secondaryliteracy.dmschools.org
Revised: 6/2/2015
English IV
Des Moines Public Schools
The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Level Assessment and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.
2015-‐2016
A Portrait of our Des Moines Public School Student
To prepare the students of Des Moines Public Schools for college and career readiness, 12th grade English is aligned with the Iowa Core Standards and will
provide students instruction in reading, writing, speaking, listening, and language. Students will read works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Through wide and deep reading of literature and literary nonfiction and thoughtful exposure to visual media of steadily increasing sophistication, this class will provide literary and cultural knowledge, references, and images; the ability to evaluate complex arguments; and the capacity to surmount the challenges posed by complex texts.
When writing in 12th grade, students will take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats
deliberately. They will combine elements of different kinds of writing to produce complex and nuanced writing. They will use technology strategically when creating, refining, and collaborating on writing and visual media. They will become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. Students will produce high-‐quality first draft text under a tight deadline as well as revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
12th graders will have opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built
around important content in various domains. They will work to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline.
Students will learn conventions of Standard English. In this class, students will be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. Students will work to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them.
The content of this class will focus around the guiding questions to be taught in 6 units over the length of the school year. Students will also work on projects, in-‐ class writing, and wide-‐reading on grade level.
Course Description
English IV includes a survey of world literature following a chronological progression. These texts, with earlier works studied in the first semester and more contemporary pieces in the second semester, are studied to critically evaluate information based on relevancy, objectivity, and reliability. Students will write several compositions using expository techniques, including a research project. This project will include an articulated research question or thesis statement, and incorporate findings while adhering to a consistent format for documentation.
English IV Curriculum Guide Des Moines Public Schools
How to use this document
The curriculum guide breaks the school year into four units. Units 1 and 2 are to be completed by the end of Semester 1, and Units 3 and 4 are to be completed by the end of Semester 2. There are two district level assessments; the first to be given after Unit 2, and the second to be given after Unit 4. These assessments are optional but highly effective measures of student skills in the prioritized standards. The standards should be cycled through as students and teachers
advance through the curriculum guide – so a standard taught in Unit 1 may be revisited again in units 2-‐4. Appendix A contains the standards that should be embedded year-‐round into instruction.
Each unit has listed Priority Standards (in gray boxes) which come directly from the Iowa Core and must be taught. The unit also has Supporting Standards (in white boxes) that come from the Core and are used to assist in the teaching of the Priority Standards. The complete language of the standards is available at
http://www.corestandards.org. These standards have been broken down into more approachable learner objectives or Student Can Statements. Each learner objective has been assigned a letter so that corresponding test items can be easily identified. The learner objectives are taken directly from the standards and are a more manageable approach to acquisition of the larger standard. Each unit has essential questions that can be answered through study of the learner objectives for that unit.
Each learner objective needs to be mastered by the end of the unit. The column Instructional Focus is a list of concepts and vocabulary that should be used abundantly with students. Potential Material contains both items from the Prentice Hall text (corresponding page number listed in parentheses behind story) book as well as hyperlinked resources available on the internet. These texts were chosen because they lend themselves in structure and style to the
instructional focus.
The standards listed are the curriculum. The potential materials are resources, vehicles to mastery of the standard. Shaded standards are essential to the next level of learning, and must be mastered by the end of the school year. Students should engage in one full-‐length text (novel, play, or non-‐fiction book) per semester, either independently, with small groups, or whole class.
English IV Curriculum Guide Des Moines Public Schools
Unit 1 [Epics and Middle Ages] Essential Questions: What do epics reveal about past cultures?
Standard Learner Objective -‐ Students Can Instructional Focus Suggested Materials
RL 1
a. I can draw inferences from the text to support my analysis b. I can cite thorough textual evidence for support of analysis.
c. I can infer what the text implies in areas where matters are uncertain.
Elements of an Epic Stylistic Elements
• Epic metaphor • Epic simile
• Rhyme (approximate and EYE) • Epithets
• Syntax • Hero/foil • Supernatural • Heightened language
Arrangement Elements
• Invocation • In Medias Res • Archetypes • Allegory
Oedipus Rex
Book 22: The Death of Hector, from the Iliad (56)
Beowulf (18)
• Grendel
Gilgamesh (47)
The Seafarer*
RL 2 a. Analyze the development of two or more themes over the course of a text
b. Analyze how themes interact or build on one another
RL 5
a. Analyze form or structure of literature
b. Determine what choices were made by the author to enhance the intended meaning
c. Analyze how elements of a text’s structure were manipulated to contribute to overall meaning and impact
• Personification • Characterization • Irony
• Sarcasm • Satire
• Understatement
The Ballads
• Lord Randall (109)
• Get Up and Barr the Door (110)
Canterbury Tales (115)
• Prologue (118) • Wife of Bath (155) • Pardoner’s Tale (145) • Pardoner’s Tale (youtube)
Supporting text: King James Bible (336)
RL 6 a.b. Analyze a specific point of view Distinguish between what is stated and what is meant
c. Understand the use of sarcasm, satire, irony, and understatement to determine
W 5
a. Use planning, revision, editing, rewriting, or a new approach to strengthen writing
b. Revise to address what is most significant for a specific purpose or audience
Planning, revising, editing, rewriting
Peer-‐editing techniques Addressing audience
W 10
a. Complete various pieces of writing over varying lengths of time
b. Organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings
Purpose for writing Audience
Varying tasks
NOTE: English IV PLC felt that standard L2 also fit nicely in this unit.
v The two district level assessments can be found to Data Director by selecting English Language Arts, Grade 9, 2012-‐13. v The on-‐demand writing assessment is also on Data Director, select English – Writing, Grade 9, 2012-‐13.
v Please visit the English Wikispace for more ideas and lesson plan sharing.
English IV Curriculum Guide Des Moines Public Schools
Unit 2 [Shakespeare] Essential Question: How are the themes employed by Shakespeare universal?
Standard Learner Objective -‐ Students Can Instructional Focus Suggested Materials
RL 4
a. Determine meaning of unfamiliar words and phrases based on how they are used in a text
b. Determine the meaning of words with multiple meanings
c. Identify and explain figurative and connotative language with textual support d. Analyze an author’s use of word choice to create meaning
e. Explain the impact of word choice in regard to beauty or engagement
Drama
Stylistic Elements:
• Imagery • Allusion
• Figurative Language
Arrangement Elements
• Iambic Pentameter • Couplets
• Internal Rhyme • Slant/Approximate
Rhyme
• Blank Verse • Soliloquy,
Monologues, Asides
• Comedy/Tragedy
Shakespeare
• Macbeth (295)
oLesson plan: Fear and the Motives of Evil oLesson plan: Fear and
the “Dagger of the Mind”
• Another Shakespearean
option (not Romeo and Juliet)
RL 5
a. Analyze form or structure of literature
b. Determine what choices were made by the author to enhance the intended meaning c. Analyze how elements of a text’s structure were manipulated to contribute to overall
meaning and impact
RL 7 a.b. Analyze various interpretations of a source text Evaluate how the medium interprets the source text
c. Include a range of dramatists from American writers to Shakespeare in evaluatory and interpretive activities
RL 3 a.b. Identify elements of a story or drama Analyze how the author’s choices impacted the elements of the story or drama
c. Analyze how setting structure and character development are related to develop a story
W 5
c. Use planning, revision, editing, rewriting, or a new approach to strengthen writing
d. Revise to address what is most significant for a specific purpose or audience Planning, revising, editing, rewriting Peer-‐editing techniques Addressing audience
W 10
c. Complete various pieces of writing over varying lengths of time
d. Organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings
Purpose for writing Audience
Varying tasks
NOTE: English IV PLC felt that standard L2 also fit nicely in this unit.
Unit 3 [Satire] Essential Questions: How do authors leave meaning open to reader interpretation?
Standard Learner Objective -‐ Students Can Instructional Focus Suggested Materials
RL 6
a. Analyze a specific point of view
b. Distinguish between what is stated and what is meant
c. Understand the use of sarcasm, satire, irony, and understatement to determine
Stylistic Elements
• Irony • Satire
• Figurative language
Arrangement Elements
• Rhyme Scheme
Renaissance Poetry o Shakespeare (275) o Marlow (257) o Jonson (318) o Donne (301) Cavalier Poets Wisdom Literature
Possible Full text or abridged: Candide, Voltaire (462) Don Quixote, Cervantes Frakenstein, Shelley Paradise Lost, Milton (363)
RL 7 a. b. Analyze various interpretations of a source text Evaluate how the medium interprets the source text
c. Include a range of dramatists from American writers to Shakespeare in evaluatory and interpretive activities
RI 1
a. Analyze the meaning of a text
b. Support analysis with inferences drawn from a text c. Support analysis with explicit ideas from a text d. Identify textual ambiguity
Drawing inferences
Citing evidence in support of inferences
Citing explicit ideas from text Recognizing matters of uncertainty
A Modest Proposal (428) A Vindication of the Rights of Women (485)
RI 3
a. Analyze a complex set of ideas or sequence of events
b. Explain how specific individuals, ideas, or events interact and develop
Interaction of events and ideas Inferences about Elizabethan England
Education and Equality (322)
Speeches from Queen Elizabeth
Tilbury Speech (330)
RL 4
a. Determine meaning of unfamiliar words and phrases based on how they are used in a text
b. Determine the meaning of words with multiple meanings
c. Identify and explain figurative and connotative language with textual support d. Analyze an author’s use of word choice to create meaning
e. Explain the impact of word choice in regard to beauty or engagement
W 2
a. Examine a topic by selecting, organizing, and analyzing relevant content b. Write informatively with a predictable structure
c. Incorporate useful formatting, graphics, and multimedia
d. Employ facts, definitions, concrete details, quotations, and/or examples e. Include precise language and domain specific vocabulary
Include figurative language
Informative writing Appropriate structure for topic and content Research methods Citing sources
Paraphrasing /Avoiding Plagiarism
English IV Curriculum Guide Des Moines Public Schools
Unit 4 [Modern] Essential Question: What are the consequences of ignoring or refusing change?
Standard Learner Objective -‐ Students Can Instructional Focus Potential Materials
RL 3 d. e. Identify elements of a story or drama Analyze how the author’s choices impacted the elements of the story or drama
f. Analyze how setting structure and character development are related to develop a story
Stylistic Elements
• Figurative Language • Imagery
• Irony • Satire • Symbols
Allusion
• Parallel Structure • Formal Tone
Arrangement Elements:
• Plot Structure
• Character Development
The Second Coming (946) Blood, Sweat, Tears (849) In the Shadow of War (875) Marriage is a Private Affair (930) Telephone Conversation (938) The Book of Sand (1007)
Half a Day (1023), Like the Sun (1064) Saboteur (1090), Axolotl (999) B. Wordsworth (1015)
Once Upon a Time (923) No Witchcraft for Sale (908) The Silver Fifty-‐Sen Pieces (854) Sonnet 79 (1060)
The Question of South Africa (1102) Towards a True Refuge (1106) Shooting an Elephant (898) Other text suggestions
You Have Your Lebanon and I Have My Lebanon, Gibran
Rashomon, Akutagawa
His Unconquerable Enemy, Morrow A Very Old Man with Enormous Wings, Marquez
RL 4
a. Determine the meaning of words and phrases based on how they are used in a text
b. Understand figurative and connotative meanings
c. Analyze overall impact of word choice on meaning and tone d. Analyze the impact of words with multiple meanings e. Notice the impact of language chosen to enhance beauty or
engagement, including Shakespeare
RI 6
a. Determine an author’s point of view or purpose in a text b. Analyze points in a text in which the rhetoric is effective
c. Analyze how style and content contribute to the power, persuasiveness, or beauty of the text
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply a variety of reading standards to literature.
RL 10
a. Make meaning from appropriately complex stories, dramas, and poems
b. Engage with and appreciate appropriately complex texts
c. Utilize strategies for making meaning from difficult stories, dramas, and poetry
d. Utilize techniques for engaging with and appreciating difficult texts e. Techniques for selecting texts that are interesting, motivating, and
appropriate for who they are as readers
Stylistic Elements:
• Figurative Language • Imagery
• Irony • Satire • Symbols • Allusion
• Parallel Structure • Formal Tone
Arrangement Elements
• Roman Oration
White Man’s Burden, Kipling
Black Man’s Burden, H.T. Johnson
Possible Novels: The Bean Trees Siddhartha
Like Water for Chocolate Their Eyes were Watching God Joy Luck Club
Stolen Lives
In the Time of Butterflies Kaffir Boy
Brave New World Beneath the Marble Sky Cross Currents
