Standards Curriculum Map
Bourbon County Schools
Level:
Grade 12
Grade and/or Course: English IV
Updated:
Days
Unit/Topic
Standards
Days
1-15
Introduction to
English 12:
Commenting
on Social
Issues
Quality Core Course Objectives
A. Reading
1. Reading Across the Curriculum
a. Choose materials for
independent reading on the basis
of specific criteria (e.g., personal
interest, own reading level,
knowledge of authors and literary
and nonliterary forms)
b. Read independently for a
variety of purposes (e.g., for
enjoyment, to gain information, to
perform a task)
2. Reading Strategies
a. Apply strategies before, during,
and after reading to increase
fluency and comprehension (e.g.,
adjusting purpose, previewing,
scanning, making predictions,
comparing, inferring,
e.g. = Example only
Activities
-Grammar
Bellringers(T, W, Th)
-Journal entries(M,F)
Survey—Asking
students to complete
the Collage Ideas
worksheet
during the first days
of school helps them
prepare their literacy
collages and
provides early
information about the
students’ reading
abilities
and interests.
Embedded
Assessments
Learning
Targets(“I Can
Statements”)
A.1:
-I can choose a
book to read
based on
my lexile level
and/or interest
-I can read
independently for
various reasons
A.2:
-I can use a
variety of reading
strategies to read
and comprehend
print and nonprint sources
A.3:
-I can identify
and interpret
works from a
Vocabulary
understatement
generalization
analogy
hyperbole
incongruity
inversion
parody
verbal irony
dramatic irony
situational irony
banish
dominions
obstinate
quell
oment
pomposity
trivial
petty
captor
lash
1
summarizing, using graphic
organizers) with increasingly
challenging texts
b. Use metacognitive skills (i.e.,
monitor, regulate, and orchestrate
one’s understanding) when
reading increasingly challenging
texts, using the most appropriate
“fix-up” strategies
(e.g., rereading, reading on,
changing rate of reading,
subvocalizing
e. Compare texts to previously
read texts, past and present
events, and/or content learned in
other coursework
3. Knowledge of Literary and
Nonliterary Forms
a. Identify, analyze, and evaluate
the defining characteristics of
specific literary and nonliterary
forms (e.g., satire, allegory,
parody, editorial, essay,
memorandum) and describe how
form affects the meaning and
function of the texts
b. Read contrasting literary works
(e.g., classic and contemporary)
and determine how the forms
influence structure and movement
within the texts (e.g., comparing
Visual
Representation—
Asking students to
create literacy
collages
celebrates skills and
knowledge that may
not ordinarily be
brought into the
classroom. The
Literacy Collage
Checklist worksheet
can be used to
assess students’ skill
at both creating the
collage and making
short
presentations.
Journal Writing—
Writing in a journal
frequently can help
students
increase their
fluency. Journals
should be scored
based on completion
and the
depth of thought
behind the writing.
Class Notebook—
Keeping a well-
variety of forms
A.4:
-I can explain
how what I read
relates to today
and the time it
was written
A.5:
-I can explain
how an author’s
choices affect a
text
A.6:
-I can identify
and explain valid
and invalid
arguments
A.8:
-I can describe
and analyze how
the English
language has
changed over
time
B.1:
-I can use the
writing process
to compose
writing pieces
B.2:
-I can write for a
degenerate
infamy
valor
virtue
2
the poem
Beowulf to John Gardner’s
contemporary novel Grendel)
d. Identify and interpret works in
various poetic forms (e.g., ballad,
ode, sonnet) and explain how
meaning is conveyed through
features of poetry, including sound
(e.g., rhythm,
repetition, alliteration), structure
(e.g., meter, rhyme scheme),
graphic elements (e.g.,
punctuation, line length, word
position), and poetic devices (e.g.,
metaphor, imagery,
personification, tone, symbolism)
4. Influences on Texts
a. Explain the relationship
between the time in which a
literary work is set, the time during
which the author wrote, and the
time in which the reader reads
(e.g., Charles Dickens’
novel A Tale of Two Cities as a
comment on the French
Revolution and life in Victorian
England)
5. Author’s Voice and Method
h. Identify the author’s stated or
implied purpose in increasingly
challenging texts
organized notebook
is an important
part of being an
effective student.
Use the Class
Notebook Rubric to
assess students’
notebooks.
Writing—Writing a
proposal describing
how their Literacy
Collage will
look informs
students’ later study
of Jonathan Swift’s
―A Modest
Proposal.‖
Use the Proposal
Rubric (p. D-2) to
guide students’
writing.
Worksheet—
Answering the
questions on the
Satire worksheet
about the writing
techniques used in
satires not only
furthers students’
understanding of
satire, but also helps
variety of
purposes and
audiences
B.3:
-I can write
organized,
unified writing
pieces
B.4:
-I can write
effective,
powerful
sentences of
varied length,
style, and
structure
B.5:
-I can write using
proper grammar,
spelling, and
punctuation
B.6:
-I can write using
proper grammar,
spelling, and
punctuation
E:
-I can use
organizational
skills, study
skills, and test
3
6. Persuasive Language and
Logic
c. Locate important details and
facts that support ideas,
arguments, or inferences in
increasingly challenging texts, and
substantiate analyses with textual
examples that may be in
widely separated sections of the
text or in other sources
d. Distinguish between fact and
opinion, basing judgments on
evidence and reasoning
8. Words and Their History
a. Apply knowledge of Greek,
Latin, and Anglo-Saxon affixes,
inflections, and roots to
understand unfamiliar words and
new subject matter vocabulary in
increasingly challenging
h. Apply knowledge of connotation
and denotation to determine the
meanings of words and phrases in
increasingly challenging texts
D. Listening, Viewing and
Speaking
2. Application
g. Actively participate in smallgroup and large-group
discussions, assuming various
them develop widely
applicable
analytical skills.
Rubric—The Group
Participation and
Collaboration Rubric
provides a way to
assess students’
work in small groups.
Worksheet—
Providing students
with a list of
questions (Revision
Checklist worksheet,
to answer before
they revise their
essays
focuses their
thoughts and helps
them see clearly the
goals of revision.
Unit Assessments
Each student must
complete a multiple
choice exam which
assesses the unit
content and
vocabulary
taking skills to
my benefit
D.2:
-I can apply what
I have learned
effectively in
real-life
communication
situations
Essay—Each student
must write a final
4
roles
Study Skills and Test Taking
E. Study Skills and Test Taking
a. Apply active reading, listening,
and viewing techniques by taking
notes on classroom discussions,
lectures, oral and/or video
presentations, or assigned athome reading, and by
underlining key passages and
writing comments in journals or in
margins of texts, where permitted
b. Demonstrate organizational
skills such as keeping a daily
calendar of assignments and
activities and maintaining a
notebook of classwork


