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English 4a, Curricular Guide 1

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English 4a This course promotes reading comprehension, vocabulary acquisition, understanding elements of literature, exploring cultural and historical aspects of literature, the writing process, the 6-Traits of writing, as well as viewing, presenting, listening, and speaking. Through poetry and literature study, students learn universal themes and apply knowledge through composition to gain an in-depth sense of British text.



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An Introduction to Curriculum Mapping and Standards Log Objectives are mapped according to when they should be introduced and when they should be assessed throughout the month (K-4), block (5-8), or course (7-12). A record of when all objectives are introduced and assessed is to be kept through the course map and log, using the month, day, and year introduced. Objectives only have to be reviewed if assessment is not 80% students at 80% mastery. **In some cases, it is not necessary to teach the standards if 80% students are at 80% mastery when pretested. However, if less than 80% students achieve 80% mastery, it is necessary to give instruction and a posttest.** The curriculum is standards-based, and it is the Skyline philosophy to use “Backwards Design” when lesson planning. Backwards Design starts with standards, and from there, an assessment is created in alignment with the standards; next, the instruction for that assessment and those standards is created. Also, all standards addressed for instruction and assessment should be visibly posted in the classroom, along with student-friendly wording of the objectives. Assessments for mastery are to be summative, or cumulative in nature. Formative assessments are generally quick-assessments where the teacher can gauge whether or not student-learning is acquired. Curriculum binders are set up to have a master of each grade or content level, as well as a teacher’s copy, which is to serve as a working document. Teachers may write in the teacher’s binder to log standards, suggest remapping, adjust timing, and so on. The curriculum mapping may be modified or adjusted as necessary for individual students and classes, as well as available resources, within reason. Major changes are to be submitted to the school’s Professional Learning Community, Administration, and the Board. Any questions, please contact Skyline Schools at 480-779-2000.



Suggested Methods of Activity and Instruction • Teacher Modeling • Learning Centers • Learning Stations • Anchor Activities • Group Work • Small Group Discussion • Independent Study • Mentor Study • Think/Pair/Share • Total Physical Response • Graphic Organizers • Tiered Assignments • Literature Circles • Experiment • Rigor/Relevance: Quadrant “D” Learning • Drama/Skits/Plays • Arts Integration Projects • Simulations • Data Collection • Lecture • Whole Group Debate • Learning Games • Learning Contracts • Curriculum Compacting • Flexible Pacing • Self-Directed Learning • Problem-Based Learning • Conferencing • Seminars • Real-World Scenarios



Suggested Methods of Assessment FORMATIVE (Grades are not necessarily assigned for all formative assessments)

SUMMATIVE

• Quick-write • Quick-draw • Verbal response • Asking questions • Interaction during activities • Pretests • Learning games • Web/Computer-based assessments • Homework/Class Work • Notes • Pop quizzes • Criteria and goal setting • Teacher observations • Self and peer assessment • Student record keeping • Graphic Organizers

• Standardized Tests • State Assessments • Student Portfolio • Interdisciplinary projects • Student-Teacher conference narratives • Posttests • District/School/Course/Content tests • Chapter/Unit Tests



Curriculum Mapping/Pacing Guide *Common Core in BOLD Writing Process Writing Traits Writing Applications Reading Process Comprehending Literary

Text Introduce, Week 1 Prewriting

W12S1C1, All POs Drafting W12S1C2, All POs

Ideas/Content W12S2C1, All POs W.11-12.1(a-e)

Expressive W12S3C1, All POs

Vocabulary R12S1C4, All POs

RI.11-12.2 RL.11-12.5 SL.11-12.4 L.11-12.3(a)

Assess, Week 1 Formative Formative Formative Formative n/a Introduce, Week 2 Revising

W12S1C3. All POs Organization W12S2C2, All POs W.11-12.1(a-e)

n/a Vocabulary R12S1C4, All POs

RI.11-12.2 RL.11-12.5 SL.11-12.4 L.11-12.3(a)

Assess, Week 2 Formative Formative Summative Expressive W12S3C1, All POs

Formative n/a

Introduce, Week 3 Editing

W12S1C4, All POs Voice W12S2C3, All POs W.11-12.1(a-e)

Literary Response W12S3C5, All POs

Comprehension Strategies R12S2C6. All POs

RI.11-12.2 RL.11-12.5 SL.11-12.4 L.11-12.3(a)

Assess, Week 3 Formative Formative Formative Formative n/a Introduce, Week 4 Publishing

W12S1C5, All POs Word Choice W12S2C4, All POs

n/a Comprehension Strategies R12S2C6. All POs

n/a

Assess, Week 4 (MIDTERM)

Summative Prewriting W12S1C1, All POs Drafting W12S1C2, All POs Revising W12S1C3. All POs Editing W12S1C4, All POs Publishing W12S1C5, All POs

n/a Summative Literary Response W12S3C5, All POs

Summative Vocabulary R12S1C4, All POs Comprehension Strategies R12S2C6. All POs

n/a



Curriculum Mapping/Pacing Guide, Continued *Common Core in BOLD

Writing Process Writing Traits Writing Applications Reading Process Comprehending Literary Text

Introduce, Week 5 Review and Reassess if needed.

