READING THROUGH THE COMMON CORE SUMMER 2013 BOARD OF EDUCATION Susan Schwartz, President JoAnn DeLauter, Vice President Marion Blane Dr. Nancy Kaplan Janet Goller Nina Lanci George Haile Dr. Matthew Kuschner CENTRAL ADMINISTRATION John DeTommaso Superintendent of Schools Cynthia Strait Régal Deputy Superintendent, Business Mara Bollettieri, Psy.D. Assistant Superintendent, Personnel & Administration Caryn Blum Assistant Superintendent, Curriculum, Instruction, & Assessment 2 READING THROUGH THE COMMON CORE Written by: Sean Formato (Calhoun High School) Edward Grosskreuz (Merrick Avenue Middle School/ Mepham High School) Rebecca Levy (Grand Avenue Middle School) Nicole Maresca (Mepham High School) William Morris (Mepham High School) Marie Netto (Mepham High School) Kim Serpe (Calhoun High School) Project Administrators: Marie Netto Kim Serpe District Chairpersons - English 3 TABLE OF CONTENTS UNIT PAGE NUMBERS INTRODUCTION 5 GRADE 7 UNITS 6 – 70 THE ADVENTURES OF ULYSSES GENTLEHANDS THE MISFITS WEASEL GRADE 8 UNITS 71 – 152 ANIMAL FARM THE OUTSIDERS THE PEARL THE WAVE GRADE 9 UNITS 153 – 213 NIGHT OF MICE AND MEN ROMEO AND JULIET TO KILL A MOCKINGBIRD GRADE 10 UNITS 214 – 281 THE CATCHER IN THE RYE FAHRENHEIT-451 LORD OF THE FLIES A SEPARATE PEACE GRADE 11 UNITS 282 – 364 THE CRUCIBLE THE GREAT GATSBY ONE FLEW OVER THE CUCKOO’S NEST THE THINGS THEY CARRIED GRADE 12 UNITS 365 – 447 BRAVE NEW WORLD FENCES HAMLET THE KITE RUNNER 4 INTRODUCTION Reading Through the Common Core was created in response to the Common Core Learning Standards which requires all students to be college and career ready in the following areas: Reading for Literature, Reading for Informational Texts, Writing, Speaking and Listening, and Language. The specific concentrations of this curriculum guide are the importance of literacy and developing reading skills. Teacher representatives from every grade level in the Bellmore- Merrick Central High School District, 7 – 12, collaborated to determine the most widely read major works for each grade level, and sought to find high quality ancillary resources and to develop lesson plans that highlighted reading strategies for all teachers. The following curriculum guide contains a resources list for each major work, suggested lesson plans, activities and materials to help teachers meet the Common Core Learning Standards. Students in all Bellmore-Merrick Central High School District English courses will have the opportunity to focus on reading comprehension and to build upon skills learned in previous years. All of the lessons identify the grade level specific Common Core Learning Standards that are addressed. These lessons should be adapted by teachers to address their instructional needs and the needs of their students. 5 GRADE LEVEL: 7 LITERARY WORK: The Adventures of Ulysses RESOURCE LIST: 1. "Athens." Brainpop. Brainpop, n.d. Web. 18 July 2013. <http://www.brainpop.com/socialstudies/worldhistory/athens/preview.weml>. Video 2. Beaton, Kate. "'Odysseus and His Crew Encounter the Facebook Peril.'" Hark, A Vagrant. Kate Beaton, n.d. Web. 18 July 2013. <http://harkavagrant.com/archive.php>. Article 3. "Calyspo." Perf. Suzanne Vega. A&M, 1987. Song. Song 4. Encyclopedia Mythica. MCMXCV - MMVII Encyclopedia Mythica, n.d. Web. 18 July 2013. <http://www.pantheon.org/areas/mythology/europe/greek/articles.html>. Encyclopedia Article 5. Etiquette in Greece. Frommer Media LLC, n.d. Web. 18 July 2013. <http://www.frommers.com/destinations/greece/0225026691.html>. Article 6. Evslin, Bernard, Dorothy Evslin, and Ned E. Hoopes. "'Zeus.'" The Greeks Gods. N.p.: Scholastic Inc., 1995. N. pag. Print. Article 7. Konagawa, Joy. "'Where There's a Wall.'" Poetry in Three Dimensions: Reading, Writing, and Critical Thinking Through Poetry. Comp. Carol Clark and Alison Draper. Vol. 2. Cambridge: Educator's Publishing Service, n.d. 32. Print. Poem 8. Menzel, Idina, perf. "A Hero Comes Home." Warner Bros. Records, 2007. Song. Song 9. Parolini, Elmer. "'He Followed Me Home Dad, Can I Keep Him?'" Jantoo Cartoons. Cartoon Stock Ltd., 12 Sept. 2012. Web. 18 July 2013. <http://www.jantoo.com/cartoon/20905172>. Cartoon 10. Wilford, John Noble. "'Greek Myths: Not Necessarily Mythical.'" The New York Times [New York] 4 July 2000, Science: n. pag. Print. Article BOLD-FACED RESOURCES ARE USED IN ACCOMPANYING LESSON PLANS 6 GRADE LEVEL: 7 LITERARY WORK: The Adventures of Ulysses SUPPLEMENTARY WORK: “Where There’s a Wall” Lesson 1: One class period Aim: How do both the literal and figurative meanings of “Where There’s a Wall” apply to Ulysses? Common Core Learning Standards: Standard Grade Standard Number R 7 1, 2, 4, 9, 10,11 W 7 1, 4, 11 SL 7 1, 2 L 7 1, 2, 5 Do Now/Motivation: What is the biggest struggle you’ve