LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

12th GRADE ELA Curriculum

This curricula and accompanying instructional materials have been developed to align with
the NJSLS and in accordance with the NJ Department of Education’s guidelines to include:
Curriculum designed to meet grade level expectations, integrated accommodations and modifications
for student with IEPs, 504s, ELLs, and gifted and talented students, assessments including
benchmarks, formative, summative, and alternative assessments, a list of core instructional and
supplemental materials, pacing guide, interdisciplinary connections, integration of 21st century skills,
integration of technology, and integration of 21st Century Life and Career standards.

About the Standards

In 1996, the New Jersey State Board of Education adopted the state's first set of academic
standards called the Core Curriculum Content Standards. The standards described what students
should know and be able to do upon completion of a thirteen-year public school education. Over
the last twenty years, New Jersey's academic standards have laid the foundation for local district
curricula that is used by teachers in their daily lesson plans.

Revised every five years, the standards provide local school districts with clear and specific
benchmarks for student achievement in nine content areas. Developed and reviewed by panels of
teachers, administrators, parents, students, and representatives from higher education, business,
and the community, the standards are influenced by national standards, research-based practice,
and student needs. The standards define a "Thorough and Efficient Education" as guaranteed in
1875 by the New Jersey Constitution. Currently the standards are designed to prepare our
students for college and careers by emphasizing high-level skills needed for tomorrow's world.

The New Jersey Student Learning Standards include Preschool Teaching and Learning Standards,
as well as nine K-12 standards for the following content areas: 21st Century Life a nd Careers,
Comprehensive Health and Physical Education, English Language Arts, Mathematics,
Science, Social Studies, Technology, Visual and Performing Arts, World Languages The
most recent review and revision of the standards occurred in 2014. However, the standards in
language arts and math underwent an additional review in 2015 with adoption by the New Jersey
State Board of Education in May 2016.
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Lower Cape May Regional School District 12th Grade ELA Curriculum

Content Area: BRITISH AND EUROPEAN LITERATURE

Course Title: English Language Arts Grade level: 12

Unit 1: European Literature (Middle Ages) Dates for Units - September thru October

Dates for Units - November thru January

Unit 2: Renaissance & Reformation/17th
Century

Unit 3: 18th and Early 19th Century Dates for Units - February thru April

Unit 4: Late 19th and 20th Century Dates for Units - May thru June

Date Created: June 22, 2017 Board Approved On: 9/26/19

Date Revised: 07/2019

LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Lower Cape May Regional School District 12th ELA Curriculum

Unit 1 Overview

Content Area: BRITISH AND EUROPEAN LITERATURE

Unit Title: European Literature - Middle Ages

Target Course/Grade Level: 12th

Unit Summary:
In Unit 1, students will analyze the question: “How did medieval man distinguish between the
earthly and the divine?” Students will read the following: Oedipus, selections from The
Canterbury Tales, Sir Gawain and the Green Knight, and The Decameron. Outside reading
assignment is The Curious Incident of the Dog in the Nighttime. Students will learn to pronounce
and define SAT level vocabulary, and practice resume writing, cover letting writing, and
practice interview skills. Students will also practice essay and research writing.

Interdisciplinary Connections:
History - Medieval England and Europe
Science and Biology - research on Autism Spectrum disorder and various connections to ASD
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

21st Century Themes, Skills, and Standards:

- Technology utilization in the form of the research paper
- 21st Century Life and Career Standards: CRP2, CRP4, CRP5, CRP7, CRP11, CRP12

Learning Targets

CPI # Cumulative Progress Indicators (CPI) for Unit

Vocabulary assessments

RL.11-12.4 L.11-12.6

L.11-12.5 L.11-12.1-4

Objective and subjective tests and quizzes

RL.11-12.3
RL.11-12.5
RI.11-12.1-3

NJSLSA.W1-3 Major writing assignment (ASD spectrum)

RL.11-12.4
L.11-12.6
L.11-12.5
L.11-12.1-4
SL.11-12.2
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Class participation
NJSLSA.SL1-3
SL.11-12.1
SL.11-12.2

NJSLSA.W1-3
RI.11-12.1-3
Benchmark assessment of comparative analytical essay
for outside reading book and summer reading assignment

Other applicable assessments and projects (bell ringers, journal

entries, etc.)

Unit Enduring Question(s): Unit Enduring Understandings:

● “How did medieval man distinguish ● define and gather information on Autism
Spectrum Disorder
between the earthly and the divine?”
● the ramifications of our decisions
● “What is Autism?”
● the role “fate” plays in our lives (divine
● “What drives the human spirit?”
intervention vs self-driven)
● “Why do we make decisions that we
● the essay writing and researching process
do?”
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Unit Objectives: Students will know…. Unit Objectives: Students

Unit Objectives: will be able to…...

