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Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
1
First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English
Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students
will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision
Statement.
In essence, there are three major components involved in lesson planning:
Standards (What do I want my students to know?),
Materials (What will my students read/use/manipulate?),
and Checks for Understanding (How will I know if my students mastered the standard?).
This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate
confusion about the term “fidelity,” we offer you these qualifiers:
Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use
SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students
master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet
student needs, based on the Next Generation Sunshine State Standards.
When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard
activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’
mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular
modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this
curriculum map to meet students’ needs.
The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our
SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison
Brietenstine, Marci Garner, and Sara Treiser.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
2
Sunshine State Standards Key
! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)
@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)
# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)
^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)
& = Communication Strand (Standards: Listening and Speaking)
% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology)
The research project --- District requirement. Starting the research process before the 4th
quarter in smaller
sections is advisable as the Pre-Laureate Program requirements are substantial.
1. Research Process Hotlinks: http://www.collierschools.com/research/
2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)
SpringBoard Resources:
1. Collier County Site: http://www.collier.k12.fl.us/teachers/
2. SpringBoard official site: www.springboard.collegeboard.org
FCAT Focus: For FCAT practice, see PH Skills Navigator, FL 60-71 (Skills Listed: Make Predictions, Author’s
Purpose, Make Inferences, Cause & Effect, Main Idea, Evaluate Persuasion, Read Fluently, Paraphrase,
Summarize, Compare & Contrast, Historical/Cultural Focus).
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
3
Quarter 1
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on
your level and click on Writing Workshops. There are 10 per grade level.
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
4
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
@ Identify and
analyze the characteristics of primary source historical documents.
Cornell notes Word map 2-column journal
Activity 1.3 Primary sources, pp. 516-517
Word wall Notes summary Exit slip
Journal reflections
!, @ Analyze the effect of connotation and diction in poetry.
Think-pair-share Graphic organizer (Venn diagram) Quick write Mark the text Word map
Activity 1.4 Poetry: “Ellis Island” Poetry: “Europe and America”
Vocabulary Lesson, pg. 909
Word wall Literary terms: image Grammar: sentence synthesis “The Godfather” clip
Completed think-pair-share Completed graphic organizers
Published writings
@ Analyze and interpret primary source historical documents.
Jigsaw 2-column journal Discussion group Chunking text Close reading Diffusing Presentation
Activity 1.5 “New England Primer” Essay: “The Trial of Martha Carrier” Essay: “Moral Perfection” Aphorism: “Sayings of Poor Richard”
“Plymouth…” p. 58 “Sinners in the…” p. 86 “Speech in Virginia…” p. 100 “Speech…” p. 105 “Declaration of…” p. 112
Word wall Literary terms: aphorism Word connections: -fini- analogies multiple meanings Grammar:
Completed graphic organizers
Presentation
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
5
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Essay: “Self-Reliance” Essay: “Where I Lived and What I Lived For”
“The American…” p. 117 “Autobiography of…” p. 136 “Nature” p. 366 “Civil Disobedience” p. 388
cumulative sentence, periodic sentence, infinitive phrase, antithesis, verbal phrase
@, Analyze, interpret, and synthesize information from multiple poems.
Mark the text TP-CASTT
Activity 1.6 Poetry: “America the Beautiful” Poetry: “America” Poetry: “Shine, Perishing Republic”
Word wall Literary terms: tone Grammar: parallel structure Verbs and adjectives to create vivid images
Completed TP-CASTT Presentation
Published writing: writing prompt
@, Define and evaluate the effect of tone in poetry.
Read aloud Graphic organizer
Activity 1.7 Poetry: “I Hear America Singing” Poetry: “I, Too, Sing America” Poetry: “Indian Singing…”
Word wall Literary terms: diction Word connections: -fact- (facere) Writing workshop 6: Expository
Completed graphic organizers Performance poetry
Completed original poem Analysis paragraph
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
6
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Poetry: “next to of course…”
writing
@ Analyze the organization of a non-fiction text and summarize a text with personal connections.
Read aloud Mark the text Jigsaw SIFT Quickwrite Discussion groups
Activity 1.8 Essay: “They Live the Dream” Article: “Lifelong Dreamer”
“Mother Tongue”, p. 1410
Word wall Word connections: am- Grammar: quotations
Completed SIFT Completed quickwrite
#, Evaluate the use of verbs in a text.
