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Senior English Curriculum Map: 2010-2011 School YearEnglish IV

* Note: “Sacred Book List” Addendum is at the end of this document

Quarter #1August 23 to October 22

Essential Questions:

1. How do writers and artists organize or construct text to convey meaning?2. What does it mean to be a stranger in the village?

Unit Goals

1. To understand the relationship between perspective and critical theory.2. To apply critical theories to various texts studied and created.3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis.

Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. .

Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length.

Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum.

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QUARTER #1 SpringBoard Curriculum Pacing Guide

August 23 – October 22

Standards and Benchmarks Unit Pacing Guide SpringBoard Unit/Activities Assessments

SpringBoard Unit 1

Literature The students will analyze

and compare significant works of literature and id relationships among major genres

Analyze the literary devices unique to the literature and how they support and enhance theme and main idea

Reading The student will use pre

reading strategies and background knowledge of subject/content area to make and confirm complex predictions

Determine main idea and essential message

SpringBoardUnit 1: 6 weeks

8/23 – 10/1

Unit 1: Perception is Everything

Activities 1.1 – 1.13 Focus Literary Analysis of fiction

and nonfiction Reading Comprehension Main Idea Summarize Paraphrase Vocabulary development

Activities 1.14 – 1.19 Focus Writing Applications Creative writing Literary devices in writing Sensory description Incorporate figurative

language

Embedded Assessment #1: “Creating a Photo Essay”

Embedded Assessment #2:“Writing a Reflective Essay”

SpringBoard Online End-of-Unit 1 Test: www.springboard.collegeboard.com

Student Portfolio Published Pieces

Formal Assessments

PH On-Line Assessments

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http://www.springboard.collegeboard.com/

Writing Pre write by generating

ideas from multiple sources Make a plan for writing that

addresses purpose, audience, controlling idea, etc.

Apply appropriate tools or strategies to evaluate and refine the draft

Write in a variety of expressive and reflective forms using narrative techniques, employing literary devices and sensory description.

Vocabulary Categorize key vocab and

id salient features Determine meanings of

words, pronunciation, parts of speech, etymologies, and alternate word choices.

Grammar Edit for usage of spelling,

prefixes, suffixes, knowledge of Greek/Latin words, etc.

SpringBoardBegin Unit 2

10/4/10

AP/College Readiness Connections:The units in this level focus on refining the following important skills and knowledge areas for AP/College Readiness.

Unit 1: • Analyzing and interpreting samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques so that students may employ them in their writing. • Creating and sustaining arguments, interpretations, and reflection based on readings, research, and/or personal experience. • Moving effectively through the stages of the writing process with careful attention to inquiry, drafting, revising, editing, and review.

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Quarter #2


1. How does applying a critical perspective affect an understanding of text?2. How does a new understanding of a text gained through interpretation help or hinder your enjoyment of it?

Unit Goals

1. To enhance critical thinking by studying Feminist, Marxist, and Archetypal critical perspectives.2. To apply multiple critical perspectives to drama, non-fiction, and non-print texts.3. To engage in the writing process to generate a play script and an analytical response.




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October 26 – January 14


SpringBoard Unit 2

Literature The student will select

fiction materials to read to expand foundational knowledge necessary to connect topics and function as a fully literate member of a shared culture.

Create a complex, multi-genre response to the reading of 2+ literary works using multiple critical perspectives, figurative language, and analyzing an author’s development of time and sequence.

Analyze, interpret, and evaluate author’s use of descriptive language, figurative language, common idioms, and literary allusions and explain how they impact

SpringBoardUnit 2 (continued):

10/26 – 1/14

Unit 2: The Collective Perspective

Activities 2.1 – 2.15 Focus: Literary Analysis – fiction

and nonfiction Reading comprehension Vocabulary development Communication Writing Process: editing for

language conventions Writing - Informative

Activities 2.16 – 2.25 Focus: Writing Process: Revising Writing – Persuasive Reading – Vocabulary

development Pre write/draft/edit/publish Literary analysis – fictionAP/College

Embedded Assessment #1:“Illuminating Pygmalion”

Embedded Assessment #2:“Applying a Critical Perspective”



Formal Assessments


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meaning on variety of texts Explain how ideas, values,

and themes of a literary work reflect the historical period in which it was written.

Reading Analyze author’s

purpose/perspective in variety of texts

Writing Pre write using

organizational strategies and tools

Draft by analyzing lang. techniques of authors to establish a personal style

Prepare writing using technology in a format appropriate to the purpose

Vocabulary Relate new vocabulary to

familiar words Identify and understand

meaning of advanced prefixes, suffixes, and root words

Grammar Edit for correct usage

Readiness Connections:The units in this level focus on refining the following important skills and knowledge areas for AP/College Readiness.

Unit 2: • Analyzing a variety of texts to deepen knowledge of the ways writers use language to provide meaning and convey pleasure for the reader. • Analyzing structure, style, and themes, as well as smaller elements such as figurative language, imagery, symbolism, tone and characterization in literature. • Analyzing representative literary works from various genres, periods, perspectives, and cultures. • Writing to interpret, evaluate, and negotiate differing critical perspectives in literature. • Moving effectively through the stages of the

Teacher Observations

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writing process with careful attention to revising and evaluating stylistic techniques that illustrate sophisticated writing skills.

Quarter #3


1. How can a dramatic performance reflect a critical perspective?2. What role does literature play in the examination of recurring societal issues?

Unit Goals

1. To interpret multiple representations of a Shakespearean tragedy.2. To examine critical perspectives as they apply to drama.3. To plan and perform dramatic interpretations of selected scenes.4. To analyze the ways in which historical contexts have influenced performances of the play.



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January 18 – March 18


SpringBoard Unit 3

Literature The student will create a

complex, multi-genre response to the reading of 2+ literary works using multiple critical perspectives.

Analyze and evaluate information from ext features

Organize information to show understanding or relationships among events

Identify and analyze the characteristics of a variety of types of text.

Reading The student will analyze a

variety of text structures and text features

SpringBoard Unit 31/18 - 3/18

Unit 3: Evolving Perspectives

Activities 3.1 – 3.10 Focus: Literary Analysis –

Nonfiction Reading Comprehension Expository text Information and Media

Literacy Informational

Text/Research Process Vocabulary Development Writing- Informative Writing – draft/revise/edit

Embedded Assessment #1:“Writing an Analysis”

Embedded Assessment #2:“Staging an Interpretation”



Formal Assessments

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Media Literacy Explain how text features

aid reader’s understanding Organize, synthesize,

analyze, and evaluate the validity and reliability of information from multiple sources.

Writing The student will draft

writing by developing ideas from a plan using primary and secondary sources

Write informational/expository essays that speculate on causes and effects of a situation

Vocabulary Identify and understand the

meaning of conceptually advanced prefixes, suffixes, and root words

Grammar Edit for correct use of

grammar Edit for correct use of

sentence structure

Activities 3.11 – 3.20 Focus: Literary Analysis –

Nonfiction Reading Comprehension Information and Media

literacy Informational text/

Research process/ Technology

Writing Process – drafting Writing – Informative Editing for Language

conventions


Unit 3: • Grounding interpretation of a text in its historical and social setting. • Comparing and evaluating artistic interpretations of a text.


Teacher Observations

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• Writing analytical and argumentative pieces based on print and visual texts. • Writing a well-organized, cohesive piece under time constraints.

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Quarter #4

Teacher choice of delivering Unit 4 or Unit 5:

Unit 4 - Multiple Perspectives Unit 5 - Creating Perspectives

Essential Questions:1. How can an examination of texts through multiple

perspectives affect understanding?2. How do media production elements shape a

message?

Essential Questions:1. How do media sources impact our understanding

of the truth and significance of an issue?2. How can media texts be constructed to support an

agenda or interpretation?



Research Project - Quarter 4 is devoted to completion of the Laureate Research Project as the main writing component.


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March 29 – June 10


SpringBoard Unit 4

Literature The student will analyze,

compare, evaluate, and interpret poetry for the effects of literary devices, graphics, structure, and theme to convey mood, meaning, and aesthetic qualities.

Analyze and discuss characteristics of subgenres

Reading Analyze author’s

purpose/perspective in variety of texts

Determine main idea or essential message

Writing Draft writing by developing

ideas from prewriting plan using primary and

SpringBoard Choice:Either Unit 4 or Unit 5

3/29 – 6/10

Unit 4: Multiple Perspectives

Activities 4.1 – 4.15


Unit 4: • Developing 21st century literacies, both in texts studied and in texts created. • Emphasizing close textual reading and analysis through a variety

Embedded Assessment #1Either Unit 4 or 5

Embedded Assessment #2Either Unit 4 or 5

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secondary sources Draft writing y establishing

logical organizational patterns with supporting details

Revise by creating clarity and logic by maintaining central theme, idea, or unifying point.

Write a final product for publication

Vocabulary Context clues Multiple meanings in

context

Grammar Edit writings for correct use

of spelling, orthographic patterns, generalizations, root words, etc.

SpringBoard Unit 5

Literature The student will analyze

and compare a variety of traditional, classical, and contemporary literary works.

Analyze the way in which

of critical perspectives. • Collaborating on student-led teams for an extended amount of time. • Developing independence in terms of text and product selection.

Unit 5: Creating Perspectives

Activities 5.1 – 5.13

Unit 5: • Developing 21st century literacies, both in texts studied and in texts created. • Conducting analyses based on close reading through a variety of critical perspectives. • Collaborating on student-led teams for an extended amount of time. • Selecting texts and products demonstrating



Formal Assessments


Laureate Research Paper

District Final Exam

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theme or meaning represents a view or comment of life

Student selects a variety of age and ability appropriate fiction materials to read based on knowledge of authors styles, themes and genres to expand core foundation of knowledge.

