Grade 12 Fiction...E – By the end of grade 12, read and comprehend literature, including stories,...

Harbor Creek School District

Grade 12 – English: Fiction, Poetry, Drama 2/2/2012

Grade 12 Fiction Major

Understandings Concepts

Time Frame

Skills Assessment Standard

Fiction

Genre of Text

Quarters 1-4

MM – Identify and/or describe the author’s intended purpose of text.

Formative and

Summative Assessment

PA: R11.A.1.6.1

MM – Explain, describe, and /or analyze examples of text that support the author’s intended purpose.

PA: R11.A.1.6.2

Inferences, Conclusions,

and Generalizations

E – 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.

CC: 12.RL.1

E – Make inferences and cite evidence from the text to support the inferences made.

PA: R11.A.1.3.1 CC: 12.RL.1

E – Draw conclusions and cite evidence from the text to support the conclusions drawn.

PA: R11.A.1.3. CC: 12.RL.11

E – Make generalizations and cite evidence from the text to support the generalizations made.

PA: R11.A.1.3.2 CC: 12.RL.1

Main Ideas and Details

MM – Identify and explain stated or implied main ideas and relevant supporting details from the text.

PA: R11.A.1.4.1

Summarize E – Write an objective summary of the key details and events of a fictional text, in part or as a whole.

PA: R11.A.1.5.1 CC: 12.RL.2

Literary Elements: Characters

MM – Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fiction:

The actions, motives, dialogue, emotions/feelings, traits

Relationship between characters within fictional text

Static (flat) vs. dynamic (round)

Major and minor

Traits and how they are developed, both direct and indirect

In relationship to conflict

Mirror characters (foil), Stereotypes (archetypes / stock)

Flaws and how they affect plot/motive/theme

In relationship to culture

The relationship between characters and other components of a text

PA: R11.B.1.1.1



Major Understandings

Concepts Time

Frame Skills Assessment Standard

Fiction

Literary Elements:

Setting

Quarters 1-4

MM - Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fiction:

The relationship between setting and other components of a text (character, plot, and other key literary elements).

How the setting affects characterization, theme, and plot

How the setting contributes to the mood.

Formative and


PA: R11.B.1.1.1

MM – Identify the setting and how it is revealed.

Literary Elements: Plot

(also called “Action”)

MM – Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fiction.

PA: R11.B.1.1.1

MM – Analyze the usage of time order within the plot.

MM – Identify the elements of plot (e.g., exposition, conflict, rising action, climax, falling action, and/or resolution, Freytags Pyramid).

MM – Evaluate the use of foreshadowing, flashback, and point of view.

MM – Evaluate how plot affects character and theme.

MM – Identify the relationship between elements of the plot and other components of the text.

MM – Identify how the author structures the plot to advance the action.

E – Analyze how an author’s choice 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.

CC: 12.RL.5

Literary Elements:

Theme

MM – Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.

PA: R11.B.1.1.1 CC: 12.RL.2




Concepts Time


Fiction

Literary Elements:

Theme

Quarters 1-4

MM – Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fiction:

The relationship between the theme and other components of the text

Comparing and contrasting how major themes are developed across genres

The reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres

The way in which a work of literature is related to the themes and issues of its historical period

Formative and


PA: R11.B.1.1.1

MM – Identify the theme within a piece of work.

MM – Construct a theme statement.

MM – Note the difference between a topic and a universal theme.

MM – Analyze how theme is developed through characters, setting, and plot.

MM – Apply themes to archetypes.

MM – Analyze how culture affects theme.

Literary Elements: Symbolism

MM – Identify significant objects within a piece of work.

MM – Analyze the meaning of symbols.

MM – Analyze the effects of symbols on the meaning of the work.

Literary Elements:

Tone, Style, Mood

MM – Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and or mood in a variety of fiction:

The relationship between the tone, style, and/or mood and other components of a text

How voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of the text

How diction, syntax, figurative language, sentence variety, etc., determine the author’s style.

E – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

CC: 12.RL.4 E – Analyze the impact of specific word choice on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.




Concepts Time


Fiction

Literary Elements:

Tone, Style, Mood

Quarters 1-4

MM – Identify and be able to defend tone within a work.

Formative and


PA: R11.B.1.1.1

MM – Identify levels of diction and how it affects tone and style.

MM – Compare tone between different works.

MM – Analyze how tone is developed through the speaker, audience, and diction.

MM – Evaluate how tone affects theme.

MM – Identify elements of style through sentence length, diction, and literary devices.

MM – Compare and contrast styles between different works and different authors.

MM – Describe how mood is established through the use of setting, diction, characterization, plot, and point of view.

MM – Identify the voice within the work.

MM – Analyze and evaluate the authority / position and credibility of the voice.

Literary Element:

Point of View

MM – Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction:

The point of view of the narrator as first person, second person, or third person point of view (limited / omniscient).

The impact of point of view on the meaning of a text as a whole

PA: R11.B.2.2.1

E – 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).

CC: 12.RL.6

MM – Track multiple points of view through a work. PA: R11.B.2.2.1

MM – Analyze the effectiveness of point of view.




Concepts Time


Fiction

Literary Elements

Quarters 1-4

MM – Explain, interpret, compare, describe, analyze, and evaluate the relationship between other components of text and

Characters

Setting

Plot

Theme

Tone

Style

Mood

Symbolism

Point of View

Formative and


PA: R11.B.1.1.1 PA: R11.B.1.2.1

E – Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed.

CC: 12.RL.3

Integration of Knowledge and

Ideas

E – 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).

PA: R11.B.1.2.1 CC: 12.RL.7

E – Demonstrate knowledge of eighteenth - , nineteenth-, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

CC: 12.RL9 PA: R11.B.1.2.1

MM – Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance.

PA: R11.B.1.2.1

Literary Devices

MM – Identify, explain, interpret, describe and analyze author’s purpose for effectiveness at using figurative language in text.

PA: R11.B.2.1.2




Concepts Time


Fiction Literary Devices

Quarters 1-4

E - Identify, explain, interpret, describe, and/or analyze the effects of:

Metaphor

Simile

Personification

Imagery

Foreshadowing

Irony

Hyperbole

Flashback

Satire

Allegory

Allusion

Symbolism

Dialect Formative

and Summative Assessment

PA: R11.B.2.1.2 CC: 12.RL.4 CC: 12.RL.6

Poetry

Forms MM – Identify various forms of poetry.

PA: 1.3.11

Speaker and Tone

MM – Identify the speaker and the tone of the poem.

Figurative Language

MM - Identify, explain, interpret, describe and analyze examples of the following in poetry:

Metaphor

Simile

Personification

Imagery

Foreshadowing

Irony

Hyperbole

Flashback

Satire

Allegory

Allusion

Symbolism

Dialect




Concepts Time


Poetry

Sound Devices

Quarters 1-4

MM - Identify, explain, interpret, describe and analyze the following in poetry:

Rhyme and Rhythm

Meter

Alliteration

Assonance

Consonance

Onomatopoeia

Formative and


PA: 1.3.11

Diction

MM – Identify diction as a word choice.

MM – Analyze diction’s affect on meaning.

MM – Analyze diction’s relationship to syntax, structure, and the speaker’s tone.

Imagery

MM – Identify and create imagery in a poem.

MM – Analyze how imagery affects meaning in a poem.

MM – Analyze how imagery is built through diction, form, and figurative language. (e.g., irony, understatement, hyperbole, paradox).

Drama Elements of

Drama

MM – Read and distinguish between dialogue and stage directions.

MM – Analyze how the use of words creates tone and mood, and how the choice of words advances the theme or purpose of the work.

MM – Identify soliloquy, asides, and monologues.

MM – Identify the difference between comedy and tragedy.

MM – Read a part fluently and with emotion.

MM – Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script.

Fiction, Poetry, Drama

Range of Reading / Writing

E – By the end of grade 12, read and comprehend literature, including stories, dramas, and poems.

CC: 12.RL.10

E - Draw evidence from literary texts to support analysis, reflection, and research (e.g., Demonstrate knowledge of 18th, 19th, and early 20th century foundational works of American literature…).

CC: 12.W.9


Grade 12 - English: Nonfiction 2/2/2012

Grade 12 Nonfiction Major

Understandings Concepts

Time Frame

Skills Assessments Standard

Nonfiction

Genre of Text

Quarters 1-4

MM– Identify and / or describe the author’s intended purpose of the text.

Formative and


PA: R11.A.2.6.1

MM – Explain, describe, and/or analyze examples of text that support the author’s intended purpose.

PA: R11.A.2.6.2 MM – Analyze, interpret, and evaluate how authors use techniques and elements of nonfiction to effectively communicate an idea of concept.

Inferences, Conclusions,

and Generalizations

E – 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.

CC: 11.RI.1

MM – Make inferences and cite evidence from the text to support the inferences made.

PA: R11.A.2.3.1

MM – Draw conclusions and cite evidence from the text to support the conclusions drawn.

PA: R11.A.2.3.1

MM – Make generalizations and cite evidence from the text to support the generalizations made.

PA: R11.A.2.3.2

Main Ideas and Relevant Details

MM – Identify and explain stated or implied main ideas and relevant supporting details from the text.

PA: R11.A.2.4.1

Summarize E – Write an objective summary of the key details and events of a nonfiction text, in part or as a whole.

PA: R11.A.1.5.1 CC: 11.RL.2

Elements of Nonfiction

Text: Fact and Opinion and Essential and Nonessential Information

MM – Differentiate between fact and opinion. PA: R11.B.3.1.1

MM – Explain, interpret, describe, and/or analyze the use of facts and opinions in text.

PA: R11.B.3.1.1

MM – Explain, interpret, describe, and analyze the use of facts and opinions to make a point or construct an argument in a nonfiction text.

PA: R11.B.3.1.1

MM – Distinguish essential from nonessential information. PA: R11.B.3.2.2




Concepts Time

Frame Skills Assessments Standard

Nonfiction


Text: Propaganda /

Bias

Quarters 1-4

MM – Identify, explain, and/or interpret bias and propaganda techniques in nonfictional text.

Formative and


PA: R11.B.3.2.2

MM – Explain, describe, and/or analyze the effectiveness of bias and propaganda techniques in nonfictional text.

PA: R11.B.3.2.2

Elements of Nonfiction Text: Text

Organization

MM – Identify, analyze, and evaluate the structure and format of complex informational text.

PA: R11.B.3.3.3

MM – Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions.

PA: R11.B.3.3.3

MM – Explain, interpret, and/or analyze the author’s purpose for text organization.

PA: R11.B.3.3.3

MM – Explain, interpret, and/or analyze the effect of text organization, including headings, graphics, and charts.

PA: R11.B.3.3.3

MM – Make connections between a text and the content of graphics and charts.

PA: R11.B.3.3.3

MM – Analyze and evaluate how graphics and charts clarify, simplify, and organize complex informational texts.

PA: R11.B.3.3.3


Text: Characters

MM – Explain, interpret, compare, describe, analyze and/or evaluate character in a variety of nonfiction. Note: Character may also be called narrator, speaker, or subject of the biography.

The actions, motives, dialogue, emotions/feelings, traits, and relationship between characters within text

The relationship between character and other components of a text

The development of complex characters and their roles and functions within a text.

PA: R11.B.1.1.


Text: Setting

MM – Explain, interpret, compare, describe, analyze and/or evaluate setting in a variety of nonfiction.

The relationship between setting and other components of the text (character, plot, and other key literary elements).

PA: R11.B.1.1.1




Concepts Time


Nonfiction

Elements of Nonfiction Text: Plot

(also called “Action”)

Quarters 1-4

MM – Explain, interpret, describe, analyze, and / or evaluate plot in a variety of nonfiction.

Elements of plot (e.g., exposition, conflict, rising action, climax, falling action, and/or resolution).

The relationship between elements of the plot and other components of a text.

How the author structures plot to advance the action.

Formative and Summative Assessment

PA: R11.B.1.1.1

E – Analyze a complex set of ideas or sequences of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

CC: 11.RI.3

E – Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, or engaging.

CC: 11.RI.5


Text: Theme / Central Idea

MM – Explain, interpret, compare, describe, analyze and/or evaluate theme in a variety of nonfiction.

The relationship between theme and other components of the text

Comparing and contrasting how major themes are developed across genres

The reflection of traditional and contemporary issues, themes, motifs, universal characters, and genres

The way in which a work of literature is related to the themes and issues of its historical period.

PA: R11.B.1.1.1

E – 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.

CC: 11.RI.2




Concepts Time


Nonfiction


Text: Tone, Style, Mood

Quarters 1-4

MM – Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and or mood in a variety of fiction:

The relationship between the tone, style, and/or mood and other components of a text

How voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of the text

How diction, syntax, figurative language, sentence variety, etc., determine the author’s style.

Formative and


PA: R11.B.1.1.1

E – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

CC: 11.RI.4 E – 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).

Elements of Nonfiction Text: Point

of View

MM – Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfiction.

The point of view of the narrator as first person or third person point of view.

The impact of point of view on the meaning of a text as a whole.

PA: R11.B.1.1.1

Elements of Nonfiction Text: Point

of View

E – 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 power, persuasiveness, or beauty of the text.

CC: 11.RI.6

Integration of

Knowledge and Ideas

E – Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

CC: 11.RI.7

E – Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

CC: 11.RI.8




Concepts Time


Nonfiction

Integration of

Knowledge and Ideas

Quarters 1-4

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


CC: 11.RI.9

Range of Reading / Writing

E – By the end of grade 12, read and comprehend literary nonfiction at the high end of grade 11 text complexity band independently and proficiently.

CC: 11.RI.10

E – Drawn evidence from informational texts to support analysis, reflection, and research (e.g., Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning…)

CC: 12.W.9


Grade 12 English Curriculum/Language and Vocabulary 2/2/2012

Grade 12 – Language and Vocabulary

Major Understanding

Concepts Timeframe Skills Assessment Standards

Vocabulary Vocabulary and

Acquisition Use Quarters 1-4

E – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading content, choosing flexibility from a range of strategies.

Formative

and

Summative

Assessment

CC: 12.L.4 PA:

R11.A.1.1.1

E – Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position of function in a sentence) as a clue to the meaning of a word or phrase.

CC: 12.L.4a

E – Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

CC: 12.L.4b

E – Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard use.

CC: 12.L.4c

E – Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary.

CC: 12.L.4d

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

CC: 12.L.5

E – Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in a text.

CC: 12.L.5a

E – Analyze nuances in the meaning of words with similar denotations.

CC: 12.L.5b

E – Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

CC: 12.L.6


Grade 12 English Curriculum/Language and Vocabulary 2/2/2012

Major Understanding

Concepts Timeframe Skills Assessment Standards

Vocabulary Vocabulary and Acquisition Use

Quarters 1-4

E – Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Formative and


CC: 12.L.6

MM – Identify and/or apply a synonym or antonym of a word used in text.

PA: R11.A.1.1.2

MM – Identify and apply how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.

PA: R11.A.1.2.1

MM- Define and apply how the meanings of words or phrases change when using context clues given in explanatory sentences.

PA: R11.A.1.2.2 MM – Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.

MM – Draw conclusions about connotations of words.

Characteristics and Functions of the English

Language

Describe, analyze, and explain different

aspects of the English language.

MM – Describe the influence of historical events on the English language.

1.7.11.A

MM – Analyze when differences in language are a source of negative or positive stereotypes among groups.

1.7.11.B

MM – Explain and evaluate the role and influence of the English language within and across countries.

1.7.11.C

Language Knowledge of

Language

E – 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.

CC: 12.L.3

E – Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.

CC: 12.3.a

E – Apply an understanding of syntax to the study of complex texts when reading.

CC: 12.3.a


Grade Twelve Narrative Writing 2/2/2012

Grade 12 – Narrative Writing


Concepts Time


Writing to

Entertain -

Narrative

Write

narrative

pieces that

develop real

or imagined

experiences

or events

using

effective

technique,

well-chosen

details, and

well-

structured

event

sequences.

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

Formative

and

Summative

Assessment

CC: 12.W.3

E – Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

CC: 12.W.3a PA: W.1.5.11.A

E – Create a smooth progression of experiences or events.

E – Use narrative techniques, such as dialogue, pacing, description, illustrations, reflection, and multiple plot lines, to develop experiences, events, and /or characters.

CC: 12.W.3b PA: W.1.4.11.A

MM – Apply literary conflict. PA: W.1.4.11.A

MM – Use literary elements, such as: characterization, setting, plot, theme, point of view, and style.

PA: W.1.4.11.A PA: W.1.5.11.A

E – Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CC: 12.W.3d

MM – Use literary devices such as metaphor, simile, personification, hyperbole, imagery, foreshadowing, irony, flashback, satire, allegory, and allusion.

PA: 1.4.11.A

Write pieces with

structure and organization.

E – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC: 12.W.4 PA: W.1.4.11.A PA: W.1.5.11.A,B

MM – Write pieces that develop main ideas for each paragraph and use supporting details.

PA: W.1.5.11.B PA: W.1.5.11.C

E – Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome. (e.g., sense of mystery, suspense, growth, resolution)

CC: 12.W.3c PA: W.1.5.11.C

MM – Write an effective introduction. PA: W.1.5.11.C

E – Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

CC: 12.W.3e PA: W.1.5.11.C




Concepts Time


Writing to Entertain - Narrative

Revise writing to improve

style, meaning,

word choice, and sentence

variety.

E – Write with control of grammar, mechanics, spelling, usage, and sentence formation.

Formative and


CC: 12.W.5 PA: W.1.5.11.D

E – Use a variety of sentence structures and lengths.

E – Use precise language to create clarity, voice, and tone.

Vary word choice

Vary sentence beginnings

Use sophisticated vocabulary

CC: 12.W.5 PA: W.1.5.11.D

E – Revise to eliminate wordiness and redundancy. CC: 12.W.5 PA: W.1.5.11.E

E – Revise to delete irrelevant details. CC: 12.W.5 PA: W.1.5.11.E

E – Use the correct form of commonly confused words; use logical transitions.

CC: 12.W.5 PA: W.1.5.11.E

E – Combine sentences for cohesiveness and unity.

E – Revise sentences for clarity. CC: 12.W.5 PA: W.1.5.11.E

Use conventions of standard

written language.

E – Spell all words correctly. CC: 12.W.5 CC: 12.L.2c PA: W.1.5.11.F

E – Use capital letters correctly. CC: 12.W.5 PA: W.1.5.11.F

E – Punctuate correctly. (See the grammar and usage section of the 11th grade curriculum for specific skills.)

CC: 12.W.5 PA: W.1.5.11.F

E – Demonstrate correct grammar and usage. (See the grammar and usage section of the 11th grade curriculum for specific skills.)

CC: 12.W.5 PA: W.1.5.11.F

E – Demonstrate correct sentence formation. CC: 12.W.5 PA: W.1.5.11.F




Concepts Time


Writing to Entertain - Narrative

Present written

pieces for publication.

E – Use technology, including the Internet, to produce and publish a writing piece.

Formative and


CC: 12.W.6

MM – Present written work for publication. PA: W.1.5.11.G

E – Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.

CC: 10.L.3a

Range of Writing

E – Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

CC: 12.W.10 PA: W.1.4.11 PA: W.1.5.11.B


Grade Twelve Expository Writing 2/2/2012

Grade 12 – Expository Writing


Concepts Time


Writing to Inform -

Exposition

Write

complex

informative

pieces that

summarize

information

or ideas.

E – 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.

Formative

and

Summative

Assessment

CC: 12.W.2

E – Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole.

CC: 12.W.2a & 4 PA: W.1.5.11.A

MM – Write with a sharp controlling point and an awareness of the audience and expository task.

PA: W.1.5.11.A

E – Use relevant formatting (e.g., headings), graphics (e.g., figures, tables, maps, charts, illustrations, photographs), and multimedia when useful to aiding comprehension of the piece.

CC: 12.W.2a PA: W.1.4.11.B

E – Demonstrate an understanding of the purpose and develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, text-to-text connections, concrete details, quotations, or other examples appropriate to the audience’s knowledge of the topic.

CC: 12.W.2b & 4 PA: W.1.4.11.B PA: W.1.5.11.B

E – Use appropriate organizational strategies for expository writing (e.g., compare/contrast, cause/effect, problem/solution, process analysis).

E – Use precise language, domain-specific vocabulary, stylistic techniques such as metaphors, similes, and analogies, and a variety of sentence structures to develop and maintain an appropriate, objective tone and to manage the complexity of the topic.

PA: W.1.4.11.B CC: 12.W.2d CC: 12.W.2e

Write pieces with

structure and

organization

MM – Write a thesis statement. PA: W.1.5.11.A


PA: W.1.4.11.B PA: W.1.5.11.B, C

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

CC: 12.W.2c PA: W.1.5.11.C


E – Write an effective conclusion that supports the information or explanation presented.

CC: 12.W.2f PA: W.1.5.11.C




Concepts Time


Writing to Inform -

Exposition

Write pieces

that are well-

researched.