Graphic organizer Activity 1.9 Grammar: active and passive verbs Sentence variety Run-on sentences
Completed graphic organizer
Published writing
@, #, Synthesize points of view about a topic and express a point of view through expository writing.
Quickwrite Oral interpretation Drafting SIFT Role playing
Activity 1.10 Poetry: “Money” Drama: “A Raisin…” Short Story: “Mammon…”
“Hiroshima”, p. 984 “The Death of the Ball…”, p. 997
Word wall Literary terms: personification Grammar: Adjective clause Noun clause Elliptical clause
Completed quickwrite Completed SIFT
Published writing: written review of stylistic techniques
@, Analyze speakers Graphic organizer Activity 1.11 “Because I Could CD: The Mountain Completed graphic Theme analysis
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
7
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
of poetry and generalize theme.
Think Pair Share Mark the text
Song Lyrics: “Harlan Man” Song Lyrics: “The Mountain”
Not Stop for Death”, p. 408 “I Heard a Fly Buzz…”, p. 410
(song recordings) organizer paragraph
!, Determine main idea through inferences supported with textual evidence.
Graphic organizer TP-CASTT SOAPStone Mark the text
Activity 1.12 Poetry: “Who Burns…” Nonfiction: “Roberto Acuna…”
“The Minister’s Black Veil”, p. 272
Word wall Word connections: -cide quid pro quo Grammar: Parallel infinitive phrase
Completed graphic organizer Completed SOAPStone
^ Write a letter of response stating and defending a position.
2-column journal Activity 1.13 Nonfiction: “Nickel and Dimed”
Completed 2-column journal
Published writing: response letter
% Create questions, conduct interviews, and interpret survey findings.
Discussion groups Activity 1.14 “The American Dream Survey”, p. 201 “Demographic Aspects of Surnames…”, p. 1443
Completed questions on pg. 79
Presentation Written reflection Embedded assessment 1
Embedded Assessment 1: Presenting Findings from a Survey
Presentation- Embedded Assessment #1
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
8
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
@ Analyze arguments used by different speakers and how they relate to theme.
Mark the text Guided reading SOAPStone Discussion groups
Activity 1.15 Speech: “Keynote Address” Essay: “The Right to Fail”
Grammar: Syntax/ sentence revision
Completed SOAPStone
Published writing: Response to prompt on pg. 90 (TE)
% Synthesize ideas from multiple sources and create a definition of key terms.
Rereading Notetaking Discussion groups
Activity 1.16 Completed questions on pg. 91
Embedded assessment 2
Embedded Assessment 2: Synthesizing the American Dream
Published writing Online End of Unit Assessment on SpringBoard website.
Online End of Unit Assessment: Go to website:
www.springboard.collegeboard.com
And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
9
Quarter 2
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on
your level and click on Writing Workshops. There are 10 per grade level.
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
10
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
% Analyze author appeals, evaluate and compare media channels.
Think Pair Share Questioning Text SOAPStone Graphic organizer Summarizing Discussion groups
Activities 2.2-2.3 Editorial: “Oh My! The future…” Informational Text: “A Day in the Life…”
Communications Workshop: Compare Print News Coverage, p. 1456
Word wall Literary terms: target audience secondary audience Grammar: Rhetorical questions
Completed graphic organizer Completed SOAPStone Viewing log
Published writing: response letter and evaluation paragraph
! Evaluate the role of newspapers and identify author’s support for an argument.
Skimming/scanning Mark the text Discussion groups Paraphrasing Quickwrite Graphic organizer
Activity 2.4 Article: “How the Rise of the Daily Me…”
Word wall Word connections: -cur- super- facies servire Literary terms: reasoning evidence inductive reasoning
Completed graphic organizer Quickwrite
Published writing: evaluation paragraph
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
11
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
deductive reasoning
!, ^ Evaluate an author’s argument and create a persuasive argument.
Mark the text Graphic organizer RAFT
Activity 2.5 Editorial: “The Newspaper is Dying…”
Communications Workshop: Evaluate Persuasive Speech, p. 196
Word wall Literary terms: concession refutation
Completed graphic organizer Quickwrite
Published writing: evaluation paper RAFT
% Analyze the use of bias in an article.
