Cholla Academy ELA Grade 12 CURRICULUM MAP

Course: ELA Grade 12

UNIT 1 TITLE: The Anglo-Saxons (6 Weeks)
OBJECTIVES
1. Students will be able to read complex texts and work cooperatively to navigate and
analyze them.
2. Students will be able to relate themes from literary periods to modern day dilemmas in
order to seek out solutions.
3. Students will be able to write a descriptive essay, personal statement, and resume using
technology effectively.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.12.1 and RI.12.1 Cite strong and
L.12.1 Demonstrate command of the
thorough textual evidence to support analysis. conventions of standard English grammar and
RL.12.2 and RI.12.2 Determine two or
usage.
more themes or central ideas of a text.
L.12.2 Demonstrate command of the
RL.12.3 Analyze the impact of the authors conventions of standard English
choices regarding how to develop and relate
capitalization, punctuation, and spelling when
elements of a story or drama.
writing.
RL.12.4 RI.12.4 Determine the meaning
L.12.3 Apply knowledge of language to
of words and phrases as they are used in a
understand how language functions in
text.
different contexts.
RI.12.3 Analyze and explain how specific
L.12.5 Demonstrate understanding of
individuals, ideas, or events interact and
figurative language, word relationships, and
develop over the course of the text.
nuances in word meanings.
SL.12.1 Initiate participate effectively in a
L.12.6 Acquire and use accurately general
range of collaborative discussions.
academic and domain-specific words and
phrases.
W.12.3 Write narratives
W.12.5 Develop and strengthen writing as
needed.
W.12.6 Use technology, including the
Internet, to produce, publish, and update
writing products
ESSENTIAL QUESTION(S): Life is a struggle
1. How do we deal with inexplicable challenges?
2. What does it mean to be a hero?
3. What does history and literature tell us about those who successfully overcome
struggle?
SKILLS:
Literary Skills:

Evaluate the philosophical, political, religious, ethical, and social influences of a

historical period;

ELA Curriculum Map Grade 12

 analyze archetypes, universal themes, epic poetry, epic similes, and the epic;
compare on contrast literary forms of different historical periods.
Vocabulary Skills:
Understand and identify Anglo-Saxon words and affixes
Create semantic maps
Use context clues to determine the meaning of words.
Writing Skills: Develop, write, and revise a descriptive essay
CORE TEXTS: Holt Elements of Literature 3rd Course
From Beowulf, Part One, translated by Burton Raffel. Pgs. 21-28
From Beowulf, Part Two, translated by Seamus Heaney. Pgs. 33-38
SUGGESTED TEXTS:
Leeming, David Adams. The Anglo-Saxons: 449-1066. Pgs. 6-19
Chua-Eoan, Howard G. Life in 999: A Grim Struggle. Pgs. 30-31
Ashdown, Ellen. The Fury of the Northmen. Pg. 39
ASSESSMENT / EVIDENCE
Descriptive essay
Personal Statement and Resume
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:
GRAMMAR INTEGRATION:
1. Parts of Speech
2. Grammar Mechanics
RESOURCES:

UNIT 2 TITLE: The Road to Canterbury (3 Weeks)

OBJECTIVES
1. Students will be able to make inferences about the values and social structures revealed
in societies past and present by reading and analyzing Chaucers The Canterbury Tales.
2. Students will be able to write an original narrative reflecting Chaucers style.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.12.1 and RI.12.1 Cite strong and
L.12.1 Demonstrate command of the
thorough textual evidence to support analysis. conventions of standard English grammar and
RL.12.1 Determine two or more themes or
usage.
central ideas of a text.
L.12.2 Demonstrate command of the
RL.12.3 Analyze the impact of the authors conventions of standard English
choices regarding how to develop and relate
capitalization, punctuation, and spelling when
elements of a story or drama.
writing.
RL.12.5 Analyze how an authors choices
L.12.3 Apply knowledge of language to
contribute to its overall structure and
understand how language functions in
meaning.
different contexts.
ELA Curriculum Map Grade 12

RL.12.7 Analyze multiple interpretations of

a story, drama, and poem.
SL.12.1 Initiate and participate effectively
in a range of collaborative discussions.

