SAUSD 2014-15 Curriculum Map: Grade 12 ELA Year at a Glance
Title
1. The Anglo-Saxons
Time
Performance Task
Suggested Big Idea
6 weeks
Descriptive essay
(Also included in this
unit are the Personal
Statement and
Resume)
Life is a struggle.
 How do we deal with inexplicable
challenges?
 What does it mean to be a hero?
 What does history and literature tell us
about those who successfully overcome
struggle?
2. “The Road to
Canterbury” –
CCSS Unit of Study
3 weeks
Narrative: “Create a
Mock Tale”
Media and literature are
often a comment on the
social structures and
attitudes of the time.
3. The Middle Ages
3 weeks
Historical report
Man is capable of both
good and evil.
4. The Renaissance
7 weeks
Response to literature
Man is the measure of
all things.
SAUSD Curriculum Map 2014-15 (AB 6-13-14)
Suggested Essential Questions
 In what ways are values and social
structures revealed in societies?
 How do values affect the journeys
people take?
 How do we tell the tales of our
journeys?
 How do authors and artists reveal their
attitudes toward their subject matter?
 What are the social structures and
values of our society today?
 What are the central themes in stories
of the time period and are they still
relevant today?
 How was a hero defined then and now?
 What is the importance of myth in our
world?
 What is Humanism?
 How can religion and Humanism exist
side by side?
 Why do some choose good and some
choose evil, and what happens to those
who do?
Core Texts
 From “Beowulf, Part One,” translated by
Burton Raffel. Pages 21-28
 From “Beowulf, Part Two,” translated by
Seamus Heaney. Pages 33-38
 Chaucer, Geoffrey (translated
 by Nevill Coghill). The Prologue to “The
Canterbury Tales.” Pages 119-142
 Chaucer, Geoffrey (translated by Nevill
Coghill). From “The Pardoner’s Tale.”
Pages 145-153
 Chaucer, Geoffrey (translated by Nevill
Coghill). From “The Wife of Bath’s Tale.”
Pages 156-166
 Malory, Sir Thomas (retold by Keith
Baines). “The Day of Destiny” from “Le
Morte d’Arthur. Pages 194-200
 Shakespeare, William. Macbeth, Hamlet
or Othello (Macbeth recommended)
 Sonnet 29. Page 279
 Shakespeare, William. Sonnet 29 (279)
and Sonnet 30. (280)
 Queen Elizabeth I. Tilbury Speech. Page
330
 Milton, John. “The Fall of Satan” from
“Paradise Lost.” Pages 367-374
SAUSD 2014-15 Curriculum Map: Grade 12 ELA Year at a Glance
Title
Time
Performance Task
Suggested Big Idea
5. The Restoration
and the 18th Century
2 weeks
Response to
informational text
Change is caused by
both societal and
personal constructs.
6. The Romantic
Period
8 weeks
Multimedia
presentation and
reflective essay
Conflict leads to
changes in society, both
advantageous and
detrimental.
7. The Victorian
Period
4 weeks
Completed Senior
Exit Portfolio
Order may be natural or
constructed.
8. “The Art of Modern
Poetry” – CCSS Unit
of Study
2-3 weeks
Original Ekphrastic
poem and
argumentative essay
(comparison/contrast)
Art reflects life.
SAUSD Curriculum Map 2014-15 (AB 6-13-14)
Suggested Essential Questions
Core Texts
 How is change during this time period
a reaction to the Renaissance in
Europe?
 How does the literature of any time
period reflect the nature of the society?
 How does satire change thinking and
possibly promote action?
 What are some positive outcomes of
the changes wrought by the revolutions
in Europe and America?
 How are these changes reflected in the
work of the Romantic Poets?
 How is nature an influence on people
and cultures in time of distress?
 What is the role of imagination in
societies and literature?
 How is order the result of chaos in the
Victorian Period?
 What may have seemed harmful at
first, but later proved beneficial to
progress?
 How and why does man try to go
beyond his normal boundaries? What
is the result? (may be used for both
Romantics and Victorians)
 How do art and poetry reflect the
artist’s or poet’s inner experience?
 What do art and poetry have in
common? How are they different?
 How do art and poetry help us
recognize themes in our own lives?
