COMMON CORE STANDARDS ELA
Reading Standards for Literature 9-12
Key Ideas and Details:
Anchor Standard One: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
Grade 9
1. Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text
Grade 10-World Lit
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text
Unit:
The epic: The Odyssey
Beauty: Romeo and Juliet
Short Story
Unit 1 “The Masque of the Red Death”
Unit 2 “A Visit to Grandmother” and
“How Much Land Does a Man Need”
Unit 4 “The Street of the Canon”
Unit 9 “The Kraken”
Resources:
The Odyssey:
Prentice Hall Literature –
Green Book
Unit 10 Epic Poetry – pgs 974-1063
Text Prentice-Hall Literature
Platinum Book
Unit 1 “The Masque of the Red Death”
Unit 2 “A Visit to Grandmother” and
“How Much Land Does a Man Need”
Unit 4 “The Street of the Canon”
Unit 9 “The Kraken”
No Fear Shakespeare Romeo and Juliet
Most Dangerous Game
Common Core Literature 9-12
Grade 11-American Lit
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.
Grade 12-European Lit
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.
Unit:
Unit 2 Renaissance and Reformation: Macbeth
Unit 4 European Lit 18th and early 19th Century: Poems by
William Blake
Unit 6 European Literature 20th Century: Lord of the Flies
Text Prentice Hall Literature –
The American Experience
The Minister’s Black Veil (EA)
Macbeth
Prentice Hall literature
Black Book
Pgs – 223-302
Poems by William Blake
Prentice Hall Literature
Black Book-618-626
Short Story Unit
Prentice Hall Literature –
Green Book – pgs 18-39
Assessments:
End of unit Essay-Odyssey
Rubrics in process
Formative questions from textThe Odyssey –specifically interpretation
questions.
Dangerous Game-specifically interpretation
questions.
Questions:
What does the author imply about ____?
Common Core Literature 9-12
Lord of the Flies books-located in English Department
book closet.
.
Reinforce skills and assess by
completing the After you Read
questions for each selection and the
selection test.
End of unit EssayRubric in process
Introduction of literal comprehension
and inferential reading skills using some
of the Reading Skill instruction from the
text. (paraphrasing, summarizing)
Students will cite textual evidence to
support their analyses of what the text
says. They will apply inferential skills to
make inferences and draw conclusions.
Informal Assessment: As students read and apply
literal comprehension skills such as summarizing
and paraphrasing direct them to support their
analysis of what the text says explicitly with strong
and thorough evidence. Use the “Preparing to Read
and Reading Strategy sections in the text. Similarly,
as students apply inferential skills such as drawing
inferences (p. 335, 348-349), drawing conclusions
and interpreting), ensure that they cite strong and
thorough textual evidence in support of their
inferences and conclusions. Have students apply the
skills as they read and discuss the selections that
follow the instruction. Reinforce the skills and
assess mastery by having students complete the
After You Read questions for each selection.
To ensure that students are able to determine
where a text leaves things uncertain,
teach them the concept of ambiguity using the
Literary Analysis instruction on page
349 and the Reading Strategy instruction on page
335. Have students identify and
interpret ambiguities in the lesson selections,
supporting their conclusions with
textual evidence. Reinforce the skill and assess
mastery with the After You Read
questions.
Formal Assessment: Essay question.
Ambiguity Cite evidence from the text that
describes the ambiguity of the veil and its symbolic
meaning.
(Ambiguity - It's uncertain whether the Reverend
Hooper is a better minister because of the veil or
not. Nobody knows why he's wearing the veil or
why he won't take it off. The ambiguity of the veil is
symbolic of the duality of the human heart and soul,
capable of both good and evil.)
End of Unit – Macbeth
Debate – students have a choice of topics. All topics
revolve around making inferences from the text. See
grade 12 notebook for Rubric/assignment description.
End of unit – William Blake
Explication paper –see grade 12 notebook for
Rubric/assessment description.
Anchor Standard Two: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
9th grade
2. Determine a central idea of a text and
analyze its development over the course
of the text, including how it emerges and
is shaped and refined by specific details;
provide an objective summary of the
text.
Unit:
Short Story
The Novel: To Kill a Mockingbird
10th grade-World Lit
Determine a central idea of a text and analyze
its development over the course of the text,
including how it emerges and is shaped and
refined by specific details; provide an
objective summary of the text.
11th grade-American Lit
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.
