Program Scope and Sequence for High School English Language Arts.
Core Curriculum in English I and English II: My Perspectives
Curriculum in English III and English IV is a suggested district pacing guide with teacher created units and materials.
Standards Key:
RL=Reading Literature
RI=Reading Informational Text
L=Language
SL=Speaking & Listening
W=Writing
Course
English I
Teaching Window A
Unit 2 Overview: In this unit, students will investigate what it takes to survive, considering the physical and emotional costs of survival. Students will read a variety of texts and view media as they discuss the Essential Question for the unit: What does it take to survive?
Unit 4 Overview: In this unit, students will learn about tragic romances, considering the concepts of fate and personal choices. Students will read a variety of texts and view media as they discuss the Essential Question for the unit: Do we determine our own destinies?
Unit
North Carolina Standards
Parent/Family resources
Teaching Window A:
Units 2 and/or 4
Unit 2:
Survival
Unit 4:
Star-Crossed Romances
25 Days
Focus Standards
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RL.9-10.4
Determine the meaning of words and phrases as they are used in the text; analyze the cumulative impact of specific word choices on meaning and tone.
RI.9-10.4
Determine the meaning of words and phrases as they are used in a text; analyze the cumulative impact of specific word choices on meaning and tone.
L.9-10.5a
Demonstrate understanding of figurative language and nuances in word meanings. Interpret figures of speech in context and analyze their role in the text based on grades 9-10 reading and content.
Secondary Standards
(standards listed at end curriculum overview)
RL.9-10.7
RL.9-10.9
RL.9-10.10
RI.9-10.10
W.9-10.4
W.9-10.5
W.9-10.6
SL.9-10.1
SL.9-10.2
SL.9-10.3
SL.9-10.4
SL.9-10.5
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.5b
L.9-10.6
Each teaching window ends with a culminating writing assignment teaching one of three writing standards (W.9-10.1, W.9-10.2 or W.9-10.3). All three writing standards must be taught during the duration of the course but the teacher will decide which standard is taught for each teaching window.
Teaching Window B
Unit 1 Overview: In this unit, students will investigate what it means to be American. They will consider how tradition and experience affect this question of identity. Students will read a variety of texts and view media as they discuss the Essential Question for the unit: What does it mean to be “American”?
Unit 3 Overview: In this unit, students will learn about the Civil Rights Movement, considering the importance of the written and spoken word during that period of American history. Students will read a variety of texts and view media as they discuss the Essential Question for the unit: How can words inspire change?
Unit
North Carolina Standards
Parent/Family resources
Teaching Window B:
Units 1 and/or 3
Unit 1: American Voices
Unit 3: The Literature of Civil Rights
25 Days
Focus Standards
RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
L.9-10.4
Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
Secondary Standards
(standards listed at end of the curriculum overview)
RL.9-10.7
RL.9-10.9
RL.9-10.10
RI.9-10.10
W.9-10.4
W.9-10.5
W.9-10.6
SL.9-10.1
SL.9-10.2
SL.9-10.3
SL.9-10.4
SL.9-10.5
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.5b
L.9-10.6
Each teaching window ends with a culminating writing assignment teaching one of three writing standards (W.9-10.1, W.9-10.2 or W.9-10.3). All three writing standards must be taught during the duration of the course but the teacher will decide which standard is taught for each teaching window.
Teaching Window C
Unit 5 Overview: In this unit, students will learn about life-altering journeys, considering what journeys, both external and internal, can teach us about ourselves. Students will read a variety of texts and view media as they discuss the Essential Question for the unit: What can we learn from a journey?
Unit 6 Overview: In this unit, students will learn about doomsday scenarios, considering why we enjoy speculating about the end of the world. Students will read a variety of texts and listen to and view media as they discuss the Essential Question for the unit: Why do we try to imagine the future?
Unit
North Carolina Standards
Parent/Family resources
Teaching Window C:
Units 5 and/or 6
Unit 5: Journey of Transformation
Unit 6: World’s End
25 Days
Focus Standards
RL.9-10.2
Determine a theme of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create effects such as mystery, tension, or surprise.
RL.9-10.6
Analyze a particular perspective or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RI.9-10.5
Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
Secondary Standards
(standards listed at end of document)
RL.9-10.7
RL.9-10.9
RL.9-10.10
RI.9-10.10
W.9-10.4
W.9-10.5
W.9-10.6
SL.9-10.1
SL.9-10.2
SL.9-10.3
SL.9-10.4
SL.9-10.5
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.5b
L.9-10.6
Each teaching window ends with a culminating writing assignment teaching one of three writing standards (W.9-10.1, W.9-10.2 or W.9-10.3). All three writing standards must be taught during the duration of the course but the teacher will decide which standard is taught for each teaching window.
