ELA Curriculum Mapping
Grade 12 Semesters 1 & 2
Essential Questions
Content
-How does an individual’s
-Fences, by August Wilson
point of view affect the way
they deal with conflict?
-Streetcar Named Desire,
by Tennessee Williams
-How does communicating
our own beliefs influence
Hamlet, by William
the world?
Shakespeare
-How do we, as human
begins, alter our
perceptions, behaviors and
beliefs from one
relationship to
another?
-How does what we know
about the world shape our
perceptions of ourselves
and the world around us?
- Are there certain truths
that are universal or
absolute?
At least three of the
following works:
Rooftops of Tehran, by
Mahbod Seraji
The Alchemist, by Paulo
Coelho
The Things They Carried,
by Tim O’Brien
Standards
Reading Literature:
RL.12.1
RL.12.2
RL12.3
RL12.4
RL.12.5
RL.12.6
RL.12.9
RL.12.10
Reading Informational
Texts:
RI.12.1
Writing
W.12.7
W.12.8
W.12.9
W.12.
W.12.
W.12.
W.12.
Their Eyes Were Watching
God, by Zora Neale
Speaking and
Listening:
Hurston
A Doll’s House, Henrik
Ibsen
Siddhartha, by Herman
Hesse
The Stranger, by Albert
SL.12.1
SL.12.6
Language:
L.12.1
L.12.2
L.123
L.12.4
L.12.5
Assessment
Related Literature &
Readings
For Fences:
For Fences:
Summative:
Scene guide activities, Elements
of drama activities, Journals ,
Cause/effect organizers,
Character wheel, Conflict chart,
Plot diagram/story map,
Character Analysis, Motif
tracing, Denotation/Conotation
Analysis, Quotation Analysis
-Act tests
-“Did You Read” quizzes
(homework review quizzes)
-Vocabulary tests
-Reading guide questions
(homework)
Formative:
Troy Maxon and the Mythic
Hero Archetype
http://penumbratheatre.org/
downloads/studyguides/Fences
Parts/Fences-Part12ToolsforTeaching.pdf
Final Assessment:
Literary analysis essay focusing
on symbolism and reoccurring
motif throughout the play
-“Finding Your Roots: Realities
of Life in the Jim Crow South”
http://www.pbs.org/wnet/
finding-your-roots/foreducators/realities-of-life-in-thejim-crow-era-lesson-plan/
-“The Six Pillars of Character”
from the Josephson Institute
http://josephsoninstitute.org/
sixpillars.html
-Selected Poetry:
“A Dream Deferred,” by Langston
Hughes
-“If,” by Rudyard Kipling
-“My Country ‘Tis of Thee,”by
WEB DuBois
-“Dreams,” by Nikki Giovanni
-“I, Too,” by Langston Hughes
-“Straddling the Fences: From
Pickets to Stockades,” by Denise
Flaim Newsday, 6/21/2005
-“Racism and Masculinity in
Fences: A Review,” by Ampersand
http://www.amptoons.com/blog/
2007/05/04/racism-andmasculinity-in-august-wilsonsfences/
Camus
Fahrenheit 451, by Ray
Bradbury
Literary Elements for
Hamlet:
Characterization,
Dialogue, Conflict,
Allusion, Tone & Mood,
Symbolism, Cause and
Effect, Elements of
Tragedy, Theme
Literary Elements for
Fences:
Symbolism, Reoccurring
Motif, Characterization,
Cause and Effect,
Dramatic Monologue,
Theme, Setting
Literary Elements for
Streetcar Named Desire:
Characterization, Theme,
Symbolism, Setting,
Motivation, Dramatic Irony
Flashback, Plot, Conflict,
Minor characters, Tragic
Hero, Fatal Flaw
Writing Skills:
Informational Writing
Expository Writing
Research-Report Writing &
Analysis
Comparative Writing
Literary Criticism Writing
L.12.6
For A Streetcar Named Desire:
For A Streetcar Named Desire:
Summative:
Scene guide activities, Journals ,
Cause/effect organizers,
Character wheel, Conflict chart,
Plot diagram/story map,
Character Analysis, Motif
tracing, Analysis, Quotation
Analysis
-Act tests
-“Did You Read” quizzes
(homework review quizzes)
-Vocabulary tests
-Reading guide questions
(homework)
Formative:
-Video Journal Project
http://stratfordhigh.stratford
k12.org/Content/A_Streetcar
_Named_Desire.asp
Final Assessment:
Literary Criticism Essay
http://stratfordhigh.stratford
k12.org/Content/A_Streetcar
_Named_Desire.asp
For Hamlet:
Summative:
Scene guide activities, Elements
of drama activities, Journals ,
Cause/effect organizers,
Character wheel, Conflict chart,
Plot diagram/story map,
Character Analysis, Motif
tracing, Denotation/Conotation
-“Multiple Critical Perspectives: A
Prestwick House Literary Guide”
http://www.prestwickhouse.com/
PDF/SAMPLE/305044.pdf
-“Poetic Realism in A Streetcar
Named Desire,” by Juan Du
http://openaccesslibrary.org/
images/HAR301_Juan_Du.pdf
Secondary Solutions Common
Core Aligned Literature Guide for
A Streetcar named Desire
For Hamlet:
-Rosencranzt and Guildenstern Are
Dead, by Tom Stoppard
-“On Shakespeare’s Characters,”
by Samuel Johnson (Bedford text)
-“On Boy Actors in Female
Roles,” by Lisa Jardine (Bedford
text)
-“On Repression in Hamlet,” by
Sigmund Freud (Bedford text)
-Excerpt from “Man’s Estate:
Masculine Identity in
Shakespeare,” by Coppelia Kahn
(Bedford text)
-Literary Criticism: Various
interpretations of Hamlet
-Secondary Solutions Common
Core Aligned Literature Guide for
Hamlet
Six Traits:
Sentence Fluency, Word
Choice, Voice, Organization,
Ideas & Conventions
12th Grade GUM Skills
Analysis, Quotation Analysis
-Act I – V “act” tests
-“Did You Read” quizzes
(homework review quizzes)
-Vocabulary tests
-Reading guide questions
(homework)
-Literary Criticism
-Interactive Edmodo blogs
Formative:
-Putting Hamlet on Trial
-“Moral Action: When is it
moral to act in defiance of
authority?” Class debates over
the behavior of Hamlet
http://thenewhighschool
project.org/classes
Final Assessment:
-A comparative essay between
Hamlet and the Shakespearean
plays covered in grades 9-11