L.12-4(a-d) Determine of clarify the

meaning of unknown and multiple-meaning
words and phrases.
L.11.5a Interpret figures of speech in
context.
L.12.6 Acquire and use accurately general
academic and domain specific words and
phrases.

W.12.2 Write informative/explanatory texts.

W.12.3 Write narratives.
W.12.3b Use narrative techniques to
develop experiences events, and/or characters.
W.12.4 Produce clear and coherent writing.
W.12.6 Use technology, including the
Internet, to produce, publish, and update
writing products.
W.12.9a Draw evidence from literary or
informational texts to support analysis
reflection, and research.
ESSENTIAL QUESTION(S): Media and literature are often a comment on the social
structures and attitudes of the time.
1. In what ways are values and social structures revealed in societies?
2. How do values affect the journeys people take?
3. How do we tell the tales of our journeys?
4. How do authors and artists reveal their attitudes toward their subject matter?
5. What are social structures and values of our society today?
SKILLS:
Literary Skills:

Evaluate the philosophical, political, religious, ethical and social influences of a

historical period
Analyze ballads, frame stories, narrators, fables, archetypes, characterization, imagery,
verbal and situational irony, couplets and the use of rhymes
Compare and contrast works of major literary periods.
Reading Skills:
Analyze style using key details
Interpret character
Evaluate historical context
Compare influences of different historical periods.
Vocabulary Skills:
Create semantic maps with antonyms
Understand etymologies and multiple-meaning words
Complete word analogies
Writing Skills: Develop, write and revise a literary research paper.
ELA Curriculum Map Grade 12

Listening and Speaking Skills: Present a literary research paper.

CORE TEXTS: Holt Elements of Literature 3rd Course
Chaucer, Geoffrey (translated by Nevill Coghill). The Prologue to The Canterbury
Tales. Pgs. 119-142.
Chaucer, Geoffrey (translated by Nevill Coghill). From The Pardoners Tale. Pgs.
145-153.
SUGGESTED TEXTS:
Places of Pilgrimage. Pg. 128
Quality Teaching for English Learners, WestEd 2013. Chaucer and the Canterbury
Tales.
Before You Read: from The Pardoners Tale. Pg. 145
Video: The Later Middle Ages: The Bubonic Plague.
Video: The Crusades.
ASSESSMENT / EVIDENCE
Narrative: Create a Mock Tale
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
1. Review Parts of Speech
2. Punctuation/Mechanics
RESOURCES:

ELA Curriculum Map Grade 12

UNIT 3 TITLE: The Middle Ages (3 Weeks)

OBJECTIVES
1. Students will be able to create an informational/explanatory essay and research project
utilizing multiple sources.
2. Students will be able to incorporate correct MLA format in their research projects.
3. Students will be able to read and analyze complex text to medieval time period in order
to make connections to modern themes.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.12.1 Cite strong and thorough textual
L.12.1 Demonstrate command of the
evidence to support analysis
conventions of standard English grammar and
RL.12.2 Determine two or more themes or
usage.
central ideas of a text.
L.12.2 Demonstrate command of the
RL.12.5 Analyze how an authors choices
conventions of standard English
contribute to its overall structure and
capitalization, punctuation, and spelling when
meaning.
writing.
RI.12.4 Determine the meaning of words
L.12.3 Apply knowledge of language to
and phrases as they are used in a text.
understand how language functions in
SL.12.1 Initiate and participate effectively
different contexts.
in a range of collaborative discussions.
L.12.4(a-d) Determine or clarify the
meaning of unknown and multiple meaning
words and phrases.
L.12.5a Interpret figures of speech in
context.
L.12.6 Acquire and use accurately general
academic and domain specific words and
phrases.
W.12.2 Write informative/explanatory texts.
W.12.5 Develop and strengthen writing as
needed.
W.12.6 Use technology, including the
Internet, to produce, publish, and update
writing products.
W.12.7 Conduct short as well as more
sustained research projects to answer a
question or solve a problem.
ESSENTIAL QUESTION(S): Man is capable of both good and evil
1. Students will be able to create an informational/explanatory essay and research project
utilizing multiple sources.
2. Students will be able to incorporate correct MLA format in their research projects.
3. Students will be able to read and analyze complex text related to medieval time period
in order to make connections to modern themes.
SKILLS:
Literary Skills:

