CURRICULUM FOR HONORS ENGLISH I GRADE 9 · PDF fileUnit Essential Questions: ... • Nickel and Dimed: on (not) getting by in America by Barbara Ehrenreich ... Honors English I, Grade

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This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Christine H. Salcito, Director of Curriculum and Instruction Tiffany Lynch, Program Supervisor of Literacy

The Board acknowledges the following who contributed to the preparation of this curriculum.

Christine McNicholas

Subject/Course Title: Date of Board Adoptions:

Honors English I September 18, 2012 Grade 9

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: English

Unit Title: Summer Reading

Target Course/Grade Level: Honors English I, Grade 9

Unit Summary: In order to prepare students for the next grade level, they will be required to complete a summer reading assignment. Each student is required to read one book. Reading is an essential aspect of education and can only benefit them throughout their lives. Keeping students academically engaged throughout the summer is one way to continue to ensure their success in the future.

Approximate Length of Unit: N/A

Primary interdisciplinary connections: Technology

LEARNING TARGETS

Standards: Reading: Literature, 6-12 Reading: Informational Text, 6-12 Writing, 6-12 Speaking & Listening, 6-12 Language, 6-12 Content Standards:

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

W10.1. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

o Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

o Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

o Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

o Use precise language and domain-specific vocabulary to manage the complexity of the topic.


o Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

L.9-10.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

o Use parallel structure.*

o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L.9-10.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

o Spell correctly.

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

21st Century Life and Career Skills:

9.1.12. B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

9.1.12. F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.


9.1.12. F.3 Defend the need for intellectual property rights, workers’ rights, and workplace safety regulations in the United States and abroad.

Unit Understandings:

Students will understand that… • reading at different levels (literal, inferential, thematic) is a necessary skill in the 21st century. • reading self-selected works can be pleasurable as well as informative. • reading regularly can help develop a person's vocabulary and knowledge. • regular independent reading can increase your knowledge and understanding of many other disciplines. • the ability to read and comprehend a variety of difficult texts is a necessary skill for successful study of other academic subjects. • literature from and about different cultures can help people gain insight into cultural perspectives other than their own.

Unit Essential Questions:

• How does a reader begin to discern an author's intended message and purpose for writing? • What kinds of questions are posed by great works of literature? • What can be gained from reading works from a variety of cultures? • How is theme developed throughout the text? • Why do people write? (to inform/explain, to persuade, to entertain) • What motivates people to read? • What do good readers do when they read? • How do good readers approach unfamiliar words?

Knowledge and Skills:

Students will know….. • the ability to read at different levels is a life-long skill. • reading self-selected works can be pleasurable as well as informative. • regular reading develops a person's knowledge and vocabulary. • reading in the 21st century involves a variety of genres and types of text. • that reading a variety of texts from different cultures can enhance the reader's understanding of different cultural perspectives.

Students will be able to …

• discuss the questions presented in a chosen work. • examine the main ideas presented in their chosen work. • explain the author's purpose in writing a particular work. • argue the extent to which the work successfully presented its message. • how have the characters changed throughout the reading? • what is the author’s message?

EVIDENCE OF LEARNING Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? • In their work, authors often seek to communicate important messages, what we refer to as themes. Many important ideas and

lessons are explored by the characters in a story, including courage, justice, prejudice, empathy, and the impact of social class. Analyze how one of the character’s understandings of one of these concepts grows throughout the course of your summer reading book and how this understanding contributes to his/her growth as a character as well as to the author’s thematic message.

• Open-ended questions

Learning Activities:

What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Each honors student will read at least two of the books on the list.

RESOURCES Teacher Resources:

• What the Dog Saw, by Malcolm Gladwell • Pedro and Me: friendship, loss, & what I learned by Judd Winick (graphic novel) • A Child Called "It": one child’s courage to survive by Dave Pelzer • Nickel and Dimed: on (not) getting by in America by Barbara Ehrenreich • November Blues by Sharon Draper

Equipment Needed:

• LCD projector • Computer Access


UNIT OVERVIEW

Content Area: Honors English I

Unit Title: The Short Story


Unit Summary: The purpose of this unit is to reinforce reading and writing skills as well as to analyze the literature for figurative language. Students will understand the importance of the author’s purpose by analyzing word choice and tone.

Approximate Length of Unit: Three weeks


LEARNING TARGETS


RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.












W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

o Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

o Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

o Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

o Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. o Use a colon to introduce a list or quotation. o Spell correctly.



o Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

o Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

o Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

o Analyze nuances in the meaning of words with similar denotations.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. 9.1.12.F.3 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. 9.1.12.F.3 Defend the need for intellectual property rights, workers’ rights, and workplace safety regulations in the United

States and abroad.


Students will understand: • the genre of the short story. • how to utilize literacy strategies to enhance the experience and understanding.


• What are short stories, who writes them, and why do they matter? • How do authors use the resources of language to impact an audience? • What role does chaos play in the creative process? • What makes a "good" story? • Can literature serve as a vehicle for social change? • How are belief-systems represented and reproduced through literature?

• How does the study of literature help individuals construct an understanding of reality? • Why is it important for people and cultures to construct narratives about their experience? • Are there universal themes in literature that are of interest or concern to all cultures and societies?


Students will be able to... • understand and identify traditional short story structure and elements.

