English/Language Arts Resource Document- Quarter 3
Twelfth Grade
Unit 4: Rebels and Dreamers
 Dates: January 5 – February 13, 2015
Essential Question (If multiple options, pick the essential questions you wish to use):
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What significance does the Romantic Period have on modern literature?
What makes the individual significant during the Romantic Period?
Unit 5: Progress and Decline
 Dates: February 17 – March 20, 2015
Essential Question (If multiple options, pick the essential questions you wish to use):
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How is literature used as a catalyst for social reform?
How do writers use their craft to support political change?
How does literature give the reader a historical perspective of the era?
Standards covered in this quarter:
11-12.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn
from the text, including determining where the text leaves matters uncertain
11-12.RL2.2: Compare and contrast the development of similar themes or central ideas across two or more works of literature and analyze how they
emerge and are shaped by specific details.
11-12.RL.2.3: 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).
11-12.RL.3.1: Analyze and evaluate how an author’s choices concerning how to structure specific parts of a work of literature (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
11-12.RL.3.2: Analyze a work of literature in which the reader must distinguish between what is directly stated and what is intended (e.g., satire, sarcasm,
irony, or understatement) in order to understand the point of view.
11-12.RL.4.1: Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text and the impact of the
interpretations on the audience
11-12.RL.4.2: Analyze and evaluate works of literary or cultural significance in history and the way in which these works have used archetypes drawn from
myths, traditional stories, or religious works, as well as how two or more of the works treat similar themes, conflicts, issues, or topics.
11-12.RN.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn
from the text, including determining where the text leaves matters uncertain.
11-12.RN.2.2: Compare and contrast the development of similar central ideas across two or more texts and analyze how they emerge and are shaped and
refined by specific details.
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11-12.RN.2.3: 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 a text.
11-12.RN.3.1: Students are expected to build upon and continue applying concepts learned previously.
11-12.RN.4.2: Synthesize and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a
question or solve a problem.
11-12.RV.1: Acquire and use accurately general academic and content-specific words and phrases at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
11-12.RV.2.1: Use context to determine or clarify the meaning of words and phrases.
11-12.RV.2.4: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception,
conceivable).
11-12.RV.2.5: Select appropriate general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, part of speech, etymology, or standard usage.
11-12.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices (e.g., imagery, allegory, and symbolism) on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone)
11-12.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings;
evaluate the cumulative impact of how an author uses and refines the meaning of a key term or terms over the course of a text.
11-12.W.3.1: Write arguments in a variety of forms (See pacing guide for full description)
11-12.W.4: Apply the writing process (See pacing guide for full description)
11-12.W.5: Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under
study. (See pacing guide for full description)
11-12.W.6.1: Demonstrate command of English grammar and usage.
11-12.SL.1: Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
11-12.SL.2.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics,
texts, and issues, building on others’ ideas and expressing personal ideas clearly and persuasively.
11-12.SL.2.2: Stimulate a thoughtful, well-reasoned debate and exchange of ideas by referring to specific evidence from materials under study and
additional research and resources.
11-12.SL.2.3: Work with peers to promote collegial discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed
11-12.SL.2.5: Conduct debate and discussion to allow all views to be presented; allow for a dissenting view, in addition to group compromise; and determine
what additional information or research is required to deepen the investigation or complete the task.
11-12.SL.4.1: 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.
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11-12.SL.4.2: Create engaging presentations that make strategic and creative use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) to add interest and enhance understanding of findings, reasoning, and evidence.
11-12.SL.4.3: Students are expected to build upon and continue applying concepts learned previously.
 2.SL.4.3: Give and follow multi-step directions.
11-12.ML.1: Critically analyze information found in electronic, print and mass media to inform, persuade, entertain and transmit culture.
