MUIDS ELA & Literacy Curriculum Grade 12 • Unit 1 Map

12.1 Unit Plan

"Out of the dark change": Studying a Writer-Mentor

William Carlos Williams
Texts - "The Desolate Field," "Spring Storm," "Complete Destruction," "Complaint,"
"Willow Poem," "Nantucket," "Danse Russe," "The Red Wheelbarrow," "To a
Poor Old Woman," "This Is Just to Say"

"Biography of William Carlos Williams," from The Academy of American Poets

"Guide to William Carlos Williams" by Theodora R. Graham

"On 'The Red Wheelbarrow,'" from The Academy of American Poets

"Variations on a Theme" by Kenneth Koch

"To a Young Lady" by William Cowper

Other possible writer-mentors:

Elizabeth Bishop, William Blake, Emily Dickinson, Jack Gilbert, Seamus Heaney, Li-
Young Lee, Denise Levertov, Pablo Neruda, Sharon Olds

Number of Weeks
9
in Unit

Introduction
Unit 1 serves as an in-depth, detailed study of a single writer-mentor as a way to drive text-focused literary
analysis. Students read, discuss, and analyze 10-15 poems, focusing on how the author uses structure, style,
and content to craft complex explorations of theme, ideas, experiences, and descriptions. Furthermore, the
unit provides an opportunity for students to connect an author's biographical and historical context to his/her
work. Throughout the unit, students learn to ground arguments in text-based evidence, synthesize reasonable
inferences, and study craft in order to produce a three-part project consisting of essay, creative poem, and
reflection.

Literacy Skills Focus

• Read closely for textual details
• Annotate texts to support comprehension and analysis
• Use vocabulary strategies to define unknown words
• Collect and organize evidence
• Analyze impact of style and content from texts
• Independently develop questions for further textual analysis
• Develop, refine, and select inquiry questions to guide research
• Conduct independent searches using grade-appropriate research processes

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MUIDS ELA & Literacy Curriculum Grade 12 • Unit 1 Map

• Analyze perspectives in potential research texts

• Write for different purposes (e.g. informative, expressive, persuasive, literary)
• Craft claims about inquiry questions, inquiry paths, and a problem-based question using specific
textual evidence
• Write informative texts to convey complex meanings
• Develop counterclaims in opposition to claims
• Develop accurate technical writing and proper mechanics
• Use precise words and phrases, telling details, and sensory language
• Engage in productive evidence-based discussions
• Make extemporaneous claims about texts using specific textual evidence
• Create oral presentations, keeping in mind audience’s concerns, values, and potential biases
• Create oral presentations, keeping in mind tone, volume, enunciation and pace
• Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas
• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,
and, when warranted, qualify or justify one's own views

English Language Arts Content Standards

Yearlong Target Standards

These standards are informed by California's Common Core State Standards (CCSS) and describe the
performance standards that define various levels of competence at each grade level.

CCSS.ELA: Reading—Literature
RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and
poems, at the high end of the grades 11-CCR text complexity band independently and
proficiently.

CCSS.ELA: Reading—Informational Texts

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.

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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.

RI.11-12.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of the
grades 11-CCR text complexity band independently and proficiently.

CCSS.ELA: Writing
W.11-12.2. a- Write informative/explanatory texts to examine and convey complex ideas, concepts, and
c, f information clearly and accurately through the effective selection, organization, and
analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas and
concepts.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

W.11-12.9.a Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge
of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat
similar themes or topics").

W.11-12.10 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.

CCSS.ELA: Speaking & Listening

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.

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.

CCSS.ELA: Language
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.

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 gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.

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Unit-Specific Assessed Standards

These standards will be the specific focus of instruction and assessment, based on the texts studied and
proficiencies developed in this module.

College and Career Readiness Anchor Standards for Speaking and Listening
CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.

College and Career Readiness Anchor Standards for Language

CCRA.L.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.

CCSS.ELA: Reading—Literature
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 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.

