Grade 12 WW
ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: World Writers
GRADE LEVEL: 12th
CREATION DATE: 2008
Grade 12 WW
Essential Question, Concept or Theme: A. Students will analyze and interpret world
literature in an effort to compare and contrast universal themes, establish lifetime reading
habits, and to foster appreciation of literature from many cultural perspectives.
Approx. Time Allotment:
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
Reading
1. Students will learn to read independently.
Key skills include the following:
a) locating various texts, media, and traditional
resources for assigned and independent
projects
b) analyzing and explicating the structure of
informational materials
c) using knowledge of root words and other
vocabulary words to recognize and decipher
new words in their context and use them
correctly in their own speaking and writing-new vocab will be compiled into
individualized reading vocabulary lists
d) identifying, describing, evaluating, and
synthesizing the essential ideas and universal
themes in texts across the curriculum
e) demonstrating understanding and
interpretation of both fiction and nonfiction,
including expressing and supporting assertions
about the text, comparing and contrasting
texts, applying text concepts to related ideas
or situations, assessing the validity of the text,
analyzing and criticizing the position and
evidence expressed in the text, and evaluating
the author’s strategies
Assessment
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
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
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


Analytical essays
Book reports
Computer generated
projects
Debate
Discussion
groups/literature circles
Essay tests
Journal entries
Oral presentations
Persuasive essays
Projects
Reading quizzes
Recitation
Teacher observation
Two and three
dimensional visuals
Illustrations
Aligned Materials/
Resources/Technology
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Themes in World Literature
textbook
Hamlet
Oedipus Rex
Selected short readings from
international authors
Independent Reading
Periodicals: Time, daily
newspapers, etc,
High school vocabulary list-root words, prefixes, suffixes
Audio recordings of texts
Video recordings of texts and
related materials
Classroom libraries
Instructional Strategies
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
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
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Activating prior knowledge
Anticipation guides
Brainstorming
Comparison/contrast
Cooperative learning activities
(e.g. jigsaw, think-pair-share, lit
circles, etc.)
Debate
Discussion
Dramatization/role-playing
Finding definitions
Games
Graphic organizers
Information searches
Learning logs
Making associations
Making, assessing, and revising
predictions
Mapping
Modeling
Monitoring comprehension
Notetaking
Outlining
Previewing/surveying
Questioning
Reading aloud
Retelling
Sequencing
Grade 12 WW






SQ4R (Survey, Question, Read,
Recite, Review, Reflect)
SSR/S4R (sustained, silent
reading or self-selected reading)
Summarizing
Summer reading list
Workbooks/worksheets
Classroom Library
Grade 12 WW
Essential Question, Concept or Theme: A. Students will analyze and interpret world
literature in an effort to compare and contrast universal themes, establish lifetime reading
habits, and to foster appreciation of literature from many cultural perspectives.
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
Reading
2. Students will learn to read critically
informational texts and documents.
Key skills include the following:
a) differentiating fact from opinion
b) identifying the use of proper references
or authorities
c) evaluating text organization and
content to determine the effectiveness
of the author’s techniques and
arguments
d) evaluating the quality of material
produced by a variety of media:
selecting reliable electronic media for
research and analyzing techniques used
to target audiences
e) producing work in at least one literary
genre that follows the conventions of
the genre (see also WRITING)
Approx. Time Allotment:
Assessment
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











Analytical essays
Book reports
Computer generated projects
Debate
Discussion groups/literature circles
Essay tests
Journal entries
Oral presentations
Persuasive essays
Projects
Reading quizzes
Recitation
Teacher observation
Two and three dimensional visuals
Illustrations
Aligned Materials/
Resources/Technology










Themes in World
Literature textbook
Hamlet
Oedipus Rex
Selected short readings
from international authors
Independent Reading
Periodicals: Time, etc,
High school vocabulary
list--root words, prefixes,
suffixes
Audio recordings of texts
Video recordings of texts
and related materials
Classroom libraries
Instructional Strategies
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