 Swift, Jonathan. A Modest Proposal. Pages
430-437
 De Cervantes, Miguel (translated by
Samuel Putnam). From “Don Quixote.”
Pages 475-479
 Shelley, Mary. Frankenstein.
 The Romantic Writers (Blake, Coleridge,
Wordsworth, Shelley, Byron, Keats) Pages
537-643
 Lord Tennyson, Alfred. The Lady of
Shalott. Pages 697-701
 Lord Tennyson, Alfred. Ulysses. Pages
704-706
 Housman, A.E. To an Athlete Dying
Young. Page 727
 “Vincent” by Don McLean
 “The Starry Night” by Anne Sexton
 “September Song, a Poem in Seven Days:
Tuesday, 9-11-01” by Lucille Clifton
 “Vermeer” by Stephen Mitchell
 “Nighthawks” by Samuel Yellen
 “Girl Powdering Her Neck” by Cathy
Song
SAUSD English Grade 12 Curriculum 2014-2015
Unit 1 “The Anglo-Saxons” (6 Weeks)
Suggested Big Idea
Life is a struggle.
Suggested Essential
Questions








Learning Objectives
End of Unit Performance
Task
How do we deal with inexplicable challenges?
What does it mean to be a hero?
What does history and literature tell us about those who successfully overcome struggle?
Students will be able to read complex texts and work cooperatively to navigate and analyze them.
Students will be able to relate themes from literary periods to modern day dilemmas in order to seek out solutions.
Students will be able to write a descriptive essay, personal statement, and resume using technology effectively.
Descriptive essay
(Also included in this unit are the Personal Statement and Resume)
CCS Standards*
ELD Standards
RL.12.1 and RI.12.1 – Cite
strong and thorough textual
evidence to support
analysis.
RL.12.2 and RI.12.2 –
Determine two or more
themes or central ideas of a
text.
RL.12.3 – Analyze the
impact of the author’s
choices regarding how to
develop and relate elements
of a story or drama.
RL.12.4 and RI.12.4 –
Determine the meaning of
words and phrases as they
are used in a text.
RI.12.3 – Analyze and
explain how specific
individuals, ideas, or events
interact and develop over
the course of the text.
SL.12.1 – Initiate and
participate effectively in a
range of collaborative
discussions.
P.I. C.4 – Adapting
language choices to
various contexts
P.I: Int.6 – Reading
closely literary and
informational texts to
determine how meaning is
conveyed
P.II: SCT.1 –
Understanding text
structure
P.II: SCT.2 –
Understanding cohesion
P.II: EEI.3 – Using verbs
and verb phrases
P.II: EEI.4 – Using
nouns and noun phrases
P.II: EEI.5 – Modifying
to add details
P.II: CCI.6 – Connecting
ideas
P.II: CCI.7 – Condensing
ideas
Complex Texts
Core Texts
 From “Beowulf, Part One,”
translated by Burton Raffel. Pages
21-28
 From “Beowulf, Part Two,”
translated by Seamus Heaney.
Pages 33-38
Suggested Texts
 Leeming, David Adams. The
Anglo-Saxons: 449-1066. Pages 619
 Chua-Eoan, Howard G. Life in 999:
A Grim Struggle. Pages 30-31
 Ashdown, Ellen. The Fury of the
Northmen. Page 39
Language
L.12.1 – Demonstrate
command of the
conventions of standard
English grammar and
usage.
L.12.2 – Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
L.12.3 – Apply knowledge
of language to understand
how language functions in
different contexts.
L.12.5 – Demonstrate
understanding of figurative
language, word
relationships, and nuances
in word meanings.
L.12.6 – Acquire and use
accurately general
academic and domainspecific words and phrases.
Textbook: Holt Literature and Language Arts, Sixth Course. Holt, Rinehart and Winston, 2003.
Cross-Content
Connections
Tribal Civilization
vs. Modern
Civilization – Peer
groups, bullying,
rule-making, living in
a community; heroes
of today vs. AngloSaxon Society
Writing Focus
W.12.3 Write
narratives.
W.12.5 – Develop and
strengthen writing as
needed.
