11th+Grade+Curriculum+Map

Formative (F) Summative (S) || **Optional Resources ** || - Literary Nonfiction (Persuasive Essay) - Fiction || Author's Point of View || - Compare and contrast two authors' beliefs about a subject based on diction and figurative language. - Report the author's background information. - Explain three examples from the text that reveal the author's viewpoint. || Read a variety of texts from differing points of view and discuss the definitions of point of view. || Students will read pieces of literature from varying points of view and highlight or underline key words or phrases that help indicate what that point of view is. || Students will produce short pieces of writing using a variety of viewpoints as directed by the instructor. ||  || - Literary Nonfiction (Persuasive Essay) - Fiction - Non-Fiction (Informational text and Procedural writing) || Author's Purpose || - Identify a passage from the text that reveals the author's intent. - Justify the reasoning behind why the author wrote the text. - Hypothesize the author's motive for writing this piece based on tone, organization and selection of detail. || Teacher will provide texts that clearly illustrate an author's purpose or write some of her/his own and have students try to determine what they may be. || Summarize the essence of a story with a sentence or two. How would you describe it to a friend? What is the point of reading the story? Explore the context of literature. Have students do research on the historical context in which the work of literature was written, as well as information about the author's personal life. || Student will find opinion/editorial/review/narrative pieces or articles from newspapers or magazines and write a brief synopsis of what he believes the author's purpose was (to inform, entertain, persuade, etc.). ||  || (Procedural writing) || Sequence of Instructions || - Apply directions to any given task. || Teacher will write a series of brief instructions on the board and not speak to the students AT ALL. Play Simon Says. Ask students what they just did and why following instructions is important in life. || Classic quiz: "Read all directions before beginning." At the end of the directions it reads: "Do not write on this test." "Creation and Demonstration." - Students will produce a set of directions that can be followed by another student to demonstrate a skill that they have mastered (making a sandwich, playing a chord on the guitar, drawing a monster, writing a poem, etc.). Another student will then take the directions and try to perform the skill in front of the class. || The student who receives the directions will provide a formal written response to their experience of attempting to follow the directions they were given. Students will then conference together to fix any issues with the written directions. ||  || - Discriminate between vital and non-vital information on a webpage. - Locate the citation information on the electronic text. ||  ||   ||   || F || - Fiction Biography/Autobiography Memoirs || Infer || - Prioritize the events in the story to infer the characters' motives. - Generalize the common characteristics of a genre based on a few examples. - Predict what is going to happen next in the text based on prior reading. || - Read an excerpt and chart what we know and what we infer about a character. - Create a venn diagram comparing characters, genre characteristics, etc. - Written or oral presentation of findings/inferences || - Identify examples of different methods of characterization and explain what each reveals about a character. - Support hypotheses about a character and her motives with support from the text. - Support a prediction using textual evidence. - Analyze character dialogue for subtext based on diction, connotation, tone. || Formative: class discussion, homework, venn diagrams. Summative: use of supporting details, esp. characterization, symbolism, in essays, character analysis. ||  || - Non-Fiction || Character || - Select three examples from text that illustrate a character's persona and motivations. - Identify examples of an author's writing strategies that make a character sound unique. - List adjectives to describe a character and defend your choices with textual evidence. || Acting and speaking at the start of class, then analyzing to illustrate how speech and action reveal personality, attitude, and motive. || Create a body biography for any character from a work of literature (use symbols and text to reveal character's personality). Brainstorm characteristics of dialogue (eg., diction, sentence structure, tone), identify them in a passage from the current text, draw conclusions about the speaker, and apply them in student-created dialogue. Compare/contrast what is revealed through dialogue to what is revealed through actions and unspoken thoughts. || * Students present body biographies of characters in a small group settings/jigsaw. (informational text) || Data, Charts, Graphs || - Identify the elements that make up the visual piece. - Compare how elements of data/chart/graph relate to one another. - Summarize information using provided key/legend and data. ||  || Students examine articles/charts/graphs