Grade Level: 12th
Marion County Public Schools Curriculum Map
2016 – 2017
Course: English IV
The Year-at –a-Glance is a general overview. Refer to the unit map for instruction and assessment guide.
Quarter 4
Quarter 3
Quarter 2
Quarter 1
Quarter
First Date of
Week
8 Aug
15 Aug
22 Aug
29 Aug
05 Sep
12 Sep
19 Sep
26 Sept
03 Oct
10 Oct
17 Oct
24 Oct
31 Oct
7 Nov
14 Nov
21 Nov
28 Nov
05 Dec
12 Dec
19 Dec
26 Dec
2 Jan
9 Jan
16 Jan
23 Jan
30 Jan
6 Feb
13 Feb
20 Feb
27 Feb
6 Mar
13 Mar
20 Mar
27 Mar
3 Apr
10 Apr
17 Apr
24 Apr
1 May
8 May
15 May
22 May
Blank =
5 Days
3 days
Writing
Focus
MCPS Baseline
Writing Assignment
ER
4 days
Unit/Collection/Focus
Unit 1: Grammar Review
(2 weeks)
Informative
Writing
Unit 2: Collection 5 –
“Taking Risks”
(5 weeks)
MCPS CRL #1
ER
3 days
ER
ER
2 days
Unit 3: Collection 1 –
“Chasing Success”
(5 weeks)
MCPS CRL #2
Argumentative
Writing
Unit 4: Collection 3 –
“Voices of Protest”
(6 weeks)
ER
WINTER BREAK
3 days
4 days
ER
ER
Unit 5: Collection 2 –
“Gender Roles”
(6 weeks)
MCPS CRL #3
Literary
Analysis
Unit 6: Collection 4 –
“Seeking Justice, Seeking Peace”
(6 weeks)
4 days
SPRING BREAK
4 days
4 days
Narrative
Writing
MCPS CRL #4
(optional) –
Unit 7: Collection 6 –
“Finding Ourselves in Nature”
(6 weeks)
3 ER /
4
Days
4 days
EREarly Release
Updated 7/15/2016
Common Lessons
and Assessments
See the curriculum map for detailed information about the
units. All Common Lesson and Assessment scores are
reported in Performance Matters for progress monitoring.
Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Please read before using curriculum map!
The following map offers the district’s plan for the school year and was created by a committee of English/Language Arts teachers. As the Language Arts Florida
Standards(LAFS) involve multiple skills in each standard, teaching should be a progression toward mastery of the full intent of the standard by the end of the grade
or grade band, not by the end of a quarter. Every LAFS is addressed within this map. It is every teacher’s responsibility to ensure instruction reaches the
appropriate cognitive complexity and rigor that the each standard requires. Also included are standards for English Language Development*, civics, and health
education, which we are statutorily required to include in our instruction. The maps have been designed to follow the MCPS’s Learning-Focused template,
incorporating LF components: Key Learning Statements, Unit Essential Questions, Lesson Essential Questions, Knows and Dos.
Following the pacing and order of the map is important. Marion County has a high mobility rate, so following the maps helps our students stay on track when they
move from school to school. Also, the writing focus is aligned quarterly 6-12. This allows for vertical and horizontal collaboration in PLCs at the school and district
level. While the maps provide an instructional guide, teachers are responsible for developing rigorous lessons with the units to lead students to mastery of the
standards. Model lessons are posted on the K-12 Academic Services portal. These model lessons contain components that research shows are essential to effect
student mastery of standards.
Recursive Standards: There are standards repeated throughout the course of the year and are expected to be included in the instruction of all units. Embedding
them into the curriculum is intentional. The recursive standards are listed in their entirety at the beginning of the map and are bolded in the unit that they are
explicitly taught (important/essential).
The textbook is the main ELA resource. With the adoption of the HMH Collections series, teachers are provided a textbook that blends literary and non-fiction—a
key component of the Language Arts Florida Standards. The HMH online materials provide a wealth of resources for the teacher and for the student. The online
resources are referenced on the maps as well as in the text at point of use.
One of the most valuable resources available is your school librarian. Please consult him/her with specific requests to aid your instruction.
IMPORTANT: The Year-at-a-Glance, the YAG, is a quick overview of the year. You do not teach from the YAG. The curriculum maps give specifics.
* English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas
and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or
interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic
success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an
ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on
the following link: http://www.cpalms.org/uploads/docs/standards/eld/la.pdf.
As noted above, these standards are required by statute.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language
Arts.
Please forward any suggestions or concerns about the curriculum maps to Connie Carpenter ([email protected]). A teacher committee will
convene the summer of 2017 to address the suggestions and concerns and to determine additional edits needed.
