ELA 10 Academic Lit and Comp

Home , The Dog (Seinfeld), The Rye

PLANNED COURSE OF STUDY Course Title English Literature and Composition - Academic Grade Level Tenth Grade Credits One Content Area / Dept. English Language Arts Length of Course One semester Author(s) J. McCaslin, K. Ward, G. Woehlcke

Course Description: Literature and Composition (Academic), a diverse, thematically structured course, expands upon the writing process and the development of literary analysis skills. Students write a series of analytical and reader response essays and read from a variety of literary genres. Instruction focuses on analyzing literary elements, analyzing author’s purpose, and writing with precision and focus. Additionally, students learn and practice research skills and processes. Grammar usage within the context of students’ reading and writing is an integral component. Students also continue their study of vocabulary through close analysis of literary passages. Though many years of English education can have a bearing on their results, students take the Literature Keystone Exam in grade 10 in addition to their final exams.

Course Rationale: The works in the tenth-grade curriculum compel all of us to examine who we are as storytellers. As students progress through the course, they engage in conversations about how we communicate our identities through the observations, insights, and stories we tell. To this end, students closely examine the obvious ways in which we communicate tone through language, movement, and the nature of our conflicts. These conversations yield valuable dialogue and allow multiple openings to evaluate how an author forms a literary identity. Equally important, students have the opportunity to self-reflect on their own identity. Ultimately, students can see how conflict shapes identity and produces insight and growth. As such, students complete the course with a more complex understanding of how the literary world adds meaning and relevance to their society.

Theme Essential Questions for the Course: 1. What is the relationship between people and society? 2. How does literature create the opportunity to explore the subtleties of multiple identities? 3. How do themes, purposes, and ideas develop and force readers to examine themselves in their light? 4. How are observations of our surroundings an important way to understand our place in the world? 1 English Literature and Composition (Academic Level) Summer 2017

Skill and Process Essential Questions for the Course: 1. How does a reader establish a cognitive scheme to guide and develop understanding of text? 2. How do we identify, understand, and analyze the literal and figurative meanings within a text? 3. How do authors’ choices help achieve purpose? 4. How do the implicit and explicit details within the text contribute to and develop meaning? 5. How does research offer the ability to explore, develop, and validate perspectives, understanding, and argument? 6. How do readers interpret texts based on an understanding of both the close reading of interactions of textual features? 7. What is the relationship between function and form, and how does form inform authorial choices?

2 English Literature and Composition (Academic Level) Summer 2017

Curriculum Map: Semester Course Weeks Topics Covered this Month Weeks 1-3 Summer Reading: The Roots of the Storyteller (note: split the last week with summer reading and Curious Incident) Weeks 4-5 Curious Incident of the Dog in the Nighttime Weeks 6-8 Master Harold and the Boys Weeks 9-13 The Catcher in the Rye (The Angst of the Social Critic) Week 14 Journey Back to Childhood: Re-Examining Our Perspective on Children’s Literature Week 15-16 Nonviolent Resistance: The Individual’s Moral Obligation to Act Note: This allows the teacher to differentiate to students’ needs. The additional two weeks will allow the teacher to make effective choices about where the material needs to be expanded or enriched. This also allows the teacher to integrate the vocabulary units of study and grammar lessons. or Curriculum Map: Semester Course Weeks Topics Covered this Month Weeks 1-3 Summer Reading: The Roots of the Storyteller Weeks 4-8 The Catcher in the Rye (The Angst of the Social Critic) Weeks 9-12 Master Harold and the Boys or The Curious Incident of the Dog in the Nighttime Week 13-14 Journey Back to Childhood: Re-Examining Out Perspective on Children’s Literature Week 15-16 Nonviolent Resistance: The Individual’s Moral Obligation to Act Note: This allows the teacher to differentiate to students’ needs. The additional two weeks will allow the teacher to make effective choices about where the material needs to be expanded or enriched. This also allows the teacher to integrate the vocabulary units of study and grammar lessons.

3 English Literature and Composition (Academic Level) Summer 2017

Unit Title Summer Reading: The Roots of the Storyteller Essential Questions & Theme Enduring Understandings How do our early influences and upbringing shape us as people? How do privileges and limitations within an environment shape us as people? How do we grapple with external conflict and internal conflict? What do our life experiences and perceptions influence our choices and decision making?

Skill and Process How does an author’s use of direct and indirect characterization reveal a protagonist’s development? In what ways does an author use literal and figurative (metaphorical) means of expression? How do we use informative text to guide, inform, and increase understanding of another text? How does a reader use close reading strategies to comprehend text, analyze authorial choices, and find deeper meaning?

ANCHOR TEXT UNIT FOCUS Flowers for Algernon, Daniel Keyes ● The Other Wes Moore: One Name, Students will examine a character’s awareness and understanding of the spoken and Two Fates, Wes Moore unspoken rules of their environment. Within this unit, students will consider how ● To Kill a Mockingbird: Harper Lee environment and nurturing and personal relationships (healthy or unhealthy) affect ● “If” by Rudyard Kipling characters’ development. ● “Life is Truly a Ride” by Jerry Seinfeld (extended metaphor) Students will also read “If” and examine how the greater literal and figurative commentary ● Additional texts with similar theme provides insight to characters’ struggles. Throughout the unit, students will engage in a and/or structure variety of textual study, perform close reads, and write critical analytical responses.

RELATED TEXTS (Nonfiction Text and Videos) LEVELED RESOURCES

4 English Literature and Composition (Academic Level) Summer 2017

Wes Moore: Support Enrichment Tiered informational text and videos Tiered informational text and videos providing http://www.oprah.com/oprahshow/Rhodes- providing background about the respective background about the respective authors and Scholar-Wes-Moore-Looks-Back-on-His- authors and related textual issues. related textual issues.

Childhood-Video Flowers for Algernon: http://www.huffingtonpost.com/2013/12/05 /are-you-emotionally-intel_n_4371920.html To Kill a Mockingbird: http://www.biography.com/people/harper- lee-9377021#work-with-truman-capote

Common Core Standards PA Core Standards Reading Reading CC.9-10.R.L.1 1.1.10.A CC.9-10.R.L.2 1.1.10.C CC.9-10.R.L.3 1.1.10.D CC.9-10.R.L.4 1.2.10.A CC.9-10.R.L.5 1.2.10.C CC.9-10.R.L.10 1.2.10.D CC.9-10.R.I.1 1.3.10.C CC.9-10.R.I.8 1.3.11.A CC.9-10.R.I.10 1.3.LC

Writing Writing CC.9-10.W.1 1.4.9.A 5 English Literature and Composition (Academic Level) Summer 2017

CC.9-10.W.2 1.4.10.B CC.9-10.W.2a 1.4.10.C CC.9-10.W.2b 1.4.C.A CC.9-10.W.3 1.4.C.B CC.9-10.W.3a 1.4.C.C CC.9-10.W.3b 1.5.C.A CC.9-10.W.3c 1.5.C.B CC.9-10.W.3d 1.5.C.C CC.9-10.W.4 1.5.C.D 1.5.C.E Speaking & Listening 1.5.C.F CC.9-10.SL.1 1.5.10.A CC.9-10.SL.1a 1.5.10.B CC.9-10.SL.3 Speaking & Listening Language 1.1.10.B CC.9-10.L.1 1.1.10.C CC.9-10.L.1a 1.3.10.D CC.9-10.L.1b 1.5.10.C CC.9-10.L.2 1.5.10.D CC.9-10.L.2a 1.5.10.F CC.9-10.L.2b 1.6.10.A CC.9-10.L.3 CC.9-10.L.3a CC.9-10.L.4 CC.9-10.L.4a CC.9-10.L.4b CC.9-10.L.4c CC.9-10.L.4d CC.9-10.L.5 CC.9-10.L.5a 6 English Literature and Composition (Academic Level) Summer 2017

CC.9-10.L.5b CC.9-10.L.6

Key Unit Vocabulary Academic Literary Text-Dependent Writing Newly Introduced ● Emotional Intelligence ● Paraphrase ● Literal/Figurative ● Rorshach Ink Tests ● Comprehend ● Characterization ● The Great Depression ● Apply ● Jim Crow Laws ● Compare/Contrast ● Voice: syntax and diction ● Oppression/Prejudice ● Summarize ● Internal Conflict/External Conflict ● Valley Forge Military Academy ● Analyze ● Speaker ● Rhodes Scholar ● Synthesize ● Stanza ● Create ● Protagonist ● Examine (identify and analyze) ● Quotation integration ● Narrator ● Quote citation

Learning Objectives – The student will… Assessment Opportunities ● Demonstrate command of the conventions of standard English Duration of the novel: Grammar and Style grammar and usage when writing or speaking (D) Assessed through writing assignments and quizzes. ● Use parallel structure. * ● Use various types of phrases ● Understand and apply different key terms: noun, verb adjectival, adverbial, participial, prepositional, absolute, and clauses, independent, dependent, noun, relative, adverbial ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (D) ● Use a semicolon (and perhaps a conjunctive adverb) to link 7 English Literature and Composition (Academic Level) Summer 2017

two or more closely related independent clauses. ● Use a colon to introduce a list or quotation. ● Determine or clarify the meaning of unknown and multiple- Duration of the novel: Vocabulary Study meaning words. Sadlier Oxford and vocabulary in context (readings) ● Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). ● Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. ● Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary) ● Analyze nuances in the meaning of words with similar denotations.

● Identify authorial choices and analyze them in order to Duration of the novel: Guided Notes explicate the various aspects of a text and how those aspects of Students complete guided note charts as they identify evidence of the text affect the meaning and purpose characterization. This is intended to guide students towards effective ● Cite strong, thorough, and appropriate textual evidence to quote choices and establish initial interpretation skills related to the support analysis language characters use and the situations they describe. ● Students synthesize information from multiple sources and original argument ● Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content, using context, patterns of word changes, and reference 8 English Literature and Composition (Academic Level) Summer 2017

materials

● Demonstrate understanding of figurative language, word Seeing the World through a Metaphorical Lens: relationships, and nuances in word meanings. ● Students will define the terms literal and figurative. Following this, students will apply the definitions to a series of images to check for understanding and then write/illustrate their own metaphor. ● To encourage community building, students will share and respond to each other’s extended metaphor with the class. This will also allow the teacher to establish effective discussion behaviors necessary for later small group collaborations.

● Closely read a text in order to relate function to form, genre, “If” Study: Examining and Applying Kipling’s Lessons to Our and structure to craft choice Lives ● Understand denotative and connotative meanings and how Students will develop close reading strategies by engaging in a literal meanings lean into figurative meanings variety of prediction, comprehension, analysis, and application ● How the denotative and connotative meanings affect author’s activities. The teacher will model this activity with one passage and purpose then ask students to work in pairs. ● Identify and analyze how author creates tone and the impact of tone on the author’s message ● Understand figurative language, word relationships, and nuances in word meanings.

Research: Reading Research Assignment ● Students select sources with appropriate application to the Students will work through a series of non-fiction video and textual research question with limited guidance from teachers. resources to develop an understanding about the greater context and ● POV is informed by the cultural context of the work overarching issues within their novels. ● Identify authorial choices and analyze them in order to Introduction to Characterization: Distinguishing Character explicate the various aspects of a text and how those aspects of Voice through Language and Situational Analysis. 9 English Literature and Composition (Academic Level) Summer 2017

the text affect the meaning and purpose ● Cite strong, thorough, and appropriate textual evidence to Students will examine how a character’s actions and language support analysis reflects their choices. Situational Analysis: Students will select a passage that offers evidence of internal/external conflict. With a partner, students will analyze the different factors and variables that contribute to internal/external conflicts experienced by the characters.

Language Analysis: Students will pick a key passage from the novel and make observations about the patterns of speech as evident by spelling, capitalization, sentence length, sentence variety, punctuation, and repetition.

Students will then make a list of the words the characters use and put them into categories to describe each author’s use of language. ● Students will appropriately use information from sources with “If” Study: Examining and Applying Kipling’s Ideas to the proper citation. Demonstrate understanding of figurative Summer Reading Novels language, word relationships, and nuances in word meanings. This is a summative activity designed to unify connections between internal, external conflict, characterization, and literal/figurative ● Identify authorial choices and analyze them in order to interpretations from the poem. explicate the various aspects of a text and how those aspects of the text affect the meaning and purpose.

Sequence of Teaching and Learning Number of Lessons Lesson Topic Lesson Activities / Blocks Days: 5 Characterization Characterization Guided Notes Homework for the Students complete guided note charts as they identify evidence of characterization. The first week of the teacher should model effective quote choice, citation, and explanation. unit. 10 English Literature and Composition (Academic Level) Summer 2017

Lesson 2 Literal/Figurative Seeing the World through a Metaphorical Lens (Literal/Figurative Interpretations): Days: 2-3 Interpretations ● Students will define the terms literal and figurative. Following this, students will apply the definitions to a series of images to check for understanding. ● To further the application of these ideas, students will perform a close read of Jerry Seinfeld’s extended metaphor “Life is Truly a Ride” and engage in discussion regarding his use of literal and figurative ideas. ● To determine final understanding of this concept, students will write and illustrate their own extended metaphor to reflect their personal philosophy on life. ● To encourage community building, students will share and respond to each other’s extended metaphor with the class. This will also allow the teacher to establish effective discussion behaviors necessary for later small group collaborations.

Lesson 3 Reading Strategies “If” Study: Examining and Applying Kipling’s Lessons to Our Lives Days: 3 Students will develop close reading strategies by engaging in a variety of prediction, comprehension, analysis, and application activities. 1. Students will make predictions based on defining the word “if.” This should extend the literal/figurative implications. 2. Students read the poem aloud and make an initial set of observations about key ideas and words in the poem. 3. Students will then reread and work with a second layer of observations and initial impressions about what “if” may apply to. The second layer of observations will focus on the observation of patterns related to capitalization, repetition, end rhyme, and sentence structure. 4. This activity will focus on developing comprehension strategies by paraphrasing and summarizing the stanzas. 5. Students will then write an exit ticket explain the belief system of the speaker of the poem. 6. The next day, students will then shift to analysis and pick two lines to interpret the lines with attention to the pattern(s) and then write a fully developed paragraph, 11 English Literature and Composition (Academic Level) Summer 2017

explaining how these lines apply to their life. They will use evidence and examples from your life to support your application.

Lesson 4 Setting/Background Reading Research Assignment Days: 1 relationship to Students will work through a series of non-fiction video and textual resources to develop an conflict and understanding about the greater context and overarching issues within their novels. environment. Specifically, will complete the following activities: 1) Research and read an author biography 2) Research and watch a related video to the time, key character, or issue within the novel. 3) Students will complete a 3-2-1 activity focused on pulling three key factors that originate in the environment, two ways that it might affect the character, and one question about how the character grapples with his environment? Lesson 4 Voice Introduction to Characterization: Distinguishing Character Voice through Language Days: 1 Tone, diction, syntax and Situational Analysis.

Students will examine how a character’s actions and language reflects their choices. Situational Analysis: Students will select a passage that offers evidence of internal/external conflict. With a partner, students will analyze the different factors and variables that contribute to internal/external conflicts experienced by the characters.

Students will then make a list of the words the characters use and put them into categories to describe each author’s use of language. For example, when is Scout’s voice childlike versus adult? What are the indicators within Lee’s word choice that reveals the age and the emotional state of the character? 12 English Literature and Composition (Academic Level) Summer 2017

Following this, students will write a quick exit ticket explain what new understanding do they have about how the character grapples with and expressed their internal/external conflicts. Lesson 5 Summative “If” Study: Examining and Applying Kipling’s Ideas to the Summer Reading Novels Days: 4 days Assessment: ● This is a summative activity designed to unify connections between internal, external Synthesis of conflict, characterization, and literal/figurative interpretations from the poem. Characterization, Internal/External ● Students will work with key textual evidence from the respective texts (“If,” the Conflict summer reading book, characterization notes, author and novel information articles) to explain how key parts of Kipling’s poem illuminate and apply to different internal and external conflicts with the summer reading books.

● To accomplish this, students will work through information gathering (reviewing notes, videos, and biographies from previous activities), drafting, and peer revision.

Resources for this Unit: Vocabulary (1-2 Days a Week, On-going): ● Occasional Homework ● One unit every 2-3 weeks ● Quiz every 2-3 weeks ● Grammar (2-3 Days a Week, On-going): ● SMART Board Mini-Lesson

13 English Literature and Composition (Academic Level) Summer 2017

Unit Title The Curious Incident of the Dog in the Night-Time Essential Questions & Theme Enduring Understandings 1. How do personality and behavior differences impact the way people are treated? 2. What skills and attributes are necessary when dealing with someone with learning differences? 3. How do people use coping mechanisms to relieve psychological stress? 4. How do visual texts impact the understanding of a character and/or story? 5. How does a person’s understanding of honesty impact how he learns to deal with the gray areas of relative honesty and partial truth? (Truthfulness/fear of lying as theme of text.)

Skill and Process 1. What is the role of the unreliable narrator? How does the portrayal of Christopher’s unreliability shift from the novel to the play? What techniques does the author and the playwright employ to portray reliability? 2. How does the interaction between characters help develop the reader’s understanding of the protagonist? 3. How do static and stock characters add direction or depth to the narrative? In what ways do they help to create conflict that advance the plot of the story?

ANCHOR TEXT UNIT FOCUS The Curious Incident of the Dog in the Night-Time, Mark Haddon (novel) Students will read the play version of the text coupled with the novel version. Studying the The Curious Incident of the Dog in the combination of the two texts offers a rich opportunity for students to explore how authors Night-Time, Mark Haddon (drama - stage vary choices across genres, as well as make decisions about narration, characterization, and adaption) conflict. Although Christopher is often perceived as being autistic, Mark Haddon, the author, refuses to declare him so. Haddon and the dramatists are adamant that Christopher’s struggles in some way remain universal as he closely examines his world and the varying

14 English Literature and Composition (Academic Level) Summer 2017

RELATED TEXTS truths that have been presented to him. Christopher’s questioning of these truths while Nonfiction Text struggling to understand his own and other’s emotions forms the backbone of this story as 1. Interviews with Mark Haddon students examine how Haddon brings Christopher’s world to life.

Fiction Text The Curious Incident of the Dog in the LEVELED RESOURCES Night-Time (play)

Visual Text Support Enrichment Temple Grandin: TED Talk “The World Needs All Kinds of Minds” Biographies on Mark Haddon: The Hound of the Baskervilles https://www.ted.com/talks/temple_grandin_ https://literature.britishcouncil.org/writer/ the_world_needs_all_kinds_of_minds?lang mark-haddon uage=en

Writing Writing 15 English Literature and Composition (Academic Level) Summer 2017

CC.9-10.W.1 1.4.9.A CC.9-10.W.2 1.4.10.B CC.9-10.W.2a 1.4.10.C CC.9-10.W.2b 1.4.C.A CC.9-10.W.3 1.4.C.B CC.9-10.W.3a 1.4.C.C CC.9-10.W.3b 1.5.C.A CC.9-10.W.3c 1.5.C.B CC.9-10.W.3d 1.5.C.C CC.9-10.W.4 1.5.C.D 1.5.C.E Speaking & Listening 1.5.C.F CC.9-10.SL.1 1.5.10.A CC.9-10.SL.1a 1.5.10.B CC.9-10.SL.3 Speaking & Listening Language CC.9-10.L.1 1.1.10.B CC.9-10.L.1a 1.1.10.C CC.9-10.L.1b 1.3.10.D CC.9-10.L.2 1.5.10.C CC.9-10.L.2a 1.5.10.D CC.9-10.L.2b 1.5.10.F CC.9-10.L.3 1.6.10.A CC.9-10.L.3a CC.9-10.L.4 CC.9-10.L.4a CC.9-10.L.4b CC.9-10.L.4c CC.9-10.L.4d 16 English Literature and Composition (Academic Level) Summer 2017

CC.9-10.L.5 CC.9-10.L.5a CC.9-10.L.5b CC.9-10.L.6

Key Unit Vocabulary Academic Literary Text-Dependent Writing Newly Introduced ● The Monty Hall Problem ● Thesis ● Characterization (Direct/Indirect) ● Sir Arthur Conan Doyle ● Integration ● Narrator reliability ● Sherlock Holmes (The Hound of the ● Synthesis ● Metaphor/Simile Baskervilles) ● Idiom ● Sensory Processing Disorder ● Foreshadow ● Occam’s razor ● Interim chapters (do not advance plot) ● Point of view (1st, 2nd, 3rd, type of character) ● Perspective (how the narrator perceives what happens) ● Dialogue ● Visual Text ● Bildungsroman

Previously Introduced and Relevant ● Conflict (internal/external) ● Literal/Figurative

17 English Literature and Composition (Academic Level) Summer 2017

Number of Blocks Learning Objective Lesson activities & Lesson Topics Note: Assessment Opportunities will have an * by it

Duration of the ● Using re-reading, prioritize what is critical Lesson Activity: novel and essential to reread and examine in depth. ● Examine and discuss how an author makes Reading schedule and the play: 12 class sessions different choices across varying forms to (overlapping with portray a character Students will read the novel in 20 page increments (this will be the overall unit) ● Raise awareness of reading focus and assigned as homework). In class, students will then work with prioritizing critical and essential details of the the play to view samples of the scene, act out the scene, or text. engage in a close reading of the scene. This should be assigned ● Identifying the explicit and implicit elements across eleven nights of reading. of the text. The use of the play in relationship to the novel should align as ● Using re-reading, prioritize what is critical follows: and essential to reread and examine in depth. ● Writing as a cognitive process that spurs Play Novel thinking Part One: pages 1-49 Pages 1-99 Note: The first part references the death of Wellington and Christopher’s discovery about his mother.

Part Two: pages 50-102 Pages 100-121 Note: The second part references Christopher’s renewal of his relationship with his mother.

Assessment Activity: ● Students complete guided note charts as they identify textual evidence of indirect and direct characterization, narrator reliability, conflict, and metaphor/simile looking at distinctions between the novel and the play. ● Students will complete four passage analysis activities 18 English Literature and Composition (Academic Level) Summer 2017

comparing and contrasting the novel to the script ● Students will complete three to four reading quizzes and passage analysis responses in which they interpret textual meaning and analyze language and elements of the novel.

Developing Context ● Context Development (events): This allows Pre-reading Research Activity -- Understanding and Background on us to develop a context for interpreting the Christopher: A look at Mark Haddon’s Purpose for the author literature based on an understanding of the Writing. events that influenced the novel. 3 class sessions ● Using re-reading, prioritize what is critical Lesson Activity: and essential to reread and examine in depth. Students will develop background information on the novel and ● Reading short article nonfiction to explore work to understand Haddon’s purpose for writing and how it and evaluate alternate perspectives (i.e. how will inform his characterization choices for Christopher we define fiction and what has literary merit, etc.), writing style, and organization Assignment: Requirement One: Give students the “Monty Hall Problem” before reading the book. Collect data on class’s responses. Once the “Monty Hall Problem” comes up in the novel, have students compare the class responses/rationales to Christopher’s response/rationale. Have a discussion about the implications of differences in response/rationales.

Requirement Two: Students research autism, autistic spectrum, Asperger Syndrome, and autistic savant. Using at least two reliable sources, students develop an informative piece in which they inform their audience about their topic. Students will use this as a framework to consider the character of Christopher and Haddon’s purpose. 19 English Literature and Composition (Academic Level) Summer 2017

Requirement Three: Research interviews from Mark Haddon to learn about Haddon’s response and choices to make Christopher a unique character without a defined problem.

● Students will use the information to develop a product focusing on Christopher’s traits and Format may be a visual presentation (Google presentation,) with a well- developed paragraph or a graphic organizer with clear citations. All products must also include an MLA formatted works cited.

Developing ● Discuss and show evidence of being able to Lesson Activity: commentary on the summarize, analyze, connect, apply, and Students will examine how Haddon employs narrator reliability protagonist’s synthesize key ideas as they emerge during to develop Christopher as a character. In small groups or pairs, development conversation students will work through the below steps. through narrator ● Raise awareness of reading focus and ● Students will begin by examining a passage from the reliability prioritizing critical and essential details of the beginning of the novel and determining what traits text. make Christopher unreliable. They will then examine a 3 class sessions ● Identifying the explicit and implicit elements video clip from the play to explore how the set of the text. designers communicated Christopher’s reliability and ● Using re-reading, prioritize what is critical contrast between his thoughts and verbal perceptions. and essential to reread and examine in depth. ● Examining how Christopher processes, interprets, and internalizes the world. What are the qualities of an unreliable narrator? To what extent are we unreliable? ● Inability to discern emotions beyond happy and sad, misses rhetorical questions or sarcasm, etc. ● Indicators of Christopher’s unreliability include, but are not limited to: ○ “I see everything” 20 English Literature and Composition (Academic Level) Summer 2017

○ Christopher’s diction as an indication of his unique perspective

Assessment Opportunities Students will participate and act out a scene from the play with attention to developing Christopher’s reliability.

Students will pick a scene from pages 1-20 and focus on designing a set of slides that actively show Christopher’s thoughts and perceptions in contrast to his speech. Following the acting, students will explain why and how they made specific slide design choices to reflect Christopher’s thinking and perceptions versus his way of verbally communicating them.

Developing ● Raise awareness of reading focus and Lesson Activity: commentary on the prioritizing critical and essential details of the Visual Texts protagonist’s text. Students examine the visual texts in the novel and how they characterization ● Identifying the explicit and implicit elements help the reader understand Christopher’s direct and indirect through the use of of the text. characterization. visual text. ● Analyzing how the explicit and implicit Assessment Opportunity: elements interact to form a dominant Students will have two options to demonstrate understanding of 3 class sessions thematic idea. this concept: ● Using re-reading, prioritize what is critical and essential to reread and examine in depth. 1. Thought Bubble - what’s in Christopher’s head? ● Writing as a recursive process that spurs 2. Art - design a small apartment for Christopher that thinking that then informs revision reflects how he would most like to live. Design could be three-dimensional or a poster; students could also use the STHS library’s Maker-Space 21 English Literature and Composition (Academic Level) Summer 2017

3. Following the creation of the product, students will write a two paragraph explanation integrating evidence from the novel and/or the play.

Developing ● Raise awareness of reading focus and Lesson Activity: commentary on the prioritizing critical and essential details of the Conflict and Characterization protagonist’s text. Students will explore Christopher’s portrayal of his emotions as characterization and ● Identifying the explicit and implicit elements defined by the interactions, conflicts, and relationships he has conflict of the text. with others (Father, Siobhan, Mrs. Alexander, Reverend Peters, ● Using re-reading, prioritize what is critical Rhodri, Police) 3 class sessions and essential to reread and examine in depth. Assessment Opportunity: Students will pick scenes from pages 21-49 to act out the varying conflicts Christopher experiences. In small groups, students will act out the scene with attention to how the explicit and implicit elements of the conflict are forming with varying characters and developing the tension in the play.

Developing ● Raise awareness of reading focus and Lesson Activity: commentary on the prioritizing critical and essential details of the Characterization and Metaphor protagonist’s text. “Metaphors are lies” - Christopher can’t comprehend characterization ● Identifying the explicit and implicit elements metaphors, but he uses similes consistently throughout the through figurative of the text. novel. language ● Using re-reading, prioritize what is critical and essential to reread and examine in depth. Assessment Opportunities: 2 class sessions ● Writing as a recursive process that spurs Students can identify similes and rewrite them as metaphors. thinking that then informs revision

22 English Literature and Composition (Academic Level) Summer 2017

Understanding ● Analyzing how the explicit and implicit Lesson Activity: thematic elements interact to form a dominant Thematic Commentary commentary thematic idea. In groups of six, students will pick six key scenes from the ● Writing as a recursive process that spurs novel (they will pick from the beginning, middle, and end) to 7 class sessions thinking that then informs revision examine how Haddon develops thematic concepts regarding the ● Teach peer and self-revision as evaluative below ideas. Students will annotate each passage with processes focused on critical use of feedback attention to these concepts and look for evidence of how these and persistence with revision ideas are developing. Following the examination, students will ● Thesis development and refinement of make a thematic insight about the concepts. developing cohesive essays ● Truth, lies and deception ● Draft and reflect with intentionality with ● Acceptance attention to precise use of language and organization; students need to stop and Assessment Opportunity: periodically revisit these concerns while in Students will use their shared thematic statement to write a the process of drafting and revision five-paragraph analysis essay tracing the development of the theme in the novel.

23 English Literature and Composition (Academic Level) Summer 2017

Unit Title "Master Harold"...and the Boys Essential Questions & Theme Enduring Understandings How does apartheid impact an individual and society? How does a shift in power impact a culture? How does dignity affect an individual and how are relationships shaped by the concept of dignity? What are traits of unconditional caring and when and how can it be fractured?

Skill and Process How does Fugard use symbolism and historical elements in the play to create universal themes? How does Fugard use structure, sequencing, organization and irony (dramatic, verbal, and situational) to create momentum and engagement in his storytelling? How does Fugard use flashback to help develop background that characterizes the relationship between Hally and Sam? How does Fugard’s choice of setting contribute to the characters’ conflicts? How does reading and annotating literary texts help readers determine explicit and implicit meanings and examine the author’s craft and choices? How does an author’s biography provide context for understanding fictional text? How does academic and cultural vocabulary impact understanding? What is the process of literary research? How do researchers use secondary texts to support assertions and conclusions about the primary text?

ANCHOR TEXT UNIT FOCUS “Master Harold”...and the Boys Athol Fugard “Master Harold” tells the story of a South African boy, Hally, and two of his family’s servants. Hally, the protagonist, is coming of age and must reconcile how societal pressures RELATED TEXTS influence and shape his personal relationships. During this unit, students will analyze the complex interaction of individual relationships and societal expectations that form the

24 English Literature and Composition (Academic Level) Summer 2017

Nonfiction Text perspectives those individuals take into the world at large. Students study the relationship 1. Biography Resources (for Man of between external and internal conflict, as well as the explicit and implicit ways that Magnitude/Social Reformer Writing characters communicate their emotions. Assignment) 2. History of Apartheid LEVELED RESOURCES 3. Barack Obama: Nelson Mandela’s Eulogy Support Enrichment 4. Maya Angelou: “His Day is Done” Biography Resources (for Man of 1. Biography Resources (for Man of A Eulogy for Nelson Mandela Magnitude/Social Reformer Writing Magnitude/Social Reformer Writing

Assignment) Assignment)

2. “Africa: It is Ours” Nelson Mandela

(1990) Visual Text Stage performance Excerpts from Cry Freedom

Common Core Standards PA Core Standards Reading Reading CC.9-10.R.L.1 1.1.L.D CC.9-10.R.L.2 1.1.10.A CC.9-10.R.L.3 1.1.10.C CC.9-10.R.L.4 1.1.10.D CC.9-10.R.L.5 1.2.10.A CC.9-10.R.L.10 1.2.10.C CC.9-10.R.I.1 1.2.10.D CC.9-10.R.I.8 1.3.10.C CC.9-10.R.I.10 1.3.11.A 1.3.LC Writing 25 English Literature and Composition (Academic Level) Summer 2017

CC.9-10.W.1 Writing CC.9-10.W.2 1.4.9.A CC.9-10.W.2a 1.4.10.B CC.9-10.W.2b 1.4.10.C CC.9-10.W.3 1.4.C.A CC.9-10.W.3a 1.4.C.B CC.9-10.W.3b 1.4.C.C CC.9-10.W.3c 1.5.C.A CC.9-10.W.3d 1.5.C.B CC.9-10.W.4 1.5.C.C 1.5.C.D Speaking & Listening 1.5.C.E CC.9-10.SL.1 1.5.C.F CC.9-10.SL.1a 1.5.10.A CC.9-10.SL.3 1.5.10.B

