Pleasant Valley School District Curriculum

PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014 PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

English

Grade 12

I. COURSE DESCRIPTION AND INTENT:

This course is designed to provide students with instruction in the development of reading, writing, research, speaking, and listening skills. The literature will incorporate units of study that will include all genres of world literature: essays, narratives, poetry, short stories, novels, plays and non-fiction. Students are expected to identify and analyze literary elements and analyze how they contribute to literary works. The purpose of this course is to refine research skills that will be needed for collegiate study. This course places an emphasis on the development of a portfolio illustrating the students’ literacy growth. The portfolio will contain all four modes of writing: narrative, descriptive, persuasive, and informational. Students are required to write every day using a variety to types. The students are taught how to conducting inquiry and research on self-selected or assigned topics, issues or problems using a variety of appropriate media sources and strategies. The students will produce an organized product that presents and connects findings to support purpose, draw reasonable conclusions, and give proper credit to sources using the Modern Language Association (MLA) format. INSTRUCTIONAL TIME:

Class Periods: 6 per 6-day cycle

Length of Class Periods (minutes): 56 minutes

Length of Course: 2 semesters

Unit of Credit: 1.00

Updated: June16, 2014 PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

COURSE: English GRADE(S): 12 STRAND: Reading Informational Text TIME FRAME: One School Year

PA COMMON CORE STANDARDS 1.2 Reading Informational Text Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

ASSESSMENT ANCHORS

L.N.1.1 Use appropriate strategies to analyze an author’s purpose and how it is achieved in literature. L.N.1.2 Use appropriate strategies to determine and clarify meaning of vocabulary in literature. L.N.1.3 Use appropriate strategies to comprehend literature during the reading process. L.N.2.1 Use appropriate strategies to make and support interpretations of literature.

RESOURCES  Novels for Students  Articles retrieved from online databases  Reputable newspaper, journal and magazine articles  Primary source documents  United States Holocaust Memorial Museum website  English Department Wiki-Pages  New York Times website  Web English Teacher  Course Moodle  Librarian/media specialist  Instructional coaches  Double entry journals  Outlining  Graphic organizers  Reading Literature: British Literature – purple level  Prentice Hall Literature: Timeless Voices, Timeless Themes – The British Tradition PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

OBJECTIVES

 Demonstrate an understanding of key ideas, details, and main idea.  Demonstrate the ability to cite textual evidence.  Demonstrate an understanding of text analysis.  Demonstrate an understanding of point of view (3-12).  Demonstrate an understanding of text structure.  Demonstrate an understanding of how vocabulary impacts craft and structure.  Demonstrate an understanding of the analysis of the integration of knowledge and ideas across texts.  Acquire and use accurately general academic or conversational and domain specific words and phrases in reading and writing.  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content.  Comprehend literary non-fiction and informational text on grade level.  Evaluate and apply the integration of knowledge and ideas across diverse media.  Analyze seminal documents for historical and literary significance.

ESSENTIAL CONTENT

Key Ideas and Details  Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text (CC.1.2.11-12.A).  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs (CC.1.2.11-12.B).  Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text (CC.1.2.11-12.C). Craft and Structure  Evaluate how an author’s point of view or purpose shapes the content and style of a text (CC.1.2.11-12.D).  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 (CC.1.2.11-12.E).  Evaluate how words and phrases shape meaning and tone in texts (CC.1.2.11-12.F). Integration of Knowledge and Ideas  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 (CC.1.2.11-12.G). PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

 Analyze seminal texts based upon reasoning, premises, purposes, and arguments (CC.1.2.11-12.H).  Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features (CC.1.2.11-12.1). Vocabulary Acquisition and Use  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 (CC.1.2.11-12.J).  Determine or clarify the meaning of unknown multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools (CC.1.2.11-12.K). Range of Reading  Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently (CC.1.2.11-12.L).