W.12.6 – Use
technology, including
the Internet, to
produce, publish, and
update writing
products.
Educational Services Revised 6/13/14
SAUSD English Grade 12 Curriculum 2014-2015
Unit 2 CCSS Unit of Study: “The Road to Canterbury” (3 Weeks)
Suggested Big Idea
Media and literature are often a comment on the social structures and attitudes of the time.
Suggested Essential
Questions






Learning Objectives
End of Unit Performance
Task
CCS Standards*
RL.12.1 and RI.12.1 – Cite
strong and thorough textual
evidence to support
analysis.
RL.12.2 – Determine two
or more themes or central
ideas of a text.
RL.12.3 – Analyze the
impact of the author’s
choices regarding how to
develop and relate elements
of a story or drama.
RL.12.5 – Analyze how an
author’s choices contribute
to its overall structure and
meaning.
RL.12.7 – Analyze multiple
interpretations of a story,
drama, or poem.
SL.12.1 – Initiate and
participate effectively in a
range of collaborative
discussions.
In what ways are values and social structures revealed in societies?
How do values affect the journeys people take?
How do we tell the tales of our journeys?
How do authors and artists reveal their attitudes toward their subject matter?
What are the social structures and values of our society today?
Students will be able to make inferences about the values and social structures revealed in societies past and present by reading and analyzing
Chaucer’s The Canterbury Tales.
 Students will be able to write an original narrative reflecting Chaucer’s style.
 Narrative: “Create a Mock Tale”
ELD Standards
Complex Texts
Language
P.I: C.1 – Exchanging
L.12.1 – Demonstrate
Core Texts
information and ideas
command of the
 Chaucer, Geoffrey (translated
with others through oral
 by Nevill Coghill). The Prologue to conventions of standard
collaboration
English grammar and
“The Canterbury Tales.” Pages
P.I: Int.6 – Reading
usage.
119-142
closely literary and
L.12.2 – Demonstrate
 Chaucer, Geoffrey (translated
informational texts to
command of the
 by Nevill Coghill). From “The
determine how meaning is
conventions of standard
Pardoner’s Tale.” Pages 145-153
conveyed
English capitalization,
P.I: Pro.10 – Writing
punctuation, and spelling
Suggested Texts
literary and informational
when writing.
 Places of Pilgrimage. Page 128
texts to present, describe,
L.12.3 – Apply knowledge
 Quality Teaching for English
and explain ideas and
of language to understand
Learners, WestEd 2013. Chaucer
information, using
how language functions in
and the Canterbury Tales.
appropriate terminology
different contexts.
 Before You Read: “from The
P.II: SCT.1 –
L.12.4 (a-d) – Determine
Pardoner’s Tale.” Page 145
Understanding text
or clarify the meaning of
 Video: The Later Middle Ages: The unknown and multiplestructure
Bubonic Plague.
meaning words and
P.II: SCT.2 –
 Video: The Crusades.
Understanding cohesion
phrases.
P.II: EEI.5 – Modifying
L.11.5a – Interpret figures
to add details
of speech in context.
P.II: CCI.6 – Connecting
L.12.6 – Acquire and use
ideas
accurately general
P.II: CCI.7 – Condensing
academic and domainideas
specific words and phrases.
Textbook: Holt Literature and Language Arts, Sixth Course. Holt, Rinehart and Winston, 2003.
Cross-Content
Connections
Psychology – The
value of the
“journey” or “quest”
and the influence of
others over us.
Writing Focus
W.12.2 – Write
informative/
explanatory texts.
W.12.3 Write
narratives.
W.12.3b – Use
narrative techniques to
develop experiences,
events, and/or
characters.
W. 12.4 – Produce
clear and coherent
writing.
W.12.6 – Use
technology, including
the Internet, to
produce, publish, and
update writing
products.
W.12.9a – Draw
evidence from literary
or informational texts
to support analysis,
reflection, and
research.
Educational Services Revised 6/13/14
SAUSD English Grade 12 Curriculum 2014-2015
Unit 3 “The Middle Ages” (3 Weeks)
Suggested Big Idea
Man is capable of both good and evil.
Suggested Essential
Questions







Learning Objectives
End of Unit Performance
Task
What are the central themes in stories of the time period and are they still relevant today?
