Curriculum Mapping:

Objectives:
Curriculum and Instruction is the cornerstone of any successful educational program. Research indicates that student access to aligned
curriculum, appropriate instructional materials, and grade level standards-based instruction taught by highly-qualified, effective
teachers leads to increased student academic achievement. The “Curriculum Mapping” serves as the foundation for providing the
evidence for the written, taught, reinforced and tested model of curriculum management

Course description:
The contents of the course are Unit (3) POWER, PROTEST, AND CHANGE “Brown v.
Board of Education: Opinion of the Court” Unit (4) SEEING THINGS NEW “Focus Period:
1625–1798”, “A Valediction: Forbidding Mourning • Holy Sonnet 10”, “from Gulliver’s
Travels”, “from Gulliver’s Travels Among the Lilliputians and the Giants • Gulliver’s
Travels Cover Art”, “To His Coy Mistress”, “To the Virgins, to Make Much of Time •
Youth’s the Season Made for Joys", “from the Divine Comedy: Inferno • The Second
Coming”,” Araby”,” The Explosion • Old Love”, Unit(5) DISCOVERING THE SELF “Focus
Period: 1798–1832 An Era of Change”,” Lines Composed a Few Miles Above Tintern
Abbey • from The Prelude”, “Ode to a Nightingale • Ode to the West Wind”, from
Frankenstein”, from Mrs. Dalloway 3”, “Apostrophe to the Ocean • The World Is Too
Much With Us • London, 1802”, “The Madeleine “, “The Most Forgetful Man in the
World”, “When Memories Never Fade, the Past Can Poison the Present”, UNIT(6),
FINDING A HOME, “Focus Period: 1901–Present A Changing World”, “Back to My Own
Country: An Essay”, “Shooting an Elephant”, “from A History of the English Church and
People”, “from History of Jamaica”, “The Seafarer • Dover Beach • Escape From the
Old Country”, “The Widow at Windsor • From Lucy: Englan’ Lady”
Course resources:

Student's book/teacher's edition/CDs/online resources

End of Course Outcomes:

By the end of this course, students should show great command of literary skills, various genres,
and close reading.
Prepared by: - Ms. Walaa Muhammed

Curriculum Mapping Academic Year (2024-2025)

