Gr. 12 Reading Curriculum



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Informational Text

Curriculum Standard

Student Learning Goal

FHS Rubric Skill

Suggested Instructional Strategy

Suggested Assessment

Suggested Texts
















RI 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.


Infers meaning of the purpose, main idea, or theme to the whole

Skill 2 Shows mastery of active reading strategies with sophisticated or unfamiliar material deriving meaning from a variety of texts across the curriculum
Skill 3 Infers meaning of the main idea to the whole; paraphrases the main idea; differentiates between useful and non-useful information and makes connections to other texts or contexts

  • Discussion

  • Pre-AP instruction on thematic idea vs. theme

  • Socratic Seminar

  • Pre-AP annotation strategies for nonfiction

  • Pre-AP Dialectical journals




  • How to Read Literature Like a Professor excerpts

  • Achebe’s “An Image of Africa”

  • Miner’s “Body Ritual among the Nacirema”

  • Capellanus, The Art of Courtly Love excerpts (with Pride and Prejudice)

  • Palestine

  • “Little Brother is Watching”

  • “Big Brother Screening Social Media”

  • “Tianenmen Square”

  • “A Life in Review”

  • “Afghan Girl”

  • “The Future of the Banyan Buddhas”

RI 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.










  • Pre-AP annotation strategies for nonfiction

  • Socratic seminar




  • “The Dangers of a Single Story” (Adichie TED talk)

  • Achebe’s “An Image of Africa”

  • Palestine

  • “Little Brother is Watching”

  • “Big Brother Screening Social Media”

  • “Tianenmen Square”

  • “A Life in Review”

  • “Afghan Girl”

  • “The Future of the Banyan Buddhas”

RI 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.

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.



Infers meaning of the main idea to the whole

Paraphrases the main idea

 Differentiates between useful and non-useful information and makes connections to other texts or contexts







  • Discussion

  • Socratic seminar

  • Pre-AP annotation strategies

  • Senior project

  • Excerpts from Kafka’s letters

  • Palestine

RI 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).

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).

Infers meaning of the main idea to the whole

 Paraphrases the main idea

 Differentiates between useful and non-useful information and makes connections to other texts or contexts


  • Socratic seminar on definition of racism in Achebe’s essay on Heart of Darkness

  • Quiz

  • Journal Entry

  • ORQ

  • Annotated Text

  • Oral presentation




  • Achebe’s “An Image of Africa”

  • Palestine

RI 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.

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.






Makes multiple connections to personal experience and/or societal issues

 Thematically groups experiences

 Uses prior knowledge to deepen comprehension

 Differentiates between useful and non-useful information and makes connections to other texts or contexts











  • Analysis of sample college essays

  • Analysis of “This I Believe Essays”



  • “This I Believe” essay

  • College essay

  • Close reading questions

  • Sample “This I Believe” essays

  • Sample College essays

  • Palestine

  • “Little Brother is Watching”

  • “Big Brother Screening Social Media”

  • “Tianenmen Square”

  • “A Life in Review”

  • “Afghan Girl”

RI 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. 

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. 



Identifies factors, including purpose, that contribute to point of view or tone



 Can determine cultural bias, frame of reference or contradictory information





  • Pre-AP instruction on author’s purpose

  • Pre-AP strategies for determining point of view

  • Pre-AP SOAPSTone for nonfiction

  • Quiz

  • Journal Entry

  • ORQ

  • Annotated Text

  • Oral presentation

  • Senior project

  • Close reading questions

  • Danger of the Single Story TED talk

  • Achebe’s essay on Heart of Darkness

  • Primary sources for senior project research paper

  • Palestine

  • “Little Brother is Watching”

  • “Big Brother Screening Social Media”

  • “A Life in Review”

  • “Afghan Girl”

  • “The Future of the Banyan Buddhas”




RI 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.

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.



Uses appropriate textual evidence and cites it appropriately, including less obvious or less concrete evidence




  • Pre-AP synthesis work




  • Research paper

  • Abstracts

  • Senior project

  • Synthesis essay

  • Analysis of Pictorial representation

  • Analysis of documentary

  • Excerpts from Kafka’s letters, Updike essay on “Metamorphosis”

  • Senior Project

  • “Banyan Buddha” documentary

  • “Afghan Girl” picture

  • Pictorial depiction of life in Afghanistan

  • “Being Shot by the Taliban Made Me Stronger”

R I 8 and R I 9 apply to grade 11 only
















RI 10:

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–12 CCR text complexity band independently and proficiently















All!




Grade 12 Reading Page of 5 5/27/10


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