General English 12
Into the Wild
Standards
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
a) Recognize major literary forms and their elements.
Writing
12.7
The student will develop expository and informational writings.
a) Generate, gather, and organize ideas for writing.
b) Consider audience and purpose when planning for writing.
c) Write analytically about literary, informational, and visual materials.
d) Elaborate ideas clearly and accurately.
f)
Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
g) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
Life lessons about growing up and learning from others’ mistakes can be found in non-fiction as
well as fiction.
Examining motivations for adventures reveals the complexity of human nature.
Essential Questions
Who is Chris McCandless and why does he go by the name of Alex or Alexander Supertramp?
What happened to the Datsun (a car) at Lake Mead?
Who are Jan Burres and Bob? What is their relationship to Chris McCandless?
Who is Ronald A. Franz? What is his relationship to Chris McCandless?
Who is Gene Rosellini? Why would the author include his story into a book about Chris
McCandless?
Who is Everett Ruess? Why would the author include his story into a book about Chris
McCandless?
What was Chris McCandless like in high school? What types of things did he care about?
What is Chris McCandless’s relationship like with his parents?
Write down some personality traits of Chris McCandless.
Why would the author include his own adventure in Alaska in the book?
What reasons does Chris give for heading out on his trek to Alaska?
According to many scholars, what did McCandless actually die from at the bus in Alaska?
Essential Knowledge
Skills
6/18/08
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Identify plot and characters in Into the Wild
Identify literary terms (Non-fiction, First
person Point of View, Third person limited,
Third person omniscient, audience, purpose)
Create a thesis statement
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Discuss and identify literary devices in the
novel
Write and speak to persuade through
journals and essays
Develop a well-reasoned thesis statement
with support from the novel
ASSESSMENT EVIDENCE
Performance Tasks
Other
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Summer Reading analytical essay
LEARNING ACTIVITIES
Samples
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Class discussions
Listen to the song “Dream in Red” by Holly Figueroa and connect to book
Journal assignments over themes and difficult passages in the book
6/18/08
General English 12
Main Idea Unit
Standards
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
Writing
12.7
The student will develop expository and informational writings.
e) Generate, gather, and organize ideas for writing.
f) Consider audience and purpose when planning for writing.
g) Write analytically about literary, informational, and visual materials.
h) Elaborate ideas clearly and accurately.
i) Revise writing for depth of information and technique of presentation.
j) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
k) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
Expository writing is an essential form of communication.
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Essential Questions
What is the main idea of the article?
How do authors support their main idea?
Essential Knowledge
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Identify expository, persuasive, creative
writing
Identify how an author supports a main idea
(S.A.C.R.E.D)
Identify literary terms (organization,
transitions, introduction, conclusion, tone)
Create a thesis statement
Skills
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Discuss techniques of expository pieces
Develop a well-reasoned thesis statement
with support from the article
Write to persuade through essays
Peer edit
6/18/08
ASSESSMENT EVIDENCE
Performance Tasks
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Other
Group activity—S.A.C.R.E.D.—(Students
are given an article and asked to identify the
main idea and how the author supports the
idea using S.A.C.R.E.D.—Statistics,
Anecdotes, Compare and Contrast, Reasons
why, Examples, and Definitions. Students
then report their findings to the class.)
• Several Main Idea papers
LEARNING ACTIVITIES
Samples
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Class discussions
Reading assignments—various editorials
Peer review
6/18/08
General English 12
Beowulf
Standards
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
b) Recognize major literary forms and their elements.
c) Recognize the characteristics of major chronological eras.
d) Relate literary works and authors to major themes and issues of their eras.
Writing
12.7
The student will develop expository and informational writings.
l) Generate, gather, and organize ideas for writing.
m) Consider audience and purpose when planning for writing.
n) Write analytically about literary, informational, and visual materials.
o) Elaborate ideas clearly and accurately.
h) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
i) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
Literature often reflects the beliefs and values of the society.
