Web viewCommon Core Cluster. Location. Key Ideas and Details. Class. Unit. Lesson(s) Unit Objective...

11th and 12 Grade Common Core

Common Core Cluster Location

Key Ideas and Details Class Unit Lesson(s) Unit Objective

11-12.RL.1Cite 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.

11A 6 26-30 Unit Objective: Students will learn and

discuss the value in daily life in knowing the techniques and tools of persuasion.

Students will learn and demonstrate how to use the techniques and tools of persuasion in a newspaper style editorial.

11B 1 1 Activity Titled:“Author’s Purpose”

2 6-10 Unit Objective: Define and identify

persuasive techniques in historical texts, and explain how they relate to the forming of America.

12A 2 6-10 Writing Project Instruction: If you use factual

information you have found through research, you must include parenthetical citations for those facts, properly acknowledge quoted material, and include a Works Cited List.”

12B 6 28 Lesson Objective: Understand and apply the literary terms of irony, symbol, formal and informal essays, and direct and indirect statements

11-12.RL.2Determine 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.

11B 1-4 Lessons5101520

Assignment:Call of the Wild study guides

12B 1 4 Lesson Description:Students will examine themes of feudalism, heroes, chivalry, and journeys as well as poetic elements such as characterization.

11-12.RL.3Analyze 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).

11B 1-4 Lessons5101520


12B 1 1-5 Unit Objectives: Explain the influence of

Geoffrey Chaucer Explain The Prologue to

the Canterbury Tales’ history, literary elements, and impact

Evaluate characterization

3 11-15 Unit Objectives: Analyze a writer’s word

choice and imagery

Craft and Structure11-12.RL.4Determine 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.)

All Classes

All Units

All lessons Each lesson contains a list of Key Terms that are used authentically within the lesson.

12B 3 11 Lesson Objective: Explain changes in the

language that occurred during the Enlightenment

11-12.RL.5Analyze 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

11B 1-4 5101520


12B 3 11-15 Unit objective: Evaluate the feminist

writers’ views during the Enlightenment

Analyze a writer’s word choice and imagery

11-12.RL.6Analyze 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).

11B 1 5 Lesson Objective Students will review,

identify and demonstrate an understanding of irony

12A 5 24 Lesson Description:“In this lesson, you will learn about irony and the ephemeral nature of a theatrical performance before beginning your revisions on your essay.”

12B 3 11-15 Unit Objectives: De

scribe satire

Terms to know: idio

m ton

e situ

ational irony ver

bal irony

Integration of Knowledge and Ideas

11-12.RL.7Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

12B 2 6-10 Unit Objective Connect Macbeth’s

themes and plot to other disciplines (i.e., the Macbeth Effect)

11-12.RL.8 (not applicable to literature)11-12.RL.9Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century

11B 1 4&5 Lesson 4 Activity TitleFrom "A Narrative of the Captivity"

foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Lesson5 Activity Title"The Interesting Narrative" Text

Range of Reading and Level of Text Complexity

11-12.RL.10By 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.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

11B 1-6 1-30 Course Objective: Students will learn,

discuss, and write commentary about themselves and their country through the study of American literature from Native narratives through modern poetry

12B 1-6 1-30 Course Objective: Describe the influence of historical periods on culture and literature

Key Ideas and Details11-12.RI.1Cite 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.

11B 1 1 Activity titled:“Author’s Purpose”

12A 4 11-16 Unit Objective: Students will master the

techniques of written and oral persuasion, and write an effective persuasive essay on an issue that is important to them personally.

5 21-25 Writing Project:“You will choose one of four classic plays to read, and you will evaluate your selection in a literary analysis essay.”

11-12.RI.2Determine two or more 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 provide a complex analysis; provide an objective summary of the text.

11B 1-4 Lessons5101520


1 2 Lesson Objective: Students will learn and

demonstrate strategies for identifying summarizing.

12A 5 21-25 Lesson Description:“In this unit, you will discover more about comedy, tragedy, and the theater. You will choose one of four classic plays to read, and you will evaluate your selection in a

literary analysis essay.”11-12.RI.3Analyze 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


discuss, and write commentary about themselves and their country through the study of American literature from Native narratives through modern poetry.

12A 5 21-25 Writing Project:“You will choose one of four classic plays to read, and you will evaluate your selection in a literary analysis essay.”

12B 2 8 Lesson Objective Describe the plot,

characters, and themes in the Shakespearean tragedy, Macbeth

11-12.RI.4Determine 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).

All Classes

All Units


11B 1 1-5 Unit Objective: Students will learn and

demonstrate their ability to recognize Latin roots in everyday language.



12B 3 11-15 Unit Objective: Describe the history of the

dictionary Explain how dictionary

words are selected

11-12.RI.5Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.




12A 4 16-20 Unit Objectives: Students will master the


12B 3 11-15 Unit Objective Evaluate persuasive

sources for adherence to ethics

Describe persuasive appeals and rhetorical devices used in writing and oratory

11-12.RI.6Determine 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.

11B 3 11-15 Unit Objective: Students will review,

identify and demonstrate an understanding literary elements in their own short story including point of view and author’s purpose.

12B 3 12 Lesson Objective: Analyze works by Mary

Wollstonecraft; Daniel DeFoe; and Mary, Lady Chudleigh

Explain appeals, rhetorical devices, and tones that are used in persuasive writing

6 29 Lesson Description“students will focus on perspective or point of view in literature as they read"

Integration of Knowledge and Ideas

11-12.RI.7Integrate 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.

11A 4 16-20 Unit Objectives Students will be

introduced to the components of a research paper.

Students will be introduced to MLA format.

Students will begin to choose a topic for their paper.

Students will begin to learn how to gather information to use as support in their paper

12A 6 26-30 Unit Objectives: Students research a

favorite author and write an essay about him or her

11-12.RI.8Delineate 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).

11B 2 6, 7, 8, 10 Lesson Foci: Lesson 6: The Fight for

Independenceo Focus on Patrick

Henry Lesson 7: Wisdom

o Focus on Benjamin Franklin

Lesson 8: Romanticismo Focus on the ideals of

freedom Lesson 10: Civil

Disobedienceo Focus on the idea of

Manifest Destiny11-12.RI.9Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.


discuss, and write commentary about themselves and their country through the study of American literature from Native narratives through modern poetry

1 1-5 Unit Objective: Students will begin to

learn about and discuss the earliest American literature beginning with oral Native American narratives.

2 6-10 Unit Objective: Students will begin to learn

about and discuss the

Puritan migration and settlement.

Range of Reading and Level of Text Complexity

11-12.RI.10By the end of grade 11, read and comprehend literary nonfiction in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

11B 1-6 1-30 Course Objective:Students will learn, discuss, and write commentary about themselves and their country through the study of American literature from Native narratives through modern poetry

12B 5 21 Activity Title:“Literary Analysis: Nonfiction”

Text Types and Purposes11-12.W.1Write 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

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 in a manner that anticipates the audience’s knowledge level, concerns,

11A 6 26-30 Unit Objectives: Students will learn and



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

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.

11B 2 6-10 Unit Objective: Define and identify

persuasive techniques in historical texts, and explain how they relate to the forming of America.

12B 3 12 Lesson Objective: Improve persuasive

writing skills

11-12.W.2Write 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.

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

11A 2 6-10 Unit Objective: Explain and identify

define and discuss a problem.

Explain and identify define and discuss a solution

11B 4&5 16-25 Unit Objectives Students will begin the

process of comparing and contrasting the literature of the past with that of the modern day.

Students will demonstrate an understanding of how to use critical thinking skills to successfully maneuver foreign words used in literature

audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts

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 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 explanation presented (e.g., articulating implications or the significance of the topic).

6 26-30 Writing Project:Compare and Contrast Essay

12A 2 6-10 Unit Objectives Students will study

expository writing Students will

investigate the best ways to assemble support information on topics of their choosing,

Students will create a compare-and-contrast essay comparing the two things they are most interested in.

11-12.W.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event 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, 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

11A 1 1-5 Unit Objective Students will learn and

demonstrate their knowledge of the specific requirements of a personal experience narrative.

11B 3 11-15 Writing Project:Short Story

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

12A 1 1-5 Writing Project Instructions: Use a consistent point of

view; either first person or third person.

Use a literary device such as foreshadowing, flashback, symbolism, allusion, irony, or conceit.

Production and Distribution of Writing

Class Unit Lesson

11-12.W.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

11A & 12A

All units All lessons Each essay assignment guides the students automatically through the 5-step writing process.

11A All units All lessons Course Objective: Students will

communicate clearly and coherently in writing within a wide range of media and styles.

11A 1 1 Unit Objective: Students will review,

define and utilize the 6-traits of Writing.

11A 1 1-5 Unit Objectives: Students will review,

define and demonstrate the 5-step writing process.

Students will review and demonstrate proper English convention rules.

11B 2, 3, 5, 6 6-15, 21-30 Each essay assignment guides the students automatically through the 5-step writing process

12A 1-6 1-30 Course Description: The English 12A writing

course is designed to launch students into the adult writing world. Through instruction, hands-on projects and practice activities, the student hones the ability to write on adult subjects to an adult audience.

11-12.W.5Develop 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.

11A & 12A

All units All lessons Each essay assignment guides the students automatically through the 5-step writing process.

11B 2, 3, 5, 6 6-15, 21-30 Each essay assignment guides the students automatically through the 5-step writing process

11-12.W.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

All Classes

All Units All lessons All lessons contain a multi-step project which is developed over time, and submitted online.

Research to Build and Present Knowledge

11-12.W.8Gather 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.

11A 4 17 Lesson Objectives Students will learn how to

keep and use note cards. Students will continue to

learn, and begin to demonstrate how to evaluate sources they find


information you have found through research, you must include parenthetical citations for those facts properly acknowledge quoted material, and include a Works Cited List.”

6 26-30 Unit Objective: Students will apply a

biographical approach to literature by researching and writing an essay about their favorite author.

12B 6 26-30 Writing

11-12.W.9Draw 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.”).

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning. [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]”).


discuss, and write commentary about themselves and their country through the study of American literature from Native narratives through modern poetry.

1 1-5 Writing Prompt:“Write five diary entries written from the perspective of an individual living in Colonial America.”

5 21-25 Unit Objective: Students will complete a

literary analysis of the independent reading selection.

12A 5 21-25 Lesson Objective: Students will choose one of four classic plays to read, and evaluate their selection in a literary analysis essay.

Range of Writing11-12.W.10Write 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.

11A & 12A

All inclusive

All inclusive Each writing assignment guides the students automatically through the 5-step writing process.

12B 1, 3-6 1-5, 11-30 Each writing assignment guides the students automatically through the 5-step writing process.

Comprehension and Collaboration

11-12.SL.1Initiate 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,

All Classes

All inclusive

All inclusive Each lesson contains a discussion prompt which the students are required to post to and respond to their classmates.

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 establish individual roles as needed.

d. 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 perspective.

e. Respond thoughtfully to diverse perspectives; synthesize responses, 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.

11-12.SL.2Integrate 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

11A 2 6-10 Unit Objectives: Explain and identify

define and discuss a problem.

Explain and identify define and discuss a solution.

12A 2 7 Activity Titles: Sources Collecting Support

Information Focus on Sources

12B 6 26-30 Writing Assignemnt:Research essay

11-12.SL.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used

11A 6 26 Activity 5“Sample of a Persuasive Paper”

12B 3 12 Lesson Description Students will read works

by Mary Wollstonecraft, Daniel DeFoe, and Mary, Lady Cudleigh and explain appeals, rhetorical devices and tone that are

used in persuasive writing11-12.SL.4Present 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 or formal and informal tasks

11A 4 16 Lesson Objective: Students will begin to

choose a topic for their paper.

Students will begin to learn how to gather information to use as support in their paper

17 Lesson Objective Students will continue to

learn, and begin to demonstrate how to evaluate sources they find

18 Lesson Objectives Students will learn how,

and begin to demonstrate, incorporating the Ideas trait into their research paper’s rough draft.

Students will learn how, and begin to demonstrate, incorporating the Voice trait into their research paper’s rough draft.

2025

Lesson Objective Students will learn and

demonstrate several ways to avoid plagiarizing, using the MLA format


information you have found through research, you must include parenthetical citations for those facts properly acknowledge quoted material, and include a Works Cited List.”

6 26-30 Unit Objective: Students will apply a

biographical approach to literature by researching and writing an essay about their favorite author.

12B 3 11-15 Writing Project:Persuasive Essay

4 16-20 Writing Project:Descriptive Essay

6 21-25 Writing Project:Research Essay

11-12.SL.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Not Yet Covered

11-12.SL.6Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Conventions of Standard English

11-12.L.1Demonstrate 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.

11A & 12A

All units All lessons Each essay assignment guides the students automatically through the 5-step writing process including edit and revision.

11B 2, 3, 5, 6 6-15, 21-30 Each essay assignment guides the students automatically through the 5-step writing process including edit and revision.

11-12.L.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Observe hyphenation conventions.b. Spell correctly.

11A & 12A

All units

All lessons Each essay assignment guides the students automatically through the 5-step writing process including edit and revision.

11A 5 24 Activity Title:“Spelling”

11B 2, 3, 5, 6

6-15, 21-30 Each essay assignment guides the students automatically through the 5-step writing process including edit and revision.

12A 1-6 1-30 Content:Each lesson contains an

English Language conventions refresher.

Knowledge of Language11-12.L.3Apply 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.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.

12B 3 11 Lesson Objective: Explain changes in

the language that occurred during the Enlightenment

12B 3 11-15 Unit Objective: Describe the history of

the dictionary Explain how dictionary

words are selected

Vocabulary Acquisition and Use

11-12.L.4Determine 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.

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 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).

All Classes

All Units


11A 1 5 Lesson Objective Students will use a

writer’s checklist to ensure a quality piece of writing prior to submittal.

11A 5 25 Activity Title:“Writer's Checklist”

11B 1 3 Lesson Objective: Students will review

and correctly use the rules of various word roots.


techniques of written and oral persuasion, and write an effective

persuasive essay on an issue that is important to them personally.

11-12.L.5Demonstrate 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.


demonstrate their knowledge of the specific requirements of a personal experience narrative

12B 5 21 Activity Title:“Figurative Language”

5 22 Activity Title:“Figurative Language and Realism”

11-12.L.6Acquire 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.

All Classes

All Units


Web viewCommon Core Cluster. Location. Key Ideas and Details. Class. Unit. Lesson(s) Unit Objective...

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