Students will be able to … • define and use appropriate literary terms related to short story. • understand and analyze the various recurring themes of short stories. • refine grammar, usage, and composition skills in a variety of formats. • participate in class discussions about the literary/social effect of selected authors' works. • develop strategies for reading and responding personally and analytically to short stories • compare, contrast, analyze, and evaluate connections between text, ideas, and experience. • use text details to analyze character, plot, setting, point of view and development of theme. • write a multi-paragraph essay with an effective thesis statement and elaboration through specific and relevant details.

EVIDENCE OF LEARNING

Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? • In their work, authors often seek to communicate important messages, what we refer to as themes. Many important ideas and

lessons are explored by the characters in a story, including courage, justice, prejudice, empathy, and the impact of social class. Analyze how one of the character’s understanding of one of these concepts grows throughout the course of one of the short stories in this unit and how this understanding contributes to his/her growth as a character as well as to the author’s thematic message.

• Open-ended questions Learning Activities: What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Each teacher will develop his/her own learning activities. These activities will utilize all aspects of the curriculum. Below are ideas that may be used:

• Tracking theme Scored discussion on growing up (theme) • Fishbowl discussion on (theme) • Characterization worksheet • Passage identification • Newspaper • Quotation Analysis • Figures of Speech • Vocabulary • Provide essential questions • Provide final task examples as well as rubrics • Review writing processes and good practices • Provide examples of finish written products • Use various learning styles to target students’ individual needs. • Think-Pair-Share • Socratic Seminar • Literature Circles • Guided Reading • Double-Entry Journals • Independent Reading • Class Discussions • Post-it Note Reading • Stations/centers • Amistad infusion

RESOURCES

Teacher Resources:

• “The Bet” • “Everyday Use” • “Geraldo With no Last Name” • “Boys and Girls”

Equipment Needed:

• 4th ED. Of the Holt, Rinehart &Winston book • LCD projector • Computer access


UNIT OVERVIEW


Unit Title: Coming of Age, To Kill A Mockingbird


Unit Summary: The novel, To Kill a Mockingbird, forces the reader to examine the causes and social effects of various types of bias and prejudice. Individuals benefit from valuing others perspectives and seeing things through the eyes of others. Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats. The students will define self through adversity. Approximate Length of Unit: Six weeks Primary interdisciplinary connections: Technology, Social Studies

LEARNING TARGETS

Standards: Reading: Literature, 6-12 Reading: Informational Text, 6-12

Writing, 6-12 Speaking & Listening, 6-12 Language, 6-12

Content Standards:





















W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and


o Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

o Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.






o Use parallel structure.* o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses

(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.




o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to

the meaning of a word or phrase. o Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis,

analytical; advocate, advocacy). o Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. o Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or

in a dictionary).

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

o Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. o Analyze nuances in the meaning of words with similar denotations.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.







Students will understand that… • it is necessary to consider the questions, what is good and right and how do we decide that that? • racism affects people’s judgments regarding guilt, innocence, and fairness. • setting connects to plot details. • there are personal connections to the themes, experiences, and opinions in the novel.


• How does To Kill A Mockingbird frame issues of courage and cowardice against the backdrop of the American South in the 1930s?

• How can citizens, break through barriers of prejudice to promote tolerance? • What makes a good work of historical fiction? • Why is Harper Lee's theme of social injustice still relevant today and, in particular, in your community?

• What does it mean to be an individual in society? Does society force its citizens to take unpopular, but moral, stances in order to promote change?

• How do we connect the title and the characters to the greater theme of loss of innocence/awareness of evil? • How does Scout function in the novel (comic relief, reinforcement of innocence, foil, etc.) • What other themes exist concerning social inequality and moral education (What makes a good parent?)? • How do Harper Lee and her experiences in life along with the 1930s in America factor in to the novel? (allusions, idioms,

vocabulary, plot, characters, themes, etc.) • Can a book change us/shape our views? (Like Atticus says of the T.R. case?) • What does it mean to "come of age"?


Students will know….. • literary terms including point of view, foreshadowing, characterization • the plot line of novel • direct and indirect characterization • vocabulary words from novel

Students will be able to … • connect personally to the themes, experiences, opinions in the novel • identify examples of themes • evaluate character • connect poems to themes in novel • evaluate facts in a case and make a moral judgment • make sense of the citizens of Macomb’s reaction to the verdict and form own reaction • students will learn to identify and apply the following literary terms: point of view, characterization, setting, and theme


Assessment: What evidence will be collected and deemed acceptable to show that students truly “understand”? To Kill a Mockingbird essay Final Essay Options 1. Choose one of the options below and compose a well-organized and refined essay in response. Your essay should reflect both your understanding of the novel and your skill as a writer. Remember to avoid the use of first person and to include page numbers for any quotations. Your submission must be typed, double-spaced, using a size 12 print font. Use the heading of this page as a guideline for how to complete your own heading.

Authors develop characters with different attitudes and beliefs so that they can illustrate diversity in society. Explore Lee’s development of two characters that play a shared role in different ways. You may consider Miss Maudie and Aunt Alexandra as female role-models, or Walter Cunningham and Burris Ewell as poor-boys repeating first grade, or many other options. Make sure that the characters you choose occupy similar places in society.

