Copy of English 11 Currirulum

	A	B	D	E	F	G	H	I	J	K	L	M
1	Unit: Part 3 Textual Analysis
2	Teachers: M. Sippel and J. Vivian
3	Time Frame	Lessons	Essential Questions	Standards	Vocabulary		Content/Skills	Resources			Specially Designed Instruction	Assessment/Common Assessments
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5	Introduction - 1 Week	Literary Elements Definitions and Effects	What are the most common literary elements used by authors? How are literary elements defined? How can literary elements be identified in passages? What is the effect of each literary element on the reader? How is a central idea of the text recognized?	RL. 11-12. 1	plot	conflict	Define various literary elements. Recognize literary elements present in a text. Determine various central ideas present in a text.	Literary Element Notes	Close Read Notes		Small group adminstration of lessons	Lesson 1: Plot, Theme, Conflict RC WS
6		Lesson 1: Plot, Theme, Conflict		RL. 11-12.2	characterization	theme		Sandwich Notes			Modeling, prompting, scaffolding, guided practice,	Lesson 2: Point of View RC WS
7		Lesson 2: Point of View		RL. 11-12. 3	point of view	omniscient		Transition Notes			Direct instruction in literary elements, central idea, close reading, writing with details, formal writing, and English conventions	SRI every 5 weeks
8		Completing a Close Read		RL. 11-12. 4	irony	tone		Lesson 1 : Plot, Theme, Conflict WS			Specific feedback and further instruction based on student need
9		Writing Review		W 11-12. 1a	allusion	symbolism		Lesson 2: Point of View WS
10				W 11-12. 1a	figurative language	imagery
11				W 11-12. 1a	central idea
12	"Women and Children First" - 2 Weeks	Lesson 14: Imagery and Motif	What is imagery? How is a central idea found in a given text? How is close reading implemented? How is strong and thorough evidence found in a text? How can evidence by discussed? How is a Part 3 writing structured?	RI. 11-12. 1	imagery	motif	Recognize, define, and give examples of imagery and motif. Read and annotate texts to increase understanding of text. Understand the requirements of a Part 3 writing. Complete pre-writing to help organize Part 3 writing. Find stong pieces of evidence to demonstrate central idea and literary element. Learn the structure of a Part 3 writing.	Lesson 14: Imagery and Motif WS	Sample Part 3 Writing - "Women and Children First"		Small group adminstration of lessons	Lesson 14: Imagery and Motif RC WS
13		"Women and Children First" - read and annotate together		RI. 11-12. 2	central idea	evidence		"Women and Children First" Text			Modeling, prompting, scaffolding, guided practice,	Observation of student answers in whole group practice
14		Intro Writing a Part 3 Text Analysis		W. 11-12. 2				Notes: Part 3 Writing			Direct instruction in literary elements, central idea, close reading, writing with details, formal writing, and English conventions
15		Central Idea - Evidence and Discussion Chart together		W. 11-12. 4				Notes: Formal Writing			Specific feedback and further instruction based on student need
16		Literary Element - Evidence and Discussion Chart together		W. 11-12. 5				Central Idea Chart
17		Read and annotate sample "Women and Children First" Part 3 Writing together		W 11-12. 1c				Literary Element Chart
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19	Reading Comprehension - 1 Week	Annotating reading comprehension passages based on given multiple choice questions	What is the underlying messages in the text? What is the history surrounding the text? How do the words show mood and tone? How is the theme supported in the text? How does a reader draw meaning and understanding from a text?	RL. 11-12. 2	flashback	audience	Learn how to annotate reading comprehension passages based on multiple choice questions. Recognize main ideas in reading. Continue to work on recognizing author's messages, literay elements, and how those literary elements develop the author's message. Apply process of elimination to multiple choice questions. Use context and word part clues to determine meanings of unknown words.	June 2015 Regents Exam - Part 1			Small group adminstration of lessons	Passage C - Patrick Henry
20		Passage C - Patrick Henry		RL. 11-12. 3	infer	satirical					Modeling, prompting, scaffolding, guided practice,	Passage A - Countess Olenska
21		Passage A - Countess Olenska		RL. 11-12. 4	characterized	passionate					Direct instruction in close reading	Passage B - Machines
22		Passage B - Machines		RL. 11-12. 5	customs	contented					Specific feedback and further instruction based on student need
23				L. 11-12. 4	argument
24				L. 11-12. 5	rhetorical
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26	Boy Joseph - 2 Weeks	Read, reread, annotate, discuss "Under the Eye of the Clock" - start together, allow some independent work, and discuss	How is a strong Part 3 writing written?	RL. 11-12. 1	conflict	tone	Students will increase ability to independently read and annotate Regents level texts. Students will learn to more independently recognize possible central ideas and literary elements. Students will learn to more independently complete pre-writing activities like evidence and discussion charts. Given the beginning of a Part 3 writing, students will complete the Part 3 writing.	June 2015 - Regents Exam - Part 3			Small group adminstration of lessons	Student writing sample
27		Central Idea - some independent, then discuss together		RL. 11-12. 1. 2	characterization	central idea		Central Idea Chart			Modeling, prompting, scaffolding, guided practice,	Observation of student answers in whole group practice
28		Literary Devices - some independent, then discuss together		RL. 11-12. 3	theme	imagery		Literary Device Chart			Direct instruction in close reading, writing with details, formal writing, and English conventions	SRI every 5 weeks
29		Plan writing together		W. 11-12. 2				Partially written Part 3			Specific feedback and further instruction based on student need
30		Provide writing started, students finish		W. 11-12. 4				Part 3 Writing Sample
31		Provide feedback on student work and show students a well-written sample writing		W. 11-12. 5
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33	Constitution - 1 Week	U.S. History DBQ assignment	Who attended the Philadelphia Convention and what roles did various leaders play? What were the major conflicts presented at the Convention? How were these conflicts resolved? Who were the supporters and opponents of the Constitution? What were their concerns? How does the reader make meaning from historical texts?	RI.11-12.9	delegate	Great Compromise	Read and understand historical documents. Formulate answers to questions about historical documents. Plan essay, picking out important ideas and details to support. Write essay, using explanation and smooth transitions. Revise and edit essay.	U.S. History DBQ Essay from past Regents Exam			Small group adminstration of lessons	U.S. History DBQ Essay from past Regents Exam
34		- Teacher will read the documents and questions to the students		RI.11-12.8	Constitution	3/5 Compromise					Modeling, prompting, scaffolding, guided practice,
35		- Students will answer the document questions in writing		RI. 11-12.1-3	compromise	legislative branch					Extra time and support for 1st U.S. History DBQ Essay of year
36		- Teacher will discuss the topic with the students and assist the students in planning the essay		W. 11-12. 2	New Jersey Plan	bicameral legislature					Specific feedback and further instruction based on student need
37		- Students will write the DBQ essay		W 11-12. 9b	Virginia Plan	Bill of Rights
38					topic	supporting details
39					transitions
40	Andrew Jackson - 1 Week	Lesson 8: Tone and Diction	What is diction? How can tone and diction be described? What is the difference between dramatic and situational irony? How can historical texts be read and viewed today?	RL. 11-12. 1	tone	diction	Define various literary elements. Recognize literary elements present in a text. Determine various central ideas present in a text. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.	Lesson 8: Tone and Diction			Small group adminstration of lessons	Andrew Jackson Speech to Congress on Indian Removal reading comprehension
41		Lesson 6: Dramatic and Situational Irony		RL. 11-1. 2	irony	dramatic irony		Lesson 6: Dramatic and Situational Irony			Modeling, prompting, scaffolding, guided practice,	Observation of student answers in whole group discussion
42		Andrew Jackson Speech to Congress on Indian Removal reading comprehension		RL. 11-12. 3	situational irony	benevolent		Andrew Jackson Speech to Congress on Indian Removal reading comprehension			Direct instruction in literary elements, central idea, close reading, rhetoric
43				RI.11-12.6	rhetoric	consummation					Specific feedback and further instruction based on student need
44				RI. 11-12. 3 & 9a	provision	pecuniary
45				RI. 11-12. 3 & 9a	adjacent	occupancy
46				RI. 11-12. 3 & 9a	retard	savages
47	Quarter 1 Assessment - 2 Weeks	Passage A - Sherlock Holmes	What is the underlying messages in the text? How do the words show create meaning for a reader? How is the theme supported in the text? How does a reader draw meaning and understanding from a text? What is the history surrounding the text? How does the reader make meaning from historical texts?How can historical texts be read and viewed today?	RL 11-12.2	petulance	repetition	Define various literary elements. Recognize literary elements present in a text. Determine various central ideas present in a text.	June 2014 CC ELA Regents Exam			Small group adminstration of assessment	Passage A - Sherlock Holmes