Sentence Fluency W12S2C5, All POs

Expressive W12S3C1, All POs W.11-12.2

RL.11-12.4 RL.11-12.6 RI.11-12.1 RI.11-12.2(a-f)

Elements of Literature R12S2C1, All POs SL.11-12.4 L.11-12.4(a-d)

Assess, Week 5 Formative Formative Formative

Introduce, Week 6 Conventions W12S2C6, POs1-4

W.11-12.2 RL.11-12.4 RL.11-12.6 RI.11-12.1 RI.11-12.2(a-f)

Elements of Literature R12S2C1, All POs SL.11-12.4 L.11-12.4(a-d)

Assess, Week 6 Formative Summative Expressive W12S3C1, All POs

Formative

Introduce, Week 7 Conventions W12S2C6, POs5-8

Expository W12S3C2, All POs W.11-12.4 W.11-12.5

RL.11-12.1 RL.11-12.7 RI.11-12.3 RI.11-12.4 RI.11-12.6

Historical/Cultural Aspects of Literature R12C2C2, All POs SL.11-12.2 L.11-12.1(a-b)

Assess, Week 7 Formative Formative Formative

Introduce, Week 8 Conventions, W12S2C6, POs9-12

Formative W.11-12.4 W.11-12.5

RL.11-12.1 RL.11-12.7 RI.11-12.3 RI.11-12.4 RI.11-12.6

Historical/Cultural Aspects of Literature R12C2C2, All POs SL.11-12.2 L.11-12.1(a-b)

Assess, Week 8 Formative Summative Expository W12S3C2, All POs

Formative

Introduce, Week 9 n/a W.11-12.4 W.11-12.5

RL.11-12.1 RL.11-12.7 RI.11-12.3 RI.11-12.4 RI.11-12.6

SL.11-12.2 L.11-12.1(a-b)



Assess, Week 9 (FINAL)

Summative Ideas/Content W12S2C1, All POs Organization W12S2C2, All POs Voice W12S2C3, All POs Word Choice W12S2C4, All POs Sentence Fluency W12S2C5, All POs Conventions W12S2C6, All POs

Summative (Choose one, or combine): Expressive W12S3C1, All POs Literary Response W12S3C5, All POs Expository W12S3C2, All POs

Summative Elements of Literature R12S2C1, All POs Historical /Cultural Aspects of Literature R12C2C2, All POs

8 English 4a, Curricular Guide

Transdisciplinary Studies: Sample Activities

Math: Select a poem or excerpt from a longer poem and recite it from memory. Include an introduction that states: Relate patterns in poetry to patterns in math.

1. What the excerpt is from;

2. Who wrote it;

3. What kind of poetry it exemplifies and why. (SL.11-12.6)

Science: “To what degree does medieval literature regard human existence as secondary to the divine?” Use textual evidence from one of the texts read in this unit to support an original, concise thesis statement. (RL.11-12.2, W.11-12.1, SL.11-12.1, SL.11-12.3)

Social Studies: Draw parallels between representations of character in a medieval play and in medieval icons. Compare and contrast their similarities and differences. Are they more alike or different? Use concrete evidence from both texts to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.3, W.11-12.2)

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Cannot be reproduced without permission


Weeks 1-3 Common Core Standards- European Literature: Middle Ages

• RL.11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

• •RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

• •W.11-12.1(a-e): Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• •SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

• •L.11-12.3(a): Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Student Objectives for Taskstream:

• Consider how medieval literature exhibits many tendencies rather than a single set of characteristics.

• Observe literary elements (e.g., allegory, farce, satire, foil) in medieval literary works and identify characteristics of medieval literary forms.

• Understand how literary elements contribute to meaning and author intention.

• Consider glimpses of the Renaissance in certain works of medieval literature and art.

• Consider how medieval literary and artistic forms reflect the writers’ and artists’ philosophical views.

• Examine the literary, social, and religious satire in Chaucer’s Canterbury Tales. • Consider the role of the framed narrative in Chaucer’s Canterbury Tales,

Dante’s Inferno, and other works. • Compare works of medieval literature and art, particularly their depiction of

character and their focus on the otherworldly.

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Suggested Works for Weeks 1-3

o Literary Texts

Epic Poems

• Sir Gawain and the Green Knight (Anonymous) • Inferno (Dante Alighieri) (Cantos I-XI, XXXI-XXXIV)

Stories

• The Decameron (Giovanni Boccaccio) (continued in unit two)

Literary Nonfiction

• Confessions (Saint Augustine) (Book XI)

Plays

• The Summoning of Everyman (Anonymous) • Farce of Master Pierre Pathelin (Anonymous)

Poems • “When the leaf sings” (Arnaut Daniel) • “The bitter air”(Arnaut Daniel) • “I see scarlet, green, blue, white, yellow” (Arnaut Daniel) • “The Ruin” in The Exeter Book (Anonymous) • “The Wanderer” in The Exeter Book (Anonymous) • The General Prologue in The Canterbury Tales (Geoffrey Chaucer) (E) • “The Wife of Bath’s Tale” in The Canterbury Tales (Geoffrey Chaucer)

(E) • “The Knight’s Tale” in The Canterbury Tales (Geoffrey Chaucer) (E) • “The Monk’s Tale” in The Canterbury Tales (Geoffrey Chaucer) (E) • “The Pardoner’s Tale”in The Canterbury Tales (Geoffrey Chaucer) (E) • “The Nun’s Priest’s Tale” in The Canterbury Tales (Geoffrey Chaucer)

(E) • “Lord Randall” (Anonymous)

o Informational Texts

Historical Nonfiction

• The One and the Many in the Canterbury Tales (Traugott Lawler)

• Medieval Images, Icons, and Illustrated English Literary Texts: From Ruthwell Cross to the Ellesmere Chaucer (Maidie Hilmo)

• St. Thomas Aquinas (G. K. Chesterton)

• The History of the Medieval World: From the Conversion of Constantine to the First Crusade (Susan Wise Bauer)

Art, Music, and Media

Prompt: Can we see as man, both the earthly and divine, begins to take on human characteristics as the Middle Ages wane?

Art

• Cimabue, Maestà (1280)

• Giotto, Arena (Scrovegni) Chapel frescos (after 1305)

• Joachim Among the Shepards

• Meeting at the Golden Gate

• Raising of Lazarus

• Jonah Swallowed Up by the Whale

• Gustave Doré, illustrations for Dante’s Inferno

• Lorenzo Ghiberti, Gates of Paradise (1425-1452)

• Hans Holbein, Dance of Death (1538)


Suggested Honors Assignments(with Common Core Standards)

Seminar and Essay Compare and contrast Sir Gawain and the Green Knight and “The Knight’s Tale.” What are the qualities of the ideal knight? Do they differ at all? Use textual evidence from both texts to support an original, concise thesis. (RL.11-12.1, RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2) Seminar and Essay Choose one of the Canterbury Tales. Explain how the main character shows his or her personality through narration. How do fabliaux reveal the point of view of the character? Use textual evidence to support an original, concise thesis statement. (RL.11-12.5, RI.11-12.2, SL.11-12.1, SL.11-12.4, W.11-12.2) Seminar and Essay Compare “The Monk’s Tale” in The Canterbury Tales with Dante’s story of Ugolino in Cantos XXXII-XXXIII of the Inferno, paying special attention to depiction of character. Use at least one critical source. Use textual evidence to support an original, concise thesis statement. (RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2, W.11-12.7, L.11-12.3) Seminar and Essay Is the Wife of Bath from A Canterbury Tales a feminist? Use textual evidence to support an original, concise thesis. (RL.11-12.1, RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2)

Vocabulary-

• allegory • anonymity • caesura • “Dance of Death” • epic • farce • foil • framed narrative • hyperbole • icon (religious art) • miracle, mystery, and morality plays • perspective (art and literature) • fabliaux • symbol


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Weeks 4-6 Common Core Standards-Renaissance and Reformation

• RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

• RL.11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

• RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

• RI.11-12.2(a-f): Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

• W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

• L.11-12.4(a-d): Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

Student Objectives for Taskstream- Weeks 4-6

• Read novels, literary nonfiction, stories, plays, and poetry from the Renaissance era, observing the continuity from the Middle Ages as well as the departures.

• Identify and investigate allusions to classical literature in Renaissance texts. • Explore how a concept such as symmetry or divine proportion is expressed both in

literature and in art. • Discuss Renaissance conceptions of beauty and their literary manifestations. • Explore how Renaissance writers took interest in human life and the individual person. • Explore the playful, satirical, irreverent aspects of Renaissance literature—in particular, the

writing of Rabelais, Boccaccio, and Shakespeare. • Consider how literary forms and devices reflect the author’s philosophical, aesthetic, or

religious views. • Write an essay in which they (a) compare a literary work with a work of art; (b) compare a

Renaissance work with a medieval work; or (c) relate a literary work to a philosophical work.




Suggested Works for Weeks 4-6

Novel •The Life of Gargantua and the Heroic Deeds of Pantagruel (François Rabelais) (Books 1 and 2) Stories •The Decameron (Giovanni Boccaccio) (continued from unit one) Plays •The Jewish Women (Les Juifves) (Robert Garnier) •Nine Carnival Plays (Hans Sachs) •Henry IV, Part I (William Shakespeare) •The Tragedy of Macbeth (William Shakespeare) Poems •Dark Night of the Soul (Saint John of the Cross) (selections) •“The Nightingale of Wittenberg” (Hans Sachs) •The Faerie Queene (Edmund Spenser) (selections) • Sonnets 29, 30, 40, 116, 128, 130, 143, and 146 (William Shakespeare) •“The Passionate Shepherd to His Love” (Christopher Marlowe) •“The Nymph’s Reply to the Shepherd” (Sir Walter Raleigh)

Informational Texts


Rabelais and His World (Mikhail Bakhtin)

Essays

“Of Cannibals” (Michel de Montaigne) On the Divine Proportion (De divina proportione) (illustrations only) (Luca Pacioli) Lives of the Most Excellent Painters, Sculptors, and Architects (Giorgio Vasari)


The Prince (Niccolo Machiavelli) (selections)


Prompt: How is man's humanity depicted in Renaissance art?

Art

Sandro Botticelli, Primavera (1482) Leonardo da Vinci, Vitruvian Man (1487) Leonardo da Vinci, Mona Lisa (1503-1505) Michelangelo, David (1505) Leonardo da Vinci, The Virgin and Child with St. Anne (1508) Michelangelo, Sistine Chapel, ceiling (1508-1512) Raphael, The Niccolini-Cowper Madonna (1508) Jacopo da Pontormo, Desposition from the Cross (Entombment) (1525-28) Michelangelo, The Last Judgment, Sistine Chapel altar wall (1536-1541) Caravaggio, The Entombment of Christ (1602-1603) Giovanni Lorenzo Bernini, Ecstasy of Saint Teresa (1647–1652)




Suggested Honors Assignments- Weeks 4-6(with Common Core)

Seminar and Essay

Read Macbeth. How does the play illustrate the demise of the Great Chain of Being? What does the play say about the divine right of kings? What does it reveal about fate and free will? Use textual evidence from the play to support your response in an original, concise thesis statement. (RL.11-12.1, RI.11-12.1)

Seminar and Essay

Read Macbeth and excerpts fromThe Prince by Machiavelli. How do Machiavelli’s principles apply to the play? What is Shakespeare saying about Machiavelli’s approach to attaining and maintaining political power? Consider the quote “it is better to be feared than to be loved.” Is this true for Macbeth? Use textual evidence from both texts to support an original, concise thesis statement.

Seminar and Essay

Read Henry IV, Part I. How does Falstaff reflect the new ideas of the Renaissance regarding chivalry and honor? How does the play illustrate the demise of the Great Chain of Being? What does the play say about the divine right of kings? Use textual evidence from the play to support your response in an original, concise thesis statement. (RL.11-12.1, RI.11-12.1)

Vocabulary

• allusion • classicism • divine proportion (golden ratio, golden mean) • divine right of kings • eclogue • epistle • fate • free will • humanism • iambic pentameter • iambic tetrameter • idyll • ode • satire • sonnet • symmetry • The Great Chain of Being

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Weeks 7-9 Common Core Standards-Seventeenth Century

• RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

• RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

• RI.11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

• RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines “faction”in Federalist No. 10).

• RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

• W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)

• SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

• L.11-12.1(a-b): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Student Objectives- Weeks 7-9

• Read literary and philosophical works from the seventeenth century, with particular attention to questions of reason and emotion.

• Consider the idea of reading literature as a quest—for truth, for beauty, and for understanding.

• Analyze two philosophical works of the seventeenth century for their treatment of an idea related to human reason.

• Write literary and philosophical analyses with a focus on clarity and precision of expression.

• Conduct research, online and in libraries, on a particular seventeenth-century author, work, or idea.

• Analyze the relationship between reason and emotion as illustrated in literature of the seventeenth century.

• Understand the use of satire as a technique to reveal authorial intent.





Suggested Works- Weeks 7-9

Novels

• Don Quixote (Miguel de Cervantes) (E) (selections) • The Pilgrim’s Progress (John Bunyan)

Plays

• Hamlet (William Shakespeare) • King Lear (William Shakespeare) (E) • The Merchant of Venice (William Shakespeare) (E) • The Alchemist (Ben Jonson) • The Miser (Jean-Baptiste Molière) (EA)

Poems

• “The Flea” (John Donne) (E) • “Song: Goe, and catche a falling starre” (John Donne) (E) • “Holy Sonnet 10” (John Donne) (E) • “To His Coy Mistress” (Andrew Marvell) • “To the Virgins to Make Much of Time” (Robert Herrick) • “To Daffodils” (Robert Herrick) • “Love III” (George Herbert)

Informational Texts


• Leviathan (Thomas Hobbes) (selections) • Novum Organum (Francis Bacon) (selections) • An Essay Concerning Human Understanding (John Locke)


Media

• Hamlet (1964) • Hamlet (1948) • Man of La Mancha (1972) • Dale Wasserman, Man of La Mancha, the musical




17 English 4a, Curricular Guide Suggested Honors Assignments- Weeks 7-9(with Common Core)

Seminar and Essay

Analyze “The Flea.” Why is it considered metaphysical poetry? How does it use irony to convey its message? Is it a poem of logic or of emotion? Use textual evidence to discuss and write or original, concise thesis statement. (W.11-12.5, W.11-12.7)

Seminar and Essay

Read The Pilgrim’s Progress. Consider the text as an allegory. What themes do the characters represent? How do these characters work together to create an allegory? What does the allegory reveal about Bunyun’s point of view on religious ideas of the seventeenth century? Use textual evidence from the novel to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

Seminar and Essay

Read The Alchemist. How does the plotline reveal satire? What values of this time period are being mocked? How does the author use satire to reveal his point of view? Use textual evidence from the play to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

Seminar and Essay

Read The Miser by Molière. How does the plotline reveal satire? What values of this time period are being mocked? How does the satire reveal Molière’s point of view? Use textual evidence from the play to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

Vocabulary

• aesthetics • allegory • allusion • argumentation • authorial intent • blank verse • conceit • dissent • doubt • dramatic irony • enlightenment • ethics • fate • free will • “in medias res” • inductive reasoning • metaphysical poetry • paradox • personification • rationalism • satire • tragic flaw

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Reading Standards Log Reading Grade 12, Strand 1: Reading Process, Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon).

Introduced Assessed (80% @ 80% Mastery)

Reviewed Reading Grade 12, Strand 1: Reading Process, Concept 4: Vocabulary

PO 2. Identify the meaning of metaphors based on literary allusions and conceits. Introduced Assessed (80% @ 80% Mastery)

Reviewed

Reading Grade 12, Strand 1: Reading Process, Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).


Reviewed



Reading Grade 12, Strand 1: Reading Process, Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).


Reviewed Reading Grade 12, Strand 1: Reading Process, Concept 6: Comprehension Strategies

PO 2. Generate clarifying questions in order to comprehend text. Introduced Assessed (80% @ 80% Mastery)


PO 3. Use graphic organizers in order to clarify the meaning of the text. Introduced Assessed (80% @ 80% Mastery)


PO 4. Connect information and events in text to experience and to related text and sources. Introduced Assessed (80% @ 80% Mastery)

Reviewed

Reading Grade 12, Strand 1: Reading Process, Concept 6: Comprehension Strategies PO 5. Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, by classification, problem-solution) of text to aid comprehension.


Reviewed



Reading Grade 12, Strand 2: Comprehending Literary Text, Concept 1: Elements of Literature Identify, analyze, and apply knowledge of the structures and elements of literature.

PO 1. Evaluate the author’s use of literary elements: • theme (moral, lesson, meaning, message, view or comment on life), • point of view (e.g., first vs. third, limited vs. omniscient), • characterization (qualities, motives, actions, thoughts, dialogue, development, interactions), • setting (time of day or year, historical period, place, situation), and • plot (exposition, conflict, rising action, climax, falling action, and resolution).


Reviewed Reading Grade 12, Strand 2: Comprehending Literary Text, Concept 1: Elements of Literature

PO 2. Interpret figurative language, including, personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory with emphasis upon how the writer uses language to evoke readers’ emotions.



PO 3. Analyze a writer’s word choice and imagery as a means to appeal to the reader's senses and to set the tone, providing evidence from the text to support the analysis.



PO 4. Compare (and contrast) literary texts that express a universal theme, providing textual evidence (e.g., examples, details, quotations) as support for the identified theme.


Reviewed



Reading Grade 12, Strand 2: Comprehending Literary Text, Concept 1: Elements of Literature PO 5. Analyze characteristics of sub genres (e.g., satire, parody, allegory) that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial. Introduced Assessed (80% @ 80% Mastery)


PO 6. Describe the function of dialogue, scene design, soliloquies, asides, and/or character foils in dramatic literature. Introduced Assessed (80% @ 80% Mastery)

Reviewed Reading Grade 12, Strand 2: Comprehending Literary Text, Concept 1: Elements of Literature PO 7. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), graphic elements (e.g., line length, punctuation, word position). Introduced Assessed (80% @ 80% Mastery)

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Reading Grade 12, Strand 2: Comprehending Literary Text, Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature. PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.


Reviewed Reading Grade 12, Strand 2: Comprehending Literary Text, Concept 2: Historical and Cultural Aspects of Literature

PO 2. Relate literary works and their authors to the seminal ideas of their eras. Introduced Assessed (80% @ 80% Mastery)

Reviewed Reading Grade 12, Strand 2: Comprehending Literary Text, Concept 2: Historical and Cultural Aspects of Literature

PO 3. Analyze culturally or historically significant literary works of British and world literature that reflect the major literary periods and traditions.


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Writing Standards Log Writing Grade 12, Strand 1: Writing Process, Concept 1: Prewriting Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes. PO 1. Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others, printed material or other sources).


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Writing Grade 12, Strand 1: Writing Process, Concept 1: Prewriting PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.


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Writing Grade 12, Strand 1: Writing Process, Concept 1: Prewriting PO 3. Determine the intended audience of a writing piece.


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Writing Grade 12, Strand 1: Writing Process, Concept 1: Prewriting PO 4. Establish a central idea appropriate to the type of writing.


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Writing Grade 12, Strand 1: Writing Process, Concept 1: Prewriting PO 5. Use organizational strategies (e.g., outlines, charts, tables, graphs, Venn Diagrams, webs, story map, plot pyramid) to plan writing.


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Writing Grade 12, Strand 1: Writing Process, Concept 1: Prewriting PO 6. Maintain a record (e.g., lists, journals, folders, notebooks) of writing ideas.


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Writing Grade 12, Strand 1: Writing Process, Concept 1: Prewriting PO 7. Use time management strategies, when appropriate, to produce a writing product within a set time period.


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Writing Grade 12, Strand 1: Writing Process, Concept 2: Drafting Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose. PO 1. Use a prewriting plan to develop a draft with main idea(s) and supporting details.


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Writing Grade 12, Strand 1: Writing Process, Concept 2: Drafting PO 2. Sequence ideas into a cohesive, meaningful order.


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Writing Grade 12, Strand 1: Writing Process, Concept 3: Revising Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?) PO 2. Add details to the draft to more effectively accomplish the purpose.


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Writing Grade 12, Strand 1: Writing Process, Concept 3: Revising PO 3. Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose.


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Writing Grade 12, Strand 1: Writing Process, Concept 3: Revising PO 4. Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the writing style.


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Writing Grade 12, Strand 1: Writing Process, Concept 3: Revising PO 5. Add transitional words, phrases and/or sentences to clarify meaning or enhance the writing style.


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Writing Grade 12, Strand 1: Writing Process, Concept 3: Revising PO 6. Use a variety of sentence structures (i.e., simple, compound, complex) to improve sentence fluency in the draft.


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Writing Grade 12, Strand 1: Writing Process, Concept 3: Revising PO 7. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.


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Writing Grade 12, Strand 1: Writing Process, Concept 3: Revising PO 8. Use resources and reference materials (e.g., thesaurus, dictionary) to select more effective and precise language.


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Writing Grade 12, Strand 1: Writing Process, Concept 3: Revising PO 1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.


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Writing Grade 12, Strand 1: Writing Process, Concept 4: Editing Editing includes proofreading and correcting the draft for conventions. PO 1. Identify punctuation, spelling, and grammar and usage errors in the draft.


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Writing Grade 12, Strand 1: Writing Process, Concept 4: Editing PO 2. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.


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Writing Grade 12, Strand 1: Writing Process, Concept 4: Editing PO 3. Apply proofreading marks to indicate errors in conventions.


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Writing Grade 12, Strand 1: Writing Process, Concept 4: Editing PO 4. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.


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Writing Grade 12, Strand 1: Writing Process, Concept 5: Publishing Publishing includes formatting and presenting a final product for the intended audience. PO 1. Prepare writing that follows a format appropriate for the purpose (e.g., for display, sharing with others, submitting to a publication).


Reviewed

Writing Grade 12, Strand 1: Writing Process, Concept 5: Publishing PO 2. Include such techniques as principles of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.


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Writing Grade 12, Strand 1: Writing Process, Concept 5: Publishing PO 3. Write legibly.


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Writing Grade 12, Strand 2: Writing Components, Concept 1: Ideas and Content Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished. PO 1. Maintain a clear, narrow focus to support the topic.


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Writing Grade 12, Strand 2: Writing Components, Concept 1: Ideas and Content PO 2. Write with an identifiable purpose and for a specific audience.


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Writing Grade 12, Strand 2: Writing Components, Concept 1: Ideas and Content PO 3. Provide sufficient, relevant, and carefully selected details for support.


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Writing Grade 12, Strand 2: Writing Components, Concept 1: Ideas and Content PO 4. Demonstrate a thorough, balanced explanation of the topic.


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Writing Grade 12, Strand 2: Writing Components, Concept 1: Ideas and Content PO 5. Include ideas and details that show original perspective and insights.


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Writing Grade 12, Strand 2: Writing Components, Concept 2: Organization Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together. PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).


