English IV : Curriculum Map – Quarter 3
2015-2016
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,



80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned
instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the
Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy
learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and
are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading,
writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every
student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides
guidelines and research-based approaches for implementing
instruction to ensure students achieve their highest potentials.
DRAFT
A standards-based curriculum, performance-based learning and
assessments, and high quality instruction are at the heart of the ELA
Curriculum guides. Educators will use this guide and the standards as
a road map for curriculum and instruction. Carefully crafted curricular
sequences and quality instructional resources enable teachers to
devote more time and energy in delivering instruction and assessing
the effectiveness of instruction for all learners in their classrooms,
including those with special learning needs.
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for college
and career. This will require a comprehensive, integrated approach to
literacy instruction that ensures that students become college and
career ready readers, writers, and communicators. To achieve this,
English IV : Curriculum Map – Quarter 3
2015-2016
students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students
can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the
with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring
that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage
resources around each of the three shifts that teachers should consistently access:
The TNCore Literacy Standards
DRAFT
The TNCore Literacy Standards (also known as the College
and Career Ready Literacy Standards):
Teachers can access the TNCore standards, which are featured throughout this curriculum map and
represent college and career ready student learning at each respective grade level.
http://www.tncore.org/english_language_arts.aspx
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
http://achievethecore.org/page/642/text-complexitycollection
Student Achievement Partners Academic Word Finder:
http://achievethecore.org/page/1027/academic-word-finder
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task
measures) using the resources in this collection.
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic
vocabulary contained within the text.
English IV : Curriculum Map – Quarter 3
2015-2016
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent Questions
Resources:
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on
their qualitative and reader/task measures text complexity analysis.
http://achievethecore.org/page/710/text-dependent-questionresources
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:
http://achievethecore.org/page/1112/text-set-projectbuilding-knowledge-and-vocabulary
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student
knowledge of the world.
DRAFT
Text Complexity in the Pearson Textbooks
Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the
requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has
been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the
Council of Great City Schools. The textbook was rated as a TIER II instructional resource. TIER II is defined as meeting all non-negotiable criteria and some
indicators of superior quality. Tier 2 ratings received a “Yes” for all non-negotiable criteria (Foundational Skills (as applicable), Complexity of Texts, Quality of
Texts, and Text-Dependent Questions), but at least one “No” for the remaining criteria.
All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from
the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative,
Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on
designated pages in the Pearson textbooks for those selections.
English IV : Curriculum Map – Quarter 3
2015-2016
English IV – Quarter 3
Third Quarter
TN Ready Standards
Text Support
Content
Weeks 1-3
Frankenstein, Mary Shelley(1170L),
Rime of the Ancient Mariner, Samuel. T. Coleridge(1280L),
Paradise Lost, John Milton(1460L),
Focus question: What does it mean to be human? What defines a “monster”?
Research Performance Task: After reading Frankenstein and the connected readings, write an argumentative essay in which you present a rationale for what it means to be human
(as opposed to a monster) in the face of progress. Using specific examples from the readings, and your own research on current or historical events, determine whether it is humanity
itself or something else that makes us human, and what the larger personal, political, ethical, and social consequences for this might be.
Week 1
TN Ready Standards
Evidence Statements
Content
DRAFT
Building
knowledge
through contentrich nonfiction
and
Reading
Complex Texts
RL. 11-12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
RL.11-12.2: Determine two or more themes or
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on one
another to produce a complex account; provide
an objective summary of the text.
RL: 11-12.3: Analyze the impact of the author's
choices regarding how to develop and relate
elements of a story or drama (e.g., where a
Multiple Perspectives on the Era: Progress and
Decline during the Romantic Period: (p716-730)
RL. 12.10. Determines and describes the
relationship between time and place, and between
an author and his time.
RL. 12.1. Cites strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL: 12.5. Provides an analysis of an author's
choices concerning how to structure specific parts of
a text
RL: 12.4. Demonstrates the ability to determine the
Multiple Perspectives on the Era: Progress and
Decline during the Romantic Period: (pg. 716-730)
-
Rime of the Ancient Mariner (pg. 821-845)
Objective Summary
Text Dependent Questions
1. What power enables the Mariner to stop the
wedding guest in his tracks? What is the value
of "superstition" in this poem"? (Inferences)
2. Why should it matter that the man stopped was
on his way to a wedding?
3. Why does the Mariner shoot the Albatross? Is
English IV : Curriculum Map – Quarter 3
story is set, how the action is ordered, how the
characters are introduced and developed).
meaning of figurative and connotative words and
phrases as they are used in a text.
RL 11-12.4: Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative meanings;
analyze the impact of specific word choices on
meaning and tone, including words with
multiple meanings or language that is
particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other
authors.)
RL.12.2. Writes an objective summary
RL.11-12.5: Analyze how an author's choices
concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.
RL.11-12.6: Analyze a case in which grasping a
point of view requires distinguishing what is
directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or
understatement).
DRAFT
2015-2016
any reason given in the poem? (Key Details)
4. How is the albatross more than a plain old
albatross -- what is its spiritual significance, if
any? (Inferences) What do you make of the
"breeze" that blows through the poem -- i.e. that
at certain points the Mariner's ship is becalmed
or takes sail? (Opinions, Arguments,
Intertexttual Connections)
5. What event or process leads the Mariner to
bless the sea-snakes unawares? (Key details)
Why does the Albatross then fall from his neck?
(Inferences)
6. Why must the Mariner continue with his
penance -- why must he repeat his tale to
everyone he can fix with his gaze? (Opinions,
Arguments, Intertextual Connections)
7. What is the overall message of this poem? How
does it relate to the general philosophy of the
time period? (Author’s Purpose)
English IV : Curriculum Map – Quarter 3
Extended Study: Analyzing Fiction: Frankenstein
RL. 12.2. Writes an objective summary
RL. 12.3. Provides an analysis of how the frame
story structure develops theme and character.
RL.12.3. Provides an analysis of an author's
choices concerning how to structure specific parts of
a text
RL12.3. Provides an analysis of how each character
is introduced and developed.
RL. 12.3. Provides an analysis of impact of the
author's choices regarding how to develop and
relate elements of a text with specific reference
where a story is set (Gothic elements)
DRAFT
RL. 12.4. Demonstrates the ability to determine the
meaning of figurative and connotative words and
phrases as they are used in a text.
RL.12.6. Provides an analysis of allusion, antithesis,
symbolism, irony, and style to distinguish what is
stated from what is really meant.
RL.12.4. Provides an analysis of the impact of
specific word choice on meaning and/or tone,
including words with multiple meanings.
RL. 12.2. Provides a statement two or more themes
or central ideas of a text and analyze their
development over the course of the text, including
how they interact and build on one another to
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Extended Study: Analyzing Fiction: Frankenstein
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Introduction to text (pg 756-757; 761-764)
Discuss Fall of Mankind; excerpts from
Paradise Lost, Milton (pg 526-534)
Chapters 1-5
Analyzing text: allusion, symbolism, characterization,
antithesis, irony, gothic style
Allusions: The Rime of the Ancient Mariner; sustained
allusions to Paradise Lost (focus on the idea of Victor as
God and the creature as “Adam”; the Fall of Mankind,
etc.)
Text Dependent Questions for Chapters 1-5:
1. Letters: Who is writing Letter 1 (and all the
letters)? To whom is he writing? What is their
relationship? (Key Details)
2. Letters: Where is Robert Walton when he writes
Letter 1? Why is he there? What are his plans?
3. Letters: Why does the man picked up by the
ship say he is there? What shape is he in?
What sort of person does he seem to be? How
does Wilton respond to this man? (Key Details)
4. Why might the author choose to narrate her
story this way? (Author’s Purpose)
5. Chapter 1: Describe the background of the
man. What is his relationship with his family?
