8/5/2011 Grades 11-12 Language Arts Curriculum Mapping 1 Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments LITERATURE 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Recognize strong and thorough textual evidence within the text (Knowledge) Explain inferences drawn from the text (Reasoning) Interpret how the text uses ambiguity or leaves matters uncertain (Reasoning) Cite strong and thorough textual evidence to support the text (explicit and inferred) (Reasoning) I can recognize evidence within a text. I can explain inferences that I can draw from a text. I can interpret ambiguity in a text. I can cite textual evidence that supports a text. inference ambiguity evidence imply LITERATURE 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Identify two or more themes or central ideas of a text. (Knowledge) Explain how the themes or central ideas interact and build on one another to produce a complex account (Knowledge) Know how to write an objective summary (Knowledge) Analyze how the text develops two or more central ideas or themes throughout a text (Reasoning) Interpret how the text supports the themes or central ideas to produce a complex account of the text. (Reasoning) Formulate an objective summary that includes how the text builds upon the central ideas or themes to produce a complex account of the text (Reasoning) I can identify the themes or central ideas of a text. I can explain how the themes or ideas interact and build an account. I can analyze the development of a theme throughout a text. I can formulate an objective summary of how the themes are developed in a text. theme objective summary account *Bolded word Use Marzano 6 Step Process
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8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping1
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
LITERATURE
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text, including
determining where the text leaves matters
uncertain.
Recognize strong and thorough textual evidence within
the text (Knowledge)
Explain inferences drawn from the text (Reasoning)
Interpret how the text uses ambiguity or leaves
matters uncertain (Reasoning)
Cite strong and thorough textual evidence to support
the text (explicit and inferred) (Reasoning)
I can recognize evidence within a text.
I can explain inferences that I can draw
from a text.
I can interpret ambiguity in a text.
I can cite textual evidence that
supports a text.
inference
ambiguity
evidence
imply
LITERATURE
2. Determine two or more themes or central ideas
of a text and analyze their development over the
course of the text, including how they interact and
build on one another to produce a complex
account; provide an objective summary of the text.
Identify two or more themes or central ideas of a text.
(Knowledge)
Explain how the themes or central ideas interact and
build on one another to produce a complex account
(Knowledge)
Know how to write an objective summary
(Knowledge)
Analyze how the text develops two or more central
ideas or themes throughout a text (Reasoning)
Interpret how the text supports the themes or central
ideas to produce a complex account of the text.
(Reasoning)
Formulate an objective summary that includes how the
text builds upon the central ideas or themes to
produce a complex account of the text (Reasoning)
I can identify the themes or central
ideas of a text.
I can explain how the themes or ideas
interact and build an account.
I can analyze the development of a
theme throughout a text.
I can formulate an objective summary
of how the themes are developed in a
text.
theme
objective
summary
account
*Bolded word
Use Marzano 6 Step Process
8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping2
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
LITERATURE
3. Analyze the impact of the author’s choices
regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the
action is ordered, how the characters are
introduced and developed).
Identify key elements of a story or drama (Knowledge)
Identify key choices the author made that relate
elements of the story (Knowledge)
Explain how the author’s choices (setting, order of
events, character change/ motivations/Interactions)
relate the elements of a story or drama (Reasoning)
Analyze how the decisions the author made regarding
setting, order of events, etc. impacted the story
(Reasoning)
I can identify key elements.
I can identify key choices the author
made about the elements.
I can explain why the author made the
choices he/she did about the key
elements.
I can analyze how these choices affect
the story.
story elements
setting
order of events
character change
motivation
interaction
LITERATURE
4. Determine the meaning of words and phrases as
they are used in the text, including figurative and
connotative meanings; analyze the impact of
specific word choices on meaning and tone,
including words with multiple meanings or language
that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)
Identify:
•words and phrases
•figurative words and phrases
•connotative words and phrases
•words that impact meaning and tone
•multiple meaning words
•language that is fresh, engaging, or beautiful
in a text (Knowledge)
Determine the:
•meanings of words and phrases
•figurative meanings of words and phrases
•connotative meanings of words and phrases
as they are used in a text (Reasoning)
Analyze the impact of specific words on meaning and
tone, including:
•words with multiple meanings
•language that is particularly fresh, engaging, or
beautiful (Reasoning)
I can identify the following:
figurative language,
words with connotations,
words that impact meaning/tone,
words with multiple meaning.
I can determine the meaning of such
words.
I can analyze the impact of the words
on tone/meaning.
connotation
denotation
figurative language
tone
*Bolded word
Use Marzano 6 Step Process
8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping3
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
LITERATURE
5. Analyze how an author’s choices concerning how
to structure specific parts of a text (e.g., the choice
of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute
to its overall structure and meaning as well as its
aesthetic impact.
