Grade 12 Curriculum Map GRADE 12, UNIT 1 : Forging a Hero INTRODUCTION Day 1 Unit Video: Before the Battle Discuss It: Around the world and throughout time, leaders have sent warriors into battle. What inspires warriors to make such personal sacrifices? Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Argument Launch Text: A World of Heroes (Lexile 1050) WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2 HISTORICAL PERSPECTIVES Focus Period: 750–1066 Ancient Warriors Anchor Text (Epic Poetry): from Beowulf translated by Burton Raffel MEDIA (Graphic Novel): from Beowulf by Gareth Hinds Performance-Based Assessment Task Mode: Write an argument Prompt: Which counts more—taking a stand or winning? Language Development: Conventions, Create Cohesion and Clarity: Transitions Standards: W.12.1.a-f, W.12.4, W.12.5, W.12.10, L.12.1. L.12.2 Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas Essential Question What makes a hero? Unit Goals: TG p. 4 Read a variety of texts to gain the knowledge and insight needed to write about heroism. RI.12.10, RL.12.10 Expand Knowledge and use of academic and concept vocabulary. RI.12.4 Write an argument that has a clear structure and that draws evidence from texts and original research to support a claim. W.12.1 Conduct research projects of various lengths to explore a and clarify meaning W.12.7 Use rhetorical devices effectively to strengthen arguments and add interest to writing and Presentations. L.12.5 Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.12.1 Integrate audio, visuals, and text in presentations SL.12.5 Standards Taught
TG p. 41: look for details that explain how Beowulf wants to be buried and remembered TG p. 42: Analyze character RL.12.2, RL.12.3 RL.12.1 RL.12.3, RL.12.5 L.12.4.b, L.12.4.c L.12.3.a W.12.2, W.12.2c SL.12.2, SL.12.5, SL.12.6 Making Meaning Language Development Effective Expression 11-13 from Beowulf, Graphic TG p. 50-61 Review TG p. 52: Analyze details that set the mood TG p. 53: Comprehend sequence of events TG p. 54: Analyze theme TG p. 55: Analyze design elements in a graphic TG p. 56: Analyze sensory detail in images TG p. 57: Comparing characters in a graphic RL.12.2, RL.12.3 Analyze the TG p. 59 Respond Analyze Historical Answer the Essential Question RI.12.1 Media Vocabulary TG p. 59 palette composition perspective L.12.6 Writing to Compare TG p. 60-61 Formulating a Claim Counterclaims critical evaluation W.12.1, W.12.1.a, W.12.1.b, W.12.1.f, W.12.5, W.12.9.a Review Look: at each and determine whom or what it portrays. Note: elements in each image that you find interesting and want to revisit Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check and writing a brief summary of
the selection Performance Task: Writing Focus Days 14-15 TG p. 62-69 Mode: Write an argument Prompt: Which counts more—taking a stand or winning? Language Development: Conventions, Create Cohesion and Clarity: Transitions Standards: W.12.1.a-f, W.12.4, W.12.5, W.12.10, L.12.1. L.12.2 UNIT 1 Small-Group Learning GRADE 12 Forging a Hero Introduction Day 16 Poetry Collection 1: To Lucasta, on Going to the Wars by Richard Lovelace The Charge of the Light Brigade by Alfred, Lord Tennyson Poetry Collection 1: The Song of the Mud by Mary Borden Dulce et Decorum Est by Wilfred Owen Media (Interactive Website): How Did Harry Patch Become an Unlikely WWI Hero? BBC iWonder Performance-Based Assessment Task Present an Argument Prompt: What heroic traits does the traditional war hero exhibit? SL.12.1.a-d, SL.12.4, SL.12.5, SL.12.6 Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify Working as a Team Take a Position List Your Rules the Rules Name your Group Create a Communication Plan Making a Schedule Working on Projects Essential Question What makes a hero? Unit TG p. 4 Read a variety of texts to gain the knowledge and insight needed to write about heroism. RI.12.10, RL.12.10 Expand Knowledge and use of academic and concept vocabulary. RI.12.4 Write an argument that has a clear structure and that draws evidence from texts and original research to support a claim. W.12.1 Conduct research projects of various lengths to explore a topic and clarify meaning W.12.7 Use rhetorical devices effectively to strengthen arguments and add interest to writing and Presentations. L.12.5 Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.12.1 Integrate audio, visuals, and text in presentations SL.12.5 Standards Taught Reading Literary Text Reading Informational Text Speaking & Listening SL.12.1, SL.12.1a Language Writing NOTES:
Making Meaning Language Development Effective Expression Days 21-24 The Song of the Mud et Decorum Est TG p. 84-95 Close Read TG p. 86: Analyze a lyric speaker TG p. 87: Analyze a free verse poem TG p. 89: Analyze rhyme and meter Analyze the Text TG p. 91 Review and Clarify Present and Discuss Answer the Essential Question SL.12.1, SL.12.4 Analyze Craft and Structure TG p. 92 Word Choice and Theme diction tone theme irony RL.12.2, RL.12.6 Concept Vocabulary and Word Study TG p. 91 words that describe negative qualities of people or things impertinent putrid vile Latin Prefix: ad- RL.12.4 L.12.4, L.12.4.c, L.12.5.b Conventions and Style TG p. 93 Types of Phrases Preposition prepositional phrase object of the preposition L.12.1, L.12.3 Writing to Compare: TG p. 94-95 Compare-and-Contrast Essay W.12.2, W.12.2.a, W.12.5, W.12.9.a Sl.12.1.a-d First Read Notice: who or what is “speaking” the poem and whether the poem a story or describes a single moment Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension Making Meaning Effective Expression NOTES: Day 25
TG p. 147: notice and annotate phrases that identify objects TG p. 148: Recognizing voice TG p. 150: Mark the offer in lines 807–829 that the Host of the Tabard Inn makes to the pilgrims RL.12.4, L.12.5 RL.12.1 RL.12.3 L.12.4.b, L.12.4.c, L.12. 4.d RL.12.5 W.12.1 SL.12.4, W.12.2 brief summary of the text Making Meaning Language Development Effective Expression Days 8-12 The Prologue from the Canterbury Tales: TG p. 160-165 Close Review TG p. 161: Analyze symbolism Analyze the TG p. 163 Present and discuss Review and synthesize Answer the Essential Question SL.12.1, SL.12.4 Media Vocabulary TG p. 163 delivery gesture audience reaction L.12.6 Writing to Sources: TG p. 164-165 Argumentative essay RL.12.7, W.12.1, W.12.1.a, W.12.9.a First Review Watch: who speaks, what they say, and how they say it. Note: elements that you find interesting and want to revisit Connect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen Respond: Complete Comprehension check
Performance Task: Writing Focus Days 14-15 TG p. 166-173 Write an Explanatory Essay Prompt: How does Chaucer find humor in the difference between the ideal and the real in the characters that populate The Canterbury Tales? Language Development: Conventions and Style: Informal Style, formal style Standards: W.12.3.a-e; W.12.7, W.12.8, W.12.5, W.12.10, L.12.2, L.12.2.a, L.12.2.b UNIT 2 Small-Group Learning GRADE 12 Reflecting on Society Introduction Day 16 Historical Account: from The Worms of the Earth Against the Lion from A Distant Mirror by Barbara W. Tuchman Essay: Shakespeare’s Sister by Virginia Woolf Essay(Poetry): On Seeing England for the First Time by Jamaica Kincaid XXIII from Midsummer by Derek Walcott (Public Document): Passenger Manifest MV Empire Windrush Performance-Based Assessment Task Speaking and Listening Focus: Present a Reader’s Theater Prompt: Which aspects of English society would you change? Which would you keep? SL.1.b, SL.12.3, SL.12.4 Small-Group Learning Strategies: Prepare Participate Support Others Clarify Working as a Team Take a Position List Your Rules Apply the Rules Name your Group Create a Communication Plan Making a Schedule Working on Projects Essential Question How do people come to have different views of society? Unit Goals: TG p. 128 Read a variety of texts to gain the knowledge and insight needed to write about social reform. RL.12.8, RL.12.8 Expand Knowledge and use of academic and concept vocabulary. RI.12.4 Write an explanatory essay that contains a clear thesis statement and is developed using facts and details from texts and original research. W.12.2 Conduct research projects of various lengths to explore a topic and clarify meaning. W.12.7 Maintain a formal style, including following the conventions of hyphenation in formal writing. L.12.2.a Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.12.1 Integrate audio, visuals, and text in presentations SL.12.5 Standards Taught Reading Literary Text RL.12.6, RL.12.10 Reading Informational Text Speaking & Listening Language Writing NOTES:
