PROJECTED CURRICULUM MAP · In the Time of Butterflies (Julia Alvarez) Something Wicked this Way...

July 2013 1

CURRICULUM MAP

English 11 September

Big Ideas/Enduring Understandings

Essential Questions

CCSS Content Skills Assessment

Reading Literature Key Ideas and Details

RL.11-12.1 Cite strong and thorough

textual evidence to support analysis of

what the text says explicitly as well as

inferences drawn from the text,

including determining where the text

leaves matters uncertain.

RL.11-12.3 Analyze the impact of the

author’s choices regarding how to

develop and relate elements of a story

or drama (e.g., where a story is set,

how the action is ordered, how the

characters are introduced and

developed).

Craft and Structure

RL.11-12.5 Analyze how an author’s

choices concerning how to structure

specific parts of a text (e.g., the choice

of where to begin or end a story, the

choice to provide a comedic or tragic

resolution) contribute to its overall

structure and meaning as well as its

aesthetic impact.

Reading

Mandatory Text (Choose one)

(RL.11-12.1)

In the Time of Butterflies (Julia

Alvarez)

Something Wicked this Way Comes

(Ray Bradbury)

The Color of Water (James McBride)

Writers of the Revolution (RI.11-

12.8) (RI.11-12.9)

The Declaration of Independence

(Thomas Jefferson)

Reading

*Literary elements (RL.11-12.3)

*Author’s purpose (RL.11-12.3)

Reading

*Interpret, analyze, and evaluate

literary elements

-Plot

*Conflict

*Structure

-Characterization

-Theme

-Point of View

*Identify author’s intended purpose of text.

*Explain and analyze examples of text that

support the author’s intended purpose.

*Understand elements of non-fiction

-Understand historical context

Required

*Reading objective test

*Respond to an open ended

reading question, selecting

supporting evidence

*Apply the Pennsylvania

General Scoring Guidelines For

Open-Ended Reading Items to

written response

Enrichment

*Enrichment activities

-Group activities

-Visual interpretations

-Making connections with

contemporary issues

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Range of Reading and Level of Text

Complexity

RL.11-12.10 By the end of grade 11,

read and comprehend literature,

including stories, dramas, and poems,

in the grades 11–CCR text complexity

band proficiently, with scaffolding as

needed at the high end of the range.

Reading – Informational

Integration of Knowledge and Ideas

RI.11-12.8 Delineate and evaluate the

reasoning in seminal U.S. texts,

including the application of

constitutional principles and use of

legal reasoning (e.g., in U.S. Supreme

Court majority opinions and dissents)

and the premises, purposes, and

arguments in works of public advocacy

(e.g., The Federalist, presidential

addresses).

RI.11-12.9 Analyze seventeenth-,

eighteenth-, and nineteenth-century

foundational U.S. documents of

historical and literary significance

(including the Declaration of

Independence, the Bill of Rights, and

Lincoln’s Second Inaugural Address)

for their themes, purposes, and

rhetorical features.

Writing

Text and Purposes

Writing

*Constructed responses

Writing

*Construct response to open-ended prompts

*Provide textual evidence to support

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W11-12.1 Write arguments to support

claims in an analysis of substantive

topics or texts, using valid reasoning

and relevant and sufficient evidence.

a. 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.

c. 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.

d. Establish and maintain a formal

style and objective tone while

attending to the norms and

conventions of the discipline in

which they are writing.

e. Provide a concluding statement

or section that follows from and

supports the argument

presented.

Production and Distribution of

Writing

W11-12.4 Produce clear and coherent

writing in which the development,

organization, and style are appropriate

to task, purpose, and audience.

-Select evidence (RL11-

12.1;W11-12.9)

interpretation of text

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W11-12.5 Develop and strengthen

writing as needed by planning,

revising, editing, rewriting, or trying a

new approach, focusing on addressing

what is most significant for a specific

purpose and audience.

W11-12.6 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.

W11-12.9 Draw evidence from

literary or informational texts to

support analysis, reflection, and

research .

a. Apply grades 11-12 Reading

standards to literature (e.g.,

“Demonstrates knowledge of

eighteenth-, nineteenth- and

early-twentieth-century

foundational works of

American literature, including

how two or more texts from the

same period treat similar themes

or topics”).

W11-12.10 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.

Research to Build and Present

Knowledge

W11-12.9 Draw evidence from literary

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or informational texts to support

analysis, reflection, and research.

a. Apply grades 11–12 Reading


“Demonstrate knowledge of

eighteenth-, nineteenth- and

early-twentieth-century

foundational works of

American literature, including

how two or more texts from

the same period treat similar

themes or topics”).

Speaking and Listening

Comprehension and Collaboration

SL11-12.1 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.

a. 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.

b. Work with peers to promote

civil, democratic discussions

and decision making, set clear

goals and deadlines, and

July 2013 6

establish individual roles as

needed.

c. Propel conversations by posing

and responding to questions that

probe reasoning and evidence;

ensure a hearing for a full range

of positions on a topic or issue;

clarify, verify, or challenge

ideas and conclusions; and

promote divergent and creative

perspectives.

d. Respond thoughtfully to diverse

perspectives; synthesize

comments, claims, and evidence

made on all sides of an issue;

resolve contradictions when

possible; and determine what

additional information or

research is required to deepen

the investigation or complete

the task.

Language

Conventions of Standard English

L11-12.1 Demonstrate command of

the conventions of standard English

grammar and usage when writing or

speaking.

a. Apply the understanding that

usage is a matter of convention,

can change over time, and is

sometimes contested.

b. Resolve issues of complex or

contested usage, consulting

references (e.g. Merriam-

Webster’s Dictionary of English

Usage, Garner’s Modern

American Usage) as needed.

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capitalization, punctuation, and

spelling when writing.

a. Observe hyphenation

conventions.

b. Spell correctly.

Knowledge of Language

L11-12.3 Apply knowledge of

language to understand how language

functions in different contexts, to make

effective choices for meaning or style,

and to comprehend more fully when

reading or listening.

a. Vary syntax for effect,

consulting references (e.g.,

Tufte’s Artful Sentences) for

guidance as needed; apply an

understanding of syntax to the

study of complex texts when

reading.

