Joint School District No. 2
English Language Arts Curriculum
Grade 12
English
2012-13
Curriculum Revision Committee:
David Knife, Central Academy
Christin Kaminsky, Centennial High School
Kenneth Nakis, Centennial High School
Wendy Parshley, Meridian High School
Heather Smith, Meridian High School
Kristin Galloway, Mountain View High School
Anna Eaton-Merkle, Eagle High School
Hollie Fisher, Rocky Mountain High School
Suzanne Mackelprang, Academic Coach
Laura Gilchrist, English Language Arts Curriculum Coordinator
Quarter 1
Who Am I?
Quarter 2
What Motivates Me?
Quarter 3
Where Will My
Choices Lead?
Table of Contents
Scope and Sequence
Unit 1
Unit 2
Unit 3
Unit 4
1|Revised June 2013; Hotlinks updated May 2014
Quarter 4
What’s My
Individual
Responsibility?
Page
2-4
5-12
13-20
21-26
27-32
ELA Scope and Sequence Grade 12
F indicates that the standard is a focus standard and will be explicitly
taught during the unit. X indicates that this standard will be met
through throughout the year, but will not be explicitly taught; rather,
teachers will need to ensure that students are meeting these
standards as a result of explicit instruction through other standards.
Standard
Unit 1
Unit 2
Unit 3
Reading Literature
1
F
2
x
F
x
3
F
F
4
x
F
5
F
x
6
F
7
F
x
8
n/a
n/a
n/a
9
Addressed in Grade 11
10
x
x
x
Standard
Unit 1
Unit 2
Unit 3
Reading Informational Text
1
F
F
2
x
3
4
x
5
x
6
F
x
7
F
8
x
9
Addressed in Grade 11
10
x
x
x
Unit 4
x
n/a
x
Unit 4
F
F
F
F
F
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Standard
Unit 1
Unit 2
Unit 3
Unit 4
Writing
1
1a
1b
1c
1d
1e
2
2a
2b
2c
2d
2e
2f
3
3a
3b
3c
3d
3e
4
5
6
7
8
9
9a
9b
10
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
x
x
x
F
F
x
F
F
F
F
Addressed in Grade 11
Addressed in Grade 11
x
x
x
x
x
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Standard
Unit 1
Unit 2
Unit 3
Unit 4
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
F
F
F
F
x
x
x
x
Unit 1
Unit 2
Unit 3
Unit 4
Speaking and Listening
1
1a
1b
1c
1d
2
3
4
5
6
Standard
Language
1
1a
1b
2
2a
2b
3
3a
4
4a
4b
4c
4d
5
5a
5b
6
F
F
F
F
F
x
x
x
F
F
F
F
F
x
x
x
x
x
x
F
F
F
F
F
F
F
F
x
F
F
F
F
F
F
F
x
x
x
x
x
F
x
x
x
x
x
x
x
x
x
x
x
x
4|Revised June 2013; Hotlinks updated May 2014
Grade 12  Unit 1
Who am I?
Do I contradict myself?
Very well then I contradict myself,
(I am large, I contain multitudes.)
--Walt Whitman
Find out who you are and do it on purpose.
--Dolly Parton
Your work is to discover your work, and then with all
your heart, give yourself to it.
--Buddha
OVERVIEW
In this unit students will explore how self-awareness guides the decision making process.
Students will read several creative works and examine how the authors answer the
questions: Who am I? How did I become who I am today? Students will create a
graduation portfolio that incorporates practical writing and planning for the future, and
write a personal memoir.
ENDURING UNDERSTANDINGS




Experiences from your past influence your values and goals.
Memoirs provide an opportunity for self-analysis through reflection and writing.
Literature may reveal the author’s experience and bias and lead readers to assess
their own experiences and biases.
Self-awareness (meta-cognition) is a common theme in many classic pieces of
literature.
ESSENTIAL QUESTIONS

How do I discover who I am?
GUIDING QUESTIONS



How can a close reading of a text reveal authorial prejudice or provoke readers
to assess their own experiences and biases?
How important is goal setting for personal growth?
What past experiences have had the most influence on your values and goals?
5|Revised June 2013; Hotlinks updated May 2014
STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY
*indicates concept previously introduced in earlier grades. (get off of district web site)
Reading Vocabulary
Writing Vocabulary
Language Vocabulary
 Analyze*
 descriptive*
 conventions*
 annotation
 figurative language*
 diction*
 autobiography*
 narrative*
 hyphens
 biography*
 peer editing
 structure*
 memoir
 precise
 syntax*
 structure*
 professional writing
 word choice
 theme
 show vs. tell
 voice
STUDENTS WILL BE ABLE TO DO THE FOLLOWING:
(List only the focus standards that will be used in this unit.)
Reading: Literature
Key Ideas and Details
RL.11-12.1

RL.11-12.3
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.
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).
Craft and Structure
RL.11-12.5
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.
Reading: Informational Text
Key Ideas and Details

RI.11-12.1
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.
Craft and Structure

RI.11-12.6
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.
Writing
Text Types and Purposes

W.11-12.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
6|Revised June 2013; Hotlinks updated May 2014

W.11-12.3.a

W.11-12.3.b

W.11-12.3.c

W.11-12.3.d

W.11-12.3.e
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.
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
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).
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing

W.11-12.4

W.11-12.5
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
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.
Speaking and Listening
Comprehension and Collaboration

SL.11-12.1 

SL.11-12.1.a

SL.11-12.1.b

SL.11-12.1.c

SL.11-12.1.d
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.
Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
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.
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
7|Revised June 2013; Hotlinks updated May 2014
Language
Conventions of Standard English

L.11-12.2 

L.11-12.2.b
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Spell correctly.
Knowledge of Language

L.11-12.3 
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.
SUGGESTED WORKS
ADOPTED RESOURCES
Write Source Grades 9-12, Great Source, 2007
Write for College, Great Source, 2007
Timeless Voices, Timeless Themes, British Literature, Prentice Hall, 2000-2002
British and World Literature, Glencoe/McGraw Hill, 1997
Bedford Introduction to Literature 4-8th editions, Bedford St. Martin's, 1996-2007
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not
need to use all of them in this unit. These texts, however, should not be used in any
other unit.
No Anchor Texts for this unit
Suggested Memoirs for Student Choice Reading
 A Child Called It by David Peltzer
 Angela’s Ashes by Frank McCourt
 Chicken Soup for the Teenage Soul
 Cry Baby by Chris Crutcher
 Death of a Moth by Annie Dillard
 Fishcheeks by Amy Tan
 Hungry for the World and In the Wilderness by Kim Barnes
 If You Had One Day with Someone Who’s Gone by Mitch Albom
 Look Me in the Eye by John Elder Robison
 Persopolis by Marjane Satrapi
 Sickened by Julie Gregory
 Something Neat This Way Comes by Chris Crutcher
 Teacher Man by Frank McCourt
 The Glass Castle by Jeanette Walls (printed version)
 The Glass Castle by Jeanette Walls: http://youtu.be/lW0XVno-0gM
8|Revised June 2013; Hotlinks updated May 2014




“The Story of Your Life in Six Words” (Six Word Memoir by Ernest Hemingway):
http://psychcentral.com/blog/archives/2011/01/06/the-story-of-your-life-in-sixwords/
The Town Dump by Wallace Stegner: www.stanford.edu/~jonahw/ATEF05/Stegner.doc
This Does Not Have to be a Secret by Elizabeth McCracken:
http://www.oprah.com/omagazine/Elizabeth-McCracken-Memoir (excerpt)
Twitter: Memoirs & Personal Narratives:
http://wheretheclassroomends.com/tag/dave-barry (The following Memoirs are
available at this website.)
o “Why I Write,” Joan Didion
o
o
o
o
o
“Why I Write,” George Orwell
“Mother Tongue,” Amy Tan
“Lost in the Kitchen,” Dave Barry
Hope in the Unseen, Ron Suskind
The Glass Castle, Jeannette Walls
SUPPORTING TEXTS
Short Stories
 Indian Education by Sherman Alexi: http://comosr.spps.org/alexie
Novels


Siddartha by Herman Hesse (Lexile Level 1010)
The Joy Luck Club by Amy Tan (Lexile Level 930)
Poems
 “On the Amtrack Track from Boston to New York City” by Sherman Alexi:
http://www.poemhunter.com/best-poems/sherman-alexie/on-the-amtrak-fromboston-to-new-york-city/
Songs
 “Cat’s in the Cradle”: http://youtu.be/KUwjNBjqR-c
 “Lonely Boy”: http://youtu.be/a_426RiwST8
 “Macklemore & Ryan Lewis - Can't Hold Us Feat. Ray Dalton (Official Music
Video)”: http://youtu.be/2zNSgSzhBfM
Picture Books
 Meteor by Patricia Polacco
 Thank You, Mr. Faulkner by by Patricia Polacco
DIGITAL CONTENT
Media/Film: Any film clips must be building approved; films with an R rating are not
permitted based on District Policy 602.10. Film clips accessed through Discovery
Education are approved.
 Randy Pausch last lecture -- edited to 45 for showing in class: http://youtu.be/Arnrxle4Gw
 Six Word Memoirs: several youtube video possibilities
 The "Last Lecture" by Randy Pausch http://youtu.be/j7zzQpvoYcQ (1 hr. 44 min.
9 sec.)
 The Last Lecture: Randy Pausch http://thelastlecture.com/
Websites
9|Revised June 2013; Hotlinks updated May 2014


CWEST Job Search Resources (Résumés, Applications, and Letters):
http://owl.english.purdue.edu/engagement/34/
Example Employment Documents:
http://owl.english.purdue.edu/owl/resource/734/1/
SUGGESTED ACTIVITIES AND ASSESSMENTS
(Focus standards for this unit are in bold.)
Introductory Activity
1. 50 before 50 Collage (W.11-12.7, W.11-12.8, SL.11-12.2, SL.11-12.3, SL.11-12.4):
 Students watch The Last Lecture by Randy Pausch. This lecture covers
information pertaining to setting life goals.
 Students will make a list of 50 things they want to do before turning 50.
 The list of activities must be within their control. For example, they cannot put
winning the lottery.
 The events included on the list can be small or large. For instance, graduating
high school, graduating college, becoming president of the United States.
 Students are encouraged to have a combination of fun and serious events. For
instance having a really short haircut and getting their master’s degree.
 Final copy must be a typed list.
 Following completion of their list, students will create a pictorial collage
representing items on their list. Collage must include a minimum of 15 items.
Collage will be created on a construction piece of paper using magazines.
 Students will introduce themselves and present three items from their collage.
READING STRATEGY FOCUS
Literature
 Everyone Has a Secret (RL.11-12.1, RL.11-12.3, RL.11-12.5, RI.11-12.1, RI.11-12.6,
SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d, L.11-12.2, L.11-12.2.b, L.11-12.3) Students
will read and annotate This Does Not Have to be a Secret by Elizabeth
McCracken. They are annotating for good writing, personal connections to the
text, making inferences, and analyzing the success of the writing.
 Discuss text. What is the main message?
 Teacher will draw attention to section of the text pertaining to making a sign: I
am Deaf. Discuss the significance of each of us having a secret we wish we
could put on a sign.
 Students will then be assigned to create their own sign. This sign is something
deeper than the obvious; no sign about being an athlete. Create a sign with a
deeper meaning.
 Students will type and turn in the sign.
 Signs will be displayed around the room for students to read. (All of this is
anonymous).
 Students will walk around the room and make comments on post-its to place on
the signs.
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

Class discussion will then follow. Students will establish goals and deadlines and
roles for discussions.
Finally, students will free write on their sign adding specific details to make the
story complete.
Informational
1. Research background information on writing memoirs and personal narratives,
background on religious or world events that have shaped the literature.
2. Read information on correct formatting and business writing etiquette. What traits
do they have in common? How is business writing similar and different from other
types of writing?
WRITING STRATEGY FOCUS
1. Memoir (W.11-12.3, W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d,
W.11-12.3.e, W.11-12.4, W.11-12.5, L.11-12.2, L.11-12.2.b): Write a narrative about
your earliest memory, a significant place, what your personal spiritual beliefs are,
an important family event, a meaningful piece of art, a significant item, an
educational experience, or a noteworthy historical event. Use narrative
techniques, such as dialogue, pacing, description, themes, etc. Explain how this
experience has shaped your values or what this has taught you or how this has
changed you as a person.
2. Graduation Portfolio (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.e,
W.11-12.2.f, W.11-12.4, W.11-12.5): Students will create and compile a collection
of works, such as college applications, job applications, interest inventories,
learning preferences surveys, college entrance essays, thank you letters, letters of
recommendation, letters of request, ACT, SAT, or ASVAB results, résumés and selfreflections.
3. 12 Years of Education (RL.11-12.1, RL.11-12.3, RL.11-12.5, RI.11-12.1, RI.11-12.6,
W.11-12.3, W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e,
W.11-12.4, W.11-12.5, SL.11-12.1, SL.11-12.1.a, L.11-12. 2, L.11-12.2.b):
 The students will read the short story “Indian Education” by Sherman Alexie.
 The class will discuss how choosing to include specific events makes more of a
statement regarding the theme of the story than a detailed, chronological
account.
 Students will also discuss the fact that the details included are not only centered
around school but also around the idea that education does not always come
from a classroom.
 Students will brainstorm about their own educational experiences, trying to recall
one specific event from each of their own “12 Years of Education.” This is done
as a free-write and should include anything that comes to mind.
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