from sources such as USA Today, New York Times, The Onion, or any other news or text that they deem relevant to the themes being taught in class. Students share findings in small groups/pairs. || Students create their own charts/graphs based on area of inquiry and provide written explanation/reflection of data. ||  || - Non-Fiction || Graphic Organizers || - Defend the use of a particular graphic organizer. - Explain the information presented within the graphic organizer. ||  || KWL Charts Venn Diagrams Character Maps Double Journal Entries ||  ||   || - Fiction - Non-Fiction || Literary Devices || - Critique the value of an author's choice of device based on the effect on the reader. - Consider alternate ways of expressing the author's ideas to evaluate the effectiveness of the writing. ||  || Students read/examine a variety of poems/passages/short stories looking for specific examples of literary devices. Students draw images that form in their minds based on the text. Students write their own pieces based on provided images. ||  ||   || - Express a personal response to the poem and identify the elements of the poem that evoke the response. || - Annotation - Discussion - Written response - Found and original poetry and altered pages || - Annotate a poem as a class to model metacognition and analysis, focusing on diction, figurative language, sound elements and their effects. - Select a "best" or "most important" line or one that calls out to you and explain its value (meaning, tone, sound, personal connection, etc). - Create a metaphor chart that lists in one column the characteristics of the metaphor and in the other their parallel in the thing being compared. - Create a found poem or altered page that emphasizes diction choices that support meaning. Add illustrations to the altered page to enhance that meaning. - Write an explication of a poem that focuses on the author's choices and their effects on meaning and on the reader. || F: discussion, annotated poems, written and oral responses, found and original poetry S: written analysis, found and original poetry ||  || - Non-Fiction - Poetry || Vocabulary || - Analyze the context clues surrounding the unknown word to help determine its meaning. - Distinguish the connotative meaning of a word based on its use in the text. ||  ||  Interpret Vocab LP.doc ||   ||   || - Non-Fiction - Poetry || Stated Information || - Recognize organizational patterns in a piece. - Restate an example from a particular part of text. || - Quote details to support a position, hypothesis, or interpretation. - || - Identify examples of types of characterization. - List features of the setting. - Distinguish between information provided in narrative and through dialogue. ||  ||   || - Non-Fiction - Poetry || Fact and Detail || - Describe and summarize an event or conversation from a passage. - Identify the who, what, when, where, why and how of the passage. - List details related to specific plot elements or characters. ||  || * Oral questioning - Non-Fiction || Cause and Effect || - Identify various possible influences on an outcome. - Rank by severity, strength or importance the influence on the outcome. || - Plot sequencing maps. - Character progression diagrams. - Discussion and debates. || - Map the mood of a scene/chapter on a line graph and evaluate the causes of shifts in mood (eg,. the affect of individual characters on the mood in chapter 3 in //Of Mice and Men)//. - Map the changes-- physical, mental, moral, maturational-- a character undergoes over the course of a scene, chapter, text by identifying the factors influencing those changes using a graphic organizer. - Argue in support of your ranking of influences on events, characters, outcomes. || F: line graphs, character maps, ranking lists, oral and written defenses of a thesis/position. S: essays exploring character progressions, etc. ||  || - Non-Fiction - Poetry || Different Levels of Meaning || - Explain the implied meaning of figurative language used in a text, such as similes and imagery. - Identifiy the author's explicit and implicit purposes for using various literary. techniques. || - Annotation - Word Maps - Discussion || - Annotate a passage or poem to identify diction, imagery, and figurative language and its connotations. - Analyze dialogue for stated and implied meaning by examining how tone is revealed. - Student skits using dialogue to reveal the characters' attitudes. - Create word maps for a scene or chapter listing sensory words and verbs, then characterizing and categorizing those diction choices. - Create a metaphor chart that lists in one column the characteristics of the metaphor and in the other their parallel in the thing being compared (eg., Marge Piercey, in her poem "The Bonsai Tree", uses a bonsai tree to make a statement about society's treatment of women). - Identify objects/symbols that we associate with characters and explain what those objects reveal about the character (eg., the conch in //Lord of the Flies//, the bass in "The Bass, the River, and Sheila Mant"). || F: Annotations, discussions, word maps, written and oral explanations of metaphors, written and oral support of inferences S: Essays explaining an author's purpose and choice of techniques ||  || - Non-Fiction - Poetry || Purpose for Reading || - Construct a reponse to an essential question prior to reading and elaborate on that response using the reading. || - Paired/group responses - Classroom statements (of philosophy, of questions, etc.) ||  ||   ||   || - Non-Fiction - Poetry || Text as a Whole || - Identify specific elements of a text. - Describe how elements of the text contibute to the meaning of the whole piece. || - Inference charts - Word maps - Timelines - Discussion || - Chart what we know and can infer about a character, setting, or conflict and draw connections between our inferences and the author's purpose. - Choose descriptive details (images, verbs) from a passage and explain their effect on our understanding (of character, plot, setting, conflict, etc.). - Map the sequence of events in a scene, chapter, novel and explain now they fit together. - Identify examples of sentence structure that contributes to tone or mood and explain the features of those sentences and how they affect our understanding. ||  ||   || - Non-Fiction - Poetry || Text Structures || - Identify specific elements of a text. - Explain how the elements of a text create that particular text. ||  ||   ||   ||   || - Non-Fiction || Thesis || - State intended overall purpose for writing. - Identify and describe connection between support and purpose for writing. - Evaluate relevance of support and its usage in the piece. - Determine effectiveness of supporting details in relation to stated purpose of the composition. || - Teacher-modeled writing - Student samples - Graphic organizers/outlines || - Draft thesis statements that present an analytical stance, addressing an author's purpose and your method for supporting it. - Revise sentence structure and language choices to avoid vague, saggy, or obvious statements. - Evaluate the merits of several examples of thesis statements (eg., present three, rank them "poor", "fair", and "good", then revise each to make them "best"). - Brainstorm details, scenes, characters, etc. that support your thesis. - Discuss the effectiveness of support to determine which is most persuasive. - Connect supporting details to literary and rhetorical elements and techniques. - Sequence the supporting details in logical, effective order based on the best organizational pattern: cause-effect, chronological, least-to-most, etc. || - F: drafts of thesis statements, graphic organizers, outlines, topic sentences - S: final essays ||  || - Non-Fiction || Sentence Fluency || - Identify the elements that make up a sentence. - Organize the elements of a sentence in a variety of ways that can be effective. - Compose sentences using various structures and syntax. - Compare and contrast the effects of existing sentences written using different structures. || - Writing models - Discussion - Paired thinking - Drafting || - Review sentence types, rules for joining sentences, parts of a sentence, characteristics of a "good" sentence. - Read excerpts using a variety of sentence types and lengths to evaluate their effect on sound (rhythm, voice, tone) and meaning. - Experiment with sentence lengths: write the longest grammatical sentence you can followed by the shortest; write a series of short sentences; write with alternating long and short sentences. - Revise sample sentences following different templates: subject-verb-object; verb-subject; prepositional phrase-subject, etc. - Experiment with transitional words and phrases, esp. in topic and concluding sentences. - Experiment with transitional devices to introduce paraphrases and direct quotations. - Combine sentences to evaluate the effect of choices on sound and meaning. || D: early writing assignments, label parts of a sentence, etc. F: paired and class discussions of author's choices; products of experiements. S: Final compositions ||  || - Paired thinking - Written evaluation || - Capture the strengths and weaknesses of an argument through a "Yes/No...But..." chart that maps your response ("Yes" ideas make sense, "No" ideas don't work, "But" statements are the reader's qualifying statements or amendments) to an author's ideas. - Identify an author's use of appeals in a text and their effects on the reader and the text as a whole. - Consider an author's assumptions about the subject and audience, including how an author's historical context informs her values, opinions, etc. - SOAPS: Subject(s), Occasion, Audience(s), Purpose(s), Speaker (characterize the speaker). ||  ||   || - Non-Fiction || Consistent Point of View in Writing || - Choose an appropriate point of view according to given task. - Evaluate the extent to which the point of view is maintained. ||  || - Write a "missing scene" or additional chapter for a story using the voice and style of the narrator. - Deliver (a written or an oral) monologue in a character's voice. - Adopt an appropriate (academic, authoritative) voice for literary analysis, avoiding first person singular and second person point of view. - Choose an effective narrator for an original story, including a first person stance in a personal narrative. ||  ||   || - Non-Fiction - Poetry || Ideas || - Arrange and categorize possible