Evaluate the philosophical, political, religious, ethical and social influences of a

ELA Curriculum Map Grade 12

historical period
Analyze ballads, frame stories, narrators, fables, archetypes, characterization, imagery,
verbal and situational irony, couplets and the use of rhymes
Compare and contrast works of major literary periods.
Reading Skills:
Analyze style using key details
Interpret character
Evaluate historical context
Compare influences of different historical periods.
Vocabulary Skills:
Create semantic maps with antonyms
Understand etymologies and multiple-meaning words
Complete word analogies
Writing Skills: Develop, write and revise a literary research paper.
Listening and Speaking Skills: Present a literary research paper.
CORE TEXTS: Holt Elements of Literature 3rd Course
Chaucer, Geoffrey (translanted by Nevill Coghill). From The Wife of Baths Tale.
Pgs. 156-166
Malory, Sir Thomas (retold by Keith Baines). The Day of Destiny from Le Morte
dArthur. Pgs. 194-200
SUGGESTED TEXTS:
Literary Focus: Couplets: Sound and Sense. Pg. 167
Sir Thomas Malory (c.1405 1471). Pg. 192
From The Day of Destiny. Pg. 194-200
ASSESSMENT / EVIDENCE
Historical Report
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
1. Review Parts of Speech
2. Punctuation

RESOURCES:

ELA Curriculum Map Grade 12

UNIT 1 TITLE: The Renaissance (7 Weeks)

OBJECTIVES
1. Students will be able to read and analyze Shakespeare text in order to understand his
contribution to the humanities and literature
2. Students will be able to find and use literary evidence to support their observation on
human nature.
3. Students will be able to formulate a thesis in order to write a response to literature
which addresses themes portrayed in literature of the time.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.12.1 and RI.12.1 Cite strong and
L.12.1a Apply the understanding that usage
thorough textual evidence to support analysis. can change over time.
RL.12.4 and RI.12.4 Determine the
L.12.1b Resolve issues of complex or
meaning of words and phrases as they are
contested usage.
used in a text.
L12.3 Apply knowledge of language to
RL.12.5 Analyze how an authors choices
understand how language functions in
contribute to its overall structure and
different contexts.
meaning.
L.12.5 Demonstrate understanding of
SL.12.1 Initiate participate effectively in a
figurative language, word relationships, and
range of collaborative discussions.
nuances in word meanings.
L.12.6 Acquire and use accurately general
academic and domain specific words and
phrases.
W.12.2 Write informative/explanatory texts.
W.12.5 Develop and strengthen writing as
needed.
W.12.6 Use technology, including the
Internet, to produce, publish, and update
writing products.
ESSENTIAL QUESTION(S): Man is the measure of all things
1. What is Humanism?
2. How can religion and Humanism exist side by side?
3. Why do some choose good and some choose evil, and what happens to those who do?
SKILLS:
Literary Skills:

Evaluate the philosophical, political, religious, ethical, and social influences of a

historical periods
Analyze pastoral poems, carpe diem poetry, Shakespearean sonnets, dramatic songs,
monologue, soliloquy, metaphysical poetry, metaphysical conceits, tone, paradox,
epigrams, political points of view on a topic, parallelism, didactic literature, epic
similes, blank verse, allusion, allegory
Compare and contrast works from different cultures and literary periods
Reading Skills:
Draw inferences
Analyze arguments
ELA Curriculum Map Grade 12

