2015 - 2016

English 4Students in this 12th grade English course develop an understanding of the skills necessary for success at the next level of their education. To this end, students complete an MLA-formatted research paper, write critical essays, and craft creative narratives. Students read both original and adapted pieces of British literature, and additional emphasis is placed on British literature’s role on world literature, literary terms, and SAT-level vocabulary. Assessments consist of quizzes, tests, and projects.

Course Information:

Frequency & Duration: Daily for 42 minutesText: Beers, Kylene, Dr., and Lee Odell, Dr. Elements of Literature, Sixth Course. New York: Holt, Rinehart

and Winston, 2007. Print. Chaucer, Geoffrey. The Canterbury Tales. New York: Penguin Books, 2003. Print. Golding, William. Lord of the Flies. New York: Penguin Putnam, 1954. Print. McDonald, John, and William Shakespeare. Macbeth: The Graphic Novel: Plain Text Version.

Litchborough: Classical Comics, 2008. Print.

English 4 v. 2015 - 2016

Duration: September/ October (6 weeks)

Writing/ Speaking and Listening Fiction/Non-Fiction

Content

Informative and Explanatory Essays and Complex Ideas, Concepts, and Information

English Grammar and Usage and Capitalization, Punctuation, and Spelling

Range of collaborative discussions, grade-level topics, texts, and issues, other’s ideas, and own ideas.

Central Idea/Theme, Multiple Central Ideas, and Objective Summary

Point of View in Non-fiction, Purpose, and Content and Style

Essential Question:

How does productive oral communication rely on speaking and listening?

How does interaction with text provoke thinking and response?

Skill:

Compose informative/ explanatory essays and examine and convey complex ideas, concepts, and information clearly and accurately.

Understand, explain, and implement proper usage of English grammar, including capitalization, punctuation, and spelling, into personal writing abilities.

Identify, view and analyze, and discuss strategies and techniques for conducting a range of collaborative discussions.

Determine two or more ideas in non-fiction, provide an objective summary of non-fiction text, and analyze and explain development of central idea/themes with detail

Determine, analyze, and explain the relationship between content and author point of view and purpose.

Assessment:

Based on grade-level appropriate texts, students will be able to compose informative/explanatory essays, conveying accurately and clearly complex ideas, concepts, and information.

Students will state, practice, and write proper usage of English grammar, including capitalization, punctuation, and spelling.

Students will name strategies and techniques for conducting a range of collaborative discussions, critique a variety of discussions on grade-level topics, texts, and issues, understanding how ideas

Students will write an objective summary of non-fiction and identify, analyze, and explain the emergence of central idea with specific detail.

Students will identify, explain, and evaluate how content and point of view influence author purpose in non-fiction.

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English 4 v. 2015 - 2016are built upon clearly and persuasively, and conduct a collaborative discussion on a grade-level topic, text, or issue.

Resources:

A Pocket Style Manual Guide Tuesdays with Morrie (Memoir)NightlineTuesdays with Morrie (Film)Lou Gehrig Yankee Stadium SpeechNon-Fiction ALS/ Brain Trauma Article

Standards:

CC.1.4.11–12.A- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.CC.1.4.11–12.F- Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.5.11–12.A- Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CC.1.2.11–12.A- Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.CC.1.2.11–12.D- Evaluate how an author’s point of view or purpose shapes the content and style of a text.

Comments:

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English 4 v. 2015 - 2016

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English 4 v. 2015 - 2016Duration: October/ November (6

weeks) Writing/ Speaking and Listening Fiction/Non-Fiction

Content

Short and Sustained Research Projects, Self-Generated Question, and Multiple Sources.

Relevant Information, Multiple Authoritative Print and Digital Sources, Advanced Searches, Strengths and Limitations, Task, Purpose, and Audience, Information, Flow of Ideas, Plagiarism, Overreliance on One Source, and Standard Format for Citation.

Claims, Alternate or Opposing Claims, Counterclaims, Evidence, Strengths and Limitations, Knowledge Level, Concerns, Values, and Possible Biases.

Organization, claims, counterclaims, reasons, and evidence, words, phrases, and clauses, syntax, cohesion, relationships, concluding statement, and argument.

Multiple Sources of Information, Visual Media, and Quantitative Formats

Literary Non-fiction and Informational Text

Essential Question:

How do we use information gained through research to expand knowledge?

How can our knowledge and use of the research process promote lifelong learning?