Secondary Standards
RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
RL.9-10.9
Analyze how an author adopts or adapts source material in a specific work
RI.9-10.7
Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
RI.9-10.9
Analyze influential documents of historical and literary significance, including how they address related themes and concepts.
RL.9-10.10
By the end of grade 9, read and understand literature within the 9-10 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text
RI.9-10.10
By the end of grade 9, read and understand informational texts within the 9-10 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text
SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
SL.9-10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5
Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 9-12 grammar continuum.
L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 9-12 conventions continuum.
L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type. b. Use parallel structure.
L.9-10.5b
Demonstrate understanding of figurative language and nuances in word meanings. Analyze nuances in the meaning of words with similar denotations.
L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when considering a word or phrase important to comprehension or expression.
W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4
Use digital tools and resources to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.5
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.6
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
English II
Teaching Window A
Unit 1 Overview: In this unit, students will investigate the theme of fear, considering why frightening topics are so intriguing to people. Students will read a variety of texts, view informational graphics, and view media as they discuss the Essential Question for the unit: What is the allure of fear?
Unit 2 Overview: In this unit, students will learn about feeling left out. They will consider why some people strongly feel this way, but also whether every individual feels left out in some way. Students will read a variety of texts and watch a video as they discuss the Essential Question for the unit: Do people need to belong?
Unit
North Carolina Standards
Parent/Family resources
Teaching Window A:
Units 1 and/or 2
Unit 1: Inside the Nightmare
Unit 2: Outsiders and Outcasts
25 Days
Focus Standards
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2
Determine a theme of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4
Determine the meaning of words and phrases as they are used in the text; analyze the cumulative impact of specific word choices on meaning and tone.
L.9-10.4
Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Secondary Standards
(standards listed at end of the curriculum overview)
RL.9-10.7
RL.9-10.9
RL.9-10.10
RI.9-10.10
W.9-10.4
W.9-10.5
W.9-10.6
SL.9-10.1
SL.9-10.2
SL.9-10.3
SL.9-10.4
SL.9-10.5
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.5b
L.9-10.6
Each teaching window ends with a culminating writing assignment teaching one of three writing standards (W.9-10.1, W.9-10.2 or W.9-10.3). All three writing standards must be taught during the duration of the course but the teacher will decide which standard is taught for each teaching window.
Teaching Window B
Unit 3 Overview: In this unit, students will learn about the struggle for freedom, considering the factors that determine who is free and who remains oppressed. Students will read a variety of texts and view media as they discuss the Essential Question for the unit: What is the relationship between power and freedom?
Unit 4 Overview: In this unit, students will learn about greed, considering whether material possessions and wealth truly make one happy. Students will read a variety of texts and view media as they discuss the Essential Question for the unit: What do our possessions reveal about us?
Unit
North Carolina Standards
Parent/Family resources
Teaching Window B:
Units 3 and/or 4
Unit 3: Extending Freedom’s Reach
Unit 4: All That Glitters
25 Days
Focus Standards
RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.4
Determine the meaning of words and phrases as they are used in a text; analyze the cumulative impact of specific word choices on meaning and tone.
RI.9-10.5
Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
L.9-10.5a
Demonstrate understanding of figurative language and nuances in word meanings. Interpret figures of speech in context and analyze their role in the text based on grades 9-10 reading and content.
Secondary Standards
(standards listed at end of the curriculum overview)
RL.9-10.7
RL.9-10.9
RL.9-10.10
RI.9-10.10
W.9-10.4
W.9-10.5
W.9-10.6
SL.9-10.1
SL.9-10.2
SL.9-10.3
SL.9-10.4
SL.9-10.5
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.5b
L.9-10.6
Each teaching window ends with a culminating writing assignment teaching one of three writing standards (W.9-10.1, W.9-10.2 or W.9-10.3). All three writing standards must be taught during the duration of the course but the teacher will decide which standard is taught for each teaching window.
Teaching Window C
Unit 5 Overview: In this unit, students will learn about forgiveness, considering situations in which people seek vengeance or offer amends. Students will read a variety of texts as they discuss the Essential Question for the unit: What motivates us to forgive?
Unit 6 Overview: In this unit, students will learn about vision, considering whether those without sight do not see at all, or rather see things differently. Students will read a variety of texts as they discuss the Essential Question for the unit: What does it mean to see?
Unit
North Carolina Standards
Parent/Family resources
Teaching Window C:
Units 5 and/or 6
Unit 5: Virtue and Vengeance
Unit 6: Blindness and Sight
25 Days
Focus Standards
RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create effects such as mystery, tension, or surprise.
