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9/2/13 6:13 PMAtlas - 137 AP Eng: Literature

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Warren Hills Regional School District137 AP Eng: Literature

High School, English Language Arts, High School

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StandardsStandards Essential QuestionsEssential Questions ContentContent SkillsSkills SuggestedSuggestedAssessmentsAssessments

SuggestedSuggestedActivitiesActivities

ResourcesResources

CollegeAdmissionsand JobSkills

(Week 1, 2Weeks)

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Writing3. Write narratives to developreal or imagined experiencesor events using effectivetechnique, well-chosendetails, and well-structuredevent sequences.

W.11-12.3. Writenarratives to developreal or imaginedexperiences or eventsusing effectivetechnique, well-chosendetails, and well-structured eventsequences. W.11-12.3a. Engageand orient the readerby setting out aproblem, situation, orobservation and itssignificance,establishing one ormultiple point(s) ofview, and introducing anarrator and/orcharacters; create asmooth progression ofexperiences or events. W.11-12.3b. Usenarrative techniques,such as dialogue,pacing, description,reflection, and multipleplot lines, to developexperiences, events,and/or characters. W.11-12.3c. Use avariety of techniques tosequence events so

that they build on oneanother to create acoherent whole andbuild toward aparticular tone andoutcome (e.g., a senseof mystery, suspense,growth, or resolution). W.11-12.3d Useprecise words andphrases, telling details,and sensory languageto convey a vividpicture of theexperiences, events,setting, and/orcharacters. W.11-12.3e. Provide aconclusion that followsfrom and reflects onwhat is experienced,observed, or resolvedover the course of thenarrative.

Production and Distribution ofWriting4. Produce clear andcoherent writing in which thedevelopment, organization,and style are appropriate totask, purpose, and audience.

W.11-12.4. Produce

What do admissions boards look for incollege essays?How can I write a successful collegeadmissions essay?What is the difference between showingand telling in writing?How can description be used to make anessay more vivid?What can I expect to see on the SATs?

CollegeAdmissions andEssay

Understandthe collegeapplicationprocess andessayexpectations.Becomefamiliar withthe structureof the SATs.Effectivelywrite asuccessfulcollegeadmissionsessay.

CollegeAdmissionsEssaySummative:Written:NarrativeCompletion ofCollegeAdmissionsPacketFormative: Oral:DiscussionDuring thecompletion ofthis packet.Students willwork together tocritique andassesssuccessfulwriting and applythe ideas to theirown essays.

Editing ofsample essayReview ofsample essaysCreation ofcollege essaydraftPeer editing ofcollege essayand or resumeTeacherreview ofcollege essayPresentationof tips andtechniques tocreating anacceptablecollege essay

CollegeAdmissionspackets

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W.11-12.4. Produceclear and coherentwriting in which thedevelopment,organization, and styleare appropriate to task,purpose, andaudience. (Grade-specific expectationsfor writing types aredefined in standards1–3 above.)

5. Develop and strengthenwriting as needed byplanning, revising, editing,rewriting, or trying a newapproach.

W.11-12.5. Developand strengthen writingas needed by planning,revising, editing,rewriting, or trying anew approach,focusing on addressingwhat is most significantfor a specific purposeand audience.

Range of Writing10. Write routinely overextended time frames (timefor research, reflection, andrevision) and shorter timeframes (a single sitting or aday or two) for a range oftasks, purposes, andaudiences.

W.11-12.10. Writeroutinely overextended time frames(time for research,reflection, and revision)and shorter timeframes (a single sittingor a day or two) for arange of tasks,purposes

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Speaking & ListeningComprehension andCollaboration1. Prepare for and participateeffectively in a range ofconversations andcollaborations with diversepartners, building on others’ideas and expressing theirown clearly and persuasively.

SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively.

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,

LanguageConventions of StandardEnglish1. Demonstrate command ofthe conventions of standardEnglish grammar and usagewhen writing or speaking.

L.11-12.1.



L.11-12.1.Demonstratecommand of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking. L.11-12.1a. Apply theunderstanding thatusage is a matter ofconvention, canchange over time, andis sometimescontested.

2. Demonstrate command ofthe conventions of standardEnglish capitalization,punctuation, and spellingwhen writing.

L.11-12.2.Demonstratecommand of theconventions ofstandard Englishcapitalization,punctuation, andspelling when writing. L.11-12.2a. Observehyphenationconventions. L.11-12.2b. Spellcorrectly.

Knowledge of Language3. Apply knowledge oflanguage to understand howlanguage functions in differentcontexts, to make effectivechoices for meaning or style,and to comprehend more fullywhen reading or listening.

L.11-12.3. Applyknowledge of languageto understand howlanguage functions indifferent contexts, to

make effective choicesfor meaning or style,and to comprehendmore fully whenreading or listening. L.11-12.3a. Varysyntax for effect,consulting references(e.g., Tufte’s ArtfulSentences) forguidance as needed;apply anunderstanding ofsyntax to the study ofcomplex texts whenreading.

6. Acquire and use accuratelya range of general academicand domain-specific wordsand phrases sufficient forreading, writing, speaking,and listening at the collegeand career readiness level;demonstrate independence ingathering vocabularyknowledge when consideringa word or phrase important tocomprehension orexpression.

L.11-12.6. Acquireand use accuratelygeneral academic anddomain-specific wordsand phrases, sufficientfor reading, writing,speaking, and listeningat the college andcareer readiness level;demonstrateindependence in



independence ingathering vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

2009 CCCS: Standard 9: 21stCentury Life and Careers,Grade 12 , 9.1 21st-CenturyLife & Career Skills9.1 21st-Century Life &Career Skills: All students willdemonstrate the creative,critical thinking, collaboration,

and problem-solving skillsneeded to functionsuccessfully as both globalcitizens and workers indiverse ethnic andorganizational cultures.

A. Critical Thinking andProblem Solving

9.1.12.A.1 Applycritical thinking andproblem-solvingstrategies duringstructured learningexperiences.

ThinkingAboutLiterature (ChapterOne)

(Week 1, 2Weeks)

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Capacities of the LiterateIndividualStudents Who are Collegeand Career Ready inReading, Writing, Speaking,Listening, & Language

They demonstrateindependence. They build strongcontent knowledge. They respond to thevarying demands ofaudience, task,purpose, anddiscipline. They comprehend aswell as critique. They value evidence. They come tounderstand otherperspectives andcultures.

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitlyand to make logicalinferences from it; citespecific textual evidencewhen writing or speaking tosupport conclusions drawn

from the text.

RL.11-12.1. Citestrong and thoroughtextual evidence tosupport analysis ofwhat the text saysexplicitly as well asinferences drawn fromthe text, includingdetermining where thetext leaves mattersuncertain.

2. Determine central ideas orthemes of a text and analyzetheir development;summarize the key supporting

What isliterature?

Why isliteratureimportant?

What ismetaphor?

How doauthorssuccessfullycreate and“inhabit” ametaphor?

What makes aneffectivereader?

How does areader workthroughindirection,implication andinference?

What are thedifferencesbetweenexperience,analysis, andextension aspertaining toliterature?

Excerpt or full text ofthe following found inthe textbook:

“Tell all the Truth butTell it Slant” by EmilyDickinson (2)

“The Sacred” byStephen Dunn(2)

“When my love swearsthat she is made oftruth” by WilliamShakespeare(3)

“Vegetarian Physics”by David Clewell(3)

“Praise Song for theDay” by ElizabethAlexander(4)

Peanuts by CharlesSchultz(6)

“The Bagel” by DavidIgnatow(8)

Shawl by AlbertGoldbarth(9)

“Introduction to Poetry”by Billy Collins(10)

Superman and Me bySherman Alexie(11)

“Learning to Read” byFranz Wright(12)

“Out, Out” by Robert

Frost(13)

“Snow” by JuliaAlvarez(14)

Analyze and evaluatewhat can be put intothe classification ofliterature.

Analyze and evaluatethe importance ofliterature.

Define, recognize,and interpretmetaphor as used inliterature.

Evaluate what makesa good reader.

Recognize an applyan author's use ofindirection,implication andinference.

Understand andevaluate the act ofexperiencing,analyzing andextending literature.

Metaphor andPoetry Exercise(page 2)Formative:Written:InformativeExperience,Analysis andExtensionActivity (page26)Formative:Performance:SkillDemonstrationClass DiscussionFormative: Oral:DiscussionReaderExpections andReader's RoleActivities (pages9 and 11)Formative:Written:Informative

Independentand classreadingCompletiontextbookactivitiesTeacherpresentation ofinformationArtistic and/orcreative groupprojectsClassdiscussionFormal andinformalwriting

Jago, Carol.Literature &Composition:Reading, Writing,Thinking. Boston,MA: Bedford/St.Martin's, 2011.




summarize the key supportingdetails and ideas.

RL.11-12.2.Determine two or morethemes or centralideas of a text andanalyze theirdevelopment over thecourse of the text,including how theyinteract and build onone another to producea complex account;provide an objectivesummary of the text.

3. Analyze how and whyindividuals, events, and ideasdevelop and interact over thecourse of a text.

RL.11-12.3. Analyzethe impact of theauthor’s choicesregarding how todevelop and relateelements of a story ordrama (e.g., where astory is set, how theaction is ordered, howthe characters areintroduced anddeveloped).

Craft and Structure4. Interpret words andphrases as they are used in atext, including determiningtechnical, connotative, andfigurative meanings, and

analyze how specific wordchoices shape meaning ortone.

RL.11-12.4.Determine themeaning of words andphrases as they areused in the text,including figurative andconnotative meanings;analyze the impact ofspecific word choiceson meaning and tone,including words withmultiple meanings orlanguage that isparticularly fresh,engaging, or beautiful.(Include Shakespeareas well as otherauthors.)

5. Analyze the structure oftexts, including how specificsentences, paragraphs, andlarger portions of the text(e.g., a section, chapter,scene, or stanza) relate toeach other and the whole.

RL.11-12.5. Analyzehow an author’schoices concerninghow to structurespecific parts of a text(e.g., the choice ofwhere to begin or enda story, the choice toprovide a comedic ortragic resolution)contribute to its overallstructure and meaningas well as its aestheticimpact.

6. Assess how point of viewor purpose shapes thecontent and style of a text.

RL.11-12.6. Analyze a



RL.11-12.6. Analyze acase in which graspinga point of view requiresdistinguishing what isdirectly stated in a textfrom what is reallymeant (e.g., satire,sarcasm, irony, or

understatement).

Integration of Knowledge andIdeas7. Integrate and evaluatecontent presented in diverseformats and media, includingvisually and quantitatively, aswell as in words.

RL.11-12.7. Analyzemultiple interpretationsof a story, drama, orpoem (e.g., recordedor live production of aplay or recorded novelor poetry), evaluatinghow each versioninterprets the sourcetext. (Include at leastone play byShakespeare and oneplay by an Americandramatist.)

9. Analyze how two or moretexts address similar themesor topics in order to buildknowledge or to compare theapproaches the authors take.

RL.11-12.9.Demonstrateknowledge ofeighteenth-,nineteenth- and early-twentieth-centuryfoundational works ofAmerican literature,including how two ormore texts from thesame period treatsimilar themes ortopics.

Range of Reading and Levelof Text Complexity 10. Read and comprehendcomplex literary andinformational textsindependently andproficiently.

RL.11-12.10. By theend of grade 12, readand comprehendliterature, includingstories, dramas, and

poems, at the high endof the grades 11–CCRtext complexity bandindependently andproficiently.

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Reading: Informational TextKey Ideas and Details 1. Read closely to determinewhat the text says explicitlyand to make logicalinferences from it; citespecific textual evidencewhen writing or speaking tosupport conclusions drawnfrom the text.

RI.11-12.1. Cite strongand thorough textualevidence to supportanalysis of what thetext says explicitly aswell as inferences



well as inferencesdrawn from the text,including determiningwhere the text leavesmatters uncertain.

2. Determine central ideas orthemes of a text and analyzetheir development;summarize the key supportingdetails and ideas.

RI.11-12.2. Determinetwo or more centralideas of a text andanalyze theirdevelopment over thecourse of the text,including how theyinteract and build onone another to providea complex analysis;provide an objectivesummary of the text.


RI.11-12.3. Analyze acomplex set of ideas orsequence of events

and explain howspecific individuals,ideas, or eventsinteract and developover the course of thetext.

