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May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 1 of 15
Course: 12th Grade Academic English Language Arts Unit 1: Perception is Everything Unit Big Ideas/Understandings Your view of the world affects what you say, do, and think.
Literary theories help us to interpret the world.
Unit Essential Questions How do writers and artists organize and/or construct text to convey meaning?
What does it mean to be a stranger in the village?
Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concepts
Perspective and the Individual
Stranger in the village
Academic Vocabulary
Reader response criticism
Cultural criticism
Imperialism
Literary Terms/Devices
Perception
Aphorism
Scenario
Mi se scene
Literary theory
Free verse
Fixed form
Style
Diction
Tone
Imagery
Detail
Sensory detail
Symbol
Symbolic representation
Vignette
Parody
Rhetorical strategies Cinematic Techniques
Shots and framing
Camera angles
Lighting Grammar/Usage/Mechanics
Punctuation
Syntax
Adjective clauses
Gerunds/Gerund phrases
Participle/Participle phrases
Students will be able to: 1. Create a photo essay
integrating format and design conventions
2. Create a thesis statement that
identifies a perspective or position on an issue
3. Analyze both print and non-print
texts 4. Compose a reflective essay that
identifies the style of a published author
5. Compose a reflective essay incorporating organizational structure
6. Develop a text that incorporates
the thematic concept of “Stranger in the Village”
1. 1.5.12.B. Integrate multiple sources of
information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
2. 1.4.12.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
3. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
4. 1.4.12.F. Write with an awareness of the stylistic aspects of composition
5. 1.4.12.D. Organize complex ideas,
concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension
6. 1.4.12.H. Write with a sharp distinct focus identifying topic, task, and audience
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Creating a Photo Essay
Create and present a photo essay that reveals perspective about an issue or topic of importance
Embedded Assessment #2 Writing a Reflective Essay
Write a reflective essay that illustrates an event in which you or someone you know felt like a “stranger in a village” or was perceived as “strange” by some group
Writing Workshop #1 The Writing Process
Plan, develop, refine, revise, edit, and publish a piece of writing
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit #1 Assessment
Multiple choice test
SpringBoard Senior
English Text
Portfolio
Vocabulary Notebook
Vocabulary Word Wall
Writing Workshop #1 The Writing Process
Film o Edward Scissorhands
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 2 of 15
Course: 12th Grade Academic English Language Arts Unit 1: Perception is Everything Unit Big Ideas/Understandings Your view of the world affects what you say, do, and think.
Literary theories help us to interpret the world.
Unit Essential Questions How do writers and artists organize and/or construct text to convey meaning?
What does it mean to be a stranger in the village?
Content/Topics Skills/Competencies Standards Assessments Resources Writing
Argumentative o thesis
Reflective Essay o organizational structure o style
Writing Style
Writing Process (Writing Workshop 1)
Photo Essay o format o design
7. Draft a reflective text 8. Incorporate stylistically
appropriate choices in a reflective essay
9. Revise and refine writing
10. Edit a reflective essay to present technically sound texts
11. Examine the concept of
perception in literary texts
12. Create aphorisms about perception
13. Compare and contrast critical
perspectives and individual perspectives
14. Analyze a literary text from
different perspectives 15. Apply the basic principles of
Reader Response Critical Theory when analyzing texts
16. Identify style and craft of published authors
7. 1.4.12.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
8. 1.4.12.F. Write with an awareness of the stylistic aspects of composition
9. 1.4.12.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
10. 1.4.12.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
11. 1.2.12.D (Informational Text); 1.3.12.D. (Reading Literature). Evaluate how an author’s point of view or purpose shapes the content and style of a text
12. 1.4.12.H. Write with a sharp distinct focus identifying topic, task, and audience.
13. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently
14. 1.3.12.G. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text
15. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
16. 1.2.12.D. Evaluate how an author’s point of view or purpose shapes the
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 3 of 15
Course: 12th Grade Academic English Language Arts Unit 1: Perception is Everything Unit Big Ideas/Understandings Your view of the world affects what you say, do, and think.
