Collierville High School

Natalie Estes won the National Championship in Extemporaneous Commentary. . .Draco Playhouse won 6 awards at the Annual High School Musical Theatre Awards. . .Rachel Chestnut finished in the Top 10 and Lindsay Michaud earned HM in the NY Times Editorial Essay Contest
Bob Yates » Scope & Sequence

Scope & Sequence

Collierville Schools
English 451 Standard

Scope and Sequence

 

Time

Major Works

And Shorter Texts

Standards

Learning Targets

Writing Prompts

2nd   Quarter

Weeks

1-3

Required Major Work(s):

Frankenstein

 

Required shorter works:

A Modest Proposal

 

Shorter texts (options):
From Gulliver’s Travels

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

RL.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.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.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).

W.12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

·       Identify and analyze satirical elements in a text

·       Understand the difference between satire and farce

·       Write a narrative essay that incorporates elements of a satire or farce

·       Understand the elements and theories of ecocriticism and moral criticism and analyze a text from those positions

 

 

 

 

 

 

 

 

Write a present day “modern proposal” essay where you address a current issue in the school or in society.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Weeks

4-5

Required Major Work(s):

Frankenstein

 

Shorter text(s) (options):

 

R.L.12.2 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.

R.L.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).

W.12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

 

 

Learning Targets:

       Identify and analyze multiple themes in a text

       Analyze characters of a novel

       Effectively choose and cite evidence that properly supports a thesis

       Properly introduce and analyze quotes

       Properly introduce and conclude essays

       Properly identify and analyze elements of a story from the standpoint of the moral criticism literary theory.

Write a critical essay for the novel Frankenstein from the viewpoint of a moral critic or eco-critic. Discuss what characters or plot events moral critics would approve or disapprove of based off of what you have learned from in class discussion.

 

Week

6-9

Required Shorter Work(s):

 

Shorter texts (options):

 

 

W.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.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.

W.12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research

SL 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

 

Learning Targets:

  • Identify credible sources to use for a research paper

·      Create a research paper using multiple sources

·      Use credible sources to help support a thesis

  • Use a variety of media/sources to support thesis analysis
  • Understand and analyze the elements of narrative poetry
  • Create a narrative poem
  • Understand and analyze the elements of dramatic monologues

 

 

Research Paper

 

The following standards are reinforced every quarter:

Reading Literature/Informational Text

·       RL/RI.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.

 

Writing

·       W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

·       W.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.

·       W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

 

Speaking and Listening

·       SL.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.

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 decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative 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 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.

·       SL.12.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

 

Language

·       L.12.1. 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; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

·       L.12.2. 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.

·       L.12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective Language 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.

·       L.12.4 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.

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).

·       L.12.5. 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.

  • L.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.