Language Speaking & Listening CC.9-10.L.1 CC.9-10.L.1a 1.1.10.B CC.9-10.L.1b 1.1.10.C CC.9-10.L.2 1.3.10.D CC.9-10.L.2a 1.5.10.C CC.9-10.L.2b 1.5.10.D CC.9-10.L.3 1.5.10.F CC.9-10.L.3a 1.6.10.A CC.9-10.L.4 CC.9-10.L.4a CC.9-10.L.4b CC.9-10.L.4c CC.9-10.L.4d 26 English Literature and Composition (Academic Level) Summer 2017

CC.9-10.L.5 CC.9-10.L.5a CC.9-10.L.5b CC.9-10.L.6

Key Unit Vocabulary Academic Literary Text-Dependent Writing Newly Introduced ● apartheid ● Thesis ● allegory ● social reformer ● Integration ● flashback ● Boet, Master ● Synthesis ● Key historical figures referenced ● exposition during the Men of Magnitude ● dialect ● Ballroom Dancing ● inciting incident (Freytag) Previously Introduced and Relevant ● tone ● diction ● syntax ● direct characterization ● indirect characterization ● symbol ● point of view ● metaphor

Learning Objectives – The student will… Assessment Opportunities ● Students will demonstrate their knowledge of the text and Guided Notes and responses to the play as they develop a first read ability to interpret text, analyze text for meaning and purpose, interpretation. make connections between texts, craft arguments about the text, and identify relevant textual evidence. 27 English Literature and Composition (Academic Level) Summer 2017

● Closely read text in order to relate function to form, genre, and structure to craft choices ● Denotative and connotative meanings and how literal meanings lean into figurative meanings ● Develop background knowledge on South African social and Pre-Reading Assignment cultural customs contemporary with the play’s original Students will work with the materials listed below: publication, the life of playwright Athol Fugard, the life of ● Athol Fugard biography Steven Biko, the life of Donald Woods, and the life of South ● Cry Freedom clip and Apartheid Background video clip African President Nelson Mandela to engage deeply with the text and the complex themes it addresses. Activity 1: Students will respond to the following prompts: ● Cite strong, thorough, and appropriate textual evidence to 1. How does where we live impact our perspective? Create a support analysis. bias? Limit our opportunities? Develop our opportunities? ● Write arguments to support claims in an analysis of substantive 2. Connecting Setting to Conflict: Watch the video on topics or texts, using valid reasoning and relevant and apartheid and the clip from Cry Freedom. What three issues sufficient evidence--students develop organization that do you learn about that would potentially affect the main establishes clear relationships among claims, counterclaims, character (protagonist)? reasons, and evidence. 3. Read the Athol Fugard biography. Using the information ● Practice high-level standards of attribution and academic from the biography, the title of the play, and the background integrity. on apartheid, make a prediction about the conflict of the play. ● Write clearly, concisely, and logically such that listeners can follow the line of reasoning. Activity 2: ● Demonstrate command of the conventions of standard English 1. Read the History of Apartheid article and respond to reading grammar and usage when writing or speaking. comprehension and text based questions. ● How denotative and connotative meanings and figurative meanings affect author’s purpose, particularly focusing on Activity 3: allusions, metaphor, simile, personification, hyperbole, 1. Read key selections and excerpts related to Apartheid and imagery, and tone. Nelson Mandela. Selections include: ● Identification and analysis of how author creates tone through ■ Barack Obama’s Eulogy for Nelson Mandela syntax, and the impact of tone of text effectiveness. ● Focus and assess his use of allusions and organizational structure and 28 English Literature and Composition (Academic Level) Summer 2017

development of ideas ■ Maya Angelou’s poem: “His Day is Done” ● Focus and assess students’ understanding and analysis of figurative elements (metaphor, imagery, allusion) and speaker

● Students will demonstrate their knowledge of the text and Duration of the novel ability to interpret text, analyze text for meaning and purpose, Comprehension quiz and passage-based writing prompts make connections between texts, craft arguments, and support ● pages 1-15 setting/conflict arguments with evidence from text. ● pages 16-30 flashback and characterization ● Cite strong, thorough, and appropriate textual evidence to ● pages 31-45 symbolism and metaphors support analysis of setting, conflict, flashback, ● Pages 46-60 plot development, climax, resolution characterization, symbolism, figurative language, plot, and ● Irony throughout the play theme development ● Closely read text in order to relate function to form, genre, and structure to craft choices ● Denotative and connotative meanings and how literal meanings lean into figurative meanings ● How denotative and connotative meanings and figurative meanings affect author’s purpose ● Identification and analysis of how author creates tone and the impact of tone of text effectiveness ● Identify author’s choices and analyze how the choices affect meaning and purpose ● Demonstrate command of the conventions of standard English grammar and usage when writing or speaking ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Demonstrate understanding of figurative language, word 29 English Literature and Composition (Academic Level) Summer 2017

relationships, and nuances in word meanings. ● Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. ● Analyze nuances in the meaning of words with similar denotations. ● Students will demonstrate their knowledge of the text and Thespian Work: ability to interpret text, analyze text for meaning and purpose, Students will examine diction, syntax, and tone to develop an make connections between texts, craft arguments, and support understanding of character motivations and conflicts. arguments with evidence from text. ● Cite strong, thorough, and appropriate textual evidence to support analysis of setting, conflict, flashback, characterization, symbolism, figurative language, plot, and theme development ● Closely read text in order to relate function to form, genre, and structure to craft choices

● Students will apply research skills to identify reliable sources, “Man of Magnitude” Research Assignment (pp 14-23): Students craft arguments, synthesize information, and support argument will pick a man of magnitude and examine how the character’s with evidence. choice reflects insight about their values, attitudes, and beliefs ● Cite strong, thorough, and appropriate textual evidence to support analysis. ● Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence--students develop organization that establishes clear relationships among claims, counterclaims, reasons, and evidence. ● 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. 30 English Literature and Composition (Academic Level) Summer 2017

● Evaluate evidence, use the most appropriate evidence, and organize in a logical sequence that best makes argument. ● Evidence is well-integrated within the paragraph and are followed by relevant, precise commentary ● Student generates research question and begins to evaluate quality with less guidance from the teacher. ● Students select sources with appropriate application to the research question with limited guidance from teachers. ● Students evaluate sources for relevance and applicability ● Students synthesize information from multiple sources and original argument ● Students will understand what plagiarism is and the difference between information from other sources and their own argument. Students will appropriately use information from sources with proper citation. ● Students will demonstrate their knowledge of the text and Figurative Examination: ability to interpret text, analyze text for meaning and purpose, ● Dancing and Kite Flying craft arguments, and support arguments with evidence from text. ● Students will demonstrate their knowledge of the text and Studying Irony: The Contradictions of a Hally’s World ability to interpret text, analyze text for meaning and purpose, Students take notes as they watch TED Ed videos on situational, craft arguments, and support arguments with evidence from dramatic, and verbal irony. After the videos, the students use the text. notes and Master Harold and the boys text to find and analyze examples of the three types of irony throughout Acts I-III.

● Write informative/explanatory/narrative texts to examine and Summative Discussion or Written Responses: convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and A: Analytical Option 1: Explain how the setting contributes to the analysis of content. major conflict between Sam and Hally. ● Integrate narrative detail with consistent attention to diction, 31 English Literature and Composition (Academic Level) Summer 2017

syntax, and plot development B: Analytical Option 2: In the play, Hally and Sam’s interactions ● Evaluate evidence, use the most appropriate evidence, and form the core conflicts in the play. For this essay, discuss the lessons organize in a logical sequence that best makes argument. that occur between Hally and Sam. How does Hally teach Sam? How ● Evidence is well-integrated within the paragraph and are does Sam teach Hally? What is the final result? followed by relevant, precise commentary C: Imagine that Athol Fugard wrote one more scene between Hally and Sam. Both characters return to the tearoom the next day. What would this scene include? How would Hally and Sam relate to each other? Can they repair their relationship? Why or why not?

D. Develop a scene from a play (two pages long) that illuminates a complex issue of the present. For this response, consider an issue that is timely and important to you. Note: When writing creatively, you are best equipped to write about issues that you understand something about. This allows the scene to seem more realistic versus contrived. ● Students analyze theme development Master Harold Group Discussion (note this could be the summative ● Students analyze how author creates tone and the impact of or a strong review leading into the unit test): tone on text effectiveness ● Students identify authorial choices and analyze them in order to Students will research primary and secondary sources to generate explicate the various aspects of a text and how those aspects of notes which support students’ assertions on open-ended prompts. In the text affect the meaning and purpose a guided group discussion format of the teacher’s choice, students ● Students analyze the interaction between conflicts will share and discuss their notes. (internal/external) ● What is the role of respect for others and one’s self in the ● Students initiate and participate in collaborative discussions, play? demonstrating most of the following behaviors: ● What are the origins of racial basis? What limits or helps ● Respond (Parallel Responses) Hally overcome his bias? ● Start a new thread ● What are the expectations that we put on relationships? How ● Initiate a new point/idea can we stretch them past the breaking point?

32 English Literature and Composition (Academic Level) Summer 2017

● Paraphrase/Summarize (Consensus Building; Clarification) ● Ask a question ● Offer evidence (see Reading Standards re: distinctions between elaboration and evidence) ● Effective piggybacking ● Preparation for Discussion ● Engaging/Inviting others into the conversation ● Norm setting

Research: ● Students select sources with appropriate application to the research question with limited guidance from teachers. ● Students will appropriately use information from sources with proper citation. ● Students evaluate sources for relevance and applicability ● Students synthesize information from multiple sources and original argument

● Write arguments to support claims in an analysis of substantive Master Harold and the boys Test - topics or texts, using valid reasoning and relevant and ● Objective section: Multiple Choice, Quote Identification sufficient evidence--students develop organization that ● Open-ended short essay responses establishes clear relationships among claims. ● Content shapes organization. 33 English Literature and Composition (Academic Level) Summer 2017

● Evaluate evidence, use the most appropriate (best) evidence, and organize in a logical sequence that best makes argument.

Sequence of Teaching and Learning Number of Lessons Lesson Topic Lesson Activities / Blocks 4 (concurrent with Comprehension Duration of the play: note students will read the play two times. During this reading, students other activities) will read the play two times. The first time, they will focus on initial reading comprehension. This may also include view clips of the play to help develop a first draft reading.