The hero’s quest is a common theme throughout literature.
Oral traditions are the foundation to modern literature.
Essential Questions
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Why study British literature?
How old is Beowulf?
Why is English literature so important?
Why did the Anglo-Saxon authors use literary devices in their writing?
How does the theme of the importance of establishing identify reoccur throughout Beowulf?
Explain how characters uphold or break the heroic code in Beowulf?
Essential Knowledge
• Identify plot and characters in Beowulf
• Identify literary terms (epic, epic hero, traits
of an epic hero, themes, alliteration,
keening, symbols )
• Background knowledge of historical period
(Anglo-Saxon history 700 AD)
• Define vocabulary words (Fiends, Quench,
Errand, Furrows, Endured, Reprisal, Taut,
Sinews, Loathsome, Scabbard, Shrouds,
Reparation, Solace, Lament, Vexed, Proclaim,
Simmered)
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Skills
Discuss and identify literary devices in the
text
Write and speak to persuade through
journals and essays
Develop a well-reasoned thesis statement
with support from the novel
6/18/08
ASSESSMENT EVIDENCE
Performance Tasks
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Other
Write a “Boast” and present to the class.
(Beowulf often goes on for many lines
about amazing feats he has accomplished.
Students are to create a “Boast” about
themselves in which they use the
conventions of the Anglo-Saxon writers.)
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Quizzes
Objective and essay test
LEARNING ACTIVITIES
Samples
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Class discussions
Reading assignments—historical background and literature
Journal assignments passages in the text
Guided notes
6/18/08
General English 12
Stepping Stones
Standards
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
Writing
12.7
The student will develop expository and informational writings.
p) Generate, gather, and organize ideas for writing.
q) Consider audience and purpose when planning for writing.
r) Write analytically about literary, informational, and visual materials.
s) Elaborate ideas clearly and accurately.
t) Revise writing for depth of information and technique of presentation.
u) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
v) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
Narrative writing is an essential form of communication.
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Essential Questions
Why should we write down stories of our lives?
How should we tell our stories?
How do we hook a reader?
Why are specific details important?
Essential Knowledge
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Skills
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Identify narrative writing
Discuss techniques of narrative pieces
Write an narrative piece
Peer edit papers
ASSESSMENT EVIDENCE
Performance Tasks
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Stepping Stones—ask students to
write down the 12 most significant
events in their lives to date. Then
students choose one to elaborate
on in a paragraph. Eventually this
one paragraph is turned into a
narrative essay.
Other
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Stepping Stones paper
6/18/08
LEARNING ACTIVITIES
Samples
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Class discussions
Reading assignments—“Shame” by Dick Gregory, “You don’t know your own story till you write
it” by Donald M. Murray, “Let is Snow” by David Sedaris
Peer review
6/18/08
General English 12
Quarter 1 SSR
Standards
Oral Language
12.1
The student will make a 5 to 10 minute formal oral presentation.
a) Choose the purpose of the presentation: to defend a position, to entertain an audience, or to
b)
c)
d)
e)
12.2
explain information.
Use a well-structured narrative or logical argument.
Use details, illustrations, statistics, comparisons, and analogies to support purposes.
Use visual aids or technology to support presentation.
Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
The student will evaluate formal presentations.
a) Critique relationships among purpose, audience, and content of presentations.
b) Critique effectiveness of presentations.
Reading Analysis
12.3
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The student will read and analyze the development of British literature and literature of other cultures.
Unit
Enduring Understandings
Reading at regular times improves literacy.
Reading for pleasure is a valuable life lesson.
Students are more likely to read when they have a say in choosing the text.
Delivering a speech is a life skill.
Essential Questions
What worked in the book?—What was believable, what did you like, what was intriguing to
you? Deal with the plot as well as the writing style, and vocabulary
What didn’t?—What didn’t you like, and what was not convincing to you? Focus on the plot,
characters, and way in which it was written.
