Grade Level & Subject: English 12		Curriculum Map	Year 2004-2005
Calendar	August	September	October/November
	First Nine Weeks - August - October
Possible Resources	The Language of Literature, McDougal Littell, 2002
Nine Weeks Focus	Unit I – The Anglo-Saxon and Medieval Periods 495-1485 pages 14 - 270 Part I The Tests of Courage Part II Reflections of Everyday Life Part III Attempts at Perfections Class Novel
Skills/Standards	Acquisition of Vocabulary 1. Recognize and identify how authors clarify meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study. 2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and evaluate the effectiveness of analogous relationships. 4. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). 5. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textualfeatures, such as definitional footnotes or sidebars. Reading ProcessK1 2 3 4 5 6 7 8 9101112 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. 3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. 4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). 5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). Reading Applications: Informational, Technical and Persuasive Text 3. Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics. 5. Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject. Reading Applications: Literary text 1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions. 2. Analyze the historical, social and cultural context of setting. 3. Explain how voice and narrator affect the characterization, plot and credibility. 5. Analyze variations of universal themes in literary texts. 6. Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic. 7. Compare and contrast varying characteristics of American, British, world and multi-cultural literature. 8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis. Writing ProcessesK1 2 3 4 5 6 7 8 9101112 1. Generate writing ideas through discussions with others and fromprinted material, and keep a list of writing ideas. 2. Determine the usefulness of and apply appropriate pre-writing tasks(e.g., background reading, interviews or surveys). 3. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. 4. Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. 5. Use organizational strategies (e.g., notes and outlines) to plan writing. 6. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. 7. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). 8. Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. 9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. 11. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. 12. Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts. 13. Rearrange words, sentences and paragraphs and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. 14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. 17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. Writing Applications 1. Write reflective compositions that: a. use personal experiences as a basis for reflection on some aspect of life; b. draw abstract comparisons between specific incidents and abstract concepts; c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and d. move from specific examples to generalizations about life. 2. Write responses to literature that: a. advance a judgment that is interpretative, analytical, evaluative or reflective; b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors; c. analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create; d. identify and assess the impact of possible ambiguities, nuances and complexities within text; e. anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and f. provide a sense of closure to the writing. 3. Write functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals) that: a. report, organize and convey information accurately; b. use formatting techniques that make a document user-friendly; and c. anticipate readers’ problems, mistakes and misunderstandings. 4. Write informational essays or reports, including research, that: a. develop a controlling idea that conveys a perspective on the subject; b. create an organizing structure appropriate to purpose, audience and context; c. include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; d. make distinctions about the relative value and significance of specific data, facts and ideas; e. anticipate and address a reader’s potential biases, misunderstandings and expectations; and f. provide a sense of closure to the writing. 5. Write persuasive compositions that: a. articulate a clear position; b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning). 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. Writing Conventions5 6 7 8 9 10 11 12 1. Use correct spelling conventions. 2. Use correct capitalization and punctuation 3. Use correct grammar (e.g, verb tenses, parallel structure, indefinite and relative pronouns). Research 1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation. 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). 4. Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes. 6. Use style guides to produce oral and written reports that give proper credit for sources and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement. 7. Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports aclear position about the topic or research question and defend the credibility and validity of the information presented. Communication: Oral and Visual8 9101112 6. Adjust volume, tempo, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. 8. Deliver informational presentations (e.g., expository, research) that: a. present a clear and distinctive perspective on the subject; b. present events or ideas in a logical sequence; c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; d. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources.TA N D A R D S 10. Deliver persuasive presentations that: a. establish and develop a logical and controlled argument; b. include relevant evidence, differentiating between evidence and opinion, to support position and to address counter-arguments or listener biases; c. use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; d. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution); and e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).
Assessments