RL.9-10.6
Analyze a particular perspective or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Secondary Standards
(standards listed at end of the curriculum overview)
RL.9-10.7
RL.9-10.9
RL.9-10.10
RI.9-10.10
W.9-10.4
W.9-10.5
W.9-10.6
SL.9-10.1
SL.9-10.2
SL.9-10.3
SL.9-10.4
SL.9-10.5
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.5b
L.9-10.6
Each teaching window ends with a culminating writing assignment teaching one of three writing standards (W.9-10.1, W.9-10.2 or W.9-10.3). All three writing standards must be taught during the duration of the course but the teacher will decide which standard is taught for each teaching window.
Secondary Standards
RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
RL.9-10.9
Analyze how an author adopts or adapts source material in a specific work
RI.9-10.7
Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
RI.9-10.9
Analyze influential documents of historical and literary significance, including how they address related themes and concepts.
RL.9-10.10
By the end of grade 10, read and understand literature within the 9-10 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text
RI.9-10.10
By the end of grade 10, read and understand informational texts within the 9-10 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text
SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
SL.9-10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5
Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 9-12 grammar continuum.
L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 9-12 conventions continuum.
L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type. b. Use parallel structure.
L.9-10.5b
Demonstrate understanding of figurative language and nuances in word meanings. Analyze nuances in the meaning of words with similar denotations.
L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when considering a word or phrase important to comprehension or expression.
W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4
Use digital tools and resources to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.5
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.6
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
English III
First Nine Weeks
Unit 1 The American Dream: In this unit, students will read a variety of American voices that explore the concept of the American Dream, an idea that has kept people coming to this country for opportunity, adventure, and freedom for over 400 years. Students will also consider how attainable the American Dream still is.
Unit 2 The Individual: This unit explores the place of the individual within themselves and society. Students will examine intricacies of the conflicts within human relationships as well as the conflicts within themselves and the natural world.
Unit
North Carolina Standards
Parent/Family resources
Unit 1: The American Dream
Unit 2: The Individual
40 Days
Focus Standards
RL.11-12.1
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.
RL.11-12.2
Determine two or more themes 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.
RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
RI.11-12.1
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.
RI.11-12.2
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.
RI.11-12.3
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.
Secondary Standards
(standards listed at end of the curriculum overview)
RL.11-12.7
RL.11-12.9
RL.11-12.10
RI.11-12.10
W.11-12.4
W.11-12.5
W.11-12.6
SL.11-12.1
SL.11-12.2
SL.11-12.3
SL.11-12.4
SL.11-12.5
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Each unit ends with a culminating writing assignment teaching one of three writing standards (W.11-12.1, W.11-12.2 or W.11-12.3). All three writing standards must be taught during the duration of the course but the teacher will decide which standard is taught for each unit.
Second Nine Weeks
Unit 3 The Art of Language: In this unit, students will explore how authors utilize language to not only persuade but also advance social commentary through satire. Students will learn the power of spoken and written words and how to piece them together to articulate an understanding of an idea.
Unit 4 Modern Movements and Events: From war to social movements, the modern era of American history is defined by rapid change and progress. Students will explore texts of various modern movements and events that championed reform and gave voices to marginalized groups.
Unit
North Carolina Standards
Parent/Family resources
Unit 3: The Art of Language
Unit 4: Modern Movements and Events
40 Days
Focus Standards
RL.11-12.4
Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly engaging.
RL.11-12.5
Analyze how an author’s choices concerning how to construct specific parts of a text contribute to its overall structure and meaning as well as its effect on the reader.
RL.11-12.6
Analyze a case in which grasping perspective requires distinguishing what is directly stated in a text from what is really meant.
RI.11-12.4
Determine the meaning of words and phrases as they are used in a text; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
RI.11-12.5
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.
RI.11-12.6
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, and/or persuasiveness of the text.
RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats, including visually and quantitatively, as well as in words in order to address a question or solve a problem.
RI.11-12.8
Delineate and evaluate the reasoning in influential U.S. and/or British texts, including the premises, purposes, and arguments in works of public advocacy.
RI.11-12.9
Analyze foundational U.S. and/or British documents of historical and literary significance for their themes, purposes, and rhetorical features.
Secondary Standards
(standards listed at end of the curriculum overview)
RL.11-12.7
RL.11-12.9
RL.11-12.10
RI.11-12.10
W.11-12.4
W.11-12.5
W.11-12.6
SL.11-12.1
SL.11-12.2
SL.11-12.3
SL.11-12.4
SL.11-12.5
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Each unit ends with a culminating writing assignment teaching one of three writing standards (W.11-12.1, W.11-12.2 or W.11-12.3). All three writing standards must be taught during the duration of the course but the teacher will decide which standard is taught for each unit.
Secondary Standards
RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
RL.11-12.9 Analyze how two or more texts from the same period treat similar themes or topics and compare the approaches the authors take.
RL.11-12.10 By the end of grade 11, read and understand literature within the 11-12 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
RI.11-12.10 By the end of grade 11, read and understand informational texts within the 11-12 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 9-12 grammar continuum.
L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 9-12 conventions continuum.
