Curriculum Map Template

12th Grade Unit The AngloSaxons Suggested Time 2 weeks Essential Question(s) What specifically did America inherit from Britain in terms of our political system, law, and language? What was the influence of Christianity on Britain? What was the heroic ideal of Anglo-Saxon Britain? What symbols are present in Anglo-Saxon literature? What universal themes are present in Anglo-Saxon literature? What figures of speech are present in the literature? What elements are necessary in a descriptive essay? Standards R 3.1 R 3.2 R 3.4 R 3.6 R 3.7a R 3.7c R 3.9 W 1.1 W 1.5 W 1.9 W 2.1c W 2.1e W 2.2c WO 1.1 WO 1.2  Skills Define and describe the Anglo-Saxon epic hero. Compare and contrast American cultural qualities with those of AngloSaxon Britain. Identify symbolism within the text. Identify universal themes of Anglo-Saxon literature. Identify figures of speech. Write and revise a descriptive essay.  Activities See On Course: Mapping Instruction for Standards-Based Components TeacherSupplemented Supporting Resources  Books & Materials Holt Sixth Course: Chapter 1 p. 20-32, 33-43, 76-77, 78-81   Assessments See One Step Planner CD Teacher-Generated Assessments              Revised Last: 11/16/08 (content-KD & RP/ format-KLB) Unit The Middle Ages Suggested Time 4 weeks       Essential Question(s) How did feudalism change the social structure of Anglo-Saxon England? What effects did the Norman invasion have on the English system of government? What events occurred to change society during the Middle Ages? How is the text enhanced by various literary devices? How has the English language evolved since the Middle Ages? What are the characteristics of a frame story? Standards R 3.1 R 3.3 R 3.4 R 3.6 R 3.7a R 3.7b R 3.7c W 1.1 W 1.4 W 1.6 W 1.7 W 1.9 W 2.4 WO 1.1 WO 1.2 WO 1.3 LS 1.7 LS 1.8b LS 1.8c LS 2.2 LS 2.5   Skills Analyze feudal relationships. Explore the historical period of the Middle Ages. List and explain the elements and characteristics of a ballad. Identify significant literary devices and figurative language, and use them to interpret literary passages. Analyze the evolution of the English language since the Middle Ages. Recognize the elements that comprise a frame story.  Activities See On Course: Mapping Instruction for Standards-Based Components TeacherSupplemented Supporting Resources  Books & Materials Holt Sixth Course: Chapter 2 p. 108-112, 113144, 204-209, 210225   Assessments See One Step Planner CD TeacherGenerated Assessments      Revised Last: 11/16/08 (content-KD & RP/ format-KLB) Unit Introduction to Renaissance Suggested Time 1-2 weeks     Essential Question(s) What was life like during the Renaissance? During the Renaissance, what were the traditional views on education, politics, and patriotism? During the Renaissance, what were the standards for behavior of men and women? How did women view themselves? Standards R 1.2 R 2.2 R 2.4 R 2.5 R 3.1 R 3.8 W 1.4 W 1.8 W 1.9 W 2.2  Skills Learn background information about Renaissance Comprehend political points of view. Identify and interpret parallelism and paradox. Connect and analyze various works.  Activities See On Course: Mapping Instruction for Standards-Based Components TeacherSupplemented Supporting Resources  Books & Materials Holt Sixth Course: p. 233-256 and p. 322-335 Interactive reading p. 81-91 (condensed background information)    Assessments Check Test p. 254 or Response and Analysis p. 329 or Analyzing political points of view p. 335 or Literary Response and Analysis p. 279-280 See One Step Planner CD TeacherGenerated Assessments         Unit Tragic Characters (optional) Suggested Time 3-5 days Essential Question(s)  What are the characteristics of a tragic figure? Standards R 2.2 R 2.4 R 2.5 R 3.1 R 3.2 R 3.3 R 3.4 R 3.7c R 3.8 R 3.9 W 1.8 W 1.9 W 2.2 LS 1.1    Skills Read and interpret a literary epic. Understand the concept of tragic figures. Compare and contrast tragic figures in Shakespeare and Milton.  