Map Gr9 Q3.docx · Web viewIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District

English I Curriculum Map 3rd Quarter

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts

Shelby County SchoolsPage 1 of 28

English I Curriculum Map 3rd Quarterhave been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block, teachers should use the following times:

Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts; this often includes teacher modeling and practice.

Small-Group Instruction (estimated time 45-60 minutes)- During this time, students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills learned previously.

Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning.

The above represents guidelines, but professional judgment should always be used when planning and instructing.

How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a


English I Curriculum Map 3rd Quartercomprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational. (3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.


Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In 6–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional.The standards strongly recommend that students build coherent general knowledge both within each year and across years.

English I Curriculum Map 3rd QuarterThe Tennessee State Literacy Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Project:http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read- and Think-Alouds, Shared Reading, Guided Reading, Vocabulary

https://www.tn.gov/assets/entities/readtobeready/attachments/Interactive_Read_Aloud_Toolkit.pdf

Teachers can use these resources to enhance interactive read- and think-aloud practices.

VocabularyFor each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text.




http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://tn.gov/education/article/english-language-arts-standards

English I Curriculum Map 3rd QuarterBecause copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction:

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

Using the Curriculum Maps, Grades 9-12 Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit

an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using your school’s preferred lesson plan template. Remember to include differentiated

activities throughout your lesson, as appropriate to meet students’ needs, particularly in teacher-led, small group instruction and literacy stations.

Key Terms: Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain

meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

• Academic Language or Vocabulary: The language of schools and books; language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

• Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task. All three factors are taken into consideration when determining the complexity level and grade appropriateness of literary and informational texts.

• Evidence Statements: Statements taken directly from the standards that describe the knowledge and skills students should be able to demonstrate when completing an assessment item or task. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Specific questions to the text(s) that often summarize the “big understanding” of what students should receive from the text(s) for the unit of study. They are open-ended questions that do not have a single, correct answer, require support and evidence from the text, and often call for higher-order thinking

Skills Based and Meaning Based Competencies

In early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary.


http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger


Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.



Quarter 3 At-a-GlanceDuring Quarter 3, students will study an extended text, the classic tale of the Odyssey. Students will explore common ideas and symbolism across texts in both the Odyssey unit and in the texts that follow. While most of these texts are found in the textbook, some texts are online resources that teachers may choose to print or project. Be sure to read the recommendations below for guidance.

English I, Quarter 3Texts Recommendations



Week 1

1) From the Ramayana, retold by R.K. Narayan (p. 1035)2) “Play Hard; Play Together; Play Smart” from The Carolina Way by

Dean Smith with John Kilgo (p. 1037)3) Preparing to Read the Odyssey (p. 1040A)4) Ithaca by Constantine Cavafy (p. 1135)5) From the Odyssey, Part 1 (p. 1044)

1) Remember to read the qualitative analysis on p.1040 to determine elements that might be challenging to students. Then, strategize around provided scaffolds in the map/book labeled by qualitative measure.2) Use video clips as needed to scaffold understanding of the anchor text. Best version of The Odyssey on film: (First 30m explain Odysseus going off to fight in the Trojan War and give background info for The Odyssey.) https://www.youtube.com/watch?v=6S_l12WM_KM

Week 21) From the Odyssey, Part 1 (p. 1044)2) An Ancient Gesture by Edna St. Vincent Millay (p. 1129)3) Siren Song by Margaret Atwood (p. 1130)4) Ulysses and the Sirens (painting) by John William Waterhouse

Note: Several video clips are linked in the map to scaffold comprehension.

Week 3 1) From the Odyssey, Part 1 (p. 1044) Students will spend time this week completing the Performance Task for Part 1. Teachers may use this lesson for support: http://bit.ly/2gilBAv

Week 41) From the Odyssey, Part 2 (p. 1089)2) Ithaca by Constantine Cavafy (p. 1135) as a reread3) Ulysses by Alfred, Lord Tennyson

For Day 5, the directions in the linked lesson specify: Read aloud “Ulysses” at least twice. Then have students work in pairs to write a paraphrase. (RL.9-10.2)Be sure to have students compare the portrayal of Ulysses (Odysseus) in the poem to the portrayal of Ulysses (Odysseus) in The Odyssey.

Week 5

1) From the Odyssey, Part 2 (p. 1089)2) Excerpt from No-Man’s Lands: One Man’s Odyssey Through the

Odyssey, by Scott Huler3) “The Truth About Being a Hero , ” by Karl Marlantes4) “Back from War, but Not Really Home,” by Caroline Alexander

Connect the story of Odysseus’s Odyssey to stories of other war heroes returning home. How difficult is it for a man or woman soldier to reclaim their life, their family, their role in society? How does society respond to the return? How does this relate to what Odysseus has to deal with in The Odyssey?