Identify the author’s specific style choices (Knowledge)
Identify aesthetic impact:
•(e.g., historical context
•emotional appeal and
•artistic appeal) (Knowledge)
Analyze how the author’s choices contribute to the:
•overall structure
•meaning
•aesthetic impact (Reasoning)
I can identify the specific style choices
of the author.
I can identify the aesthetic impact of
those choices.
I can analyze how the author's choices
contribute to the overall structure,
meaning, and aesthetic impact.
style choice
historical context
emotional appeal
artistic appeal
aesthetics
LITERATURE
6. Analyze a case in which grasping point of view
requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
Define :
•denotation/connotation and/or
•literal/non-literal meaning
•satire
•sarcasm
•irony
•understatement (Knowledge)
Identify examples, such as:
•satire
•sarcasm
•irony
•understatement
from the text (Knowledge)
Compare/contrast what is directly stated in a text (e.g.,
satire, sarcasm, irony, or understatement) with the
implied or inferred meaning (Reasoning)
Using the non-literal interpretation, identify the
author’s point of view (Reasoning)
Analyze how knowing the author’s point of view helps
the reader identify the true meaning of the text
(Reasoning)
I can define the following:
•denotation/connotation and/or
•literal/non-literal meaning
•satire
•sarcasm
•irony
•understatement
I can identify the examples of the:
•satire
•sarcasm
•irony
•understatement
from the text
I can compare/contrast what is directly
stated in a text and what is inferred.
I can identify the author's point of view
using non-literal interpretation.
I can analyze how knowing the author's
point of view helped me identify the
true meaning of a text.
denotation
connotation
literal/nonliteral meaning
satire
sarcasm
irony
understatement
*Bolded word
Use Marzano 6 Step Process
8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping4
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
LITERATURE
7. 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. (Include at
least one play by Shakespeare and one play by an
American dramatist.)
8. (Not applicable to literature)
Define source text (Knowledge)
Identify 2 or more interpretations of text:
(story, drama, poem) (Knowledge)
Explain multiple interpretations:
• Recorded/live play
• Recorded novel
• Recorded poetry
of (story, drama, poem) analyzing how each interprets
source text) (Reasoning)
Evaluate how an artist chooses to interpret an entire
work (Reasoning)
I can define the source text.
I can identify more than one
interpretation of a text.
I can explain multiple interpretations.
I can evaluate how an artist interprets
an entire work.
Source text
story
drama
poem
primary source
secondary source
LITERATURE
9. Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century
foundational works of American literature, including
how two or more texts from the same period treat
similar themes or topics.
Describe the historical context of ______________
(18th, 19th, or 20th) century (Knowledge)
Identify foundational works of _______________
(18th, 19th, or 20th) century (Knowledge)
Distinguish between theme and topic (Knowledge)
Determine the theme or themes of foundational works
of American Literature (Reasoning)
Compare/contrast the treatment of similar themes
from two or more texts from the ______________
(18th, 19th, or early 20th) century (Reasoning)
Compare/contrast the treatment of similar topics from
two or more texts from the ____________ (18th, 19th,
early 20th) century (Reasoning)
I can identify foundational works of
_______________.
I can describe the historical context of
_______________.
I can distinguish both the theme and
topic.
I can determine themes of
foundational works.
I can compare/contrast the treatment
of a theme in two or more texts from
the same time period.
historical context
foundational work
theme
topic
synthesis
*Bolded word
Use Marzano 6 Step Process
8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping5
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
LITERATURE
10. By the end of grade 11 , read and comprehend
literature, including stories, dramas, and poems, in
the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high
end of the range. By the end of grade 12, read and
comprehend literature, including stories, dramas,
and poems, at the high end of the grades 11–CCR
text complexity band independently and
proficiently.
Identify/understand in literary text:
key ideas and details
craft and structure
integration of knowledge and ideas
at appropriate complexity (qualitative, Quantitative &
Reader and Task) as seen in standards 1 - 9
(Knowledge)
Comprehend independently in literary text:
key ideas and details
craft and structure
integration of knowledge and ideas
at appropriate CCR complexity (qualitative,
quantitative and Reader and Task) as seen in standards
1 – 9, with scaffolding as needed (Reasoning)
I can identify the following:
• Key ideas and details
• Craft and Structure
• Integration of Knowledge and Ideas
I can comprehend (independently) a
literary text using key ideas and details
as well as craft and structure.
craft
structure
key ideas
details
qualitative
quantitative
reader and task
INFORMATIONAL TEXT
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text, including
determining where the text leaves matters
uncertain.
Recognize strong and thorough textual evidence within
the text (Knowledge)
Identify the textual evidence that supports analysis of
what the text says explicitly (Reasoning)
Explain inferences drawn from the text (Reasoning)
Interpret how the text uses ambiguity or leaves
matters uncertain (Reasoning)
Cite strong and thorough textual evidence to support
the text (explicit and inferred) (Reasoning)
I can recognize evidence within a text.
I can explain inferences that I can draw
from a text.
I can interpret ambiguity in a text.
I can cite textual evidence that
supports a text.
inference
ambiguity
evidence
imply
*Bolded word
Use Marzano 6 Step Process
8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping6
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
INFORMATIONAL TEXT
2. Determine two or more central ideas of a text
and analyze their development over the course of
the text, including how they interact and build on
one another to provide a complex analysis; provide
an objective summary of the text.
Identify central ideas of the text. (Knowledge)
Identify specific details that support the development
of central ideas (Knowledge)
Define complex analysis (Knowledge)
Analyze how two or more central ideas of a text
interact and build on one another to provide a complex
analysis (Reasoning)
Interpret how the text supports key ideas with specific
details (Reasoning)
Formulate an objective summary that includes how
two or more central ideas interact and build on one
another to provide a complex analysis (Reasoning)
I can identify the themes or central
ideas of a text.
I can explain how the themes or ideas
interact and build an account.
I can analyze the development of a
theme throughout a text.
I can formulate an objective summary
of how the themes are developed in a
text.
theme
objective
summary
account
INFORMATIONAL TEXT
3. Analyze a complex set of ideas or sequence of
events and explain how specific individuals, ideas,
or events interact and develop over the course of
the text.
Identify:
•complex sets of ideas
•complex sequences of events (Knowledge)
Analyze a:
•complex set of ideas •complex sequence of events
(Reasoning)
Explain how specific:
•individual •Ideas •events
interact and develop throughout a text (Reasoning)
I can identify a complex set of ideas or
sequence of events.
I can analyze the ideas/sequence.
I can explain how individuals, ideas, or
events interact and develop in a text.
sequence
*Bolded word
Use Marzano 6 Step Process
8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping7
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
INFORMATIONAL TEXT
4. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze how
an author uses and refines the meaning of a key
term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
Identify:
•words and phrases
•figurative words and phrases
•connotative words and phrases
•technical words and phrases
in a text (Knowledge)
Identify key terms in a text (Knowledge)
Determine the meaning of words and phrases as they
are used in a text, including:
•figurative •connotative
•technical meanings (Reasoning)
Analyze how an author uses and refines the meaning
of a key term over the course of a text (Reasoning)
I can identify words and define them in
light of figurative language,
connotations, and technical definitions.
I can identify the key terms in a text.
I can analyze how an author uses and
refines meaning of terms over the
course of a text.
technical
connotation
figurative language
INFORMATIONAL TEXT
5. Analyze and evaluate the effectiveness of the
structure an author uses in his or her exposition or
argument, including whether the structure makes
points clear, convincing, and engaging.
Recognize strong and thorough textual evidence within
the text (Knowledge)
Identify the textual evidence that supports analysis of
what the text says explicitly (Reasoning)
Explain inferences drawn from the text (Reasoning)
Interpret how the text uses (Reasoning)
I can identify text evidence that
supports an interpretation of the text.
I can explain inferences I draw in a text.
I can interpret/evaluate if the structure
of a text makes points clear,
convincing, or engaging.
analyze
evaluate
structure
exposition
argument
*Bolded word
Use Marzano 6 Step Process
8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping8
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
INFORMATIONAL TEXT
6. 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.
Identify:
•rhetorical techniques
•persuasive techniques
•stylistic techniques (Knowledge)
Explain the author’s point of view or purpose
(Knowledge)
Analyze how an author uses crafts and details to
develop ideas (Reasoning)
Determine how the author uses rhetorical devices to
influence the audience (Reasoning)
Analyze :
•how style and content support the point of view or
purpose
•the effects of style and content as they contribute to
the effectiveness (Reasoning)
I can identify the following:
•rhetorical techniques
•persuasive techniques
•stylistic techniques
I can explain the author's point of view
or purpose.
I can analyze the craft and details an
author uses to develop ideas.
I can explain how the author uses
rhetorical devices to influence the
audience.
I can analyze how the style and content
support the point of view or contribute
to effectiveness.
rhetorical devices
persuasive technique
stylistic technique
point of view
INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of
information presented in different media or
formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a
problem.
Identify various sources of information presented in
diverse media and formats (e.g., visually,
quantitatively) (Knowledge)
Explain how to integrate from various sources of
information presented in diverse media and formats,
as well as in words (Knowledge)
Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively)
as well as in words to : •address a question
•solve a problem (Reasoning)
Evaluate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively)
as well as in words to: •address a question
•solve a problem (Reasoning)
I can identify sources of information in
different media/formats.
I can integrate information from
various sources in different formats.