Suggested Texts from Prentice Hall (and Spring Board) for Unit 4
Suggested Texts from Prentice Hall (and Spring Board) for Unit 5
 “Comparing Literary Works” pp. 665/677/ 679
 Tennyson Poems pages 864-879
 “The Research Paper” in Prentice Hall Writing and Grammar , pp. 274 “My Last Duchess,” “Life in a Love,” “Love Among the Ruins” and
294
“Sonnet 43” pages 882-894
 “A Walk Through the Writing Process” (Writing Book) Chapter 2, pages
 from “Hard Times” and from “Jane Eyre” pages 902-919
14-23
 “From Lucy: Englan’ Lady,” “Time Removed,” “Freedom” pages 940-947
 Roberts Burns poetry pages 666-671
 “Dover Beach,” “Recessional,” and “The Widow at Windsor” pages 928937
 William Blake poetry pages 680-685
 “Introduction to Frankenstein” pages 688-697
 From “War and Peace” pages 923-926”
 William Wordsworth poetry pages 706-719
 “The Victorian Period” pages 854-862
 Samuel Taylor Coleridge poetry pages 728-757
 “Condition of Ireland,” “Progress in Personal Conflict” page 948-957
 George Gordon, Lord Byron poetry pages 760-771
 “Remembrance,” “The Darkling Thrush,” “Ah, Are you Digging on my
Grave” pages 966-975
 Percy Bysshe Shelley poetry pages 774-785
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Prentice Hall Writing: Part 2-many chapters and activities to cover W.6.1
 John Keats poetry pages 788-801
 Timed Writing: Response to Criticism page 939
 Comparing Literary Works: “Speech to Parliament: In Defense of the
Lower Classes, “ “A Song: Men of England,” and “On the passing of the
 Writing Lesson: Biographical Essay page 881
Reform Bill” pages 812-819
 Comparing Literary Works: “On Making an Agreeable Marriage” and
“from A Vindication of the Rights of Woman” pages 822-831
Supplemental Texts (Links to Articles and other online texts):
http://www.gutenberg.org
o For finding public domain texts
Potential Novel Options (Available through Alice’s Loaners):
 Frankenstein – Unit 4 (or at http://www.gutenberg.org/files/84/84h/84-h.htm)
Indianapolis Public Schools
Other Full Length Text Options:
 Emma – Unit 4 (http://www.gutenberg.org/files/158/158-h/158-h.htm)
 Pride and Prejudice– Unit 4
(http://www.gutenberg.org/files/42671/42671-h/42671-h.htm)
 Ivanhoe– Unit 4
 Mel Brooks’ Young Frankenstein DVD– Unit 4
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Wuthering Heights – Unit 5 (http://www.gutenberg.org/files/768/768h/768-h.htm)
The Importance of Being Earnest – Unit 5
(http://www.gutenberg.org/files/844/844-h/844-h.htm)
Hard Times – Unit 5
Hard Times BBC Mini Series DVD (excerpts)
https://www.youtube.com/watch?v=HrO3GC_Rkb4
North and South BBC mini series DVD (excerpts)
Importance of Being Earnest DVD (BBC)
“Frankenstein” (Great Books TV episode) from Discovery Education
Teacher Resources to Support Standards/Themes Taught in this Quarter:
Teaching the Rebels and Dreamers Themes:
https://faculty.unlv.edu/kirschen/handouts/british_romanticism.html
http://www.brighthubeducation.com/homework-help-literature/29741-characteristics-of-british-romanticism/
http://masterworksbritlit.wordpress.com/2009/03/24/romanticism-a-brief-background/
http://www.uh.edu/engines/romanticism/poets.html
http://www.poetrysoup.com/famous_poets/romantic_poets.aspx
Frankenstein eNotes
http://school.discoveryeducation.com/lessonplans/programs/frankenstein/
http://www.shmoop.com/frankenstein/resources.html
http://www.webenglishteacher.com/shelley.html
http://www.discoveryeducation.com/teachers/free-lesson-plans/pride-and-prejudice.cfm
Teaching the Progress and Decline Themes:
http://www.online-literature.com/periods/victorian.php
https://faculty.unlv.edu/kirschen/handouts/victorian.html
http://www.victorianweb.org/
http://www2.iath.virginia.edu/bpn2f/victorian/bibliog.html
http://www.history.ac.uk/ihr/Focus/Victorians/www.html
http://www.discoveryeducation.com/teachers/free-lesson-plans/wuthering-heights.cfm
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(New resources for Q3 are listed at the top of each section.)