Week 6 The Jade Peony by Wayson Choy (p. 203)The texts for Weeks 6-8 provide examples and practice for students in identifying symbolism in text. The performance task requires students to read an additional text, The Birthmark by Nathaniel Hawthorne, and apply what has been learned in the unit. While modeling and scaffolding should be included in lessons for Weeks 6-8, Week 9’s text should be a “cold read” for students who must decipher the text independently.

Week 7 The Scarlet Ibis by James Hurst (p. 384) 1070L

Week 8 The Golden Kite, the Silver Wind by Ray Bradbury (p. 396) 880L

Week 9 The Birthmark by Nathaniel Hawthorne, 840L (used in the Performance Task)

Weeks 1 – 3Reading Selections / Anchor Texts


http://wikis.westchesterlibraries.org/occfiles/The_Birthmark.pdf

http://www.nytimes.com/2009/11/08/opinion/08alexander.html?_r=0

http://online.wsj.com/news/articles/SB10001424053111903596904576516302821089790

http://www.scotthuler.com/noman/noman_excerpt.html

https://www.poetryfoundation.org/poems-and-poets/poems/detail/45392

http://bit.ly/2gilBAv

http://www.ngv.vic.gov.au/essay/j-w-waterhouses-ulysses-and-the-sirens-breaking-tradition-and-revealing-fears-2/

https://www.youtube.com/watch?v=6S_l12WM_KM


Week 11) From the Ramayana, retold by R.K. Narayan (p. 1035)2) “Play Hard; Play Together; Play Smart” from The Carolina Way by Dean Smith with John Kilgo (p. 1037)3) Preparing to Read The Odyssey (p. 1040A)4) Ithaca by Constantine Cavafy (p. 1135)5) From The Odyssey, Part 1 (p. 1044)Week 21) From The Odyssey, Part 1 (p. 1044)2) An Ancient Gesture by Edna St. Vincent Millay (p. 1129)3) Siren Song by Margaret Atwood (p. 1130)4) Ulysses and the Sirens (painting) by John William WaterhouseWeek 31) From The Odyssey, Part 1 (p. 1044)

Essential Question: What about the human experience is revealed through the various depictions of the quest motif from the texts?Performance Task:How do the depictions of grief in The Odyssey and “An Ancient Gesture” develop a universal theme? How does Millay use the story of Penelope and Odysseus to convey a modern theme?

TN Ready Standards Evidence Statements ContentWeek 1 Reading: Literature

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.9-10.5 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,

Reading: LiteratureRL.9-10.2 Provides a statement of a theme or central idea of a text.RL.9-10.2 Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text.RL.9-10.2 Provides an objective summary of a text.

RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text.

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

Selections for Week 11) From the Ramayana, retold by R.K. Narayan (p. 1035)2) “Play Hard; Play Together; Play Smart” from The

Carolina Way by Dean Smith with John Kilgo (p. 1037)3) Preparing to Read The Odyssey (p. 1040A)4) Ithaca by Constantine Cavafy (p. 1135)5) From The Odyssey, Part 1 (p. 1044)

Week 1 Lessons/ResourcesDay 1: Literary Analysis Workshop, p. 1030 Theme and the Oral Tradition, p. 1030

o Read aloud the Example: Archetypes, as this relates to the extended text for this unit.

Determining Themes, p. 1032o Remind students that a theme is stated in a

message or sentence and is not identified with just one word. (Scaffold with Think Aloud, p. 1032.)

Analyzing Point of View and Cultural Experience, p. 1033. (Ask students to summarize the big ideas on this page.)

Close Read: From the Ramayana. For this model text,


http://www.ngv.vic.gov.au/essay/j-w-waterhouses-ulysses-and-the-sirens-breaking-tradition-and-revealing-fears-2/

English I Curriculum Map 3rd Quarterdrawing on a wide reading of world literature.

Reading: Informational TextsRI.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.

LanguageRL/RI.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).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.

Speaking & ListeningSL.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.

WritingW.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6 Provides an analysis of a particular point of view or cultural experience reflected in a work of literature from outside the United States.

Reading: Informational TextsRI.9-10.2 Provides a statement of central idea(s) of a text.RI.9-10.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details.RI.9-10.2 Provides an objective summary of the text.

LanguageRL/RI.9-10.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.

L.9-10.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Speaking & ListeningSL.9-10.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed

consider using think alouds (I do) and guided practice (we do) to introduce the application of these key concepts.

Close Read: Play Hard; Play Together; Play Smart.o First Read : Students read silently and independently

to get the gist and to determine the speaker’s point of view/cultural background.

o Second Read : Students could work with a partner to determine answers to the questions in green and yellow.

