English Language Arts: High School
Curriculum Guide
2016-2017 School Year
This work reflects a collaborative effort of teachers from schools across our district with the
support of Curriculum and Instruction.
2016-2017 High School ELA Curriculum Team
Stacy Addison
Scotlandville High School
Carla Coates
Broadmoor High School
Ilse Lejuene-Trauth
Belaire High School
Chanotta Oliver
Broadmoor High School
Anna Rozier
Woodlawn High School
Tremaine Sanders
Tara High School
Chanda Walker
Tara High School
English Language Arts: English IV
Scope & Sequence
2016-2017 School Year
1st 6-Weeks
Unit 1
2nd 6-Weeks
Unit 2
Theme: Taking Risks
Theme: Gender Roles
Key Standards Addressed:
Key Standards Addressed:
RL 3, RL 4, RI 8, RI 6,
RL 2, RL 3, RI 2, RI 1
RL 5, RL 3, RL 3, RL 1, RL 4
L 5a, RI 5, RI 10, RI 6
Academic Vocabulary:
Assurance, Conceive,
Collapse, Devote, Era,
Hierarchy, Heir, Medieval,
Monarchy, Vision
Academic Vocabulary:
Literary Terms:
Epic Hero, Epic Poem,
Kenning, Mood, Setting,
Theme
Literary Terms:
Allusion, Characterization,
Irony, Narrative Poem
Summative Assessment:
Present a Speech: Personal
or Text Related Eulogy
Summative Assessment:
Group Project
Writing Focus:
Comparison p. 426
Writing Focus:
Write an Informative Essay
p. 141
Senior Project Introduction
Senior Project Phase I
Bias, Complimentary,
Exploit, Inclinations,
Predominance
3rd 6-Weeks
Unit 3
4th 6-Weeks
Unit 4
5th 6-Weeks
Unit 5
6th 6-Weeks
Unit 6
Theme: Seeking Justice,
Seeking Peace
Theme: Voices of Protest
Theme: Chasing Success
Theme: Finding Ourselves
in Nature/World
Key Standards Addressed:
Key Standards Addressed:
Key Standards Addressed:
RI 8, RI 4, RI 9, RI 8, RI 9, RI 1
RI 3, RL 6, RI 6, RI 10, RI 7,
RL 4
RI 2, RI 7, RI 1, RI 5, RI 10
RL 1, RL 10, RL 4, RL 3
RL 3
Key Standards Addressed:
Academic Vocabulary:
Controversy, Convince,
Ethics, Radical, Tension
Academic Vocabulary:
Accumulate, Appreciation,
Conform, Connotative,
Inductive Reasoning,
Persistence, Reinforce
RL 4 , RL 3, RL 7, RI 5, RI 2
RL 5, RL 6, RI 3, RI 1, RL 4, L 5a
Academic Vocabulary:
Integrity, Mediate, Retrain,
Trigger
Literary Terms:
Aside, Connotation,
Denotation, Drama,
Dramatic Irony, Monologue,
Plot, Point of View,
Soliloquy, Tragedy
Literary Terms:
Satire
Summative Assessment:
Social Movement Project
Summative Assessment:
Group or Individual Project
Writing Focus:
Writing an Analytical Essay
p. 399
Write an Argumentative
Essay p. 403
Senior Project Phase II
Literary Terms:
Metaphor, Simile, Symbol,
Tone
Writing Focus:
Write a Satire p. 225
Senior Project Phase III
Summative Assessment:
Debate and Issue
Writing Focus:
Write a Compare-Contrast
Essay p. 71
Senior Project Phase III cont.
RI 6, RI 4, L 5a, RL 9, RL 5
RI 7, RI 1, RI 10, RL 2, RL 10
RL 5
Academic Vocabulary:
Encounter, Intensity,
Restore, Visualize
Literary Terms:
Alliteration, Hyperbole,
Juxtaposition,
Personification, Rhyme
Scheme,
Summative Assessment:
Personal Narrative
Writing Focus:
Write a Personal
Narrative p. 517
Senior Project Presentations
English Language Arts:
English IV
Scope & Sequence
2016-2017 School Year
Unit I Taking Risks
Essential Questions
 What is the importance of taking risks in
life? How might the life of an individual
be impacted by taking risks?