L11-12.4 Determine or clarify the

meaning of unknown and multiple-

meaning words and phrases based on

grades 11-12 reading and content,

choosing flexibility from a range of

strategies.

a. Use context (e.g., the overall

meaning of a sentence,

paragraph, or text; a word’s

position or function in a

sentence) as a clue to the

meaning of a word or phrase.

b. Identify and correctly use

patterns of word changes that

July 2013 8

indicate different meanings or

parts of speech (e.g., conceive,

conception, conceivable).

c. Consult general and specialized

reference materials (e.g.,

dictionaries, glossaries,

thesauruses), both print and

digital, to find the pronunciation

of a word or determine or

clarify its precise meaning, its

part of speech, its etymology, or

its standard usage.

d. Verify the preliminary

determination of the meaning of

a word or phrase (e.g., by

checking the inferred meaning

in context or in a dictionary).

L11-12.5 Demonstrate understanding

of figurative language, word

relationships, and nuances in word

meanings.

a. Interpret figures of speech

(e.g., hyperbole, paradox) in

context and analyze their role in

the text.

b. Analyze nuances in the meaning

of words with similar

denotations.

L11-12.6 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.

July 2013 9

CURRICULUM MAP

English 11 October

Big Ideas/Enduring Understandings:

1. Literature mirrors the social, political, and economic climate of the era in which a piece was written.

2. Authors often use the characters and themes of their novels to provide social commentary.

3. Good literature often sparks controversy.

Essential Questions:

1. What role does society play in shaping who we are?

2. How do you respond when society's rules conflict with your sense of morality?

3. How do you distinguish between what appears to be true and what actually is true?


Reading Literature

Key Ideas and Details




inferences drawn from the text, including

determining where the text leaves matters

uncertain.

RL.11-12.2 Determine two or more themes

or central ideas of a text and analyze their

development over the course of the text,

including how they interact and build on

one another to produce a complex account;

provide an objective summary of the text.


author’s choices regarding how to develop

and relate elements of a story or drama

(e.g., where a story is set, how the action is

ordered, how the characters are introduced

and developed).

Reading Literature

Mandatory Text: The Adventures of

Huckleberry Finn

*Literary context: Bildungsroman

*Elements of Fiction (RL11-12.2;

RL11-12.6; RL11-12.9) -Characterization

-Conflict

-Symbolism

-Point of View

-Setting

-Theme

*Racism

*Slavery

*Fate versus free will

*Related Issue: Censorship

*Elements of Satire (RL11-12.6; L11-

12.5) -Irony

Reading Literature

Mandatory Text: The Adventures of

Huckleberry Finn

*Explain and interpret fictive elements.

*Explain and apply how point of view

impacts the way the story is told.

*Identify style, characteristics, and merit

of Twain’s writing.

*Analyze cultural characteristics.

*Categorize inferences about the author’s

beliefs.

*Hypothesize contemporary ethical issues

*Analyze, research, and argue value of

censorship

Required

*Reading check quizzes and/or

objective or subjective test

*In-class discussion and/or

Socratic Seminar

*Satirical Writing

-Apply stylistic aspects

*Irony

*Humor

*Hyperbole

Enrichment

*Open-ended response with

sharp and distinct focus

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Craft and Structure

RL.11-12.4 Determine the meaning of

words and phrases as they are used in the

text, including figurative and connotative

meanings; analyze the impact of specific

word choices on meaning and tone,

including words with multiple meanings or

language that is particularly fresh,

engaging, or beautiful. (Include

Shakespeare as well as other authors.)



specific parts of a text (e.g., the choice of

where to begin or end a story, the choice to

provide a comedic or tragic resolution)

contribute to its overall structure and

meaning as well as its aesthetic impact.

RL.11-12.6 Analyze a case in which

grasping point of view requires

distinguishing what is directly stated in a

text from what is really meant (e.g., satire,

sarcasm, irony, or understatement).


RL.11-12.9 Demonstrate knowledge of

eighteenth-, nineteenth- and early-

twentieth-century foundational works of

American literature, including how two or

more texts from the same period treat

similar themes or topics.


Complexity

-Humor

-Hyperbole

-Understatement

*Main ideas and relevant textual

support (RL11-12.1; RL11-12.2)

*Identify narrator and interpret

significance of style

*Make inferences and/or draw

conclusions based on information from

the text.

*Cite evidence from text to support

generalizations

*Identify stated or implied main ideas and

relevant supporting details from fiction.

July 2013 11

RL.11-12.10 By the end of grade 11, read

and comprehend literature, including

stories, dramas, and poems, in the grades

11–CCR text complexity band proficiently,

with scaffolding as needed at the high end

of the range.

Reading Informational


RI.11-12.1 Cite strong and thorough





uncertain.

RI.11-12.2 Determine two or more central

ideas of a text and analyze their



one another to provide a complex analysis;


RI.11-12.3 Analyze a complex set of ideas

or sequence of events and explain how

specific individuals, ideas, or events

interact and develop over the course of the

text.

Craft and Structure

RI.11-12.6 Determine an author’s point of

view or purpose in a text in which the

rhetoric is particularly effective, analyzing

how style and content contribute to the

power, persuasiveness, or beauty of the

text.


Mandatory Texts: Nonfiction

*Author biography – Mark Twain

Historic context (RI11-12.6; RI11-

12.7.)

*Supplementary and contemporary

articles (RI11-12.7)

*Summary of main ideas (RI11-12.2)

*Text-to-text connections (RI11-

12.10.)

*Inferences or conclusions drawn

from text (RI11-12.1)

*Textual evidence (RI11-12.1)


Mandatory Texts: Nonfiction

*Summarize and analyze Twain’s

biography in relation to The Adventures of

Huckleberry Finn

*Make connections between text and

contemporary articles

*Identify and apply meaning of content-

specific words

*Provide evidence to support conclusions.

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RI.11-12.7 Integrate and evaluate multiple

sources of information presented in

different media or formats (e.g., visually,

quantitatively) as well as in words in order

to address a question or solve a problem.


Complexity

RI.11-12.10 By the end of grade 11, read

and comprehend literary nonfiction in the

grades 11–CCR text complexity band

proficiently, with scaffolding as needed at

the high end of the range.

Writing

Text and Purposes


claims in an analysis of substantive topics

or texts, using valid reasoning and relevant

and sufficient evidence.

a. 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),


evidence.

b. Develop claim (s) and

counterclaims fairly and thoroughly,

supplying the most relevant

evidence for each while pointing out

the strengths and limitations of both

Writing

*Summary of important events and

textual support (RL11-12.1; RL11-

12.2; W11-12.2.)

*Observation of the conventions of

written language (L11-12.1; L11-12.2.)