Students will know….
● the process of weeding out pertinent ●determine which information to utilize from a
scientific information from articles scientific article
● how to properly set up a resume and cover
●properly set up a resume and cover letter
letter
● the classroom rules and procedures ● come into class every day as prepared as
● how to utilize chromebooks, google docs, possible and follow the class procedures with
etc. for class work and out of class assignments
little to no issue
●utilize technology to better understand lessons
and information

Modifications for ELL’s, Special Education, 504, and Gifted and Talented Students:
-Teacher tutoring
-Peer tutoring
-Cooperative Learning Groups
-Modified Assignments
-Modified texts
-Differentiated Instruction
-Response to Intervention
( www.help4teachers.co m) -
Follow all IEP and 504
modifications –Adaptive
Technology
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Lower Cape May Regional School District (Insert Subject/Content Area) Curriculum
Unit 2 Overview

Content Area: BRITISH AND EUROPEAN LITERATURE

Unit Title: Renaissance and Reformation/17th Century

Target Course/Grade Level: 12th

Unit Summary:
● In Unit 2, students will analyze the question: “How does Renaissance literature break
with and build on literature of the middle ages?” and “How did seventeenth century
writers regard the relationship between reason and emotion?” Students will read the
following: Macbeth and/or Hamlet, selected poetry of the Renaissance, excerpts from
The Prince. Outside reading assignment is Don Quixote. Students will learn to pronounce
and define SAT level vocabulary, continue to practice writing skills, and practice
interview skills. Students will also practice discerning “true” sources from “fake”
sources.

Interdisciplinary Connections:
● History - Medieval England and Europe
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

21st Century Themes, Skills, and Standards:

● - Technology utilization in the form of the research paper
- 21st Century Life and Career Standards: CRP2, CRP4, CRP5, CRP7, CRP11, CRP12
● 21st Century Life and Career Standard 9.1, including critical thinking, problem solving,
creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding
and interpersonal communication and science.

Learning Targets

CPI # Cumulative Progress Indicators (CPI) for

Unit

Vocabulary assessments
RL.11-12.3
L.11-12.6
L.11-12.5
L.11-12.1-4

RL.11-12.4 RI.11-12.1-3 Objective and subjective tests and quizzes

NJSLSA.W1-3 Major writing assignment (despotic leader

RL.11-12.4
L.11-12.6
L.11-12.5 ay)
L.11-12.1-4
SL.11-12.4
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

NJSLSA.SL1-3 Class participation

SL.11-12.1
SL.11-12.2

NJSLSA.W1-3 Benchmark assessment of comparative

RI.11-12.1-3 lytical essay for outside

reading book and in class readings

Other applicable assessments and projects

llringers, journal entries, etc.)
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Unit Enduring Questions: Unit Enduring Understandings:

● “How does Renaissance literature ●the main differences between Renaissance
break with and build on literature of literature and literature of the middle ages
the Middle ages?”
● the tellings of a true leader
● “How did seventeenth-century writers
●why people gravitate towards certain people
regard the relationship between reason
●why it is important to follow one’s heart
and emotion?”
● “What makes a good leader?”
● “Is it better to be feared, or loved?”
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Intervention
www.help4teachers.com) -Follow all IEP and 504 modifications
-Adaptive Technology

Lower Cape May Regional School District (Insert Subject/Content Area) Curriculum
Unit 3 Overview

Content Area: BRITISH AND EUROPEAN LITERATURE

Unit Title: Eighteenth and Early Nineteenth Century

Target Course/Grade Level: 12th

Unit Summary:
● In Unit 3, students will analyze the question: “What role does nature play in 18th and early
19th century literature?” Students will read the following: A Modest Proposal, selected poems
from Coleridge, Tennyson, Blake, Keats, Byron, and Wordsworth, excerpts from Hard Times,
and an excerpt from Cyrano de Bergerac. The outside reading assignment will be Siddhartha.
Students will continue with SAT vocabulary, will practice writing poetry, continue to practice
writing skills, etc.
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Interdisciplinary Connections:
● History - Medieval England and Europe

● Mathematics - syllabic counting and measuring

21st Century Themes, Skills, and Standards:

● - Technology utilization in the form of the research paper
- 21st Century Life and Career Standards: CRP2, CRP4, CRP5, CRP7, CRP11, CRP12 ●
21st Century Life and Career Standard 9.1, including critical thinking, problem solving,
creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding
and interpersonal communication and science.