Day 2: Preparing to Read the Odyssey (p. 1040A) Students read and summarize key points on p. 1040A-

1040F. Homer Biography (1:18)

https://www.youtube.com/watch?v=hnxVv1JDUuA Literary Analysis, p. 1041 – Epic Hero. Discuss the role of

epic heroes to a nation or culture. Levels of Meaning – If students will have difficulty with

meaning and concepts, have them first read Part 1 and note the main events in the plot. Then, have them reread and note why Odysseus makes the decisions he does.

Evaluating – If students will not have difficulty with meaning and concepts, have them read Part 1 and take notes on the roles of the Greek gods in the epic. Have students contribute their ideas during class discussion.

Supporting Resources: Crash Course: The Odyssey (12:06)

https://www.youtube.com/watch?v=MS4jk5kavy4 Best version of The Odyssey on film – use clips as

needed: (First 30m explain Odysseus going off to fight in the Trojan War and give background info for The Odyssey.) https://www.youtube.com/watch?v=6S_l12WM_KM

Day 3: Ithaca by Constantine Cavafy (p. 1135) Complete Lesson 5.

Day 4: From the Odyssey, Part 1 (p. 1044) Consider using the audio CD in the textbook ancillary

materials. Complete Lesson 6.

o Students read p. 1045-1048. Literary Analysis, p. 1045 Literary Analysis, p. 1047


https://learnzillion.com/lesson_plans/12286-lesson-6-connecting-device-to-meaning-in-the-odyssey



https://www.youtube.com/watch?v=MS4jk5kavy4

https://www.youtube.com/watch?v=hnxVv1JDUuA

English I Curriculum Map 3rd Quartersitting or a day or two) for a range of tasks, purposes, and audiences.

progression of ideas, making it easy to follow the writer’s progression of ideas.

Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Reading Skill, p. 1048 Literary Analysis, p. 1048


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.9-10.5 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.

Reading: LiteratureRL.9-10.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.

RL.9-10.2 Provides a statement of a theme or central idea of a text.RL.9-10.2 Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text.RL.9-10.2 Provides an objective summary of a text.

RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text.

RL.9-10.5 Provides an analysis of how an author’s

Selections for Week 2 From the Odyssey, Part 1 (p. 1044) An Ancient Gesture by Edna St. Vincent Millay (p. 1129)

Week 2 Lessons/ResourcesDay 1: From the Odyssey, Part 1 (p. 1044) Use Lesson 7 for background information. (Since this unit

uses a different version than the one in the textbook, certain pieces are not aligned.)

Consider using the audio CD in the textbook ancillary materials.

The Lotus-Eaters, p. 1048-1049o Video: https://vimeo.com/57105917o Students read p. 1048-1049.o Critical Thinking, p. 1049, Question 4 – Students

write answer then share with a partner.

Day 2: An Ancient Gesture by Edna St. Vincent Millay (p. 1129) Lesson 15

o Have students independently read “An Ancient Gesture.”

o Have students paraphrase and analyze the poem using TP-CASTT23 to determine the themes.

Day 3: From the Odyssey, Part 1 (p. 1044)


http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/tp-castt.pdf?sfvrsn=6

https://learnzillion.com/lesson_plans/12295-lesson-15-modern-poetry-transforming-a-classic-text

https://vimeo.com/57105917

https://learnzillion.com/lesson_plans/12287-lesson-7-characters-responses-to-conflict-part-i#additional-material

English I Curriculum Map 3rd QuarterRL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

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

Speaking & ListeningSL.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.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

WritingW.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

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.9-10.7 Provides an analysis of the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

RL.9-10.9 Provides an analysis of how an author draws on or transforms source material in a specific work.


L.9-10.5 Demonstrates the ability to interpret figures of speech in context.


SL.9-10.6 Determines when to adapt speech to a variety of contexts and tasks.SL.9-10.6 Demonstrates command of formal English when indicated or appropriate.


Consider using the audio CD in the textbook ancillary materials.

The Cyclops, p. 1050-1063o Video: https://vimeo.com/84391739o Notes: http://study.com/academy/lesson/the-cyclops-

in-the-odyssey-greek-mythology.htmlo Literary Analyses – Epic Hero, p. 1050-1063o Reading Skills – Historical and Cultural Context, p.

