CURRICULUM OUTLINE BY UNITPROGRAM TITLE Nueva School for the Performing Arts

GRADE LEVEL 11/12

INDUSTRY SECTOR/PATHWAY Arts, Media, and Entertainment: Performing Arts, Production and Managerial Arts

COURSE ENGLISH

BACKGROUND Nueva Teachers plan curriculum together to develop a truly interdisciplinary experience for students. The school calendar is separated into 6 week grading periods, so each grading period is designed to be thematic and cross-curricular. Nueva is an augmented program that has an embedded honors course. Honors students are class leaders and facilitators and are responsible for developing a more complex understanding of material through exposure to higher-level texts and supplemental resources. In addition, as a California Partnership Academy, Nueva has a large population of students that meet the “at risk” criteria.

Grading Periods 2 and 4 are production units (see production unit course. The final 90 minutes of the instructional day (3rd block) are dedicated to project based learning. During production, students are responsible for maintaining academics and completing self-contained, cross curricular projects to enhance curriculum. In addition, self assessment is an integral part of the process and students must reflect on their work ethic, collaboration, and transferrable skills

PROGRAM OBJECTIVES Students will: Gain a comprehensive understanding of content Understand the interconnected nature of academic topics Practice reading and writing across the content areas Develop skills in public speaking, discussion facilitation, and

debate1

CURRICULUM OUTLINE BY UNIT Develop skills in graphic arts and design Develop academic and creative writing skills Develop critical thinking skills through effective collaboration Apply theory to real-life situations both in and out of the

classroom Prepare for college and career Understand and articulate transferrable skills Critically reflect on process

INSTRUCTIONAL METHODS/STRATEGIES

Critical reading of print and visual mediaSmall Group InstructionSocratic SeminarStudent-centered project-based learningMultimedia Integration “Flipped Classroom” techniquesLecture and DemonstrationsFormal and Informal WritingOnline Forum DiscussionsPerformance (Analysis and Writing) TasksSource AnalysisVisual Aids – modelsSelf reflectionResearch through Google DocsOn-going opportunities for writing, critical thinking, and literacy tasks throughout each project.

EMBEDDED HONORS DIFFERENTIATION

Additional honors experiences may involve, but not be limited to:Related research projectPresenting at an out-of-class activity related to contentDeveloping a teaching tool related contentFacilitating Class and Online discussionsDifferential assignments, learning experiences and source analysisInteraction with other students pursuing the HE option.Delving more deeply into the methodology, structure, and/or

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CURRICULUM OUTLINE BY UNITtheory; addressing more sophisticated questions; and satisfyingmore rigorous standards than are generally expected.

Assessment Methods and/or Tools Rubrics are developed to assess all interdisciplinary projects. Different aspects of the same project are graded for credit in different classes. For example, students are required to complete a research based multimedia project with a focus on a Traditional or Primal Culture. Writing and Works Cited applied to ENGLISH, Content applied to SOCIAL STUDIES, and Graphics applied to ARTS.

Other embedded assessment techniques are both formative and summative. Performance tasks are a regular experience for Nueva students. In addition, students reflect on their work throughout the processes, self-assess and assess each other through critiques and team collaboration grading, and tests and quizzes are given for assessment purposes and to help students gain confidence in test taking.

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CURRICULUM OUTLINE BY UNIT

UNIT 1“A” SCHOOL YEAR

Allegory, Archetypes, and the AlchemistCreative Writing

INSTRUCTIONAL MATERIALS / TEXTBOOKS

Selected novel: The AlchemistHONORS: Primary Source Supplemental: Carl Jung, Archetypes and the Collective UnconsciousAdditional articles, web resources, teacher websites, and videos relevant to lecture material on Allegory, Jungian Psychology, Archetypes and Elements of Fiction.

PROJECTS, HOMEWORK, ASSESSMENTS AND ASSIGNMENTS

Poetry Portfolio Project including Layers of Self (Published)Script Writing for Nueva’s Fall ProductionFlash Fiction Project including pre-writing worksheet, archetype work, and post-writing self assessment/critiqueAlchemist analysis basedAlchemist final project (creative)Intro to Creative Writing: What is imagery?  BarakaDeveloping a word palette for Layers of SelfUsing metaphorical language and Free verse poetryLecture Material:  Jungian Psychology, Allegory and ArchetypesThe Alchemist:  Research Historical and Geographical AllusionsAlchemist Discussions (Honors facilitated)Analyze Myth of Narcissus  (Close Read)Elements of Creative Writing and Fiction Analysis alignment with AlchemistNon Fiction Supplemental: Carl Jung Archetypes and the Collective Unconscious (Honors)Flash Fiction/ Creative Writing workshops (writing stories for the stage)  including daily writing activitiesIn-class timed analytical essay for the Alchemist

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CURRICULUM OUTLINE BY UNIT

Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.

Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama (e.g., where a story is set, how the action isordered, how the characters/archetypes are introduced and developed).

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact

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CURRICULUM OUTLINE BY UNITof specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful.

Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.

Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

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.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on

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CURRICULUM OUTLINE BY UNITothers’ ideas and expressing their ownclearly and persuasively

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately general academic and domain-specific words andphrases, 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.

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 tasks, purposes, and audiences.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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CURRICULUM OUTLINE BY UNITUNIT 2:“A” SCHOOL YEAR

COMPARATIVE RELIGIONSCULTURAL ANTHROPOLOGY

INSTRUCTIONAL MATERIALS / TEXTBOOKS

Selected novel: Siddhartha, The ProphetHONORS: Primary Source Supplemental: Huston Smith, The Worlds Religions (select Chapters), and Philip Novak, The World’s WisdomAvatar (Film and Film Analysis)Additional articles, web resources, teacher websites, and videos relevant to Lecture Material.OWL Purdue Writing Lab (Research strategies)

PROJECTS, HOMEWORK, ASSESSMENTS AND ASSIGNMENTS

Siddhartha Reading Guide: Respond to analytical questions using evidence from the textMultimedia Research Project: Research a specific culture and design a comprehensive website with direct links to sources, and a reference page(Honors Facilitated) Weekly Socratic Seminar discussionsNotes for World Religions LectureVocabulary Study Guide: Cultural Anthropology and Comparative Religions

Common Core Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

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CURRICULUM OUTLINE BY UNITCome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama (e.g., where a story is set, how the action isordered, how the characters/archetypes are introduced and developed).

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful.

Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.

Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

Write informative/explanatory texts to examine and convey

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CURRICULUM OUTLINE BY UNITcomplex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their ownclearly and persuasively

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately general academic and domain-specific words andphrases, 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.

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 tasks, purposes, and audiences

UNIT 3: MEDIA LITERACY, 1984, AND CONTEMPORARY ISSUES10

CURRICULUM OUTLINE BY UNIT“A” SCHOOL YEAR

INSTRUCTIONAL MATERIALS / TEXTBOOKS

Selected novel: 1984HONORS: Primary Source Supplemental: George Orwell, Politics and the English LanguageAdditional articles, web resources, teacher websites, and videos relevant to Lecture Material.Center for Media Literacy Lessons including 5 Key Questions of Media Literacy, The World in 22 minutes, One and Two Way communication activityThe Persuaders (Frontline Episode)The Corportation (Documentary)

PROJECTS, HOMEWORK, ASSESSMENTS AND ASSIGNMENTS

1984 Reading Guide: Respond to analytical questions using evidence from the textBias in the Media Project: Article Annotation and News Observation NotesTelevision the Drug of a Nation: Lyric Close Read and Creative projectOn-Going Performance Tasks relating to primary source annotations on contemporary issues (Econ/Gov collaboration)Vocabulary Study Guide: Media Literacy(Honors Facilitated) Weekly Socratic Seminar Discussions on 19841984 Activities including Glossary of Terms and 1984 vs TodayIn-class Insoc simulationsLecture Notes for Media Literacy (“Flipped Classroom”, Homework)

Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Determine two or more themes or central ideas of a text and analyze their

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CURRICULUM OUTLINE BY UNITdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.

Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama (e.g., where a story is set, how the action isordered, how the characters/archetypes are introduced and developed).

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful.

Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.

Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

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CURRICULUM OUTLINE BY UNITWrite informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately general academic and domain-specific words andphrases, 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.

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 tasks, purposes, and audiences.

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.

Establish and maintain a formal style and objective tone while

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CURRICULUM OUTLINE BY UNITattending to the norms and conventions of the discipline in which they are writing.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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.

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, 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.

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

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CURRICULUM OUTLINE BY UNIT

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CURRICULUM OUTLINE BY UNIT

UNIT 4:“A” SCHOOL YEAR

CRITICAL THINKING (Fallacies of Logic), LOGICAL ARGUMENTATION, and RESEARCH BASED ARGUMENT WRITING

INSTRUCTIONAL MATERIALS / TEXTBOOKS

Lecture notes and related activities (Flipped Classroom) for Fallacy analysisStanford and Middle East Technical University resource PPT for Argument WritingCommon Core RubricsGoogle Docs and research tools

PROJECTS, HOMEWORK, ASSESSMENTS AND ASSIGNMENTS

Fallacies of Logic: Campaign Ad ObservationsOn-Going Performance Tasks relating to primary source annotations on contemporary issues (Econ/Gov collaboration)Vocabulary Study Guide: Critical Thinking and Fallacies of Logic5-8 page Argumentative Research Paper (HONORS 10 page with differentiated requirements and rubric)Lecture Notes and activities for Argument Writing Strategies and example analysis(“Flipped Classroom”, Homework)(HONORS BOOK CLUB)

Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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CURRICULUM OUTLINE BY UNITDemonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately general academic and domain-specific words andphrases, 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.

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 tasks, purposes, and audiences.

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.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Gather relevant information from multiple authoritative print and

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CURRICULUM OUTLINE BY UNITdigital 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.

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, 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.

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

UNIT 5:“A” SCHOOL YEAR

DRAMATURGY, SCRIPT ANALYSIS, AND CREATIVE WRITING (PHASE 2)

INSTRUCTIONAL MATERIALS / TEXTBOOKS

IN COLLABORATION WITH 6TH STREET PLAYHOUSE7 short plays selected as winners for the Sonoma County Play Write FestivalCostume pieces for reader’s theaterElements of Story and dramaturgical resourcesGoogle Docs

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CURRICULUM OUTLINE BY UNIT

PROJECTS, HOMEWORK, ASSESSMENTS AND ASSIGNMENTS

Reader’s theaterAnalysis of Each play based on Elements of Story guideHonors facilitated discussionsCreative reaction to each piece (monologue, poem, short dialogue, etc) to be selected to perform at festival in May

Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.

Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama (e.g., where a story is set, how the action isordered, how the characters/archetypes are introduced and developed).

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful.

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CURRICULUM OUTLINE BY UNIT

Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.

Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

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.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately general academic and domain-specific words andphrases, 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.

Write routinely over extended time frames (time for research,

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CURRICULUM OUTLINE BY UNITreflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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CURRICULUM OUTLINE BY UNIT

SAMPLE CURRICULUM ALIGNMENT OVERVIEW FOR UNITS TAUGHT IN ACADEMIC CLASSES “A” YEAR

Economics and Government English Integrated Arts

Allegory Archetypes, and foundations of Democracy: Allegory of the Cave, Plato, Voltair, Locke, Machiavelli, de Tocqueville, Pain, Jefferson. , Layers of Self: An Allegorical Self Portrait: Political Compass and World View (cross curricular project)

Allegory, Archetypes, Jungian Psychology and Creative Writing: : Literary analysis through The Alchemist (Paulo Coelho), Archetypes and the Collective Unconscious (Carl Jung), Creative Writing Essentials, Layers of Self: An Allegorical Self Portrait Narrative (cross curricular project)

Allegory, Archetypes, Jungian Psychology and the Arts: Archetypes in Art, Photoshop, , Layers of Self: An Allegorical Self Portrait (Graphic /Visual arts aspect of cross curricular project)

Global Economics, Government Systems, Cultural and Religious influences on Societies, Primary Source Analysis, and Research: Multimedia Research Project (cross curricular project)

Comparative Religions, Cultural Anthropology, and Research Strategies: Literary analysis through Siddhartha (Herman Hesse), Multimedia Research Project (cross curricular project)

Comparative Religions, Cultural Anthropology, and Elements of Design: Web design with Weebly, Multimedia Research Project (Graphic Design aspect of cross curricular project)

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CURRICULUM OUTLINE BY UNIT Media Literacy and Sociology of

America: The Constitution and Bill of Rights, Branches of Government, Party affiliation. Argumentative Research Writing (cross curricular project)

Media Literacy and Sociology of America: Literary analysis through 1984 (George Orwell) Mass Media, Fallacies of Logic and Argument Writing, Argumentative Research Writing (cross curricular project)

Media Literacy and Sociology of America: Advertising and Marketing strategies, Social Message marketing Project: (Graphic /Visual Arts aspect of cross curricular project)

UNIT 1:“B” SCHOOL YEAR

CRITICAL READING OF CONTEMPORARY AND HISTORICAL NON FICTION AND NARRATIVE WRITING, AND THE PHILOSOPHY OF TRANSCENDENTALISM