RI.12.1, RI.12.3, RI.12.4, RI.12.5, RI.12.6, RI.12.7, RI.12.10 SL.12.1, SL.12.1.a, SL.12.1.b, SL.12.4, SL.12.5 L.12.1, L.12.1.a, L.12.1.b, L.12.4, L.12.4.a, L.12.4.c, L.12.4.d, L.12.5 W.12.1, W.12.1.a, W.12.1.b, W.12.2, W.12.7, W.12.9.b Making Meaning Language Development Effective Expression Days 17-20 Worms Distant Mirror TG p. 178-189 Close Read TG p. 179: Establish context TG p. 181: Identify and effect TG p. 182: Analyze evidence TG p: 183: Analyze diction and tone Analyze the Text TG p. 186 Review and Clarify Present and Discuss Answer the Essential Question SL.12.1, SL.12.4 Analyze Craft and Structure TG p. 187 Historical Writing primary source secondary source RI.12.1, RI.12.3 Concept Vocabulary and Word Study TG p. 186 words related to political turmoil demagogue animosity provoke Greek Root Word: agogos L.12.4, L.12.4.c, L.12.4.d Conventions and Style TG p. 188 Author’s Choices: Text Structure chronological order cause-and-effect RI.12.3 Speaking and Listening TG p. 189 Discussion debate panel discussion role-play SL.12.1, S L.12.1.a, SL.12.1.b First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check
Making Meaning Language Development Effective Expression Day 21 Shakespeare’s Sister: TG p. 190-197 Read TG p. 192: Analyzing an anecdote Analyze the Text TG p. 194 Review and clarify Present and discuss Answer the Essential Question SL.12.1,SL.12.4 Analyze and Structure TG p. 195 Interaction and Development of Ideas argument paradigm claim RI.12.1, RI.12.3, RI.3.5 Concept Vocabulary and Word Study TG p. 194 words related to preferences gifted fancy Multiple-Meaning Words L.12.4, L.12.4.a, L.12.4.d Conventions and Style TG p. 196 Changing Usage L.12.1, L.12.1.a, L.12.1.b, L.12.4.c Writing to Sources TG p.197 Argument updated argument about Judith argument with narrative argument about society's power W.12.1, W.12.1.a, W.12.1.b First Read Notice: the general of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 22-24
Seeing England for the First Time XXIII: TG p. 198-215 Read TG p. 200: Analyze a metaphor TG p. 202: Analyze a symbol TG p.203: Analyze a stream of consciousness TG p. 205: Analyze a contrast TG p. 206: Analyze an anecdote TG p. 208: Analyze tone TG p. 209: Analyze a Simile L.12.5 Analyze the Text TG p. 212 Review and clarify Present and discuss Answer the Essential Question SL.12.1, SL.12.4 Analyze and Structure TG p. 213 Author’s Perspective: Historical Context Perspective RI.12.3, RI.12.6 Concept Vocabulary and Word Study TG p. 212 Words about groups of people in social classes within a society subjugation privileged fellowships Latin Prefix: sub- L.12.4, L.12.4.a, L.12.4.b Conventions and TG p. 214 Stylistic Devices amplification compression allusion irony RL.12.4, RL.12.6, RI.12.6 Speaking and Listening TG p. 215 Digital Presentation historical infographics oral biographical profile contemporary connection SL.12.4, SL.12.5 First Read Notice: new information or ideas you learn about the unit topic as you first read the texts Annotate: Mark vocabulary and key passages to revisit Connect: within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Language Development Effective Expression Days 22-23 Passenger Manifest: TG p. 216-223 Close Review TG p. 218: Analyzing public documents TG p. 219: Analyzing public documents TG p. 242: Interpret tone Analyze the Text TG p. 222 Present and discuss Review and synthesize Answer the Essential Question Text Features TG p. 222 rows and columns headings statistics Research TG p. 223 Profile First Read Notice: new information or ideas you learned about
