SAUSD 2017-18 Curriculum Map: Grade 12 ELA Year at a Glance Title Time Performance Suggested Big Idea 1. The Anglo-Saxons 6 weeks Descriptive essay (Also included in this unit are the Personal Statement and Resume) 2. The Road to Canterbury CCSS Unit of Study 3 weeks Narrative: Create a Mock Tale Life is a struggle. Media and literature are often a comment on the social structures and attitudes of the time. 3. The Middle Ages 3 weeks Historical report Man is capable of both good and evil. 4. The Renaissance 7 weeks Response to literature Man is the measure of all things. How do we deal with inexplicable challenges? What does it mean to be a hero? What does history and literature tell us about those who successfully overcome struggle? In what ways are values and social structures revealed in societies? How do values affect the journeys people take? How do we tell the tales of our journeys? How do authors and artists reveal their attitudes toward their subject matter? What are the social structures and values of our society today? What are the central themes in stories of the time period and are they still relevant today? How was a hero defined then and now? What is the importance of myth in our world? What is Humanism? How can religion and Humanism exist side by side? Why do some choose good and some choose evil, and what happens to those who do? From Beowulf, Part One, translated by Burton Raffel. Pages 21-28 From Beowulf, Part Two, translated by Seamus Heaney. Pages 33-38 Chaucer, Geoffrey (translated by Nevill Coghill). The Prologue to The Canterbury Tales. Pages 119-142 Chaucer, Geoffrey (translated by Nevill Coghill). From The Pardoner s Tale. Pages 145-153 Chaucer, Geoffrey (translated by Nevill Coghill). From The Wife of Bath s Tale. Pages 156-166 Malory, Sir Thomas (retold by Keith Baines). The Day of Destiny from Le Morte d Arthur. Pages 194-200 Shakespeare, William. Macbeth, Hamlet or Othello (Macbeth recommended) Sonnet 29. Page 279 Shakespeare, William. Sonnet 29 (279) and Sonnet 30. (280) Queen Elizabeth I. Tilbury Speech. Page 330 Milton, John. The Fall of Satan from Paradise Lost. Pages 367-374 SAUSD Curriculum Map 2017-18 (AB 5/17)
SAUSD 2017-18 Curriculum Map: Grade 12 ELA Year at a Glance Title Time Performance Suggested Big Idea 5. The Restoration and the 18 th Century 6. The Romantic Period 7. The Victorian Period 8. The Art of Modern Poetry CCSS Unit of Study 2 weeks Response to informational text 8 weeks Multimedia presentation and reflective essay 4 weeks Completed Senior Exit Portfolio 2-3 weeks Original Ekphrastic poem and argumentative essay (comparison/contrast) Change is caused by both societal and personal constructs. Conflict leads to changes in society, both advantageous and detrimental. Order may be natural or constructed. Art reflects life. How is change during this time period a reaction to the Renaissance in Europe? How does the literature of any time period reflect the nature of the society? How does satire change thinking and possibly promote action? What are some positive outcomes of the changes wrought by the revolutions in Europe and America? How are these changes reflected in the work of the Romantic Poets? How is nature an influence on people and cultures in time of distress? What is the role of imagination in societies and literature? How is order the result of chaos in the Victorian Period? What may have seemed harmful at first, but later proved beneficial to progress? How and why does man try to go beyond his normal boundaries? What is the result? (may be used for both Romantics and Victorians) How do art and poetry reflect the artist s or poet s inner experience? What do art and poetry have in common? How are they different? How do art and poetry help us recognize themes in our own lives? Swift, Jonathan. A Modest Proposal. Pages 430-437 De Cervantes, Miguel (translated by Samuel Putnam). From Don Quixote. Pages 475-479 Shelley, Mary. Frankenstein. The Romantic Writers (Blake, Coleridge, Wordsworth, Shelley, Byron, Keats) Pages 537-643 Lord Tennyson, Alfred. The Lady of Shalott. Pages 697-701 Lord Tennyson, Alfred. Ulysses. Pages 704-706 Housman, A.E. To an Athlete Dying Young. Page 727 Vincent by Don McLean The Starry Night by Anne Sexton September Song, a Poem in Seven Days: Tuesday, 9-11-01 by Lucille Clifton Vermeer by Stephen Mitchell Nighthawks by Samuel Yellen Girl Powdering Her Neck by Cathy Song SAUSD Curriculum Map 2017-18 (AB 5/17)