Literary theories help us to interpret the world.
Unit Essential Questions How do writers and artists organize and/or construct text to convey meaning?
What does it mean to be a stranger in the village?
Content/Topics Skills/Competencies Standards Assessments Resources 17. Identify imagery, detail, and
diction in poetry 18. Identify diction and imagery in a
literary passage 19. Create a vignette that
incorporates a symbolic visual 20. Identify cinematic techniques in
a text 21. Examine perspective and
images in print advertisements 22. Identify the tone of an essay 23. Construct a mock photo essay
that presents a thesis through visuals
content and style of a text 1.3.12.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text
17. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
18. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
19. 1.5.12.B; Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data 1.4.12.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, 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 characters
20. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
21. 1.5.12.C. Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone.
22. 1.3.12.F. Evaluate how words and phrases shape meaning and tone in texts
23. 1.5.12.E. Make strategic use of digital media in presentations to add interest and enhance understanding of
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 4 of 15
Course: 12th Grade Academic English Language Arts Unit 1: Perception is Everything Unit Big Ideas/Understandings Your view of the world affects what you say, do, and think.
Literary theories help us to interpret the world.
Unit Essential Questions How do writers and artists organize and/or construct text to convey meaning?
What does it mean to be a stranger in the village?
Content/Topics Skills/Competencies Standards Assessments Resources 24. Apply the theory of Cultural
Criticism when analyzing text 25. Define the concept of
imperialism 26. Critique a reflective essay for
content, style and craft
findings, reasoning, and evidence 24. 1.2.12.L. Read and comprehend
literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
25. 1.3.12.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.
26. 1.4.12.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
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 5 of 15
Course: 12th Grade Academic English Language Arts Unit 2: The Collective Perspective Unit Big Ideas/Understandings Viewing the world through a critical lens influences perspective.
When we are aware of the influences that others can have on our perspectives we are able to make more informed decisions.
Unit Essential Questions: How does applying a critical perspective affect one’s understanding of text?
How does a new understanding of a text gained through interpretation help or hinder your enjoyment of it?
Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concept
Critical Perspective Academic Vocabulary
Archetypal criticism
Marxist criticism
Feminist criticism Literary Terms/Devices
Motif
Myth
Characterization
Satire
Subtext
Tone
Allusion
Montage
Plot
Dialogue
Internal monologue
Subtext
Theme
Cinematic Techniques
Shots
Framing
Camera angles
Camera movements
Grammar/Usage/Mechanics
Commas
Coordinating conjunctions
Conjunctive adverbs
Semi-colon
Colon
Compound sentences
Complex sentence
Parallel nouns
Students will be able to: 1. Create a script that conveys a
critical perspective 2. Use elements of plot,
characterization, dialogue and subtext in script writing
3. Identify key themes and
components of archetypal criticism found in literature
4. Identify key themes and
components of Marxist criticism found in literature
5. Identify key themes and
components of Feminist criticism found in literature
6. Formulate a written analysis of
text using a critical perspective
1. 1.4.12.O. Use narrative techniques
such as dialogue, description, reflection, multiple plot lines, 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 characters
2. 1.4.12.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, 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 characters
3. 1.3.12.C. 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
4. 1.3.12.C. 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
5. 1.3.12.C. 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
6. 1.4.12.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
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Write a script from a critical perspective
Write a script that transforms a scene from Pygmalion, so that it reflects a critical perspective
Write a reflection analyzing and evaluating the process and product
Embedded Assessment #2
Write an analytical essay while applying a feminist critical perspective
Write an analytical essay applying a Feminist Critical Perspective to a short story
Summarize the text Writing Workshop #9 Response to Literary and Expository Text
Write a multi-paragraph response-to-literature essay that: o presents effective
introductory and concluding paragraphs
o analyzes literature o advances a clear thesis o provides evidence from
the text using embedded quotes
o analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices
o includes relevant information and valid inferences
SpringBoard Senior English Text
Portfolio
Vocabulary Notebook
Vocabulary Word Wall
Writing Workshop #9 Response to Literary and Expository Text
Films
The Manchurian Candidate
Nine to Five
The Legend of Baggar Vance
My Fair Lady
Rear Window Songs
“Talkin’ Bout Revolution”
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 6 of 15
Course: 12th Grade Academic English Language Arts Unit 2: The Collective Perspective Unit Big Ideas/Understandings Viewing the world through a critical lens influences perspective.