INSTRUCTIONAL MATERIALS / TEXTBOOKS

The Element by Sir Ken RobinsonSelf Reliance by Ralph Waldo EmersonNarrative Writing Samples, CSU and Common Application handoutsIt All Turns on Affection   by Wendell Berry    How it Feels to be Colored Me   by Zora Neal Hurston  A Modest Proposal   by Johnathon Swift A Hanging   by George Orwell Tur ning Poverty into an American Crime   by Barbara Ehrenreich Google Docs

PROJECTS, HOMEWORK ASSESSMENTS AND ASSIGNMENTS

Discussion preparation for small and large group assignmentsHonors facilitated discussionsCritical reading and annotations for Self Reliance excerpts including Preparatory Analysis of Text activities (HONORS responsible for analysis of entire text)Text related research and self selected vocabulary analysisAnalytical question development based on readingMultimedia “handbook” project for The ElementReading of Narrative style essays, and quote selection in

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CURRICULUM OUTLINE BY UNITidentification of successful narrative strategiesRough and final draft of Personal Statement (College essay)

Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.

Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama (e.g., where a story is set, how the action isordered, how the characters/archetypes are introduced and developed).

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful.

Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one another

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CURRICULUM OUTLINE BY UNITto provide a complex analysis; provide an objective summary of the text.

Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

Write narrative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective strategies.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately general academic and domain-specific words andphrases, 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.

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 tasks, purposes, and audiences.

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CURRICULUM OUTLINE BY UNIT

UNIT 2:“B” SCHOOL YEAR

CRITICAL REFLECTION, CIVIL DISOBEDIENCE AND SOCIAL MOVEMENTS, AND READER’S THEATER

INSTRUCTIONAL MATERIALS / TEXTBOOKS

The Night Thoreau Spent in Jail, Robert E. Lee and Jerome LawrenceCivil Disobedience, Henry David Thoreau

PROJECTS, HOMEWORK, ASSESSMENTS AND ASSIGNMENTS

Preparation for dynamic presentation of The Night Thoreau Spent In Jail“Flipped Classroom” Notes for transcendentalism lectureHonors facilitated discussionsCritical reading and annotations for Civil Disobedience excerpts including Preparatory Analysis of Text activities (HONORS responsible for analysis of entire text)Research and discussion: Contemporary Examples of Civil DisobedienceForum DiscussionMultimedia “Movements” Research project for assigned topicInformative essay for assigned movementAcademic Engagement: Self Assessment

Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact

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CURRICULUM OUTLINE BY UNITand buildon one another to produce a complex account; provide an objective summary ofthe text.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama (e.g., where a story is set, how the action isordered, how the characters/archetypes are introduced and developed).

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful.

Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.

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CURRICULUM OUTLINE BY UNITDetermine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

Write informative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective strategies.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Acquire and use accurately general academic and domain-specific words andphrases, 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.

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.

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 tasks, purposes, and audiences.

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.

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CURRICULUM OUTLINE BY UNIT

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.

UNIT 3:“B” SCHOOL YEAR

LITERARY ANALYSIS, MODERNISM, AND THE LOST GENERATION, AND EXISTENTIALISM

INSTRUCTIONAL MATERIALS / TEXTBOOKS

The Great GatsbyThe Lost Generation Primary Source Collection: Essays, poetry and short stories by Zelda and F.Scott Fitzgerald, Hemingway, Ezra Pound, John Dos Passos, and Gertrude SteinLecture: Existentialism and the Lost Generations

PROJECTS, HOMEWORK, ASSESSMENTS AND ASSIGNMENTS

“Flipped Classroom” notes for existentialism lectureHonors facilitated discussions about literatureCritical reading and annotations for the Lost Generation Collection including Preparatory Analysis of Text activities (HONORS responsible for The Great Gatsby or other novel from literary movement)Journalistic essay analysisThe “anti-5 paragraph” one page literary analysis essay rough and final drafts:Multimedia “Movements” Research project for assigned topic

Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others'

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CURRICULUM OUTLINE BY UNITideas and expressing their own clearly and persuasively.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama (e.g., where a story is set, how the action isordered, how the characters/archetypes are introduced and developed).

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings or

30

CURRICULUM OUTLINE BY UNITlanguage that is particularly fresh, engaging, or beautiful.

Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.

Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

Write informative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective strategies.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Acquire and use accurately general academic and domain-specific words andphrases, 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.

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.