Activities See On Course: Mapping Instruction for Standards-Based Components TeacherSupplemented Supporting Resources  Books & Materials Holt Sixth Course: Milton’s “Paradise Lost” p. 361-378  Assessments Response and Analysis p.375376 or Analyzing Literature p. 390-397 See One Step Planner CD TeacherGenerated Assessments     Revised Last: 11/16/08 (content-KD & RP/ format-KLB) Unit Shakespeare And Drama Suggested Time 6-7 weeks     Essential Question(s) Who is William Shakespeare? What are the elements of a Shakespearean sonnet? How does Shakespeare use literary devices to convey his themes? What are the elements of drama present in Shakespearian plays and how are they employed? Standards R 1.1 R 2.2 R 3.1 R 3.2 R 3.3 R 3.4 R 3.7c W 1.1 W 1.2 W 1.3 W 1.5 W 2.2 W 2.6 LS 1.7 LS 1.9 LS 2.4 LS 2.5  Skills Learn background information about Shakespeare. Understand and interpret Shakespearean sonnets. Read and interpret Shakespearian dramatic literature. Memorize and recite an excerpt from a play. Understand literary devices utilized by Shakespeare. Identify and interpret the conventions of dramatic literature.  Activities See On Course: Mapping Instruction for Standards-Based Components TeacherSupplemented Supporting Resources Power Point Presentation (optional for this quarter, but required at some time to meet 12th grade standard)    Books & Materials Holt Sixth Course: p. 272-280 Hamlet unit binder available in library Choose one of the following plays:  Hamlet  Macbeth  King Lear  Othello  Assessments Literary and Response and Analysis p. 279 and p. 280 Response to Literature Essay (optional 2nd quarter but required in 12th grade) TeacherGenerated Assessments    *Scores reported to District!!!       Revised Last: 11/16/08 (content-KD & RP/ format-KLB) Unit Novel Of Choice Suggested Time 6-8 weeks Essential Question(s)  How does the style and syntax contribute to the overall meaning of the novel?  How is the theme related to issues of the historical period as well as the present?  How is the text enhanced by various literary devices? Standards R 2.1 R 2.2 R 3.2 R 3.3 R 3.5c W 1.1 W 1.2 W 1.3 W 1.4 W 1.5 W 1.9   Skills Clarify meaning of text by analyzing style and syntax. Use textual evidence to support theme analysis and relate it to life. Analyze how irony, tone, mood, style and sound enhance literature. Evaluate philosophical, political, religious, ethical, and social influences of the historical period which shaped the novel.  Activities See On Course: Mapping Instruction for Standards-Based Components TeacherSupplemented Supporting Resources  Books & Materials Choose one of the following: -Heart of Darkness -1984 -Lord of the Flies -Frankenstein -Pride and Prejudice -Remains of the Day -Rebecca  Assessments TeacherGenerated Assessments    Unit Restoration Suggested Time 1-3 weeks Essential Question(s)  What issues are present in the literature of the Restoration period as well as in the selected novel?  How is the text enhanced by various literary devices? How are different rhetorical devices used to express various ideas? Standards R 1.3 R 2.2 R 2.5 R 3.1 R 3.3 R 3.4 R 3.7b R 3.7c W 2.2 WO 1.1    Skills Analyze word analogies. Respond to and analyze literature. Connect contemporary literature to classical literature. Understand the purpose of satire. Analyze different types of public documents and the way in which authors use rhetorical devices to convey messages and political points of view.  Activities See On Course: Mapping Instruction for Standards-Based Components TeacherSupplemented Supporting Resources  Books & Materials Holt Sixth Course: Chapter 4 p. 427-444, 462464, 473-481, 482-493, 498  Assessments TeacherGenerated Assessments     Revised Last: 11/16/08 (content-KD & RP/ format-KLB) Unit The Romantic Period Suggested Time 2 weeks       Essential Question(s) What historical and social issues are present in the literature of the Romantic period? How is the text enhanced by various literary devices? How is the literature affected by social and political milestones? What new values and responses to change did the Romantic poets offer? What devices and vocabulary are employed to give poetry archaic characteristics? What is the author’s purpose? Standards R 3.1 R 3.3 R 3.4 R 3.7a W 1.1 W 1.5 W 1.9 W 2.3 W 2.3a W 2.3b W 2.3c WO 1.1 LS 1.4 LS 1.7 LS 1.8 LS 1.10 LS 2.1 LS 2.1a LS 2.1b LS 2.1c   Skills Recognize and understand blank verse. Identify significant literary devices and figurative language, and use them to interpret literary passages. Analyze and interpret poetry. Determine author’s purpose. Connect historical background to aspects of poetry. Develop an understanding of archaic words and recognize their stylistic use.  Activities See On Course: Mapping Instruction for Standards-Based Components TeacherSupplemented Supporting Resources  Books & Materials Holt Sixth Course: Chapter 5 p. 550-558, 578608, 621-626, 630-634, 651654, 656-658, 659-663    Assessments See One Step Planner CD Reflective Essay (optional) TeacherGenerated Assessments      Revised Last: 11/16/08 (content-KD & RP/ format-KLB) Unit The Victorian Period Suggested Time 2 weeks       Essential Question(s) What historical and social issues are present in the literature of the Victorian period? How is the text enhanced by various literary devices? How is the literature affected by social and political milestones? What new values and responses to change did the Victorian poets offer? How does rhyme scheme and metrical form contribute to the effectiveness of the poem? What aesthetic qualities are present within the poetry? Standards R 1.3 R 3.1 R 3.2 R 3.3 R 3.4 R 3.7a R 3.7b R 3.7c W 1.4 W 2.2 W 2.2a W 2.2b W 2.2d W 2.2e WO 1.1 WO 1.2 LS 2.5   Skills Connect historical background to aspects of poetry. Identify significant literary devices and figurative language, and use them to interpret literary passages. Scan poetry to identify metrical form and rhyme scheme. Analyze and interpret poetry. Compare and contrast poetry. Evaluate aesthetic qualities of style.  Activities See On Course: Mapping Instruction for Standards-Based Components TeacherSupplemented Supporting Resources  Books & Materials Holt Sixth Course: Chapter 6 p. 694-702, 703706, 784-785, 720724, 725-729, 785786, 787-788, 790791   Assessments See One Step Planner CD TeacherGenerated Assessments      Revised Last: 11/16/08 (content-KD & RP/ format-KLB) Unit The Modern Period Suggested Time 4 weeks        Essential Question(s) What historical and social issues are present in the literature of the Modern period? How is the text enhanced by various literary devices? What figures of speech are present in the literature? How does the author support his/her point of view? What elements need to be present in a persuasive speech? What elements are used to convey character and setting developed in a short story? In what ways are different media sources used to convey messages to the target audience? Standards R 2.1 R 2.5 R 2.6 R 3.1 R 3.2 R 3.3 R 3.4 R 3.7b R 3.7c R 3.8 R 3.9 W 1.1 W 1.2 W 1.3 W 1.4 W 1.5 W 2.1 W 2.1a W 2.1b W 2.1c W 2.1d W 2.1e WO 1.1 WO 1.2    Skills Identify figures of speech. Connect historical background to aspects of poetry. Identify significant literary devices and figurative language, and use them to interpret literary passages. Analyze and interpret poetry. Compare and contrast poetry. Analyze political points of view. Identify and critique the author’s argument. Write, present, and analyze a persuasive speech defending a position on an important issue. Write a short story using various strategies to convey character and setting. Analyze and use media.  Activities See On Course: Mapping Instruction for Standards-Based Components TeacherSupplemented Supporting Resources  Books & Materials Holt Sixth Course Chapter 7 p.825-831, 832839, 840-843, 847-852, 883884, 944-947, 955-966, 10311032, 10521055, 11121114, 11151118, 1119-1123    Assessments See One Step Planner CD Persuasive Essay TeacherGenerated Assessments         Revised Last: 11/16/08 (content-KD & RP/ format-KLB) Unit Grammar Suggested Time Complete throughout the 12th grade year. Essential Question(s)  Standards  Skills    Activities TeacherGenerated Resources See One Step Planner CD Holt website: www.hrw.com/ca ONLINE Grammar, Usage, and Mechanics Practice Holt: Sixth Course Language and Sentence Skill Practice Books & Materials SOURCE  Prentice Hall (Gray) Chapter 12, 16, 26, 29, 30, 33 -punctuation -clear thinking in writing -vocabulary building -critical thinking skills -reading and testtaking skills -speaking and listening skills RESOURCE  Holt: Sixth Course Language and Sentence Skill Practice  Holt: Sixth Course Handbook   Assessments Teacher-Generated Assessments See One Step Planner CD  Revised Last: 11/16/08 (content-KD & RP/ format-KLB) REQUIRED WRITING ASSIGNMENTS/ASSESSMENTS (Referenced in Curriculum Maps/Course Descriptions) Assessments in bold are reported to the district 12th Grade English Oral Presentation Response to Literature Descriptive Essay Reflective Essay Persuasive Essay Text San Diego Binder and Text Text Due Dates Year End April 21st to Chair Style/Source Teacher Materials Schaffer—Required Revised Last: 11/16/08 (content-KD & RP/ format-KLB)