Paraphrasing Quickwrite Mark the text Think pair share Jigsaw Venn diagram
Activity 2.6 Article: “Facebook Photos…” Article: “Federal Way schools…”
Word Wall Word connections: prima facie objectivity subjectivity bias propaganda opinion perspective prejudice point of view slant
Completed graphic organizer Quickwrite
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
12
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
spin Grammar: quotations and paraphrases
@, # Analyze the use of emotional language and revise an argument.
Paraphrasing Discussion groups Notetaking Mark the text Quickwrite SMELL Socratic seminar
Activities 2.7 – 2.8 Editorial: “Abolish High School…”
Drafting arguments, p. 1258 Revising arguments, p. 1260
Word Connections: analogies
Completed graphic organizer Quickwrite
Published writing: revised arguments
@ Analyze the role of the audience in the author’s choice of arguments.
Graphic organizer SOAPStone Substituting
Activity 2.9 Editorial: “Facing Consequences…”
Word wall Academic vocabulary: editorial
Completed graphic organizer Completed SOAPStone
Published writing: analysis paragraph
@ ^Compare and contrast the persuasive elements of editorials and create a persuasive editorial.
RAFT Graphic organizer Drafting Sharing and responding
Activity 2.10 Editorial: “Time to Raise the Bar…” Editorial: “New Michigan Graduation…”
Writing Lesson: Editorial, p. 391
Grammar: diction Writing Workshop: Workshop 8, Persuasive Writing
Completed graphic organizer
Published writing: editorial
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
13
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
SOAPStone
@ Analyze and evaluate an author’s evidence used to support an argument.
Graphic organizer Rereading Think pair share Discussion groups
Activity 2.11
“Coyote v. Acme” p. 1384
Word wall Academic vocabulary: logos ethos pathos
Completed graphic organizer
Ongoing
@ Analyze style, format, and genre conventions and evaluate the use of tone in writing.
Graphic organizer Mark the text Sharing and responding Self-editing Peer editing
Activity 2.12 Editorial: “Why I Hate…”
“Onomatopoeia” p. 1378
Completed graphic organizer
Published writing: letter to the editor
% Evaluate the use of fallacies and appeals to persuade an audience.
Brainstorming Discussion groups Quickwrite Debate
Activity 2.13 “Fallacies 101”
Word wall Academic vocabulary: fallacies
Debate Quickwrite
Published writing: letter to the editor
@ Analyze and interpret the symbolism and message of
Skimming/scanning Guided reading
Activity 2.14 Informational Text: “An Inside Look…”
“The Battle of the Easy Chair” p. 1004
Word wall Academic vocabulary:
Completed discussion questions
Created editorial cartoon
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
14
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
editorial cartoons.
Graphic organizer Visualizing Brainstorming Sketching
satire
Embedded Assessment 1: Creating an Op-Ed Page
Published writing Presentation- Embedded Assessment #1
@ Analyze the elements of satire and interpret an author’s use of humor.
Mark the text Graphic organizer Think aloud Venn diagram or T-Chart Think pair share Guided reading
Activities 2.15 – 2.16 Satire: “Let’s Hear it for…” “Introduction to Satire”
“The Life and Times of the Thunderbolt Kid”, p. 589
Word wall Academic vocabulary: parody Grammar: diction
Completed graphic organizer Completed discussion questions (tone)
Published writing: writing prompt Completed T-chart
@ Interpret tone in satirical texts and evaluate the effectiveness of satire.
Mark the text Quickwrite Debate
Activity 2.17 Satire: “How to Poison the Earth” Satire: “Gambling in Schools”
“Coyote v. Acme” p. 1384
Word wall Word connections: gravis Academic vocabulary: verbal phrase
Debate Quickwrite
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
15
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
gerund participle Grammar: verbals
@ Analyze the use of irony and humor to critique a social issue.
Marking the text SOAPStone Oral reading Quickwrite Brainstorming Rereading Drafting Graphic organizer
Activity 2.18 Satire: “Maintaining the Crime Supply”
Word wall Word connections: bene
Completed graphic organizer Completed SOAPStone
Published writing: response paragraph
@ ^ Analyze the use of parody to critique a subject and create a pardody.
Marking the text Oral reading Drafting
Activity 2.19 Parody: “In Depth…”
“Coyote v. Acme” p. 1384
Completed discussion questions
Published writing: parody
@ Analyze the use of satire to critique society and evaluate the use of tone in
Mark the text Graphic organizer RAFT
Activities 2.20 – 2.21 Satire: “Advice to Youth”
“The Unknown Citizen”, p. 774
Word connections: analogies Grammar:
Completed graphic organizer Completed SOAPStone
Published writing
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
16
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
writing. SOAPStone
Satire: “The War Prayer”
loose sentences clichés
@ Analyze the impact of ridicule on the audience’s perception of a text.
Mark the text Graphic organizer Quickwrite Read aloud
Activity 2.22 Satire: “Girl Moved to Tears…”
“Coyote v. Acme” p. 1384
Grammar: dashes
Quickwrite Completed graphic organizer
Embedded Assessment #2: Published writing: satirical work
Embedded Assessment 2: Writing a Satirical Piece
Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
17
Quarter 3
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,”
click on your level and click on Writing Workshops. There are 10 per grade level.
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
18
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
& Analyze and demonstrate effective oral presentation styles.
Quickwrite Discussion groups Graphic organizer Mark the text
Activities 3.2 – 3.3
Quickwrite Completed graphic organizer
Presentation
@ Analyze the style and delivery of historical documents.
Close reading Mark the text Discussion groups Diffusing SOAPStone Guided writing
Activity 3.4 Speech: “Inaugural Address”
“Letter from Birmingham City Jail” p. 1109 “Speech in the Convention” p. 105 “I Will Fight No More…” p. 622
Word connections: analogies Grammar: specific verbs active/passive voice syntax/types of sentences syntax/sentence structure syntax/sentence order
Oral presentation Published writing Presentation
% ^ Analyze the use of rhetorical appeals in a work and write a persuasive essay using rhetorical appeals.
Marking the text Summarizing Role playing Close reading
Activities 3.5 – 3.6 Sermon: “Sinners in the Hands…”
“Letter from Birmingham City Jail” p. 1109 “Speech in the Convention” p. 105
Word wall Literary terms: argument by analogy extended metaphor
Completed graphic organizer Completed discussion questions
Published writing: persuasive essay Visual representation of images (poster)
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
19
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Graphic organizer SOAPStone Visualizing
“I Will Fight No More…” p. 622 Writing Workshop: Persuasive Essay, pp. 1256-1263
repetition repetition aphorism parallelism allusion rhetorical question Academic vocabulary: rhetoric rhetorical devices logos ethos pathos
% Analyze the use of rhetorical devices and syntax in a speech.
Close reading Marking the text Discussion groups Graphic organizer
Activity 3.7 Speech: “Speech to the Virginia…”
“Letter from Birmingham City Jail” p. 1109 “Speech in the Convention” p. 105
Grammar: inverted word order
Written reflection
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
20
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
SOAPStone Jigsaw
“I Will Fight No More…” p. 622
& Evaluate delivery styles of oral presentations.
Graphic organizer Activity 3.8 Communications Workshop: Evaluate Persuasive Speech, pp. 196-197
Teacher selected speeches
Completed graphic organizer
Embedded Assessment 1: Creating and Presenting a Persuasive Speech
Presentation for Embedded Assessment #1
@ Create a historical context for the action of a play.
Rereading Summarizing Marking the text Quickwrite Predicting KWL chart Think pair share
Activity 3.9 “Sinners in the Hands…” Article: “The Lessons of Salem”
“The Words of Arthur Miller…” p. 1120
Word wall Word connections: vertere sym- Grammar: colon
Completed think pair share
@ Develop an understanding of the relationships among characters
Previewing Role playing
Activity 3.10 Drama: “The Crucible, Act 1”
“The Crucible” p. 1124
Notes summary Completed graphic organizer
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
21
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
and examine the attitude of a writer toward characters.
Notetaking Diffusing Graphic organizer Skimming/scanning Predicting Discussion groups Jigsaw
“A Note on the Historical Accuracy…”
@ Interpret the characteristics of setting and time period and character development.
Notetaking Summarizing Graphic organizer Rereading Shared reading
Activity 3.11 Drama: “The Crucible, Act 1”
“The Crucible” p. 1124
Word wall Academic vocabulary: foil
Notes summary Quickwrite Completed graphic organizer
Published writing: character journal entry
@ Analyze and interpret character motivations.
Marking the text Oral reading Graphic organizer Discussion groups Jigsaw
Activity 3.12 Drama: “The Crucible, Act 1”
“The Crucible” p. 1124
DVD, The Crucible (1996)
Completed graphic organizer Quickwrite
! Analyze and define key
Word map
Activities 3.13 – 3.14
“The Crucible” p. 1124
Word connection: analogies/
Completed word map
Published writing: script
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
22
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
vocabulary and how they relate to the text.
Rereading Drafting SIFT Marking the text Graphic organizer
Drama: “The Crucible, Act 1” Fable: “The Very Proper Gander”
synonyms and antonyms
Completed graphic organizer
Published writing: short essay
@ Examine the use of language in a text.
Graphic organizer Drafting Diffusing Word sorts
Activity 3.15 Drama: “The Crucible, Act 2”
“The Crucible” p. 1161
Completed graphic organizer
Published writing
@ Analyze and interpret character motivations.
Marking the text Graphic organizer Discussion groups Jigsaw
Activity 3.16 Drama: “The Crucible, Act 2”
“The Crucible” p. 1161
DVD: “The Crucible” (1996)
Completed graphic organizer Quickwrite
@ Analyze characterization.
Think pair share Graphic organizer Visualizing Drafting
Activity 3.17 Drama: “The Crucible, Act 2”
“The Crucible” p. 1161
Completed graphic organizer
Published writing: written response to character
@ Analyze characterization.
Quickwrite Think pair share
Activity 3.18 – 3.19
“The Crucible” p. 1187
Word wall DVD: Monty
Quickwrite Completed
Published writing: script Presentation
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
23
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Rereading Drafting Role playing Graphic organizer
Drama: “The Crucible, Act 3”
Python Literary terms: irony dramatic irony situational irony
discussion questions Completed graphic organizer
! Analyze author’s purpose.
Close reading Marking the text Graphic organizer Questioning the text Notetaking Socratic seminar
Activity 3.20 Speech: “Declaration of Conscience” Essay: “Why I Wrote The Crucible”
“from Of Plymouth Plantation”, p. 58 “Commission of Meriwether Lewis”, p. 245
Word wall Film excerpt: Good Night and Good Luck Film excerpt: Kazan and Miller (PBS) Academic vocabulary: social commentary Word connections: ob- -scurus- spirare surpris
Completed graphic organizer Notes summary
Published writing
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
24
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Grammar: parallel structures
@ Examine the relationship between character and thematic development.
Graphic organizer Rereading Visualizing Marking the text
Activities 3.21 – 3.22 Drama: “The Crucible, Acts 4 and 5”
DVD: The Crucible (1996)
Completed graphic organizer
Published writing: compare and contrast text and film
^ Synthesize knowledge of dramatic elements into an analysis essay.
SIFT Think pair share Drafting
Activity 3.23 Drama: “The Crucible, Act 5”
“The Crucible” p. 1217
Published writing
Embedded Assessment 2: Creating and Performing a Dramatic Scene
Presentation for Embedded Assessment #2 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
25
Quarter 4 (Unit 4 Option)
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on
your level and click on Writing Workshops. There are 10 per grade level.
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
26
Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! @ Infer biographical knowledge about an author and analyze features of a memoir.
Predicting Notetaking Marking the text Think pair share Drafting Brainstorming Scanning
Activity 4.2 Memoir: “How It Feels to Be Colored Me”
Writing Lesson: Memoir, p. 1440
Word wall Film clip: Zora is My Name Word connections: ante Grammar: sentence variety
Notes summary Completed discussion questions
Published writing: memoir
@ % Create a historical context for a text and create an informational media production.
Notetaking Quickwrite KWHL chart Think pair share Discussion groups
Activity 4.3 DVD: Zora is My Name Teacher created presentation on the Harlem Renaissance
Quickwrite Completed KWHL Notes summary
Informative presentation
@ Analyze the impact of symbols, images, and figurative language in a short story.
Previewing Skimming/scanning Marking the text Think pair share Oral interpretation Graphic organizer
Activity 4.4 Short Story: “Sweat”
“Dust Tracks on a Road”, p. 930
Word wall DVD: Zora is My Name Literary terms: diction dialect figurative
Completed graphic organizer
Published writing: analysis of text
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
27
Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
SIFT Drafting Close reading
language foreshadowing allusion style Word connections: banjo bongo jazz jive marimba meringue ex- spectare Grammar: sentence fragments
@ Analyze characterization and imagery.
Word map Quickwrite
Activity 4.5 Novel: “Their Eyes Were Watching
“from Moby Dick”, p. 336
Word wall Literary terms: imagery
Quickwrite Completed graphic organizer
Written response
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
28
Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Visualizing Think pair share Oral interpretation Sketching Graphic organizer Rereading
God” Chapter 1 metaphor Word connections: analogies Writing Workshop: response to literary and expository text
@ Analyze figurative language and distinguish point of view.
Marking the text Think pair share Double-entry journal Graphic organizer Close reading Rereading Drafting Sketching Word map
Activity 4.6 Novel: “Their Eyes Were Watching God” Chapter 2 Poetry: “Mother to Son”
“Mirror”, p. 1052 “Courage”, p. 1053
Word wall Literary terms: point of view simile motif Word connections: metaphor
Completed graphic organizer Double-entry journal
Visual representation
@ Analyze characters, plot, and motif.
Quickwrite Predicting
Activity 4.7 Novel: “Their Eyes Were Watching
“The Story of an Hour”, p. 628
Word wall Literary terms: irony
Quickwrite
Developmental and Advanced English Language Arts
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Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Discussion group Close reading Rereading
God” Chapters 3 and 4
@ Analyze the effects of setting on characters.
Questioning the text Close reading Graphic organizer Think pair share Discussion groups Rereading Jigsaw
Activity 4.8 Novel: “Their Eyes Were Watching God” Chapters 5 and 6
“The Rockpile”, p. 1082
Completed graphic organizer
Oral presentation
@ Analyze tone, character and voice.
Close reading Marking the text Predicting Shared reading Graphic organizer
Activity 4.9 Novel: “Their Eyes Were Watching God” Chapters 7, 8, and 9
“The First Seven Years”, p. 1028
Completed graphic organizer
Published writing: writing prompt
@ Synthesize stylistic and literary elements.
Discussion groups Questioning the text Notetaking
Activity 4.10 Novel: “Their Eyes Were Watching God” Chapters 10-19
Notes summary Completed graphic organizer
Double-entry journal
Developmental and Advanced English Language Arts
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Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Double-entry journal
@ Analyze figurative language and text structure and evaluate a critical review.
Double-entry journal Drafting Sharing and responding Think pair share Questioning the text Marking the text
Activity 4.11 Novel: “Their Eyes Were Watching God” Chapter 20
“from The New York Times: The Crucible” p. 1251 “from The Miami Herald: Crucible Casts…” p. 1252 “from the New York Times: A Rock of the Modern…” p. 1253
Word wall Word connections: omnis scientia Grammar: punctuating quotations
Completed graphic organizer
Published writing: critical review
! @ Infer a media producer’s point of view and critique a media production.
Skimming/scanning Notetaking Think pair share Discussion groups Graphic organizer Revisiting prior work
Activity 4.12 Novel: “Their Eyes Were Watching God”
Approaches to Criticism, p. R18
DVD: Oprah Winfrey Presents Their Eyes Were Watching God
Completed graphic organizer Notes summary
Published writing
Embedded Assessment 1: Writing an Analytical Essay
Published writing: essay for Embedded Assessment #1
% Analyze sources to answer a
KWHL chart
Activity 4.14 “Visions of America:
Completed graphic organizer
Published writing
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31
Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
research question and conduct research.
Discussion groups Graphic organizer Generating questions Role playing Notetaking Fishbowl
Interview”, p. 453
^ Create a resume. Drafting Sharing and responding Peer editing Brainstorming Word map
Activity 4.15 “Job Search Document” p. R36
Word wall Academic vocabulary: resume Writing workshop 7: Procedural writing
Completed discussion questions
Published writing: resume
% Establish evaluation criteria.
Brainstorming Discussion groups Think pair share Quickwrite Marking the text Questioning the text
Activity 4.16 Article: “Narcissism on the Internet…” Article: “Web of Risks” Article: “Potential Employers…”
Word wall Word connections: audire ludere Grammar: summarizing sources
Completed survey Quickwrite
Published writing: written response Character social networking page Criteria list
& Generate Discussion groups Activity 4.17 Extend Your Completed Presentation – for Embedded
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Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
interview questions and listen to an interview.
Notetaking Role playing Generating questions Sharing and responding Graphic organizer Fishbowl
Learning: Interview, p. 978
graphic organizer Notes summary
Assessment #2 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Embedded Assessment 2: Using Communication Skills to Present Myself
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Quarter 4 (Unit 5 Option)
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click on Writing Workshops. There are
10 per grade level.
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
@ Create historical and philosophical contexts for a text.
Close reading Marking the text Think pair share Graphic organizer Brainstorming Drafting Sharing and responding
Activity 5.2 Essay: “from Walden” Essay: “from Self-Reliance” Essay: “In the Depths of Solitude”
Word wall Word connections: -fid-
Completed graphic organizer
Published writing
@, ^Analyze use of diction, tone,
Quickwrite
Activity 5.3
“The Gettysburg Address” p. 539
Word wall
Completed graphic organizer
Published writing
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
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2011-2012
34
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
syntax, and punctuation and write a personal credo.
Marking the text Think pair share Graphic organizer Drafting Revising Brainstorming Rereading
Nonfiction: “All I Needed to Know…”
Literary terms: syntax Word connections: analogies Grammar: polysyndeton
@ Create a context for a novel.
Graphic organizer Notetaking Discussion groups Branstorming Previewing Close reading
Activity 5.4 Biography: “Into the Wild”
Completed graphic organizer Notes summary
@ Analyze style used in expository text and author’s purpose.
Think pair share Marking the text Graphic organizer
Activity 5.5 Biography: “Into the Wild”
Grammar: transitional devices compound sentences
Completed graphic organizer
Published writings
@ ^ Analyze characterization and write a
Close reading Graphic organizer
Activity 5.6 Biography: “Into
“Everyday Use” p. 1311
Completed graphic organizer
Published writing: character analysis
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
character analysis paragraph.
Think pair share
the Wild” Chapters 1-6
@ Analyze text structure.
Graphic organizer Notetaking Think pair share Quickwrite Discussion groups
Activity 5.7 Biography: “Into the Wild” Chapters 4-7
“The Night the Ghost Got In”, p. 860
Word wall Literary terms: epigram
Completed graphic organizer Quickwrite
Published writing: reflection
@ Analyze characterization and the use of research for nonfiction work.
Close reading Discussion groups Rereading Marking the text
Activity 5.8 Biography: “Into the Wild” Chapters 8-10
“Winter Dreams”, p. 730
Completed graphic organizer
Published writing: reflection
@ ^ Analyze elements of genre and write a work for a specific genre.
Skimming/scanning Think pair share Graphic organizer Quickwrite Drafting Brainstorming
Activity 5.9 Biography: “Into the Wild” Chapters 11-13
Completed graphic organizer Quickwrite
Published writing: writing prompt
! ^ Compare and contrast character traits.
Skimming/scanning Graphic organizer
Activity 5.10 Biography: “Into the Wild”
“Everyday Use”, p. 1312
Completed graphic organizer Quickwrite
Published writing: writing prompt
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Marking the text Quickwrite
Chapters 14-15
% Conduct and present research about ideas on happiness.
Graphic organizer Think pair share Drafting
Activity 5.11 Biography: “Into the Wild”
Completed graphic organizer Published writing: dialogue script
Presentation Published writing
@ Analyze theme. Skimming/scanning Graphic organizer Questioning the text Socratic seminar
Activity 5.12 Biography: “Into the Wild”
Completed discussion questions
@ Analyze writing style and text structure.
Close reading Marking the text Skimming/scanning Graphic organizer Rereading
Activity 5.13 Biography: “Into the Wild” Chapter 18 and Epilogue
“Life on the Mississippi”, p. 570
Word wall Literary terms: connotation
Completed graphic organizer Completed discussion questions
Published writing: analysis of author view
@ Analyze style of a work.
Quickwrite Marking the text Close reading Brainstorming Notetaking
Activity 5.14 Essay: “Straw into Gold…”
“Straw into Gold…”, p. 159
Word wall Literary terms: allusion Grammar: asyndeton parallel verb
Quickwrite Completed discussion questions/notes
Published writing
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2011-2012
37
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Jigsaw
phrases Writing Workshop 4: Reflective Essay
@ Analyze structure and development of a personal essay.