Unit 1 The Anglo-Saxons (6 Weeks) Suggested Big Idea Life is a struggle. SAUSD English Grade 12 Curriculum Map 2017-18 How do we deal with inexplicable challenges? What does it mean to be a hero? What does history and literature tell us about those who successfully overcome struggle? Students will be able to read complex texts and work cooperatively to navigate and analyze them. Students will be able to relate themes from literary periods to modern day dilemmas in order to seek out solutions. Students will be able to write a descriptive essay, personal statement, and resume using technology effectively. Descriptive essay (Also included in this unit are the Personal Statement and Resume) RL.12.1 and RI.12.1 Cite P.I. C.4 Adapting L.12.1 Demonstrate Tribal Civilization strong and thorough textual language choices to From Beowulf, Part One, command of the vs. Modern evidence to support various contexts translated by Burton Raffel. Pages conventions of standard Civilization Peer P.I: Int.6 Reading 21-28 English grammar and groups, bullying, RL.12.2 and RI.12.2 closely literary and From Beowulf, Part Two, usage. rule-making, living in Determine two or more informational texts to translated by Seamus Heaney. L.12.2 Demonstrate a community; heroes themes or central of a determine how meaning is Pages 33-38 command of the of today vs. Anglotext. conveyed conventions of standard Saxon Society RL.12.3 Analyze the P.II: SCT.1 Suggested Texts English capitalization, impact of the author s Understanding text punctuation, and spelling Leeming, David Adams. The choices regarding how to structure when writing. Anglo-Saxons: 449-1066. Pages 6- develop and relate elements P.II: SCT.2 L.12.3 Apply knowledge 19 of a story or drama. Understanding cohesion of language to understand Chua-Eoan, Howard G. Life in 999: RL.12.4 and RI.12.4 P.II: EEI.3 Using verbs how language functions in A Grim Struggle. Pages 30-31 Determine the meaning of and verb phrases different contexts. words and phrases as they P.II: EEI.4 Using Ashdown, Ellen. The Fury of the L.12.5 Demonstrate are used in a text. nouns and noun phrases Northmen. Page 39 understanding of figurative RI.12.3 Analyze and P.II: EEI.5 Modifying language, word explain how specific to add details relationships, and nuances individuals,, or events in word meanings. interact and develop over L.12.6 Acquire and use the course of the text. P.II: CCI.7 Condensing accurately general SL.12.1 Initiate and academic and domainspecific participate effectively in a words and phrases. range of collaborative W.12.3 Write narratives. W.12.5 Develop and strengthen writing as needed. W.12.6 Use technology, including the Internet, to produce, publish, and update writing products.
SAUSD English Grade 12 Curriculum Map 2017-18 Unit 2 CCSS Unit of Study: The Road to Canterbury (3 Weeks) Suggested Big Idea Media and literature are often a comment on the social structures and attitudes of the time. In what ways are values and social structures revealed in societies? How do values affect the journeys people take? How do we tell the tales of our journeys? How do authors and artists reveal their attitudes toward their subject matter? What are the social structures and values of our society today? Students will be able to make inferences about the values and social structures revealed in societies past and present by reading and analyzing Chaucer s The Canterbury Tales. Students will be able to write an original narrative reflecting Chaucer s style. Narrative: Create a Mock Tale RL.12.1 and RI.12.1 Cite P.I: C.1 Exchanging L.12.1 Demonstrate Psychology The strong and thorough textual information and Chaucer, Geoffrey (translated command of the value of the evidence to support with others through oral by Nevill Coghill). The Prologue to conventions of standard journey or quest collaboration The Canterbury Tales. Pages English grammar and and the influence of RL.12.2 Determine two P.I: Int.6 Reading 119-142 usage. others over us. or more themes or central closely literary and Chaucer, Geoffrey (translated L.12.2 Demonstrate of a text. informational texts to by Nevill Coghill). From The command of the RL.12.3 Analyze the determine how