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1 1 of 52 8/12/2014 9:30 AM Units: Teacher: English12CP, CORE Course: English12CP Year: Essential Questions Standards Content Skills Vocabulary Learning Targets/Feedback Resources/Strategies Model Lessons Summative Assessments Anglo-Saxon Literature Essential Questions Standards Content Skills Vocabulary Learning Targets/Feedback Resources/Strategies Model Lessons Summative Assessments CC A-- CC K CC A-- CC X 1. How did the way in which the Anglo- Saxons live affect their literary development? 2. What moves a hero to act? 3. How can our knowledge and use of the research writing process promote lifelong learning? 4. How do we effectively develop a college admissions and/or personal reflection essay that adheres to standard writing conventions? W e - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W b - Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W d - Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W e - Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. W Draw evidence from literary or informational texts to support analysis, reflection, and research. L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Medieval literature: a.historical/cultural background b. language development c. literature d. historical research 2. Career Skills a. resume preparation b. oral research presentations c. college application essay 3. Basic grammar, usage, and mechanics review 4. Develop an effective college application essay 1. Evaluate the philosophical, political, religious, ethical and social influences of an historical period. 2. Literature a. read excerpts from literature of the Middle Ages b. discover Anglo-Saxon values & characteristics c. learn of the history as it impacted the literature 2. Writing a. clearly state a position b. develop reader interest c. use precise language & specific detail d. write with a command of sylistic aspects 3. Grammar: identify grammar problems in personal writing Understand and use vocabulary associated with the historical time period and rhetorical focus. 1. Relate the literary texts to the historical/cultural milieu. 2. Determine effects of historical events in the development of the history of the English language. 3. Identify and analyze the use of alliteration and kennings in Medieval literature. 4. Read, discuss, analyze, and write about Medieval English literature in translation. 5. Formulate a chronological resume. 6. Generate a college application essay. Textbook & supplemental materials: Elements of Literature Sixth Course Warriner's Handbook Sixth Course Novels Related non-fiction Various forms of media for student analysis Simon Schama's History of Britain Beowulf Precis (R) Elements of Literature Center for Learning NEH Institute and Seminar Materials Medieval 9/30/2012 MC Epic Hero Venn Diagram 9/30/2013 L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. L a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. RI 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). RL Analyze multiple interpretations
2 2 of 52 8/12/2014 9:30 AM 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.) SL Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL 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. SL a - 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, wellreasoned exchange of ideas. W 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 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 on page 54.) W e - Provide a concluding statement or section that follows from and supports the argument presented. W a - Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s
3 3 of 52 8/12/2014 9:30 AM knowledge of the topic. W c - Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W d - Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. L 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. L Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L b - Spell correctly. L a - Vary syntax for effect, consulting references (e.g., Tufte s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. L a - Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. L b - Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). RI 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 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. RI 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 Analyze and evaluate the
4 4 of 52 8/12/2014 9:30 AM effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI 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. RI 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. RL 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 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). RL 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 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. RL 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). RL By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11 CCR text complexity band independently and proficiently.
5 5 of 52 8/12/2014 9:30 AM SL 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. SL Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades Language standards 1 and 3 on page 54 for specific expectations.) SL b - Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. SL c - 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. SL d - 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. W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W 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. W Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W Gather relevant information from multiple authoritative print and digital sources, using advanced
6 6 of 52 8/12/2014 9:30 AM searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W a - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. W b - Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. W c - Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W d - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W f - Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W b - Apply grades Reading standards to literary nonfiction (e.g., Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses] ). Medieval Literature Essential Questions Standards Content Skills Vocabulary Learning Targets/Feedback Resources/Strategies Model Lessons Summative Assessments CC A-- CC X CC A-- CC K 1. How did life in the Medieval society affect literary development? 2. How do we increase the effectiveness of L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 1. Medieval Literature: a. Historical/cultural background b. language development c. literature d. historical research 2. Basic grammar review 1. Evaluate the philosophical, political, religious, ethical and social influences of an historical period. 2. Literature a. Read excerpts from Understand and use vocabulary associated with the historical time period & rhetorical focus. 1. Review the convention of writing in standard written English 2. Review parenthetical documentation (as needed). 3. Read, discuss, analyze, and write about Medieval English literature in modern translation. 4. Relate the literay texts to the historical/cultural milieu. Textbook & supplemental materials: Elements of Literature Level 6 Warriners Handbook: sixth course Beowulf Translated by Seamus Heaney Grendel by John Gardner The Prologue to the Canterbury Tales by Geoffrey Chaucer Simon Schama's History of Britain History of Scotland History of Ireland Beowulf precis (R) To be determined by the teacher 10/31/2013
7 7 of 52 8/12/2014 9:30 AM expository and analytical writing that adheres to standard writing conventions? 3. How has the English language changed? 4. What themes did Medieval writers address in their work? 5. What impact did Medieval writers have on later perceptions of love and heroism? L Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. RI 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 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. literature of the Medieval time b. Discover Medieval values & characteristics c. Learn of the history as it impacted the literature 2. Writing a. State a position clearly b. Develop reader interest c. Use precise language & specific detail d. Write with a command of sylistic aspects 3. Grammar: to identify grammar problems in personal writing RI 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, and engaging. RI By the end of grade 11, read and comprehend literary nonfiction in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11 CCR text complexity band independently and proficiently RL 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 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; provide an objective summary of the text. RL By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11 CCR text complexity band independently and proficiently. SL Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse
8 8 of 52 8/12/2014 9:30 AM partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL 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. SL a - 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, wellreasoned exchange of ideas. SL b - Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. SL c - 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. SL d - 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. W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W 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 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 on page 54.)
9 9 of 52 8/12/2014 9:30 AM W 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. W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W Draw evidence from literary or informational texts to support analysis, reflection, and research. W d - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W a - Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. W c - Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W d - Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W e - Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. L 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. L b - Spell correctly. L a - Vary syntax for effect, consulting references (e.g., Tufte s Artful Sentences) for
10 10 of 52 8/12/2014 9:30 AM guidance as needed; apply an understanding of syntax to the study of complex texts when reading. L a - Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. L b - Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). L a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. L b - Analyze nuances in the meaning of words with similar denotations. RI 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. RI 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 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. RI 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. RL 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). RL 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 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
11 11 of 52 8/12/2014 9:30 AM story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL 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). SL 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. SL Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades Language standards 1 and 3 on page 54 for specific expectations.) W Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W a - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. W b - Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. W c - Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W e - Provide a
12 erformanceplus - Maps 2 of 52 8/12/2014 9:30 AM concluding statement or section that follows from and supports the argument presented. W d - Use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. W e - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W f - Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). The Renaissance Essential Questions Standards Content Skills Vocabulary Learning Targets/Feedback Resources/Strategies Model Lessons Summative Assessments CC A-- CC X CC A-- CC K 1. How can our knowledge and use of the research process promote lifelong learning? 2. How did various advancements the L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Renaissance develop L Determine or life and literary clarify the meaning of development? unknown and multiplemeaning words and 3. What themes did Renaissance writers phrases based on grades address in their reading and work? content, choosing flexibly 4. How does poetry from a range of shape this culture? strategies. 5. How can we analyze our personal L Demonstrate writing to improve our understanding of self-monitoring skills? figurative language, word relationships, and nuances in word meanings. L Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. RI 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 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 Determine the meaning of words and phrases as they are used in a text, including Renaissance: a. historical/cultural background b. language development c. literature d. historical research Understand the philosophical, political, religious, ethical, and social influences of a historical period. Understand literature of the time period, including Renaissance poetry. Identify grammar problems in personal writing. Understand and use vocabulary associated with the historical time period and rhetorical focus. 1. Determine characteristics of Renaissance literature. 2. Analyze Shakespeare's use of iambic pentameter in writing. Textbook & supplemental materials: Elements of Literature Level 6 Warriners Handbook: Sixth Course Renaissance poetry including Shakespearean sonnets. Macbeth and other Shakespearean plays. Renaissance Research paper (D) To be determined by the teacher 11/29/2013
13 13 of 52 8/12/2014 9:30 AM 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 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. RI 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. RI By the end of grade 11, read and comprehend literary nonfiction in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11 CCR text complexity band independently and proficiently RL 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 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). RL 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 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). RL By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11 CCR text complexity band independently and proficiently.
14 14 of 52 8/12/2014 9:30 AM SL Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL 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. SL Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades Language standards 1 and 3 on page 54 for specific expectations.) SL 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. SL a - 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, wellreasoned exchange of ideas. SL b - Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. SL c - 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.
15 15 of 52 8/12/2014 9:30 AM SL d - 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. W 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. W 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 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 on page 54.) W Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W Draw evidence from literary or informational texts to support analysis, reflection, and research. W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W a - Introduce precise, knowledgeable
16 16 of 52 8/12/2014 9:30 AM 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. W b - Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. W d - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W e - Provide a concluding statement or section that follows from and supports the argument presented. W a - Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W c - Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W e - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W f - Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W d - Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W a - Apply grades Reading standards to literature (e.g., Demonstrate knowledge of eighteenth-, nineteenthand early-twentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics ). W b - Apply grades Reading standards to literary nonfiction (e.g., Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S.
17 17 of 52 8/12/2014 9:30 AM Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses] ). L 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. L b - Spell correctly. L a - Vary syntax for effect, consulting references (e.g., Tufte s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. L a - Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. L b - Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). L a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. L b - Analyze nuances in the meaning of words with similar denotations. RI 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. RI 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, and engaging. RL 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; provide an objective summary of the text. RL 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. W d - Use precise language, domainspecific vocabulary, and techniques such as
18 18 of 52 8/12/2014 9:30 AM The Renaissance metaphor, simile, and analogy to manage the complexity of the topic. Essential Questions Standards Content Skills Vocabulary Learning Targets/Feedback Resources/Strategies Model Lessons Summative Assessments CC A-- CC X CC A-- CC K 1. How did advancement of the times affect education, society, religion, and literature? 2. How can our knowledge and use of the research process promote lifelong learning? 3. What themes does Shakespeare focus on? 4. How does poetry shape this culture? 6. How can we analyze Shakespeare and intellectually present our materials to our peers? L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L 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. L Demonstrate understanding of 5. How can we figurative language, analyze our personal word relationships, and writing to improve our nuances in word self-monitoring skills? meanings. L Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. The Renaissance: Historical/cultural background Language Development Literature Historical research Shakespearean drama and lyric poetry Understand the philosophical, political, religious, ethical, and social influences of a historical period. Understand literature of the time period, including poetry, drama, and essays. Identify grammar problems in personal writing. Analyze Shakespearean drama and present new information to peers. Understand and correctly use vocabulary related to historical time period and rhetorical focus. 1. Explain the historical development of the English language. 2. Read, discuss, and analyze Shakespearean drama and lyric poetry. 3. Understand the plot structure, characters, and themes in a Shakespearean play. 4. Analyze style and structure of literary texts. Textbook and supplemental materials: Elements of LIterature Sixth Course Warriner's Handbook Sixth Course Various Shakespearean plays. Folger Shakespeare Institute Center for Learning Elements of Literature To be determined by the teacher 12/20/2013 L b - Spell correctly. L a - Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. L b - Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). L a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. L b - Analyze nuances in the meaning of words with similar denotations. RI 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 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
19 19 of 52 8/12/2014 9:30 AM summary of the text. RI 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 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 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, and engaging. RI 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. RI 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. RI By the end of grade 11, read and comprehend literary nonfiction in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11 CCR text complexity band independently and proficiently RL 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 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; provide an objective summary of the text. RL 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). RL Determine the meaning of words and phrases as they are used in the text,
20 20 of 52 8/12/2014 9:30 AM 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 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. RL 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). SL Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL 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. SL 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. SL 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. SL Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades Language
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