What would you change if you were the author?— Describe at least one change you will make
to the plot or writing style and explain why you would change it
Essential Knowledge
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Identify plot and characters in SSR book.
Identify proper speaking techniques
(posture, poise, eye contact, verbal pauses,
content, voice)
Learn the correct outline format.
Skills
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Discuss and identify plot and characters in
book
Write an outline for the speech
Deliver a formal speech over SSR book
6/18/08
ASSESSMENT EVIDENCE
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Performance Tasks
Deliver a formal speech over SSR book
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Other
Evaluate peers on formal speeches
LEARNING ACTIVITIES
Samples
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Class discussions
Write an outline
Deliver a formal speech
Evaluate peers on speeches
6/18/08
General English 12
Canterbury Tales
Standards
Oral Language
12.1
The student will make a 5 to 10 minute formal oral presentation.
f) Choose the purpose of the presentation: to defend a position, to entertain an audience, or to
g)
h)
i)
j)
12.2
explain information.
Use a well-structured narrative or logical argument.
Use details, illustrations, statistics, comparisons, and analogies to support purposes.
Use visual aids or technology to support presentation.
Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
The student will evaluate formal presentations.
c) Critique relationships among purpose, audience, and content of presentations.
d) Critique effectiveness of presentations.
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
e) Recognize major literary forms and their elements.
f) Recognize the characteristics of major chronological eras.
g) Relate literary works and authors to major themes and issues of their eras.
Writing
12.7
The student will develop expository and informational writings.
w) Generate, gather, and organize ideas for writing.
x) Consider audience and purpose when planning for writing.
y) Write analytically about literary, informational, and visual materials.
z) Elaborate ideas clearly and accurately.
aa) Revise writing for depth of information and technique of presentation.
bb) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
cc) Proofread final copy and prepare document for publication or submission..
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Unit
Enduring Understandings
Literature often reflects the beliefs and values of the society.
Sarcasm and irony often allows the writer to criticize his / her society.
Oral traditions are the foundation to modern literature.
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Essential Questions
When was Canterbury Tales written?
What was Chaucer’s career?
What are the three social classes that Chaucer writes about in his tales?
What is a frame narrative?
What is social mobility and how does Chaucer show it in his tales?
What commentary is Chaucer trying to make on his society?
6/18/08
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Why use sarcasm and irony to propel his agenda?
How are the Canterbury Tales important to the rest of British Literature?
Essential Knowledge
Identify plot and characters in Canterbury
Tales
Identify literary terms (prologue, frame
narrative, indirect and direct
characterization, iambic pentameter, tone,
point of view, sarcasm, irony)
Background knowledge of historical period
(Middle Ages)
Define vocabulary words—some
determined by group presentations, other
from tales. (Alas, Tribulation, Broach,
Reprove, Purged, Boroughs, Forlorn,
Petitioning, Condemned, Implored,
Perceived, Concede, Extort, Contradicted,
Anguish, Wallowed, Contemptuous,
Abominably, Prowess, Covet)
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Skills
Discuss and identify literary devices in the
text
Present material to a class
ASSESSMENT EVIDENCE
Performance Tasks
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Other
Group presentation/ Group teach—Students
are organized into groups of three or four.
Together they read one of the following
segments: Middle Ages, Thomas a’Becket
or Geoffrey Chaucer. After reading this
material students create a power point
presentation that includes highlights from
their reading and vocabulary words.
Groups then teach material to the class
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Quizzes
Character sketch
LEARNING ACTIVITIES
Samples
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Class discussions
Reading assignments—historical background and literature
Guided notes
Group presentations / Group teach
Character sketch
6/18/08
General English 12
Sir Gawain and the Green Knight
Standards
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
h) Recognize major literary forms and their elements.
i) Recognize the characteristics of major chronological eras.
j) Relate literary works and authors to major themes and issues of their eras.