UPDATED 7/15/2016
Page |2
Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Recursive Language Arts Florida Standards: English IV
LAFS.1112.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain. (Level 2)
LAFS.1112.RL.1.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact
and build on one another to produce a complex account; provide an objective summary of the text. (Level 3)
LAFS.1112.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.) (Level 3)
LAFS.1112.RL.4.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems,
at the high end of the grades 11-CCR text complexity band independently and proficiently. (Level 2)
LAFS.1112.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain. (Level 3)
LAFS.1112.RI.1.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on
one another to provide a complex analysis; provide an objective summary of the text. (Level 3)
LAFS.1112.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how
an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (Level 3)
LAFS.1112.RI.4.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and
proficiently. (Level 2)
LAFS.1112.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (Level 3)
LAFS.1112.SL.2.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and
a range of formal and informal tasks. (Level 3)
LAFS.1112.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) (Level 3)
LAFS.1112.W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–
12) (Level 3)
LAFS.1112.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (Level 3)
LAFS.1112.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences. (Level 3)
LAFS.1112.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Level 3)
LAFS.1112.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Level 2)
LAFS.1112.L.1.2b Spell correctly. (Level 2)
LAFS.1112.L.2.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening. (Level 3)
LAFS.1112.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing
flexibly from a range of strategies. (Level 2)
LAFS.1112.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Level 3)
LAFS.1112.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension
or expression. (Level 2)
UPDATED 7/15/2016
Page |3
Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Unit 1
Language Arts Florida Standards for Grammar Review
Language
LAFS.1112.L.1.1b Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed. (Level 3)
LAFS.1112.L.2.3a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the
study of complex texts when reading. (Level 3)
LAFS.1112.L.3.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception,
conceivable). (Level 2)
LAFS.1112.L.3.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. (Level 2)
UPDATED 7/15/2016
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Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Unit 1
Course English IV
Grammar Review :
Key Learning Statement (Understanding):
Grammar allows students to decipher the complex and
diverse nature of language and reading in addition to
writing in a clear, interesting, and precise manner.
PACING: 2 weeks
Language Arts Florida Standards
Recursive:
Non-Recursive:
RL 1.1, 1.2, 2.4, 4.10
L 1.1b, 1.2b, 2.3a, 3.4b, 3.4c
RI 1.1, 1.2, 2.4, 4.10
W 2.4, 2.5, 3.9, 4.10
SL 1.1, 2.4
L 1.1, 1.2, 1.2b, 2.3, 3.4, 3.5, 3.6,
Unit Essential Question:
How do I decipher complexity and diversity of language
in reading while also writing in a clear, interesting, and
precise manner?
LESSON ESSENTIAL QUESTIONS
How do I write a sentence using proper subject-verb
agreement?
Why is pronoun-antecedent agreement important to
writing?
KNOWs / DOs
KNOWs:
DO:
Subject-verb agreement
Write sentences using proper subjectverb agreement.
Pronoun-antecedent agreement
Spelling, capitalization
Write sentences using proper pronounantecedent agreement.
How do I make sure I am using the correct verb tense?
Punctuation
How does correcting errors and editing increase the
clarity and complexity of my writing?
Verb tenses
Why does sentence variety produce effective writing?
Sentence errors
Use proper verb tenses in language and
writing.
Identify and edit sentence errors in a text.
How can consulting reference materials enrich
communication?
Sentence combining
Parts of speech
How does correct capitalization and punctuation make
my writing easier to understand?
Combine sentences to produce more
effective writing.
Consult references such as a dictionary
or thesaurus to improve spelling.
Use appropriate capitalization in writing.
How does knowledge of the parts of speech enhance
comprehension while reading and writing?
Demonstrate proper punctuation.
Identify the parts of speech and use them
correctly when forming sentences.
