Grade 12
English and European/World Literature
Embedded Files
Course Description: This course examines world literature from a variety of authors and classical texts. Students learn to contrast major literary forms, techniques and characteristics of the major past and recent literary periods. They relate literary works and authors to the major themes and issues of their eras and evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings. Students analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature and other influences.
SFUSD Scope & Sequence
Spiral 1: Narrative
The primary focus genre for Spiral One is Narrative. As readers, students will practice explicit reading strategies (e.g., making predictions, connecting, summarizing), develop a common understanding of important literary elements and explore aspects of the narrative structure. As writers, students will use acquired vocabulary and knowledge of Standard English Conventions to produce and revise narrative writing that uses effective stylistic devices to engage the reader and share a story. As speakers and listeners, students will use academic vocabulary to build on each other’s ideas and express their own within a respectful collaborative environment.
Potential Writing Genres: Autobiographical, Biographical, Fiction
Potential Reading Genres: Short Story, Poetry, Memoir/ Autobiography, Biographical Sketch
Research Skills & Speaking/Listening Skills: Embedded throughout
Potential Writing Genres: Autobiographical, Biographical, Fiction
Potential Reading Genres: Short Story, Poetry, Memoir/ Autobiography, Biographical Sketch
Research Skills & Speaking/Listening Skills: Embedded throughout
Links to sample Narrative resources
Spiral 2: Inform/ Explain
The primary focus genre for Spiral Two is Informative/Explanatory (e.g., Literary Analysis, Informational Analysis). As readers, students will engage in reading informational and literary texts and practice explicit reading strategies (e.g. inferring, paraphrasing, surveying text, re-reading), continue building their understanding of literary devices and explore various topics/historical periods. As writers, students will use acquired vocabulary and knowledge of conventions of standard English to produce and revise Informative/Explanatory essays that demonstrate their ability to have a clear thesis that is supported with relevant evidence and proper citations. As speakers and listeners, students will use academic vocabulary to prompt their classmates to explain their assertions and to elaborate upon their own ideas by providing compelling evidence and analysis.
Potential Writing Genres: Informational Analysis, Literary Analysis
Potential Reading Genres: Informational Text, Drama, Novel, Epic Poetry, Historical Fiction, Literary Criticism (essays)
Research Skills & Speaking/Listening Skills: Embedded throughout
Potential Writing Genres: Informational Analysis, Literary Analysis
Potential Reading Genres: Informational Text, Drama, Novel, Epic Poetry, Historical Fiction, Literary Criticism (essays)
Research Skills & Speaking/Listening Skills: Embedded throughout
Links to sample Inform/Explain resources
- Inform/Explain: Sample Curriculum Map
- Inform/Explain: Sample Writing prompts, rubrics, activities, student writing, etc.
Spiral 3: Argument
The primary focus genre for Spiral Three is Argument. As readers, students will practice explicit reading strategies (e.g., questioning the text) and engage with a variety of informational and literary texts to develop their own perspectives. They will identify structures of an argument and develop a deeper understanding of methods of persuasion. As writers, students will use acquired vocabulary and knowledge of Standard English Conventions produce a piece of Argumentative writing that utilizes a variety of evidence to defend their claim about a controversial topic or piece of literature. As speakers and listeners, students will use academic vocabulary to critique and support positions presented in their own arguments as well as others’ arguments.
Potential Writing Genres: Argument
Potential Reading Genres: Informational Text, Poetry, Novels, Drama, Speeches
Research Skills & Speaking/Listening Skills: Embedded throughout
Potential Writing Genres: Argument
Potential Reading Genres: Informational Text, Poetry, Novels, Drama, Speeches
Research Skills & Speaking/Listening Skills: Embedded throughout
Links to sample Argument resources
Spiral 4: Research
The primary focus genre for Spiral Four is Informative, Explanatory, and/or Argument based on student need and on a prospective research project. As readers, students will engage with a variety of sources on a specific topic/issue utilizing a critical lens to evaluate the credibility of literary and informational sources. As writers, there will be a focus on discrete research skills (e.g., define a research topic, use search methods and tools, cite different sources) so students may embed research into their writing to enhance content. As speakers and listeners, students will use academic vocabulary to summarize/synthesize their deep knowledge on one issue and to share information and seek information from their classmates using multiple forms of media.
Potential Writing Genres: Recommended teachers select writing genre(s) to reinforce (based on student need) as they focus on discrete research skills or complete a research project.
Potential Reading Genres: Informational Text, Drama, Novels, Poetry, Narrative, Historical Fiction, Speeches
Research Skills & Speaking/Listening Skills: Embedded throughout
Potential Writing Genres: Recommended teachers select writing genre(s) to reinforce (based on student need) as they focus on discrete research skills or complete a research project.
Potential Reading Genres: Informational Text, Drama, Novels, Poetry, Narrative, Historical Fiction, Speeches
Research Skills & Speaking/Listening Skills: Embedded throughout
Questions? Concerns? Contact: Bea Tesorero (tesorerob@sfusd.edu) & Lillian Giles (gilesl@sfusd.edu)
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