Writing
12.7
The student will develop expository and informational writings.
dd) Generate, gather, and organize ideas for writing.
ee) Consider audience and purpose when planning for writing.
ff) Write analytically about literary, informational, and visual materials.
gg) Elaborate ideas clearly and accurately.
f) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
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Unit
Enduring Understandings
Literature often reflects the beliefs and values of the society.
Classic tales such as Sir Gawain have greatly influenced the modern British tale.
Essential Questions
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When was Sir Gawain written?
What is the importance of reading about knights defeating evil?
How are Sir Gawain and Canterbury Tales similar and different?
How is Sir Gawain important to the rest of British Literature?
Essential Knowledge
Identify plot and characters in Sir Gawain
Identify literary terms (indirect and direct
characterization, chivalry, irony, romance,
quest)
Background knowledge on the Chivalric
Code
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Skills
Discuss and identify literary devices in the
text
Interpretation of text through journals
ASSESSMENT EVIDENCE
Performance Tasks
Other
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Quizzes
6/18/08
LEARNING ACTIVITIES
Samples
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Class discussions
Reading assignments—historical background and literature
Discussion questions
Journals
6/18/08
General 12 English
College or Life after High School Essay
Standards
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
Writing
12.7
The student will develop expository and informational writings.
hh) Generate, gather, and organize ideas for writing.
ii) Consider audience and purpose when planning for writing.
jj) Write analytically about literary, informational, and visual materials.
kk) Elaborate ideas clearly and accurately.
ll) Revise writing for depth of information and technique of presentation.
mm) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
nn) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
Narrative writing is an essential form of communication.
Essential Questions
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How should we tell our stories?
How do we hook a reader?
Why are specific details important?
How can you make your personality come through in writing?
How can you sell your finer qualities and accomplishments, but not spend the whole paper
bragging?
Essential Knowledge
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Skills
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Identify narrative writing
Discuss techniques of narrative pieces
Write an narrative piece
Peer edit papers
ASSESSMENT EVIDENCE
Performance Tasks
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“So you” moments—Students
create a list of things that are
unique to them. The idea is that a
close friend would say, “Oh yeah,
that is so you.” Then they choose
Other
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Personal narrative paper
6/18/08
one to elaborate on for a prewriting activity. Eventually, this
becomes a personal narrative.
LEARNING ACTIVITIES
Samples
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Class discussions
Reading assignments—“Writing the Essay: Sound Advice from an Expert” by Parke Muth, “The
Essay: An Opportunity Not an Ordeal” by Carol Wheatley,
Peer review
6/18/08
General English 12
The Curious Incident of the Dog in the Night-time
Standards
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
k) Recognize major literary forms and their elements.
l) Recognize the characteristics of major chronological eras.
m) Relate literary works and authors to major themes and issues of their eras.
Writing
12.7
The student will develop expository and informational writings.
oo) Generate, gather, and organize ideas for writing.
pp) Consider audience and purpose when planning for writing.
qq) Write analytically about literary, informational, and visual materials.
rr) Elaborate ideas clearly and accurately.
ss) Revise writing for depth of information and technique of presentation.
tt) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
uu) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
The hero’s quest is a common theme throughout literature.
Modern British literature reflects many of the classic themes throughout British Literature.
Learning and reading about someone who is different from ourselves is a good way to appreciate
all people.
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Essential Questions
What makes this an unusual book?
How does Christopher’s adventure follow the classic pattern of a quest theme?
How does reading this book help us accept people that are different from ourselves?
How does the theme of the family trouble reoccur throughout Curious Dog?
How does the theme of searching for identify reoccur throughout Curious Dog?
How does the theme of the quest for truth reoccur throughout Curious Dog?
Explain how characters overcome challenges in Curious Dog?
How does this modern piece of literature relate to the other pieces we have read from other
time periods?