Author’s often show character’s development through their changing attitudes and interactions with other characters. Analyze the development of Scout’s character using her evolving image of Boo Radley from a monster to a kind, gentle man to support the points in your essay. Consider how Scout’s understanding of Boo evolves with her own coming-of-age. Do not write a summary of Boo Radley’s character.

The significance of a novel’s title is often not readily apparent to the reader until well into the book. Analyze Lee’s use of the mockingbird as a symbol. Be sure to include references to specific characters and their relationship to the mockingbird as well as the meaning of the mockingbird as a symbol itself.

In their work, authors often seek to communicate important messages, what we refer to as themes. Many important ideas and lessons are explored by the characters in To Kill a Mockingbird, including courage, justice, prejudice, empathy, and the impact of social class. Analyze how Scout’s understanding of one of these concepts grows throughout the course of the novel and how this understanding contributes to her growth as a character as well as to Lee’s thematic message.

2. Essay of Definition

Many words have meaning beyond the definition indicated in the dictionary. In an essay of definition, a writer explains a commonly used term or concept that is not easy to define, because it is complicated or means different things to different people. You will choose one of the words below and write an essay of extended definition for that word. As you write you may choose to consider/include dictionary definitions, personal definitions, negative definitions (what it is not), comparisons, quotations, and anecdotes (stories). Ultimately, your goal is to explain what the word means over the course of 4+ paragraphs. There is a sample of this type of essay one page 209 of Writers Inc., which you may consult for additional guidance. Choose one of the words below:

Courage Empathy Justice Innocence Prejudice

• Open-ended questions


• What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Tracking theme throughout novel • Scored discussion on growing up (theme) • Fishbowl discussion on prejudice and stereotype (theme) • Trial simulation or play version of trial • Characterization worksheet • Passage identification • Newspaper • To Kill a Mockingbird Quotation Analysis • A Map of Macomb • Figures of Speech • HSPA Open-ended questions


Short Stories “Rules of The Game” “The Grateful Gesture” “My Mother Combs my Hair” “The Meadow Mouse” “The Child is the Master”

Poem(s) “Mother to Son-L. Hughes Non-Fiction

Equipment Needed:

• To Kill A Mockingbird • 4th ED. Of the Holt, Rinehart &Winston book • LCD projector • Computer access


UNIT OVERVIEW


Unit Title: Choices and Consequences, Romeo and Juliet


Unit Summary: The student will be introduced to William Shakespeare, reading a drama, and understanding “Choices and Consequences”. They will understand the effects Shakespeare has had in literature as well as the differences in reading a play vs. a novel.

Approximate Length of Unit: Four weeks

Primary interdisciplinary connections: Technology, Social Studies

LEARNING TARGETS






















W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and









o Use parallel structure. * o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses





o Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue

to the meaning of a word or phrase. o Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis,

analytical; advocate, advocacy). o Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find

the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. o Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or

in a dictionary).

• L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


• L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,

speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.







Students will understand that… • in life the choices that you make affect others • each choice there is a consequence that affects others • in choosing it is your responsibility to face your actions and learn from them.

Unit Essential Questions: • At what age are boys/girls mature enough to handle a relationship/marriage? • In what ways do little decisions/choices affect our lives and our big achievements/responsibilities/tragedies? • What are the components of a tragedy and how are they used in “Romeo and Juliet”?

• How does the cause-effect relationship work and how does it relate to the events leading up to the tragic end of the play? • How does Shakespeare use language apart from other writers to make him stand out? • How does Shakespeare explore and portray the parent-child relationship and how it affects the child in the play? • How is an individual’s life affected by outside events, family situations, or cultural, political, and social trends? • Despite external differences, what are universal concerns facing teenagers throughout time? • What poetic conventions are employed by Shakespeare to engage his readers? How are these conventions used to gain further

accessibility into the play? • How does Shakespeare use character development to create a dramatic experience? • What are the various causes of tragedy? Can wisdom and knowledge be gained from a “tragic” experience? • How can “love” be defined? • How does learning about others teach us about ourselves?


Students will know… • sometimes relationships can be hurtful, even leading to death • love is never easy • sometimes our emotions win out over reason • if you truly love someone, it can be difficult to establish boundaries • many people would make the ultimate sacrifice for one they loved • what Elizabethian England was like • iambic pentameter • aspects of tragedy and drama

Students will be able to … Students will effectively communicate information to a variety of audiences for various purposes and be able to show the following:

• some poems have patterns. • poems use figurative as well as literal language. • plays are all about showing and not telling. • writing is a process. • writers and speakers use detail and elaboration to make ideas clear to their audiences • writers and speakers organize what they have to say to make his/her meaning clear to their audience. • writers and speakers know how various mistakes can distract their audiences. • summarize texts from multiple genres.


Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? Throughout this unit we have studied multiple interpretations of the same work, Romeo and Juliet. We have looked at two movie versions; the Red Reader annotated notes, and worked individually, in groups and as a class, to create our own meaning of the work. In some cases, there has been disagreement concerning the interpretation of specific scenes. Your task is to rewrite, draw, or perform a scene of your choice from Romeo and Juliet to convey your understanding of the play. To do so, you must meet the following criteria:

A. Choose a scene from Romeo and Juliet with the teacher’s approval.

• Display knowledge of the scene. • Respond creatively to the scene through writing, visual art, or performance. These must show evidence of individuality, hard

work, and an understanding of the scene. • If working in groups, delegate responsibilities. Who will provide props? Who will ensure that you stay on task? Who is a

strong writer? Who is directing? What will everyone contribute? • Practice presentations or create rough drafts of writing and visual art. • Use the time provided in and out of class efficiently. This includes staying on task to ensure a well-thought-out product. • Turn in a one to two page paper explaining your decisions. If working in a group you must explain your contributions as well.

