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Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 ` College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. 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. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. 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. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. *Denotes Stand or Standard from the Kansas 15% Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9–10 Text Exemplars http://rapgenius.com/albums/Common-core-standards-initiative/Text-exemplars-and-sample-performance-tasks http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/exemplar/ela.pdf Have class set Have single copy Only available in print Stories Homer. The Odyssey Ovid. Metamorphoses Gogol, Nikolai. “The Nose.” De Voltaire, F. A. M. Candide, Or The Optimist Turgenev, Ivan. Fathers and Sons Henry, O. “The Gift of the Magi.” Kafka, Franz. The Metamorphosis Steinbeck, John. The Grapes of Wrath (PDF on file) Bradbury, Ray. Fahrenheit 451 Olsen, Tillie. “I Stand Here Ironing.” Achebe, Chinua. Things Fall Apart Lee, Harper. To Kill A Mockingbird (PFD on file: Scribd) Shaara, Michael. The Killer Angels Review (Audio link on file from Scribd) Tan, Amy. The Joy Luck Club (PFD on file: Scribd) Álvarez, Julia. In the Time of the Butterflies Zusak, Marcus. The Book Thief Drama. Sophocles. Oedipus Rex. Shakespeare, William. The Tragedy of Macbeth. Ibsen, Henrik. A Doll’s House Williams, Tennessee. The Glass Menagerie Ionesco, Eugene. Rhinoceros Fugard, Athol. “Master Harold”…and the boys. Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Poetry Shakespeare, William. “Sonnet 73.” Donne, John. “Song.” Shelley, Percy Bysshe. “Ozymandias.” Poe, Edgar Allan. “The Raven.” Dickinson, Emily. “We Grow Accustomed to the Dark.” Houseman, A. E. “Loveliest of Trees.” Johnson, James Weldon. “Lift Every Voice and Sing.” Cullen, Countee. “Yet Do I Marvel.” Auden, Wystan Hugh. ”Musée des Beaux Arts.” Walker, Alice. “Women.” Baca, Jimmy Santiago. “I Am Offering This Poem to You.” Informational Texts: English Language Arts Henry, Patrick. “Speech to the Second Virginia Convention.” Washington, George. “Farewell Address.” Lincoln, Abraham. “Gettysburg Address.” Lincoln, Abraham. “Second Inaugural Address.” 175 Roosevelt, Franklin Delano. “State of the Union Address.” Hand, Learned. “I Am an American Day Address.” Smith, Margaret Chase. “Remarks to the Senate in Support of a Declaration of Conscience.” King, Jr., Martin Luther. “Letter from Birmingham Jail.” King, Jr., Martin Luther. “I Have a Dream: Address Delivered at the March on Washington, D.C., for Civil Rights on August 28, 1963.” Angelou, Maya. I Know Why the Caged Bird Sings Wiesel, Elie. “Hope, Despair and Memory.” Reagan, Ronald. “Address to Students at Moscow State University.” Quindlen, Anna. “A Quilt of a Country.” Informational Texts: History/Social Studies Brown, Dee. Bury My Heart at Wounded Knee: An Indian History of the American West Connell, Evan S. Son of the Morning Star: Custer and the Little Bighorn Gombrich, E. H. The Story of Art, 16th Edition Kurlansky, Mark. Cod: A Biography of the Fish That Changed the World Haskins, Jim. Black, Blue and Gray: African Americans in the Civil War Dash, Joan. The Longitude Prize Thompson, Wendy. The Illustrated Book of Great Composers Mann, Charles C. Before Columbus: The Americas of 1491 Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 Informational Texts: Science, Mathematics, and Technical Subjects (STEM) Euclid. Elements Cannon, Annie J. “Classifying the Stars.” Lesson plan Walker, Jearl. “Amusement Park Physics.” Preston, Richard. The Hot Zone: A Terrifying True Story Devlin, Keith. Life by the Numbers Hoose, Phillip. The Race to Save Lord God Bird Hakim, Joy. The Story of Science: Newton at the Center Nicastro, Nicholas. Circumference: Eratosthenes and the Ancient Quest to Measure the Globe U.S. Environmental Protection Agency/U.S. Department of Energy. Recommended Levels of Insulation (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12 (Kindle Locations 798-799). Wiley. Kindle Edition. Suggested Works Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12 (Kindle Location 797). Wiley. Kindle Edition. 9th Grade – Unit 1: Short Stories: “The Gift of the Magi” (O. Henry) (E) “The Overcoat” (Nikolai Gogol) (EA) “The Most Dangerous Game” (Richard Connell) “The Kitchen Boy” (Alaa Al Aswany) “The Secret Life of Walter Mitty” (James Thurber) (EA) “The Cask of Amontillado” (Edgar Allan Poe) (EA) “The Black Cat” (Edgar Allan Poe) (EA) “The Tell-Tale Heart” (Edgar Allan Poe) (EA) “The Scarlet Ibis” (James Hurst) “Everyday Use” (Alice Walker) (EA) “The Minister's Black Veil” (Nathaniel Hawthorne) (EA) “How Much Land Does a Man Need?” (Leo Tolstoy) Points of View: An Anthology of Short Stories (James Moffett and Kenneth L. McElheny, eds.) (1968 edition) Drinking Coffee Elsewhere: Stories (ZZ Packer) Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12 (Kindle Locations 801-815). Wiley. Kindle Edition. Art, Music, and Media Art Michelangelo, The Creation of Adam, Sistine Chapel (c. 1511) Sultan Muhammad, From a Khamsa of Nizamia (1539–1543) Jacob Lawrence, On The Way (1990) Emanuel Leutze, Washington Crossing the Delaware (1851) Pablo Picasso, Young Acrobat on a Ball (1905) Tina Barney, Marina's Room (1987) Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12 (Kindle Locations 818-832). Wiley. Kindle Edition. Music and Lyrics “Clothesline Saga” (Bob Dylan) “Me and Bobby McGee” (Kris Kristofferson and Fred Foster) “Peter and The Wolf” (Sergei Prokofiev) “The Bonnie Lass o' Fyvie” (“Peggy-O”) “Variations on an Original Theme ('Enigma')” (Edward Elgar) Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12 (Kindle Locations 835-841). Wiley. Kindle Edition. 9th Grade – Unit 2: The Novel: Alternative Selections for Unit 2 *The Killer Angels (Michael Shaara) (E) *All Quiet on the Western Front (Erich Maria Remarque) *The Color Purple (Alice Walker) (EA) *Of Mice and Men (John Steinbeck) (EA) Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 Informational Texts *Brother, Can You Spare a Dime? The Great Depression of 1929–1933 (Milton Meltzer) *Only Yesterday (Frederick Lewis Allen) (excerpts, e.g., *Chapters XII through XIV) First Inaugural Speech, March 4, 1933 (Franklin D. Roosevelt) *Memoir/Essay (to accompany The Color Purple) “In Search of Our Mothers' Gardens” (Alice Walker) (EA) Art Selected photographs by Dorothea Lange, taken for the Farm Security Administration during the Great Depression (Library of Congress) “America from the Great Depression to World War II: Photographs from the Common Core (2011-10-14). Film Robert Mulligan, dir., To Kill a Mockingbird (1962) 9th Grade – Unit 3: Poetry Literary Texts: “Ozymandias” (Percy Bysshe Shelley) (E), “The Raven” (Edgar Allan Poe) (E), Sonnet 73 (William Shakespeare) (E), “We Grow Accustomed to the Dark” (Emily Dickinson) (E), “Mending Wall” (Robert Frost) (E) (This is a CCSS exemplar text for grades 11 and 12.), “Homecoming” (Julia Alvarez) (EA), “Love Is” (Nikki Giovanni) (EA), “A Lemon” (Pablo Neruda) (EA), “Saturday's Child” (Countee Cullen) (EA), “Dream Variations,” “In Time of Silver Rain” (Langston Hughes) (EA), “I Ask My Mother to Sing,” “The Gift” (Li-Young Lee), “Phantom Limbs” (Anne Michaels), Psalm 96 (King James Bible), “Lord Randall” (Anonymous), “Campo di Fiori” (Czeslaw Milosz); “The Darkling Thrush” (Thomas Hardy), “Poetry” (Marianne Moore), “Elegy Written in A Country Churchyard” (Thomas Gray), “The Sound of the Sea” (Henry Wadsworth Longfellow) (EA), “I Wandered Lonely as a Cloud” (William Wordsworth), “The Lady of Shalott” (Alfred, Lord Tennyson) “Bogland,” “Digging,” and/or “The Underground” (Seamus Heaney), “The Reader,” “In Trackless Woods” (Richard Wilbur), “Walking Distance” (Debra Allbery), “Morning Glory” (Naomi Shihab Nye), Haiku selections Music: Giacomo Puccini, “Un bel di, vedremo” (Madama Butterfly, 1904), Giacomo Puccini, “O mio babbino caro” (Gianni Schicchi, 1918) 9th Grade – Unit 4: Drama Romeo and Juliet (William Shakespeare) (E) Antigone (Sophocles) (EA) Oedipus the King (Sophocles) (E) Informational Texts Poetics (Aristotle) (excerpt on comedy and tragedy) “The Visual Artistry of Romeo and Juliet” (James Black) (Studies in English Literature, 1500–1900, Vol. 15, No. 2, Spring 1975: 245–256) Art, Music, and Media Art Pablo Picasso, The Tragedy (1903) Michelangelo Merisi da Caravaggio, The Death of the Virgin (1604–1606) Artemisia Gentileschi, Judith and Her Maidservant with the Head of Holofernes (1625) Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12 (Kindle Locations 1944-1960). Wiley. Kindle Edition. 9th Grade – Unit 5: Epic Poetry Literary Texts None for this unit Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 Informational Texts Memoirs One Writer's Beginnings (Eudora Welty) A Childhood: The Biography of a Place (Harry E. Crews) Running in the Family (Michael Ondaatje) “A Four Hundred Year Old Woman” (Bharati Mukherjee) “In Search of Our Mothers' Gardens” (Alice Walker) (EA) The Woman Warrior: Memoirs of a Girlhood Among Ghosts (Maxine Hong Kingston) “Learning to Read and Write” (Frederick Douglass) (EA) Notes of a Native Son (James Baldwin) “A Sketch of the Past” (Virginia Woolf) Essay Life on the Mississippi (Mark Twain) (EA) (excerpts) Speeches “Second Inaugural Address” (Abraham Lincoln) (E) “Gettysburg Address” (Abraham Lincoln) (E) “Address at the March on Washington” (Martin Luther King Jr.) (E) “Letter from a Birmingham Jail” (Martin Luther King Jr.) (E) Nobel Prize Acceptance Speech, 1949 (William Faulkner) (EA) “Sinews of Peace Address” (Winston Churchill) “Brandenburg Gate Address” (June 12, 1987) (Ronald Reagan) “Letter to Albert G. Hodges” Essays “Politics and the English Language” (George Orwell) (E) (This is a CCSS exemplar text for grades 11 and 12.) “The Lost Childhood” (Graham Greene) Excerpts from The 100 Most Influential Books Ever Written: The History of Thought from Ancient Times to Today (Martin SeymourSmith) “Lear, Tolstoy, and The Fool” (George Orwell) “Avant-Garde and Kitsch” (Clement Greenberg) “Preface to Lyrical Ballads” (William Wordsworth) “Lincoln and the Gettysburg Art, Music, and Media Art Vincent van Gogh, Self-Portrait (1889) Jan van Eyck, Self-Portrait (1433) Albrecht Dürer, Self-Portrait at the age of 13 (1484) Leonardo da Vinci, Possible Self-Portrait of Leonardo da Vinci (ca.1513) Rembrandt van Rijn, Self-Portrait at an early age (1628) Rembrandt van Rijn, Self-Portrait at the Age of 63 (1669) Artemisia Gentileschi, Self-Portrait as the Allegory of Painting (1638–1639) Jacob Lawrence, Self-Portrait (1977) Gustave Courbet, The Desperate Man (selfportrait) (1843) Louisa Matthíasdóttir, Self-Portrait with Dark Coat (no date) Francis Bacon, Self-Portrait (1973) Balthus, Le roi des chats (The king of cats) 9th Grade – Unit 6: Literary Nonfiction 10th Grade – Unit 1 Literary Texts Note: Texts can be combined in a number of ways. Students, for example, can read either one mid-length novel or two short novels, in addition to a play, a selection of poems by various authors, and a nonfiction essay. Novels Chile The House of the Spirits (Isabel Allende and Magda Bogin, trans.) Mexico The Underdogs: A Novel of the Mexican Revolution (Mariano Azuela and Sergio Waisman, trans.) The Book of Lamentations (Rosario Castellanos) Like Water for Chocolate (Laura Esquivel and Thomas Christensen, trans.) The Old Gringo (Carlos Fuentes and Margaret Sayers Peden, trans.) Colombia One Hundred Years of Solitude (Gabriel García Márquez) Short Stories Argentina “End of the Game” (Julio Cortázar) “Letter to a Young Lady in Paris” (Julio Cortázar) “The Secret Miracle” (Jorge Luis Borges) “The Garden of Forking Paths” (Jorge Luis Borges) Chile The Stories of Eva Luna (Isabel Allende) (selections) Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 11–CCR Text Exemplars Stories Chaucer, Geoffrey. The Canterbury Tales de Cervantes, Miguel. Don Quixote Austen, Jane. Pride and Prejudice Poe, Edgar Allan. “The Cask of Amontillado.” Brontë, Charlotte. Jane Eyre Hawthorne, Nathaniel. The Scarlet Letter Dostoevsky, Fyodor. Crime and Punishment Jewett, Sarah Orne. “A White Heron.” Melville, Herman. Billy Budd, Sailor Chekhov, Anton. “Home.” Fitzgerald, F. Scott. The Great Gatsby Class set Faulkner, William. As I Lay Dying Shmoop (PFD on file: Scribd) Hemingway, Ernest. A Farewell to Arms (PFD on file: Scribd) Hurston, Zora Neale. Their Eyes Were Watching God (PFD on file: Scribd) Borges, Jorge Luis. “The Garden of Forking Paths.” Shmoop Bellow, Saul. The Adventures of Augie March “modern Tom Sawyer” Morrison, Toni. The Bluest Eye (PFD on file: Scribd) Garcia, Cristina. Dreaming in Cuban Lahiri, Jhumpa. The Namesake Shmoop (PFD on file: Scribd) Drama Shakespeare, William. The Tragedy of Hamlet Molière, Jean-Baptiste Poquelin. Tartuffe Wilde, Oscar. The Importance of Being Earnest Wilder, Thornton. Our Town: A Play in Three Acts (PFD on file: Scribd) Miller, Arthur. Death of a Salesman Hansberry, Lorraine. A Raisin in the Sun Guide (PFD on file: Scribd) Soyinka, Wole. Death and the King’s Horseman: A Play Poetry Li Po. “A Poem of Changgan.” Donne, John. “A Valediction Forbidding Mourning.” Wheatley, Phyllis. “On Being Brought From Africa to America.” Shmoop Keats, John. “Ode on a Grecian Urn.” Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Whitman, Walt. “Song of Myself.” Dickinson, Emily. “Because I Could Not Stop for Death.” Tagore, Rabindranath. “Song VII.” Eliot, T. S. “The Love Song of J. Alfred Prufrock.” Pound, Ezra. “The River Merchant’s Wife: A Letter.” Frost, Robert. “Mending Wall.” Neruda, Pablo. “Ode to My Suit.” Bishop, Elizabeth. “Sestina.” Ortiz Cofer, Judith. “The Latin Deli: An Ars Poetica.” Dove, Rita. “Demeter’s Prayer to Hades.” Collins, Billy. “Man Listening to Disc.” Informational Texts: English Language Arts Paine, Thomas. Common Sense Jefferson, Thomas. The Declaration of Independence United States. Madison, James. The Bill of Rights (Amendments One through Ten of the United States Constitution) Thoreau, Henry David. Walden Emerson, Ralph Waldo. “Society and Solitude.” Porter, Horace. “Lee Surrenders to Grant, April 9th, 1865.” Chesterton, G. K. “The Fallacy of Success.” Mencken, H. L. The American Language, 4th Edition Wright, Richard. Black Boy Orwell, George. “Politics and the English Language.” Hofstadter, Richard. “Abraham Lincoln and the Self-Made Myth.” Tan, Amy. “Mother Tongue.” Anaya, Rudolfo. “Take the Tortillas Out of Your Poetry.” Informational Texts: History/Social Studies Tocqueville, Alexis de. Democracy in America Declaration of Sentiments by the Seneca Falls Conference Douglass, Frederick. “What to the Slave Is the Fourth of July?: An Address Delivered in Rochester, New York, on 5 July 1852.” An American Primer. Edited by Daniel J. Boorstin Lagemann, Ellen Condliffe. “Education.” McPherson, James M. What They Fought For 1861–1865 Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 The American Reader: Words that Moved a Nation, 2nd Edition Amar, Akhil Reed. America’s Constitution: A Biography McCullough, David. 1776 Bell, Julian. Mirror of the World: A New History of Art FedViews by the Federal Reserve Bank of San Francisco Informational Texts: Science, Mathematics, and Technical Subjects (STEM) Paulos, John Allen. Innumeracy: Mathematical Illiteracy and Its Consequences Gladwell, Malcolm. The Tipping Point: How Little Things Can Make a Big Difference interview with author Tyson, Neil deGrasse. “Gravity in Reverse: The Tale of Albert Einstein’s ‘Greatest Blunder.’” Calishain, Tara, and Rael Dornfest. Google Hacks: Tips & Tools for Smarter Searching, 2nd Edition Kane, Gordon. “The Mysteries of Mass.” Fischetti, Mark. “Working Knowledge: Electronic Stability Control.” U.S. General Services Administration. Executive Order 13423: Strengthening Federal Environmental, Energy, and Transportation Management Kurzweil, Ray. “The Coming Merger of Mind and Machine.” Gibbs, W. Wayt. “Untangling the Roots of Cancer.” Gawande, Atul. “The Cost Conundrum: Health Care Costs in McAllen, Texas.” http://msburkeenglish.wordpress.com/ccss-standards-11-12/ appear below for 11-12th Information taken from Common Core (2011-10-14). Common Core Curriculum Maps in English Language Arts, Grades 9-12, Wiley. Kindle Edition. This includes the grade by grade checklists. Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Standards Checklist for Grade Ten Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Standards Checklist for Grade Twelve Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 9th-10th Grade ELA Standards 11th-12th Grade ELA Standards Common Core Prior Standard/ Essential Questions Key Skills Lessons / Activities Assessment Vocabulary Resources and Websites Grade 9: Unit 1 *Character, characterization *Figurative language *Irony (e.g., dramatic, situational, verbal) *Narrator *Parable *Plot (i.e., exposition, rising action, crisis/climax, falling action, resolution/denoum ent) *Point of view *Sensory imagery *Setting *Style *Symbol and symbolism *Theme *Tone Grade 9: Unit 1 Analyzing Irony and Symbolism in a Short Story (Louisiana Department of Education) (RL.9– 10.4, RL.9–10.5) Lesson Plans for “The Scarlet Ibis” (WebEnglishTeache r) (RL.9–10.2) “The Minister's Black Veil” Kindle Edition. (RL.9–10.1, RL.9– 10.2, RL.9–10.3) Reading Literature Key Ideas and Details RL.9-10.1-3 Grade 9: Unit 1 Essential Question Why do we tell stories? Suggested Student Objectives * Identify and explain plot structure (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement) in short stories. * Understand and explain why plots in short stories usually focus on a single event. * Analyze how authors create the setting in a short story. * Define the concept of theme and identify the theme(s) in stories read. * Identify and explain characterization techniques in short stories. * Identify and explain the Grade 9: Unit 1 Literary Elements and the Short Story “The Scarlet Ibis” These Focus Standards have been selected for the unit from the Common Core State Standards. RL.9–10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9–10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. W.9–10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SL.9–10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on Time of Year Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening use of figurative language in short stories. * Analyze how authors create tone in short stories. * Identify the point of view in a short story and analyze how point of view affects the reader's interpretation of the story. * Write a coherent essay of literary analysis with a clear thesis statement, at least three pieces of evidence from texts, and a strong introduction and conclusion. * Define and refine research questions; cite sources accurately, distinguishing others' ideas and expressing their own clearly and persuasively. L.9–10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.9–10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Grade 9: Unit 2 Essential Question Is honor inherent or bestowed? Grade 9: Unit 2 The Novel—Honor These Focus Standards have been selected for the unit from the Common Core State Standards. RL.9–10.2: Determine a theme or central idea of a text and analyze in detail 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. RL.9–10.3: 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. Suggested Student Objectives * Learn about the history of the novel as a literary form. * Recognize the importance of historical context to the appreciation of setting and character. * Identify major and minor characters. Grades 9-‐12 Grade 9 Unit 2: *Antagonist Characterization *Characters: major and minor *Conflict *Extended metaphor *Motif *Parallel plots *Protagonist *Setting *Theme Grade 9 Unit 2 *Harper Lee's To Kill a Mockingbird: Profiles in Courage (National Endowment for the Humanities) (RL.9– 10.2, RL.9–10.3) *To Kill a Mockingbird and the Scottsboro Boys Trial: Profiles in Courage (National Endowment for the Humanities) (RI.9– 10.7, RI.9–10.8) Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening * Analyze and explain characterization techniques for major and minor characters. * Explain that novels may have more than one plot and explain the use of multiple plots (e.g., in To Kill a Mockingbird). * Recognize the importance of point of view in a novel (e.g., in To Kill a Mockingbird) and why it wouldn't be the same story told from someone else's point of view. RI.9–10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. W.9–10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SL.9–10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source. L.9–10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.9–10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing Common Core (2011-10-14). Grade 9: Unit 3 Essential Question How does poetry reveal what we might not otherwise recognize? Grade 9: Unit 3 Poetry—Beauty These Focus Standards have been selected for the unit from the Common Core State Standards. *RL.9–10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of several word choices on meaning and tone (e.g., how the Suggested Student Objectives *Define and offer Grades 9-‐12 *The History of Jim Crow (JimCrowHistory.or g) (RI.9–10.2) Grade 9 Unit 3: *Alliteration *Analogy *Assonance *Ballad *Blank verse *Consonance *Diction *Dramatic poetry Grade 9 Unit 3 *Listening to Poetry: Sounds of the Sonnet (National Endowment for the Humanities) (RL.9– 10.4, RL.9–10.5) *Seamus Heaney reads “The Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 examples of various forms of poetry. *Identify the form, rhyme scheme, and meter of poems studied. *Define and explain poetic devices, such as alliteration, assonance, consonance, and enjambment, and describe the ways in which they help reveal the theme(s) of the poem. *Recognize and explain the distinguishing characteristics of various kinds of poetry, such as ballads, odes, lyric poetry, blank verse, haiku, and sonnets. *Describe how poetry differs from prose and explain why authors would choose one form over another for a particular purpose. *Complete a literary research paper, citing at least three sources. language evokes a sense of time and place; how it sets a formal or informal tone). *RI.9–10.2: 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. *W.9–10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. *SL.9–10.5: 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. *L.9–10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. *L.9–10.3: 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. *Enjambment *Figurative language *Free verse *Haiku *Heroic couplet *Imagery *Lyric poetry *Meter *Narrative poetry *Octet *Ode *Rhyme *Rhyme scheme *Rhythm *Sestet *Sonnet (Petrarchan, Shakespearean) Underground” *Seamus Heaney reads “Digging” *Seamus Heaney reads “Bogland” *Lesson Plan for Robert Frost's “Mending Wall” (National Endowment for the Humanities) *Robert Frost reads “Mending Wall” Grade 9: Unit 4 Essential Question Are we governed by fate or Grade 9: Unit 4 Drama—Fate These Focus Standards have been selected for the unit from the Common Core State Grade 9: Unit 4 *Aside *Blank verse Grade 9: Unit 4 Shakespeare's Romeo and Juliet: Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening free will? Suggested Student Objectives *Identify and explain the elements of drama in general, and in Greek drama in particular (see Terminology section). *Explain the structure of the plot(s) and describe the dramatic techniques the playwright uses to advance them. *Trace the development of major and minor characters and explain how characterization advances the plot or theme. *Understand Aristotle's definitions of comedy and tragedy and explain how the other works studied exemplify the term tragedy. *Analyze the playwrights' use of irony. Identify the poetic devices used in Romeo and Juliet and explain their effect. Standards. *RL.9–10.3: 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. *RL.9–10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. *RL.9–10.9: 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). *RI.9–10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. *W.9–10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. *SL.9–10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. * L.9–10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. *L.9–10.6: Acquire and use accurately Grades 9-‐12 *Classical allusions *Comedy *Dialogue *Dramatic irony *Foil *Greek chorus *Heroic couplet *Iambic pentameter *Irony: dramatic, situational, verbal *Monologue *Protagonist *Soliloquy *Stasimon *Tragedy *Tragic flaw *Tragic hero *Tragic illumination “You Kiss by the Book” (National Endowment for the Humanities) (RL.9– 10.4, RL.9–10.10) Antigone and the Ancient Greek Theater (National Endowment for the Humanities) (RL.9– 10.4, RL.9–10.10) Oedipus the King: An Introduction to Greek Drama (PBS) (RL.9–10.4, RL.9– 10.10) Common Core (2011-10-14). Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 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. Grade 9: Unit 5 Essential Question Are epic heroes brave, smart, or lucky? Suggested Student Objectives *Identify and explain the elements of an epic poem. *Identify and explain the characteristics of an epic hero. *Analyze the relationship between myths or legends and epic poetry. *Examine the historical context of literary works. *Compare and contrast how related themes may be treated in different genres (here, epic poetry and contemporary nonfiction). *Hone effective listening skills during oral presentations and class discussions. Grade 9: Unit 5 Epic Poetry—Heroism Grade 9: Unit 5 Grade 9: Unit 5 These Focus Standards have been selected for the unit from the Common Core State Standards. *RL.9–10.2: Determine a theme or central idea of a text and analyze in detail 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. *RL.9–10.3: 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. *RI.9–10.7: Analyze various accounts of a subject in different mediums (e.g., a person's life story told in both print and multimedia), determining which details are emphasized in each account. *W.9–10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. *SL.9–10.3: Evaluate a speaker's point of *Allusion *Archetype *Arete *Chronological order *The classical epic poem *Epic poetry *Epic/Homeric simile *Epithet *Evidence *Hero *Heroic couplet *Iambic pentameter *Invocation *Narrative *Oral tradition *Thesis statement Lessons of the Indian Epics: Following the Dharma (National Endowment for the Humanities) (RL.9– 10.6) Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. *L.9–10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Grade 9: Unit 6 Essential Question How is reflecting different from remembering? Suggested Student Objectives *Identify and explain the characteristics of a memoir *Distinguish between an autobiography and a memoir. *Identify and explain the effect of stylistic devices used in memoirs. *Identify and explain the characteristics of various types of essays (e.g., literary and narrative). *Identify and analyze the effect of rhetorical strategies in speeches such as alliteration, repetition, and extended metaphors. *Apply rhetorical strategies learned in this lesson to essay writing projects of their own. Grade 9: Unit 6 Literary Nonfiction— Reflection (the Memoir, the Essay, and the Speech) These Focus Standards have been selected for the unit from the Common Core State Standards. *RL.9–10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of several 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). *RI.9–10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. *RI.9–10.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's “Letter from a Birmingham Jail”), including how they address related themes and concepts. *W.9–10.3: Write narratives to develop real Grade 9: Unit 6 Grade 9: Unit 6 *Abstract/universal essay *Alliteration *Autobiography *Chronological order *Classification and division *Compare-andcontrast essay *Ethos, pathos, logos *Exemplification *Extended metaphor *Memoir *Objective/factual essay *Personal/autobiog raphical essay *Repetition Introducing the Essay: Twain, Douglass, and American Nonfiction (National Endowment for the Humanities) (RI.9– 10.5) Annotated List of Memoirs (ReadWriteThink) Online Bank of American Speeches (americanrhetoric.co m) Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. *SL.9–10.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. *L.9–10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. SELECT 3 OF 4 UNITS Grade 10: Unit 1 Essential Question Grade 10: Unit 1 World Literature: Latin and Central America How does magical realism reveal new perspectives of reality? These Focus Standards have been selected for the unit from the Common Core State Standards. *RL.9–10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. *RL.9–10.4: 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). *RL.9–10.6: 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 world literature. *RI.9–10.5: Analyze in detail how an Suggested Student Objectives *Explore the role of the magical and the fantastic in Latin American literature. *Explore narrative forms and techniques in Latin American literature. *Analyze the role of time in Latin American narrative. *Explore the role of local and universal themes in Latin American literature. Grade10: Unit 1 *Extended metaphor *First-person point of view *Foreshadowing *Imagery *Irony *Magical realism *Metaphor *Paradox *Rhetoric *Symbolism *Theme *Third-person omniscience Grade 10: Unit 1 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening *Consider the challenges of translation, including the different connotations that various cultures attach to given words. *Offer insightful inferences regarding the themes of the text. *Create clear, original, specific thesis statements. *Organize concrete evidence and supporting textual details to support a thesis statement. author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). *RI.9–10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. *W.9–10.4: 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.) *W.9–10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9– 10 on page 54 of the Common Core State Standards.) *W.9–10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. *W.9–10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. *SL.9–10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 standards 1 and 3 on page 54 of the Common Core State Standards for specific expectations.) *L.9–10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. *L.9–10.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Grade 10: Unit 2 Essential Question Grade 10: Unit 2 World Literature: Asia How does Asian literature both honor and challenge cultural conditions? RL.9–10.2: Determine a theme or central idea of a text and analyze in detail 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. RL.9–10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RI.9–10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9–10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning Suggested Student Objectives *Explore ancient and modern works of literature from Asian countries, particularly China, India, and Japan. *Consider how Asian literature both draws on and questions cultural traditions. *Consider how certain Asian authors integrate Western literary influences into their cultural contexts. *Compare two or more translations of a single Grade10: Unit 2 *Absurd *Allegory *Confucianism *Figurative language *Filial piety *First-person perspective *Foreshadowing *Internal monologue *Irony Metaphor *Paradox *Perfect rhyme *Perspective *Poetic translation *Simile *Stream of consciousness * Grade10: Unit 2 Grade10: Unit 3 Grade10: Unit 4 Grade10: Unit 5 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 poem. *Write a close literary analysis of a work of poetry, fiction, or drama, considering language use and literary elements. *Offer insightful inferences regarding the themes of the text. *Create a clear, original, specific thesis statement. *Organize concrete evidence and supporting textual details to support a thesis statement. *Use precise language, avoiding casual language and clichés. *Write appropriate transitions to organize paragraphs. *Analyze how philosophy influences literature. *Understand how literary devices convey theme. and tone (e.g., how the language of a court opinion differs from that of a newspaper). W.9–10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9–10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.9–10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. L.9–10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. *Symbol Grade 10: Unit 3 Essential Question Grade 10: Unit 3 World Literature: Africa and the Middle East Grade10: Unit 3 *Antagonist *Colonialism *Denouement *Extended metaphor *Foreshadowing *Irony *Mysticism *Paradox How does the literature in this unit offer insight into the African and Middle Eastern cultural conflicts? Suggested Student RL.9–10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9–10.4: Determine the meaning of words and phrases as they are used in Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Objectives *Read a variety of literary works from Africa and the Middle East, particularly from the postcolonial period. *Consider the challenges of translation, including the different connotations that various cultures attach to given words. *Through analysis of literary works, explore the changing social structures of Middle Eastern and African societies. *Explore various literary devices in plot development such as suspense, foreshadowing, symbolism, and extended metaphor. *Trace the development of an idea or argument in a work of literary nonfiction. *Offer insightful inferences regarding the themes of the text. *Create a clear, original, specific thesis statement. *Organize concrete evidence and supporting 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). RL.9–10.6: 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 world literature. RI.9–10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI.9–10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. W.9–10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) W.9–10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate Grades 9-‐12 *Persona *Point of view *Post-colonialism *Rhetoric *Satire Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening textual details to support a thesis statement. *Use precise language, avoiding casual language and clichés. *Write appropriate transitions to organize paragraphs. *Analyze how literary devices convey theme. command of Language standards 1–3 up to and including grades 9–10 on page 54 of the Common Core State Standards.) W.9–10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. W.9–10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.9–10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9– 10 Language standards 1 and 3 on page 54 of the Common Core State Standards for specific expectations.) L.9–10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9–10.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Grade 10: Unit 4 Essential Question Grade 10: Unit 4 World Literature: Russia Grades 9-‐12 Grade10: Unit 4 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening How is Russian literature both timeless and affected by historical events? Suggested Student Objectives *Read works of Russian literature both for their intrinsic qualities and for their relation to the historical context. *Analyze the motives, qualities, and contradictions of a character in Russian literature (including the narrator). *Describe the effect of the narrative structure, pacing, and tone in a work of Russian literature. *Analyze the role of utopian ideology in select works of Russian literature. *Consider the impact of the Bolshevik Revolution and Communist rule on twentieth-century Russian writers and literature. *Offer insightful RL.9–10.3: 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. RL.9–10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RI.9–10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI.9–10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.9–10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. W.9–10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9–10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SL.9–10.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious Grades 9-‐12 *The absurd *Allusion *Antihero *Bolshevik revolution *Carnivalesque *Communism *Digression *Fantasy *Fate *Grotesque *Gulag *Irony *Narrator reliability *Paranormal *Persona *Repetition *Stalinism *Verse (syllabic, accentual, syllabicaccentual) Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening inferences regarding the themes of the text. *Create a clear, original, specific thesis statement. *Organize concrete evidence and/or supporting textual details to support a thesis statement. *Use precise language, avoiding casual language and clichés. *Write appropriate transitions to organize paragraphs. Apply new terminology to the texts. *Analyze how historical events influence literature. *Analyze how literary devices help convey theme. reasoning or exaggerated or distorted evidence. L.9–10.3: 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. Grade 11: Unit 1 Essential Question Why do people explore new worlds? Grade 11: Unit 1 American Literature: The New World RL.11–12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL.11–12.9: Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works of Suggested Student Objectives *Identify emerging themes in early American literature, such as a “new Eden,” “salvation,” and “cooperation and conflict.” *Compare and contrast the experiences of America's Grades 9-‐12 Grade 11: Unit1 *Allegory *Apostrophe *Conceit *Covenant of grace *Didactic poetry *The Great Awakening *Idealism *Lyric poetry *Oxymoron *Parallelism *Pragmatism *Sermon Grade 11: Unit 1 Grade 11: Unit 2 Grade 11: Unit 3 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening earliest settlers, as conveyed through primary source documents and literature of the Colonial period. *Identify and explain elements of Puritan literature. *Explain “preaching” as a type of formal speech and explain its role in the “First Great Awakening.” *Explain the role of religion in early American life. Grade 11: Unit 2 Essential Question Why was the founding of America unique? Suggested Student Objectives *Identify defining themes in American literature, such as “American exceptionalism.” *Identify and explain the historic and literary significance of America's founding documents. Grades 9-‐12 American literature, including how two or more texts from the same period treat similar themes or topics. 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. W.11–12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SL.11–12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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. Grade 11: Unit 2 American Literature: A New Nation RL.11–12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RI.11–12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes Grade 11: Unit 4 Grade 11: Unit 5 Grade 11: Unit 6 Grade 11: Unit 2 *Anti-federalism *Aphorism *Deism *Federalism *Heroic couplet *Maxim *Natural law *Salvation *Separation of church and state Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening *Analyze how tone is established in persuasive writing. *Analyze the use of literary elements in persuasive writing. *Compare and contrast points of view in arguments presented on related issues. *Analyze the qualities of an effective argument (i.e., examine the truthfulness and validity of the argument, as well as its rhetorical devices). *Apply knowledge of effective arguments when writing one of your own. points clear, convincing, and engaging. RI.11–12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11–12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. W.11–12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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 organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. L.11–12.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Grade 11: Unit 3 Essential Question Grade 11: Unit 3 American Literature: American Grades 9-‐12 Grade 11: Unit 3 *Alliteration Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening What is American individualism? Suggested Student Objectives *Define the major characteristics of American romanticism (e.g., use of symbols, myth, and the “fantastic”; veneration of nature; celebration of the “self”; and isolationism). *Define transcendentalism as an aspect of American romanticism and explain how the two differ. *Trace characterization techniques in American romantic novels. *Analyze the structure and effectiveness of arguments in transcendentalist essays studied. Romanticism RL.11–12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11–12.9: Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. RI.11–12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 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. 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 organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. L.11–12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. Grades 9-‐12 *Anaphora *Assonance *Consonance *Individualism *Lyric poetry *Manifest destiny *Metonymy *Noble savage *Paradox *Romanticism *Synecdoche *Transcendentalism *Verbal irony Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grade 11: Unit 4 Essential Question What is an American? Suggested Student Objectives *Determine and analyze the development of the theme or themes in American literature of the nineteenth century (e.g., freedom, the American dream, racism, regionalism, survival, “individual vs. society,” and “civilized society” vs. the wilderness). *Compare the treatment of related themes in different genres (e.g., The Adventures of Huckleberry Finn and Narrative of the Life of Frederick Douglass, an American Slave). * Explain how fictional characters in late nineteenth-century America express the challenges facing America at the time, citing textual evidence from both fiction and nonfiction to make the case. Grade 11: Unit 5 Essential Question How did modernization result in isolation and Grades 9-‐12 Grade 11: Unit 4 American Literature: A Troubled Young Nation RL.11–12.3: 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). RI.11–12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. W.11–12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54 of the Common Core State Standards.) SL.11–12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. L.11–12.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Grade 11: Unit 4 Grade 11: Unit 5 American Literature: Emerging Modernism RL.11–12.1: Cite strong and thorough Grade 11: Unit 5 *Alienation *American modernism *Abolition *American Dream *Assimilation *Autobiography *Biography *Determinism *“Melting pot” *Mood *Naturalism *Realism *Regionalism *Satire Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening disillusionment in the early American twentieth century. Suggested Student Objectives *Define and explain the origins of the Harlem Renaissance. *Explore the relationship between historical events and literature as they emerge in the works of Harlem Renaissance poets and authors. *Define and explain the Lost Generation, noting experimental aspects of some works. *Note the relationship between themes in early twentieth-century American literature and nineteenth-century American thought. *Identify modernist ideas (using the informational texts). *Analyze the relationship between modernist style and content. *Examine evidence of the alienation of “modern man.” Grade 11: Unit 6 Grades 9-‐12 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. RL.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. 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. W.11–12.4: 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.) SL.11–12.5: 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. L.11–12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. *Dialect *Disillusionment *Flashback *Foreshadowing *“Great migration” *Harlem Renaissance *Industrialization *Interior monologue *The Lost Generation *Motif *Stream of consciousness *Villanelle Grade 11: Unit 6 Grade 11: Unit 6 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Essential Question Does twentieth-century American literature represent a fulfillment of America’s promise, as discussed in Unit Four? Suggested Student Objectives *Analyze the development of the short story in post– World War II America. *Trace the development of the Southern Gothic tradition in American literature. *Distinguish between the two distinct views within the African American literary tradition as represented by Richard Wright and Ralph Ellison. *Explore the nature of African American literature during the Civil Rights movement following World War II. *Recognize the emergence of dynamic views represented in literary texts by first- and secondgeneration Americans. *Explain how the Beat Generation challenged traditional forms and subjects in literature. *Identify multiple postmodernist approaches to critical analyses of American Literature: Challenges and Successes of the Twentieth Century 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. 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.) RI.11–12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. W.11–12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SL.11–12.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. L.11–12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Grades 9-‐12 *Beatniks *The Beat Generation *Minimalism *Nonlinear narratives *Parody *Pastiche *Postmodernism Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening literature. *Note the influence that postmodernism has had on the “common reader.” Grade 12: Unit 1 Essential Question How did medieval man distinguish between the earthly and the divine? Suggested Student Objectives *Analyze how medieval literature exhibits many tendencies rather than a single set of characteristics. *Note the literary elements (e.g., allegory, farce, satire, and foil) in medieval literary works and identify characteristics of medieval literary forms. *Explain how literary elements contribute to meaning and author intention. *Note glimpses of the Renaissance in certain works of medieval literature and art. *Explain how medieval literary and artistic forms reflect the writers' and artists' philosophical views. *Examine the literary, social, and religious satire in Chaucer's Canterbury Tales. *Explain the role of the Grade 12: Unit 1 European Literature: The Middle Ages 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. RI.11–12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. W.11–12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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 organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. 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. Grades 9-‐12 Grade 12: Unit 1 *Allegory *Anonymity *Caesura *”Dance f death” *Epic *Fabliaux *Farce *Foil *Framed narrative *Hyperbole *Icon (religious art) *Miracle, mystery, and morality *Perspective (art and literature) *Symbol Grade 12: Unit 1 Poetry: *The General Prologue in The Canterbury Tales (Geoffrey Chaucer) (E) “The Wife of Bath's Tale” in The Canterbury Tales (Geoffrey Chaucer) (E) *“The Knight's Tale” in The Canterbury Tales (Geoffrey Chaucer) (E) *“The Monk's Tale” in The Canterbury Tales (Geoffrey Chaucer) (E) *“The Pardoner's Tale” in The Canterbury Tales (Geoffrey Chaucer) (E) *“The Nun's Priest's Tale” in The Canterbury Tales (Geoffrey Chaucer) (E) *Sir Gawain and the Green Knight (Anonymous) *Inferno (Cantos I– XI, XXXI–XXXIV) Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 framed narrative in Chaucer's Canterbury Tales, Dante's Inferno, and other works. Compare works of medieval literature and art, particularly their depiction of character and their focus on the otherworldly. Grade 12: Unit 2 Essential Question How does Renaissance literature break with and build on the literature of the Middle Ages? Suggested Student Objectives *Read novels, literary nonfiction, stories, plays, and poetry from the Renaissance era, observing the continuity from the (Dante Alighieri) *“When the leaf sings” (Arnaut Daniel) *“The bitter air” (Arnaut Daniel) *“I see scarlet, green, blue, white, yellow” (Arnaut Daniel) *“The Ruin” in The Exeter Book (Anonymous) *“The Wanderer” in The Exeter Book (Anonymous) *“Lord Randall” (Anonymous) *“Dance of Death” (“Danza de la Muerte”) (Anonymous) Grade 12: Unit 2 European Literature: Renaissance and Reformation RL.11–12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL.11–12.6: Analyze a case in which grasping point of view requires Grade 12: Unit 2 *Allusion * Classicism *Divine proportion (golden ratio) *Divine right of kings *Eclogue *Epistle *Fate *Free will *The Great Chain of Being *Humanism Grade 12: Unit 2 Grade 12: Unit 3 Grade 12: Unit 4 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Middle Ages as well as the departures. *Identify and investigate allusions to classical literature in Renaissance texts. *Explain how a concept such as symmetry or divine proportion is expressed both in literature and in art. *Analyze Renaissance conceptions of beauty and their literary manifestations. *Describe how Renaissance writers took interest in human life and the individual person. *Analyze the playful, satirical, irreverent aspects of Renaissance literature— in particular, the writing of Rabelais, Boccaccio, and Shakespeare. *Explain how literary forms and devices reflect the author's philosophical, aesthetic, or religious views. *Write an essay in which they (a) compare a literary work with a work of art; (b) compare a Renaissance work with a medieval work; or (c) relate a literary work to a philosophical work. distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). 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. RI.11–12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. W.11–12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 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 organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. L.11–12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. Grades 9-‐12 *Iambic pentameter *Iambic tetrameter *Idyll *Ode Grade 12: Unit 5 Grade 12: Unit 6 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grade 12: Unit 3 Essential Question How did 17th-century writers regard the relationship between reason and emotion? Suggested Student Objectives *Read literary and philosophical works from the seventeenth century, with particular attention to questions of reason and emotion. *Explain the idea of reading literature as a quest—for truth, for beauty, and for understanding. *Analyze two philosophical works of the seventeenth century for their treatment of an idea related to human reason. *Write literary and philosophical analyses with a focus on clarity and precision of expression. *Conduct research, online and in libraries, on a particular seventeenthcentury author, work, or idea. *Analyze the relationship between reason and emotion as illustrated in literature of the seventeenth century. Grade 12: Unit 3 European Literature: 17th Century RL.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. 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.) RI.11–12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. 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). 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. W.11–12.4: 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.) W.11–12.5: Develop and strengthen writing as needed by planning, revising, editing, Grades 9-‐12 Grade 12: Unit 3 *Aesthetics *Allegory *Allusion *Argumentation *Authorial intent *Blank verse *Conceit *Dissent *Doubt *Dramatic irony *Enlightenment *Ethics *Fate *Free will *”In medias res” *Inductive reasoning *Metaphysical poetry *Paradox *Personification *Rationalism *Satire *Tragic flaw Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening *Explain the use of satire as a technique to reveal authorial intent. rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54 of the Common Core State Standards.) SL.11–12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. L.11–12.1(a,b): Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Grade 12: Unit 4 Essential Question What role does nature play in 18th and early 19th century literature? Grade 12: Unit 4 European Literature: 18th and Early 19th Century RL.11–12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11–12.3: 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). RI.11–12.5: Analyze and evaluate the effectiveness of the structure an author uses Suggested Student Objectives *Read fiction, drama, poetry, biography, and autobiography from the eighteenth and early nineteenth centuries. *Consider the relationship between art and nature in these works. *Observe narrative Grades 9-‐12 Grade 12: Unit 4 *Allegory *Allusion *Assonance *Defamiliarization *Digression *Elegy *Grotesque *Metaphor *Moral imperative *Narrative devices *Pastoral *Satire *Science fiction *Sturm und drang *Supernatural *Tall tale Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 digressions, idiosyncrasies, exaggerations, and biases. *Consider the dual role of the narrator as a character and as a storyteller. *Consider the role of the supernatural in the literary works read in this unit. *Write a story in which they practice some of the narrative devices they have observed in this unit. *Explore and analyze some of the philosophical ideas in the literary texts— questions of free will, fate, human conflict, and loss. *Consider the difference between natural and forced language, as explained by Wordsworth. *Consider both the common tendencies of works of this period and the contradictions, exceptions, and outliers. *Participate in a seminar discussion in which a philosophical question is explored in relation to a specific text. in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 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. W.11–12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11–12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. L.11–12.2(a,b): Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. *Unreliable narrator Grade 12: Unit 5 Essential Question How do romantic and Victorian literature embody the tension between art for art’s sake Grade 12: Unit 5 European Literature: 19th Century RL.11–12.3: 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 Grade 12: Unit 5 *Antihero *Adventure *Caste systems *Decadence *Edwardian Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening and art as a response to social and cultural conflict? Suggested Student Objectives *Explain the tension between art for art's sake and art as a response to social and cultural conflict, as expressed in the works of this unit. *Closely analyze a key passage from a novel and comment on how it illuminates the work as whole. *Contrast two works by a single author. *Observe common tendencies, contradictions, outliers, and subtleties of the romantic and Victorian periods in literature. *Contrast the moral conflicts of characters in two works of this unit. *Consider how the poetry of this period reflects both on the human psyche and on the state of civilization. *Analyze how the forms of the poems in this unit contribute to their meanings. *Explain how the works of this period show signs of early modernism. ordered, how the characters are introduced and developed). RL.11–12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RI.11–12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. W.11–12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54 of the Common Core State Standards.) W.11–12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11–12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and Grades 9-‐12 *Feminism *Foreshadowing *Framed narrative *Gender *Gothic *Horror *Narrator *Romanticism *Scientific rationalism *Social satire *Sprung rhythm *Symbol *Victorian *Worldview Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening *Identify elements of romanticism and gothic romanticism in works of literature. 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 over-reliance on any one source and following a standard format for citation. 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 organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. L.11–12.5(a,b): Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Grade 12: Unit 6 Essential Question Why might the 20th century be regarded as the Age of Anxiety? Grade 12: Unit 6 European Literature: 20th Century RL.11–12.3: 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). RL.11–12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL.11–12.10: 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. Suggested Student Objectives *Read works of the twentieth century, focusing on the earlier decades. *Consider aspects of modernism (such as anxiety) in their historical context. *Explain both the breakdown and affirmation of form and meaning in Grades 9-‐12 Grade 12: Unit 6 *Absurd *Affirmation *Anxiety *Dystopia *Existentialism *Free verse *Modernism *Negation *Neologism *Postmodernism *Rhetorical device *Satire *Totalitarianism Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening modernist literature. *Analyze dystopian literature, considering the problems inherent in fashioning a perfect person or society. *Explain how poems in this unit reflect on poetry itself and its possibilities. *Examine the implications of modern versions of classical works. *Identify and explain the musical allusions and their meanings in twentiethcentury poetical works in seminars. *Pursue focused questions in depth over the course of one or two class sessions. *Explain absurdist and existential philosophy as it applies to literature and theatre. RI.11–12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. W.11–12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11–12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 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. L.11–12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 or expression. Common Core Prior Standard/ Essential Questions Key Skills Lessons / Activities Assessment Vocabulary Resources and Websites Time of Year 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.1 Introduction of the Précis (me, we, two, you) Reading of short stories, poetry, and novels followed by – Teacher led discussions Teacher generated questions Small group discussion Small group generated questions Small group discussion Review of good sources vs. poor or ones that are questionable * Précises * Written paragraphs/ essays * Class discussion * imply * Infer * Précise * Cite * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. *Online stories/poems/ material, ebooks * Oral conversations/ group work * SSR novels & prompts * Timed Reading Plus; * Oh, Yuck! Oh, Yikes! All year 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. RL.11-12.1 Review of the Précis (me, we, two, you) Reading of short stories, poetry, and novels followed by – Teacher led discussions Teacher generated questions Small group discussion Small group generated questions Small group discussion Review of good sources vs. poor or ones that are questionable * Précises * Written paragraphs/ essays * Class discussion * imply * infer * Précises * Cite * www.quia.com *www.classroomtoo ls.net *www.students.wee bly.com *Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. (11th) * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) All year Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 * Oral conversations/ group work * SSR novels & prompts POETRY “Ode on a Grecian Urn” by John Keats (1820) “Because I Could Not Stop for Death” by Emily Dickinson (1890) Shakespeare • 18th-century • 19th-century • 20th-century 2. Determine a theme or central idea of a text and analyze in detail 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. RL.9-10.2 http://www.ereadingworksheets.com/free -reading-worksheets/readingcomprehension-worksheets/main-ideaworksheets/ Summarizing Graphic Organizers Review fact vs. opinion Teacher generated worksheets/outlines and assignments such as before and after T-charts and/or Venn diagrams Teacher generated guided theme analysis * Précises * Written paragraphs/ essays * Class discussion * Summary * Paraphrase * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. *Online stories/poems/ material, ebooks * Oral conversations/ group work * SSR journals * Films * Timed Reading Plus; 2nd – 4th qtrs Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening essay Grades 9-‐12 * Oh, Yuck! Oh, Yikes! *http://www.ereadi ngworksheets.com/ free-readingworksheets/reading -comprehensionworksheets/mainidea-worksheets/ Summarizing Graphic Organizers 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11-12.2 • • 2 or more themes in one text Analyze how they interact Teacher generated worksheets/outlines and assignments such as before and after T-charts and/or Venn diagrams Student written Précises Teacher generated guided theme analysis essay * Précises * Written paragraphs/ essays * Class discussion * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. (11th) * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work * SSR novels & prompts *http://www.ereadi ngworksheets.com/ free-readingworksheets/reading -comprehensionworksheets/mainidea-worksheets/ 2nd – 4th qtrs Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 Summarizing Graphic Organizers NOVEL • Jane Eyre by Charlotte Brontë (1848) • The Great Gatsby by F. Scott Fitzgerald (1925) • Their Eyes Were Watching God by Zora Neale Hurston (1937) • The Namesake by Jhumpa Lahiri (2003) • 18th-century • 19th-century • 20th-century 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. RL.9-10.3 Reading of short stories, poetry, and novels followed by – Teacher led discussions Teacher generated questions Small group discussion Small group generated questions Small group discussion Graphic Organizers such as T-Charts, Venn diagrams, 2 column organizers/notes, foldables * Written paragraphs/ essays * Class discussion * Character charts * Quia.com quizzes * static * dynamic * round * flat * direct vs. indirect characterization * motivation * subplot * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. *Online stories/poems/ material, ebooks * Oral conversations/ group work * SSR journals * Films 2nd – 4th qtrs Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening 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). RL.11-12.3 • Analyze author’s choices o Setting o Plot order o Development of characters Author's Purpose Worksheets and Lessons Reading of short stories, poetry, and novels followed by – Teacher led discussions Teacher generated questions Small group discussion Small group generated questions Small group discussion Graphic Organizers such as T-Charts, Venn diagrams, 2 column organizers/notes, foldables Cinderella – multiple versions from various cultures; look at reasons for differences Grades 9-‐12 * Timed Reading Plus; * Oh, Yuck! * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. (11th) * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work * SSR novels & prompts * Written paragraphs/ essays * Class discussion * Character charts * Quia.com quizzes DRAMA A Raisin in the Sun by Lorraine Hansberry (1959) American dramatist Craft and Structure RL.9-10.4-6 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 RL.9-10.4 Teacher Think-Aloud Me, We, Two, You Letter to friend vs. letter to Grandma vs. letter to future boss Word Surgery activities (i.e. e = out, jacio/ject = throw or hurl; eject = throw * Quia.com quizzes * Tests *Comprehension checks through whole class and small group discussion * Written work * connotation * denotation * formal language vs. * informal language * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. * Online stories/poems/ material, ebooks * Cloze activities * Greek/Latin root All year Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening language evokes a sense of time and place; how it sets a formal or informal tone). 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) out) Grades 9-‐12 (essays or paragraphs) word vocabulary list * Oral conversations/ group work * Timed Reading Plus; * Oh, Yuck! Teacher generated assignments for connotation vs. denotation (i.e. My you’ve lost weight! You look {skinny, thin, scrawny, emaciated}.) RL.11-12.4 • • • • • Analyze how words used in context Figurative language Connotation Meaning Tone Me, We, Two, You (higher level) Letter to friend vs. letter to future employer Review Word Surgery activities (i.e. e = out, jacio/ject = throw or hurl; eject = throw out) Teacher generated assignments for connotation vs. denotation (i.e. My you’ve lost weight! You look {skinny, thin, scrawny, emaciated}.) • Context • Figurative language • Connotation • Meaning • Tone * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. (11th) * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work * SSR novels & prompts Review of 8 count words NONFICTION • Common Sense by Thomas Paine (1776) • The Federalist Papers • Walden by Henry David Thoreau (1854) Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 • “Society and Solitude” by Ralph Waldo Emerson (1857) • “The Fallacy of Success” by G. K. Chesterton (1909) • Black Boy by Richard Wright (1945) • “Politics and the English Language” by George Orwell (1946) • “Take the Tortillas Out of Your Poetry” by Rudolfo Anaya (1995) • 18th-century • 19th-century • 20th-century 5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-10.5 5. Analyze how an author’s choices concerning how to RL.11-12.6 Author's Purpose Worksheets and Lessons Teacher-created “What-If” lesson * Classroom reading and writing projects Teacher-created “The Time Machine” Lesson Teacher-created “Change One Thing” Lesson Author's Purpose Worksheets and Lessons Teacher-created “What-If” lesson * Classroom reading and writing projects * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. * Online stories/poems/ material, ebooks * Oral conversations/ group work * SSR journals * Films * Understanding Literature, EMC Masterpiece Series, 2nd Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening 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 structure Analyze type of ending How do these fit into the bigger picture Teacher-created “The Time Machine” Lesson Teacher-created “Change One Thing” Lesson Grades 9-‐12 edition, 2005. (11th) * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work * SSR novels & prompts Seminal U.S. Documents • U.S. Supreme Court majority opinions and dissents • Premises, purposes, and arguments in works of public advocacy (e.g., The Federalist) • Presidential addresses • The Declaration of Independence • Preamble to the Constitution • Bill of Rights • Lincoln’s Second Inaugural Address Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening 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 world literature. 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL.9-10.6 RL.11-12.6 • • Grades 9-‐12 * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. * Online stories/poems/ material, ebooks * Oral conversations/ group work * Films * Folk tales and myths * “Lather and Nothing Else” * “The Necklace” * the Jewish experience: see http://www.uen.org/Lessonplan/previ ew.cgi?LPid=22508 * Asian Literature: see http://resources.primarysource.org/c ontent.php?pid=268883&sid=223052 2 • Hamlet • Macbeth • Exemplars * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. (11th) * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work * SSR novels & prompts Point of view Satire, sarcasm, irony Prior Standard/ “I Can” Statements Key Skills Lessons / Activities Assessment Vocabulary Resources and Websites Integration of Knowledge and Ideas RL.9-10.7-9 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., RL.9-10.7 Class discussion of musicians who do covers of old songs…. * Starry Night – painting vs. song interpretation, VanGogh.pps “Vincent” * Everly Bros. Song of Barbara Allen vs. Poem * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. *Online stories/poems/ material, eBooks Time of Year Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 * Breughel’s Landscape with the Fall of Icarus * 2 scenes from Romeo & Juliet (1969 & DiCaprio verisons) and West Side Story Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). 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.) RL.11-12.7 8. Not applicable to literature. 8. Not applicable to literature. 9. 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). 9. Demonstrate knowledge of eighteenthnineteenth- and earlytwentieth-century foundational works of RL.9-10.8 • Analyze two or more interpretations of the same text Hamlet (11th): NFS vs. film version Macbeth (12th): Graphic novel vs. NFS vs. film version Trifles (11th): short story vs. script Streetcar Named Desire (12th): Play vs. movie version * 5 versions of “To Be or Not To Be” soliloquy from Hamlet. * C&C essay re: Streetcar * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. (11th) * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work * SSR novels & prompts * Chap quizzes, tests, comprehension checks; reading and writing projects * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. *Online stories/poems/ material, ebooks * Chap quizzes, tests, comprehension checks; reading and writing * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. (11th) * Material from RL.11-12.8 RI.9.9 * Pyramus and Thisbe & Romeo and Juliet and MSND RL.11-12.9 • Analyze how two or more texts • • Early American literature Examplars Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening American literature, including how two or more texts from the same period treat similar themes or topics. 10. 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. * Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be literate. * Read-both independently and collaboratively-print, nonprint, and multi-modal • • • • from the same period treat similar topics 17th-Century 18th-century 19th-century 20th-century RI.9-10.10 projects Range of Reading and Level of Text Complexity RL.9-10.10 Teacher * from exemplars based on class needs generated quizzes; quia.com; MAPs tests Grades 9-‐12 Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work * SSR novels & prompts * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. *Online stories/poems/ material, ebooks * Greek/Latin root word vocabulary list Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening works proficiently and critically to be media literate. 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. * Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be literate. * Read - both independently and collaboratively - print, non-print, and multimodal works proficiently and critically to be media literate. RL.11-12.10 * from exemplars based on class needs Teacher generated quizzes; quia.com; MAPs tests Grades 9-‐12 * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. *Online stories/poems/ material, ebooks * Greek/Latin root word vocabulary list NOVEL • Jane Eyre • The Great Gatsby DRAMA • A Raisin in the Sun by Lorraine Hansberry (1959) American dramatist • Our Town • The Importance of Being Earnest • Hamlet • Death of a Salesman Informational Text Key Ideas and Details RI.9-10.1-3 1. Cite strong and RI.9-10.1 * Teacher led discussions * Chap quizzes, *http://www.readwork Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. * Small groups discussions * Pairs/individual assignment, review “The Necklace” “The Black Cat” “Lather and Nothing Else” Others/Exemplars as appropriate for particular class RI.11-12.1 • • • Cite evidence Analyze explicit meaning Analyze inferential evidence * Teacher led discussions * Small groups discussions * Pairs/individual assignment, review Non-Fiction iBook Others/Exemplars as appropriate for particular class Grades 9-‐12 tests, comprehension checks; reading and writing projects s.org/books/passages * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. *Online stories/poems/ material * Oral conversations/ group work, ebooks * Research materials * Chap quizzes, tests, comprehension checks; reading and writing projects *http://www.readwork s.org/books/passages * Understanding Literature, EMC Masterpiece Series, 2nd edition, 2005. (11th) * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work POETRY • • “Ode on a Grecian Urn” by John Keats (1820) “Because I Could Not Stop for Death” by Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 • • • • 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. RI.9-10.2 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11-12.2 * Teacher led discussions * Small groups discussions * Pairs/individual assignment, review “The Necklace” “The Black Cat” “Lather and Nothing Else” Others/Exemplars as appropriate for particular class • • Analyze two or more central ideas Analyze how they build on each other * Teacher led discussions * Small groups discussions * Pairs/individual assignment, review “Trifles” “Streetcar Named Desire” Others/Exemplars as appropriate for particular class Emily Dickinson (1890) Shakespeare 18th-century 19th-century 20th-century * Chap quizzes, tests, comprehension checks; reading and writing projects *http://www.readwork s.org/books/passages *Online stories/poems/ material, ebooks * Oral conversations/ group work * Research materials * Chap quizzes, tests, comprehension checks; reading and writing projects *http://www.readwork s.org/books/passages * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work NOVEL • Jane Eyre by Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 • • • • • • 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI.9-10.3 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of RI.11-12.3 • Analyze a set of ideas or events * Teacher led discussions * Small groups discussions * Pairs/individual assignment, review “The Necklace” “The Black Cat” “Lather and Nothing Else” Others/Exemplars as appropriate for particular class * Teacher led discussions * Small groups discussions * Pairs/individual assignment, review “Trifles” Charlotte Brontë (1848) The Great Gatsby by F. Scott Fitzgerald (1925) Their Eyes Were Watching God by Zora Neale Hurston (1937) The Namesake by Jhumpa Lahiri (2003) 18th-century 19th-century 20th-century * Chap quizzes, tests, comprehension checks; reading and writing projects *http://www.readwork s.org/books/passages *Online stories/poems/ material * Oral conversations/ group work * Research materials * Chap quizzes, tests, comprehension checks; reading and writing projects *http://www.readwork s.org/books/passages * Material from Timeless Voices, Timeless Themes: World Masterpieces, Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening the text. • Explain how they interact and develop Grades 9-‐12 Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work “Streetcar Named Desire” Others/Exemplars as appropriate for particular class • DRAMA A Raisin in the Sun by Lorraine Hansberry (1959) American dramatist • • • 18th-century 19th-century 20th-century Craft and Structure RI.9-10.4-6 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 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 RI.9-10.4 RI.11-12.4 • • Determine diction à meaning How an author All reading – literature, non-fiction, exemplars All reading – literature, non-fiction, exemplars * Chap quizzes, tests, comprehension checks; reading and writing projects * Chap quizzes, tests, comprehension checks; reading and writing projects *http://www.readwork s.org/books/passages *Online stories/poems /materials *Cloze activities * Greek/Latin root word vocabulary list * Oral conversations/ group work *http://www.readwork s.org/books/passages (11th) * Online stories/poems/ material (12th) * Oral conversations/ Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). uses key term Grades 9-‐12 group work NONFICTION • Common Sense by Thomas Paine (1776) • The Federalist Papers • Walden by Henry David Thoreau (1854) • “Society and Solitude” by Ralph Waldo Emerson (1857) • “The Fallacy of Success” by G. K. Chesterton (1909) • Black Boy by Richard Wright (1945) • “Politics and the English Language” by George Orwell (1946) • “Take the Tortillas Out of Your Poetry” by Rudolfo Anaya (1995) • 18th-century • 19th-century • 20th-century 5. Analyze in detail how an author’s ideas or claims are developed and RI.9-10.5 All reading – literature, non-fiction, exemplars * Chap quizzes, tests, comprehension *http://www.readwork s.org/books/passages *Online stories/poems/ Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. checks; reading and writing projects RI.11-12.5 • • • Effectiveness of structure Analyze the argument Evaluate effectiveness of the argument All reading – literature, non-fiction, exemplars * Chap quizzes, tests, comprehension checks; reading and writing projects Grades 9-‐12 material * Oral conversations/ group work * Research materials *http://www.readwork s.org/books/passages * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work SEMINAL U.S. DOCUMENTS • U.S. Supreme Court majority opinions and dissents • Premises, purposes, and arguments in works of public advocacy (e.g., The Federalist) • Presidentialaddress es • The Declaration of Independence • Preamble to the Constitution • Bill of Rights • Lincoln’s Second Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 Inaugural Address 6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.9-10.6 * Chap quizzes, tests, comprehension checks; reading and writing projects 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. RI.11-12.6 * Chap quizzes, tests, comprehension checks; reading and writing projects • • Determine author’s point Analyze how style and content help an author communicate the point *http://www.readwork s.org/books/passages *Online stories/poems/ material * Oral conversations/ group work * Research materials *http://www.readwork s.org/books/passages * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work INDEPENDENT READING Note: CCSS repeatedly stresses the need for students to be able to read independently. Integration of Knowledge and Ideas RI.9-10.7-9 7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each RI.9-10.7 * Chap quizzes, tests, comprehension checks; reading and writing projects *http://www.readwork s.org/books/passages *Online stories/poems/ material * Oral conversations/ group work * Research materials Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening account. 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. RI.11-12.7 • Integrate multiple sources of information in order to solve a problem 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI.9-10.8 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles RI.11-12.8 • Evaluate reasoning in U.S. * MLA &/or APA papers * Research projects using PPT, Keynote, etc. * Chap quizzes, tests, comprehension checks; reading and writing projects Grades 9-‐12 *http://www.readwork s.org/books/passages * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work *http://www.readwork s.org/books/passages *Online stories/poems/ material * Oral conversations/ group work * Research materials * Propaganda pieces from various times/countries * Online speech texts (united streaming, Youtube) * Magazine and TV ads * Twisting Arms * Teacher generated material *Machinists union recruiting film * Speech texts Get help from Mr. Green for this!!! Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening and use of legal reasoning (e.g., in 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). 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. • Grades 9-‐12 texts Evaluate premises, purposes, and arguments RI.9.9 *Online materials Get help from Mr. Green for this!!! RI.11-12.9 *Online materials Get help from Mr. Green for this!!! • • • • Analyze 17th-19th century foundational texts Analyze themes Analyze purposes Analyze rhetorical features Range of Reading and Level of Text Complexity RI.9-10.10 10. By the end of grade 9, RI.9-10.10 * Chap quizzes, *http://www.readwork Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening read and comprehend literary nonfiction 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 literary nonfiction at the high end of the grades 9– 10 text complexity band independently and proficiently. * Read-both independently and collaboratively-print, nonprint, and multi-modal works proficiently and critically to be media literate. 10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-12 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 1112 text complexity band independently and proficiently. * Read-both independently and collaboratively- print, Lexile Level 9th: 1030-1100 10th: 1100-1190 RI.11-12.10 Lexile Level 11th: 1130-1210 12th: 1210-1300 Grades 9-‐12 tests, comprehension checks; reading and writing projects s.org/books/passages * Online stories/poems/ material * Greek/Latin root word vocabulary list * Chap quizzes, tests, comprehension checks; reading and writing projects *http://www.readwork s.org/books/passages * Material from Timeless Voices, Timeless Themes: World Masterpieces, Prentice-Hall, 2004 * Online stories/poems/ material (12th) * Oral conversations/ group work *SSR Novels & prompts Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening non-print, and multimodal works proficiently and critically to be media literate. *Literacy Learning KS.LL.1-5 *1. Engage in literacy learning through collaborative and community effort and in an integrated fashion, rather than as discreet skills in isolation. *1. Engage in literacy learning through collaborative and community effort and in an integrated fashion, rather than as discreet skills in isolation. *2. Use meta-cognitive strategies to monitor literacy learning progress. *2. Use meta-cognitive strategies to monitor literacy learning progress. *3. Engage in five essential components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) at all grade levels based on individual student needs. *3. Engage in five essential components of reading (phonemic awareness, phonics, * Chap quizzes, tests, comprehension checks; reading and writing projects Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening fluency, vocabulary, and comprehension) at all grade levels based on individual student needs. *4. Engage in strategic and coherent focus on literacy learning across all content areas with shared literacy responsibility from all Kansas educators. *4. Engage in strategic and coherent focus on literacy learning across all content areas with shared literacy responsibility from all Kansas educators. *5. Develop the literacy skills presented throughout these standards in both academic and career/technical education contexts. *5. Develop the literacy skills presented throughout these standards in both academic and career/technical education contexts. Common Core 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant Essential Questions W.9-10.1a-e Lessons / Activities Assessment Text Types and Purposes W.9-10.1-3 * Persuasive reading and writing unit - Précis * Teacher developed propaganda lesson - Analytical * Twisting Arms paragraphs * Advertising and/or political project - Analysis of Grades 9-‐12 Vocabulary Resources and Websites * 6 Trait resources * Various editorials online (current and classic) * Persuasive materials Time of Year 2nd qtr and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening * Learn to develop a Précis types of arguments Grades 9-‐12 used in reading section as well, including * Research materials * Propaganda pieces from various times/countries * Online speech texts (united streaming, YouTube) * Magazine and TV ads * Twisting Arms * Teacher generated material *Machinists union recruiting film * Speech texts * Twisting Arms * MBC Bundle: Propaganda Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening follows from and supports the argument presented. 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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. b. 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. c. 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 W.11-12.1a-e ARGUMENTATION • • • • • Establish claims Distinguish from opposing claims Introduce counterclaims Support with evidence Use transitions * Persuasive reading and writing unit * Teacher developed propaganda lesson * Twisting Arms * Advertising and/or political project * Write a well-developed Précis - Précis - Analytical paragraphs - Analysis of types of arguments - MLA paper Grades 9-‐12 * 6 Trait resources * Various editorials online (current and classic) * Persuasive materials used in reading section as well, including * Research materials * Propaganda pieces from various times/countries * Online speech texts (united streaming, YouTube) * Magazine and TV ads * Twisting Arms * Teacher generated material *Machinists union recruiting film * Speech texts * Twisting Arms * MBC Bundle: Propaganda Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or W.9-10.2a-f All writing lessons from paragraphs to short essays to MLA papers Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. 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). 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11-12.2a-f EXPLANATORY ESSAYS • • Introduce topic Develop by extended All writing lessons from paragraphs to short essays to MLA papers Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening 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. b. 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. c. 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. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and • • • • definitions and details Use quotes or examples Use transitions Use metaphor, simile, analogy Formal style, objective tone Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening objective tone while attending to the norms and conventions of the discipline in which they are writing. f. 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). 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence W.9-10.3a-f Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. * Create-both independently and collaboratively-technical, non-print, digital, and multi-modal versions of text types and purposes outlined in standards 1, 2,and 3. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. 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 W.11-12.3a-e NARRATIVE ESSAYS • • • • • • • Set out a problem Establish POV Introduce character Use dialogue and plotlines Sequence events Use telling details Use sensory language Grades 9-‐12 progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. 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). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. * Create-both independently and collaboratively-technical, non-print, digital, and multi-modal versions of text types and purposes outlined in standards 1, 2,and 3. Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Production and Distribution of Writing W.9-10.4-6 4. Produce clear and W.9-10.4 All writing lessons from paragraphs to coherent writing in which short essays to MLA papers 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.) * Strengthen writing craftboth independently and collaboratively-through a recursive writing and revision process and the use of the common vocabulary of the 6-Trait model. 4. 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.) * Strengthen writing craftboth independently and collaboratively-through a recursive writing and revision process and the use of the common vocabulary of the 6-Trait model. 5. Develop and strengthen W.11-12.4 • All writing lessons from paragraphs to short essays to MLA papers Produce clear writing All writing lessons from paragraphs to Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12). 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10). 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 6. Use technology, including the Internet, to produce, publish, and update individual or short essays to MLA papers W.11-12.5 • • All writing lessons from paragraphs to short essays to MLA papers Edit writing Demonstrate command of language standards (all) W.9-10.6 Most writing lessons from paragraphs to short essays to MLA papers W.11-12.6 Most writing lessons from paragraphs to short essays to MLA papers • Use technology Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. to produce or update writing products Research to Build and Present Knowledge W.9-10.7-9 7. Conduct short as well W.9-10.7 Several writing lessons from paragraphs as more sustained research to short essays to MLA papers – includes projects to answer a • Shakespeare lessons question (including a self• Other lessons re: literature from generated question) or other cultures and or times to solve a problem; narrow provide background or broaden the inquiry • Individual lessons from when appropriate; exemplars synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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. 8. Gather relevant information from multiple authoritative print and digital sources, using W.11-12.7 RESEARCH PROJECTS • • • Answer a questions Solve a problem Synthesize multiple sources W.9.10.8 Several writing lessons from paragraphs to short essays to MLA papers – includes • Shakespeare lessons • Other lessons re: literature from other cultures and or times to provide background • Individual lessons from exemplars MLA or APA units and other, small teacher-generated lessons focused specifically on analyzing sources Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening 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. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source W.11-12.8 • • • MLA or APA units and other, small teacher-generated lessons focused specifically on analyzing sources Print and digital Integrate info smoothly Avoid plagiarism W.9-10.9a-b MLA or APA units and other, small teacher-generated lessons focused on literature Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening 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]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenthand early-twentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., • • • • Draw evidence from literary or informational texts 18th-early 20thcentury texts How two or more texts convey similar topics Evaluate reasoning MLA or APA units and other, small teacher-generated lessons focused on literature Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Grades 9-‐12 “Delineate and evaluate the reasoning in seminal U.S. texts, including the applicationof 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.9-10.10 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.9-10.10 All writing lessons from paragraphs to short essays to MLA papers Teacher generated W.11-12.10 All writing lessons from paragraphs to short essays to MLA papers Teacher generated Write routinely over shortand long-term Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Common Core 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. 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. b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to Essential Questions SL.9-10.1a-d Lessons / Activities Assessment Comprehension and Collaboration SL.9-10.1-3 All group assignments and projects in * Teacher literature, non-fiction, technical reading generated and writing rubric * Success of assignment completion * Classmate complete rubric Grades 9-‐12 Vocabulary Resources and Websites Teacher generated Time of Year Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 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. a. 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. • • • • • • • • • Talk about issues relevant to 11thgrade topics, texts, and issues Do small- and large-group discussions Come to discussions prepared Base your ideas on evidence Work with peers Ask and answer questions Probe reasoning Challenge ideas Resolve contradictions All group assignments and projects in literature, non-fiction, technical reading and writing * Teacher generated rubric * Success of assignment completion * Classmate complete rubric Grades 9-‐12 Teacher generated Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. c. 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. d. 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. 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.2 Assignments and projects in literature, non-fiction, technical reading and writing * Teacher generated rubric * Success of assignment completion Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening 2. Integrate multiple sources of information presented in diverse media or formats (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. SL.11-12.2 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Assignments and projects in literature, non-fiction, technical reading and writing * Teacher generated rubric * Success of assignment completion SL.9-10.3 Assignments and projects in literature, non-fiction, technical reading and writing * Teacher generated rubric * Success of assignment completion SL.11-12.3 Assignments and projects in literature, non-fiction, technical reading and writing * Teacher generated rubric * Success of assignment completion Assignments and projects in literature, non-fiction, technical reading and writing Presentations to the class and/or small group • • • • • • Integrate multiple sources of information in order to solve problems Evaluate credibility Note discrepancies Evaluate a speaker’s POV Evaluate use of evidence Evaluate rhetoric Presentation of Knowledge and Ideas SL.9-10.4-6 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of SL.9-10.4 Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 4. Present information, findings, and supporting evidence, conveying a clearand 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 or formal and informal tasks. 5. 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. 5. 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 Assignments and projects in literature, non-fiction, technical reading and writing Presentations to the class and/or small group SL.9-10.5 Assignments and projects in literature, non-fiction, technical reading and writing Rubric SL.11-12.5 Assignments and projects in literature, non-fiction, technical reading and writing Rubric SL.11-12.4 • • • • Present information and findings Convey clear perspective Organize ideas Make strategic use of media to enhance findings Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 for specific expectations.) Common Core 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; SL.9-10.6 Assignments in literature, non-fiction, technical reading and writing Rubric SL.11-12.6 Assignments in literature, non-fiction, technical reading and writing Rubric • Grades 9-‐12 Adapt speech to contexts Assessment Essential Questions Lessons / Activities L.9-10.1a-b Conventions of Standard English L.9-10.1-2 Assignments and projects in literature, nonRubrics fiction, technical reading and writing Vocabulary Resources and Websites Time of Year Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., MerriamWebster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. 2. Demonstrate command Assignments and projects in literature, nonfiction, technical reading and writing Rubrics L.9-10.2a-b Assignments and projects in literature, nonfiction, technical reading and writing Rubrics L.11-12.2a-b Assignments and projects in literature, non- Rubrics L.11-12.1a-b • Use standard English when writing or speaking Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. fiction, technical reading and writing • • • Demonstrate conventions Use hyphens correctly Spell correctly Knowledge of Language L.9-10.3 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. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. 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. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful L.9-10.3a Assignments and projects in literature, nonfiction, technical reading, writing, listening L.11-12.3a Assignments and projects in literature, nonfiction, technical reading, writing, listening • • Vary syntax Apply understanding of syntax to text Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. Vocabulary Acquisition and Use L.9-10.4-6 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. 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, or its etymology. L.9-10.4a- d Assignments and projects in literature, nonfiction, technical reading, writing, listening Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening d. 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). 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. a. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. 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. d. Verify the preliminary L.11-12.4a- d • Clarify meaning of words Assignments and projects in literature, nonfiction, technical reading, writing, listening Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 6. Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career L.9-10.6a-b Assignments and projects in literature, nonfiction, technical reading, writing, listening L.11-12.6a-b Assignments and projects in literature, nonfiction, technical reading, writing, listening • • • L.9-10.6 Understand figurative language Interpret figures of speech Analyze nuance Assignments and projects in literature, nonfiction, technical reading, writing, listening Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 6. Acquire and use accurately general academic and domainspecific 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. L.11-12.6 • Use academic language Assignments and projects in literature, nonfiction, technical reading, writing, listening Grades 9-‐12 Common Core Transition ELA Map Standards for Reading, Writing, Speaking, Listening Knowledge Grades 9-‐12 Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell Application Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use Analysis Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate, Synthesis Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite Evaluation Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select,