meaning is Pardoner s Tale. Pages 145-153 conventions of standard impact of the author s conveyed English capitalization, choices regarding how to P.I: Pro.10 Writing Suggested Texts punctuation, and spelling develop and relate elements literary and informational when writing. Places of Pilgrimage. Page 128 of a story or drama. texts to present, describe, L.12.3 Apply knowledge Quality Teaching for English RL.12.5 Analyze how an and explain and of language to understand Learners, WestEd 2013. Chaucer author s choices contribute information, using how language functions in and the Canterbury Tales. to its overall structure and appropriate terminology different contexts. meaning. P.II: SCT.1 Before You Read: from The L.12.4 (a-d) Determine RL.12.7 Analyze multiple Understanding text Pardoner s Tale. Page 145 or clarify the meaning of interpretations of a story, structure Video: The Later Middle Ages: The unknown and multiplemeaning words and drama, or poem. P.II: SCT.2 Bubonic Plague. SL.12.1 Initiate and Understanding cohesion Video: The Crusades. phrases. participate effectively in a P.II: EEI.5 Modifying L.11.5a Interpret figures range of collaborative to add details of speech in context. L.12.6 Acquire and use accurately general P.II: CCI.7 Condensing academic and domain- specific words and phrases. W.12.2 Write informative/ explanatory texts. W.12.3 Write narratives. W.12.3b Use narrative techniques to develop experiences, events, and/or characters. W. 12.4 Produce clear and coherent writing. W.12.6 Use technology, including the Internet, to produce, publish, and update writing products. W.12.9a Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unit 3 The Middle Ages (3 Weeks) Suggested Big Idea Man is capable of both good and evil. SAUSD English Grade 12 Curriculum Map 2017-18 What are the central themes in stories of the time period and are they still relevant today? How was a hero defined then and now? What is the importance of myth in our world? Students will be able to create an informative/explanatory essay and research project utilizing multiple sources. Students will be able to incorporate correct MLA format in their research projects. Students will be able to read and analyze complex text related to medieval time period in order to make connections to modern themes. Historical report RL.12.1 Cite strong and P.I. C.4 Adapting L.12.1 Demonstrate Social Science thorough textual evidence language choices to Chaucer, Geoffrey (translated by command of the Influence of belief to support various contexts Nevill Coghill). From The Wife of conventions of standard systems, values, and RL.12.2 Determine two P.I: Int.6 Reading Bath s Tale. Pages 156-166 English grammar and political leanings in or more themes or central closely literary and Malory, Sir Thomas (retold by usage. society; rise of the of a text. informational texts to Keith Baines). The Day of L.12.2 Demonstrate Middle Class (why, RL.12.5 Analyze how an determine how meaning is Destiny from Le Morte d Arthur. command of the how, and still author s choices contribute conveyed Pages 194-200 conventions of standard relevant?) to its overall structure and P.I: Pro.10 Writing English capitalization, meaning. literary and informational Suggested Texts punctuation, and spelling RI.12.4 Determine the texts to present, describe, Literary Focus: Couplets: Sound when writing. meaning of words and and explain and and Sense. Page 167 L.12.3 Apply knowledge phrases as they are used in a information using Sir Thomas Malory (c. 1405-1471). of language to understand text. technology Page 192 how language functions in SL.12.1 Initiate and P.II: SCT.2 different contexts. From The Day of Destiny. Page participate effectively in a Understanding cohesion L.12.4 (a-d) Determine 194-200 range of collaborative P.II: EEI.5 Modifying or clarify the meaning of to add details unknown and multiplemeaning words and phrases. P.II: CCI.7 Condensing L.12.5a Interpret figures of speech in context. L.12.6 Acquire and use accurately general academic and domainspecific words and phrases. W.12.2 Write informative/ explanatory texts. W.12.5 Develop and strengthen writing as needed. W.12.6 Use technology, including the Internet, to produce, publish, and update writing products. W.12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem.
Unit 4 The Renaissance (7 Weeks) Suggested Big Idea Man is the measure of all things. SAUSD English Grade 12 Curriculum Map 2017-18 What is Humanism? How can religion and Humanism exist side by side? Why do some choose good and some choose evil, and what happens to those who do? Students will be able to read and analyze Shakespearean texts in order to understand his contribution to the humanities and literature. Students will be able to find and use literary evidence to support their observations on human nature. Students will be able to formulate a thesis in order to write a response to literature which addresses themes portrayed in literature of the time. Response to literature RL.12.1 and RI.12.1 Cite P.I. C.4 Adapting L.12.1a Apply the Science and strong and thorough textual language choices to Shakespeare, William. Macbeth, Hamlet or understanding that usage Technology evidence to support various contexts Othello (Macbeth recommended) can change over time. Influence of P.I: Int.6 Reading (Extended Work) L.12.1b Resolve issues scientific RL.12.4 and RI.12.4 closely literary and Sonnet 29. Page 279 of complex or contested thought and Determine the meaning of informational texts to Shakespeare, William. Sonnet 29 (279) and usage. invention on words and phrases as they determine how meaning is Sonnet 30. (280) L.12.3 Apply society and the are used in a text. conveyed Queen Elizabeth I. Tilbury Speech. Page knowledge of language Rise of the Self RL.12.5 Analyze how an P.I: Int. 8 Analyzing 330 to understand how (certainly author s choices contribute how writers and speakers Milton, John. The Fall of Satan from language functions in pertinent today) to its overall structure and use vocabulary for Paradise Lost. Pages 367-374 different contexts. meaning. specific purposes. L.12.5 Demonstrate SL.12.1 Initiate and P.II: SCT.2 Suggested Texts understanding of participate effectively in a Understanding cohesion Main, C.F. The Renaissance: 1485-1660. figurative language, range of collaborative P.II: EEI.3 Using verbs Pages 238-254. word relationships, and and verb phrases William Shakespeare (1564-1616). Pages nuances in word P.II: EEI.4 Using meanings. 272-274 nouns and noun phrases L.12.6 Acquire and use Shakespeare s Sonnets: The Mysteries of accurately general Love. Pages 275-277 academic and domainspecific words and John Milton (1608-1674). Pages 361-362 Paradise Lost: Milton s Epic. Pages 363- phrases. 364 W.12.2 Write informative/ explanatory texts. W.12.5 Develop and strengthen writing as needed. W.12.6 Use technology, including the Internet, to produce, publish, and update writing products.
SAUSD English Grade 12 Curriculum Map 2017-18 Unit 5 The Restoration and the Eighteenth Century (2 Weeks) Suggested Big Idea Change is caused by both societal and personal constructs. How is change during this time period a reaction to the Renaissance in Europe? How does the literature of any time period reflect the nature of the society? How does satire change thinking and possibly promote action? Students will be able to articulate Enlightenment values and their impact on the eighteenth century. Students will be able to evaluate an author s purpose and distinguish what is directly stated in the text from what is really meant. Students will be able to produce a clear and coherent written response to information text. Response to informational text RL.12.1 and RI.12.1 Cite P.I: C.3 Offering and L.12.1 Demonstrate Social Science strong and thorough textual justifying opinions and Swift, Jonathan. A Modest Proposal. Pages command of the Examination evidence to support persuading others 430-437 conventions of standard of the forces of P.I: Int.6 Reading De Cervantes, Miguel (translated by English grammar and change in the RL.12.2 and RI.12.2 closely literary and Samuel Putnam). From Don Quixote. usage. 17 th century that Determine two or more informational texts to Pages 475-479 L.12.2 Demonstrate led to reform. themes or central of a determine how meaning is command of the text. conveyed Suggested Texts conventions of standard RL.12.6 Analyze a case P.I: Int.7 Evaluating Main, C.F. The Restoration and the English capitalization, in which grasping point of how well writers and Eighteenth Century: 1660-1800. Pages 412- punctuation, and spelling view requires distinguishing speakers use language to 426 when writing. what is directly stated in a support and Boyle, T. Coraghessan. Top of the Food L.12.3 Apply text from what is really arguments. Chain. Pages 438-441 knowledge of language meant. P.I: Pro.11 Justifying Wollstonecraft, Mary. From A to understand how RI.12.3 Analyze a own arguments and Vindication of the Rights of Woman. Pages language functions in complex set of. evaluating others 487-491 different contexts. RI.12.6 Determine an arguments in writing Lady Chudleigh, Mary. To the Ladies. Page L.12.4 (a-d) author s point of view or P.II: SCT.1 494 Determine or clarify the purpose in a text. Understanding text meaning of unknown Defoe, Daniel. From The Education of SL.12.1 Initiate and structure Women. Pages 495-497 and multiple-meaning participate effectively in a P.II: SCT.2 words and phrases. Pope, Alexander. Heroic Couplets or range of collaborative Understanding cohesion L.12.5 Demonstrate from Essay on Man. Pages 447/449 P.II: EEI.5 Modifying understanding of DeMaria, Jr., Robert. The Sting of Satire. to add details figurative language, Pages 462-464 word relationships, and nuances in word meanings. W.12.1 Write arguments to support claims. W.12.4 Produce clear and coherent writing. W.12.10 Write routinely for a variety of tasks, purposes, and audiences.