o
essay that uses a
variety of
satirical devices such
as exaggeration,
parody, and
sarcasm. It must also
be
well-organized and
generally wellwritten. Assess the
essay using the
Satire
Essay Rubric
Common Core Writing Standards
W.11-12.1. Write arguments to
support claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
Introduce precise, knowledgeable
claim(s), establish the significance
of the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that logically
5
o
o
o
o
sequences claim(s),
counterclaims, reasons, and
evidence.
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.
Use words, phrases, and clauses
as well as varied syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
Provide a concluding statement or
section that follows from and
supports the argument presented.
6
Days
Unit/Topic
Standards
Days
16-35
Communication A. Reading
at School and
1. Reading Across the Curriculum
Workplace
c. Read independently for a
variety of purposes (e.g., for
enjoyment, to gain information, to
perform a task)
3. Knowledge of Literary and
Nonliterary Forms
a.Identify, analyze, and evaluate
the defining characteristics of
specific literary and nonliterary
forms (e.g., satire, allegory,
parody, editorial, essay,
memorandum) and describe how
form affects the meaning and
function of the texts
5. Author’s Voice and Method
a. Critique the effectiveness of the
organizational pattern (e.g.,
comparison/contrast, cause/effect,
problem/solution) and how clarity
of meaning is affected by the
writer’s techniques (e.g., repetition
of ideas, syntax, word choice) in
increasingly challenging texts
Writing
Activities
-Grammar
Bellringers(T, W, Th)
-Journal entries(M,F)
Examination of
models
Scoring of resume
and cover letter
models
Writing a variety of
types of original
pieces
Frequent writer’s
notebook entries
Comparisons of a
variety of writing
formats
Practice examining
one topic from a
variety of points of
view and a variety of
formats
Learning
Targets (“I Can”
Statements)
A.1:
-I can choose a
book to read
based on
my lexile level
and/or interest
-I can read
independently for
various reasons
A.3:
-I can identify
and interpret
works from a
variety of forms
A.5:
-I can explain
how an author’s
choices affect a
text
B.1:
-I can use the
writing process
to compose
writing pieces
B.2:
-I can write for a
variety of
Vocabulary
Business letter
Personal letter
Heading
Greeting
Salutation
Introduction
Thesis
Topic sentence
Support
Details
Illustrations
Examples
Vignettes
Embedded
narrative
Transactive
Inform
Persuade
7
C. ResearchC. Research
c. Evaluate multiple sources of
information for accuracy,
credibility, currency, utility,
relevance, reliability, and
perspective
d. Identify discrepancies in
information, recognize the
complexities of issues conveyed
about the topic, and systematically
organize the information to
support central ideas, concepts,
or themes
D. Listening, Viewing and
Speaking
1. Comprehension and Analysis
a. Recognize the main ideas in a
variety of oral presentations and
draw valid conclusions
e. Analyze and evaluate the way
language choice (e.g., repetition,
use of rhetorical questions) and
delivery style (e.g., eye contact,
nonverbal messages) affect the
mood and tone of
the communication and make an
impact on the audience
2. Application
a. Use elements of speech
forms—introduction, transitions,
Examination of
isolated skills
(grammar, sentence
structure, transitions,
etc.) in context
Practice with
conventions in
context
Examination of
vocabulary in
context,
Exercises to focus
word choice
Practice on isolated
skills such as
transitions, leads,
conclusions, etc.
Practice using
information,
examples, statistics,
etc. as support
Practice using
different tone/voice
based on audience
purposes and
audiences
B.3:
-I can write
organized,
unified writing
pieces
B.4:
-I can write
effective,
powerful
sentences of
varied length,
style, and
structure
B.5:
-I can write using
proper grammar,
spelling, and
punctuation
B.6:
-I can write using
proper grammar,
spelling, and
punctuation
C:
-I can find,
evaluate, and
synthesize
information to
form and express
Opinion
Fact
Documentation
Citation
Audience
awareness
Analysis
Technical focus
Personal
expressive
Literary
Reflective
Transition
Conclusion
Title
Subheading
Graphic
Authentic
Focused
Purpose
8
body, and conclusion—including
the use of facts, literary
quotations, anecdotes, and/or
references to authoritative
sources
b. Use effective delivery skills
(e.g., appropriate volume,
inflection, articulation, gestures,
eye contact, posture, facial
expression)
c. Give impromptu and planned
presentations (e.g., debates,
formal meetings) that stay on topic
and/or adhere to prepared notes
f. Apply analytic and active
listening strategies (e.g.,
paraphrasing, monitoring
messages for clarity, selecting
and organizing essential
information, noting change-ofpace cues) in formal and informal
settings
E. Study Skills and Test Taking
E. Study Skills and Test Taking
a. Apply active reading, listening,
and viewing techniques by taking
notes on classroom discussions,
lectures, oral and/or video
presentations, or assigned athome reading, and by
underlining key passages and
an opinion
D.1:
-I can analyze,
compare, and
evaluate
Practice all stages of information to
the writing process
determine its
validity and
effectiveness
Unit Assessments
D.2:
Formative
-I can apply what
Assessment #1-Each I have learned
student must
effectively in
complete a multiple
real-life
choice exam which
communication
assesses the first two situations
units’ content and
vocabulary
E:
-I can use
Essay—Each student organizational
must write resume
skills, study
and cover letter as
skills, and test
the final transactive
taking skills to
task for this unit
my benefit
Utilize computers to
format and enhance
writing
Voice, tone
Sentence
structure
Word choice
Content
Structure
Convention
Logical
Fallacies
Conjunction
reliable sources
Prewriting
Drafting
Revising
Editing
Publishing
9
writing comments in journals or in
margins of texts, where permitted
d. Demonstrate familiarity with test
formats and test administration
procedures to increase speed and
accuracy
Common Core-Writing
Text Types and Purposes

o
o
W.11-12.1. Write arguments to
support claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
Introduce precise, knowledgeable
claim(s), establish the significance
of the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that logically
sequences claim(s),
counterclaims, reasons, and
evidence.
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
10
o
o
o

o
anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
Use words, phrases, and clauses
as well as varied syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
Provide a concluding statement or
section that follows from and
supports the argument presented.
W.11-12.2. 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.
Introduce a topic; organize
complex ideas, concepts, and
information so that each new
element builds on that which
11
o
o
o
o
o
precedes it to create a unified
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension.
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.
Use appropriate and varied
transitions and syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
Use precise language, domainspecific 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 and
conventions of the discipline in
which they are writing.
Provide a concluding statement or
section that follows from and
12
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
Days
Unit/Topic
Days
35-65
Beyond Good
and Evil: A
Study of Power
and Society
Common Core Standards
A. Reading
1. Reading Across the Curriculum
C. Read increasingly challenging
whole texts in a variety of literary
(e.g., poetry, drama, fiction,
nonfiction) and nonliterary (e.g.,
textbooks, news articles,
memoranda) forms
2. Reading Strategies
A. Apply strategies before, during,
and after reading to increase
fluency and comprehension (e.g.,
adjusting purpose, previewing,
scanning, making predictions,
comparing, inferring,
summarizing, using graphic
organizers) with increasingly
challenging texts
B. Use metacognitive skills (i.e.,
monitor, regulate, and orchestrate
one’s understanding) when
Activities
Learning
Targets (“I Can”
Statements)
-Grammar
A.1:
Bellringers(T, W, Th) -I can choose a
-Journal entries(M,F) book to read
based on
Primary Text-Hamlet my lexile level
by William
and/or interest
Shakespeare
-I can read
independently for
various reasons
Brief overview of
A.2:
material concerning
-I can use a
Shakespeare’s plays, variety of reading
times, theater and
strategies to read
life—should be
and comprehend
review only based
print and nonon 2 years of prior
print sources
study
A.3:
-I can identify
“Shakespeare
and interpret
Authorship Debate”
works from a
article (or some
variety of forms
Vocabulary
Tragic Hero
Supernatural
Self-awareness
Sanity
Royalty
Retribution
Responsibility
Respect
Reality and
illusion
Power
Minor
characters
Love
Justice
Historical
Accuracy
Fate
Fatal Flaw
Family loyalty
Foil
13
reading increasingly challenging
texts, using the most appropriate
“fix-up” strategies
(e.g., rereading, reading on,
changing rate of reading,
subvocalizing)
C. Demonstrate comprehension of
increasingly challenging texts
(both print and nonprint sources)
by asking and answering literal,
interpretive, and evaluative
questions
D. Use close-reading strategies
(e.g., visualizing, annotating,
questioning) in order to interpret
increasingly challenging texts
E. Compare texts to previously
read texts, past and present
events, and/or content learned in
other coursework
3. Knowledge of Literary and
Nonliterary Forms
A. Identify, analyze, and evaluate
the defining characteristics of
specific literary and nonliterary
forms (e.g., satire, allegory,
parody, editorial, essay,
memorandum) and describe how
form affects the meaning and
function of the texts
C. Read dramatic literature (e.g.,
substitute)
Homework:
http://www.ipl.org/
Go to the above site,
type in Macbeth,
access criticism
viewing specifically
the following 2
articles:
“A Case for Oxford”
“A Case for
Shakespeare”
Create Graphic
Organization for
Results of Solution
Macbeth
Anticipation Guide—
Agree or Disagree
and supported
reasoning
Literary Criticism
Powerpoint
presentation and
assignment for
“dramatic structure”
DUE DATE-DAY 15
Begin Reading Act
I,Scenes 1-3 aloud
A.4:
-I can explain
how what I read
relates to today
and the time it
was written
A.5:
-I can explain
how an author’s
choices affect a
text
B.1:
-I can use the
writing process
to compose
writing pieces
B.2:
-I can write for a
variety of
purposes and
audiences
B.3:
-I can write
organized,
unified writing
pieces
B.4:
-I can write
effective,
powerful
sentences of
Duality of man
Ambition
Appearances
Disillusionment
14
Macbeth, A Man for All Seasons)
and analyze its conventions to
identify how they express a
writer’s meaning
4. Influences on Texts
A. Explain the relationship
between the time in which a
literary work is set, the time during
which the author wrote, and the
time in which the reader reads
(e.g., Charles Dickens’ novel A
Tale of Two Cities as a comment
on the French Revolution and life
in Victorian England)
B. Analyze and evaluate the
influence of traditional and mythic
literature on later literature and
film (e.g., the Aristotelian concept
of the tragic hero as depicted in
William Shakespeare’s play King
Lear)
5. Author’s Voice and Method
d. Identify, analyze, and evaluate
the author’s use of parallel plots
and subplots in increasingly
challenging texts
e. Identify, analyze, and evaluate
the ways in which the devices the
author chooses (e.g., irony,
imagery, tone, sound techniques,
foreshadowing, symbolism)
as
a play—perhaps on
stage
(It can be
assumed that
teacher and students
will engage in a
question/answer
approach to reading,
understanding,
predicting,comparing,
inferring,
summarizing, etc. as
well as examine
history and other
clues of meaning of
selected works
whenever the
activity indicates an
Act of the play.)
Students have been
given a study guide
mostly for
comprehension
questions only
Review the
Aristotelian concept
of the tragic hero for
future use
varied length,
style, and
structure
B.5:
-I can write using
proper grammar,
spelling, and
punctuation
B.6:
-I can write using
proper grammar,
spelling, and
punctuation
C:
-I can find,
evaluate, and
synthesize
information to
form and express
an opinion
E:
-I can use
organizational
skills, study
skills, and test
taking skills to
my benefit
D.1:
-I can analyze,
compare, and
evaluate
15
achieve specific effects and shape
meaning in increasingly
challenging texts
f. Critique the treatment and
scope of ideas from multiple
sources on the same topic, noting
the authors’ implicit and explicit
philosophical assumptions and
beliefs (e.g., analyzeChris
Hedges’ book War is a Force that
Gives Us Meaning and James
Hillman’s book A Terrible Love of
War)
g. Evaluate ways authors develop
style to achieve specific rhetorical
and aesthetic purposes, noting the
impact of diction and figurative
language on tone, mood, and
theme; cite specific examples
from increasingly challenging texts
6. Persuasive Language and
Logic
a. Distinguish between valid and
invalid arguments; provide
evidence to support the author’s
findings and note instances of
unsupported inferences, fallacious
reasoning, and propaganda
techniques used in literature, film,
advertising, and/or speeches
7. Literary Criticism
Act Out Act 1,
Scenes 4-end
Analyze Macbeth’s
letter to his wife and
her “unsex me here”
speech—compare
with Portia in JC as a
strong female
character
http://scholar.lib.vt.
edu/ejournals/oldWILLA/fall96/gerlach
.html
information to
determine its
validity and
effectiveness
D.2:
-I can apply what
I have learned
effectively in
real-life
communication
situations
View PBS version
of Macbeth
http://video.pbs.org
/video/1604122998/
Discuss director’s
choices vs. the text
3. Begin Act II
Read Act II
Study Guide
Act II of PBS
Reader’s
Response in Journal
What role does guilt
play in the actions of
both Macbeth and
16
a. Select and apply to increasingly
challenging texts the relevant
terms (e.g., archetype, oedipal,
hegemony) from a number of
critical theories
b. Evaluate a work of literature
from a variety of perspectives
(e.g., applying a postcolonialist
perspective to E.M. Forster’s
novel Passage to India)
c. Read literary criticism to learn
different ways of interpreting
increasingly challenging literary
texts
8. Words and Their History
b. Infer word meanings by
analyzing relationships between
words (e.g., synonyms, antonyms,
metaphors, analogies) in
increasingly challenging texts
c. Use general and specialized
dictionaries, thesauruses, and
glossaries (print and electronic) to
determine the definition,
pronunciation, derivation, spelling,
and usage of words
d. Use context clues (e.g.,
author’s restatement, example) to
understand unfamiliar words in
increasingly challenging texts
e. Comprehend foreign words and
his wife
Test over Acts I
and II
Begin the reading
of Act III
Acting out of
Act III
Study Guide
PBS version of Act
III
Act out Act IV
(Teacher should act
out MacDuff’s wife’s
part with the best
reader in the class
reading the son –this
scene begs for
quickness and
reading with
prosody) for
engagement of
whole class
Small group
analysis of scene
Finish up reading
of Act IV
17
phrases in texts that are
commonly used in English
Writing
C. Research
b. Decide on a research question
and develop a hypothesis,
modifying questions as necessary
during the project to further
narrow the focus or extend the
investigation
c. Evaluate multiple sources of
information for accuracy,
credibility, currency, utility,
relevance, reliability, and
perspective
e. Summarize, paraphrase, and
directly quote from sources,
including the Internet, to support
the thesis of the paper and/or
presentation; accurately cite every
source to avoid
compromising others’
intellectual property (i.e.,
plagiarism)
D. Listening, Viewing, and
Speaking
D. Listening, Viewing and
Speaking
1. Comprehension and Analysis
b. Identify and evaluate the effect
of logical fallacies (e.g.,
PBS version of Act
IV
Study Guide Check
Library and Lab Time
for Writer’s
Workshop or
another writing
strategy—
“Slice the Pie”
approach is to give
students choice in
what genre they
might choose to
write in response to
the drama study or
to “Beyond good and
evil: Macbeth,
Society, and Self”
End of unit exam
Formative
Assessment #2-Each
student must
complete a multiple
choice exam which
assesses the unit
content and
vocabulary
18
overgeneralization, bandwagon)
and the presence of biases and
stereotypes in television and print
advertising, speeches, newspaper
articles, and Internet
advertisements
c. Analyze the effectiveness and
validity of arguments (e.g.,
causation, analogy, inductive and
deductive reasoning, appeals to
emotion or authority) in visual and
oral texts
e. Analyze and evaluate the way
language choice (e.g., repetition,
use of rhetorical questions) and
delivery style (e.g., eye contact,
nonverbal messages) affect the
mood and tone of the
communication and make an
impact on the audience
2. Application
g. Actively participate in smallgroup and large-group
discussions, assuming various
roles
D. Study Skills and Test Taking
a. Apply active reading, listening,
and viewing techniques by taking
notes on classroom discussions,
lectures, oral and/or video
presentations, or assigned at-
Essay—Each student
must write a well
supported essay
answering the
question “Was
Hamlet mad or
feigning madness?”
19
home reading, and by underlining
key passages and writing
comments in journals or in
margins of texts, where permitted
d. Demonstrate familiarity with test
formats and test administration
procedures to increase speed and
accuracy
Common Core-Writing
Text Types and Purposes