 Understand Miltons style

Vocabulary Skills:
Identify word relationships
Understand and use words derived from Greek and Lain
Understand and use synonyms
Writing Skills: Develop, write, and revise a literary analysis of a poem.
Listening and Speaking Skills: Present a recitation of a poem, speech, or dramatic soliloquy.
CORE TEXTS: Holt Elements of Literature 3rd Course
Shakespeare, William. Macbeth, Hamlet or Othello (Macbeth recommended) (extended
work)
Shakespeare, William. Sonnet 29, 30. pg. 279
Queen Elizabeth I. Tilbury Speech. Pg. 330
Milton, John. The Fall of Satan from Paradise Lost. Pgs. 367-374
SUGGESTED TEXTS:
Main, C.F. The Renaissance: 1485-1660. Pgs. 238-254.
William Shakespeare (1564-1616). Pgs. 272-274.
Shakespeares Sonnets: The Mysteries of Love. Pgs. 275-277.
John Milton (1608 1674). Pgs. 361-362.
Paradise Lost: Miltons Epic. Pgs. 363-364.
ASSESSMENT / EVIDENCE
Responses to literature; Expository Essay
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
1. Rhetoric writing methods
2. Citations
3. MLA Standards
4. Grammar Review
RESOURCES:

ELA Curriculum Map Grade 12

UNIT 5 TITLE: The Restoration and the 18th Century (2 Weeks)

OBJECTIVES
1. Students will be able to articulate Enlightenment values and their impact of the 18th
century.
2. Students will be able to evaluate an authors purpose and distinguish what is directly
stated in the text from what is really meant.
3. Students will be able to produce a clear and coherent written response to information
text.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.12.1 and RI.12.1 Cite strong and
L.12.1 Demonstrate command of the
thorough textual evidence to support analysis. conventions of standard English grammar and
RL.12.2 and RI.12.2 Determine two or
usage.
more themes or central ideas of a text.
L.12.2 Demonstrate command of the
RL.12.6 Analyze a case in which grasping
conventions of standard English
point of view requires distinguishing what is
capitalization, punctuation, and spelling when
directly stated in a text from what is really
writing.
meant.
L.12.3 Apply knowledge of language to
RI.12.3 Analyze a complex set of ideas.
understand how language functions in
RI.12.6 Determine an authors point of
different contexts.
view or purpose in a text.
L.12.4(a-d) Determine or clarify the
SL.12.1 Initiate and participate effectively
meaning of unknown and multiple-word
in a range of collaborative discussions.
relationships, and nuances in word meanings.
W.12.1 Write arguments to support claims.
W.12.4 Produce clear and coherent writing.
W.12.10 Write routinely for variety of tasks,
purposes, and audiences.
ESSENTIAL QUESTION(S): Change is caused by both societal and personal constructs
1. Students will be able to articulate Enlightenment values and their impact on the 18th
century.
2. Students will be able to evaluate an authors purpose and distinguish what is directly
stated in the text from what is really meant.
3. Students will be able to produce a clear and coherent written response to information
text.
SKILLS:
Literary Skills:

Evaluate the philosophical, political, religious, ethical, and social influences of a

historical period
Analyze verbal irony, diction, connotations, antithesis, epigrams, mock epic, satire,
parody, tone
Compare and contrast works from different cultures and literary periods.
Reading Skills: Analyze persuasive techniques (logical, emotional, and ethical appeals) the
writers stance, rhetorical devices pattern of organization, and a writers argument.
Vocabulary Skills:
Compare word meanings
ELA Curriculum Map Grade 12