ideas to include in your writing in a variety of formats (graphic organizers). - Determine the most effective prewriting strategy or graphic organizer to use. ||  ||   ||   ||   || - Non-Fiction - Poetry || Word Choice || - Select sophisticated, authentic vocabulary that creates valid meaning, implied connotation and imagery appropriate for the intended audience. || - Writing - Discussion - Peer Review/Editing - Revision || - Generate a good-better-best list of words to use in place of overused, vague, or "at-hand" language. - Perform a "naked revision" on your writing, temporarily eliminating all adjectives, or all adverbs, or all verbs, or all nouns (possible all of the above, one at a time) and evaluating each word's effectiveness, necessity, and accuracy, then brainstorming alternate diction choices for each. - Evaluate your imagery to identify an overemphasis of one sense or the use of flat or cliched description. - Alter the intended audience to reveal how audience dictates language choices such as voice, diction, and sentence structure. || F: class lists of good-better-best words; annotated drafts of essays; written and oral defenses of diction choices; crafted images. S: final compositions. ||  || - Fiction - Poetry || Note-taking || - Locate pertinent information for inclusion in notes. - Determine importance of ideas and arrange them using different strategies. - Determine thoroughness of notes based on purpose for reading. ||  ||   ||   ||   || - Fiction || Organization || - Identify organizational principles (cause/effect, chronological, order of importance, etc.). - Arrange ideas according to an organizing principal appropriate to the task. - Construct transitional devices to reveal organization and logic. || - Discussion - Graphic Organizers - Paired thinking - Conferencing - Peer review || - Order ||  ||   || - Identify the who, what, when, where, why and how of the passage. - List details related to specific plot elements or characters. ||  ||   ||   ||   || - Identifiy the author's explicit and implicit purposes for using various literary. techniques ||  ||   ||   ||   || - Fiction - Poetry || Spelling Sentence structure Punctuation || - Distinguish among punctuation marks and the purpose or use for each. - Identify the correct homonym to use based on the context of the sentence. - Construct grammatically correct simple and compound sentences. ||  ||   ||   ||   || - Fiction - Poetry || Voice || - Communicate ideas about subject matter through use of figurative language, diction, sentence structure, rhythm and organization. - Compose a written response to a task using appropriate tone. ||  ||   ||   ||   || - Fiction - Poetry || Graphic Organizers || - Determine the appropriate graphic organizer for the task. - Select details and information necessary to complete graphic organizer. ||  ||   ||   ||   || - Fiction - Poetry || Vocabulary || - Select words that are both authentic and appropriate for the meaning being conveyed in the piece. - Differentiate between using a "good" word and a "better" word based on the given task and audience. - Express ideas through jargon appropriate for a particular discipline or context. ||  ||   ||   ||   || - Fiction - Poetry || *Character - Identify the similarities and/or differences between literary elements or any chosen concept. ||  ||   ||   ||   || - Fiction - Poetry || Determine Importance || - Compare and contrast the relevance of information. - Prioritize information according to merit. ||  ||   ||   ||   || - Fiction - Poetry || Theme || - Identify ideas an author explores through a text. - Describe the point an author makes about the ideas expressed through the text. ||  || Thematic Chapter Activity- could be used for any text that is divided into chapters. - Mockingbird Theme Activity.rtf ||  ||   || - Fiction || Fact and Opinion || - Support statements and observations with evidence from texts or life. - Evaluate validity of interpretations based on evidence from texts or life. ||  ||   ||   ||   || - Fiction - Poetry || Paraphrase || - Summarize the information presented in the text and put it in your own words. - Identify key concepts in a text. ||  ||   ||   ||   || - Fiction || Sequence || - Rank the events, ideas, concepts in a logical order. ||  ||   ||   ||   || - Fiction - Poetry || Summarize || - Express the ideas presented in the piece in your own words by identifying the main points and concpets. - Arrange ideas in a summary in the sequence presented in the original. ||  ||   ||   ||   || - Fiction - Poetry || Supporting Details || - Paraphrase or summarize key facts/ideas to develop a piece writing for any given task. - Determine the best use and placement of supporting details. ||  ||   ||   ||   ||
 * **Embedded Skill ** || **Genre ** || **Content ** || **Skills ** || **Modeled/Shared Activities ** || **Guided/Independent Activities ** || **Assessments **Diagnostic (D)
 * **Determine Author’s Point of View** || - Poetry
 * **Determine Author’s Purpose** || - Poetry
 * **Follow a Sequence of Instructions** || - Non-Fiction
 * **Identify Features of Electronic Text** ||  || Features of Electronic Text || - Evaluate the structure, layout or components of given electronic text.
 * **Infer** || - Poetry
 * **Interpret Character from Dialogue, Actions, Thoughts** || - Fiction
 * Students annotate an exchange of dialogue with guidance and independently, write dialogue, and write a paragraph of character analysis supported through dialogue and actions. ||  ||
 * **Interpret Data, Charts, Graphs** || - Non-Fiction
 * **Interpret Graphic Organizers** || - Fiction
 * **Interpret Literary Devices** || - Poetry
 * **Interpret Poetry** || - Poetry || Poetry || - Analyze the author's diction and figurative language to express one's overall interpretation.
 * **Interpret Vocabulary** || - Fiction
 * **Locate Stated Information** || - Fiction
 * **Recall Fact and Detail** || - Fiction
 * __Lord of the Flies__ : [] ||  ||   ||
 * **Recognize Cause and Effect** || - Fiction
 * ** Recognize Different Levels of Meaning in Text ** || - Fiction
 * **Set a Purpose for Reading** || - Fiction
 * **Understand Text as a Whole** || - Fiction
 * **Understand Text Structures** || - Fiction
 * **Construct a Thesis and Support with Fact** || - Fiction
 * **Construct Fluent Sentences** || - Fiction
 * **Critique** || - Non-Fiction || Critique || - Evaluate the author's writing (effectiveness of techniques and ideas) to express your findings. || - Discussion
 * **Establish Consistent Point of View in Writing** || - Fiction
 * **Generate Ideas/Brainstorm** || - Fiction
 * **Make Effective Word Choices** || - Fiction
 * **Note-taking** || - Non-Fiction
 * **Organize Writing** || - Non-Fiction
 * **Recall Fact and Detail From Oral Text** || - Oral text from any genre || Fact and Detail from Oral Text || - Describe and summarize an event or conversation from a passage.
 * **Recognize Different Levels of Meaning in Oral Text** || - Oral text from any genre || Different Levels of Meaning in Oral Text || - Explain the implied meaning of figurative language used in an oral text, such as simile, imagery, and tone.
 * **Set Purpose for Listening** || - Any genre of text read || Purpose for Listening || - Respond to an essential question prior to listening and elaborate that response using the oral text. ||  ||   ||   ||   ||
 * **Use Conventions of English Language** || - Non-Fiction
 * **Using Effective Writer’s Voice** || - Non-Fiction
 * **Use Graphic Organizers** || - Non-Fiction
 * **Use Sophisticated Vocabulary** || - Non-Fiction
 * **Compare and Contrast** || - Non-Fiction
 * Setting
 * Plot
 * Author's Purpose
 * Theme
 * Conventions
 * Word Choice
 * Text Structure || - Identify the characteristics and qualities of a particular literary element/concept.
 * **Determine Importance** || - Non-Fiction
 * **Determine Theme** || - Non-Fiction
 * **Distinguish between Fact and Opinion** || - Non-Fiction
 * ** Paraphrase ** || - Non-Fiction
 * **Sequence** || - Non-Fiction
 * **Summarize** || - Non-Fiction
 * **Use Supporting Details** || - Non- Fiction