2015 - 2016
English 4
Students in this 12th grade English course develop an understanding of the skills necessary for success at the next level of their education. To this end, students
complete an MLA-formatted research paper, write critical essays, and craft creative narratives. Students read both original and adapted pieces of British literature, and
additional emphasis is placed on British literature’s role on world literature, literary terms, and SAT-level vocabulary. Assessments consist of quizzes, tests, and projects.
Course Information:
Frequency & Duration: Daily for 42 minutes
Text: Beers, Kylene, Dr., and Lee Odell, Dr. Elements of Literature, Sixth Course. New York: Holt, Rinehart and Winston, 2007. Print.
Chaucer, Geoffrey. The Canterbury Tales. New York: Penguin Books, 2003. Print.
Golding, William. Lord of the Flies. New York: Penguin Putnam, 1954. Print.
McDonald, John, and William Shakespeare. Macbeth: The Graphic Novel: Plain Text Version. Litchborough: Classical Comics, 2008. Print.
v. 2015 - 2016
English 4
•
Content •
•
Essential
Question:
How does productive oral communication rely on speaking and
listening?
•
Skill: •
•
•
•
Assessment:
Writing/ Speaking and Listening
Informative and Explanatory Essays and Complex Ideas, •
Concepts, and Information
•
English Grammar and Usage and Capitalization, Punctuation,
and Spelling
Range of collaborative discussions, grade-level topics, texts, and
issues, other’s ideas, and own ideas.
•
How does interaction with text provoke thinking and response?
Compose informative/ explanatory essays and examine and •
convey complex ideas, concepts, and information clearly and
accurately.
Understand, explain, and implement proper usage of English •
grammar, including capitalization, punctuation, and spelling, into
personal writing abilities.
Identify, view and analyze, and discuss strategies and techniques
for conducting a range of collaborative discussions.
Determine two or more ideas in non-fiction, provide an objective summary of
non-fiction text, and analyze and explain development of central idea/themes
with detail
Determine, analyze, and explain the relationship between content and author
point of view and purpose.
Based on grade-level appropriate texts, students will be able to •
compose informative/explanatory essays, conveying accurately
and clearly complex ideas, concepts, and information.
•
Students will state, practice, and write proper usage of English
grammar, including capitalization, punctuation, and spelling.
Students will name strategies and techniques for conducting a
range of collaborative discussions, critique a variety of discussions
on grade-level topics, texts, and issues, understanding how ideas
are built upon clearly and persuasively, and conduct a
collaborative discussion on a grade-level topic, text, or issue.
Students will write an objective summary of non-fiction and identify, analyze,
and explain the emergence of central idea with specific detail.
Students will identify, explain, and evaluate how content and point of view
influence author purpose in non-fiction.
A Pocket Style Manual Guide
Resources:
Duration: September/ October (6 weeks)
Fiction/Non-Fiction
Central Idea/Theme, Multiple Central Ideas, and Objective Summary
Point of View in Non-fiction, Purpose, and Content and Style
Tuesdays with Morrie (Memoir)
Nightline
Tuesdays with Morrie (Film)
Lou Gehrig Yankee Stadium Speech
Non-Fiction ALS/ Brain Trauma Article
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English 4
Standards:
CC.1.4.11–12.A- Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and
accurately.
CC.1.4.11–12.F- Demonstrate a grade-appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
CC.1.5.11–12.A- Initiate and participate effectively in a range of
collaborative discussions on grade-level topics, texts, and issues,
building on others’ ideas and expressing their own clearly and
persuasively.
v. 2015 - 2016
CC.1.2.11–12.A- Determine and analyze the relationship between two or more
central ideas of a text, including the development and interaction of the central
ideas; provide an objective summary of the text.
CC.1.2.11–12.D- Evaluate how an author’s point of view or purpose shapes the
content and style of a text.
Comments:
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English 4
•
•
Content
•
•
Essential
Question:
Writing/ Speaking and Listening
Short and Sustained Research Projects, Self-Generated Question,
and Multiple Sources.
Relevant Information, Multiple Authoritative Print and Digital
Sources, Advanced Searches, Strengths and Limitations, Task,
Purpose, and Audience, Information, Flow of Ideas, Plagiarism,
Overreliance on One Source, and Standard Format for Citation.
Claims, Alternate or Opposing Claims, Counterclaims, Evidence,
Strengths and Limitations, Knowledge Level, Concerns, Values,
and Possible Biases.