When we are aware of the influences that others can have on our perspectives we are able to make more informed decisions.
Unit Essential Questions: How does applying a critical perspective affect one’s understanding of text?
How does a new understanding of a text gained through interpretation help or hinder your enjoyment of it?
Content/Topics Skills/Competencies Standards Assessments Resources Writing
Script Writing
Analytical Writing o feminist critical essay
Writing Process
Response to Literature (Writing Workshop #9)
7. Identify how a Marxist
perspective affects the understanding of a text
8. Create an analytical essay utilizing the stages of the writing process
9. Incorporate appropriate
grammar, conventions, and organization in writing
10. Explain common themes and
connections across cultures 11. Recognize characters based on
dialogue, actions, and internal monologue
12. Plan and present an oral interpretation of dialogue
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.
7. 1.3.12.D. Evaluate how an author’s point of view or purpose shapes the
8. 1.4.12.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
9 1.4.12.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
10. 1.3.12.C. 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. 1.5.12.A. Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
11. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
12. 1.5.12.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
o identifies and analyzes the ambiguities, nuances, and complexities in a text
o anticipates and responds to contradictory information or readers’ questions
o uses an organizing structure appropriate to purpose, audience, and context
o uses a variety of rhetorical devices
o uses transitions between paragraphs
o uses a variety of sentence structures
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit #2 Assessment
Multiple choice exam
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 7 of 15
Course: 12th Grade Academic English Language Arts Unit 2: The Collective Perspective Unit Big Ideas/Understandings Viewing the world through a critical lens influences perspective.
When we are aware of the influences that others can have on our perspectives we are able to make more informed decisions.
Unit Essential Questions: How does applying a critical perspective affect one’s understanding of text?
How does a new understanding of a text gained through interpretation help or hinder your enjoyment of it?
Content/Topics Skills/Competencies Standards Assessments Resources 13. Generate an original dialogue 14. Identify tone in two plays 15. Identify cinematic techniques in
film 16. Create a feminist critical essay
13. 1.4.12.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, 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 characters
14. 1.3.12.F. Evaluate how words and phrases shape meaning and tone in texts
15. 1.4.12.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
16. 1.4.12.G. Write arguments to support claims in an analysis of substantive topics
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 8 of 15
Course: 12th Grade Academic English Language Arts Unit 3: Evolving Perspectives Unit Big Ideas/Understandings Analyzing text from a critical perspective influences the reader’s perspective.
An author’s perspective can be determined through critical analysis by the reader.
Unit Essential Questions: How can a dramatic performance reflect a critical perspective?
What role does literature play in the examination of recurring social issues?
Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concepts
Perspective
Tragedy
Academic Vocabulary
Reader response criticism
Historical criticism
Marxist criticism
Feminist criticism
Tragedy: Othello
Drama
Literary Terms/Devices
Dramatic irony
Verbal irony
Situational irony
Asides
Soliloquies
Blocking
Tragic hero
Antagonist/adversary
the Flashpoint
the Foil
the Flourishing
Dramatic speech
Characterization
Cinematic Techniques
Shots and framing
Camera angles
Lighting
Grammar/Usage/Mechanics
Adjective clauses
Complex sentence
Dash usage
Infinitive phrases
Free modifiers
Resumptive modifiers
Summative modifiers
Transitions
Students will be able to: 1. Incorporate a critical perspective into
analysis writing 2. Develop a clearly defined thesis 3. Compose an essay with relevant
supporting details 4. Organize ideas for smooth transitions
1. 1.4.12.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
2. 1.4.12.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
3. 1.4.12.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 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
4. 1.4.12.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 create cohesion, and
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1
Writing an Analysis
Compose an argumentative essay in response with critical perspective
Embedded Assessment #2 Staging an Interpretation
Interpret a scene from Othello using a critical perspective
Plan, rehearse, and perform a scene from Othello
Writing Workshop #6 Expository Writing
Create three separate essays through the writing process o co-constructed as a class o peer constructed o independently written
Communicate ideas and information to specific audiences for specific purposes
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
SpringBoard Senior English Text
Portfolio
Vocabulary Notebook
Vocabulary Word Wall
Writing Workshop #6 Expository Writing
Films 2 of the following interpretations of Othello
o Othello (1965) Burge o Othello (2007) Milam o Othello (1981) Miller o Othello (1995) Parker o Othello (2002) Sax o Othello (1989) Suzman o Othello (opera) Zeffirelli o Othello (1952) Wells
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 9 of 15
Course: 12th Grade Academic English Language Arts Unit 3: Evolving Perspectives Unit Big Ideas/Understandings Analyzing text from a critical perspective influences the reader’s perspective.
An author’s perspective can be determined through critical analysis by the reader.
Unit Essential Questions: How can a dramatic performance reflect a critical perspective?
What role does literature play in the examination of recurring social issues?
Content/Topics Skills/Competencies Standards Assessments Resources Writing
Analysis Essay
Expository Writing (Writing Workshop 6)
Drama Notebook
Argumentative Writing
Reflective Writing
Writing Process
5. Recognize Historical criticism as a
means of understanding Othello 6. Identify how historical contexts have
influenced plays 7. Apply Reader Response Criticism
when interpreting texts 8. Apply a Marxist critical perspective to
a text 9. Apply the Feminist critical perspective
to a dramatic text
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.
5. 1.3.12.C. 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.
6. 1.3.12.C. 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.
7. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently.
8. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
9. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.12.K. Read and comprehend
End of Unit #3 Assessment
Multiple choice exam
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 10 of 15
Course: 12th Grade Academic English Language Arts Unit 3: Evolving Perspectives Unit Big Ideas/Understandings Analyzing text from a critical perspective influences the reader’s perspective.
An author’s perspective can be determined through critical analysis by the reader.
Unit Essential Questions: How can a dramatic performance reflect a critical perspective?
What role does literature play in the examination of recurring social issues?
Content/Topics Skills/Competencies Standards Assessments Resources
10. Plan, rehearse, and present a dramatic scene
11. Recognize methods of
characterization 12. Identify speech and its function in a
play
13. Create an actor’s, director’s, or
dramaturge’s notebook and perform the duties of these roles
14. Identify a character’s motives in various interpretations of a scene
15. Analyze blocking and interpretation of
scenes 16. Create an expository essay
literary fiction on grade level, reading independently and proficiently
10. 1.4.12.M. Write narratives to develop real or imagined experiences or events 1.5.12.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
11. 12. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
12. 1.5.11.C. Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone
13. 1.4.12.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
14. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
15. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently
16. 1.4.12.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 11 of 15
Course: 12th Grade Academic English Language Arts Unit 4: Evolving Perspectives Unit Big Ideas/Understandings Viewing the world through multiple perspectives expands our understanding of others.
Unit Essential Questions How can an examination of texts through multiple perspectives affect
understanding?