Students will revise free-write into the first draft of the first six years of their
education as homework.
Students will share this first draft with peers at the next class, using the opportunity
for constructive criticism to provide inspiration for thematic focus and the
completion of the assignment.
Student will revise first six years and complete the rest of the narrative for the next
class period.
Students will again share completed narrative covering all 12 years of education
with peer-editors who will provide editing feedback for correct grammar and
conventions. Peer-editors will also give suggestions for revision regarding
adhesion to thematic focus, narrative voice, and descriptive detail.
Final draft of this assignment will be submitted as part of the culminating writing
activity for a non-fiction memoir.
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Grade 12  Unit 2
What Motivates Me?
People often say that motivation doesn’t
last. Well, neither does bathing—That’s why
we recommend it daily.
--Zig Ziglar
It is never too late to be who you might
have been.
--George Eliot
OVERVIEW
In this unit students will conduct research into Joseph Campbell’s monomyth (Hero
Journey) and Karl Jung’s archetypes as a prelude to reading, interpreting, and
analyzing several works of literature. They will also execute a multi-media presentation
of their preliminary research. Students will also explore catalysts. The unit will conclude
with students writing a literary analysis described below in the Writing Strategy Focus.
ENDURING UNDERSTANDINGS








Literature contains identifiable archetypes and stereotypes which can occur in
various genres across cultures and throughout history.
Archetypes involve understanding basic anthropology, theology, psychology,
history and mythology of a specific group.
Identifying archetypes might involve characters, situations, symbols, motifs and
allegories.
The recurring archetypal and mythic elements of literature reinforce how the
individual advances from the state of dependence to independence.
Literature examines social, economic and religious issues and how they affect
the individual.
Looking at literature provides an avenue for self-reflection.
Self-awareness can be a catalyst for change.
Motivation can be intrinsic and/or extrinsic.
ESSENTIAL QUESTIONS

How might archetypes and catalysts shape an individual’s decision making
process?
GUIDING QUESTIONS






What are archetypes?
What is a catalyst in literature, and what is a catalyst in real life?
What values or ideals does a particular archetype transmit?
What roles or stereotypes do archetypes perpetuate?
How do motifs, symbols, and allegories differ from archetypes?
How does literature draw from anthropology, theology, psychology, history, and
mythology to create archetypes?
13 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4



How do archetypes manifest themselves in modern media and in real life?
What are some examples of intrinsic and extrinsic motivation in literature, media
and real life?
How can self-awareness be a catalyst for change?
STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY
*indicates concept previously introduced in earlier grades.
Reading Vocabulary
Writing Vocabulary
Language Vocabulary
 Allegory*
 analyze*
 clause*
 archetype
 argument*
 convention*
 catalyst
 citation*
 phrase*
 connotation*
 syntax*
 claim*
 denotation*
 counter claim*
 extrinsic
 evidence*
 intrinsic
 plagiarism*
 monomyth
 style
 motif*
 syntax*
 nuance*
 perspective/point of
view*
 rhetoric*
 symbol*
 theme*
STUDENTS WILL BE ABLE TO DO THE FOLLOWING:
(List only the focus standards that will be used in this unit.)
Reading: Literature
Key Ideas and Details

RL.11-12.2

RL.11-12.3
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.
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).
Craft and Structure
RL.11-12.4

RL.11-12.6
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.)
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).
Integration of Knowledge and Ideas
14 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4

RL.11-12.7
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. (Include at least one play by
Shakespeare and one play by an American dramatist.)
Writing
Text Types and Purposes

W.11-12.1

W.11-12.1.a

W.11-12.1.b

W.11-12.1.c

W.11-12.1.d

W.11-12.1.e

W.11-12.8
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
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.
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.
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.
Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports
the argument presented.
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.
Speaking and Listening
Comprehension and Collaboration

SL.11-12.2 

SL.11-12.3
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.
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.
Presentation of Knowledge and Ideas

SL.11-12.4 
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
15 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4

SL.11-12.5 
organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
Language
Conventions of Standard English

L.11-12.2 

L.11-12.2.b
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Spell correctly.
Knowledge of Language
Vocabulary Acquisition and Use

L.11-12.4 

L.11-12.4.a

L.11-12.4.b

L.11-12.4.c

L.11-12.4.d

L.11-12.5

L.11-12.5.a

L.11-12.5.b
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.
Use context (e.g., the overall meaning of a sentence, paragraph, or text;
a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., conceive, conception,
conceivable).
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.
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
SUGGESTED WORKS
ADOPTED RESOURCES
Write Source Grades 9-12, Great Source, 2007
Write for College, Great Source, 2007
Timeless Voices, Timeless Themes, British Literature, Prentice Hall, 2000-2002
British and World Literature, Glencoe/McGraw Hill, 1997
Bedford Introduction to Literature 4-8th editions, Bedford St. Martin's, 1996-2007
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not
need to use all of them in this unit. These texts, however, should not be used in any
other unit.
16 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4



Lord of the Flies by William Golding
Hamlet by William Shakespeare
Beowulf
SUPPORTING TEXTS
Legends/Myth/Traditional Literature
 King Arthur stories
 Canterbury Tales
 The Aeneid
 The Iliad
Novels
 The Stranger by Albert Camus (Lexile Level 880)
 Siddhartha by Herman Hesse (Lexile Level 1010)
 Frankenstein by Mary Shelley (Lexile Level 1170)
 Heart of Darkness by Joseph Conrad (Lexile Level 1050)
 Things Fall Apart by Chinua Achebe (Lexile Level 880)
Poems
 The Divine Comedy (Inferno) by Dante:
http://www.divinecomedy.org/divine_comedy.html
 “White Man’s Burden” by Rudyard Kipling: http://www.onlineliterature.com/keats/922/
 “Brown Man’s Burden “by Henry Labouchère:
http://theprogressingpoetryproject.blogspot.com/2010/02/brown-mansburden.html
Plays The complete works of William Shakespeare are available at this site:
http://shakespeare.mit.edu/
 Macbeth by William Shakespeare
 King Lear by William Shakespeare
 Othello by William Shakespeare
 The Tempest by William Shakespeare
Nonfiction
 Moral Development and Moral Education: An Overview:
http://tigger.uic.edu/~lnucci/MoralEd/overview.html (These contain excerpts
from Piaget and Kohlberg.)
Picture Books
 Cat in the Hat by Dr. Seuss
 Green Eggs and Ham by Dr. Seuss
 Where the Wild Things Are by Maurice Sendak
 The Giving Tree by Shel Silverstein
DIGITAL CONTENT
Art/Photos
17 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4

