Banner


ELA Curriculum Mapping
Grade 12 Semesters 1 & 2

 

Essential Questions

 

Content

 

Standards

 

Assessment

 

Related Literature & Readings

-How does an individual’s point of view affect the way they deal with conflict?

-How does communicating our own beliefs influence the world?

-How do we, as human begins, alter our perceptions, behaviors and beliefs from one relationship to
       another?

-How does what we know about the world shape our perceptions of ourselves and the world around us?

- Are there certain truths that are universal or absolute?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

-Fences, by August Wilson

-Streetcar Named Desire, by Tennessee Williams

Hamlet, by William Shakespeare

At least three of the following works:

Rooftops of Tehran, by Mahbod Seraji

The Alchemist, by Paulo Coelho

The Things They Carried, by Tim O’Brien

Their Eyes Were Watching God, by Zora Neale Hurston

A Doll’s House, Henrik Ibsen

Siddhartha, by Herman Hesse

The Stranger, by Albert Camus

 

Fahrenheit 451, by Ray Bradbury

Literary Elements for Hamlet:
Characterization, Dialogue, Conflict, Allusion, Tone & Mood, Symbolism, Cause and Effect, Elements of Tragedy, Theme

Literary Elements for Fences:
Symbolism, Reoccurring Motif, Characterization, Cause and Effect, Dramatic Monologue, Theme, Setting

Literary Elements for Streetcar Named Desire:
Characterization, Theme, Symbolism, Setting, Motivation, Dramatic Irony Flashback, Plot, Conflict, Minor characters, Tragic Hero, Fatal Flaw

Writing Skills:
Informational Writing
Expository Writing
Research-Report Writing & 
    Analysis
Comparative Writing
Literary Criticism Writing

Six Traits:
Sentence Fluency, Word Choice, Voice, Organization, Ideas & Conventions

12th Grade GUM Skills

Reading Literature:
RL.12.1
RL.12.2
RL12.3
RL12.4
RL.12.5
RL.12.6
RL.12.9
RL.12.10

Reading Informational Texts:
RI.12.1

Writing
W.12.7
W.12.8
W.12.9
W.12.
W.12.
W.12.
W.12.

Speaking and Listening:
SL.12.1
SL.12.6

Language:
L.12.1
L.12.2
L.123
L.12.4
L.12.5
L.12.6

For Fences:

Summative:
Scene guide activities, Elements of drama activities, Journals , Cause/effect organizers, Character wheel, Conflict chart, Plot diagram/story map, Character Analysis, Motif tracing, Denotation/Conotation Analysis, Quotation Analysis
-Act  tests
-“Did You Read” quizzes (homework review quizzes)
-Vocabulary tests
-Reading guide questions (homework)

 

Formative:
Troy Maxon and the Mythic Hero Archetype
http://penumbratheatre.org/
downloads/studyguides/Fences
Parts/Fences-Part12-ToolsforTeaching.pdf

 

Final Assessment:
Literary analysis essay focusing on symbolism and reoccurring motif throughout the play

 

For A Streetcar Named Desire:
Summative:
Scene guide activities, Journals , Cause/effect organizers, Character wheel, Conflict chart, Plot diagram/story map, Character Analysis, Motif tracing, Analysis, Quotation Analysis
-Act  tests
-“Did You Read” quizzes (homework review quizzes)
-Vocabulary tests
-Reading guide questions (homework)

 

Formative:
-Video Journal Project http://stratfordhigh.stratford
k12.org/Content/A_Streetcar
_Named_Desire.asp

Final Assessment:
Literary Criticism Essay
http://stratfordhigh.stratford
k12.org/Content/A_Streetcar
_Named_Desire.asp

 

 

For Hamlet:
Summative:
Scene guide activities, Elements of drama activities, Journals , Cause/effect organizers, Character wheel, Conflict chart, Plot diagram/story map, Character Analysis, Motif tracing, Denotation/Conotation Analysis, Quotation Analysis
-Act  I – V “act” tests
-“Did You Read” quizzes (homework review quizzes)
-Vocabulary tests
-Reading guide questions (homework)
-Literary Criticism
-Interactive Edmodo blogs

 

Formative:
-Putting Hamlet on Trial
-“Moral Action: When is it moral to act in defiance of authority?” Class debates over the behavior of Hamlet
http://thenewhighschool
project.org/classes

 

Final Assessment:

-A comparative essay between Hamlet and the Shakespearean plays covered in grades 9-11

 

For Fences:

-“Finding Your Roots: Realities
of Life in the Jim Crow South”
http://www.pbs.org/wnet/
finding-your-roots/for-educators/realities-of-life-in-the-jim-crow-era-lesson-plan/

-“The Six Pillars of Character” from the Josephson Institute http://josephsoninstitute.org/ sixpillars.html

-Selected Poetry:
“A Dream Deferred,” by Langston Hughes
-“If,” by Rudyard Kipling
-“My Country ‘Tis of Thee,”by WEB DuBois
-“Dreams,” by Nikki Giovanni
-“I, Too,” by Langston Hughes

-“Straddling the Fences: From Pickets to Stockades,” by Denise Flaim Newsday, 6/21/2005

-“Racism and Masculinity in Fences: A Review,” by Ampersand
http://www.amptoons.com/blog/
2007/05/04/racism-and-masculinity-in-august-wilsons-fences/

For A Streetcar Named Desire:

-“Multiple Critical Perspectives: A Prestwick House Literary Guide”
http://www.prestwickhouse.com/
PDF/SAMPLE/305044.pdf

-“Poetic Realism in A Streetcar Named Desire,” by Juan Du
http://openaccesslibrary.org/
images/HAR301_Juan_Du.pdf

Secondary Solutions Common Core Aligned Literature Guide for A Streetcar named Desire

 

For Hamlet:
-Rosencranzt and Guildenstern Are Dead, by Tom Stoppard

-“On Shakespeare’s Characters,” by Samuel Johnson (Bedford text)

-“On Boy Actors in Female Roles,” by Lisa Jardine (Bedford text)

-“On Repression in Hamlet,” by Sigmund Freud (Bedford text)

-Excerpt from “Man’s Estate: Masculine Identity in Shakespeare,” by Coppelia Kahn (Bedford text)

-Literary Criticism: Various interpretations of Hamlet

-Secondary Solutions Common Core Aligned Literature Guide for Hamlet