May 6, 2014
Tim DeBrosse
ENGLISH 12
CURRICULUM MAP
NOTE: The map is divided into two blocks. Both work concurrently with the other building
skills in both areas. Mini Lessons designed to reinforce the conventions of the English language
when they become opportunistic represents a yearlong block.
Block 1: Writing Block (Units related primarily to writing development)
Block 2: Literature Block (Units related primarily to analytical skills)
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit All:
English 12
Conventions of the English Language (Mini-lessons)
Essential Questions/
Goal Statements:
Key Terms and Concepts:
Conventions of Effective
Writing
Common Errors in the
Conventions of Effective
Writing
Elements that make a
difference
Related Activities and
Resources:
Tim DeBrosse
36 Weeks
How important are the conventions of the English language to
effective oral and written communication? What are the basics of
communication around which all other details are associated? What
patterns of sentence structure are common to the English language?
How can I use these patterns to create more effective writing?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Recognizing basic sentence elements patterns and elements
Expanding & varying sentence patterns
Writing logical and effective sentences
Establishing verb consistency and sequence
Applying active and passive voice
Maintaining parallel structure with balance
Manipulating word order
Positioning modifiers
Making comparisons
Using conciseness
1.
2.
3.
4.
5.
Eliminating sentence fragments
Avoiding fused sentences and comma splices
Establishing agreement in subject and verb
Maintaining agreement in pronouns and their antecedents
Maintaining verb tense and consistency
1. Diction
2. Tone and Style
3. Support
4. Transitions
5. Show not Tell
6. Selecting a Title
7. Voice
8. Plagiarism
9. Audience
10. Gender Bias
Formative: Students will complete classroom material on each
subject and then demonstrate comprehension in their written work.
The Summative: Students will take traditional tests on the element(s)
in focus, but transfer that knowledge into their written work.
Composition and Research: A Model Approach:
Glencoe: British Literature
Cross-Curricular Connections:
Sound communication skills, both oral and written, are a vital part of
students’ education. This skill transfers to every subject area.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 1. Literature Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
English 12
Anglo-Saxon and the Middle Ages
Tim DeBrosse
3 Weeks
How has the religious, cultural, historical elements effected the
subject and purpose of this literary period and genres? How do an
authors’ fundamental beliefs impact their writing. How can the study
of literature affect the quality of readers’ lives? What are the qualities
of the epic warrior? What power does faith have over the literature of
the period? How does the world of romance fit this world of violence/
1. The elements of literature.
2. Epic, Epic Hero
3. Fate, Doomed Fate
4.
Assessment Strategies
(Formative and Summative):
Formative: Students will use The Method or Notice and Focus
techniques to understand selected pieces of literature. Summative:
Students will read Anglo-Saxon and the Medieval Period of literature
from a list of options. Students will write a reflective essay based on
the text’s theme.
Related Activities and
Resources:
Le Morte d’Arthur (Malory)
Beowulf
The Seafarer
The Canterbury Tales: The Pardoner’s Tale and The Wife of Bath’s
Tale
Sir Gawain and the Green Knight
Get Up and Bar the Door
Bonny Barbara Allan
Cross-Curricular Connections:
The history of the U.S. begins with the British and so does its
literature. The reflection of its literature stems from the period, the
culture, the faith, and the sense of humanity. Beyond issues of how
history is reflected in the prose and poetry of the day, students can
use their analytical skills used to understand the literature of the
periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 2. Literature Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
English 12
Renaissance Period
Tim DeBrosse
3 Weeks
How has the religious, cultural, historical elements effected the
subject and purpose of this literary period and genres? How do an
authors’ fundamental beliefs impact their writing. How can the study
of literature affect the quality of readers’ lives? What were the
characteristics of Renaissance humanism? How is humanism
reflected in Shakespeare’s works? How did the metaphysical and
Cavalier poets respond to the religious conflicts of their time?
1.
2.
3.
4.
