grade 12 term 1 - philasd.org · including 1 half day total instructional days: ... courage and...
TRANSCRIPT
Grade 12
2017-2018 SY
Term 1 Term 2 Term 3 Term 4
Number of Days of Cycle
September 5, 2017 – November 13, 2017
November 14, 2017 – January 29, 2018
January 30, 2018 – April 9. 2018
April 10, 2018 – June 12, 2018
Total Teaching
Days
Total Instructional Days: 45 Including 1 Half Day
Total Instructional Days: 45 Including 3 Half Days * January Keystone Test administration may impact your total days of instruction.
Total Instructional Days: 46 Including 3 Half Days
Total Instructional Days: 46 Including * May Keystone Test administration may impact your total days of instruction.
Theme & Suggested Collections
Theme: Courage and Destiny Study Sync Grade 12, Unit 1
Theme: The Complexity of Feeling Study Sync Grade 12, Unit 2
Theme: A Search for Freedom and Justice Study Sync Grade 12, Unit 3
Theme: Society and the Individual Study Sync Grade 12, Unit 4
Performance Task and
Performance Assessment
Options
Close Reading (all texts) Informational/Explanatory Extended Writing Project Study Sync Grade 12, pgs. 72-99
Close Reading (all texts) Argumentative Extended Writing Project Study Sync Grade 12, pgs. 166-197
Close Reading (all texts) Argumentative Extended Writing Project Study Sync Grade 12, pgs. 285-315
Close Reading (all texts) Informative Extended Writing Project Study Sync Grade 12, pgs. 407-449
The School District of Philadelphia
Standards Mapping: Grade 12 Term 1 Theme: Society and Class
Unit Four: Emotional Currents
Assessments: The lessons attached to each reading selection include a variety of tasks for students to complete. Teachers may evaluate any or all tasks toward their assessments of student achievement. Please note that the end-of-unit test will assess the focus standards addressed throughout the unit. ELL Resources: The instructional path contains an Access Path, which provides targeted differentiation for English Learners. Students interact with course materials through Access Handouts, which provide differentiated activities for each proficiency level.
Emerging – Access 1 Intermediate – Access 2 Advanced – Access 3
Please note that the Philadelphia School District reports an ELL student’s English proficiency level via an access score/level. This level does not align with the Access Path, used by Study Sync Grade 12. Therefore, when selecting which Access Path to support ELL instruction, please evaluate students independently to meet their individual needs and engage in conversation with ESL teacher.
Struggling Learner Resources: The instructional path contains an Access Path, which provides targeted differentiated instruction for struggling learners. Students interact with course materials through Access Handout 4, which provide differentiated activities and support for struggling learners.
Suggested Number of Days
Texts PA Common Core Standards Addressed Eligible Content
Days 1-5
“The Rime of the Ancient Mariner”
Study Sync Grade 12, pgs. 320-340
Online Resource:
Blast: Emotional Currents Connected.mcgraw-
hill.com
Focus Skills: Tone
Rea
ding
Info
rmat
iona
l Tex
t
CC.1.2.11-12.A 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.
L.N.1.1.1 L.N.1.3.2 L.N.2.3.3
CC.1.2.11-12.C. Analyze the interaction and development of a complex set of ideas, sequences of events, or specific individuals over the course of the text.
L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5
L.N.2.2.4.1 L.N.2.2.4.2 L.N.2.2.4.3
CC.1.2.11-12.E 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.
L.N.1.1.3 L.N.2.3.4 L.N.2.4.1 L.N.2.4.2 L.N.2.4.3 L.N.2.4.4 L.N.2.4.5
CC.1.2.11-12.H Analyze seminal texts based upon reasoning, premises, purposes, and arguments.
L.N.2.5.4 L.N.2.5.6
CC.1.2.11-12.I 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.J 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.
L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3
Wri
ting
CC.1.4.11-12.D 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 major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
Spea
king
and
Lis
teni
ng
CC.1.5.11-12.A 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.B Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CC.1.5.11-12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.
Suggested
Number of Days Texts PA Common Core Standards Addressed Eligible Content
Days 6-9
“Young Goodman
Brown” Study Sync Grade 12,
pgs. 341-354
Online Resource: Blast:
Melting Pot Connected.mcgraw-
hill.com
Focus Skills: Setting
R
eadi
ng L
itera
ture
CC.1.3.11-12.A 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.
L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2
CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
L.F.1.1.3 L.F.2.3.1 L.F.2.3.4
CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of strategies and tools
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
CC. 1.3.11-12.J 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 the comprehension or expression.
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
Wri
ting
CC.1.4.11-12.D 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 major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
Suggested
Number of Days Texts PA Common Core Standards Addressed Eligible Content
Days 9-13
“The Masque of the
Red Death” Study Sync Grade 12,
pgs. 355-362
Online Resource: Blast:
Fear Itself Connected.mcgraw-
hill.com
Focus Skills: Irony, Compare and
Contrast
Rea
ding
Lite
ratu
re
CC.1.3.11-12.A 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.