SAUSD English Grade 12 Curriculum Map 2017-18 Unit 6 The Romantic Period (8 Weeks) Suggested Big Idea Conflict leads to changes in society, both advantageous and detrimental. RL.12.1 and RI.12.1 Cite strong and thorough textual evidence to support RL.12.2 Determine two or more themes or central of a text. RL.12.3 Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama. RL.12.5 Analyze how an author s choices contribute to its overall structure and meaning. SL.12.1 Initiate and participate effectively in a range of collaborative SL.12.4 Present information, findings, and supporting evidence. SL.12.5 Make strategic use of digital media. What are some positive outcomes of the changes wrought by the revolutions in Europe and America? How are these changes reflected in the work of the Romantic Poets? How is nature an influence on people and cultures in time of distress? What is the role of imagination in societies and literature? Students will be able to analyze characteristics of literary subgenres. Students will be able to make inferences about how literary themes represent societal change. Students will be able articulate their learning using multiple means of representation. Multimedia presentation Reflective essay P.I: C.1 Exchanging L.12.1 Demonstrate Science and information and Shelley, Mary. Frankenstein. (Extended command of the Natural with others through oral Work) conventions of standard History collaboration Choose 1 or more poems from the English grammar and Exploration of P.I. Int.5 Listening Romantics: usage. the Romantics actively to spoken English Henry, Harley. The Romantic Period: L.12.2 Demonstrate view of nature in a range of social and 1798-1832. Pages 522-533 command of the and the effects academic contexts. Blake, William. The Tyger and The Lamb. conventions of standard of science and P.I: Int.6 Reading Pages 537/539 English capitalization, progress on closely literary and Blake, William. The Chimney Sweeper and punctuation, and spelling mankind. informational texts to The Poison Tree. Pages 541-543 with: from when writing. determine how meaning is Evidence Given Before the Sadler L.12.4 (a-d) conveyed Committee. Pages 544-545 Determine or clarify the P.I: Pro.9 Expressing Wordsworth, William. Sonnets. Pages 559- meaning of unknown information and in 563 and multiple-meaning formal oral presentations Coleridge, Samuel Taylor. Kubla Khan. words and phrases. on academic topic Pages 581-602 L.12.5 Demonstrate P.I: Pro.12 Selecting understanding of Coleridge, Samuel Taylor. Letter to Joseph and applying varied and Cottle: Coleridge Describes His Addiction. figurative language, precise vocabulary to word relationships, and Page 603 convey nuances in word Shelley, Percy Bysshe. Ozymandias. Page P.II: SCT.1 meanings. 619 Understanding text George Gordon, Lord Byron. She Walks in structure Beauty. Pages 610-611 P.II: EEI.5 Modifying to add details Keats, John. Ode on a Grecian Urn. Pages 652-653 Keats, John. Sonnets. Pages 642-643 W.12.4 Produce clear and coherent writing. W.12.6 Use technology, including the Internet, to produce, publish, and update writing products.
Unit 7 The Victorian Period (4 Weeks) Suggested Big Idea Order may be natural or constructed. SAUSD English Grade 12 Curriculum Map 2017-18 How is order the result of chaos in the Victorian Period? What may have seemed harmful at first, but later proved beneficial to progress? How and why does man try to go beyond his normal boundaries? What is the result? (may be used for both Romantics and Victorians) Students will be able to analyze the concept of order and examine its impact on daily modern life. Students will be able to analyze how an author s choices contribute to a text s overall structure and meaning. Students will be able to organize and complete a portfolio of accumulated work that reflects the students development over the course of high school. Completed Senior Exit Portfolio RL.12.1 and RI.12.1 P.I: C.2 Interacting with L.12.1 Social Science W.12.4 Produce clear Cite strong and thorough others in written English in Lord Tennyson, Alfred. The Lady of Demonstrate and coherent writing. textual evidence to support various forms Shalott. Pages 697-701 command of the to the themes W.12.5 Develop and P.I. C.4 Adapting language Lord Tennyson, Alfred. Ulysses. Pages conventions of of war and strengthen writing as RL.12.2 Determine two choices to various contexts 704-706 standard English alienation and needed. or more themes or central P.I: Int.6 Reading closely Housman, A.E. To an Athlete Dying Young. grammar and usage. how modern W.12.6 Use of a text. literary and informational texts Page 727 L.12.2 man is or will technology, including RL.12.3 Analyze the to determine how meaning is Demonstrate cope with the Internet, to produce, impact of the author s conveyed Optional Extended Work: command of the these changes. publish, and update choices regarding how to P.I: Int. 8 Analyzing how Stephenson, Robert Louis. Strange Case of conventions of writing products. develop and relate writers and speakers use Dr. Jekyll and Mr. Hyde. standard English W.12.10 Write elements of a story or vocabulary for specific capitalization, routinely for a variety of drama. purposes. Suggested Texts punctuation, and tasks, purposes, and RL.12.5 Analyze how an P.II: SCT.1 Understanding Gray, Donald. The Victorian Period: 1832- spelling when audiences. author s choices contribute text structure 1901. Pages 678-693 writing. to its overall structure and P.II: EEI.5 Modifying to Browning, Robert. My Last Duchess L.12.4 (a-d) meaning. add details Pages 709-710 Determine or clarify SL.12.1 Initiate and P.II: CCI.7 Condensing the meaning of Markus, Julia. Scenes from a Modern participate effectively in a Marriage. Page 711 unknown and range of collaborative multiple-meaning Arnold, Matthew. Dover Beach. Page 722 words and phrases. Pool, Daniel. Death and Other Grave L.12.5 Matters. Page 728 Demonstrate Chekhov, Anton. The Bet. Pages 767-772 understanding of figurative language, word relationships, and nuances in word meanings.
SAUSD English Grade 12 Curriculum Map 2017-18 Unit 8 CCSS Unit of Study The Art of Modern Poetry (2-3 Weeks) Suggested Big Idea Art reflects life. Enduring Understanding: Works of visual art and poetry often represent universal human experiences. How do art and poetry reflect the artist s or poet s inner experience? What do art and poetry have in common? How are they different? How do art and poetry help us recognize themes in our own lives? Students will be able to compare and contrast fine art and poetry in order to reveal the common themes they represent. Students will be able to write ekphrastic poetry employing effective poetic devices. Students will be able to write an argumentative essay comparing a work of art and the students own ekphrastic poetry. Original ekphrastic poem Argumentative essay comparison/contrast RL.12.1 and RI.12.1 P.I: C.3 Offering and L.12.1 Demonstrate The Arts Poetry, Cite strong and thorough justifying opinions and Vincent by Don McLean command of the fine arts, and music textual evidence to support persuading others The Starry Night by Anne Sexton conventions of combine to express P.I: Int.6 Reading closely September Song, a Poem in Seven standard English universal themes. RL.12.2 Determine two literary texts and viewing Days: Tuesday, 9-11-01 by Lucille grammar and usage. or more themes or central multimedia to determine how Clifton L.12.3 Apply of a text. meaning is conveyed Vermeer by Stephen Mitchell knowledge of RL.12.4 and RI.12.4 P.I: Int.7 Evaluating how Nighthawks by Samuel Yellen language to understand Determine the meaning of well writers and speakers use Girl Powdering Her Neck by Cathy how language words and phrases as they language to support and Song functions in different are used in a text. arguments. contexts. RL.12.7 Analyze P.I: Pro.10 Writing literary Suggested Texts L.12.3a Vary syntax multiple interpretations of and informational texts to for effect. Short Biography of Vincent van Gogh a story, drama, or poem. present, describe, and explain L.12.4b Identify and Excerpts from Notes on Ekphrasis RL.12.10 and RI.12.10 and information, using correctly use patterns (2008) by Alfred Corn By the end of grade 12, appropriate terminology of word changes that read and comprehend P.I: Pro.11 Justifying own indicate different complex grade level text arguments and evaluating meanings or parts of proficiently. others arguments in writing speech. SL.12.1 Initiate and P.II: SCT.2 Understanding L.12.5 Demonstrate participate effectively in a cohesion understanding of range of collaborative P.II: EEI.5 Modifying to figurative language, add details word relationships, and nuances in word meanings. P.II: CCI.7 Condensing W.12.1 Write arguments to support claims. W.12.3 Write narratives. W.12.3a Engage and orient the reader by setting out a problem, situation or observation and its significance. W.12.3d Use precise words and phrases to convey a vivid picture. W.12.4 Produce clear and coherent writing.
SAUSD English Grade 12 Curriculum Map 2017-18 *Complete California State Standards can be accessed at the following CDE Web page: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf