Curriculum Map- Scope and Sequence:

Grade 12 English
Saddlebrook Preparatory School
Purpose of Unit One Unit Two Unit Three Unit Four Unit Five
Planning Q1, W1-3 Q1, W4-6 Q1, W7-9 / Q2W10 Q2, W11-14 Q2, W15-18
The Anglo-Saxon and The English Renaissance The English Renaissance The Restoration and the Romanticism (1798-
Medieval Periods (449- (1485-1660): Pastoral (1485-1660) 18th Century (1660- 1832): Neoclassicism
1485): Anglo-Saxon Epic, Poems and Sonnets, Drama: Macbeth 1798): Social Observers, Revolt, The Lake Poets,
The Age of Chaucer, Humanism, Spiritual Satirical Voices, Rise of The Late Romantics
Medieval Romance Writings, Metaphysical Women Writers
Unit Topic and Poets Discover… Discover…
Overview: Discover… 1. What role, if any, Discover… 1. What can people
1. What makes a true Discover… does fate play in our 1. Is satire an effective learn from nature?
hero? 1. Should religion be lives? tool for changing 2. Is emotion stronger
2. Can people live up to tied to politics? 2. Can you ever be too society? than reason?
high ideals? 2. Why is love so ambitious? 2. Can science tell us 3. How does war
complicated? 3. Does power corrupt? how to live? change our values?

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Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500
 Curriculum Map- Scope and Sequence:
Grade 12 English
Saddlebrook Preparatory School
Students should have Students should have Students should have Students should have Students should have
prior experience prior experience reading prior experience reading prior experience reading prior experience reading
analyzing how historical and analyzing poetry. one of Shakespeare’s historical nonfiction and analyzing poetry.
context shapes a work of works. documents, such as
literature. Students should be essays and speeches. Students should be
familiar with poetic Students should be familiar with poetic
Students should have terms, such as: familiar with poetic Students should have terms, such as:
prior experience reading  tone terms, such as: prior experience reading  tone
various types of poetry.  mood  rhyme scheme satirical works of  mood
 imagery  iambic pentameter literature.  imagery
Students should have  theme  theme
prior experience  motif Students should be Students should have  motif
Prerequisite Student producing clear and prior experience
 symbol familiar with elements of  symbol
Knowledge coherent writing in which drama, such as: producing clear and
*What should the development, Students should have  types of characters coherent writing in which Students should have
students have
previously mastered
organization, and style prior experience  plot diagram the development, prior experience
prior to this unit? are appropriate to task, producing clear and  types of conflict organization, and style producing clear and
purpose, and audience. coherent writing in which are appropriate to task, coherent writing in which
the development, Students should have purpose, and audience. the development,
organization, and style prior experience organization, and style
are appropriate to task, producing clear and are appropriate to task,
purpose, and audience. coherent writing in which purpose, and audience.
the development,
organization, and style
are appropriate to task,
purpose, and audience.

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Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500
 Curriculum Map- Scope and Sequence:
Grade 12 English
Saddlebrook Preparatory School
Essential Concepts and Essential Concepts and Essential Concepts and Essential Concepts and Essential Concepts and
Questions: Questions: Questions: Questions: Questions:
1. How do the historical 1. How do the historical 1. How is Macbeth an 1. How do the historical 1. How did the French
contexts and cultural contexts and cultural example of a contexts and cultural Revolution and its
influences of the influences of the tragedy? influences of the aftermath impact the
Anglo-Saxon and Renaissance impact 2. Recognize various Restoration and the literature of the
medieval periods the literature of the literary and poetic 18th century impact time?
impact the literature time? devices and be able the literature of the 2. Critique a literary
of the time? 2. Identify and analyze to assess their time? analysis, including an
2. Analyze the sonnets, including function in a text. 2. Identify, analyze, and author’s position and
characteristics of Shakespearean, 3. Evaluate the internal interpret satire, support.
epics, medieval Petrarchan, and motivations of the including Horatian 3. Paraphrase complex
romances, and Spenserian. characters within and Juvenalian, in structures to
ballads. 3. Interpret Macbeth. poetry and prose. enhance
3. Compose a literary metaphysical 3. Identify and analyze comprehension.
Essential Knowledge analysis that reflects conceits and analyze Students will be able to neoclassicism as a
& Student a critical, analytical how they impact analyze how an author’s literary style. Students will be able to
Expectations
understanding of the poetry. choices concerning how demonstrate knowledge
*What are the
anticipated learning
text. 4. Write an argument to structure specific parts Students will be able to of foundational works of
outcomes for to support a claim in of a text contribute to its analyze the use of satire literature, including how
students? Students will be able to a critical review. overall structure and in our world today as a two or more texts from
demonstrate knowledge meaning. means of persuasion. the same period treat
of foundational works of Students will be able to similar themes or topics.
literature, including how demonstrate knowledge Students will be able to Students will be able
two or more texts from of foundational works of analyze multiple versions analyze documents of Students will be able
the same period treat literature, including how of a drama, evaluating historical and literary analyze documents of
similar themes or topics. two or more texts from how each version significance for their historical and literary
the same period treat interprets the source themes, purposes, and significance for their
Analyze documents of similar themes or topics. text. rhetorical features. themes, purposes, and
historical and literary rhetorical features.
significance for their Students will be able
themes, purposes, and analyze documents of
rhetorical features. historical and literary
significance for their
themes, purposes, and 3
Saddlebrook Preparatory School 5700 Saddlebrook
rhetoricalWay
features. Wesley Chapel, FL 33543 813 907-4500