Essential Knowledge
Skills
6/18/08
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Identify plot and characters in Curious Dog
Identify literary terms (components of a
quest, themes, symbols, voice, narrative
structure, point of view)
Background knowledge of historical period
(Modern England)
Define vocabulary words (loiter, lame,
gnashing, bicuspids, sprint, consolidated,
doggedly, aromatic, slovenly, capricious,
antithesis, arbitrary, berate, cajole, debacle)
Learn the components of a thesis statement
Learn MLA format for in-text citations
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Discuss and identify literary devices in the
text
Write and speak to persuade through
journals and essays
Develop a well-reasoned thesis statement
with support from the novel
Include quotes using proper MLA format
into essay
Peer review essay
ASSESSMENT EVIDENCE
Performance Tasks
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Other
Vocabulary drawings—Create a comic
strip or a picture with a caption that
correctly uses several vocabulary words.
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Quizzes
Objective test
Analytical essay
LEARNING ACTIVITIES
Samples
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Class discussions
Reading assignments
Journal assignments passages in the text
Reading quizzes
Peer review
6/18/08
General English 12
Quarter 2 SSR-Biography
Standard
Reading Analysis
12.3
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The student will read and analyze the development of British literature and literature of other cultures.
Unit
Enduring Understandings
Reading at regular times improves literacy.
Reading for pleasure is a valuable life lesson.
Students are more likely to read when they have a say in choosing the text.
One can learn much from reading about other people’s lives.
Essential Questions
Identify one trait that your character has that you don’t, but you would like to emulate it.
Identify one trait that you do not have, but your character does. Why would you not want to
emulate this trait?
Essential Knowledge
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Skills
Identify plot and characters in SSR book.
Learn correct MLA format for in-text
citations
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Discuss and identify plot and characters in
book
Create a thesis statement
Include quotes using MLA format in essay
ASSESSMENT EVIDENCE
Performance Tasks
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Other
Peer review
Expository essay
LEARNING ACTIVITIES
Samples
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Class discussions
Reading assignments
Peer review
Expository essay
6/18/08
General 12 English
Finding Forrester Creative Writing
Standards
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
Writing
12.7
The student will develop expository and informational writings.
vv) Generate, gather, and organize ideas for writing.
ww)
Consider audience and purpose when planning for writing.
xx) Write analytically about literary, informational, and visual materials.
yy) Elaborate ideas clearly and accurately.
zz) Revise writing for depth of information and technique of presentation.
aaa)
Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
Proofread final copy and prepare document for publication or submission.
bbb)
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Unit
Enduring Understandings
Creative writing is an essential form of communication.
Reading good writing, makes one a better writer.
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Essential Questions
How can you creatively integrate the opening paragraph of a story into your own story?
How can you remain consistent with characters, plot and setting?
Why are specific details important?
How can you include dialogue into your writing?
How can you make your personality come through in writing?
Essential Knowledge
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Skills
Identify creative writing
Identify literary devices (plot, characters,
round, flat, dynamic, static, stock, point of
view, first person, third person omniscient,
third person limited, setting, theme)
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Discuss techniques of creative pieces
Write creatively
Peer edit papers
ASSESSMENT EVIDENCE
Performance Tasks
•
After watching Finding Forrester, students
take Mr. Forrester’s idea of creating a story
Other
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Creative writing paper
6/18/08
by starting with a good one. Students are
given the opening paragraph of a famous
short story and students finish it in a new
way using the literary devices we have
learned.
LEARNING ACTIVITIES
Samples
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Class discussions
Excepts from short stories
Video—Finding Forrester
Peer review
6/18/08
General English 12
Macbeth
Standards
Reading Analysis
12.3
12.6
The student will read and analyze the development of British literature and literature of other cultures.
n) Recognize major literary forms and their elements.
o) Recognize the characteristics of major chronological eras.
p) Relate literary works and authors to major themes and issues of their eras.