How do media production elements shape a message? Content/Topics Skills/Competencies Standards Assessments Resources
Students will know: Concept
Perspective
Academic Vocabulary
Archetypal criticism
Cultural criticism
Feminist criticism
Historic criticism
Marxist criticism
Reader response criticism Literary Terms/Devices
Structure
Style
Plot
Theme
Interior monologue
Sensory images
Mood
Flashback
Media production
Narration
Point of view Grammar/Usage/Mechanics
Hyphens
Compound sentence Cinematic/Media Techniques
Shots and framing
Camera angles
Lighting
Students will be able to: 1. Apply Historical and Cultural
perspectives to the reading and writing of a text
2. Compare texts through Feminist
and Marxist perspectives 3. Apply Archetypal and Cultural
critical perspectives to the reading and writing of a text
4. Assess the effectiveness of
summaries to provide necessary background knowledge for an audience who has not read a text
5. Recognize the format of a graphic
novel
1. 1.3.12.K. Read and comprehend
literary fiction on grade level, reading independently and proficiently. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently
2. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently
3. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently
4. 1.2.12.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. 1.2.12.C. Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text
5. 1.4.12.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, 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 characters
Methods for students to demonstrate their levels of proficiency: Embedded Assessment Presenting a Literary Work Through Multiple Critical Perspectives
Present an analysis of a novel or play to an audience of peers
Write an analysis of the literary work from multiple critical perspectives
Summarize text in the format of a graphic novel
Writing Workshop #8 Argumentative Writing
Write argumentative essays for appropriate audiences that include: o a clear thesis or
position based on logical reasons with various forms of support
o accurate and honest representation of divergent views
o an organizing structure appropriate to the purpose, audience, and context
o information on the complete range of relevant perspectives
o demonstrated consideration of the validity and reliability of all primary sources and secondary sources used
o language attentively crafted to move a
SpringBoard Senior English Text
Portfolio
Vocabulary Notebook
Vocabulary Word Wall
Writing Workshop #8 Argumentative Writing
Song “The Immigrant Song” by Led Zepplin
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 12 of 15
Course: 12th Grade Academic English Language Arts Unit 4: Evolving Perspectives Unit Big Ideas/Understandings Viewing the world through multiple perspectives expands our understanding of others.
Unit Essential Questions How can an examination of texts through multiple perspectives affect
understanding?
How do media production elements shape a message? Content/Topics Skills/Competencies Standards Assessments Resources
Writing
Writing process o drafting o self-editing o peer editing o organization
Graphic novel writing
Analytical writing
Summarization
Argumentative writing (Writing Workshop 8)
6. Identify multiple themes within text 7. Organize ideas into focused and
coherent drafts of a literary text 8. Identify media techniques used by
authors/illustrators 9. Create focused, coherent drafts of
persuasive text 10. Write a well-developed analytical
essay 11. Summarize literature
6. 1.3.12.C. 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
7. 1.4.12.D. Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension
8. 1.3.12.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
9. 1.4.12.G. Write arguments to support claims in an analysis of substantive topics
10. 1.4.12.G. Write arguments to support claims in an analysis of substantive topics
11. 1.3.12.A. 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
disinterested or opposed audience using specific rhetorical devices to back up assertions
o an awareness and anticipation of audience responses that is reflected in different levels of formality, style, and tone
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit #4 Assessment
Multiple choice test
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 13 of 15
Course: 12th Grade Academic English Language Arts Unit 5: Creating Perspectives Unit Big Ideas/Understandings Everyone can be accused of bias.
Media bias affects our view of the world.
Unit Essential Questions How do media sources impact our understanding of the truth and significance of
an issue?