Integrate audio, visuals, and text in presentations SL.12.5 Standards Taught Reading Literary Text RL.12.1, RL.12.3, RL.12.5, RL.12.7, RL.12.10 Reading Informational Text Speaking & Listening SL.12.1, SL.12.1.a, SL.12.3, SL.12.6 Language L.12.1.a, L.12.2, L.12.2.a, L.12.2.b, L.12.3, L.12.4.b, L.12.4.c, L.12.4.d, L.12.5, L.12.6 Writing W.12.1, W.12.2, W.12.2.a, W.12.2.c, W.12.5, W.12.6, W.12.9.A UNIT 3 Class Learning GRADE 12 Facing the Future, Confronting the Past Making Meaning Language Development Effective Expression Days 3-5 Tragedy of Macbeth, Act I: TG p. 250-279 Close Read TG p. 261: Explore literary devices TG p. 262: Investigate character TG p. 263: Analyze plot TG p. 264: mark words and phrases that describe the witches' appearance and behavior. TG p. 265: Examine character TG p. 266: Track rising action TG p. 269: mark the metaphor, or implied comparison, in Duncan’s speech to Macbeth TG p. 270: Interpret Soliloquy TG p. 271: mark details related to time Analyze the Text TG p. 277: Interpret Cause and effect Analyze Analyze Craft and Structure TG p. 278 Author's Choices: Structure tragedies internal conflict soliloquy Concept Vocabulary and Word TG p. 277 related to warfare revolt captivity assault flout rebellious treasons Latin Root: -bell- Speaking and Listening TG p. 279 Soliloquy First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read
Making Meaning Language Development Effective Expression Day 8 Tragedy of Macbeth, Act III: TG p. 296-313 Close Read TG p. 298: Identify dramatic irony TG p. 301: Mark the rhyming in lines 4–7 TG p. 303: Mark the short statements in lines 15–18 TG p. 304: note and highlight the adjectives that Macbeth uses to describe himself TG p. 306: Explore characterization TG p. 308: Analyze characterization RL.12.3, RL.12.4 Analyze the Text TG p. 311 Analyze Evaluate Interpret RL.12.1 Analyze and Structure TG p. 312 Author's Choices: Structure Crisis Turning Climax Catastrophe RL.12.3,RL.12.5 Concept Vocabulary and Word Study TG p. 311 Words that reveal emotional turmoil foully rancors incensed malice enrages malevolence Prefix: mal- L.12.4.b, L.12.4.d Speaking and Listening TG p. 313 Oral Recitation and Discussion RL.12.3, SL.12.1, SL.12.3, SL.12.6 First Read Notice: whom the is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension and write a brief summary of the selection Making Meaning Language Development Effective Expression Days 9-10
Tragedy of Macbeth, Act IV: TG p. 314-333 Read TG p. 315: Interpret foreshadowing TG p. 316: Mark the repeating lines in the witches’ speeches TG p. 317: Explore character TG p. 318: Analyze TG p. 321: Exploring archetypes TG p. 323: Recognize irony TG p. 324: Consider motivation TG p. 329: Mark the word that Macduff repeats in lines 216–219. RL.12.3 Analyze the Text TG p. 331 Interpret Analyze Make inferences RL.12.1 Analyze Craft and Structure TG p. 332 Imagery and Archetypes imagery archetype RL.12.3 Concept Vocabulary and Word Study TG p. 331 related to right and wrong pernicious laudable avaricious integrity sanctity treacherous Antonyms L.12.4.c, L.12.5 Conventions and Style TG p. 333 Exclamatory Phrases RL.12.3, L.12.3 Writing to Sources TG p. 333 Psychological Report W.12.1 First Read Notice: whom the is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Making Meaning Language Development Effective Expression Days 11-12 Tragedy of Macbeth, Act V: TG p. 334-353 Close Read TG p. 335: Identify mood TG p. 336: mark details that relate to soiled or unclean Analyze the Text TG p. 348 Interpret Evaluate Historical perspectives Analyze Craft and Structure TG p. 349 Shakespearean Tragedy Concept Vocabulary and Word Study TG p. 350 Conventions and Styles TG p. 351 Hyphenation of Compound Adjectives Writing to Sources TG p. 352 Psychological Report Speaking and Listening TG p. 353 News Report First Read Notice: whom the story is about,
TG p. 337: Analyze minor characters’ reactions TG p. 338: Analyze figurative language TG p. 340: Analyze extended metaphors TG p. 342: 17–28, mark details that relate to the ideas of foolishness or futility. TG p. 345: mark details that relate to the witches’ prophesies Answer essential question RL.12.1 tragic character tragic flaw dramatic irony RL.12.1, RL.12.3, Rl.12.5 Words related to order and disorder perturbation agitation purge antidote pristine usurper Latin Root: -turb- L.12.4.c, L.12.4.d Compound adjective Hyphen L.12.2, L.12.2.a W.12.1 SL.12.1.a, SL.12.6 what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Making Meaning Language Development Effective Expression Day 13 Tragedy of Macbeth, Act V, Scene I TG p. 354-359 Review TG p. 355: Compare and Contrast audio performance Analyze the TG p. 357 Answer the Essential Question TG p.
