Personal Curriculum Map
Unit
Timeline
Content
Assessment
Coming of Age
Weeks 1-7
– “My Name,” Sandra
Cisneros
– “Eleven,” Sandra
Cisneros
– “Oranges,” Gary Soto
– “Every Ghetto, Every
City,” Lauryn Hill
– “Race Politics,” Luis J.
Rodriguez
– excerpt from Always
Running, Luis J.
Rodriguez
– Identity Essay
- Creating a Soundtrack
for the Novel
Essential Skill
Can students identify
Short Story
Weeks 8-13
– Excerpt from Stand
By Me, directed by
Rob Reiner
– “The Elevator,”
William Sleator
– “The Cask of
Amontillado,” Edgar
Allen Poe
– “Thank You M’am,”
Langston Hughes
– The Stolen Party,”
Liliana Heker
– Excerpt from Maid in
Manhattan, directed
by Wayne Wang
– “The Lottery,” Shirley
Jackson
- Cask of Amontillado,
The Stolen Party
Response Essay
- Response Essay
- Creating and
Presenting a
Scrapbook
- Thank You Ma’m
Response Essay
- The Lottery
Response Essay
Can students identify
Poetry
Weeks 14-18
– “Imagine” John
Lennon
- “Mosh” Eminem
- “BYOB” System of a
Down
- “Brother, Brother”
Marvin Gaye
- “We Real Cool”
Gwendolyn Brooks
- “Who We Be” DMX
- “The Weaver”
Anonymous
- “Respiration” Mos Def
- “If” Rudyard Kipling
- “How Many” Zion I
- “Harlem” Langston
Hughes
- “Juicy” Notorious BIG
- “Ain’t I A Woman”
Sojourner Truth
- “For Women” Talib
Kweli
- “The Congo” Vachel
Lindsay
- “Datskat” The Roots
- “Mirror” Sylvia Plath
- “I am Music” Common
- Creating a Poetry
Anthology
- Researching and
Presenting a Poet
- “The X is Black”
Response Essay
Drama
Weeks 19-25
- Romeo and Juliet,
William Shakespeare
- William Shakespeare’s
Romeo & Juliet, Baz
Luhrmann (1996 Film)
- Romeo And Juliet,
Franco Zeffirelli (1960
Film)
- “When Doves Cry,”
Prince
- *Various
Shakespearean
Monologues
The Media
Weeks 26-32
- Various Commercial
Advertisements
o Bandwagon
o Humor
o Nostalgia
o Sense Appeal
o Statistics
o Testimonial
o Transfer Fantasy
- Psycho, Hitchcock
(1960 Film)
- “Seven Ages of Man”
Performance
- Romeo and Juliet
Comparative Essay
- Monologue
Presentation
- Film Analysis Essay
- Commercial Analysis
Essay
- “Lincoln Commercial”
Can students defend the
Can students articulate,
Do students understand
The Novel
Weeks 33-36
- To Kill A
Mockingbird, Harper
Lee
- To Kill A Mockingbird
(Film)
- I-Search
Can students relate
Standards
author voice and
authentically capture
their own voice in
writing?
and analyze the
relationship of various
short story elements?
poetic merit of rap
music, verbally and in
written form?
verbally and in writing,
the themes of Romeo
and Juliet?
the techniques of
persuasion and media’s
ability to influences
society?
WAFVD 1.1,1.2
RC 2.4
LRA 3.2, 3.5,3.9, 3.11
WS 1.1,1.2, 1.4, 1.6, 1.7,
1.8, 1.9
WA 2.1
WOLC 1.1,1.2,1.3
LSS 1.3, 1.4, 1.6
SA 2.1, 2.3
WAFVD 1.2, 1.3
RC 2.4
LRA 3.1, 3.3, 3.4, 3.7,
3.8, 3.11
WS 1.1,1.2, 1.4, 1.6,
1.7, 1.8, 1.9
WA 2.2
WOLC 1.2,1.3, 1.4
LSS 1.3,1.4, 1.6
SA 2.4
WAFVD 1.3
RC
LRA 3.1, 3.5
WS 1.1,1.2, 1.4, 1.7,
1.8, 1.9
WA 2.3
WOLC 1.2,1.3
LSS 1.1
SA 2.6
WAFVD 1.3
RC 2.4
LRA 3.1, 3.2, 3.4, 3.7,
3.8, 3.10, 3.11
WS 1.1,1.2, 1.7, 1.8, 1.9
WA 2.2,2.4
WOLC 1.2,1.3, 1.4
LSS 1.7
SA 2.4, 2.6
WAFVD
RC 2.2,2.3, 2.5, 2.8
LRA
WS 1.1,1.2, 1.7, 1.8, 1.9
WA 2.5, 2.6
WOLC 1.2,1.3, 1.4
LSS 1.2, 1.13, 1.14
SA 2.2, 2.5
thematic elements of the
novel to their own lives
and demonstrate
understanding of the
research process?
WAFVD 1.1,1.2,1.3
RC 2.2,2.3, 2.8
LRA 3.1, 3.3, 3.4, 3.8,
3.11, 3.12
WS 1.1,1.2, 1.3, 1.6,
1.7, 1.8, 1.9
WA 2.2
WOLC 1.2,1.3, 1.4, 1.5
LSS 1.6, 1.7, 1.8, 1.9
SA 2.3