How can media texts be constructed to support an agenda or interpretation? Content/Topics Skills/Competencies Standards Assessments Resources
Students will know: Concept
Perspective
Academic Vocabulary
Media channel
Media text
Bias
Archetypal criticism
Cultural criticism
Feminist criticism
Historic criticism
Marxist criticism
Reader response criticism
Literary Terms/Devices
Stereotype
Rhetorical slanters
Rhetoric
Synthesize
Credibility
Biased language
Tone
Grammar/Usage/Mechanics
Sentence length
Rhetorical question
Appositive
Direct quote
Indirect quote
Introductory adverbial phrase
Participial phrase
Fragments
Students will be able to: 1. Apply a critical lens to the
meaning and significance of a real world “event”
2. Define an interpretive thesis 3. Evaluate textual passages for
use as evidence in support of an interpretive claim
4. Identify sources that support an interpretive claim
5. Compare and contrast
explanations for media bias 6. Analyze a news media for bias 7. Identify bias in an author’s
rhetoric 8. Apply organization to enhance
the persuasiveness of an argument
1. 1.2.12.C. Analyze the interaction and
development of a complex set of ideas, sequence of events, or specific individuals over the course of the text
2. 1.4.12.G. Write arguments to support claims in an analysis of substantive topics
3. 1.4.12.G. Write arguments to support claims in an analysis of substantive topics
4. 1.4.12.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
5. 1.5.12.C. Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone
6. 1.5.12.C. Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone
7. 1.2.12.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text
8. 1.4.12.J. Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Examining How an Issue Is Presented in Media Texts
Write an argumentative essay asserting a particular critical interpretation of an “event” using evidence from at least five texts
Conduct research to gain multiple perspectives on a topic
Evaluate both secondary and primary sources for validity, reliability, and relevance to a topic
Embedded Assessment #2 Creating a Media Text
Create a documentary text in a chosen media channel
Transform gathered information into an argument concerning a topic or issue
Writing Workshop #10 Research
Create and follow a research plan for a major research question on a multifaceted topic
Gather reliable evidence from expert and authoritative sources
Gather graphics to represent information
Cite sources
Use evidence to support conclusions and reasoning
Systematically organize
SpringBoard Senior English Text
Portfolio
Vocabulary Notebook
Vocabulary Word Wall
Writing Workshop #10 Research
Films o Edward Scissorhands o Shut Up and Sing
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 14 of 15
Course: 12th Grade Academic English Language Arts Unit 5: Creating Perspectives Unit Big Ideas/Understandings Everyone can be accused of bias.
Media bias affects our view of the world.
Unit Essential Questions How do media sources impact our understanding of the truth and significance of
an issue?
How can media texts be constructed to support an agenda or interpretation? Content/Topics Skills/Competencies Standards Assessments Resources
Writing
Organizational structure
Interpretive claim o thesis/guiding question
Research (Writing Workshop #10) o annotated bibliography o primary source o secondary source
Persuasive/Argumentative
Reflect on Writing
9. Evaluate a media channel for
rhetorical effect
10. Conduct preliminary research to evaluate a potential topic choice
11. Create an annotated bibliography
evaluating the critical perspective of sources
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; provide a concluding statement or section that follows from and supports the argument presented
9. 1.5.12.B. Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
10. 1.4.12.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 broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation 1.4.12.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
11. 1.4.12.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
relevant and accurate information to support central ideas, concepts, and themes
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit 5 Assessment
Multiple choice test
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC Page 15 of 15
Course: 12th Grade Academic English Language Arts Unit 5: Creating Perspectives Unit Big Ideas/Understandings Everyone can be accused of bias.
Media bias affects our view of the world.
Unit Essential Questions How do media sources impact our understanding of the truth and significance of
an issue?
How can media texts be constructed to support an agenda or interpretation? Content/Topics Skills/Competencies Standards Assessments Resources
12. Evaluate how music and visual
rhetoric contribute to tone in a media text
13. Revise a guiding question into a
thesis 14. Incorporate primary and
secondary sources into writing 15. Compose argumentative essays 16. Produce research papers
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
12. 1.5.11.C. Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone
13. 1.4.12.G. Write arguments to support claims in an analysis of substantive topics
14. 1.2.12.G. Write arguments to support claims in an analysis of substantive topics
15. 16. 1.4.12.G. Write arguments to support claims in an analysis of substantive topics
16. 1.4.12.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 broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation