May 6, 2014
Tim DeBrosse
ENGLISH 12
CURRICULUM MAP
NOTE: The map is divided into two blocks. Both work concurrently with the other building skills in both areas. Mini Lessons designed to reinforce the conventions of the English language when they become opportunistic represents a yearlong block.
Block 1: Writing Block (Units related primarily to writing development)
Block 2: Literature Block (Units related primarily to analytical skills)
Unit Sequencing: Arcanum-Butler School District
Grade/Content: English 12 Tim DeBrosse
Unit All: Conventions of the English Language (Mini-lessons) 36 Weeks
Essential Questions/Goal Statements: / How important are the conventions of the English language to effective oral and written communication? What are the basics of communication around which all other details are associated? What patterns of sentence structure are common to the English language? How can I use these patterns to create more effective writing?
Key Terms and Concepts:
Conventions of Effective
Writing
Common Errors in the
Conventions of Effective
Writing
Elements that make a
difference
/ 1. Recognizing basic sentence elements patterns and elements
2. Expanding & varying sentence patterns
3. Writing logical and effective sentences
4. Establishing verb consistency and sequence
5. Applying active and passive voice
6. Maintaining parallel structure with balance
7. Manipulating word order
8. Positioning modifiers
9. Making comparisons
10. Using conciseness
1. Eliminating sentence fragments
2. Avoiding fused sentences and comma splices
3. Establishing agreement in subject and verb
4. Maintaining agreement in pronouns and their antecedents
5. Maintaining verb tense and consistency
1. Diction
2. Tone and Style
3. Support
4. Transitions
5. Show not Tell
6. Selecting a Title
7. Voice
8. Plagiarism
9. Audience
10. Gender Bias
Formative: Students will complete classroom material on each subject and then demonstrate comprehension in their written work. The Summative: Students will take traditional tests on the element(s) in focus, but transfer that knowledge into their written work.
Related Activities and Resources: / Composition and Research: A Model Approach:
Glencoe: British Literature
Cross-Curricular Connections: / Sound communication skills, both oral and written, are a vital part of students’ education. This skill transfers to every subject area.
Unit Sequencing: Arcanum-Butler School District
Grade/Content: English 12 Tim DeBrosse
Unit: 1. Literature Block Anglo-Saxon and the Middle Ages 3 Weeks
Essential Questions/Goal Statements: / How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What are the qualities of the epic warrior? What power does faith have over the literature of the period? How does the world of romance fit this world of violence/
Key Terms and Concepts: / 1. The elements of literature.
2. Epic, Epic Hero
3. Fate, Doomed Fate
4.
Assessment Strategies
(Formative and Summative): / Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Anglo-Saxon and the Medieval Period of literature from a list of options. Students will write a reflective essay based on the text’s theme.
Related Activities and Resources: / Le Morte d’Arthur (Malory)
Beowulf
The Seafarer
The Canterbury Tales: The Pardoner’s Tale and The Wife of Bath’s Tale
Sir Gawain and the Green Knight
Get Up and Bar the Door
Bonny Barbara Allan
Cross-Curricular Connections: / The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content: English 12 Tim DeBrosse
Unit: 2. Literature Block Renaissance Period 3 Weeks
Essential Questions/Goal Statements: / How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What were the characteristics of Renaissance humanism? How is humanism reflected in Shakespeare’s works? How did the metaphysical and Cavalier poets respond to the religious conflicts of their time?
Key Terms and Concepts: / 1. The elements of literature.
2. humanism
3. metaphysical
4. soliloquy
5.
Assessment Strategies
(Formative and Summative): / Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Renaissance period of literature from a list of options. Students will write a compare/contrast essay based on the text’s theme.
Related Activities and Resources: / Whoso List to Hunt (Wyatt)
Sonnet 30, 75 (Spenser)
The Passionate Shepherd to His Love (Marlow)
The Nymph’s Reply to the Shepherd (Raleigh)
Sonnet 116, 130, 73, 29 (Shakespeare)
Macbeth (Shakespeare)
Death Be Not Proud ( (Donne)
To His Coy Mistress
Cross-Curricular Connections: / The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content: English 12 Tim DeBrosse
Unit: 3. Literature Block Puritanism/Enlightenment Period 3 Weeks
Essential Questions/Goal Statements: / How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What were the essential features of Puritanism? What factors contributed to the outbreak of the English civil war? What were the goals of the English Enlightenment?
Key Terms and Concepts: / 1. The elements of literature.
2. Puritanism
3. Enlightenment
4. Parody, Satire
Assessment Strategies
(Formative and Summative): / Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Puritan/Enlightenment period of literature from a list of options. Students will write a cause and effect essay based on the text’s theme.
Related Activities and Resources: / When I Consider How My Light Is Spent (Milton)
Pilgrim’s Progress (Bunyan)
A Modest Proposal (Swift)
Gulliver’s travels (Swift)
The Rape of the Lock (Wortly-Montagu)A Journal of the Plague Year (DeFoe)
A Dictionary of the English Language (Johnson)
War Speech (Churchill)
Cross-Curricular Connections: / The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content: English 12 Tim DeBrosse
Unit: 4. Literature Block Romanticism Period 3 Weeks
Essential Questions/Goal Statements: / How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What were the essential features of Romanticism? What role did nature take in the period? How important was imagination to the period?