Or B. After having read and understood the play of Romeo and Juliet, by William Shakespeare, your assignment is to choose one of the following options to display your knowledge or interpretation of one major scene from the play. The major scenes include the opening fight scene, the party scene, the balcony scene, and the death scene at the end of the play. (You may also choose a different major scene with my approval). There are three options as to how you may represent the scene.

1. Oral Presentation Choose a group with no more than four people. Select the scene of your choice and recreate it on video to be shown in class next Monday and Tuesday. You must follow the guidelines on the rubric and goals handouts. You will receive a group grade as well as an individual grade, so be sure that everyone participates! Have fun! 2. Re-Writing a Scene Individually or with a partner, you must re-write one of the scenes listed above by creating a different beginning, ending, or even time period. The possibilities are endless! You must write in dialogue using the same characters in the scene, but add your own twist! You must follow the guidelines on the rubric and goals handouts. If you choose to work with a partner, you will receive a group grade as well as an individual grade. 3. Visual Interpretation Calling all artists! Individually or with a partner you must represent one of the scenes listed above creatively through art. You may draw, build, and use the computer, or sculpt. The possibilities are endless! You must follow the guidelines on the rubric and goals handouts. ***Everyone Must Provide the Following! Every student must provide a written student rationale with his/her scene interpretation. If you are working in groups, everyone must still provide their individual rationale. Please follow the guidelines on the written student rationale rubric. This will ensure you an excellent grade! This is to show me what you have learned about your work on the scene and how well you worked with others (if in a group). I want you to provide your reasoning for the scene choice and the way you chose to respond.


What differentiated learning experiences and instruction will enable all students to achieve the desired results? The teacher may pull from the listed activities or develop his/her own:

• Questioning worksheet • Guided reading activities • Journal writing • Create a journey • Create a soundtrack • Vocabulary skills • Thesis worksheet • Create a playbill


Short Stories

“The Necklace” “Harrison Bergeron” “38 Who Saw Murder and Didn’t Call The Police”

Poem(s)

“The Road Not Taken” by R. Frost “A Psalm of Life” by Longfellow “We Real Cool” by G. Brooks

Non-Fiction

Stop me if You Heard This One Equipment Needed:

• Romeo & Juliet • 4th ED. Of the Holt, Rinehart &Winston book • LCD projector • Computer access


UNIT OVERVIEW


Unit Title: The American Dream, A Raisin in the Sun


Unit Summary: Throughout the unit, students will understand A Raisin in the Sun mirror the social, educational, political, and economic climate of the 1950s and how the play illustrate the impact this climate had on African Americans' quest for "The American Dream?"



LEARNING TARGETS


• RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

• RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

• RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

• RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

• RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

• RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.




• W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.







• W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and

• W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

• W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and

• SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.





• SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

• SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

• L.9-10.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.



• L.9-10.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.


• L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.















• the importance of one's own values are evident in our lives. • an understanding of a text on four levels: factual, interpretive, critical and personal. • the symbolism in the play and the theme of reality versus illusion.

Students will understand that…

• our dream and visions can determine our future. • human motivation is evident in literature


• How does a community shape identity? • Why are some cultural identities valued more than others? • How do authors reflect the dynamics of a society? • How do the characteristics of a genre affect the expression of ideas? • How does subtext deepen understanding of a text? • How do culture, gender, and social factors affect communication? • How does art reveal social and personal identity?


Students will know… • interpret poetry and identify how meaning is created. • identify essential themes and meanings in a variety of pieces.


• find similarities between the voices of contemporary American and African-American poets. • determine the relevance of the play today’s society. • question and assess issues of equality in our society. • express the meaning of the symbols in the play. • identify and represent their own identity through words, symbols, and visual art. Summarize texts from multiple genres. • practice reading aloud and silently to improve his/her skills in each area. • demonstrate their knowledge and understanding of the main events and characters in A Raisin in the Sun as they relate to the

author's theme development. • enrich their vocabularies and improve their understanding of the play through vocabulary lessons


Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Many people believe that the Younger family made a mistake in not taking Linder's money. In a well-developed essay, explain

why not taking Lindner's money was the right decision or explain why the better decision would have been to let Lindner buy back the house. Connect your response to your definition of the American Dream.

• Rewrite the last scene of the play changing Walter's decision or add one more scene to the play. In this scene show the audience what happens to the Younger family six months after moving into the new house. Was the American Dream fulfilled, was it still deferred, or is it a work in progress.

• In a well-developed essay, explain how Hansberry's play is an extension of the Civil Rights Movement. In what sense is the Civil Rights Movement an extension of the American Dream?

• HSPA Open-ended questions Learning Activities:



RESOURCES

Teacher Resources:

Short Stories “Trap of Gold “

Poem(s) “The Father” “Dream Deferred”

Non-Fiction from “What The Dog Saw”, by M. Gladwell “The Pitchman, Ron Popeil and the Conquest of the American Kitchen”

Equipment Needed:

• A Raisin in the Sun • 4th ED. Of the Holt, Rinehart &Winston book • LCD projector • Computer access


UNIT OVERVIEW


Unit Title: Non-Fiction, Fast Food Nation


Unit Summary:

During this unit, the students will understand the affect imitative journalism has on society through this non-fiction book of the fast food industry. The effects of the fast food industry and the various cultures in America and the world will also be explored.



LEARNING TARGETS
















































Students will understand that… • as a consumer product information is vital to make informed decisions in life. • things are not always what they seem.

Unit Essential Questions: • What role does fast food play in the lives of students in our school? • How does the quote, “You spent so much time trying to figure out if you could, you never stopped to think if you should” apply to

the fast food industry? • How can high school students improve their diets in and out of school? What reason should he/she do this? • Is it better to be an omnivore or a vegetarian? • How has franchising and the standardization of food contributed to America’s problem with fast food? • How does the fast food industry use what Michael Pollan calls “supermarket pastoral” to influence consumers? • What is propaganda? • What are the goals of propaganda?


Students will know… • what factors/changes in society shaped the concept or development of ‘fast food’? • how non-fiction differs from fiction. • how books can change society.


• Describe factors/changes in society that shaped the development of fast food. • Select important information from their section of reading in the development of fast food. • Construct a class fast food timeline.


Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”?

• Over the last several decades, fast food companies have aggressively targeted children in their marketing efforts. Should advertisers be permitted to target children who lack the sophistication to make informed decisions and are essentially being lured into eating high fat, high calorie food through toys and cute corporate mascots? Is it possible that fast food companies - like tobacco companies - are recruiting increasingly younger consumers in order to insure a steady customer base as their older constituents die from heart disease, diabetes, and other obesity-related disorders?

• Fast food chains, despite the myriad problems documented by the author, have an undeniable appeal-they are convenient and

offer inexpensive and tasty food. Even if you are disturbed by the practices of these corporations, could you realistically swear off your food, given its ubiquity and mainstream appeal? If you are driving home from work, tired and hungry, and your two choices are a familiar fast food restaurant or an unknown Mom-and-pop, which would you choose? What kinds of implications does this choice have


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Students will be broken up into 4 groups (teacher will have previously made groups so that they are heterogeneous with students

at different reading levels). Each group will be given copies of different excerpts from Eric Schlosser’s book, Fast Food Nation, chapter 1 titled “The Founding Fathers.” This chapter is broken up into 4 parts, so each group would get one of the parts. Instruct students to read cooperatively in their groups (taking turns), then to go back through the reading and highlight or take notes about parts that they feel are significant that they would want to share with the rest of the class. As students are finishing up with that, tell students that we are going to construct out own timeline of how fast food came about. Strips of poster board will be available for each group to get as many as they need. Students should write important events/developments of the fast food individually on the strips. When all groups are done, before they share with the rest of the class, we will need to make the number line with the dates on it for our timeline. I will open this up to the students by asking them what we need to do to construct our timeline. Students should discuss as a class what dates need to be included on it (so some students should say what their earliest date it, while others would try to figure out what the latest date is). Students would then need to discuss as a class how they can figure out spacing, etc. As they figure it out, students would be called upon to come up and add dates, or to measure to figure out where to place certain decades, etc. (This would be done on a long thin strip of white paper, which would then be taped to the front board or a large open space in the classroom). The first group would begin their sharing by going to the front of the room and explaining some of the interesting facts/events that they read about in their portion of the reading. These could be facts that they wrote to include on the timeline, or other things they found interesting. It is important to help draw students’ attention to factors that contributed to the development of this type of food such as suburban sprawl, development of cars/convenience, etc., if they don’t already point out these connections on their own. If not, as a teacher, I might jump in and say, “Another point that I found interesting from that section was how…” After each group shares they should tape up their strips of poster board accordingly on the timeline. When all the groups are finished, the class should look back up at the timeline, and have a quick review of the types of factors in society that contributed to the development of fast food. Also ask students what is the benefit of using a timeline such as the one we have created?

• Questioning worksheet • Guided reading activities • Journal writing • Create a journey • Create a soundtrack • Vocabulary skills • Thesis worksheet • Create a playbill • Group Activities & Discussions • Group work


Short Story “The Secret Ingredient” by: Lily Garner Poem “Ode to the Big Mac” Non-fiction “Fast Food Nation”

Equipment Needed:

• Fast Food Nation • LCD projector • Computer access


UNIT OVERVIEW


Unit Title: Facing Monsters, The Odyssey


Unit Summary: In this unit, students will learn about making decisions and facing consequences. Students will read and understand The Odyssey and be able to apply poetry terms and devices to the epic poem. Students will be able to demonstrate the use of poetic devices and identify them in the poem. Students will be able to describe the elements of an epic poem and epic hero.

Approximate Length of Unit: Six weeks

Primary interdisciplinary connections: Geography, technology

LEARNING TARGETS













































9.1.12. B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. .





Students will understand that: • hero and myth in changes. • there is a relationship between choices and consequences.


• What is the relationship between decisions and consequences? • How do we know how to make good decisions? • How can a person's decisions and actions change his/her life? • How do the decisions and actions of characters reveal their personalities? • How do decisions, actions, and consequences vary depending on the different perspectives of the people involved? • Do the attributes of a hero remain the same over time? • When does a positive personality trait become a tragic flaw? • What is the role of a hero or "sheroe" (coined by Maya Angelou) in a culture? • How do various cultures reward / recognize their heroes and sheroes?

• Does a hero have a special responsibility because of their "hero" status? • Why is it important for people/cultures to construct narratives about their experience? • What is the relevance of studying multicultural texts? • What can you learn about yourself by studying the lives of others • What universal characteristics of belief systems are common across people and time? • How are belief systems represented and reproduced through history, literature, art, and music?


Students will know… • The Odyssey will begin building an understanding of Greek mythology. • how to identify and recognize the importance of key Greek Gods/Goddesses to Greek life. • how to use a variety of technological resources to learn about Homer, Greek culture, and mythology. • how to analyze recognized works of world literature from a variety of authors. • how to contrast major literary forms, techniques, and characteristics of Homeric Greece and modern.


• revisit what they read and apply the information to a new format. • effectively communicate information to a variety of audiences for various purposes • summarize texts from multiple genres.


Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? • HSPA Open-ended questions

In The Odyssey, Odysseus spends many years trying to get home to Penelope and Telemachus. Throughout his journey, Odysseus goes through many conflicts.

o Describe one conflict that Odysseus experienced. Was it man vs., man, man vs. self, man vs. nature, or man vs. society?

o Describe a conflict that you have experienced in your life. Was it man vs., man, man vs. self, man vs. nature, or man vs. society?

Identify two of the obstacles Odysseus faces on his journey home and while he is back in Ithaca.

Choose one example from Book 1 of The Odyssey and one example from Book 2 of The Odyssey.

• After identifying the obstacle explain (1) what we learn about Odysseus and (2) what heroic qualities Odysseus demonstrates in order to overcome these problems.

• Explain how a struggle or obstacle in your life led you to discover something new about yourself.

ESSAY

In part one of Homer’s The Odyssey, Odysseus reveals his heroic nature many times when he is faced with challenges and choices. Think back to part one of the epic poem and decide which episode displays the most convincing example of Odysseus as a hero. Convince me that Odysseus is indeed a hero by writing a persuasive essay that describes in details what he does that makes him heroic. Explain why you believe he deserves the title “The Hero of All the Centuries.” Your essay must be at least three paragraphs and may not use any first or second person pronouns. Include an interest catcher and use present (verb) tense. Do the best you can and do not worry if you misspell a name of one of the Greek names, monsters, or gods. Be as accurate as you can. You will have 40 minutes to complete this essay. Good luck!




RESOURCES

Teacher Resources:

Short Stories “The Sniper” “The Most Dangerous Game” “Marigolds” “The Secret Life of Walter Mitty”

Poem(s) “Sea Fever”

“I’m Not One of Those That Left The Land”

Non-Fiction From “What The Dog Saw”, M. Gladwell, “What The Dog Saw “ C. Millan and the Movements of Mastery (p.126) “Men of Tears: Workshops Where Men Go to Cry”, S. Brickman “Don’t: The Secret of Self-control”, J. Lehrer

Equipment Needed:

• The Odyssey • 4th ED. Of the Holt, Rinehart &Winston book • LCD projector • Computer access


UNIT OVERVIEW


Unit Title: Identity, The House on Mango Street


Unit Summary: Students will have the opportunity to confront stereotyping, profiling and labeling. Students will develop flexibility when solving problems. The denial of the individual through labeling and profiling can cut off thinking and promote over simplifying of a problem.



LEARNING TARGETS

Standards: Reading: Literature, 6-12 Reading: Informational Text, 6-12 Writing, 6-12 Speaking & Listening, 6-12 Language, 6-12

Content Standards:









• RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

• RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.


























• L.9-10.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. o Use a colon to introduce a list or quotation. o Spell correctly.
















Students will understand that… • life experiences ship identity and related to coming of age stories. • class struggles exist.

Unit Essential Questions: • How does environment shape our identity? • What identities, if any, are permanent and which do we have the power to change? • What roles do neighborhood and community play in shaping who we become?


Students will know… • how to recognize and analyze the use of various literary devices and be able to incorporate them in their own writing. • how to revise and publish work following the conventions of grammar and manuscript form.


• write autobiographical narratives, incorporating concrete sensory details. • incorporate word processing skills for final drafts of essays and pre-readings.


Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? Writing Directions: Using “Hairs” as a model, write a vignette about your own life that discusses an important physical trait and how it reveals something about the person who possesses it and your relationship to him/her. You may choose to discuss a trait that all of you share, or one that makes a particular family member—or you—stand out from the others because it is different. You must incorporate at least four literary devices in your vignette.





Short Stories “My Mother Combs my Hair” “The Child is the Master”

Poem “Mama’s Hands From, Chicken Soup for the Teenage Soul” “Tommi Jo Casteel”

Non-Fiction “I Am Home From, Chicken Soup for the Teenage Soul” “Jennie Garth”

Equipment Needed:

• The House on Mango Street • 4th ED. Of the Holt, Rinehart &Winston book • LCD projector • Computer access


UNIT OVERVIEW


Unit Title: Women in Society, A Doll’s House


Unit Summary: The various roles of women in society and in literature will be studied. Written over one hundred years ago, the issues continue to be relevant today.