E – Gather and determine the validity and reliability of the information.


PA: W.1.5.11.B CC: 12.W.8

MM – Use primary and secondary resources. PA: W.1.4.11.B

E – Assess the strengths and limitations of each source in terms of task, purpose, and audience.

CC: 12.W.8

E – Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

CC: 12.W.8

E – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate. CC: 12.W.7 E – Synthesize multiple sources on a subject, demonstrating understanding of the subject under investigation.


style, meaning,


variety.

E – Write with control of grammar, mechanics, spelling, usage, and sentence formation. CC: 12.W.5

PA: W.1.5.11.D E – Use a variety of sentence structures and lengths.


Vary word choice



CC: 12.W.5 PA: W.1.5.11.D




CC: 12.W.5 PA: W.1.5.11.E





Concepts Time


Writing to Inform -

Exposition

Revise writing

continued

E – Revise sentences for clarity.

Formative

and

Summative

Assessment

CC: 12.W.5 PA: W.1.5.11.E


written language.




CC: 12.W.5 PA: W.1.5.11.F


CC: 12.W.5 PA: W.1.5.11.F


Present written


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

CC: 12.W.6



CC: 10.L.3a

Range of Writing


CC: 12.W.10 PA: W.1.4.11.B PA: W.1.5.11.B


Grade Twelve Persuasive Writing 2/2/2012

Grade 12 – Persuasive Writing


Concepts Time


Writing to Persuade - Persuasion

Write persuasive pieces that include a

clearly stated position

made convincing

through the use of

appropriate methods.

E – Write with a sharp, distinct controlling point that clearly states a position and demonstrates awareness of task, purpose, and audience. Develop reader interest in the piece.

Formative and


CC: 12.W.1 & 4 PA: W.1.5.11.A PA: W.1.4.11.C

E – Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CC: 12.W.1a PA: W.1.4.11.C

E – Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

CC: 12.W.1b PA: W.1.4.11.C

MM – Construct a thorough argument with consistent, relevant support through the use of persuasive strategies; address opposing viewpoints.

PA: W.1.4.11.C MM – Maintain an effective and consistent tone through precise control of language and a variety of sentence structures.

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

CC: 12.W.1d

Write pieces with

structure and organization.

MM – Write a thesis statement. PA: W.1.5.11.A


PA: W.1.5.11.B PA: W.1.5.11.C

E – Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claims(s) and counterclaims.

CC: 12.W.1c PA: W.1.5.11.C


E – Write a conclusion that follows from the supports the argument presented.

CC: 12.W.1e PA: W.1.5.11.C




Concepts Time



Write pieces

that are well-

researched.

E – Gather and determine the validity and reliability of the information.

Formative and


PA: W.1.5.11.B CC: 12.W.8

MM – Use text-to-text connections to support the position. PA: W.1.5.11.B

E – Assess the usefulness of sources. CC: 12.W.8

E – Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

PA: W.1.4.11.C CC: 12.W.8

E – Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate. CC: 12.W.7 E – Synthesize multiple sources on a subject, demonstrating understanding of the subject under investigation.


style, meaning,


variety.

E – Write with control of grammar, mechanics, spelling, usage, and sentence formation. CC: 12.W.5

PA: W.1.5.11.D E – Use a variety of sentence structures and lengths.


Vary word choice



CC: 12.W.5 PA: W.1.5.11.D




CC: 12.W.5 PA: W.1.5.11.C, E





Concepts Time



Revise writing

continued

E – Revise sentences for clarity.

Formative

and

Summative

Assessment

CC: 12.W.5 PA: W.1.5.11.E


written language.




CC: 12.W.5 PA: W.1.5.11.F


CC: 12.W.5 PA: W.1.5.11.F


Present written


E – Use technology, including the Internet, to produce and publish a writing piece.

CC: 12.W.6



CC: 10.L.3a

Range of Writing


CC: 12.W.10 PA: W.1.4.11 PA: W.1.5.11.B


Grade 12: English - Research 2/2/2012

Grade 12 Research Major

Understandings Concepts Time Frame Skills Assessment Standard

Research Develop a research

topic. Quarters 1-4

E – Select and refine a topic for research.

Formative and


1.8.11.A

E – Locate information using appropriate sources and strategies.

Determine valid resources for researching the topic, including primary and secondary sources.

Evaluate the importance and quality of the sources.

Select sources appropriate to the breadth and depth of the research

Use table of contents, indices, key words, cross-references and appendices

Use traditional and electronic search tools.

1.8.11.B

E – Organize, summarize and present the main

ideas from the research.

Take notes relevant to the topic.

Develop a thesis statement based on the

research.

Anticipate readers’ problems or

misunderstandings.

Use MLA format

Use formatting techniques (headings, graphics)

to aid reader understanding.

1.8.11.C


Grade Twelve Writing – Grammar 2/2/2012

Grade 12 Grammar


Concepts Time

Frame Skills Assessment

Standard / Common Core

Grammar

Grammar and Usage

Quarters 1-4

E – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Formative and


W.1.5.11.F 12.L.1 & C.E.3.1.4

E – Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

W.1.5.11.F 12.L.1a

E – Resolve issues of complex or contested usage, consulting references as needed.

W.1.5.11.F 12.L.1b

E – Demonstrate correct sentence formation. C.E.3.1.5

Capitalization E – Demonstrate command of the conventions of standard English in relationship to all capitalization rules.

W.1.5.11.F 12.L.2

E – Use capital letters correctly in all situations. C.E.3.1.2

Punctuation E – Demonstrate command of the conventions of standard English in relationship to punctuating correctly in all situations.

W.1.5.11.F 12.L.2 & C.E.3.1.3

E – Observe hyphenation conventions. 12.L.2a

Spelling E – Demonstrate command of the conventions of standard English in relationship to spelling.

W.1.5.11.F 12.L.2

E – Spell correctly. 12.L.2c & C.E.3.1.1

Knowledge of Language

E – 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.

12.L.3

E – Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

12.L.3a


Grade Twelve Speaking and Listening 2/2/2012

Grade 12 – Speaking and Listening


Concepts Time Frame Skills Assessment Standard

Speaking and Listening

Listen, contribute

and participate in collaborative discussions.

Quarters 1-4

E – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building others’ ideas and expressing one’s own clearly and persuasively.


CC: 12.SL.1 PA: 1.6.11.A PA: 1.6.11.D PA: 1.6.11.E

E – Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CC: 12.SL.1c PA: 1.6.11.A PA: 1.6.11.D PA: 1.6.11.E

E – Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

CC: 12.SL.1d PA: 1.6.11.A PA: 1.6.11.D PA: 1.6.11.E

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

CC: 12.SL.1a PA: 1.6.11.D

E – Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CC: 12.SL.1b PA: 1.6.11.D

E – Integrate multiple sources of information presented in diverse media or formats (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.

CC: 12.SL.2

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

CC: 12.SL.3 PA: 1.6.11.D


Grade Twelve Speaking and Listening 2/2/2012


Concepts Time Frame Skills Assessment Standard

Speaking and Listening

Listen, contribute

and participate in collaborative discussions.

Quarters 1-4

MM – Listen to selections of literature (fiction and nonfiction). Relate them to previous knowledge.

Predict solutions to identified problems.

Summarize and reflect on what has been learned.

Identify and define new words and concepts.

Analyze and synthesize the selections relating them to other selections heard or read.


PA: 1.6.11.B

Present and

speak using

skills to

provide

information

and in an

impromptu

situation.

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

CC: 12.SL.4

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

CC: 12.SL.6 PA: 1.6.11.C PA: 1.6.11.D

MM – Adjust sentence structure, stress, volume, inflection, and speed to provide emphasis to ideas or to influence the audience.

PA: 1.6.11.C MM – Use effective eye contact, posture, and movement.

MM – Speak within a given time limit.

MM – Adjust tone and involvement to encourage equitable participation.

PA: 1.6.11.D

MM – Read aloud for meaning with correct inflection and volume. PA: 1.6.11.C

Presentation of

Knowledge of Ideas

E – Make strategic use of digital media (e.g., textual, graphical, visual, and interactive elements) in presentations to enhance understandings of findings, reasoning, and evidence and to add interest.

CC: 12.SL.5 PA: 1.6.11.F

E – Create a visual for a presentation.

E – Evaluate the role of the media in focusing attention and forming opinions.

Grade 12 Fiction...E – By the end of grade 12, read and comprehend literature, including stories,...

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