The second time, they will re-examine the text to develop further insight and understanding of complex relationships and themes 4 days Establish Context and Students will engage in the study of a variety of texts ranging from speech, poem, to non- Background for the fiction background. For each assignment, the teacher will facilitate close reading activities to play examine key aspects of each genre and how they develop meaning. Within this study, students will work as individuals and in small groups. The teacher may employ different jigsaw grouping with attention to differentiation to help students move towards an understanding of the explicit and implicit elements of the text. 2 Character Motivation Character Motivation Research: Students research textual evidence to support assertions about the following character motivations: ● father-son relationships ● authority/power

Students will have the option of discussing these elements or presenting an initial dramatic interpretation and then speaking to the subtle dynamics that inform the character relationships. 2 Irony, Character Examination of character development, conflict (internal/external), and irony in the play Analysis, and (the inverted relationship between Hally and Sam, Hally’s dramatic shifts when speaking to Conflict his father)

Character and Conflict Analysis through dramatic interpretation 34 English Literature and Composition (Academic Level) Summer 2017

1. Characters -- Static, dynamic 2. Character development 3. Relationships between characters (how relationships with others impact characters; how characters stretch the boundaries of caring and friendship)

Intro to Irony: Students take notes as they watch TED Ed videos on situational, dramatic, and verbal irony. After the videos, the students use the notes to find examples of irony in the play. Links: Situational Irony https://www.youtube.com/watch?v=tqg6RO8c_W0: Dramatic Irony https://www.youtube.com/watch?v=RZFYuX84n1U: Verbal Irony https://www.youtube.com/watch?v=IiR-bnCHIYo: 1 Climax and Act IV: Examination of the Climax and Resolution: Resolution Close reading and conflict analysis to examine the implications of Hally’s final choices. Students will discuss and write an exit ticket asserting how and why they create a climax and resolution for the play. Students will give attention to: ● Internal conflict/External conflict ● Individual versus Society ● Halle’s final decision

3 Literary Criticism, Master Harold Group Discussion (Fishbowl or Socratic Seminar): Research, and Students will research primary and secondary sources to generate notes which support Synthesis students’ assertions on open-ended prompts. In a guided group discussion format of the teacher’s choice, students will share and discuss their notes.

In groups students will participate in specific discussions regarding various concepts and 35 English Literature and Composition (Academic Level) Summer 2017

topics within the play. Students will create a thesis statement that expresses their point of view on the topic, as supported by notes on key passages, quotes, and literary criticism. Students will be assessed by their participation in the fishbowl, as well as two-page position statement on their topic. Resources for this Unit Vocabulary (1-2 Days a Week, On-going): ● Occasional Homework ● One unit every 2-3 weeks ● Quiz every 2-3 weeks ● Grammar (2-3 Days a Week, On-going): ● SMART Board Mini-Lessons ● Activities

36 English Literature and Composition (Academic Level) Summer 2017

Unit Title The Catcher in the Rye: The Angst of the Social Critic Essential Questions & Theme Enduring Understandings How does The Catcher in the Rye reflect adolescence, and how does this reflection compare with the current teen culture? How is Holden a social critic? In what ways does this contribute to his internal and external conflicts? How does experience and perception affect one’s observations and sense of self?

Skill and Process How does an author’s use of direct and indirect characterization reveal a protagonist’s development? How does an author use symbolism and motifs to develop theme? In what ways does an author use literal and figurative (metaphorical) means of expression? How does an author create an unreliable narrator? What is the relationship between diction, syntax, and tone? How do we use informative text to guide, inform, and increase understanding of another text? How does comparing texts increase understanding of both texts? What is the process of literary research? How do researchers use secondary texts to support assertions and conclusions about the primary text? How does Salinger’s choice of form (novel) and organization convey meaning and develop theme? How does a reader use close reading strategies to comprehend text, analyze authorial choices, and find deeper meaning?

ANCHOR TEXT UNIT FOCUS The Catcher in the Rye, J.D. Salinger Students will examine and discuss The Catcher in the Rye, a novel that captures the struggles RELATED TEXTS of Holden Caulfield, an edgy, discontented teenager struggling with the death of his younger Nonfiction Text brother as he journeys through adolescence into adulthood. Holden’s ongoing cynical Literary Criticism commentary on society resonates with readers tired of the “phonies.” During this unit, students will further their understanding of the unreliable narrator, the use of indirect

37 English Literature and Composition (Academic Level) Summer 2017

characterization, and symbolism as they explore the core tension in the novel. Fiction Text Students choose to examine Catcher as social criticism or an exploration of Holden’s Visual Text psychological state as they engage in additional critical discussions regarding perceptions of Videos with read alouds -- copy and Holden’s behavior and his scathing critique of his society. Throughout the unit, students will paste this link into your browser: explore nonfiction and fiction supplements, perform close reads, write critical analytical https://www.youtube.com/watch?v=MQ responses, and use research to explore and validate perspectives. 2IJz4yEm8

LEVELED RESOURCES Video: Theme vs. Subject https://www.youtube.com/watch?v=p4qME Support Enrichment 64SkxM Catcher white board video (see link under Social criticism excerpts, “This I Believe visual text) Statements” Tiered literary criticism articles

Writing Writing 38 English Literature and Composition (Academic Level) Summer 2017

CC.9-10.W.2 1.4.9.A CC.9-10.W.2a 1.4.10.B CC.9-10.W.2b 1.4.C.A CC.9-10.W.3 1.4.C.B CC.9-10.W.3a 1.5.C.A CC.9-10.W.3b 1.5.C.B CC.9-10.W.3c 1.5.C.C CC.9-10.W.3d 1.5.C.D CC.9-10.W.4 1.5.C.E 1.5.C.F Speaking & Listening 1.5.10.A CC.9-10.SL.1 1.5.10.B CC.9-10.SL.1a CC.9-10.SL.3 Speaking & Listening Language 1.1.10.B CC.9-10.L.1 1.1.10.C CC.9-10.L.1a 1.3.10.D CC.9-10.L.1b 1.5.10.C CC.9-10.L.2 1.5.10.D CC.9-10.L.2a 1.5.10.F CC.9-10.L.2b 1.6.10.A CC.9-10.L.3 CC.9-10.L.3a CC.9-10.L.4 CC.9-10.L.4a CC.9-10.L.4b CC.9-10.L.4c CC.9-10.L.4d CC.9-10.L.5 CC.9-10.L.5a 39 English Literature and Composition (Academic Level) Summer 2017

CC.9-10.L.5b CC.9-10.L.6

Key Unit Vocabulary Academic Literary Text-Dependent Writing Newly Introduced ● “Phony” ● Paraphrase ● Frame Story ● Social Critic ● Comprehend ● Direct Characterization ● Adolescence ● Apply ● Depression ● Compare/Contrast ● Indirect Characterization (speech, ● Summarize thoughts, effect on others, actions, and ● Analyze looks) ● Evaluate ● Narrator Reliability ● Synthesize ● First Person Point of View ● Create ● Examine (identify and analyze) ● Protagonist ● Quotation integration ● Dynamic versus Static/Stock Characters ● Literary Criticism ● Verbal Irony (Sarcasm) ● Voice ○ Tone ○ Diction ○ Syntax ● Internal/External Conflict causality and relationships ● Symbolism ● Motif ● Theme Previously Introduced and Relevant

40 English Literature and Composition (Academic Level) Summer 2017

● Literal/Figurative ● Internal/External Conflict

Learning Objectives – The student will… Assessment Opportunities ● Identify authorial choices and analyze them in order to Duration of the novel: Guided Notes explicate the various aspects of a text and how those aspects of Students complete guided note charts as they identify textual the text affect the meaning and purpose evidence of indirect and direct characterization, symbolism, narrator ● Cite strong, thorough, and appropriate textual evidence to reliability, and social commentary support analysis ● Students synthesize information from multiple sources and original argument ● Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content, using context, patterns of word changes, and reference materials

● Write arguments to support claims in an analysis of substantive Duration of the novel: Passage Analysis Response topics or texts, using valid reasoning and relevant and Students will complete three to four passage analysis responses in sufficient evidence--students develop organization that which they interpret textual meaning and analyze language and establishes clear relationships among claims. elements of the novel. Students will pair this with the study of informational text in the form of literary criticism excerpts. To accommodate varying student abilities, the teacher may locate the criticism or ask students to identify and find appropriate sources.

Duration of the novel: Quiz/Passage Analysis Response ● Demonstrate understanding of the text, ability to make Students will complete three to four reading quizzes and passage connections between texts, ability to analyze text for literal and analysis responses in which they interpret textual meaning and figurative meaning analyze language and elements of the novel.

41 English Literature and Composition (Academic Level) Summer 2017

● Demonstrate command of the conventions of standard English Duration of the novel: Grammar and Style grammar and usage when writing or speaking (D) Assessed through writing assignments and quizzes. ● Use parallel structure. * ● Use various types of phrases ● Understand and apply different key terms: noun, verb adjectival, adverbial, participial, prepositional, absolute, and clauses, independent, dependent, noun, relative, adverbial ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (D) ● Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. ● Use a colon to introduce a list or quotation. ● Determine or clarify the meaning of unknown and multiple- Duration of the novel: Vocabulary Study meaning words. Sadlier Oxford and vocabulary in context (readings) ● Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). ● Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. ● Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary) ● Analyze nuances in the meaning of words with similar denotations.

42 English Literature and Composition (Academic Level) Summer 2017

Point of view impacts the context/background of a novel State of the American Teen Discussion and Response (point of view and exposition): ● Discussion Behaviors: ● Establishing current teen values and using them as a lens to Students initiate and participate in collaborative discussions, analyze and evaluate Holden’s point of view and perceptions. demonstrating most of the following behaviors: Following a discussion of current teen issues and possible Respond (Parallel Responses) application to the first four chapters of the novel, students Start a new thread will create a thought bubble reflecting Holden’s commentary, Initiate a new point/idea interests, and observations. Students will prioritize key Paraphrase/Summarize (Consensus Building; Clarification) passages to determine what illustrations should be in the Ask a question thought bubble. Offer evidence (see Reading Standards re: distinctions between ● Students will also read the first two pages of chapter one elaboration and evidence) aloud to establish an initial understanding of tone, diction, Effective piggybacking and syntax. This lesson should initially focus on how tone is Preparation for Discussion interpreted through social media. Students will then shift to a Engaging/Inviting others into the conversation read aloud to help infer how the text should sound. Norm setting ● This will also allow the teacher to establish effective discussion behaviors necessary for later small group collaborations.