English Literature

Grade: (12)
Month week Date standards strand Content skills activities assessment
L.4 Unit 3
Determine or clarify the meaning “Sonnet 12, Audio Unit
Performance-
of unknown and multiple- Sonnet 60, summaries Based
2.1 meaning words and phrases Sonnet 73 • -analyze Assessment
12-16 based on grades 11–12 reading Sonnet 32 • tone
January and content, choosing flexibly Literature 6 Sonnet
2025 from a range of strategies. 75” -Close read Comprehension
L.5 check
Demonstrate understanding of (annotate,
2.2 figurative language, word question, FORMATIVE
19-23 relationships, and nuances in conclude) ASSESSMEN
January word meanings. T
2025 L.5a “from The Conventions
January Interpret figures of speech (e.g., Naked Babe
hyperbole, paradox) in context and the Summative
and analyze their role in the text. Cloak of Word Assessment
RL.4 Manliness • network Monthly Test 2
Determine the meaning of words from Summative
and phrases as they are used in Macbeth” Today , I Assessment
the text, including figurative and learned that
connotative meanings; analyze … FORMATIVE
the impact of specific word ASSESSMEN
choices on meaning and tone, T
including words with multiple Writing to
Compare
meanings or language that is
particularly fresh, engaging, or
"Summative
beautiful. (Include Shakespeare Assessment
as well as other authors. "
L.4
Determine or clarify the meaning Selection
of unknown and multiple- Test
meaning words and phrases
based on grades 11–12 reading
and content, choosing flexibly
from a range of strategies.
L.4b
Identify and correctly use
patterns of word changes that
indicate different meanings or
parts of speech (e.g., conceive,
conception, conceivable).
RI.2
Determine two or more central
ideas of a text and analyze their
Month Week Date Standard Strand Content Skill Assessment
Activities
L.1 Literatur Unit (4) The Ss will be -Small-Group analyze the text
Demonstrate command SEEING able to learninG • if students fail to cite
of the conventions of
e THINGS -Analyze the performance relevant or logical
2.3 26-30 standard English NEW structure TaSk. evidence, then ask them
Jan grammar and usage “Focus an author uses -Create a questions that test
2025 when writing or speaking. Period: to organize a Communication the relevance or logic of their
L.4 1625– text, including Plan Encourage evidence and
Determine or clarify the 1798”, “A how the major groups to suggest they find new
meaning of unknown and Valediction: sections include in their evidence.
2.4 2-6 multiple-meaning words Forbidding contribute to plans agreed- • if students fail to
Februar and phrases based on Mourning • the upon understand the concept
y grades 11–12 reading Holy whole and to times during that boredom is a serious
and content, choosing Sonnet 10”, the the day to challenge, then
January & flexibly from a range of development share ideas. have them review the parts of
February strategies. of the ideas. - Performance the article that address this
L.5 from -clarify claims Task issue. (formative)
Demonstrate Gulliver’s and findings Present an analyze Craft and Structure
understanding of Travels” and Argument -- • If students are unable to
figurative language, word emphasize Give groups understand the ideas
relationships, and salient points. time to related to chronic boredom,
nuances in word read about and then review the
meanings. briefly discuss parts of the article that
L.5a the multimedia discuss these ideas.
Interpret figures of presentation • If students are unable to
speech (e.g., hyperbole, they will create identify transition
paradox) in context and after reading. words and phrases, then
analyze their role in the review common
text. transitions and discuss what
RL.10 each one
By the end of grade 12, indicates.
read and comprehend
literature, including
stories, dramas, and
poems, at the high end of
the grades 11–CCR text
complexity band
independently and
proficiently.
RL.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.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.6
Analyze a case in which
grasping point of view
requires distinguishing
what is directly stated in
a text from what is really
meant (e.g., satire,
sarcasm, irony, or
understatement).
SL.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.
L.1
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or speaking.
L.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.
RL.6
Analyze a case in which
grasping point of view
requires distinguishing
what is directly stated in
a text from what is really
meant (e.g., satire,
sarcasm, irony, or
understatement).
 Skill Activities Assessment
Month Week Date Standard Strand Content
L.6 Literatur “From The Ss will be able =GROUP DISCUSSION Analyze the Text
Acquire and Gulliver’s to =Be sure to identify If students struggle to
use accurately
e Travels -reframe the story specific close read the
2.5 general Among with a different events or passages so text, then provide The
academic and the conflict and your Last Dog:
domain- Lilliputians resolution and then classmates can follow Text Questions available