LEARNING TARGETS

























o Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

o Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.





• L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o Use parallel structure.* o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses


• L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing













9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

9.1.12.F.3 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

9.1.12.F.3 Defend the need for intellectual property rights, workers’ rights, and workplace safety regulations in the United States and abroad.


Students will understand that… • the environment that individuals inhabit plays a large role in who he/she becomes. • often our identity is suffocated by our assumed gender role and society’s expectations of us. • our place in the universe is often predetermined by our social status, gender, and reputation.


• What makes us who we are? • What happens to the individual who does not conform to society’s expectations? • How do gender roles affect our identity and society’s expectations of us? • What is man’s place in the universe? • How does Ibsen deal with identity, societal expectations, and gender in a Doll House?


Students will know….. • the plot, characters and themes of A Doll’s House • the concept of feminism • the concept of zeitgeist • dramatic irony, foreshadowing


• identify principles of a theater set design by creating a model of the stage set. • analyze contemporary and historical attitudes regarding the institution of marriage. • correlate similar themes between distinctive works of literature • consider the relationship between the self and the society


Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Narrate the events surrounding an important decision that you have made. • Analyze the relationship between an individual’s intentions and the governmental law. • Open-ended questions

Learning Activities: What differentiated learning experiences and instruction will enable all students to achieve the desired results? The teacher may pull from the listed activities or develop his/her own:

• Questioning worksheet • Guided reading activities • Journal writing • Create a journey • Create a soundtrack • Vocabulary skills • Thesis worksheet • Create a playbill • Group Activities & Discussions Using the principles of a Set Design, create a model or blueprint of the stage set.

Issues to research:

• Importance of reputation • Overspending • Importance of appearance • Credit cards • Middle class values • Danger of debt • Women’s inequality • Marrying young • Male and female stereotypes • Daycare • Role of mothers and fathers • Effects of abandonment on children • Evolution of male and female roles in marriage • Effects of divorce on children • Role of women in society • Laws that suppress • Materialism • Outdated laws • Inequality of laws

RESOURCES

Teacher Resources: Short Stories ”The Story of an Hour”

“A Pair of Silk Stockings” Poem “Cinderella” by Anne Sexton

“Chess” by Rosario Castellanos “Dog’s Death” by John Updike

Non-Fiction “Still Needing the F Word”—NY Times OpEd

Equipment Needed:

Each student will need the following: • “A Doll’s House” • 4th ED. Of the Holt, Rinehart &Winston book • LCD projector • Computer access


UNIT OVERVIEW


Unit Title: Class Conflict, Identity, Persepolis


Unit Summary:

The graphic novel Persepolis is set in Iran during the Islamic Revolution. The events during that time are unknown to most students, but the repercussions of that time are still being felt throughout the world. For these reasons, students in the United States need to gain background information on Iran in order to fully appreciate the experiences of Marjane, the main character of Persepolis.



LEARNING TARGETS










• RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
























o Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.


















Students will understand that… • the setting (time and place) of Persepolis. • the political turmoil in Iran in 1979 and in 2009 • what led to the Islamic Revolution. • Persepolis is a work of literature that demonstrates the themes of the historical period.


• Why might an author choose to write in the genre of a graphic novel? • How does Satrapi tell her story as both narrator and protagonist? • How does Marjane’s struggle parallel the current struggles in Iran? • What challenges do women in Iran face now and then?


Students will know how to….. • how to explore and examine their conceptions of life in other countries through completion of Kloze notes and analysis questions. • how to evaluate his/her prejudices and predispositions during self-application. • how to identify symbols of the East/West and speculate meaning and purpose


• transform dialogue bubbles in to text dialogue, using proper punctuation. • use vivid language to interpret the meaning of images. • translate the form of a graphic novel into a written paragraph.


Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Final Assignment: Translate the final page of the memoir into narrative form, correctly using dialogue and creatively using

imagery. • Open-ended questions.


What differentiated learning experiences and instruction will enable all students to achieve the desired results? Write a four to six sentence paragraph for each of the following questions.

• What was the most difficult decision Marjane’s parents had to make? (Hint: identify the problem in your topic sentence and then support it with examples.)

• What is the most difficult decision Marjane makes? (Hint: identify the problem in your topic sentence and then support it with examples.)

• Select the most restrictive practice of the Iranian government. Explain your choice with examples. • Select a problem Marjane encountered. How would you have handled it differently? What would the possible consequences have

been for you? • Predict if you think Marjane is reunited with her parents. Describe where and when you think they will see each other again. Will

it be visit or permanent? • How do you think Marjane will change in Austria? • Select any topic raised in the novel and write a cohesive paragraph about it. • Questioning worksheet • Guided reading activities • Journal writing • Create a journey • Create a soundtrack • Vocabulary skills • Thesis worksheet • Create a playbill • Group Activities & Discussions Using the principles of a Set Design, create a model or blueprint of the stage set.

RESOURCES

Teacher Resources:

Short Story(s) “Life is Sweet”

Poem “Senora X No More”

Non-Fiction “Speech at the Nuremberg Trials”, November 21, 1945

Equipment Needed:

• Persepolis • 4th ED. Of the Holt, Rinehart &Winston book • LCD projector • Computer access


UNIT OVERVIEW


Unit Title: Research Paper


Unit Summary: The purpose of this unit is to reinforce research and writing skills as well as citation format. Students will understand the importance of choosing a topic and reliable sources in order to develop a thesis statement and investigation. The format in which a research paper is written will be reviewed, and the students’ end product will be a detailed and substantiated paper that is well- written and developed.

