PLANNED INSTRUCTION A PLANNED COURSE FOR

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PLANNED INSTRUCTION

A PLANNED COURSE FOR:

ConceptsofEnglish12_______________________________________

Grade Level: 12

Date of Board Approval: __2017_____

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DELAWAREVALLEYSCHOOLDISTRICT

PlannedInstruction

TitleofPlannedInstruction:ConceptsofEnglish12SubjectArea:English Grade(s):12CourseDescription:Thiscourse,designedforstudentsinneedofremediation,isaskills‐basedclasswhichwillcontinuetoreviewthebasicskillstaughtinConceptsofEnglish11bymovingmoreslowlyandincludingmoreguidedpracticethanEnglish12.Throughadditionalsupport,thiscoursewillhelpstudentsgainanddevelopafundamentalknowledgeofandappreciationforclassicandcontemporaryworksofliteraturethroughcriticalreadingsandwriting.Emphasiswillbeplacedonworksofcontemporaryliterature,highlightingmajorgenres,themes,issues,andinfluences.Eachofthefourunitswillemphasizeonecontemporarytheme:Man’sInhumanitytoMan;Man’sAcceptanceofFateandCircumstance;Conflict,Renewal,andVoicesofChange;and,ComingofAgeinthe20thand21stCenturies.Thiscoursewillhelpstudentsgainabettercommandofvocabulary,grammar,writing,research,nonfiction,andliterature.AllobjectiveandwrittenassessmentsarebasedonPennsylvaniaCoreStandards.Students’readingskillsareassessednotonlywithobjectivestandards‐basedquizzesandtests,butalsowithwrittenanswerstoconstructed‐responsequestions.Anadditionalobjectiveofthiscourseistodevelopandimprovestudents’writingskills.Thus,studentswillreviewandbeassessedonbasicgrammar,punctuation,usage,andmechanics.AresearchpaperonacontemporaryAmericansubjectordilemmaisacourseandgraduationrequirement.Time/CreditfortheCourse:FullYearCurriculumWritingCommittee:MargaretAnneChromey

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CurriculumMap

1. MarkingPeriodOne‐Overviewwithtimerangeindays:

Man’sInhumanitytoMan‐40to45days

MarkingPeriodOne–GoalsUnderstandingof: Thecollegeapplicationprocessandwritingtheapplicationessay WhatHolocaustsurvivorandauthorElieWieselmeantwhenhesaid,“Can

thisbetrue?Thisisthetwentiethcentury,nottheMiddleAges.Whowouldallowsuchcrimestobecommitted?Howcouldtheworldremainsilent?”

Howliteraturehasdealtwiththistheme Characteristicsofcontemporarynon‐fictionpiecesofliterature Keyliteraryterms,devices,andconcepts:characterization,firstperson

narrative,style,tone,perspective,andpurpose Thenecessityofdeterminingandanalyzingtherelationshipbetweentwoor

morecentralideasofatext,includingthedevelopmentandinteractionoftheessentialideas

Theimportanceofdeterminingorclarifyingthemeaningofunknownandmultiple‐meaningwordsandphrasesincontext

Theimportanceofwritinginformative,explanatory,andanalyticalconstructedand/orfullessayresponsesthatclearlyandaccuratelyexamineandexpresscomplexideas,concepts,andinformation

Thenecessityofdrawingevidencefromliteraryandinformationaltextstosupportinterpretationandanalysis

Thenecessitytoemploystrategiessuchascontextcluesandknowledge ofcommonaffixesandrootsinordertoacquireanduseacademicand contentvocabulary

2. MarkingPeriodTwo‐Overviewwithtimerangeindays: Man’sAcceptanceofFateandCircumstance‐40to45days

MarkingPeriodTwo–GoalsUnderstandingof: WhatAmericanpoetHenryWadsworthLongfellowmeantwhenhesaid,

“Intoeachlifesomerainmustfall,somedaysmustbedarkanddreary.” Howliteraturehasdealtwiththistheme

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Keyliteraryterms,devices,andconcepts:tragedy,epichero,epic,irony,setting,characterization,theme

Thenecessityofdeterminingandanalyzingtherelationshipbetweentwoormorecentralideasofatext,includingthedevelopmentandinteractionoftheessentialideas



Determiningtwoormorethemesorcentralideasofatextandanalyzingtheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;providinganobjectivesummaryofthetext

Analyzingtheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastory(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped)

Determiningthemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzingtheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful


Thenecessitytoemploystrategiessuchascontextcluesandknowledge ofcommonaffixesandrootsinordertoacquireanduseacademicand contentvocabulary

3. MarkingPeriodThree‐Overviewwithtimerangeindays: Conflict,Renewal,andVoicesofChange‐40to45days

MarkingPeriodThree–GoalsUnderstandingof: WhatAmericancivilrightsactivistMartinLutherKingJr.meantwhenhe

said,“Wemustacceptfinitedisappointment,butwemustneverloseinfinitehope.”

Howliteraturehasdealtwiththistheme Thecomponentsofcontemporaryliteratureandworksofnon‐fiction

addressingconflictwithinsociety,emotionalandmentalrenewal,andinfluentialvoicesofprogressionandchange

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Keyliteraryterms,devices,andconcepts:rhetoricalquestions,parallelism,repetition,figurativelanguage,persuasion,satire,style,tone,meaning,andpurpose

Analytictechniquesofcriticalreadingtoderiveaccuratemeaningfromtexts Theimportanceofdeterminingorclarifyingthemeaningofunknownand

multiple‐meaningwordsandphrasesincontext Theimportanceofwritinginformative,explanatory,andanalytical

constructedand/orfullessayresponsesthatclearlyandaccuratelyexamineandexpresscomplexideas,concepts,andinformation


TheMLAresearchprocess:searchingforandevaluatinginformationfromavarietyofsources,electronicandprint

Theimportanceofgathering,organizing,andevaluatinginformation,andrefiningskillstocarryoutthesetasks

ThecomponentsofanMLAStyleResearchPaperandhowtosuccessfullysatisfyallrequirementsoftheassignment

Theimportanceofnote‐taking,annotating,highlighting,drafting,andediting Thenecessityofdeterminingandanalyzingtherelationshipbetweentwoor


Thenecessityofdrawingevidencefrominformationaltextstosupportathesis

Literaryandrhetoricaldevicesusedtoconveytoneandmeaning Analytictechniquesofcriticalreadingtoderiveaccuratemeaningfrom

complextexts Thenecessitytoemploystrategiessuchascontextcluesandknowledge

ofcommonaffixesandrootsinordertoacquireanduseacademicand contentvocabulary

4. MarkingPeriodFour‐Overviewwithtimerangeindays: ComingofAgeinthe20thand21stCenturies‐40to45days

MarkingPeriodFour–GoalsUnderstandingof: WhatAmericanauthorTobiasWolffmeantwhenhesaid,“Realmaturityis

theabilitytoimaginethehumanityofeverypersonasfullyasyoubelieveinyourownhumanity.”

Literaryandrhetoricaldevicesusedtoconveytoneandmeaning

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Analytictechniquesofcriticalreadingtoderiveaccuratemeaningfromcomplexandlengthytexts

Thecharacteristicsofnon‐fictiontextsofdifferentcultures Thenecessityofdeterminingandanalyzingtherelationshipbetweentwoor




Identifyingandevaluatingessentialcontentbetweenandamongvarioustexttypes

Usingandcitingevidencefromtextstomakeassertions,inferences,generalizations,andtodrawconclusions

Evaluatingtheeffectivenessoftheauthor’suseofliterarydevicesinvariousgenre

Analyzingandevaluateauthor’s/authors’useofconflict,theme,and/orpointofviewwithinandamongtexts

Thenecessitytoemploystrategiessuchascontextcluesandknowledge ofcommonaffixesandrootsinordertoacquireanduseacademicand contentvocabularyUNIT1:Man’sInhumanitytoMan BigIdea#1: Comprehensionrequiresandenhancescriticalthinkingandisconstructed

throughtheintentionalinteractionbetweenreaderandtext.EssentialQuestions: Howdoesinteractionwithtextprovokethinkingandresponse? Howdoesproductiveoralcommunicationrelyonspeakingandlistening? Howdoesliteratureshapeorreflectsociety?

Concepts: Essentialcontent,literaryelementsanddevicesinformmeaning. Textualstructure,features,andorganizationinformmeaning. Exposuretomultiplemeaningsandarchaicvocabularyassistsinconstructing

meaning. Activelisteningfacilitateslearningandcommunication.

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Competencies: Organizenotesandutilizethemforpurposesofcompletingassignmentsand

studyingforquizzesandtests. Identifyandevaluateessentialcontentbetweenandamongvarioustexttypes. Useandciteevidencefromtextstorespondtocomprehensionquestions;andmake

assertions,inferences,generalizations,andtodrawconclusions. Evaluatetheeffectivenessoftheauthor’suseofliterarydevicesinvariousgenres. Analyzeandevaluateauthor’s/authors’useofconflict,theme,and/orpointofview

withinandamongtexts. Developnewanduniqueinsightsbasedonextendedunderstandingderivedfrom

criticalexaminationsoftext(s). Analyzetheimpactofsocietalandculturalinfluencesintexts. Articulateconnectionsbetweenandamongwordsbasedonmeaning,content,and

contexttodistinguishnuancesorconnotations;identifyandunderstandmultiplemeaningsofwords.

Listenactivelyandmonitorone’sownunderstandingbyaskingprobingquestions,paraphrasing,summarizingand/orreflectingonthespeaker’smessage.

BigIdea#2: Writingisarecursiveprocessthatconveysideas,thoughts,andfeelings.

EssentialQuestions: Howdowedevelopintoeffectivewriters? Towhatextentdoesthewritingprocesscontributetothequalityofwriting? Howdofocus,content,organization,style,andconventionsworktogethertoimpact

writingquality?Concepts: Effectivelyandadequatelycompletinggraphicorganizers;helpingeliminate

problemswithcontent,focus,andorganize;utilizinggraphicorganizersenhancesone’swriting.

Focus,content,organization,style,andconventionsworktogethertoimpactwritingquality.

Writingimprovesthroughtherecursiveprocessofrevisingandediting. Informationalwritingdescribes,explainsand/orsummarizesideasorcontentina

varietyofgenre.Competencies: Writewithasharp,distinctfocus(e.g.sharpcontrollingpoint),identifyingtopic,

purposeandaudience.(focus)

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Writetocreateanindividualwritingstyle,tone,andvoicethroughtheuseofavarietyofsentencestructures,descriptivewordchoices,literarydevicesandpreciselanguage.(style)

UseproperconventionstocomposeinthestandardformoftheEnglishlanguage.(conventions)

Developcompleteparagraphsthathavedetailsandinformationspecifictothetopicandrelevanttoawell‐definedfocus.

Useprecisevocabularywhendevelopingwriting.BigIdea#3: Listeningprovidestheopportunitytolearn,reflect,andrespond.

EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?

Concepts: Activelisteningfacilitateslearningandcommunication.

Competencies: Listenactivelyandmonitorone’sownunderstandingbyaskingprobing

questions,paraphrasing,summarizingand/orreflectingonthespeaker’s message. Evaluateandrespondtothespeaker’smessagebyanalyzingandsynthesizing

information,ideas,andopinions. Listenwithcivilitytotheideasofothers.

BigIdea#4: Effectivespeakingandlisteningareessentialforproductive

communication.EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?

Concepts: Purpose,contextandaudienceinfluencethecontentanddeliveryinspeaking

situation.Competencies: Interacteffectivelyindiscussionsby:

maintainingthefocusofthediscussionbycontributingrelevant content.

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selectingandusingappropriatelanguage. askingrelevantandclarifyingquestions. monitoringtheresponseofparticipantsandadjustingcontributions

accordingly, employingeffectivedeliverytechniques:volume,paceeyecontact,

emphasis,gestures,enunciation.

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CurriculumPlanUnit: 1–Man’sInhumanitytoManTimeRangeinDays:40–45days(onefullmarkingperiod)Standard(s):PennsylvaniaCoreStandards.EnglishLanguageArtsReadingInformationalTexts:CC.1.2.11‐12.C,CC.1.2.11‐12.D,CC.1.2.11‐12.E,CC.1.2.9‐10.F,CC.1.2.11‐12.H,CC.1.2.11‐12.I,CC.1.2.11‐12.J,CC.1.2.11‐12,CC1.2.11‐12.LReadingLiterature:CC.1.3.11‐12.A,CC.1.3.11‐12.B,CC.1.3.11‐12.C,CC.1.3.11‐12.D,CC.1.3.11‐12.E,CC.1.3.11‐12.F,CC.1.3.11‐12.G,CC.1.3.11‐12.I,CC.1.3.11‐12.J,CC.1.3.11‐12.KWriting:CC.1.4.11‐12A,CC.1.4.11‐12.B,CC.1.4.11‐12.D,CC.1.4.11‐12.E,CC.1.4.11‐12.F,CC.1.4.11‐12.G,CC.1.4.11‐12.I,CC.1.4.11‐12.L,CC.1.4.11‐12.Q,CC.1.4.11‐12.S,CC.1.4.11‐12.VSpeakingandListening:CC.1.5.11‐12.A,CC.1.5.11‐12.C,CC.1.5.11‐12.D,CC.5.11‐12.E,CC.1.5.11‐12.GOverview:Man’sInhumanitytoMan:Throughouthistory,failuretounderstandandacceptothers’differenceshasledtoinstancesofsocialinjusticetowardsourfellowman,overshadowingmemorableexamplesofcourage,magnanimity,andcaring.Literaryworksinthisunitreflectthistheme,resultinginconsternationaswellaspromiseforamorehopefulfuture.FocusQuestion(s): Whatdoesmodernandcontemporaryliteraturesayaboutman’sinhumanityto

man? Whatdotheseworksofmodernandcontemporaryliteraturesayaboutovercoming

andmanagingman’sinhumanitytoman? Whataretheessentialelementsofmodernandcontemporaryliteraturedealing

withman’sinhumanitytoman? Whatliterarydevicesareemployedinmodernandcontemporaryworksof

literaturetoexpressthethemeofman’sinhumanitytoman?Whataretheeffectsoftheseliterarydevices?

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Goals: Studentswillbeabletodefineavarietyoftreatmentsofthisthemethroughmultiple

genresandtextformats. Studentswillbeabletoidentifyandexplainthefunction(s)andeffect(s)ofliterary

devicesinmodernandcontemporaryworksofliterature. Studentswillbeableclearlyandconciselyrespondinwritingtopromptsrelatingto

modernandcontemporaryworksofliterature.Objectives:

1. Studentswilluse“talkingtothetext”/textannotation.{DOK‐Level1,Level2}2. Studentswillbeabletoassessandtoanalyzetheinteractionanddevelopmentof

acomplexsetofideasand/orasequenceofeventsoverthecourseofaliterarypassageoraliterarytext.{DOK‐Level3,Level4}

3. Studentswillbeabletoassessandanalyzethestructureofaliterarypassage,literarytext,orpoem,includinghowspecificsentences,paragraphs,orstanzas,andlargerportionsofatext,relatetoeachotherandtothewhole.{DOK‐Level3,Level4}

4. Studentswillbeabletorecognize,todistinguish,andtoassesshowwordsandphrasesestablishmeaningandtoneinliterarytextsandpoems.{DOK‐Level1,Level2,Level3}

5. Studentswillbeabletoconstructresponsesandessayswithasharpdistinctfocus,identifyingtopic,task,andaudience,andbeabletodrawaccurateanddetailedevidencefromliterarytextstosupportanalysis,reflection,andresearch.{DOK‐Level1,Level2,Level3,Level4}

CoreActivitiesandCorrespondingInstructionalMethods:

1. Closelyreadandanalyzeselectionsfromclassicbutmostlymodernandcontemporaryworksofliterature(bothwholeworksandpartialworks):a. Independentreadingandre‐readingandanalysiswithreading‐for‐meaning

questions:ExtremelyLoudandIncrediblyClosebyJonathanSafranFoer.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

b. Identify,explain,andanalyzehow,inExtremelyLoudandIncrediblyClose,thenine‐year‐oldnarratordealswithtrauma,mourning,family,andthestrugglebetweenself‐destructionandself‐preservationandhowherespondstotheobstacleshefaces.(L.F.1.31.1‐1.3.2,L.F.2.1.1‐2.1.2,L.F.2.2.2‐2.2.4,L.F.2.3.1)

c. Explain,discuss,andanalyzehowexcerptsfromworksofnon‐fictiondepictthethemeofman’sinhumanitytoman–suggestedtitlesincludefromSurvivalinAuschwitzbyPrimoLeviandfromNightbyElieWiesel.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

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d. AnalyzewhatHolocaustsurvivorandauthorElieWieselmeantwhenhesaid,“Canthisbetrue?Thisisthetwentiethcentury,nottheMiddleAges.Whowouldallowsuchcrimestobecommitted?Howcouldtheworldremainsilent?”(CC.1.2.11‐12.D)

e. Identifykeyliteraryterms,devices,andconcepts:narrative,tone,theme,setting,conflict,characterization,firstpersonnarrative,style,perspective,andpurpose.(L.F.2.3)

f. Read,explain,discuss,andanalyzehowarticlesfromvariousperiodicalshavedepictedthethemeofman’sinhumanitytoman–suggestedperiodicalsinclude,butarenotlimitedto,Newsweek,Time,TheAtlantic,andHuffingtonPost.(L.F.1.2.3‐1.2.4,L.F.2.1.1‐2.1.2,L.F.2.3.1)

g. Discussandanalyzehowmodernandcontemporarypoetrydepictsthethemeofman’sinhumanitytoman–suggestedpoetsinclude,butarenotlimitedto,“TheRearGuard”bySiegfriedSassoon,“DulceEtDecorumEst”byWilfredOwen,“TheHunchbackinthePark”byDylanThomas,and“Punishment”bySeamusHeaney.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

2. Synthesizeacademicandcontentvocabularyactivities.

a. Directinstructionandpracticeofvocabularyincontext,analysisofrootsandprefixesandsuffixes,utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources(L.F.1.2.3‐1.2.4,CC1.2.11‐12.J)

b. Providemodelingforstudentstodetermineandclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesininformationalandliterarytextsbasedonclose‐reading,context,andcontent.(L.N.1.1.1,L.N.1.3.2,L.N.2.3.3,L.F.1.2.3‐1.2.4,L.N.1.3.1‐1.3.3)

3. GrammaticalConcepts–fromancillarytextbookmaterials.Conceptstobe

addressedshallinclude(asobservedinUnit1/MarkingPeriod1)(CC.1.4.11‐12.F,CC.1.5.11‐12.G):a. Reviewofbasicpartsofspeechincludingnouns,pronouns,adjectives,verb,

adverbs,preposition,conjunctions,andinterjections.b. Reviewoffunctionofsubjects,predicates,andcomplements.c. Reviewkindsofphrasesandtheirfunctions,aswellasclausesandtheir

function.d. Reviewlevelsofusage,includingstandardEnglishandnonstandardEnglish.e. Reviewsubjectandverbagreement,aswellaspronounandantecedent

agreement.

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4. Constructed‐responsepromptsandessaywritingassignmentsthatrequirestudentstodrawpreciseanddetailedevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch(seeFormativeAssessmentssection).(L.F.2.1.1‐2.1.2,C.E.2.1.1‐2.1.7)

Assessments:Diagnostic: TeacherTextbookResources–UnitDiagnosticTests Studentparticipationininformaldiscussions Grammarexercisesfromsupplementalteacherresourcesandmaterials Variousassessmentswillbeprovidedasneededtoassesspriorknowledgeon

issues,content,andliteraryformsFormative: ConstructedWritingPromptsand/orEssayWritingAssignments–Analytical,

informative Writtenconstructed‐responses/writingassignments(pickTWOof

thefollowingprompts): Compareandcontrastthenarrator’sresponsetohis

experienceswithman’sinhumanitytomanasdepictedinExtremelyLoudandIncrediblyClose

IdentifytherolethatignoranceplaysinexcerptsfromNightandSurvivalinAuschwitz

Analyzehowtheauthor’spointofview/purpose/backgroundaffectsthetoneoftheworkofliterature

PersonalStatement/CollegeEssay[REQUIRED] Studentinvolvementinclassroomactivitiesandaccuratecompletionofhomework

assignments Quizzesonpoeticelementsandliterarytermscoveredinunit VocabularyEnrichmentandAssessment–fromancillarytextbookmaterials,

supplementaryvocabularytexts,readingselections,and/orteacher‐preparedcommonquizzes

Summative: ReadingAssessment/SelectionTests UnitCommonAssessments–Objectiveandskills‐based

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Extensions: Extendedpractice(viavocabularytext),analysisofrootsandprefixesandsuffixes

{Units1‐5inLatinandGreekRoots:AStudyofWordFamilies,LevelVI},utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources

Independentreadingofaworkofnonfictionrelatedtothetimeperiodcompletewithatheme‐basedwritingactivity

SocraticSeminars Presentations

Correctives: Morewide‐rangingin‐classclose‐readingtime(oralandindependent) Moreextensivedirectinstructionandmodelingofclosereading,writing,focused

discussion,andpresentationstrategies Moreextensiveuseofapplicableconcreteexamplestoillustrateabstractconcepts Supplementalreadingsandquestions,asneeded SATstylereviewactivities,StudyIslandreviewactivities,USATestprepreview

activities

MaterialsandResources:PrintTexts: LatinandGreekRoots:AStudyofWordFamilies,LevelV,Units1‐5 Warriner’sEnglishGrammarandComposition:CompleteCourse ExtremelyLoudandIncrediblyClosebyJonathanSafranFoer TheAmericanExperiencePenguinEditionGrade11‐PrenticeHallLiterature WorldMasterpiecesPenguinEditionGrade10‐PrenticeHallLiterature HoltElementsofLiterature,BritishLiterature,SixthCourse

Non‐PrintTexts:

ExtremelyLoudandIncrediblyClosefilmadaptation(2011‐WarnerBros.Pictures)AdditionalResources: Turnitin.com

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UNIT2:Man’sAcceptanceofFateandCircumstanceBigIdea#1: Comprehensionrequiresandenhancescriticalthinkingandisconstructed











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purposeandaudience.(focus) Writetocreateanindividualwritingstyle,tone,andvoicethroughtheuseofa

varietyofsentencestructures,descriptivewordchoices,literarydevicesandpreciselanguage.(style)






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communication.EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?





accordingly employingeffectivedeliverytechniques:volume,paceeyecontact,


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CurriculumPlanUnit: 2–Man’sAcceptanceofFateandCircumstanceTimeRangeinDays:40–45days(onefullmarkingperiod)Standard(s):PennsylvaniaCoreStandards.EnglishLanguageArtsReadingInformationalTexts:CC.1.2.11‐12.C,CC.1.2.11‐12.D,CC.1.2.11‐12.E,CC.1.2.9‐10.F,CC.1.2.11‐12.H,CC.1.2.11‐12.I,CC.1.2.11‐12.J,CC.1.2.11‐12,CC1.2.11‐12.LReadingLiterature:CC.1.3.11‐12.A,CC.1.3.11‐12.B,CC.1.3.11‐12.C,CC.1.3.11‐12.D,CC.1.3.11‐12.E,CC.1.3.11‐12.F,CC.1.3.11‐12.G,CC.1.3.11‐12.I,CC.1.3.11‐12.J,CC.1.3.11‐12.KWriting:CC.1.4.11‐12A,CC.1.4.11‐12.B,CC.1.4.11‐12.D,CC.1.4.11‐12.E,CC.1.4.11‐12.F,CC.1.4.11‐12.G,CC.1.4.11‐12.I,CC.1.4.11‐12.L,CC.1.4.11‐12.Q,CC.1.4.11‐12.S,CC.1.4.11‐12.VSpeakingandListening:CC.1.5.11‐12.A,CC.1.5.11‐12.C,CC.1.5.11‐12.D,CC.5.11‐12.E,CC.1.5.11‐12.GOverview:Man’sAcceptanceofFateandCircumstance:Oneofthemostconfusinganddifficultissuesmankindstruggleswithispersonalresponsibility.Oneofthemostcommonmistakesmankindmakesregardingresponsibilityiseithertakingtoolittleortoomuchresponsibilityforthatwhichhashappenedinlife.Howmuchresponsibilitymustweacceptforourlives?Areweresponsibleforeverythingthatoccurstous‐‐evenchoosingourownbirth‐‐ordowebearlittleornoresponsibilityforapreordaineddestiny?Literaryworksinthisunitreflectthistheme,depictingmankindaspassivevictimsofpowersbeyondourcontrol,forwhichwetakenopersonalresponsibility,whileotherstendtotakeexcessiveresponsibilityforpeople,events,andcircumstancesthatarebeyondtheircontrol.FocusQuestion(s): Whatdoesclassic,modern,andcontemporaryliteraturesayaboutman’sabilityto

accepthisfateandcircumstance? Whatdotheseworksofclassic,modern,andcontemporaryliteraturesayabout

acceptingone’sfateandcircumstance? Whataretheessentialelementsofclassic,modern,andcontemporaryliterature

dealingwithone’sfateandcircumstance? Whatliterarydevicesareemployedinclassic,modern,andcontemporaryworksof

literaturetoexpressthethememan’sacceptanceoffateandcircumstance?Whataretheeffectsoftheseliterarydevices?

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Whatisatragedy?Whatroledoestragedyplayinliterature? Howdoambitionandprocrastinationbecometheimpetusesofthetragichero’s

downfall? Whatliterarydevicesareemployedintragedies?Whataretheeffectsofthese

literarydevices?Goals: Studentswillbeabletodefineavarietyoftreatmentsofthisthemethroughmultiple


devicesinmodernandcontemporaryworksofliterature. Studentswillbeabletoclearlyandconciselyrespondinwritingtopromptsrelating

tomodernandcontemporaryworksofliterature.Objectives:






CoreActivitiesandCorrespondingInstructionalMethods:1. Closelyreadandanalyzeselectionsfromclassicbutmostlymodernandcontemporaryworksofliterature(bothwholeworksandpartialworks):a. Independentreadingandre‐readingandanalysiswithreading‐for‐meaning

questions:Beowulf.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)b Identify,explain,andanalyzeheroicconventionsinBeowulfandexplainhow Beowulfrespondstotheobstacleshefaces.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)c. Identifythekeyliteraryterms,devices,andconcepts:epicandepic

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hero.(L.F.2.3,L.F.2.5)d. Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:GrendelbyJohnGardner.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)e. Identify,explain,andanalyzecharacterizationinGrendelandexplainhow Grendelrespondstohisfateandcircumstance.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)f. Identifythekeyliteraryterms,devices,andconcepts:characterization, narrative,pointofview,setting,conflict,tone,andtheme.(L.F.2.3)g. Identifytheelementsoftragedyandthecharacteristicsofthetragicheroin

literatureinShakespeare’sMacbeth.(L.F.2.3,L.F.2.5)h. Explain,discuss,andanalyzehowworksofnon‐fictiondepictthethemeofman’sacceptanceoffateandcircumstance–suggestedtitlesinclude, Loneliness…AnAmericanMaladybyCarsonMcCullersandAutism’sFirstChild byJohnDonovanandCarenZucker.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2) i. Read,explain,discuss,andanalyzehowarticlesfromvariousperiodicals havedepictedthethemeofman’sacceptanceoffateandcircumstance–suggestedperiodicalsinclude,butarenotlimitedto,Newsweek,Time,TheAtlantic,andHuffingtonPost.(L.F.1.2.3‐1.2.4,L.F.2.1.1‐2.1.2,L.F.2.3.1)

k. Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:Meditation17.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

l.Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:TuesdaysWithMorriebyMitchAlbom.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)m.Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:FrankensteinbyMaryShelley.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

n.AnalyzeandexplorewhatAmericanpoetHenryWadsworthLongfellowmeantwhenhesaid,“Intoeachlifesomerainmustfall,somedaysmustbedarkanddreary.”(CC.1.2.11‐12.D)

2.Synthesizeacademicandcontentvocabularyactivities.

a. Directinstructionandpracticeofvocabularyincontext,analysisofrootsandprefixesandsuffixes,utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources.(L.F.1.2.3‐1.2.4,CC1.2.11‐12.J)b. Providemodelingforstudentstodetermineandclarifythemeaningof unknownandmultiple‐meaningwordsandphrasesininformationalandliterarytextsbasedonclose‐reading,context,andcontent.(L.N.1.1.1,L.N.1.3.2,L.N.2.3.3,L.F.1.2.3‐1.2.4,L.N.1.3.1‐1.3.3)

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3.GrammaticalConcepts–fromancillarytextbookmaterials.Conceptstobe addressedshallinclude(asobservedinUnit2/MarkingPeriod2)(CC.1.4.11‐12.F,CC.1.5.11‐12.G): a.Reviewofspecialproblemswithpronounsincludingwhoandwhom, possessivecaseofpronouns,andpronounsendingin‐selfor‐selves. b.Reviewofirregularverbs. c.Reviewtroublesomepairsofverbs,includinglieandlay,sitandset,rise andraise. 4.Constructed‐responsepromptsandessaywritingassignmentsthatrequire studentstodrawpreciseanddetailedevidencefromliteraryorinformational textstosupportanalysis,reflection,andresearch(seeFormativeAssessments section).(L.F.2.1.1‐2.1.2,C.E.2.1.1‐2.1.7)Assessments:Diagnostic: TeacherTextbookResources–UnitDiagnosticTests Studentparticipationininformaldiscussions Grammarexercisesfromsupplementalteacherresourcesandmaterials Variousassessmentswillbeprovidedasneededtoassesspriorknowledgeon



thefollowingprompts): CompareandcontrastGrendel’sresponsetohis

experienceswithfateandcircumstanceasdepictedinGrendelandhowhecomestoaccepthisfateandcircumstanceinlife

Compareandcontrastthecharacteristicsofanepic heroasapplicabletoBeowulf

AnalyzethewaysinwhichGrendelisa"modern" monster

Identifythecharacteristicsofclassicaltragedyin Macbeth

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AnalyzehowMorrie,inTuesdaysWithMorrie,continuallyemphasizestheimportanceofacceptingourimminentdeath.WhatdoesMorriemeanby,"Onceyoulearnhowtodie,youlearnhowtolive”?Usingdetailsfromthebook,studentswillsupporttheirposition

Studentinvolvementinclassroomactivitiesandaccuratecompletionofhomeworkassignments

Quizzesonliterarytermscoveredinunit VocabularyEnrichmentandAssessment–fromancillarytextbookmaterials,


Summative: ReadingAssessment/SelectionTests UnitCommonAssessments–Objectiveandskills‐based







activities

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MaterialsandResources:PrintTexts: LatinandGreekRoots:AStudyofWordFamilies,LevelV,Units6‐10 Warriner’sEnglishGrammarandComposition:CompleteCourse GrendelbyJohnGardner TheAmericanExperiencePenguinEditionGrade11‐PrenticeHallLiterature HoltElementsofLiterature,BritishLiterature,SixthCourse PerfectionLearningAParallelTextEdition:BritishLiteratureEdition449‐1798 SaddlebackEditionofMacbeth SaddlebackEditionofFrankenstein TuesdaysWithMorriebyMitchAlbom

Non‐PrintTexts: Macbethfilmadaptation(2015‐StudioCanal{UK}) TuesdaysWithMorrieTVfilmadaptation(1999‐HarpoProductions/ABC) MaryShelley’sFrankensteinfilmadaptation(1994‐TriStarPictures)

AdditionalResources: Turnitin.com

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UNIT3:Conflict,Renewal,andVoicesofChange BigIdea#1: Comprehensionrequiresandenhancescriticalthinkingandisconstructed












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writingquality?Concepts: Effectivelyandadequatelycompletinggraphicorganizershelpingeliminate














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communication. EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?





accordingly. employingeffectivedeliverytechniques:volume,paceeyecontact,


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CurriculumPlan

Unit:3–Conflict,Renewal,andVoicesofChangeTimeRangeinDays:40–45days(onefullmarkingperiod)Standard(s):PennsylvaniaCoreStandards.EnglishLanguageArtsReadingInformationalTexts:CC.1.2.11‐12.C,CC.1.2.11‐12.D,CC.1.2.11‐12.E,CC.1.2.9‐10.F,CC.1.2.11‐12.H,CC.1.2.11‐12.I,CC.1.2.11‐12.J,CC.1.2.11‐12,CC1.2.11‐12.LReadingLiterature:CC.1.3.11‐12.A,CC.1.3.11‐12.B,CC.1.3.11‐12.C,CC.1.3.11‐12.D,CC.1.3.11‐12.E,CC.1.3.11‐12.F,CC.1.3.11‐12.G,CC.1.3.11‐12.I,CC.1.3.11‐12.J,CC.1.3.11‐12.KWriting:CC.1.4.11‐12A,CC.1.4.11‐12.B,CC.1.4.11‐12.D,CC.1.4.11‐12.E,CC.1.4.11‐12.F,CC.1.4.11‐12.G,CC.1.4.11‐12.I,CC.1.4.11‐12.L,CC.1.4.11‐12.Q,CC.1.4.11‐12.S,CC.1.4.11‐12.VSpeakingandListening:CC.1.5.11‐12.A,CC.1.5.11‐12.C,CC.1.5.11‐12.D,CC.5.11‐12.E,CC.1.5.11‐12.GOverview:Conflict,Renewal,andVoicesofChange:Conflictisanormalpartoflife,providingnumerousopportunitiesforgrowththroughimprovedunderstandingandinsight.Conflicttriggersstrongemotionsandcanleadtohurtfeelings,disappointment,anddiscomfort.Literaryworksinthisunitreflectthistheme,depictingmankindasnotonlytheprogenitorofgreatinstancesofconflict,butalsothepowerfulvoiceofchange,onethathasthecapacitytorenewourfaithinhumanity.FocusQuestion(s): Whatdoesmodernandcontemporaryliteraturesayaboutman’sabilitytodealwith

conflict,renewhisfaithinhumanity,andbeavoiceofchangeintumultuoustimes? Whataretheessentialelementsofmodernandcontemporaryliteraturedealing

withman’sabilitytodealwithconflict,renewhisfaithinhumanity,andbeavoiceofchangeintumultuoustimes?

Whatliterarydevicesareemployedinmodernandcontemporaryworksofliteraturetoexpressthethemeofconflict,renewal,andchange?Whataretheeffectsoftheseliterarydevices?

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6.Studentswillrecognizeandsynthesizeinformationfromavarietyofsources, electronicandprintinpreparationfortheMLAresearchprocess.{DOK‐Level1,Level4} 7.Studentswillarrange,categorize,andsynthesizeinformation,andrevise theskillsnecessarytocarryoutthesetasksregardingtheMLAresearch process.{DOK‐Level1,Level2,Level3,Level4} 8.Studentswillrecognizehowtosuccessfullysatisfyallrequirementsofthe MLAresearchassignment.{DOK‐Level1} 9.Studentswillrecognizetheimportanceofnote‐taking,annotating,highlighting, drafting,andediting.{DOK‐Level1}

CoreActivitiesandCorrespondingInstructionalMethods:

1. Closelyreadandanalyzeselectionsfromclassicbutmostlymodernandcontemporaryworksofliterature(bothwholeworksandpartialworks):

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a. Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:AnimalFarmbyGeorgeOrwell.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

b. Identify,explain,andanalyzehow,inAnimalFarm,theconflictsdepictedbyGeorgeOrwellareexpressionsofthetensionsbetweentheexploitedandthosedoingtheexploitingandbetweentheidealsandrealities.

c. AnalyzeandexplorewhatAmericancivilrightsactivistMartinLutherKingJr.meantwhenhesaid,“Wemustacceptfinitedisappointment,butwemustneverloseinfinitehope.”

d. Explain,discuss,andanalyzehowexcerptsfromworksofnon‐fictiondepictthethemeofconflict,renewal,andvoicesofchange–suggestedtitlesinclude,fromLetterfromBirminghamCityJailandIHaveaDreambyMartinLutherKing,Jr.,Blood,Sweat,andTearsbyWinstonChurchill,andWorldwideAccessToEducationbyMalalaYousafzai.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

e. Identifykeyliteraryterms,devices,andconcepts:narrative,tone,theme,setting,conflict,rhetoricalquestions,parallelism,repetition,figurativelanguage,persuasion,satire,style,tone,meaning,andpurpose

f. Read,explain,discuss,andanalyzehowarticlesfromvariousperiodicalshavedepictedthethemeofman’sinhumanitytoman–suggestedperiodicalsinclude,butarenotlimitedto,Newsweek,Time,TheAtlantic,andHuffingtonPost.(L.F.1.2.3‐1.2.4,L.F.2.1.1‐2.1.2,L.F.2.3.1)

2. Synthesizeacademicandcontentvocabularyactivities.a. Directinstructionandpracticeofvocabularyincontext,analysisofrootsand

prefixesandsuffixes,utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources(L.F.1.2.3‐1.2.4,CC1.2.11‐12.J)

b.Providemodelingforstudentstodetermineandclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesininformationalandliterarytextsbasedonclose‐reading,context,andcontent.(L.N.1.1.1,L.N.1.3.2,L.N.2.3.3,L.F.1.2.3‐1.2.4,L.N.1.3.1‐1.3.3)

3.GrammaticalConceptsGrammaticalConceptsandMLAformatting–fromancillarytextbookmaterials.Conceptstobeaddressedshallinclude(asobservedinUnit3/MarkingPeriod3)(CC.1.4.11‐2.F,CC.1.5.11‐12.G): a.Reviewgrammaticalconceptsthroughthewritingandediting process b.Discussgeneralformatandrequirements‐MLAstyle;reviewMLAformat(MLAHandbook,8thEdition). c.Reviewcorrectresearchtechniques,includingaspectsofthe workingbibliography,thepreliminaryoutline,thefinaloutline,

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thefirstdraft,andthefinaldraft. d.Usingavarietyofresourcesandreferencematerials,studentswill compileapreliminarybibliography e.Composeathesisstatement f.Outlinetopicandtakenotes,keepingtrackofreferencesforfootnote purposes g.Reviewcorrectresearchtechniques,includingproperuseofin‐textcitations

h.Writethedraft,withfootnotes/in‐textcitations/parentheticalnotations(includeafullWorksCitedpagethatmatchestheparentheticalnotationsinthepaper)

i.Typethedraft‐wordprocessingonthecomputerj.Proofread,edit,andrevise;createafinaldraft

4.Constructed‐responsepromptsandessaywritingassignmentsthatrequirestudentstodrawpreciseanddetailedevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch(seeFormativeAssessmentssection).(L.F.2.1.1‐2.1.2,C.E.2.1.1‐2.1.7)




thefollowingprompts): CompareandcontrastthetechniquesusedbyNapoleon

andSnowballastheyuseinstruggleforpower AnalyzethemostnoblecharacterinAnimalFarm,

usingspecifictextexamples IdentifywhatisMartinLutherKing,Jr.’sdream,and

accordingtoDr.Kinghowcoulditbecomeareality?

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Analyzehowdoestherepetitionof“victory”addedimpacttoChurchill’sspeechandwhetherthereareotherplacesinthespeechwhereaspecificwordchoiceseemsespeciallyimportant?

MLAformattedresearchpaper–steps(includingbutnotlimitedto

outline,roughdraft,etc.)[ThispaperisREQUIREDforGraduationandCourseCompletion.Note:Plagiarismwillresultinazeroandthepaperwillnotsatisfythecourseorgraduationrequirement.]




Summative: ReadingAssessment/SelectionTests UnitCommonAssessments–Objectiveandskills‐based MLAformattedresearchpaper(mustincludein‐textcitationsandamatchingWorks

Citedpage–finalpaper(turnitin.comsubmissionisrequiredforcredit) Commonexpectations,includingpagerequirements,sourceand

parentheticalnotationrequirements,topic,etc.aswellasacommonlyagreeduponrubricwillbeutilizedforallstudentsinConceptsofEnglish12.

[ThispaperisREQUIREDforGraduationandCourseCompletion.Note:Plagiarismwillresultinazeroandthepaperwillnotsatisfythecourseorgraduationrequirement.]





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activitiesMaterialsandResources:PrintTexts: LatinandGreekRoots:AStudyofWordFamilies,LevelV,Units11‐13 AnimalFarmbyGeorgeOrwell TheAmericanExperiencePenguinEditionGrade11‐PrenticeHallLiterature WorldMasterpiecesPenguinEditionGrade10‐PrenticeHallLiterature MLAHandbook,8thEdition HoltElementsofLiterature,BritishLiterature,SixthCourse

Non‐PrintTexts: AnimalFarmfilmadaptation(1999‐HallmarkFilms)


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UNIT4:ComingofAgeinthe20thand21stCenturies BigIdea#1: Comprehensionrequiresandenhancescriticalthinkingandisconstructed











34















35





communication. EssentialQuestions: Howdoesproductiveoralcommunicationrelyonspeakingandlistening?





accordingly. employingeffectivedeliverytechniques:volume,paceeyecontact,


36

CurriculumPlanUnit: 4–ComingofAgeinthe20thand21stCenturiesTimeRangeinDays:40–45days(onefullmarkingperiod)Standard(s):PennsylvaniaCoreStandards.EnglishLanguageArtsReadingInformationalTexts:CC.1.2.11‐12.C,CC.1.2.11‐12.D,CC.1.2.11‐12.E,CC.1.2.9‐10.F,CC.1.2.11‐12.H,CC.1.2.11‐12.I,CC.1.2.11‐12.J,CC.1.2.11‐12,CC1.2.11‐12.LReadingLiterature:CC.1.3.11‐12.A,CC.1.3.11‐12.B,CC.1.3.11‐12.C,CC.1.3.11‐12.D,CC.1.3.11‐12.E,CC.1.3.11‐12.F,CC.1.3.11‐12.G,CC.1.3.11‐12.I,CC.1.3.11‐12.J,CC.1.3.11‐12.KWriting:CC.1.4.11‐12A,CC.1.4.11‐12.B,CC.1.4.11‐12.D,CC.1.4.11‐12.E,CC.1.4.11‐12.F,CC.1.4.11‐12.G,CC.1.4.11‐12.I,CC.1.4.11‐12.L,CC.1.4.11‐12.Q,CC.1.4.11‐12.S,CC.1.4.11‐12.VSpeakingandListening:CC.1.5.11‐12.A,CC.1.5.11‐12.C,CC.1.5.11‐12.D,CC.5.11‐12.E,CC.1.5.11‐12.GOverview:ComingofAgeinthe20thand21stCenturies:Theperiodbetweenadolescenceandyoungadulthoodrepresentsadistinctdevelopmentalstagedescribedasemergingadulthood.Literaryworksinthisunitreflectthistheme,depictinganewgenerationofglobalcitizensthatprovidesadistinctivelyAmericansenseofhope.FocusQuestion(s): Whatdoesmodernandcontemporaryliteratureinthe20thand21stcenturiessay

aboutone’scomingofage? Whatdotheseworksofmodernandcontemporaryliteraturesayaboutovercoming

obstaclesanddealingwithrealityasonecomesofageandmatures? Whataretheessentialelementsofmodernandcontemporaryliteraturedealing

withone’scomingofage? Whatliterarydevicesareemployedinmodernandcontemporaryworksof

literaturetoexpressthethemeofone’scomingofage?Whataretheeffectsoftheseliterarydevices?

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CoreActivitiesandCorrespondingInstructionalMethods:1. Closelyreadandanalyzeselectionsfromclassicbutmostlymodernand

contemporaryworksofliterature(bothwholeworksandpartialworks): a. Independentreadingandre‐readingandanalysiswithreading‐for‐meaning questions:FridayNightLights:ATown,aTeam,andaDreambyH.G.Bissenger.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

b.Identify,explain,andanalyzehow,inFridayNightLights:ATown,aTeam,andaDream,theauthorrecountsthestoryofasmalltownandthehighschoolfootballteamthatdefinesit,notonlyofferingarareglimpseintosmall‐townAmerica,butalsohavinghisnarrativeserveasacharacterstudyofsomeoftheplayersandcoachesandobstaclestoovercome.(L.F.1.31.1‐1.3.2,L.F.2.1.1‐2.1.2,L.F.2.2.2‐2.2.4,L.F.2.3.1)c.Independentreadingandre‐readingandanalysiswithreading‐for‐meaningquestions:TheRoadbyCormacMcCarthy.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

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d. Explain,discuss,andanalyzehowexcerptsfromworksofnon‐fictiondepictthethemeofcomingofageinthe20thand21stcenturies–suggestedtitlesinclude,butarenotlimitedto,LettingGoofMyFatherbyJonathanRauch,HowtoDumpaFriendbyLucindaRosenfeld,NeatPeoplevs.SloppyPeoplebySuzanneBritt,“IJustWannaBeAverage”byMikeRose,TheSanctuarySchoolbyLyndaBarry,AreYouSomebody?byNualaO’Faolain,andJoyasVoladorasbyBrianDoyle.(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

e. Identifykeyliteraryterms,devices,andconcepts:narrative,tone,theme,setting,conflict.(L.F.2.3)

f. Read,explain,discuss,andanalyzehowarticlesfromvariousperiodicalshavedepictedthethemeofcomingofageinthe20thand21stcenturies–suggestedperiodicalsinclude,butarenotlimitedto,Newsweek,Time,TheAtlantic,andHuffingtonPost.(L.F.1.2.3‐1.2.4,L.F.2.1.1‐2.1.2,L.F.2.3.1)

g. AnalyzeandexplorewhatAmericanauthorTobiasWolffmeantwhenhesaid,“Realmaturityistheabilitytoimaginethehumanityofeverypersonasfullyasyoubelieveinyourownhumanity.”(L.F.1.3.1‐1.3.2,L.F.2.1.1‐2.1.2)

2. Synthesizeacademicandcontentvocabularyactivities.a. Directinstructionandpracticeofvocabularyincontext),analysisofroots

andprefixesandsuffixes,utilizationofgraphicorganizers,andengagementofvisualizationusingSmartBoardandothertechnologies,includingacceptableInternetsources(L.F.1.2.3‐1.2.4,CC1.2.11‐12.J)

b.Providemodelingforstudentstodetermineandclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesininformationalandliterarytextsbasedonclose‐reading,context,andcontent.(L.N.1.1.1,L.N.1.3.2,L.N.2.3.3,L.F.1.2.3‐1.2.4,L.N.1.3.1‐1.3.3)

3. GrammaticalConcepts–fromancillarytextbookmaterials.Conceptstobe

addressedshallinclude(asobservedinUnit4/MarkingPeriod4)(CC.1.4.11‐2.F,CC.1.5.11‐12.G)::

a. Reviewcorrectuseofmodifiers,includingbadandbadly,well andgood,slowandslowly. b. Reviewcomparativeandsuperlativeformsofadjectivesand

adverbs,includingirregularcomparisons. c. Reviewglossaryofacceptablelevelsofusageregarding

standardEnglishandnonstandardEnglish.

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4. Constructed‐responsepromptsandessaywritingassignmentsthatrequirestudentstodrawpreciseanddetailedevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch(seeFormativeAssessmentssection).(L.F.2.1.1‐2.1.2,C.E.2.1.1‐2.1.7)




thefollowingprompts): InTheRoad,howdotheprotagonistsdistinguishthe

"goodguys"fromthe"badguys"?Aretheprotagonistsindeedthe"goodguys"?

AnalyzewhysomanyfansareemotionallydependentonthesuccessofaboyshighschoolfootballteamasdepictedinFridayNightLights:ATown,aTeam,andaDream

AnalyzehowthemandemonstrateshisloveforhissoninTheRoad




Summative: ReadingAssessment/SelectionTests UnitCommonAssessments–Objectiveandskills‐based CourseCommonAssessment/FinalExam

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activitiesMaterialsandResources:PrintTexts: LatinandGreekRoots:AStudyofWordFamilies,LevelV,Units14‐15 Warriner’sEnglishGrammarandComposition:CompleteCourse FridayNightLights:ATown,aTeam,andaDreambyH.G.Bissenger FridayNightLightsfilmadaptation(2004‐UniversalPictures) TheRoadbyCormacMcCarthy TheAmericanExperiencePenguinEditionGrade11‐PrenticeHallLiterature HoltElementsofLiterature,BritishLiterature,SixthCourse

Non‐PrintTexts: FridayNightLightsfilmadaptation(2004‐UniversalPictures)


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Primary Textbook(s) Used for this Course of Instruction

Name of Textbook: HoltElementsofLiterature,BritishLiterature,SixthCourse

Textbook ISBN #: 978‐0030683794 Textbook Publisher &Year of Publication: Rinehart & Winston Holt Curriculum Textbook is utilized in (title of course): English 12

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Primary Textbook(s) Used for this Course of Instruction Name of Textbook: TheAmericanExperiencePenguinEditionGrade11‐PrenticeHall

Literature

Textbook ISBN #: 978‐0131317192 Textbook Publisher &Year of Publication: Prentice Hall, 2007 Curriculum Textbook is utilized in (title of course): English 12

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Primary Textbook(s) Used for this Course of Instruction Name of Textbook: WorldMasterpiecesPenguinEditionGrade10‐PrenticeHallLiterature

Textbook ISBN #: 978‐0131317376 Textbook Publisher &Year of Publication: Prentice Hall, 2005 Curriculum Textbook is utilized in (title of course): English 12

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APPENDIX

View the standards at www.pdesas.org/standard

PLANNED INSTRUCTION A PLANNED COURSE FOR

Documents

Transcript of PLANNED INSTRUCTION A PLANNED COURSE FOR