o
o
W.11-12.1. Write arguments to
support claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
Introduce precise, knowledgeable
claim(s), establish the significance
of the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that logically
sequences claim(s),
counterclaims, reasons, and
evidence.
Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the most
relevant evidence for each while
pointing out the strengths and
20
o
o
o

o
limitations of both in a manner that
anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
Use words, phrases, and clauses
as well as varied syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
Provide a concluding statement or
section that follows from and
supports the argument presented.
W.11-12.2. 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.
Introduce a topic; organize
complex ideas, concepts, and
information so that each new
21
o
o
o
o
o
element builds on that which
precedes it to create a unified
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension.
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.
Use appropriate and varied
transitions and syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
Use precise language, domainspecific 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 and
conventions of the discipline in
which they are writing.
Provide a concluding statement or
22
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
Days
Unit/Topic
Days
66-96
Invisible Man
Common Core Standards
A. Reading
1.. Reading Across the Curriculum
c. Read increasingly challenging
whole texts in a variety of literary
(e.g., poetry, drama, fiction,
nonfiction) and nonliterary (e.g.,
textbooks, news articles,
memoranda) forms
2. Reading Strategies
a. Apply strategies before, during,
and after reading to increase
fluency and comprehension (e.g.,
adjusting purpose, previewing,
scanning, making predictions,
comparing, inferring,
summarizing, using graphic
organizers) with increasingly
challenging texts
b.. Use metacognitive skills (i.e.,
monitor, regulate, and orchestrate
Activities
-Grammar
Bellringers(T, W, Th)
-Journal entries(M,F)
Primary text-The
Road
Secondary
Texts(Used as
needed)
Poems
“The Road Less
Travelled”by R. Frost
“The River
Merchant’s Wife” by
Pound
“Upon a Spider
Catching a Fly” by E.
Taylor
Learning
Vocabulary
Targets (“I Can”
Statements)
A.1:
-I can choose a
book to read
based on
my lexile level
and/or interest
-I can read
independently for
various reasons
A.2:
-I can use a
variety of reading
strategies to read
and comprehend
print and nonprint sources
A.3:
-I can identify
and interpret
works from a
23
one’s understanding) when
reading increasingly challenging
texts, using the most appropriate
“fix-up” strategies
d. Use close-reading strategies
(e.g., visualizing, annotating,
questioning) in order to interpret
increasingly challenging texts
Short Stories
“The Blue Hotel” by
S. Crane
“The Curse” by A.
Dubus
Have students read
sentences or small
3. Knowledge of Literary and
sections of a text
Nonliterary Forms
through the lens of
d. Identify and interpret works in
just one rhetorical
various poetic forms (e.g., ballad,
strategy, such as
ode, sonnet) and explain how
details, diction,
meaning is conveyed through
syntax, tone, or
features of poetry, including sound imagery. Then,
(e.g., rhythm,
students write an
repetition, alliteration), structure
original sentence of
(e.g., meter, rhyme scheme),
their own emulating
graphic elements (e.g.,
the focus strategy.
punctuation, line length, word
position), and poetic devices (e.g., Have students find
metaphor, imagery,
examples of
personification, tone, symbolism)
language that is
4. Influences on Texts
particularly fresh,
a. Explain the relationship
engaging, or
between the time in which a
beautiful in their
literary work is set, the time during independent reader
which the author wrote, and the
or other text.
time in which the reader reads
(e.g., Charles Dickens’
Students complete a
variety of forms
A.4:
-I can explain
how what I read
relates to today
and the time it
was written
A.5:
-I can explain
how an author’s
choices affect a
text
A.6:
-I can identify
and explain valid
and invalid
arguments
A.7:
-I can read learn
different ways to
interpret text
A.8:
-I can describe
and analyze how
the English
language has
changed over
time
D.2:
-I can apply what
I have learned
24
c. Explain the effects of the
author’s life upon his or her work
(e.g., Charlotte Bronte’s
experience as a governess as
reflected in her novel Jane Eyre)
5. Author’s Voice and Method
b. Recognize an author’s choice
of narration and evaluate the
overall impact of that choice in
increasingly challenging texts
c. Identify, analyze, and evaluate
plot, character development,
setting, theme, mood, and point of
view as they are used together to
create meaning in increasingly
challenging texts
d. Identify, analyze, and evaluate
the author’s use of parallel plots
and subplots in increasingly
challenging texts
e. Identify, analyze, and evaluate
the ways in which the devices the
author chooses (e.g., irony,
imagery, tone, sound techniques,
foreshadowing, symbolism)
achieve specific effects
and shape meaning in
increasingly challenging texts
f. Critique the treatment and
scope of ideas from multiple
sources on the same topic, noting
reader response
entry analyzing why
a text begins or ends
the way that it does
and how that
contributes to the
overall meaning.
Select a story with a
beginning that
establishes
something essential
to the plot or them or
an ending with an
ironic twist. Give
students portions of
the text with the
beginning or end
missing. After
students read their
section, they write a
summary of what
was most important.
effectively in
real-life
communication
situations
E:
-I can use
organizational
skills, study
skills, and test
taking skills to
my benefit
C:
-I can find,
evaluate, and
synthesize
information to
form and express
an opinion
B.1:
-I can use the
writing process
to compose
Then, have students writing pieces
work with a partner to B.2:
compare their
-I can write for a
summaries and why
variety of
the stories are
purposes and
different.
audiences
B.3:
25
the authors’ implicit and explicit
philosophical assumptions and
beliefs (e.g., analyze
Chris Hedges’ book War is a
Force that Gives Us Meaning and
James Hillman’s book A Terrible
Love of War)
g. Evaluate ways authors develop
style to achieve specific rhetorical
and aesthetic purposes, noting the
impact of diction and figurative
language on tone, mood, and
theme; cite
specific examples from
increasingly challenging texts
h. Identify the author’s stated or
implied purpose in increasingly
challenging texts
6. Persuasive Language and
Logic
b. Summarize and paraphrase
information in increasingly
challenging texts, identifying key
ideas, supporting details,
inconsistencies, and ambiguities
7. Literary Criticism
c. Read literary criticism to learn
different ways of interpreting
increasingly challenging literary
texts
8. Words and Their History
The teacher creates
a timeline for Emily’s
life in “A Rose for
Emily.” Students read
portions of the story
in groups to find
events in Emily’s life
to plot on the timeline
with page numbers.
As a whole class,
analyze how the
author’s choice of
sequence impacts
the meaning of the
work.
Have students create
surface and depth
charts on their
reading. On the top,
students track
surface details or
what is literally
happening, and on
the bottom, they
track symbolic or
deeper meanings.
-I can write
organized,
unified writing
pieces
B.4:
-I can write
effective,
powerful
sentences of
varied length,
style, and
structure
B.5:
-I can write using
proper grammar,
spelling, and
punctuation
B.6:
-I can write using
proper grammar,
spelling, and
punctuation
Students analyze
how the Japanese
filmmaker Akira
Kurosawa in his film
26
d. Use context clues (e.g.,
author’s restatement, example) to
understand unfamiliar words in
increasingly challenging texts
f. Identify and interpret common
idioms and literary, classical, and
biblical allusions (e.g., the folk tale
of the slave who could fly as used
in Toni Morrison’s novel Song of
Solomon) in
increasingly challenging texts
h. Apply knowledge of connotation
and denotation to determine the
meanings of words and phrases in
increasingly challenging texts
The Throne of Blood
draws on and
transforms
Shakespeare’s play
Macbeth in order to
develop a similar plot
set in feudal Japan
C. Research
a. Use research methods (e.g.,
background reading, online
searches, surveys, interviews) to
locate and collect reliable
information from print and nonprint
sources
e. Summarize, paraphrase, and
directly quote from sources,
including the Internet, to support
the thesis of the paper and/or
Students research
two possible future
options (careers,
vocational training,
colleges, majors,
internships, summer
jobs, etc.) and
analyze them based
on what is possible
and realistic.
Students write brief
infomercials about

Students analyze
how Anton
Chekhov’s choice of
structuring his story
“Home” by beginning
in “midstream”
shapes the meaning
of the text and
contributes to its
overall narrative arc.
27
presentation; accurately cite every
source to avoid
compromising others’ intellectual
property (i.e., plagiarism)
2. Application
e. Write and deliver persuasive
speeches that use logical,
emotional, and ethical appeals;
establish and develop a logical
and structured argument;
anticipate audience concerns and
counterarguments; and include
relevant evidence from a variety of
sources
f. Apply analytic and active
listening strategies (e.g.,
paraphrasing, monitoring
messages for clarity, selecting
and organizing essential
information, noting change-ofpace cues) in formal and informal
settings
g. Actively participate in smallgroup and large-group
discussions, assuming various
roles
E. Study Skills and Test Taking
Skills d. Demonstrate familiarity
with test formats and test
administration procedures to
increase speed and accuracy
the two options and
present them to the
class.
Students write an
expository essay
analyzing one or both
of the future options
they have selected.
Formative
Assessment #3-Each
student must
complete a multiple
choice exam which
assesses the unit
content and
vocabulary
Essay—Students
must write an essay
entitled “My Future”
wherein they explain
their future career
choices using the
facts they earlier
researched in the
unit.
28


o
o
o
o
Common Core-Writing
W.11-12.3. Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
Engage and orient the reader by
setting out a problem, situation, or
observation and its significance,
establishing one or multiple
point(s) of view, and introducing a
narrator and/or characters; create
a smooth progression of
experiences or events.
Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines,
to develop experiences, events,
and/or characters.
Use 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 (e.g.,
a sense of mystery, suspense,
growth, or resolution).
Use precise words and phrases,
29
o


telling details, and sensory
language to convey a vivid picture
of the experiences, events,
setting, and/or characters.
Provide a conclusion that follows
from and reflects on what is
experienced, observed, or
resolved over the course of the
narrative.
Production and Distribution of
Writing
W.11-12.4. Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
types are defined in standards 1–
3 above.)
W.11-12.5. 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.
W.11-12.6. Use technology,
including the Internet, to produce,
publish, and update individual or
30
Days
Unit/Topic
Days
97122
Beowulf and
Literature
shared writing products in
response to ongoing feedback,
including new arguments or
information.
Common Core Standards
Quality Core Standards
A. Reading
2. Reading Strategies
a. Apply strategies before, during,
and after reading to increase
fluency and comprehension (e.g.,
adjusting purpose, previewing,
scanning, making predictions,
comparing, inferring,
summarizing, using graphic
organizers) with increasingly
challenging texts
b. Use metacognitive skills (i.e.,
monitor, regulate, and orchestrate
one’s understanding) when
reading increasingly challenging
texts, using the most appropriate
“fix-up” strategies
d. Use close-reading strategies
(e.g., visualizing, annotating,
questioning) in order to interpret
increasingly challenging texts
3. Knowledge of Literary and
Nonliterary Forms
Activities
Learning
Targets (“I Can”
Statements)
A.2:
-Grammar
-I can use a
Bellringers(T, W, Th) variety of reading
-Journal entries(M,F) strategies to read
and comprehend
Primary Text-Beowulf print and nonprint sources
Secondary TextA.3:
Classroom collection -I can identify
of comic books and
and interpret
graphic novels
works from a
variety of forms
Write journal entries
A.4:
for discussion,
-I can explain
reflection, &
how what I read
connection to
relates to today
literature.
and the time it
was written
Create hero chart—
A.5:
list fantasy heroes,
-I can explain
their strengths &
how an author’s
weaknesses, arch
choices affect a
enemies, tradetext
marks. Discuss why
A.7:
Vocabulary
Magical
Realism
vignette
multiculturalism
experimentation
style
imagery
symbolism
reflection
Scops
Bard
Epic poem
Elegiac poem
Kennings
Stock epithets
Paganism
Feudalism
Alliteration
ballad
livid
fetter
affliction
thane
lair
31
b. Read contrasting literary works
(e.g., classic and contemporary)
and determine how the forms
influence structure and movement
within the texts (e.g., comparing
the poem
Beowulf to John Gardner’s
contemporary novel Grendel)
d. Identify and interpret works in
various poetic forms (e.g., ballad,
ode, sonnet) and explain how
meaning is conveyed through
features of poetry, including sound
(e.g., rhythm,
repetition, alliteration), structure
(e.g., meter, rhyme scheme),
graphic elements (e.g.,
punctuation, line length, word
position), and poetic devices (e.g.,
metaphor, imagery,
personification, tone, symbolism)
4. Influences on Texts
a. Explain the relationship
between the time in which a
literary work is set, the time during
which the author wrote, and the
time in which the reader reads
(e.g., Charles Dickens’
novel A Tale of Two Cities as a
comment on the French
Revolution and life in Victorian
considered heroic.
Read Beowulf,
identify epic poem
elements, themes,
social values of the
times & compare to
today’s view of a
hero, values, beliefs
& themes.
Students hold a
mock trial of Beowulf
for the killing of
Grendel’s mother.
-I can read learn
different ways to
interpret text
A.8:
-I can describe
and analyze how
the English
language has
changed over
time
B.2:
-I can write for a
variety of
purposes and
audiences
Options:
B.3:
th
A. Watch 13 Warrior -I can write
& write compare/
organized,
contrast poem to film. unified writing
pieces
B. Identify ballad
B.4:
elements, themes,
-I can write
format.
effective,
powerful
sentences of
Formative
varied length,
Assessment #4-Each style, and
student must
structure
complete a multiple
B.5:
choice exam which
-I can write using
cower
pilgrimage
talon
threshold
taut
lament
writhing
infamous
sinews
graybeards
relish
spawn
purge
32
England)
5. Author’s Voice and Method
b. Recognize an author’s choice
of narration and evaluate the
overall impact of that choice in
increasingly challenging texts
e. Identify, analyze, and evaluate
the ways in which the devices the
author chooses (e.g., irony,
imagery, tone, sound techniques,
foreshadowing, symbolism)
achieve specific effects
and shape meaning in
increasingly challenging texts
g. Evaluate ways authors develop
style to achieve specific rhetorical
and aesthetic purposes, noting the
impact of diction and figurative
language on tone, mood, and
theme; cite
specific examples from
increasingly challenging texts
7. Literary Criticism
a. Select and apply to increasingly
challenging texts the relevant
terms (e.g., archetype, oedipal,
hegemony) from a number of
critical theories
8. Words and Their History
c. Use general and specialized
dictionaries, thesauruses, and
assesses the unit
content and
vocabulary
proper grammar,
spelling, and
punctuation
B.6:
Essay—Students will -I can write using
write a poetry
proper grammar,
explication paper
spelling, and
using an excerpt
punctuation
from Beowulf
E:
identifying such items -I can use
as kenning,
organizational
alliteration, etc.
skills, study
skills, and test
taking skills to
my benefit
33
glossaries (print and electronic) to
determine the definition,
pronunciation, derivation, spelling,
and usage of words
e. Comprehend foreign words and
phrases in texts that are
commonly used in English
f. Identify and interpret common
idioms and literary, classical, and
biblical allusions (e.g., the folk tale
of the slave who could fly as used
in Toni Morrison’s novel Song of
Solomon) in
increasingly challenging texts
g. Describe and provide examples
of the ways past and present
events (e.g., cultural, political,
technological, scientific) have
influenced the English language
h. Apply knowledge of connotation
and denotation to determine the
meanings of words and phrases in
increasingly challenging texts
E. Study Skills and Test Taking
b. Demonstrate organizational
skills such as keeping a daily
calendar of assignments and
activities and maintaining a
notebook of classwork
Quality Core-Writing
34
Text Types and Purposes

o
o
o
W.11-12.1. Write arguments to
support claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
Introduce precise, knowledgeable
claim(s), establish the significance
of the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that logically
sequences claim(s),
counterclaims, reasons, and
evidence.
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.
Use words, phrases, and clauses
as well as varied syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships between claim(s)
35
o
o

o
o
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
Provide a concluding statement or
section that follows from and
supports the argument presented.
W.11-12.2. 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.
Introduce a topic; organize
complex ideas, concepts, and
information so that each new
element builds on that which
precedes it to create a unified
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension.
Develop the topic thoroughly by
selecting the most significant and
relevant facts, extended
36
o
o
o
o
Days
Unit/Topic
definitions, concrete details,
quotations, or other information
and examples appropriate to the
audience’s knowledge of the topic.
Use appropriate and varied
transitions and syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
Use precise language, domainspecific 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 and
conventions of the discipline in
which they are writing.
Provide a concluding statement or
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
Common Core Standards
Activities
Learning
Vocabulary
37
Days
123148
Frankenstein
A. Reading
1. Reading Across the Curriculum
c. Read increasingly challenging
whole texts in a variety of literary
(e.g., poetry, drama, fiction,
nonfiction) and nonliterary (e.g.,
textbooks, news articles,
memoranda) forms
2. Reading Strategies
a.Apply strategies before, during,
and after reading to increase
fluency and comprehension (e.g.,
adjusting purpose, previewing,
scanning, making predictions,
comparing, inferring,
summarizing, using graphic
organizers) with increasingly
challenging texts
b. Use metacognitive skills (i.e.,
monitor, regulate, and orchestrate
one’s understanding) when
reading increasingly challenging
texts, using the most appropriate
“fix-up” strategies
(e.g., rereading, reading on,
changing rate of reading,
subvocalizing)
d. Use close-reading strategies
(e.g., visualizing, annotating,
Primary TextFrankenstein
Secondary TextsSelections from Poe,
King, S. Freud
Write journal entries
for discussion,
reflection, &
connection to
literature.
Research historical
times & present
orally.
Discussions—small
groups & class.
Vocabulary in
context.
Silent sustained
reading and reading
aloud.
Optional:
Targets (“I Can”
Statements)
A.1:
-I can choose a
book to read
based on
my lexile level
and/or interest
-I can read
independently for
various reasons
A.2:
-I can use a
variety of reading
strategies to read
and comprehend
print and nonprint sources
A.3:
-I can identify
and interpret
works from a
variety of forms
A.4:
-I can explain
how what I read
relates to today
and the time it
was written
A.5:
-I can explain
Foreshadowing
Frame story
Romanticism
Abhorrence
assizes
laudanum
portend
artifice /
gothic
eloquent
adjuration
paroxysms
minutiae
obliterate
lassitude
languor
diligence
abyss
cabriolet
delineate
infallibly
procrastinate
profane
perambulations
recapitulation
38
questioning) in order to interpret
increasingly challenging texts
3. Knowledge of Literary and
Nonliterary Forms
b. Read contrasting literary works
(e.g., classic and contemporary)
and determine how the forms
influence structure and movement
within the texts (e.g., comparing
the poem
Beowulf to John Gardner’s
contemporary novel Grendel)
d. Identify and interpret works in
various poetic forms (e.g., ballad,
ode, sonnet) and explain how
meaning is conveyed through
features of poetry, including sound
(e.g., rhythm,
repetition, alliteration), structure
(e.g., meter, rhyme scheme),
graphic elements (e.g.,
punctuation, line length, word
position), and poetic devices (e.g.,
metaphor, imagery,
personification, tone, symbolism)
4. Influences on Texts
a. Explain the relationship
between the time in which a
literary work is set, the time during
which the author wrote, and the
time in which the reader reads
A. View, compare,
analyze original film
version, “Mary
Shelley’s
Frankenstein” and
“Young
Frankenstein”
(parody). Write movie
reviews.
Formative
Assessment #5-Each
student must
complete a multiple
choice exam which
assesses the unit
content and
vocabulary
Essay—Students will
write an essay
entitled “The Monster
Within”.
how an author’s
choices affect a
text
A.6:
-I can identify
and explain valid
and invalid
arguments
A.7:
-I can read learn
different ways to
interpret text
A.8:
-I can describe
and analyze how
the English
language has
changed over
time
B.2:
-I can write for a
variety of
purposes and
audiences
B.3:
-I can write
organized,
unified writing
pieces
B.4:
-I can write
39
(e.g., Charles Dickens’
novel A Tale of Two Cities as a
comment on the French
Revolution and life in Victorian
England)
b. Analyze and evaluate the
influence of traditional and mythic
literature on later literature and
film (e.g., the Aristotelian concept
of the tragic hero as depicted in
William
Shakespeare’s play King Lear)
c. Explain the effects of the
author’s life upon his or her work
(e.g., Charlotte Bronte’s
experience as a governess as
reflected in her novel Jane Eyre)
5. Author’s Voice and Method
a. Critique the effectiveness of the
organizational pattern (e.g.,
comparison/contrast, cause/effect,
problem/solution) and how clarity
of meaning is affected by the
writer’s techniques
(e.g., repetition of ideas, syntax,
word choice) in increasingly
challenging texts
b. Recognize an author’s choice
of narration and evaluate the
overall impact of that choice in
increasingly challenging texts
effective,
powerful
sentences of
varied length,
style, and
structure
B.5:
-I can write using
proper grammar,
spelling, and
punctuation
B.6:
-I can write using
proper grammar,
spelling, and
punctuation
C:
-I can find,
evaluate, and
synthesize
information to
form and express
an opinion
D.1:
-I can analyze,
compare, and
evaluate
information to
determine its
validity and
effectiveness
40
c. Identify, analyze, and evaluate
plot, character development,
setting, theme, mood, and point of
view as they are used together to
create meaning in increasingly
challenging texts
f. Critique the treatment and
scope of ideas from multiple
sources on the same topic, noting
the authors’ implicit and explicit
philosophical assumptions and
beliefs (e.g., analyze
Chris Hedges’ book War is a
Force that Gives Us Meaning and
James Hillman’s book A Terrible
Love of War)
6. Persuasive Language and
Logic
b. Summarize and paraphrase
information in increasingly
challenging texts, identifying key
ideas, supporting details,
inconsistencies, and ambiguities
7. Literary Criticism
a. Select and apply to increasingly
challenging texts the relevant
terms (e.g., archetype, oedipal,
hegemony) from a number of
critical theories
b. Evaluate a work of literature
from a variety of perspectives
E:
-I can use
organizational
skills, study
skills, and test
taking skills to
my benefit
41
(e.g., applying a postcolonialist
perspective to E.M. Forster’s
novel Passage to India)
c. Read literary criticism to learn
different ways of interpreting
increasingly challenging literary
texts
8. Words and Their History
d. Use context clues (e.g.,
author’s restatement, example) to
understand unfamiliar words in
increasingly challenging texts
f. Identify and interpret common
idioms and literary, classical, and
biblical allusions (e.g., the folk tale
of the slave who could fly as used
in Toni Morrison’s novel Song of
Solomon) in
increasingly challenging texts
B
Listening, Viewing, and Speaking
D. Listening, Viewing and
Speaking
1. Comprehension and Analysis
d. Compare how different media
forms (e.g., television news, news
magazines, documentaries, online
news sources) cover the same
event
E. Study Skills and Test Taking
E. Study Skills and Test Taking
42
a. Apply active reading, listening,
and viewing techniques by taking
notes on classroom discussions,
lectures, oral and/or video
presentations, or assigned athome reading, and by
underlining key passages and
writing comments in journals or in
margins of texts, where permitted
b. Demonstrate organizational
skills such as keeping a daily
calendar of assignments and
activities and maintaining a
notebook of classwork
Core Standards-Writing
Text Types and Purposes

o
W.11-12.2. 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.
Introduce a topic; organize
complex ideas, concepts, and
information so that each new
element builds on that which
precedes it to create a unified
43
o
o
o
o
o
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension.
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.
Use appropriate and varied
transitions and syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
Use precise language, domainspecific 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 and
conventions of the discipline in
which they are writing.
Provide a concluding statement or
section that follows from and
supports the information or
44

o
o
o
o
explanation presented (e.g.,
articulating implications or the
significance of the topic).
W.11-12.3. Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
Engage and orient the reader by
setting out a problem, situation, or
observation and its significance,
establishing one or multiple
point(s) of view, and introducing a
narrator and/or characters; create
a smooth progression of
experiences or events.
Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines,
to develop experiences, events,
and/or characters.
Use 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 (e.g.,
a sense of mystery, suspense,
growth, or resolution).
Use precise words and phrases,
45
o



telling details, and sensory
language to convey a vivid picture
of the experiences, events,
setting, and/or characters.
Provide a conclusion that follows
from and reflects on what is
experienced, observed, or
resolved over the course of the
narrative.
Production and Distribution of
Writing
W.11-12.4. Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
types are defined in standards 1–
3 above.)
W.11-12.5. 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.
W.11-12.6. Use technology,
including the Internet, to produce,
publish, and update individual or
46
shared writing products in
response to ongoing feedback,
including new arguments or
information.
Days
Unit/Topic
Common Core Standards
Days
149175
Research
A. Reading
6. Persuasive Language and
Logic
a. Distinguish between valid and
invalid arguments; provide
evidence to support the author’s
findings and note instances of
unsupported inferences, fallacious
reasoning, and
propaganda techniques used in
Activities
-Grammar
Bellringers(T, W, Th)
-Journal entries(M,F)
Overview of MLA
citation
Handouts with links
to The OWL at
Learning
Targets (“I Can”
Statements)
A.6:
-I can identify
and explain valid
and invalid
arguments
A.8:
-I can describe
and analyze how
the English
language has
Vocabulary
Analysis
Technical focus
Fact
Documentation
Citation
Audience
awareness
47
literature, film, advertising, and/or
speeches
c. Locate important details and
facts that support ideas,
arguments, or inferences in
increasingly challenging texts, and
substantiate analyses with textual
examples that may be in
widely separated sections of the
text or in other sources
d. Distinguish between fact and
opinion, basing judgments on
evidence and reasoning
8. Words and Their History
a. Apply knowledge of Greek,
Latin, and Anglo-Saxon affixes,
inflections, and roots to
understand unfamiliar words and
new subject matter vocabulary in
increasingly challenging
texts (e.g., words in science,
mathematics, and social studies)
B. Writing
. Research
C. Research
a. Use research methods (e.g.,
background reading, online
searches, surveys, interviews) to
locate and collect reliable
information from print and nonprint
sources
Purdue online
Exemplar pieces
using correct citation
changed over
time
D.2:
-I can apply what
Handout entitled
I have learned
“What is a reliable
effectively in
source?”
real-life
communication
Powerpoint outlining situations
Ethos, Pathos, and
B.1:
Logos with
-I can use the
independent practice. writing process
to compose
Computer lab/library writing pieces
for
B.2:
research/exposure to -I can write for a
citation methods both variety of
manually and via
purposes and
Microsoft Word
audiences
B.3:
-I can write
organized,
unified writing
pieces
B.4:
-I can write
effective,
powerful
sentences of
varied length,
Reliable
sources
Unreliable
sources
Non sequitur
Ethos
Pathos
Logos
MLA
APA
Turabian
Works Cited
48
b. Decide on a research question
and develop a hypothesis,
modifying questions as necessary
during the project to further
narrow the focus or extend the
investigation
c. Evaluate multiple sources of
information for accuracy,
credibility, currency, utility,
relevance, reliability, and
perspective
d. Identify discrepancies in
information, recognize the
complexities of issues conveyed
about the topic, and systematically
organize the information to
support central ideas, concepts,
or themes
e. Summarize, paraphrase, and
directly quote from sources,
including the Internet, to support
the thesis of the paper and/or
presentation; accurately cite every
source to avoid
compromising others’ intellectual
property (i.e., plagiarism)
f. Compose a research paper that
maintains an appropriate balance
between researched information
and original ideas, anticipates
counterarguments, blends
style, and
structure
B.5:
-I can write using
proper grammar,
spelling, and
punctuation
B.6:
-I can write using
proper grammar,
spelling, and
punctuation
C:
-I can find,
evaluate, and
synthesize
information to
form and express
an opinion
49
quotations into its body gracefully,
and includes title page, outline,
first and final drafts, and workscited page, adhering to MLA or
other stylebook guidelines
D. Listening, Viewing, and
Speaking
D. Listening, Viewing and
Speaking
2. Application
a. Use elements of speech
forms—introduction, transitions,
body, and conclusion—including
the use of facts, literary
quotations, anecdotes, and/or
references to authoritative
sources
b. Use effective delivery skills
(e.g., appropriate volume,
inflection, articulation, gestures,
eye contact, posture, facial
expression)
c. Give impromptu and planned
presentations (e.g., debates,
formal meetings) that stay on topic
and/or adhere to prepared notes
d. Write and deliver informational
speeches that present a clear,
distinctive perspective on the
subject and support the controlling
idea with well-chosen and well-
50
organized facts and
details from a variety of sources
e. Write and deliver persuasive
speeches that use logical,
emotional, and ethical appeals;
establish and develop a logical
and structured argument;
anticipate audience concerns and
counterarguments; and include
relevant evidence from a variety of
sources
Core Standards-Writing
Research to Build and Present
Knowledge


W.11-12.7. 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.
W.11-12.8. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
51

o
o
searches 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.
W.11-12.9. Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
Apply grades 11–12 Reading
standards to literature (e.g.,
“Demonstrate knowledge of
eighteenth-, nineteenth- and earlytwentieth-century foundational
works of American literature,
including how two or more texts
from the same period treat similar
themes or topics”).
Apply grades 11–12 Reading
standards to literary nonfiction
(e.g., “Delineate and evaluate the
reasoning in seminal U.S. texts,
including the application of
constitutional principles and use of
legal reasoning [e.g., in U.S.
52
Supreme Court Case majority
opinions and dissents] and the
premises, purposes, and
arguments in works of public
advocacy [e.g., The Federalist,
presidential addresses]”).
53