Approximate Length of Unit: Three Weeks


LEARNING TARGETS










o Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.












• W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



21st-Century Life & Career Skills



• a thesis statement must be supported. • a thesis statement must be proven. • information needs to be synthesized. • information must be analyzed.


• What is a thesis statement? • How do I get a thesis statement? • How do I know if my thesis statement is strong? • What is proper MLA format? • What is the importance of proper citation usage? • What is plagiarism?

Knowledge and Skills: Students will know…..

• key terms: Thesis statement • how to interpret the significance of the subject matter under discussion. • a thesis is an interpretation of a question, or subject, not the subject itself. • a thesis is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. • how to use proper MLA format. • how to cite information correctly. • how to use turn it in and avoid plagiarism.


• to analyze information. • to interpret information. • to compare and contrast information. • to demonstrate cause and effect. • to take a stand on an issue.


Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? • Research paper requirements met via the rubric provided by the department.


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • The teacher will model how to use note cards to help enhance their paper. • Students will learn correct documentation style. • Students will learn how to citing evidence correctly. • The teacher will model how to format a bibliography correctly. • Students will follow a guide sheet.

RESOURCES

Teacher Resources:

• Various online pages and activities • Various Primary Source documents

Equipment Needed:

• Computer access • LCD projector


UNIT OVERVIEW


Unit Title: Outside Reading


Unit Summary: Students will read a minimum of four books independent of the in-class novels. These books may be loosely connected in terms of their subject matter or theme to the units being studied in the classroom. The outside reading books should be enjoyable and interesting to the students; however, they must also be at or above grade level.

Approximate Length of Unit: 3-4 weeks per book

Primary interdisciplinary connections: Social Studies, Technology

LEARNING TARGETS

Standards: Reading Standards for Literature 6 – 12 Reading Standards for Informational Text 6 – 12 Writing Standards 6 – 12

Language Standards 6 – 12 21st Century Life and Career Skills

Content Strand:

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate

time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. R.IT.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how

they are introduced and developed, and the connections that are drawn between them. W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view,

and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,

events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative. W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on

addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)

W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or

a day or two) for a range of tasks, purposes, and audiences. L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,

and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.D.2 Demonstrate the ability to understand inferences.

Unit Understandings

Students will understand that… • reading is a worthwhile activity which can be interesting, entertaining, stimulating, relaxing or all of the above. • reading strengthens one’s vocabulary, deepens one’s understanding of human nature, and broadens one’s world view. • competent readers can communicate their understanding of literary elements and textual meaning through a variety of creative mediums. • readers often develop preferences with regard to genre, author, and topic; competent readers challenge themselves with quality literature that is

outside of their comfort zone. Unit Essential Questions

• How does reading outside the classroom make one a better reader? • How does an independent reading book influence the reader’s perspective on a topic or theme being studied in class? • How can an independent reading book be both entertaining and challenging?

Knowledge and Skills

Students will know… • fiction and non-fiction genres and sub-genres, how to recognize those genres, and their individual genre preferences. • how to choose books that are appropriate to their reading and interest levels. • all works of fiction share structural elements such as character, setting, plot, and point of view, the recognition of which bolsters the reader’s

comprehension. • there can be numerous perspectives on a single historical event. • written and oral presentations about literature help deepen one’s understanding of the text • art and technology are creative mediums through which understanding can be communicated.

Students will be able to…

• read for an average of twenty minutes each day outside of the classroom. • choose books that share a topic or theme with the core text in order to broaden their perspective and foster critical thinking about an event or

issue. • discuss the literary aspects of independent reading with their in-class reading groups. • compare and contrast the structure and literary elements of outside and in-class reading. • evaluate outside reading and make recommendations supported by references to text. • develop a variety of creative and engaging “book reports” to demonstrate understanding of outside reading.


Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”? Performance Tasks (one for each book):

• Students will choose their assessment from a list of differentiated, teacher-approved activities and present to the class. For example: write letters

to the author, compose poems or songs relating to characters or events in the book, write a character’s diary, or construct a diorama to represent the climax.

Other Evidence:

• Quizzes – One quiz per book on literary elements. • Explanatory - Compare and contrast outside books to core texts based on character development, setting, plot structure, and/or conflicts. • Persuasive - make recommendations about the book to fellow students, librarian.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Teacher will review essential questions and assessments. • Students will visit library or the classroom library to select their outside reading book. They may refer to a teacher-suggested list that offers a

range of difficulty levels or they may choose their own. • Students will choose the form of their assessment from a teacher-approved list that offers a range of creative tasks catering to multiple

intelligences. • Students will present their performance tasks to their groups or to the class.


• Book recommendations for students • Differentiated “book report” activities • Compare and Contrast outline and template • Classroom library • library

Equipment Needed:

• Book display cases • Classroom library books to complement new curriculum.

CURRICULUM FOR HONORS ENGLISH I GRADE 9 · PDF fileUnit Essential Questions: ... • Nickel and Dimed: on (not) getting by in America by Barbara Ehrenreich ... Honors English I, Grade

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