1050-1063o Humanities, p. 1058o Humanities, p. 1061

Day 4: Consider using the audio CD in the textbook ancillary

materials. Begin Lesson 4

o The Land of the Dead, p. 1064-1069o The Sirens, p. 1070-1073

Day 5: Finish Lesson 4 - Express Understanding EssayTopic: Compare the depictions of the Sirens in the epic, the

poem, and the painting, and explain how each develops a central idea about temptation.


https://docs.google.com/document/d/11JWXrSFDmFbSPieqH0txfHgM4Q5AhT4ekjQgjBJp85k/edit#bookmark=id.oem7h3hilnrz

https://docs.google.com/document/d/11JWXrSFDmFbSPieqH0txfHgM4Q5AhT4ekjQgjBJp85k/edit#heading=h.1y810tw

http://study.com/academy/lesson/the-cyclops-in-the-odyssey-greek-mythology.html

http://study.com/academy/lesson/the-cyclops-in-the-odyssey-greek-mythology.html

https://vimeo.com/84391739

English I Curriculum Map 3rd Quarterare appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.

OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.



Week 3 TN Ready Standards Evidence Statements ContentReading: LiteratureRL.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.9-10.5 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.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text.

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

Selections for Week 31) From The Odyssey, Part 1 (p. 1044)

Week 3 Lessons/ResourcesDay 1: From The Odyssey, Part 1 (p. 1044) Consider using the audio CD in the textbook ancillary

materials. The science behind the myth: Homer's "Odyssey" - Matt

Kaplan video and lesson plano Hook: The next event in Odysseus’s journey inspires

the saying “between a rock and a hard place.” How much of it could be true?

Scylla and Charybdis, p. 1073-1076o Where in the world?

https://odysseustracks.wordpress.com/following-odysseus-footprints/step-9-scylla-and-charybdis/

o Literary Analyses – Epic Hero, p. 1074-1076 The Cattle of the Sun God, p. 1076-1082

o Literary Analyses – Epic Hero, p. 1076-1082o Geography Connection, p. 1078o Vocabulary Development, p. 1078




http://ed.ted.com/lessons/the-science-behind-the-myth-homer-s-odyssey-matt-kaplan

English I Curriculum Map 3rd QuarterRL.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.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

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

Speaking & ListeningSL.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.WritingW.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.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.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.

pacing, flashbacks) create such effects as mystery, tension, or surprise.




LanguageL.9-10.5 Demonstrates the ability to interpret figures of speech in context.




Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and

Day 2: From The Odyssey, Part 1 (p. 1044) Review elements of an Epic Hero:

https://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Elements%20of%20the%20Epic%20Hero%20Cycle.pdf

Teacher can model identification of these elements using the excerpt from the Ramayana, p. 1035-1036.

Students should work with a partner to complete the Epic Hero chart. When the partners are finished, they should meet with another finished pair to compare and contrast answers.

Assess understanding with whole-group discussion. Give examples and non-examples to see if students are able to classify the trait.

Day 3: Begin Performance Task Begin Lesson 16

Day 4: Performance Task Continue Lesson 16

Day 5: Performance TaskStudents should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.


https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g9-12_explanatory.pdf

https://learnzillion.com/lesson_plans/12296-lesson-16-timed-extended-written-response#lesson

https://learnzillion.com/lesson_plans/12296-lesson-16-timed-extended-written-response#lesson




English I Curriculum Map 3rd Quarterphrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.


Weeks 4 – 5Reading Selections / Anchor TextsWeek 41) From The Odyssey, Part 2 (p. 1089)2) Ithaca by Constantine Cavafy (p. 1135) as a reread3) Ulysses by Alfred, Lord TennysonWeek 51) From The Odyssey, Part 2 (p. 1089)2) Excerpt from No-Man’s Lands: One Man’s Odyssey Through The Odyssey, by Scott Huler3) “The Truth About Being a Hero,” by Karl Marlantes4) “Back from War, but Not Really Home,” by Caroline Alexander

Essential Question: In what ways could The Odyssey be an epic simile describing any veteran’s return home after fighting in a war?

Performance Task:What does it mean to “come home”? Consider Odysseus’s journey home to Ithaca and the symbolism of “home.” While he returned home in the literal sense, did he return to the same place as he left? Write an argumentative essay in which you determine which is more important to the development of Odysseus’ character and a theme of the epic—the journey or the destination?


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


RL.9-10.2 Provides a statement of a theme or central idea of a text.RL.9-10.2 Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text.

RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text.RL.9-10.3 Provides an analysis of how complex characters

Selections for Week 41) From The Odyssey, Part 2 (p. 1089)2) Ithaca by Constantine Cavafy (p. 1135) as a reread3) Ulysses by Alfred, Lord Tennyson

Week 4 Lessons/ResourcesDay 1: From The Odyssey, Part 2 (p. 1089) Literary Analysis – Epic Simile, p. 1087 Reading Skill – Historical and Cultural Context, p. 1087 Discuss the language, structure, and characteristics of

epic poems, especially Greek epics. Structure/Language – If students will have difficulty with

structure and clarity, have them first read Part 2 and note what has happened in Ithaca since Odysseus has been gone. Then, have them reread and identify any language



http://bit.ly/2gDaCFH

http://bit.ly/2fTTtGU



English I Curriculum Map 3rd Quartertext, interact with other characters, and advance the plot or develop the theme.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.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

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

Speaking & ListeningSL.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

(those with multiple or conflicting motivations) develop the theme over the course of the text.

RL.9-10.5 Provides an analysis of 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.







SL.9-10.2 Demonstrates ability to integrate multiple sources of information presented in diverse media or formats.SL.9-10.2 Demonstrates ability to evaluate the credibilityand accuracy of each source used when integrating information from multiple sources.

SL.9-10.5 Demonstrates ability to make strategic use of digital media in presentations to enhance understanding of findings, reasoning and evidence and to add interest.

that is not clear. Analyzing – If students will not have difficulty with

structure and clarity, have them read part 2 and note examples of similes and symbols.

Review and Anticipate, p. 1089 Read the yellow box, top of p. 1090. Ask the students,

“How did disguising Odysseus save his life? What would have happened if he’d not had a disguise?”

Students read p. 1090-1096.o Reading Skill – Historical and Cultural Context, p.

1092-1094o Literary Analysis – Epic Simile, p. 1093o Literature in Context, p. 1095

Day 2: From The Odyssey, Part 2 (p. 1089) Students read p. 1096-1103.

o Humanities, p. 1096o Reading Skill – Historical and Cultural Context, p.

1097-1101o Literary Analysis – Epic Simile, p. 1100

Critical Thinking, p. 1105 – Question 3o Students may work independently or in small

groups.

Supporting Resources: The Odyssey on film – Show the clip of Odysseus with

the suitors then with Penelope: (Start around 2:34:37 – end near 2:45:00) https://www.youtube.com/watch?v=6S_l12WM_KM

Day 3: Lesson 28 on Epic Similes Use the Epic Similes Handout.

Day 4: From The Odyssey, Part 2 (p. 1089) Students read p. 1107-1114.

o Humanities, p. 1106o Reading Skill – Historical and Cultural Context, p.

1107-1110o Literary Analysis – Epic Simile, p. 1109-1114

Critical Thinking, p. 1114 – Question 3o Students may work independently or in small

groups.

Supporting Resources: The Odyssey on film – Show the clip of Odysseus with


https://learnzillion.com/lesson_plans/12308-lesson-28-epic-similes-and-their-role-in-the-text-book-sixteen#lesson



English I Curriculum Map 3rd Quarterexpressing their own clearly and persuasively.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.5 Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

WritingW.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.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.9-10.10 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.

WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincingreasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task,purpose, and audience.



Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughoutthe response.

the suitors then with Penelope: (Start around 2:45:00 – end near 2:57:00) https://www.youtube.com/watch?v=6S_l12WM_KM

Day 5: Begin Lesson 6

The directions in the linked lesson specify: Read aloud Ulysses at least twice. Then have students work in pairs to write a paraphrase. (RL.9-10.2) Be sure to have students compare the portrayal of Ulysses (Odysseus) in the poem to the portrayal of Ulysses (Odysseus) in The Odyssey.


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



RL.9-10.3 Provides an analysis of how complex characters

Selections for Week 51) From The Odyssey, Part 2 (p. 1089)2) Excerpt from No-Man’s Lands: One Man’s Odyssey

Through The Odyssey, by Scott Huler3) “The Truth About Being a Hero,” by Karl Marlantes4) “Back from War, but Not Really Home,” by Caroline

Alexander

Week 5 Lessons/ResourcesDay 1: Finish Lesson 6. Begin Culminating Task. (Students could complete prewriting or an outline of the Culminating Task.)

Days 2 & 3: Shelby County Schools

Page 17 of 28

https://docs.google.com/document/d/11JWXrSFDmFbSPieqH0txfHgM4Q5AhT4ekjQgjBJp85k/edit#heading=h.gjdgxs

https://docs.google.com/document/d/11JWXrSFDmFbSPieqH0txfHgM4Q5AhT4ekjQgjBJp85k/edit#heading=h.qsh70q

http://bit.ly/2gDaCFH

http://bit.ly/2fTTtGU


https://docs.google.com/document/d/11JWXrSFDmFbSPieqH0txfHgM4Q5AhT4ekjQgjBJp85k/edit#heading=h.qsh70q



English I Curriculum Map 3rd Quarter(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.9-10.5 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.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Reading: Informational TextsRI.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.9-10.5 Analyze in detail how an author’s

(those with multiple or conflicting motivations) advance the plot over the course of the text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text.





Reading: Informational TextsRI.9-10.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.

RI.9-10.2 Provides a statement of central idea(s) of a text.RI.9-10.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details.RI.9-10.2 Provides an objective summary of the text.

RI.9-10-3 Provides an analysis of how the author unfolds an analysis or series of ideas or events, including the connections that are drawn between them.

RI.9-10.5 Provides a detailed analysis of 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.9-10.7 Provides an analysis of various accounts of a subject told in different mediums (e.g. a person’s life story in both print and multimedia), including which details are

In this lesson, students will read three texts. Remind them of the close reading done in previous lessons. While students read the texts, have them annotate the texts and complete the following: Reread the text and highlight or circle words and phrases

that reveal the author’s attitude toward the subject of the text.

Determine a central idea of the text. Determine and explain the author’s purpose based on the

evaluation of the author’s tone, claims, and evidence. Use a three-column graphic organizer (Option 1 / Option

2) to summarize each text: (column 1) Identify each claim or point made in the order it is made,

(column 2) describe how each claim or point is developed and refined by particular phrases, sentences, paragraphs, or sections, and (column 3) identify the connections made between claims.

After students have completed analysis of the articles and participated in a class discussion on their findings, the teacher will group students and assign a text from the unit to each group. The groups will consider the question:o In what ways could The Odyssey be an epic simile

describing any veteran’s return home after fighting in a war?(Prompt students to think both literally and figuratively when considering the text.)

Day 4: Continue working on Culminating Task. Support for students:

o SOAPSTone http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html

o http://www.sccresa.org/downloads/ writewell_gr_11/11th_grade_unit_of_study_4_20120914_160110_8.pdf (WriteWell Unit)

o https://www.sbcc.edu/clrc/files/wl/downloads/ StructureofaGeneralExpositoryEssay.pdf

o https://academichelp.net/samples/gwt-samples/ essentials-writing-gwt-samples/

Day Five: Finish Culminating Task.Students should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.




https://academichelp.net/samples/gwt-samples/essentials-writing-gwt-samples/

https://academichelp.net/samples/gwt-samples/essentials-writing-gwt-samples/

https://www.sbcc.edu/clrc/files/wl/downloads/StructureofaGeneralExpositoryEssay.pdf

https://www.sbcc.edu/clrc/files/wl/downloads/StructureofaGeneralExpositoryEssay.pdf

http://www.sccresa.org/downloads/writewell_gr_11/11th_grade_unit_of_study_4_20120914_160110_8.pdf



http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html

http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html


https://www.dropbox.com/s/fu0tonwj0i118uj/3%20columns%20comparison%20hero%20claims.pdf?dl=0

https://www.dropbox.com/s/fu0tonwj0i118uj/3%20columns%20comparison%20hero%20claims.pdf?dl=0

https://www.dropbox.com/s/62zufqplr5x6cec/9.1.9%20Graphic%20organizer%20for%20comparing%20authors%20claims%20purpose%20and%20connections%20between%20claims.pdf?dl=0

English I Curriculum Map 3rd Quarterideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.7 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.

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

Speaking & ListeningSL.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.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the

emphasized in each account.


L.9-10.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.



SL.9-10.2 Demonstrates ability to integrate multiple sources of information presented in diverse media or formats.

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

SL.9-10.6 Determines when to adapt speech to a varietyof contexts and tasks.SL.9-10.6 Demonstrates command of formal English when indicated or appropriate.



English I Curriculum Map 3rd Quarterline of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

WritingW.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.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 audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection and research.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.




Weeks 6 – 8

Reading Selections / Anchor Texts


English I Curriculum Map 3rd QuarterWeek 6

The Jade Peony by Wayson Choy (p. 203)Week 7

The Scarlet Ibis by James Hurst (p. 384), 1070LWeek 8

The Golden Kite, the Silver Wind by Ray Bradbury (p. 396), 880LWeek 9

The Birthmark by Nathaniel Hawthorne, 840L (used in the Performance Task)

Essential Question: How can an author’s use of symbolism and allegory further develop a story’s theme?

Performance Task:How does Nathaniel Hawthorne use symbolism to give meaning to his story, “The Birthmark?” Identify a major symbol used in the text and write an analytical essay explaining how the symbolism impacts other story elements in order to develop the central theme or message of the story?


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.9-10.5 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.

LanguageRL/RI.9-10.4 Determine the meaning of words and phrases as they are used in the



RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text.


LanguageRL/RI.9-10.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text

Selection for Week 6The Jade Peony by Wayson Choy (p. 203) Vocabulary: http://bit.ly/2fRGogF (p. 6)

Week 6 Lessons/Resources Literary Analysis Workshop, p. 200 – Review the yellow

box on Theme and Symbols. Independent Practice, p. 203 First Read : Students should read text to get the gist of

the story. The goal should be to understand the literal layer of what happens in the story.

Have students write answers to After You Read, p. 209 – Questions 1 and 2.

Day 2: Second Read : Students may read the text independently

or teacher may read portions aloud to students. The focus during this reading is to analyze the author’s use of theme and symbolism.

Symbols, p. 204 Theme and Symbols, p. 204 (Be sure to connect the

theme/symbols to the conflict and characters in the story.)

Theme, p. 207 Symbols, p. 207 (For struggling readers – Fluency practice, p. 207) Symbols, p. 208 Plot and Conflict, p. 208 – Connect to the symbolism of


http://bit.ly/2fRGogF

https://sundayat6mag.wordpress.com/the-jade-peony-by-wayson-choy/


https://www.dropbox.com/s/op5kyzyqwhvl95w/the-golden-kite-the-silver-wind.pdf?dl=0

http://www.tnellen.com/westside/stories/ibis.html

https://sundayat6mag.wordpress.com/the-jade-peony-by-wayson-choy/

English I Curriculum Map 3rd Quartertext, 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).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.


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

(e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.




OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas,making it easy to follow the writer’s progression of ideas.



the black cat. Have students write answers to After You Read, p. 209 –

Question 3.

Day 3: Third Read : Students may work with a partner or in small

groups to read through the text again. The focus during this reading is to integrate knowledge and ideas or to connect to other texts and the world.

Use the TDQs in this unit from achievethecore.org: http://bit.ly/2fRGogF

Day 4: Students begin working on the Culminating Task.

http://bit.ly/2fRGogF (p. 7) Prompt: (adapted from lesson plan)

“The Jade Peony” touches on multiple themes. Choose one theme that you believe is most central to the text and the author’s message. In a 3-4 paragraph informative response, consider and discuss how the author presented and developed the theme over the course of the text through the use of symbols. Your response should include a clear focus (i.e. theme you will be addressing and how the author introduced/developed it) and use specific examples from the text in each of the subsequent paragraphs that explain and further your reader’s understanding of the topic.

Day 5:Students should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.

TN Ready Standards Evidence Statements Content Shelby County Schools

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English I Curriculum Map 3rd QuarterWeek 7 Reading: Literature

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.

LanguageRL/RI.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).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.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.



RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text.






WritingDevelopment of IdeasThe student response addresses the prompt and provides

Selection for Week 7The Scarlet Ibis by James Hurst (p. 384) 1070L Vocabulary: http://bit.ly/2gT76XR (p. 6)

Week 7 Lessons/ResourcesDay 1: Comparing Symbolism and Allegory, p. 382 Background, p. 384 Project this page and highlight important facts about an

ibis. Note the picture in the middle of the Scarlet Ibis: http://www.10000birds.com/i-and-the-bird-what-is-an-ibis.htm

Levels of Meaning – If students will have difficulty with levels of meaning, have them first read the story and make notes about Doodle and his health issues. The, have them reread and note ways in which Doodle is similar to and different from the ibis. Discuss students’ notes and help clarify meanings.

Analyzing – If students will not have difficulty with levels of meaning, ask them to read and note details that reveal how the narrator and Doodle feel toward each other. Tell them to look for implicit as well as explicit clues to the relationship. Encourage students to share their notes and conclusions.

First Read : Students should read text to get the gist of the story. The goal should be to understand the literal layer of what happens in the story.

Humanities, p. 389 Have students write answers to Critical Thinking, p. 395 –

Questions 1 and 2.


or teacher may read portions aloud to students. The focus during this reading is to analyze the author’s craft and structure.

Literary Analysis – Guide students through discussing each of these questions on p. 384-395.

Literature in Context, p. 386 Differentiated Instruction – Culturally Responsive

Instruction, p. 395 Have students write answers to Critical Thinking, p. 395 –

Questions 3 and 4.



http://www.10000birds.com/i-and-the-bird-what-is-an-ibis.htm

http://www.10000birds.com/i-and-the-bird-what-is-an-ibis.htm

http://bit.ly/2gT76XR




effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincingreasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task,purpose, and audience.





Use the TDQs in this unit from achievethecore.org: http://bit.ly/2gT76XR


http://bit.ly/2gT76XR (p. 7-10) Prompt:

“The Scarlet Ibis” is a reflective story. It is told from a first-person point-of-view with the narrator looking back into his past.

On page 388 the narrator says, “But all of us must have something or someone to be proud of, and Doodle had become mine. I did not know then that pride is a wonderful, terrible thing, a seed that bears two vines, life and death.”

What is meant by this statement, and how has the narrator’s life been impacted by what happens to Doodle? How does this reinforce the overarching theme?

Using textual evidence, write a well-developed, complex paragraph in response to these questions.

Day 5:Students should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.


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.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the

Selections for Week 8The Golden Kite, the Silver Wind by Ray Bradbury (p. 396) 880L Vocabulary: http://bit.ly/2gDjNFK (p. 8)

Week 8 Lessons/ResourcesDay 1: Background, p. 396 Review allegory and symbolism by watching the first 5min

of this video: https://www.youtube.com/watch?v=d4owYrAFa_E

Levels of Meaning – If students will have difficulty understanding the allegory, have them read and note each time one of the towns changes its wall. Then, have students reread to look for details showing how that competition affects each town. Guide a discussion of students’ notes, clarifying the parallel with the United


https://www.youtube.com/watch?v=d4owYrAFa_E

https://www.youtube.com/watch?v=d4owYrAFa_E

http://bit.ly/2gDjNFK





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



theme over the course of the text.








States and the Soviet Union during the Cold war. Analyzing – If students will not have difficulty

understanding the allegory, have them read and note the use of symbols in addition to those of the wall shapes. Ask them to suggest the interpretation of each symbol and share during class discussion.

First Read : Students should read text to get the gist of the story. The goal should be to understand the literal layer of what happens in the story.

Have students write answers to Critical Thinking, p. 400 – Questions 1 and 2.


or teacher may read portions aloud to students. The focus during this reading is to analyze the author’s craft and structure.

Literary Analysis – Guide students through discussing each of these questions on p. 396-400.

Critical Thinking, p. 398 and p. 400 Have students write answers to Critical Thinking, p. 400 –

Questions 3 and 4.



Use the TDQs in this unit from achievethecore.org: http://bit.ly/2gDjNFK


http://bit.ly/2gDjNFK (p. 9-11) Prompt:

In the conclusion of Ray Bradbury’s “The Golden Kite, and Silver Wind,” the competing leaders of two towns come to the realization that ”One without the other is nothing.” In a well-developed essay, explore the idea of balance as represented in the story and explain how achieving balance allows leads to mutual benefit. Find textual evidence to explain how balance helps these towns achieve peace and prosperity.

Day 5: Students should share drafts with a peer for feedback






then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.


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.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

LanguageRL/RI.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).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



RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text.RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text.




WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincingreasoning, details, text-based evidence, and/or description;

Selection for Week 9The Birthmark by Nathaniel Hawthorne, 840L Vocabulary: http://achievethecore.org/academic-word-

finder/#results/39356 This text is used as part of the Performance Task.

Students should be encouraged to read the text multiple times, but no direct instruction around the text should be given to students. Scaffolding for individuals or small groups based on readiness levels is appropriate.

Week 9 Lessons/Resources

Performance Task: How does Nathaniel Hawthorne use symbolism to give meaning to his story, The Birthmark? Identify a major symbol used in the text and write an analytical essay explaining how the symbolism impacts other story elements in order to develop the central theme or message of the story?

As part of the instructional routines, students will complete the following six steps of the writing process.

1. Review task and rubric2. Read the text. Reflect. Draft.3. Peer-review/peer exchange4. Edits: thesis/introduction, development, conventions,

conclusions, sources and documentation5. Revisions (Consider using the STAR Revision

Protocol – see below.)6. Publish (type) writings

STAR RevisionMaterials Needed: STAR Revision Sample (p. 31 of this document), writing drafts, four different colored pencils

Minilesson Connecting: Tell students that writing is a recursive

process. Inform them that writers often read back through Shelby County Schools

Page 26 of 28

http://bit.ly/2gMQqOW

http://bit.ly/2gMQqOW

http://achievethecore.org/academic-word-finder/#results/39356

http://achievethecore.org/academic-word-finder/#results/39356



English I Curriculum Map 3rd Quartercareer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

WritingW.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 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.

the development is consistently appropriate to the task,purpose, and audience.




their work to make substitutions, take words out, add and/or rearrange words or phrases in their writing. Tell them that writers reuse many, many times until the story is as good as it can get.

Teaching Point: Tell students that today you will teach them to revisit their drafts using STAR revision.

Teaching: Show students STAR revision by using the STAR Revision hand out. Read the examples aloud and share your thinking as you go through each step of STAR Revision: substituting, taking out, adding, and rearranging. Using your memoir as an example, demonstrate for students how you go through the STAR revision categories, looking for ways to improve your writing.

Actively Engaging: Tell your students to revise their writing drafts using the STAR revision method.

Linking: Tell your students that today and every day they can improve their writing by revising their work using the STAR Revision method.

Conferring: Go around and offer help when needed. Encourage students to work on all four parts of STAR revision and make appropriate choices that improve the writing.

Sharing: Invite students to share with the class one revision they made to their draft.


Map Gr9 Q3.docx · Web viewIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District

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