Reading Literature
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http://education-portal.com/academy/lesson/what-is-structure-in-writing-and-how-does-it-affect-meaning.html#lesson (11-12.RL.3.1)
http://entertainment.howstuffworks.com/arts/literature/poetry3.htm (11-12.RL.3.1)
https://learnzillion.com/lessons/1113-analyze-the-structure-of-a-poem (11-12.RL.3.1)
http://www.brighthubeducation.com/high-school-english-lessons/100003-comparing-text-vs-movie-lesson/ (11-12.RL.4.1)
http://literarydevices.net/archetype/ (11-12.RL.4.2)
http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-romanticism-through-poetry-1142.html )11-12.RL.4.2)
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http://www.pearsonhighered.com/samplechapter/0205734367_ch10.pdf (11-12.RL.2.1 and RN.2.1)
Inferences for Advanced Readers.pdf (11-12.RL.2.1 and RN.2.1)
https://learnzillion.com/lessons/2284-gather-evidence-from-a-text-to-support-an-argument (11-12.RL.2.1 and RN.2.1)
http://commoncore.scholastic.com/sites/default/files/ACT-090213-CommonCore.pdf (11-12.RL.2.1 and RN.2.1)
https://www.teachingchannel.org/videos/teaching-about-textual-evidence(RL.2.1 and RN.2.1)
RL 2.1 Citing Textual Evidence Lesson.pdf 11-12.RL.2.1 and RN.2.1)
Teaching_Theme_Across_Genre_Handout.pdf (11-12.RL.2.2)
https://www.teachingchannel.org/videos/themes-in-english-literature (11.12.RL.2.2)
http://artsedge.kennedy-center.org/educators/lessons/grade-9-12/Fiction_Plotting_Story.aspx
(11-12.RL.2.3)
http://udleditions.cast.org/craft_intro.html (11-12.RL.2.3)
http://www.slideshare.net/smitka/narrative-elements (11-12.RL.2.3)
http://lmc.gatech.edu/~dpiano/Narrative%20Elements.htm
(11-12.RL.2.3)
http://artsedge.kennedy-center.org/educators/lessons/grade-9-12/Fiction_Plotting_Story.aspx (11-12.RL.2.3)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-5.html
(11-12.RL.3.1)
http://www.learner.org/jnorth/tm/ReadStrat7.html (11-12.RL.3.1)
http://www.readwritethink.org/classroom-resources/lesson-plans/from-seuss-jonathan-swift-936.html?tab=6
(11-12.RL.3.2)
http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-satire-with-shrek-810.html
(11-12.RL.3.2)
http://www.teachhub.com/language-arts-satirical-simpsons (11-12.RL.3.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-6.html (11-12.RL.3.2)
http://www.sophia.org/ccss-ela-standard-rl11-126-pathway (11-12.RL.3.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-7.html
(11-12.RL.4.1)
http://www.soulcraft.co/essays/the_12_common_archetypes.html
(11-12.RL.4.2)
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Reading Nonfiction
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http://teacher.depaul.edu/Documents/NONFictionInterpretationGuidesBasedonPARCCSamples.pdf (11-12.RN.2.2)
http://www.sophia.org/tutorials/synthesizing-multiple-sources (11-12.RN.4.2)
https://www.scribd.com/doc/38175256/Differences-Between-Summarizing-and-Synthesizing-Information (11-12.RN.4.2)
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http://library.columbia.edu/locations/undergraduate/evaluating_web.html (11-12.RN.4.2)
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For RN.2.1, see resources for RL.2.1 in the category above; use non-fiction texts instead of literature to fulfill the standard
http://theweek.com (11-12.RN.2.1)
https://www.newsela.com (11-12.RN.2.1)
http://betterlesson.com/community/document/3016532/determining-central-idea-and-writing-summaries-for-nonfiction-pdf?from=search (11-12.RN.2.2)
https://artsedge.kennedy-center.org/educators/lessons/grade-9-12/Utopian_Visions.aspx (11-12.RN.2.3)
http://www.ohiorc.org/standards/commoncore/ela/resources.aspx?id=6337&parent=5011
(11-12.RN.2.3)
Reading Vocabulary
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http://elaessentials.weebly.com/uploads/5/0/1/4/5014648/english_12_supplement.pdf (11-12.RV.2.4)
https://share.ehs.uen.org/node/19985 (11-12.RV.2.4)
http://dictionary.reference.com/ (11-12.RV.2.5)
http://www.oxfordlearnersdictionaries.com/us/ (11-12.RV.2.5)
http://www.etymonline.com/index.php (11-12.RV.2.5)
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http://www.brighthubeducation.com/high-school-english-lessons/6323-teaching-context-clues-activity/
(11-12.RV.2.1)
http://www.k12reader.com/worksheet/context-clues-reading-for-meaning/
(11-12.RV.2.1)
http://www.vocabulary.co.il/context-and-definitions/ (11-12.RV.2.1)
http://www.readwritethink.org/classroom-resources/student-interactives/word-matrix-30071.html
(11-12.RV.2.1)
http://www.teachertrap.com/2013/01/strategies-for-using-context-clues.html
(11-12.RV.2.1)
http://www.elacommoncorelessonplans.com/language-standards/difference-denotation-connotation.html (11-12 RV.3.1)
https://www.csun.edu/~bashforth/098_PDF/06Sep15Connotation_Denotation.pdf (11-12. R.V.3.1)
http://www.brighthubeducation.com/high-school-english-lessons/13411-connotation-and-denotation-activities/ (11-12.RV.3.1 and RV.3.2)
http://learning.blogs.nytimes.com/2011/04/14/figuratively-speaking-exploring-how-metaphors-make-meaning/?_php=true&_type=blogs&_r=0
and RV.3.2)
http://grammar.about.com/od/words/a/connotations.htm (11-12.RV.3.1 and 3.2)
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(11-12.RV.3.1
Writing
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https://owl.english.purdue.edu/owl/resource/658/01/ (11-12.W.5)
http://writing.wisc.edu/Handbook/PlanResearchPaper.html (11-12.W.5)
http://www.esc.edu/online-writing-center/resources/research/ (11-12.W.5)
https://owl.english.purdue.edu/owl/resource/589/1/ (11-12.W.5 – plagiarism)
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml (11-12.W.5 – plagiarism)
https://owl.english.purdue.edu/owl/resource/747/02/ (11-12.W.5 – MLA citations)
https://www.library.cornell.edu/research/citation/mla (11-12.W.5 – MLA citations)
o http://rubistar.4teachers.org/ (11-12.W.1-all Writing activities)
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https://owl.english.purdue.edu/owl/resource/685/05/ (11-12.W.3.1)
http://homeworktips.about.com/od/essaywriting/a/argument.htm
(11-12.W.3.1)
http://writingcenter.unc.edu/handouts/argument/ (11-12.W.3.1)
http://www.shmoop.com/video/argument-essay (11-12.W.3.1)
http://learning.blogs.nytimes.com/2014/02/04/200-prompts-for-argumentative-writing/?_php=true&_type=blogs&_r=0
https://learnzillion.com/courses/58?collection_id=1084#collection_1086 (11-12.W.3.1)
http://www.fountainheadpress.com/contentresources/eng_thesesclaims.pdf (11-12.W.3.1)
http://www.daedalus.com/lists10_narrative.asp (11-12.W.4)
http://learnzillion.com/lessons/2073-revise-by-varying-sentence-patterns (11-12.W.4)
http://www.nwp.org/cs/public/print/resource_topic/writing_processes (11-12.W.4)
(11-12.W.3.1)
http://www.time4writing.com/teaching-writing/students-the-writing-process/ (11-12.W.4)
http://www.classzone.com/books/lnetwork_gr11/index.cfm?state=VA (11-12.W.6.1)
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http://grammar.ccc.commnet.edu/grammar/index2.htm (11-12.W.6.1)
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http://eolit.hrw.com/hlla/newmainlinks/lang.jsp (11-12.W.6.1)
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http://education-portal.com/academy/lesson/comparison-of-adjectives-adverbs-examples-sentences-exercises.html#lesson (11-12.W.6.1c)
http://www.time4writing.com/sentence-writing/simple-complex-compound-sentences/ (11-12.W.6.1.e)
http://www.webenglishteacher.com/conventions.html (11-12.W.6.2)
http://www.educationworld.com/a_tech/sites/sites063.shtml (11-12.W.6.2)
See chapters in Part 2 of Writing and Grammar Book for W.6.1 resources, focusing on grammar and usage
http://englishlinx.com/pronouns/ (11-12.W.6.1a)
http://www.dailywritingtips.com/english-grammar-101-verb-mood/ (11-12.W.6.1b)
https://learnzillion.com/lessonsets/342-form-and-use-verb-voice-and-mood (11-12.W.6.1b)
Speaking and Listening
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http://www.readwritethink.org/classroom-resources/lesson-plans/pros-cons-discussion-819.html (11-12.SL.2.2, SL.2.3, and SL.2.5)
http://www.thirteen.org/edonline/lessons/cheerleading/index.html#close (11-12.SL.2.2, SL.2.3, and SL.2.5)
http://www.mhhe.com/socscience/comm/new-home/tutorial/prepare/prepare.htm (11-12.SL.4.1)
http://www.aresearchguide.com/3tips.html (11-12.SL.4.1)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-sl-11-12-5.html (11-12.SL.4.2)
http://www.educatorstechnology.com/2012/05/list-of-20-free-tools-for-teachers-to.html (11-12.SL.4.2)
http://www.advocatesforyouth.org/publications/1187-lessons (11-12.SL.4.3)
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http://educationalaspirations.com/tag/collaborative-classroom/ (SL.2.1, SL.2.2, and SL.2.3)
http://www.spannj.org/pti/Collaborative_teaming_and_PBS.pdf (SL.2.1, SL.2.2, and SL.2.3)
http://www.edutopia.org/stw-collaborative-learning-resources (SL.2.1, SL.2.2, and SL.2.3)
http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html (11-12.SL.2.2, SL.2.3, and SL.2.5)
https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom (11-12.SL.2.2, SL.2.3, and SL.2.5)
http://www.authenticeducation.org/documents/WhatSeminar04.pdf (11-12.SL.2.2, SL.2.3, and SL.2.5)
http://www.scholastic.com/teachers/top-teaching/2010/11/higher-order-comprehension-power-socratic-seminar (11-12.SL.2.2, SL.2.3, and SL.2.5)
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Also, see pages 122,238,466,696,962,1378 in Prentice Hall textbook for Speaking and Listening Resources
Media Literacy
o http://mediasmarts.ca/sites/mediasmarts/files/pdfs/lesson-plan/Lesson_Hoax.pdf (11-12.ML.1)
o http://library.columbia.edu/locations/undergraduate/evaluating_web.html (11-12.ML.1)
o http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content (11-12.ML.1)
o http://www.library.illinois.edu/ugl/howdoi/medialiteracy.html (111-2.ML.1)
o http://www.loc.gov/teachers/usingprimarysources/guides.html (11-12.ML.1)
ELA Websites for Continual Use:
www.thinkcerca.com
www.adlit.org
www.readworks.org
www.newsela.com
http://etc.usf.edu/lit2go/
http://www.activelylearn.com/
www.readtheory.org
http://www.uen.org/7-12interactives/lang_arts.shtml
http://www.myeasybee.com/blog/the-best-free-vocabulary-graphic-organizers/
http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension
www.betterlesson.com (must register)
www.sharemylesson.com
http://www.redshift.com/~bonajo/vocabularyresources (all RV standards)
www.chompchomp.com (all W6 standards)
www.quia.com/cb/547647.html
www.quiz.com (all W6 standards)
www.quizlet.com (all RV standards)
www.nbclearn.com (all standards)
www.shoomp.com
http://www.citationmachine.com
DOE Resources
http://www.doe.in.gov/standards/englishlanguage-arts
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