UPDATED 7/15/2016
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Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Unit 1
Course English IV
Grammar Review:
SUGGESTED ASSESSMENTS
Standardized Test Prep - GrammarNotes: Mechanics 1
and 2
GrammarNotes: Grammar and Usage 1 and 2
COMMON PERFORMANCE TASKS
Required:
Baseline Writing Assignment
MISCONCEPTIONS
The student may believe that:
TEACHER REFLECTION/NOTES:
RESOURCES
Priority Texts:
GrammarNotes (Teacher Resources, Online Textbook):
Online Collaboration
Subject-verb agreement
Lesson 4 Using Subject-Verb Agreement
Pronoun-antecedent agreement
Lesson 5 Using Pronoun-Antecedent Agreement
Lesson 6 Using Pronouns Correctly
Capitalization, punctuation, and spelling
Lesson 17 Using Capital Letters
Lesson 18 Using End Marks
Lesson 19 Using Commas
Lesson 20 Using Semicolons
Lesson 22 Using Quotation Marks
Lesson 24 Improving Your Spelling
Verb and Verb tenses
Lesson 8 Understanding Verb Forms
Lesson 9 Mastering Six Troublesome Verbs
Lesson 10 Understand Verb Tense and Mood
Lesson 11 Using Active and Passive Voice
Sentence Errors
Lesson 1 Correcting Sentence Fragments
Lesson 2 Correcting Run-on Sentences
Sentence Errors
Lesson 3 Combining Sentences
Additional Resources - Check Online Collaboration link for further resources.
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
Level-Up Tutorial - Grammar
NEA Grammar Ninja Parts of Speech Game
UPDATED 7/15/2016
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Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Unit 2
Language Arts Florida Standards for Collection 5
Reading: Literature
LAFS.1112.RL.1.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed). (Level 3)
Reading: Informational Text
LAFS.1112.RI.2.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement). (Level 3)
Writing
LAFS.1112.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content. (Level 4)
LAFS.1112.W.1.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (Level 4)
LAFS.1112.W.1.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic. (Level 4)
LAFS.1112.W.1.2c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts. (Level 4)
LAFS.1112.W.1.2d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the
topic. (Level 4)
LAFS.1112.W.1.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing. (Level 4)
LAFS.1112.W.1.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications
or the significance of the topic). (Level 4)
LAFS.1112.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences. (Level 3)
LAFS.1112.W.1.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (Level 3)
LAFS.1112.W.1.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters. (Level 3)
LAFS.1112.W.1.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense, growth, or resolution). (Level 3)
LAFS.1112.W.1.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters. (Level 3)
LAFS.1112.W.1.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (Level 3)
Speaking and Listening
LAFS.1112.SL.1.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (Level 3)
LAFS.1112.SL.1.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (Level 3)
LAFS.1112.SL.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used. (Level 3)
LAFS.1112.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12
Language standards 1 and 3 on page 54 for specific expectations.) (Level 2)
UPDATED 7/15/2016
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Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 5 : “Taking Risks”
Unit 2
Key Learning Statement (Understanding):
Author’s choice in rhetoric influences risk taking.
Unit Essential Question:
How does rhetoric influence a speaker’s audience?
PACING: 5 weeks
Language Arts Florida Standards
Recursive:
Non-Recursive:
RL 1.1, 1.2, 2.4, 4.10
RL 1.3
RI 1.1, 1.2, 2.4, 4.10
RI 2.6
W 2.4, 2.5, 3.9, 4.10
W 1.2a-f 1.3a-e
SL 1.1, 2.4
SL 1.1c, 1.2, 1.3, 2.6
L 1.1, 1.2, 1.2b, 2.3, 3.4, 3.5, 3.6
Essential:
Important:
LESSON ESSENTIAL QUESTIONS
Compact:
KNOWs / Dos
KNOWs:
DO:
Theme/universal theme
Identify a theme and apply it on a
universal level.
What makes a theme universal?
How does perspective influence a text?
How do an author’s choices impact a text?
Central idea
Identify a central idea.
Narrative characteristics
How do context clues help me understand unknown
language?
How are kennings, alliteration, and other devices used in
poetry?
How do I give an effective speech?
Understand differences in point of view.
Point of view (speaker vs. audience)
Author’s choices-rhetoric
Demonstrate understanding of authors’
choices in writing.
Context clues
Identify rhetorical strategies
Kennings, alliteration, other poetic
devices
Use context clues to understand
language.
The Writing Process
Identify and use kennings, alliteration,
and other poetic devices.
Elements of Speech – PVLEGS
P-oise
V-oice
L-ife
E-ye contact
G-esture
S-peed
UPDATED 7/15/2016
Evaluate a speech.
Present information and evidence in a
clear and organized manner.
Write and present a speech.
Page |8
Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 5: “Taking Risks”
Unit 2
SUGGESTED ASSESSMENTS
RESOURCES
Priority Texts:
Culminating Writing Informative Compare /Contrast
Collection 5 Unit Tests
Selection Test for both Priority Texts
Online Collaboration
Beowulf translated by Burton Raffel p. 409

Epic Poem; Lexile: N/A
Beowulf translated by Burton Raffel, Close Reader p.87
COMMON PERFORMANCE TASKS
Required:
CRL#1

Epic Poem; Lexile: N/A
Suggested Texts:
Suggested:
Research, write, and present a Speech
Close Reader Activities
Collection 5 Performance Tasks
MISCONCEPTIONS
The student may believe that:
“The Mosquito Solution” by Michael Specter p. 453
“Explosion of the Space Shuttle Challenger” by Ronald Reagan p. 429
Video – Reagan Challenger Speech
“The Deep” by Anthony Doerr p. 433
Suggested Readings:
Grendel, The American Reader: Words that Moved a Nation
Additional Resources – Check Online Collaboration link for further resources.