Unit 1 “The Masque of the Red Death,”
“Damon and Pythias”
Unit 2 “How Much Land Does a Man Need,”
“A Visit to Grandmother”
Unit 5 “The Street of the Canon”
Unit 8 “Antigone”
Unit 9 “In Flanders Fields,” “The Kraken”
Drama-The New World
A Troubled Young Nation
Resources:
Text Prentice-Hall Literature
Platinum Book
Unit 1 “The Masque of the Red Death,”
“Damon and Pythias”
Unit 2 “How Much Land Does a Man Need,”
“A Visit to Grandmother”
Unit 5 “The Street of the Canon”
Unit 8 “Antigone”
Unit 9 “In Flanders Fields,” “The Kraken”
The Crucible Text
Huckleberry Finn Novels
Narrative Life of Frederick Douglass My
Bondage and My Freedom pg 494 text
Lord of the Flies books-located in English Department book
closet.
As students read they will learn the concept
of universal and specific themes and
summarizing. As students determine how the
theme or themes of each selection are
Formal Assessments:
Determine and analyze the development of the
themes in American Literature(eg: freedom, the
American Dream, racism, Regionalism, survival,
Lord of the Flies In class essay and unit test –see grade 12
notebook
Most Dangerous Game
Short Story Unit
Prentice Hall Literature –
Green Book – pgs 18-39
To Kill a Mockingbird -
Assessments: End of Unit essay – To Kill a
Mockingbird – Describe the theme
“Coming of Age”. You may reference any
of the characters from the text to
support your response.
Common Core Literature 9-12
12th grade-European Lit.
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.
Unit 6 European Literature 20th Century: Lord of the Flies
Lord of the Flies Mock Trial – see grade 12 notebook
Formative questions from textDangerous Game-specifically
interpretation questions.
Example questions:
Discuss the pros and cons of ______?
What ideas support/validate ______?
What can you infer________?
conveyed through particular details, they will
summarize the text’s key details without
introduction opinions or judgments and then
draw on details from their summaries to
support their analyses of the themes.
Reinforce skills and assess by completing the
After you Read questions for each selection
and the selection test.
Sample Formative questions from textIs there a difference between reality and
truth?
How do the decisions people make affect the
reality of their lives?
“individual vs. Society and “civilized society” vs.
the wilderness
Compare the treatment of related themes in
different genres (Huck Finn/Douglass)
Essay: Does Huck Finn embody the values
inherent in the American Dream? Write an
argument in which you use three pieces of
evidence to support an original thesis
statement.
Create a Mixed media presentation in which
you summarize one of the works you have read
and presents the ideas and questions that you
think it presents about its uniquely American
themes.
Anchor Standard Three: Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
9th grade
3. Analyze how complex characters (e.g.
those with multiple or conflicting
motivations) develop over the course of
a text, interact with other characters,
and advance the plot or develop the
theme.
Units:
Short Story
The Epic: The Odyssey
The Novel: To Kill a Mockingbird
Beauty: Romeo and Juliet
Common Core Literature 9-12
10th grade-World Lit
3. Analyze how complex characters (e.g. those
with multiple or conflicting motivations) develop
over the course of a text, interact with other
characters, and advance the plot or develop the
theme.
Unit 1 “The Masque of the Red Death”
Unit 2 “A Visit to Grandmother”
Unit 8 Antigone, The Tragedy of Julius Caesar,
Eulogy for a Fallen Leader
11th grade-American Lit
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.)
American Romanticism
12th grade-European Lit
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.)
Unit I European Literature: Middle Ages: Chaucer’s The
Canterbury Tales and Sir Gawain and the Green Knight and
Beowulf
Resources:
Most Dangerous Game
Short Story Unit
Prentice Hall Literature –
Green Book – pgs 18-39
Text Prentice-Hall Literature
Platinum Book
Unit 1 “The Masque of the Red Death”
Unit 2 “A Visit to Grandmother”
Unit 8 Antigone, The Tragedy of Julius Caesar,
Eulogy for a Fallen Leader
The Fall of the House of Usher pg 306
The Minister’s Black Veil (review symbolism)
The Raven p 326
Prentice Hall The English Tradition
Chaucer pp. 88-115
Sir Gawain p. 124
To Kill a Mockingbird -60 books needed
No Fear Shakespeare-Romeo and Juliet.
Assessments:
How does the protagonist/antagonist
develop over the course of the text?
