Curriculum Map Template
Unit Name:
Intertextuality –
Common Reading
Timeframe:
September – mid October
Essential
Questions:
Intertextuality – Intertextual
Analysis
September – Mid October
Writing - Respond to a Text
October to November
How do the individual elements of a
text interrelate?
How do multiple texts communicate
similar meanings?
How do writers develop a well
written product?
How does one effectively read
multiple texts?
How do literary techniques
contribute to the overall meaning of
a text?
How do writers employ rhetorical
devices to effect?
How do literary techniques
contribute to the overall meaning of
a text?
How do effective readers use textual
features to better comprehend
information?
Touchstone texts:
Touchstone Texts:
CP – The Great Gatsby or Bodega
Dreams (or select portions, if
necessary)
Honors – The Great Gatsby
Common Core
State Standards
Addressed in
the Unit:
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.5
RL.11-12.7
RL.11-12.9
Note: Emphasis on non-fiction texts
CP – The Great Gatsby or Bodega
Dreams (or select portions, if
necessary)
Honors – Bodega Dreams
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.5
RL.11-12.7
RL.11-12.9
L.11-12.1
L.11-12.2
L.11-12.4
L.11-12.5
L.11-12.1
L.11-12.2
L.11-12.4
L.11-12.5
SL.11-12.1
SL.11-12.2
SL.11-12.4
SL.11-12.5
SL.11-12.1
SL.11-12.2
SL.11-12.4
SL.11-12.5
Touchstone texts (choice of two):
“The Early Bird Gets the Bad
Grade,” N. Kalish
“The Fakebook Generation,” A.
Mathias
“The Price of Hate,” R. Jones
“Text Generation Gap: U R 2 Old
(JK),” L. Holson
W.11-12.4
W.11-12.8
W.11-12.9
W.11-12.10
Common
Formal
Assessment:
Using your understanding of intertextuality, create a text (PowerPoint, MovieMaker, iMovie)
comparing two works, one classical (a painting or sculpture, piece of “serious” music, critically
acclaimed film, established piece of literature) with a contemporary piece from the same or a
similar genre, though it must be clear that you know the characteristics of the genre(s).
Curriculum Map Template
Grade 11
Unit II
Using Definition to Frame Reading
Unit Name:
Using Definition to Frame
Reading and Writing –
Common Reading
Timeframe:
Using Definition to Frame Reading
and Writing – Literature Circles
Writing – New Historicism
November - December
December - January
November - December
Essential
Questions:
How are time period and genre
reflected in the text of choice?
How are texts indicative of an
overall social reality?
Touchstone texts:
Modernism and Postmodernism (minimum three texts from each
category, with representation from
multiple genres).
Modernist
Ernest Hemingway
John Steinbeck
William Faulkner
Flannery O’Connor
Joyce Carol Oates
William Carlos Williams
ee cummings
W.H. Auden
Wallace Stevens
E.A. Robinson
W. B. Yeats
W. Owens
Postmodernist
Alice Walker
Paul Aster
Raymond Carver
A. MacLeish
.How do multiple texts communicate
a similar meaning?
Literature Circle/College Prep:
Students apply definitions of
movements to reading of their
choice.
Touchstone texts:
Old School, T. Wolff
Ami I Blue, M. Bauer
Fallen Angels, W. D. Meyers
Quaking, K. Erskine
The Body of Christopher Creed, C.
Plum-Ucci
After the First Death, R. Cormier
No Exit, J-P Sartre
Touchstone texts:
Author Study/Honors: Students
apply definitions of movements to
multiple texts from single author of
choice
Thorton Wilder (Our Town, Skin of
Our Teeth)
Ernest Hemingway (In Our Time,
The Sun Also Rises)
William Faulkner (The Sound and
the Fury, “The Bear”)
How are texts indicative of an
overall social reality?
How do students come to a better
understanding of texts utilizing the
lens of New Historicism?
How does one write a literaturebased research paper?
Note: Research-based using MLA
format.