How was a hero defined then and now?
What is the importance of myth in our world?
Students will be able to create an informative/explanatory essay and research project utilizing multiple sources.
Students will be able to incorporate correct MLA format in their research projects.
Students will be able to read and analyze complex text related to medieval time period in order to make connections to modern themes.
Historical report
CCS Standards*
ELD Standards
Complex Texts
Language
RL.12.1 – Cite strong and
thorough textual evidence
to support analysis.
RL.12.2 – Determine two
or more themes or central
ideas of a text.
RL.12.5 – Analyze how an
author’s choices contribute
to its overall structure and
meaning.
RI.12.4 – Determine the
meaning of words and
phrases as they are used in a
text.
SL.12.1 – Initiate and
participate effectively in a
range of collaborative
discussions.
P.I. C.4 – Adapting
language choices to
various contexts
P.I: Int.6 – Reading
closely literary and
informational texts to
determine how meaning is
conveyed
P.I: Pro.10 – Writing
literary and informational
texts to present, describe,
and explain ideas and
information using
technology
P.II: SCT.2 –
Understanding cohesion
P.II: EEI.5 – Modifying
to add details
P.II: CCI.6 – Connecting
ideas
P.II: CCI.7 – Condensing
ideas
Core Texts
 Chaucer, Geoffrey (translated by
Nevill Coghill). From “The Wife of
Bath’s Tale.” Pages 156-166
 Malory, Sir Thomas (retold by
Keith Baines). “The Day of
Destiny” from “Le Morte d’Arthur.
Pages 194-200
L.12.1 – Demonstrate
command of the
conventions of standard
English grammar and
usage.
L.12.2 – Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
L.12.3 – Apply knowledge
of language to understand
how language functions in
different contexts.
L.12.4 (a-d) – Determine
or clarify the meaning of
unknown and multiplemeaning words and
phrases.
L.12.5a – Interpret figures
of speech in context.
L.12.6 – Acquire and use
accurately general
academic and domainspecific words and phrases.
Suggested Texts
 Literary Focus: Couplets: Sound
and Sense. Page 167
 Sir Thomas Malory (c. 1405-1471).
Page 192
 From “The Day of Destiny.” Page
194-200
Textbook: Holt Literature and Language Arts, Sixth Course. Holt, Rinehart and Winston, 2003.
Cross-Content
Connections
Social Science –
Influence of belief
systems, values, and
political leanings in
society; rise of the
Middle Class (why,
how, and still
relevant?)
Writing Focus
W.12.2 – Write
informative/
explanatory texts.
W.12.5 – Develop and
strengthen writing as
needed.
W.12.6 – Use
technology, including
the Internet, to
produce, publish, and
update writing
products.
W.12.7 – Conduct
short as well as more
sustained research
projects to answer a
question or solve a
problem.
Educational Services Revised 6/13/14
SAUSD English Grade 12 Curriculum 2014-2015
Unit 4 “The Renaissance” (7 Weeks)
Suggested Big Idea
Man is the measure of all things.
Suggested Essential
Questions







Learning Objectives
End of Unit Performance
Task
What is Humanism?
How can religion and Humanism exist side by side?
Why do some choose good and some choose evil, and what happens to those who do?
Students will be able to read and analyze Shakespearean texts in order to understand his contribution to the humanities and literature.
Students will be able to find and use literary evidence to support their observations on human nature.
Students will be able to formulate a thesis in order to write a response to literature which addresses themes portrayed in literature of the time.
Response to literature
CCS Standards*
ELD Standards
Complex Texts
Language
RL.12.1 and RI.12.1 – Cite
strong and thorough textual
evidence to support
analysis.
RL.12.4 and RI.12.4 –
Determine the meaning of
words and phrases as they
are used in a text.
RL.12.5 – Analyze how an
author’s choices contribute
to its overall structure and
meaning.
SL.12.1 – Initiate and
participate effectively in a
range of collaborative
discussions.
P.I. C.4 – Adapting
language choices to
various contexts
P.I: Int.6 – Reading
closely literary and
informational texts to
determine how meaning is
conveyed
P.I: Int. 8 – Analyzing
how writers and speakers
use vocabulary for
specific purposes.