Working on Group Projects Standards Taught Reading Literary Text RL.12.1, RL.12.5, RL.12.6, RL.12.9, RL.12.10 Reading Informational Text RI.12.7, RI.12.10 Speaking & Listening SL.12.4, SL.12.6 Language L.12.1, L.12.3, L.12.3.a, L.12.4.b, L.12.4.c, L.12.4.d, L.12.5.a, L.12.6 Writing W.12.1, W.12.1.a, W.12.1.b, W.12.3, W.12.3.a-e, W.12.4, W.12.5, W.12.9.a NOTES: UNIT 4 Whole-Class Learning GRADE 12 Seeing Things New Making Meaning Language Development Effective Expression Days 3-7 Historical Perspective Valediction Holy Sonnet 10: TG p. 422-437 Close Read TG p. 429: mark details related to stillness and other details related to motion TG p. 430: Analyze personification Analyze the Text TG p. 432 Interpret Compare and Contrast Historical perspective Answer essential question Analyze Craft and Structure TG p. 433 Impact of Word Choice metaphysical poetry conceit paradox irony Concept Vocabulary and Word Study TG p. 434 Words related to the sacred or spiritual virtuous profanation laity dreadful delivery eternal Latin Suffix: -ous Conventions and Style TG p. 435 Varying Syntax: Periodic Sentences periodic sentence syntax Writing to Sources TG p. 436 Narrative Scene Speaking and Listening TG p. 437 Comparison of Poems First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read
RL.12.1 L.12.1, L.12.3, L.12.3.a W.12.3, W.12.3.d, W.12.4 the selection Making Meaning Effective Expression NOTES: Day 12-13 Gulliver’s Travels Among the Lilliputians Cover Art: TG p. 452-459 Close Review TG p. 453: Analyze characterization TG p. 454: Analyze design Analyze the TG p. 457 Classify Evaluate Generalize Categorize Answer the Essential Question Media Vocabulary TG p. 457 cinematography superimposition mime cover design typography realism and stylization RL.12.6 Writing to Compare TG p. 458-459 Critical Evaluation RL.12.7, W.12.1.a, W.12.1.b, W.12.1, W.12.5, W.9.a Review Look: at the media to learn about the ideas it presents Note: elements that you find interesting and want to revisit Connect: details in the images to media you’ve experienced, texts you’ve read, or images you’ve seen Respond: Complete Comprehension check Performance Task: Writing Focus Days 14-15 TG p. 460-467 Performance-Based Assessment Task Standards: W.12.3.a-e, W.12.5, W.12.10, L.12.2, L.12.3.a
Making Meaning Language Development NOTES: Day 17 Coy Mistress TG p. 473-479 Close Read TG p. 474: Interpret imagery Analyze the Text TG p. 477 Review and Clarify Present and Discuss Answer the Essential Question SL.12.1, SL.12.4 Analyze Craft and Structure TG p. 478 Development of Theme style tone imagery RI.12.2 Concept Vocabulary and Word Study TG p. 477 Words describe levels of energy languish L.12.4.a, L.12.4.b Conventions and Style TG p. 479 Expressing Theme With Verb Mood mood indicative imperative subjunctive conditional L.12.2, L.12.2.a First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Language Development Effective Expression Days 18-20 To the Virgins Youth’s the Season Close Read Analyze the Text TG p. 485 Analyze Craft and Structure TG p. 486 Concept Word
TG p. 480-489 Review and Clarify Present and Discuss Answer the Essential Question SL.12.1, SL.12.4 Development of Theme style tone Imagery irony RL.12.2, RL.12.5 TG p. 485 Words related to the passage of time succeed prime season Root: -prim- L.12.4, L.12.4.a, L.12.4.b, L.12.4.c Varying Syntax: Balanced Sentences Parallel Structure Antithesis L.12.1, L.12.3, L.12.3.a Tone Imagery RL.12.2, W.12.1, W.12.4, W.12.9.a First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Language Development Effective Expression Days 21-22 Divine Comedy: TG p. 490-503 Close Read TG p. 492: Interpret an image TG p. 493: Analyzing an opening event TG p. 495: Tracking key details Analyze the Text TG p. 500 Review and Clarify Present and Discuss Analyze and Structure TG p. 501 Author’s Choices: Symbolism Concept Vocabulary and Word Study TG p. 500 Words that describe formation Conventions and TG p. 502 Rhetorical Devices: Periphrasis Allusion Research TG p. 503 Presentation With Graphics illustrated map annotated timeline diagram of a vision Read Notice: who or what is “speaking” the poem and whether the poem tells a story or
TG p. 498: Analyze imagery RI.12.2 Answer the Essential Question SL.12.1, SL.12.4 RL.12.1, RL.12.4 jutted converged entwining Latin Prefix: con- L.12.4, L.12.4a, L.12.4.b, L.12.4.c RL.12.3, RL.12.4, L.12.5.a W.12.2, W.12.6, W.12.7, SL.12.1, SL.12.5, SL.12.6 describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Making Meaning Effective Expression Day 23-24 Araby: TG p. 504-515 Close Read TG p. 505: Analyze personification TG p. 507: Analyze analogy and metaphor Analyze the Text TG p. 512 Review and Clarify Present and Discuss Answer the Essential Question Analyze Craft and Structure TG p. 513 Narrative Structure narration epiphany inferences Concept Vocabulary and Word Study TG p. 512 Words related to enduring unpleasant situations tedious chafed intolerable Conventions and TG p. 514 Varying Sentences: Sentences Writing to Sources TG p. 515 Comparison-and-Contrast Essay Read Notice: whom or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit
L.12.5 SL.12.1, SL.12.4 RL.12.5 Word Families L.12.4, L.12.4.a, L.12.4.b, L.12.4.d RL.12.3, RL.12.5, L.12.1, L.12.3., L.12.3.a RL.12.9, W.12.2, W.12.9, W.12.9.a Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Making Meaning Language Development Effective Expression Day 25 The Explosion Old Love: TG p. 516-525 Close Read TG p. 519: Analyze a symbol Analyze the Text TG p. 522 Review and Clarify Present and Discuss Answer the Essential Question SL.12.1, SL.12.4 Analyze Craft and Structure TG p. 523 Impact of Word Choice imagery sound devices alliteration consonance assonance RL.12.4 Concept Vocabulary and Word Study TG p. 522 Words are about vision or ways of seeing things dimmed prismatic wavered Multiple-Meaning Words L.12.4, L.12.5 Conventions and Style: TG p. 524 Meter and Free Verse meter foot iamb trochee free verse RL.12.5 Speaking and Listening TG. p. 525 Response to Literature panel discussion poetry reading multimedia presentation First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read
Ode to the West Wind: TG p. 568-583 TG p. 571: Interpreting conflict TG p. 604: notice and annotate the details that focus on the negative aspects of life TG p. 572: notice and annotate the and phrases used to describe TG p. 573: notice that the poet uses the same word to end one stanza and begin the next TG p. 575: Mark rhyming at the ends of lines in part III TG p. 576: Mark details in part IV in which the speaker compares himself to something else RL.12.2, 2 RL.12.4 Interpret Connect Answer the essential question RL.12.1 TG p. 579 Literary Movement: Romanticism themes ode RL.12.2, RL.12.5 TG p. 580 related to death and decay hemlock requiem corpse decaying dirge sepulcher Root: -corp- RL.12.5, L.12.4.c TG p. 581 Use of Symbolism Symbol Theme RL.12.4, L.12.5 Informative Essay RL.12.2, W.12.2, W.12.5, W.12.9.a First Read Notice: who or what is “speaking” the poem and whether each poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Language Development Effective Expression
L.12.4.c, L.12.4.d, L.12.5, L.12.5.a, L.12.6 Making Meaning Language Development Effective Expression Days 17-18 Mrs. Dalloway TG p. 616-623 Close Read TG p. 617: Analyze flashbacks Analyze the Text TG p. 620 Review and Clarify Present and Discuss Answer the Essential Question SL.12.1, SL.12.4 Analyze Craft and Structure TG p. 621 Author’s Choices: Modernist Structures modernism narration nonlinear narratives Psychologies RL.12.3, RL.12.5 Concept Vocabulary and Word Study TG p. 620 Words all evoke a dreary mood solemnity leaden dejected Anglo-Saxon Suffix: L.12.4, L.12.4.b Conventions and TG p. 622 Using Dashes for Effect L.12.2, L.12.3 Speaking and Listening TG p. 623 Oral Presentation panel discussion debate response to literature SL.1, SL.1.a, SL.1.b Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the text
Making Meaning Language Development Effective Expression Days 19-20 Apostrophe to the Ocean The World is Too Much: TG p. 624-635 Close Read TG p. 626: Understand apostrophe TG p. 629: Analyze figurative language L.12.5 Analyze the Text TG p. 632 Review and Clarify Present and Discuss Answer the Essential Question SL.12.1, SL.12.4 Analyze Craft and Structure TG p. 633 Figurative Language figurative language simile metaphor personification oxymoron apostrophe RL.12.4, L.12.5 Concept Vocabulary and Word Study TG p. 632 Words that describe things as being unpleasant torrid sordid stagnant Cognates L.12.4, L.12.4.c, L.12.5 Conventions and Style TG p. 634 Archaic Diction L.12.1, L.12.1.a Research TG p. 635 Historical Investigative Research Report report that compares report that explains report that analyzes W.12.7, W.12.8 First Read Notice: who or what is “speaking” the poem and whether the poem a story or describes a single moment Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Language Development Effective Expression
Days 21-22 The Madeleine TG p. 636-645 Close Read TG p. 637: Analyze sensory language L.12.5 Analyze the Text TG p. 642 Review and Clarify Present and Discuss Answer essential question RI.12.1, SL.12.1. SL.12.4 Concept Vocabulary and Word Study TG p. 642 Words all describe intangible attributes of things innocuous illusory impalpable Latin Prefix: in- L.12.4.b, L.12.4.d Analyze Craft and Structure TG p. 643 Impact of Word Choice on Themes sensory language RL.12.4, L.12.5 Conventions and Style TG p. 644 Rhetorical Devices rhetorical device anaphora RL.12.5 Writing to Sources TG p. 645 Narrative narrative retelling fictional diary entry extension W.12.3 First Read Notice: whom the is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Language Development Effective Expression Days 23-25
The Most Forgetful Man TG p. 646-657 Close Read TG p. 648: Analyze narrative style TG p. 650: Analyze tone TG p. 653: Analyze scientific articles Analyze the Text TG p. 655 Review and Clarify Present and Discuss Answer essential question RI.12.1, SL.12.1. SL.12.4 Technical Vocabulary TG p. 655 Words are all related to psychology and the study of the mind amnesia cognitive pathological Greek Prefix: a- L.12.4.a, L.12.4.b Analyze Craft and Structure TG p. 656 Science Journalism science journalism purposes RI.12.4, RI.12.6 Conventions and Style TG p. 656 Technical Writing and Audience technical writing definition simile metaphor L.12.3 Writing to Sources TG p. 657 Narrative narrative retelling fictional diary entry extension W.12.3 First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Effective Expression NOTES: Days 23-25 Memories Never Fade TG p. 646-657 Close Review TG p. 659: Analyze evidence Analyze the Media TG p. 661 Vocabulary TG p. 661
A Year in a Word: Selfie by Gautam Malkani from Time and Free Will by Henri Bergson from The Portrait of a Lady by Henry James End-of-Unit Performance-Based Assessment Days 29-30 TG p. 672-675 Writing to Sources: What types of experiences allow us to discover who we really are? Speaking and Listening: Elevator Introduction Standards: W.12.3.a-e; SL.12.4, SL.12.2.5 GRADE 12, UNIT 6 : Finding a Home INTRODUCTION Day 1 Unit Video: The British Empire Sets Its Sights West Discuss It: How do you define “home” when your nation is a global empire? Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Informative Text Launch Text: Home Away From Home (Lexile 1120L) LEARNING: Introduce Whole-Class Learning Day 2 HISTORICAL PERSPECTIVES Focus Period: A Changing World Anchor Text (Essay): Back to My Own Country: An Essay by Andrea Levy Anchor Text (Essay): Shooting an Elephant by George Orwell Performance-Based Assessment Task Mode: Write an Informative Essay Prompt: How did British colonialism complicate the idea of home? Language Development: Conventions and Style, Create a Coherent Whole: use transitions W.12.2.f; W.12.4; W.12.5; W.12.7, W.12.8, W.12.9.B, W.12.10, L.12.1, L.12.2, L.12.2.b Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas Essential Question What does it mean to call a place home? Unit TG p. 678 Evaluate written informative texts by analyzing how authors introduce and develop central ideas. RI.12.2 Expand knowledge and use of academic and concept vocabulary RI.12.4 Write an informative essay in which you effectively convey complex ideas, concepts, and information. W.12.2 Conduct research projects of various lengths to explore a topic and clarify meaning. W.12.7 Correctly use appropriate and varied transitions to vary sentence structure and connect related ideas. L.12.1 Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.12.1 Integrate audio, visuals, and text in presentations SL.12.5
Standards Taught Reading Literary Text Reading Informational Text RI.12.1, RI.12.3, RL.12.5, RI.6.10, RI.12.10 Speaking & Listening Language L.12.1.a, L.12.1.b, L.12.3, L.12.5 Writing W.12.2.a-f,W.12.4, W.12.5, W.12.7, W.12.8, W.12.9.b, W.12.10 L.12.1, L.12.2, L.12.2.b NOTES: UNIT 6 Whole Class Learning GRADE 12 Finding a Home Making Meaning Language Development NOTES: Days 3-8 Historical Perspective Back to My Own Country TG p. 686-703 Close Read TG p. 691: notice and highlight the details that describe the Caribbean man’s mannerisms and Analyze the Text TG p. 700: Interpret Make inferences Analyze Craft and Structure TG p. 701 Author's of View and Purpose essay Concept Vocabulary and Word Study TG p. 702 Words related to encounters between cultures Conventions and Style TG p. 703 Voice and Development of Ideas rhetorical First Read
the author’s reaction to him TG p. 692: Mark details in paragraph 4 that show the author’s “Englishness.” TG p. 694: notice and highlight the details that describe the incident in a racism awareness course TG p. 696: Investigate setting TG p. 697: notice and highlight the details about the kinds of information the British included in the curriculum. TG p. 698: Mark details in paragraph 35 that describe the “gift” of postwar immigration. RI.12.1 Historical Answer essential question RL.12.1 point of view author's purpose RI.12.6 assimilate entitlement upbringing myriad indigenous hybrid Etymology and Usage L.12.1.a, L.12.1.b, L.12.3 question sentence fragment RI.12.6 Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 9-13 Shooting an Elephant: TG p. 704-717 Close Read TG p. 705: mark words Orwell uses to describe the way Analyze the Text TG p. 712 Analyze Craft and Structure TG p. 713