Pears’ Soap Ad (The White Man’s Burden):
http://www.bing.com/images/search?q=%E2%80%A2%09Pears%E2%80%99+Soap
+Ad+%28The+White+Man%E2%80%99s+Burden%29&qpvt=%E2%80%A2%09Pears%
E2%80%99+Soap+Ad+%28The+White+Man%E2%80%99s+Burden%29&FORM=IGRE

St. George and the Dragon by Paolo Uccello (Use with poem Not My Best Side.):
http://www.bing.com/images/search?q=%E2%80%A2%09St.+George+and+the+
Dragon+by+Paolo+Uccello+&qs=n&form=QBIR&pq=%E2%80%A2+st.+george+an
d+the+dragon+by+paolo+uccello+&sc=1-45&sp=-1&sk=
Anything by Monet to be used with Heart of Darkness:
http://www.bing.com/images/search?q=monet+art&qs=IM&form=QBIR&pq=mo
net+&sc=8-6&sp=2&sk=HS1

Media/Film: Any film clips must be building approved; films with an R rating are not
permitted based on District Policy 602.10. Film clips accessed through Discovery
Education are approved.
 Hamlet (1996, PG-13)
 Hamlet (2009, Not Rated, Royal Shakespeare Company Production)
 Hamlet (1948, Not Rated)
 To Be or Not to Be (with Jack Benny)
 The Lion King (1994, G)
 Power of Myth by Bill Moyers (Not rated:
http://billmoyers.com/spotlight/download-joseph-campbell-and-the-power-ofmyth-audio/)
 Star Wars (1977, PG)
 Toy Story (1995, G)
 The Milgram Experiment (use with Lord of the Flies)
https://www.youtube.com/watch?v=fCVlI-_4GZQ
http://dsc.discovery.com/tv-shows/curiosity/videos/the-milgram-experiment.htm
 Lost (pilot episode)
 The Simpsons (Das Bus episode: Season 9, Episode 14) (TV-14)
 The Simpsons (Simpsons Do Hamlet: Season 13: Episode 14) (TV-14
Music
 “You Belong to Me” by Taylor Swift: http://youtu.be/9bKAaKwX5aA
Poetry
 “Not My Best Side” by U. A. Fanthorpe:
http://wonderingminstrels.blogspot.com/2000/05/not-my-best-side-ufanthorpe.html
 “We Wear the Mask” by Paul Laurence Dunbar:
http://www.dunbarsite.org/gallery/WeWearTheMask.asp
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Websites
 Facebook Hamlet: http://www.angelfire.com/art2/antwerplettuce/hamlet.html
 Hamlet by William Shakespeare: http://www.shmoop.com/hamlet/
 Lord of the Flies by William Golding: http://www.shmoop.com/lord-of-the-flies/
SUGGESTED ACTIVITIES AND ASSESSMENTS
(Focus standards for this unit are in bold.)
INTRODUCTORY ACTIVITY
1. Graphic Organizer (RI.11-12.7, R.I. 11-12.10, SL.11-12.2, SL.11-12.4, SL.11-12.6,
L.11-12.2): Complete a graphic organizer detailing the steps of Joseph Campbell’s
Hero’s Journeys as he defines them through examples from literature.
READING STRATEGY FOCUS
Literature
1. Dialogue Scene (RL.11-12.2, RL.11-12.3, RL.11-12.4, SL.11-12.2, SL.11-12.6,
L.11-12.2.b, L.11-12.4, L.11-12.4.a, L.11-12.4.b, L.11-12.4.c, L.11-12.4.d, L.11-12.5,
L.11-12.5.a, L.11-12.5.b, L.11-12.6): Over the course of the play, Hamlet, students
are introduced to some very unlikely characters from which the action of the
play develops: Madness, Betrayal, Ambition, and Revenge, etc. In order to
understand how these characters function in the play, students will need to write
a dialogue exchange between two of the themes (Madness, Betrayal, Ambition,
and Revenge, etc.) personified as characters and one of the actual characters
from the play, as though those themes are characters. These are the things that
students need to consider when they are working on this assignment: How do we
come to understand the role of themes better by personifying and talking to
them? How does our performance influence our writing? Where would this
revision be added to the play? The goal is to explore how the themes interact to
build a complex account of the play’s thematic content.
2. Plot Summary (RL.11-12.2, L.11-12.4.c, L.11-12.4.d, L.11-12.6, L.11-12.5, L.11-12.5.a,
L.11-12.5.b, L.11-12.6): Write a plot summary of Hamlet. Include a description of
the initial conflict and all the characters involved; a summary of the action
leading to, and a description of, the turning point of the play in Act III; end with a
description of the falling action and resolution in Acts IV and V. Account for the
outcomes for all the major characters in the play.
3. Point of View/Perspective (RL.11-12.6, L.11-12.4.c, L.11-12.4.d, L.11-12.6, L.11-12.5,
L.11-12.5.a, L.11-12.5.b, L.11-12.6): While reading Lord of the Flies (this would also
work with Heart of Darkness), discuss from what vantage point does the reader
receive the information? Is the perspective reliable, or is it highly subjective?
How are important ideas received? Is there an agenda that the narrator seems
to have, either consciously or subconsciously? Does the perspective shift, and if
so, to what end? Are characters explicit in their dialog, or does an omniscient
narrator fill the reader in concerning the larger issues? Why is the perspective
used particularly effective for this novel? How does this distinction between what
19 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
is stated and what is really meant in the text and the subtext help you grasp the
point of view?
4. Multiple Interpretations (RL.11-12.7, SL.11-12.3, SL.11-12.4, L.11-12.4.c, L.11-12.4.d,
L.11-12.6, L.11-12.5, L.11-12.5.a, L.11-12.5.b, L.11-12.6): Compare and contrast a
written text with a film version of the text. Discuss how each director portrays the
three different steps of the Hero’s Journey. Your goal is to show how an author
manipulates the tools of his craft—writing—to create a statement and compare
and/or contrast to how a director creates a similar statement by manipulating
the tools of his craft—film.
WRITING STRATEGY FOCUS
4. Literary Analysis (W.11-12.1, W.11-12.1.a, W.11-12.1.b, W.11-12.1.c, W.11-12.1.d,
W.11-12.1.e, W.11-12.9, L.11-12.4.c, L.11-12.4.d, L.11-12.5, L.11-12.5.a, L.11-12.5.b,
L.11-12.6): Students will research and write one of the following: character
and/or plot analysis, literary interpretation identifying how and why the author
uses particular literary devices, focused literary criticism, compare and contrast
two texts, two characters, two authors. For a character analysis option, consider
a fever chart as a during-the-reading/pre-writing activity.
SPEAKING AND LISTENING ACTIVITIES
1. Jungian Archetypes: (RI.11-12.7, RI.11-12.10, W.11-12.6, W.11-12.7, W.11-12.8,
SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5, SL.11-12.6): Each student will research
and present in a multi-media format the content and function of one of Jung’s
archetypes. Students will take notes on every student’s presentation.
20 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
Grade 12  Unit 3
Where Will My Choices
Lead?
Do not go where the path may lead, go
instead where there is no path and leave a
trail.
--Ralph Waldo Emerson
OVERVIEW
Students will read a variety of literature that explores the relationship between making
choices and their consequences. Writing focus for the unit is the Senior Project: An
extended project in which students explore a public policy and synthesize a wellinformed recommendation based on careful research and analysis.
ENDURING UNDERSTANDINGS










Choices have consequences.
Nothing remains static and immutable.
Some individuals seek to circumvent mutability.
Different historical periods reveal different attitudes toward change.
Well-informed decisions can be a result of synthesizing careful research and
analysis.
Literature and research can provide a starting point for discussions about
choices and their consequences.
Themes in literature often make a statement about choices and their
consequences.
A person’s role can be pre-determined by society.
Tragic heroes will make decisions that might lead to their downfall.
Doing nothing is also a choice which leads to consequences.
ESSENTIAL QUESTIONS

Is there always only one right choice? Why? Why not?
GUIDING QUESTIONS








Why is it important to make informed choices?
How do people manage adversity?
How do people reach goals in the face of obstacles?
How might people respond to change?
How do you define a tragic hero?
How can a person’s role be pre-determined by society?
How is mutability demonstrated in religion, nature, society and politics?
How might individuals seek to circumvent mutability?
21 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY
*indicates concept previously introduced in earlier grades.
Reading Vocabulary
Writing Vocabulary
Language Vocabulary
 Analyze*
 abstract*
 academic
 Bias*
 analyze*
vocabulary
 character flaws
 annotated
 conventions*
 compare/contrast*
bibliography
 dash
 credibility of sources*
 APA format*
 domain-specific
 fate vs. free will
 direct quote*
vocabulary
 hamartia/fatal flaw
 edit vs. revision*
 hyphens
 hubris
 final draft
 interpret*
 first draft
 synthesize*
 internal citation*
 paraphrase*
 plagiarism*
 references page
 summarize*
 synthesize*
 technical paper
STUDENTS WILL BE ABLE TO DO THE FOLLOWING:
(List only the focus standards that will be used in this unit.)
Reading: Informational Text
Key Ideas and Details

RI.11-12.1
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.
Integration of Knowledge and Ideas

RI.11-12.7
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.
Writing
Text Types and Purposes

W.11-12.2

W.11-12.2.a
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
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.
22 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4

W.11-12.2.b

W.11-12.2.c

W.11-12.2.d

W.11-12.2.e

W.11-12.2.f

W.11-12.5

W.11-12.6
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.
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.
Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
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).
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.
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.
Research to Build and Present Knowledge

W.11-12.7

W.11-12.8

W.11-12.9
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.
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.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Language
Conventions of Standard English

L.11-12.1 

L.11-12.1.a

L.11-12.1.b
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
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.
23 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4

L.11-12.2 
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.



L.11-12.2.a
L.11-12.2.b
Observe hyphenation conventions.
Spell correctly.
Knowledge of Language

L.11-12.3.a
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.
Vocabulary Acquisition and Use


L.11-12.6
L.11-12.6.a
Analyze nuances in the meaning of words with similar denotations.
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.
SUGGESTED WORKS
ADOPTED RESOURCES
Write Source Grades 9-12, Great Source, 2007
Write for College, Great Source, 2007
Timeless Voices, Timeless Themes, British Literature, Prentice Hall, 2000-2002
British and World Literature, Glencoe/McGraw Hill, 1997
Bedford Introduction to Literature 4-8th editions, Bedford St. Martin's, 1996-2007
ANCHOR TEXTS No anchor texts are dedicated specifically to this unit. Teachers may
select appropriate materials from the supporting texts as time allows.
SUPPORTING TEXTS
Legends/Myth/Traditional Literature
Novels
 1984 by George Orwell (Lexile Level 950)
 Things Fall Apart by Chinua Achebe (Lexile Level 890)
 Cry, the Beloved Country by Alan Paton (Lexile Level 860)
Plays
 A Doll’s House by Henrik Ibsen
 Oedipus the King by Sophocles (Lexile Level 1090)
 Antigone by Sophocles (Lexile Level 1090)
 King Lear by William Shakespeare
 Macbeth by William Shakespeare
Songs
 “Changes” by David Bowie: http://youtu.be/pl3vxEudif8
Picture Books
 Cat in the Hat by Dr. Seuss
 Green Eggs and Ham by Dr. Seuss
 The Giving Tree by Shel Silverstein
24 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
DIGITAL CONTENT
Art/Photos
 “The Scream” by Edward Munch:
http://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=
1608&bih=836&q=%E2%80%A2%09The+Scream+by+Edward+Munch&oq=%E2%80
%A2%09The+Scream+by+Edward+Munch&gs_l=img.12...4702.4702.0.6855.1.1.0.0.
0.0.102.102.0j1.1.0...0.0...1ac.1.17.img.mxMX764-RKE
 Guernica by Picasso:
http://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=
1608&bih=836&q=%E2%80%A2%09The+Scream+by+Edward+Munch&oq=%E2%80
%A2%09The+Scream+by+Edward+Munch&gs_l=img.12...4702.4702.0.6855.1.1.0.0.
0.0.102.102.0j1.1.0...0.0...1ac.1.17.img.mxMX764RKE#hl=en&site=imghp&tbm=isch&sa=1&q=%E2%80%A2%09Guernica+by+Picass
o&oq=%E2%80%A2%09Guernica+by+Picasso&gs_l=img.12...53532.53532.0.55967.
1.1.0.0.0.0.107.107.0j1.1.0...0.0...1c.1.17.img.BeH7MhUsrio&bav=on.2,or.r_qf.&bvm
=bv.47810305,d.cGE&fp=b30ea9de3a2b2269&biw=1608&bih=836
Media/Film: Any film clips must be building approved; films with an R rating are not
permitted based on District Policy 602.10. Film clips accessed through Discovery
Education are approved.
 “Criminal Minds,” Season 2, Episode “North Mammon”
Websites
 “The Alligator River Story”: http://litmuse.net/assignment/prompt/the-alligatorriver-story
 “Who Should Survive?”: http://home.olemiss.edu/~egjbp/comp/survive.html
 The OWL at Purdue: http://owl.english.purdue.edu/owl/
 BibMe.org: http://www.bibme.org/
 Son of Citation Machine: http://citationmachine.net/index2.php
 District Website: See links at District Website. Filepath from the school district
home page is as follows: Students>Secondary Links>Senior Project Information.
25 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
SUGGESTED ACTIVITIES AND ASSESSMENTS
(Focus standards for this unit are in bold.)
INTRODUCTORY ACTIVITY
1. What is tragedy? For use with Oedipus Rex and/or Antigone. (SL.11-12.1.c, SL.1112.1.d): Students will rank and then discuss the relative tragedy of a series of
events. Students need to justify the rationale for their choices.
2. Alligator River. For use with A Doll’s House. (SL.11-12.1.c, SL.11-12.1.d): Students
read a brief story featuring five characters of differing levels of morality, rank
them from most honorable to least honorable, then discuss in small groups
and/or the whole class their relative rankings. The characters align roughly to the
characters in A Doll’s House. This can be revisited after finishing the play for
another round of conversation/discussion.
READING STRATEGY FOCUS
Literature
1. Comparing Multiple Versions (RL.11-12.7): When working with any of the
tragedies, students can watch/read/listen to different versions of the same play,
and then evaluate and discuss how the versions are similar and different, and
how those choices affect the meaning.
Informational
1. Senior Project Research Reading (RI.11-12.1): As part of the senior project
research-gathering process, students will find and read credible source material
(peer-reviewed journals, medical journals, major university studies, government
agencies, major media outlets, etc.) and cite strong and thorough textual
evidence to support their claims.
2. Integration of Multiple Sources of Information in Senior Project (RI.11-12.7):
Proficient senior project papers should display integration of multiple sources of
information presented in different media or text to problem-solve.
WRITING STRATEGY FOCUS
1. Senior Project (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d,
W.11-12.2.e, W.11-12.2.f) See links at District Website. Filepath from the school
district home page is as follows: Students>Secondary Links>Senior Project
Information. Available resources include examples and directions for every
component of the paper, as well as sample student papers.
2. Senior Project Revision (W.11-12.5): Students should develop and strengthen their
writing through effective revision strategies, including writers’ workshops, teacher
feedback, and peer editing.
3. Senior Project Format (W.11-12.6): Students will use appropriate technology to
write a high-level academic paper.
4. Senior Project Paper (W.11-12.7, W.11-12.8, W.11-12.9): Students will conduct a
sustained research project in order to provide a recommendation for a public
26 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
policy issue. During the research, students should find and synthesize multiple
credible sources, and be able to cite specific evidence to support their analysis.
5. What Defines a Tragic Hero? (SL.11-12.1c, SL.11-12.1d): After reading one of the
tragedy options, students will create their own version of one or more scenes as
time allows. They will compare/contrast their work with the original.
LANGUAGE ACTIVITIES
1. Senior Project Conventions (L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2,
L.11-12.2.a, L.11-12.3, L.11-12.3.a): Students should be able to exhibit proficiency
with the conventions of standard English grammar and usage.
2. Sentence Combining (L.11-12.3.a): Students will be able to combine shorter
sentences to create sophisticated syntax.
3. Hyphens (L.11-12.2.a): Teach the Lesson Plan at this website using the
paragraph given or create one of your own. “Lesson Plan: When to Use a
Hyphen”: http://www.brighthubeducation.com/high-school-englishlessons/20208-when-to-use-a-hyphen-lesson-plan/. Students will review this
information while writing their papers for Senior Project: The Use of Hyphens in
Written English: http://www.brighthubeducation.com/english-homeworkhelp/26834-the-use-of-hyphens-in-english/
27 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
Grade 12  Unit 4
What’s My Individual Responsibility?
With great power comes great
responsibility.
--Uncle Ben Parker (Spiderman,
quoting Voltaire)
In dreams begins responsibility.
--W. B. Yeats
We are made wise not by the recollection
of our past but by the responsibility for our future.
--George Bernard Shaw
OVERVIEW
Students recognize their responsibility to look into the past through literature, media,
and personal experiences and use it to make intelligent and compassionate choices.
Students must not be afraid to stand up for their beliefs. In this unit students will be
asked to open their minds and know their personal choices may have a ripple effect.
Students will synthesize the information learned throughout the year and apply it to their
individual responsibilities.
ENDURING UNDERSTANDINGS










Individuals are responsible for their choices.
An individual’s past helps shape the person he becomes.
The past does not have to define who an individual is; the individual chooses
how the past will influence his present and future decisions.
Individuals exist within larger social structures (family, church, city, state, nation,
world, etc.).
Critical thinking can help students understand how personal choices have
consequences that sometimes reach beyond the individual.
Membership in a social structure brings responsibility.
Sometimes individuals share responsibility for the actions of a social structure to
which they belong.
Examples in literature can reinforce life lessons in a symbolic and timeless fashion.
Literature and life experiences can be a person’s road map to the future.
Self-reflection strengthens an individual’s awareness of his place in the world.
ESSENTIAL QUESTIONS

What is my place in the world right now? What will it be in the future? What are
my responsibilities now? What will they be in the future?
GUIDING QUESTIONS

To what extent are we in control of our own destiny?
28 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4






What traits help individuals or societies succeed where others fail?
To what extent are individuals responsible for their own choices and for the
actions of the groups to which they belong?
How does membership in a social structure bring responsibility?
How do the study of history and literature reflect the human condition?
How do the consequences of past decisions inform our future decisions?
What connections can you make to the literature we have studied throughout
the year?
STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY
*indicates concept previously introduced in earlier grades.
Reading Vocabulary
Writing Vocabulary
Language Vocabulary
 analyze*
 figurative language*
 conventions*
 genocide
 meta-cognition
 rhetoric*
 self-reflection
 interpret*
 syntax*
 synthesize*
STUDENTS WILL BE ABLE TO DO THE FOLLOWING:
Reading: Informational Text
Key Ideas and Details

RI.11-12.1

RI.11-12.2

RI.11-12.3
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.
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.
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.
Craft and Structure

RI.11-12.4
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).
Range of Reading and Level of Text Complexity

RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction 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 literary nonfiction at the
high end of the grades 11–CCR text complexity band independently and
proficiently.
29 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
SUGGESTED WORKS
ADOPTED RESOURCES
Write Source Grades 9-12, Great Source, 2007
Write for College, Great Source, 2007
Timeless Voices, Timeless Themes, British Literature, Prentice Hall, 2000-2002
British and World Literature, Glencoe/McGraw Hill, 1997
Bedford Introduction to Literature 4-8th editions, Bedford St. Martin's, 1996-2007
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not
need to use all of them in this unit. These texts, however, should not be used in any
other unit.

Night by Elie Wiesel (Lexile Level 590)
SUPPORTING TEXTS
Short Stories
 “A Children’s Story” by James Clavell
Legends/Myth/Traditional Literature Sir Gawain and the Green Knight:
http://www.luminarium.org/medlit/gawaintx.htm
Novels
 Man’s Search for Meaning by Viktor Frankl
 Things Fall Apart by Chinua Achebe (Lexile Level 890)
 Siddhartha by Herman Hesse (Lexile Level 1010)
Poems Ten Poems to Change Your Life by Roger Housden (not in the public domain)
 “Hitler’s First Photograph” by Wislawa Szymborska:
http://www.ralphmag.org/hitlerL.html
 “First They Came For the Socialists” by Pastor Martin Niemöller:
http://www.ushmm.org/wlc/en/article.php?ModuleId=10007392
 To the Little Polish Boy Standing with His Arms Up by Peter Fischl:
http://youtu.be/chahtqPhUc8
 Responsibilities and Other Poems by William Butler Yeats:
http://www.bartleby.com/147/
 Fifty Years Later: Reflections on Teaching the Holocaust to Young People by Judy
(Weissenberg) Cohen (Survivor of the Holocaust):
http://www.remember.org/educate/judypoem.html
 Pablo Neruda: http://www.poetryfoundation.org/bio/pablo-neruda#about
(Additional poems available at other websites.)
30 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
Picture Books
 Oh, The Places You’ll Go by Dr. Seuss
 Sneetches by Dr. Seuss
DIGITAL CONTENT
Media/Film: Any film clips must be building approved; films with an R rating are not
permitted based on District Policy 602.10. Film clips accessed through Discovery
Education are approved.
 Obedience to Authority by Milgram (Milgram Experiments,
https://www.youtube.com/watch?v=BcvSNg0HZwk)
 Oprah at Auschswitz at youtube and schooltube
 The Wave (2008, Unrated)
 Der Fuehrer’s Face (1942, Not Rated, Disney)
 Education for Death (1943, Not Rated, Disney)
 Life is Beautiful (1997, PG-13)
 Sneetches youtube
 Monthy Python and the Holy Grail youtube
 Jakob the Liar (1999, PG-13)
 Freedom Riders (2007, PG-13)
Music
 “Run to the Hills” by Iron Maiden: http://youtu.be/8ufy9UXOeMw
Poetry
 “In Dreams Begins Responsibility” by Yeats:
http://www.gutenberg.org/files/36865/36865-h/36865-h.htm
Websites
 The Auschwitz Album:
http://www.yadvashem.org/yv/en/exhibitions/album_auschwitz/index.asp
 Arrivals in Auschwitz (Google Images):
https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw
=1608&bih=836&q=arrivals+in+auschwitz&oq=arrivals+in+auschwitz&gs_l=img.12..
.812.7757.0.10266.21.14.0.7.7.0.187.1536.5j9.14.0...0.0...1ac.1.17.img.cKH_pbXiBO4
 Excerpts of Hitler’s speeches:
https://www.youtube.com/results?search_query=%E2%80%A2%09Excerpts+of+Hitl
er%E2%80%99s+speeches&oq=%E2%80%A2%09Excerpts+of+Hitler%E2%80%99s+sp
eeches&gs_l=youtube.12...3414.3414.0.6669.1.1.0.0.0.0.106.106.0j1.1.0...0.0...1ac.1.
11.youtube.0TbsjDrnlRY
31 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
SUGGESTED ACTIVITIES AND ASSESSMENTS
(Focus standards for this unit are in bold.)
INTRODUCTORY ACTIVITY
1. Who’s Responsible (RI.11-12.1, RI.11-12.4, RI.11-12.7, RI.11-12.8, RI.11-12.9, W.11-12.1,
W.11-12.2, W.11-12.6, W.11-12.8, W.11-12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3,
SL.11-12.4, SL.11-12.5): Have students determine who was responsible for the
Holocaust and to what extent they are guilty of crimes against humanity. Have the
students create a poster to illustrate the following: 1. Create a pie chart in which you
assign the person/group listed below showing the percentage of responsibility they
believe they should bear for the Holocaust. Remember, all percentages must add
up to100%. 2. In addition, for each group listed below students need to include a
bulleted list that shows evidence of guilt. Examples of things to include could be:
Statements that explain their role in the holocaust, Named specific government
policies, memorandums, or reports, Quotes from individuals, Statistics, Media reports,
such as newspapers or radio, Propaganda. 3. Includes a graphic, such as a photo
or drawing, that will “grab the attention” of the reader AND emphasize the
conclusion of your findings. (For premade chart search Internet using “Who is
Responsible for the Holocaust” and
“hs.pequannock.org/ourpages/auto/2012/9/.../Blame%20pie%20chart.doc”
READING AND WRITING STRATEGY FOCUS
1. Brochure (RI.11-12.1, RI.11-12.3, RI.11-12.4, RI.11-12.6, RI.11-12.7, RI. 11-12.10,
W.11-12.2.a, W.11-12.2.b. W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.4,
W.11-12.5, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.9, W.11-12.9.a, W.11-12.9.b,
SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d, SL.11-12.2, SL.11-12.3, SL.11-12.4,
SL.11-12.5, SL.11-12.6, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.b, L.11-12.6):
Students will examine racism, prejudice, genocide, and anti-Semitism and make
essential connections between history and the moral choices they confront in their
own lives. Students will choose a specific example of where, when, and why a
dilemma of this form of inhumanity has occurred. Might include both primary and
secondary sources, compare and contrast the two. Students will be asked to create
a well-organized and researched artifact, i.e.: brochure, PowerPoint, poster, etc.
that examines one of the aforementioned topics. Artifact can be presented to the
class or displayed. Continued lesson: If artifact is displayed students could be asked
to do a “walkabout” and answer provided critical thinking questions based on what
they see, then discuss findings aloud. Alternate/Addition: Students may also view a
documentary or movie about their chosen topic and compare and contrast the
media to what they found during their research.
2. Reflection (W.11-12.2.a, W.11-12.2.b. W.11-12.2.c, W.11-12.2.d, W.11-12.2.e,
W.11-12.2.f, W.11-12.3, W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d,
W.11-12.3.e, W.11-12.9): Students will use the guiding questions as a jumping off
place for self-reflection through writing or discussion. Students will write a reflection
answering the following questions: What is my place in the world right now? What
will it be in the future? What are my responsibilities now? What will they be in the
32 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
future? *Possibly have students pull examples and evidence from curriculum
throughout the year.
SPEAKING AND LISTENING ACTIVITIES
1. Class Discussion #1(RI.11-12.1, RI.11-12.3, RI.11-12.4, SL.11-12.1.a, SL.11-12.1.b,
SL.11-12.1.c, SL.11-12.1.d, SL.11-12.3, SL.11-12.4, L.11-12.1.a, L.11-12.3, L.11-12.4,
L.11-12.5, L.11-12.6) Lead class to see that there is a distinction between every
person's perception of the truth and the absolute truth itself, for example, the
conflicting sworn statements of impartial eyewitnesses to a crime. Guide the class to
see that the discrepancy is not always the result of honesty versus dishonesty, but
sometimes of a difference in the point of view. (Be prepared with pictures and other
audiovisual aids dealing with the Holocaust to aid students' understanding.)
2. Class Discussion #2 (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, SL.11-12.1.a,
SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d, SL.11-12.3, SL.11-12.4, L.11-12.1.a, L.11-12.3,
L.11-12.4, L.11-12.5, L.11-12.6) Lead class in a discussion (with explanations, if
necessary) that the Jews of Sighet (and elsewhere) refused to believe what was
going to happen to them for the following reasons, among others: there was no
precedent for such a horrible tragedy; the Germans were cultivated, educated
people who would gain nothing by such actions; and Jewish history is filled with so
many examples of suffering experienced at the hands of non-Jews, that Jews often
developed a fatalistic attitude about their condition in a world filled with bigotry.
Discuss the roles played by Moshe the Beadle and Madame Schachter in
portending the horrors that were to come. Develop the concept of foreshadowing
and lead students to see the part it plays in the book. Have them find and explain
their own examples.
33 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
COMMON CORE STATE STANDARDS GRADES 11 and 12
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
RW=Reading and Writing, SL—Speaking and Listening, L—Language
Unit 1: 1-I, 1-RL, 1-RI, 1-W
Unit 2: 2-I, 2-RL, 2-W, 2-SL
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-L
Unit 4: 4-I, 4-R&W, 4-SL
Reading: Literature
Key Ideas and Details
RL.11-12.1

RL.11-12.2

RL.11-12.3
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.
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.
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).
Craft and Structure
RL.11-12.4
RL.11-12.5

RL.11-12.6
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.)
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.
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).
Integration of Knowledge and Ideas

RL.11-12.7


RL.11-12.8
RL.11-12.9
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. (Include at least one play by
Shakespeare and one play by an American dramatist.)
(Not applicable to literature)
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or
more texts from the same period treat similar themes or topics.
34 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
RW=Reading and Writing, SL—Speaking and Listening, L—Language
Unit 1: 1-I, 1-RL, 1-RI, 1-W
Unit 2: 2-I, 2-RL, 2-W, 2-SL
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-L


Unit 4: 4-I, 4-R&W, 4-SL
Range of Reading and Level of Text Complexity
RL.11-12.10
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.
Reading: Informational Text
Key Ideas and Details

RI.11-12.1

RI.11-12.2

RI.11-12.3
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.
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.
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.
Craft and Structure

RI.11-12.4

RI.11-12.5

RI.11-12.6
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).
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.
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.
Integration of Knowledge and Ideas

RI.11-12.7

RI.11-12.8
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.
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in
35 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4
U.S. Supreme Court majority opinions and dissents) and the premises,
purposes, and arguments in works of public advocacy (e.g., The Federalist,
presidential addresses).
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
RW=Reading and Writing, SL—Speaking and Listening, L—Language
Unit 1: 1-I, 1-RL, 1-RI, 1-W
Unit 2: 2-I, 2-RL, 2-W, 2-SL
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-L

RI.11-12.9
Unit 4: 4-I, 4-R&W, 4-SL
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.
Range of Reading and Level of Text Complexity

RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction 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 literary nonfiction at the
high end of the grades 11–CCR text complexity band independently and
proficiently.
Writing
Text Types and Purposes

W.11-12.1

W.11-12.1.a

W.11-12.1.b

W.11-12.1.c

W.11-12.1.d

W.11-12.1.e

W.11-12.2
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
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.
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.
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.
Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports
the argument presented.
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
36 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4

W.11-12.2.a
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.
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
RW=Reading and Writing, SL—Speaking and Listening, L—Language
Unit 1: 1-I, 1-RL, 1-RI, 1-W
Unit 2: 2-I, 2-RL, 2-W, 2-SL
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-L

W.11-12.2.b

W.11-12.2.c

W.11-12.2.d

W.11-12.2.e

W.11-12.2.f

W.11-12.3

W.11-12.3.a

W.11-12.3.b

W.11-12.3.c

W.11-12.3.d

W.11-12.3.e
Unit 4: 4-I, 4-R&W, 4-SL
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.
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.
Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
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).
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
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.
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
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).
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing

W.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
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
W.11-12.5
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
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.
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
RW=Reading and Writing, SL—Speaking and Listening, L—Language
Unit 1: 1-I, 1-RL, 1-RI, 1-W
Unit 2: 2-I, 2-RL, 2-W, 2-SL
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-L

W.11-12.6
Unit 4: 4-I, 4-R&W, 4-SL
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.
Research to Build and Present Knowledge

W.11-12.7

W.11-12.8

W.11-12.9

W.11-12.9.a

W.11-12.9.b
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.
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.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Apply grades 11–12 Reading standards to literature (e.g., “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”).
Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“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 Case majority opinions and dissents] and the
premises, purposes, and arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]”).
Range of Writing

W.11-12.10
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.
Speaking and Listening
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Comprehension and Collaboration

SL.11-12.1 
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.
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
RW=Reading and Writing, SL—Speaking and Listening, L—Language
Unit 1: 1-I, 1-RL, 1-RI, 1-W
Unit 2: 2-I, 2-RL, 2-W, 2-SL
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-L

SL.11-12.1.a

SL.11-12.1.b

SL.11-12.1.c

SL.11-12.1.d

SL.11-12.2 

SL.11-12.3
Unit 4: 4-I, 4-R&W, 4-SL
Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
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.
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
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.
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.
Presentation of Knowledge and Ideas

SL.11-12.4 

SL.11-12.5 
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.
Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
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
SL.11-12.6 
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
Language
Conventions of Standard English


L.11-12.1 
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.11-12.1.a
Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
RW=Reading and Writing, SL—Speaking and Listening, L—Language
Unit 1: 1-I, 1-RL, 1-RI, 1-W
Unit 2: 2-I, 2-RL, 2-W, 2-SL
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-L

L.11-12.1.b

L.11-12.2 


L.11-12.2.a
L.11-12.2.b
Unit 4: 4-I, 4-R&W, 4-SL
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.
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Observe hyphenation conventions.
Spell correctly.
Knowledge of Language

L.11-12.3 

L.11-12.3.a
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.
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.
Vocabulary Acquisition and Use

L.11-12.4 

L.11-12.4.a

L.11-12.4.b

L.11-12.4.c

L.11-12.4.d
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.
Use context (e.g., the overall meaning of a sentence, paragraph, or text;
a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., conceive, conception,
conceivable).
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.
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
40 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4

L.11-12.5

L.11-12.5.a


L.11-12.5.b
L.11-12.6 
Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
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.
41 | R e v i s e d J u n e 2 0 1 3 ; H o t l i n k s u p d a t e d M a y 2 0 1 4