Organization, claims, counterclaims, reasons, and evidence,
words, phrases, and clauses, syntax, cohesion, relationships,
concluding statement, and argument.
•
•
v. 2015 - 2016
Duration: October/ November (6 weeks)
Fiction/Non-Fiction
Multiple Sources of Information, Visual Media, and Quantitative Formats
Literary Non-fiction and Informational Text
How do we use information gained through research to expand
knowledge?
How can our knowledge and use of the research process promote lifelong
learning?
•
•
•
Skill: •
•
Understand and harness the process for completing short and
sustained research projects, how to be narrow or broad in related
inquiry, and strategies for synthesizing information from multiple
sources in conducting research project.
Gather relevant information from a variety of sources, utilize
advanced searches effectively, assess the strengths and limitations
of each source, integrate information into the text, maintain the
flow of ideas, avoid plagiarism, avoid overreliance on any one
source, and follow a standard format for citation.
Understand, analyze, and create claims, alternate or opposing
claims, and counterclaims, including their similarities, differences,
and fairness, while accounting for knowledge level, concerns,
values, and possible biases.
Identify effective organizational techniques, create organization
that logically sequences claim, counterclaims, reasons and
evidence, establish cohesion and clarify the relationship between
claims and reasons, between reasons and evidence, and between
claims and counterclaims, and provide a concluding statement or
section that follows from and supports the argument presented.
•
Examine multiple sources of non-fiction media or formats, determine
effectiveness of visual media or quantitative format in addressing a question
or solving a problem, and evaluate quality, function, and impact of nonfiction media source.
Independently and proficiently read and interpret literary non-fiction and
informational text on grade level.
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English 4
•
•
Assessment:
•
•
Students will demonstrate understanding of the process for
completing short and sustained research projects, how to be
narrow or broad in related inquiry, and strategies for synthesizing
information from multiple sources to answer a self-generated
question.
Students will recognize techniques to distinguish between credible
and flawed sources to complete a research project that utilizes
valid, reliable, and credible sources, avoids plagiarism and
overreliance on any one source, and creates a proper works cited
page and appropriate in-text citations.
Students will examine, compare and contrast, and compose
claims, alternate or opposing claims, and counterclaims for
knowledge level, concerns, values, and possible biases.
Students will analyze effectively organized outlines and essays,
write an effectively organized essay that logically sequences
claim(s), counterclaims, reasons, and evidence, offer organization
within their essays that link the major sections of the text to
create cohesion and clarify the relationships between claim(s) and
counterclaims, and write effective conclusions.
•
•
v. 2015 - 2016
Students will incorporate non-fiction visual media of quantitative format into
properly constructed argument and categorize relationship between media or
quantitative format and its source in addressing a question or solving a
problem. (i.e. biased or unbiased).
Students will summarize and demonstrate proficiency in comprehending and
interpreting literary non-fiction and informational text on grade level.
Resources:
A Pocket Style Manual Guide
Self-Identified Non-Fiction Resources for Research Project
CC.1.2.11–12.G- Integrate and evaluate multiple sources of information presented
in different media or formats (e.g. ,visually, quantitatively) as well as in words in
order to address a question or solve a problem.
CC.1.2.11–12.L- Read and comprehend literary nonfiction and informational text
on grade level, reading independently and proficiently.
Standards:
CC.1.4.11–12.I- Distinguish the claim(s) from alternate or opposing
claims; develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
CC.1.4.11–12.J- Create organization that logically sequences claim(s),
counterclaims, reasons, and evidence; use words,
phrases, and clauses as well as varied syntax to link the major sections
of the text to create cohesion and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims; provide a concluding statement or section
that follows from and supports the argument presented.
CC.1.4.11–12.V- Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or
solve a problem; narrow or broad in the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
CC.1.4.11–12.W- Gather relevant information from multiple
authoritative print and digital sources, using advanced searches
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English 4
effectively; assess the strengths and limitations of each source in terms
of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for
citation.
v. 2015 - 2016
Comments:
5
English 4
•
•
•
Content •
•
•
Essential
Question:
What role does writing play in our lives?