(Key Details)
6. Chapter 1: Who is Elizabeth Lavenza and what
is her story? What gift does the man's mother
give him? Do we know the man's name yet? Do
we know his family name? (Key Details)
7. Chapter 2: How does Victor, as narrator,
English IV : Curriculum Map – Quarter 3
produce a complex account. Supports claims with
evidence from text.
8.
9.
10.
DRAFT
11.
12.
2015-2016
characterize the interests and characters of
Clerval, Elizabeth, and himself? (Key Details)
Chapter 2: What happens when Victor sees an
oak tree destroyed by lightning and hears an
explanation? What does Victor then begin to
study? Who or what does he credit for this
change in direction? Who or what does he
blame for his "utter and terrible destruction"?
Which version of "natural philosophy" would be
most likely to accept this explanation?
(Inferences). In what way is the tree/lightening
symbolic? (Vocab and Text Structure)
Chapter 3: Discuss the significance of Victor’s
relationship with M. Krempe and M. Waldman.
(Inferences)
Chapter 4: How well does Victor progress
during the next two years? What does he then
become interested in and what ultimately does
he discover? Will he share that knowledge with
Walton? Why? (Note the "present" of the telling
breaking through the narration here.)
(Inferences)
Chapter 4: How does he go about creating a
human being, and what does he expect as a
result of this creation? How long does the task
take? What happens to Victor in the process?
(Key Details)
What philosophical questions does Victor’s
occupation present? (Opinions, Arguments, and
Intertextual Connections).
English IV : Curriculum Map – Quarter 3
2015-2016
Close Reading Selection: Chapter 5 of Frankenstein
DRAFT
Text Dependent Questions for Close Reading
Selection
1. Look at the opening scene of this chapter? How
does the language set the tone for what is to
come? (Author’s Purpose)
2. How does Victor respond to the actual creation
of life? What surprises him about the way the
creature he has brought to life looks? What
does that do to Victor's response? (Key Details)
3. In the third paragraph, Victor describes how, in
bringing the creature to life, his own health
deteriorates. Explain the irony in this?
(Vocabulary and Text Structure)
4. What does Victor dream? (Key Details) How
does the dream grow out of, comment on, even
explain what Victor has done and been
through? (Inferences)
5. What does the creature do? How does Victor
respond? (Key details) Why is this significant?
(Inferences)
6. Whom does Victor meet arriving in a coach the
next morning? How does Victor respond? What
does Victor discover when they go to Victor's
apartment? How does Victor respond? What
happens to him, and for how long? Is there any
more news of the creature? (Key Details) What
does this suggest about what might happen
next? (Inferences)
7. Do you think Victor was right to just let his
creature run out? What responsibility does
Victor have to his creature? How does this
compare to a parent’s responsibility to/for their
child (Opinions, Arguments, Intertextual
Connections)
English IV : Curriculum Map – Quarter 3
CCR Language
Regular practice
with complex text L.12.4: Determine or clarify the meaning of
and its academic unknown and multiple-meaning words and
phrases based on grades 11-12 reading and
language
content, choosing flexibly from a range of
strategies.
L.12.4.C: Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine
or clarify its precise meaning, its part of speech,
its etymology, or its standard usage.
CCR Language – Academic Vocabulary
Vocabulary
Gothic style
Antithesis
Irony
Plot
Symbol
Allusion
Characterization
Review word roots and prefixes.
L.12.6: 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.
Writing
to Texts
Letters I – IV:
Celestial, Assail, Ardent, Derive, Amass, Emaciate,
Countenance, Daemon, Liniments, Harrowing
Chapters I – VII:
Doppelganger, Indefatigable, Benevolent, Afflict,
Sublime, Chimerical, Delineate, Docile, Diffident,
Promontory
DRAFT
CCR Writing
CCR Writing
RL.12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text.
Written Expression Evidence Statements
W.12.2.B: Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the
topic.
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Development of Ideas: The student response
addresses the prompt and provides effective and
comprehensive development of the claim, topic
and/or narrative elements4 by using clear and
convincing reasoning, details, text-based evidence,
and/or description; the development is consistently
appropriate to the task, purpose, and audience.
Organization: The student response demonstrates
Writing Fundamentals
-
Cite strong and thorough textual evidence
Select and integrate quotations, details, and
examples
Use appropriate organizational pattern
Write strong thesis statements
Plan, draft, revise, edit, and rewrite
Use appropriate style and tone for purpose
Routine Writing: Write an objective summary of each
English IV : Curriculum Map – Quarter 3
W.12.4. Produce clear and coherent writing in
which the development, organization, and style
are appropriate to task, purpose, and audience.
W.12.5. 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. (Editing for
conventions should demonstrate command of
Language standards 1–3 up to and including
grades 11–12)
purposeful coherence, clarity, and cohesion5 and
includes a strong introduction, conclusion, and a
logical, well-executed progression of ideas, making
it easy to follow the writer’s progression of ideas.
s and maintains
an effective style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including descriptive
words and phrases, sensory details, linking and
transitional words, words to indicate tone6, and/or
domain-specific vocabulary.
Knowledge of Language and Conventions: The
student response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a
few minor errors in grammar and usage.
DRAFT
2015-2016
section
Routine Writing: How does Coleridge use sound
devices and archaic words to create mood?
Analysis writing: write an essay in which you present
and defend your analysis of character of Satan in
Paradise Lost. (p538)
English IV : Curriculum Map – Quarter 3
Reading, writing
and speaking
grounded in
evidence from
text, both literary
and informational
CCR Speaking and Listening
L.12.1: Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
SL.12.1.B: Work with peers to promote civil,
democratic discussions and decision-making,
set clear goals and deadlines, and establish
individual roles as needed.
SL.12.1.D: Respond thoughtfully to diverse
perspectives; synthesize comments, claims,
and evidence made on all sides of an issue;
resolve contradictions when possible; and
determine what additional information or
research is required to deepen the investigation
or complete the task.
CCR Speaking and Listening
SL. 12.1. Students will be able to effectively
participate in collaborative discussions (we do, they
do) Students will be able to refer to textual evidence
as ideas are exchanged. Students will be able to
question posed ideas and themes when agreeing
and/or disagreeing with text summaries.
SL.12.1. Students will be able to evaluate a
speaker’s evidence and reasoning.
SL.12.3. Students will build speaking and listening
skills through Accountable Talk toward peer-led
Socratic Seminars.
DRAFT
Speaking and Listening
-
Accountable Talk
-
Class discussion
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English IV : Curriculum Map – Quarter 3
Week 2
Building
knowledge
through contentrich nonfiction
and
Reading
Complex Texts
TN Ready Standards
CC Literature and Informational Text(s)
RL. 11-12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
RL.11-12.2: Determine two or more themes or
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on one
another to produce a complex account; provide
an objective summary of the text.
Evidence Statements
RL. 12.2. Writes an objective summary
Content
Extended Study: Frankenstein
RL. 12.3. Provides an analysis of how the frame
story structure develops theme and character.
-
RL.12.3. Provides an analysis of an author's
choices concerning how to structure specific parts of
a text
-
RL12.3. Provides an analysis of how each character
is introduced and developed.
RL. 12.3. Provides an analysis of impact of the
author's choices regarding how to develop and
relate elements of a text with specific reference
where a story is set (Gothic elements)
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Chapters 6-10: literary devices (allusion,
symbolism, characterization, gothic style,
antithesis, irony, antithesis
Chapter 9-10: Victor and the Creature
Chapters 11-14; 16-17: creature as an outsider
Text Dependent Questions for chapters 6-17
Plot
-
Identify the rising action, climax, and epistolary
strand. (General Understanding)
-
What is the significance of the letters?
(Inferences)
DRAFT
RL: 11-12.3: Analyze the impact of the author's
choices regarding how to develop and relate
elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the
characters are introduced and developed).
RL 11-12.4: Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative meanings;
analyze the impact of specific word choices on
meaning and tone, including words with
multiple meanings or language that is
particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other
authors.)
RL.11-12.5: Analyze how an author's choices
RL. 12.4. Demonstrates the ability to determine the
meaning of figurative and connotative words and
phrases as they are used in a text.
RL.12.6. Provides an analysis of allusion, antithesis,
symbolism, irony, and style to distinguish what is
stated from what is really meant.
RL.12.4. Provides an analysis of the impact of
specific word choice on meaning and/or tone,
including words with multiple meanings.
RL. 12.2. Provides a statement two or more themes
or central ideas of a text and analyze their
development over the course of the text, including
how they interact and build on one another to
Antithesis
-
In what ways is Henry antithetical to Victor?
(Key details) What is the significance of this?
(Inferences/ Opinions, Arguments, Intertextual
Connections)
Allusion
-
Identify allusions to “The Rime of the Ancient
Mariner” and “Paradise Lost” in the text.
(Vocabulary and Text structure)
English IV : Curriculum Map – Quarter 3
concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.
produce a complex account. Supports claims with
evidence from text.
RL.11-12.6: Analyze a case in which grasping a
point of view requires distinguishing what is
directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or
understatement).
2015-2016
-
How does the idea of the Opposition between
fate and free will, as seen in “The Rime of the
Ancient Mariner” precipitate a development in
Victor’s character? (Inferences/Opinions,
Arguments, and Intertextual connections)
-
Explain the significance of the creature’s
assertion “I should be your Adam.” What does it
imply about Victor’s responsibility to the
creature?(Inferences/Opinions, Arguments, and
Intertextual Connections)
Characterization
-
Discuss the similarities between Victor and the
creature. (Key details) Why is this significant?
(Inferences)
-
What about the creature’s story causes us to
feel sorry for him? (Inferences/Opinions,
Arguments, and Intertextual Connections)
DRAFT
Symbolism
-
Discuss the symbolism of the mountains
(Vocab and Text Structure/
Inferences/Opinions, Arguments, and
Intertextual connections)
-
How does the idea of the “sublime” imbedded in
the symbolism of Mt. Blanc reveal Victor’s
character? Inferences/Opinions, Arguments,
and Intertextual Connections)
English IV : Curriculum Map – Quarter 3
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2015-2016
What is significant about the color white in
these chapters? (Vocab and Text structure/
Inferences/Opinions, Arguments, and
Intertextual Connections)
Irony
-
Identify examples of irony in the text. (Vocab
and Text Structure)
-
Discuss the ways in which the death of William
is an example of irony (Inferences)
Close Reading Selection: Chapter 16
Text Dependent Questions: chapter 16
DRAFT
1. The chapter begins with “Cursed, Cursed
Creator.” Explain this allusion to Job. How does
this outcry evoke Job’s agony? Where in the
chapter is this allusion continued? (Vocab and
Text Structure/Opinions, Arguments,
Intertextual Connections)
2. What happens to the DeLacey family after the
events of chapter 15? How does the creature
respond, and what does he do to the cottage?
(Key Details)
3. How does the creature travel? (Key Details)
Does this remind you of any other people's
travels? (Opinions, Arguments, Intertextual
Connections)
English IV : Curriculum Map – Quarter 3
2015-2016
4. What event during the creature's travels
confirms his hatred of humans? (Key Details)
5. What event happens when the creature is near
Geneva? Who is the boy? Who is the woman?
What is the date? (Key Details)
6. In his story, the creature claims “Nature
decayed around me, and the sun became
heatless; rain and snow poured around me;
mighty rivers were frozen; the surface of the
earth was hard, and chill, and bare, and I found
no shelter.” Discuss the significance and
symbolism of nature in revealing the creature’s
state of mind here. (Inferences/Author’s
Purpose)
DRAFT
7. When Victor visits the site of William's death in
chapter 7, he says "I had turned loose into the
world a depraved wretch, whose delight was in
carnage and misery." After reading the
creature's version of events, do you agree?
(Opinions, Arguments, Intertextual
Connections)
8. What does the creature demand from Victor?
(Key Details). Do you believe he will comply?
Why/Why not? (Opinions, Arguments,
Intertextual Connections)
CCR Language
Regular practice
CCR Language – Academic Vocabulary
Vocabulary
English IV : Curriculum Map – Quarter 3
with complex text L.12.4: Determine or clarify the meaning of
and its academic unknown and multiple-meaning words and
language
phrases based on grades 11-12 reading and
content.
Writing
to Texts
Chapters I – VII:
Doppelganger, Indefatigable, Benevolent, Afflict,
Sublime, Chimerical, Delineate, Docile, Diffident,
Promontory
Gothic style
Antithesis
Irony
Plot
Symbol
Allusion
Characterization
L.12.4.C: Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine
or clarify its precise meaning, its part of speech,
its etymology, or its standard usage.
Identify examples of figurative language and the
associated meaning.
L.12.6: Acquire and use accurately general
academic and domain-specific words and
Review word roots and prefixes.
phrases, sufficient for reading, writing,
speaking, and listening.
CCR Writing
Written Expression Evidence Statements
RL.12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
W.12.2.B: Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the
topic.
W.12.4. Produce clear and coherent writing in
which the development, organization, and style
are appropriate to task, purpose, and audience.
W.12.5. Develop and strengthen writing as
2015-2016
DRAFT
Chapters VIII – XVIII:
Obdurate, Gnash, Abhorrence, Lament, Hovel,
Exhortation, Mortification, Spurn, Succour, Precipice
Writing Fundamentals
Development of Ideas: The student response
addresses the prompt and provides effective and
comprehensive development of the claim, topic
and/or narrative elements4 by using clear and
convincing reasoning, details, text-based evidence,
and/or description; the development is consistently
appropriate to the task, purpose, and audience.
-
Organization: The student response demonstrates
purposeful coherence, clarity, and cohesion5 and
includes a strong introduction, conclusion, and a
logical, well-executed progression of ideas, making
it easy to follow the writer’s progression of ideas.
-
Routine Writing: Write an objective summary
of each text
-
Analysis Writing: Write a paragraph or two in
which you analyze and explain how Victor is
being characterized in Chapter 9. What are we
learning about Victor? What does Mary Shelley
want us to feel about him? How does she do
an effective style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including descriptive
words and phrases, sensory details, linking and
-
Cite strong and thorough textual evidence
Select and integrate quotations, details, and
examples
Use appropriate organizational pattern
Write strong thesis statements
Plan, draft, revise, edit, and rewrite
Use appropriate style and tone for purpose
English IV : Curriculum Map – Quarter 3
Reading, writing
and speaking
grounded in
evidence from
text, both literary
and informational
needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on
addressing what is most significant for a
specific purpose and audience. (Editing for
conventions should demonstrate command of
Language standards 1–3 up to and including
grades 11–12)
transitional words, words to indicate tone6, and/or
domain-specific vocabulary.
CCR Speaking and Listening
CCR Speaking and Listening
SL.12.1.B: Work with peers to promote civil,
democratic discussions and decision-making,
set clear goals and deadlines, and establish
individual roles as needed.
SL. 12.1. Students will be able to effectively
participate in collaborative discussions (we do, they
do) Students will be able to refer to textual evidence
as ideas are exchanged. Students will be able to
question posed ideas and themes when agreeing
and/or disagreeing with text summaries.
SL.12.1.D: Respond thoughtfully to diverse
perspectives; synthesize comments, claims,
and evidence made on all sides of an issue;
resolve contradictions when possible; and
determine what additional information or
research is required to deepen the investigation
or complete the task.
this? Provide specific details in your analysis.
-
Knowledge of Language and Conventions: The
student response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a
few minor errors in grammar and usage.
DRAFT
SL.12.1. Students will be able to evaluate a
speaker’s evidence and reasoning.
SL.12.3. Students will build speaking and listening
skills through Accountable Talk toward peer-led
Socratic Seminars.
2015-2016
Analysis Writing: Look at the creature’s
speech to Victor at the end of Chapter 10. How
would you characterize the creature? On a
separate sheet of paper write a response (3-4
paragraphs) to the creature. How does Shelley
characterize him? Use specific details from the
text to support your claims. Be sure to include
an introduction and a conclusion.
Speaking and Listening
-
Accountable Talk
Speech writing: Speeches (Criminal Trial of
Justine/Victor/Creature): Imagine that you are
Justine. On a separate sheet write a speech in
which you defend yourself. Your speech must
contain an opening statement, a body with 2-4
points, and a concluding statement. Be sure to
address claims logically. How can you explain
how the locket was found on you? What
evidence of your innocence do you have? Pay
attention to details of the trial and be sure to
use them to help you.
English IV : Curriculum Map – Quarter 3
Week 3
Building
knowledge
through contentrich nonfiction
and
Reading
Complex Texts
TN Ready Standards
CC Literature and Informational Text(s)
Evidence Statements
RL. 12.2. Writes an objective summary
DRAFT
RL. 11-12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
RL.11-12.2: Determine two or more themes or
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on one
another to produce a complex account; provide
an objective summary of the text.
RL: 11-12.3: Analyze the impact of the author's
choices regarding how to develop and relate
elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the
RL. 12.3. Provides an analysis of how the frame
story structure develops theme and character.
RL.12.3. Provides an analysis of an author's
choices concerning how to structure specific parts of
a text
RL12.3. Provides an analysis of how each character
is introduced and developed.
RL. 12.3. Provides an analysis of impact of the
author's choices regarding how to develop and
relate elements of a text with specific reference
where a story is set (Gothic elements)
RL. 12.4. Demonstrates the ability to determine the
meaning of figurative and connotative words and
2015-2016
Content
Extended Study: Frankenstein
-
Chapters 18-19
Chapter 20 (close read)
Chapters 23 and 24
The end
Text dependent questions for the selection:
1. Why does Victor's father think Victor might not
want to marry Elizabeth? (Key Details)
2. Who is Mr. Kirwin and how does he treat
Victor? What has happened to cause
Victor's arrest? What happens to Victor
after his arrest? (Key Details)
English IV : Curriculum Map – Quarter 3
characters are introduced and developed).
phrases as they are used in a text.
RL 11-12.4: Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative meanings;
analyze the impact of specific word choices on
meaning and tone, including words with
multiple meanings or language that is
particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other
authors.)
RL.12.6. Provides an analysis of allusion, antithesis,
symbolism, irony, and style to distinguish what is
stated from what is really meant.
RL.11-12.5: Analyze how an author's choices
concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.
RL.11-12.6: Analyze a case in which grasping a
point of view requires distinguishing what is
directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or
understatement).
RL.12.4. Provides an analysis of the impact of
specific word choice on meaning and/or tone,
including words with multiple meanings.
RL. 12.2. Provides a statement two or more themes
or central ideas of a text and analyze their
development over the course of the text, including
how they interact and build on one another to
produce a complex account. Supports claims with
evidence from text.
DRAFT
2015-2016
3. What does Elizabeth say in her letter? How
does Victor respond to her? (Key Details)
4. What are the marriage plans? How does Victor
prepare for what he fears will happen?
(Key Details). Is it enough?
5. Has Victor understood the Creature's promise
correctly? What happens on Victor's
wedding night? What flaw does this reveal
in Victor’s character? (Key
Details/Inferences) What is ironic about the
situation? (Vocab and Text Structure)
6. What happens when Victor tries to get the
authorities to help him hunt for the
Creature? What does this suggest about
society and the nature of collective
responsibility? (Inferences/Opinions,
Arguments, and Intertextual Connections)
7. What happens during Victor's pursuit of the
Creature? Where to they go? What does
the Creature do? Why is this significant?
(Key Details/Inferences)
8. How has Victor come to understand himself?
How does Walton respond to Victor's
impending death? How does this tie into
greater themes in the novel?
(Inferences/Author’s Purpose)
9. When Walton sees the Creature in the cabin
English IV : Curriculum Map – Quarter 3
2015-2016
with Victor's body, what is familiar about
the scene? Why has the Creature come to
see Victor? How does the Creature explain
what he has done? How does Walton
respond to the Creature? (Key Details)
10. What will the Creature do next? How does he
feel about it? What happens to him at the
end? What does this suggest about
society? Humanity? (Inferences/Key
Details/Opinions, Arguments, and
Intertextual Connections/Author’s Purpose)
DRAFT
Close Reading Selection: Chapter 20
Text Dependent Questions for close read:
1.
Why does Victor change his mind about
creating the female? Who watches him as he
destroys the female creature? Why is this a
significant turning point in the development of
his character? (Key
Details/Inferences/Opinions, Arguments,
Intertextual connections)
English IV : Curriculum Map – Quarter 3
2015-2016
2. What is significant/symbolic about the fact that
the “set had set and the moon was just rising
from the sea” and that Victor states that he has
not enough “light”? (Vocab and Text
Structure/Inferences/Opinions, Arguments,
Intertextual Connections)
3. What happens shortly after Victor destroys the
female? How is this similar to what happened
after Victor created the Creature? (Key
details/Inferences/Opinions, Arguments,
Intertextual connections)
DRAFT
4. What happens when the Creature visits Victor.
What does the Creature promise to do? What
does Victor understand that promise to mean?
(Key Details)
5. In this chapter, the creature calls Victor: “slave”
and says that he is Victor’s “master.” How does
this compare to the creature’s earlier
conversations with Victor? Why is this
significant? (Key Details/Inferences/Opinions,
Arguments, Intertextual Connections)
6. What happens when Victor goes out in a boat
to dispose of the female creature's remains?
Where does he end up? What happens when
he lands? (Key Details)
7. Trace the movement of the sun and moon (and
thus light and dark) in this chapter. How do
English IV : Curriculum Map – Quarter 3
2015-2016
these natural occurrences reflect the mood and
development of theme and character here? Be
specific. (Key details/Inferences/Opinions,
Arguments, Intertextual Connections/Author’s
Purpose)
CCR Language
Regular practice
with complex text L.12.4: Determine or clarify the meaning of
and its academic unknown and multiple-meaning words and
phrases based on grades 11-12 reading and
language
content, choosing flexibly from a range of
strategies.
L.12.4.C: Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine
or clarify its precise meaning, its part of speech,
its etymology, or its standard usage.
L.12.6: 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.
Writing
to Texts
CCR Writing
RL.12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
CCR Language – Academic Vocabulary
Gothic style
Antithesis
Irony
Plot
Symbol
Allusion
Characterization
Vocabulary
Chapters XIX – XXIV:
Superscription, Waft, Augury, Respite, Conjure,
Exertion, Obstinate, Incredulous, Physiognomy,
Delirium
DRAFT
-
Review word roots and prefixes.
-
Identify examples of figurative language
and the associated meaning from the play.
Include rhetorical devices and logical
fallacies.
Written Expression Evidence Statements
Development of Ideas: The student response
addresses the prompt and provides effective and
Writing Fundamentals
-
Cite strong and thorough textual evidence
Select and integrate quotations, details, and
examples
English IV : Curriculum Map – Quarter 3
the text, including determining where the text
leaves matters uncertain.
W.12.2.B: Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the
topic.
comprehensive development of the claim, topic
and/or narrative elements4 by using clear and
convincing reasoning, details, text-based evidence,
and/or description; the development is consistently
appropriate to the task, purpose, and audience.
-
Use appropriate organizational pattern
Write strong thesis statements
Plan, draft, revise, edit, and rewrite
Use appropriate style and tone for purpose
Organization: The student response demonstrates
purposeful coherence, clarity, and cohesion5 and
includes a strong introduction, conclusion, and a
logical, well-executed progression of ideas, making
it easy to follow the writer’s progression of ideas.
-
Routine Writing: Write an objective summary
of each section
Analysis Writing: Choose two sections of text
from Frankenstein, such as Henry’s awestruck
reaction to the Alps in chapter 18 and Victor’s
disgust at the Scottish Orkneys in chapter 19.
Another pairing is the lightning storm in chapter
7 and the Arveiron Valley description in chapter
10. Analyze which selection demonstrates the
ideals of Romanticism? Which is more Gothic in
nature? Is there any overlap? Explain your
answer
Analysis Writing: evaluate the ending of the
novel
-
an effective style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including descriptive
words and phrases, sensory details, linking and
transitional words, words to indicate tone6, and/or
domain-specific vocabulary.
DRAFT
Knowledge of Language and Conventions: The
student response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a
few minor errors in grammar and usage
Reading, writing
and speaking
grounded in
evidence from
text, both literary
2015-2016
CCR Speaking and Listening
CCR Speaking and Listening
L.12.1: Demonstrate command of the
conventions of standard English grammar and
SL. 12.1. Students will be able to effectively
participate in collaborative discussions (we do, they
-
Speaking and Listening
-
Discussion
Consider the following ethical questions in closing:
English IV : Curriculum Map – Quarter 3
and informational usage when writing or speaking.
SL.12.1.B: Work with peers to promote civil,
democratic discussions and decision-making,
set clear goals and deadlines, and establish
individual roles as needed.
SL.12.1.D: Respond thoughtfully to diverse
perspectives; synthesize comments, claims,
and evidence made on all sides of an issue;
resolve contradictions when possible; and
determine what additional information or
research is required to deepen the investigation
or complete the task.
do) Students will be able to refer to textual evidence
as ideas are exchanged. Students will be able to
question posed ideas and themes when agreeing
and/or disagreeing with text summaries.
SL.12.1. Students will be able to evaluate a
speaker’s evidence and reasoning.
SL.12.3. Students will build speaking and listening
skills through Accountable Talk toward peer-led
Socratic Seminars.
DRAFT
2015-2016
1. What does it mean to be human? Consider:
What makes something “human”? Should
animals and machines that can think be treated
like humans? Can animals or things that are
built by man have identities, and are they
entitled to the same rights as humans? How do
these beings and others define themselves?
2. Were the Natural Philosophers correct that
“nothing can come from nothing” (Gaarder 28)?
3. Do you agree with Descartes’ assertion,
“Cogito, ergo sum?”
4. Is it true that “everybody knows what is right or
wrong, not because we’ve learned it but
because it is born in the mind” as is attributed to
Kant (Gaarder 334)?
5. What moral and ethical considerations should
apply to scientists who are investigating
manipulating genetic material (Simmons 30)?
6. Do parents have certain obligations to their
offspring?
7. What is a monster? What creates a monster?
Consider: What does the term monster mean?
Where does it come from? What does it mean
to a child? An adult?
8. What is conscience? What role does it play in
society?
-
Accountable Talk
Socratic Seminars
English IV : Curriculum Map – Quarter 3
DRAFT
2015-2016
English IV : Curriculum Map – Quarter 3
Week 4
Writing
Workshop
TN Ready Standards
RL/RI.12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
W.12.2.B: Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the
topic.
W.12.1: Write arguments to support claims in
an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
W.12.7: Conduct short as well as more
Text Support
Literary Research
2015-2016
CONTENT
Outcomes for Writing Workshop
DRAFT
Research and Connected Readings
Performance Task Writing: After reading
Frankenstein and the connected readings, write an
argumentative essay in which you present a rationale for
what it means to be human (as opposed to a monster) in
the face of progress. Using specific examples from the
readings, and your own research on current or historical
events, determine whether it is humanity itself or
something else that makes us human, and what the
larger personal, political, ethical, and social
consequences for this might be.
-
NYtimes Article:
http://www.nytimes.com/learning/teachers/f
eatured_articles/20061027friday.html
-
A Special Report on Cloning,
Krauthammer:
http://content.time.com/time/magazine/artic
le/0,9171,137376,00.html
-
Cloned, Mooney:
https://prospect.org/article/new-york-timesmagazine-cloned
Students will produce coherent writings in response to
the performance task prompt.
Pandora’s Baby, Henig:
Students will:
-
English IV : Curriculum Map – Quarter 3
sustained research projects to answer a
question (including a self-generated question)
or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
www.mcdb.ucla.edu/Research/Goldberg/H
C70A_W12/pdf/PandorasBaby.pdf
-
-
The Frankenstein Myth Becomes a Reality:
We Have the Awful Knowledge to Make
Exact Copies of Human Beings, Willard
Gaylin New York Times Magazine
-
-
The Clone Age: Adventures in the New
World of Reproductive Technology, Lori B.
Andrews. Henry Holt and Company
-
Human Cloning, PCBE.
https://bioethicsarchive.georgetown.edu/pc
be/reports/cloningreport/execsummary.html
2015-2016
Cite strong and thorough textual evidence
Select and integrate quotations, details, and
examples
Use appropriate organizational pattern
Write strong thesis statements
Plan, draft, revise, edit, and rewrite
Use appropriate style and tone for purpose
DRAFT
Third Quarter
TN Ready Standards
Text Support
Content
Week 5-7
Beowulf, Unknown, (NP),
Grendel, Gardner (920L)
Performance Task: After reading Beowulf and the connected readings, write an argumentative essay in which you present a rationale for what it means to be a true “hero”. Using
specific examples from the readings, and your own research on current or historical events, discuss what it means to be a hero and evaluate the ways in which each character, including
Beowulf and Grendel, fit the hero model. In your writings compare the traits of the epic and Anglo-Saxon hero with that of modern day perceptions of the hero.
Week 5
TN Ready Standards
Evidence Statements
Content
English IV : Curriculum Map – Quarter 3
Building
knowledge
through contentrich nonfiction
and
Reading
Complex Texts
CC Literature and Informational Text(s)
RL. 11-12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
RL.11-12.2: Determine two or more themes or
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on one
another to produce a complex account; provide
an objective summary of the text.
RL: 11-12.3: Analyze the impact of the author's
choices regarding how to develop and relate
elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the
characters are introduced and developed).
RL 11-12.4: Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative meanings;
analyze the impact of specific word choices on
meaning and tone, including words with
multiple meanings or language that is
particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other
authors.)
RL.11-12.5: Analyze how an author's choices
concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a
RL. 12.2. Writes an objective summary
RL. 12.3. Provides an analysis of how the structure
of the poem develops theme and the idea of the
hero.
RL.12.3. Provides an analysis of an author's
choices concerning how to structure specific parts of
a text with specific reference to Kenning, Caesura,
Alliteration, and Assonance.
RL12.3. Provides an analysis of how each character
is introduced and developed.
RL. 12.3. Provides an analysis of impact of the
author's choices regarding how to develop and
relate elements of a text with specific reference
where a story is set
2015-2016
Extended Study: Beowulf
-
-
Introduction to Anglo-Saxon poetry
What is an epic hero? Defining Epics (pg 34-35)
From Beowulf, Unknown (pg 40-64)
Objective summaries: “The Wrath of Grendel”,
“The Coming of Beowulf”, “The Battle with
Grendel”, “The Monster’s Lair”, “The Battle with
Grendel’s mother”.
“Unferth’s Challenge” http://www.nexuslearning.net/books/elements_o
f_lit_course6/anglo_saxon_period/Unferths%20
Challenge.htm
Text Dependent Questions for the selection(s)
DRAFT
RL. 12.4. Demonstrates the ability to determine the
meaning of figurative and connotative words and
phrases as they are used in a text.
RL.12.4. Provides an analysis of the impact of
specific word choice on meaning and/or tone,
including words with multiple meanings.
RL. 12.2. Provides a statement two or more themes
or central ideas of a text and analyze their
development over the course of the text, including
how they interact and build on one another to
produce a complex account. Supports claims with
evidence from text.
1. Find textual evidence to support features of
the Epic: (enemy who is an enemy of man and
God, magical weapons, cyclical journey, trip to
the underworld, final task that the hero must
complete alone, hero willing to do a task that no
one else will or can the supernatural, a hero
with superhuman strength, long boasting
speeches by the hero). (General
Understanding/Vocab and Text Structure)
2. Identify Pagan vs. Christian elements in the text
(General Understanding/Vocab and Text
Structure). What does this juxtaposition of ideas
suggest about Anglo-Saxon culture?
English IV : Curriculum Map – Quarter 3
story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.
2015-2016
(Inferences/Author’s Purpose)
3. Identify examples of Structural Devices:
(Kenning, Alliteration, Assonance, and
Caesura, meter). How does each device further
theme and character? (Vocab and Text
Structure/Opinions, Arguments, and Intertextual
Connections).
RL.11-12.6: Analyze a case in which grasping
a point of view requires distinguishing what is
directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or
understatement).
4. What is Grendel’s motivation in the attacks?
How does this reflect Anglo-Saxon attitudes?
(Key ideas/Inferences/Author’s Purpose)
DRAFT
5. Epics often center on a battle between good
and evil. Find evidence to indicate that Beowulf
is battling for good. (General
Understanding/Vocab and Text Structure) Is
there counter- evidence? What might this
suggest about the nature of the hero?
(Inferences/Opinions, Arguments, Intertextual
Connections)
Close Reading Selection: The Battle with Grendel
(pg. 49)
Text Dependent Questions for Close Reading
English IV : Curriculum Map – Quarter 3
2015-2016
Selection
1. Identify examples of alliteration in lines 285324. How does the alliteration emphasize
Grendel’s wrath? (Vocab and Text
Structure/Inferences)
2. What Kennings are used to describe Grendel in
this section? How does this compare to
Kennings used to describe Beowulf? How does
this emphasize the battle between good and
evil? (Vocab and Text
Structure/Inferences/Opinions, Arguments, and
Intertextual Connections)
DRAFT
3. Which details from the description of the battle
between Beowulf and Grendel add realism?
Which details add “grandness” (elevated
language). (Vocab and Text Structure)
4. What role did Beowulf’s men play in the defeat
of Grendel? What does their willingness to
defend Beowulf indicate about their sense of
loyalty? How does this reflect Anglo-Saxon
values? (Vocab and Text
Structure/Inferences/Opinions, Arguments, and
Intertextual Connections)
5. During the battle, it states that “the high hall
rang” (Ln. 342). What effect does the sound
imagery have here? Vocab and Text
Structure/Inferences)
6.
In this selection, Grendel is described as a
English IV : Curriculum Map – Quarter 3
2015-2016
“writhing monster”, “trapped” in Beowulf’s hold.
What does this suggest about his ability to
defeat Beowulf in battle? (Inferences)
7. Identify lines in this section that indicate
Beowulf fits the description of an epic hero.
(Vocab and Text Structure/Inferences/Opinions,
Arguments, and Intertextual Connections)
CCR Language
Regular practice
with complex text L.12.4: Determine or clarify the meaning of
and its academic unknown and multiple-meaning words and
phrases
language
L.12.4.C: Consult general and specialized
reference materials (
CCR Language – Academic Vocabulary
DRAFT
-
Kenning
Alliteration
Assonance
Caesura
Review figurative language
Review word roots and prefixes.
Vocabulary
Reparation, solace, purge, writhing, massive, loathsome
L.12.6: 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.
CCR Writing
CCR Writing
Writing Fundamentals
English IV : Curriculum Map – Quarter 3
Writing
to Texts
RL.12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
W.12.2.B: Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the
topic.
L.12.1: Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
W.12.2: Write informative/explanatory texts to
examine and convey complex ideas, concepts,
and information clearly and accurately through
the effective selection, organization, and
analysis of content.
W.12.1: Write arguments to support claims in
an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
Written Expression Evidence Statements
Development of Ideas: The student response
addresses the prompt and provides effective and
comprehensive development of the claim, topic
and/or narrative elements4 by using clear and
convincing reasoning, details, text-based evidence,
and/or description; the development is consistently
appropriate to the task, purpose, and audience.
Organization: The student response demonstrates
purposeful coherence, clarity, and cohesion5 and
includes a strong introduction, conclusion, and a
logical, well-executed progression of ideas, making
it easy to follow the writer’s progression of ideas.
an effective style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including descriptive
words and phrases, sensory details, linking and
transitional words, words to indicate tone6, and/or
domain-specific vocabulary.
-
-
DRAFT
Knowledge of Language and Conventions: The
student response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a
few minor errors in grammar and usage
-
-
2015-2016
Cite strong and thorough textual evidence
Select and integrate quotations, details, and
examples
Use appropriate organizational pattern
Write strong thesis statements
Plan, draft, revise, edit, and rewrite
Use appropriate style and tone for purpose
Write an objective summary of each text
Narrative Writing: write a 5 line verse using
Anglo-Saxon structural devices (four strong
beats per line, alliteration, caesura, kenning,
and assonance)
Analysis Writing: Analyze the ways in which
structural devices are used for effect on “The
Wrath of Grendel.”
Routine Writing: identify elements of the
Pagan and Christian belief system in the text
Analysis Writing: evaluate the ways in which
Beowulf fits the criteria for an epic hero.
Analysis Writing: after reading Unferth’s
challenge to Beowulf, write an essay in which
you analyze Unferth’s character. What might
have motivated him to give this “challenge”?
Routine Writing: how is Beowulf characterized
in “The Coming of Beowulf”?
Narrative Writing: rewrite the Battle with
Grendel from Grendel’s point of view.
English IV : Curriculum Map – Quarter 3
Week 6
TN Ready Standards
CC Literature and Informational Text(s)
Building
knowledge
through contentrich nonfiction
and
Reading
Complex Texts
RL. 11-12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
RL.11-12.2: Determine two or more themes or
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on one
another to produce a complex account; provide
an objective summary of the text.
Evidence Statements
RL. 12.2. Writes an objective summary
RL. 12.3. Provides an analysis of how the structure
of the poem develops theme and the idea of the
hero.
RL.12.3. Provides an analysis of an author's
choices concerning how to structure specific parts of
a text with specific reference to Kenning, Caesura,
Alliteration, and Assonance.
RL12.3. Provides an analysis of how each character
is introduced and developed.
RL. 12.3. Provides an analysis of impact of the
author's choices regarding how to develop and
relate elements of a text with specific reference
where a story is set
DRAFT
RL: 11-12.3: Analyze the impact of the author's
choices regarding how to develop and relate
elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the
characters are introduced and developed).
RL 11-12.4: Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative meanings;
analyze the impact of specific word choices on
meaning and tone, including words with
multiple meanings or language that is
particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other
authors.)
RL.11-12.5: Analyze how an author's choices
RL. 12.4. Demonstrates the ability to determine the
meaning of figurative and connotative words and
phrases as they are used in a text.
RL.12.4. Provides an analysis of the impact of
specific word choice on meaning and/or tone,
including words with multiple meanings.
RL. 12.2. Provides a statement two or more themes
or central ideas of a text and analyze their
development over the course of the text, including
how they interact and build on one another to
produce a complex account. Supports claims with
evidence from text.
2015-2016
Content
Extended Study: Beowulf, Unknown (pg40-64)
- Objective summaries: “The Last Battle”, “The
Spoils”, “The Farewell”
Text Dependent Questions:
1. Compare the way the epic commemorates
Beowulf with the way our culture celebrates its
heroes. (Opinions, Arguments, and Intertextual
connections)
Close Reading Selection: "The Last Battle”
Text Dependent Questions for Close Reading
Selection
1. What is significant about the first line of this
section? What does it mean that this was
Beowulf’s “final boast”? (Vocab and Text
Structure/Inferences)
2. What does Beowulf’s speech in lines 630-649
suggest about Anglo-Saxon values? (Opinions,
Arguments, and Intertextual connections)
3. How does Beowulf plan to fight the dragon?
How does this compare to his previous battles?
(Key Details)
4. What does the description of Wiglaf reveal
about warrior culture? (Inferences/Opinions,
Arguments, and Intertextual
Connections/Author’s Purpose)
5. According to Wiglaf, what is Beowulf’s
relationship to his followers? (Key Details).
English IV : Curriculum Map – Quarter 3
2015-2016
concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.
RL.11-12.6: Analyze a case in which grasping
a point of view requires distinguishing what is
directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or
understatement).
CCR Language
Regular practice
with complex text L.12.4: Determine or clarify the meaning of
and its academic unknown and multiple-meaning words and
phrases based on grades 11-12 reading and
language
content, choosing flexibly from a range of
strategies.
L.12.4.C: Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine
or clarify its precise meaning, its part of speech,
its etymology, or its standard usage.
L.12.6: 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.
CCR Language – Academic Vocabulary
-
Kenning
Alliteration
Assonance
Caesura
Review figurative language
Review word roots and prefixes.
DRAFT
Vocabulary
Reparation, solace, purge, writhing, massive, loathsome
English IV : Curriculum Map – Quarter 3
Writing
to Texts
CCR Writing
CCR Writing
RL.12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
Written Expression Evidence Statements
W.12.2.B: Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the
topic.
L.12.1: Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
W.12.2: Write informative/explanatory texts to
examine and convey complex ideas, concepts,
and information clearly and accurately through
the effective selection, organization, and
analysis of content.
W.12.1: Write arguments to support claims in
an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
2015-2016
Writing Fundamentals
Development of Ideas: The student response
addresses the prompt and provides effective and
comprehensive development of the claim, topic
and/or narrative elements4 by using clear and
convincing reasoning, details, text-based evidence,
and/or description; the development is consistently
appropriate to the task, purpose, and audience.
Organization: The student response demonstrates
purposeful coherence, clarity, and cohesion5 and
includes a strong introduction, conclusion, and a
logical, well-executed progression of ideas, making
it easy to follow the writer’s progression of ideas.
-
DRAFT
an effective style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including descriptive
words and phrases, sensory details, linking and
transitional words, words to indicate tone6, and/or
domain-specific vocabulary.
Knowledge of Language and Conventions: The
student response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a
few minor errors in grammar and usage
-
Cite strong and thorough textual evidence
Select and integrate quotations, details, and
examples
Use appropriate organizational pattern
Write strong thesis statements
Plan, draft, revise, edit, and rewrite
Use appropriate style and tone for purpose
Write an objective summary of each text
Analysis Writing: discuss how each creature
that Beowulf battles presents an extreme and
dangerous form of warrior values.
Expository Writing: compare the way that the
epic commemorates Beowulf with the way our
culture celebrates its heroes.
English IV : Curriculum Map – Quarter 3
Week 7
Building
knowledge
through contentrich nonfiction
and
Reading
Complex Texts
TN Ready Standards
CC Literature and Informational Text(s)
RL. 11-12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
RL.11-12.2: Determine two or more themes or
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on one
another to produce a complex account; provide
an objective summary of the text.
RL: 11-12.3: Analyze the impact of the author's
choices regarding how to develop and relate
elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the
characters are introduced and developed).
RL 11-12.4: Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative meanings;
analyze the impact of specific word choices on
meaning and tone, including words with
multiple meanings or language that is
particularly fresh, engaging, or beautiful.
Evidence Statements
RL. 12.2. Writes an objective summary
RL. 12.3. Provides an analysis of how the structure
of the poem develops theme and the idea of the
hero.
RL.12.3. Provides an analysis of an author's
choices concerning how to structure specific parts of
a text with specific reference to Kenning, Caesura,
Alliteration, and Assonance.
RL12.3. Provides an analysis of how each character
is introduced and developed.
2015-2016
Content
Connections: From Grendel, Gardner (selections:
Chapter 1, 2 and Chapter 12):
-
http://cdgrendel.wikispaces.com/file/view/Grend
el+chapters+1-6.pdf
http://cdgrendel.wikispaces.com/file/view/Grend
el+chapters+7-12.pdf
Close Reading: sections 1, 2, and 12.
DRAFT
RL. 12.3. Provides an analysis of impact of the
author's choices regarding how to develop and
relate elements of a text with specific reference
where a story is set
RL. 12.4. Demonstrates the ability to determine the
meaning of figurative and connotative words and
phrases as they are used in a text.
RL.12.4. Provides an analysis of the impact of
specific word choice on meaning and/or tone,
including words with multiple meanings.
RL. 12.2. Provides a statement two or more themes
or central ideas of a text and analyze their
Text Dependent Questions:
Chapter 1
1. In the very first lines of the story, the author
allows the reader to see the tone of the story.
From this, what tone should we anticipate as
readers? List at least three lines that support
your assertion and show the connection
between the authors tone and your belief.
(Inferences/Author’s Purpose/Vocab and Text
Structure)
2. Grendel says that he has been engaged in an
“idiotic war” for 12 years and makes an
emotional statement after citing the idiocy of it.
English IV : Curriculum Map – Quarter 3
(Include Shakespeare as well as other
authors.)
RL.11-12.5: Analyze how an author's choices
concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.
development over the course of the text, including
how they interact and build on one another to
produce a complex account. Supports claims with
evidence from text.
2015-2016
How is Grendel’s war idiotic? If he recognizes
the idiocy of the war, why do you think he
continues to engage in it? (Vocab and Text
Structure/Inferences)
3. The writer provides direct and indirect
characterization for Grendel. What does the
author directly tell us about the personality of
Grendel? (Key Details) What inferences does
he allow readers to draw about the personality
of Grendel based upon the information he
provides? (Inferences)
RL.11-12.6: Analyze a case in which grasping
a point of view requires distinguishing what is
directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or
understatement).
DRAFT
4. In Chapter 1, Grendel describes himself and his
circumstances. He lists all the things that Man
might consider evil. How does Grendel
minimize the impact of his action? Why might
the author minimize these actions? What might
he want a reader to believe about Grendel?
(Inferences/Author’s Purpose)
5. Throughout the first few pages of the novel,
Gardner has presented a young Grendel that is
almost child-like. However, Grendel’s
parenthetical thought could be considered a
contradiction. Why might/might not this be a
contradiction? (Vocab and Text
Structure/Inferences)
6. Grendel says, “I standing eh high wind
balanced, blackening the night with my
stench…” What image is the author attempting
English IV : Curriculum Map – Quarter 3
2015-2016
to convey to the reader? How is the image
relevant to Grendel’s understanding of his own
identity? Does this seem to be a contradiction
of tone? (Inferences/Opinions, Arguments,
Textual Connections)
7.
DRAFT
Grendel yells, “Dark chasms” and
contemplates why he would never jump. What
might be the author’s philosophical intent by
presenting this internal exchange? What should
we understand about the personality of
Grendel? (Inferences)
8. Grendel says, “I was young then. Still playing
cat and mouse with the universe.” In what way
is this statement simultaneously about age and
about the protracted battle he is waging against
God? What does it mean to "see all life without
observing it"? Keep in mind, no context has
been given to explain why this battle exists.
(Inferences/Opinions, Arguments, and
Intertextual Connections)
9. Grendel says, “…they squeak and I smile
exploding like spring.” What connection is the
writer attempting to make with this simile?
(Vocab and Text Structure/Inferences)
10. Grendel introduces readers to his mother
through a flashback. What should we
understand about the relationship between
mother and son at the time of the flashback?
English IV : Curriculum Map – Quarter 3
2015-2016
What does the dragon’s revelation imply about
his mother’s maternal instincts? (Inferences)
Chapter 2
1. Grendel talks about the games he used to play
when he was young and the possible time that
has elapsed between the two extremes. How
does this serve as a contradiction for the reader
based upon the diction that Grendel uses?
(Inferences)
DRAFT
2. In a flashback to his early childhood, Grendel
mentions “large old shapes.” What seems to be
the relationship between those shapes and
Grendel? What information are we given about
the familial structure? (Inferences/Key Details)
3.
What does Grendel mean when he says, “there
was nothing, or, rather, there was everything
but my mother”? What implications about the
mother-son relationship is the author attempting
to imply? How might Grendel’s understanding
of this relationship also be a loss of innocence?
(Key Details/Inferences)
4. How is Grendel’s statement, “I create the whole
universe, blink by blink” both arrogant and
slightly pathetic? What are the philosophical
implications of this statement?
(Inferences/Opinions, Arguments, and
Intertextual Connections)
English IV : Curriculum Map – Quarter 3
2015-2016
5. Grendel appears philosophical when he states,
“the world is all pointless accident.” How does
this statement show Grendel’s increased
maturity? (Inferences)
Chapter 12
1. In what way does the author’s language
provoke a symbiosis between the reader and
Grendel? (Opinions, Arguments, Intertextual
Connections)
DRAFT
2. Once Grendel grabs Beowulf he first declares
that is a mistake and then states it is a trick.
What are the philosophical implications of these
two words? (Opinions, Arguments, Intertextual
Connections)
3. Why does Beowulf make Grendel sing of walls?
What is attempting to get Grendel to see?
(Vocab and Text Structure/Inferences/Key
Details)
4. Grendel cries for his mother after having his
arm ripped off by Beowulf. What are the
differences between his first cry and this, his
second, cry? What about his relationship to his
mother does he understand?
(Inferences/(Opinions, Arguments, Intertextual
Connections))
5. At the end of the story, Grendel says, “"Poor
Grendel's had an accident. . . So may you all."
English IV : Curriculum Map – Quarter 3
2015-2016
What philosophical accident did Grendel have?
In what way is this accident detrimental to the
physical and psychological being of Grendel?
(Inferences/Opinions, Arguments, Intertextual
Connections)
6. In what way are Grendel and Beowulf similar?
How do these similarities make it possible for
Beowulf to be killed by Grendel? (Opinions,
Arguments, Intertextual
Connections/Inferences)
CCR Language
Regular practice
with complex text L.12.4: Determine or clarify the meaning of
and its academic unknown and multiple-meaning words and
phrases based on grades 11-12 reading and
language
content, choosing flexibly from a range of
strategies.
L.12.4.C: Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine
or clarify its precise meaning, its part of speech,
its etymology, or its standard usage.
L.12.6: 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.
CCR Language – Academic Vocabulary
-
Kenning
Alliteration
Assonance
Caesura
Review figurative language
Review word roots and prefixes.
DRAFT
Vocabulary
Chapter 1: docile, crocus, sycophantish, chasm,
fuliginous, surmount, dirge, pyre, dogmatism
Chapter 2: degenerate, ardently, cynical, inviolable,
impose, pungent, midsummer, upshot
Chapter 12: hearth, refinements, lunatic, baffled,
monarch, sheepish
English IV : Curriculum Map – Quarter 3
Writing
to Texts
CCR Writing
CCR Writing
RL.12.1: Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
Written Expression Evidence Statements
W.12.2.B: Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the
topic.
2015-2016
Writing Fundamentals
Development of Ideas: The student response
addresses the prompt and provides effective and
comprehensive development of the claim, topic
and/or narrative elements4 by using clear and
convincing reasoning, details, text-based evidence,
and/or description; the development is consistently
appropriate to the task, purpose, and audience.
Organization: The student response demonstrates
purposeful coherence, clarity, and cohesion5 and
includes a strong introduction, conclusion, and a
logical, well-executed progression of ideas, making
it easy to follow the writer’s progression of ideas.
-
DRAFT
an effective style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including descriptive
words and phrases, sensory details, linking and
transitional words, words to indicate tone6, and/or
domain-specific vocabulary.
Knowledge of Language and Conventions: The
student response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a
few minor errors in grammar and usage
-
-
Cite strong and thorough textual evidence
Select and integrate quotations, details, and
examples
Use appropriate organizational pattern
Write strong thesis statements
Plan, draft, revise, edit, and rewrite
Use appropriate style and tone for purpose
Write an objective summary of each text
Analysis Writing: After reading chapters 2 and
12 of Gardner's Grendel, how has point of view
affected your perception of Grendel, Beowulf, or
Hrothgar?
Analysis Writing: after reading chapter 1 of
Grendel compare and contrast the ways in
which Grendel is characterized in the beginning
of each text.
Task Writing: consider the focus question. In
what way do the characters of Beowulf and
Grendel contribute to discussions on what it
means to be a hero? If Beowulf is the hero can
Grendel be considered the anti-hero?
English IV : Curriculum Map – Quarter 3
2015-2016
DRAFT
Week 8
Writing
Workshop
TN Ready Standards
W.12.2.B: Develop the topic thoroughly by
selecting the most significant and relevant
facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the
topic.
W.12.1: Write arguments to support claims in
an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
Evidence Statements
Content
Students use standard MLA format to avoid
plagiarism.
Writing Outcome: students complete work on
Performance Task and revise previous writings.
Students paraphrase and integrate research
quotations effectively.
Performance Task: After reading Beowulf and the
connected readings, write an argumentative essay in
which you present a rationale for what it means to be a
true “hero”. Using specific examples from the readings,
and your own research on current or historical events,
discuss what it means to be a hero and evaluate the
ways in which each character, including Beowulf and
Students revise, edit, and publish research
English IV : Curriculum Map – Quarter 3
evidence.
Grendel, fit the hero model. In your writings compare the
traits of the epic and Anglo-Saxon hero with that of
modern day perceptions of the hero.
W.12.7: Conduct short as well as more
sustained research projects to answer a
question (including a self-generated question)
or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
Writing Workshop
1.
2.
3.
4.
Review task and rubric
Reflect and Attend
Peer-review/peer exchange
Edits: thesis/introduction, development,
conventions, conclusions, sources and
documentation
5. Revisions
6. Publish (type) writings
DRAFT
Week 9
Comprehensive
Assessment
2015-2016
Culminating Assessment
Students prepare and present a multi-media presentation of research. Include the following:
- Thesis
- Overview of Research with citations
- Analysis of Research
- Alternative Perspectives
- Conclusions
- Text, graphics, audio, video.