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
Video Links: History Channel, A&E, FYI
Interactive Whiteboard Lessons
CPALMS Standards with Access Points
TEACHER REFLECTION/NOTES:
Level-Up Tutorials – Myths, Legends, and Tales
Level-Up Tutorials – Universal and Recurring Themes
Close Read Screencast – Beowulf, Lines 15-29
Close Read Screencast – Beowulf, Lines 191-207
PVLEGS - Speaking and Listening Concepts
Common Lit. Article – “Ronald Reagan on the Challenger Disaster Article”
News ELA Article – “Reagan’s Challenger Speech”
NASA Article – “Enduring Lessons of Challenger”
“We’ll Never Conquer Space” by Arthur C. Clark
“Privacy Rights in Ordering Pizza” (1984 companion)
UPDATED 7/15/2016
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Grade Level 12th grade
Unit 3
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Language Arts Florida Standards for Collection 1
Reading: Informational Text
LAFS.1112.RI.3.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem. (Level 3)
Writing
LAFS.1112.W.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,
including new arguments or information. (Level 2)
LAFS.1112.W.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (Level
2)
LAFS.1112.W.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation. (Level 2)
Speaking and Listening
LAFS.1112.SL.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used. (Level 3)
Language
LAFS.1112.L.1.1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
LAFS.1112.L.1.1b Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern American Usage) as needed.
LAFS.1112.L.3.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
UPDATED 7/15/2016
P a g e | 10
Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 1 : “Chasing Success”
Unit 3
Key Learning Statement (Understanding):
Authors use precise word choice and diction to convey
their ideas on and experiences with a given topic.
Unit Essential Question:
How do I choose precise words and research credible
evidence to convey and support my ideas?
PACING: 5 weeks
Language Arts Florida Standards
Recursive:
Non-Recursive:
RL 1.1, 1.2, 2.4, 4.10
RI 3.7
RI 1.1, 1.2, 2.4, 4.10
W 2.6, 3.7, 3.8
W 2.4, 2.5, 3.9, 4.10
SL 1.3
SL 1.1, 2.4
L 1.1a-b, 3.4c
L 1.1, 1.2, 1.2b, 2.3, 3.4, 3.5, 3.6,
LESSON ESSENTIAL QUESTIONS
KNOWs / DOs
KNOWs:
DO:
Research process
Explore a topic for research.
Source credibility
Determine the credibility of sources.
Plagiarism
Identify and avoid plagiarism.
MLA citation
Cite textual evidence to support an
inference.
Why is it important to research multiple sources?
How do I determine which evidence to cite?
What are the different forms of plagiarism?
How do I use MLA citations and format?
How can a reader use an author’s word choice and
textual evidence to support inferences?
How do the parts of a text influence the overall meaning
of a story?
Why should a debate integrate multiple sources of
information?
How can one successfully discuss an issue?
Citing text evidence (parenthetical)
Pre-writing/writing process
Integrate and evaluate information
presented in different media or formats.
Word choice/diction
Analyze author’s word choice.
Etymology
Use hyphens correctly.
Hyphens
Analyze the structure of a debate.
Debate protocol
Converse collaboratively and coherently.
Present a debate.
Publish or share writing using technology.
UPDATED 7/15/2016
P a g e | 11
Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 1: “Chasing Succes
Unit 3
SUGGESTED ASSESSMENTS
Performance Assessment Workbook – Unit 1,
Argumentative Essay
Collection 1 Unit Tests
Selection Test for Priority Texts
COMMON PERFORMANCE TASKS
Required:
CRL#2
Suggested:
Research-based Argumentative Essay
Close Reader
Collection 1 Performance Tasks
Video Links: History Channel, A&E, FYI
Interactive Whiteboard Lessons
MISCONCEPTIONS
The student may believe that:
RESOURCES
Priority Texts:
“Marita’s Bargain” by Malcolm Gladwell p. 3
 Essay; Lexile: 1060
“A Walk to the Jetty” from “Annie John” by Jamaica
Kincaid p. 31
 Novel Excerpt; Lexile: 1290
Online Collaboration
Suggested Texts:
“Kewauna’s Ambition” from “How Children Succeed”, Close
Reader p.3
“Next Term, We’ll Mash You” by Penelope Lively, Close Reader p. 11
“Girl” by Jamaica Kincaid
Suggested Readings:
1984, Cat’s Cradle, Death of a Salesman
Additional Resources – Check Online Collaboration link for further resources.