INSTRUCTIONAL STRATEGIES Webquests Think Aloud Anticipation guides Talk to the Text Modeling Collins Writing DRTA Think/pair/share QAR Class discussion Cooperative Learning Integrate technology and 21st century skills

ASSESSMENTS Summative  Benchmark assessment  Collins Writing Types 3,4,5  Course final exam  End of unit test  End of unit project  Rubrics  Individual or group vocabulary projects and presentations  Portfolio PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

 Mini research paper  Reading quiz

Formative  Collins Writing Types 1,2,3,4  Surveys, polls and exit slips  Collaborative learning  KWL  Graphic organizers  Outline  Journals/logs  Argument analysis  Article analysis and evaluation  Reading quiz

CORRECTIVES/EXTENSIONS

Correctives:  Explicit modeling followed by systematic guided practice of each skill  Differentiation among texts/assignments  Reinforcement on Moodle

Extensions:  Posting resources for further study  Furthering discussion and activities on Moodle  Offering supplemental texts

COURSE: English GRADE(S): 12 STRAND: Literature TIME FRAME: One School Year

PA COMMON CORE STANDARDS

1.3 Reading Literature Students read and respond to works of literature – with an emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

ASSESSMENT ANCHORS PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

L.F.1.1 Use appropriate strategies to analyze an author’s purpose and how it is achieved in literature. L.F.1.2 Use appropriate strategies to determine and clarify meaning of vocabulary in literature. L.F.1.3 Use appropriate strategies to comprehend literature during the reading process. L.F.2.1 Use appropriate strategies to make and support interpretations of literature. L.F.2.2 Use appropriate strategies to compare, analyze, and evaluate literary forms. L.F.2.3 Use appropriate strategies to compare, analyze, and evaluate literary elements. L.F.2.4 Use appropriate strategies so interpret and analyze the universal significance of literary fiction. L.F.2.5 Use appropriate strategies to identify and analyze literary devices and patterns in literary fiction.

RESOURCES  Reading Literature: British Literature – purple level  Prentice Hall Literature: Timeless Voices, Timeless Themes – The British Tradition  Teacher Created Materials  Teacher Selected Materials  Vocabulary Lists  Web English Teacher  Moodle  videos  English Department Wiki Page – http://pvenglish.wikispaces.com  How to Read Literature Like a Professor  Pleasant Valley High School Library Website - http://webpages.pvbears.org/hslibrary/index.htm  Librarian/media specialist  Instructional coaches  Double Entry Journals  Graphic organizers Major Works:  Hamlet  Night  Life of Pi  The Kite Runner PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

 Angela’s Ashes  The Canterbury Tales  Beowulf  Grendel  Othello

OBJECTIVES

 Cite textual evidence to support analysis of text.  Demonstrate an understanding of how the literary elements impact the story.  Summarize the text and demonstrate an understanding of the theme or themes.  Demonstrate an understanding of how an author’s point of view shapes the craft and structure.  Analyze the development of the meaning through the overall structure of the text.  Evaluate how words and phrases shape meaning and tone in texts.  Analyze multiple interpretations of a literary work and evaluate how each version interprets the source text.  Demonstrate knowledge of foundational works of literature including how two or more texts of the same period treat similar themes or topics.  Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade level reading and content.  Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases.  Read and comprehend literature on grade level, reading independently and proficiently.

ESSENTIAL CONTENT

Key Ideas and Details  Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text (CC.1.3.11-12.A).  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs (CC.1.3.11-12.B).  Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (Cc.1.3.11-12.C). Craft and Structure  Evaluate how an author’s point of view or purpose shapes the content and style of a text (CC.1.3.11-12.D).  Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole (CC.1.3.11-12.E). PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

 Evaluate how words and phrases shape meaning and tone in texts (CC.1.3.11-12.F). Integration of Knowledge and Ideas  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) (CC.1.3.11-12.G)  Demonstrate knowledge of foundational words of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics (CC.1.3.11-12.H). Vocabulary Acquisition  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools (CC.1.3.11-12.I).  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 (CC.1.3.11-12.J). Range of Reading  Read and comprehend literary fiction on grade level, reading independently and proficiently (CC.1.3.11-12.K).