Skill: Understand and harness the process for completing short and sustained research projects, how to be narrow or broad in related inquiry, and strategies for synthesizing information from multiple sources in conducting research project.

Gather relevant information from a variety of sources, utilize advanced searches effectively, assess the strengths and limitations of each source, integrate information into the text, maintain the flow of ideas, avoid plagiarism, avoid overreliance on any one source, and follow a standard format for citation.

Understand, analyze, and create claims, alternate or opposing claims, and counterclaims, including their similarities, differences, and fairness, while accounting for knowledge level, concerns, values,

Examine multiple sources of non-fiction media or formats, determine effectiveness of visual media or quantitative format in addressing a question or solving a problem, and evaluate quality, function, and impact of non-fiction media source.

Independently and proficiently read and interpret literary non-fiction and informational text on grade level.

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English 4 v. 2015 - 2016and possible biases.

Identify effective organizational techniques, create organization that logically sequences claim, counterclaims, reasons and evidence, establish cohesion and clarify the relationship between claims and reasons, between reasons and evidence, and between claims and counterclaims, and provide a concluding statement or section that follows from and supports the argument presented.

Assessment:

Students will demonstrate understanding of the process for completing short and sustained research projects, how to be narrow or broad in related inquiry, and strategies for synthesizing information from multiple sources to answer a self-generated question.

Students will recognize techniques to distinguish between credible and flawed sources to complete a research project that utilizes valid, reliable, and credible sources, avoids plagiarism and overreliance on any one source, and creates a proper works cited page and appropriate in-text citations.

Students will examine, compare and contrast, and compose claims, alternate or opposing claims, and counterclaims for knowledge level, concerns, values, and possible biases.

Students will analyze effectively organized outlines and essays, write an effectively organized essay that logically sequences claim(s), counterclaims, reasons, and evidence, offer organization within their essays that link the major sections of the text to create cohesion and clarify the relationships between claim(s) and counterclaims, and write effective conclusions.

Students will incorporate non-fiction visual media of quantitative format into properly constructed argument and categorize relationship between media or quantitative format and its source in addressing a question or solving a problem. (i.e. biased or unbiased).

Students will summarize and demonstrate proficiency in comprehending and interpreting literary non-fiction and informational text on grade level.

Resources: A Pocket Style Manual Guide Self-Identified Non-Fiction Resources for Research Project

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English 4 v. 2015 - 2016

Standards:

CC.1.4.11–12.I- Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.CC.1.4.11–12.J- Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; use words,phrases, and clauses as well as varied syntax to link the major sections of the text to create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.CC.1.4.11–12.V- Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broad in the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CC.1.4.11–12.W- Gather relevant information from multiple authoritative print and digital sources, using advanced searches 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.

CC.1.2.11–12.G- Integrate and evaluate multiple sources of information presented in different media or formats (e.g. ,visually, quantitatively) as well as in words in order to address a question or solve a problem.CC.1.2.11–12.L- Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

Comments:

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English 4 v. 2015 - 2016Duration: December/ January (6

weeks)Writing/ Speaking and Listening Fiction/Non-Fiction

Content

Awareness, Stylistic Aspects of Composition, Precise Language, Domain Specific Vocabulary, Techniques such as Metaphor, Simile and Analogy, Complexity of the Topic, Formal Style and Objective Tone, and Norms of the Discipline

English Grammar and Usage and Capitalization, Punctuation, and Spelling

Narratives, Real or Imagined Experiences, and Real or Imagined Events

Progression of Experiences or Events, Variety of Techniques, Events, Coherent Whole, Particular Tone and Outcome, Conclusion, and Narrative

Evidence, Literary or Informational Texts, Analysis, Reflection, Research grade-level Reading Standards, Literature and Literary nonfiction

Information, findings and supporting evidence, clear and distinct perspective, organization, development, substance and style, and purpose, audience, and task

Central Idea/Theme, Multiple Central Ideas, Objective Summary, and Interaction of Ideas or Themes

Inferences, Conclusions, and Explicit Ideas, Textual Evidence, and Author’s Assumptions and Beliefs

Foundational Works of Literature from Variety of Genres, Major Periods of Literature, and Similar Themes and Topics

Essential Question:

What role does writing play in our lives? How does interaction with text provoke thinking and response?

Skill: Define, analyze, explain, and create precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to create a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Understand, explain, and implement proper usage of English grammar, including capitalization, punctuation, and spelling, into personal writing abilities.

Identify, explain, and craft the proper elements of narrative in both the fictional and non-fictional contexts.

Determine two or more ideas in fiction, provide an objective summary of fictional text, and analyze development and explain interaction of central idea/themes with detail in fiction.

Cite strong and thorough textual support for determining author inferences and conclusion, identify and analyze author assumptions and beliefs, and analyze relationship between fiction and author beliefs.

Identify objective events of, analyze themes and topics within, and explain how themes and topics interact within foundational works of literature from variety of genres and time periods.

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English 4 v. 2015 - 2016 Create a smooth progression, use a variety of

techniques to sequence events, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Identify, examine, and incorporate techniques and strategies for identifying evidence from literary or informational texts to support analysis, reflection, and research of student-created arguments.

Present information, findings, and supporting evidence, convey a clear and distinct perspective, and consider purpose, audience and task to organize, develop and substantiate the presentation.

Assessment:

Students will state, describe, and write an essay using precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to establish a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Students will state, practice, and write with proper usage of English grammar, including capitalization, punctuation, and spelling.

Students will define the proper elements of narrative, analyze how elements of narrative function in both the fictional and non-fictional contexts, and write fictional and non-fictional narratives using proper elements.

Students will analyze effectively organized narratives, recognizing appropriate techniques for sequencing events, establish a smooth progression within narrative prose, and build toward a particular tone within their narratives and offer an effective conclusion.

Recognize techniques and strategies for identifying, draw conclusions about, and write a response to evidence from literary or informational texts to support analysis, reflection,

Students will write an objective summary of fiction and identify, describe and analyze development of, and explain the emergence of central idea over a text.

Students will identify explicit ideas with textual evidence, identify implicit ideas based on author’s beliefs, and analyze how author assumptions and beliefs influence inferences and conclusions.

Students will state objective events related to plot of, explain impact of themes and topics as they occur in, and connect themes and topics of foundational works of literature across time periods.

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English 4 v. 2015 - 2016and research of student-created arguments.

Students will research, write, and deliver oral presentations conveying a clear and distinct perspective, students will consider purpose, audience, and task to develop and substantiate the presentations, and students will vary style, development, substance, and organization to meet the needs of the audience.

Resources:

A Pocket Style Manual Guide BeowulfBeowulf (Movie)Gilgamesh“Death of Hector” from IliadTroy (Movie)

Standards: CC.1.4.11–12.K- Write with an awareness of the stylistic aspects of composition.Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.CC.1.4.11–12.L- Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.11–12.M- Write narratives to develop real or imagined experiences or events.CC.1.4.11–12.P- Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.CC.1.4.11–12.S- Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading

CC.1.3.11–12.A- Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.CC.1.3.11–12.B- Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.CC.1.3.11–12.H- Demonstrate knowledge of foundational works of literaturethat reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics.

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English 4 v. 2015 - 2016standards for literature and literary nonfiction.CC.1.5.11–12.D- Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.

Comments:

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English 4 v. 2015 - 2016Duration: January/ February (6

weeks) Writing/ Speaking and Listening Fiction/Non-Fiction

Content

Arguments and Substantive Topics Reader, Problems, Situation, or Observation,

Significance, Multiple Points of View, Narrator and/ or Characters

Stylistic Aspects of Writing, Parallel Structure, Various Types of Phrases and Clauses, Specific Meanings, Variety and Interest, Precise Language, Domain Specific Vocabulary, Metaphor, Simile, and Analogy, and Complexity of the Topic

Grade appropriate command and Conventions of Standard English Grammar, Usage, Capitalization, Punctuation, and Spelling

Speech and Variety of Contexts and Tasks

Point of View in Fiction, Purpose, and Content and Style Texts, Sentences, Paragraphs, and Short and Long Term

Interrelatedness General Academic and Domain-Specific Words and Phrases

and Vocabulary Knowledge

Essential Question:

How do we develop into effective writers? How does interaction with text provoke thinking and response?

Skill: Examine, evaluate, and craft arguments that support claims in an analysis of substantive topics.

Recognize strategies and techniques for orienting a reader by setting out a problem, situation, or observation, analyze the significance of how an author orients a reader, establishes multiple points of view using problem, situation, or observation, and compose an essay that orients its reader appropriately and clearly introduces the narrator and/or characters.

State, explain, and write narratives that show the definitions and characteristics of the stylistic aspects of writing, including parallel structure, various types of phrases and clauses to convey specific meanings and add variety and interest, and precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of

Determine, analyze, and explain author point of view and purpose and how point of view and purpose shape content and style in fiction.

Identify, describe, and analyze key sentences and paragraphs relevant to a text’s overall plot, theme, and/or meaning.

Comprehend, identify, and understand general academic and domain-specific words and phrases.

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English 4 v. 2015 - 2016the topic. Demonstrate command of conventions of language.

Identify key elements of speech and how it’s modified for certain contexts and tasks, compare and contrast speeches from a variety of contexts, understanding the speaker’s task in the process as well, and evaluate a speaker’s performance in terms of the context and task.

Assessment:

Students will read, analyze, and create examples of arguments that support claims in an analysis of substantive topics.

Students will verbally recall strategies and techniques for orienting a reader by setting out a problem, situation, or observation, illustrate how an author orients a reader and establishes multiple points of view using problem, situation, or observation, and write a narrative that orients its reader appropriately and clearly introduces the narrator and/or characters.

Students will recognize, discuss, and compose narratives using the definitions and characteristics of the stylistic aspects of writing, including parallel structure, various types of phrases and clauses to convey specific meanings and add variety and interest, and precise language, domain-specific vocabulary, and techniques.

Students will understand, write to avoid, and evaluate peers’ common errors in conventions, usage, capitalization, punctuation, and spelling, identifying proper and improper use of standard English grammar.

Students will list key elements of speech and how it’s modified for certain contexts and tasks, deconstruct speeches from a variety of contexts, understand the speaker’s task in the process as well, and critique a speaker’s performance in terms of the context and task.

Students will Identify, explain, and evaluate how content and point of view influence author purpose in fiction.

Students will highlight key sentences and paragraphs important to a text’s overall plot, theme, and/or meaning and deconstruct and demonstrate understanding of how structure of a text influences individual plot components of the text and the text as a whole.

Students will state, apply, and explain the definition of domain-specific words and phrases.

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English 4 v. 2015 - 2016

Resources:A Pocket Style Manual Guide The Canterbury Tales

“Federigo’s Falcon” from Decameron“1001 Nights” from Sinbad“Day of Destiny” from Morte d’Arthur

Standards:

CC.1.4.11–12.G- Write arguments to support claims in an analysis of substantive topics.CC.1.4.11–12.N- Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters.CC.1.4.11–12.Q- Write with an awareness of the stylistic aspects of writing.Use parallel structure.Use various types of phrases and clauses to convey specific meanings and add variety and interest.Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.CC.1.4.11–12.R- Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.5.11–12.E- Adapt speech to a variety of contexts and tasks.

CC.1.3.11–12.D- Evaluate how an author’s point of view or purpose shapes the content and style of a text.CC.1.3.11–12.E- Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole.CC.1.3.11–12.J- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Comments:

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English 4 v. 2015 - 2016

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English 4 v. 2015 - 2016Duration: March/ April

(6 weeks)Writing/ Speaking and Listening Fiction/Non-Fiction

Content

Sharp, Distinct Focus, Topic, Task, and Audience, and Precise and Knowledgeable Claim

Narrative Techniques, Dialogue, Description, Reflection, Plotlines, Pacing, Experiences, Events, Characters, Precise Words and Phrases, details and Sensory Language, and Vivid Picture

Writing, Planning, Revising, Editing, Re-writing, New Approach, and Specific Purpose and Audience

Technology, Internet, Individual or Shared Writing Products, Ongoing Feedback, and New Arguments and Information

Strategic use, Digital Media, Presentations, and Interest and Understanding of Findings, Reasoning, and Evidence.

Plot Development and Story and Drama Elements Multiple Interpretations, Story, Drama, Poem, and

Shakespeare

Essential Question:

To what extent does the writing process contribute to the quality of writing?

How does interaction with text provoke thinking and response?

Skill: Understand topic, task, and audience, identify precise, knowledgeable claims, and comprehend strategies and write essays containing sharp, distinct focus with a precise, knowledgeable claim appropriate for topic, task, and audience.

Define narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing and describe and implement sensory details in writing to convey a vivid picture of experiences, events, settings, and/or characters.

List, recognize, and utilize the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting.

Use technology, produce, publish and update writing products in response to ongoing feedback, and consider new arguments and information.

Identify elements of story or drama, explain relationship between story elements and author purpose, and characterize impact of author choices in how to develop and relate a story or drama.

Identify, analyze, and evaluate objective events of story, drama, or poem in multiple mediums, reaching a conclusion about overall effectiveness.

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English 4 v. 2015 - 2016 List strategies and methods for making effective

and strategic use of digital media, analyze how the use of digital media adds interest or enhances understanding of findings, reasoning, and evidence, and design a presentation that uses digital media to add interest or enhance understanding of one’s findings, reasoning, or evidence.

Assessment:

Students will identify appropriate topic, task, and audience for various writing assignments, create thesis statements and topic sentences to craft sharp, distinct focus, and write compositions with precise, knowledgeable claims and awareness of topic, task, and audience.

Students will clarify the similarities and differences between dialogue, description, reflection, multiple plotlines, and pacing, deconstruct an author’s use of how narrative techniques impact experiences, events, and/or characters, and craft a narrative using precise words, phrases, and sensory details.

Students will state, understand, and demonstrate the steps for properly developing and strengthening writing skills, including planning, revising, editing, and rewriting.

Students will access technology to produce, publish, and update their written works and adapt writing to respond to ongoing feedback including new arguments and information.

Students will name, hypothesize about, and use techniques and tools for making effective and strategic use of digital media, hypothesize about how the use of digital media enhances understanding of findings, reasoning, and evidence.

Students will recognize elements of a story or drama and its relationship to author’s intent and describe impact resulting from author’s decisions to develop and relate story or drama.

Students will comprehend plot, character, and purpose of, compare and contrast, and judge the effectiveness of story, drama, or poem in multiple mediums.

Resources: A Pocket Style Manual Guide MacBethMacbeth (Graphic Novel)

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English 4 v. 2015 - 2016

Standards:

CC.1.4.11–12.H- Write with a sharp, distinct focus identifying topic, task, and audience.Introduce the precise, knowledgeable claim.CC.1.4.11–12.O- Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences.Events, settings, and/or charactersCC.1.4.11–12.T- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.CC.1.4.11–12.U- Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.CC.1.5.11–12.F- Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.

CC.1.3.11–12.C- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.CC.1.3.11–12.G- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Duration: April/ May (6 weeks)Writing/ Speaking and Listening Fiction/Non-Fiction

Content

Extended Time Frames, Research, Reflection, and Revision, Shorter Time Frames, Single Sitting and Range of Discipline-specific Tasks, Purposes, and Audiences

English Grammar and Usage

Vocabulary Choice, Context, Tone, and Meaning Unknown and Multiple-Meaning Words and Phrases and

Range of Strategies and Tools Literary Fiction

Essential Question:

How does productive oral communication rely on speaking and listening?

How does interaction with text provoke thinking and response?

Skill: Write routinely over extended time frames, over shorter time frames, and for a range of discipline-specific tasks, purposes, and audiences.

Understand, explain, and implement proper usage of English grammar when speaking.

Identify meaning of vocabulary and phrases from fiction and explain and assess how it alters meaning, tone, or purpose.

Identify, apply strategies to, and use unknown and multiple-meaning words and phrases based on grade-level reading and content.

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English 4 v. 2015 - 2016 Independently and proficiently read and comprehend and

interpret fictional text on grade level.

Assessment:

Students will write essays (informative, persuasive, and narrative) for a variety of discipline-specific tasks, purposes, and audiences given both short and long term deadlines.

Students will state, practice, and speak using proper usage of English grammar.

Students will recall vocabulary and phrases and distinguish and state if it is appropriate to context, tone, and author purpose (especially for unknown vocabulary).

Students will define unknown and multiple-meaning words and phrases, use strategies and tools, and incorporate into lexicon.

Students will summarize literary fiction and demonstrate proficiency in comprehending and interpreting on grade level.

Resources:A Pocket Style Manual Guide The Lord of the Flies

Castaway (Video)Lost (Video)Lord of the Flies (Video)

Standards:

CC.1.4.11–12.X- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.CC.1.5.11–12.G- Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level and content.

CC.1.3.11–12.F- Evaluate how words and phrases shape meaning and tone in texts.CC.1.3.11–12.I- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.CC.1.3.11–12.K- Read and comprehend literary fiction on grade level, reading independently and proficiently.

Comments:

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