Craft and Structure4. Interpret words andphrases as they are used in atext, including determiningtechnical, connotative, andfigurative meanings, andanalyze how specific wordchoices shape meaning ortone.

RI.11-12.4. Determinethe meaning of wordsand phrases as theyare used in a text,including figurative,connotative, andtechnical meanings;analyze how an authoruses and refines themeaning of a key termor terms over thecourse of a text (e.g.,how Madison definesfaction in FederalistNo. 10).


RI.11-12.5. Analyzeand evaluate theeffectiveness of thestructure an authoruses in his or herexposition orargument, includingwhether the structuremakes points clear,convincing, andengaging.


RI.11-12.6. Determine

an author’s point of



an author’s point ofview or purpose in atext in which therhetoric is particularlyeffective, analyzinghow style and contentcontribute to thepower, persuasivenessor beauty of the text.


RI.11-12.10. By theend of grade 12, readand comprehendliterary nonfiction at thehigh end of the grades11–CCR textcomplexity bandindependently andproficiently.

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Writing2. Writeinformative/explanatory textsto examine and conveycomplex ideas andinformation clearly andaccurately through theeffective selection,organization, and analysis ofcontent.

W.11-12.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, andinformation clearly andaccurately through theeffective selection,organization, andanalysis of content.

9. Draw evidence from literaryor informational texts tosupport analysis, reflection,and research.

W.11-12.9. Drawevidence form literaryor informational textsto support analysis,reflection, andresearch. W.11-12.9a. Applygrades 11–12 Readingstandards to literature(e.g., “Demonstrateknowledge ofeighteenth-,nineteenth- and early-twentieth-centuryfoundational works ofAmerican literature,including how two ormore texts from thesame period treatsimilar themes ortopics”).


W.11-12.10. Writeroutinely over



extended time frames(time for research,reflection, and revision)and shorter timeframes (a single sittingor a day or two) for arange of tasks,purposes


SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions anddecision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.

CommonCore: EnglishLanguage Arts 6-12,



Language Arts 6-12,CommonCore: Grades 11-12,LanguageConventions of StandardEnglish1. Demonstrate command ofthe conventions of standardEnglish grammar and usagewhen writing or speaking.

L.11-12.1.Demonstratecommand of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking. L.11-12.1a. Apply theunderstanding thatusage is a matter ofconvention, canchange over time, andis sometimescontested. L.11-12.1b. Resolveissues of complex orcontested usage,consulting references(e.g., Merriam-Webster’s Dictionary ofEnglish Usage,Garner’s ModernAmerican Usage) asneeded.




L.11-12.3. Applyknowledge of languageto understand howlanguage functions indifferent contexts, tomake effective choicesfor meaning or style,and to comprehendmore fully whenreading or listening. L.11-12.3a. Varysyntax for effect,consulting references(e.g., Tufte’s ArtfulSentences) forguidance as needed;apply anunderstanding ofsyntax to the study ofcomplex texts whenreading.

Vocabulary Acquisition andUse4. Determine or clarify themeaning of unknown andmultiple-meaning words and



multiple-meaning words andphrases by using contextclues, analyzing meaningfulword parts, and consultinggeneral and specializedreference materials, asappropriate.

L.11-12.4. Determineor clarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grades 11–12 reading andcontent, choosingflexibly from a range ofstrategies. L.11-12.4a. Usecontext (e.g., theoverall meaning of asentence, paragraph,or text; a word’sposition or function in asentence) as a clue tothe meaning of a wordor phrase. L.11-12.4b. Identifyand correctly usepatterns of wordchanges that indicatedifferent meanings orparts of speech (e.g.,conceive, conception,conceivable). L.11-12.4c. Consultgeneral andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).

5. Demonstrateunderstanding of wordrelationships and nuances inword meanings.

L.11-12.5.Demonstrateunderstanding offigurative language,word relationships, andnuances in wordmeanings. L.11-12.5a. Interpretfigures of speech (e.g.,hyperbole, paradox) in

context and analyzetheir role in the text. L.11-12.5b. Analyzenuances in themeaning of words withsimilar denotations.

6. Acquire and use accuratelya range of general academicand domain-specific wordsand phrases sufficient forreading, writing, speaking,and listening at the collegeand career readiness level;demonstrate independence ingathering vocabularyknowledge when consideringa word or phrase important to



a word or phrase important tocomprehension orexpression.

L.11-12.6. Acquireand use accuratelygeneral academic anddomain-specific wordsand phrases, sufficientfor reading, writing,speaking, and listeningat the college andcareer readiness level;demonstrateindependence ingathering vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

CloseReading (ChapterTwo)

(Week 3, 3Weeks)


They demonstrateindependence. They build strongcontent knowledge. They respond to thevarying demands ofaudience, task,

purpose, anddiscipline. They comprehend aswell as critique. They value evidence. They come tounderstand otherperspectives andcultures.

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitlyand to make logicalinferences from it; citespecific textual evidencewhen writing or speaking tosupport conclusions drawnfrom the text.



RL.11-12.2.Determine two or morethemes or centralideas of a text andanalyze theirdevelopment over thecourse of the text,including how theyinteract and build on

1. What isclose reading?

2. How doesone engage atext?

3. How doesone effectivelyuse firstimpressionquestions?

4. How doesone recognizeand evaluatethe elements ofstyle including

diction,figurativelanguage,imagery,syntax, toneand mood?

5. How doesone recognizeand evaluatethe additionalelements ofstyle thatpertain topoetry includingrhyme, meter,form, poeticsyntax andsound?

6. How doesonedifferentiatebetweendifferent poeticforms includingPetrarchan andShakespeareansonnets,elegies, odes,and villanelles?

7. How doesone recognizeand analyzepoetictechniquessuch asenjambment,caesura,alliteration,assonance,consonance,andonomatopoeia?

8. How canthese elementsof style be usedto analyze bothpoetry and

My Antonia by WillaCather(19)

“To an Athlete DyingYoung” by A. E.Houseman(21)

“Old Mr. Marblehall”byEudora Welty(24)

The Great Gatsby byF. Scott Fitzgerald(25)

“The RedWheelbarrow” byWilliam CarlosWilliams(28)

“Bright Star, would Iwere stedfast as thouart” by John Keats(30)

“Delight in Disorder”by Robert Herrick(31)

“My Father’s Song” bySimon Ortiz(32)

“Promises like Pie-Crust” by ChristinaGeorgina Rossetti(34)

“Sonnet 29” by WilliamShakespeare(36)

The Scarlet Letter byNathanielHawthorne(40)

“Slam, Dunk, & Hook”by YusefKomunyakaa(41)

“Fast Break” byEdward Hirsch(49)

“Traveling through theDark” by WilliamStafford(57)

“Woodchucks” byMaxine Kumin(58)

Analyze, practice anddefine the act ofclose reading andengaging the text.

Practice using firstimpression questionto aid analysis.

Recognize, analyzeand evaluateelements of style,pertaining to poetryand prose, including:diction, figurativelanguage, imagery,syntax, tone mood,rhyme, meter, form,poetic syntax andsound.

Identify anddifferentiate betweendifferent types ofpoetry, includingsonnets, elegies,odes, and villanelles.

Recognize andinterpret the use ofpoetic techniques,includingenjambment,caesura, alliteration,assonance,consonance, andonomatopoeia.

Practice annotating atext and usinggraphic organizers toaid in analysis.

Effectively write aclose analysis essay.

First ImpressionQuestionExercise(page20)Formative:Written:InformativeAnnotation,Evaluation andGraphicOrganizerExercise (pages40, 48,51,55)Formative:Performance:SkillDemonstration

Class DiscussionFormative: Oral:DiscussionElements ofStyle Exerciseand AnalysisActivities (pages24, 25, 30,32)Formative:Written:InformativePartner AnalysisExercise (page34)Formative:Project:CollaborativeTaskComparisonContrast Essay(page 57)Summative:Written: Essay

Independentand classreadingCompletiontextbookactivitiesTeacherpresentation ofinformationArtistic and/orcreative groupprojectsClassdiscussionFormal andinformal

writing





one another to producea complex account;provide an objectivesummary of the text.

3. Analyze how and whyindividuals, events, and ideas

develop and interact over thecourse of a text.





RL.11-12.5. Analyzehow an author’schoices concerninghow to structurespecific parts of a text

(e.g., the choice ofwhere to begin or enda story, the choice toprovide a comedic ortragic resolution)contribute to its overallstructure and meaningas well as its aestheticimpact.


RL.11-12.6. Analyze acase in which graspinga point of view requiresdistinguishing what isdirectly stated in a textfrom what is reallymeant (e.g., satire,sarcasm, irony, orunderstatement).

Integration of Knowledge andIdeas7. Integrate and evaluate

proseeffectively?

9. How mayannotation,exploratorywriting and

graphicorganizers beused tosuccessfullyanalyze a text?

10. How doesone effectivelywrite a closeanalysis essay?



7. Integrate and evaluatecontent presented in diverseformats and media, includingvisually and quantitatively, aswell as in words.



RL.11-12.9.Demonstrateknowledge ofeighteenth-,nineteenth- and early-

twentieth-centuryfoundational works ofAmerican literature,including how two ormore texts from thesame period treatsimilar themes ortopics.


RL.11-12.10. By theend of grade 12, readand comprehendliterature, includingstories, dramas, andpoems, at the high endof the grades 11–CCRtext complexity bandindependently andproficiently.


RI.11-12.1. Cite strongand thorough textualevidence to supportanalysis of what thetext says explicitly aswell as inferencesdrawn from the text,including determiningwhere the text leavesmatters uncertain.


RI.11-12.2. Determinetwo or more central



two or more centralideas of a text andanalyze theirdevelopment over thecourse of the text,including how theyinteract and build onone another to providea complex analysis;provide an objectivesummary of the text.


RI.11-12.3. Analyze acomplex set of ideas orsequence of eventsand explain howspecific individuals,ideas, or eventsinteract and developover the course of thetext.



5. Analyze the structure oftexts, including how specificsentences, paragraphs, andlarger portions of the text

(e.g., a section, chapter,scene, or stanza) relate toeach other and the whole.



RI.11-12.6. Determinean author’s point ofview or purpose in atext in which therhetoric is particularlyeffective, analyzinghow style and contentcontribute to thepower, persuasivenessor beauty of the text.

Range of Reading and Levelof Text Complexity 10. Read and comprehendcomplex literary and



informational textsindependently andproficiently.


CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning and

relevant and sufficientevidence.

W.11-12.1. Writearguments to supportclaims in an analysis ofsubstantive topics ortexts, using validreasoning and relevantand sufficientevidence. W.11-12.1a. Introduceprecise,knowledgeableclaim(s), establish thesignificance of theclaim(s), distinguishthe claim(s) fromalternate or opposingclaims, and create anorganization thatlogically sequencesclaim(s),counterclaims,reasons, and evidence. W.11-12.1b. Developclaim(s) andcounterclaims fairlyand thoroughly,supplying the mostrelevant evidence foreach while pointing outthe strengths andlimitations of both in amanner thatanticipates theaudience’s knowledgelevel, concerns,values, and possiblebiases. W.11-12.1c. Usewords, phrases, andclauses as well asvaried syntax to linkthe major sections ofthe text, createcohesion, and clarifythe relationshipsbetween claim(s) andreasons, betweenreasons and evidence,and between claim(s)and counterclaims. W.11-12.1d. Establishand maintain a formalstyle and objectivetone while attending to

the norms andconventions of thediscipline in which theyare writing. W.11-12.1e. Provide aconcluding statementor section that followsfrom and supports theargument presented.



2. Writeinformative/explanatory textsto examine and conveycomplex ideas andinformation clearly andaccurately through theeffective selection,organization, and analysis ofcontent.

W.11-12.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, andinformation clearly andaccurately through theeffective selection,organization, andanalysis of content. W.11-12.2a. Introducea topic; organizecomplex ideas,concepts, andinformation so thateach new elementbuilds on that whichprecedes it to create aunified whole; includeformatting (e.g.,headings), graphics(e.g., figures, tables),and multimedia whenuseful to aidingcomprehension. W.11-12.2b. Developthe topic thoroughly byselecting the mostsignificant and relevantfacts, extendeddefinitions, concretedetails, quotations, orother information andexamples appropriateto the audience’sknowledge of the topic. W.11-12.2c. Use

appropriate and variedtransitions and syntaxto link the majorsections of the text,create cohesion, andclarify the relationshipsamong complex ideasand concepts. W.11-12.2d. Useprecise language,domain-specificvocabulary, andtechniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic. W.11-12.2e. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.2f. Provide aconcluding statementor section that followsfrom and supports theinformation orexplanation presented(e.g., articulatingimplications or thesignificance of thetopic).





5. Develop and strengthen

writing as needed byplanning, revising, editing,rewriting, or trying a newapproach.


6. Use technology, includingthe Internet, to produce andpublish writing and to interactand collaborate with others.

W.11-12.6. Usetechnology, includingthe Internet, toproduce, publish, andupdate individual orshared writing productsin response to ongoingfeedback, includingnew arguments orinformation.




W.11-12.10. Writeroutinely overextended time frames(time for research,reflection, and revision)and shorter timeframes (a single sittingor a day or two) for arange of tasks,



range of tasks,purposes


SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidence

from texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions anddecision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,LanguageConventions of StandardEnglish1. Demonstrate command of



the conventions of standardEnglish grammar and usagewhen writing or speaking.

L.11-12.1.Demonstrate

command of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking. L.11-12.1a. Apply theunderstanding thatusage is a matter ofconvention, canchange over time, andis sometimescontested. L.11-12.1b. Resolveissues of complex orcontested usage,consulting references(e.g., Merriam-Webster’s Dictionary ofEnglish Usage,Garner’s ModernAmerican Usage) asneeded.





Vocabulary Acquisition andUse4. Determine or clarify themeaning of unknown andmultiple-meaning words andphrases by using contextclues, analyzing meaningfulword parts, and consultinggeneral and specializedreference materials, as



reference materials, asappropriate.

L.11-12.4. Determineor clarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grades 11–12 reading andcontent, choosingflexibly from a range ofstrategies. L.11-12.4a. Usecontext (e.g., theoverall meaning of asentence, paragraph,or text; a word’sposition or function in asentence) as a clue tothe meaning of a wordor phrase. L.11-12.4b. Identifyand correctly usepatterns of wordchanges that indicatedifferent meanings orparts of speech (e.g.,conceive, conception,conceivable). L.11-12.4c. Consult

general andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).


L.11-12.5.Demonstrateunderstanding offigurative language,word relationships, andnuances in wordmeanings. L.11-12.5a. Interpretfigures of speech (e.g.,hyperbole, paradox) incontext and analyzetheir role in the text. L.11-12.5b. Analyzenuances in themeaning of words withsimilar denotations.


L.11-12.6. Acquireand use accurately



and use accuratelygeneral academic anddomain-specific wordsand phrases, sufficientfor reading, writing,speaking, and listeningat the college andcareer readiness level;demonstrateindependence ingathering vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

Analysis (ChapterThree)

(Week 6, 3Weeks)



CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitlyand to make logicalinferences from it; citespecific textual evidencewhen writing or speaking to

support conclusions drawnfrom the text.




3. Analyze how and why

1. How doesone recognizeand evaluatethe elements offiction includingplot, character,setting, point ofview, symbol,and theme?

2. How doesone applyterms relatingto charactersandcharacterizationcorrectly,includingprotagonist,antagonist,round, flat,stock, foil,indirect, anddirect?

3. How doesone recognizeand evaluate ifthe followingliterary termsbildungsromanand epiphany?

4. How mayhistoricalcontext and theculturalenvironment

influence boththe author’sselection andthe reader’sinterpretation ofthe setting?

5. How doesone recognizeand evaluatethe additionalelements offiction thatpertain todrama includingact &scenedivisions,dialogue,monologues,soliloquies,dramatic ironystagedirections, andprops(symbols)?

6. Howdoes one writea successfulinterpretativeessay?

“One of These Days”by Gabriel GarciaMarquez(61)

Pride and Prejudice byJane Austen(64)

Hard Times byCharles Dickens(66)

“ The Masque of theRed Death” by EdgarAllan Poe(67)

The Grapes of Wrathby John Steinbeck(69)

Call it Sleep by HenryRoth(70)

1984 by GeorgOrwell(71)

Tess of theD”Urbervilles byThomas Hardy(72)

The Beautiful ThingsThat Heaven Bears byDinaw Mengestu(74)

The Adventure ofHuckleberry Finn byMark Twain(75)

“Miss Brill” byKatherineMansfield(76)

“The Lottery” by

Shirley Jackson(77)

Mrs. Dalloway byVirginia Woolf(77)

“Seeing Eye” by BradWatson(78)

A Crime in theNeighborhood bySuzanne Berne(81)

Frankenstein by MaryShelley(82)

Brooklyn by ColmToibin(83)

“The First Day” byEdward B. Jones(85)

Girl by JamaicaKincaid(91)

Pygmalion by GeorgeBernard Shaw(93)

Othello by WilliamShakespeare(95)

A Doll’s House byHenrik Ibsen(96)

A Raisin in the Sun byLorraineHansberry(97)

The Gin Game by D.L.

Recognize, analyzeand evaluateelements of fiction,including plot, setting,point of view, symboland theme .

Define and recognizethe literarytechniques ofbildungsroman andepiphany.

Identify anddifferentiate betweendifferent types oftypes of charactersand characterizationtechniques, includingprotagonist,antagonist, round,flat, stock, foil,indirect and direct.

Recognize andinterpret the use ofdramatic techniques,including act andscene divisions,dialogue,monologues,soliloquies, dramaticirony, stagedirections and props.

Effectively write aninterpretive essay.

ThesisStatement,Editing andEvaluationExercises(pages 114, 121)Formative:Performance:SkillDemonstrationClass DiscussionFormative: Oral:DiscussionElements ofFiction Exercises(page 63, 66,72,78, 83, 85,91, 97,100)Formative:Written:InformativeGroupDramatizationActivity (page112)Formative:Project:CollaborativeTaskInterpretiveEssay (page121)Summative:Written: Essay

Independentand classreadingCompletiontextbookactivitiesTeacherpresentation ofinformationArtistic and/orcreative groupprojectsClassdiscussionFormal andinformalwriting







Craft and Structure4. Interpret words andphrases as they are used in atext, including determiningtechnical, connotative, and

figurative meanings, andanalyze how specific wordchoices shape meaning ortone.





RL.11-12.6. Analyze acase in which graspinga point of view requiresdistinguishing what isdirectly stated in a textfrom what is reallymeant (e.g., satire,

sarcasm, irony, orunderstatement).


The Gin Game by D.L.Coburn(99)

Andre’s Mother byTerrence McNally(100)

and Trifles by SusanGlaspell(102)







RL.11-12.10. By theend of grade 12, readand comprehendliterature, including

stories, dramas, andpoems, at the high endof the grades 11–CCRtext complexity bandindependently andproficiently.




RI.11-12.2. Determinetwo or more centralideas of a text andanalyze theirdevelopment over thecourse of the text,



including how theyinteract and build onone another to providea complex analysis;provide an objectivesummary of the text.


RI.11-12.3. Analyze acomplex set of ideas or

sequence of eventsand explain howspecific individuals,ideas, or eventsinteract and developover the course of thetext.











CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence.

W.11-12.1. Writearguments to supportclaims in an analysis ofsubstantive topics ortexts, using validreasoning and relevantand sufficientevidence. W.11-12.1a. Introduceprecise,knowledgeableclaim(s), establish thesignificance of theclaim(s), distinguishthe claim(s) fromalternate or opposingclaims, and create anorganization thatlogically sequencesclaim(s),counterclaims,reasons, and evidence. W.11-12.1b. Developclaim(s) andcounterclaims fairlyand thoroughly,supplying the mostrelevant evidence foreach while pointing outthe strengths andlimitations of both in amanner thatanticipates theaudience’s knowledgelevel, concerns,values, and possiblebiases. W.11-12.1c. Usewords, phrases, andclauses as well asvaried syntax to linkthe major sections ofthe text, createcohesion, and clarifythe relationshipsbetween claim(s) andreasons, betweenreasons and evidence,and between claim(s)and counterclaims. W.11-12.1d. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.1e. Provide aconcluding statementor section that followsfrom and supports theargument presented.

2. Writeinformative/explanatory textsto examine and conveycomplex ideas andinformation clearly and



information clearly andaccurately through theeffective selection,organization, and analysis ofcontent.

W.11-12.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, andinformation clearly andaccurately through theeffective selection,organization, andanalysis of content. W.11-12.2a. Introducea topic; organizecomplex ideas,concepts, andinformation so thateach new elementbuilds on that whichprecedes it to create aunified whole; includeformatting (e.g.,headings), graphics(e.g., figures, tables),and multimedia whenuseful to aidingcomprehension. W.11-12.2b. Developthe topic thoroughly byselecting the mostsignificant and relevantfacts, extendeddefinitions, concretedetails, quotations, orother information andexamples appropriateto the audience’sknowledge of the topic. W.11-12.2c. Useappropriate and variedtransitions and syntaxto link the majorsections of the text,create cohesion, andclarify the relationshipsamong complex ideasand concepts. W.11-12.2d. Useprecise language,domain-specificvocabulary, andtechniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic. W.11-12.2e. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.2f. Provide aconcluding statementor section that followsfrom and supports theinformation orexplanation presented(e.g., articulatingimplications or thesignificance of thetopic).


W.11-12.4. Produceclear and coherentwriting in which thedevelopment,organization, and style



organization, and styleare appropriate to task,purpose, andaudience. (Grade-specific expectationsfor writing types aredefined in standards1–3 above.)












CommonCore: Grades 11-12,Speaking & ListeningComprehension andCollaboration1. Prepare for and participateeffectively in a range ofconversations andcollaborations with diversepartners, building on others’ideas and expressing theirown clearly and persuasively.

SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions anddecision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure a

hearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,LanguageConventions of StandardEnglish1. Demonstrate command ofthe conventions of standardEnglish grammar and usagewhen writing or speaking.




Demonstratecommand of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking. L.11-12.1a. Apply theunderstanding thatusage is a matter ofconvention, canchange over time, andis sometimescontested. L.11-12.1b. Resolveissues of complex orcontested usage,consulting references(e.g., Merriam-Webster’s Dictionary ofEnglish Usage,Garner’s Modern

American Usage) asneeded.





Vocabulary Acquisition andUse4. Determine or clarify themeaning of unknown and

multiple-meaning words andphrases by using contextclues, analyzing meaningfulword parts, and consultinggeneral and specializedreference materials, asappropriate.

L.11-12.4. Determineor clarify the meaningof unknown and



multiple-meaningwords and phrasesbased on grades 11–12 reading andcontent, choosingflexibly from a range ofstrategies. L.11-12.4a. Usecontext (e.g., theoverall meaning of asentence, paragraph,or text; a word’sposition or function in asentence) as a clue tothe meaning of a wordor phrase. L.11-12.4b. Identifyand correctly usepatterns of wordchanges that indicatedifferent meanings orparts of speech (e.g.,conceive, conception,conceivable). L.11-12.4c. Consultgeneral andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).




L.11-12.6. Acquireand use accuratelygeneral academic anddomain-specific wordsand phrases, sufficientfor reading, writing,speaking, and listeningat the college andcareer readiness level;



career readiness level;demonstrateindependence ingathering vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

Extension (Chapter

Four)

(Week 9, 2Weeks)


CommonCore: Grades 11-12,Capacities of the LiterateIndividualStudents Who are Collegeand Career Ready inReading, Writing, Speaking,Listening, & Language





RL.11-12.2.

Determine two or morethemes or centralideas of a text andanalyze theirdevelopment over thecourse of the text,including how theyinteract and build onone another to producea complex account;provide an objectivesummary of the text.


RL.11-12.3. Analyzethe impact of the

1. How canmultiple literary

texts be used tosupport aninterpretation orviewpoint?

2. How doesonesuccessfullywrite an essayintegratingmultiple texts?

3. How doeseffectivelyintegratequotations tostrengthen anargument?

4. When andhow should anauthor usepersonalanecdotes in anessay?

“The New Colossus”by Emma

Lazarus(125)

“Playground inTenement Alley” byLewis W. Hine(VisualText 126)

“Let America BeAmerica Again” byLangston Hughes(127)

“In Response toExecutive Order 9066:All Americans ofJapanese DescentMust Report toRelocation Centers” byDwight Okita(131)

“Immigrants” by PatMora(132)

“Two Kinds” by AmyTan(133)

"The Latin Deli" byJudith Ortiz Cofer(141)

“Two Ways to Belongin America” by BharatiMukherjee(Nonfiction143)

Recognize, evaluateand synthesize how

multiple texts cancomment or discussone theme or topic.

Write a successfulessay pulling frommultiple texts tocomment on onetopic or theme.

Successfullyintegrate and citequotations frommultiple texts in oneessay.

Determine how andwhen to integratepersonal anecdotalinformation into anessay as evidence.

IncludingQuotation,

IntegratingAnecdotes, andRevisionExercises(pages 155, 157,and 160)Formative:Performance:SkillDemonstrationClass DiscussionFormative: Oral:DiscussionFree Write andExtensionExercises(pages124 and 141)Formative:Written:InformativeGroup ExtensionActivity (page130)Formative:Project:CollaborativeTaskConversation(Extension)Essay (page160)Summative:Written: Essay

Independentand classreadingCompletiontextbookactivitiesTeacherpresentation ofinformationClassdiscussionFormal andinformalwritingCompletion ofextensionessay

Jago, Carol.Literature &

Composition:Reading, Writing,Thinking. Boston,MA: Bedford/St.Martin's, 2011.




the impact of theauthor’s choicesregarding how todevelop and relateelements of a story ordrama (e.g., where astory is set, how theaction is ordered, howthe characters areintroduced anddeveloped).








RL.11-12.7. Analyzemultiple interpretationsof a story, drama, orpoem (e.g., recordedor live production of aplay or recorded novelor poetry), evaluating



or poetry), evaluatinghow each versioninterprets the sourcetext. (Include at leastone play by

Shakespeare and oneplay by an Americandramatist.)




RL.11-12.10. By theend of grade 11, readand comprehendliterature, includingstories, dramas, andpoems, in the grades11–CCR textcomplexity bandproficiently, withscaffolding as neededat the high end of therange. RL.11-12.10. By theend of grade 12, readand comprehendliterature, includingstories, dramas, andpoems, at the high endof the grades 11–CCRtext complexity bandindependently andproficiently.


Reading: Informational TextKey Ideas and Details 1. Read closely to determinewhat the text says explicitlyand to make logicalinferences from it; citespecific textual evidencewhen writing or speaking tosupport conclusions drawnfrom the text.









Craft and Structure4. Interpret words and

phrases as they are used in atext, including determiningtechnical, connotative, andfigurative meanings, andanalyze how specific wordchoices shape meaning ortone.






Integration of Knowledge andIdeas7. Integrate and evaluate



content presented in diverseformats and media, includingvisually and quantitatively, aswell as in words.

RI.11-12.7. Integrateand evaluate multiplesources of informationpresented in differentmedia or formats (e.g.,visually, quantitatively)as well as in words inorder to address aquestion or solve aproblem.

8. Delineate and evaluate theargument and specific claimsin a text, including the validityof the reasoning as well asthe relevance and sufficiencyof the evidence.(Not applicable to literature)

RI.11-12.8. Delineateand evaluate thereasoning in seminalU.S. texts, includingthe application ofconstitutional principlesand use of legalreasoning (e.g., in U.S.Supreme Courtmajority opinions anddissents) and thepremises, purposes,and arguments inworks of publicadvocacy (e.g., TheFederalist, presidentialaddresses).


RI.11-12.9. Analyzeseventeenth-,eighteenth-, andnineteenth-centuryfoundational U.S.documents of historicaland literary

significance (includingThe Declaration ofIndependence, thePreamble to theConstitution, the Bill ofRights, and Lincoln’sSecond InauguralAddress) for theirthemes, purposes, andrhetorical features.


RI.11-12.10. By theend of grade 11, readand comprehendliterary nonfiction in thegrades 11–CCR textcomplexity bandproficiently, withscaffolding as neededat the high end of therange. RI.11-12.10. By theend of grade 12, readand comprehendliterary nonfiction at thehigh end of the grades11–CCR textcomplexity bandindependently and



independently andproficiently.




W.11-12.2. Writeinformative/explanatory



informative/explanatorytexts to examine andconvey complex ideas,concepts, andinformation clearly andaccurately through theeffective selection,organization, andanalysis of content. W.11-12.2a. Introducea topic; organizecomplex ideas,concepts, andinformation so thateach new elementbuilds on that whichprecedes it to create aunified whole; includeformatting (e.g.,headings), graphics(e.g., figures, tables),and multimedia whenuseful to aidingcomprehension. W.11-12.2b. Developthe topic thoroughly byselecting the mostsignificant and relevantfacts, extendeddefinitions, concretedetails, quotations, orother information andexamples appropriateto the audience’sknowledge of the topic. W.11-12.2c. Useappropriate and variedtransitions and syntaxto link the majorsections of the text,create cohesion, andclarify the relationshipsamong complex ideasand concepts. W.11-12.2d. Useprecise language,

domain-specificvocabulary, andtechniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic. W.11-12.2e. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.2f. Provide aconcluding statementor section that followsfrom and supports theinformation orexplanation presented(e.g., articulatingimplications or thesignificance of thetopic).





1–3 above.)





Research to Build andPresent Knowledge7. Conduct short as well asmore sustained researchprojects based on focusedquestions, demonstratingunderstanding of the subjectunder investigation.

W.11-12.7. Conductshort as well as moresustained researchprojects to answer aquestion (including aself-generatedquestion) or solve aproblem; narrow orbroaden the inquirywhen appropriate;synthesize multiplesources on the subject,demonstratingunderstanding of thesubject underinvestigation.

8. Gather relevant informationfrom multiple print and digitalsources, assess the credibilityand accuracy of each source,and integrate the informationwhile avoiding plagiarism.

W.11-12.8. Gatherrelevant informationfrom multipleauthoritative print and

digital sources, usingadvanced searcheseffectively; assess thestrengths andlimitations of eachsource in terms of thetask, purpose, andaudience; integrateinformation into thetext selectively tomaintain the flow ofideas, avoidingplagiarism andoverreliance on anyone source andfollowing a standardformat for citation.

9. Draw evidence from literaryor informational texts to



support analysis, reflection,and research.

W.11-12.9. Drawevidence form literaryor informational textsto support analysis,reflection, andresearch. W.11-12.9a. Applygrades 11–12 Readingstandards to literature(e.g., “Demonstrateknowledge ofeighteenth-,nineteenth- and early-twentieth-centuryfoundational works ofAmerican literature,including how two ormore texts from thesame period treatsimilar themes ortopics”). W.11-12.9b. Applygrades 11–12 Readingstandards to literarynonfiction (e.g.,“Delineate andevaluate the reasoningin seminal U.S. texts,including theapplication ofconstitutional principlesand use of legalreasoning [e.g., in U.S.Supreme Court Case

majority opinions anddissents) and thepremises, purposes,and arguments inworks of publicadvocacy (e.g., TheFederalist, presidentialaddresses]”).




SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,



texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions anddecision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,LanguageConventions of Standard

English1. Demonstrate command ofthe conventions of standardEnglish grammar and usagewhen writing or speaking.

L.11-12.1.Demonstratecommand of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking. L.11-12.1a. Apply theunderstanding thatusage is a matter ofconvention, canchange over time, andis sometimescontested. L.11-12.1b. Resolveissues of complex orcontested usage,consulting references(e.g., Merriam-Webster’s Dictionary ofEnglish Usage,Garner’s Modern



Garner’s ModernAmerican Usage) asneeded.





Vocabulary Acquisition andUse4. Determine or clarify themeaning of unknown andmultiple-meaning words andphrases by using contextclues, analyzing meaningfulword parts, and consultinggeneral and specializedreference materials, asappropriate.

L.11-12.4. Determineor clarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grades 11–12 reading andcontent, choosingflexibly from a range ofstrategies. L.11-12.4a. Usecontext (e.g., theoverall meaning of asentence, paragraph,or text; a word’sposition or function in asentence) as a clue tothe meaning of a wordor phrase. L.11-12.4b. Identify

and correctly usepatterns of wordchanges that indicatedifferent meanings or



different meanings orparts of speech (e.g.,conceive, conception,conceivable). L.11-12.4c. Consultgeneral andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).



6. Acquire and use accuratelya range of general academicand domain-specific wordsand phrases sufficient forreading, writing, speaking,

and listening at the collegeand career readiness level;demonstrate independence ingathering vocabularyknowledge when consideringa word or phrase important tocomprehension orexpression.


AncientDrama -Oedipus

(Week 11, 3Weeks)


What are the characteristics of ancientdrama?What dramatic techniques are used inancient drama?What qualities do tragic heroes possess?What are the elements of a tragedy?What is a tragic flaw?What are the unities of time, space and

Oedipus RexAntigone (1327)

Achieve anunderstandingof thetechniquesand formatused inancient drama.Identify and

Oedipus JournalResponsesFormative:Written:Journal/DiaryOedipus UnitTestSummative:Test/Quiz:

Independentand classreadingCompletion ofstudy guidesTeacherpresentation ofinformation

Glencoe,McGraw-Hill. GlencoeWorld Literature,Student Edition. Columbus:Glencoe/McGraw-




Listening, & Language

They demonstrateindependence. They build strongcontent knowledge. They respond to thevarying demands ofaudience, task,purpose, anddiscipline. They comprehend aswell as critique. They value evidence. They use technologyand digital mediastrategically andcapably. They come tounderstand otherperspectives and

cultures.






RL.11-12.3. Analyzethe impact of theauthor’s choicesregarding how todevelop and relate

elements of a story ordrama (e.g., where astory is set, how theaction is ordered, howthe characters areintroduced anddeveloped).

Craft and Structure4. Interpret words andphrases as they are used in atext, including determiningtechnical, connotative, and

What are the unities of time, space andaction?

Identify andapply dramatictechniques.Identify andevaluateelements oftragedy.Understandand presentbackgroundinformationabout ancientdrama.

Test/Quiz:WrittenOedipus PaperSummative:Written: EssayPerformanceProjectsFormative:Performance:DramatizationThis project willoccur only if timeallows.

Vocabulary QuizSummative:Test/Quiz:WrittenCompletion ofStudy GuideWritten:

InformativeOedipusVocabularySummative:Written:InformativeBackgroundInformationGroupPresentationSummative:Project:CollaborativeTask

informationArtistic and/orcreative groupprojectsVocabularyexercises andreviewClassdiscussionFormal andinformalwriting

Glencoe/McGraw-Hill, 2009. Print. Jago, Carol.Literature &Composition:Reading, Writing,Thinking. Boston,MA: Bedford/St.Martin's, 2011.



technical, connotative, andfigurative meanings, andanalyze how specific wordchoices shape meaning ortone.







W.11-12.1. Writearguments to supportclaims in an analysis ofsubstantive topics ortexts, using validreasoning and relevantand sufficientevidence. W.11-12.1a. Introduceprecise,knowledgeableclaim(s), establish thesignificance of the



significance of theclaim(s), distinguishthe claim(s) fromalternate or opposingclaims, and create anorganization thatlogically sequencesclaim(s),counterclaims,reasons, and evidence. W.11-12.1c. Usewords, phrases, andclauses as well asvaried syntax to linkthe major sections ofthe text, createcohesion, and clarifythe relationshipsbetween claim(s) andreasons, betweenreasons and evidence,and between claim(s)and counterclaims. W.11-12.1d. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.1e. Provide aconcluding statementor section that followsfrom and supports theargument presented.


W.11-12.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, andinformation clearly andaccurately through theeffective selection,organization, andanalysis of content. W.11-12.2a. Introducea topic; organizecomplex ideas,concepts, andinformation so thateach new elementbuilds on that whichprecedes it to create aunified whole; includeformatting (e.g.,headings), graphics(e.g., figures, tables),and multimedia when

useful to aidingcomprehension. W.11-12.2b. Developthe topic thoroughly byselecting the mostsignificant and relevantfacts, extendeddefinitions, concretedetails, quotations, orother information andexamples appropriateto the audience’sknowledge of the topic. W.11-12.2c. Useappropriate and variedtransitions and syntaxto link the majorsections of the text,create cohesion, andclarify the relationshipsamong complex ideas



among complex ideasand concepts. W.11-12.2d. Useprecise language,domain-specificvocabulary, andtechniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic. W.11-12.2e. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.2f. Provide aconcluding statementor section that followsfrom and supports theinformation orexplanation presented(e.g., articulatingimplications or thesignificance of thetopic).


W.11-12.9. Drawevidence form literaryor informational texts

to support analysis,reflection, andresearch.




SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come to



discussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions anddecision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.

2. Integrate and evaluateinformation presented indiverse media and formats,including visually,quantitatively, and orally.

SL.11-12.2. Integratemultiple sources ofinformation presentedin diverse formats and

media (e.g., visually,quantitatively, orally) inorder to make informeddecisions and solveproblems, evaluatingthe credibility andaccuracy of eachsource and noting anydiscrepancies amongthe data.

3. Evaluate a speaker’s pointof view, reasoning, and use ofevidence and rhetoric.

SL.11-12.3. Evaluatea speaker’s point ofview, reasoning, anduse of evidence andrhetoric, assessing thestance, premises, linksamong ideas, wordchoice, points ofemphasis, and toneused.

Presentation of Knowledgeand Ideas4. Present information,findings, and supporting



findings, and supportingevidence such that listenerscan follow the line ofreasoning and theorganization, development,and style are appropriate totask, purpose, and audience.

SL.11-12.4. Presentinformation, findings,and supportingevidence, conveying aclear and distinctperspective, such thatlisteners can follow theline of reasoning,alternative or opposingperspectives areaddressed, and theorganization,development,substance, and styleare appropriate topurpose, audience,and a range or formaland informal tasks.

5. Make strategic use ofdigital media and visual

displays of data to expressinformation and enhanceunderstanding ofpresentations.

SL.11-12.5. Makestrategic use of digitalmedia (e.g., textual,graphical, audio,visual, and interactiveelements) inpresentations toenhanceunderstanding offindings, reasoning,and evidence and toadd interest.

6. Adapt speech to a varietyof contexts andcommunicative tasks,demonstrating command offormal English when indicatedor appropriate.

SL.11-12.6. Adaptspeech to a variety ofcontexts and tasks,demonstrating acommand of formalEnglish when indicatedor appropriate.


L.11-12.1.Demonstratecommand of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking.


L.11-12.2.Demonstratecommand of theconventions ofstandard English



standard Englishcapitalization,punctuation, andspelling when writing. L.11-12.2a. Observehyphenationconventions. L.11-12.2b. Spellcorrectly.




L.11-12.4c. Consultgeneral andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).


L.11-12.5.Demonstrateunderstanding offigurative language,word relationships, andnuances in wordmeanings.

Hamlet CommonCore: EnglishLanguage Arts 6-12, What are the characteristics of tragedy? Hamlet Understand

Class DiscussionFormative: Oral: Understand

Shakespeare,William. Hamlet.




(Week 14, 5Weeks)

Language Arts 6-12,CommonCore: Grades 11-12,Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitlyand to make logicalinferences from it; citespecific textual evidencewhen writing or speaking tosupport conclusions drawnfrom the text.

RL.11-12.1. Citestrong and thoroughtextual evidence tosupport analysis ofwhat the text saysexplicitly as well asinferences drawn from

the text, includingdetermining where thetext leaves mattersuncertain.






RL.11-12.4.Determine themeaning of words andphrases as they areused in the text,

including figurative andconnotative meanings;analyze the impact ofspecific word choiceson meaning and tone,including words withmultiple meanings orlanguage that isparticularly fresh,engaging, or beautiful.(Include Shakespeareas well as otherauthors.)

What are the characteristics of tragedy?Is Hamlet a tragic hero?What is Hamlet’s tragic flaw?How does Shakespeare use literarydevices and dramatic conventions?Are the themes universal or limited to aparticular time and place?How does Shakespeare’s technique differfrom those used in ancient drama?

Hamlet Understandthe technicaland thematicdifferencesbetweentragedy anddrama.EvaluateHamlet as atragic hero.Applyknowledge oftragedy anddrama to thecreation of auniquemodernization.Identify andanalyze theuse of literary

devices.Evaluate thethemes of theplay anddetermine ifthey areuniversal.

Formative: Oral:DiscussionGroupPerformanceSummative:Performance:DramatizationCompletion ofStudy GuideFormative:Written:InformativeHamlet PaperSummative:Written: EssayJournal EntriesFormative:Written:InformativeAct Quizzes,

Unit TestTest/Quiz:WrittenPun HuntProject: PersonalUsing a graphicorganizer,students willtrackShakespeare'suse of punsthroughoutHamlet andanalyze thedouble meaningsof words and thenuances oflanguage.

Understandthe technicaland thematicdifferencesbetweentragedy anddrama ingeneral.EvaluateHamlet as atragic hero.Applyknowledge oftragedy anddrama to thecreation of auniquemodernization.Identify andanalyze the

use of literarydevices.Evaluate thethemes of theplay anddetermine ifthey areuniversal.

William. Hamlet.Folger. New York:WashingtonSquare Press,1992. Print.



authors.)













literature, includingstories, dramas, andpoems, at the high endof the grades 11–CCRtext complexity bandindependently andproficiently.

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Writing

3. Write narratives to developreal or imagined experiencesor events using effectivetechnique, well-chosendetails, and well-structuredevent sequences.

W.11-12.3. Writenarratives to developreal or imaginedexperiences or eventsusing effectivetechnique, well-chosendetails, and well-structured eventsequences. W.11-12.3a. Engageand orient the readerby setting out aproblem, situation, orobservation and itssignificance,establishing one ormultiple point(s) ofview, and introducing anarrator and/orcharacters; create asmooth progression ofexperiences or events. W.11-12.3b. Usenarrative techniques,such as dialogue,pacing, description,reflection, and multipleplot lines, to developexperiences, events,and/or characters. W.11-12.3c. Use avariety of techniques tosequence events sothat they build on oneanother to create acoherent whole andbuild toward aparticular tone andoutcome (e.g., a senseof mystery, suspense,growth, or resolution). W.11-12.3d Useprecise words andphrases, telling details,and sensory languageto convey a vividpicture of theexperiences, events,setting, and/orcharacters.

W.11-12.3e. Provide aconclusion that followsfrom and reflects onwhat is experienced,observed, or resolvedover the course of thenarrative.


W.11-12.4. Produceclear and coherentwriting in which thedevelopment,organization, and styleare appropriate to task,



are appropriate to task,purpose, andaudience. (Grade-specific expectationsfor writing types aredefined in standards1–3 above.)




W.11-12.8. Gatherrelevant informationfrom multipleauthoritative print anddigital sources, using

advanced searcheseffectively; assess thestrengths andlimitations of eachsource in terms of thetask, purpose, andaudience; integrateinformation into thetext selectively tomaintain the flow ofideas, avoidingplagiarism andoverreliance on anyone source andfollowing a standardformat for citation.




SL.11-12.1. Initiateand participateeffectively in a range of



effectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions anddecision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.

6. Adapt speech to a varietyof contexts andcommunicative tasks,demonstrating command offormal English when indicatedor appropriate.






Demonstratecommand of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking. L.11-12.1a. Apply theunderstanding thatusage is a matter ofconvention, canchange over time, andis sometimescontested. L.11-12.1b. Resolveissues of complex orcontested usage,consulting references(e.g., Merriam-Webster’s Dictionary ofEnglish Usage,Garner’s ModernAmerican Usage) asneeded.

2. Demonstrate command ofthe conventions of standardEnglish capitalization,

punctuation, and spellingwhen writing.





L.11-12.4. Determineor clarify the meaningof unknown and



multiple-meaningwords and phrasesbased on grades 11–12 reading andcontent, choosingflexibly from a range ofstrategies. L.11-12.4a. Usecontext (e.g., theoverall meaning of asentence, paragraph,or text; a word’sposition or function in asentence) as a clue tothe meaning of a wordor phrase. L.11-12.4b. Identifyand correctly usepatterns of wordchanges that indicatedifferent meanings orparts of speech (e.g.,conceive, conception,conceivable). L.11-12.4c. Consultgeneral andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).




L.11-12.6. Acquireand use accuratelygeneral academic anddomain-specific wordsand phrases, sufficientfor reading, writing,speaking, and listening



at the college andcareer readiness level;demonstrateindependence ingathering vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

Death of aSalesman

(Week 19, 3Weeks)

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Capacities of the LiterateIndividualStudents Who are Collegeand Career Ready in

Reading, Writing, Speaking,Listening, & Language





RL.11-12.2.Determine two or morethemes or centralideas of a text andanalyze theirdevelopment over the

course of the text,including how theyinteract and build onone another to producea complex account;provide an objectivesummary of the text.


RL.11-12.3. Analyze

What are the characteristics ofmodern drama?What dramatic techniques are used inmodern drama?What qualities do tragic heroes possess?How does modern drama differ from

Elizabethan and ancient drama? Why might these differences have beenimplemented?What do the differences mean?How does the American Dream functionthematically in this play?

Modern Drama Achieve anunderstandingof thetechniquesand formatused in

moderndrama.Identify andapply dramatictechniques.Identify andevaluateelements oftragedy.Understandand presentbackgroundinformationabout ancientdrama.

JournalResponsesFormative:Written:Journal/DiaryUnit TestSummative:

Test/Quiz:WrittenLiterary EssaySummative:Written: EssayPerformanceProjectsFormative:Performance:DramatizationThis project willoccur only if timeallows.

Vocabulary QuizSummative:Test/Quiz:WrittenCompletion ofStudy GuideWritten:InformativeVocabularyPracticeSummative:Written:Informative

Independentand classreadingCompletion ofstudy guidesTeacher

presentation ofinformationArtistic and/orcreative groupprojectsVocabularyexercises andreviewClassdiscussionFormal andinformalwriting

Miller,Arthur. Death of aSalesman. NewYork: PenguinGroup (USA) Inc.,1977. Print.







5. Analyze the structure oftexts, including how specificsentences, paragraphs, and

larger portions of the text(e.g., a section, chapter,scene, or stanza) relate toeach other and the whole.




CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts,



using valid reasoning andrelevant and sufficientevidence.

W.11-12.1. Writearguments to supportclaims in an analysis ofsubstantive topics ortexts, using validreasoning and relevantand sufficient

evidence. W.11-12.1a. Introduceprecise,knowledgeableclaim(s), establish thesignificance of theclaim(s), distinguishthe claim(s) fromalternate or opposingclaims, and create anorganization thatlogically sequencesclaim(s),counterclaims,reasons, and evidence. W.11-12.1c. Usewords, phrases, andclauses as well asvaried syntax to linkthe major sections ofthe text, createcohesion, and clarifythe relationshipsbetween claim(s) andreasons, betweenreasons and evidence,and between claim(s)and counterclaims. W.11-12.1d. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.1e. Provide aconcluding statementor section that followsfrom and supports theargument presented.


W.11-12.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, and

information clearly andaccurately through theeffective selection,organization, andanalysis of content. W.11-12.2a. Introducea topic; organizecomplex ideas,concepts, andinformation so thateach new elementbuilds on that whichprecedes it to create aunified whole; includeformatting (e.g.,headings), graphics(e.g., figures, tables),and multimedia whenuseful to aidingcomprehension. W.11-12.2b. Developthe topic thoroughly by



the topic thoroughly byselecting the mostsignificant and relevantfacts, extendeddefinitions, concretedetails, quotations, orother information andexamples appropriateto the audience’sknowledge of the topic. W.11-12.2c. Useappropriate and variedtransitions and syntaxto link the majorsections of the text,create cohesion, andclarify the relationshipsamong complex ideasand concepts. W.11-12.2d. Useprecise language,domain-specificvocabulary, andtechniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic. W.11-12.2e. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.2f. Provide aconcluding statementor section that followsfrom and supports theinformation orexplanation presented(e.g., articulatingimplications or thesignificance of thetopic).


W.11-12.9. Drawevidence form literaryor informational textsto support analysis,reflection, andresearch.






own clearly and persuasively.

SL.11-12.1. Initiate

and participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions anddecision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.


L.11-12.1.Demonstratecommand of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking.

2. Demonstrate command ofthe conventions of standardEnglish capitalization,



English capitalization,punctuation, and spellingwhen writing.



L.11-12.3. Apply

knowledge of languageto understand howlanguage functions indifferent contexts, tomake effective choicesfor meaning or style,and to comprehendmore fully whenreading or listening. L.11-12.3a. Varysyntax for effect,consulting references(e.g., Tufte’s ArtfulSentences) forguidance as needed;apply anunderstanding ofsyntax to the study ofcomplex texts whenreading.


L.11-12.4c. Consultgeneral andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).

5. Demonstrate

understanding of wordrelationships and nuances inword meanings.




Demonstrateunderstanding offigurative language,word relationships, andnuances in wordmeanings.

Home andFamily(ChapterFive)

(Week 22, 4Weeks)








RL.11-12.3. Analyzethe impact of theauthor’s choicesregarding how todevelop and relateelements of a story ordrama (e.g., where a

1. What are thecharacteristics of home?2. How are homes andfamilies represented inliterature?3. How do theserepresentations changethroughout eras?4. What do thesechanges signify?

“The Dead” by JamesJoyce(162)

“Babylon Revisited” byF. ScottFitzgerald(250)

"I Stand Here Ironing"by Tillie Olson (265)

“The Moths” by HelenaMaria Viramontes(272)

“Saving Sourdi” byMay-Lee Chai(281)

“On My First Son” byBen Johnson(297)

“Before the Birth ofOne of Her Children”by AnneBradstreet(298)

“We are Seven” byWilliamWordsworth(299)

“A Prayer for MyDaughter” by WilliamButler Yeats(302)

“Mother to Son” byLangston Hughes(305)

“Those WinterSundays” by RobertHayden(308)

“Daddy” by SylviaPlath(310)

“The Bistro Styx” byRita Dove(326)

Evaluate and definethe meaning ofhome.

Examine how homesand families arerepresented inliterature.

Analyze howparadigms and familyshift throughout eras.

Determine thesignificance of theseparadigm shifts.

Textbookquestions basedon readingselectionsFormative:Written:InformativeClass DiscussionFormative: Oral:DiscussionExtension Essay(page 365)Summative:Written: Essay

Independentand classreadingCompletiontextbookactivitiesTeacherpresentation ofinformationCompletion ofExtensionEssay(365)ClassdiscussionFormal andinformalwriting





drama (e.g., where astory is set, how theaction is ordered, howthe characters areintroduced anddeveloped).


RL.11-12.4.Determine the

meaning of words andphrases as they areused in the text,including figurative andconnotative meanings;analyze the impact ofspecific word choiceson meaning and tone,including words withmultiple meanings orlanguage that isparticularly fresh,engaging, or beautiful.(Include Shakespeareas well as otherauthors.)





Integration of Knowledge andIdeas7. Integrate and evaluatecontent presented in diverse

formats and media, includingvisually and quantitatively, aswell as in words.

RL.11-12.7. Analyzemultiple interpretationsof a story, drama, orpoem (e.g., recordedor live production of aplay or recorded novelor poetry), evaluatinghow each versioninterprets the sourcetext. (Include at least



one play byShakespeare and oneplay by an Americandramatist.)












course of a text.







RI.11-12.6. Determinean author’s point ofview or purpose in atext in which therhetoric is particularlyeffective, analyzinghow style and contentcontribute to the

power, persuasivenessor beauty of the text.






CommonCore: Grades 11-12,WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence.



W.11-12.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, andinformation clearly andaccurately through the



accurately through theeffective selection,

organization, andanalysis of content. W.11-12.2a. Introducea topic; organizecomplex ideas,concepts, andinformation so thateach new elementbuilds on that whichprecedes it to create aunified whole; includeformatting (e.g.,headings), graphics(e.g., figures, tables),and multimedia whenuseful to aidingcomprehension. W.11-12.2b. Developthe topic thoroughly byselecting the mostsignificant and relevantfacts, extendeddefinitions, concretedetails, quotations, orother information andexamples appropriateto the audience’sknowledge of the topic. W.11-12.2c. Useappropriate and variedtransitions and syntaxto link the majorsections of the text,create cohesion, andclarify the relationshipsamong complex ideasand concepts. W.11-12.2d. Useprecise language,domain-specificvocabulary, andtechniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic. W.11-12.2e. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.2f. Provide aconcluding statementor section that followsfrom and supports theinformation orexplanation presented(e.g., articulatingimplications or thesignificance of thetopic).



5. Develop and strengthenwriting as needed byplanning, revising, editing,rewriting, or trying a new



rewriting, or trying a newapproach.



W.11-12.6. Usetechnology, includingthe Internet, toproduce, publish, andupdate individual orshared writing productsin response to ongoingfeedback, including

new arguments orinformation.





CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Speaking & ListeningComprehension andCollaboration1. Prepare for and participate

effectively in a range ofconversations andcollaborations with diversepartners, building on others’ideas and expressing theirown clearly and persuasively.



SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions anddecision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives.

SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.


L.11-12.1.Demonstratecommand of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking. L.11-12.1a. Apply theunderstanding thatusage is a matter ofconvention, canchange over time, and



change over time, andis sometimescontested. L.11-12.1b. Resolveissues of complex orcontested usage,consulting references(e.g., Merriam-Webster’s Dictionary ofEnglish Usage,Garner’s ModernAmerican Usage) asneeded.

2. Demonstrate command ofthe conventions of standardEnglish capitalization,punctuation, and spelling

when writing.





L.11-12.4. Determineor clarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grades 11–12 reading andcontent, choosingflexibly from a range ofstrategies. L.11-12.4a. Usecontext (e.g., theoverall meaning of asentence, paragraph,or text; a word’s



or text; a word’sposition or function in asentence) as a clue tothe meaning of a wordor phrase. L.11-12.4b. Identifyand correctly usepatterns of wordchanges that indicatedifferent meanings orparts of speech (e.g.,conceive, conception,conceivable). L.11-12.4c. Consultgeneral andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).



understanding offigurative language,word relationships, andnuances in wordmeanings. L.11-12.5a. Interpretfigures of speech (e.g.,hyperbole, paradox) incontext and analyzetheir role in the text. L.11-12.5b. Analyzenuances in themeaning of words withsimilar denotations.





ModernNovel

(Week 26, 4Weeks)


They demonstrateindependence. They build strongcontent knowledge. They respond to thevarying demands ofaudience, task,purpose, anddiscipline. They comprehend aswell as critique. They value evidence. They use technologyand digital mediastrategically andcapably. They come tounderstand otherperspectives andcultures.






RL.11-12.3. Analyzethe impact of theauthor’s choicesregarding how todevelop and relateelements of a story ordrama (e.g., where astory is set, how theaction is ordered, howthe characters are

How does the author employ the technique ofstream of consciousness throughout the text?

How does the author's use of stream ofconsciousness and point of view affect the waythe reader view the characters?

What symbols are in the text?

How does the author represent characters being

trapped?

What are the things that are preventing thecharacters from being free?

How are the characters from Mrs. Dallowayrepresented by Michael Cunningham in his novelThe Hours?

Mrs. Dalloway byVirginia Woolf

The Hours by MichaelCunningham

Interpret andevaluate the use ofsymbolism within thetext

Identify the elementsof symbolism andtheir effectiveness inthe novel

Evaluate the use ofstream ofconsciousness andpoint of viewthroughout the text

Compare therepresentation of thecharacters in Mrs.Dalloway and TheHours

SymbolismActivitesFormative:Written:InformativeComparison andEvaluationEssay: TheHours and Mrs.

DallowaySummative:Written: EssayStream ofConsciousnessActivityFormative:Performance:SkillDemonstrationClass discussionFormative: Oral:Discussion

Class discussion

Essay

Reading aloud andindependently ofmaterials

Analysis Exercises

Woolf, Virginia.Mrs. Dalloway.New York:Harvest Books,1990.

Cunningham,Michael. TheHours. New York:

Picador USA,1998.




the characters areintroduced anddeveloped).



5. Analyze the structure oftexts, including how specific

sentences, paragraphs, andlarger portions of the text(e.g., a section, chapter,scene, or stanza) relate toeach other and the whole.









Reading: Informational Text

Key Ideas and Details 1. Read closely to determinewhat the text says explicitlyand to make logicalinferences from it; citespecific textual evidencewhen writing or speaking tosupport conclusions drawnfrom the text.






Craft and Structure4. Interpret words andphrases as they are used in a

text, including determiningtechnical, connotative, andfigurative meanings, andanalyze how specific wordchoices shape meaning ortone.



RI.11-12.5. Analyze







RI.11-12.7. Integrateand evaluate multiplesources of informationpresented in differentmedia or formats (e.g.,visually, quantitatively)as well as in words inorder to address aquestion or solve aproblem.




W.11-12.1. Writearguments to supportclaims in an analysis ofsubstantive topics ortexts, using validreasoning and relevantand sufficientevidence. W.11-12.1a. Introduce

precise,knowledgeableclaim(s), establish thesignificance of theclaim(s), distinguishthe claim(s) fromalternate or opposing



alternate or opposingclaims, and create anorganization thatlogically sequencesclaim(s),counterclaims,reasons, and evidence. W.11-12.1b. Developclaim(s) andcounterclaims fairlyand thoroughly,supplying the mostrelevant evidence foreach while pointing outthe strengths andlimitations of both in amanner thatanticipates theaudience’s knowledgelevel, concerns,values, and possiblebiases. W.11-12.1c. Usewords, phrases, andclauses as well asvaried syntax to linkthe major sections ofthe text, createcohesion, and clarifythe relationshipsbetween claim(s) andreasons, betweenreasons and evidence,and between claim(s)and counterclaims. W.11-12.1d. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.1e. Provide aconcluding statementor section that followsfrom and supports theargument presented.

2. Writeinformative/explanatory texts

to examine and conveycomplex ideas andinformation clearly andaccurately through theeffective selection,organization, and analysis ofcontent.

W.11-12.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, andinformation clearly andaccurately through theeffective selection,organization, andanalysis of content. W.11-12.2a. Introducea topic; organizecomplex ideas,concepts, andinformation so thateach new elementbuilds on that whichprecedes it to create aunified whole; includeformatting (e.g.,headings), graphics(e.g., figures, tables),and multimedia whenuseful to aidingcomprehension. W.11-12.2b. Developthe topic thoroughly byselecting the mostsignificant and relevantfacts, extendeddefinitions, concretedetails, quotations, or



details, quotations, orother information andexamples appropriateto the audience’sknowledge of the topic. W.11-12.2c. Useappropriate and variedtransitions and syntaxto link the majorsections of the text,create cohesion, andclarify the relationshipsamong complex ideasand concepts. W.11-12.2d. Useprecise language,domain-specificvocabulary, and

techniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic. W.11-12.2e. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.2f. Provide aconcluding statementor section that followsfrom and supports theinformation orexplanation presented(e.g., articulatingimplications or thesignificance of thetopic).


W.11-12.3. Writenarratives to developreal or imaginedexperiences or eventsusing effectivetechnique, well-chosendetails, and well-structured eventsequences. W.11-12.3a. Engageand orient the readerby setting out aproblem, situation, orobservation and itssignificance,establishing one ormultiple point(s) ofview, and introducing anarrator and/orcharacters; create asmooth progression ofexperiences or events. W.11-12.3b. Usenarrative techniques,such as dialogue,pacing, description,reflection, and multiple

plot lines, to developexperiences, events,and/or characters. W.11-12.3c. Use avariety of techniques tosequence events sothat they build on oneanother to create acoherent whole andbuild toward aparticular tone andoutcome (e.g., a senseof mystery, suspense,growth, or resolution). W.11-12.3d Use



precise words andphrases, telling details,and sensory languageto convey a vividpicture of theexperiences, events,setting, and/orcharacters. W.11-12.3e. Provide aconclusion that followsfrom and reflects onwhat is experienced,observed, or resolvedover the course of thenarrative.






W.11-12.8. Gatherrelevant informationfrom multipleauthoritative print anddigital sources, usingadvanced searcheseffectively; assess thestrengths andlimitations of eachsource in terms of thetask, purpose, andaudience; integrateinformation into thetext selectively tomaintain the flow ofideas, avoidingplagiarism andoverreliance on anyone source andfollowing a standardformat for citation.


W.11-12.9. Drawevidence form literaryor informational textsto support analysis,



to support analysis,reflection, andresearch. W.11-12.9a. Applygrades 11–12 Readingstandards to literature(e.g., “Demonstrateknowledge ofeighteenth-,nineteenth- and early-twentieth-centuryfoundational works ofAmerican literature,including how two ormore texts from thesame period treatsimilar themes ortopics”).




SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas and



or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.


SL.11-12.2. Integratemultiple sources ofinformation presentedin diverse formats andmedia (e.g., visually,quantitatively, orally) inorder to make informeddecisions and solve

problems, evaluatingthe credibility andaccuracy of eachsource and noting anydiscrepancies amongthe data.




L.11-12.1.Demonstratecommand of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking. L.11-12.1a. Apply theunderstanding thatusage is a matter ofconvention, canchange over time, andis sometimescontested. L.11-12.1b. Resolveissues of complex orcontested usage,consulting references(e.g., Merriam-Webster’s Dictionary ofEnglish Usage,Garner’s ModernAmerican Usage) as



needed.2. Demonstrate command ofthe conventions of standardEnglish capitalization,punctuation, and spellingwhen writing.

L.11-12.2.Demonstratecommand of theconventions ofstandard Englishcapitalization,punctuation, andspelling when writing. L.11-12.2b. Spellcorrectly.




L.11-12.4. Determineor clarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grades 11–12 reading andcontent, choosingflexibly from a range ofstrategies. L.11-12.4a. Usecontext (e.g., theoverall meaning of asentence, paragraph,or text; a word’sposition or function in asentence) as a clue tothe meaning of a wordor phrase. L.11-12.4b. Identifyand correctly usepatterns of wordchanges that indicatedifferent meanings orparts of speech (e.g.,conceive, conception,conceivable). L.11-12.4c. Consultgeneral andspecialized reference



materials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).





Identity andCulture(ChapterSix)

(Week 30, 3Weeks)

CommonCore: EnglishLanguage Arts 6-12,CommonCore: Grades 11-12,Capacities of the LiterateIndividualStudents Who are Collegeand Career Ready in

Reading, Writing, Speaking,Listening, & Language

They demonstrateindependence. They build strongcontent knowledge. They respond to the

1. How does cultureinfluence literature?2. How does literatureinfluence culture?3. What factors contribute tocreating one’s identity?4. Does identity change and

evolve or is it constant?5. How are culture andidentity represented inliterature?

Heart of Darkness byJoseph Conrad(369)

“Interpreter ofMaladies” by JhumpaLahiiri(434)

“Young GoodmanBrown” by NathanielHawthorne(452)

“A&P” by JohnUpdike(462)

“Where Are YouGoing, Where Have

Recognize, evaluateand synthesize howmultiple texts candiscuss or representideas of identity andculture.

Write a successfulessay pulling frommultiple texts tocomment on ideas ofidentity and cultureas represented inliterature.

TextbookQuestions andActivities onReadingSelectionsFormative:Performance:

SkillDemonstrationClass DiscussionFormative: Oral:DiscussionIdentity DefintionExerciseFormative:

Independentand classreadingCompletiontextbookactivities

Teacherpresentation ofinformationClassdiscussionFormal andinformalwriting





They respond to thevarying demands ofaudience, task,purpose, anddiscipline. They comprehend aswell as critique. They value evidence. They come tounderstand otherperspectives andcultures.




RL.11-12.2.Determine two or morethemes or centralideas of a text andanalyze theirdevelopment over the

course of the text,including how theyinteract and build onone another to producea complex account;provide an objectivesummary of the text.




RL.11-12.4.Determine themeaning of words andphrases as they areused in the text,

Going, Where HaveYou Been?” by JoyceCarol Oates(467)

“When I consider howmy light is spent” byJohn Milton(495)

“The World is TooMuch With Us” byWilliamWordsworth(498)

“We Real Cool” byGwendolynBrooks(510)

“Identity Card” byMahmoudDarwish(513)

“Mexicans BeginJogging” by GarySoto(518)

“The Powwow at theEnd of the World” bySherman Alexie(519)

Evaluate and definethe meaning ofidentity.

Formative:Written:InformativeConversation(Extension)Essay (page571)Summative:Written: Essay

writingCompletion ofextensionessay



including figurative andconnotative meanings;analyze the impact ofspecific word choiceson meaning and tone,including words withmultiple meanings orlanguage that isparticularly fresh,engaging, or beautiful.(Include Shakespeareas well as otherauthors.)

5. Analyze the structure oftexts, including how specificsentences, paragraphs, and

larger portions of the text(e.g., a section, chapter,scene, or stanza) relate toeach other and the whole.






9. Analyze how two or more

texts address similar themesor topics in order to buildknowledge or to compare theapproaches the authors take.

RL.11-12.9.Demonstrateknowledge ofeighteenth-,nineteenth- and early-twentieth-centuryfoundational works ofAmerican literature,including how two ormore texts from thesame period treat



same period treatsimilar themes ortopics.




RI.11-12.1. Cite strongand thorough textualevidence to supportanalysis of what thetext says explicitly aswell as inferences

drawn from the text,including determiningwhere the text leavesmatters uncertain.









the meaning of wordsand phrases as theyare used in a text,including figurative,connotative, andtechnical meanings;analyze how an authoruses and refines the

meaning of a key termor terms over thecourse of a text (e.g.,how Madison definesfaction in FederalistNo. 10).






RI.11-12.10. By theend of grade 12, readand comprehendliterary nonfiction at thehigh end of the grades11–CCR textcomplexity bandindependently and

proficiently.


W.11-12.1. Writearguments to supportclaims in an analysis ofsubstantive topics ortexts, using validreasoning and relevantand sufficientevidence. W.11-12.1a. Introduceprecise,knowledgeable



knowledgeableclaim(s), establish thesignificance of theclaim(s), distinguishthe claim(s) fromalternate or opposingclaims, and create anorganization thatlogically sequencesclaim(s),counterclaims,reasons, and evidence. W.11-12.1b. Developclaim(s) andcounterclaims fairlyand thoroughly,supplying the mostrelevant evidence foreach while pointing outthe strengths andlimitations of both in amanner thatanticipates theaudience’s knowledgelevel, concerns,values, and possiblebiases. W.11-12.1c. Usewords, phrases, andclauses as well asvaried syntax to linkthe major sections ofthe text, create

cohesion, and clarifythe relationshipsbetween claim(s) andreasons, betweenreasons and evidence,and between claim(s)and counterclaims. W.11-12.1d. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.1e. Provide aconcluding statementor section that followsfrom and supports theargument presented.


W.11-12.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, andinformation clearly andaccurately through theeffective selection,organization, andanalysis of content. W.11-12.2a. Introducea topic; organizecomplex ideas,concepts, andinformation so thateach new elementbuilds on that whichprecedes it to create aunified whole; includeformatting (e.g.,headings), graphics(e.g., figures, tables),and multimedia whenuseful to aidingcomprehension. W.11-12.2b. Develop



the topic thoroughly byselecting the mostsignificant and relevantfacts, extendeddefinitions, concretedetails, quotations, orother information andexamples appropriateto the audience’sknowledge of the topic. W.11-12.2c. Useappropriate and variedtransitions and syntaxto link the majorsections of the text,create cohesion, andclarify the relationshipsamong complex ideasand concepts. W.11-12.2d. Useprecise language,domain-specificvocabulary, andtechniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic. W.11-12.2e. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.2f. Provide aconcluding statementor section that followsfrom and supports theinformation orexplanation presented(e.g., articulatingimplications or thesignificance of thetopic).


W.11-12.4. Produceclear and coherentwriting in which the

development,organization, and styleare appropriate to task,purpose, andaudience. (Grade-specific expectationsfor writing types aredefined in standards1–3 above.)




W.11-12.6. Usetechnology, including



technology, includingthe Internet, toproduce, publish, andupdate individual orshared writing productsin response to ongoingfeedback, includingnew arguments orinformation.


W.11-12.9. Drawevidence form literaryor informational textsto support analysis,reflection, andresearch. W.11-12.9a. Applygrades 11–12 Readingstandards to literature(e.g., “Demonstrate

knowledge ofeighteenth-,nineteenth- and early-twentieth-centuryfoundational works ofAmerican literature,including how two ormore texts from thesame period treatsimilar themes ortopics”).




SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitly



under study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions anddecision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.


CommonCore: Grades 11-12,LanguageConventions of StandardEnglish1. Demonstrate command ofthe conventions of standardEnglish grammar and usagewhen writing or speaking.



L.11-12.2.







L.11-12.4. Determineor clarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grades 11–12 reading andcontent, choosingflexibly from a range ofstrategies. L.11-12.4a. Usecontext (e.g., theoverall meaning of asentence, paragraph,or text; a word’sposition or function in asentence) as a clue to

the meaning of a wordor phrase. L.11-12.4b. Identifyand correctly usepatterns of wordchanges that indicatedifferent meanings orparts of speech (e.g.,conceive, conception,conceivable). L.11-12.4c. Consultgeneral andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), both



thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).



6. Acquire and use accuratelya range of general academic

and domain-specific wordsand phrases sufficient forreading, writing, speaking,and listening at the collegeand career readiness level;demonstrate independence ingathering vocabularyknowledge when consideringa word or phrase important tocomprehension orexpression.


Odds andEnds(Chapters8-11)

(Week 33, 3Weeks)


They demonstrateindependence. They build strongcontent knowledge. They respond to thevarying demands ofaudience, task,purpose, anddiscipline.

1. How do comedic dramatic techniques differfrom the tragic techniques previouslystudied?

2. How are the topics of relationships and lovedepicted in varying ways in literature?

3. How are the themes of conformity andrebellion depicted in varying ways inliterature?

4. How are the topics of art and the artistrepresented in varying ways in literature?

5. How are the themes of tradition andprogress depicted in varying waysthroughout literature?

6. How are the themes of war and peacedepicted in varying ways throughoutliterature?

The Importance ofBeing Earnest byOscar Wilde(574)

“A Rose for Emily” byWilliam Faulkner(657)

“The Flea” by JohnDonne(670)

“To the Virgins toMake Much of Time”by Robert Herrick(672)

“She Walks in Beauty”by Lord Byron(673)

“Weighing the Dog” byBilly Collins(681)

Recognize, evaluateand analyze comedicelements in drama.

Write a successfulessay analyzing howtwo poets useelements of style tocreating mockelegies and epitaphs.

Evaluate and analyzethe use of multiplethemes throughmultiple texts.

TextbookQuestions andActivities onReadingSelectionsFormative:Performance:SkillDemonstrationClass DiscussionFormative: Oral:DiscussionComedicElementExerciseFormative:Written:Informative

Independentand classreadingCompletion oftextbookactivitiesTeacherpresentation ofinformationClassdiscussionFormal andinformalwritingCompletion ofelements ofstyle analysisessay





discipline. They comprehend aswell as critique. They value evidence. They come tounderstand otherperspectives andcultures.






RL.11-12.3. Analyzethe impact of theauthor’s choicesregarding how todevelop and relateelements of a story ordrama (e.g., where a

story is set, how theaction is ordered, howthe characters areintroduced anddeveloped).


RL.11-12.4.Determine themeaning of words andphrases as they areused in the text,including figurative andconnotative meanings;analyze the impact ofspecific word choices

“The Kiss” by GustavKlimt(visual text)(687)

“Harrison Bergeron” byKurt Vonnegut(881)

“Song: To the Men ofEngland” by Percy

Bysshe Shelley(917)

“Do not go gentle intothat good night” byDylan Thomas(926)

“Is About” by AllenGinsburg(933)

“Penelope” by CarolAnn Duffy(935)

“An Epitaph” byMatthew Prior(937)

“The Unknown Citizen”by W.H. Auden(939)

“The YellowWallpaper” byCharlotte PerkinsGilman(1066)

“Kubla Kan” bySamuel TaylorColeridge(1096)

“The Harlem Dancer”by ClaudeMcKay(1106)

“Everyday Use” byAlice Walker(1226)

“Mending Wall” byRobert Frost(1269)

“The Second Coming”by W.B. Yeats(1272)

“The Things TheyCarried” by TimO’Brien(1371)

“The Death of the BallTurret Gunner” byRandall Jarrell(1427)

“The Terrorist, HeWatches” by WislawaSzymborska(1431)

Analysis andComparisonEssay (page941)Summative:Written: Essay

essay



on meaning and tone,including words withmultiple meanings orlanguage that isparticularly fresh,engaging, or beautiful.(Include Shakespeareas well as otherauthors.)









Range of Reading and Level



of Text Complexity 10. Read and comprehendcomplex literary andinformational textsindependently andproficiently.





RI.11-12.2. Determinetwo or more centralideas of a text andanalyze theirdevelopment over thecourse of the text,including how theyinteract and build onone another to provide

a complex analysis;provide an objectivesummary of the text.




RI.11-12.4. Determinethe meaning of wordsand phrases as theyare used in a text,including figurative,



connotative, andtechnical meanings;analyze how an authoruses and refines themeaning of a key termor terms over thecourse of a text (e.g.,how Madison definesfaction in FederalistNo. 10).


RI.11-12.5. Analyzeand evaluate theeffectiveness of thestructure an authoruses in his or her

exposition orargument, includingwhether the structuremakes points clear,convincing, andengaging.






W.11-12.1. Writearguments to supportclaims in an analysis ofsubstantive topics ortexts, using validreasoning and relevant

and sufficientevidence. W.11-12.1a. Introduceprecise,knowledgeableclaim(s), establish thesignificance of theclaim(s), distinguishthe claim(s) from



the claim(s) fromalternate or opposingclaims, and create anorganization thatlogically sequencesclaim(s),counterclaims,reasons, and evidence. W.11-12.1b. Developclaim(s) andcounterclaims fairlyand thoroughly,supplying the mostrelevant evidence foreach while pointing outthe strengths andlimitations of both in amanner thatanticipates theaudience’s knowledgelevel, concerns,values, and possiblebiases. W.11-12.1c. Usewords, phrases, andclauses as well asvaried syntax to linkthe major sections ofthe text, createcohesion, and clarifythe relationshipsbetween claim(s) andreasons, betweenreasons and evidence,and between claim(s)and counterclaims. W.11-12.1d. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.1e. Provide aconcluding statementor section that followsfrom and supports theargument presented.


W.11-12.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, andinformation clearly andaccurately through theeffective selection,organization, andanalysis of content. W.11-12.2a. Introducea topic; organizecomplex ideas,concepts, andinformation so thateach new elementbuilds on that whichprecedes it to create aunified whole; includeformatting (e.g.,headings), graphics(e.g., figures, tables),and multimedia whenuseful to aidingcomprehension. W.11-12.2b. Developthe topic thoroughly byselecting the mostsignificant and relevantfacts, extendeddefinitions, concretedetails, quotations, or



details, quotations, orother information andexamples appropriateto the audience’sknowledge of the topic. W.11-12.2c. Useappropriate and variedtransitions and syntaxto link the majorsections of the text,create cohesion, andclarify the relationshipsamong complex ideasand concepts. W.11-12.2d. Useprecise language,

domain-specificvocabulary, andtechniques such asmetaphor, simile, andanalogy to manage thecomplexity of the topic. W.11-12.2e. Establishand maintain a formalstyle and objectivetone while attending tothe norms andconventions of thediscipline in which theyare writing. W.11-12.2f. Provide aconcluding statementor section that followsfrom and supports theinformation orexplanation presented(e.g., articulatingimplications or thesignificance of thetopic).






W.11-12.6. Usetechnology, includingthe Internet, toproduce, publish, andupdate individual orshared writing productsin response to ongoingfeedback, including



feedback, includingnew arguments orinformation.






SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate a



thoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions and

decision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and respondingto questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.


L.11-12.1.Demonstratecommand of theconventions ofstandard Englishgrammar and usagewhen writing orspeaking. L.11-12.1a. Apply theunderstanding thatusage is a matter ofconvention, can

change over time, andis sometimescontested. L.11-12.1b. Resolveissues of complex orcontested usage,consulting references(e.g., Merriam-Webster’s Dictionary ofEnglish Usage,Garner’s ModernAmerican Usage) asneeded.


L.11-12.2.Demonstratecommand of theconventions ofstandard Englishcapitalization,



capitalization,punctuation, andspelling when writing. L.11-12.2a. Observehyphenationconventions. L.11-12.2b. Spellcorrectly.




L.11-12.4. Determineor clarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grades 11–12 reading andcontent, choosingflexibly from a range ofstrategies. L.11-12.4a. Usecontext (e.g., theoverall meaning of asentence, paragraph,or text; a word’sposition or function in asentence) as a clue tothe meaning of a wordor phrase. L.11-12.4b. Identifyand correctly usepatterns of wordchanges that indicatedifferent meanings orparts of speech (e.g.,conceive, conception,conceivable). L.11-12.4c. Consultgeneral andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precise

meaning, its part of



meaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).





OngoingandCulminatingUnits

(Week 1, 38Weeks)



What is an epic?What are epic characteristics?How does The Odyssey represent epicterms and characteristics?How is O Brother Where Art Thou amodern retelling of The Odyssey?How does contemporary drama differ fromAncient, Elizabethan, and Modern drama?How is the story of Mrs. Dallowaymodernized in The Hours?How do the texts Daisy Miller and A GoodMan is Hard to Find represent the themesof tradition and progress?What themes and techniques arerepresented in the individual outsidereading novels?

The Odysseyby HomerFences byAugustWilson(195)The Hours byMichaelCunninghamDaisy Miller byHenryJames(1166)A Good Man isHard to Find byFlanneryO'Connor(1211)

Define andanalyze epicterms asapplying toThe Odyssey.Evaluate andrecognizeelements ofThe Odysseyin adaptationsof the text.Analyze andsynthethizecharacteristicsof contemporydrama in lightof otherdramaticmovements.Analyze andapply commonthemes tomultiple texts.

Study Guidesand BookActivitiesFormative:Written:InformativeBook TalksSummative:Oral:PresentationDouble EntryJournalsSummative:Written:InformativeMulti-perspectiveassignmentSummative:Written: Essay

IndependentreadingCompletion ofstudy guidesand bookactivitiesTeacherpresentation ofinformationArtistic and/orcreative groupprojectsClassdiscussionFormal andinformalwritingIndividualPresentations

Homer. TheOdyssey. Trans.Robert Fagles.New York:Penguin Books,2002.

Cunningham,Michael. TheHours. New York:Picador USA,1998.





uncertain.








RL.11-12.5. Analyzehow an author’schoices concerninghow to structurespecific parts of a text(e.g., the choice of

where to begin or enda story, the choice toprovide a comedic ortragic resolution)contribute to its overallstructure and meaningas well as its aestheticimpact.

6. Assess how point of view









stories, dramas, andpoems, at the high endof the grades 11–CCRtext complexity bandindependently andproficiently.


W.11-12.1. Writearguments to supportclaims in an analysis ofsubstantive topics ortexts, using validreasoning and relevantand sufficientevidence.


W.11-12.3. Writenarratives to developreal or imaginedexperiences or eventsusing effectivetechnique, well-chosendetails, and well-structured event



structured eventsequences. W.11-12.3a. Engageand orient the readerby setting out aproblem, situation, orobservation and itssignificance,establishing one ormultiple point(s) ofview, and introducing anarrator and/orcharacters; create asmooth progression ofexperiences or events. W.11-12.3b. Usenarrative techniques,such as dialogue,pacing, description,reflection, and multipleplot lines, to developexperiences, events,and/or characters. W.11-12.3c. Use avariety of techniques tosequence events sothat they build on oneanother to create acoherent whole andbuild toward aparticular tone andoutcome (e.g., a senseof mystery, suspense,growth, or resolution). W.11-12.3d Useprecise words andphrases, telling details,and sensory languageto convey a vividpicture of theexperiences, events,setting, and/orcharacters. W.11-12.3e. Provide aconclusion that followsfrom and reflects onwhat is experienced,observed, or resolvedover the course of thenarrative.



5. Develop and strengthen

writing as needed byplanning, revising, editing,rewriting, or trying a newapproach.


Research to Build andPresent Knowledge



7. Conduct short as well asmore sustained researchprojects based on focusedquestions, demonstratingunderstanding of the subjectunder investigation.

W.11-12.7. Conductshort as well as moresustained researchprojects to answer aquestion (including aself-generatedquestion) or solve aproblem; narrow orbroaden the inquirywhen appropriate;synthesize multiplesources on the subject,demonstratingunderstanding of thesubject underinvestigation.


W.11-12.8. Gatherrelevant informationfrom multipleauthoritative print anddigital sources, usingadvanced searcheseffectively; assess thestrengths andlimitations of each

source in terms of thetask, purpose, andaudience; integrateinformation into thetext selectively tomaintain the flow ofideas, avoidingplagiarism andoverreliance on anyone source andfollowing a standardformat for citation.




W.11-12.10. Writeroutinely over



routinely overextended time frames(time for research,reflection, and revision)and shorter timeframes (a single sittingor a day or two) for arange of tasks,purposes


SL.11-12.1. Initiateand participateeffectively in a range ofcollaborativediscussions (one-on-one, in groups, andteacher-led) withdiverse partners ongrades 11–12 topics,texts, and issues,building on others’ideas and expressingtheir own clearly andpersuasively. SL.11-12.1a. Come todiscussions prepared,having read andresearched materialunder study; explicitlydraw on thatpreparation byreferring to evidencefrom texts and otherresearch on the topicor issue to stimulate athoughtful, well-reasoned exchange ofideas. SL.11-12.1b. Workwith peers to promotecivil, democraticdiscussions anddecision-making, setclear goals anddeadlines, andestablish individualroles as needed. SL.11-12.1c. Propelconversations byposing and responding

to questions that probereasoning andevidence; ensure ahearing for a full rangeof positions on a topicor issue; clarify, verify,or challenge ideas andconclusions; andpromote divergent andcreative perspectives. SL.11-12.1d. Respondthoughtfully to diverseperspectives;synthesize comments,claims, and evidencemade on all sides of anissue; resolvecontradictions whenpossible; anddetermine whatadditional informationor research is requiredto deepen theinvestigation orcomplete the task.




SL.11-12.2. Integratemultiple sources ofinformation presentedin diverse formats andmedia (e.g., visually,quantitatively, orally) inorder to make informeddecisions and solveproblems, evaluatingthe credibility andaccuracy of eachsource and noting anydiscrepancies amongthe data.



Presentation of Knowledgeand Ideas4. Present information,findings, and supportingevidence such that listenerscan follow the line ofreasoning and theorganization, development,and style are appropriate totask, purpose, and audience.

SL.11-12.4. Presentinformation, findings,and supportingevidence, conveying aclear and distinctperspective, such thatlisteners can follow theline of reasoning,alternative or opposingperspectives areaddressed, and theorganization,development,substance, and styleare appropriate topurpose, audience,and a range or formaland informal tasks.

5. Make strategic use ofdigital media and visualdisplays of data to expressinformation and enhanceunderstanding ofpresentations.

SL.11-12.5. Makestrategic use of digitalmedia (e.g., textual,graphical, audio,visual, and interactiveelements) inpresentations toenhanceunderstanding offindings, reasoning,and evidence and toadd interest.

6. Adapt speech to a varietyof contexts andcommunicative tasks,demonstrating command of

formal English when indicatedor appropriate.



or appropriate.





L.11-12.2.Demonstratecommand of theconventions of

standard Englishcapitalization,punctuation, andspelling when writing. L.11-12.2a. Observehyphenationconventions. L.11-12.2b. Spellcorrectly.


L.11-12.3. Applyknowledge of languageto understand howlanguage functions indifferent contexts, tomake effective choicesfor meaning or style,and to comprehendmore fully whenreading or listening. L.11-12.3a. Varysyntax for effect,consulting references(e.g., Tufte’s ArtfulSentences) forguidance as needed;



guidance as needed;apply anunderstanding ofsyntax to the study ofcomplex texts whenreading.


L.11-12.4. Determineor clarify the meaningof unknown andmultiple-meaningwords and phrasesbased on grades 11–12 reading andcontent, choosingflexibly from a range ofstrategies. L.11-12.4a. Usecontext (e.g., theoverall meaning of asentence, paragraph,or text; a word’sposition or function in asentence) as a clue tothe meaning of a wordor phrase. L.11-12.4b. Identifyand correctly usepatterns of wordchanges that indicatedifferent meanings orparts of speech (e.g.,conceive, conception,conceivable). L.11-12.4c. Consultgeneral andspecialized referencematerials (e.g.,dictionaries,glossaries,thesauruses), bothprint and digital, to findthe pronunciation of aword or determine orclarify its precisemeaning, its part ofspeech, its etymology,or its standard usage. L.11-12.4d. Verify thepreliminarydetermination of themeaning of a word orphrase (e.g., bychecking the inferredmeaning in context orin a dictionary).


L.11-12.5.Demonstrateunderstanding offigurative language,word relationships, andnuances in wordmeanings.

L.11-12.5a. Interpretfigures of speech (e.g.,hyperbole, paradox) incontext and analyzetheir role in the text. L.11-12.5b. Analyzenuances in themeaning of words withsimilar denotations.



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