INSTRUCTIONAL STRATEGIES  Modeling  Model how to formulate essential questions  Incorporating supplemental texts  Direct Instruction  Talk to the Text/Think Alouds  Anticipation Guides  Metacognitive Reflections about Literacy Growth  Web quests  Outlining  Collins Writing  DRTA  Think/pair/share  QAR  Cooperative Learning  Integrate technology and 21st century skills PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

ASSESSMENTS Summative  Benchmark assessment  Collins Writing Types 3,4,5  Course final exam  End of unit test  End of unit project  Rubrics  Individual or group vocabulary projects and presentations  Portfolio  Metacognitive Reflections about Literacy Growth  AR Quizzes  Narrative, Informative, Persuasive writings

Formative  Rubrics  Collins Writing Types 1,2,3,4  Surveys, polls and exit slips  Collaborative learning  KWL  Graphic organizers  Outline  Journals/logs  Metacognitive Reflections about Literacy Growth  Narrative, Informative, Persuasive writings

Correctives:  Explicit modeling followed by systematic guided practice of each skill  Differentiation among texts/assignments  Reinforcement and supplemental practice (Moodle/teacher website/handouts)

Extensions:  Supplying resources and assignments for further study  Differentiation among texts/assignments  Reinforcement and supplemental practice (Moodle/teacher website/handouts)

COURSE: English GRADE(S): 12 STRAND: Writing TIME FRAME: One School Year PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

ASSESSMENT ANCHORS

C.E.1.1 Write informative pieces that describe, explain, or summarize information or ideas. C.P.1.1 Write persuasive pieces that include a clearly stated position made convincing through appropriate methods. C.E.2.1 Revise writing to improve style, meaning, word choice, and sentence variety. C.E.3.1 Use conventions of standard written language.

RESOURCES

 PVHS Library Handbook  PVHS Library Literary Analysis Research Planner  MLA Handbook  Noodle Tools  Moodle  Instructional coaches  Librarian/media specialist  Turnitin.com  PVHS Library Website  PV Research and Assessment Handbook  Essential Conventions Checkmate Quick Reference Folder  The 7-Element Assignment

OBJECTIVES

 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

information clearly.  Write arguments to support claims in an analysis of substantive topics.  Write narratives to develop real or imagined experiences or events.  Draw evidence from literary or informational texts to support analysis, reflection, and research.  With guidance and support from peers and adults, develop the writing process.  With guidance and support use a variety of digital tools to produce and publish writing.  Conduct short as well as more sustained research projects to answer a question.  Gather relevant, authoritative information from multiple print and digital sources  Write routinely over varying time frames for a range of discipline-specific tasks, purposes and audiences.

ESSENTIAL CONTENT

Informative/Explanatory  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately (CC.1.4.11-12.A).  Write with a sharp distinct focus identifying topic, task, and audience (CC.1.4.11- 12.B).  Develop and analyze 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; include graphics and multimedia when useful to aiding comprehension (CC.1.4.11-12.C).  Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension (Cc.1.4.11-12.D).  Write with an awareness of the stylistic aspects of composition (CC.1.4.11-12.E).  Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling (CC.1.4.11-12.F). Opinion/Argumentative  Write arguments to support claims in an analysis of substantive topics (CC.1.4.11- 12.G).  Write with a sharp distinct focus identifying topic, task, and audience (CC.1.4.11- 12.H).  Distinguish the claim (s) from alternate or opposing claims; 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 (CC.1.4.11-12.J).  Create organization that logically sequences claim (s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text to create cohesion, and clarify the relationships between claim (s) PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

and reasons, between reasons and evidence, and counterclaims; provide a concluding statement or section that follows from and supports the argument presented (CC.1.4.11-12 J).  Write with an awareness of the stylistic aspects of composition (CC.1.4.11-12.K).  Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling (CC.1.4.11-12.L).

Narrative  Write narratives to develop real or imagined experiences or events (CC.1.4.11- 12.M).  Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator or characters (CC.1.4.11-12.M).  Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters (CC.1.4.11-12.O).  Create a smooth progression of experiences or events using 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; provide a conclusion that follows from and reflects on what is experiences, observed, or resolved over the course of the narrative (CC.1.4.11-12.P).  Write with an awareness of the stylistic aspects of writing (CC.1.4.11-12.Q).  Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling (CC.1.4.11-12.R). Response to Literature  Draw evidence from literary or informational texts to support analysis, reflection, and research applying grade level reading standards for literature and literary non-fiction (CC.1.4.11-12.S).  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 (CC.1.3.11-12.T). Technology and Publication  Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information (CC.1.4.11-12.U) Conducting Research  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 (CC.1.4.11-12.V). Credibility, Reliability, and Validity of Sources  Gather relevant information from multiple authoritative print and digital sources, using advances searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Range of Writing  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 discipline- specific tasks, purposes and audiences

INSTRUCTIONAL STRATEGIES

 Modeling  Formulate and answer an essential question  Incorporating supplemental texts  Metacognitive log  Teacher and peer evaluation/conference  Library visitation  Talk to the Text  Think Alouds  Anticipation Guides  Double Entry Journals  outlining  graphic organizers  Collins Writing  DRTA  Think/pair/share  QAR  Cooperative Learning  Integrate technology and 21st century skills  Guest speakers

ASSESSMENTS Summative  Benchmark assessment  Collins Writing Types 3,4,5  Rubrics  Portfolio  Research projects  Argument analysis  Article analysis  Character analysis  Persuasive essay  News article  Reader-response PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

 Soliloquy  Editorial  Diary/Journal Entry  Business letter  Resume  College admissions/scholarship essay  Speech

Formative  Collins Writing Types 1,2,3,4  Surveys, polls and exit slips  Discussion board posts  Collaborative learning  KWL  Graphic organizers  Outline  Journals/logs  Teacher and peer evaluation/conference  Prewriting activities  Pre-researching activities  Argument analysis  Article analysis  Character analysis  Persuasive essay  News article  Reader-response  Soliloquy  Editorial  Diary/Journal Entry  Business letter  Resume  College admissions/scholarship essay  Speech

Correctives:  Explicit modeling followed by systematic guided practice of each skill  Differentiation among texts/assignments  Reinforcement and supplemental practice (Moodle/teacher website/handouts)

Extensions:  Supplying resources for further study PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

 Differentiation among texts/assignments  Reinforcement and supplemental practice (Moodle/teacher website/handouts)

COURSE: English GRADE(S): 12 STRAND: Speaking and Listening TIME FRAME: One School Year

1.5 Speaking and Listening Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

ASSESSMENT ANCHORS

RESOURCES  Teacher created/selected materials  Student selected materials  English Department Wiki Page – http://pvenglish.wikispaces.com  Pleasant Valley High School Library Website - http://webpages.pvbears.org/hslibrary/index.htm  PV Research and Assessment Handbook  Poetry Out Loud  Guest Speakers  Data Analysis

OBJECTIVES

 Initiate and participate effectively in a range of collaborative discussions.  Integrate multiple sources of information presented in diverse media or formats.  Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument.  Present information, findings, and supporting evidence clearly, concisely, and logically using a distinctive perspective.  Adapt speech to a variety of contexts and tasks.  Make strategic use of digital media in presentations to add interest and enhance PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

understanding of finding, reasoning, and evidence.  Demonstrate command of the conventions of standard English.

ESSENTIAL CONTENT

Comprehension and Collaboration  Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect credibility of an argument through the author’s stance, premises, lings among ideas, word choice, points of emphasis, and tone (CC.1.5.11-12.C). Presentation of Knowledge and Ideas  Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task (CC.1.5.11-12.D). Comprehension and Collaboration  Initiate and participate effectively in a range of collaborative discussions on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively (CC.1.5.11-12.A).  Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among data (CC.1.5.11-12.B). Presentation of Knowledge and Ideas  Adapt speech to a variety of context and tasks (CC.1.5.11-12.E). Integration of Knowledge and Ideas  Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, evidence (CC.1.5.11-12.F).  Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content.

INSTRUCTIONAL STRATEGIES  Modeling  Think Aloud  Think, Pair, Share  Group and whole class discussion  Integrate technology and 21st century skills  Observational tools  Reciprocal teaching  Embed audio clips in presentations  Podcasting  Impromptu speaking  Poetry Out Loud PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM 2014

 Peer review

ASSESSMENTS Summative  End of unit project  Rubrics  Individual or group presentations  Listening comprehension passages  Poetry recitation  Monologue  Mock Trial/Debate  Mini Research Presentation

Formative  Surveys, polls and exit slips  Collaborative learning  KWL  Graphic organizers  Outline  Teacher and peer evaluation  Listening comprehension passages  Poetry recitation  Monologue  Mock Trial/Debate  Mini Research Presentation

CORRECTIVES/EXTENSIONS Correctives:  Explicit modeling followed by systematic guided practice of each skill  Differentiation among texts/assignments  Reinforcement and supplemental practice (Moodle/teacher website/handouts)

Extensions:  Supplying resources for further study  Differentiation among texts/assignments  Reinforcement and supplemental practice (Moodle/teacher website/handouts)