L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2
CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
L.F.1.1.3 L.F.2.3.1 L.F.2.3.4
CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of strategies and tools
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
CC. 1.3.11-12.J 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 the comprehension or expression.
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
Wri
ting
CC.1.4.11-12.D 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 major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
Suggested
Number of Days Texts PA Common Core Standards Addressed Eligible Content
Days 14-16
“Pride and Prejudice” Study Sync Grade 12,
pgs. 363-368
Focus Skills: Character
Rea
ding
Lite
ratu
re
CC.1.3.11-12.A 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.
L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2
CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
L.F.1.1.3 L.F.2.3.1 L.F.2.3.4
CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of strategies and tools
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
CC. 1.3.11-12.J 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 the comprehension or expression.
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
Wri
ting
CC.1.4.11-12.D 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 major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. *
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
Suggested
Number of Days Texts PA Common Core Standards Addressed Eligible Content
Days 17 - 19
“Wuthering Heights” Study Sync Grade 12,
pgs. 369-376
Focus Skills: Theme
Rea
ding
Lite
ratu
re
CC.1.3.11-12.A 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.
L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2
CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
L.F.1.1.3 L.F.2.3.1 L.F.2.3.4
CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of strategies and tools
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
CC. 1.3.11-12.J 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 the comprehension or expression.
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
Wri
ting
CC.1.4.11-12.D 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 major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
Suggested
Number of Days Texts PA Common Core Standards Addressed Eligible Content
Days 20 - 23
“The House of
Mirth” Study Sync Grade 12, R
eadi
ng
Lite
ratu
re
CC.1.3.11-12.A 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.
L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2
pgs. 377-382
Online Resource: Blast:
I Don’t Connected.mcgraw-
hill.com
Focus Skills: Character
CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
L.F.1.1.3 L.F.2.3.1 L.F.2.3.4
CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of strategies and tools
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
CC. 1.3.11-12.J 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 the comprehension or expression.
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
Wri
ting
CC.1.4.11-12.D 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 major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
Suggested Number of Days
Texts PA Common Core Standards Addressed Eligible Content
Days 24 - 26
“O Pioneers!”
Study Sync Grade 12, pgs. 383-387
Focus Skills:
Setting, Compare and Contrast
Rea
ding
Info
rmat
iona
l Tex
t Rea
ding
Lite
ratu
re
CC.1.2.11-12.A 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.
L.N.1.3.1 L.N.1.3.2 L.N.2.3.3
CC.1.3.11-12.A 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.
L.F.1.1.1 L.F.2.1.2 L.F.1.3.1 L.F.1.3.2
CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
L.F.1.1.3 L.F.2.3.1 L.F.2.3.4
CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of strategies and tools.
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
CC.1.3.11-12.J 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 the comprehension or expression.
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
Wri
ting
CC.1.4.11-12.D 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 like the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6
objective tone while attending to the norms of the discipline in which they are writing.
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
CC.1.4.11-12.S 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.T 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 of audience.
Spea
king
and
Lis
teni
ng CC.1.5.11-12.A 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.B Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Suggested
Number of Days Texts PA Common Core Standards Addressed Eligible Content
Day 27 - 29
“Mrs. Dalloway”
Study Sync Grade 12, pgs. 388-392
Focus Skills:
Tone, Research and Note-taking R
eadi
ng L
itera
ture
CC.1.3.11-12.A 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.
L.F.1.1.1 L.F.1.1.1.2 L.F.1.3.1 L.F.1.3.2
CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
L.F.1.1.3 L.F.2.3.1 L.F.2.3.4
Suggested Pacing for the Extended Writing
Project: Prewrite
CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of strategies and tools
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
CC. 1.3.11-12.J 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 the comprehension or expression.
L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4
Wri
ting
CC.1.4.11-12.D 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 major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
Suggested
Number of Days Texts PA Common Core Standards Addressed Eligible Content
Day 30 - 32
“The Star-Spangled
Banner” Study Sync Grade 12,
pgs. 393-396
Online Resource: Blast:
What So Proudly We Hailed
Connected.mcgraw-hill.com
Focus Skills:
Author’s Purpose, Author’s Point of
View, Theme, Thesis Statement, Organize
Informational Writing, Audience and
Purpose, Supporting Details
Suggested Pacing for the Extended Writing
Project: Prewrite
Rea
ding
Info
rmat
iona
l Tex
t
CC.1.2.11-12.A 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.
L.N.1.3.1 L.N.1.3.2 L.N.2.3.3
CC.1.2.11-12.C Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.
