English 11 Curriculum Map - Cumberland School Department

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ENGLISH III-Grade 11
CURRICULUM MAP
English 1: Literary Genres
English 2: American Literature
English 3: British Literature
English 4: World Literature
Reading:
§ Night
§ Romeo and Juliet
§ Poetry unit
§ Short Story unit
§ Reading strategies
§ Critical reading skills
§ Vocabulary acquisition
Reading:
§ The Crucible
§ Fever
§ Independent reading
selection
§ Of Mice and Men
§ Reading strategies
§ Critical reading skills
§ Vocabulary acquisition
Reading:
§ Beowulf
§ Macbeth
§
Animal Farm
§ On Demand Writing unit
§ Reading strategies
§ Critical reading skills
§ Vocabulary acquisition
Reading:
§
Hamlet
§ Personal statement
§ Anthem
§ Little Prince
§ Reading strategies
§ Critical reading skills
§ Vocabulary acquisition
Writing:
§ Analytical writing skills
§ Resume writing
§ Research skills
§ Literary analysis
§ Expressive writing skills
§ Informational writing skills
Writing:
§ Analytical writing skills
§ Personal essay writing
§ Research skills
§ Literary analysis
§ Expressive writing skills
§ Informational writing skills
Speaking:
§ Informal speaking
techniques
§ Formal speaking techniques
Speaking:
§ Informal speaking
techniques
§ Formal speaking techniques
Sample thematic topics:
§ Periods of British literature
§ Conventions of British lit
§ Heroic tradition
§ Elizabethan England
§ Satire
§ Social issues
§ Nature vs. civilization
§ Colonialism
§ Victorianism
§ Industrial Revolution
§ Empire
§ Enlightenment
Sample thematic topics:
§ Identity
§ Truth
§ Justice
§ Diaspora
§ Fate vs. free will
§ Alienation
§ Heroism
§ Modernism
§ Postmodernism
§ Cultural practices
§ Thematic oppositions
§ Initiation
Writing:
§ Writing process
§ Grammar skills
§ MLA format
§ Critical writing skills
§ Expressive writing skills
§ Informational writing skills
Speaking:
§ Informal speaking
techniques
§ Formal speaking techniques
Sample thematic topics:
§ Genre characteristics
§ Archetypal characters
§ Archetypal plots
§ Archetypal images
§ Allegory
§ Holocaust
§ Mythology
§ Renaissance
§ Irony
§ Story elements
§ Poetic devices
§ Figurative language
Writing:
§ Analytical writing skills
§ Grammar skills
§ Research skills
§ Literary analysis
§ Expressive writing skills
§ Informational writing skills
Speaking:
§ Informal speaking
techniques
§ Formal speaking techniques
Sample thematic topics:
§ Periods of American lit.
§ Conventions of American lit.
§ Puritanism
§ McCarthyism
§ Romanticism
§ Transcendentalism
§ Realism
§ Naturalism
§ Modernism
§ Postmodernism
§ Native American lit.
§
American Dream
CURRICULUM PLANNING—GRADE 11: BEOWULF UNIT
Essential Question: What makes a hero? Have the forces of good and evil changed over time and if so, how? How do different
cultures shape the definitions of good and evil in epic poetry and other genres of literature?
Assessments
Student Understandings
Summative Assessment:
Ø MLA response to literature thesis
driven essay: analyzing character
traits of the main character as they
are linked to the themes of Beowulf.
Guiding Questions:
Ø What are the poetic devices used by the author,
and how are they use?
Ø What are the major epic characteristics and how
are they applied by the author?
Ø What specific character traits distinguish an epic
hero from other hero types?
Ø How is oral tradition utilized by the author to
convey the cultural values of the Anglo-Saxon
people?
Ø How does the central conflict in the epic relate to
the traits of an Anglo-Saxon hero?
Ø What specific evidence of Anglo-Saxon her
characteristics can be found in the poem?
Continuous Assessments:
Ø Student prior knowledge and zone
of proximal development
Ø Student makes connections to other
texts and broader world application
Ø Student application of teacher
modeled thinking strategies
through oral and written responses
Ø Citing information in oral and
written responses
Ø Student ability to respectfully and
responsibly listen and respond to
others.