Select a quotation from one of the
characters and write an
informative/explanatory essay that
explains what the quotation reveals
about the theme of______in the book?
To address the standard use the concepts of
character development, interaction, and
motivation. Stress that in order to create
realistic characters, modern writers usually give
those characters multiple, often conflicting
traits and motives. Have students focus on the
characters’ complexities as human beings as
well as on the ways those characters develop,
interact, and advance the plot or develop the
theme. Students will learn the character traits of
a complex character.
Support and reinforce the standard using
Literary Analysis instruction for each selection.
Questions:
What conflicting traits or motives developed
over the course of the story help make a
complex character?
How does the interaction of the protagonist
with other characters help advance the plot of
the story?
How does the interaction of the protagonist
with other characters help advance the theme
of the story?
Common Core Literature 9-12
Literary Analysis, p 307
To address the standard, use the lessons
beginning on page 307 to introduce key
concepts. As students analyze Gothic
literature, (307, 331) irony and theme (copies)
and setting and symbol (p. 335) in the lesson
selections, have them focus on how the
author chooses to relate and develop the
elements taught in each lesson. Then, guide
students in assessing and discussing how the
authors’ choices create impact, such as a
distinct mood, surprise, or insight. For
example, introduce the concept of Gothic
literature and single effect using the
instruction on page 307. Then, have students
analyze and discuss Poe’s use of the
elements of Gothic literature, including
setting, plot, and mood, to create a single
effect.
Formal assessment questions:
1. Identify three details from the text that
describe the setting in “The Fall of the
House of Usher.” How do these details
convey a Gothic setting?
2. Identify at least one or two details from the
text that reflect the other elements of Gothic
literature, detailed on page 307. Explain why
these details are characteristic of Gothic
style.
How does Chaucer use elements of fiction to develop his
characters throughout The Canterbury Tales? What is the
significance of his use of characters to the work overall?
How do the setting/time period of both Beowulf and Sir
Gawain and the Green Knight reflect the protagonists and
their traits?
3. Explain how Poe’s choices in developing
and relating these elements of Gothic
literature create a single effect. Explain the
impact this single effect has on the reader.
Craft and Structure:
Anchor Standard Four: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning
or tone.
9th grade
4. Determine the meaning of words and
phrases as they are used in the text,
including figurative and connotative
meanings; analyze the cumulative impact
of specific word choices on meaning and
tone (e.g. how the language evokes a
sense of time and place; how it sets a
formal or informal tone).
Units:
Short Story
The Epic: The Odyssey
The Novel: To Kill a Mockingbird
Beauty: Romeo and Juliet
10th grade-World Lit
Determine the meaning of words and phrases as
they are used in the text, including figurative
and connotative meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g. how the language
evokes a sense of time and place; how it sets a
formal or informal tone).
Resources:
Text Prentice-Hall Literature
Platinum Book
Unit 5 “Civil Peace,” “How to React to Familiar
Faces,” “The Bean Eaters”
Unit 6 “There Will Come Soft Rains”
Most Dangerous Game
Short Story Unit
Prentice Hall Literature –
Common Core Literature 9-12
Unit 5 “Civil Peace,” “How to React to Familiar
Faces,” “The Bean Eaters”
Unit 6 “There Will Come Soft Rains”
Unit 9 “Metaphor”
11th grade-American Lit
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 tome,
including words with multiple meanings or
language that is particularly fresh, engaging, or
beautiful (Include Shakespeare as well as other
authors.).
12th grade-European Lit
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.).
Poetry/American Romanticism
Unit 6 European Literature 20th Century: Lord of the Flies
Text pages 384-450
Emerson
Thoreau
Dickinson
Whitman
Lord of the Flies books-located in English Department
book closet.
Green Book – pgs 18-39
Unit 9 “The Wind,” “The Metaphor”
To Kill a Mockingbird No Fear Shakespeare-Romeo and Juliet.
Assessments:
Essay:
Write an informational/explanatory
essay that compares and contrasts the
use of a literary device in two different
works. Discuss at least three aspects.
Common Core Literature 9-12
To address the standard, introduce the concept
of figurative language and the concept of
diction, or word choice, and tone. When
students consider the meanings of words and
phrases used in a text, they should also consider
whether those words and phrases are used
figuratively. They should also consider the
connotations, or emotional associations, that
each word or phrase conveys. Reinforce the
skills and assess mastery by having students
respond to the After You Read Questions that
follow the selections.