The student will read and critique dramatic selections from a variety of authors.
a) Describe the conflict, plot, climax, and setting.
b) Compare and contrast ways in which character, scene, dialogue, and staging contribute to the
theme and the dramatic effect.
c) Identify the most effective elements of selected plays.
d) Compare and contrast dramatic elements of plays from American, British, and other cultures.
Writing
12.7
The student will develop expository and informational writings.
Generate, gather, and organize ideas for writing.
ccc)
ddd) Consider audience and purpose when planning for writing.
eee)
Write analytically about literary, informational, and visual materials.
fff) Elaborate ideas clearly and accurately.
ggg) Revise writing for depth of information and technique of presentation.
hhh) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
iii) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
Guilt manifests itself in unusual and torturous ways.
Reading about the misfortunes and horrible choices of others helps of not repeat them in our own
lives.
Modern British literature reflects many of the classic themes throughout British Literature.
Performing a play forces the director and actors to make editorial choices that may influence the
meaning of a text.
Essential Questions
• Why do we still read Shakespeare today?
• How did one man get to be one of the most widely-read author’s throughout the world?
• Admittedly, Macbeth is a play about the dark, evil side of human nature. What can be gained
from reading this play?
• Was Macbeth destined to do the things he did, or did his free-will enter into his actions?
• How do you read Lady Macbeth, was she too easily swayed by her husband, or does she have
an evil streak of her own?
• How do the themes of appearance versus reality and fate versus free-will manifest themselves
in this play?
• How historically accurate is this play? Why should Shakespeare change history?
• How do the themes of this play relate to the other pieces we have read?
Essential Knowledge
Skills
6/18/08
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Identify plot and characters in Macbeth
Identify literary terms (Miracle play,
Morality play, Tragedy, Tragic hero, Blank
verse, Meter, Iambic, Pentameter, Internal
conflict, External conflict, Foreshadowing,
Soliloquy, Aside, Mood, Verbal Irony,
Situational Irony, Dramatic Irony, Paradox.)
Background knowledge of historical period
(Renaissance Period)
Define vocabulary words
Learn the components of a thesis statement
Learn MLA format for in-text citations
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Discuss and identify literary devices in the
text
Write and speak to persuade through
journals and essays
Develop a well-reasoned thesis statement
with support from the play
Include quotes using proper MLA format
into essay
Peer review essay
ASSESSMENT EVIDENCE
Other
Performance Tasks
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•
Scene performance—Students are given a
selection of a scene that has different
meanings depending on how the actor reads
and performs the lines or what editorial
decisions the director makes. Students are
then given different parts, including the
director, and the students work through the
ambiguous meaning by performing it
several times. Each time they perform it,
students are asked to change the meaning
through performance or how a line is read.
Students they write about their experience
with interpreting a text.
Shakespeare in another era—Students
choose a famous soliloquy from Macbeth
and are asked to re-write it keeping the
same meaning and same number of
sentences, but setting in a different time
period. (E.g. Lady Macbeth’s “Out, out
damn spot” speech could be translated in to
a thick Texas accent.) Students then
perform their new soliloquies in front of the
class.
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Quizzes
Objective test
Analytical essay
LEARNING ACTIVITIES
6/18/08
Samples
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Class discussions
Reading assignments
Journal assignments
Scene performances
Quizzes
Tests
Essays
Peer review
Videos—Macbeth—selected scenes from Polanski and RSC
6/18/08
General 12
Quarter 3 SSR-Internal Conflicts
Standard
Reading Analysis
12.3
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The student will read and analyze the development of British literature and literature of other cultures.
Unit
Enduring Understandings
Reading at regular times improves literacy.
Reading for pleasure is a valuable life lesson.
Students are more likely to read when they have a say in choosing the text.
One can learn much from reading about other people’s lives.
Comparing and contrasting two pieces of literature can lead to a deeper understanding.