Demonstrate understanding of figurative language, word relationships, Language Analysis (tone, diction, and syntax) and nuances in word meanings. Students examine passages from the novel, draw conclusions about Holden’s attitudes, and identify syntax and diction used to develop tone. Suggestion: Assignment 1: provide attitude/tone and students identify syntax and diction. Assignment 2: students identify tone and support conclusion with evidence from the text (syntax and diction.) Optional Assignment 3: Write in his voice (possibly imagine a social media platform as a means to deliver his observations).

43 English Literature and Composition (Academic Level) Summer 2017

Demonstrate understanding of figurative language, word relationships, Scene Revisit (narrator reliability) and nuances in word meanings. ● Students perform a close read of Holden’s recollection of Allie and the night he died. Students then analyze the disconnection between what he says versus what he thinks to understand how his recollection and emotions cloud his perceptions and ability to be honest about his internal conflict. Students revisit a scene and examine how Holden’s perspective affects reader’s understanding. They then reconsider how the events of the scene may have occurred differently.

● Demonstrate understanding of figurative language, word Symbolism Introductions and Analysis: relationships, and nuances in word meanings. ● Close readings of key passages and literary criticism focused Research: on the objects and key characters in the novel (ducks, ● Students select sources with appropriate application to the hunter’s hat, museum, carousel, catcher in the rye, Allie, research question with limited guidance from teachers. Jane, Nuns). Students will use literary criticism to help ● Students will appropriately use information from sources with inform their understanding and examine the ambiguity of proper citation. symbols. ● Students evaluate sources for relevance and applicability ● Following the study of symbolism, students will examine ● Students synthesize information from multiple sources and how symbolism and motifs demonstrates Holden’s character original argument progression through the novel.

● Write arguments to support claims in an analysis of substantive Characterization Study, Discussion and Written Response: topics or texts, using valid reasoning and relevant and ● In groups of three-four students explore Holden’s values sufficient evidence--students develop organization that through his interactions, relationships, and conflicts with establishes clear relationships among claims. different female characters. Students show evidence of ● Content shapes organization. collaborative brainstorming to develop a thesis statement. Evaluate evidence, use the most appropriate (best) evidence, Following the creation of the thesis statement, students and organize in a logical sequence that best makes argument. should individually contribute one of the below options to a 44 English Literature and Composition (Academic Level) Summer 2017

collaborative essay. All writing should defend your arguments using at least three pieces of textual evidence. ● Note: the teacher may ask students to submit as one cohesive essay or three individual submissions with additional figurative elements required as makes sense per differentiation needs. ○ Focus and analyze how Holden’s interactions with a static character support the collaborative thesis statement. ○ Focus and analyze how a figurative image reflects Holden’s perspective to support the collaborative thesis statement. ○ Analyze one of Holden’s key personality traits. Draw conclusions about his character based on the trait you choose. ● Identify authorial choices and analyze them in order to Exploring Salinger’s Exposition & Climax: explicate the various aspects of a text and how those aspects of ● How is the beginning of the novel connected to the end of the the text affect the meaning and purpose novel? Students will discuss how Holden progresses throughout the novel and examine his dynamic change as depicted through language, characterization, and symbolism.

Analyze theme development (prove existence of them and understand Missing Scene or Analytical Essay requiring students to analyze how theme progresses) the same elements. Students examine characters, symbols, and narrator reliability as they Adv. the plot or theme construct an original scene or write a "This I Believe" in Holden's Interaction between conflicts (internal/external) voice or the students’ individual experiences and/or social criticism. ● Narrative: Students write a scene narrated from Holden’s Closely read a text in order to relate function to form, genre and point of view as he sits with a psychologist and discusses his structure to craft choices conflicts or a lost scene in the novel. The goal of this

narrative is for the student to mimic the way Holden 45 English Literature and Composition (Academic Level) Summer 2017 identification and analysis of how author creates tone and the impact communicates through speech, description, emphasis on key of tone on text effectiveness: “What is the author’s purpose and prove objects (symbols) and people (characters) to help understand it exists” Holden’s primary internal conflict and how it relates to his

reliability. Identify authorial choices and analyze them in order to explicate the various aspects of a text and how those aspects of the text affect the ● Analytical: Following the narrative, students write an meaning and purpose analysis of their authorial choices and explain how he/she uses characterization, symbolism, internal conflict, and theme POV informed by the cultural context of the work that is consistent with the novel.

Sequence of Teaching and Learning Number of Lessons Lesson Topic Lesson Activities / Blocks Lesson 1 Point of view and State of the American Teen Discussion and Response: discussion (large and small groups, Days: 3 exposition close reading of key passages, and teacher modeling)

Lesson 2 Characterization Lesson: Characterization Days: 1 Direct and indirect Direct and indirect characterization

Students will examine how a character’s actions and language reflects their choices and reflect direct/indirect knowledge of the character’s values, attitudes, and beliefs. Situational Analysis: Students will select a passage that offers evidence of internal/external conflict. With a partner, students will analyze the different factors and variables that contribute to internal/external conflicts experienced by the characters.

46 English Literature and Composition (Academic Level) Summer 2017

Following this, students will sort out what information is discerned through the author directly stating it (i.e. I am a terrible liar.) versus what do we see through indirect mechanisms related to the character’s actions, reactions, appearance, and speech. Lesson 3 Voice Language Analysis Days: 2 Tone, diction, syntax ● Students examine passages from the novel, draw conclusions about Holden’s attitudes, and identify syntax and diction used to develop tone. ● Suggestion: ○ Assignment 1: provide attitude/tone and students identify syntax and diction. Assignment 2: students identify tone and support conclusion with evidence from the text (syntax and diction.) ○ Optional Assignment 3: Write in Holden’s voice (possibly imagine a social media platform as a means to deliver his observations.) Lesson 4 Narrator Reliability Scene Revisit Days: 2 ● Students perform a close read of Holden’s recollection of Allie and the night he died. Students then analyze the disconnection between what he says versus what he thinks to understand how his recollection and emotions cloud his perceptions and ability to be honest about his internal conflict. ● Students revisit a scene and examine how Holden’s perspective affects reader’s understanding. They then reconsider how the events of the scene may have occurred differently. Lesson 5 Symbolism Symbolism Introductions and Analysis: Days: 6 days ● Close readings of key passages and literary criticism focused on the objects and key (note: teachers characters in the novel (ducks, hunter’s hat, museum, carousel, and catcher in the rye) address the symbols ● Students will apply, research evaluate literary criticism interpretations. as they 47 English Literature and Composition (Academic Level) Summer 2017 chronologically occur in the novel) Lesson 6 Mini Synthesis of Characterization Study, Discussion and Written Response: Days: 3 days Characterization ● In groups of three-four students explore Holden’s values through his interactions, (direct/indirect), relationships, and conflicts with different female characters. voice, narrator ● Mini lessons on: thesis development, effective quote selection and integration, and reliability, and meaningful elaboration and argument focusing on language and situational analysis symbolism Lesson 7 Progression, Pacing, Exploring Salinger’s Exposition & Climax: Days: 1 day Dynamic Character ● Student discussion and charting of how Holden progresses throughout the novel and Development examine his dynamic change as depicted through language, characterization, and symbolism Lesson 8 Summative Missing Scene or Analytical Essay requiring students to analyze literary elements. Days: 6 days Assignment ● Students examine characters, symbols, and narrator reliability as they construct an (assessing the original scene. understanding of the ● Writing mini lessons (dialogue, voice, pacing), as well as quote selection, integration, above topics) citation, organization, and focus.

48 English Literature and Composition (Academic Level) Summer 2017

Unit Title Journey Back to Childhood: Re-Examining Our Perspective on Children’s Literature Essential Questions & Theme Enduring Understandings How do growth and age affect our perception of storytelling? How do our previous experiences affect the way we perceive stories? How does reflection create an opportunity for increased awareness of our reactions to text? How is children’s literature a complex art form designed to prompt a variety of reactions?

Skill and Process How is storytelling an oral art form designed to engage and entertain? What choices do storytellers make to enhance the oral presentation of a work? How do authors and illustrators use a variety of storytelling and artistic techniques to communicate values and beliefs? How does an author create tension to advance the protagonist’s development? In what ways does an author use literal and figurative (metaphorical) means of expression? How does a reader use close reading strategies to comprehend text, analyze authorial choices, and find deeper meaning?

ANCHOR TEXT UNIT FOCUS ● Children’s Literature ○ AbiYoYo by Pete Seeger Students will examine how children’s literature spurs imagination and curiosity about the ○ Selections may range, but world. Throughout this unit, students will explore children’s literature from a variety of should reflect the various perspectives to examine the origins of storytelling and analyze how the explicit and implicit purposes of storytelling traits of the stories communicate values, attitudes, and beliefs. Specifically, each day will ranging (i.e. to entertain, offer workshops and opportunities for small group and independent learning related to the teach, and to prompt exploration and analysis of key traits and features of children’s literature. thought), as well as a variety

49 English Literature and Composition (Academic Level) Summer 2017

of storytelling genres: LEVELED RESOURCES wordless picture books, chapter books, and standard Support Enrichment 32 page picture books. Tiered informational text and videos Tiered informational text and videos providing

providing background about the respective background about the respective authors. RELATED TEXTS authors. (Nonfiction Text and Videos)

Children’s Literature Presentation materials (consult with the school librarian): https://docs.google.com/presentation/d/1fy XDIOPtxDTaOBl2T8zA-AbLQ5wXb-nm- DxBCtp4sI0/pub?start=false&loop=false& delayms=3000

“The Apartheid of Children’s Literature” by Chris Myers: http://www.nytimes.com/2014/03/16/opinio n/sunday/the-apartheid-of-childrens- literature.html?_r=0

Assessing Children’s Literature from the Anti-Defamation League: http://archive.adl.org/education/assessing.ht ml#.V2mQHusrLIU

50 English Literature and Composition (Academic Level) Summer 2017

Common Core Standards PA Core Standards Reading Reading CC.9-10.R.L.1 1.2.10.D CC.9-10.R.L.2 1.3.10.C CC.9-10.R.L.4 1.3.11.A 1.3.LC Writing CC.9-10.W.3 Writing CC.9-10.W.3a CC.9-10.W.3b 1.5.C.A CC.9-10.W.4 1.5.C.B 1.5.C.C Speaking & Listening 1.5.C.D CC.9-10.SL.1 1.5.C.E CC.9-10.SL.1.a 1.5.C.F 1.5.10.A Language 1.5.10.B CC.9-10.L.1 CC.9-10.L.1a Speaking & Listening CC.9-10.L.1b 1.3.10.D CC.9-10.L.2 1.5.10.C CC.9-10.L.2a 1.5.10.D CC.9-10.L.2. 1.5.10.F CC.9-10.L.3 1.6.10.A CC.9-10.L.3a

