Themes in Reading
ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Themes in Reading
GRADE LEVEL: 12
CREATION DATE: July, 2007
Themes in Reading
Essential Question, Concept or Theme: A. Students will read a variety of literary genres
analyzing, making connections, responding, evaluating, and enjoying for the purposes of
fostering a life-long connection with literature and understanding the fundamentals of the
principles of American society as exhibited in these genres.
Approx. Time Allotment:
Standards: 1.1.11 A - H, 1.2.11 A- C, 1.3.11 A –F
Benchmark/Skills
Reading
1. Students will continue to read
independently.
a) Choose appropriate texts in language arts
and throughout all content areas
b) Analyze the structure of informational
materials with focus on ascertaining how
the author’s purpose is achieved
c) Practice and refine effective reading
strategies (skimming, predicting, close
reading, summarizing, etc.) from a variety
of texts by identifying, describing,
evaluating, and synthesizing ideas
d) Interpret and synthesize what is read and
be able to demonstrate this understanding
e) Demonstrate fluency and comprehension
in oral reading
f) Identify and explore new vocabulary using
knowledge of root words, previously
acquired vocabulary, and context
g) Extend root word knowledge to understand
the meaning of texts
h) Learn, study, and use words from teacheror student-generated vocabulary lists from
literature
Assessment
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Summer reading
Self-selected reading
Reading journal entries
Reading Quizzes
Discussion Groups / Lit
Circles
Two and Three
dimensional visuals
Teacher Observation
Checklists
Graphic Organizers
Essay Tests
Reader responses
Unit Projects
Rubric-scored
assessments:
Teacher conference
Expository/persuasive
essay
Aligned Materials/
Resources/Technology
Summer Reading selections
The Catcher in the Rye
(J. D. Salinger)
The Crucible/Death of a Salesman
(Arthur Miller)
Shoeless Joe (W. P. Kinsella)
The Things They Carried
(Tim O’Brien)
Self-Selected Title for Independent
Reading Project
Teen Century (Thomas Hines)
The Vietnam in Me (Tim O’Brien)
Ordinary People (film)
Field of Dreams (film)
Death of a Salesman (film)
The Crucible (film)
Dear America (documentary)
Short stories, articles, magazines
Instructional Strategies
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Acting
Activating Prior Knowledge
Brainstorming
Comparing
Contrasting
Creating and Predicting
Discussing
KWL discussion, chart
Listening to music
Making associations
Mapping
Memorizing
Organizing Graphically
Perusing and utilizing maps (of
the United States during various
historical periods)
Playing Games
Questioning
Reading Aloud -- students
Reading Aloud -- teacher
Sharing
Student-led lessons
Summarizing
Quizzing
Illustrating
Group Presentations
Role Playing
Multimedia presentations
Computer research
Themes in Reading
Approx. Time Allotment:
Essential Question, Concept or Theme: A. Students will read a variety of literary genres
analyzing, making connections, responding, evaluating, and enjoying for the purposes of
fostering a life-long connection with literature and understanding the fundamentals of the
principles of American society as exhibited in these genres.
Standards: 1.1.11 A - H, 1.2.11 A- C, 1.3.11 A -F
Benchmark/Skills
Reading
2. Students will continue to read and
evaluate informational texts,
documents, and a variety of media as
well as evaluate their quality.
a) Establish and use criteria (factual
information, timeliness, tone,
author’s prejudice) for decisionmaking
b) Differentiate fact from opinion by
using complete and accurate
information, coherent arguments,
and points of view to do so
c) Evaluate arguments
d) Explain differences in purposes
based on presentation material used.
Assessment
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

Summer reading
Self-selected reading
Reading journal entries
Reading Quizzes
Discussion Groups / Lit Circles
Two and Three dimensional
visuals
Teacher Observation
Checklists
Graphic Organizers
Essay Tests
Reader responses
Unit Projects
Rubric-scored assessments:
Teacher conference
Expository/persuasive essay
Aligned Materials/
Resources/Technology
Summer Reading selections
The Catcher in the Rye
(J. D. Salinger)
The Crucible/Death of a Salesman
(Arthur Miller)
Shoeless Joe (W. P. Kinsella)
The Things They Carried
(Tim O’Brien)
Self-Selected Title for Independent
Reading Project
Teen Century (Thomas Hines)
The Vietnam in Me (Tim O’Brien)
Ordinary People (film)
Field of Dreams (film)
Death of a Salesman (film)
The Crucible (film)
Dear America (documentary)
Short stories, articles, magazines
Instructional Strategies
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Acting
Activating Prior Knowledge
Brainstorming
Comparing
Contrasting
Creating and Predicting
Discussing
KWL discussion, chart
Listening to music
Making associations
Mapping
Memorizing
Organizing Graphically
Perusing and utilizing maps (of
the United States during various
historical periods)
Playing Games
Questioning
Reading Aloud -- students
Reading Aloud -- teacher
Sharing
Student-led lessons
Summarizing
Quizzing
Illustrating
Group Presentations
Role Playing
Multimedia presentations
Computer research
Themes in Reading
Essential Question, Concept or Theme: A. Students will read a variety of
literary genres analyzing, making connections, responding, evaluating, and
enjoying for the purposes of fostering a life-long connection with literature and
understanding the fundamentals of the principles of American society as
exhibited in these genres.
Standards: 1.1.11 A - H, 1.2.11 A- C, 1.3.11 A -F
Benchmark/Skills
Reading
3. Students will continue to read,
analyze, and interpret literature, as
well as be introduced to evaluating
the effectiveness of an author’s
craft.
a) Refine analysis of the
relationships, uses, and
effectiveness of literary elements,
verbally and in writing.
b) Refine analysis of the quality of
literary devices
c) Respond critically, analytically,
and with an historical perspective
to literature (both fiction and
nonfiction)
d) Analyze literary structure of texts
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Assessment
Summer reading
Self-selected reading
Reading journal entries
Reading Quizzes
Discussion Groups / Lit Circles
Two and Three dimensional visuals
Teacher Observation
Checklists
Graphic Organizers
Essay Tests
Reader responses
Unit Projects
Rubric-scored assessments:
Teacher conference
Expository/persuasive essay
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
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Acting
Activating Prior Knowledge
Brainstorming
Comparing
Contrasting
Creating and Predicting
Discussing
KWL discussion, chart
Listening to music
Making associations
Mapping
Memorizing
Organizing Graphically
Perusing and utilizing maps (of the
United States during various historical
periods)
Playing Games
Questioning
Reading Aloud -- students
Reading Aloud -- teacher
Sharing
Student-led lessons
Summarizing
Quizzing
Illustrating
Group Presentations
Role Playing
Multimedia presentations
Computer research
Themes in Reading
Essential Question, Concept or Theme: A. Students will read a variety of
literary genres analyzing, making connections, responding, evaluating, and
enjoying for the purposes of fostering a life-long connection with literature and
understanding the fundamentals of the principles of American society as
exhibited in these genres.
Approx. Time Allotment:
Standards: 1.1.11 A - H, 1.2.11 A- C, 1.3.11 A –F
Adaptations/Inclusion
Techniques
Reading
 As per student’s IEP
 Audio tape reading assignments
 Books on tape
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
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
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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
Reduce the length of reading
assignments
Use computer technology
Enrichment
Strategies
May include:
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Additional reading
Extra Credit
Audio/Video
adaptations
Assessment options
Alternative presentation
formats
After school or lunch
period learning activities
(films, mini-discussion
groups) to emphasize
unit learning objectives
Guest Speakers
Field trips (museums,
plays)
Independent study
Make given assignments
multi-layered and
multifaceted
Student-designed
activities
Computer research
Remediation
Strategies
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
Differentiated Instructional
Assignments
Theme reader to help one-onone 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

Integrate pertinent historical
information with works read.

Raise awareness of the connections
between English and other languages (root
words, vocabulary, and literary terms)

Use art and music as both prewriting
stimulation and literature enhancements.
 Integrate multicultural and
multiethnic works into curriculum and
independent reading and study.
Themes in Reading
Essential Question, Concept or Theme: B. Students will continue to engage in the
writing process focusing primarily (but not exclusively) on the expository domain, with
emphases on using the text as support, clarity in language, integration of concepts from
reading into written work, and personal record keeping and resumes.
Standards: 1.4.11 A - E, 1.5.11 A - H
Benchmark/Skills
Writing
1. Students will continue to practice
and refine persuasive and
informational essays connected to
literature read.
a) Organize thoughts using varying
models
b) Plan and or brainstorm prior to
writing
c) Follow models to facilitate practice
d) Practice self-and peer-editing
e) Use a variety of structures in writing
f) Use precise language and details
g) Use text citations to support ideas
h) Synthesize ideas from written
material in both formal and informal
essays
Assessment
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








Self-selected reading
Reading journal entries
Two and Three dimensional
visuals
Teacher Observation
Checklists
Graphic Organizers
Outlining/Note taking
Essay Tests
Reader responses
Unit Projects
Rubric-scored assessments
Teacher conference
Expository/persuasive essay
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
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Activating Prior Knowledge
Brainstorming
Comparing
Creating and Predicting
Discussing
Drilling
Editing
Extending (add to the piece modeling
the writer’s style, tone, purpose)
Interviewing
KWL discussion, chart
Listening to music
Making associations
Mapping
Organizing Graphically
Perusing and utilizing maps (of the
United States during various historical
periods)
Playing Games
Publishing
Questioning
Reading Aloud -- students
Reading Aloud -- teacher
Revising
Self-evaluating
Sharing
Student-led lessons
Summarizing
Computer research
Themes in Reading
Essential Question, Concept or Theme: B. Students will continue to engage in the writing Approx. Time Allotment:
process focusing primarily (but not exclusively) on the expository domain, with emphases
on using the text as support, clarity in language, integration of concepts from reading into
written work, and personal record keeping and resumes.
Standards: 1.4.11 A - E, 1.5.11 A - H
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
Writing
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 Self-selected reading
2. Students will continue to practice
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 Reading journal entries
mechanics and conventions of
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 Two and Three dimensional
writing.
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visuals
a) Use complete sentences
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 Teacher Observation
b) Follow grammar rules
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c) Use controlled and /or subtle
 Checklists
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organizational techniques (logical
 Graphic Organizers
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order, effective introduction and
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Outlining/Note taking
conclusion)
 Essay Tests
d) Use correct spelling
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 Reader responses
e) Revise
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f) Edit writing using the conventions of
 Unit Projects
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language
 Rubric-scored assessments
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g) Write using well-developed content
 Teacher conference
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appropriate for topic
 Expository/persuasive essay
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h) Write with a command of the stylistic
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aspects of composition (different types
and lengths of sentences, precise
language)
i) Use correctly quotation marks,
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parentheses, punctuation with citation
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




Instructional Strategies
Activating Prior Knowledge
Brainstorming
Comparing
Creating and Predicting
Discussing
Drilling
Editing
Extending (add to the piece
modeling the writer’s style, tone,
purpose)
Interviewing
KWL discussion, chart
Listening to music
Making associations
Mapping
Organizing Graphically
Perusing and utilizing maps (of
the United States during various
historical periods)
Playing Games
Publishing
Questioning
Reading Aloud -- students
Reading Aloud -- teacher
Revising
Self-evaluating
Sharing
Student-led lessons
Summarizing
Computer research
Themes in Reading
Essential Question, Concept or Theme: B. Students will continue to engage in the
writing process focusing primarily (but not exclusively) on the expository domain, with
emphases on using the text as support, clarity in language, integration of concepts from
reading into written work, and personal record keeping and resumes.
Approx. Time Allotment:
Standards: 1.4.11 A - E, 1.5.11 A - H
Adaptations/Inclusion
Techniques
Writing
 As per student’s IEP
 Extend time parameters
 Give advance notice regarding future
assignments
 Note taking by classmates for
reproduction
 Offer alternative assignments
 Peer tutoring and pairing
 Provide classroom aide
 Reduce the length of writing
assignments
 Use computer technology
Enrichment
Strategies
May include:
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
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





Newspaper articles
Contests
Independent study
Make given assignments multilayered and multifaceted
Student-designed activities
Extra Credit
Assessment options
Alternative presentation formats
Student-designed activities
Remediation
Strategies





Multicultural/
Interdisciplinary Connection

Differentiated Instructional
Assignments
Theme reader to help one-onone with writing problems
and/or absenteeism
Teacher/student conference
After school support as needed
Mini-lessons on basic skills and
test preparation as needed
Integrate pertinent historical
information with works read.

Raise awareness of the
connections between English and
other languages (root words,
vocabulary, and literary terms)

Use art and music as both
prewriting stimulation and
literature enhancements.
Themes in Reading
Essential Question, Concept or Theme: C. Students will develop appropriate and
effective skills in all facets of oral communication.
Approx. Time Allotment:
Standards: 1.6.11 A - F, 1.7.11 A - C
Benchmark/Skills
Speaking and Listening
1. Students will practice speaking and
listening.
a) Participate in large and small group
discussion.
b) Present information orally, both in
formal and informal settings
c) Take notes from discussions, lectures,
and media presentations
d) Practice polite social conventions in
regard to speaking and listening
e) Ask relevant questions (of teacher and
classmates)
f) Initiate discussion
g) Summarize others’ points
h) Demonstrate awareness of negative or
positive stereotypes through language
Assessment
Rubric-scored assessments:
 Oral presentation
 Dramatic reading
 Class discussion
 Debate
 Notebook
 Teacher/peer evaluation
 Recitation
Aligned Materials/
Resources/Technology
Instructional Strategies
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





Acting
Discussing
Interviewing
KWL discussion, chart
Listening to music
Making associations
Memorizing
Reading Aloud -- teacher
Revising Questioning
Reading Aloud -- students
Student-led lessons
Group Presentations
Role Playing

Multimedia presentations
Themes in Reading
Essential Question, Concept or Theme: C. Students will develop appropriate and
effective skills in all facets of oral communication.
Approx. Time Allotment:
Standards: 1.6.11 A - F, 1.7.11 A - C
Adaptations/Inclusion
Techniques
Speaking and Listening
 As per student’s IEP
 Audio tape reading assignments
 Books on tape
 Extend time parameters
 Give advance notice regarding
future assignments
 Note taking by classmates for
reproduction
 Offer alternative assignments
 Peer tutoring and pairing
 Provide classroom aide
Enrichment
Strategies
Remediation
Strategies
May include:











Extra Credit
Audio/Video adaptations
Alternative presentation
formats
After school or lunch period
learning activities (films, minidiscussion groups) to
emphasize unit learning
objectives
Guest Speakers
Field trips (museums, plays)
Independent study
Make given assignments multilayered and multifaceted
Student-designed activities



Differentiated Instructional
Assignments
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

Integrate pertinent historical
information with works read.

Raise awareness of the
connections between English and
other languages (root words,
vocabulary, and literary terms)

Use art and music as both
prewriting stimulation and
literature enhancements.

Integrate multicultural and
multiethnic works into
curriculum and independent
reading and study.
Themes in Reading
Essential Question, Concept or Theme: D. Students will focus on elements of the research
process which emphasize working with literary criticism.
Approx. Time Allotment:
Standards: 1.8.11 all
Benchmark/Skills
Research
1. Students will continue to learn,
practice, and use research skills,
particularly with regard to literary
criticism.
a) Select topics from among those offered
or applicable
b) Practice development of information
seeking strategies
c) Practice locating information using a
variety of formats
d) Practice searching for information
using a variety of formats
e) Begin to differentiate between
authoritative and non-authoritative
sources
f) Practice notetaking
g) Cite correctly
h) Create a bibliography correctly
i) Practice responsible and ethical use of
all resources according to copyright
law
j) Practice responsible and ethical
behavior in regard to the intellectual
property of peer
Assessment
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Research journal response
Teacher/self/peer evaluation
Aligned Materials/
Resources/Technology
Instructional Strategies
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








Brainstorming
Comparing
Contrasting
Editing
Interviewing
KWL discussion, chart
Making associations
Mapping
Organizing Graphically
Perusing and utilizing maps (of
the United States during various
historical periods)
Publishing
Revising
Questioning
Computer research
Literary criticism
Themes in Reading
Essential Question, Concept or Theme: D. Students will focus on elements of the
research process which emphasize working with literary criticism.
Standards: 1.8.11 all
Adaptations/Inclusion
Techniques
Research
 As per student’s IEP
 Audio tape reading 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
 Reduce the length of reading
assignments
 Reduce the length of writing
assignments
 Use computer technology
Enrichment
Strategies





Independent study
Make given assignments
multi-layered and multifaceted
Independent study
Make given assignments
multi-layered and multifaceted
Computer research
Approx. Time Allotment:
Remediation
Strategies

Differentiated Instructional
Assignments
Multicultural/
Interdisciplinary Connection

Integrate pertinent historical
information with works read.

Raise awareness of the
connections between English and
other languages (root words,
vocabulary, and literary terms)

Use art and music as both
prewriting stimulation and
literature enhancements.

Integrate multicultural and
multiethnic works into
curriculum and independent
reading and study.