5.
The elements of literature.
humanism
metaphysical
soliloquy
Assessment Strategies
(Formative and Summative):
Formative: Students will use The Method or Notice and Focus
techniques to understand selected pieces of literature. Summative:
Students will read Renaissance period of literature from a list of
options. Students will write a compare/contrast essay based on the
text’s theme.
Related Activities and
Resources:
Whoso List to Hunt (Wyatt)
Sonnet 30, 75 (Spenser)
The Passionate Shepherd to His Love (Marlow)
The Nymph’s Reply to the Shepherd (Raleigh)
Sonnet 116, 130, 73, 29 (Shakespeare)
Macbeth (Shakespeare)
Death Be Not Proud ( (Donne)
To His Coy Mistress
Cross-Curricular Connections:
The history of the U.S. begins with the British and so does its
literature. The reflection of its literature stems from the period, the
culture, the faith, and the sense of humanity. Beyond issues of how
history is reflected in the prose and poetry of the day, students can
use their analytical skills used to understand the literature of the
periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 3. Literature Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
English 12
Puritanism/Enlightenment Period
Tim DeBrosse
3 Weeks
How has the religious, cultural, historical elements effected the
subject and purpose of this literary period and genres? How do an
authors’ fundamental beliefs impact their writing. How can the study
of literature affect the quality of readers’ lives? What were the
essential features of Puritanism? What factors contributed to the
outbreak of the English civil war? What were the goals of the English
Enlightenment?
1.
2.
3.
4.
The elements of literature.
Puritanism
Enlightenment
Parody, Satire
Assessment Strategies
(Formative and Summative):
Formative: Students will use The Method or Notice and Focus
techniques to understand selected pieces of literature. Summative:
Students will read Puritan/Enlightenment period of literature from a
list of options. Students will write a cause and effect essay based
on the text’s theme.
Related Activities and
Resources:
When I Consider How My Light Is Spent (Milton)
Pilgrim’s Progress (Bunyan)
A Modest Proposal (Swift)
Gulliver’s travels (Swift)
The Rape of the Lock (Wortly-Montagu)A Journal of the Plague Year
(DeFoe)
A Dictionary of the English Language (Johnson)
War Speech (Churchill)
Cross-Curricular Connections:
The history of the U.S. begins with the British and so does its
literature. The reflection of its literature stems from the period, the
culture, the faith, and the sense of humanity. Beyond issues of how
history is reflected in the prose and poetry of the day, students can
use their analytical skills used to understand the literature of the
periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 4. Literature Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
English 12
Romanticism Period
Tim DeBrosse
3 Weeks
How has the religious, cultural, historical elements effected the
subject and purpose of this literary period and genres? How do an
authors’ fundamental beliefs impact their writing. How can the study
of literature affect the quality of readers’ lives? What were the
essential features of Romanticism? What role did nature take in the
period? How important was imagination to the period?
1.
2.
3.
4.
The elements of literature.
Romanticism
Epitaph
Elegy
Assessment Strategies
(Formative and Summative):
Formative: Students will use The Method or Notice and Focus
techniques to understand selected pieces of literature. Summative:
Students will read romantic period of literature from a list of options.
Students will write a interpretive essay based on the text’s theme.
Related Activities and
Resources:
A Poison Tree (Blake)
My Heart Leaps Up (Wordsworth)
A Defense of Poetry (Shelley)
To a Mouse (Burns)
Frankenstein (Shelley)
She Walks in Beauty (Byron)When I Have Fears that I May Cease to
Be (Keats)
Cross-Curricular Connections:
The history of the U.S. begins with the British and so does its
literature. The reflection of its literature stems from the period, the
culture, the faith, and the sense of humanity. Beyond issues of how
history is reflected in the prose and poetry of the day, students can
use their analytical skills used to understand the literature of the
periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 5. Literature Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
English 12
Tim DeBrosse
Victorian Period
3 Weeks
How has the religious, cultural, historical elements effected the
subject and purpose of this literary period and genres? How do an
authors’ fundamental beliefs impact their writing. How can the study
of literature affect the quality of readers’ lives? What were the
essential features of Victorian literature
1. The elements of literature.
2. Victorianism
3.