31

CURRICULUM OUTLINE BY UNITWrite 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 tasks, purposes, and audiences.

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.

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.

UNIT 4:“B” SCHOOL YEAR

MULTICULTURAL LITERATURE, DIVERSITY IN AMERICA, PROSE AND CRITICAL READING OF HISTORICAL TEXTS

INSTRUCTIONAL MATERIALS / TEXTBOOKS

The Harlem Renaissance Primary Source Collection: Essays, poetry, interviews and short stories by Alan Locke, WEB Dubois, Zora Neale Hurston, Langston Hughes and Gwendolyn BennettLecture

PROJECTS, HOMEWORK, ASSESSMENTS AND ASSIGNMENTS

“Flipped Classroom” notes for Harlem Renaissance lectureHonors facilitated discussions about literatureCritical reading and annotations for the Harlem Renaissance

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CURRICULUM OUTLINE BY UNITCollection including Preparatory Analysis of Text activities (HONORS responsible for Their Eyes Were Watching God or other novel from literary movement)The “anti-5 paragraph” one page literary analysis essay rough and final drafts (HONORS: Compare and contrast) Poetry analysisEthnomusicology project: Multimedia Visual Essay using Adobe Voice or Animoto

Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama (e.g., where a story is set, how the

33

CURRICULUM OUTLINE BY UNITaction isordered, how the characters/archetypes are introduced and developed).

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful.

Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.

Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

Write informative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective strategies.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Acquire and use accurately general academic and domain-specific

34

CURRICULUM OUTLINE BY UNITwords andphrases, 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.

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.

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 tasks, purposes, and audiences.

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.

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.

UNIT 5:“B” SCHOOL YEAR

MULTICULTURAL LITERATURE, DIVERSITY IN AMERICA, PROSE AND CRITICAL READING OF HISTORICAL TEXTS (Continued)

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CURRICULUM OUTLINE BY UNIT

INSTRUCTIONAL MATERIALS / TEXTBOOKS

Sonny’s Blues by James BaldwinDocumentary on James BaldwinArticles and Essays about Race relations and diversity in America from different perspectives (Native American, Asian American, Latino, LGBT)

PROJECTS, HOMEWORK, ASSESSMENTS AND ASSIGNMENTS

Honors facilitated discussions about literatureCritical reading and annotations of supplemental materials including Preparatory Analysis of Pre-reading of Sonny’s BluesThe “anti-5 paragraph” three page literary analysis essay rough and final drafts (HONORS: Compare and contrast)Ethnomusicology project: Multimedia Visual Essay using Adobe Voice or Animoto

Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

36

CURRICULUM OUTLINE BY UNIT

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama (e.g., where a story is set, how the action isordered, how the characters/archetypes are introduced and developed).

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful.

Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.

Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

Write informative texts to examine and convey complex ideas,

37

CURRICULUM OUTLINE BY UNITconcepts, and information clearly and accurately through the effective strategies.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Acquire and use accurately general academic and domain-specific words andphrases, 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.

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.

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 tasks, purposes, and audiences.

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.

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.

38

CURRICULUM OUTLINE BY UNIT

39

CURRICULUM OUTLINE BY UNITUNIT 6:“B” SCHOOL YEAR

HISTORICAL FICTION, LITERARY ANALYSIS AND THE PSYCHOLOGICAL CONSTRUCT OF THE ENEMY

INSTRUCTIONAL MATERIALS / TEXTBOOKS

The Things They Carried by Tim ObrienRelated letters from Vietnam, videos articles, and poetryFaces of the Enemy documentary

PROJECTS, HOMEWORK, ASSESSMENTS AND ASSIGNMENTS

“Flipped Classroom” notes for Vietnam Era lectureCritical questioning and preparation for seminar discussion of textHonors facilitated discussions about literatureCritical reading of supplemental textsPreparation for reader’s theater: poetry recitationMultimedia character memorial projectVocabulary assessment: Faces of the Enemy

Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

40

CURRICULUM OUTLINE BY UNIT

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama (e.g., where a story is set, how the action isordered, how the characters/archetypes are introduced and developed).

Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful.

Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.

Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

Write informative texts to examine and convey complex ideas,

41

CURRICULUM OUTLINE BY UNITconcepts, and information clearly and accurately through the effective strategies.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Acquire and use accurately general academic and domain-specific words andphrases, 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.

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.

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 tasks, purposes, and audiences.

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.

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.

42

CURRICULUM OUTLINE BY UNIT

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