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











Activating prior knowledge
Anticipation guides
Brainstorming
Comparison/contrast
Cooperative learning activities
(e.g. jigsaw, think-pair-share, lit
circles, etc.)
Debate
Discussion
Dramatization/role-playing
Finding definitions
Games
Graphic organizers
Information searches
Learning logs
Making associations
Making, assessing, and revising
predictions
Mapping
Modeling
Monitoring comprehension
Notetaking
Outlining
Previewing/surveying
Questioning
Reading aloud
Retelling
Sequencing
SQ4R (Survey, Question, Read,
Recite, Review, Reflect)
SSR/S4R (sustained, silent
Grade 12 WW




reading or self-selected reading)
Summarizing
Summer reading list
Workbooks/worksheets
Classroom Library
Grade 12 WW
Essential Question, Concept or Theme: A. Students will analyze and interpret world
literature in an effort to compare and contrast universal themes, establish lifetime
reading habits, and to foster appreciation of literature from many cultural perspectives.
Standards: 1.1.11, 1.2.11, 1.3.11
Benchmark/Skills
Reading
3. Students will learn to read, analyze, interpret,
and evaluate literature.
Key skills include the following:
a) reading and understanding works of literature
b) analyzing the use of literary elements and literary
devices
c) tracing a repeated image (motif) throughout a
narrative and explaining its relevance
d) tracing several themes throughout a narrative
e) recognizing rhetorical devices used by effective
speechmakers
f) identifying, comparing and contrasting, and
discussing themes in diverse works of literature
from different countries of origin
g) responding personally to literature from different
countries of origin
h) explicating a general quotation about subjects of
literary themes by referring to specific readings
and applying the insights to personal, real life
experiences
i) making connections between themes from
historically different periods
j) making connections between themes of literature
from different cultures
k) interpreting literature from several points of view:
the author, the reader, critics
l) defining and analyzing several narrative forms:
parable, allegory, fable
m) contrasting the conventions of Greek theater to
the modern age
n) applying elements of the tragic hero as proposed
by both Aristotle and Arthur Miller to Oedipus
Approx. Time Allotment:
Assessment
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












Analytical essays
Book reports
Computer generated projects
Debate
Discussion groups/literature
circles
Essay tests
Journal entries
Oral presentations
Persuasive essays
Projects
Reading quizzes
Recitation
Teacher observation
Two and three dimensional
visuals
Illustrations
Aligned Materials/
Resources/Technology









Themes in World
Literature textbook
Oedipus Rex
Hamlet
Selected short readings
from international
authors
Periodicals: Time, etc,
High school vocabulary
list--root words, prefixes,
suffixes
Audio recordings of
texts
Video recordings of texts
and related materials
Classroom libraries
Instructional Strategies























Activating prior
knowledge
Anticipation guides
Brainstorming
Comparison/contrast
Cooperative learning
activities (e.g. jigsaw,
think-pair-share, lit
circles, etc.)
Debate
Discussion
Dramatization/roleplaying
Finding definitions
Games
Graphic organizers
Information searches
Learning logs
Making associations
Making, assessing, and
revising predictions
Mapping
Modeling
Monitoring
comprehension
Notetaking
Outlining
Previewing/surveying
Questioning
Reading aloud
Grade 12 WW
Rex
o) analyzing the structure of Greek and
Shakespearean drama
p) contrasting the conventions of Elizabethan theater
with those of Greek and modern theater
q) evaluating audio/visual interpretations of
literature
r) analyzing Shakespeare's use of comic relief,
soliloquys, and character foils








Retelling
Sequencing
SQ4R (Survey, Question,
Read, Recite, Review,
Reflect)
SSR/S4R (sustained,
silent reading or selfselected reading)
Summarizing
Summer reading list
Workbooks/worksheets
Classroom Library
Grade 12 WW
Essential Question, Concept or Theme: A. Students will analyze and interpret world
literature in an effort to compare and contrast universal themes, establish lifetime reading
habits, and to foster appreciation of literature from many cultural perspectives.
Standards: 1.1.11, 1.2.11, 1.3.11
Adaptations/Inclusion
Techniques
Reading
 As per student’s IEP
 Audio tape assignments
 Books on tape
 Extend time parameters
 Give advance notice regarding
future assignments
 Note taking by classmates for
reproduction
 Offer alternative assignments
 Offer reading and study guides
 Peer tutoring and pairing
 Provide classroom aide/theme
reader
 Reduce the length of assignment
 Use computer technology
 Provide variety in classroom
Enrichment
Strategies












Additional reading
After school or lunch period
learning activities (films,
mini-discussion groups) to
emphasize unit learning
objectives
Contests (teacher-generated
and outside agencies)
Contributions to school
newspaper and literary
magazine
Examining other art genres
and making connections
Field trips (museums, plays)
Guest speakers (writers,
actors, musicians)
Independent study
Make given assignments
multi-layered and
multifaceted
Student designed activities
Provide challenging books
in classroom library
Provide extra credit options
Approx. Time Allotment:
Remediation
Strategies




Theme reader to help one-on-one
with writing problems and/or
absenteeism
Teacher/student conference
After school support as needed
Mini-lessons on basic skills and test
preparation as needed
Multicultural/
Interdisciplinary Connection
World Writers is a thematic course
designed to include authors from a
variety of cultural backgrounds and
countries of origin, writing at various
times throughout literary history.
Students discuss and analyze many
important social issues that affect our
contemporary American society, as
well as, the many universal themes that
occur across the apparent boundaries of
culture, ethnicity, and time. Key
selections include, but are not limited
to:
- Oedipus Rex--.
- Shakespearean drama (Hamlet,
Macbeth).
- Independent Reading projects
Reading selections facilitate discussions
of complex social issues that cross the
curriculum, touching on social studies,
ethics, philosophy, art, sociology,
theology, science, and psychology.
Grade 12 WW
Essential Question, Concept or Theme: B. Using a variety of formats, students will
refine their use of the writing process by demonstrating their mastery of purpose,
audience, style, and conventions.
Approx. Time Allotment:
Standards: 1.4.11, 1.5.11 (+ our H)
Benchmark/Skills
Writing
1. Students will demonstrate proficiency in several
types of writing.
Key skills include the following:
a) writing creative and expository pieces
b) writing essays which will include a variety of
methods to develop the main idea with support from
primary and secondary sources
c) writing persuasive pieces which state a clear position
or opinion
Assessment
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







Analytical essays
Book reports
Essay tests
Journal entries
Letters
Outlines
Persuasive essays
Self-evaluation
Writing folder
Timed writing exercises
Aligned Materials/
Resources/Technology
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





High school spelling list
District style manual
Computers
On-line resources
Models
Rubrics
Theme Reader assistance
Instructional Strategies
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












Activating prior
knowledge
Book Reports
Brainstorming
Comparison/contrast
Compositions--expository,
persuasive, creative,
analytical, etc. (including
prewriting, drafting,
revision, publication)
Graphic organizers
Information searches
Interviewing
Journal-writing
Learning logs
Making associations
Mapping
Modeling
Notetaking
Outlining
Writing workshop
Self-evaluation
Theme Reader help (pre,
post, and during writing
periods)
Grade 12 WW
Essential Question, Concept or Theme: B. Using a variety of formats, students will refine
their use of the writing process by demonstrating their mastery of purpose, audience, style,
and conventions.
Approx. Time Allotment:
Standards: 1.4.11, 1.5.11 (+ our H)
Benchmark/Skills
Writing
2. Students will refine their use of the
writing process to produce writing
that adheres to high standards of
structure style, and convention.
Key skills include the following:
a) writing with a sharp, distinct focus,
well-developed content, and
meaningful organization
b) writing with an understanding of the
stylistic and grammatical aspects of
composition
c) revising writing and editing written
work using the conventions of language
producing written material using
appropriate technology
d) producing a well-organized, specific
essay within a short time limit as
preparation for College Board and
Advanced Placement Writing samples
e) producing a critical paper which
includes appropriate documentation
Assessment










Analytical essays
Book reports
Essay tests
Journal entries
Letters
Outlines
Persuasive essays
Self-evaluation
Writing folder
Timed writing exercises
Aligned Materials/
Resources/Technology







High school spelling list
District style manual
Computers
On-line resources
Models
Rubrics
Theme Reader
assistance
Instructional Strategies


















Activating prior knowledge
Book Reports
Brainstorming
Comparison/contrast
Compositions--expository,
persuasive, creative, analytical,
etc. (including prewriting,
drafting, revision, publication)
Graphic organizers
Information searches
Interviewing
Journal-writing
Learning logs
Making associations
Mapping
Modeling
Notetaking
Outlining
Writing workshop
Self-evaluation
Theme Reader help (pre, post,
and during writing periods)
Grade 12 WW
Essential Question, Concept or Theme: B. Using a variety of formats, students will
refine their use of the writing process by demonstrating their mastery of purpose,
audience, style, and conventions.
Approx. Time Allotment:
Standards: 1.4.11, 1.5.11 (+ our H)
Adaptations/Inclusion
Techniques
Writing
 As per student’s IEP
 Audio tape assignments
 Books on tape
 Extend time parameters
 Give advance notice regarding
future assignments
 Note taking by classmates for
reproduction
 Offer alternative assignments
 Offer reading and study guides
 Peer tutoring and pairing
 Provide classroom aide/theme
reader
 Reduce the length of assignment
 Use computer technology
Enrichment
Strategies











Additional reading
After school or lunch period
learning activities (films,
mini-discussion groups) to
emphasize unit learning
objectives
Contests (teacher-generated
and outside agencies)
Contributions to school
newspaper and literary
magazine
Examining other art genres
and making connections
Field trips (museums, plays)
Guest speakers (writers,
actors, musicians)
Independent study
Make given assignments
multi-layered and multifaceted
Student designed activities
Provide extra feedback from
theme reader
Remediation
Strategies




Theme reader to help one-on-one with
writing problems and/or absenteeism
Teacher/student conference
After school support as needed
Mini-lessons on basic skills and test
preparation as needed
Multicultural/
Interdisciplinary Connection
World Writers is a thematic
course designed to include
authors from a variety of cultural
backgrounds and countries of
origin, writing at various times
throughout literary history.
Students discuss and analyze
many important social issues that
affect our contemporary
American society, as well as, the
many universal themes that occur
across the apparent boundaries of
culture, ethnicity, and time. Key
selections include, but are not
limited to:
- Oedipus Rex--.
- Shakespearean drama (Hamlet,
Macbeth).
- Independent Reading projects
Reading selections facilitate
discussions of complex social
issues that cross the curriculum
touching on social studies, ethics,
philosophy, art, sociology,
theology, science, and
psychology.
Grade 12 WW
Essential Question, Concept or Theme: C. Students will continue to develop appropriate
and effective interactive skills in listening, discussion, and presentation.
Approx. Time Allotment:
Standards: 1.6.11
Benchmark/Skills
Speaking and Listening
1. Students will continue to practice
and refine their ability to listen,
speak, and interact effectively in
small and large group settings.
Key skills include the following:
a) listening to others: asking clarifying
questions, synthesizing information
critically, and taking notes
b) active listening to selections of
literature: paraphrasing, summarizing
and reflecting on the content,
identifying new concepts, relating them
to previous knowledge, analyzing and
synthesizing the content in relation to
other selections, and predicting
solutions to identified problems
c) speaking effectively in formal speech
situations and other class presentations
d) contributing to small and large group
discussions: asking clarifying
questions, responding appropriately to
the questions of others
e) making oral presentations
Assessment
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




Debate
Discussion groups/literature circles
Oral presentations
Outlines and Notetaking
Recitation
Teacher evaluation
Aligned Materials/
Resources/Technology

Audio recordings of
texts and related
materials
Instructional Strategies












Cooperative learning activities
(e.g. jigsaw, think-pair-share, lit
circles, etc.)
Debate
Discussion (small and large
group)
Dramatization/role-playing
Interviewing
Modeling
Notetaking
Outlining
Questioning
Reading aloud
Retelling
Summarizing
Grade 12 WW
Essential Question, Concept or Theme: C. Students will continue to develop appropriate
and effective interactive skills in listening, discussion, and presentation.
Approx. Time Allotment:
Standards: 1.6.11
Adaptations/Inclusion
Techniques
Speaking and Listening
 As per student’s IEP
 Audio tape assignments
 Books on tape
 Extend time parameters
 Give advance notice regarding
future assignments
 Note taking by classmates for
reproduction
 Offer alternative assignments
 Offer reading and study guides
 Peer tutoring and pairing
 Provide classroom aide/theme
reader
 Reduce the length of assignment
 Use computer technology
Enrichment
Strategies











Additional reading
After school or lunch period
learning activities (films,
mini-discussion groups) to
emphasize unit learning
objectives
Contests (teacher-generated
and outside agencies)
Contributions to school
newspaper and literary
magazine
Examining other art genres
and making connections
Field trips (museums, plays)
Guest speakers (writers,
actors, musicians)
Independent study
Make given assignments
multi-layered and multifaceted
Student designed activities
Provide extra attention in
small groups led by theme
reader
Remediation
Strategies




Theme reader to help one-on-one with
writing problems and/or absenteeism
Teacher/student conference
After school support as needed
Mini-lessons on basic skills and test
preparation as needed
Multicultural/
Interdisciplinary Connection
World Writers is a thematic
course designed to include
authors from a variety of cultural
backgrounds and countries of
origin, writing at various times
throughout literary history.
Students discuss and analyze
many important social issues that
affect our contemporary
American society, as well as, the
many universal themes that occur
across the apparent boundaries of
culture, ethnicity, and time. Key
selections include, but are not
limited to:
- Oedipus Rex--.
- Shakespearean drama (Hamlet,
Macbeth).
- Independent Reading projects
Reading selections facilitate
discussions of complex social
issues that cross the curriculum
touching on social studies, ethics,
philosophy, art, sociology,
theology, science, and
psychology.
Grade 12 WW
Essential Question, Concept or Theme: D. Students will apply their research skills-including location, organization, and presentation of appropriate information--to
biographical information, historical context, and/or criticism of literary works from various
countries of origin
Approx. Time Allotment:
Standards: 1.8.11
Benchmark/Skills
Research
1. Students will refine their research
skills, including location,
organization, and presentation of
appropriate information.
Key skills include the following:
a) selecting and refining a topic for
research
b) developing an information seeking
strategy
c) accessing information in a variety of
formats, including print, electronic data
bases, on-line subscriptions, and the
Internet
d) using a variety of search methods to
locate information, including traditional
methods and electronic search
techniques
e) determining valid and appropriate
resources
f) using specific references to the primary
sources, as well as the research
information, to support the thesis
g) organizing and presenting the main
ideas from research
Assessment








Oral presentations
Outlines
Teacher observation
Notetaking
Bibliography cards
Rough draft
Citations
Sources Used page
Aligned Materials/
Resources/Technology




High school library
On-line resources
District style manual
Models
Instructional Strategies

Modeling: blending quotes into
analytical, persuasive, and
personal essays; using proper
citations, locating reference
materials, writing bibliography
cards and note cards, developing
outlines and thesis statements
Grade 12 WW
Essential Question, Concept or Theme: D. Students will apply their research skills-including location, organization, and presentation of appropriate information--to
biographical information, historical context, and/or criticism of literary works from
various countries of origin
Approx. Time Allotment:
Standards: 1.8.11
Adaptations/Inclusion
Techniques
Research
 As per student’s IEP
 Audio tape assignments
 Books on tape
 Extend time parameters
 Give advance notice regarding
future assignments
 Note taking by classmates for
reproduction
 Offer alternative assignments
 Offer reading and study guides
 Peer tutoring and pairing
 Provide classroom aide/theme
reader
 Reduce the length of assignment
 Use computer technology
Enrichment
Strategies











Additional reading
After school or lunch period
learning activities (films, minidiscussion groups) to emphasize
unit learning objectives
Contests (teacher-generated and
outside agencies)
Contributions to school
newspaper and literary magazine
Examining other art genres and
making connections
Field trips (museums, plays)
Guest speakers (writers, actors,
musicians)
Independent study
Make given assignments multilayered and multifaceted
Student designed activities
Provide extra credit suggestions
Remediation
Strategies




Theme reader to help one-on-one
with writing problems and/or
absenteeism
Teacher/student conference
After school support as needed
Mini-lessons on basic skills and test
preparation as needed
Multicultural/
Interdisciplinary Connection
World Writers is a thematic
course designed to include
authors from a variety of cultural
backgrounds and countries of
origin, writing at various times
throughout literary history.
Students discuss and analyze
many important social issues that
affect our contemporary
American society, as well as, the
many universal themes that occur
across the apparent boundaries of
culture, ethnicity, and time. Key
selections include, but are not
limited to:
- Oedipus Rex--.
- Shakespearean drama (Hamlet,
Macbeth).
- Independent Reading projects
Reading selections facilitate
discussions of complex social
issues that cross the curriculum
touching on social studies, ethics,
philosophy, art, sociology,
theology, science, and
psychology.