Essential Questions
Identify Macbeth and Lady Macbeth’s internal conflicts.
Identify the main character in your SSR book’s internal conflict.
How does internal conflict manifest itself differently in different people?
Compare and contrast how your SSR character and the Macbeth characters deal with internal
conflict.
Essential Knowledge
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Skills
Identify plot and characters in SSR book.
Compare and contrast SSR book to Macbeth
Learn correct MLA format for in-text
citations
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Discuss and identify plot and characters in
book
Discuss how both the SSR book and
Macbeth deal with internal conflicts
Create a thesis statement
Include quotes using MLA format in essay
ASSESSMENT EVIDENCE
Performance Tasks
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Other
Peer review
Comparative essay
LEARNING ACTIVITIES
Samples
Class discussions
Reading assignments
Peer review
Comparative essay
6/18/08
General English 12
Poetry Unit
Standards
Reading Analysis
12.3
12.5
The student will read and analyze the development of British literature and literature of other cultures.
q) Recognize major literary forms and their elements.
r) Recognize the characteristics of major chronological eras.
s) Relate literary works and authors to major themes and issues of their eras.
The student will read and critique a variety of poetry.
a) Explain how the choice of words in a poem creates tone and voice.
b) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration,
assonance, and parallelism) supports the subject and mood.
c) Explain how imagery and figures of speech (personification, simile, metaphor) appeal to the
reader’s senses and experience.
d) Compare and contrast traditional and contemporary works of poets from many cultures.
Writing
12.7
The student will develop expository and informational writings.
jjj) Generate, gather, and organize ideas for writing.
kkk) Consider audience and purpose when planning for writing.
lll) Write analytically about literary, informational, and visual materials.
mmm) Elaborate ideas clearly and accurately.
nnn) Revise writing for depth of information and technique of presentation.
ooo) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
Proofread final copy and prepare document for publication or submission.
ppp)
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Unit
Enduring Understandings
Poetry is often born from experience and careful observation.
Poetry is filled with allusions to make different pieces of literature.
Often British poetry reflects historical beliefs of the day.
Essential Questions
What makes a poem a poem?
How is a poem different from prose?
Do all poems have to rhyme?
How do you write poetry?
What makes some poems better than others?
How do you revise poetry?
6/18/08
Essential Knowledge
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Identify literary terms (alliteration, allusion,
assonance, imagery, personification,
repletion, simile meter, rhyme)
Define vocabulary words
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Skills
Discuss and identify literary devices in
poems
Write poetry
Peer review poems
ASSESSMENT EVIDENCE
Performance Tasks
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Other
Poetry writing—students will write a
variety of poems (e.g. odes, poems in
response to other poems, poems in response
to a piece of artwork, etc.)
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Poetry analysis
LEARNING ACTIVITIES
Samples
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Class discussions
Reading assignments
Journal assignments
Poetry analysis
Peer review
6/18/08
General English 12
And Then There Were None Unit
Standard(s)
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
t) Recognize major literary forms and their elements.
u) Recognize the characteristics of major chronological eras.
v) Relate literary works and authors to major themes and issues of their eras.
Writing
12.7
The student will develop expository and informational writings.
qqq) Generate, gather, and organize ideas for writing.
rrr) Consider audience and purpose when planning for writing.
sss) Write analytically about literary, informational, and visual materials.
ttt) Elaborate ideas clearly and accurately.
uuu) Revise writing for depth of information and technique of presentation.
vvv) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
www) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
By adding suspense and tension to a novel, a reader is more likely to be drawn into the plot.
Contemporary British literature reflects many of the classic themes throughout British Literature.
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Essential Questions
How does Agatha Christie keep us in suspense as the novel progresses?
How does she use the deserted island to cover all of the possible escape routes?
What would make someone want to plan out such an elaborate murder plot?
What makes a good suspense novel?
How does this contemporary piece of literature relate to the other pieces we have read from
other time periods?