P.II: SCT.2 –
Understanding cohesion
P.II: EEI.3 – Using verbs
and verb phrases
P.II: EEI.4 – Using
nouns and noun phrases
P.II: CCI.6 – Connecting
ideas
Core Texts
 Shakespeare, William. Macbeth, Hamlet or
Othello (Macbeth recommended)
(Extended Work)
 Sonnet 29. Page 279
 Shakespeare, William. Sonnet 29 (279) and
Sonnet 30. (280)
 Queen Elizabeth I. Tilbury Speech. Page
330
 Milton, John. “The Fall of Satan” from
“Paradise Lost.” Pages 367-374
L.12.1a – Apply the
understanding that usage
can change over time.
L.12.1b – Resolve issues
of complex or contested
usage.
L.12.3 – Apply
knowledge of language
to understand how
language functions in
different contexts.
L.12.5 – Demonstrate
understanding of
figurative language,
word relationships, and
nuances in word
meanings.
L.12.6 – Acquire and use
accurately general
academic and domainspecific words and
phrases.
Suggested Texts
 Main, C.F. The Renaissance: 1485-1660.
Pages 238-254.
 William Shakespeare (1564-1616). Pages
272-274
 Shakespeare’s Sonnets: The Mysteries of
Love. Pages 275-277
 John Milton (1608-1674). Pages 361-362
 Paradise Lost: Milton’s Epic. Pages 363364
Textbook: Holt Literature and Language Arts, Sixth Course. Holt, Rinehart and Winston, 2003.
Cross-Content
Connections
Science and
Technology –
Influence of
scientific
thought and
invention on
society and the
Rise of the Self
(certainly
pertinent today)
Writing Focus
W.12.2 – Write
informative/
explanatory texts.
W.12.5 – Develop and
strengthen writing as
needed.
W.12.6 – Use
technology, including
the Internet, to
produce, publish, and
update writing
products.
Educational Services Revised 6/13/14
SAUSD English Grade 12 Curriculum 2014-2015
Unit 5 “The Restoration and the Eighteenth Century” (2 Weeks)
Suggested Big Idea
Change is caused by both societal and personal constructs.
Suggested Essential
Questions
 How is change during this time period a reaction to the Renaissance in Europe?
 How does the literature of any time period reflect the nature of the society?
 How does satire change thinking and possibly promote action?
 Students will be able to articulate Enlightenment values and their impact on the eighteenth century.
 Students will be able to evaluate an author’s purpose and distinguish what is directly stated in the text from what is really meant.
 Students will be able to produce a clear and coherent written response to information text.
Response to informational text
Learning Objectives
End of Unit Performance
Task
CCS Standards*
ELD Standards
Complex Texts
Language
RL.12.1 and RI.12.1 – Cite
strong and thorough textual
evidence to support
analysis.
RL.12.2 and RI.12.2 –
Determine two or more
themes or central ideas of a
text.
RL.12.6 – Analyze a case
in which grasping point of
view requires distinguishing
what is directly stated in a
text from what is really
meant.
RI.12.3 – Analyze a
complex set of ideas.
RI.12.6 – Determine an
author’s point of view or
purpose in a text.
SL.12.1 – Initiate and
participate effectively in a
range of collaborative
discussions.
P.I: C.3 – Offering and
justifying opinions and
persuading others
P.I: Int.6 – Reading
closely literary and
informational texts to
determine how meaning is
conveyed
P.I: Int.7 – Evaluating
how well writers and
speakers use language to
support ideas and
arguments.
P.I: Pro.11 – Justifying
own arguments and
evaluating others’
arguments in writing
P.II: SCT.1 –
Understanding text
structure
P.II: SCT.2 –
Understanding cohesion
P.II: EEI.5 – Modifying
to add details
P.II: CCI.6 – Connecting
ideas
Core Texts
 Swift, Jonathan. A Modest Proposal. Pages
430-437
 De Cervantes, Miguel (translated by
Samuel Putnam). From “Don Quixote.”
Pages 475-479
L.12.1 – Demonstrate
command of the
conventions of standard
English grammar and
usage.