*Identification of elements of

contemporary satire (RL11-12.6)

Writing

*Summarize important events and support

writing with textual citations

*Observe the conventions of written

language

July 2013 13

in a manner that anticipates the

audience’s knowledge level,

concerns, values, and possible

biases.

c. 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.






e. Provide a concluding statement or

section that follows from and

supports the argument presented.

W11-12.2 Write informative/explanatory

texts to examine and convey complex

ideas, concepts, and information clearly

and accurately through the effective

selection, organization, and analysis of

content.

a. Introduce a topic; organize

complex ideas, concepts, and

information so that each new

element builds on that which

precedes it to create a unified

whole; include formatting (e.g.,

headings), graphics (e.g., figures,

tables), and multimedia when

useful to aiding comprehension.

July 2013 14

b. Develop the topic thoroughly by

selecting the most significant and

relevant facts, extended

definitions, concrete details,

quotations, or other information

and examples appropriate to the

audience’s knowledge of the topic.

c. Use appropriate and varied

transitions and syntax to link the



relationships among complex ideas

and concepts.

d. Use precise language, domain-

specific vocabulary, and

techniques such as metaphor,

simile, and analogy to manage the

complexity of the topic.

e. Establish and maintain a formal





f. Provide a concluding statement or


supports the information or

explanation presented (e.g.,

articulating implications or the

significance of the topic).

W11-12.3 Write narratives to develop real

or imagined experiences or events using

effective technique, well-chosen details,

and well-structured event sequences.

July 2013 15



organization, and style are appropriate to

task, purpose, and audience.

W11-12.5 Develop and strengthen writing

as needed by planning, revising, editing,

rewriting, or trying a new approach,

focusing on addressing what is most

significant for a specific purpose and

audience.

W11-12.6 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.

W11-12.9 Draw evidence from literary or

informational texts to support analysis,

reflection, and research.

a. Apply grades 11 -12 Reading


“Demonstrates knowledge of


twentieth-century foundational

works of American literature,

including how two or more texts

from the same period treat similar

themes or topics”).

W11-12.10 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.

July 2013 16





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.






and other research on the topic or

issue to stimulate a thoughtful,

well-reasoned exchange of ideas.

b. Work with peers to promote civil,

democratic discussions and

decision making, set clear goals

and deadlines, and establish

individual roles as needed.

c. Propel conversations by posing and

responding to questions that probe

reasoning and evidence; ensure a

hearing for a full range of positions

on a topic or issue; clarify, verify,

or challenge ideas and conclusions;

and promote divergent and creative

perspectives.






*Small and large group discussion

*Socratic seminar (SL11-12.1)


*Give examples of banned literature and

argue why or why not we should

censor

*Identify and explain ideas of freedom

and inherent rights

- Apply text to self and text to world

-Recognize and interpret satire within

the text.

July 2013 17



additional information or research

is required to deepen the

investigation or complete the task.

Presentation of Knowledge and Ideas

SL11-12.4 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.

Language


L11-12.1 Demonstrate command of the

conventions of standard English grammar

and usage when writing or speaking.

a. Apply the understanding that usage

is a matter of convention, can

change over time, and is sometimes

contested.

b. Resolve issues of complex or

contested usage, consulting

references (e.g. Merriam-Webster’s

Dictionary of English Usage,

Garner’s Modern American Usage)

as needed.


conventions of standard English

capitalization, punctuation, and spelling

when writing.

Language

Vocabulary (L11-12.4; RL11-12.4)

*Dialects: Standard American,

African American, Southern

Caucasian

*Colloquialism

*Multiple-meaning words

-Synonyms and antonyms

-Affixes

-Context clues (L11-12.4; RL11-

12.4)

Language

Vocabulary

*Identify different language patterns

within Twain’s novel

*Identify multiple-meaning words,

synonyms, and antonyms in fiction and

nonfiction texts

*Use affixes and context clues to define

unfamiliar words in fiction and nonfiction

texts

July 2013 18

a. Observe hyphenation conventions.

b. Spell correctly.


L11-12.3 Apply knowledge of language to

understand how language functions in

different contexts, to make effective

choices for meaning or style, and to

comprehend more fully when reading or

listening.

a. Vary syntax for effect, consulting

references (e.g., Tufte’s Artful

Sentences) for guidance as needed;

apply an understanding of syntax to

the study of complex texts when

reading.




grades 11-12 reading and content,

choosing flexibility from a range of

strategies.


meaning of a sentence, paragraph,

or text; a word’s position or

function in a sentence) as a clue to

the meaning of a word or phrase.

b. Identify and correctly use patterns

of word changes that indicate

different meanings or parts of

speech (e.g., conceive, conception,

conceivable).

c. Consult general and specialized

reference materials (e.g.,

dictionaries, glossaries,

thesauruses), both print and digital,

July 2013 19

to find the pronunciation of a word

or determine or clarify its precise

meaning, its part of speech, its

etymology, or its standard usage.

d. Verify the preliminary

determination of the meaning of a

word or phrase (e.g., by checking

the inferred meaning in context or

in a dictionary).

L11-12.5 Demonstrate understanding of

figurative language, word relationships,

and nuances in word meanings.

a. Interpret figures of speech (e.g.,

hyperbole, paradox) in context and

analyze their role in the text.

b. Analyze nuances in the meaning of

words with similar denotations.

L11-12.6 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.

July 2013 20

CURRICULUM MAP

English 11 November


1. All of us have turning points that occur throughout our lives and have the potential to change us.

2. Our sense of self is influenced by relationships, conflicts and experiences.


1. How does internal and external conflict affect individuals and relationships?

2. How does communication impact on family dynamics?


Reading Literature







uncertain.












and developed).

Reading Literature

Anchor Text: Ordinary People

Reading

*Literary elements (RL11-12.3)

-Character

-Conflict

-Dialogue

-Flashback

-Symbol

*Point of View (RL11-12.6)

-Third Person Limited

-Omniscient

*Setting

*Stream of Consciousness

*Theme(s): (RL11-12.2; RL11-

12.10) -Anxiety, depression, apathy, and

empathy

-Death and loss denial, repression,

Reading Literature

Anchor Text: Ordinary People

Reading

*Interpret fictive elements

-Compare and contrast characters’

perspectives



the text.


generalizations

*Analyze author’s intended purpose and

provide supporting examples from the

text.

*Explain author’s purpose for using

flashback, stream of consciousness,

and dialogue

*Analyze point of view and its

Required

*Vocabulary Quiz

*Literary analysis essay

Enrichment


Socratic seminar

*Double-entry journal

*Literary analysis

*Survey contemporary teenage

challenges

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Craft and Structure



























of the range.

and internal struggle

-Family relationships forgiveness

-Growth, maturity, and acceptance

*Inferences based on textual support

(RL11-12.1)

effectiveness

*Identify and analyze themes of novel and

provide textual support)

-Connect text to contemporary issues

July 2013 22








uncertain.








Complexity






Writing

Text and Purposes


claims in an analysis of substantive topics

or texts, using valid reasoning and relevant

and sufficient evidence.

a. Introduce precise, knowledgeable

claim (s), establish the significance

of the claim (s), distinguish the

claim (s) from alternate or opposing


Anchor Text: Nonfiction

*Nonfiction articles related to mental

health

-Suicide Prevention/Signs

-Stages of Grief

Writing

*Response to open-ended questions

(W11-12.4)

*Summarize important events and

support writing with textual citations

(RL11-12.1; RI11-12.1; RI11-12.2)


language (11-12.1; L11-12.2)

*Synthesize and support ideas with

textual citations (RL11-12.1;RI11-


Anchor Text: Nonfiction

*Analyze mental health articles in relation

to the issues in Ordinary People

*Analyze and interpret charts and

sequence of steps found in nonfiction

articles

Writing

*Write in response to open-ended prompt.



-Organization

-Writing text that expresses judgments,

focuses on topic, develops position,

organizes ideas, and uses language

effectively

-Consistent focus and voice

-Reflective concluding comments

July 2013 23

claims, and create an organization

that logically sequences claim (s),


evidence.

c. Use words, phrases, and clauses as

well as varied syntax to link the



relationships between claim (s) and

reasons, between reasons and

evidence, and between claim (s) and

counterclaims.




conventions




task, purpose, and audience. (Grade-

specific expectations for writing types are

defined in standards 1–3 above.)















12.1)


-*Small and large group discussion

*Socratic seminar (SL11-12.1; SL11-

12.4)

-Sentence structure variety


*Participate in whole class, small group,

peer discussions, and Socratic seminars

July 2013 24



well reasoned exchange of ideas.













perspectives.



















and informal tasks.

July 2013 25

Language








when writing.

Vocabulary Acquisition And Use

L11-12.4 Determine or clarify the meaning

of unknown and multiple-meaning words

and phrases based on grades 11–12 reading

and content, choosing flexibly from a range

of strategies.

Use context (e.g., the overall meaning of a

sentence, paragraph, or text; a word’s

position or function in a sentence) as a clue

to the meaning of a word or phrase.

Language

Vocabulary

*Vocabulary in context (L11-12.4;

RL11-12.4)



-Affixes


12.4)

Language

Vocabulary



nonfiction texts



texts; identify different language patterns

within novel.

July 2013 26

CURRICULUM MAP

English 11 December


1. Fitzgerald crafts distinctions between class of characters through descriptions of the geography and attitudes toward wealth.

2. The modern condition of humanity is explored through themes related to romanticizing nostalgic memories and relationships between men and women, driven

by aspirations of social mobility.


1. To what extent does Gatsby's wealth and all the luxuries that it provides, affect his ability to achieve what he desires?

2. How does the historical context of when a text was written, or the historical setting of the narrative, affect current readers' interpretations?

3. To what extent are characters disillusioned, or unsatisfied with their lives?


Reading Literature







uncertain.












Reading Literature

Anchor text: The Great Gatsby

*Modernism (RL11-12.9)

*Features of author’s style (RL11-

12.3)

*Literary elements (RL11-12.2; R11-

12.3; RL11-12.6 )

-Character

-Plot

*Structure

*Conflict

-Point of View

-Setting

*Literary devices (RL11-12.4)

-Symbol

-Imagery

*Style

Reading Literature

Anchor text: The Great Gatsby

*Identify style, characteristics of

Fitzgerald’s writing.

*Interpret author’s purpose for use of

figurative language.

*Identify, compare and contrast novel

time period with modern day.

*Identify, explain and analyze the

characters, conflicts, themes and symbols.

*Summarize the key details and events in

a fictional text as a whole.



the text.

Required

*Reading check quizzes and/or

objective or subjective test

*Vocabulary quiz


Enrichment


Socratic seminar

*Creative writing

*Double-entry journal

July 2013 27

and developed).

Craft and Structure






























Craft and Structure

*Themes (RL11-12.2)

-American Dream

-Materialism


*Author biography: Fitzgerald’s place


generalizations.


*Recognize Fitzgerald’s stature in the

July 2013 28

RI.11-12.4 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 (e.g., how

Madison defines faction in Federalist No.

10).

Writing

Text and Purposes






content.






whole; include formatting (e.g.,

in the canon of American literature

*Historical & literary context (Jazz

Age (RL11-12.9)

*Nonfiction articles (RI11-12.10)

*Optional Anchor Text:

The Century by Peter Jennings

Writing


(W11-12.9)



(RL11-12.1; RI11-12.1; RL11-12.2;

RI11-12.2.)

* Conventions of written language

(L11-12.1; L11-12.2)

*Synthesis of ideas with textual

citations (RL11-12.1; RI11-12.1)

canon of American literature.

*Explain, interpret and analyze the use of

facts and opinions to make a point or

construct and argument in nonfictional

text, text organization, and content.

*Interpret bias and propaganda techniques

in nonfictional text.

* Explain the effectiveness of bias and

propaganda techniques in nonfictional

text.

*Explain the effect of text organization,

including the use of headers.

*Interpret author’s purpose for decisions

about text organization and content.

*Analyze and interpret charts and

sequence of steps found in nonfiction

articles.

Writing



*Organize ideas clearly.

*Write text that expresses judgments,

focuses on topic, develops position,

organizes ideas, and uses language

effectively.

*Maintain consistent focus and voice.

*Reflective concluding comments.

July 2013 29

headings), graphics (e.g., figures,

tables), and multimedia when

useful to aiding comprehension.


selecting the most significant and

relevant facts, extended

definitions, concrete details,

quotations, or other information

and examples appropriate to the

audience’s knowledge of the topic.


transitions and syntax to link the



relationships among complex ideas

and concepts.


specific vocabulary, and

techniques such as metaphor,

simile, and analogy to manage the









supports the information or


articulating implications or the

significance of the topic).


Knowledge

*Vary sentence structure.

July 2013 30

W11-12.9 Draw evidence from literary or

informational texts to support analysis,

reflection, and research.

a. Apply grades 11–12 Reading

standards to literature (e.g., “Demonstrate

knowledge of eighteenth-, nineteenth- and

early-twentieth-century foundational works

of American literature, including how two

or more texts from the same period treat

similar themes or topics”).
























*Small- and large-group discussion

and Socratic seminar (SL11-12.1;

SL11-12.4)



peer discussions, and Socratic seminars.

July 2013 31








perspectives.



















and informal tasks.

Language






is a matter of convention, can change over

Language

Vocabulary

*Colloquialism



-Affixes


Language

Vocabulary



nonfiction texts


unfamiliar words in fiction and

July 2013 32

time, and is sometimes contested.




when writing.






of strategies.


meaning of a sentence, paragraph,

or text; a word’s position or

function in a sentence) as a clue to

the meaning of a word or phrase.

12.4) nonfiction texts


within novel

July 2013 33

CURRICULUM MAP

English 11 January


1. We can learn much from the darker side of humanity.

2. People's fundamental beliefs affect their behavior and relationships.


1. What unites and divides people?

2. When is an individual obligated to stand up against society?

3. How does a collective fear affect individuals or a group of people?


July 2013 34

Reading Literature













and developed).

Craft and Structure

















Reading Literature

Anchor Text: The Crucible

Reading

*Literary and fictive elements

(RL11-12.2; R11-12.3; RL11-12.6 ) -Allusion

-Allegory

-Character

-Conflict

-Setting

-Style

-Symbol

-Themes:

*Integrity

*Human failings

*Miller’s place in the canon of

American literature (RL11-12.9;

RL11-12.10)

Reading Literature

Anchor Text: The Crucible

Reading

*Identify, analyze, and evaluate elements

of fiction

-Characters in the play and their

moral choices

-Significance of title

*Recognize and analyze issues

surrounding witchcraft in early America

*Analyze examples of text that support

Miller’s intended purpose

*Connect McCarthyism to contemporary

issues

*Recognize Miller as an accomplished

author of American literature

*Summarize key details and events of

fictional text

Required

*In-class discussion

*Vocabulary quiz

*Participation during oral

reading


Enrichment

*Role-playing

*Improvisation

*Character study

July 2013 35








Complexity






of the range.



Complexity







*Author biography

*Historical and literary context (e.g.

Puritanism and McCarthyism, Red

Scare, Salem witch trials) (RL11-12.9)

*Nonfiction articles (RI11-12.10)

*Inferences about Miller’s beliefs

(RL11-12.9)


*Summarize major points of nonfictional

text as a whole. (A.2.5.1)

*Describe Miller’s intended purpose. (A.2.6.1)


Miller’s intended purpose. (A.2.6.2)

*Make connections between Miller and

The Crucible.

*Using historical and literary context,

discuss The Crucible as an allegory.

*Look at Miller’s use of bias and

propaganda in The Crucible.

*Describe the effectiveness of the bias

and propaganda found in The Crucible.

July 2013 36

Writing

Text and Purposes






content.


complex ideas, concepts, and information

so that each new element builds on that

which precedes it to create a unified whole;

include formatting (e.g., headings),

graphics (e.g., figures, tables), and

multimedia when useful to aiding

comprehension.


selecting the most significant and relevant

facts, extended definitions, concrete

details, quotations, or other information

and examples appropriate to the audience’s

knowledge of the topic.


transitions and syntax to link the major

sections of the text, create cohesion, and

clarify the relationships among complex

ideas and concepts.


specific vocabulary, and techniques such as

metaphor, simile, and analogy to manage

the complexity of the topic.

Writing

*Well-organized student writing

(W11-12.2.)

*Conventions of written language

(L11-12.1; L11-12.2)




*Synthesis of and support for ideas (RL11-12.4)

*Make connections between nonfictional

text and the content of graphics and

charts.

Writing

*Compose a well-organized, cogent essay

*Compare and contrast McCarthyism and

The Crucible

*Interpret and apply supporting

quotations


language

July 2013 37


style and objective tone while attending to

the norms and conventions of the discipline

in which they are writing.


section that follows from and supports the

information or explanation presented (e.g.,

articulating implications or the significance

of the topic).



























and Socratic seminar (SL11-12.1; .)

* Discussion of the syntax within the

play

*Informal presentation of the text

through oral reading.



peer discussions

July 2013 38






perspectives.










Language






is a matter of convention, can

change over time, and is

sometimes contested.




when writing.






Language

Vocabulary



-Affixes


12.41.1.11.C.)

Language

Vocabulary

*Interpret unfamiliar words through use

of context clues



nonfiction texts



texts

July 2013 39

of strategies.


meaning of a sentence, paragraph, or text; a

word’s position or function in a sentence)

as a clue to the meaning of a word or

phrase

July 2013 40

CURRICULUM MAP

English 11 February


1. An effective research paper includes well, integrated supporting facts that are gathered, analyzed, and synthesized from efficient research in order

to produce a convincing argument.


1. How does one properly cite supporting evidence and sources?

2. How does one determine reputable research?

3. How does one initiate, develop and support a claim?

Academic Standards Content Skills Assessment

Reading Literature













and developed).


RL.11-12.7 Analyze multiple

interpretations of a story, drama, or poem

(e.g., recorded or live production of a play

or recorded novel or poetry), evaluating

how each version interprets the source text.

(Include at least one play by Shakespeare

Reading

Mandatory Texts:

Fiction or Nonfiction

*Various texts

-Online

-Print

Reading

*Appropriate reading strategies to

interpret author’s techniques and purpose

(RL11-12.10; RI11-12.10)

*Main ideas and relevant details

(RL11-12.2; RI11-12.2)

*Author’s underlying assumptions

(RL11-12.3; RI11-12.3)

*Comparison of a variety of texts (RL11-

12.7; RI11-12.7)

*Relationship between features of text

organization and the meaning of

Reading

Mandatory Texts:

Fiction or Nonfiction

Reading

*Evaluate information for relevance

and reliability; identify stated or

implied main ideas and relevant

supporting details.

*Compare, analyze, and evaluate

connections between texts.


conclusions based on information

from text.

*Cite evidence from the text to

support generalizations.

*Summarize the major points,

processes, and/or events of a

nonfictional text as a whole.

Required

*Write a MLA-styled research

paper with parenthetical

notation and works cited

according to the newest edition

July 2013 41

and one play by an American dramatist.)


Complexity






of the range.









RI.11-12.3 Analyze a complex set of ideas

or sequence of events and explain how

specific individuals, ideas, or events

interact and develop over the course of the

text.


RI.11-12.7 Integrate and evaluate multiple

sources of information presented in

different media or formats (e.g., visually,

quantitatively) as well as in words in order

to address a question or solve a problem.


Complexity


nonfictional text. (RL11-12.7; RI11-12.7)

*Explain and interpret the effect of

text organization.

*Explain author’s purpose for

decisions about text organization and

content.

*Make connections between the text

and graphics and charts.

*Explain the sequence of steps in a

list of directions.

*Recognize difference between fact

and opinion

*Identify stated and/or implied main

ideas and relevant supporting details

from text.

Identify the author’s intended purpose

of text.

*Summarize the major points,

processes, and/or events of a

nonfictional text as a whole.

*Synthesize, evaluate, and apply

source material

*Explain examples of text that

support the author’s intended purpose.

*Analyze the author’s purpose for

decisions about text organization and

content.

*Interpret graphics and charts, and

make connections between text and

the content of graphics and charts.

July 2013 42




the high end of the range

Writing

Text and Purposes






content.


complex ideas, concepts, and information

so that each new element builds on that

which precedes it to create a unified whole;

include formatting (e.g., headings),

graphics (e.g., figures, tables), and

multimedia when useful to aiding

comprehension.


selecting the most significant and relevant

facts, extended definitions, concrete

details, quotations, or other information

and examples appropriate to the audience’s

knowledge of the topic.


transitions and syntax to link the major

sections of the text, create cohesion, and

clarify the relationships among complex

ideas and concepts.


specific vocabulary, and techniques such as

metaphor, simile, and analogy to manage

Writing

*Research question (W11-12.7)

*Research process (W11-12.7)

*MLA Format

-Parenthetical Notation

-References

-Works Cited

-Pagination

-Title Page

-Headers and Footers

*Policy on Plagiarism

-Summary

-Paraphrase

-In text citations

*Research document (W11-12.2)

*Stages of the writing process (W11-12.5)

*Explain the sequence of steps in a

list of directions.

Writing

*Support thesis with valid research

*Organize documented essay


language.

July 2013 43

the complexity of the topic.


style and objective tone while attending to

the norms and conventions of the discipline

in which they are writing.


section that follows from and supports the

information or explanation presented (e.g.,

articulating implications or the significance

of the topic).

Production and Distribution of Writing




task, purpose, and audience. (Grade-

specific expectations for writing types are

defined in standards 1–3 above.)

W11-12.5 Develop and strengthen writing

as needed by planning, revising, editing,

rewriting, or trying a new approach,

focusing on addressing what is most

significant for a specific purpose and

audience. (Editing for conventions should

demonstrate command of Language

standards 1–3 up to and including grades

11–12 on page 55.)


Knowledge

W11-12.7 Conduct short as well as more

sustained research projects to answer a

question (including a self-generated

question) or solve a problem; narrow or

broaden the inquiry when appropriate;

July 2013 44

synthesize multiple sources on the subject,

demonstrating understanding of the subject

under investigation.

Range of Writing

W11-12.10 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

Language








when writing.

July 2013 45

CURRICULUM MAP

English 11 March


1. Reading expands understanding of the world, people, and oneself; deeper understandings are the result of reflecting upon the text, which involves

rereading.

2. People communicate through words and word choice is critical to the effective conveyance of the message.

Essential Questions

1. In communicating with others, how do we use literal and figurative language to write, speak, and present effectively?

2. How does poetry contribute to our understanding of self, others, and the world?


Reading Literature


RL.11-12.2 Determine two or more

themes or central ideas of a text and

analyze their development over the

course of the text, including how they

interact and build on one another to

produce a complex account; provide an

objective summary of the text.


author’s choices regarding how to

develop and relate elements of a story

or drama (e.g., where a story is set,

how the action is ordered, how the

characters are introduced and

developed).

Craft and Structure


words and phrases as they are used in

the text, including figurative and

Reading: Poetry

*Author’s purpose (RL11-12.5)

*Figurative Language (RL11-12.4; RL11-

12.6) -Irony

-Understatement

-Overstatement

-Paradox

-Personification

-Simile

-Metaphor

-Hyperbole

*Sound Techniques (RL11-12.2; RL11-

126; RL11-12.9) -Rhyme Scheme

-Rhythm

-Alliteration

-Assonance

-Consonance

*Themes (RL11-12.2)

Reading: Poetry


within poems.

*Analyze selected poems by American

authors and determine their purpose.

*Identify themes, figurative language,

sound devices, literary elements, rhyme

scheme, and style

*Interpret author’s purpose for and

effectiveness at using figurative language

in text.

*Define literary terms.

*Identify point of view through various

poems.

*Make inferences and draw conclusions

based on the text

*Identify and/or explain stated or implied

Writing

*Compose and analyze poetry

Enrichment

*Objective test


July 2013 46

connotative meanings; analyze the

impact of specific word choices on

meaning and tone, including words

with multiple meanings or language

that is particularly fresh, engaging, or

beautiful. (Include Shakespeare as well

as other authors.)



specific parts of a text (e.g., the choice

of where to begin or end a story, the

choice to provide a comedic or tragic

resolution) contribute to its overall

structure and meaning as well as its

aesthetic impact.



distinguishing what is directly stated in

a text from what is really meant (e.g.,

satire, sarcasm, irony, or

understatement).




twentieth-century foundational works

of American literature, including how

two or more texts from the same period

treat similar themes or topics.

Writing

Text and Purposes

W11-12.3 Write narratives to develop

real or imagined experiences or events

using effective technique, well-chosen

details, and well-structured event

Writing

*Student-crafted poetry (W11-12.3)

main ideas and relevant supporting details

from the text.


generalizations

Writing

*Compose poetry

July 2013 47

sequences.

a. Engage and orient the reader

by setting out a problem, situation, or

observation and its significance,

establishing one or multiple point(s) of

view, and introducing a narrator and/or

characters; create a smooth progression

of experiences or events.

b. Use narrative techniques, such

as dialogue, pacing, description,

reflection, and multiple plot lines, to

develop experiences, events, and/or

characters.

c. Use a variety of techniques to

sequence events so that they build on

one another to create a coherent whole

and build toward a particular tone and

outcome (e.g., a sense of mystery,

suspense, growth, or resolution).

d. Use precise words and phrases,

telling details, and sensory language to

convey a vivid picture of the

experiences, events, setting, and/or

characters.

e. Provide a conclusion that

follows from and reflects on what is

experienced, observed, or resolved

over the course of the narrative.






Listening and reading selected and

required poems.


*Recite poetry (RL11-12.10; SL11-12.6.)

July 2013 48


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.





referring to evidence from

texts and other research on the

topic or issue to stimulate a

thoughtful, well reasoned

exchange of ideas.



and decision making, set clear

goals and deadlines, and

establish individual roles as

needed.

c. Propel conversations by posing

and responding to questions

that probe reasoning and

evidence; ensure a hearing for

a full range of positions on a

topic or issue; clarify, verify,

or challenge ideas and

conclusions; and promote

divergent and creative

perspectives.

d. Respond thoughtfully to

diverse perspectives;

synthesize comments, claims,

and evidence made on all sides

of an issue; resolve

July 2013 49

contradictions when possible;

and determine what additional

information or research is

required to deepen the

investigation or complete the

task.

Presentation of Knowledge and

Ideas

SL11-12.4 Present information,

findings, and supporting evidence,

conveying a clear and distinct

perspective, such that listeners can

follow the line of reasoning, alternative




purpose, audience, and a range of

formal and informal tasks.

SL11-12.6 Adapt speech to a variety of

contexts and tasks, demonstrating a

command of formal English when

indicated or appropriate. (See grades

11–12 Language standards 1 and 3 on

page 54 for specific expectations.)

Language





speaking.


L11-12.3 Apply knowledge of

language to understand how language

Language

Vocabulary



-Affixes

-Context clues (RL11-12.4; L11-12.4)

Language

Vocabulary


synonyms, and antonyms in poetry.


unfamiliar words.

July 2013 50

functions in different contexts, to make

effective choices for meaning or style,

and to comprehend more fully when

reading or listening.





grades 11–12 reading and content,

choosing flexibly from a range of

strategies.



paragraph, or text; a

word’s position or function

in a sentence) as a clue to

the meaning of a word or

phrase.

L11-12.5 Demonstrate understanding

of figurative language, word

relationships, and nuances in word

meanings.

a. Interpret figures of speech

(e.g., hyperbole, paradox) in context

and analyze their role in the text.

b. Analyze nuances in the

meaning of words with similar

denotations.

July 2013 51

CURRICULUM MAP


Essential Questions

English 11 April (June 2013)


Reading Literature



textual evidence to support analysis

of what the text says explicitly as

well as inferences drawn from the

text, including determining where the

text leaves matters uncertain.




course of the text, including how

they interact and build on one

another to produce a complex

account; provide an objective

summary of the text.

RL.11-12.3 Analyze the impact of

the author’s choices regarding how

to develop and relate elements of a

story or drama (e.g., where a story is

set, how the action is ordered, how

the characters are introduced and

developed).

Craft and Structure

RL.11-12.4 Determine the meaning

Reading Literature

Anchor Text (options) (RL11-12.10)

Flowers for Algernon, Daniel Keyes

First Part Last, Angela Johnson

Go Ask Alice, Anonymous

Raisin in the Sun, Lorraine Hansberry

*Literary elements (RL11-12.2; RL11-

12.3; RL11-12.6) -Character

-Conflict

-Dialogue

-Setting

-Theme

*Author’s Purpose (RL11-12.5.)

*Summary and interpretation

-Language patterns

*Characters’ perspectives

Reading Literature

Mandatory Texts: Fiction

*Identify different language patterns within

novel.

*Make infere3nces based on information

from text.


generalizations.

*Identify, explain, and analyze the

characters, conflicts, themes and setting.

*Compare and contrast characters’

perspectives

*Explain connections between texts.

*Analyze examples of figurative language.

*Explain author’s purpose in using

figurative language

Required


*Writing (options)

-Literary analysis essay

-Creative writing

-Research-based writing

Enrichment

*Objective test

*Vocabulary test

July 2013 52

of words and phrases as they are

used in the text, including figurative

and connotative meanings; analyze

the impact of specific word choices

on meaning and tone, including

words with multiple meanings or



Shakespeare as well as other

authors.)



specific parts of a text (e.g., the

choice of where to begin or end a

story, the choice to provide a

comedic or tragic resolution)


meaning as well as its aesthetic

impact.



distinguishing what is directly stated

in a text from what is really meant

(e.g., satire, sarcasm, irony, or

understatement).

Range of Reading and Level of

Text Complexity



including stories, dramas, and

poems, in the grades 11–CCR text

complexity band proficiently, with

scaffolding as needed at the high end

of the range.

July 2013 53




textual evidence to support analysis

of what the text says explicitly as

well as inferences drawn from the

text, including determining where the

text leaves matters uncertain.

Craft and Structure

RI.11-12.6 Determine an author’s

point of view or purpose in a text in

which the rhetoric is particularly

effective, analyzing how style and

content contribute to the power,

persuasiveness, or beauty of the text.

Integration of Knowledge and

Ideas

RI.11-12.7 Integrate and evaluate

multiple sources of information

presented in different media or

formats (e.g., visually,

quantitatively) as well as in words in

order to address a question or solve a

problem.

Writing

Text and Purposes

W11-12.2 Write

informative/explanatory texts to

examine and convey complex ideas,

concepts, and information clearly


selection, organization, and analysis


*Author Biography (RI11-12.6; RI11-

12.7.)

*Historical context

-Summary

-Interpretation (RI11-12.1)

-Textual Evidence

Writing

*Open-ended Prompt

*Textual citations (RL11-12.1; RI11-

12.1)

*Grade-appropriate essay (W11-12.10)


*Explain author’s purpose.

*Explain examples of text that support

author’s intended purpose.

*Interpret literary work in its historic

context (if applicable)

*Explain the use of facts or opinions to

make a point or to construct an argument in

nonfictional text.

Writing

*Write in response to open-ended prompt



July 2013 54

of content.






whole; include formatting

(e.g., headings), graphics

(e.g., figures, tables), and

multimedia when useful to

aiding comprehension.

b. Develop the topic thoroughly

by selecting the most

significant and relevant facts,

extended definitions,

concrete details, quotations,

or other information and

examples appropriate to the

audience’s knowledge of the

topic.


transitions and syntax to link

the major sections of the

text, create cohesion, and

clarify the relationships

among complex ideas and

concepts.

d. Use precise language,

domain-specific vocabulary,

and techniques such as

metaphor, simile, and

analogy to manage the


e. Establish and maintain a

formal style and objective

*Conventions of written language (L11-

12.1; L11-12.2)

July 2013 55

tone while attending to the

norms and conventions of

the discipline in which they

are writing.

f. Provide a concluding

statement or section that

follows from and supports

the information or


articulating implications or

the significance of the topic).

Range of Writing

W11-12.10 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.






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.

a. Come to discussions

prepared, having read and

researched material under

study; explicitly draw on that

preparation by referring to

evidence from texts and



(SL11-12.1 )


*Listen critically and respond to others in

small and large group situations.

*Respond with grade level appropriate

questions, ideas, information, or opinions.

July 2013 56

other research on the topic or

issue to stimulate a

thoughtful, well reasoned

exchange of ideas.



and decision making, set

clear goals and deadlines,

and establish individual roles

as needed.

c. Propel conversations by

posing and responding to

questions that probe

reasoning and evidence;

ensure a hearing for a full

range of positions on a topic

or issue; clarify, verify, or

challenge ideas and

conclusions; and promote

divergent and creative

perspectives.

d. Respond thoughtfully to

diverse perspectives;

synthesize comments,

claims, and evidence made

on all sides of an issue;



additional information or

research is required to

deepen the investigation or

complete the task.

July 2013 57

Language





speaking.











strategies.







Language

Vocabulary


*Synonyms and antonyms

*Affixes

*Context clues (L11-12.4; RL11-12.4)

Language

Vocabulary



nonfiction texts



texts


synonyms, and antonyms.

July 2013 58

CURRICULUM MAP


Essential Questions

English 11 May-June (June 2013)


Reading Literature





course of the text, including how

they interact and build on one

another to produce a complex

account; provide an objective

summary of the text.

RL.11-12.3 Analyze the impact of

the author’s choices regarding how

to develop and relate elements of a

story or drama (e.g., where a story is

set, how the action is ordered, how

the characters are introduced and

developed).

Craft and Structure

RL.11-12.4 Determine the meaning


used in the text, including figurative

and connotative meanings; analyze

the impact of specific word choices

on meaning and tone, including

words with multiple meanings or


Mandatory Texts: Fiction (RL11-

12.10)

(choose one)

Brighton Beach Memoirs, Neil Simon

Hiroshima, John Hersey

Glass Menagerie, Tennessee Williams

Nine Stories, J. D. Salinger

One Flew Over the Cuckoo’s Nest, Dale

Wasserman

Slaughterhouse Five, Kurt Vonnegut

Death of a Salesman, Arthur Miller

*Use of appropriate reading strategy, as

needed (RL11-12.10)

*Literary elements (RL11-12.2; RL11-

12.3; RL11-12.5; RL11-12.6) -Character

-Conflict

-Dialogue

-Setting

-Theme

Mandatory Texts: Fiction

Reading

*Analyze components of fiction and

nonfiction.

-Identify, explain, and analyze the

characters, conflicts, themes and setting

-Compare and contrast characters’

perspectives

*Identify the main ideas and relevant

supporting details from text.

*Make inferences and draw conclusions

based on information from text.


generalizations.


author’s intended purpose.

*Identify different language patterns within

novel.

Required


*Vocabulary quizzes

*Writing (options)

-Literary analysis essay

-Creative writing

-Research -based writing

Enrichment

*Objective test

*Reading check

July 2013 59


Shakespeare as well as other

authors.)



specific parts of a text (e.g., the

choice of where to begin or end a

story, the choice to provide a

comedic or tragic resolution)


meaning as well as its aesthetic

impact.



distinguishing what is directly stated

in a text from what is really meant

(e.g., satire, sarcasm, irony, or

understatement).


Text Complexity



including stories, dramas, and

poems, in the grades 11–CCR text



of the range.


Craft and Structure

RI.11-12.4 Determine the meaning


used in a text, including figurative,

connotative, and technical meanings;

analyze how an author uses and

Reading: Nonfiction

*Author Biography

*Historical context

*Inferences supported by textual

*Connect author’s life and the text.

*Explain author’s purpose)

*Summarize and interpret a literary work,

providing textual evidence for the analysis.

Reading: Nonfiction

*Recognize writer as an author of American

literature.

*Explain stated or implied main ideas and

relevant supporting details.

July 2013 60

refines the meaning of a key term or

terms over the course of a text (e.g.,

how Madison defines faction in

Federalist No. 10).


Text Complexity

RI.11-12.10 By the end of grade 11,

read and comprehend literary

nonfiction in the grades 11–CCR text



of the range.

Writing

Text and Purposes

W11-12.2 Write

informative/explanatory texts to

examine and convey complex

ideas, concepts, and information

clearly and accurately through the

effective selection, organization,

and analysis of content.






whole; include formatting

(e.g., headings), graphics

(e.g., figures, tables), and

multimedia when useful to

aiding comprehension.

b. Develop the topic thoroughly

by selecting the most

significant and relevant facts,

evidence (RL11-12.10)

Writing

*Well-organized, grade-appropriate

essay (W11-12.2)

*Conventions of written language (L11-

12.1; L11-12.2)

*Interpret work in its historic context.

*Identify and describe author’s intended

purpose of text

*Explain, describe, and analyze examples of

text that support the author’s intended

purpose.

*Explain, interpret, describe, and evaluate

connections between texts.

Writing

*Write in response to open-ended prompt.

*Compose grade-level essays.


writing with textual citations (1.2.11.D.)

July 2013 61

extended definitions,

concrete details, quotations,

or other information and

examples appropriate to the

audience’s knowledge of the

topic.


transitions and syntax to link

the major sections of the

text, create cohesion, and

clarify the relationships

among complex ideas and

concepts.

d. Use precise language,

domain-specific vocabulary,

and techniques such as

metaphor, simile, and

analogy to manage the


e. Establish and maintain a

formal style and objective

tone while attending to the

norms and conventions of

the discipline in which they

are writing.

f. Provide a concluding

statement or section that

follows from and supports

the information or


articulating implications or

the significance of the topic).

July 2013 62





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.

Language





speaking.

a. Apply the understanding that

usage is a matter of

convention, can change over

time, and is sometimes

contested.











strategies.


Small- and large-group discussion

(SL11-12.1.)

Language

Vocabulary



-Affixes


12.4)


Listen critically and respond to others in

small and large group situations.

Respond with grade level appropriate

questions, ideas, information, or opinions.

Language

Vocabulary


synonyms, and antonyms in fiction

(A.1.1.1-2) and nonfiction texts (2.1.1 – 2)


unfamiliar words in fiction (A.1.2.1-2) and

nonfiction texts (A.2.2.1-2)

July 2013 63







PROJECTED CURRICULUM MAP · In the Time of Butterflies (Julia Alvarez) Something Wicked this Way...

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