Key Terms and Concepts: / 1. The elements of literature.
2. Romanticism
3. Epitaph
4. Elegy
Assessment Strategies
(Formative and Summative): / Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read romantic period of literature from a list of options. Students will write a interpretive essay based on the text’s theme.
Related Activities and Resources: / A Poison Tree (Blake)
My Heart Leaps Up (Wordsworth)
A Defense of Poetry (Shelley)
To a Mouse (Burns)
Frankenstein (Shelley)
She Walks in Beauty (Byron)When I Have Fears that I May Cease to Be (Keats)
Cross-Curricular Connections: / The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content: English 12 Tim DeBrosse
Unit: 5. Literature Block Victorian Period 3 Weeks
Essential Questions/Goal Statements: / How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What were the essential features of Victorian literature
Key Terms and Concepts: / 1. The elements of literature.
2. Victorianism
3.
Assessment Strategies
(Formative and Summative): / Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Victorian period of literature from a list of options. Students will write a Definition essay based on the text’s theme.
Related Activities and Resources: / Hard Times (Dickens)
Crossing the Bar (Tennyson)
Pied Beauty (Hopkins)Jabberwocky (Carroll)
My Last Duchess (Browning)
Oliver Twist (Dickens)
:Ah, Are You Digging on My Grave” (Hardy)
Cross-Curricular Connections: / The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content: English 12 Tim DeBrosse
Unit: 6. Literature Block The Modern Age 3 Weeks
Essential Questions/Goal Statements: / How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an author’s fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? How is class conflict evident in this literature? How did attitudes about the British reflected in the literature? What does World War do to world literature, but more specifically, British Literature?
Key Terms and Concepts: / 1. The elements of literature.
2. Modernism
3.
Assessment Strategies
(Formative and Summative): / Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Modernism period of literature from a list of options. Students will write a Analysis essay based on the text’s theme.
Related Activities and Resources: / Ulysses (Joyce)
Wartime Diary (Orwell)
Lazarus and the Rich Man (Qur’an)
The Rocking-Horse Winner (Lawrence)
Be Ye Men a Valor (Churchill)
The Demon Lover (Bowen)
A Shocking Accident (Greene)
Do Not Go Gentle…(Thomas)
Cross-Curricular Connections: / The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.
Unit Sequencing: Arcanum-Butler School District
Grade/Content: ` English 12 Tim DeBrosse
Unit: 1. Writing Block Using the Writing Process 2 Weeks
Essential Questions/Goal Statements: / How can the writing process be used to produce clear and coherent writing is developed and organized in a style that is sufficient to the task? Why is knowing the subject, the audience, and the purpose essential to effective expository writing? Beyond experience, how can other sources of information be developed and then used to clearly support a claim? What needs to be done to make a claim (thesis statement) restricted, unified and precise?
Key Terms and Concepts: / 1. the writing process: planning, drafting, revising
2. subject, audience, purpose
3. claims: restricted, unified, precise
4. global and local revision
Assessment Strategies
(Formative and Summative): / Formative: Students will complete practice exercises with each stage of the writing process, modeling methods for restricting subjects, and identifying audience and purpose. Students will practice observation skills by performing a comparative analysis of two pieces of art. Students will evaluate claim statements to determine their effectiveness. Summative: Students will analyze the content of a self-chosen piece of art, plan, draft, revise and publish a paper on the artwork that demonstrates comprehension of the observation process.
Related Activities and Resources: / Excerpts from Composition Research: A Model Approach
The Topography of Decay: Beer Street and Gin Lane
Selected art in Glencoe: British Literature
Cross-Curricular Connections: / A student who can plan, draft, revise, and publish documents the represent sound, clear thinking and writing skills apply to all curricular areas. Comparative analysis of details relates to all of the sciences, art, history, and more.
Unit Sequencing: Arcanum-Butler School District
Grade/Content: English 12 Tim DeBrosse
Unit: 2. Writing Block Writing the Illustration Essay 3 Weeks
Essential Questions/Goal Statements: / Based on the idea that every claim requires some kind of support, under what circumstances should the illustration(s) be the primary method? How much illustration is too much illustration? Are hypothetical illustrations as effective as actual illustrations?
Key Terms and Concepts: / 1. An illustration series
2. An extended illustration
3. A series of illustrations in a list
Assessment Strategies
(Formative and Summative): / Formative: Students will analyze models essays and evaluate the effectiveness of illustrations used in each. Summative: Students will consider the strengths and weaknesses of the model essays to plan, draft, revise and publish their own illustration essays either as an independent assignment or based an opportunity that presents itself in the genres of British literature (i.e. In what way or ways does Narayan us symbolism in “A Snake in the Grass?”
Related Activities and Resources: / Excerpts from Composition Research: A Model Approach
Glencoe’s British Literature
Cross-Curricular Connections: / A student who can plan, draft, revise, and publish documents that represent sound, clear thinking and writing skills can apply these skills to all curricular areas. Comparative analysis of details relates to all of the sciences, art, history, and more.
Unit Sequencing: Arcanum-Butler School District