Saddlebrook Preparatory School
Anchor Text
 British Literature
(Holt McDougal 2012)
Literary Texts:
 Beowulf
 Excerpts from
Anchor Text and Canterbury Tales
Supplemental Texts  Excerpts from Sir
*Illustrate texts used, Gawain and the Green
and how students’ Knight
knowledge builds
across units. Informational Text:
 “The Origins of a
Nation”
 “Pilgrimages: Journeys
of the Spirit”
 Thinkcentral.com
 Teacher One Stop
 Student One Stop
Multi-Media Links:  Beowulf
*Videos, Comprehension Check
presentations, any  Beowulf Resources
and all supplemental  TED-Ed Host of Heroes
online material.  How To Write a Literary
Analysis
Saddlebrook Preparatory School 5700 Saddlebrook Way
Curriculum Map- Scope and Sequence:
Grade 12 English
Anchor Text Anchor Text Anchor Text Anchor Text
 British Literature  Macbeth by William  British Literature  British Literature
(Holt McDougal 2012) Shakespeare (Holt McDougal 2012) (Holt McDougal 2012)
Literary Texts: Supplemental Texts: Literary Texts: Literary Texts:
 Selected poetry from  William Shakespeare  Excerpt from The Rape  Selected poetry from
Edmund Spenser, background of the Lock William Blake, William
Francesco Petrarch,  Nonfiction articles  Excerpt from Wordsworth, Samuel
William Shakespeare, related to themes “Gulliver’s Travels” Taylor Coleridge, Percy
John Donne found within Macbeth Bysshe Shelley, and
 Excerpts from Paradise  Background on Informational Text: John Keats
Lost by John Milton elements of tragedy  “Nonfiction in the 18th
Century” Informational Text:
Informational Text:  “Elements of Satire”  Background
 “The English  “Elements of an Essay” information on
Renaissance”  Essay: A Modest Romanticism
Proposal  Nonfiction article
regarding nature’s
effect on humans
 Nonfiction articles on
theme of war
 Thinkcentral.com  Thinkcentral.com  Thinkcentral.com  Thinkcentral.com
 Teacher One Stop  Teacher One Stop  Media Smart DVD  Media Smart DVD
 Student One Stop  Student One Stop  Teacher One Stop  Teacher One Stop
 Sonnet Instruction  Macbeth DVD  Student One Stop  Student One Stop
 How To Annotate a  Bardweb  Gulliver’s Travels  War Poetry
Poem Comprehension Check
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Wesley Chapel, FL 33543 813 907-4500

Saddlebrook Preparatory School
 Bell work
 Essential Question
Review
 Lecture with PPT/Prezi
 Close Reading
 Summarizing and
notetaking
Instructional  Large group discussion
Practices:  Socratic Seminar
* Various  Small group discussion
Instructional / collaborative learning
Modalities, including  Open-ended responses
Technology used to literature
incorporating thesis,
evidence, and analysis
 Student use of laptops
for classwork and
projects
Saddlebrook Preparatory School 5700 Saddlebrook Way
 Bell work
 Essential Question
Review
 Lecture with PPT/Prezi
 Close Reading
 Summarizing and note
taking
 Large group discussion
 Socratic Seminar
 Small group discussion
/ collaborative learning
 Student-composed
sonnets activity
 Open-ended responses
to literature
incorporating thesis,
evidence, and analysis
 Student use of laptops
for classwork and
projects
Curriculum Map- Scope and Sequence:
Grade 12 English
 Bell work
 Essential Question
Review
 Lecture with PPT/Prezi
 Close Reading
 Summarizing and note
taking
 Large group discussion
 Small group discussion
/ collaborative learning
 Dramatic reading of
Macbeth
 Open-ended responses
to literature
incorporating thesis,
evidence, and analysis
 Student use of laptops
for classwork and
projects
Wesley Chapel, FL 33543
 Bell work
 Essential Question
Review
 Lecture with PPT/Prezi
 Close Reading
 Summarizing and note
taking
 Large group discussion
 Socratic Seminar
 Small group discussion
/ collaborative learning
 Open-ended responses
to literature
incorporating thesis,
evidence, and analysis
 Student use of laptops
for classwork and
projects
 Socratic seminar
813 907-4500
 Bell work
 Essential Question
Review
 Lecture with PPT/Prezi
 Close Reading
 Summarizing and note
taking
 Large group discussion
 Small group discussion
/ collaborative learning
 Open-ended responses
to literature
incorporating thesis,
evidence, and analysis
 Student use of laptops
for classwork and
projects
 Poetry analysis
5
 Curriculum Map- Scope and Sequence:
Grade 12 English
Saddlebrook Preparatory School
Informal Assessments: Informal Assessments: Informal Assessments: Informal Assessments: Informal Assessments:
 Bell work  Bell work  Bell work  Bell work  Bell work
 Teacher questioning  Teacher questioning  Teacher questioning  Teacher questioning  Teacher questioning
 Student contribution to  Student contribution to  Student contribution to  Student contribution to  Student contribution to
discussions / Socratic discussions / Socratic discussions discussions and discussions
Seminars Seminars  Dialectical Socratic seminars  Dialectical
 Dialectical  Dialectical journals/notes  Dialectical journals/notes
journals/notes journals/notes  Exit tickets journals/notes  Exit tickets
 Exit tickets  Exit tickets  Exit tickets  Poetry annotations
Formal Assessments:
Formal Assessments: Formal Assessments:  Exam Formal Assessments: Formal Assessments:
 Exam  Exam  80% of students will be  Exam  FINAL EXAM
 80% of students will be  80% of students will be able to analyze how an  80% of students will be  80% of students will be
able to demonstrate able to demonstrate author’s choices able to Students will be able to demonstrate
Assessments: knowledge of knowledge of concerning how to able to analyze the use knowledge of
*Types and foundational works of foundational works of structure specific parts of satire in our world foundational works of
Measurements of literature, including literature, including of a text contribute to today as a means of literature, including
Mastery how two or more texts how two or more texts its overall structure persuasion. how two or more texts
from the same period from the same period and meaning.  80% of students will be from the same period
treat similar themes or treat similar themes or  80% of students will be able to analyze treat similar themes or
topics. topics. able to analyze documents of historical topics.
 80% of students will be  80% of students will be multiple versions of a and literary significance  80% of students will be
able analyze able analyze drama, evaluating how for their themes, able to analyze
documents of historical documents of historical each version interprets purposes, and documents of historical
and literary significance and literary significance the source text. rhetorical features. and literary significance
for their themes, for their themes,  OER (open-ended  OER (open-ended for their themes,
purposes, and purposes, and response to literature) response to literature) purposes, and
rhetorical features. rhetorical features. rhetorical features.
 OER (open-ended  OER (open-ended  OER (open-ended
response to literature) response to literature) response to literature)
/ Poetry Analysis

6
Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500
 Curriculum Map- Scope and Sequence:
Grade 12 English
Saddlebrook Preparatory School
History: History: History: History: History:

Students will explore the Students will explore the Students will explore the Students will explore the Students will explore the
historical context of the historical context of the historical context of the historical context of the historical context of
Anglo-Saxon Period. Renaissance. Renaissance. Restoration Period. Romanticism.

Etymology: Social Studies: Students will explore Social Studies / Journalism: Social Studies / Economics:
Shakespeare's source
Interdisciplinary Students will look at how Students will examine the material, the historical Seeking Social Justice Students will explore
Lessons & Projects: the English language role of religion in politics in Macbeth, and other issues Through Satire: Students sources related to the lives
*State additional evolved throughout time. societies around the world. that inform the play, such will explore satire as a of chimney sweepers in the
content areas and as King James' fascination mode of critiquing society. early 19th century,
title all lesson(s) and Evolution of the English Music: with the supernatural. Students develop a mock highlighting the conditions
project(s) Language television newscast or endured by the children
Students will explore the editorial script. whose plight William Blake
sonnet form of poetry and highlights in his poetry.
makes connections to Mock Television Newscast
contemporary music or Editorial Assignment The Chimney Sweeper -
Injustice
Shakespeare Sonnets -
Current Influence

7
Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500

Saddlebrook Preparatory School
 Additional test  Additional test
questions involving
higher order
questioning to denote
mastery
 Honors Independent  Honors Independent
Reading Project:
Choose one book from
the given British
literature book list to
read. For your chosen
book, complete the
Honors Course following
Differentiation(s): complementary
assignments: cultural
context analysis,
author’s background,
reading response
journal, vocabulary
index cards, and
analysis paper. Honors
students will choose
four books per
semester from selected
reading list.
 Additional test
questions involving
higher order
questioning to denote
mastery
 Honors Independent
Reading Project:
Choose one book from
the given British
literature book list to
read. For your chosen
book, complete the
following
complementary
assignments: cultural
context analysis,
author’s background,
reading response
journal, vocabulary
index cards, and
analysis paper. Honors
students will choose
four books per
semester from selected
reading list.
Curriculum Map- Scope and Sequence:
Grade 12 English
 Additional test  Additional test
questions involving questions involving questions involving
higher order higher order higher order
questioning to denote questioning to denote questioning to denote
mastery mastery mastery
 Honors Independent  Honors Independent
Reading Project: Reading Project: Reading Project:
Choose one book from Choose one book from Choose one book from
the given British the given British the given British
literature book list to literature book list to literature book list to
read. For your chosen read. For your chosen read. For your chosen
book, complete the book, complete the book, complete the
following following following
complementary complementary complementary
assignments: cultural assignments: cultural assignments: cultural
context analysis, context analysis, context analysis,
author’s background, author’s background, author’s background,
reading response reading response reading response
journal, vocabulary journal, vocabulary journal, vocabulary
index cards, and index cards, and index cards, and
analysis paper. Honors analysis paper. Honors analysis paper. Honors
students will choose students will choose students will choose
four books per four books per four books per
semester from selected semester from selected semester from selected
reading list. reading list. reading list.

CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RL.11-12.1

CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RL.11-12.3
Integrated Common CCSS.ELA-Literacy.RL.11-12.4
Core or NGSSS CCSS.ELA-Literacy.RL.11-12.5
Standards (List): CCSS.ELA-Literacy.RL.11-12.6
*See Below for Links CCSS.ELA-Literacy.RL.11-12.7
CCSS.ELA-Literacy.RL.11-12.8
CCSS.ELA-Literacy.RL.11-12.9
CCSS.ELA-Literacy.RL.11-12.10
CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RL.11-12.3
CCSS.ELA-Literacy.RL.11-12.4
CCSS.ELA-Literacy.RL.11-12.5
CCSS.ELA-Literacy.RL.11-12.7
CCSS.ELA-Literacy.RL.11-12.9
CCSS.ELA-Literacy.RL.11-12.10
CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RL.11-12.3
CCSS.ELA-Literacy.RL.11-12.4
CCSS.ELA-Literacy.RL.11-12.5
CCSS.ELA-Literacy.RL.11-12.6
CCSS.ELA-Literacy.RL.11-12.7
CCSS.ELA-Literacy.RL.11-12.8
CCSS.ELA-Literacy.RL.11-12.9
CCSS.ELA-Literacy.RL.11-12.10
CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RL.11-12.3
CCSS.ELA-Literacy.RL.11-12.4
CCSS.ELA-Literacy.RL.11-12.5
CCSS.ELA-Literacy.RL.11-12.7
CCSS.ELA-Literacy.RL.11-12.8
CCSS.ELA-Literacy.RL.11-12.9
CCSS.ELA-Literacy.RL.11-12.10
CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RL.11-12.3
CCSS.ELA-Literacy.RL.11-12.4
CCSS.ELA-Literacy.RL.11-12.5
CCSS.ELA-Literacy.RL.11-12.6
CCSS.ELA-Literacy.RL.11-12.9
CCSS.ELA-Literacy.RL.11-12.10

8
Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500

Saddlebrook Preparatory School
Integrated CCSS CCSS.ELA-Literacy.W.11-12.1
Writing Standards CCSS.ELA-Literacy.W.11-12.1a
(List): CCSS.ELA-Literacy.W.11-12.2
CCSS.ELA-Literacy.W.11-12.2a
*See Below for Links CCSS.ELA-Literacy.W.11-12.3
CCSS.ELA-Literacy.W.11-12.5
CCSS.ELA-Literacy.W.11-12.9
CCSS.ELA-Literacy.W.11-12.1
CCSS.ELA-Literacy.W.11-12.2
CCSS.ELA-Literacy.W.11-12.2b
CCSS.ELA-Literacy.W.11-12.2d
CCSS.ELA-Literacy.W.11-12.3
CCSS.ELA-Literacy.W.11-12.3b
CCSS.ELA-Literacy.W.11-12.3d
CCSS.ELA-Literacy.W.11-12.4
Curriculum Map- Scope and Sequence:
Grade 12 English
CCSS.ELA-Literacy.W.11-12.1 CCSS.ELA-Literacy.W.11-12.1
CCSS.ELA-Literacy.W.11-12.2 CCSS.ELA-Literacy.W.11-12.2
CCSS.ELA-Literacy.W.11-12.2b CCSS.ELA-Literacy.W.11-12.2b
CCSS.ELA-Literacy.W.11-12.3b CCSS.ELA-Literacy.W.11-12.2d
CCSS.ELA-Literacy.W.11-12.3d CCSS.ELA-Literacy.W.11-12.3
CCSS.ELA-Literacy.W.11-12.4 CCSS.ELA-Literacy.W.11-12.3b
CCSS.ELA-Literacy.W.11-12.1
CCSS.ELA-Literacy.W.11-12.2
CCSS.ELA-Literacy.W.11-12.2e
CCSS.ELA-Literacy.W.11-12.3
CCSS.ELA-Literacy.W.11-12.3a
CCSS.ELA-Literacy.W.11-12.3d
CCSS.ELA-Literacy.W.11-12.3e

The following links will be used to incorpotae the CCSS and other applicable standards:
 The Common Core State Standard expectations in grade 12,
 The K-12 English LA and Content Area Writing Standards
Links to CCSS/NGSSS  The K-12 Reading Standards
Curriculum  The K-12 Mathematics Standards
Standards:
 The K-12 NGSSS Science & Social Studies Standards

Purpose of Unit Six Unit Seven Unit Eight Unit Nine

Planning Q3, W19-22 Q3, W23-26 Q3, W27 / Q4, W28-31 Q4, W32-36
Romanticism (1798- The Victorians (1832- Modern and Modern and
1832) 1901): Influence of Contemporary British Contemporary British
Novel: Frankenstein Romanticism, Realism, Literature: Orwell Short Literature
Victorian Viewpoints Stories Novel: Lord of the Flies
Discover…
1. What distinguishes Discover… Discover… Discover…
Unit Topic and
“monsters” from 1. When is progress a 1. What does it mean 1. Do the ends always
Overview:
humanity? problem? to be modern? justify the means?
2. What are the ethical 2. Why to people fear 2. Are human beings 2. Is power, by its
boundaries of man’s change? doomed to nature, corruptive?
scientific loneliness? 3. What makes a leader
exploration? 3. Why is there always effective?
war?

9
Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500

Saddlebrook Preparatory School
Students should have
prior experience reading
a novel.
Prerequisite Student Students should have
Knowledge prior experience critically
*What should analyzing literature,
students have within and across texts
previously mastered through discussion and
prior to this unit? writing.
Curriculum Map- Scope and Sequence:
Grade 12 English
Students should be Students should have Students should have
familiar with poetic prior experience prior experience reading
terms, such as: analyzing how historical a novel.
 tone context shapes a work of
 mood literature. Students should have
 imagery prior experience critically
 theme Students should have analyzing literature,
 motif prior experience reading within and across texts
shorts stories and poetry, through discussion and
 symbol
as well as analyzing writing.
characteristics of each
genre.

10
Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500

Saddlebrook Preparatory School
Essential Concepts and
Questions:
1. How did the French
Revolution and its
aftermath impact the
literature of the
time?
2. What parallels can be
drawn between
Frankenstein and
topics in psychology,
such as the effect of
isolation, significance
of nature/nurture,
Essential Knowledge development, and
& Student parental
Expectations
responsibilities?
*What are the
anticipated learning
outcomes for Students will be able
students? analyze documents of
historical and literary
significance for their
themes, purposes, and
rhetorical features.
Students will be able to
analyze a major aspect of
Frankenstein, such as the
effect of isolation,
significance of
nature/nurture,
development, parental
responsibilities.
Saddlebrook Preparatory School 5700 Saddlebrook Way
Curriculum Map- Scope and Sequence:
Grade 12 English
Essential Concepts and Essential Concepts and Essential Concepts and
Questions: Questions: Questions:
1. How did the 1. How do the historical 1. How do the historical
Victorian era impact contexts and cultural contexts and cultural
the literature of the influences of influences of
time? Modernism impact Postmodernism
2. Identify and analyze the literature of the impact the literature
characteristics of time? of the time?
realism and 2. Analyze the impact 2. Draw parallels
naturalism in fiction. of the author’s between Lord of the
choices regarding Flies and current
Students will be able to how to develop and social issues through
demonstrate knowledge relate elements of a research, analysis,
of foundational works of story or drama. and writing.
literature, including how 3. Analyze the
two or more texts from development of Students will be able to
demonstrate knowledge
the same period treat themes or central
similar themes or topics. ideas over the course of foundational works of
of a text. literature.
Students will be able
analyze documents of Students will be able to Students will be able
historical and literary demonstrate knowledge analyze documents of
significance for their of foundational works of historical and literary
themes, purposes, and literature. significance for their
rhetorical features. themes, purposes, and
Students will be able rhetorical features.
analyze documents of
historical and literary
significance for their
themes, purposes, and
rhetorical features.
11
Wesley Chapel, FL 33543 813 907-4500
 Curriculum Map- Scope and Sequence:
Grade 12 English
Saddlebrook Preparatory School
Anchor Text: Anchor Text: Anchor Text: Anchor Text:
Frankenstein by Mary  British Literature  British Literature Lord of the Flies by William
Shelley (Holt McDougal 2012) (Holt McDougal 2012) Golding

Supplemental Text: Literary Texts: Literary Texts: Supplemental Text:

 Nonfiction articles  Selected poetry by  Selected poetry by T.S.  Nonfiction articles
regarding multiple Alfred, Lord Tennyson, Eliot, W.H. Auden, regarding multiple
Anchor Text and themes found within Robert Browning, William Butler Yeats themes found within
Supplemental Texts the novel  Excerpts from The  “The Rocking-Horse the novel
*Illustrate texts used,  Scholarly journal Importance of Being Winner” by D.H.  Scholarly journal
and how students’ articles tailored to Earnest by Oscar Wilde, Lawrence articles tailored to
knowledge builds students’ individual Matthew Arnold, A.E.  “The Demon Lover” by students’ individual
across units. research topic Housman, Thomas Elizabeth Bowen research topic
Hardy  “Shooting an Elephant”
by George Orwell
Informational Text:
 Background Informational Text:
information on the  Background
Victorian Era information on
Modernism

 Thinkcentral.com  Thinkcentral.com  Thinkcentral.com  Thinkcentral.com

 Teacher One Stop  Teacher One Stop  Teacher One Stop  Teacher One Stop
 Student One Stop  Student One Stop  Student One Stop  Student One Stop
Multi-Media Links:  Introduction to  My Last Duchess Read  Introduction to  Teaching LOTF with
*Videos, Frankenstein Aloud Modernist Poetry NYTimes
presentations, any Slideshare  kjg.public.iastate.edu/  Lord of the Flies DVD
and all supplemental Modernism.pptx
online material.

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Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500

Saddlebrook Preparatory School
 Bell work
 Essential Question
Review
 Lecture with PPT/Prezi
 Summarizing and
notetaking
 Large group discussion
Instructional  Small group discussion
Practices: / collaborative learning
* Various  Open-ended responses
Instructional to literature
Modalities, including incorporating thesis,
Technology used evidence, and analysis
 Student use of laptops
for classwork and
projects
Saddlebrook Preparatory School 5700 Saddlebrook Way
Curriculum Map- Scope and Sequence:
Grade 12 English
 Bell work  Bell work  Bell work
 Essential Question  Essential Question  Essential Question
Review Review Review
 Lecture with PPT/Prezi  Lecture with PPT/Prezi  Lecture with PPT/Prezi
 Summarizing and  Summarizing and  Summarizing and
notetaking notetaking notetaking
 Practice evaluating  Large group discussion  Large group discussion
sources  Small group discussion  Small group discussion
 Practice paraphrasing / collaborative learning / collaborative learning
and citing sources  Open-ended responses  Open-ended responses
 Large group discussion to literature to literature
 Small group work/ incorporating thesis, incorporating thesis,
collaborative learning evidence, and analysis evidence, and analysis
 Open-ended responses  Student use of laptops  Student use of laptops
to compose writing for classwork and for classwork and
 Student use of laptops projects projects
for classwork and
projects
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Wesley Chapel, FL 33543 813 907-4500
 Curriculum Map- Scope and Sequence:
Grade 12 English
Saddlebrook Preparatory School
Informal Assessments: Informal Assessments: Informal Assessments: Informal Assessments:
 Bell work  Bell work  Bell work  Bell work
 Teacher questioning  Teacher questioning  Teacher questioning  Teacher questioning
 Student contribution to  Student contribution to  Student contribution to  Student contribution to
discussions discussions discussions discussions
 Dialectical  Working bibliography /  Dialectical  Dialectical
journals/notes annotated bibliography journals/notes journals/notes
 Exit tickets  Exit tickets  Exit tickets  Exit tickets

Formal Assessments: Formal Assessments: Formal Assessments: Formal Assessments:

 Exam  Exam  Exam  FINAL EXAM
 80% of students will be  80% of students will be  80% of students will be  80% of students will be
Assessments: able to analyze able to demonstrate able to demonstrate able to demonstrate
*Types and documents of historical knowledge of knowledge of knowledge of
Measurements of and literary significance foundational works of foundational works of foundational works of
Mastery for their themes, literature, including literature, including literature, including
purposes, and how two or more texts how two or more texts how two or more texts
rhetorical features. from the same period from the same period from the same period
 80% of students will be treat similar themes or treat similar themes or treat similar themes or
able to analyze a major topics. topics. topics.
aspect of Frankenstein,  80% of students will be  80% of students will be  80% of students will be
such as the effect of able analyze able analyze able analyze
isolation, significance documents of historical documents of historical documents of historical
of nature/nurture, and literary significance and literary significance and literary significance
development, parental for their themes, for their themes, for their themes,
responsibilities. purposes, and purposes, and purposes, and
rhetorical features. rhetorical features. rhetorical features.

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Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500

Saddlebrook Preparatory School
History:
Students will explore the
historical context of
Romanticism.
Psychology / Science:
Interdisciplinary
Lessons & Projects: Students will explore major
aspects of Frankenstein,
*State additional
such as the effect of
content areas and
isolation, significance of
title all lesson(s) and
nature/nurture,
project(s)
development, parental
responsibilities.
Students will write an in-
depth analysis analyzing a
major aspect of
Frankenstein.
Saddlebrook Preparatory School 5700 Saddlebrook Way
Curriculum Map- Scope and Sequence:
Grade 12 English
History: History: History:
Students will explore the Students will explore the Students will explore the
historical context of the historical context of the historical context of the
Victorian Age. Modernism and Postmodernism.
Postmodernism.
Sociology:
Students will explore
juvenile accountability for
violent crimes through a
round table discussion
Exploring Juvenile
Accountability for Violent
Crimes
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Wesley Chapel, FL 33543 813 907-4500

Saddlebrook Preparatory School
 Additional test  Additional test
questions involving
higher order
questioning to denote
mastery
 Honors Independent  Honors Independent
Reading Project:
Choose one book from
the given British
literature book list to
read. For your chosen
book, complete the
Honors Course following
Differentiation(s): complementary
assignments: cultural
context analysis,
author’s background,
reading response
journal, vocabulary
index cards, and
analysis paper. Honors
students will choose
four books per
semester from selected
reading list.
 Additional test
questions involving
higher order
questioning to denote
mastery
 Honors Independent
Reading Project:
Choose one book from
the given British
literature book list to
read. For your chosen
book, complete the
following
complementary
assignments: cultural
context analysis,
author’s background,
reading response
journal, vocabulary
index cards, and
analysis paper. Honors
students will choose
four books per
semester from selected
reading list.
Curriculum Map- Scope and Sequence:
Grade 12 English
 Additional test
questions involving questions involving
higher order higher order
questioning to denote questioning to denote
mastery mastery
 Honors Independent
Reading Project: Reading Project:
Choose one book from Choose one book from
the given British the given British
literature book list to literature book list to
read. For your chosen read. For your chosen
book, complete the book, complete the
following following
complementary complementary
assignments: cultural assignments: cultural
context analysis, context analysis,
author’s background, author’s background,
reading response reading response
journal, vocabulary journal, vocabulary
index cards, and index cards, and
analysis paper. Honors analysis paper. Honors
students will choose students will choose
four books per four books per
semester from selected semester from selected
reading list. reading list.

CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.RL.11-12.1

CCSS.ELA-Literacy.RL.11-12.2
Integrated Common CCSS.ELA-Literacy.RL.11-12.3
Core or NGSSS CCSS.ELA-Literacy.RL.11-12.4
Standards (List): CCSS.ELA-Literacy.RL.11-12.5
CCSS.ELA-Literacy.RL.11-12.6
*See Below for Links CCSS.ELA-Literacy.RL.11-12.7
CCSS.ELA-Literacy.RL.11-12.8
CCSS.ELA-Literacy.RL.11-12.9
CCSS.ELA-Literacy.RL.11-12.10
CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RL.11-12.3
CCSS.ELA-Literacy.RL.11-12.4
CCSS.ELA-Literacy.RL.11-12.5
CCSS.ELA-Literacy.RL.11-12.7
CCSS.ELA-Literacy.RL.11-12.9
CCSS.ELA-Literacy.RL.11-12.10
CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RL.11-12.3
CCSS.ELA-Literacy.RL.11-12.4
CCSS.ELA-Literacy.RL.11-12.5
CCSS.ELA-Literacy.RL.11-12.6
CCSS.ELA-Literacy.RL.11-12.9
CCSS.ELA-Literacy.RL.11-12.10
CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RL.11-12.3
CCSS.ELA-Literacy.RL.11-12.4
CCSS.ELA-Literacy.RL.11-12.5
CCSS.ELA-Literacy.RL.11-12.6
CCSS.ELA-Literacy.RL.11-12.9
CCSS.ELA-Literacy.RL.11-12.10

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Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500

Saddlebrook Preparatory School
CCSS.ELA-Literacy.W.11-12.1
CCSS.ELA-Literacy.W.11-12.2
Integrated CCSS CCSS.ELA-Literacy.W.11-12.2b
Writing Standards CCSS.ELA-Literacy.W.11-12.2d
(List): CCSS.ELA-Literacy.W.11-12.3
*See Below for Links CCSS.ELA-Literacy.W.11-12.3b
CCSS.ELA-Literacy.W.11-12.3d
CCSS.ELA-Literacy.W.11-12.4
CCSS.ELA-Literacy.W.11-12.1
CCSS.ELA-Literacy.W.11-12.2
CCSS.ELA-Literacy.W.11-12.2b
CCSS.ELA-Literacy.W.11-12.2d
CCSS.ELA-Literacy.W.11-12.3
CCSS.ELA-Literacy.W.11-12.3b
CCSS.ELA-Literacy.W.11-12.3d
CCSS.ELA-Literacy.W.11-12.4
Curriculum Map- Scope and Sequence:
Grade 12 English
CCSS.ELA-Literacy.W.11-12.1 CCSS.ELA-Literacy.W.11-12.1
CCSS.ELA-Literacy.W.11-12.2 CCSS.ELA-Literacy.W.11-12.2
CCSS.ELA-Literacy.W.11-12.2b CCSS.ELA-Literacy.W.11-12.2b
CCSS.ELA-Literacy.W.11-12.2d CCSS.ELA-Literacy.W.11-12.2d
CCSS.ELA-Literacy.W.11-12.3 CCSS.ELA-Literacy.W.11-12.3
CCSS.ELA-Literacy.W.11-12.3b CCSS.ELA-Literacy.W.11-12.3b
CCSS.ELA-Literacy.W.11-12.4 CCSS.ELA-Literacy.W.11-12.3d
CCSS.ELA-Literacy.W.11-12.4

The following links will be used to incorpotae the CCSS and other applicable standards:
 The Common Core State Standard expectations in grade 12,
Links to CCSS/NGSSS  The K-12 English LA and Content Area Writing Standards
Curriculum  The K-12 Reading Standards
Standards:  The K-12 Mathematics Standards
 The K-12 NGSSS Science & Social Studies Standards

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Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500
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Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500