Key Unit Vocabulary Academic Literary Text-Dependent 51 English Literature and Composition (Academic Level) Summer 2017

Writing Newly Introduced ● Principles of Design ● Storytelling ● Perspective ○ Dominance ● Patterned Language ○ Balance Previously Introduced ○ Contrast ● Comprehend ● Predictability ○ Gradation ● Apply ● Rhythm/Rhyme ● Compare/Contrast ● Assonance/Consonance/Alliteration ○ Alternation ○ Variation ● Summarize ● Pace ○ Harmony ● Analyze ● Anticipation/Tension ● Synthesize ○ Unity ● Color/Value ● Create ○ Realistic ● Metaphor/Simile ● Examine (identify and analyze) ○ Abstract ● Quotation integration ● Personification ○ Nonobjective ● Quote citation ● Hyperbole ○ Folk art ● Imagery ○ Cartoon art

Previously Introduced ● Literal/Figurative ● Symbolism and Imagery ● Characterization ● Voice: Tone, syntax and diction ● Internal Conflict/External Conflict ● Plot Progression

● Use various types of phrases ● Understand and apply different key terms: noun, verb adjectival, adverbial, participial, prepositional, absolute, and clauses, independent, dependent, noun, relative, adverbial ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (D) ● Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. ● Use a colon to introduce a list or quotation. ● Determine or clarify the meaning of unknown and multiple- Duration of the novel: Vocabulary Study meaning words. Sadlier Oxford and vocabulary in context (readings) ● Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). ● Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. ● Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary) ● Analyze nuances in the meaning of words with similar denotations.

● Identify authorial choices and analyze them in order to Reflection via Journal Writing and Discussion: explicate the various aspects of a text and how those aspects of Each day the teacher will read a story and then ask students to the text affect the meaning and purpose respond to a different prompt. The story selections may range, but 53 English Literature and Composition (Academic Level) Summer 2017

● Initiate and participate in collaborative discussions, each selection should offer fodder for reflection and discussion. If demonstrating understanding of text, preparation, initiation of the teacher needs assistance with selections, consult the STHS new point/idea, effective piggybacking librarian.

● Demonstrate understanding of figurative language, word Extension Menu relationships, and nuances in word meanings. ● Students will select from a variety of choices within each ● POV is informed by the cultural context of the work strand (oral storytelling, literal/figurative implications, and values, attitudes, and beliefs) explored within this unit. The choices for each strand are explained with each lesson. ● Identify authorial choices and analyze them in order to Seeing the World as a Storyteller: explicate the various aspects of a text and how those aspects of ● The teacher and librarian will work together to introduce the the text affect the meaning and purpose. unit. The initial focus should be on children’s literature as a complex art form designed for multiple purposes. ● The teacher or librarian will read AbiYoYo to the class. ● Students will complete a brief exit ticket to check for understanding: What are the oral elements of storytelling and how does it affect the listener's’ understanding of the story? ● Students will also select a children’s book and choose from menu of oral storytelling options. Later in the unit, they will practice and then perform a story for the teacher or the class at large. Options for storytelling range from: single/traditional performance, rapping/singing the words to the book/performing with pantomime and actions the book, or choral reading.

● Identify authorial choices and analyze them in order to Making Literal/Figurative Shifts: Examining the Explicit and explicate the various aspects of a text and how those aspects of Implicit Details of Illustrations and Text the text affect the meaning and purpose. Students will develop close reading strategies by exploring the ● Demonstrate understanding of figurative language, word literal/figurative elements of children’s literature. relationships, and nuances in word meanings. 1. The teacher begins the class with the participation/reflection 54 English Literature and Composition (Academic Level) Summer 2017

● Write while considering the needs of the audience journal selection focused on the literal/figurative elements of ● Understand how content shapes organization the text (see Days Two and Three above). 2. Students will complete a brief exit ticket to check for understanding: What are the literal/figurative elements of storytelling and how does it affect the listener's’ understanding of the story? 3. Students will also select a children’s book and choose from menu of techniques of storytelling options. For homework or classwork, students will range from: write the words to a wordless picture book, illustrating key passages from the first ten pages of a children’s chapter book, or selecting an image and writing a one-two paragraph analysis of the figurative meaning developed by the image and text.

● Identify authorial choices and analyze them in order to Exploring the Values, Attitudes, and Beliefs: Analyzing Theme explicate the various aspects of a text and how those aspects of and Evaluating the Diversity and Inclusion of Children’s the text affect the meaning and purpose. Literature ● Demonstrate understanding of figurative language, word Students will develop close reading strategies by exploring the relationships, and nuances in word meanings. values, attitudes, and beliefs of children’s literature. ● Point of View is informed by the cultural context of the work 1. The teacher begins the class with the participation/reflection ● Students will appropriately use information from sources with journal selection focused on the visuals (see Days Four and proper citation. Five above). 2. Students will complete a brief exit ticket to check for understanding: How can the different storytelling elements communicate explicit or implicit values, attitudes, or beliefs? 3. Students will also select a children’s book and choose from menu of techniques of storytelling options. For homework or classwork, students will choose from writing two paragraphs comparing/contrasting their perceptions of a children’s book from childhood to adolescence, re-telling a classic tale from 55 English Literature and Composition (Academic Level) Summer 2017

an alternate perspective in order to be more inclusive, or writing a two paragraph evaluation of a children’s book with attention to inclusion versus exclusion (this will be addressed to the school librarian and focus on why the book should be included or excluded from the school collection). ● Reflect on learning process and knowledge gained. Celebrating Our Studies: Workshop and Learning Reflection ● Communicate ideas clearly and effectively ● Students will write a final reflection assessing their growth and learning throughout the duration of the unit. If time permits, students will share these final reflections with small or large groups.

Sequence of Teaching and Learning Number of Lessons Lesson Topic Lesson Activities / Blocks Days: 6 Topics range and are Reflection via Journal Writing and Discussion: Classwork for intro delineated in the third Each day the teacher will read a story and then ask students to respond to a different prompt. activity for each day column. The story selections may range, but each selection should offer fodder for reflection and of the unit discussion. If the teacher needs assistance with selections, consult the STHS librarian. ● Day One: What are your memories of being read to or experiencing early childhood reading? ● Day Two: What visuals did you notice? How did they contribute to the storytelling? What are the literal/figurative shifts necessary to understand all layers of the story? ● Day Three: Create a visual - what figurative ideas did this prompt? Draw an image and explain your thinking. ● Day Four: Children’s literature often introduces difficult topics in subtle ways - what did you notice? What lesson did the story teach? What values and beliefs did the author communicate through the story? ● Day Five: What ambiguity does the story suggest? How does it require the reader to shift perspectives? What lesson does this imply? Days 6 ● Oral Extension Menu 56 English Literature and Composition (Academic Level) Summer 2017

Anchor Storytelling ● Students will select from a variety of choices within each strand explored within this Activities/Homewor ● Figurative unit. The choices for each strand are explained with each lesson. k for each day Implications ● After the students completes the reflection and discussion portion of each lesson, they of should have time to workshop the various products and consult/collaborate with the Storytelling teacher/librarian and peers regarding their oral storytelling performance, and ● Values, completion of the assignments for the figurative implications of storytelling, and Attitudes, and evaluation of values, attitudes, and beliefs. Beliefs of Storytelling

Lesson 2 The Oral Seeing the World as a Storyteller: Days: 1 Implications of ● The teacher and librarian will work together to introduce the unit. The initial focus Storytelling: (tone, should be on children’s literature as a complex art form designed for multiple diction, syntax, sound purposes. patterns, ● The teacher or librarian will read AbiYoYo to the class. As the teacher reads, the predictability, students will be asked to do the following: structure, pace, plot ● Observe and note how the teacher brings to life different oral aspects of the story. progression, ● Reflect on to what degree does storytelling become a performance designed to anticipation/ tension) engage the audience? ● Evaluate the different traits of the text that contribute to the performance. ● Following the initial read and discussion, the teacher or librarian will follow up with a quick overview of the traits: structure, patterned language, predictability, tension, plot progression, anticipation/tension, and pace. ● The students will then engage in a paired activity with a children’s book selected from the classroom selections. Students will look for evidence of these traits and be prepared to report out about their findings. ● At the end, students will complete a brief exit ticket to check for understanding: What are the oral elements of storytelling and how does it affect the listener's’ understanding of the story? ● Students will also select a children’s book and choose from menu of oral storytelling 57 English Literature and Composition (Academic Level) Summer 2017

options. Later in the unit, they will practice and then perform a story for the teacher or the class at large. Options for storytelling range from: single/traditional performance, rapping/singing the words to the book/performing with pantomime and actions the book, or choral reading.

Lesson 3 Literal/Figurative Making Literal/Figurative Shifts: Examining the Explicit and Implicit Details of Days: 2 Analysis with Illustrations and Text attention to Allegory, Students will develop close reading strategies by exploring the literal/figurative elements of Symbolism, Imagery, children’s literature. Connotation, and 1. The teacher begins the class with the participation/reflection journal selection focused Denotation on the literal/figurative elements of the text (see Days Two and Three above). 2. Following the participation/journal selection, the teacher and librarian will use the discussion to complete the below activities. a. Whole Group: observe and note the different visual and textual literal/figurative elements within the text. The teacher can opt to shift this into two reads across two days or blend the ideas into one read and extend the discussion. b. Reflect on to what degree figurative ideas contribute to the text. c. Reflect on what students may recall about figurative ideas from their own childhood reading and how this may have shifted as an adolescent. d. Evaluate the different traits of the illustrations and text that contribute to the performance. 3. Following the initial read and discussion, the teacher or librarian will follow up with a quick overview of the traits: Visual Elements, Composition, Media, Style, and Principles of design. This information should be broken out across two days so student have appropriate time to process and apply the information. 4. The students will then engage in a paired activity with a children’s book selected from the classroom selections. Students will look for evidence of these traits and be prepared to report out about their findings. 58 English Literature and Composition (Academic Level) Summer 2017

5. At the end, students will complete a brief exit ticket to check for understanding: What are the literal/figurative elements of storytelling and how does it affect the listener's’ understanding of the story? 6. Students will also select a children’s book and choose from menu of techniques of storytelling options. For homework or classwork, students will range from: write the words to a wordless picture book, illustrating key passages from the first ten pages of a children’s chapter book, or selecting an image and writing a one-two paragraph analysis of the figurative meaning developed by the image and text.

