Strands

Reading

Standards
Word Analysis and
Vocabulary
Development

Benchmarks
MUIDS:

ESLOs
Strategic Learners

1.a Distinguish between the denotative and connotative meanings of words

Language Functions
Classification
Description

1.b Identify and use the literal and figurative meanings of words
1.c Apply knowledge of affixes to draw inferences concerning the meaning of scientific, social science, and mathematical
terminology
1.d Discern the meaning of analogies; i.e. analyzing specific comparisons as well as relationships and inferences
California CC:
RL4 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.
Reading

Literature

MUIDS:

Innovative Thinkers

Imaginative

2.b Generate relevant questions about readings

Strategic Learners

Sequence

2.f Compare and contrast the presentation of similar themes or topics across reading selections to explain how the
authors present the theme

Evaluation
Principles

2.g Analyze interactions between main and subordinate characters in a literary text (e.g. internal and external conflicts,
motivations, relationships, influences) and explain the way those interactions affect the plot

Expressive

2.h Determine characters traits by what the characters say and how they behave
2.i Explain the significance of various literary devices (e.g. irony, figurative language, imagery, allegory, and symbolism)
California CC:
RL1 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.
RL2 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.
RL5 Analyze the impact of the authors 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/archetypes are introduced and developed).
RL6 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).

Reading

Informational Text

RL7 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.
MUIDS:

Innovative Thinkers

Principles

Strategic Learners

Sequence

Altruistic Global
Citizens

Directive

2.d Extend ideas presented in sources through analysis, evaluation, and elaboration
2.e Evaluate the credibility of an authors argument, the comprehensiveness of evidence, and the way in which the

Leaders for the Future

2.c Synthesize the content from several sources dealing with a single issue; paraphrase the ideas to demonstrate
comprehension

Evaluation

authors intent affects the structure and tone of the text

California CC:
RI1 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.
RI2 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.
RI3 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.
RI5 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.
RI6 Determine an authors 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.

Writing

Strategies
Students develop
their knowledge and
skills through the
stages of the writing
process. They write
coherent and
focused essays that
convey a welldefined perspective
and tightly reasoned
argument.

RI7 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.
MUIDS:

Articulate
Communicators

3.a Establish a thesis statement that conveys a clear focus; organize the writing to fulfill the promise of the thesis
statement

Innovative Thinkers

3.b Use precise language, action verbs, sensory details and appropriate modifiers

Strategic Learners

Expressive
Description
Sequence
Classification

3.c Develop the main ideas and synthesize information from multiple sources to support the main ideas
Principles
3.d Integrate quotations and citations into a written text
3.e Use appropriate conventions for documentation in the text, notes, and bibliography
3.f Design and publish documents by using publishing software and graphic programs

Writing

The writing
demonstrates
students awareness
of the audience and
purpose.
Genres and Their
Characteristics
Students write
narrative,
expository,
persuasive, and
descriptive essays to
produce texts.
Student writing
demonstrates a
command of
standard English.

3.g Revise writing to improve the logic and coherence of the essay, the precision of word choice, and the tone by taking
into consideration the audience, purpose, and the formality of the context

MUIDS:

Strategic Learners

Imaginative

4.3 Write expository compositions, including analytical essays and research reports

Innovative Thinkers

Directive

4.4 Write persuasive compositions that:

b) clarify and defend positions with precise and relevant evidence, including facts, expert opinions, and quotations

Articulate
Communicators

Expressive
Description

California CC:
Sequence
W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
W2 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.
W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,

Classification

and well-structured event sequences.

W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.

Language
Conventions

Language
Conventions
Students write and
speak with a
command of
standard English
conventions

W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
MUIDS:

Strategic Learners

Classification

5.a Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and
mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens)

Articulate
Communicators

Sequence

Strategic Learners

Expressive

Innovative Thinkers

Interactional

Articulate
Communicators

Description

6.b Organize content and use organizational language (e.g., introduction, transitions, body, and conclusion)
6.c Support arguments with literary quotations, anecdotes, statistics, and references

Leaders for the Future

5.b Understand sentence construction (e.g. parallel structure, subordination, proper placement of modifiers) and proper
English usage (e.g., consistency of verb tenses)
5.c Produce legible work that shows accurate English usage, correct spelling, punctuation, and capitalization
5.d Use direct quotations, in-text citations, and paraphrasing with appropriate citations
California CC:
L3 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.

Listening and
Speaking

Listening and
Speaking

Public Speaking
Students formulate
opinions about oral
communication.
They deliver focused
and coherent
presentations of
their own that
convey clear and
distinct perspectives
and solid reasoning.
They use gestures,
tone, and
vocabulary tailored
to the audience and
purpose.
Academic
Discussion

L6 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 gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
MUIDS:
6.a Formulate judgments about the ideas under discussion and support those judgments with
convincing evidence

Directive
Imaginative
6.d Use props, visual aids, graphs, and electronic media to improve presentations
6.e Choose effective verbal and nonverbal techniques (e.g., voice, gestures, eye contact) for presentation

California CC:

Strategic Learners

Expressive

SL1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led)
with diverse partners on grade 11 topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively.