specific words and the analyze the steps your online in the
9-13 and phrases, Giants • they had to take to thinking. Interactive Teacher’s
2.6 Februar sufficient for Gulliver’s make the changes = Use precise words Edition or Unit
y reading, Travels -use increasingly and specific details to Resources. Answers and
writing, Cover Art” complex subjects express your thoughts. DOK levels are
speaking, and and predicates in also available.
listening at the their writing. Concept Vocabulary
Februar college and - Encourage If students cannot see
y career students to use a the connection
readiness level; variety of words among the words, then
demonstrate that have Latin have them
independence suffixes in their use each word in a
in gathering speaking and sentence about
vocabulary writing. the story’s setting. Have
knowledge them consider
Month Week Date Standard Strand Content Skill Activities Assessment
L.1 Literature To His Coy The Ss will be able Small-Group Analyze the Text
Demonstrate Mistress to Learning If students struggle to close
command of • lead the planning Performance Task. review the video,
2.7 the discussion =Selection Audio then provide the Ellen
conventions • integrate =First-Review Guide: Ochoa: Director,
of standard research into the =Media: Video Johnson Space Center:
English draft Close-Review Guide: Media Questions
16-20 grammar and • type the final draft =Media: Video available online in the
Februar usage when • present the Interactive Teacher’s
y writing or biography to the Edition
speaking. class or Unit Resources. Answers
L.1a =Watch the video and DOK levels are
Apply the several times in also available.
Februar understanding order to catch and Technical Vocabulary
y that usage is a note important If students struggle to use
matter of details about the words in their
23-27
2.8 convention, Ochoa’s life and her writing, then have them
February
can change motivations for practice using the words
(Winter
over time, and becoming an in sentences within their
Break)
is sometimes astronaut. group.
contested. Speaking and Listening
RL.2 If students struggle to
Determine analyze different elements
two or more of the video, then have
Month Week Date Standard Strand Content Skill Activities Assessment
L.3 Literature “To the The Ss will be able to *Small-Group Analyze the Text
Apply Virgins, to -interact and Learning. If students struggle to
knowledge of Make Much collaborate with each * GROUP close read the text,
2.9 language to of Time • other. DISCUSSION then provide the Neil
understand Youth’s the -spell correctly. Be sure to identify deGrasse Tyson on the
how language Season -choose language that specific Future: Text Questions
functions in Made for express ideas precisely events or passages available online in the
02-06 different Joys" and concisely, Interactive Teacher’s
March contexts, to recognizing and Edition or Unit
make eliminating wordiness Resources.
effective and redundancy. Answers and DOK levels
choices for are also available.
meaning or Concept Vocabulary
March style, and to If students fail to see a
comprehend connection between the
more fully words, then have them
9-13
2.10 when reading use each word in a
Marc or listening. sentence and think
h L.3a “from the about what is similar
Vary syntax Divine about
for effect, Comedy: the sentences.
consulting Inferno • Word Study
references The Second If students struggle to
(e.g., Tufte’s Coming” identify the correct
Month Week Date Standard Strand Content Skill Activities
Assessment
L.3 Literature ” Araby” The Ss will be able *Group work Analyze Craft and
Apply knowledge of to Structure
language to understand =Use common, * GROUP • If students have
how language functions grade, DISCUSSION difficulty identifying
in different contexts, to appropriate Be sure to identify dialogue
2.11 make effective choices Greek or Latin specific in the play, then show
for meaning or style, affixes and roots events or them pages from the
16-20 and to comprehend as clues to the passages. text and point out the
March more fully when reading meaning of a dialogue and how it is
2.12 or listening. word formatted.
L.3a • If students have
Vary syntax for effect, difficulty
consulting references understanding
March (e.g., Tufte’s Artful how dialogue reveals
Sentences) for guidance character, then
as needed; apply an review
23-27
understanding of syntax particularly revealing
March to the study of complex lines of dialogue and
Eid El texts when reading. discuss what they say
Fitr L.4 about the character.
Break Determine or clarify the For
meaning of unknown Reteach and Practice.
and multiple-meaning Concept Vocabulary
Month Week Date Standard Strand Content Skill Activities Assessment
L.4 Literature The Ss will *Group Discussion. analyze the text
Determine or
” The Have students *Close read • if students fail to cite
clarify the Explosion summarize what *Word net work evidence, then remind
meaning of is happening in *Multi Media them to support their