L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3
CC.1.2.11-12.E 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.
L.N.1.1.3 L.N.2.3.4 L.N.2.4.1 L.N.2.4.2 L.N.2.4.3 L.N.2.4.4 L.N.2.4.5
CC.1.2.11-12.H Analyze seminal texts based upon reasoning, premises, purposes, and arguments.
L.N.2.5.4 L.N.2.5.6
CC.1.2.11-12.J Acquire and use accurately general academic and domain-specific worlds 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.
L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3
Wri
ting
CC.1.4.11-12.D 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 like the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
CC.1.4.11-12.S 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.T 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.1.5.11-12.A 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.B Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CC.1.5.11.12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are approaches to purpose, audience, and task.
Suggested Number of Days
Texts PA Common Core Standards Addressed Eligible Content
Day 33 - 35
“Be Ye Men of Valor” Study Sync Grade 12,
pgs. 397-402
Online Resource: Blast:
Reaching the Masses Connected.mcgraw-
hill.com
Focus Skills: Author’s Purpose and
Author’s Point of View, Introductions and Conclusions,
Body Paragraphs and Transitions
Suggested Pacing for the Extended Writing
Project: Plan
Rea
ding
Info
rmat
iona
l Tex
t
CC.1.2.11-12.A 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.
L.N.1.1.1 L.N.1.3.2 L.N.2.3.3
CC.1.2.11-12.C. Analyze the interaction and development of a complex set of ideas, sequences of events, or specific individuals over the course of the text.
L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5
L.N.2.2.4.1 L.N.2.2.4.2 L.N.2.2.4.3
CC.1.2.11-12.E 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.
L.N.1.1.3 L.N.2.3.4 L.N.2.4.1 L.N.2.4.2 L.N.2.4.3 L.N.2.4.4 L.N.2.4.5
CC.1.2.11-12.H Analyze seminal texts based upon reasoning, premises, purposes, and arguments.
L.N.2.5.4 L.N.2.5.6
CC.1.2.11-12.I 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.J 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.
L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3
Wri
ting
CC.1.4.11-12.D 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 major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
Spea
king
and
Lis
teni
ng CC.1.5.11-12.A 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.B Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CC.1.5.11-12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.
Suggested
Number of Days Texts PA Common Core Standards Addressed Eligible Content
Days 36 - 40
“D-Day Prayer”
Study Sync Grade 12, pgs. 403-406
Online Resource:
Blast: That’s Entertainment
Blast: Audience, Purpose, and Style
Connected.mcgraw-hill.com
Focus Skills:
Textual Evidence, Author’s Purpose,
Point of View, Sources and Citations
Suggested Pacing for the Extended Writing
Project: Draft, Revise
Rea
ding
Info
rmat
iona
l Tex
t
CC.1.2.11-12.A 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.
L.N.1.1.1 L.N.1.3.2 L.N.2.3.3
CC.1.2.11-12.C. Analyze the interaction and development of a complex set of ideas, sequences of events, or specific individuals over the course of the text.
L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5
L.N.2.2.4.1 L.N.2.2.4.2 L.N.2.2.4.3
CC.1.2.11-12.E 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.
L.N.1.1.3 L.N.2.3.4 L.N.2.4.1 L.N.2.4.2 L.N.2.4.3 L.N.2.4.4 L.N.2.4.5
CC.1.2.11-12.H Analyze seminal texts based upon reasoning, premises, purposes, and arguments.
L.N.2.5.4 L.N.2.5.6
CC.1.2.11-12.I 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.J 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.
L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3
Wri
ting
CC.1.4.11-12.D 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 major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
Spea
king
and
Lis
teni
ng CC.1.5.11-12.A 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.B Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CC.1.5.11-12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.
Suggested
Number of Days Texts PA Common Core Standards Addressed Eligible Content
Days 41- 45
Extended Writing
Project Study Sync Grade 12,
pgs. 408-449
Suggested Pacing for the Extended Writing
Project: Revise, Edit,
Proofread, Publish
Study Sync Grade 12 Grade 12 Unit 4
Assessment (connected.mcgraw-
hill.com) Wri
ting
CC.1.4.11-12.B Write with a sharp, distinct focus identifying topic, task, and audience
C.E.1.1.1
CC.1.4.11-12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended
C.E.1.1.2
CC.1.4.11-12.D 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 like the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension
C.E.1.1.3 C.E.1.1.5
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
• Establish and maintain a formal style.
C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6 C.E.2.1.7
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5
CC.1.4.11-12.S 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.T 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.1.4.11-12.W Gather relevant information form 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
CC.1.4.11-12.X Write routinely over extended timeframes (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
Sp
eaki
ng a
nd
Lis
teni
ng
CC.1.5.11.12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are approaches to purpose, audience, and task.
CC.1.5.11-12.G Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content.