Learning Targets

CPI # Cumulative Progress Indicators (CPI) for Unit

Vocabulary assessments
RL.11-12.4
L.11-12.6
L.11-12.5
L.11-12.1-4

Objective and subjective tests and quizzes

RL.11-12.3
RL.11-12.5
RI.11-12.1-3
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

NJSLSA.W1-3 Major writing assignment (satirical essay)

RL.11-12.4
L.11-12.6
L.11-12.5
L.11-12.1-4

SL.11-12.2

Class participation
NJSLSA.SL1-3
SL.11-12.1
SL.11-12.2

NJSLSA.W1-3 Benchmark assessment of satirical essay for outside

RI.11-12.1-3 reading book and in class readings

Other applicable assessments and projects

llringers, journal entries, etc.)
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Unit Enduring Questions: Unit Enduring Understandings:

● “What role does nature play in 18th ● the role of nature during the time period
and early 19th century literature?” ● why people write/enjoy poetry
● “What makes a poem a poem?” ● what exactly makes a poem
● “Why do people write poetry?” ● what makes something “satiriacal”
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Unit Objectives: d not Unit Objectives:

Students will know…. Students will be able to…...
● how to define “satire” ● define “satire” and create a satirical piece
● how to create a satirical piece ● create poetry
● why poetry is enjoyed by some
an others
● why nature was so important
when writing poetry

Modifications for ELL’s, Special Education, 504, and Gifted and Talented Students:
-Teacher tutoring
-Peer tutoring
-Cooperative Learning
Groups
-Modified
Assignments
-Modified texts -Differentiated Instruction
-Response to Intervention
(www.help4teachers.com)
-Follow all IEP and modifications
-Adaptive Technology
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Lower Cape May Regional School District (Insert Subject/Content Area) Curriculum
Unit 4 Overview

Content Area: BRITISH AND EUROPEAN LITERATURE

Unit Title: 20th Century

Target Course/Grade Level: 12th

Unit Summary:
● In Unit 4, students will analyze the following question: “Why might the 20th century be
regarded as the ‘Age of Anxiety’?” Students will read the following: Peter and Wendy and/or
Alice’s Adventures in Wonderland, and excerpts from The Metamorphosis. Students will find
connections between modern day cartoons and fairy tales. The outside reading will be Night.
Students will research, prepare, write, and present a thesis on a chosen topic for their final
essay grade. Students will finish with vocabulary prior to writing the thesis.
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Interdisciplinary Connections:
● History - Medieval England and Europe
- Sociology - the Holocaust
- Life Skills - thesis paper

21st Century Themes, Skills, and Standards:

- Technology utilization in the form of the research paper
- 21st Century Life and Career Standards: CRP2, CRP4, CRP5, CRP7, CRP11, CRP12
- 21st Century Life and Career Standard 9.1, including critical thinking, problem solving,
creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding
and interpersonal communication and science.

Learning Targets

CPI # Cumulative Progress Indicators (CPI) for Unit

Vocabulary assessments
RL.11-12.4
L.11-12.6
L.11-12.5
L.11-12.1-4

Objective and subjective tests and quizzes

RL.11-12.3
RL.11-12.5
RI.11-12.1-3
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Class participation
NJSLSA.SL1-3
SL.11-12.1
SL.11-12.2

NJSLSA.W1-3 Benchmark assessment of comparative analytical

RI.11-12.1-3
essay for outside reading book and
in class assignemnts

Other applicable assessments and projects (bellringers, journal

entries, etc.)
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Unit Enduring Questions: Unit Enduring Understandings:

● “Why might the 20th century be ● why anxiety really “skyrocketed” during
regarded as the ‘Age of Anxiety’?” ● the 20th century/today
● why the Holocaust was such a horrible
“Why did the Holocaust happen?”
event
- “What is more important - doing
what is right, or doing what you are
told?”
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Unit Objectives: Unit Objectives:

Students will know…. Students will be able to…...
● why people get anxious and why ● garner information about the Holocaust
anxiety levels are going up ● do personal research on a topic of choice
● why choosing being right over being ● make educated guesses as to why
told what to do is the way to go people are more anxious now than ever
● more information on the Holocaust ●
how to continue research on a personal
project/essay

Lower Cape May Regional School District (Insert Subject/Content Area) Curriculum
Evidence of Learning

Specific Formative Assessments Utilized in Daily Lessons:

● quizlet
- “One and Done”’s (quick quizzes)
- Questionnaires
- Answering and asking questions to and from the teacher

Summative Assessment Utilized throughout Units:

● unit essays (students must complete and attain a passing grade on THREE out of FOUR
essays
● test aligned with curriculum
- “One and Done’s” (quick quizzes)
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Modifications for ELL’s, Special Education, 504, and Gifted and Talented Students:
Teacher tutoring
Peer tutoring
Cooperative Learning Groups
Modified Assignments
Differentiated Instruction
Response to Intervention (www.help4teachers.com)
Follow all IEP and 504 modifications

Teacher Notes:
● As required by the NJ Department of Education, teachers in all content areas will
integrate the 21st Century Life and Careers Standards. As the NJDOE indicates, “Providing
New Jersey students with the life and career skills needed to function optimally within this
dynamic context is a critical focus and organizing principle of K-12 public education. New
Jersey has both an obligation to prepare its young people to thrive in this environment, and a
vested economic interest in grooming an engaged citizenry made up of productive members of
a global workforce that rewards innovation, creativity, and adaptation to change.” The links
below indicate the CPIs for grade ranges and need to be addressed throughout the units of
study:
Life and Career Standards
● As indicated in the NJSLS, standards and interdisciplinary connections will be
integrated throughout content area curriculum. Links to relevant content standards can be
found below:
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Project-based Learning Tasks:

● ASD spectrum research paper
- Despotic leader research essay
- Satirical essay
- Thesis paper

Vocabulary:
● In-text vocabulary should be incorporated into every unit. Word journals, vocabulary
walls, and/or various other activities should be utilized by the instructor to teach vocabulary.

The Research Process:

● The research process must be integrated within each course curriculum. Student will be
provided with opportunities to investigate issues from thematic units of study. As the NJSLS
indicate, students will develop proficiency with MLA or APA format as applicable.

Technology:
● Students must engage in technology applications integrated throughout the curriculum.
Applicable technology utilized in this curricula are included below:
-laptops/phones/Chrome Books will be used on a (near) daily basis - quizzes and
watching videos to garner information, etc. -Time in the media center
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Resources:
● Ancillary resources and materials used to deliver instruction are included below:

Differentiation Strategies

Differentiation strategies can require varied amounts of preparation time. High-prep strategies
often require a teacher to both create multiple pathways to process information/demonstrate
learning and to assign students to those pathways. Hence, more ongoing monitoring and
assessment is often required. In contrast, low-prep strategies might require a teacher to
strategically create process and product choices for students, but students are allowed to choose
which option to pursue given their learning profile or readiness level. Also, a low-prep strategy
might be focused on a discrete skill (such as vocabulary words), so there are fewer details to
consider. Most teachers find that integration of one to two new low-prep strategies and one
high-prep strategy each quarter is a reasonable goal.

Low Prep Strategies (add to list as needed)

Varied journal prompts, Students are given a choice of different journal prompts,
spelling or vocabulary lists spelling lists or vocabulary lists depending on level of
proficiency/assessment results.
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Anchor activities Anchor activities provide meaningful options for students

when they are not actively engaged in classroom activities
(e.g., when they finish early, are waiting for further
directions, are stumped, first enter class, or when the teacher
is working with other students). Anchors should be directly
related to the current learning goals.

Choices of review activities Different review or extension activities are made available to
students during a specific section of the class (such as at the
beginning or end of the period).

Homework options Students are provided with choices about the assignments
they complete as homework. Or, students are directed to
specific homework based on student needs.

Student-teacher goal setting The teacher and student work together to develop individual
learning goals for the student.

Flexible grouping Students might be instructed as a whole group, in small

groups of various permutations (homogeneous or
heterogeneous by skill or interest), in pairs or individual.
Any small groups or pairs change over time based on
assessment data.

Varied computer programs The computer is used as an additional center in the

classroom, and students are directed to specific websites or
software that allows them to work on skills at their level.

Multiple Intelligence or Students select activities or are assigned an activity that is

Learning Style options designed for learning a specific area of content through their
strong intelligence (verbal-linguistic, interpersonal, musical,
etc.)
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Varying scaffolding of same Provide graphic organizers that require students to complete
organizer various amounts of information. Some will be more filled
out (by the teacher) than others.

Think-Pair-Share by Students are placed in predetermined pairs, asked to think

readiness, interest, and/or about a question for a specific amount of time, then are
learning profile asked to share their answers first with their partner and then
with the whole group.

Mini workshops to re-teach or A short, specific lesson with a student or group of students
extend skills that focuses on one area of interest or reinforcement of a
specific skill.

Orbitals Students conduct independent investigations generally lasting

3-6 weeks. The investigations “orbit” or revolve around
some facet of the curriculum.

Games to practice mastery of Use games as a way to review and reinforce concepts.
information and skill Include questions and tasks that are on a variety of cognitive
levels.

Multiple levels of questions Teachers vary the sorts of questions posed to different
students based on their ability to handle them. Varying
questions is an excellent way to build the confidence (and
motivation) of students who are reluctant to contribute to
class discourse. Note: Most teachers would probably admit
that without even thinking about it they tend to address
particular types of questions to particular students. In some
cases, such tendencies may need to be corrected. (For
example, a teacher may be unknowingly addressing all of
the more challenging questions to one student, thereby
inhibiting other students’ learning and fostering class
resentment of that student.)
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

High Prep Strategies (add to list as needed)

Cubing Designed to help students think about a topic or idea from

many different angles or perspectives. The tasks are placed
on the six sides of a cube and use commands that help
support thinking (justify, describe, evaluate, connect, etc.).
The students complete the task on the side that ends face up,
either independently or in homogenous groups.

Tiered assignment/ product The content and objective are the same, but the process
and/or the products that students must create to demonstrate
mastery are varied according to the students’ readiness level.

Independent studies Students choose a topic of interest that they are curious about
and wants to discover new information on. Research is done
from questions developed by the student and/or teacher. The
researcher produces a product to share learning with
classmates.

4MAT Teachers plan instruction for each of four learning

preferences over the course of several days on a given topic.
Some lessons focus on mastery, some on understanding,
some on personal involvement, and some on synthesis. Each
learner has a chance to approach the topic through preferred
modes and to strengthen weaker areas
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Jigsaw Students are grouped based on their reading proficiency and

each group is given an appropriate text on a specific aspect
of a topic (the economic, political and social impact of the
Civil War, for example). Students later get into
heterogeneous groups to share their findings with their peers,
who have read about different areas of study from source
texts on their own reading levels. The jigsaw technique
allows you to tackle the same subject with all of your
students while discreetly providing them the different tools
they need to get there.

Multiple texts The teacher obtains or creates a variety of texts at different

reading levels to assign strategically to students.

Alternative assessments After completing a learning experience via the same content
or process, the student may have a choice of products to
show what has been learned. This differentiation creates
possibilities for students who excel in different modalities
over others (verbal versus visual).

Modified Assessments Assessments can be modified in a variety of ways – for

example by formatting the document differently (e.g. more
space between questions) or by using different types of
questions (matching vs. open ended) or by asking only the
truly essential questions.

Learning contracts or A contract is a negotiated agreement between teacher and

Personal Agendas student that may have a mix of requirements and choice
based on skills and understandings considered important by
the teacher. A personal agenda could be quite similar, as it
would list the tasks the teacher wants each student to
accomplish in a given day/lesson/unit. Both Learning
contracts and personal agendas will likely vary between
students within a classroom.
LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

Compacting This strategy begins with a student assessment to determine

level of knowledge or skill already attained (i.e. pretest).
Students who demonstrate proficiency before the unit even
begins are given the opportunity to work at a higher level
(either independently or in a group).

Literature circles Flexible grouping of students who engage in different studies

of a piece of literature. Groups can be heterogeneous and
homogeneous.

Learning Centers A station (or simply a collection of materials) that students

might use independently to explore topics or practice skills.
Centers allow individual or groups of students to work at
their own pace. Students are constantly reassessed to
determine which centers are appropriate for students at a
particular time, and to plan activities at those centers to build
the most pressing skills.

Tic-Tac-Toe Choice Board The tic-tac-toe choice board is a strategy that enables students
(sometimes called to choose multiple tasks to practice a skill, or demonstrate
“ThinkTac-Toe” and extend understanding of a process or concept. From the
board, students choose (or teacher assigns) three adjacent or
diagonal. To design a tic-tac-toe board: - Identify the
outcomes and instructional focus - Design 9 different tasks -
Use assessment data to determine student levels - Arrange
the tasks on a tic-tac-toe board either randomly, in rows
according to level of difficulty, or you may want to select
one critical task to place in the center of the board for all
students to complete.

Curriculum development Resources/Instructional Materials:

LCMR SCHOOL DISTRICT - ELA 12TH GR CURRICULUM (REVISED 07/2019)

List or Link Ancillary Resources and Curriculum Materials Here:

● Ms K’s wix page (www.kopsitzl.wixsite.com/english
● LCMR school website

Board of Education Approved Text(s)

● Prentice Hall Literature The British Tradition

● EMC Master Series Literature and the Language Arts World Literature
● The Curious Incident of the Dog in the Nighttime by Mark Haddon
● Don Quixote by Miguel Cervantes
● Night by Elie Wiesel
● Siddhartha by Herman Hesse