Burmese people feel about Europeans TG p. 706: mark sentences that show Orwell’s feelings about the British and Burmese TG p. 707: mark details that describe the events that are taking place TG p. 708: mark adjectives that Orwell uses to describe his mission TG p. 709: In paragraph 9, mark the details of Orwell’s Plan TG p. 710: paragraph 14, mark people’s responses to the killing of the elephant RI.12.4, RI.12.3 Interpret Draw conclusions Make a judgement Historical Answer the Essential Question RL.12.1 Situational Irony cultural conflict irony verbal irony situational irony RI.12.1,RI.12.3 TG p. 714 Words related to political struggles imperialism supplant despotic conventionalized resolute pretext Word Origins and Connotation L.12.4.b Formal and Informal Language formal language informal language tone RI.12.6, L.12.3 Voice Tone Diction Sentence structure RI.12.3, RI.12.5, W.12.2, W.12.2.a, W.12.2.c, W.12.2.f, W.12.9.b Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Performance Task: Writing Focus Days 14-15 TG p. 718-715 Write an Informative Essay Prompt: How did British colonialism complicate the idea of home? Language Development: Conventions and Style, Create a Coherent Whole: use transitions Standards: W.12.2.f; W.12.4; W.12.5; W.12.7, W.12.8, W.12.9.B, W.12.10, L.12.1, L.12.2, L.12.2.b UNIT 6 Small-Group Learning GRADE 12 Finding a Home Introduction Day 16 HISTORY from A History of the English Church and Performance-Based Assessment Task Small-Group Learning Strategies: Prepare Essential Question What does it mean to call a place home? Unit Goals TG p. 678
L.12.5 Answer the Essential Question RI.12.1, SL.12.1, SL.12.4 RI.12.1, RI.12.5 breadth abounding innumerable Anglo-Saxon Suffix: -th L.12.4.b, L.12.4.c L.12.1.a, L.12.1.b, L.12.2 text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Effective Expression NOTES: Day 18 History of Jamaica TG p. 738-743 Close Review TG p. 739: Analyze design Analyze the Media TG p. 741 Review and Clarify Present and Discuss Answer essential question Media Vocabulary TG p. 741 Words to use while discussing online encyclopedia articles entry cross-reference hyperlink Writing to Compare TG p. 742-743 Comparison-and Contrast First Review Explore: the interactive to learn about the ideas it presents. Note: elements you find interesting and
RI.12.1, SL.12.1. SL.12.4 L.12.6 RI.12.1, RI.12.7, W.12.2, W.12.5, W.12.5, W.12.9.b want to revisit. Connect: in the interactive media to other media you’ve experienced, you’ve read, or images you’ve seen Respond: Complete Comprehension Making Meaning Language Development Effective Expression Days 19-22 The Seafarer Dover Beach Escape From the Old Country TG p. 744-757 Close Read TG p. 747: Analyze point of view TG p. 751: Analyze rhythm, cadence and rhyme Analyze the Text TG p. 754 Review and Clarify Present and Discuss Answer essential question Concept Vocabulary and Word Study TG p. 754 Words are about the strong feelings people have when they are far from home desolation fervent blanch Analyze Craft and Structure TG p. 755: Theme Universal theme Culturally specific theme Historical context Conventions and Style TG p. 756 of Address point of view direct address implied audience Speaking and Listening TG p. 757 Podcast informative presentation descriptive analysis roundtable discussion First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment Annotate: Mark vocabulary and
RL.12.6, RL.12.1, SL.12.1, SL.12.4 Latin Root: -sol- L.12.4.d RL.12.2 RL.12.3, L.12.3 SL.12.1, SL.12.4 key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension Making Meaning Language Development Effective Expression Days 23-25 The Widow at Windsor From Lucy: TG p. 758-767 Close Read TG p. 761: Analyzing tone TG p. 762: Investigate simile Analyze the Text TG p. 764 Review and Clarify Present and Discuss Answer essential question Concept Vocabulary and Word Study TG p. 764 Words related to soldiers who served in the military cavalry stores rank Analyze Craft and Structure TG p. 765 Author’s Choices: Structure dramatic monologues Conventions and TG p. 766 Dialect Writing to Sources TG p. 767 Formal Analysis overview explanation compare-and-contrast analysis First Read Notice: who or what is “speaking” the poem and whether the poem a story or describes a single moment Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read