2013 - 2014
12th grade English: Curriculum Map
UNIT 1 –The Origin of Stories (M.P. 1)
Reading Literature
Reading Informational
Writing Narrative
Speaking & Listening
Language
Key Ideas, Details & Structure
Archetypes: Identify and understand
archetypes in myths & folktales; Use
textual evidence to analyze effect of
archetypes on development of theme
(RL.12.1, 3, 5)
Theme: Identify main ideas and cite
textual evidence to support analysis
(RL.12.1, 2, 3)
Purpose: Recognize and identify the
function of myths in cultural contexts.
Cultural Connections: Understand and
identify influences on myths; recognize
connections among myths.
Key Ideas, Details &
Structure
Main idea: Identify main
ideas and cite textual
evidence to support
analysis (RI.12.1-3)
Text Types & Purposes
Personal Narrative Writing—The
College Essay:
Write an original narrative essay
that reflects real-life experiences
using precise wording and details
(W.12.3 a-e)
Comprehension & Collaboration
Collaborative discussions in partnerships and small
groups, including literature circles for independent
reading: Prepare for collaborative activities; Cite textual
evidence; fulfill individual & group goals.
Pose questions, evaluate arguments of others, and
determine final judgments and create a thesis about
cultures represented in literature; make conclusions
based on evidence discussed. (SL.12.1 a-d, SL.12.4)
Conventions of Standard English
Understanding syntax and using
sentence variety in writing.
Understanding the purpose of
punctuation; using punctuation for
specific purposes in writing (e.g.,
emphasis)
(L.12.1-3)
Continued use of Socratic Seminar:
Respond to open-ended questions;
consider diverse perspectives and respond thoughtfully
to peers; paraphrase and summarize ideas of others;
pose questions; invite others to converse; set individual
and group goals (SL.12.1 a-d, SL.12.4)
Knowledge of Language
Revise for content, organization,
and word choice (L.12.3a)
Identifying significant word usage
used to illuminate main ideas
and/or that reflect cultural
influences.
Range of Reading (RL.12.10)
Range of Reading (RI.12.10)
Summer Reading
Articles and essays on
Text Options:
cultures, to provide
Myths & Folktales from the textbook
background information on
The Hebrew Bible –excerpts
literary selections.
The Illiad – excerpts
Gilgamesh
Ozymandias
Poetry: Haikus, Narrative Poetry
Independent Reading – Choice
Mentor Texts – sample college essays,
“Salvation” (Hughes), “The Chase”
(Dillard), “Champion of the World”
(Angelou)
ASSESSMENTS:
1. Summer Reading: Multiple Choice
2. Vocabulary Cumulative Test
3. Narrative Writing: College Essay – personal narrative
4. Narrative Reading: Benchmark assessment
Writing Workshop Activities-Genre Study: Write routinely; Use
evidence to support analysis of
texts. Experiment with style and
structure when studying myths, in
preparation for narrative writing
and multi-genre research project;
Use ongoing feedback to update
writing
(W.12.6, 9b,10)
Range of Writing (W.12.10)
Writing Workshop
Responses to Readings
Open-ended Questions
Annotations (mentor texts,
assigned, reading & independent
reading)
Cornell Note-taking – reflecting
on notes, research, and/or
collaboration with peers; using
notes to extrapolate main ideas,
summarize, and make final
decisions based on evidence.
topics: issues with translation, cultural metaphors,
language and culture
Presentation of Knowledge & Ideas
Present personal views in Socratic Seminar
Refer to text in supporting ideas.(SL.12.4)
5.
Vocabulary Acquisition & Use
Use context clues to determine
meaning; understand variations of
words and parts of speech; analyze
denotation vs. connotation of
words; gather vocabulary
knowledge independently. (L.12.4,
5, 6)
Performance Assessment: Project options



Engage in independent study a myth or folktale, including annotations for specific elements and
devices.
Write an original myth or folktale that represents a culture studied in this unit.
Create an illustrated version of an original myth and become the storyteller of the myth in an oral
presentation.
Pre-Assessments
WRITING – Expository Essay
READING – Narrative & Informational Text
2013 - 2014
12th grade English: Curriculum Map
UNIT 2 – Explaining the Past, Present, Future (M.P. 2)
Reading Literature
Reading Informational
Writing Expository
Speaking & Listening
Language
Key Ideas, Details & Structure
Character: Analyze character traits and
flaws. (RL.12.3)
Tone: Evaluate word choice and use of
figurative language to portray characters,
setting, events. (RL.12.4)
Irony: Identify its use and analyze its effect
on development of plot and characters.
(RL.12.6)
Imagery: Evaluate its effect on portrayal of
events, setting, & characters. (RL.12.3, 4)
Symbolism: Evaluate its contributions to
theme development. (RL.12.6)
Flashback: Identify and analyze its use.
(RL.12.5)
Theme: Analyze contributing factors to its
development; cite textual evidence to
support such analysis; analyze thematic
connections in literature studied. (RL.12.1,
2, 3)
Key Ideas, Details & Structure
Central Idea: Identify main ideas and
cite textual evidence to support
analysis (RI.12.1-3)
Diction: Evaluate author’s word choice,
including use of figurative language
(RI.12.4)
Author Purpose: Identify and analyze
how authors’ influence readers and
shape meaning through use of rhetoric
(RI.12.6)
Structure: Evaluate how structure
contributes to development of main
ideas (RI.12.5)
Tone: Evaluate effect of word choice
and use of figurative language to
convey meaning, reflect culture,
setting, events. (RL.12.4)
Cultural Reflections: Analyze historical
significance of documents; evaluate
representations of subjects in various
from; identify and analyze reasoning
(RI.12.7,8,9)
Text Types & Purposes
Writing Explanatory Text:
Literary Analysis that documents
primary and secondary sources.
Comprehension & Collaboration
Collaborative discussions in partnerships
and small groups, including literature
circles for independent reading: Prepare
questions and annotations for collaborative
activities; Cite textual evidence; Choose
roles in literature circles and annotate for
fulfillment of the goals of those roles.
Pose questions, evaluate arguments of
others, and determine final judgments and
create a thesis about ideas represented in
literature; make conclusions based on
evidence discussed. (SL.12.1 a-d, SL.12.4)
Conventions of Standard
English
Word usage as in varies
according to context; use of
consistent verb tense;
Identifying and using
compound-complex sentence
structure; use of varied syntax
for effect (L.12.1, 3)
Write, revise, and edit a rough draft
for content and organization,
grammar and mechanics; produce
an organized final draft that
achieves intended purpose
Writing Workshop Activities-Knowledge of Language
Genre Study: Write routinely; Use
Understanding how word
evidence to support analysis of
choice connects to tone and
texts. Experiment with style and
Continued use of Socratic Seminar:
helps convey voice and
structure when studying myths, in
Respond to open-ended questions;
author purpose (L.12.4, 5, 6)
preparation for narrative writing
consider diverse perspectives and respond
and multi-genre research project;
thoughtfully to peers; paraphrase and
Use ongoing feedback to update
summarize ideas of others; pose questions;
writing; practice writing eulogies
invite others to converse; set individual and
and obituaries (for literary
group goals (SL.12.1 a-d, SL.12.4)
characters)
(W.12.6, 9b,10)
topics: “Why men love war,” paradoxical
*choose topic for multi-genre
nature of war, “How to Tell a True War
research project by the end of MP 2. Story,” war novel excerpts
Range of Reading (RL.12.10)
Range of Reading (RI.12.10)
Range of Writing (W.12.10)
Presentation of Knowledge & Ideas
Vocabulary Acquisition & Use
The Illiad – excerpts
Articles and essays about war that
Writing Workshop
(SL.12.1,3-4)
Use context clues to
War Poetry—Suggestions:
exemplify various styles, structures,
Responses to Readings
Convey personal perspectives in Socratic
determine meaning;
“Dolce Et Decorum Est” (W.Owen)
genres of informational text.
Open-ended Questions
Seminar. Refer to text in supporting ideas.
understand variations of
“Diameter of a Bomb” (Y. Amichai)
Annotations (mentor texts,
Students present ideas they discuss in
words and parts of speech;
“The End and the Beginning, “In Praise of
Mentor Texts –articles that synthesize
assigned, reading & independent
literature circle discussion on independent
analyze nuances of language,
Feeling Bad about Yourself” (W.
research from primary and secondary
reading)
reading choices and complementary
word relationships, and
Szymborska), poetry of Yusef Komunyakaa
sources; “Why Men Love War,” “How
Cornell Note-taking – reflecting on
informational texts.
figurative language
Independent (4A) or Guided (4) Reading – to Tell a True War Story” excerpt
notes, research, and/or
(hyperbole); gather
choice of the following: Long Way Gone;
collaboration with peers; using
vocabulary knowledge
Kite Runner; Things They Carried; In
notes to extrapolate main ideas,
independently. (L.12.4, 5, 6)
Country, Night, All Quiet on the Western
summarize, and make final
Front
decisions based on evidence.
ASSESSMENTS:
3. Performance Assessment: Open-ended Assessment on analysis of theme in the
1. Vocabulary Cumulative Test
independent reading of a novel on war; questions for each text focus on analysis of
2. Expository Writing: Documented essay that documents use of a primary source and a
structure in relation to theme.
secondary source; based on a questions discussed in literature circles
4. Reading Benchmark: Informational Text
5. Writing benchmark: Expository (text-based; in-class writing)
2013 - 2014
12th grade English: Curriculum Map
UNIT 3 – Argument and Research (M.P. 3)
Reading Literature
Reading Informational
Writing Narrative
Speaking & Listening
Language
Key Ideas, Details & Structure
Tone: Evaluate word choice
and use of figurative language
to portray characters, setting,
events. (RL.12.4)
Irony: Identify its use and
analyze its effect on
development of plot and
characters. (RL.12.6)
Imagery: Evaluate its effect
on portrayal of events,
setting, & characters.
(RL.12.3, 4)
Symbolism: Evaluate its
contributions to theme
development. (RL.12.6)
Theme: Analyze contributing
factors to its development;
cite textual evidence to
support such analysis; analyze
thematic connections in
literature studied. (RL.12.1, 2,
3)
Key Ideas, Details & Structure
Central Idea: Identify main ideas and
cite textual evidence to support
analysis (RI.12.1-3)
Author Purpose: Identify and analyze
how authors’ influence readers and
shape meaning through use of rhetoric
(RI.12.6)
Structure: Evaluate how structure
contributes to development of main
ideas (RI.12.5)
Tone & Diction: Evaluate effect of word
choice and use of figurative language to
convey meaning, reflect culture,
setting, events. Evaluate use of
language and rhetoric to convey point
of view (RI.12.4, 6; RL.12.6)
Text Types & Purposes
Synthesis Essay: In-class review of texts
evaluated for purpose, context, and
argument; sources imbedded in response
to in-class writing prompt (graded with
modified argument rubric).
Comprehension & Collaboration
Collaborative discussions in partnerships
and small groups, including genre study in
groups (Jigsaw): Prepare for collaborative
activities that focus on discovering what
can be learned from each genre; cite
textual evidence; fulfill individual & group
goals; pose questions, evaluate ideas of
others; determine final judgments and
create a thesis; make conclusions based on
evidence discussed; engage in peer review
of genre drafts; evaluate arguments; create
a thesis (SL.12.1 a-d, SL.12.4)
Conventions of Standard English
Choose words suited to speaker and
purpose; continue to vary syntax for
effect; demonstrate ability to combine
sentences effectively, using
coordination and subordination
(L.12.1, 3); demonstrate effective use
of hyphens (L.12.2a); demonstrate
command of shifts in verb tense;
subject-verb agreement
(L.12.2-3).
Knowledge of Language
Revise for content, organization, and
word choice; edit work according to
MLA guidelines; make appropriate
language choices to convey meaning
according to various genre styles
(L.12.3); Understand how word choice
contributes to tone, author purpose
and voice; use emotional appeals and
rhetoric to achieve purpose in
argument (L.12.4, 5, 6)
Range of Reading (RL.12.10)
Genre Study Mentor Texts:
Poetry (options such as
double-voice and crot)
Narrative (options such as
letters, diary entries,
biographies)
Range of Reading (RI.12.10)
Genre Study Mentor Texts:
Expository (option such as resumes,
how-to’s, magazine articles)
Persuasive (option such as editorials,
reviews, letter-to-the-editor)
Visual (option such as maps, charts,
graphs, photo-journalism)
Argument: examples of argument;
texts to model synthesis process.
Multi-genre Research Project:
In support of a thesis, present research on
a selected topic in the form of 5-7 genres:
write, revise, and edit a rough draft for
content and organization, grammar and
mechanics; engage in peer review of
genre drafts; use technology and ongoing
feedback to produce an organized final
draft that examines an argument and
supports a conclusion/thesis. (W.12.4,
W.12.5, & W.12.6)
Writing Workshop Activities: Write
routinely; Focus on thesis building; Use
evidence to support analysis of texts.
Experiment with style and structure when
studying mentor texts and in preparation
for various genre writing. Engage in peer
review of genre drafts. (W.12.9b,10)
Range of Writing (W.12.10)
Writing Workshop
Responses to Readings
Open-ended Questions
Annotations (mentor texts, assigned,
reading & independent reading)
Cornell Note-taking
ASSESSMENTS:
1. Vocabulary Cumulative Test
2. Synthesis Essay: Based on research conducted through mentor text essays
(informational and argument, including at least one visual text); 2-3 pages; minimum of
3 sources cited in-text; MLA format
3.
4.
Continued use of Socratic Seminar:
Respond to open-ended questions;
consider diverse perspectives and respond
thoughtfully to peers; paraphrase and
summarize ideas of others; pose questions;
invite others to converse; set individual and
group goals (SL.12.1 a-d, SL.12.4)
topics: connections of visuals to written
word, structure of different genres, word
choice & purpose; extended discussion of
the “big ideas” in mentor texts
Presentation of Knowledge & Ideas
Present personal views in Socratic Seminar
(SL.12.4); Refer to text in supporting ideas.
Vocabulary Acquisition & Use
Use context clues to determine
meaning; understand variations of
words and parts of speech; analyze
nuances of words; gather vocabulary
knowledge independently. (L.12.4, 5,
6)
rd
Multi-genre Research Writing project (2 assessment grades in 3 marking period)
Final Reading Benchmark: Narrative & Informational Text
2013 - 2014
12th grade English: Curriculum Map
UNIT 4 –Drama & Narrative (M.P. 4)
Reading Literature
Reading Informational
Writing Narrative
Speaking & Listening
Language
Key Ideas, Details & Structure
Character: Analyze character traits
and flaws. (RL.12.3)
Tone: Evaluate word choice and use
of figurative language to portray
characters, setting, events. (RL.12.4)
Irony: Identify its use and analyze its
effect on development of plot and
characters. (RL.12.6)
Imagery: Evaluate its effect on
portrayal of events, setting, &
characters. (RL.12.3, 4)
Symbolism: Evaluate its contributions
to theme development. (RL.12.6)
Flashback: Identify and analyze its
use. (RL.12.5)
Theme: Analyze contributing factors
to its development; cite textual
evidence to support such analysis;
analyze thematic connections in
literature studied. (RL.12.1, 2, 3)
Key Ideas, Details & Structure
Main idea: Identify main ideas and
cite textual evidence to support
analysis (RI.12.1-3)
Text Types & Purposes
Memoir Writing: Use a specific
structure (Ex: journey or quest; rite of
passage or coming-of-age) to create
an original memoir.
Comprehension & Collaboration
Collaborative discussions in
partnerships and small groups,
including literature circles for
independent reading: prepare for
collaborative activities; contribute to
discussions by asking questions and
citing textual evidence; fulfill
individual and group goals (SL.12.1
a-d, SL.12.4)
Conventions of Standard English
Effective use of diction and
punctuation, including hyphens..
Continue to vary syntax for effect;
demonstrate ability to combine
sentences effectively, using
coordination and subordination
(L.12.1, 2, 3)
Knowledge of Language
Understanding how word choice
contributes to tone, author purpose
and voice; (L.12.4, 5, 6)
Revise for content, organization, and
word choice; edit work according to
MLA guidelines
Range of Reading (RL.12.10)
Text Options: Brighton Beach
Memoirs, Oedipus, Dante’s Inferno,
Hamlet, Antigone
Poetry: Spoken Word pieces
Mentor Texts: Spoken Word poetry
(for memoirs written in spoken-word
format)
Independent Reading: Choice
Range of Reading (RI.12.10)
Articles and essays on cultures, to
provide background information
on literary selections.
Mentor Texts: including selections
from This I Believe I & II (“Always
go to the funeral,” “Happy Talk”);
“Learning to Read” (Malcolm X),
Angela’s Ashes (except), Night
(except)
Write, revise, and edit a rough draft
for content and organization,
grammar and mechanics; use
technology and ongoing feedback to
produce an organized final draft that
presents a personal memoir (W.12.4,
W.12.5, & W.12.6)
Writing Workshop Activities: Write
routinely; Focus on thesis building;
Use evidence to support analysis of
texts. Experiment with style and
structure when studying mentor texts
and in preparation for memoir
writing.
(W.12.9b,10)
Range of Writing (W.12.10)
Writing Workshop
Responses to Readings
Open-ended Questions
Annotations (mentor texts, assigned,
reading & independent reading)
Cornell Note-taking
ASSESSMENTS:
1. Final Writing Benchmark: Expository essay (text-based on readings in final reading
assessment)
2. Vocabulary Cumulative Test
3. Narrative Writing: Memoir Writing
4.
Continued use of Socratic Seminar:
Consider diverse perspectives and
respond thoughtfully to peers;
paraphrase and summarize ideas of
others; set individual and group
goals (SL.12.1 a-d, SL.12.4)
Topics: thematic in connection with
drama
Presentation of Knowledge & Ideas
Present personal views in Socratic
Seminar
Refer to text in supporting ideas.
Vocabulary Acquisition & Use
Use context clues to determine
meaning; understand variations of
words and parts of speech; analyze
nuances of language, word
relationships, and figurative
language (paradox); gather
vocabulary knowledge
independently. (L.12.4, 5, 6)
Final Performance Assessment: Topic: Commencement (“All endings are also
beginnings.”); Requirements: oral presentation, reference to at least one text from the
year (characters, themes, “big ideas,” conflicts, etc . . ), rationale; Presentation format:
Power Point, Prezi, spoken word poetry, speech, or video/movie (including spoken
introduction/rationale)
(RL.12.1; RI.12.1; W.12.8-9; SL.12.2,4-5; L.12.1-2)