48		Passage B - Money Musk		RL 11-12.1	puerile	prevailing		August 2014 CC ELA Regents Exam			Part 3 - Textual Analysis Read to Students	Passage B - Money Musk
49		Passage C - Red Jacket Speech		RL 11-12 9a	unified	condemnation					Specific feedback and further instruction based on student need	Passage C - Red Jacket Speech
50		Part 3 Textual Analysis - Anna Howard Shaw on Women's Suffrage		RL 11-12.3	criticism	suffrage	Read and annotate texts to increase understanding of text. Understand the requirements of a Part 3 writing. Complete pre-writing to help organize Part 3 writing. Find stong pieces of evidence to demonstrate central idea and literary element. Demonstrate the structure of a Part 3 writing.					Part 3 Textual Analysis - Anna Howard Shaw on Women's Suffrage
51					imbued	sublimest						SRI every 5 weeks
52		- Students will complete Passages A, B, and C independently		RL 11-12.1	hieracrchy	oligarcy
53		- Teacher will read Part 3 to the students multiple times, students will make annotations, plan writing, write 2-3 paragraphs, and revise and edit writing		W 11-12. 1-2	symbolism	superiority
54	Unit 2 - Part 2: Argument Writing - 8 Weeks	Intro Arguments	Can I infer an author’s purpose or point of view and analyze how he/she responds to conflicting evidence? Can I write arguments to support claims in an analysis of a topic or text using valid reasoning and sufficient, relevant evidence?	RST 11-12. 6	claim	counter claim	Students will read and analyze arguments made by others. Students will recognize strong arguments. Students will establish own claim. Students will distinguish own claim from opposing claims. Students will demonstrate the use of specific, relevant, and sufficient evidence. Students will correctly identify sources. Students will organize writing in a cohesive and coherent manner, maintaining a formal style of writing, follows conventions of standard written English.	Argument Notes	Example Regents Argument - Consumer Tracking - June 2014		Small group adminstration of lessons	Writings related to each article
55		Arguments and Counter Arguments		WHST 11-12.1	argument	counter argument		Lesson 20: Arguments and Counter Arguments WS			Modeling, prompting, scaffolding, guided practice,	Quiz: Should Pledge of Allegiance be Revised?
56		Credibility		W 11-12. 1-2	evidence	credibility		Lesson 15: Credibility WS			Direct instruction in close reading, claims, counter claims, arguments, counter arguments, evidence, credibility, emotional appeals, agreement, rhetoric	Parts of Olympic Bid Argument completed independently
57		Read, Discuss, Analyze and Write about Sample Arguments (Homeschooler, Undercover Parent, Letter of Reponse, Pledge of Allegiance Quiz, Integrated Devices)		RI 11-12.5	appeal to emotion	agreement		Should Homeschool Students be Allowed to Play on Public School Sports Teams?	Undercover Parent and Letter of Response	Should the Pledge of Allegiance be Revised?	Specific feedback and further instruction based on student need	Observation of student answers in whole group practice/discussion
58		Example Regents - Host Olympics		W 11-12.1e				Are Integrated Devices Safer than Handheld Devices While Driving?				SRI every 5 weeks
59								August 2014 Regents - Should U.S. Bid to Host Future Olympics?
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61	Quarter 2 Assessment - 3 Weeks	Passage A - magic mirror - August 2018 Regents	What is the underlying messages in the text? How do the words show create meaning for a reader? How is the theme supported in the text? How does a reader draw meaning and understanding from a text? What is the history surrounding the text? How does the reader make meaning from historical texts?How can historical texts be read and viewed today?	RL 11-12.2	oracle	arbiter	Define various literary elements. Recognize literary elements present in a text. Determine various central ideas present in a text. Read and annotate texts to increase understanding of text. Understand the requirements of a Part 3 writing. Complete pre-writing to help organize Part 3 writing. Find stong pieces of evidence to demonstrate central idea and literary element. Demonstrate the structure of a Part 3 writing.	Regents Exam - August 2018			Small group adminstration of assessment	Regents Exam - August 2018
62		Passage B - Amazement Awaits - January 2019 Regents		RL 11-12.2	disdain	spectral		Regents Exam - January 2019			Part 2 - Argument and Part 3 - Textual Analysis Read to Students	Regents Exam - January 2019
63		Passage C - Out of Africa - August 2018 Regents		RL 11-12.3	faux pas	conviviality		Regents Exam - August 2017			Specific feedback and further instruction based on student need	Regents Exam - August 2017
64		Part 2 Argument - Should self-driving cars replace human drivers? - August 2017 Regents		WHST 11-12.1	machinations	indifferent		Regents Exam - August 2015				Regents Exam - August 2015
65		Part 3 - Textual Analysis - Dracula - August 2015 Regents		W 11-12.11	limpid	scabrous						SRI every 5 weeks
66				RI 11-12.1	akimbo	maws
67				RI 11-12.3	lintel	stanza
68	Historical Fiction - Excerpts, Short Stories, Poems - 4 Weeks	Grapes of Wrath excerpt - Intro history, read excerpt, watch movie, complete movie guide packet	What is the underlying messages in the text? How do the words show create meaning for a reader? How can the intonation of a reading of a text change the text's meaning? How is the theme supported in the text? How does a reader draw meaning and understanding from a text? What is the history surrounding the text? How does the reader make meaning from historical texts?How can historical texts be read and viewed today?	RI 11-12.9	Dust Bowl	circumvent	Students will interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events and situations. Students will analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.	Grapes of Wrath excerpt, history notes, movie, movie guide packet			Small group adminstration of lessons	Grapes of Wrath packet
69		A Rose for Emily - Intro author and history, listen/read story, timeline and thorough understanding, vocab in context, quiz		RI 11-12.1	edict	temerity		Rose for Emily story, audio recording, timeline, thorough understanding ws, vocab in context ws, quiz			Modeling, prompting, scaffolding, guided practice,	Rose for Emily Thorough Understanding, Vocab in Context, Quiz
70		Story of an Hour - Intro presentation, listen/read 2x, thorough understanding, quiz		L 11-12.3	virulent	afflicted		Story of an Hour text, audio recording, thorough understanding ws, quiz			Direct instruction in close reading, inferring meaning from narrative texts, literary elements used in narrative texts, effects of those literary elements, formal writing, and conventions of English	Story of an Hour Thorough Understanding, Quiz
71		Poems - Intro, Words and Images, My Papa's Waltz (different tones depending on how read), Alliteration, Repetition, Rhyme, Figurative Language in Poetry, House of Yemanja, Quiz)		RL 11-12.4	forestall	repression		Poetry worksheets - Words and Images, Tone, Alliteration, Repetition and Rhyme, and Figurative Language, My Papa's waltz recordings, House of Yemanja reading comprehension, poetry quiz			Specific feedback and further instruction based on student need	Poetry worksheets, House of Yemanja reading comprehension, Poetry Quiz
72				RL 11-12.4	tumultuous	Yemanja						Observation of student answers in whole group practice/discussion
73				RL 11-12.4	Depression	pallis
74				RL 11-12.4	divulge	elusive
75	Miss Peregrine's Home for Peculiar Children - 6 Weeks	Intro Ransom Riggs	Do you believe that there is such a thing as time travel?	RI 11-12.3	inoculate	apocalyptic	SWBAT cite specific examples from the text when responding to questions about literature. SWBAT identify the central idea of literature and analyze its progression throughout a novel. SWBAT analyze how elements of a story interact within a text. SWBAT describe how a plot unfolds.SWBAT identify how characters respond to plot developments. SWBAT analyze how specific incidences in a text affect plot and character developments. SWBAT determine how words and phrases are used in text. SWBAT use evidence from literature to support analysis, and reflection about a text. SWBAT write for a range of tasks, time periods, and audiences.	Miss Peregrine's Home for Peculiar Children by Ransom Riggs Novels (enough for class)			Small group adminstration of lessons	Chapter Quizzes
76		Discuss pictures as inspiration of story	Do you think there could be another type of person out there we don't know about?	W 11-12. 3d	placate	misanthropic		Miss Peregrine audio			Modeling, prompting, scaffolding, guided practice,	Text-based writings
77		Listen/read, discuss chapters	Do you believe in monsters?	SL 11-12.1	grandiose	malevolent		Miss Peregrine Study Guide			Direct instruction in reading novels, reading comprehension, text analysis, literary elements, character development, vocabulary, formal writing, using details/evidence/support/explanation in writing, English conventions	End of Book Test
78		Reading comprehension and writing tasks for various chapters	Do you believe in people having special powers?	W 11-12. 3b	assailant	intuited		Miss Peregrine Movie			Specific feedback and further instruction based on student need	Comparison Writing
79		Foreshadowing and Review	How can pictures inspire and add meaning to writing?	W 11-12. 3d	prophetic	errant						Observation of student answers in whole group practice/discussion
80		End of Book Test		Rl 11-12.1	audacity	fabricate						SRI every 5 weeks
81		Watch movie and compare		RL 11-12.11