Questions: How do figurative and connotative
meanings help convey a sense of time and
place?
What is the cumulative impact of specific word
choices on meaning and tone?
Literary Analysis, pp. 391, 401, 414 (q1-5)
433, 438
To cover the standard, introduce the
concepts of figurative language, word choice,
diction, tone, and connotation using the
Literary Analysis and Reading Strategy
instruction on the pages cited above. As
students read the lesson selections and
apply the skills, they will analyze in detail the
impact of specific word choices on meaning
and tone in literary texts. Enrich the
instruction by explaining the power of multiple
meanings to add resonance to writing. For
example, you might read this passage from
Song of Myself (pg. 436)by Walt Whitman
and guide students in discussing multiple
meaning words using the discussion prompts
below:
I celebrate myself, and sing myself,
And what I assume you shall assume,
For every atom belonging to me as good
belongs to you.
1. What two meanings does the word sing
have in the first line? (Think of
expressions such as “sing his praises” or
“sing her virtues” as well as “sing a song.”)
2. Identify common meanings of the word
assume (line 2). Explain which meanings fit
Whitman’s line. How does the presence of
these meanings in this passage enrich
Writing Connection to Reading Activity (addresses
figurative language, diction, tone, imagery, etc. a writer
uses to convey/imply specific meaning)
Whitman’s meaning?
3. In what ways does Whitman’s use of
multiple-meaning words enrich the reader’s
experience of these lines?
(Students can apply the standard to
Shakespeare’s work when they study
Macbeth and several sonnets by
Shakespeare in Prentice Hall Literature The
British Tradition)
Anchor Standard Five: Analyze the structure of texts, including how specific sentences, paragraphs,
and larger portions of text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
9th grade
5. Analyze how an author’s choices
concerning how to structure a text, order
events with it (e.g. Parallel plots) and
manipulating time (e.g. pacing,
flashbacks) create such effects such as
mystery, tension, or surprise.
Unit:
The Novel: To Kill a Mockingbird
Beauty: Romeo and Juliet
The Epic: The Odyssey
Common Core Literature 9-12
10th grade-World Lit
Analyze how an author’s choices concerning how
to structure a text, order events with it (eg.
Parallel plots) and manipulating time (e.g. pacing,
flashbacks) create such effects such as mystery,
tension, or surprise.
Unit 1 “Monkey’s Paw”
Unit 5 “How to React to Familiar Faces,” “The
Bean Eaters”
Unit 6 “The Open Window,” “There Will Come
Soft Rains”
Unit 9 “The Wind,” “The Metaphor”
11th grade-American Lit
Analyze how an author’s choice concerning how
to structure specific parts of a text (e.g. choice
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.
American Romanticism
12th grade-European Lit
Analyze how an author’s choice concerning how to
structure specific parts of a text (e.g. choice 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.
Unit 2 Renaissance and Reformation: Macbeth
Resources:
Most Dangerous Game
Short Story Unit
Prentice Hall Literature –
Green Book – pgs 18-39
To Kill a Mockingbird No Fear Shakespeare-Romeo and Juliet.
Text Prentice-Hall Literature
Platinum Book
Unit 1 “Monkey’s Paw”
Unit 5 “How to React to Familiar Faces,” “The
Bean Eaters”
Unit 6 “The Open Window,” “There Will Come
Soft Rains”
Unit 8 “The Tragedy of Julius Caesar”
Unit 9 “The Wind,” “The Metaphor”
Text pg 507 An Occurrence at Owl Creek Bridge
A Song of Myself, Whitman (436)
Macbeth
Prentice Hall literature
Black Book
Pgs – 223-302
Literary Analysis, pp. 507, 510; 517 (1-7)
Reading Strategy, p. 507, 511, 512
To cover the standard, introduce the
concepts of free verse structure in poetry (p.
433) and
point of view (p. 507), using the instruction
on the pages cited. In each case, emphasize
the relationship discussed in the instruction
between a writer’s choice of structure
and the meaning of his or her work. Have
students apply the skills as they read
and discuss the selections in each lesson.
Reinforce the skills and assess mastery by
having students complete the After You
Read questions for each selection.
Formal Assessment:
How does the story's structure reflect "An
Occurrence at Owl Creek Bridge" themes?
List details that add to the story's realism.
Questions: Analyze how Shakespeare’s division of his play
into Acts contributes to the progression of characters
throughout the play.
The Odyssey:
Prentice Hall Literature –
Green Book
Unit 10 Epic Poetry – pgs. 974-1063
Assessments:
Essay:
How does the division of the book To Kill
a Mockingbird – into two parts enhance/or hurt the development of the
novel (e.g. tension, surprise)
Common Core Literature 9-12
To cover the standard, introduce the concept of
plot. Point out that a good plot builds tension or
suspense as it moves toward a climax and that
foreshadowing adds to the tension. Explain that
authors may pace their plots to withhold
information or supply it in flashbacks in order to
create mystery and surprise. As students read
one of the paired selections and examine its plot,
have them focus on how the author’s choices
regarding plot structure, including flashbacks and
foreshadowing, help create mystery, tension or
surprise. Reinforce standards and assess mastery
by having students respond to the After You Read
questions that follow the selection. To further
support and reinforce the standard, have
students read the Literary Analysis section.
Questions:
How does the author’s choices regarding plot
structure create effects as mystery, tension, or
surprise?
Discuss how his use of tragedy and comedy interplay to
affect the reader throughout the story.
Anchor Standard Six: Assess how point of view or purpose shapes the content and style of text.
9th grade
6. Analyze a particular point of view or
cultural experience reflected in a work of
literature from outside the United States,
drawing on a wide reading of the world
literature
Units:
Epic Hero: The Odyssey
10th grade-World Lit
Analyze a particular point of view or cultural
experience reflected in a work of literature from
outside the United States, drawing on a wide
reading of the world literature
Resources:
The Odyssey:
Prentice Hall Literature –
Green Book
Unit 10 Epic Poetry – pgs. 974-1063
Assessments:
Essay: Describe why Odysseus is an epic
hero-and how he reflects the cultural
values of Ancient Greece.
Common Core Literature 9-12
11th grade-American Lit
Analyze a case in which grasping point of view
requires distinguishing what directly stated in a
text from what is really meant (e.g. satire,
sarcasm, irony, or understatement).
12th grade-European Lit
Analyze a case in which grasping point of view requires
distinguishing what directly stated in a text from what is
really meant (e.g. satire, sarcasm, irony, or
understatement).
Romantiscim-
Unit 4 European Literature: Eighteenth and Early
Nineteenth Century: Jonathan Swift Gulliver’s Travels and
“A Modest Proposal”
Text Prentice-Hall Literature
Platinum Book
Unit 2 “Africa,” “Old Song,” “All,”, “Also all”
Unit 3 “Like the Sun,” “Tell all the Truth”
Unit 4 “Before the Law”
Unit 5 “Civil Peace”
Unit 10 “Sundiata: An Epic of Old Mali,” “Don
Quixote,” “Morte d’Arthur”
Minister’s Black Veil 270
Huckleberry Finn-novels
To Build a Fire text 606
The Crucible- text 1233
Prentice Hall Literature The English Tradition from
Gulliver’s
Travels p. 538
Purple text book (title?) A Modest Proposal
To cover the standard, introduce the concepts of
cultural context and worldview using the Literary
Analysis instruction. As students examine cultural
context and worldview in lesson selections,
encourage them to draw on a wide reading of
world literature to make comparisons and
contrasts. Reinforce the skills and assess mastery
by having students complete the After You Read
questions for each selection. To further reinforce
the standard, use the Comparing Literary Works
instruction.
How does the author’s cultural point of view
help to shape the selection?
Literary Analysis To cover the standard,
introduce any of the following key concepts—
ambiguity (p.270/ Veil), incongruity and
hyperbole (Twain)), irony, satire, and parody,
(Twain), allegory (p. 1233/Crucible vs. 50’s
McCarthy), using the Literary Analysis
instruction on the pages cited. In each of these
examples, students must understand the
author’s point of view by distinguishing what is
directly stated from what is really meant. Have
students apply the skills as they read and discuss
the selection or selections in the lesson chosen.
Reinforce the skills and assess mastery by having
How does Jonathan Swift utilize elements such as satire,
irony, understatement and overstatement to communicate
his overall intentions in Gulliver’s Travels and/or “A Modest
Proposal”? Choose at least three examples to analyze.
Unit 2 “Africa,” “Old Song,” “All,”, “Also all”
Unit 3 “Like the Sun,” “Tell all the Truth”
Unit 4 “Before the Law”
Unit 5 “Civil Peace”
Unit 10 “Sundiata: An Epic of Old Mali,” “Don
Quixote,” “Morte d’Arthur”
students complete the After You Read
questions.
Integration of Knowledge and Ideas
Anchor Standard Seven: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
9th grade
7. Analyze the representation of a
subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
(e.g. Auden’s “Musee Des Beaux Arts”
and Breughel’s Landscape with the Fall
of Icarus)
10th grade-World Lit
Analyze the representation of a subject or a key
scene in two different artistic mediums, including
what is emphasized or absent in each treatment
(e.g. Auden’s “Musee Des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus)
11th grade-American Lit
Analyze multiple interpretations of a story
drama, or poem (e.g. recorded or live
production of a play or recorded novel or
poetry), evaluating how each version interprets
the source text. (Including at least one play by
Shakespeare and one play by an American
Dramatist).
Unit:
Beauty: Romeo and Juliet
Unit 10 “Arthur Becomes Kin of Britain,” “Don
Quixote”
Drama/The New World
Resources:
No Fear Shakespeare-Romeo and Juliet
West Side Story DVD
Text Prentice-Hall Literature
Platinum Book
Unit 10 “Arthur Becomes Kin of Britain,” “Don
Quixote”
Model Selection “Magadalena Looking”
The Crucible text 1233
two film adaptations of
the play, such as the 1996 version directed
by Nicholas Hytner and the 1980 version for
television directed by Don Taylor
12th grade-European Lit
Analyze multiple interpretations of a story drama, or poem
(e.g. recorded or live production of a play or recorded
novel or poetry), evaluating how each version interprets
the source text. (Including at least one play by Shakespeare
and one play by an American Dramatist).
Unit 2 Renaissance and Reformation: Macbeth
Unit 6 European Literature 20th Century: Lord of the Flies
Macbeth
Prentice Hall literature
Black Book
Pgs – 223-302
Lord of the Flies books-located in English Department book
closet.
Assessments:
Compare/contrast analysis of
Scene, characters, etc.
Common Core Literature 9-12
To cover the standard, have students read Susan
Vreeland’s introduction to the Model Selection
“Mgadalena Looking” focusing on her explanation
of how the Dutch painter Johannes Vermeer
To address the standard and enrich students’
reading of The Crucible 1233–1334/ Arthur
Miller, show the class two film adaptations of
the play, such as the 1996 version directed by
Write a movie review of the film Macbeth in which you
compare/contrast the director’s interpretation to the
actual drama Macbeth. Include a discussion of theme and
argue whether or not the film’s interpretation adequately
Presentation:
Romeo and Juliet The class will view
“West Side Story”, take notes and discuss
Bernstein’s portrayal of the cultural and
social differences and irony that existed
in the New York City Puerto Rican
community of the 1950′s, and how the
story compared to the themes of
chivalry, romantic love and adoration.
The class will also take notes on the
similarities and differences in story line
to “Romeo & Juliet.”
Students will prepare a critical analysis
(using power point) to be presented to
the class for critique.
Common Core Literature 9-12
inspired her episodic novel Girl in Hyacinth Blue,
from which the Model Selection is taken. Then, as
students read the selection, have students
analyze the representation of subjects and scenes
in Vermeer’s paintings and Vreeland’s writing by
responding to the Critical Viewing questions. To
further reinforce the standard, have students
compare the text in “Arthur Becomes King of
Britain” and the selection from “Don Quixote”
with the illustrations that accompany each
selection. Have students respond to the Critical
Viewing questions to help them analyze the
representation of subject and key scenes in each
medium. What impression of Arthur do you get
from this painting? P. 1030 Based on what you
have read so far, how do you thing T.H. White
would feel about the formality and ceremony of
this coronation scene? P. 1030 Why do you think
the attitudes of some of the people in the
illustration are similar to those of people in the
illustration on 1035? P. 1040
Nicholas Hytner and the 1980 version
for television directed by Don Taylor.
Review the discussion prompts below with the
class. Then, as you show the films, pause them
occasionally to allow students to take notes.
Afterward, have students compare and contrast
the two film versions
and the interpretation each gives of Miller’s
play. Guide the discussion using these prompts:
1. Were the characters in each film version
similar to the characters you imagined while
reading The Crucible? Did any of the portrayals
surprise you?
Explain, giving specific similarities and
differences. For each difference you list, explain
whether you think the filmmakers remained
faithful to Miller’s text.
If you think the filmmakers made choices that
changed Miller’s characters, explain whether
you thought the choices justified.
2. Describe the use in each film of cinematic
techniques, such as
- repetition of colors,
- the use of music and other sounds,
- the choice of camera point of view (including
distance shots, midrange
shots, and close-ups),
- the pace of the cuts from one shot to the next,
and
- the types of transitions used between scenes
(for example, a smooth transition marked by a
fade to black or an abrupt cut from a nighttime
to a daytime scene). For each example you list,
explain whether the technique used is effective.
Then, explain which techniques bring out an
aspect of Miller’s play, reinforcing the drama in
a scene, for example, or highlighting a
character’s reactions, or suggesting one of
Miller’s themes. Which techniques, if any, seem
added on—not connected directly with Miller’s
portrays Shakespeare’s intent. Refer to specific examples
from both pieces.
Persuasive Essay or Class Debate : Which medium, film or
novel, best communicates William Golding’s thematic
purpose of Lord of the Flies? Refer to specific examples
from the film and literary techniques utilized in the text to
support your claim.
ideas?
3. Did either film introduce narrative elements,
such as a subplot, an event, a scene, a character,
or a background detail, not present in Miller’s
text? If so,
which elements were they? Did either film alter
or omit any of the original narrative elements? If
so, which? For each change that you list, explain
the
filmmakers’ probable reason for making it.
Then, evaluate each change, considering
whether it achieved its probable purpose and
whether it added to your experience as a
viewer.
4. Based on our discussion, evaluate the
effectiveness of each film, both as a dramatic
work in its own right and as an interpretation of
Miller’s play. You may use a similar strategy with
“The Fall of the House of Usher” by Edgar Allan
Poe (306), showing two film adaptations such as
House of Usher,
the 1960 film directed by Roger Corman, and
the 1949 film version directed by Ivan Barnett.
(Note that students may apply this standard to a
play by Shakespeare in Grade 12)
Common Core Literature 9-12
Anchor Standard Eight: Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
9th grade
8. (Not applicable to literature)
10th grade
8. (Not applicable to literature)
11th grade
8. (Not applicable to literature)
12th grade
8. (Not applicable to literature)
Anchor Standard Nine: Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
9th grade
.Analyze how an author draws on and
transforms source material in a
specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or
the Bible or how a later author draws
on a play by Shakespeare).
Unit:
Poetry: Beauty
10th grade-World Lit
Analyze how an author draws on and
transforms source material in a specific work
(e.g., how Shakespeare treats a theme or
topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare).
Resources:
Text Prentice-Hall Literature
Platinum Book
Unit 8 “The Tragedy of Julius Caesar”
Prentice Hall Literature –
Green Book
These specific poems:

Dream Variations Langston
Hughes

Haiku selections

I wandered Lonely as a Cloud –
Common Core Literature 9-12
11th grade-American Lit
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.
12th grade-European Lit
Demonstrate knowledge of eighteenth-, nineteenthand early-twentieth-century foundational works of
American literature, including how two or more texts
from the same period treat similar themes or topics.
Unit 4 European Lit 18th and early 19th Century: Poems by
William Blake
Unit 6 European Literature 20th Century: Lord of the Flies
Unit 8 “The Tragedy of Julius Caesar”
Text: see list below in Assessments
Poems by William Blake
Prentice Hall Literature
Black Book-618-626
Lord of the Flies books-located in English Department book
closet.



William Wordsworth
Psalm 96 – King James Bible
Sonnet 73 – William
Shakespeare
The Raven – Edgar Allen Poe
United Streaming:

clips on allusions in poetry and
other literary devices.
Internet:

The Underground by Seamus
Heaney
http://vimeo.com/5014979
video clip of him reading “The
Underground.”
Assessments:
Read and listen or watch Seamus Heaney
read “The Underground.” Identify and
read more about the literary and other
allusions in the poem and explain why
they might enhance appreciation of the
poem. (Extension: Discuss how the use
of enjambment adds layers of meaning
to the poem. Try writing a poem using
enjambment to achieve the same effect.)
Common Core Literature 9-12
To address the standard, ask students to
complete the Research and Technology
assignment for “The Tragedy of Julius Caesar.”
Research and produce a slide-show presentation
on the philosophical movement called Stoicism.
Determine which character in the play best
embodies Stoicism, and include slides explaining
your choice. Students should investigate surviving
quotations or passages by early Greek Stoic
philosophers and by Roman Stoics of the imperial
ers, particularly the Emperor Marcus Aurelius.
They should also investigate accounts of Brutus’
life, particularly portions of “The Life of Marcus
Brutus” in Plutarch’s “Lives of the Noble Grecian
and Romans. Students should then analyze how
and why Shakespeare drew on the themes or
ideas of Stoicism in portraying the character of
Brutus.
What key details about Julius Caesar’s
assassination given in Plutarch’s “Lives” are
Literary Analysis, p. 155
To cover the standard, introduce the Literary
Analysis instruction on page 155,
emphasizing the Comparing Literary Works
section. As students read the two
foundational eighteenth-century works that
follow—Thomas Jefferson’s the
Declaration of Independence and the excerpt
from Thomas Paine’s The American
Crisis—have them compare how these works
treat the theme of revolution.
Reinforce the skills and assess mastery by having
students complete the questions
on the After You Read page.
To further support the standard have students
read foundational works such as those listed
below. Encourage students to apply the
instruction on the Before You Read page and
demonstrate their knowledge of these texts by
answering the
Consider the use of the allusion of The Fall as utilized in
both William Blake’s poetry and William Golding’s novel
Lord of the Flies. (View united streaming clips on symbolism
as a pre-writing exercise.)
incorporated into the plot of Shakespeare’s play?
What details about the omens and predictions
foreshadowing Caesar’s death are drawn from
Plutarch’s “Lives”? In what way did Shakespeare
change or transform these details? What details
aout Brutus’ funeral oration and speaking style
come from Plutarch’s “Lives”? What details about
Mark Anthony’s character and behavior come
from Plutarch’s “Lives”? How much of Anthony’s
funeral oration is borrowed from Plutarch, and
how much is Shakespeare’s own?
Common Core Literature 9-12
questions on the After You Read page.
Eighteenth-Century Foundational Works
• Jonathan Edwards, from “Sinners in the Hands
of an Angry God” (p. 106)
• Patrick Henry, “Speech in the Virginia
Convention” (p. 184)
• Benjamin Franklin, from The Autobiography (p.
138-146)
• Olaudah Equiano, from The Interesting
Narrative of the Life of Olaudah Equiano (p.
42,44)
Nineteenth-Century Foundational Works
• Washington Irving, “The Devil and Tom
Walker” (p. 240)
• Meriwether Lewis, “Crossing the Great Divide”
(p. 284)
• Edgar Allan Poe, “The Fall of the House of
Usher” (p. 308)
• Herman Melville, from Moby-Dick (p. 354)
• Ralph Waldo Emerson, from “Nature” and
“Self-Reliance” (p. 386)
• Henry David Thoreau, from Walden (p. 402)
• Emily Dickinson, Poetry (p. 418)
• Walt Whitman, from “Song of Myself” (p. 436)
• Frederick Douglass, from My Bondage and My
Freedom (p. 497)
• Abraham Lincoln, The Gettysburg Address (p.
522)
• Mark Twain, from Life on the Mississippi (p.
564)
• Kate Chopin, “The Story of an Hour” (p. 634)
Early-Twentieth-Century Foundational Works
• T.S. Eliot, “The Love Song of J. Alfred Prufrock”
(p. 718)
• Ezra Pound, “In a Station of the Metro” (p.734)
• William Carlos Williams, “The Red
Wheelbarrow” (p. 7353)
• H.D., “Pear Tree” (p. 737)
• Ernest Hemingway, “In Another Country” (p.
809)
Range of Reading and Level of Text Complexity
Anchor Standard Ten: Read and comprehend complex literary and informational texts independently
and proficiently.
9th grade
By the end of grade 9, read and
comprehend literature, including
stories, dramas, and poems, in the
grades 9–10 text complexity band
proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 10, read and
comprehend literature, including
stories, dramas, and poems, at the
high end of the grades 9–10 text
complexity band independently and
proficiently.
10th grade
By the end of grade 9, read and comprehend
literature, including stories, dramas, and
poems, in the grades 9–10 text complexity
band proficiently, with scaffolding as needed
at the high end of the range.
By the end of grade 10, read and
comprehend literature, including stories,
dramas, and poems, at the high end of the
grades 9–10 text complexity band
independently and proficiently.
11th grade
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.
Lesson Examples:
Resources:
Assessments
Common Core Literature 9-12
For all grades, see previous standards—standard 10
is covered throughout all others.
12th grade
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.
Common Core Literature 9-12