•
•
Skill:
Writing/ Speaking and Listening
Awareness, Stylistic Aspects of Composition, Precise Language,
Domain Specific Vocabulary, Techniques such as Metaphor,
Simile and Analogy, Complexity of the Topic, Formal Style and
Objective Tone, and Norms of the Discipline
English Grammar and Usage and Capitalization, Punctuation,
and Spelling
Narratives, Real or Imagined Experiences, and Real or Imagined
Events
Progression of Experiences or Events, Variety of Techniques,
Events, Coherent Whole, Particular Tone and Outcome,
Conclusion, and Narrative
Evidence, Literary or Informational Texts, Analysis, Reflection,
Research grade-level Reading Standards, Literature and Literary
nonfiction
Information, findings and supporting evidence, clear and distinct
perspective, organization, development, substance and style, and
purpose, audience, and task
•
•
•
•
•
•
v. 2015 - 2016
Duration: December/ January (6 weeks)
Fiction/Non-Fiction
Central Idea/Theme, Multiple Central Ideas, Objective Summary, and
Interaction of Ideas or Themes
Inferences, Conclusions, and Explicit Ideas, Textual Evidence, and Author’s
Assumptions and Beliefs
Foundational Works of Literature from Variety of Genres, Major Periods of
Literature, and Similar Themes and Topics
How does interaction with text provoke thinking and response?
Define, analyze, explain, and create precise language, domain•
specific vocabulary, and techniques such as metaphor, simile, and
analogy to create a formal style and objective tone while attending
to the norms of the discipline in which they are writing.
•
Understand, explain, and implement proper usage of English
grammar, including capitalization, punctuation, and spelling, into
personal writing abilities.
•
Identify, explain, and craft the proper elements of narrative in
both the fictional and non-fictional contexts.
Create a smooth progression, use a variety of techniques to
sequence events, provide a conclusion that follows from and
reflects on what is experienced, observed, or resolved over the
course of the narrative.
Identify, examine, and incorporate techniques and strategies for
identifying evidence from literary or informational texts to
support analysis, reflection, and research of student-created
arguments.
Determine two or more ideas in fiction, provide an objective summary of
fictional text, and analyze development and explain interaction of central
idea/themes with detail in fiction.
Cite strong and thorough textual support for determining author inferences
and conclusion, identify and analyze author assumptions and beliefs, and
analyze relationship between fiction and author beliefs.
Identify objective events of, analyze themes and topics within, and explain
how themes and topics interact within foundational works of literature from
variety of genres and time periods.
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English 4
•
Present information, findings, and supporting evidence, convey a
clear and distinct perspective, and consider purpose, audience and
task to organize, develop and substantiate the presentation.
•
Students will state, describe, and write an essay using precise
language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to establish a formal style and
objective tone while attending to the norms of the discipline in
which they are writing.
Students will state, practice, and write with proper usage of
English grammar, including capitalization, punctuation, and
spelling.
Students will define the proper elements of narrative, analyze
how elements of narrative function in both the fictional and nonfictional contexts, and write fictional and non-fictional narratives
using proper elements.
Students will analyze effectively organized narratives, recognizing
appropriate techniques for sequencing events, establish a smooth
progression within narrative prose, and build toward a particular
tone within their narratives and offer an effective conclusion.
Recognize techniques and strategies for identifying, draw
conclusions about, and write a response to evidence from literary
or informational texts to support analysis, reflection, and research
of student-created arguments.
Students will research, write, and deliver oral presentations
conveying a clear and distinct perspective, students will consider
purpose, audience, and task to develop and substantiate the
presentations, and students will vary style, development,
substance, and organization to meet the needs of the audience.
•
•
Assessment: •
•
•
•
•
•
Students will write an objective summary of fiction and identify, describe and
analyze development of, and explain the emergence of central idea over a text.
Students will identify explicit ideas with textual evidence, identify implicit
ideas based on author’s beliefs, and analyze how author assumptions and
beliefs influence inferences and conclusions.
Students will state objective events related to plot of, explain impact of
themes and topics as they occur in, and connect themes and topics of
foundational works of literature across time periods.
A Pocket Style Manual Guide
Beowulf
Beowulf (Movie)
Gilgamesh
“Death of Hector” from Iliad
Troy (Movie)
CC.1.4.11–12.K- Write with an awareness of the stylistic aspects of
composition.
CC.1.3.11–12.A- Determine and analyze the relationship between two or more
themes or central ideas of a text, including the development and interaction of the
Resources:
Standards:
v. 2015 - 2016
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English 4
Use precise language, domain-specific vocabulary, and techniques
such as metaphor, simile, and analogy to manage the complexity of
the topic.
Establish and maintain a formal style and objective tone while
attending to the norms of the discipline in which they are writing.
CC.1.4.11–12.L- Demonstrate a grade-appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
CC.1.4.11–12.M- Write narratives to develop real or imagined
experiences or events.
CC.1.4.11–12.P- Create a smooth progression of experiences or
events using a variety of techniques to sequence events so that they
build on one another to create a coherent whole and build toward a
particular tone and outcome; provide a conclusion that follows from
and reflects on what is experienced, observed, or resolved over the
course of the narrative.
CC.1.4.11–12.S- Draw evidence from literary or informational texts to
support analysis, reflection, and research, applying grade-level reading
standards for literature and literary nonfiction.
CC.1.5.11–12.D- Present information, findings, and supporting
evidence, conveying a clear and distinct perspective; organization,
development, substance, and style are appropriate to purpose,
audience, and task.
v. 2015 - 2016
themes; provide an objective summary of the text.
CC.1.3.11–12.B- Cite strong and thorough textual evidence to support analysis of
what the text says explicitly, as well as inferences and conclusions based on and
related to an author’s implicit and explicit assumptions and beliefs.
CC.1.3.11–12.H- Demonstrate knowledge of foundational works of literature
that reflect a variety of genres in the respective major periods of literature,
including how two or more texts from the same period treat similar themes or
topics.
Comments:
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English 4
•
•
•
Content
•
•
Essential
Question:
Writing/ Speaking and Listening
Arguments and Substantive Topics
Reader, Problems, Situation, or Observation, Significance,
Multiple Points of View, Narrator and/ or Characters
Stylistic Aspects of Writing, Parallel Structure, Various Types of
Phrases and Clauses, Specific Meanings, Variety and Interest,
Precise Language, Domain Specific Vocabulary, Metaphor,
Simile, and Analogy, and Complexity of the Topic
Grade appropriate command and Conventions of Standard
English Grammar, Usage, Capitalization, Punctuation, and
Spelling
Speech and Variety of Contexts and Tasks
How do we develop into effective writers?
•
•
•
Skill:
•
•
•
•
v. 2015 - 2016
Duration: January/ February (6 weeks)
Fiction/Non-Fiction
Point of View in Fiction, Purpose, and Content and Style
Texts, Sentences, Paragraphs, and Short and Long Term Interrelatedness
General Academic and Domain-Specific Words and Phrases and Vocabulary
Knowledge
How does interaction with text provoke thinking and response?
Examine, evaluate, and craft arguments that support claims in an •
analysis of substantive topics.
Recognize strategies and techniques for orienting a reader by
•
setting out a problem, situation, or observation, analyze the
significance of how an author orients a reader, establishes
•
multiple points of view using problem, situation, or observation,
and compose an essay that orients its reader appropriately and
clearly introduces the narrator and/or characters.
State, explain, and write narratives that show the definitions and
characteristics of the stylistic aspects of writing, including parallel
structure, various types of phrases and clauses to convey specific
meanings and add variety and interest, and precise language,
domain-specific vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic.
Demonstrate command of conventions of language.
Identify key elements of speech and how it’s modified for certain
contexts and tasks, compare and contrast speeches from a variety
of contexts, understanding the speaker’s task in the process as
well, and evaluate a speaker’s performance in terms of the context
and task.
Determine, analyze, and explain author point of view and purpose and how
point of view and purpose shape content and style in fiction.
Identify, describe, and analyze key sentences and paragraphs relevant to a
text’s overall plot, theme, and/or meaning.
Comprehend, identify, and understand general academic and domain-specific
words and phrases.
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English 4
•
•
•
Assessment:
•
•
Students will read, analyze, and create examples of arguments that •
support claims in an analysis of substantive topics.
Students will verbally recall strategies and techniques for orienting •
a reader by setting out a problem, situation, or observation,
illustrate how an author orients a reader and establishes multiple
points of view using problem, situation, or observation, and write
a narrative that orients its reader appropriately and clearly
•
introduces the narrator and/or characters.
Students will recognize, discuss, and compose narratives using the
definitions and characteristics of the stylistic aspects of writing,
including parallel structure, various types of phrases and clauses
to convey specific meanings and add variety and interest, and
precise language, domain-specific vocabulary, and techniques.
Students will understand, write to avoid, and evaluate peers’
common errors in conventions, usage, capitalization, punctuation,
and spelling, identifying proper and improper use of standard
English grammar.
Students will list key elements of speech and how it’s modified
for certain contexts and tasks, deconstruct speeches from a
variety of contexts, understand the speaker’s task in the process
as well, and critique a speaker’s performance in terms of the
context and task.
A Pocket Style Manual Guide
The Canterbury Tales
“Federigo’s Falcon” from Decameron
“1001 Nights” from Sinbad
“Day of Destiny” from Morte d’Arthur
CC.1.4.11–12.G- Write arguments to support claims in an analysis of
substantive topics.
CC.1.4.11–12.N- Engage and orient the reader by setting out a
problem, situation, or observation and its significance, establishing
one or multiple points of view, and introducing a narrator and/or
characters.
CC.1.4.11–12.Q- Write with an awareness of the stylistic aspects of
writing.
Use parallel structure.
Use various types of phrases and clauses to convey specific meanings
and add variety and interest.
Use precise language, domain-specific vocabulary, and techniques
such as metaphor, simile, and analogy to manage the complexity of
CC.1.3.11–12.D- Evaluate how an author’s point of view or purpose shapes the
content and style of a text.
CC.1.3.11–12.E- Evaluate the structure of texts including how specific sentences,
paragraphs, and larger portions of the texts relate to each other and the whole.
CC.1.3.11–12.J- Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and listening at the
college and career-readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Resources:
Standards:
v. 2015 - 2016
Students will Identify, explain, and evaluate how content and point of view
influence author purpose in fiction.
Students will highlight key sentences and paragraphs important to a text’s
overall plot, theme, and/or meaning and deconstruct and demonstrate
understanding of how structure of a text influences individual plot
components of the text and the text as a whole.
Students will state, apply, and explain the definition of domain-specific words
and phrases.
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English 4
the topic.
CC.1.4.11–12.R- Demonstrate a grade-appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
CC.1.5.11–12.E- Adapt speech to a variety of contexts and tasks.
v. 2015 - 2016
Comments:
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English 4
•
•
Content •
•
•
Essential
Question:
Writing/ Speaking and Listening
Sharp, Distinct Focus, Topic, Task, and Audience, and Precise
and Knowledgeable Claim
Narrative Techniques, Dialogue, Description, Reflection,
Plotlines, Pacing, Experiences, Events, Characters, Precise Words
and Phrases, details and Sensory Language, and Vivid Picture
Writing, Planning, Revising, Editing, Re-writing, New Approach,
and Specific Purpose and Audience
Technology, Internet, Individual or Shared Writing Products,
Ongoing Feedback, and New Arguments and Information
Strategic use, Digital Media, Presentations, and Interest and
Understanding of Findings, Reasoning, and Evidence.
•
•
v. 2015 - 2016
Duration: March/ April (6 weeks)
Fiction/Non-Fiction
Plot Development and Story and Drama Elements
Multiple Interpretations, Story, Drama, Poem, and Shakespeare
To what extent does the writing process contribute to the quality of
writing?
How does interaction with text provoke thinking and response?
•
•
•
•
Skill:
•
•
Understand topic, task, and audience, identify precise,
knowledgeable claims, and comprehend strategies and write
essays containing sharp, distinct focus with a precise,
knowledgeable claim appropriate for topic, task, and audience.
Define narrative techniques such as dialogue, description,
reflection, multiple plotlines, and pacing and describe and
implement sensory details in writing to convey a vivid picture of
experiences, events, settings, and/or characters.
List, recognize, and utilize the steps for properly developing and
strengthening writing skills, including planning, revising, editing,
and rewriting.
Use technology, produce, publish and update writing products in
response to ongoing feedback, and consider new arguments and
information.
List strategies and methods for making effective and strategic use
of digital media, analyze how the use of digital media adds
interest or enhances understanding of findings, reasoning, and
evidence, and design a presentation that uses digital media to add
interest or enhance understanding of one’s findings, reasoning, or
evidence.
•
Identify elements of story or drama, explain relationship between story
elements and author purpose, and characterize impact of author choices in
how to develop and relate a story or drama.
Identify, analyze, and evaluate objective events of story, drama, or poem in
multiple mediums, reaching a conclusion about overall effectiveness.
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English 4
•
•
Assessment:
•
•
•
Resources:
Standards:
Students will identify appropriate topic, task, and audience for
various writing assignments, create thesis statements and topic
sentences to craft sharp, distinct focus, and write compositions
with precise, knowledgeable claims and awareness of topic, task,
and audience.
Students will clarify the similarities and differences between
dialogue, description, reflection, multiple plotlines, and pacing,
deconstruct an author’s use of how narrative techniques impact
experiences, events, and/or characters, and craft a narrative using
precise words, phrases, and sensory details.
Students will state, understand, and demonstrate the steps for
properly developing and strengthening writing skills, including
planning, revising, editing, and rewriting.
Students will access technology to produce, publish, and update
their written works and adapt writing to respond to ongoing
feedback including new arguments and information.
Students will name, hypothesize about, and use techniques and
tools for making effective and strategic use of digital media,
hypothesize about how the use of digital media enhances
understanding of findings, reasoning, and evidence.
•
•
v. 2015 - 2016
Students will recognize elements of a story or drama and its relationship to
author’s intent and describe impact resulting from author’s decisions to
develop and relate story or drama.
Students will comprehend plot, character, and purpose of, compare and
contrast, and judge the effectiveness of story, drama, or poem in multiple
mediums.
A Pocket Style Manual Guide
MacBeth
Macbeth (Graphic Novel)
CC.1.4.11–12.H- Write with a sharp, distinct focus identifying topic,
task, and audience.
Introduce the precise, knowledgeable claim.
CC.1.4.11–12.O- Use narrative techniques such as dialogue,
description, reflection, multiple plotlines, and pacing to develop
experiences, events, and/or characters; use precise words and phrases,
telling details, and sensory language to convey a vivid picture of the
experiences.
Events, settings, and/or characters
CC.1.4.11–12.T- Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose
and audience.
CC.1.4.11–12.U- Use technology, including the Internet, to produce,
publish, and update individual or shared writing products in response
to ongoing feedback, including new arguments and information.
CC.1.5.11–12.F- Make strategic use of digital media in presentations
CC.1.3.11–12.C- Analyze the impact of the author’s choices regarding how to
develop and relate elements of a story or drama.
CC.1.3.11–12.G- Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry), evaluating how
each version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
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English 4
v. 2015 - 2016
to add interest and enhance understanding of findings, reasoning, and
evidence.
•
Content
•
Essential
Question:
How does productive oral communication rely on speaking and
listening?
•
Skill:
Writing/ Speaking and Listening
Extended Time Frames, Research, Reflection, and Revision,
Shorter Time Frames, Single Sitting and Range of Disciplinespecific Tasks, Purposes, and Audiences
English Grammar and Usage
•
•
Assessment: •
•
How does interaction with text provoke thinking and response?
Write routinely over extended time frames, over shorter time •
frames, and for a range of discipline-specific tasks, purposes, and
audiences.
•
Understand, explain, and implement proper usage of English
grammar when speaking.
•
Identify meaning of vocabulary and phrases from fiction and explain and
assess how it alters meaning, tone, or purpose.
Identify, apply strategies to, and use unknown and multiple-meaning words
and phrases based on grade-level reading and content.
Independently and proficiently read and comprehend and interpret fictional
text on grade level.
Students will write essays (informative, persuasive, and narrative) •
for a variety of discipline-specific tasks, purposes, and audiences
given both short and long term deadlines.
Students will state, practice, and speak using proper usage of
•
English grammar.
•
Students will recall vocabulary and phrases and distinguish and state if it is
appropriate to context, tone, and author purpose (especially for unknown
vocabulary).
Students will define unknown and multiple-meaning words and phrases, use
strategies and tools, and incorporate into lexicon.
Students will summarize literary fiction and demonstrate proficiency in
comprehending and interpreting on grade level.
A Pocket Style Manual Guide
The Lord of the Flies
Castaway (Video)
Lost (Video)
Lord of the Flies (Video)
CC.1.4.11–12.X- Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
CC.1.3.11–12.F- Evaluate how words and phrases shape meaning and tone in
texts.
CC.1.3.11–12.I- Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade-level reading and content, choosing
Resources:
Standards:
•
•
Duration: April/ May (6 weeks)
Fiction/Non-Fiction
Vocabulary Choice, Context, Tone, and Meaning
Unknown and Multiple-Meaning Words and Phrases and Range of Strategies
and Tools
Literary Fiction
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English 4
Comments:
CC.1.5.11–12.G- Demonstrate command of the conventions of
standard English when speaking based on Grades 11–12 level and
content.
v. 2015 - 2016
flexibly from a range of strategies and tools.
CC.1.3.11–12.K- Read and comprehend literary fiction on grade level, reading
independently and proficiently.
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