82	Quarter 3 Assessment - 3 Weeks	Part 1 - Passage A - The Overcoat - January 2018 Regents Exam	What is the underlying messages in a text? How do the words create meaning for a reader? How is the theme supported in the text? How does a reader draw meaning and understanding from a text? What is the history surrounding the text? How does the reader make meaning from historical texts? How can historical texts be read and viewed today? How can a writer clearly identify and support his/her message?	RL 11-12.1	vacuous	poigniant	Define various literary elements. Recognize literary elements present in a text. Determine various central ideas present in a text. Read and annotate texts to increase understanding of text. Understand the requirements of a Part 3 writing. Complete pre-writing to help organize Part 3 writing. Find stong pieces of evidence to demonstrate central idea and literary element. Demonstrate the structure of a Part 3 writing.	NYS CC Regents Exam June 2014			Small group adminstration of assessment	Part 1 - Passage A - The Overcoat - January 2018 Regents Exam
83		Part 1 - Passage B - Give Us Peace by Langston Hughes - June 2014 Regents Exam		RI 11-12.9	condemnation	appeal		NYS CC Regents Exam January 2016			Part 2 - Argument and Part 3 - Textual Analysis Read to Students	Part 1 - Passage B - Give Us Peace by Langston Hughes - June 2014 Regents Exam
84		Part 1 - Passage C - Russell - Einstein Manifesto - January 2016 Regents Exam		RI 11-12.2	imminent	futility		NYS CC Regents Exam January 2018			Specific feedback and further instruction based on student need	Part 1 - Passage C - Russell - Einstein Manifesto - January 2016 Regents Exam
85		Part 2 - Is Graffiti Vandalism - June 2018 Regents Exam		RI 11-12.5	in situ	gentrification		NYS CC Regents Exam June 2018				Part 2 - Is Graffiti Vandalism - June 2018 Regents Exam
86		Part 3 - The Edge of the Sea by Rachel Carson - August 2019 Regents Exam		W 11-12.1	polemics	ubiquitous		NYS CC Regents Exam August 2019				Part 3 - The Edge of the Sea by Rachel Carson - August 2019 Regents Exam
87				RL 11-12.1	spars	chitinous						SRI every 5 weeks
88				W 11-12.2	Lilliputain
89	Final Exam Review - 6 Weeks	Regents Exam Review Notes	What is the underlying messages in a text? How do the words create meaning for a reader? How is the theme supported in the text? How does a reader draw meaning and understanding from a text? What is the history surrounding the text? How does the reader make meaning from historical texts? How can historical texts be read and viewed today? How can I writer clearly identify and support his/her message?	RL 11-12.1	disinterest	bazaar	Define various literary elements. Recognize literary elements present in a text. Determine various central ideas present in a text. Read and annotate texts to increase understanding of text. Understand the requirements of a Part 3 writing. Complete pre-writing to help organize Part 3 writing. Find stong pieces of evidence to demonstrate central idea and literary element. Demonstrate the structure of a Part 3 writing.	June 2016 CC ELA Regents Exam			Practice different parts of the Regents Exam with guided practice, individually and as a whole group with an emphasis on recognizing individual strengths and weaknesses, with a goal of each student feeling confident that they will do his/her very best on the Regents exam and has the capability of passing, and even doing well on the Regents Exam.	June 2016 CC ELA Regents Exam
90		Practice different parts of the Regents Exam with guided practice, individually and as a whole group with an emphasis on recognizing individual strengths and weaknesses, with a goal of each student feeling confident that they will do his/her very best on the Regents exam and has the capability of passing, and even doing well on the Regents Exam.		RL 11-12.2	parallel	resignation		January 2017 CC ELA Regents Exam			Part 2 - Argument and Part 3 - Textual Analysis Read to Students	January 2017 CC ELA Regents Exam
91		Great care will be taken to go over each part of the Regents exam completed so that students can recognize how to optimize their own performance on the Regents Exam with a greater understanding of what is expected by the Regents.		RI 11-12.9	guttural	counterpoint		June 2017 CC ELA Regents Exam			Specific feedback and further instruction based on student need	June 2017 CC ELA Regents Exam
92				W 11-12.1	disillusionment	linguistic		Answer keys to all parts of the Regents Exams - either given by the Regents or created by teacher			Great care will be taken to go over each part of the Regents exam completed so that students can recognize how to optimize their own performance on the Regents Exam with a greater understanding of what is expected by the Regents.	SRI given every 5 weeks
93				W 11-12.11	justify	incite
94				RL 11-12.4	intentions	estranged
95				RL 11-12.1	unconventional	diminutive
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