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Writing Grade 12, Strand 2: Writing Components, Concept 2: Organization PO 2. Develop a strong beginning or introduction that draws in the reader.


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Writing Grade 12, Strand 2: Writing Components, Concept 2: Organization PO 3. Place details appropriately to support the main idea.


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Writing Grade 12, Strand 2: Writing Components, Concept 2: Organization PO 4. Include effective transitions among all elements (sentences, paragraphs, ideas).


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Writing Grade 12, Strand 2: Writing Components, Concept 2: Organization PO 5. Employ a variety of paragraphing strategies (e.g., topical, chronological, spatial) appropriate to application and purpose.


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Writing Grade 12, Strand 2: Writing Components, Concept 2: Organization PO 6. Create an ending that provides a sense of resolution or closure.


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Writing Grade 12, Strand 2: Writing Components, Concept 3: Voice Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose. PO 1. Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.


Reviewed

Writing Grade 12, Strand 2: Writing Components, Concept 3: Voice PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to the topic and type of writing.


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Writing Grade 12, Strand 2: Writing Components, Concept 3: Voice PO 3. Choose appropriate voice (e.g., formal, informal, academic discourse) for the application.


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Writing Grade 12, Strand 2: Writing Components, Concept 3: Voice PO 4. Use engaging and expressive language that shows a commitment to the topic.


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Writing Grade 12, Strand 2: Writing Components, Concept 3: Voice PO 5. Use language appropriate to purpose, topic, and audience.


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Writing Grade 12, Strand 2: Writing Components, Concept 4: Word Choice Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose. PO 1. Use accurate, specific, powerful words that effectively convey the intended message.


Reviewed



Writing Grade 12, Strand 2: Writing Components, Concept 4: Word Choice PO 2. Use vocabulary that is original, varied, and natural.


Reviewed

Writing Grade 12, Strand 2: Writing Components, Concept 4: Word Choice PO 3. Use words that evoke clear images.


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Writing Grade 12, Strand 2: Writing Components, Concept 4: Word Choice PO 4. Use literal and figurative language intentionally when appropriate.


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Writing Grade 12, Strand 2: Writing Components, Concept 4: Word Choice PO 5. Use clichés only when appropriate to purpose.


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Writing Grade 12, Strand 2: Writing Components, Concept 5: Sentence Fluency Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length. PO 1. Use a variety of sentence structures (simple, compound, complex, and compound-complex) and lengths to reinforce relationships among ideas and to enhance the flow of the writing.


Reviewed

Writing Grade 12, Strand 2: Writing Components, Concept 5: Sentence Fluency. PO 2. Show extensive variation in sentence beginnings, lengths, and patterns to enhance the flow of the writing.


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Writing Grade 12, Strand 2: Writing Components, Concept 5: Sentence Fluency PO 3. Demonstrate a flow that is natural and powerful when read aloud.


Reviewed

Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks. PO 1. Use capital letters correctly for:

a. proper nouns • holidays • product names • languages • historical events • organizations • academic courses (e.g., algebra/Algebra I) • place • regional names (e.g., West Coast)

b. words used as names (e.g., Grandpa, Aunt Lyn) c. literary titles (book, story, poem, play, song) d. titles e. abbreviations f. proper adjectives


Reviewed

Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 2. Use commas to correctly punctuate:

a. items in a series b. greetings and closings of letters c. introductory words and clauses d. direct address e. interrupters f. compound sentences g. appositives h. dialogue


Reviewed



Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 3. Use quotation marks to punctuate:

a. dialogue b. titles of short works (e.g., chapter, story, article, song, poem) c. exact words from sources


Reviewed

Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 4. Use underlining or italics to correctly identify titles and vessels (e.g., ships, spacecrafts, planes, trains).


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Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 5. Use colons to punctuate business letter salutations and sentences introducing lists.


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Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 6. Use semicolons to punctuate compound and compound-complex sentences when appropriate.


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Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 7. Use apostrophes to punctuate:

a. contractions b. singular possessives c. plural possessives


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Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 8. Use hyphens, dashes, parentheses, ellipses, and brackets correctly.


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Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 9. Spell words correctly.


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Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 10. Use paragraph breaks to reinforce the organizational structure, including dialogue.


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Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 11. Demonstrate control of grammar and usage in writing:

a. parts of speech b. verb forms and tenses c. subject/verb agreement d. pronoun/antecedent agreement e. parallel structure f. comparative and superlative degrees of adjectives g. modifier placement h. homonyms


Reviewed

Writing Grade 12, Strand 2: Writing Components, Concept 6: Conventions PO 12. Use appropriate format, according to type of writing, to cite sources (e.g., Chicago, APA, MLA, UPI, any other recognized style manual).