John Updike
Tim O’Brien
Ernest Gaines
A. Ginsberg
J. Kerouac
S. Plath
R. Pinsky
C. Wright
Billy Collins
Common Core
State Standards
Addressed in
the Unit:
RL.11-12.1
RL .11-12.2
RL. 11-12.4
RL.11-12.9
L.11-12.3
L.11-12.4
L.11-12.5
Tennessee Williams (A Streetcar
Named Desire, The Glass
Menagerie)
Arthur Miller (The Crucible, Death
of a Salesman)
RL.11-12.1
RL.11-12.2
RL.11-12.4
L.11-12.3
L.11-12.4
L.11-12.5
W.11-12.1
W.11-12.2
W.11-12.4
W.11-12.5
W.11-12.9
RI.11-12.1
RI.11-12.4
RI.11-12.5
RI.11-12.6
SL.11-12.1
SL.11-12.2
SL.11-12.4
SL.11-12.5
Common
Formal
Assessment:
Group: Using your understanding of literary traditions, create a lesson for the class that defines
a past literary tradition using a teacher-assigned text unique to your group, and then evaluates the
relationship of that tradition to a contemporary literary tradition using a text of your group’s
choice.
Curriculum Map Template
Unit Name:
Inquiry and Research
Synthesizing Research
Writing and Revising Research
Paper
Timeframe:
Midterm-early February
February-early March
March
Essential
Questions:
How do I write my way into a
subject?
How do I think about myself as a
researcher and as a writer?
How do I read research?
How do writers critically filter works
to support a research topic?
Note: Use of MLA format required.
How do writers develop a wellwritten product?
How does research become writing?
How do writers critically select
works to support a research topic?
How does the written product change
and evolve in response to feedback?
How do writers select appropriate
print and electronic media for
research and evaluate the quality of
the information received?
Common Core
State Standards
Addressed in
the Unit:
W.11-12.1.b
W.11-12.2.a
W.11-12.3.a
W.11-12.8
W.11-12.10
RI.11-12.7
W.11-12.2.b
W.11-12.7
W.11-12.8
W.11-12.10
SL.11-12.2
W.11-12.1.b
W.11-12.1.c
W.11-12.1.d
W.11-12.1.e
W.11-12.2.b
W.11-12.2.c
W.11-12.2.e
W.11-12.2.f
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.10
SL.11-12.4
L.11-12.1.a
L.11-12.1.b
L.11-12.2.a
L.11-12.2.b
L.11-12.3.a
L.11-12.6
Common
Formal
Assessment:
Individual: Student presents abstract/”snapshot” of research process/final paper.
Abstract/”snapshot” should include substantive reflection on concrete aspects of process as well
as product.
Curriculum Map Template
Unit Name:
The Expression of Self in Writing:
Common Reading
The Expression of Self in Writing:
Literature Circles
The Expression of Self in Writing:
Personal Writing
Timeframe:
April
Essential
Questions:
May
June
How do readers express individuality
in texts?
How do readers express individuality
in texts?
How do good writers express
themselves?
How do writers use literary devices
to affect emotions and
understanding?
How do writers use literary devices
to affect emotions and
understanding?
How does process shape the writer’s
product?
How do readers analyze an author’s
use of words to create tone and
mood, and how an author’s choice of
words advances the theme of the
work?
How do readers analyze an author‘s
use of words to create tone and
mood, and how an author’s choice of
words advances the theme of the
work?
Selections from Common Ground,
The Norton Sampler, and other
personal narrative compilations.
Literature Circle texts:
A Boys’ Life, T. Wolff
Manchild in the Promised Land, C.
Brown
Who Killed My Daughter?, L.
Duncan
The Autobiography of Malcolm X,
Malcolm X
Down These Mean Streets, P.
Thomas
Surely You’re Joking, Mr. Feynman,
R. Feynman
The Color Of Water, J. McBride
Funny in Farsi: A Memoir of
Growing Up Iranian in America, F.
Dumas
Pedro and Me, J. Winnick
Lost in Translation, E. Hoffman
When I Was Puerto Rican, E.
Santiago
The Woman Warrior, M. Hong
Kingston
Hunger of Memory, R. Rodriguez
Common Core
State Standards
Addressed in
the Unit:
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.5
RL.11-12.6
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.5
RL.11-12.6
SL.11-12.1.a
SL.11-12.1.b
SL.11-12.1.c
SL.11-12.1.d
SL.11-12.3
W.11-12.3.a
W.11-12.3.b
W.11-12.3.c
W.11-12.3.d
W.11-12.3.e
W.11-12.4
W.11-12.5
W.11-12.6
SL.11-12.4
SL.11-12.5
SL.11-12.6
L.11-12.1.a
L.11-12.1.b
L.11-12.2.a
L.11-12.2.b
L.11-12.3.a
Common
Formal
Assessment:
Individual: Creation and presentation of an electronic portfolio that includes excerpts from
student written personal narrative, along with images, film, and sound (including voice-over
narration) that most clearly demonstrate the theme and tone/mood of the narrative.