Innovative Thinkers

Interactional

Articulate
Communicators

Description

SL1.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, wellreasoned exchange of ideas.

Directive
Leaders for the Future
Imaginative

SL1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and
establish individual roles as needed.
SL1.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.

Thinking

Critical Thinking

SL1.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.
Assess source credibility

Innovative Thinkers

Evaluation

Read texts and evaluate arguments for evidence of presupposition

Strategic Learners

Directive

Identify multiple interpretations of meaning

Articulate
Communicators

Expressive

Ascertain the strength or weakness of a text or argument based on supporting evidence

Thinking

Unit
1

Creative Thinking

Topic
Social Systems &
Society
(Dystopia)

Length
7 weeks

Classification

Identify and explain causality of events, arguments, perspectives

Be receptive to and pursue multiple perspectives and interpretations

Morally Intelligent
Persons
Innovative Thinkers

Principles
Imaginative

Challenge predominantly accepted notions, perspectives, values, and positions

Strategic Learners

Choice

Present and suggest unconventional ideas with confidence

Leaders for the Future

Expressive

Essential Questions
Why read?
What is literature?
Do societies need to exist?
Why?
What constitutes a good
society?
What is a symbol?
Why do literary symbols
exist? What does a symbols
meaning have to say about
the culture it is found in?

Essential Understandings
Reading can be used to
expand ones experience
and perspective.
People can garner
meaning from literature by
responding both
personally and critically.
Literature is a tool used by
the author to critique the
real world. Various
techniques are used to
strengthen this critique.
Literature employs various
tools to create narrative,
texture, and meaning.
Social systems can prevent
people from acting on
their worst impulses, or
encourage them to do so.
Symbols have multiple
layers of meaning, and
connect texts to the
greater culture they come
out of

Performance Task(s)
5-Paragraph Essay
Students will develop a
thesis for an essay topic of
their choice which will
incorporate analysis of one
or more of the various
literary tools discussed in
class. Students will create
a mind-map, outline,
rough draft, and final draft
as part of the organization
and stages of writing for
this project.

Skills
READING

Reading, exploring, analyzing texts in

English

Differentiate literal and figurative

language

Identify and analyze symbolism

WRITING

Be familiar with the structure and

organization of a five paragraph
essay

Plan and outline an argumentative

essay

Create an original and thoughtprovoking thesis statement

Develop an essay that compellingly

supports its central argument
THINKING

Draw thematic connections between

the texts read

Distinguish between summary and

analysis
LISTENING & SPEAKING

Critique and discuss social systems

and their strengths and weaknesses
LANGUAGE CONVENTIONS

Identify and apply knowledge of

relative clauses to reading and
writing

Apply grammatical rules of subject-

Proposed Reading Materials

Z Fahrenheit 451
Y Lord of the Flies
X Animal Farm
Other Possible Titles:
Catcher in the Rye
A Wrinkle in Time
The Lottery
(myths)

Short Stories &

Characterization
(Narratives)

7 weeks

What makes a particular

character vivid or believable?
Are strong characterizations
important in a literary work?
Does a character need to be
relatable?

Personal
Journeys & Travel
Writing

9 weeks

Is travel important?
Can travel help one grow as
a person?
What is a journey? Is it the
same as travel?

Dynamic, multilayered
characters that do not
always act in the ways that
readers expect are often
the most believable and
vivid.
Strong characterizations
are immensely important
in a literary work as they
propel the story and often
help the reader find a way
into the story.

Travel helps us gain a

broader understanding of
the world we live in.
Life is itself a journey, and
our experiences shape and
change us in fundamental
ways.

Can a person travel without

travelling?

Short Story Writing

Students will develop a
complex, multilayered
character and one scene in
which one of his/her main
attributes or
characteristics is
demonstrated through
his/her actions.
Students will be evaluated
using a unique project
rubric.

5-Paragraph Essay
Students will write a
reflective, personal essay
dealing with a journey that
was both literal and
figurative.

Is the destination more

important than the journey?

This essay will be graded

using a unique rubric with
a particular emphasis on
insights the student gained
from travel.

Is there a true destination?

Travel Writing Articles

Can life itself be considered a

journey?

Poetry/Film &

6 weeks

What is poetry?

A poems meaning is

Dramatization of Poetry

verb agreement to writing

READING

Recognize and differentiate different

types of characters (protagonist,
antagonist, dynamic, static, etc.)