 Analyze connotations, word analogies, the meanings and origins of words

Create etymology maps
Writing Skills: Develop, write, and revise an essay analyzing works of literature.
Listening and Speaking Skills: Deliver and oral response to literature
CORE TEXTS: Holt Elements of Literature 3rd Course
Swift, Jonathan. A Modest Proposal. Pgs. 430 437
De Cervantes, Miguel (translated by Samuel Putnam). From Don Quixote. Pgs. 475497.
SUGGESTED TEXTS:
Main, C.F. The Restoration and the 18th Century: 1660 1800. Pgs 412-426.
Boyle, T. Coraghessan. Top of the Food Chain. Pgs. 438-441.
Wollstonecraft, Mary. From A Vindication of the Rights of Woman. Pgs. 487-494
Defoe, Daniel. From The Education of Women. Pgs. 495-497.
Pope, Alexander. Heroic Couplets or from the Essay of Man pgs. 447/449.
DeMaria, Jr. Robert. The Sting of Satire. Pgs. 462-464.
ASSESSMENT / EVIDENCE
Responses to informational text with citations
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
5. Rhetoric writing methods
6. Citations
7. MLA Standards
8. Grammar Review
RESOURCES:

ELA Curriculum Map Grade 12

10

UNIT 6 TITLE: The Romantic Period (8 Weeks)

OBJECTIVES
1. Students will be able to analyze characteristics of literary subgenres.
2. Students will be able to make inferences about how literary themes represent societal
change.
3. Students will be able to articulate their learning using multiple means of representation.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.12.1 and RI.12.1 Cite strong and
L.12.1 Demonstrate a command of the
thorough textual evidence to support analysis. conventions of standard English grammar and
RL.12.2 Determine two or more themes or
usage.
central ideas of a text.
L.12.2 Demonstrate command of the
RL.12.3 Analyze the impact of the authors conventions of standard English
choices regarding how to develop and relate
capitalization, punctuation, and spelling when
elements of a story or drama.
writing.
RL.12.5 Analyze how an authors choices
L.12.4(a-d) Determine or clarify the
contribute to its overall structure and
meaning of unknown and multiple-meaning
meaning.
words and phrases.
SL.12.1 Initiate and participate effectively
L.12.5 Demonstrate understanding of
in a range of collaborative discussions.
figurative language, word relationships, and
SL.12.4 Present information, findings, and
nuances in word meanings.
supporting evidence.
SL.12.5 Make strategic use of digital media W.12.4 Produce clear and coherent writing.
W.12.6 Use technology, including the
Internet, to produce, publish, and update
writing products.
ESSENTIAL QUESTION(S): Man is the measure of all things
1. What are some positive outcomes of the changes wrought by the revolution in Europe
and America?
2. How are these changes reflected in the work of the Romantic Poets?
3. How is nature an influence on people and cultures in time of distress?
4. What is the role of imagination in societies and literature?
SKILLS:
Literary Skills:

Evaluate the philosophical, political, religious, ethical, and social influences of a

historical period
Analyze symbols, parallelism, theme, blank verse, personification, allusion, Romantic
lyric poetry, haiku, imagery, alliteration, irony, situational irony, ode, terza rima rhyme
scheme, Chinese poetry, mood, synesthesia, metaphor
Compare and contrast work from different cultures and literary periods
Reading Skills: Analyze patterns of organization, archaic words, rhyme and rhythm, inverted
syntax; visualize imagery.
Vocabulary Skills: Understand word analogies, words with multiple meanings; use context
clues.
Writing Skills: Develop, write, and revise an essay about a personal experience.
Listening and Speaking Skills: Deliver an oral presentation of a reflective essay.
ELA Curriculum Map Grade 12

11

CORE TEXTS: Holt Elements of Literature 3rd Course

Shelly, Mary. Frankenstein. (Extended Work)
Choose 1 or more poems from the Romantics:
Henry, Harley. The Romantic Period:1798-1832. Pgs. 522-533
Blake, William. The Chimney Sweeper and The Poison Tree. Pgs. 541-543 with:
From Evidence Given Before the Sadler Committee. Pgs. 544-545.
Wordsworth, William. Sonnets. Pgs. 559-563.
Coleridge, Samuel Taylor. Kubla Khan. Pgs. 581-602.
Coleridge, Samuel Tayler. Letter to Joseph Cottle: Coleridge Describes His Addiction.
Pg. 603
Shelley, Percy Bysshe. Ozymandias. Pg. 619.
George Gordon, Lord Byron. She Walks in Beauty. Pgs. 610-611.
Keats, John. Ode on a Grecian Urn. Pgs. 652-653.
Keats, John. Sonnets. Pgs. 642-643.
SUGGESTED TEXTS:

ASSESSMENT / EVIDENCE
Multimedia presentation
Reflective Essay
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
9. Rhetoric writing methods
10. Citations
11. MLA Standards
12. Grammar Review
RESOURCES:

ELA Curriculum Map Grade 12

12

UNIT 7 TITLE: The Victorian Period (4 Weeks)

OBJECTIVES
1. Students will be able to analyze the concept of order and examine its impact on daily
modern life.
2. Students will be able to analyze how an authors choices contribute to a texts overall
structure and meaning.
3. Students will be able to organize and complete a portfolio of accumulated work that
reflects the students development over the course of high school.
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL.12.1 and RI.12.1 Cite strong and
L.12.1 Demonstrate command of the
thorough textual evidence to support analysis. conventions of standard English grammar and
RL.12.2 Determine two or more themes or
usage.
central ideas of a text.
L.12.2 Demonstrate command of the
RL.12.3 Analyze the impact of the authors conventions of standard English
choices regarding how to develop and relate
capitalization, punctuation, and spelling and
elements of a story or drama.
writing.
RL.12.5 Analyze how an authors choices
L.12.4(a-d) Determine or clarify the
contribute to its overall structure and
meaning of unknown and multiple-meaning
meaning.
words and phrases.
SL.12.1 Initiate and participate effectively
L.12.5 Demonstrate understanding of
in a range of collaborative discussions.
figurative language, word relationships, and
nuances in word meanings.
W.12.4 Produce clear and coherent writing.
W.12.5 Develop and strengthen writing as
needed.
W.12.6 Use technology, including the
Internet, to produce, publish, and update
writing products.
W.12.10 Write routinely for a variety of
tasks, purposes, and audiences.
ESSENTIAL QUESTION(S): Order may be natural or constructed
1. How is order the result of chaos in the Victorian Period?
2. What may have seemed harmful at first, but later proved beneficial to progress?
3. How and why does man try to go beyond his normal boundaries? What is the result?
(may be used for both Romantics and Victorian.)
SKILLS:
Literary Skills:

Evaluate the philosophical, political, religious, ethical, and social influences of a

historical period
Analyze sound devices in poetry, dramatic monologue, Petrarchan sonnet, alliteration,
assonance, mood, couplets, internal and external conflict, allegory theme
Compare and contrast realist work and works from different literary periods
Reading Skills: Analyze contrasting images, conflicts and resolutions, inferences; draw
inferences from textual clues; make and revise predictions.
ELA Curriculum Map Grade 12

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Vocabulary Skills: Understand connotations; identify antonyms; analyze word analogies.

Writing Skills: Develop, write, and revise an essay comparing and contrasting two literary
works.
CORE TEXTS: Holt Elements of Literature 3rd Course
Lord Tennyson, Alfred. The Lady of Shalott. Pgs. 697-701
Lord Tennyson, Alfred. Ulysses. Pgs. 704-706
Housman, A.E. To an Athlete Dying Young. Pg. 727
Optional Extended Work:
Stephenson, Robert Louis. Strange Case of Dr. Jekyll and Mr. Hyde.
SUGGESTED TEXTS:
Gray, Donald. The Victorian Period: 1832-1901. Pgs. 678-693
Browning, Robert. My Last Duchess Pgs. 709-170
Markus, Julia. Scene form a Modern Marriage. Pg. 711.
Arnold, Matthew. Dover Beach. Pg. 722
Pool, Daniel. Death and Other Grave Matters. Pg. 728.
Chekhov. Anton. The Bet. Pgs. 767-722.
ASSESSMENT / EVIDENCE
Completed Senior Portfolio (Writing/Accomplishments)
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
13. Rhetoric writing methods
14. Citations
15. MLA Standards
16. Grammar Review
RESOURCES:

UNIT 8 TITLE: The Art of Modern Poetry (2-3 Weeks)

OBJECTIVES
1. Students will be able to compare and contrast fine art and poetry in order to reveal the
common themes they represent.
2. Students will be able to write ekphrastic poetry employing effective poetic devices.
3. Students will be able to write an argumentative essay comparing a work of art and the
students own ekphrastic poetry
ELA STANDARDS:
LANGUAGE / WRITING FOCUS:
RL12.1 and RI.12.1 Cite strong and L.12.1 Demonstrate command of the
conventions of standard English grammar and
thorough textual evidence to support
usage.
analysis.
L.12.3 Apply knowledge of language to
ELA Curriculum Map Grade 12

14

RL.12.2 Determine two or more

themes or central ideas of a text.
RL.12.4 and RI.12.4 Determine the
meaning of words and phrases as they
are used in a text.
RL.12.7 Analyze multiple
interpretations of a story, drama, or
poem.
RL.12.10 and RI.12.10 By the end
of grade 12, read and comprehend
complex grade level text proficiently.
SL.12.1 Initiate and participate
effectively in a range of collaborative
discussions.

understand how language functions in

different contexts.
L.12.3a Vary syntax for effect
L.12.4b Identify and correctly use patterns
of word changes that indicate different
meanings or parts of speech.
L.12.5 Demonstrate understandings of
figurative language, words relationships, and
nuances in word meanings.

W.12.1 Write arguments to support claims.

W.12.3 Write narratives

W.12.3a Engage and orient the reader by

setting out problem, situation or observation
and its significance.
W.12.3d Use precise words and phrases to
convey a vivid picture.
W.12.4 Produce clear and coherent writing.
ESSENTIAL QUESTION(S): Art reflects life. Enduring Understanding: Works of visual art
and poetry often represent universal human experiences.
1. How do art and poetry reflect the artists or poets inner experience?
2. What do art and poetry have in common? How are they different?
3. How do art and poetry help us recognize themes in our own lives?
SKILLS:
Literary Skills:

Evaluate the philosophical, political, religious, ethical, and social influences of a

historical period
Analyze figures of speech, allusion, political points of view on a topic, memoir, theme,
irony, satire, epiphany, flashback, magic realism, paradox, foreshadowing, extended
metaphor, lyric poetry
Compare and contrast works from different literary periods
Reading Skills:
Make inferences about theme and character motivations
Compare main ideas across texts
Evaluate historical context and an authors beliefs
Identify and critique an authors arguments
Identify language structures and political influences
Make, modify and review predictions
Compare and contrast aspect of a story
Analyze point of view
Vocabulary Skills: Use synonyms and antonyms; complete word analogies; understanding
etymologies; analyze and find context clues.
Writing Skills: Analyze strategies use by different forms of media.
ELA Curriculum Map Grade 12

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Listening and Speaking Skills: Prepare a persuasive speech.

CORE TEXTS: Holt Elements of Literature 3rd Course
Vincent by Don McLean
The Starry Night by Anne Sexton
September Song, a Poem in Seven Days: Tuesday, 9-11-01 by Lucille Clifton
Vermeer by Stephen Mitchell
Nighthawks by Samuel Yellen
Girl Powdering Her Neck by Cathy Song
SUGGESTED TEXTS:
Short Biography of Vincent Van Gogh
Excerpts from Notes on Ekphrasis (2008) by Alfred Corn
ASSESSMENT / EVIDENCE
Original ekphrastic poem
Argumentative Essay comparison/contrast
Weekly reading comprehension, grammar, vocabulary quizzes
Cloze reading method activities
ACTIVITIES / LEARNING OPPORTUNITIES:

GRAMMAR INTEGRATION:
17. Rhetoric writing methods
18. Citations
19. MLA Standards
20. Grammar Review
RESOURCES:

ELA Curriculum Map Grade 12

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