L.12.2 – Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
L.12.3 – Apply
knowledge of language
to understand how
language functions in
different contexts.
L.12.4 (a-d) –
Determine or clarify the
meaning of unknown
and multiple-meaning
words and phrases.
L.12.5 – Demonstrate
understanding of
figurative language,
word relationships, and
nuances in word
meanings.
Suggested Texts
 Main, C.F. The Restoration and the
Eighteenth Century: 1660-1800. Pages 412426
 Boyle, T. Coraghessan. Top of the Food
Chain. Pages 438-441
 Wollstonecraft, Mary. From “A
Vindication of the Rights of Woman. Pages
487-491
 Lady Chudleigh, Mary. To the Ladies. Page
494
 Defoe, Daniel. From “The Education of
Women.” Pages 495-497
 Pope, Alexander. “Heroic Couplets” or
from “Essay on Man.” Pages 447/449
 DeMaria, Jr., Robert. The Sting of Satire.
Pages 462-464
Textbook: Holt Literature and Language Arts, Sixth Course. Holt, Rinehart and Winston, 2003.
Cross-Content
Connections
Social Science
– Examination
of the forces of
change in the
17th century that
led to reform.
Writing Focus
W.12.1 – Write
arguments to support
claims.
W.12.4 – Produce
clear and coherent
writing.
W.12.10 – Write
routinely for a variety
of tasks, purposes, and
audiences.
Educational Services Revised 6/13/14
SAUSD English Grade 12 Curriculum 2014-2015
Unit 6 “The Romantic Period” (8 Weeks)
Suggested Big Idea
Conflict leads to changes in society, both advantageous and detrimental.
Suggested Essential
Questions









Learning Objectives
End of Unit Performance
Task
CCS Standards*
RL.12.1 and RI.12.1 – Cite
strong and thorough textual
evidence to support
analysis.
RL.12.2 – Determine two
or more themes or central
ideas of a text.
RL.12.3 – Analyze the
impact of the author’s
choices regarding how to
develop and relate elements
of a story or drama.
RL.12.5 – Analyze how an
author’s choices contribute
to its overall structure and
meaning.
SL.12.1 – Initiate and
participate effectively in a
range of collaborative
discussions.
SL.12.4 – Present
information, findings, and
supporting evidence.
SL.12.5 –Make strategic
use of digital media.
What are some positive outcomes of the changes wrought by the revolutions in Europe and America?
How are these changes reflected in the work of the Romantic Poets?
How is nature an influence on people and cultures in time of distress?
What is the role of imagination in societies and literature?
Students will be able to analyze characteristics of literary subgenres.
Students will be able to make inferences about how literary themes represent societal change.
Students will be able articulate their learning using multiple means of representation.
Multimedia presentation
Reflective essay
ELD Standards
Complex Texts
P.I: C.1 – Exchanging
Core Texts
information and ideas
 Shelley, Mary. Frankenstein. (Extended
with others through oral
Work)
collaboration
Choose 1 or more poems from the
P.I. Int.5 – Listening
Romantics:
actively to spoken English  Henry, Harley. The Romantic Period:
in a range of social and
1798-1832. Pages 522-533
academic contexts.
 Blake, William. The Tyger and The Lamb.
P.I: Int.6 – Reading
Pages 537/539
closely literary and
 Blake, William. The Chimney Sweeper and
informational texts to
The Poison Tree. Pages 541-543 with: from
determine how meaning is
Evidence Given Before the Sadler
conveyed
Committee. Pages 544-545
P.I: Pro.9 – Expressing
 Wordsworth, William. Sonnets. Pages 559information and ideas in
563
formal oral presentations
 Coleridge, Samuel Taylor. Kubla Khan.
on academic topic
Pages 581-602
P.I: Pro.12 – Selecting
 Coleridge, Samuel Taylor. Letter to Joseph
and applying varied and
Cottle: Coleridge Describes His Addiction.
precise vocabulary to
Page 603
convey ideas
 Shelley, Percy Bysshe. Ozymandias. Page
P.II: SCT.1 –
619
Understanding text
 George Gordon, Lord Byron. She Walks in
structure
Beauty. Pages 610-611
P.II: EEI.5 – Modifying

Keats, John. Ode on a Grecian Urn. Pages
to add details
652-653
P.II: CCI.6 – Connecting

Keats, John. Sonnets. Pages 642-643
ideas
Textbook: Holt Literature and Language Arts, Sixth Course. Holt, Rinehart and Winston, 2003.
