

9.



organization, and analysis of content. W.12.2



10.

When writing informative/explanatory text, 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.12.2a.








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.12.2b.



12.

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.12.2f.



13.


style are appropriate to task, purpose, and audience. W.12.4 The Canterbury Tales


14.



specific purpose and audience. W.12.5 The Canterbury Tales


15.



information.

W.12.6 The Canterbury Tales







16.


research; apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate



Case majority opinions and dissents] and the premises and purposes, in works of

public advocacy [e.g., The Federalist, presidential addresses]”).

W.12.9b. The Canterbury Tales


17.




W.12.10 Beowulf, The

Canterbury Tales,

Arthurian Legends

18.


one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts,


persuasively.

SL.12.1 Beowulf, The

Canterbury Tales,

Arthurian Legends

19.

Come to discussions prepared, having read material under study; explicitly draw on

that preparation by referring to evidence from texts on the topic or issue to

stimulate a thoughtful, well- reasoned exchange of ideas

SL.12.1a. Beowulf, The

Canterbury Tales,

Arthurian Legends






20.



SL.12.1b. Beowulf, The

Canterbury Tales,

Arthurian Legends

21.





Canterbury Tales,

Arthurian Legends

22.


distinct perspective, such that listeners can follow the line of reasoning.


Canterbury Tales,

Arthurian Legends

23.




Canterbury Tales,

Arthurian Legends


when writing or speaking. L.12.1

Beowulf, The

Canterbury Tales,

Arthurian Legends

25.




Beowulf, The

Canterbury Tales,

Arthurian Legends

26. Demonstrate command of the conventions of standard English capitalization and

punctuation; observe hyphenation conventions. L.12.2a.

Beowulf, The

Canterbury Tales,

Arthurian Legends






27. Demonstrate command of the conventions of standard English and spell correctly

when writing. L.12.2b.

Beowulf, The

Canterbury Tales,

Arthurian Legends

28. Apply an understanding of syntax to the study of complex texts when reading. L.12.3a.

Beowulf, The

Canterbury Tales,

Arthurian Legends

29.





phrase; identify and correctly use patterns of word changes that indicate different


L.12.4a.b.

Beowulf, The

Canterbury Tales,

Arthurian Legends

30.





or determine, verify and clarify its precise meaning, its part of speech, its


L.12.4c.d.

Beowulf, The

Canterbury Tales,

Arthurian Legends

31.




Beowulf, The

Canterbury Tales,

Arthurian Legends







a word or phrase important to comprehension or expression. L.12.6

Beowulf, The

Canterbury Tales,

Arthurian Legends




Arguments




1.


explicitly.

RI.12.1 Meditation 17,

Paradise Lost, A

Modest Proposal

2.




Paradise Lost, A

Modest Proposal

3.




Paradise Lost, A

Modest Proposal, The

Diary

4.



RI.12.3 Paradise Lost, Modest

Proposal, The Diary

5.


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



Paradise Lost, A


Diary




Arguments


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

RI.12.5

Meditation 17,

Paradise Lost, A


Diary

7.




Meditation 17,

Paradise Lost, A


Diary

8.



Supreme Court majority opinions and dissents) and the premises, purposes, and

arguments in works of public advocacy (e.g., The Federalist, presidential

addresses).

RI.12.8

N/A

(Addressed in Grade

11)

9.


using valid reasoning and relevant and sufficient evidence. W.12.1 A Modest Proposal

10 When writing arguments, introduce precise, knowledgeable claim(s) and establish

the significance of the claim(s). W.12.1a. A Modest Proposal


distinguish the claim(s) from alternate or opposing claims. W.12.1a A Modest Proposal




Arguments


12.



evidence. W.12.1a. A Modest Proposal

13.


thoroughly, supplying the most relevant evidence for each while pointing out the

strengths and limitations of both in a manner that anticipates the audience’s

knowledge level, concerns, values, and possible biases. W.12.1b. A Modest Proposal

14.

When writing arguments, 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. W.12.1c. A Modest Proposal

15.



between reasons and evidence. W.12.1c. A Modest Proposal

16.



between claim(s) and counterclaims. W.12.1c. A Modest Proposal




Arguments


17.

When writing arguments, establish and maintain a formal style and objective tone

while attending to the norms and conventions of the discipline in which they are

writing and determine what additional information or research is required to

deepen the investigation or complete the task. W.12.1d. A Modest Proposal

18.

When writing arguments, provide a concluding statement or section that follows

from and supports the argument presented. W.12.1e. A Modest Proposal

19.


style are appropriate to task, purpose, and audience. W.12.4 A Modest Proposal

20.



specific purpose and audience. W.12.5 A Modest Proposal

21.



arguments. W.12.6 A Modest Proposal

22.


using advanced searches effectively; assess the strengths and limitations of each

source in terms of the task, purpose, and audience. W.12.8 A Modest Proposal




Arguments


23.


research; apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate




in works of public advocacy [e.g., The Federalist, presidential addresses]”). W.12.9b. A Modest Proposal

24.




Meditation 17,

Paradise Lost, A


Diary

25.




persuasively.

SL.12.1 Meditation 17,

Paradise Lost, A


Diary

26.

Come to discussions prepared, having read and researched material under study. SL.12.1a. Meditation 17,

Paradise Lost, A


Diary




Arguments


27.

Explicitly refer to evidence from texts and other research on the topic or issue to

stimulate a thoughtful, well- reasoned exchange of ideas.

SL.12.1a. Meditation 17,

Paradise Lost, A


Diary

28.



SL.12.1b. Meditation 17,

Paradise Lost, A


Diary

29.





SL.12.1c. Meditation 17,

Paradise Lost, A


Diary

30.


evidence made on all sides of an issue; resolve contradictions when possible.

SL.12.1d. Meditation 17,

Paradise Lost, A


Diary

31.






Paradise Lost, A


Diary




Arguments


32.





Paradise Lost, A


Diary

33.







Paradise Lost, A


Diary

34.




Paradise Lost, A


Diary

35.



L.12.1 Meditation 17,

Paradise Lost, A


Diary

36.



L.12.1a. Meditation 17,

Paradise Lost, A


Diary




Arguments


37.



Usage) as needed.

L.12.1b. Meditation 17,

Paradise Lost, A


Diary

38.




Paradise Lost, A


Diary

39. Observe hyphenation conventions. L.12.2a. Paradise Lost

40.

Spell correctly. L.12.2b. Meditation 17,

Paradise Lost, A


Diary

41.





Paradise Lost, A


Diary

42.


guidance as needed.


Paradise Lost, A


Diary




Arguments


43.



strategies.


Paradise Lost, A


Diary

44.




Paradise Lost, A


Diary

45.



L.11.4b. Meditation 17,

Paradise Lost, A


Diary

46.



determine, verify, or clarify its precise meaning, its part of speech, its etymology,

or its standard usage. L.11.4c.

Meditation 17,

Paradise Lost, A


Diary

47.

Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings. L.12.5

Meditation 17,

Paradise Lost, A


Diary

48.


role in the text. 12.5a.

Meditation 17,

Paradise Lost, A


Diary




Arguments


49.

Analyze nuances in the meaning of words with similar denotations.

L.12.5b.

Meditation 17,

Paradise Lost, A


Diary

50.





expression.

L.12.6

Meditation 17,

Paradise Lost, A


Diary




Arguments










RI.12.5






Arguments










Arguments








possible biases.







audience.




Arguments




















Arguments






ideas.





perspectives.










Arguments










b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,




b. Spell correctly.




Arguments








a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue

to the meaning of a word or phrase.




the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.


or in a dictionary)




Arguments











Narrative



CCSS/NJCCCS TEXT SELECTIONS

1.


explicitly.

RL.12.1 Blake Poetry, Mary

Shelley, Wordsworth--

Tintern Abbey,

Coleridge--Kubla Khan,

Byron Poetry, P.B.

Shelley Poetry, Keats’

Odes

2.



RL.12.2 Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

3.

Provide an objective summary of the text. RL.12.2 Mary Shelley,

Wordsworth-Tintern

Abbey, Byron Poetry




Narrative


4.




RL.12.3 Mary Shelley,

Wordsworth-Tintern

Abbey, Byron Poetry

5.



other authors.)

RL.12.4

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

6.


RL.12.4

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


7.


or trying a new approach.

RL.12.5

Mary Shelley Ghost

Story Narrative/ Byron

Apostrophe

Narrative/Byronic

Hero Narrative

8.


directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or

understatement). RL.12.6 Byron--Don Juan

9.

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.12.7

Byron--Stories or films

that feature a Byronic

Hero

10.

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.12.9

N/A

(Addressed in Grade

11)




Narrative


11.

By the end of grade 12, read and comprehend literature, including stories, dramas,

and poems, in the grades 11-12–CCR text complexity band proficiently, with


RL.12.10

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

12.


technique, well-chosen details, and well-structured event sequences.

W.12.3

Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative

13.


situation, or observation and its significance, establishing one or multiple point(s)

of view, and introducing a narrator and/or characters. W.12.3a.

Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative

14.

When writing narratives, create a smooth progression of experiences or events.

W.12.3a.

Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative




Narrative


15.



and/or characters. W.12.3b.

Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative

16.




resolution).

W.12.3c.

Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative

17.




Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative

18.



W.12.3e.

Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative

19.



W.12.4

Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative




Narrative


20.



specific purpose and audience. W.12.5

Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative


or shared writing products. W.12.6

Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative

22.





W.12.7

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


23.


apply grade 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


W.12.9a.

BLake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

24.




Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


25.




persuasively.

SL.12.1

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

26. Come to discussions prepared, having read and researched material under study. SL.12.1a.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


27. Explicitly refer to evidence from texts and other research on the topic or issue to

stimulate a thoughtful, well- reasoned exchange of ideas. SL.12.1a.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes



Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


29.





SL.12.1c.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

30.





SL.12.1d.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


31.





SL.12.2

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

32.




Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


33.






SL.12.4

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

34.



reasoning, and evidence and to add interest. SL.12.5

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative



formal English when indicated or appropriate. SL.12.6

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

36.


when writing or speaking; apply the understanding that usage is a matter of

convention, can change over time, and is sometimes contested. L.12.1; L.12.1a.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


37.




Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

38.


punctuation, and spelling when writing; observe hyphenation conventions when

writing. L.12.2; L.12.2a.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

39. Spell correctly when writing narratives. L.12.2b.

Mary Shelley Ghost


Apostrophe

Narrative/Byronic

Hero Narrative




Narrative


40.



fully when reading or listening. L.12.3

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes


guidance as needed. L.12.3a.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


42.



strategies. L.12.4

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

43. 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.12.4a.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


44.



writing and speaking. L.12.4b.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

45.





expression.

L.12.4c.d.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


46.




Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes

47. Demonstrate understanding word relationships, and nuances in word meanings;

analyze nuances in the meaning of words with similar denotations. L.12.5b.

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes




Narrative


48.




Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes


a word or phrase important to comprehension or expression. L.12.6

Blake Poetry, Mary


Tintern Abbey,


Byron Poetry, P.B.


Odes







Narrative











aesthetic impact.






RL.12.9 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.






Narrative


W.12.3












narrative.










Narrative














Narrative






ideas.





perspectives.












Narrative










b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,




b. Spell correctly.




Narrative








a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue

to the meaning of a word or phrase.




the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.


or in a dictionary)







Narrative












1.


says explicitly.

RL.12.1 Tennyson--Lady of

Shallot, Arnold--Dover

Beach, Kipling--Widow

at Windsor, Yeats

Poetry, Orwell--

Shooting an Elephant,

Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking

Accident, British novel

of choice






2.






at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






3.

Provide an objective summary of the text. RL.12.2 Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






4.







at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






5.



other authors.)

RL.12.4

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






6.



version interprets the source text. (Include at least one play by Shakespeare and

one play by an American dramatist.)

RL.12.7

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice

7.

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.12.9

N/A

(Addressed in Grade

11)






8.




RL.12.10

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






9.


says explicitly.

RI.12.1 Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






10.






at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice

11.



RI.12.2 Orwell--Shooting an

Elephant, Joyce--

Araby, Lawrence--

Rocking-Horse

Winner, Greene--

Shocking Accident,

British Novel of Choice






12.



RI.12.3 Orwell--Shooting an

Elephant, Joyce--

Araby, Lawrence--

Rocking-Horse

Winner, Greene--

Shocking Accident,


13.






at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice







RI.12.5

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice

15.



address a question or solve a problem. RI.12.7 British novel of choice






16.

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.12.9

N/A

(Addressed in Grade

11)

17.

By the end of grade 12, read and comprehend literary nonfiction in the grades 11–

12 CCR text complexity band proficiently, with scaffolding as needed at the high

end of the range.

RI.12.10

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice

18.


technique, well-chosen details, and well-structured event sequences. W.12.3






19.


situation, or observation and its significance, establishing one or multiple point(s)

of view, and introducing a narrator and/or characters.

W.12.3a.

Narrative Writing

Assignment based on

Orwell--Shooting an

Elephant, Joyce--

Araby, Lawrence--

Rocking-Horse

Winner, Greene--

Shocking Accident, or


20.

When writing narratives, create a smooth progression of experiences or events.

W.12.3a.

Narrative Writing

Assignment based on

Orwell--Shooting an

Elephant, Joyce--

Araby, Lawrence--

Rocking-Horse

Winner, Greene--








21.


technique; use narrative techniques, such as dialogue, pacing, description,

reflection, and multiple plot lines, to develop experiences, events, and/or

characters.

W.12.3b.

Narrative Writing

Assignment based on

Orwell--Shooting an

Elephant, Joyce--

Araby, Lawrence--

Rocking-Horse

Winner, Greene--



22.




resolution).

W.12.3c.

Narrative Writing

Assignment based on

Orwell--Shooting an

Elephant, Joyce--

Araby, Lawrence--

Rocking-Horse

Winner, Greene--








23.



and/or characters.

W.12.3d.

Narrative Writing

Assignment based on

Orwell--Shooting an

Elephant, Joyce--

Araby, Lawrence--

Rocking-Horse

Winner, Greene--



24.



W.12.3e.

Narrative Writing

Assignment based on

Orwell--Shooting an

Elephant, Joyce--

Araby, Lawrence--

Rocking-Horse

Winner, Greene--








25.



Argumentative Essay

Topic relevant to

course discussion

26. When writing arguments, introduce precise, knowledgeable claim(s) and establish

the significance of the claim(s). W.12.1a.

Argumentative Essay

Topic relevant to

course discussion



Argumentative Essay

Topic relevant to

course discussion

28.



evidence. W.12.1a.

Argumentative Essay

Topic relevant to

course discussion

29.


thoroughly, supplying the most relevant evidence for each while pointing out the

strengths and limitations of both in a manner that anticipates the audience’s

knowledge level, concerns, values, and possible biases. W.12.1b.

Argumentative Essay

Topic relevant to

course discussion






30.



between claim(s) and reasons. W.12.1c.

Argumentative Essay

Topic relevant to

course discussion

31.



between reasons and evidence. W.12.1c.

Argumentative Essay

Topic relevant to

course discussion

32.

When writing arguments, 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.12.1d.

Argumentative Essay

Topic relevant to

course discussion

33.

When writing arguments, provide a concluding statement or section that follows

from and supports the argument presented. W.12.1e.

Argumentative Essay

Topic relevant to

course discussion






34.





W.12.7

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






35.


using advanced searches effectively; assess the strengths and limitations of each

source in terms of the task, purpose, and audience. W.12.8

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






36.


apply grade 12 Reading standards to literature (e.g., “Demonstrate knowledge of

eighteenth-, nineteenth- and early-twentieth-century foundational works of



W.12.9a.

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice

37.






W.12.9b. Orwell--Shooting an

Elephant






38.




persuasively.

SL.12.1

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






39.

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.12.1a.

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice








Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






41.





SL.12.1c.

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






42.


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.12.1d.

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






43.


(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.

SL.12.2

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






44.




Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






45.






SL.12.4

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






46.




Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice

47. Observe hyphenation conventions. L.12.2a. Orwell--Shooting an

Elephant

48. Spell correctly when writing narrative and argument texts. L.12.2b,c.

Narrative Writing

Assignment and

Argumentative Writing

Assignments






49.



fully when reading or listening; vary syntax for effect, consulting references (e.g.,

Tufte’s Artful Sentences) for guidance as needed.

L.12.3a.

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






50.





phrase

L.12.4a.

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice








Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






52.





or determine or clarify its precise meaning, its part of speech, its etymology, or its

standard usage;

L.12.4c.

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






53. 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.12.4d.

Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice






54.




Tennyson--Lady of



at Windsor, Yeats

Poetry, Orwell--


Joyce-Araby,

Lawrence--Rocking-

Horse Winner,

Greene--Shocking


of choice
















RL.12.9 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.12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades

11–12 CCR text complexity band independently and proficiently.













RI.12.5



RI.12.9 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. 12.10 By the end of grade 12, read and comprehend literary nonfiction in the grades 11- 12–CCR text complexity band proficiently,







W.12.3


















possible biases.






W.12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve

a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating







W.12.9a,b. e. Apply grades 11-12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and



f. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal









SL.12.1b.c.d. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse






perspectives.

















L.12.2b. b. Spell correctly.





L.12.4b.c. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,




usage.









Documents

NJDOE MODEL CURRICULUM - Middle Township Public … · NJDOE MODEL CURRICULUM ... RL.9.4 The Scarlet Ibis 7. ... Demonstrate understanding of figurative language. L.9.5a. The Scarlet