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
Level-Up Tutorials – Writing Arguments, Using Textual Evidence
Level-Up Tutorials – Writing Revision
Close Read Screencast – A Walk to the Jetty, Lines 13-22
Close Read Screencast – A Walk to the Jetty, Lines 304-313
Close Read Screencast – Marita’s Bargain, Lines 104-115
TEACHER REFLECTION/NOTES:
Close Read Screencast – Marita’s Bargain, Lines 186-193
Common Lit. – “Nice Kids Finish First” Article
Common Lit. – “Steve Jobs Stanford University Commencement Speech”
News ELA – “Surfing South Africa” Article
Purdue Owl – MLA Citation
Mindset (YouTube – “Growth Mindset” by Carol Dweck)
Video - Jamaica Kincaid reads “Girl”
“Girl” as published in The New Yorker
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Grade Level 12th grade
Unit 4
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Language Arts Florida Standards for Collection 3
Reading: Literature
LAFS.1112.RL.2.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire
sarcasm, irony, or understatement). (Level 3)
LAFS.1112.RL.3.9 Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature, including how two or
more texts from the same period treat similar themes or topics. (Level 3)
Reading: Informational Text
LAFS.1112.RI.2.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure
makes points clear, convincing, and engaging. (Level 3)
LAFS.1112.RI.3.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g.,
in U.S. Supreme Court majority opinions and dissents) and the premises, purpose, and arguments in works of public advocacy (e.g., The Federalist, presidential
addresses). (Level 3)
LAFS.1112.RI.3.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including the
Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes and
rhetorical features. (Level 3)
LAFS.1112.RI.4.10. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently
and proficiently. (Level 2)
Writing
LAFS.1112.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(Level 4)
LAFS.1112.W.1.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (Level 4)
LAFS.1112.W.1.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (Level 4)
LAFS.1112.W.1.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (Level 4)
LAFS.1112.W.1.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing. (Level 4)
LAFS.1112.W.1.1e Provide a concluding statement or section that follows from and supports the argument presented. (Level 4)
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Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 3 : “Voices of Protest”
Unit 4
Key Learning Statement (Understanding):
Authors use many rhetorical devices, such as satire, to
enhance their arguments and allow others to see the
argument in a new way.
Unit Essential Question:
Why are rhetorical devices powerful tools for
arguments?
PACING: 6 weeks
Language Arts Florida Standards
Recursive:
Non-Recursive:
RL 1.1, 1.2, 2.4, 4.10
RL 2.6, 3.9
RI 1.1, 1.2, 2.4, 4.10
RI 2.5, 3.8, 3.9, 4.10
W 2.4, 2.5, 3.9, 4.10
W 1.1a-e
SL 1.1, 2.4
L 1.1, 1.2, 1.2b, 2.3, 3.4, 3.5, 3.6
Essential:
Important:
LESSON ESSENTIAL QUESTIONS
Compact:
KNOW/ DO
KNOW:
DO:
Rhetoric: satire, sarcasm, irony, and
understatement
Analyze elements of rhetoric in a text,
including satire, sarcasm, irony, and
understatement.
Why would an author write a satire?
How does literature reflect the moral discourse of its
day?
How does literature influence culture and morality?
Figurative, connotative, and technical
meanings
How do writers use rhetorical devices to drive an
argument?
Tone
How does a reader evaluate an author’s argument to
determine meaning?
How do I determine which evidence to cite?
How do I identify and use ethos, pathos, and logos?
Point of view (irony)
Determine connotative meanings of
words.
Analyze the effectiveness of text structure
and create a structurally effective piece of
writing.
Text structure
Write a satire.
Elements of an argument
- Claim
- Counterclaim
- Rebuttal
Compare and contrast literary and
foundational texts.
Participate in group discussions.
Source credibility
Determine the credibility of sources.
Ethos, Pathos, Logos
Identify and use ethos, logos, and pathos.
Write an argument.
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Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 3: “Voices of Protest”
Unit 4
SUGGESTED ASSESSMENTS
Writing Argumentative Essays (continued from previous
Unit)
Collection 3 Unit Tests
Selection Test for both Priority Texts
COMMON PERFORMANCE TASKS
Required:
CRL #2
Suggested:
Performance Task B – Write a Satire
Close Reader Activities
Collection 3 Performance Tasks
Video Links: History Channel, A&E, FYI
Interactive Whiteboard Lessons
MISCONCEPTIONS
The student may believe that:
RESOURCES
Priority Texts:
“Speech on the Vietnam War” by Martin Luther King, Jr.
p.151
 Speech / Lexile 1290
Satire - “A Modest Proposal” by Jonathan Swift p. 199

Online Collaboration
Satire / Lexile 1590
Suggested Texts:
“People and Peace, Not Profits and War” by Shirley
Chisholm, Close Reader p. 39
“Who Speaks for the 1%?” by Joel Stein, Close Reader p. 45
“The Clan of the One-Breasted Women p.187
Suggested Readings:
Autobiography of Malcolm X, Why We Can’t Wait (MLK), The Things They Carried,
The Importance of Being Earnest, 1984
Additional Resources – Check Online Collaboration link for further resources.
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
Level-Up Tutorials – Author’s Style
Close Read Screencast – A Modest Proposal, Lines 25-33
TEACHER REFLECTION/NOTES:
Close Read Screencast – A Modest Proposal, Lines 186-193
Close Read Screencast – Speech on the Vietnam War, Lines 14-24
Close Read Screencast – Speech on the Vietnam War, Lines 219-228
NY Times – Teaching with Protest Songs
YouTube - “Imagine the Angels of Bread”
YouTube – Vietnam TED Talk
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Grade Level 12th grade
Unit 5
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Language Arts Florida Standards for Collection 2
Reading: Literature
LAFS.1112.RL.1.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed). (Level 3)
LAFS.1112.RL.2.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (Level 3)
LAFS.1112.RL.2.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement). (Level 3)
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Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 2 : “Gender Roles”
Unit 5
PACING: 6 weeks
An author’s point of view is influenced by many factors,
such as culture, gender roles, and time period.
Language Arts Florida Standards
Recursive:
Non-recursive:
RL 1.1, 1.2, 2.4, 4.10
RL 1.3, 2.5, 2.6
RI 1.1, 1.2, 2.4, 4.10
W 2.4, 2.5, 3.9, 4.10
SL 1.1, 2.4
L 1.1, 1.2, 1.2b, 2.3, 3.4, 3.5, 3.6,
Unit Essential Question:
How do culture, gender roles, and time period influence
an author’s point of view?
Essential:
Key Learning Statement (Understanding):
Important:
LESSON ESSENTIAL QUESTIONS
Compact:
KNOW / DO
KNOW:
DO:
Historical context
Analyze how the historical context of a
text relates to its meaning.
How are authors influenced by time period and culture?
How do I inform others effectively through writing?
Frame story
How do authors develop characters through narration?
Diction
Analyze and evaluate the structure of
various texts and genres.
How do literary devices affect meaning?
How does syntax help clarify a text?
How do I apply historical context to understand the bias
in a text?
How does an author’s word and structure choices affect
a text’s meaning?
How do I write an effective literary analysis essay?
Tone
Analyze the narrator through diction and
tone.
Figurative language
Author’s word and structure choice
Syntax
Determine figurative meanings of words
and phrases in context.
Identify literary devices in a text and how
they affect the overall meaning.
Literary analysis essay structure
Character development
Analyze the author’s choice in words and
structure.
Analyze syntax.
Write a literary analysis essay.
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Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 2: “Gender Roles”
Unit 5
SUGGESTED ASSESSMENTS
Collection 2 Unit Test
Selection Test for both Priority Texts
COMMON PERFORMANCE TASKS
Required:
CRL#3
Suggested:
Write a Literary Analysis Essay
Close Reader Activities
Collection 2 Performance Tasks
Video Links: History Channel, A&E, FYI
Interactive Whiteboard Lessons
MISCONCEPTIONS
The student may believe that:
RESOURCES
Priority Texts:
“The Wife of Bath’s Tale” from The Canterbury Tales p.77
 Narrative Poem; Lexile varies, est. L1310
“The Pardoner’s Tale” from The Canterbury Tales, Close Reader p.19
 Narrative Poem; Lexile varies, est. L1310
Online Collaboration
Suggested Texts:
The Canterbury Tales – General Prologue
“The Men We Carry in Our Minds” by Scott Russell Sanders
p. 131
from “Pink Think”, Close Reader p.33
Suggested Readings:
Pygmalion, Jane Eyre, A Thousand Splendid Suns, The Awakening, Sense and
Sensibility, Wuthering Heights
Additional Resources – Check Online Collaboration link for further resources.
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
Level-Up Tutorials – Historical and Cultural Context
Close Read Screencast – The Wife of Bath’s Tale, Lines 36-44
Close Read Screencast – The Wife of Bath’s Tale, Lines 229-312
YouTube – Canterbury Tales Prologue and Characters
YouTube – Chaucer, Lesson 1 – Historical Context
TEACHER REFLECTION/NOTES:
YouTube – Chaucer, Lesson 2 – Intro and Middle English
YouTube – General Prologue in Middle English
Canterbury Tales Episode 1
Canterbury Tales Episode 2
Canterbury Tales Episodehttp://www.youtube.com/watch?v=uCq6117mYqg 3
Poetry Analysis – “The Flea” by John Donne
News ELA – “We Celebrate Women” Article
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Grade Level 12th grade
Unit 6
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Language Arts Florida Standards for Collection 4
Reading: Literature
LAFS.1112.RL.1.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed). (Level 3)
LAFS.1112.RL.2.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (Level 3)
LAFS.1112.RL.2.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement). (Level 3)
LAFS.1112.RL.3.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem. (Level 3)
Writing
LAFS.1112.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(Level 4)
LAFS.1112.W.1.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (Level 4)
LAFS.1112.W.1.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (Level 4)
LAFS.1112.W.1.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (Level 4)
LAFS.1112.W.1.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing. (Level 4_
LAFS.1112.W.1.1e Provide a concluding statement or section that follows from and supports the argument presented. (Level 4)
Speaking and Listening
LAFS.1112.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (Level 2)
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Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 4: “Seeking Justice, Seeking Peace”
Unit 6
PACING: 6 weeks
Authors develop multiple conflicts in literature that
readers must analyze in order to draw conclusions.
Language Arts Florida Standards
Recursive:
Non-recursive:
RL 1.1, 1.2, 2.4, 4.10
RL 1.3, 2.5, 2.6
RI 1.1, 1.2, 2.4, 4.10
W 1.1
W 2.4, 2.5, 3.9, 4.10
SL 2.6
SL 1.1, 2.4
L 1.1, 1.2, 1.2b, 2.3, 3.4, 3.5, 3.6,
Unit Essential Question:
How does analyzing multiple conflicts help a reader
draw conclusions?
Essential:
Key Learning Statement (Understanding):
Important
LESSON ESSENTIAL QUESTIONS
Compact:
KNOW / DO
KNOW:
DO:
Elements of tragedy
(tragic hero, tragic flaw, antagonist,
protagonist, conflict, catastrophe,
catharsis, hubris)
Analyze the elements of tragedy within a
drama.
How does Hamlet illustrate a tragic hero?
How do the elements of drama create suspense?
Why is it important to understand character motives?
How can a reader analyze conflict in a text to draw
conclusions?
How does Shakespeare effectively use literary devices?
How can performance enhance a script?
How do I create an effective multimedia presentation?
Drama elements
(main characters, foils, plot,
acts/scenes, dialogue, aside,
soliloquy, stage directions, verse
drama, blank verse, meter,
dramatic/verbal irony, foreshadowing,
comic relief, satire)
Identify the elements of drama and their
role in the meaning of a text.
Analyze character motives.
Analyze conflict in drama.
Identify literary devices and form in a text
and how they relate to the meaning as a
whole.
Characterization/motivation/conflict
Figurative language
Literary devices
(alliteration, allusion, metaphor,
extended metaphor, puns,
personification, paradox, idiom,
imagery, simile)
Compare/contrast performance vs. written
versions of a drama.
Analyze drama interpretations.
Write a literary analysis
Create a multimedia presentation.
Style and form (iambic pentameter, etc.)
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Grade Level 12th grade
Unit 6
SUGGESTED ASSESSMENTS
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 4: “Seeking Justice, Seeking Peace”
RESOURCES
Priority Texts:
Continue Writing a Literary Analysis
Collection 4 Unit Tests
Selection Tests for both Priority Texts
COMMON PERFORMANCE TASKS
Suggested:
Create a multimedia presentation
Close Reader Activities
Collection 4 Performance Tasks
Video Links: History Channel, A&E, FYI
Interactive Whiteboard Lessons
Online Collaboration
The Tragedy of Hamlet by William Shakespeare p. 231
 Drama; Lexile 1390
Excerpt from Hamlet, Close Reader p. 55
 Drama; Lexile 1390
Suggested Texts:
Selected Sonnets (Shakespeare)
Suggested Novels:
Far From the Madding Crowd, Silas Marner, Rebecca, Crime and Punishment, King
Lear, Othello
Additional Resources – Check Online Collaboration link for further resources.
MISCONCEPTIONS
The student may believe that:
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
Level-Up Tutorials – Elements of Drama
Close Read Screencast – Hamlet 1
Close Read Screencast – Hamlet 2
Close Read Screencast – Hamlet 3
TEACHER REFLECTION/NOTES:
Close Read Screencast – Hamlet 4
All Sonnets by Shakespeare with analysis
Common Lit. – “To be or not to be” Hamlet Soliloquy Article
News ELA – Text Set, Dramatic Justice Articles
No Fear Shakespeare - Hamlet
YouTube – “Why Shakespeare Loved Iambic Pentameter”
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Grade Level 12th grade
Unit 7
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Language Arts Florida Standards for Collection 6
Reading: Informational Text
LAFS.1112.RI.1.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the
course of the text. (Level 3)
LAFS.1112.RI.2.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute
to the power, persuasiveness or beauty of the text. (Level 3)
Writing
LAFS.1112.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences. (Level 3).
LAFS.1112.W.1.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
LAFS.1112.W.1.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters. (Level 3)
LAFS.1112.W.1.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense, growth, or resolution). (Level 3)
LAFS.1112.W.1.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters. (Level 3)
LAFS.1112.W.1.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (Level 3)
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Grade Level 12th grade
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 6 : “Finding Ourselves in Nature”
Unit 7
Key Learning Statement (Understanding):
The relationship between place and literature connects
students to the natural world through the use of
figurative language.
Unit Essential Question:
What is the relationship between the natural world and
literature?
Language Arts Florida Standards
Recursive:
Non-recursive:
RL 1.1, 1.2, 2.4, 4.10
RI 1.3, 2.6
RI 1.1, 1.2, 2.4, 4.10
W 1.3a, 1.3e
W 2.4, 2.5, 3.9, 4.10
SL 1.1, 2.4
L 1.1, 1.2, 1.2b, 2.3, 3.4, 3.5, 3.6
Essential:
Important
LESSON ESSENTIAL QUESTIONS
How does the author’s use of specific types of figurative
language and connotation affect the meaning of the
text?
PACING: 6 weeks
Compact:
KNOW / DO
KNOW:
DO:
Cultural context
Identify the effects of the author’s cultural
context.
Themes
How can I use the interaction of multiple themes present
in the text to summarize the author’s message?
Form/structure
Determine themes in a short story.
How does text structure help me understand the text?
Figurative language
How can the author’s choice to structure the text create
different effects in the text?
Syntax
Analyze frame and structure.
Impact of word choice/diction
How can the use of figurative language help me
understand the meaning of the text?
How can I use the ideas and sequence of events to
analyze the meaning of the text?
What information does a reader need to make
inferences about a text or author’s purpose?
UPDATED 7/15/2016
Discuss the impact of figurative language
on the author’s purpose.
Discuss the impact of word choice,
syntax, and other stylistic traits.
Author’s purpose
Inferences
Make inferences with evidence from the
text.
Demonstrate knowledge of foundational
works of American literature.
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Grade Level 12th grade
Unit 7
SUGGESTED ASSESSMENTS
Write a Personal Narrative
Selection Test for both Priority Texts
Collection Tests
COMMON PERFORMANCE TASKS
Suggested:
CRL#4 – 1984 (Optional)
Create a multimedia presentation (continued)
Close Reader Activities
Collection 6 Performance Tasks
Video Links: History Channel, A&E, FYI
Interactive Whiteboard Lessons
MISCONCEPTIONS
The student may believe that:
Marion County Public Schools Curriculum Map
2016-2017
Course English IV
Collection 6: “Finding Ourselves in Nature”
RESOURCES
Priority Texts:
“Living Like Weasels” by Annie Dillard p. 477
 Essay; Lexile 1040
“Being Here: The Art of Dan Horgan” by Russ Spencer
p.491
 Documentary; Lexile N/A
Online Collaboration
Suggested Texts:
“Wild Peaches” p.486
“Spring and All” p. 488
“Landcrab” poem by Margaret Atwood
Suggested Readings:
Heart of Darkness
Treasure Island
Additional Resources – Check Online Collaboration link for further resources.
FLDOE ITEM SPECIFICATIONS
Webb’s Depth of Knowledge Guide
Webb’s DOK Chart
CPALMS Standards with Access Points
Level-Up Tutorials – Author’s Purpose
Close Read Screencasts – Living Like Weasels
TEACHER REFLECTION/NOTES:
News ELA – Text Set, Nature’s Fury
Common Lit. – “Excerpts from Leviathan” Article
PBS – “The Botany of Desire” Videos
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