Essential Knowledge
Identify plot and characters in And Then
There Were None
Identify literary terms (suspense, irony,
stock characters, round characters, red
herring)
Background knowledge of historical period
(Contemporary England)
Define vocabulary words
Learn the components of a thesis statement
Learn MLA format for in-text citations
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Skills
Discuss and identify literary devices in the
text
Write and speak to persuade through
journals and essays
Develop a well-reasoned thesis statement
with support from the novel
Include quotes using proper MLA format
into essay
6/18/08
ASSESSMENT EVIDENCE
Performance Tasks
Other
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Quizzes
Objective and essay test
LEARNING ACTIVITIES
Samples
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Class discussions
Reading assignments
Journal assignments passages in the text
Reading quizzes
Analytical essay
Video—And Then There Were None (1965)
6/18/08
General English 12
Sparks of Curiosity Paper
Standards
Reading Analysis
12.4
The student will read and analyze a variety of informational materials, including electronic resources.
a) Identify formats common to new publications and information resources.
b) Recognize and apply specialized informational vocabulary.
c) Evaluate a product based on analysis of the accompanying warranty and instruction manual.
d) Evaluate the quality of informational and technical materials.
Writing
12.7
The student will develop expository and informational writings.
xxx) Generate, gather, and organize ideas for writing.
yyy) Consider audience and purpose when planning for writing.
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Write analytically about literary, informational, and visual materials.
aaaa) Elaborate ideas clearly and accurately.
bbbb) Revise writing for depth of information and technique of presentation.
cccc) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
dddd) Proofread final copy and prepare document for publication or submission.
Research
12.8
The student will write documented research papers.
a) Identify and understand the ethical issues of research and documentation.
b) Evaluate the accuracy and usefulness of information.
c) Synthesize information to support the thesis.
d) Present information in a logical manner.
e) Cite sources of information, using a standard method of documentation, such as that of the
Modern Language Association (MLA) or the American Psychological Association (APA).
f) Edit copies for correct use of language, spelling, punctuation, and capitalization.
g) Proofread final copy and prepare document for publication or submission.
Unit
Enduring Understandings
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Evaluating credible sources is an essential life skill.
Research draws from a wide range of sources.
Research allows one to find answers to questions one might not even know existed.
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Essential Questions
What makes a good topic for a research paper?
How do I narrow a topic?
What is the difference between summarizing, paraphrasing and direct quotations?
What type of information should go on a note card?
6/18/08
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What is the correct format for an in-text citation according to MLA?
What is the correct format for a works cited page according to MLA?
How much information does one need to cite?
Does one need to cite after everything that is not his/her own idea?
How does one incorporate information into writing?
How does one create a formal outline?
Essential Knowledge
Skills
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Learn how to take notes
Learn how to read and interpret
informational materials
Learn how to incorporate research into
formal writing
Identify credible sources
Understand the difference between
plagiarism and citing sources
Recognize MLA format
Learn outline format
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Note cards and source cards
Summarize research into essential notes
Evaluate and identify credible sources
Learn how to correctly document research
according to the MLA format for in-text
citations and a works cited page
Incorporate research into formal writing
Peer edit
Create a formal outline
ASSESSMENT EVIDENCE
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Performance Tasks
Networking day—The desks are pushed
aside and the students form a big circle and
take turns going around the room sharing
their potential topic for the Sparks of
Curiosity paper. After an individual shares,
other students mention personal connections
for an interview. For example, Student A is
interested in researching birth order.
Student B’s dad happens to be a
psychologist who specializes in birth order.
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Other
Sparks of Curiosity paper
LEARNING ACTIVITIES
Samples
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Journal assignments
Research, informational materials
Peer editing
Guided notes
Librarian introduction to research for the 12th grade
Curiosity paper (Topic spun off of their Stepping Stones paper earlier in the year.)
6/18/08