Identify the characteristics and

attributes that render a particular
character compelling

Differentiate a characters external

actions from his or her internal
thoughts and intentions
WRITING

Develop a multilayered and dynamic

protagonist

Construct a scene in which some of

his/her major characteristics are
demonstrated through action rather
than thought or dialogue

Employ tense structure correctly

SPEAKING & LISTENING

Discuss and critique peers

characters and stories, thinking
about the ways in which each
others characters are or are not
vivid, relatable, dynamic, believable,
etc.
READING

Connect the themes of the different

texts read, and be able to articulate
how they are similar and different

Explain themes of the texts in

original ways, and relate them to the
structure of the texts, stories and
novels
CRITICAL THINKING

Differentiate between figurative and

literal language, particularly as it
relates to the ideas of a journey
and home.
CREATIVE THINKING

Differentiate between fictional and

nonfictional texts, and decide which
better expresses the ideas and
details of personal travels and
journeys
WRITING

Write a reflective and descriptive

essay about travel that employs
strong vocabulary
LANGUAGE CONVENTIONS

Use strong verbs, adjectives and

adverbs correctly
READING

Selected stories from:

- The Story and Its Writer
- A Book of Luminous Things
- Black-Eyed Peas and Midnight Birds
- 30 Under 30
- (open source materials)
Other Materials:
A Christmas Carol
Great Expectations
Ancient Mythology
The Dead James Joyce

Z Siddhartha
Y The Alchemist
X The Call of the Wild
Other Materials:
On the Road - Jack Kerouac
The Hitchhikers Guide to the Galaxy
Dave Barry
Anthony Bourdain Travelogue
Moby-Dick Herman Melville
The Worst Journey in the World
Absley Cherry-Garard
Notes from a Small Island Bill
Bryson
True Grit Charles Portis
The Odyssey - Homer

Selected poems from:

The Natural
World

What are the attributes of

poetry?
What does it mean to call
something poetic?
What does a poem mean?
What can a poem mean?
Is it possible to articulate a
poems expressivity?

multivalent, and open to

interpretation.

(Performance or Video) &

Interpretation Essay

Not everything found is a

poem is necessarily
communicable, or easily
lent to analysis.

Students will develop a

film or other art project
around a particular poem
of the student groups
choosing. The film (or
project) should find a way
to creatively express the
imagery and content of
the poem, drawing
connections not
necessarily present in the
text itself. The film need
not be narrative--we want
to express the poetic
quality of the work they
choose (or compose).

Poetic content and feeling

can sometimes be better
expressed through other
creative mediums than
conventional analysis.

Are a poems qualities

unique to its form?
Can a works poetic
character be expressed
through other mediums?

Research Paper

7 weeks

What can we learn from a

literary works historical and
social context?

Literary works can tell us

important things about the
culture they come out of.

Are stories representative of

the culture they come out
of?

Writers are people in

history, and their work will
often reflect the social and
political concerns of that
time.

Is literary criticism
important?
Is literary theory important?
Is the cultural impact of a
work of literature
important?

Students will be evaluated

for their creativity, as well
as how well the film
expresses the poems
content using a unique
project rubric.
Humanities Research
Project
Students will write a
research paper in which
the student examines one
short work of literature
and explores its historical
and literary contexts.
This paper will be assessed
using a unique project
rubric.

Identify the meter and feet of a

particular poem

Identify and explain the significance

of different literary devices as they
are employed by the poet

Recognize and articulate meanings

and themes to be found in the poem

Recognize what in the poem can be

analyzed or discussed, and what
cannot be
LISTENING & SPEAKING

Develop intonation and individual

recitation style
WRITING

Write strong, voiced poems

employing poetic devices discussed
CREATIVE THINKING

Develop ways to express a poems

content and feeling through another
medium, such as film

- A Book of Luminous Things

- Black-Eyed Peas and Midnight Birds
- 30 Under 30
- (open source materials)
Other Materials:
For Colored Girls Who Have
Considered Suicide When the
Rainbow is Enuf
Song Myself Walt Whitman
William Carlos Williams
Wallace Stevens
Langston Hughes
Mrs. Dalloway - Virginia Woolf
The House is Black Forugh
Farrokhzad
Excerpts and sequences from
Meshes of the Afternoon (Deren),
Listen to Britain (Jennings), Solaris
(Tarkovsky), Syndromes and a
Century (Apichatpong), Sans Soleil
(Marker)

READING

Analyze works of literature critically

Connect the themes and ideas of

different novels and texts

Differentiate primary from

secondary sources and synthesize
the information of different texts in
fluid ways
WRITING

Develop a research paper that

examines a work of literature and its
contexts

Create a detailed outline and thesis

statement

Complete a series of guided

revisions on the initial draft

Use APA formatting and citations

LANGUAGE CONVENTIONS

Employ correct syntax and relevant

word choice that renders the
content of the research paper
coherent and clear

Possible Readers:
Z Catcher in the Rye
Y The Curious Case of the Dog in
the Night Time
X/Y/Z The Outsiders
X Call of the Wild
Selected stories from:
- The Story and Its Writer
- A Book of Luminous Things
- Black-Eyed Peas and Midnight Birds
- 30 Under 30
- (open source materials)