Grade Level & Subject: English 12		Curriculum Map	Year 2004-2005
Calendar	April	May	June
	Fourth Nine Weeks – April - June
Possible Resources	The Language of Literature, McDougal Littell, 2002
Nine Weeks Focus	Unit IV – The Flowering of Romanticism 1798-1832 pages 696 - 822 Part I Seeking Truth Part II Embracing the Imagination Class Novel
Skills/Standards	Acquisition of Vocabulary 5. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, 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. 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 1. Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches. 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. 6. Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences. Reading Applications: Literary Text 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 Writing Applications 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. 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 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). 4. Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes. 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 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 4. Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience. 5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. 6. Adjust volume, tempo, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. 7. Vary language choices as appropriate to the context of the speech. 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. 9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. C A D E M I C C O N T E N T S 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