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Prince William County Public Schools Twelfth Grade Instructional Reading List

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Prince William County Public Schools Twelfth Grade Instructional Reading List PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST STANDARD 12.3 STRAND: READING ANALYSIS GRADE LEVEL 12 12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms, literary and classical allusions in text. e) Expand general and specialized vocabulary through speaking, reading, and writing. f) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. STANDARD 12.4 STRAND: READING ANALYSIS GRADE LEVEL 12 12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. a) Compare and contrast the development of British literature in its historical context. b) Recognize major literary forms and their elements. c) Recognize the characteristics of major chronological eras. d) Relate literary works and authors to major themes and issues of their eras. e) Analyze the social and cultural function of British literature. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Compare and contrast traditional and contemporary poems from many cultures. h) Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect. i) Compare and contrast dramatic elements of plays from American, British, and other cultures. STANDARD 12.5 STRAND: READING ANALYSIS GRADE LEVEL 12 12.5 The student will read and analyze a variety of nonfiction texts. a) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. b) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. c) Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar or different conclusions. d) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. e) Identify false premises in persuasive writing. f) Draw conclusions and make inferences on explicit and implied information using textual support. Note: 12.5a can be summarized into three significant questions: What does the text say? What does it mean? Why does it matter? Revised August 2016 PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST Language Language Arts Author Holt Textbook Genre Setting or Arts Instructional Focus Title, Challenge Cultural Objectives Level and/or Lexile Perspective Apply Language Arts Standards 12.3 a-f as appropriate. Apply 12.5a (Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts) to all reading selections. Instructors will use the following selections for instructional examples. SOL 12.3f • Use knowledge of evolution and effects of language Exploring British SOL 12.4a • Trace development of British literature in historical context Literature: Introducing Nonfiction: Reading text SOL 12.4c • Recognize characteristics of major chronological eras Informational the Essentials Informational materials to develop SOL 12.4d • Relate literary works and authors to major themes and issues of materials pp. 1-17 background SOL 12.4e eras On level knowledge SOL 12.5a • Analyze the social and cultural function of British literature Introduction: SOL 12.5b • Generate and respond logically to literal, inferential, evaluative, Questions of the Times; SOL 12.5f synthesizing, and critical thinking questions Historical Essay; A • Analyze and synthesize information Changing Language; Timeline; The Legacy of • Draw conclusions and make inferences on explicit and implied the Era information using textual support pp. 18-37 pp. 290-309 pp. 558-577 pp. 750-767 pp. 910-927 pp. 1096-1113 SOL 12.4a • Compare/contrast development of British lit. in historical context Text Analysis Workshop: SOL 12.4b • Recognize major literary forms and their elements Informational On level Nonfiction: Reading to develop SOL 12.4c • Recognize the characteristics of major chronological eras materials Expository background SOL 12.4d • Analyze the social and cultural function of British literature “The Epic” Essay knowledge SOL 12.4e • Generate and respond logically to literal, inferential, evaluative, pp. 38-39 SOL 12.4f synthesizing, and critical thinking questions “Medieval Narratives” SOL 12.5a • Analyze and synthesize information pp. 140-141 SOL 12.5b • Draw conclusions and make inferences on explicit and implied “The Sonnet Form” SOL 12.5f pp. 310-311 information using textual support Revised August 2016 PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST “Shakespearean Cont. Cont. SOL 12.4a • Compare/contrast development of British literature in historical Cont. Tragedy” Nonfiction: Reading to develop SOL 12.4b context Informational pp. 342-345 Expository background SOL 12.4c • Recognize major literary forms and their elements materials “Metaphysical Poetry” Essay knowledge SOL 12.4d • Recognize the characteristics of major chronological eras pp. 514-515 th SOL 12.4e • Analyze the social and cultural function of British literature “Nonfiction in the 18 SOL 12.4f • Generate and respond logically to literal, inferential, evaluative, Century” SOL 12.5a synthesizing, and critical thinking questions pp. 576-577 SOL 12.5b • Analyze and synthesize information “Satire” SOL 12.5f • Draw conclusions and make inferences on explicit and implied pp. 608-609 “Romanticism” information using textual support pp. 796-797 “Form and Meaning in Poetry” pp. 846-847 “The Growth and Development of Fiction” pp. 968-969 “Modernism” pp. 1114-1115 “Literature as Social Criticism” pp. 1240-1241 SOL 12.4a • Recognize development of literature in British historical context SOL 12.4b • Identify elements of the epic form, e.g., long narrative poem; Scops Excerpts from Beowulf Epic Poem Anglo Saxon Period SOL 12.4c hero who saves a culture; setting (Denmark in the 4th century; Trans. Burton pp. 40-73 SOL 12.4d told in Anglo-Saxon Britain) Raffel SOL 12.4e • Recognize and explain use of imagery, personification, simile, On level SOL 12.4f metaphor (kenning), caesura, alliteration, rhythm SOL 12.4g • Recognize literary characteristics and effects of the Anglo-Saxon period • Identify, develop, and analyze theme topics: fate, good vs. evil, the gods • Analyze the social and cultural function of poem • Explain effects of sound devices which support subject and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism • Use to compare to epics from other cultures and/or eras, e.g., excerpts from the Iliad Revised August 2016 PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST SOL 12.4a • Recognize development of literature in British historical context SOL 12.4 • Recognize and explain use of elements of narrative poetry: Chaucer, The Canterbury Tales, Poetry - Medieval SOL 12.4c characterization, plot, setting, imagery, figures of speech, diction, Geoffrey Prologue and teacher- Narrative Period SOL 12.4d structure (frame story) Trans. Nevill selected tales England SOL 12.4f • Recognize and explain use of tone, e.g., comic, satirical, pious, Coghill pp. 142-166, 169-180, SOL 12.4g bawdy 183-197 • Recognize and explain use of voice: Chaucer himself in the persona of a naïve observer More challenging • Recognize literary characteristics and their effects of the era: poetry, storytelling • Identify, develop, and analyze theme topics, e.g., courtly love, corruption, community, plague, feudalism, role of church • Explain effects of sound devices which support subject and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism • Use to compare to a long narrative character poem from another culture and/or era SOL 12.4b • Recognize major literary forms and their elements. Foster, How to Read Literature Nonfiction: Reading text SOL 12.4d • Relate literary works and authors to major themes and issues of Thomas C. Like a Professor Informational materials to SOL 12.4f their eras. Reading develop SOL 12.4h • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, 820L background SOL 12.4i repetition, alliteration, assonance, and parallelism) supports the knowledge SOL 12.5a subject, mood, and theme. Less challenging SOL 12.5b • Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect. • Compare and contrast dramatic elements of plays from American, British, and other cultures. • Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. • Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. Instructors will select one of the plays by Shakespeare from the list below. SOL 12.3d • Identify the meaning and effects of literary and classical allusions SOL 12.3f • Use knowledge of effects
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