RL
RL 1, RL 2,
RL 3, RL 4
RI
RI 1, RI 2, RI 3, RI 4, RI 6,
RI 8
Print Resources
Anchor Text(s)
Epic Poem by The Beowulf Poet, translated by
Burton Raffel from Beowulf pg. 409
Related Texts from Collections
 Speech: “Explosion of the Space Shuttle
Challenger: Address to the Nation”
~Ronald Reagan
 Short Story: “The Deep”
~Anthony Doerr
 Science Article: “The Mosquito Solution”
~Michael Specter
Related Texts from Close Reader
 Epic Poem: “The Beowulf Poet” translated
by Burton Raffel from Beowulf
 Short Story: “Black Heart” ~Mark Brazaitis
 Science Writing: “Are Genetically Modified
Foods Scary?” ~Palome Reyes
Dates
Approx. August 15 – September 15, 2016
Unit Objectives:
 Analyze the characteristics of an epic
 Cite textual evidence to support an argument
 Analyze the Language of Old English Poetry
 Determine author’s purpose
 Delineate and evaluate an argument
 Determine the theme in a variety of texts
 Analyze the role of setting in texts
 Summarize the text(s)
 Support inferences and draw conclusions from text (s)
Unit Standards
W
SL
L
W 1, W 2, W 4
SL 1a,c, SL 1c, SL 2, L 1, L 2, L 3, L 4a,
W 5, W 9
SL 3, SL 4, SL 6
L 5, L 6
Online Resources
1. Beowulf Movie Trailer
2. Using Media in Presentation
3.
Space Shuttle Challenger Disaster Live
4.
The Eyes of Nye: Genetically Modified Foods
5. Analyze How Authors Use Time
Support Inferences: Interactive White Boards Lessons(Making
Inferences)
6. Analyze Themes in Seminal U.S. Documents
Attend to Conventions of Letter Writing: Interactive Whiteboard
Lessons (Maintaining a Formal Style and Objective Tone)
7. Adapting Speech to Contexts
Analyzing the Impact of Word Choice: Level Up Tutorial (Elements
of Poetry)
8. History and A&E Videos
9. Giving A Presentation
S. Hannah
District Instructional Specialist
English 9-12
English Language Arts:
English IV
Scope & Sequence
2016-2017 School Year
Assessments
Formative
Summative
CFA
Comparison Essay
Presenting a Speech:
Eulogy
Teacher Reflection
Can the learner define and apply the academic vocabulary and
literary terms to the text?
Can the learner write and deliver a speech?
Can the learner read and analyze text written in Old English?
Can the learner use primary and secondary sources to find
information?
Unit II Gender Roles
Dates Approx. September 22 – October 31, 2016
Essential Questions
 Are gender roles responsible for the
creation of gender-related stereotypes?
How do gender roles vary across
diverse cultures and time periods?
 What changes in gender roles do you
foresee in the coming decade?
Unit Objectives:
 Analyze the narrator and the frame story structure of a
narrative poem
 Analyze setting as a story element
 Use textual evidence to make inferences and draw
conclusions
 Determine figurative meanings of words and phrases in
the context of a poem
 Analyze counterarguments and rhetorical devices used in
an argument
 Summarize the main ideas of news articles; analyze ideas
and events; and integrate and evaluate information
 Determine an author’s point of view about complex
subjects and determine the central ideas of an essay
Unit Standards
W
SL
L
W 1, W 2, W 3d,
SL 1a-d, SL 2, SL 3, L 1a-b, L 2, L 3a,
W 4, W 9, W 10
SL 4, SL 5, SL 6
L 4a, c-d, L 5a
Online Resources
1. Wife of Bath Movie
RL
RL 1, RL 3,
RL 4, RL 5
RI
RI 2, RI 3, RI 5, RI 6, RI 7,
RI 10
Print Resources
Anchor Text(s)
Narrative Poem by Geoffrey Chaucer “The Wife
of Bath’s Tale” from The Canterbury Tales p.
77
2. Writing an Informative Essay
3. Using Textual Evidence
Essay by Scott Russell Sanders “The Men We
Carry in Our Minds” p. 131
Related Texts from Collections
 Short Story: “MallamSile” ~Mohammed
Naseehu Ali
 Poem: “My Father’s Sadness”
4. Participating in Group Discussions
5. Evaluating Sources
6. Conducting Research
S. Hannah
District Instructional Specialist
English 9-12
English Language Arts:
English IV
Scope & Sequence
2016-2017 School Year


~Shirly Geok-lin Lim
Political Argument: from A Vindication of
the Rights of a Woman
~Mary Wollstonecraft
Online Article: “In a Scattered Protest,
Saudi Women Take the Wheel”
~Neir MacFarquhar & Dina Salah Amer
Related Texts from Close Reader
 Narrative Poem: “The Wife of Bath’s Tale”
from The Canterbury Tales
~ Geoffrey Chaucer
 Essay: “Pink Think” ~Lynn Peril
Assessments
Formative
Summative
CFA with Short
Responses
Informative Essay
Teacher Reflection
Can the students able to evaluate gender roles in society past and
present?
Can the students able to apply the academic vocabulary and literary
terms to text?
Can the students write an Informative Essay?
Can the learner use primary and secondary sources to find
information?
S. Hannah
District Instructional Specialist
English 9-12
English Language Arts:
English IV
Scope & Sequence
2016-2017 School Year
Unit III Seeking Justice, Seeking Peace
Dates
Approx. November 9 – December 9, 2016
Essential Questions
 Under what circumstance is it important to
seek justice? What tactic(s) can be useful to
obtain justice and promote peace?
Unit Objectives:
 Analyze both the language and structure of a play
 Analyze multiple interpretations of a drama to evaluate
how each version interprets the text
 Analyze the structure of an argument and identify its
central ideas
 Analyze author’s choices concerning the structure and
point of view in a text
 Analyze ideas and events developed in the text and
draw conclusions about them
 Determine the figurative meanings of words and
phrases as they are used to personify an idea
Unit Standards
RL
RI
W
SL
L
RL 2, RL 3, RL 4,
RI 1, RI 2, RI 3, RI 4, RI 5 W 1, W 2, W 3d,
SL 1, SL 5, SL 6
L 2, L 3, L 4,
RL 5, RL 6, RL 7
RI 6
W 4, W 5, W 9a-b,
L 5a, L 6
W 10
Print Resources
Online Resources
1. Writing Arguments
Anchor Text(s)
Drama by William Shakespeare The Tragedy of
2. Understanding A Shakespearean Drama
Hamlet p. 231
Feature Article by Alex Kotlowitz “Blocking the
3. Hamlet Trailer
Transmission of Violence” p. 379
Related Texts from Collections
Drama: The Tragedy of Hamlet
~William Shakespeare
 Film Version: Hamlet
 Literary Criticism “Hamlet’s Dull Revenge”
~Renѐ Girard
 Short Story: “Tell Them Not to Kill Me”
~Juan Rulfo
 Poem: “Hatred” ~Wislawa Szymborska
4. Teaching Speak
5. Speak Movie
Related Texts from Close Reader
 Drama: The Tragedy of Hamlet
~ William Shakespeare
 Speech: “Nobel Peace Prize Acceptance
Speech” ~Wangari Maathai
Additional Text(s):
S. Hannah
District Instructional Specialist
English 9-12
English Language Arts:
English IV
Scope & Sequence
2016-2017 School Year
Novel: Speak ~Laurie Halse Anderson
Assessments
Formative
CFA
Argumentative
Essay
Summative
Individual or Group Project
Argumentative Speech
Compare & Contrast Text
and Film
Teacher Reflection
Can the learner define and apply the academic vocabulary and
literary terms to the text?
Can the learner discuss and defend, with evidence, acts of social
injustice?
Can the learner read, analyze and identify the components of a
drama/play?
S. Hannah
District Instructional Specialist
English 9-12
English Language Arts:
English IV
Scope & Sequence
2016-2017 School Year
Unit IV Voices of Protest
Essential Questions
 Society is continuously plagued with a
variety of social injustices but are we doing
enough to resolve these inequalities? What
are we doing right/wrong? What are ways
to end them?
RL
RL 2, RL 3, RL 4,
RL 5, RL 6
RI
RI 1, RI 3, RI 4, RI 6,
RI 7, RI 8, RI 9
Print Resources
Anchor Text(s)
Speech by Martin Luther King, Jr. Speech on the
Vietnam War, 1967, p. 151
Satire by Jonathan Swift “A Modest Proposal”
p. 199
Related Texts from Collections
 Essay: “The Crisis” ~Thomas Paine
 Essay: “Civil Disobedience”
~Henry David Thoreau
 Essay: “The Clan of One Breasted Women”
~Tempest Williams
 Photojournalism: “Third World America”
~Alison Wright
 Poem: “Imagine the Angels of Bread”
~Martin Espada
Dates
Approx. January 6 - February 10, 2017
Unit Objectives:
 Delineate and evaluate an argument as well as
determine connotative meanings of the language used
 Analyze foundational documents and delineate and
evaluate arguments
 Analyze cause and effect and cite text evidence to
support inferences
 Analyze satire and its historical context
 Integrate and evaluate information presented to words
and photographs
 Analyze the impact of word choice on meaning and tone
in the poem
Unit Standards
W
SL
L
W 1, W 2b, W 3,
SL 1, SL 4, SL 5
L 1, L 3, L 4, L 5b
W 4,W 5, W 7,
W 8, W 9, W 10
Online Resources
1. Analyze Themes in Seminal U.S. Documents
Attend to Conventions of Letter Writing: Interactive Whiteboard
Lessons (Maintaining a Formal Style and Objective Tone)
2. Adapting Speech to Contexts
Analyzing the Impact of Word Choice: Level Up Tutorial
(Elements of Poetry)
3.
Giving A Presentation
Related Texts from Close Reader
 Speech: “People and Peace, Not Profits and
War” ~ Shirley Chisholm
 Article: “Who Speaks for the 1%” ~Joel Stein
 Poem: “Elsewhere” ~Derek Walcott
S. Hannah
District Instructional Specialist
English 9-12
English Language Arts:
English IV
Scope & Sequence
2016-2017 School Year
Formative
Assessments
Summative
CFA
Participate in a
Debate
Unit V
Oratory Presentations on
Debatable Topics
Write a Satire
Chasing Success
Essential Questions
 How would you define “success”? What
sacrifices are you willing to make in order
to succeed?
RL
RL 1, RL 2, RL 3,
RL 4, RL 7, RL 10
RI
RI 1, RI 2, RI 5, RI 7,
RI 10
Print Resources
Anchor Text(s)
Novel by Jamaica Kincaid “A Walk to the Jetty”
p. 31
Essay by Malcolm Gladwell “Marita’s Bargain”
p. 3
Teacher Reflection
Can the learner define and apply the academic vocabulary and
literary terms to the text?
Can the learner discuss and defend, with evidence, acts of social
injustice?
Dates
Approx. February 17 - March 31, 2017
Unit Objectives:
 Determine central ideas and integrate and evaluate
information in an essay
 Cite text evidence to support inferences
 Analyze the impact of an author’s word choices
 Analyze elements of a drama, including conflict and
symbolism
 Compare and analyze how a drama is interpreted in
different medium
Unit Standards
W
SL
L
W 1c, W 2,
SL 1, SL 3, SL 4,
L 1, L 2, L 3, L 4a-c
W 3a & d,
SL 6
W 4, W 5, W 9
Online Resources
1. Don’t Eat Fortune’s Cookie
2. Finding Forrester Trailer
3. Giving A Presentation
Related Texts from Collections
Graduation Speech: “Don’t Eat Fortune’s
Cookie” ~Michael Lewis
 Science Article: “The Secret to Raising Smart
Kids” ~Carol Dweck
 Drama: ILE ~Eugene O’Neill
 Opera and Production Image of ILE
Related Texts from Close Reader
 Book Excerpt: Kewauna’s Ambition
S. Hannah
District Instructional Specialist
English 9-12
English Language Arts:
English IV
Scope & Sequence
2016-2017 School Year


~ Paul Tough
Op-ed: “A Right to Choose Single-Sex
Education”
~Kay Bailey Hutchinson & Barbara Mikulski
Short Story: “Next Term, We’ll Mash You”
~Penelope Lively
Additional Text(s):
Movie: Finding Forrester
Formative
CFA
Senior Portfolio
Assessments
Summative
Group Project
Compare & Contrast Essay
Teacher Reflection
Can the learner define and apply the academic vocabulary and
literary terms to the text?
Can the learner identify his/her goals for the future?
Can the learner connotatively define “success”?
Can the learner write a compare and contrast essay?
S. Hannah
District Instructional Specialist
English 9-12
English Language Arts:
English IV
Scope & Sequence
2016-2017 School Year
*Unit VI is only an approximate 2 week unit including Senior Project Presentations
*Dead Week: April 24 – 28, 2016
*Senior Exam and Advanced Placement Testing: May 1 – 8, 2016
*Last Day for Seniors: May 8, 2016
Unit VI Finding Ourselves in
Nature/World
Essential Questions
 Reflect and describe a memorable
encounter with nature. Did this
encounter metaphorically prepare
you for life’s obstacles?
RL
RL 4, RL 6
RI
RI 1, RI 3, RI 4, RI 6, RI 7,
RI 8, RI 9
Print Resources
Anchor Text(s)
Essay by Annie Dillard “Living Like
Weasels” p. 477
Dates
Approx. April 6 – April 21, 2016
Unit Objectives:
 Discuss the impact of the word choice, syntax, other stylistic
and figurative language on the author’s ability to achieve her
purpose
 Demonstrate knowledge of foundational works of American
literature, in part by analyzing their structural forms
 Integrate and evaluate information presented in film footage
and an audio track
 Make inferences about the author’s ideas, supporting them
with evidence from the text , and identify the effect of the
author’s cultural context
 Determine themes in a short story and analyze a frame
structure that presents two related stories
Unit Standards
W
SL
L
W 1, W 2b, W 4, W 5,
SL 1, SL 4, SL 5
L 1, L 3, L 4, L 5b
W 7, W 8, W 9, W 10
Online Resources
1. Giving A Presentation
2. Writing a Narrative
Related Texts from Collections
 Poem: “Wild Peaches” ~Elinor Wylie
 Poem: “Spring and All”
~William Carlos Williams
 Documentary: “Being Here: The Art of
Dan Horgan” ~Directed by Russ Spencer
 Essay: “Dwelling” ~Linda Hogan
 Short Story: “The Hermit’s Story”
~Rick Bass
3. Writing as a Process
4. Producing, Publishing with Technology
5. Giving a Presentation
Related Texts from Close Reader
S. Hannah
District Instructional Specialist
English 9-12
English Language Arts:
English IV
Scope & Sequence
2016-2017 School Year



Memoir: “Local Deer” ~Louise Erdich
Poetry: “Pastorals” ~William Carlos
Williams and Jennifer Chang
Essay: “Trees” ~Baron Wormser
Assessments
Formative
Summative
CFA
Personal Narrative
Senior Project
Teacher Reflection
Can the learner define and apply the academic vocabulary and literary
terms to the text?
Can the learner write a personal narrative?
Can the learner speak appropriately to panel and deliver a presentation
using Prezi, PowerPoint, etc?
S. Hannah
District Instructional Specialist
English 9-12