Language
L.12.1 – Demonstrate
command of the
conventions of standard
English grammar and
usage.
L.12.2 – Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
L.12.4 (a-d) –
Determine or clarify the
meaning of unknown
and multiple-meaning
words and phrases.
L.12.5 – Demonstrate
understanding of
figurative language,
word relationships, and
nuances in word
meanings.
Cross-Content
Connections
Science and
Natural
History –
Exploration of
the Romantics’
view of nature
and the effects
of science and
progress on
mankind.
Writing Focus
W.12.4 – Produce
clear and coherent
writing.
W.12.6 – Use
technology, including
the Internet, to
produce, publish, and
update writing
products.
Educational Services Revised 6/13/14
SAUSD English Grade 12 Curriculum 2014-2015
Unit 7 “The Victorian Period” (4 Weeks)
Suggested Big Idea
Order may be natural or constructed.
Suggested Essential
Questions






Learning Objectives
End of Unit Performance
Task
How is order the result of chaos in the Victorian Period?
What may have seemed harmful at first, but later proved beneficial to progress?
How and why does man try to go beyond his normal boundaries? What is the result? (may be used for both Romantics and Victorians)
Students will be able to analyze the concept of order and examine its impact on daily modern life.
Students will be able to analyze how an author’s choices contribute to a text’s overall structure and meaning.
Students will be able to organize and complete a portfolio of accumulated work that reflects the students’ development over the course of high
school.
Completed Senior Exit Portfolio
CCS Standards*
ELD Standards
Complex Texts
RL.12.1 and RI.12.1 –
Cite strong and thorough
textual evidence to support
analysis.
RL.12.2 – Determine two
or more themes or central
ideas of a text.
RL.12.3 – Analyze the
impact of the author’s
choices regarding how to
develop and relate
elements of a story or
drama.
RL.12.5 – Analyze how an
author’s choices contribute
to its overall structure and
meaning.
SL.12.1 – Initiate and
participate effectively in a
range of collaborative
discussions.
P.I: C.2 – Interacting with
others in written English in
various forms
P.I. C.4 – Adapting language
choices to various contexts
P.I: Int.6 – Reading closely
literary and informational texts
to determine how meaning is
conveyed
P.I: Int. 8 – Analyzing how
writers and speakers use
vocabulary for specific
purposes.
P.II: SCT.1 – Understanding
text structure
P.II: EEI.5 – Modifying to
add details
P.II: CCI.7 – Condensing
ideas
Core Texts
 Lord Tennyson, Alfred. The Lady of
Shalott. Pages 697-701
 Lord Tennyson, Alfred. Ulysses. Pages
704-706
 Housman, A.E. To an Athlete Dying Young.
Page 727
Optional Extended Work:
 Stephenson, Robert Louis. Strange Case of
Dr. Jekyll and Mr. Hyde.
Suggested Texts
 Gray, Donald. The Victorian Period: 18321901. Pages 678-693
 Browning, Robert. “My Last Duchess”
Pages 709-710
 Markus, Julia. Scenes from a Modern
Marriage. Page 711
 Arnold, Matthew. Dover Beach. Page 722
 Pool, Daniel. Death and Other Grave
Matters. Page 728
 Chekhov, Anton. The Bet. Pages 767-772
Textbook: Holt Literature and Language Arts, Sixth Course. Holt, Rinehart and Winston, 2003.
Language
Cross-Content
Connections
Social Science
– Connections
to the themes
of war and
alienation and
how modern
man is or will
cope with
these changes.
Writing Focus
L.12.1 –
W.12.4 – Produce clear
Demonstrate
and coherent writing.
command of the
W.12.5 – Develop and
conventions of
strengthen writing as
standard English
needed.
grammar and usage.
W.12.6 – Use
L.12.2 –
technology, including
Demonstrate
the Internet, to produce,
command of the
publish, and update
conventions of
writing products.
standard English
W.12.10 – Write
capitalization,
routinely for a variety of
punctuation, and
tasks, purposes, and
spelling when
audiences.
writing.
L.12.4 (a-d) –
Determine or clarify
the meaning of
unknown and
multiple-meaning
words and phrases.
L.12.5 –
Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.
Educational Services Revised 6/13/14
SAUSD English Grade 12 Curriculum 2014-2015
Unit 8 CCSS Unit of Study “The Art of Modern Poetry” (2-3 Weeks)
Suggested Big Idea
Suggested Essential
Questions
Learning Objectives
End of Unit Performance
Task
Art reflects life.
Enduring Understanding: Works of visual art and poetry often represent universal human experiences.
 How do art and poetry reflect the artist’s or poet’s inner experience?
 What do art and poetry have in common? How are they different?
 How do art and poetry help us recognize themes in our own lives?
 Students will be able to compare and contrast fine art and poetry in order to reveal the common themes they represent.
 Students will be able to write ekphrastic poetry employing effective poetic devices.
 Students will be able to write an argumentative essay comparing a work of art and the students’ own ekphrastic poetry.
 Original ekphrastic poem
 Argumentative essay – comparison/contrast
CCS Standards*
ELD Standards
RL.12.1 and RI.12.1 –
Cite strong and thorough
textual evidence to support
analysis.
RL.12.2 – Determine two
or more themes or central
ideas of a text.
RL.12.4 and RI.12.4 –
Determine the meaning of
words and phrases as they
are used in a text.
RL.12.7 – Analyze
multiple interpretations of
a story, drama, or poem.
RL.12.10 and RI.12.10 –
By the end of grade 12,
read and comprehend
complex grade level text
proficiently.
SL.12.1 – Initiate and
participate effectively in a
range of collaborative
discussions.
P.I: C.3 – Offering and
justifying opinions and
persuading others
P.I: Int.6 – Reading closely
literary texts and viewing
multimedia to determine how
meaning is conveyed
P.I: Int.7 – Evaluating how
well writers and speakers use
language to support ideas and
arguments.
P.I: Pro.10 – Writing literary
and informational texts to
present, describe, and explain
ideas and information, using
appropriate terminology
P.I: Pro.11 – Justifying own
arguments and evaluating
others’ arguments in writing
P.II: SCT.2 – Understanding
cohesion
P.II: EEI.5 – Modifying to
add details
P.II: CCI.6 – Connecting
ideas
P.II: CCI.7 – Condensing
ideas
Complex Texts
Core Texts
 “Vincent” by Don McLean
 “The Starry Night” by Anne Sexton
 “September Song, a Poem in Seven
Days: Tuesday, 9-11-01” by Lucille
Clifton
 “Vermeer” by Stephen Mitchell
 “Nighthawks” by Samuel Yellen
 “Girl Powdering Her Neck” by Cathy
Song
Suggested Texts
 Short Biography of Vincent van Gogh
 Excerpts from “Notes on Ekphrasis
(2008)” by Alfred Corn
Textbook: Holt Literature and Language Arts, Sixth Course. Holt, Rinehart and Winston, 2003.
Language
L.12.1 – Demonstrate
command of the
conventions of
standard English
grammar and usage.
L.12.3 – Apply
knowledge of
language to understand
how language
functions in different
contexts.
L.12.3a – Vary syntax
for effect.
L.12.4b – Identify and
correctly use patterns
of word changes that
indicate different
meanings or parts of
speech.
L.12.5 – Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.
Cross-Content
Connections
The Arts – Poetry,
fine arts, and music
combine to express
universal themes.
Writing Focus
W.12.1 – Write
arguments to
support claims.
W.12.3 – Write
narratives.
W.12.3a – Engage
and orient the reader
by setting out a
problem, situation or
observation and its
significance.
W.12.3d – Use
precise words and
phrases to convey a
vivid picture.
W.12.4 – Produce
clear and coherent
writing.
Educational Services Revised 6/13/14
SAUSD English Grade 12 Curriculum 2014-2015
*Complete California State Standards can be accessed at the following CDE Web page: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Textbook: Holt Literature and Language Arts, Sixth Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 6/13/14