English 12 R: (revised 5/4/12) Final
NYS
Learning/Core
Standards
RL-Siddhartha
RL -5, 11
Content/Skills
(What needs to be taught?)
Background Information
Contrast Eastern and Western religions
review principles of Hinduism and
Buddhism
Identify novel as an allegory
Review symbolism and identify setting and
characters as symbols of the novel
Curriculum Materials Used
(All) Assessments Used
(Daily/Weekly/
Benchmarks)
Siddhartha – supplemental text
Time Line
September
Vocabulary – specific to novel
Grammar and Composition Handbook
L-4
NARRATIVE
Reflective essay/personal
letter
W-3, 9, 10
Write a personal reflective essay on an event that
caused a change
L-1, 2, 6
Grammar – review and identify parts of speech
6 point rubric
Continue with novel - Siddhartha
Teacher generated objective
tests & quizzes
Teacher generated handouts
Literary analysis
L-1, 2, 3, 6
W-4, 9, 10
Grammar – agreement
Subject/verb
Antecedent/pronoun
Writing:
- College application essay using essay question
from Common Application or from a college of
student’s choice
- Peer Review
Grammar and Composition Handbook
Teacher generated handouts
Handouts from articles about college
essays
Sample successful essays
Final Product developed
from Process
October
English 12 R: (revised 5/4/12) Final
NYS
Learning/Core
Standards
W – 9, 10
SL – 1
L - 1, 2, 6
W – 2, 5, 6, 7, 8
Content/Skills
(What needs to be taught?)
What is a tragedy?
Background information about ancient
Greek theater
Complex plot with recognition, reversal,
and catastrophe
Tragic hero: traits and flaws
Role of the chorus
Archetypes
Imagery
Paradox
Handout on Aristotle’s Classical
Definition of Tragedy
(All) Assessments Used
(Daily/Weekly/
Benchmarks)
Teacher generated objective
test
Oedipus the King
Essay Test – 6 pt. rubric
Grammar:
Sentences: complete, run-on, fragment
Grammar and Composition Handbook
Research Paper
narrowing topic
evaluating electronic sources
note taking (3 kinds)
n-text documenting
works cited page
Curriculum Materials Used
Teacher generated handouts
- background notes
- study guides (Shift 3)
Teacher created handouts
Rough draft due – revision
optional for those under 85%
L – 1, 2, 6
Grammar: conciseness/ redundancy
Grammar and Composition Handbook
RL-6
Background information on the life and times of
William Shakespeare
Hamlet – supplemental text
W – 9, 10
SL – 3
L – 4, 5
Is Hamlet a tragedy?
identify the parts of a complex plot
analyze character of Hamlet through
soliloquies
study structure of a Shakespearean
tragedy
foil character of Hamlet to other
characters in play
10 week exam (Oedipus,
Greek tragedy, grammar)
Assess student ability to
adhere to process deadlines
Teacher created handouts
Final copy considered a
product grade
Teacher developed tests on
separate acts culminating in
unit test
Time Line
November (weeks 1
and 2)
November
(weeks 3 and 4)
December
(spans six week)
English 12 R: (revised 5/4/12) Final
NYS
Learning/Core
Standards
L1
RL - 7
Content/Skills
(What needs to be taught?)
Continue the reading/listening of Hamlet in the
classroom
Curriculum Materials Used
Video of Hamlet
Compare the version with the printed version of
the play
Compare animated “Lion King” with play finding
the similarities and differences and discuss reasons
for both
(All) Assessments Used
(Daily/Weekly/
Benchmarks)
Writing assignment using
either the plot or the
character of Hamlet, prove it
be a tragedy according to
Aristotle’s classical definition
Time Line
January
Video of Lion King
L – 1, 2, 6
Grammar:
Review identifying parts of a sentence
Review 5 simple sentence patterns
RL – 10, 11
20 week exam (Hamlet,
drama, research skills)
Independent Reading Project
to encourage reading for pleasure
to write responses to reading
to apply novel to plot structure
to compare self with character
to create soundtrack for novel
to see universality of what has been
learned in English classes by applying to
novel of choice
Free reading book of student’s choice
L–4
Vocabulary
From the list of “100 Words Every Student
Needs to Know before Graduating”
The 100 words have been divided into
10 groups of ten words each
RL -5
L – 1, 2, 6
Can the classical literary form of tragedy apply to
modern literature?
-complex structure?
-tragic hero?
W – 9, 10
SL – 1
Writing: Argumentative Essay: Personal Response
to Death of a Salesman
L -4
Vocabulary from the list of 100 words
W – 10
SL – 1, 5, 6
Assessment of Reader’s
responses
Assessment of Activities
Student presentation of
Book to Class
Death of a Salesman found in the
Practical Imagination Anthology
teacher created question
Teacher generated
vocabulary tests
incorporating words from
previous lists into each new
test
Teacher created objective
tests
OPINION/ARGUMENT
6 point rubric
Teacher created cumulative
vocabulary tests
February
English 12 R: (revised 5/4/12) Final
NYS
Learning/Core
Standards
RL – 1 (HLWE)
RL - 2 (HB)
RL – 3 (YW)
(ARFE)
(HLWE)
RL – 5, 6
SL – 1
W – 9, 10
L – 1, 2
Content/Skills
(What needs to be taught?)
Curriculum Materials Used
(All) Assessments Used
(Daily/Weekly/
Benchmarks)
Identify and explain a major
use of literary element
and/or technique that helps
to convey message of story
Short Stories
-impact of literature on history
-dynamic character
-importance of setting and point of view
-episodic plot
-minimalism
-science fiction
Choose a minimum of four (4) stories
in The Practical Imagination including:
“An Ounce of Cure”
“A & P”
“The Yellow Wallpaper”
“A Rose for Emily”
“Hills Like White Elephants”
“The Chaser”
“The Swimmer”
L – 4, 5
Vocabulary from the 100 words……..
Supplementals:
“Harrison Bergeron”
Teacher prepared cumulative
vocabulary tests
L – 1, 2, 6
Grammar: identification and punctuation of
subordinate clauses
Teacher created materials:
- study guides
30 week test: short fiction
application
Fahrenheit 451 supplemental texts
Teacher developed study
guides and tests
RL – 2, 11
W – 1, 9, 10, 11
SL – 1
Fahrenheit 451
L – 1, 2, 6
Grammar:
L-4
Vocabulary: continue with groups of words from
list of 100 words……
Writing: personal opinion using supporting
evidence from text
RL – 1, 6, 11
The Catcher in the Rye
Time Line
March (3 weeks)
April
Teacher prepared cumulative
vocabulary tests
Teacher created questions to generate
personal reaction
6 point rubric
The Catcher in the Rye supplemental
Teacher developed study
April (3weeks) –
English 12 R: (revised 5/4/12) Final
NYS
Learning/Core
Standards
Content/Skills
(What needs to be taught?)
Curriculum Materials Used
texts
W – 9, 11
Writing focusing on character of Holden Caulfield
SL – 1
Vocabulary: continue from groups of words from
“list of 100 words……..”
L – 1, 2, 6
Grammar
Consistency, style, and tone
RL – 4
SL – 1, 3, 5, 6
Poetry
Students will teach/present a poem of their choice
to the class that meets certain criteria
Teacher created essay choices to
demonstrate understanding of the
character of Holden
(All) Assessments Used
(Daily/Weekly/
Benchmarks)
guides and tests
Time Line
May (1 week)
6 point rubric
Teacher created cumulative
vocabulary tests
Grammar and Composition Handbook
Poetry generated from student’s
personal interest
Assessment using teacher
developed criteria sheet
Criteria sheet for presentations
40 week test (Final Exam)
June