faced? How did you overcome it? Instructional Materials: “Where There’s a Wall” (Attachment 1) Procedures and Pivotal Questions: Complete Do Now – students will share with the person sitting behind them. Then some will share with the class. Transition: Everyone faces obstacles and struggles. We’ve already learned about some that Ulysses has faced. Today we’re going to take a look at a poem that relates to Ulysses in many ways. Students will receive “Where There’s a Wall” (Attachment 1). Students will pre-read the questions for the stop-and-go activity. Once they have read the questions, they will silently read the poem stopping to answer each question once they feel that the poem has given them an answer. After students have had a sufficient amount of time to answer the questions, we will go over their responses and elaborate on the poem. Additional Discussion and Extension Questions: What does “literal” mean? What does “figurative” mean? The poet uses alliteration multiple times. Can you find one example? Why might the poet have included alliteration in the poem? What is implied when the speaker states there are “words to whisper by a loose brick”? What is the literal meaning of the poem? What is the figurative meaning of the poem? What is the overall tone of the passage? How do you know? Which words contribute to that tone? 7 How does the literal meaning of the poem apply to Ulysses’ journey? How does the figurative meaning of the poem apply to Ulysses’ journey? How does the figurative meaning of the poem apply to our lives? Summary: Write down the biggest “wall” in Ulysses’ journey so far. Explain why you believe that is his biggest “wall.” Students will write their responses on a post-it and stick it to the real wall in the classroom on their way out. They will be reminded to write their names on the post-it. Extension Activity: Create a chart of Ulysses’ obstacles and how he overcomes each. Write a four-paragraph essay explaining how Ulysses overcomes obstacles. 8 Attachment 1 “Where There’s a Wall” by Joy Konigawa Directions: Read the questions below and think about the possible answers to those questions as you read the poem. 1. What are some ways to get past a wall? 2. Where is the speaker located? 3. What can you infer the speaker wants? Cite evidence from the poem. 4. What might a wall symbolize (represent)? How do you know? Where there's a wall there's a way around, over, or through there's a gate, 5 maybe a ladder, a door, a sentinel who sometimes sleeps, there are secret passwords 10 you can overhear, there are methods of torture for extracting clues to maps of underground passageways, there are zeppelins 15 helicopters, rockets, bombs bettering rams armies with trumpets whose all at once blast shatters the foundations 20 where there's a wall there are words to whisper by a loose brick, wailing prayers to utter, special codes to tap, 25 birds to carry messages taped to their feet, there are letters to be written novels even on this side of the wall 30 I am standing staring at the top lost in the clouds I hear every sound you make but cannot see you I incline in the wrong direction 35 a voice cries faint as in a dream from the belly of the wall 9 GRADE LEVEL: 7 LITERARY WORK: The Adventures of Ulysses SUPPLEMENTARY WORK: “A Hero Comes Home” Lesson 2: One class period Aim: What message does “A Hero Comes Home” relate and how does it connect to Ulysses? Common Core Learning Standards: Standard Grade Standard Number R 7 1, 4, 9, 10 W 7 1, 4, 9 SL 7 1, 4 L 7 1, 2 Do Now/Motivation: Watch the skit from Saturday Night Live. What is it mocking? Instructional Materials: “A Hero Comes Home” (Attachment 2) SmartBoard “Odysseus and the Sirens” skit http://dailypicksandflicks.com/2012/10/14/snl-odysseus-and-the-sirens-video/ Procedures and Pivotal Questions: As students enter the classroom, they will randomly choose a number from the pieces of paper in the hat. In the bag, there are slips of paper labeled with the numbers 2-10. Complete “Do Now” – students watch the first 2 minutes of the clip from Saturday Night Live. The skit is mocking the power of the Sirens’ music. Transition: Music is powerful. The Sirens have a whole chapter dedicated to the strength that lies in their music. Today, we’re going to dissect a song and discuss its relevance and power in relation to our story. Students will receive “A Hero Comes Home” (Attachment 2). A volunteer will be asked to read the poem aloud for the class. Then students will work independently to paraphrase their assigned stanza and determine how the stanza to which they have been assigned relates to the piece of literature that they’ve been reading. They will then share their responses with the other students who were given the same stanza.