L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
L.11-12.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
L.11-12.5 Demonstrate understanding of figurative language and nuances in word meanings. a. Interpret figures of speech in context and analyze their role in the text based on grades 11-12 reading and content. b. Analyze nuances in the meaning of words with similar denotations.
L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when considering a word or phrase important to comprehension or expression.
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.11-12.4 Use digital tools and resources to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
W.11-12.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.11-12.6 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
English IV
First Nine Weeks
Unit 1 The Hero’s Journey: In this unit, students will explore texts that answer the question: what makes a hero? They will consider why heroism is an enduring theme in media and books and discuss both accomplishments and sacrifices that contribute to heroism. Students will be exposed to various texts that follow the hero’s journey of the call to adventure, overcoming ordeals, and returning home transformed.
Unit 2 The Past and The Future: In this unit, students will explore the relationship of human beings to time. They will consider how attitudes towards the past, including how the past is still alive and how the past shapes us on large as well as personal scales, influence our future actions.
Unit
North Carolina Standards
Parent/Family resources
Unit 1: The Hero’s Journey
Unit 2: The Past and The Future
40 Days
Focus Standards
RL.11-12.1
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.
RL.11-12.2
Determine two or more themes 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.
RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
RI.11-12.1
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.
RI.11-12.2
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.
RI.11-12.3
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.
Secondary Standards
(standards listed at end of the curriculum overview)
RL.11-12.7
RL.11-12.9
RL.11-12.10
RI.11-12.10
W.11-12.4
W.11-12.5
W.11-12.6
SL.11-12.1
SL.11-12.2
SL.11-12.3
SL.11-12.4
SL.11-12.5
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Each unit ends with a culminating writing assignment teaching one of three writing standards (W.11-12.1, W.11-12.2 or W.11-12.3). All three writing standards must be taught during the duration of the course but the teacher will decide which standard is taught for each unit.
Second Nine Weeks
Unit 3 Questioning Traditions, Creating New Perspectives: In this unit, students will explore their traditions and how their perspectives have changed as they get older. It will also answer the question, what is a tradition? How do new traditions change our perspectives?
Unit 4 The Self and Belonging: In this unit, students will explore texts that answer the question: How do we define ourselves? They will also read to examine what it means to have a “home” or feel a belonging in a place, and how that belonging can influence how a person views himself.
Unit
North Carolina Standards
Parent/Family resources
Unit 3: Questioning Traditions, Creating New Perspectives
Unit 4: The Self and Belonging
40 Days
Focus Standards
RL.11-12.4
Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly engaging.
RL.11-12.5
Analyze how an author’s choices concerning how to construct specific parts of a text contribute to its overall structure and meaning as well as its effect on the reader.
RL.11-12.6
Analyze a case in which grasping perspective requires distinguishing what is directly stated in a text from what is really meant.
RI.11-12.4
Determine the meaning of words and phrases as they are used in a text; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
RI.11-12.5
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.
RI.11-12.6
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, and/or persuasiveness of the text.
RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats, including visually and quantitatively, as well as in words in order to address a question or solve a problem.
RI.11-12.8
Delineate and evaluate the reasoning in influential U.S. and/or British texts, including the premises, purposes, and arguments in works of public advocacy.
RI.11-12.9
Analyze foundational U.S. and/or British documents of historical and literary significance for their themes, purposes, and rhetorical features.
Secondary Standards
(standards listed at end of the curriculum overview)
RL.11-12.7
RL.11-12.9
RL.11-12.10
RI.11-12.10
W.11-12.4
W.11-12.5
W.11-12.6
SL.11-12.1
SL.11-12.2
SL.11-12.3
SL.11-12.4
SL.11-12.5
L.11-12.1
L.11-12.2
L.11-12.3
L.11-12.4
L.11-12.5
L.11-12.6
Each unit ends with a culminating writing assignment teaching one of three writing standards (W.11-12.1, W.11-12.2 or W.11-12.3). All three writing standards must be taught during the duration of the course but the teacher will decide which standard is taught for each unit.
Secondary Standards
RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
RL.11-12.9 Analyze how two or more texts from the same period treat similar themes or topics and compare the approaches the authors take.
RL.11-12.10 By the end of grade 12, read and understand literature within the 11-12 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
RI.11-12.10 By the end of grade 12, read and understand informational texts within the 11-12 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 9-12 grammar continuum.
L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 9-12 conventions continuum.
L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
L.11-12.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
L.11-12.5 Demonstrate understanding of figurative language and nuances in word meanings. a. Interpret figures of speech in context and analyze their role in the text based on grades 11-12 reading and content. b. Analyze nuances in the meaning of words with similar denotations.
L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when considering a word or phrase important to comprehension or expression.
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.11-12.4 Use digital tools and resources to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
W.11-12.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.11-12.6 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.