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

CCSS.ELA: Reading—Informational Texts

None.
CCSS.ELA: Writing
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.a-f 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.
a. Introduce a topic; organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.

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f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)

W.11-12.9.a Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge
of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat
similar themes or topics").

CCSS.ELA: Speaking & Listening

SL.11-12.1.a 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.

SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal
English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 for
specific expectations.)

CCSS.ELA: Language
L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.

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.

L.11-12.5.a-b Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their
role in the text.
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 gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.

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Supporting Standards
These standards will be addressed at the unit level, and may be considered in assessment, but will not be the
focus of extended instruction in this unit.

College and Career Readiness Anchor Standards for Speaking and Listening
None.
College and Career Readiness Anchor Standards for Language
CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by
using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.

CCSS.ELA: Reading—Literature
RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)

CCSS.ELA: Reading—Informational Texts

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,
persuasiveness or beauty of the text.

CCSS.ELA: Writing
W.11-12.5 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. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grades 11-12.)

W.11-12.10 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.

CCSS.ELA: Speaking & Listening

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.

CCSS.ELA: Language
L.11-12.4 Determine 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.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings
or parts of speech (e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).

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Essential Questions, Enduring Understandings, & Content

Vocabulary
Essential Questions Enduring Understandings
1. How do readers reflect and respond to • Texts may have both a literal meaning and a
literature? connotative meaning.

2. What techniques are available to an author • Universal themes endure cross-culturally and
when writing a text? transcend time, place, and genre.

3. How can literary techniques develop or
reinforce theme?
4. In what ways can an author's work reflect or
respond to biographical, social, or historical
pressures?
5. How might being able to recognize literary
features help in appreciating literature?
• Authors make intentional choices about
subject, tone, and literary techniques to
develop a literary text.
• A text's sections, chapters, stanzas, sentences,
and spacing contribute to its overall structure
and may impact meaning.
• Author's choices often impact readers
differently.

• Words may have various connotative

meanings; diction and syntax impact tone and
meaning.

• Literary devices such tone, satire, sarcasm,

and irony provide insight into an author's
point of view.

Unit-Targeted Vocabulary
Fragmentation—(n.) the process or state of breaking or being broken into small or separate parts.
Disillusionment—(n.) a feeling of disappointment resulting from the discovery that something Is not as good
as one believed it to be.
Analysis—(n.) detailed examination of the elements or structure of something, typically as a basis for
discussion or interpretation.
Annotation—(n.) a note of explanation or comment added to a text.
Explicate—(v.) to analyze and develop (an idea or principle) in detail in order to reveal or review its
meaning.
Vocabulary Support for ELLs
vast—(adj.) of very great quantity; immense
simulacrum—(n.) an unsatisfactory substitute
nozzle—(n.) an opening at the end of a pipe, hose, or tube
yearn—(v.) to have an extreme feeling of longing, typically something that one has lost
runnel—(n.) a narrow channel in the ground for liquid to flow through
dappled—(adj.) marked with spots or rounded patches
wither—(v.) to become dry and shriveled; to reduce in size
embankment—(n.) a wall of earth or stone built to prevent a river from flooding
rigid—(adj.) unable to bend; not flexible

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loath—(v.) to feel intense dislike or disgust for

oblivious—(adj.) not aware or not concerned about what is happening around one
immaculate—(adj.) perfectly clean, neat, or tidy, especially of a person or their clothes
grotesque—(adj.) very ugly, repulsive, or distorted to a shocking degree
flank—(n.) the side of a person's or animal's body between the ribs and the hip
glaze—(v.) to cover with a smooth, shiny coating or finish
munch—(v.) to eat with a continuous crunching sound
solace—(n.) comfort or consolation in a time of distress

Unit Performance Assessments

Formative Assessments

Short Analytical Writings

Throughout the entirety of Unit 1, students write weekly analytical paragraphs that explicate a writer-
mentor's poem. Paragraphs should explore how literary techniques—such as style, structure, and language
function—are used to develop theme, reinforce content, and/or examine the author-mentor's place within
a biographical, social, or historical context. Additionally, paragraphs must demonstrate proper writing
conventions such as having a clear topic sentence; development of the topic through significant and
relevant inferences, concrete details, and quote integration; appropriate and varied transitions and syntax
to create cohesion and clarity; and providing a concluding statement that follows from and supports the
central argument.

Prompts:
• How does the poem's structure reinforce its content or theme?
• How do literary techniques develop the poem's content or theme?
• How does the word-choice develop a tone towards the poem's subject?
• How is conflict, contrast, or juxtaposition used to develop an incisive exploration of two or more
subjects?
• How does the poem reflect or remark upon the poet's biographical, social, or historical context?
• In what way is the poem a reflection of the author's attitudes or values?

Creative Responses

Alongside short analytical writings, students are required to write a creative response that imitates the
style, structure, theme, tone, or language functions of a writer-mentor's poem. Students are encouraged to
not simply "drop-in" replacement words, but to use the text as a springboard in exploring their own creative
impulses. The creative responses should demonstrate a detailed study of their writer-mentor's creative
choices.

Prompts:
• What is the poem's setting and how is it described?
• What is the tone, and how is it developed throughout the poem?
• What is the author's attitude toward his/her subject?
• How does the poem's structure reinforce its content or theme?
• Is there an observable pattern to the language? Is there a break from this pattern?
• Are the verbs active or passive, transitive or intransitive?

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Summative Assessment

For the summative assessment, students produce a three-part project consisting of: a multi-paragraph
essay analyzing the writer-mentor's work, an original poem inspired by the author-mentor's work, and a
reflection over the original poem detailing their creative process, aims, choice of literary techniques, and
the development of theme.

General Prompts:
• How are these poems a reflection of the author's attitudes or values?
• How is the poet's work informed by his/her biographical context?
• How does the poet's work fit within a historical context?
• What common themes, subjects, imagery, or literary techniques are expressed across multiple
poems?
• What elements of contrast are expressed throughout the given poems, and what is the purpose of
this contrast?

Text-Specific Prompts:
• How does William Carlos Williams poetic style reflect the ideals of Modernism?
• In what ways did Williams depart from literary tradition in either subject or style?
• Discuss Williams's belief in "no ideas but in things" throughout his poetry.
• Trace Williams's artistic development from his 1924 poems to his 1935 poems.

Suggested Unit Calendar

Week Lesson Outline Assessed & Assessments
Supporting
CCSS
Week 1 Teacher introduces students to the course by distributing CCRA.SL.4 None.
the syllabus and establishing classroom expectations for SL.11-12.1.a
both behavior and rigor. Class then reviews Unit 1, its RI.11-12.6
objectives, guiding questions, formative and summative SL.11-12.4
assessments, and the writer-mentor. Students work in
small-groups to develop a mind-map, infographic, or other
visual over one of the following prompts:
• "What influences the way readers interact with a
text?"
• "What are the purposes authors may have when
writing a text?"
Groups share and explain their visuals with the class.

Students read "Biography of William Carlos Williams" as

homework.

Week 2 Teacher gives a brief lecture over Modernism and William RL.11-12.2 Ungraded
Carlos Williams's place within that movement. Teacher RL.11-12.4 assessment:
introduces analytical paragraph structure, including RL.11-12.5 Creative poem
appropriate topic sentences, quote integration, and the W.11-12.4 representative
development of an argument. Teacher distributes "The W.11-12.9.a of "Spring
Language of Literary Analysis" handout to enrich student CCRA.L.4 Storm."
vocabulary with appropriate descriptions of setting, tone, L.11-12.4
word-choice, style, and character descriptors. Teacher then
models an annotation of "The Desolate Field." Working
together, the class brainstorms theme, tone, word-choice,

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MUIDS ELA & Literacy Curriculum Grade 12 • Unit 1 Map

and style using the handout. Teacher presents model

analysis of the poem and students evaluate the model in
pairs, comparing it to their earlier brainstorming session.

Breaking into small-groups, students engage in a jigsaw

discussion over "Spring Storm," each having ownership of a
literary device or other literary function. Groups annotate
the poem using "The Language of Literary Analysis"
handout. Groups intermix and share their understandings,
then share with the whole class. Teacher draws particular
focus to the poem's use of contrast. Students then write a
pastiche, trying to capture the style, tone, and/or theme of
the poem. Students share aloud.

Week 3 Students read "Complete Destruction" in pairs and CCRA.L.3 Graded

annotate it using their knowledge from the previous week. RL.11-12.1 assessment:
Pairs should be able to recognize and accurately describe a RL.11-12.2 Short analytical
few literary features within the poem and how they RL.11-12.4 writing over
develop or reinforce content or theme. Students use these RL.11-12.5 "Complete
understandings to complete a short analytical writing W.11-12.1 Destruction."
assignment using the "Literary Analysis Sentence Starters" W.11-12.2.a-f
tool as a scaffold. Writing assignments are collected by the W.11-12.4 Ungraded
teacher and graded using the "Short Writing Response W.11-12.9.a assessment:
Rubric." L.11-12.1 Creative poem
L.11-12.3 representative
Students continue to hone their analytical thinking by L.11-12.5.a-b of "Complaint."
discussing and explicating "Complaint," using the study CCRA.L.4
guide as necessary. Students write a pastiche, trying to RL.11-12.7
capture the style, tone, and/or theme of the poem. W.11-12.10
Students share aloud, then submit their poems to the L.11-12.4
teacher.

Week 4 Students are given time to individually annotate "Willow CCRA.L.3 Graded
Poem" and brainstorm literary devices on the development RL.11-12.1 Assessment:
of theme. Class engages in a Socratic seminar about RL.11-12.2 Short analytical
Williams's use of setting as seen so far in the course and RL.11-12.4 writing over
how his authorial choices fit within Modernism. Students RL.11-12.5 "Willow
produce and submit a short analytical writing assignment W.11-12.1 Poem."
without support but may independently decide to use W.11-12.2.a-f
previous models and handouts. Writing assignments are W.11-12.4 Ungraded
collected by the teacher and graded using the "Short W.11-12.9.a Assessment:
Writing Response Rubric." SL.11-12.1.a Creative poem
L.11-12.1 representative
In a discussion over "Nantucket," the teacher gives a L.11-12.3 of "Nantucket."
focused lesson on "clarity of image" and Williams's ideal of L.11-12.5.a-b
"no ideas but in things." Teacher draws particular focus to CCRA.L.4
Williams's use of verbs and the lack of punctuation. RL.11-12.7
Students continue to explore his poetic style using the W.11-12.10
techniques and vocabulary outlined above. Students are L.11-12.4
then asked to provide a photograph of a hotel room SL.11-12.6
interior, natural image, or other object. Students trade
photographs, then write a poem based on both the image
and Williams's work. Students share aloud, then submit
their poems to the teacher.

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Week 5 Students employ the previous practices to examine "Danse CCRA.L.3 Graded
Russe," then enter into literature circles exploring the RL.11-12.1 Assessment:
prompt "Does this poem confirm or negate the idea of a RL.11-12.2 Short analytical
genius?" Students complete a short analytical writing RL.11-12.4 writing over
assignment without support but may independently decide RL.11-12.5 "Danse Russe."
to use previous models and handouts. Writing assignments W.11-12.1
are collected by the teacher and graded using the "Short W.11-12.2.a-f Ungraded
Writing Response Rubric." W.11-12.4 Assessment:
W.11-12.9.a Creative poem
Students read "On 'The Red Wheelbarrow'" in class, SL.11-12.1.a representative
annotating both the essay and the poem. Students break L.11-12.1 of "The Red
into small-groups and discuss why this poem is often L.11-12.3 Wheelbarrow."
considered Williams's manifesto. Groups present their L.11-12.5.a-b
views to the class, which should be grounded in direct L.11-12.6
textual evidence, knowledge of Williams's poetic values in CCRA.L.4
relation to Modernism, and/or reasonable interpretation. RL.11-12.7
Students write their own poem in response, which should RI.11-12.6
reveal an understanding of Williams's style, tone, and/or W.11-12.10
themes. Students share aloud, then submit their poems to L.11-12.4
the teacher. SL.11-12.6

Week 6 Teacher distributes William Cowper's "To a Young Lady," CCRA.L.3 Graded
which should be read alongside Williams's "To a Poor Old RL.11-12.1 Assessment:
Woman." Students annotate both poems. Working in pairs, RL.11-12.2 Short analytical
students are prompted to compare the subject, actions, RL.11-12.4 writing over
and attitude of the speakers towards their subjects. RL.11-12.5 "To a Poor Old
Students complete their last short analytical writing W.11-12.1 Woman" and
assignment comparing poems and Williams's notion of W.11-12.2.a-f "To a Young
subject worthiness. Writing assignments are collected by W.11-12.4 Lady."
the teacher and graded using the "Short Writing Response W.11-12.9.a
Rubric." SL.11-12.1.a Ungraded
L.11-12.1 Assessment:
Students read "This Is Just to Say," annotating it. Teacher L.11-12.3 Creative poem
poses the questions "Can this be considered a poem? How L.11-12.5.a-b representative
do we know when writing is poetry?" Forming small-groups, L.11-12.6 of "This Is Just
students work through the poem and posed questions. CCRA.L.4 to Say."
Teacher distributes Kenneth Koch's "Variations on a Theme RL.11-12.7
by William Carlos Williams," which students read, annotate, SL.11-12.4
and compare individually before discussing it in pairs.
Students then write a poem from the prompt "Inauthentic
Apology," which should reveal an understanding of
Williams's style, tone, and/or themes. Students share aloud,
then submit their poems to the teacher.

Week 7 Students choose one graded written assessment to revise CCRA.L.3 Supplementary
for a replacement grade. Additionally, students brainstorm RL.11-12.2 Assessment:
an essay focus for their Unit 1 Project, gather appropriate RL.11-12.4 Students
evidence, and consider their own poem's approach. W.11-12.2.a-f participate in a
W.11-12.4 recorded
W.11-12.9.a literature
SL.11-12.1.a discussion
SL.11-12.6 tracing the
L.11-12.1 writer-mentor's
L.11-12.3 poetic
CCRA.L.4 development
RL.11-12.7 throughout his
W.11-12.5 career.

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MUIDS ELA & Literacy Curriculum Grade 12 • Unit 1 Map

W.11-12.10
SL.11-12.4
L.11-12.4

Week 8 Project work week. CCRA.L.3

RL.11-12.1
Teacher conferences with students to provide feedback and RL.11-12.2
guidance as needed. RL.11-12.4
RL.11-12.5
Students develop a multi-paragraph essay analyzing the W.11-12.1
writer-mentor's work, an original poem inspired by the W.11-12.2.a-f
author-mentor's work, and a reflection over the original W.11-12.4
poem detailing their creative process, aims, choice of W.11-12.9.a
literary techniques, and the development of theme. L.11-12.1
L.11-12.3
L.11-12.5.a-b
L.11-12.6
CCRA.L.4
RL.11-12.7
W.11-12.5
W.11-12.10
L.11-12.4

Week 9 Project work week. CCRA.L.3 Summative

RL.11-12.1 Assessment:
Teacher conferences with students to provide feedback and RL.11-12.2 Essay, creative
guidance as needed. RL.11-12.4 poem, and
RL.11-12.5 reflection.
Students complete their final drafts. W.11-12.1
W.11-12.2.a-f
Project due at the end of the week. W.11-12.4
W.11-12.9.a
L.11-12.1
L.11-12.3
L.11-12.5.a-b
L.11-12.6
CCRA.L.4
RL.11-12.7
W.11-12.5
W.11-12.10
L.11-12.4

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