Hamilton Central School District
Common Core Curriculum Mapping
Subject: English
Grade Level: 12
Teacher: B. Rose
Units of Study | Curricular Content | Learning Strategies Instruction | Common Core Standards | Enduring Understanding(s) | Essential Questions | Terminology |
Developing Voice and Style: Creative Writing Approximate Time Frame: 10 weeks | •Writing To Be Read by Ken Macrorie • Points of View: An Anthology of Short Stories by James Moffett and Kenneth R. McElheny, Eds. • Essays That Worked (Admission essays from Connecticut College) • Works created by students | The following are used in each unit of study throughout the year: Making Connections Building Schema Asking Questions Monitor for Meaning Drawing Inferences Determining Importance Visualization Synthesizing Research Small Small and Whole Group Discussion Oral Presentation Peer Instruction | Reading Literature 11-12: 3, 5 Reading for Information 11-12: 5, 6 Writing 11-12: 3 4, 5, 10, 11 Speaking and Listening 11-12: 1, 3, 5 Language 11-12: 1, 2, 3, 5, 6 | • Everyone can use of literary devices in their style. • A writing style takes time to develop and may change. • There are many ways in which to communicate ideas. | • How do we develop a personal writing voice and style? • How does an author make a text compelling to read? • How do we plan and complete a story arc as a whole when we write? • How do we indirectly communicate something about ourselves when writing? | Voice Flow Development Detail Compelling writing Characterization Mood Imagery Hook Sustained interest |
Expression of Culture in Literature: Beowulf Approximate Time Frame: 7 weeks | • Beowulf translated by Burton Raffel • Beowulf by Benjamin Bagby (Koch Vision DVD) a performance of the poem in Old English with harp accompaniment • Beowulf (Schlessinger Media) an animated adaptation of the poem | Reading Literature 11-12: 1, 2, 3, 4, 5, 7, 11 Reading for Information 11-12: 1, 2, 3, 6 Writing 11-12: 1, 4, 5, 7, 8, 9, 10, 11 Speaking and Listening 11-12: 1, 3, 4, 5, 6 Language 11-12: 1, 2, 3, 5, 6 | • Literature conveys many things about a culture that created it. • A story can be told in a non-prosaic manner. | • What is the heroic cycle and how does it apply to a text? • How does literature carry information about a culture? • Develop an appreciation for how poetic form can be used to tell a story. • How do we distinguish between layers of expression of cultural values as they appear in a text? | Heroic cycle Cultural values Voice (authentic vs. added) Translator Transcriber Subtext Characterization Epic poem Oral Tradition | |
Comparative Literature: Approaches to the Hero in Literature. Approximate Time Frame: 3 weeks | • Eaters of the Dead by Michael Crichton • Grendel by John Gardner • Sir Gawain and the Green Knight translated by Burton Raffel | Reading Literature 11-12: 1, 3, 4, 5, 11 Reading for Information 11-12: 1, 2, 3 Writing 11-12: 1, 2, 4, 5, 6, 9, 10, 11 Speaking and Listening 11-12: 1, 2, 3, 4, 5, 6 Language 11-12: 1, 2, 3, 5, 6 | • A concept can be used by different authors across different texts and time periods. • The heroic cycle is universal. • Creating and defending an idea about a text is a multi-step, detailed process. | • How do we function in a self-directed, small-group learning situation? • How do we create and defend an thesis about a text? | Voice Connotation Interpretation Thesis Citation Comparative | |
What Are They Saying?: Interpretation of Commentary in Poetry Approximate Time Frame: 5 weeks | • Selected poems by Silverstein, Yeats, Dylan, Brown, McKay, Mirikitani, Auden, Cervantes and others | Reading Literature 11-12: 1, 5, 6, 7, 11 Writing 11-12: 1, 2, 4, 9, 10, 11 Speaking and Listening 11-12: 1, 3, 4, 5, 6 Language 11-12: 1, 2, 3, 4, 5, 6 | • Poets/authors have and express strong feelings about what is going on around them. • Complex pieces often require abstract thought for understanding. • Poems are not just artistic expression. | • How does abstract thinking help to break down a poem to determine meaning? • How do complex literary devices aid in the creation of meaning? • How do we find social commentary embedded in a poem? • How is a topic addressed in multiple works by different authors? | Alliteration Allusion Diction Symbolism Theme Tone Repetition Metaphor Simile Speaker Structure Denotation | |
The Family in Literature: Montana 1948. Approximate Time Frame: 6 weeks | • Montana 1948 by Larry Watson • “The Red Convertible” by Louise Erdrich • “Barn Burning” by William Faulkner | Reading Literature 11-12: 1, 2, 3, 4, 5, 6, 11 Reading for Information 11-12: 1, 2, 3, 4, 5, 6 Writing 11-12: 1, 2, 4, 5, 7, 9, 10, 11 Speaking and Listening 11-12: 1, 3, 4, 6 Language 11-12: 1, 2, 3, 5, 6 | • Simple topics can encompass complex concepts and feelings. • Literature does have to deal with grand concepts to be engaging. • The main idea of a text can be influenced by diverse sources. | • How does an author convey messages about families within a text? • Why does an author chooses to portray a particular message. • How do we synthesize information from within a text and from multiple texts to form an opinion? | Family values Narrative voice Analyze Synthesize Dysfunction Family relationships Point of view Flashback Racism Prejudice Heritage | |
What I Am Trying To Say Is…: The Art of Public Speaking. Approximate Time Frame: 6 weeks | • A variety of research source material for each of the three speeches and debate • A self-selected novel/text for the book talk | Reading for Information 11-12: 1, 4, 6, 7 Writing 11-12: 1, 2, 4, 5, 7, 8, 9, 10 Speaking and Listening 11-12: 1, 2, 3, 4, 5, 6 Language 11-12: 1, 2, 3, 4, 5, 6 | • Information from multiple sources should be used to support an idea. • Being an effective communicator requires being informed about the topic and how to address it. • Being a listener is as important as being a speaker. | • How do we best convey information to an audience? • How/why are verbal and nonverbal means of conveying information important? • How de we create and defend an idea about an issue? • What does it mean to be an effective member of an audience and how does that look? | Attention Getter Bridge Organization Closing Statement Pace Eye Contact Body Language Filler Words Tone Posture Affirmative Side Negative Side Resolution Constructive argument Persuasion Informative Rebuttal | |
Reading What We See: Film As Literature Approximate Time Frame: 3-4 weeks | • A selection of films from the American Film Institute’s top 100 film list | Reading Literature 11-12: 1, 2, 3, 5, 6 Writing 11-12: 1, 2, 4, 5, 10, 11 Speaking and Listening 11-12: 1, 3, 4, 5, 6 Language 11-12: 1, 2, 3, 5, 6 | • Visual media is as open to interpretation as print media. • As much thought goes into constructing and conveying a story visually as it does in print. | • What are the basic elements of film? • How are the elements of film conceptually connected to literary elements. • How do we deconstruct an entire piece to understand it parts. • How does a director use literary elements in a film? | Transition Lighting Camera Movement Shot Selection Framing Blocking Focus Camera Angle |