unknown and • Old the play at presentation ideas with specific
2.13 multiple-
meaning
Love” this point. What
have they
information from the
text.
6-10 April words and learned about • if students fail to
2025 phrases based Scrooge so far? grasp key ideas or
on grades 11– What hope is events in
12 reading there for him the play, then have
and content, to escape his them discuss the plot,
choosing fate? and
April flexibly from a (Knowledge illustrate with examples.
range of Demands) (formative assessment)
strategies. students note
RL.4 punctuation that
Determine influences how
the meaning the lines
of words and will be spoken.
phrases as Then have them
they are used read aloud
in the text, some of the
including lines with a
Month Week Date Standard Strand Content Skill
Activities Assessment
L.5 Literature The Ss will be able *Group Discussion. Analyze the Text
2.14 Demonstrate
Unit 5 *Use context as a *Close read If students struggle to
understandin “Focus clue *Word net work close
13-17 g of figurative To the meaning of *Multi Media read the text, then
April language, Period: a word or phrase. presentation provide
2025 word
relationships,
1798– * Consult general
or specialized
(Thank You, M’am:))
- Text Questions
the Thank You,
M’am: Text
and nuances 1832 An reference materials -Analyze Craft and Questions available
in word *Verify the Structure: online in
meanings. Era of preliminary *PlotChallenge the Interactive
L.5b Change”,” Determination students to draw Teacher’s Edition
Analyze * Explain the plot maps for or Unit Resources.
nuances in Lines function of phrases another story Answers and
April the meaning and clauses in they know well. DOK levels are also
of words with
Composed general and their available.
similar a Few function in specific Concept Vocabulary
denotations. sentences If students fail to see
RL.10 Miles the
By the end of connection between
grade 12, read
Above the words,
and Tintern then have them look
comprehend at the
literature, Abbey • page where the
Month Week Date Standard Strand Content Skill
Activities Assessment
2.15 20-24 L.5 Literatur The Ss will be able * *Group analyze the Text
April April Demonstrate
“Ode to a Use the Discussion. if students struggle
e
understanding Nightingale relationship *Close read to close read the
of figurative between *Word net work text, then
language, • Ode to particular words .
*Multi Media provide the from an
word
relationships,
the West *Verify the
preliminary
Presentation
american Childhood:
Text Questions
and nuances Wind” Determination. -Analyze Craft available online in
in word *Explain the and the
meanings. function of phrases Structure: Interactive Teacher’s
L.5b and clauses in Edition or Unit
Analyze general Resources.
nuances in and their function Answers and DOK
the meaning in specific levels are also
of words with sentences. available.
similar *Come to Concept Vocabulary
denotations. discussions if students struggle
RL.10 prepared . . with the technical
By the end of vocabulary in this
grade 12, read selection, then
and suggest they
comprehend first look for base
literature, words, then examine
Mont Week Dat Standard Strand Content Skill Activities
h e Assessment
2.16 27 L.2 Literature The Ss will be able *Digital Multimedia Analyze the Media
Apr Demonstrate
from to Presentation. If students struggle to
April & il- command of Franke Analyze the main * Present and Discuss close review the
May 1M the ideas and * photographs, then
ay conventions nstein supporting details. provide Urban Farming Is
of standard Growing a Greener
English Future: Media Questions
capitalization, available online in the
punctuation, Interactive Teacher’s
and spelling Edition or Unit Resources.
when writing. Answers and DOK
L.4 levels are also available.
Determine or Concept Vocabulary
clarify the If students struggle with
meaning of the concept
unknown and vocabulary, then suggest
multiple- they look for base
meaning words, examine context
words and clues, and finally check
phrases based understanding in a
on grades 11– dictionary.
12 reading
and content,
Month Week Date Standard Strand Content Skill
Activities Assessment
May 2.17 3-7 L.2 Literature The Ss will be *Group analyze the text
May Demonstrate
“Apostrophe able to Discussion. • if students struggle
command of to the *Distinguish *Close read with figurative
3-4 Long the among the *Word net work language,
Weekend conventions
Ocean • The Connotations *Multi Media then ask volunteers to
of standard
English
World Is Too * Determine the
meaning of
presentation rephrase the text’s
figurative language in
capitalization, Much With words and their own words.
punctuation, phrases . • if students struggle
and spelling Us • * Determine two with the lack of
when writing. London, or more central environmental
L.4 ideas in a text . awareness reflected in
Determine or 1802” the
clarify the excerpt, then remind
meaning of them that Carson was
unknown and writing at a time when
multiple- there was no active
meaning environmental
words and movement.
phrases based
on grades 11–
12 reading
and content,