Ø Student understanding of literary
elements and author’s craft through
oral and written response.
Ø Students demonstrate skills
applicable to SAT’s testing.
Knowledge/Skills:
Students will know/be able to :
Ø Paraphrase and summarize analyze, interpret
characteristics and elements of epic poetry in
context appropriate to audience (R-10-4.1, R—
5.1-3)
Ø Generate questions before, during, and after
reading relating to the epic poetry genre, literary
elements and devices, and author’s purpose (R10-4.3, R-10-6.1, R-10-16.1-2, R-10-13)
Ø Demonstration use of the following literary
elements and devices in analyzing epic poems:
point-of-view, voice, diction, syntax, symbolism,
irony, theme, climax, mood, allusions,
foreshadowing, characterization, bias, extended
Instructional Plan
Suggested Materials:
Ø Class set of Beowulf (required text)
Ø Supportive text
Ø Graphic organizers and ancillary
materials
Ø Exemplars and Rubrics
Instructional Strategies/Suggested
Scaffolds:
Ø Cooperative learning
Ø Graphic organizers
Ø Pre-assessment test and tools
Ø Modeling
Ø Mini-lessons
Ø Note-taking learning strategies
Ø Think-alouds/read-alouds
Ø Student/teacher conferencing
Ø Written responses
Rituals and Routines: (consider when
planning)
Ø
Ø
Ø
Ø
Differentiated instruction/UDL
Student behavior expectations
Academic expectations
SAT prep
Ø
Ø
Ø
Ø
Ø
Ø
Ø
Ø
Ø
metaphor, and hyperbole and identify
characteristics of a variety of types/genres of
literature (R-10-4.4, R-10-4.5)
Participate in in-depth discussions about epic
poetry, ideas, and writing (R-10-17.2, OC-10-1.4)
Demonstrate ability to monitor comprehension
and read critically through techniques such as
annotating (R-10-12.1)
Use MLA format and formal writing guidelines
in a response to literature
(W-10.6.5)
Identify literary devices as appropriate to poetry
(alliteration, foreshadowing, metaphors, similes,
repetitions, symbolism, point of view, diction,
and flashback) (R-10-4.5)
Use strategies to unlock meaning (e.g.,
knowledge of word structure, common roots,
word origins; or context clues or resources
including dictionaries and glossaries, to
determine definition, pronunciation, etymology,
or usage of words; or prior knowledge(R-1010.2)
Explain and support logical predictions and
outcomes, drawing conclusions based on
interactions between characters or evolving plot
(R-10-5.2)
Connect reading to prior knowledge, other texts,
and a broader world context through relevant
themes, motifs, and archetypes (W-10-2.3)
Use specific details and references to text
relevant to citations to support thesis,
interpretations, or conclusions and organize
ideas using transitions, and drawing conclusions
by synthesizing information and connecting to
broader world ideas (W-10-3.3-4)
Use an organizational structure that allows for
the progression of ideas to develop, including an
opening, body and closure(W-10-.1-4, 3.4; W-10-
Ø
4.6; W-10-14.3, 3)
Demonstrates control of usage, grammar
punctuation, sentence construction, and
spelling(W-10-9.1-5)
Suggested Applications:
Ø Class discussions
Ø Reading logs
Ø Reading quizzes
Ø Homework assignments
Ø Independent and group work
Ø Independent and group projects
Ø Journal responses
Ø Quote analysis
CURRICULUM PLANNING—GRADE 11: MACBETH UNIT Duration: 4-6 weeks
Essential Question: Are heroes flawed? Have the forces of good and evil changed over time and if so, how? How do different
cultures shape the definitions of good and evil in epic poetry and othe genres of literature?
Assessments
Summative Assessment:
Ø MLA response to literature
thesis driven essay: analyzing
character traits of the main
character, Beowulf
Ø Unit test (with questions
formatted to give NACAP
practice)
Continuous Assessments:
Ø Student prior knowledge and
zone of proximal development
Ø Student makes connections to
other texts and broader world
application
Ø Student application of teacher
modeled thinking strategies
through oral and written
responses
Ø Citing information in oral and
written responses
Ø Student ability to respectfully
and responsibly listen and
respond to others.
Ø Student understanding of
literary elements and author’s
craft through oral and written
response.
Ø Students demonstrate skills
applicable to SAT testing.
Student Understandings
Guiding Questions:
Ø What are the poetic devices used by the author,
and how are they use?
Ø What are the major characteristics of drama and
how are they applied by the author?
Ø What specific character traits distinguish a
tragic hero from other hero types?
Ø How does culture influence literature and
literature influence culture?
Ø How does the central conflict in a play relate to
the traits of a tragic hero?
Ø How can the study of themes and values in texts
prepare one for responsible participation in
society?
Ø How is dialect used to accomplish the author’s
purpose?
Knowledge/Skills:
Students will know/be able to :
Ø Paraphrase and summarize analyze, interpret
characteristics and elements of drama in context
appropriate to audience (R-10-4.1, R—5.1-3)
Ø Generate questions before, during, and after
reading relating to the drama genre, literary
elements and devices, and author’s purpose (R10-4.3, R-10-6.1, R-10-16.1-2, R-10-13)
Ø Demonstration use of the following literary
elements and devices in analyzing drama:
poiny-of-view, voice, diction, syntax,
symbolism, irony, theme, climax, mood,
Instructional Plan
Suggested Materials:
Ø Macbeth by William Shakespeare
(required text)
Ø Supportive text
Ø Graphic organizers and ancillary
materials
Ø Exemplars and Rubrics
Instructional Strategies/Suggested
Scaffolds:
Ø Cooperative learning
Ø Graphic organizers
Ø Pre-assessment test and tools
Ø Modeling
Ø Mini-lessons
Ø Note-taking learning strategies
Ø Think alouds/read alouds
Ø Student/teacher conferencing
Ø Written responses
Rituals and Routines: (consider when
planning)
Ø
Ø
Ø
Ø
Differentiated instruction/UDL
Student behavior expectations
Academic expectations
SAT prep
Ø
Ø
Ø
Ø
Ø
Ø
Ø
Ø
Ø
allusions, foreshadowing, characterization, bias,
extended metaphor, and hyperbole and identify
characteristics of a variety of types/genres of
literature (R-10-4.4, R-10-4.5)
Participate in in-depth discussions about drama,
broader world applications, and writing (R-1017.2, OC-10-1.4)
Demonstrate ability to monitor comprehension
and read critically through techniques such as
annotating (R-10-12.1)
Make logical predictions about character,
setting, and plot/subplots and identify dynamic
characters, relationships or setting over time (R10-4.1)
Use MLA format and formal writing guidelines
in a response to literature
(W-10.6.5)
Identify literary devices as appropriate to
drama(alliteration, foreshadowing, metaphors,
similes, repetitions, symbolism, point of view,
diction, and flashback) (R-10-4.5)
Use strategies to unlock meaning (e.g.,
knowledge of word structure, common roots,
word origins; or context clues or resources
including dictionaries and glossaries, to
determine definition, pronunciation, etomology,
or usage of words; or prior knowledge(R-1010.2)
Explain and support logical predictions and
outcomes, drawing conclusions based on
interactions between characters or evolving plot
(R-10-5.2)
Make inferences about cause/effect conflict or
relationships amoung elements of text (R-10-5.3)
Identify the author’s purpose and how the
author’s style is evident and affects the reader’s
interpretation and is supported throughout the
text (R-10-5.4, 5.6)
Ø
Ø
Ø
Ø
Connect reading to prior knowledge, other texts,
and a broader world context through relevant
themes, motifs, and archetypes (W-10-2.3)
Use specific details and references to text
relevant to citations to support thesis,
interpretations, or conclusions and organize
ideas using transitions, and drawing
conclusions by synthesizing information and
connecting to broader world ideas (W-10-3.3-4)
Use an organizational structure that allows for
the progression of ideas to develop, including
an opening, body and closure(W-10-.1-4, 3.4; W10-4.6; W-10-14.3, 3)
Demonstrates control of usage, grammar
punctuation, sentence construction, and
spelling(W-10-9.1-5)
Suggested Applications:
Ø Class discussions
Ø Reading logs
Ø Reading quizzes
Ø Homework assignments
Ø Independent and group work
Ø Independent and group projects
Ø Journal responses
Ø Quote analysis
CURRICULUM PLANNING—GRADE 11: ON DEMAND WRITING UNIT Duration:
1-2 weeks
Essential Question: What is the value of personal writing as a tool for thinking, solving problems, exploring issues, constructing
questions, and addressing inquiry in daily application of knowledge?
Assessments
Student Understandings
Summative Assessment:
Ø “One should be more concerned
about what his conscience
whispers than about what other
people shout” Select a
significant or event in your life
or the life of someone close to
you that exemplifies the
meaning of this quotation. Write
a reflective essay that analyzes
the relationship between this
quotation and the specific
situation or event you have
chosen(required common task)
Guiding Questions:
Ø How do authors communicate purposefully and
clearly with various audiences in personal and
reflective writing pieces?
Ø How can writing communicate ideas and
deepen understanding?
Ø How does revising and editing strengthen ideas,
organization , voice word choice, sentence
fluency, and conventions
Ø How is style controlled by syntax, diction, point
of view?
Ø How do effective writers hook and hold readers
and make writing easy to follow?
Ø What skills are necessary to give and seek
information in conversations, in group
discussions, and in oral presentations?
Ø How does writing develop reflective abilities
and metacognition?
Continuous Assessments:
Ø Student prior knowledge and
zone of proximal development
Ø Student makes connections
between a variety of texts and
broader world application
Ø Student application of teacher
modeled thinking strategies
through oral and written
responses
Ø Citing information in oral and
Knowledge/Skills:
Students will know/be able to
Ø Organize information to show understanding or
relationships among facts, ideas, and events(e.g.,
representing main/central ideas or details
within text through charting, mapping,
Instructional Plan
Suggested Materials:
Ø Writing handouts, guidelines, and
assigments
Ø Supportive text
Ø Graphic organizers and ancillary
materials
Ø Exemplars and Rubrics
Instructional Strategies/Suggested
Scaffolds:
Ø Cooperative learning
Ø Graphic organizers
Ø Pre-assessment test and tools
Ø Modeling
Ø Mini-lessons
Ø Note-taking learning strategies
Ø Think alouds/read alouds
Ø Student/teacher conferencing
Ø Written responses
Ø
Ø
Ø
Ø
written responses
Student ability to respectfully
and responsibly listen and
respond to others.
Student understanding of
literary elements and author’s
craft through oral and written
response.
Student participation
Students demonstrate skills
applicable to SAT testing.
Ø
Ø
Ø
Ø
Ø
Ø
Ø
Ø
paraphrasing, summarizing,
comparing/contrasting, outlining(R-10-7.3)
Read multiple texts for depth of understanding
a subject or genre(R-10-14.3)
Participating in in-depth discussions about text,
ideas, student writing by offering comments,
and supporting evidence, responding to the
comments and recommandations of peers,
teachers, and others(R-10-17.2, OC-10-1.4, R-1014.3)
Establish context by selecting and summarizing
key ideas appropriate to audience(W-10-2.1, W10-14.1)
Establish an interpretive claim/assertion in the
form of a thesis when responding to a given
prompt(W-10-3.1a)
Use precise and descriptive language that
clarifies and supports intent and establishes an
authoritative voice 9W-10-7.4-5)
Demonstrate ability to monitor comprehension
and read critically through techniques such as
annotating (R-10-12.1)
Use an organizational structure that allows for
the progression of ideas to develop, including
an opening, body and closure(W-10-.1-4, 3.4; W10-4.6; W-10-14.3, 3)
Demonstrates control of usage, grammar
punctuation, sentence construction, and
spelling(W-10-9.1-5)
Suggested Applications:
Ø Pre-tests
Ø Class discussions
Ø Reading logs
Ø Reading quizzes
Ø Homework assignments
Ø Independent and group work
Rituals and Routines: (consider when
planning)
Ø
Ø
Ø
Ø
Differentiated instruction/UDL
Student behavior expectations
Academic expectations
SAT prep
Ø
Ø
Ø
Ø
Independent and group projects
Journal responses
Quote analysis
Presentations