English IV Curriculum Map2nd Quarter
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,
●80% of our students will graduate from high school college or career ready
●90% of students will graduate on time
●100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.
Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental textsto ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps, and additional information is cited, where available.
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1)Regular practice with complex text and its academic language.
(2)Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3)Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.
The Tennessee State Literacy StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):
/ Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
/ Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Word Finder:
Links to Support Vocabulary Instruction & Development
/ Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent Questions Resources:
/ Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Project:
/ Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
Using the Curriculum Maps, Grades 9-12
- Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.)
- Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.
- Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
- Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over time.
- Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.
- Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.
- Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.
- Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards.By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
Quarter 2 At-a-Glance
Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 2, students will learn from nonfiction texts that build knowledge on the Elizabethan Age andthrough a study of William Shakespeare’s “Macbeth.” Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 2.
English IV, Quarter 2Texts / Recommendations
Weeks1-3 /
- The Arts in the Elizabethan Age (1400L)
- “Shakespeare and the Classics: Plutarch, Ovid and Inspiration”, Phillips and Hunt (1740L)
- “Shakespeare and Modern Culture”, Garber (1300L)
Week 4 / Culminating Writing Task / Writing Workshop / Performance Task Writing: After reviewing the selections for this module, write an informational essay that integrates multiple sources discussing the various influences on Shakespeare’s writing. Include at least one additional scholarly resource and be sure to address both Elizabethan influences and how modern culture influences reader perception of Shakespeare’s works [R.L.7].
Weeks
5-7 /
- “Macbeth”, William Shakespeare (NP) (pgs. 322-419)
- Holinshed’s Chronicles (1630L)
- Connected Readings for Independent Study: Destiny, Freedom, and Responsibility, Chapter 5. On the Human Being and Being Human, Spirkin (1280L);
- Tragedy and the Common Man, Arthur Miller(1460L)
Week 8 / Comprehensive Assessment / Complete a mini-research study on the perceptions of witches in the Elizabethan era. Include this site from the British Library Then prepare a multimedia report that synthesizes your research findings and makes an assertion about the role of Witchcraft in society. Cite evidence from the play, Holinshed’s Chronicles, and other sources as appropriate. You may wish to include a comparison with American perceptions of Witches (in Salem, Mass.) as part of your report.
Weeks 1-3
Anchor Text:
- The Arts in the Elizabethan Age (1400L)
- “Shakespeare and the Classics: Plutarch, Ovid and Inspiration”, Phillips and Hunt (1740L)
- “Shakespeare and Modern Culture”, Garber (1300L)
Performance Task: After reviewing the selections for this module, write an informational essay that integrates multiple sources to discuss the various influences on Shakespeare’s writing. Include at least one additional scholarly resource and be sure to address both Elizabethan influences and how modern culture influences reader perception of Shakespeare’s works [RL.11-12.7].
TN Standards / Evidence Statements / Content
Building knowledge through content-rich nonfiction
and
Reading Complex Texts
Regular practice with complex text and its academic language / 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, including determining where the text leaves matters uncertain.
RI.12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument.
RI.12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
RI.12.7: 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.
RL.12.2: 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.
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.
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 a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
L.12.3.A: Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
RL.12.7. 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.) / Cites strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.1
Writes an objective summary RI.2
Provides a statement two or more 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 analysis. Supports claims with evidence from text. RI.2
Provides an analysis of ideas or sequence of events. RI.3
Provides an explanation of how specific individuals, ideas or events develop over the course of the text. RI.3
Demonstrates the ability to determine the meaning of figurative, connotative, and technical words and phrases as they are used in a text. RI.4
Provides an analysis of how an author uses and refines the meaning of a key term or terms over the course of a text. RI.4
Provides an analysis of an author's choices concerning how to structure his or her argument. RI.5
Demonstrates the ability to determine the point or view or purpose in a text. RI.6
Provides an analysis of how style and content contribute to the persuasiveness of text. RI.6
Provides an analysis of rhetoric. RI.6
Demonstrates an ability to integrate and evaluate multiple sources of information in order to solve a problem or address a question. RI. 7 / Overview: This module explores influences on Shakespeare including Elizabethan society and other writers. Students will read informational text in preparation for a study of “Macbeth.”
Week One
Teacher Actions (I do, We do)
-Present students with an overview of the Renaissance period.
-Model note-taking strategies for students
-View: Shakespeare Uncovered. PBS Learning Video.
Student Actions (They do, You do)
-Create a chart of supernatural characters found in modern stories, i.e witches, vampires and ghosts. Where do they appear in stories today? Describe how modern-day writers use these characters in stories? For example, are they heroes, villains or plot devices?
-Students take notes on the video.
Discussion Questions:
- Provide a description of what it might have been like to live in England or specifically London during Shakespeare’s time.
- In the video "The Role of the Theater in Shakespeare’s London," why was theater important to Londoners? What significant role did it occupy in their lives?
- After watching the video "Heroines in Disguise," explain why boys and men played female roles during Shakespeare’s time.
- What does the story presented in "Elizabeth Deals with Her Enemies" reveal about the attitudes of Elizabeth I? What might it have been like to be a person living under her rule?
- Note at least one new or interesting thing revealed in the video "Shakespeare's Sources."
- What is uncovered about the beliefs surrounding suicide?
- Describe the relationship between the human and spirit world discussed in "The Ghost of Hamlet."
- In Shakespeare's time, who feared witches and why?
Texts:
- “Shakespeare and the Classics: Plutarch, Ovid and Inspiration”, Phillips and Hunt (1740L)
- “Shakespeare and Modern Culture”, Garber (1300L)
-Model for students how to examine text features to gain information about a text