Close reading Read aloud Marking the text Revising Quickwrite
Activity 5.15 Essay: “The Chase”
“One Day Now Broken in Two” p. 1404
Word wall Literary terms: details Word connections: per fungi
Quickwrite
@ Analyze structure of a personal essay.
Quickwrite Marking the text Close reading Summarizing Jisgaw
Activity 5.16 Essay: “A View from Mount Ritter”
“For the Love of Books” p. 1418
Word wall Grammar: subordinating conjunctions Word connections: -bell-
Summary Quickwrite
# Drafting for writing
Graphic organizer Revisiting Summarizing Sharing and responding
Activity 5.17 Writing Workshop: Reflective Essay, pp. 440-447
Completed graphic organizer
Published writing
Developmental and Advanced English Language Arts
Curriculum Map
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2011-2012
38
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Think pair share Adding Deleting
Embedded Assessment 1: Writing a Personal Essay
Published writing: Personal essay- Embedded Assessment #1
% Analyze the structure of a research project.
Notetaking Think pair share Graphic organizer
Activity 5.18 Research: Multimedia Presentation, p. 944
Word wall Notes summary Completed graphic organizer Quickwrite
Published writing (Embedded assessment)
% Evaluate tools for research.
KWHL chart Close reading Marking the text Graphic organizer
Activity 5.19 Biographical Sketch: “Sparky” Charlie Brown cartoon
Prewriting, p. 945
Word wall Literary terms: coherence Writing workshop 10: Research
Completed graphic organizer
Published writing
% Analyze research sources and cite sources.
Graphic organizer Marking the text Discussion groups
Activity 5.20 Biography: “Charles M. Schulz”
Works Cited List, p. 671
Word wall Grammar: introductory phrases participial phrases Word
Completed graphic organizer Source documentation form
Published writing
Developmental and Advanced English Language Arts
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2011-2012
39
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
connections: -gno-
@ Analyze how the purpose and audience shape genre.
Notetaking Drafting Sharing and responding Revising Graphic organizer Word map
Activity 5.21 Drafting, p. 946 Word wall Completed graphic organizer Writing draft
Published writing
# Revise writing. Brainstorming Discussion groups Graphic organizer
Activity 5.22 Revising, p. 948 Word wall Literary terms: motif
Completed discussion questions Completed graphic organizer
Published writing
# Write an introduction and conclusion.
Sharing and responding Drafting Think pair share Free writing
Activity 5.23 “The Things They Carried”, p. 947
Word wall Literary terms: discourse
Completed discussion questions
Published writing (Embedded assessment)
# Prepare work for publication.
Discussion groups Sketching Sharing and
Activity 5.24 Publishing and Presenting, p. 951
Quickwrite Published writing (Embedded assessment)
Developmental and Advanced English Language Arts
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2011-2012
40
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
responding
% Select a topic for research
Brainstorming Sorting Think pair share KWHL chart
Activity 5.25 Prewriting, p. 945
Completed graphic organizer
Published writing
Embedded Assessment 2: Writing a Multi-Genre Research Project
Presentation Research project for Embedded Assessment #2
Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
District Final Exam
Developmental and Advanced English Language Arts
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2011-2012
41
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
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~ 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
~ 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
1984
~ 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 Biographies
A 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 Godot
Animal Farm River Ran Out of Eden Cannery Row Woman Warrior
^ Great Expectations The Children's Story Rosenkrantz and Guildenstern are dead
Lord of the Flies Siddartha Fahrenheit 451 Beowulf
The Odyssey Glass Menagerie
Of Mice and Men ^ Hiroshima Grapes of Wrath
Old Man and the Sea ^Gilgamesh Inherit the Wind
^ A Separate Piece Sir Gawain and the Green Knight Night Thoreau Spent in Jail
Roll of Thunder, Hear My Cry ^ A Dolls House Old Man and the Sea
Walkabout ^ Oedipus Rex Ordinary People
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Fallen Angels Our Town
Raisin in the Sun
Red Badge of Courage
! Beloved
KEY
* Required Reading - Springboard
* Supplemental - Springboard
~ Janet Allen
^ Advanced
! AP
(No notation) Existing Supplemental Reading List
Recommended