Reviewed



Writing Grade 12, Strand 3: Writing Applications, Concept 1: Expressive Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events. PO 1. Write in a variety of expressive forms (e.g., poetry, fiction, autobiography, narrative, and/or drama) that:

a. use voice and style appropriate to audience and purpose b. organize ideas in writing to ensure coherence, logical progression, and support c. employ literary devices (e.g., irony, conceit, flashback, foreshadowing, symbolism, allusion) to

enhance style and voice

Example: After reading from Geoffrey Chaucer’s The Canterbury Tales, write your own version of a traveler’s tale.


Reviewed

Writing Grade 12, Strand 3: Writing Applications, Concept 2: Expository Expository writing includes non-fiction writing that describes, explains, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience. PO 1. Write an explanatory, multi-paragraph essay that:

a. includes background information to establish the thesis (hypothesis, essential question), as appropriate

b. states a thesis (hypothesis, essential question) with a narrow focus c. includes evidence in support of a thesis (hypothesis, essential question) in the form of details, facts,

examples, or reasons d. communicates information and ideas from primary and/or secondary sources accurately and

coherently, as appropriate e. attributes sources of information as appropriate f. includes a topic sentence for each body paragraph g. includes relevant factors and variables that need to be considered h. includes visual aids to organize and record information on charts, data tables, maps and graphs, as

appropriate i. includes an effective conclusion

Example: Compose an essay explaining how your school’s service learning program has identified and addressed a community problem.


Reviewed



Writing Grade 12, Strand 3: Writing Applications, Concept 5: Literary Response Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write literary analyses that:

a. evaluates the author’s use of literary elements (i.e., theme, point of view, characterization, setting, plot)

b. interprets figurative language (i.e., personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory) with emphasis upon how the writer uses language to evoke readers’ emotions

c. explains how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), graphic elements (e.g., line length, punctuation, word position)

d. analyzes a writer’s word choice and imagery as a means to appeal to the reader's senses and to set the tone, providing evidence from the text to support the analysis,

e. describes the function of dialogue, scene design, soliloquies, asides, and/or character foils in dramatic literature

f. compares literary texts that express a universal theme, providing textual evidence (e.g., examples, details, quotations) as support for the identified theme

g. analyzes characteristics of subgenres (e.g., satire, parody, allegory) that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial

Example: Write an essay comparing and contrasting the realities of war as presented in “Dulce Et Decorum Est ” by Wilfred Owen and All Quiet on the Western Front by Erich Maria Remarque.

(See R12-S2C1)


Reviewed



Listening and Speaking Standards Log Students effectively listen and speak in situation that serve different purposes and involve a variety of audiences. PROFICIENCY (Grades 9-12) Students know and are able to do all of the above and the following: • LS-P2. Deliver an impromptu speech that is organized, addresses a particular subject and is tailored to the audience Introduced Practiced Assessed Reviewed • LS-P3. Deliver oral interpretations of literary or original works Introduced Practiced Assessed Reviewed



Viewing and Presenting Standards Log

Students use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others. PROFICIENCY (Grades 9-12) Students know and are able to do all of the above and the following: • VP-P1. Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions Introduced Practiced Assessed Reviewed • VP-P3. Analyze and evaluate the impact of visual media on the intended audience Introduced Practiced Assessed Reviewed



Online Resources for Content AZ/ADE Comprehensive Links for AIMS, Standards, Vision, Vocabulary, Rubrics, etc.: http://www.ade.az.gov/K12Literacy/langarts.asp Arizona ELP Information and Standards: http://www.ade.state.az.us/oelas/ Online Resources for Instructional Methods Rigor and Relevance Framework: http://www.leadered.com/rrr.html http://rigor-relevance.com/ http://www.edteck.com/wpa/index.htm www.leadered.com/pdf/Academic_Excellence.pdf 21st Century Leaner: http://www.ala.org/ http://www.p21.org/ http://dpi.wi.gov/cal/iecouncil.html Character Education: http://goodcharacter.com/ http://charactercounts.org/ http://www.ade.state.az.us/charactered/ Bloom’s Taxonomies: http://www.nwlink.com/~Donclark/hrd/bloom.html Multiple Intelligences: http://www.thomasarmstrong.com/multiple_intelligences.htm http://www.infed.org/thinkers/gardner.htm http://literacyworks.org/mi/assessment/findyourstrengths.html Project-based Learning: http://www.edutopia.org/project-based-learning-research http://pblchecklist.4teachers.org/ http://en.wikipedia.org/wiki/Project-based_learning http://www.pbl-online.org/ http://www.bie.org/index.php/site/PBL/overview_pbl/ http://www.edutopia.org/project-based-learning-research Power Point Games: http://jc-schools.net/tutorials/PPT-games/

English 4a, 2010 Curricular Guide-1 (Edit) - Skyline Education · English 4a, Curricular Guide 1...

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