Reading Analyze and evaluate

similar themes or topics by different authors across a variety of fiction and nonfiction selections

Media Literacy Select and use appropriate

technology to enhance communication

Communication Demonstrate effective

listening skills and behaviors

Apply oral communication skills in interviews, formal presentations, and impromptu situations.

growth and performance independently.

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Addendum

Sacred Book List

Lists were compiled from:

1. Collier County Public School Current “Sacred Book” list

2. Sunshine State Young Readers’ Novels

3. Sunshine State: Florida Teen Reads

4. Reader’s Journey Novels

5. SpringBoard Suggested Novels

6. Prentice Hall Literature Suggested Novels

7. Janet Allen Suggested Novels

8. College Board Top 100 Novel List

9. Advanced Placement Recommendations: High School Teacher Syllabi College Board A.P. Literature Suggestions College Board A.P. Language Suggestions Novels from A.P. Free Response Questions

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High School Reading List

9 10 11 12* Romeo and Juliet *Things Fall Apart *Into the Wild *Pygmalian* To Kill a Mockingbird ~ Phineas Gage *Their Eyes are Watching God *Othello* Slam ~ Among the Hidden * The Crucible * Poisonwood Bible* Speak ~ Devil's Arithmetic ^ The Awakening Brave New World* Star Girl ~ Birmingham, 1963 ^ Catcher in the Rye Crime and Punishment* Monster ~ The Girls' Life Guide to Growing Up ^ Ethan Frome Cry, the Beloved Country~ The Great Fire ~ Horrible Science: Disgusting

Digestion^ I Know Why the Caged Bird Sings Cyrano de Bergerac

~ No More Dead Frogs ~ Oh Yikes! History's Grossest, Wackiest, Moments

^ The Scarlett Letter Death and the King's Horseman

~ The Skin I'm In ~ Snowbound: The Tragic Story of the Donner Party

! Daisy Miller Death of a Salesman

~ Are We Alone?: Scientists Search for Life in Space

~ Tales of the Cryptids: Mysterious Creatures That May or May Not Exist

! Billy Budd Hamlet

~ Cold Light: Creatures, Discoveries, and Inventions That Glow

~ Tell All the Children Our Story: Memories and Mementos of Being Young and Black in America

! The Great Gatsby Heart of Darkness

~ Curse of the Pharaohs: My Adventures with Mummies

Alas, Babylon ~ Getting Away with Murder: The True Story of the Emmett Till Case

The Importance of Being Earnest

~ The Down-to Earth Guide to Global Warming

All Quiet on the Western Front ~ Bronx Masquerade Lysisrata

~ Journeys for Freedom: A New Look at America's Story

Antigone ~ Finn: A Novel MacBeth

~ Oh Yuck!: The Encyclopedia of Everything Nasty

Farewell to Manzanar ~ Dear Miss Breed: True Stories of the Japanese Incarceration of World War II and a Librarian Who Made a Difference

Madame Bovary

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~ Out of Darkness: The Story of Louis Braille

Grendel ~ From Bone Shakers to Choppers: The Rip-Roaring History of Motorcycles

Much Ado About Nothing

~ We Are One: The Story of Bayard Rustin

The Illiad ~ Guinea Pig Scientists: Bold Self-Experimenters in Science and Medicine

~ Mick Harte Was Here Julius Caesar ~ Let Me Play: The Story of Title IX: The Law that Changed the Future of Girls in America

One Hundred Years of Solitude

~ Nightjohn Kitchen God's Wife ~ Mental Floss Presents Condensed Knowledge: A Deliciously Irreverent Guide to Feeling Smart Again

Portrait of the Artist as a Young Man

~ Scorpions Midsummer's Night Dream ~ Tough Boy Sonatas The Stranger~ Who Put That Hair on My Toothbrush Medea ~ Tupac Shakur (Just the Facts

BiographiesA Tale of Two Cities

Adventures of Huckleberry Finn Night ~ Is and Them: A History of Intolerance in America

Tess of the D'Urbervilles

Alice in Wonderland Power of One The Bluest Eye Waiting for GodotAnimal Farm River Ran Out of Eden Cannery Row Woman Warrior^ Great Expectations The Children's Story Rosenkrantz and Guildenstern are deadLord of the Flies Siddartha Fahrenheit 451 Beowulf The Odyssey Glass MenagerieOf Mice and Men ^ Hiroshima Grapes of WrathOld Man and the Sea ^Gilgamesh Inherit the Wind^ A Separate Piece Sir Gawain and the Green Knight Night Thoreau Spent in JailRoll of Thunder, Hear My Cry ^ A Doll’s House Old Man and the Sea

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Walkabout ^ Oedipus Rex Ordinary PeopleFallen Angels Our Town

Raisin in the SunRed Badge of Courage! Beloved

KEY* Required Reading - Springboard* Supplemental - Springboard~ Janet Allen^ Advanced ! AP(No notation) Existing Supplemental Reading List

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