I can evaluate various sources of
media.
media
format
*Bolded word
Use Marzano 6 Step Process
8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping9
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
INFORMATIONAL TEXT
8. Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of constitutional
principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and
the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential
addresses).
Explain constitutional principle (Knowledge)
Recognize elements of legal reasoning (Knowledge)
Define public advocacy (Knowledge)
Identify the:
•premises •purposes
•arguments in works of public advocacy (Knowledge)
Delineate the reasoning in U.S. seminal text(s)
including:
•application of constitutional principles
•use of legal reasoning (Reasoning)
Delineate works of public advocacy, including:
•premises
•purposes
•arguments (Reasoning)
Evaluate the reasoning in important U.S. texts,
including:
•application of constitutional principles
•use of legal reasoning (Reasoning)
Evaluate works of public advocacy, including:
•premises, purposes, arguments (Reasoning)
I can explain a constitutional principle.
I can identify the elements of legal
reasoning.
I can identify/outline the premise,
purpose, and argument in a work of
public advocacy.
I can outline the reasoning in US
seminal texts.
I can outline the application of
constitutional principles.
I can outline the use of legal reasoning.
I can evaluate the reasoning in
important US texts.
I can evaluate a work of public
advocacy for premise, purpose, and
argument.
constitutional principle
premise
argument
public advocacy
INFORMATIONAL TEXT
9. Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents of
historical and literary significance (including The
Declaration of Independence, the Preamble to the
Constitution, the Bill of Rights, and Lincoln’s Second
Inaugural Address) for their themes, purposes, and
rhetorical features.
Identify the:
theme
purpose
rhetorical features
of U.S. documents of historical and literary significance
(Knowledge)
Analyze the:
theme
purpose
rhetorical
of U.S. documents of historical and literary significance
of _________ (18th, 19th, or 20th century)
(Reasoning)
I can identify the theme, purpose,
rhetorical features of a US document.
I can analyze the theme, purpose,
rhetorical features of US documents.
theme
purpose
rhetorical features
*Bolded word
Use Marzano 6 Step Process
8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping10
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
INFORMATIONAL TEXT
10. By the end of grade 11, read and comprehend
literary nonfiction in the grades 11–CCR text
complexity band proficiently, with scaffolding as
needed at the high end of the range. By the end of
grade 12, read and comprehend literary nonfiction
at the high end of the grades 11–CCR text
complexity band independently and proficiently.
Identify/understand
• Key ideas and details
• Craft and Structure
• Integration of Knowledge and Ideas
at appropriate complexity (Qualitative, Quantitative
and Reader and Task) as seen in Standards 1 - 9
(Knowledge)
Comprehend independently
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge and Ideas
at appropriate complexity (Qualitative, Quantitative
and Reader and Task) as seen in Standards 1 – 9
(Reasoning)
I can identify the following:
• Key ideas and details
• Craft and Structure
• Integration of Knowledge and Ideas
I can comprehend (independently) a
literary text using key ideas and details
as well as craft and structure.
craft
structure
key ideas
details
qualitative
quantitative
reader and task
WRITING 1. Write arguments to support claims in an analysis
of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and
create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and
limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create
cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
e. Provide a concluding statement or section that
follows from and supports the argument presented.
Recognize organizational patterns in writing
(Knowledge)
Define precise claim and counterclaim (Knowledge)
Define and generate substantive topics or texts
(Knowledge)
Recognize relevant and sufficient
evidence(Knowledge)
Define rhetorical audience(Knowledge)
Identify fair and unfair claims and counterclaims
(Knowledge)
Recognize transitional words, phrases, and clauses
(Knowledge)
Recognize formal style and objective tone (Knowledge)
I can recognize organizational patterns
in writing
I can define: precise claim and
counter claim
I can define topics and texts
I can recognize relevant and sufficient
evidence
I can use relevant and sufficient
evidence in my writing.
I can define rhetorical audience.
I can identify fair and unfair claims and
counterclaims
I can recognize transitional words,
phrases, and clauses.
I can use words, phrases, clauses, and
varied syntax
I can recognize formal style.
I can recognize objective tone.
organizational patterns
precise claim counter
claim relevant evidence
sufficient evidence
rhetorical audience
claims counterclaims
transitions phrases
clauses formal style
objective tone concluding
statements audience
awareness varied syntax
*Bolded word
Use Marzano 6 Step Process
8/5/2011 Grades 11-12 Language Arts
Curriculum Mapping11
Quarter Core Standards Grade 11-12 Deconstructed Standard I Can Vocabulary Resources Technology Resources Assessments
WRITING
Standard 1 (continued)
Recognize concluding statements or sections that
support the argument presented(Knowledge)
Explain audience awareness, including knowledge
level, concerns, values, and biases (Knowledge)
Identify norms and conventions of disciplines
(Knowledge)
Analyze a substantive topic or text to determine if it is