Assessment Strategies
(Formative and Summative):
Formative: Students will use The Method or Notice and Focus
techniques to understand selected pieces of literature. Summative:
Students will read Victorian period of literature from a list of options.
Students will write a Definition essay based on the text’s theme.
Related Activities and
Resources:
Hard Times (Dickens)
Crossing the Bar (Tennyson)
Pied Beauty (Hopkins)Jabberwocky (Carroll)
My Last Duchess (Browning)
Oliver Twist (Dickens)
:Ah, Are You Digging on My Grave” (Hardy)
Cross-Curricular Connections:
The history of the U.S. begins with the British and so does its
literature. The reflection of its literature stems from the period, the
culture, the faith, and the sense of humanity. Beyond issues of how
history is reflected in the prose and poetry of the day, students can
use their analytical skills used to understand the literature of the
periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 6. Literature Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
English 12
Tim DeBrosse
The Modern Age
3 Weeks
How has the religious, cultural, historical elements effected the
subject and purpose of this literary period and genres? How do an
author’s fundamental beliefs impact their writing. How can the study
of literature affect the quality of readers’ lives? How is class conflict
evident in this literature? How did attitudes about the British reflected
in the literature? What does World War do to world literature, but
more specifically, British Literature?
1. The elements of literature.
2. Modernism
3.
Assessment Strategies
(Formative and Summative):
Formative: Students will use The Method or Notice and Focus
techniques to understand selected pieces of literature. Summative:
Students will read Modernism period of literature from a list of
options. Students will write a Analysis essay based on the text’s
theme.
Related Activities and
Resources:
Ulysses (Joyce)
Wartime Diary (Orwell)
Lazarus and the Rich Man (Qur’an)
The Rocking-Horse Winner (Lawrence)
Be Ye Men a Valor (Churchill)
The Demon Lover (Bowen)
A Shocking Accident (Greene)
Do Not Go Gentle…(Thomas)
Cross-Curricular Connections:
The history of the U.S. begins with the British and so does its
literature. The reflection of its literature stems from the period, the
culture, the faith, and the sense of humanity. Beyond issues of how
history is reflected in the prose and poetry of the day, students can
use their analytical skills used to understand the literature of the
periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
`
Unit: 1. Writing Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
Assessment Strategies
(Formative and Summative):
Related Activities and
Resources:
Cross-Curricular Connections:
English 12
Tim DeBrosse
Using the Writing Process
2 Weeks
How can the writing process be used to produce clear and coherent
writing is developed and organized in a style that is sufficient to the
task? Why is knowing the subject, the audience, and the purpose
essential to effective expository writing? Beyond experience, how
can other sources of information be developed and then used to
clearly support a claim? What needs to be done to make a claim
(thesis statement) restricted, unified and precise?
1.
2.
3.
4.
the writing process: planning, drafting, revising
subject, audience, purpose
claims: restricted, unified, precise
global and local revision
Formative: Students will complete practice exercises with each stage
of the writing process, modeling methods for restricting subjects, and
identifying audience and purpose. Students will practice observation
skills by performing a comparative analysis of two pieces of art.
Students will evaluate claim statements to determine their
effectiveness. Summative: Students will analyze the content of a
self-chosen piece of art, plan, draft, revise and publish a paper on the
artwork that demonstrates comprehension of the observation
process.
Excerpts from Composition Research: A Model Approach
The Topography of Decay: Beer Street and Gin Lane
Selected art in Glencoe: British Literature
A student who can plan, draft, revise, and publish documents the
represent sound, clear thinking and writing skills apply to all curricular
areas. Comparative analysis of details relates to all of the sciences,
art, history, and more.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 2. Writing Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
English 12
Writing the Illustration Essay
Tim DeBrosse
3 Weeks
Based on the idea that every claim requires some kind of support,
under what circumstances should the illustration(s) be the primary
method? How much illustration is too much illustration? Are
hypothetical illustrations as effective as actual illustrations?
1. An illustration series
2. An extended illustration
3. A series of illustrations in a list
Assessment Strategies
(Formative and Summative):
Formative: Students will analyze models essays and evaluate the
effectiveness of illustrations used in each. Summative: Students will
consider the strengths and weaknesses of the model essays to plan,
draft, revise and publish their own illustration essays either as an
independent assignment or based an opportunity that presents itself
in the genres of British literature (i.e. In what way or ways does
Narayan us symbolism in “A Snake in the Grass?”
Related Activities and
Resources:
Excerpts from Composition Research: A Model Approach
Glencoe’s British Literature
Cross-Curricular Connections:
A student who can plan, draft, revise, and publish documents that
represent sound, clear thinking and writing skills can apply these
skills to all curricular areas. Comparative analysis of details relates
to all of the sciences, art, history, and more.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 3. Writing Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
Assessment Strategies
(Formative and Summative):
Related Activities and
Resources:
Cross-Curricular Connections:
English 12
Writing the Classification Essay
Tim DeBrosse
3 Weeks
Based on the idea that some claims require volumes of support that
are best used when placed into classified groups, how can this be
done effectively as a primary method of development? What are the
rules of classification? And sub-classification? How can applying
these rules help the effectiveness of a scholarly essay?
1. The Rules of Classification (Principle of Selection)
2. The labeling of lists
Formative: Students will analyze model essays and evaluate the
effectiveness of classification used in each. Summative: Students
will consider the strengths and weaknesses of the model essays to
plan, draft, revise and publish their own classification essays either
as an independent assignment or based on an opportunity that
presents itself in the genres of American literature (i.e. What is the
common connection between British writers of the Anglo-Saxon
period?)
Excerpts from Composition Research: A Model Approach
Glencoe’s British Literature
A student who can plan, draft, revise, and publish documents that
represent sound, clear thinking and writing skills can apply these
skills to all curricular areas. Comparative analysis of details relates
to all of the sciences, art, history, and more.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 4. Writing Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
English 12
Tim DeBrosse
Writing the Compare/Contrast Essay
3 Weeks
Based on the idea that some claims require volumes of support in a
compare/contrast format, how can this be done effectively as a
primary method of development? What are the rules of
compare/contrast? Beyond simple comparison, what are the typical
purposes for organizing a document in this way? How can applying
these rules help the effectiveness of a scholarly essay?
1.
2.
3.
4.
The Guidelines of Compare/Contrast
The Alternating Pattern of Development
The Block Pattern of Development
The Modified Block Pattern of Development
Assessment Strategies
(Formative and Summative):
Formative: Students will analyze model essays and evaluate the
effectiveness of comparison used in each. Summative: Students will
consider the strengths and weaknesses of the model essays to plan,
draft, revise and publish their own compare/contrast essays either as
an independent assignment or based an opportunity that presents
itself in the genres of British literature (i.e. Compare Shakespeare
and Spenser Sonneteers?)
Related Activities and
Resources:
Excerpts from Composition Research: A Model Approach
Glencoe’s British Literature
Cross-Curricular Connections:
A student who can plan, draft, revise, and publish documents that
represent sound, clear thinking and writing skills can apply these
skills to all curricular areas. Comparative analysis of details relates
to all of the sciences, art, history, and more.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 5. Writing Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
Assessment Strategies
(Formative and Summative):
Related Activities and
Resources:
Cross-Curricular Connections:
English 12
Writing the Persuasion Essay
Tim DeBrosse
3 Weeks
What are the rules of evidence and logical reasoning? How is an
argument focused on a deep-rooted image different than that focused
on a shallow-rooted image? What is the difference between a
primary source of information and a secondary source? What are the
fallacies of argumentation? What are the appeals often used with
argumentation?
1.
2.
3.
4.
5.
6.
7.
shallow-rooted and deep-rooted images
facts, judgments, testimony
induction and deduction
claim, qualifiers
emotional, ethical, logical appeals
fallacies of argumentation
syllogisms
Formative: Students will analyze model essays and evaluate the
effectiveness of persuasion used in each. Summative: Students will
consider the strengths and weaknesses of the model essays to plan,
draft, revise and publish their own persuasion essays either as an
independent assignment or based an opportunity that presents itself
in the genres of British literature (i.e. "Analyze Swift’s argument in
his essay “A Modest Proposal” and judge its effectiveness based on
that argument.
Excerpts from Composition Research: A Model Approach
Glencoe’s British Literature
A student who can plan, draft, revise, and publish documents the
represent sound, clear thinking and writing skills apply to all curricular
areas. Comparative analysis of details relates to all of the sciences,
art, history, and more.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 6. Writing Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
English 12
Writing the Research Paper
Tim DeBrosse
3 Weeks
What is the process for selecting a scholarly topic that is
appropriately restricted for manageability? What are “search
questions?” What (Who) is MLA and what does it have to do with
research writing? How can keeping notecards benefit the
researcher? What determines the likely usefulness of a WWW
source? What is parenthetical documentation and how is it used?
What are the guidelines for a Works Cited page? How should a
research paper be formatted?
1.
2.
3.
4.
5.
6.
MLA 2009
advanced searches
parenthetical documentation
manuscript format
Works Cited
Infohio (EBSCOhost)
Assessment Strategies
(Formative and Summative):
Formative: Students will analyze model essays and evaluate the
effectiveness of research used in each. Summative: Students will
consider the strengths and weaknesses of the model essays to plan,
draft, revise and publish their own research papers either as an
independent assignment or based on an opportunity that presents
itself in the genres of British literature.
Related Activities and
Resources:
Excerpts from Composition Research: A Model Approach
Glencoe’s British Literature
Cross-Curricular Connections:
A student who can plan, draft, revise, and publish documents the
represent sound, clear thinking and writing skills apply to all curricular
areas. Comparative analysis of details relates to all of the sciences,
art, history, and more. Research projects are a common analytical
tool in most cross-curricular areas.
Unit Sequencing: Arcanum-Butler School District
Grade/Content:
Unit: 7. Writing Block
Essential Questions/
Goal Statements:
Key Terms and Concepts:
Assessment Strategies
(Formative and Summative):
Related Activities and
Resources:
Cross-Curricular Connections:
English 12
Writing the Critical Analysis Essay
Tim DeBrosse
3 Weeks
Does the author’s background, culture, history give you any hints at
his or her purpose? How can setting be a factor in the interpretation
of literature? Does point of view affect the way the story is told?
How might characters’ personalities and motivations help to establish
conflict in the story? What roles do minor characters play? How
does understanding of conflict result in understanding of the theme?
What secondary techniques can enhance the stories’ purpose? How
can original insights and observations lead to a fuller understanding
of a piece of literature?
1. technical analysis, interpretive analysis, and evaluation
2. elements of literature
Formative: Students will analyze pieces of literature and models
essays and evaluate the effectiveness of each. Summative:
Students will consider the strengths and weaknesses of the model
essays to plan, draft, revise and publish their own critical analysis
essays either as an independent assignment or based an opportunity
that presents itself in the genres of American literature (i.e. "Explain
the role or position of a woman in society and in three pieces of
literature spanning the length of the genre.”
Excerpts from Composition Research: A Model Approach
Glencoe’s British Literature
A student who can plan, draft, revise, and publish documents the
represent sound, clear thinking and writing skills apply to all curricular
areas. Comparative analysis of details relates to all of the sciences,
art, history, and more.