Lesson 4 Theme, Plot, & Exploring the Values, Attitudes, and Beliefs: Analyzing Theme and Evaluating the Days: 2 Characterization Diversity and Inclusion of Children’s Literature Students will develop close reading strategies by exploring the values, attitudes, and beliefs of children’s literature. 1. The teacher begins the class with the participation/reflection journal selection focused on the visuals (see Days Four and Five above). 2. Following the participation/journal selection, the teacher and librarian will use the discussion to complete the below activities. a. Whole Group: day one of this lesson - read the ADL statement regarding the diversity and inclusion of children’s literature (see resources for a link to this article); day two - read the article by Chris Myers, “The Apartheid of Children’s Literature.” The teacher can opt to have use these articles as a basis for a think pair/share activity (either within the same day or across the two days - the sharing would occur on the second day). b. Reflect on to what degree children’s literature explicitly and implicitly communicates values, attitudes, and beliefs based on authorial choices ranging from the plot, literal/figurative implications, and character choices. c. Reflect on what students may recall about values, attitudes, and beliefs from their own childhood reading and how this may have shifted as an adolescent. d. Following the initial read and discussion, the teacher or librarian will follow up with a quick overview of the different purposes of storytelling: to entertain, 59 English Literature and Composition (Academic Level) Summer 2017

teach, or prompt thought. 3. The students will then engage in a paired activity with a children’s book selected from the classroom selections. Students will evaluate the book for evidence of the values, attitudes, and beliefs and be prepared to report out about their findings. 4. At the end, students will complete a brief exit ticket to check for understanding: How can the different storytelling elements communicate explicit or implicit values, attitudes, or beliefs? 5. Students will also select a children’s book and choose from menu of techniques of storytelling options. For homework or classwork, students will choose from writing two paragraphs comparing/contrasting their perceptions of a children’s book from childhood to adolescence, retelling a classic tale from an alternate perspective in order to be more inclusive, or writing a two paragraph evaluation of a children’s book with attention to inclusion versus exclusion (this will be addressed to the school librarian and focus on why the book should be included or excluded from the school collection). Lesson 5 Celebrating and Celebrating Our Studies: Workshop and Learning Reflection Days: 1 day Sharing Student ● This is a community activity designed to unify and reflect on connections across the Accomplishments different lessons. Students will share their portfolio of work within small or large (Unifying the final groups and provide feedback to each other about their accomplishments. elements of the lesson) ● Following the sharing of the work, students will write a final reflection assessing their growth and learning throughout the duration of the unit. If time permits, students will share these final reflections with small or large groups.

Resources for this Unit: Vocabulary (1-2 Days a Week, On-going): ● Occasional Homework ● One unit every 2-3 weeks ● Quiz every 2-3 weeks Grammar (2-3 Days a Week, On-going): 60 English Literature and Composition (Academic Level) Summer 2017

● SMART Board Mini-Lessons ● Activities

61 English Literature and Composition (Academic Level) Summer 2017

Unit Title Nonviolent Resistance: The Individual’s Moral Obligation to Act Essential Questions & Enduring Understandings Theme When do individuals have a moral obligation to act? What collective responsibility exists to create a just and equitable society? How can tension be used to compel constructive negotiation? When and why can civil disobedience be effective?

Skill and Process How do authors integrate connotation, denotation, figurative language, diction, and syntax to develop an argument? What form and organizational choices do author’s craft to accomplish their purpose? How do authors craft emotional and rational appeal to develop an argument? How does a reader use close reading strategies to comprehend text, analyze authorial choices, and find deeper meaning? What rhetorical choices does a writer make to address their audience?

ANCHOR TEXT UNIT FOCUS ● Short Documentary (11 minutes) - Dr. Visser Speaks about Lolita Students will examine several nonfiction works in order to understand how individuals (whale captivity) throughout history use nuances of language to promote major individual, societal, and https://www.youtube.com/watch?v= governmental change. To this end, students will study a variety of authors and genres kvYc2o__uz0 through study of aphorisms, Martin Luther King, Jr.’s writings including “Nonviolent ● “The Ebola Information Paradox” Resistance” and the “I Have a Dream” speech. Using creative, as well as analytical verbal by Steven Johnson or “A Senate in and written expression students will explore various interpretations and rhetorical styles. the Gun Lobby’s Grip” by Gabrielle

62 English Literature and Composition (Academic Level) Summer 2017

Gifford” LEVELED RESOURCES ● Varied aphorisms by the Founding Father and other contemporary Support Enrichment authors as applicable to the unit. ● Tiered informational text and ● Tiered informational text and videos ● Excerpts from the Declaration of videos providing background about providing background about the Independence the respective authors and era. respective authors and era. ● “I Have a Dream” by Martin Luther ● Where noted writings can be ● Where notes, writing can be used as King, Jr. excerpted to support developing excerpts or whole text in order to create ● “Nonviolent Resistance” by Martin readers. greater context and layers of Luther King, Jr. understanding of the related issues and ● Options: “Civil Disobedience” by philosophies. Henry David Thoreau (excerpts or

all), “Letter from Birmingham Jail” by Martin Luther King, Jr. (excerpts or all), or the Nobel Peace Prize Acceptance Speech by Martin Luther King, Jr. (optional)

RELATED TEXTS (Nonfiction Text and Videos; found in the library)

● Image of Dr. King from the Philadelphia Art Museum Represent 200 Years of African American Art Show: https://beta.prx.org/stories/140278 ● Martin Luther King, Jr. Biography (informational text or video)

63 English Literature and Composition (Academic Level) Summer 2017

● History of Civil Rights DVD ● “I Have a Dream” speech DVD

Writing Writing CC.9-10.W.2 1.4.9.A CC.9-10.W.2a 1.4.10.B CC.9-10.W.2b 1.4.10.C CC.9-10.W.3 1.4.C.A CC.9-10.W.3a 1.4.C.B CC.9-10.W.3b 1.4.C.C CC.9-10.W.3c 1.5.C.A CC.9-10.W.3d 1.5.C.B CC.9-10.W.4 1.5.C.C 1.5.C.D Speaking & Listening 1.5.C.E CC.9-10.SL.1 1.5.C.F

64 English Literature and Composition (Academic Level) Summer 2017

CC.9-10.SL.1a 1.5.10.A CC.9-10.SL.3 1.5.10.B

Language Speaking & Listening CC.9-10.L.1 1.1.10.B CC.9-10.L.1a 1.1.10.C CC.9-10.L.1b 1.3.10.D CC.9-10.L.2 1.5.10.C CC.9-10.L.2a 1.5.10.D CC.9-10.L.2b 1.5.10.F CC.9-10.L.3 1.6.10.A CC.9-10.L.3a CC.9-10.L.4 CC.9-10.L.4a CC.9-10.L.4b CC.9-10.L.4c CC.9-10.L.4d CC.9-10.L.5 CC.9-10.L.5a CC.9-10.L.5b CC.9-10.L.6

Key Unit Vocabulary Academic Literary Text-Dependent Writing Newly Introduced ● Civil Disobedience ● Methods of Development ● Methods of propaganda ● Check ○ Cause/Effect ● emotional appeal (pathos) ● Birmingham ● Lincoln Memorial ○ Compare/Contrast ● rational appeal (logos)

65 English Literature and Composition (Academic Level) Summer 2017

○ Sequence ● ethical appeal (ethos) ○ Process ● Rhetorical Square (Audience, Voice, ○ Problem-Solution Message, and Purpose) ● Connotation/Denotation Previously Introduced ● Comprehend Previously Introduced ● Apply ● Compare/Contrast ● Pace ● Summarize ● Literal/Figurative ● Analyze ● Symbolism and Imagery ● Synthesize ● Voice: Tone, syntax, and diction ● Create ● Metaphor/Simile ● Examine (identify and analyze) ● Quotation integration ● Imagery ● Quote citation

Learning Objectives – The student will… Assessment Opportunities ● Demonstrate command of the conventions of standard English Duration of the novel: Grammar and Style grammar and usage when writing or speaking (D) Assessed through writing assignments and quizzes. ● Use parallel structure. * ● Use various types of phrases ● Understand and apply different key terms: noun, verb adjectival, adverbial, participial, prepositional, absolute, and clauses, independent, dependent, noun, relative, adverbial ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (D) ● Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. ● Use a colon to introduce a list or quotation.

66 English Literature and Composition (Academic Level) Summer 2017

● Determine or clarify the meaning of unknown and multiple- Duration of the novel: Vocabulary Study meaning words. Sadlier Oxford and vocabulary in context (readings) ● Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). ● Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. ● Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary) ● Analyze nuances in the meaning of words with similar denotations.

● Closely read a text in order to relate function to form, genre, Reflection via Journal Writing and Discussion: and structure to craft choices Each day the teacher will provide different aphorisms, images, or ● Understand denotative and connotative meanings and how key quotes from civil disobedience texts and then ask students to literal meanings lean into figurative meanings respond to a different prompt. The prompts may range, but each ● Understand how the denotative and connotative, literal and selection should offer fodder for reflection and discussion. figurative meanings affect author’s purpose ● Analyze text for tone ● Cite strong, thorough, and appropriate text textual evidence to support analysis ● Demonstrate understanding of figurative language, word Close Reading Strategies: relationships, and nuances in word meanings. Examination of sentence types/variety and types of appeal in the text ● POV is informed by the cultural context of the work in “A Senate in the Gun Lobby’s Grip by Gabrielle Gifford” or a 67 English Literature and Composition (Academic Level) Summer 2017

similar editorial style text: 1. Students should complete journal responses one and two across the two days. 2. Students will work on developing close reading strategies. The teacher will model with the class the first part of the article, students will then read in pairs the remainder of the article. While reading students will annotate and apply close reading strategies such as rereading, chunking, observing, and questioning. 3. Following the reading, students shift to small groups and complete a SOAPSTONE graphic organizer to review the editorial. 4. To check for understanding, students will then evaluate the author’s effectiveness in a one paragraph response.

● Identify authorial choices and analyze them in order to One-Hundred-Forty-Characters or Less: What and how does an explicate the various aspects of a text and how those aspects of Aphorism Communicate? the text affect the meaning and purpose. 1. Aphorism Analysis: In pairs, students will select an aphorism and then analyze its effectiveness with specific focus on explicit and implicit elements. 2. Aphorism Creation: Students will originate their own aphorism and then analyze why and how it is effective.

● Identify authorial choices and analyze them in order to Demanding Equality: 50 years of “I Have a Dream” Why and explicate the various aspects of a text and how those aspects of How Did it Transform society? the text affect the meaning and purpose. 1. Students should complete journal responses one and two ● Demonstrate understanding of figurative language, word across the two days. relationships, and nuances in word meanings. 2. Following the study of the Civil Rights Era and the viewing of the “I Have a Dream” Speech, students will connect one 68 English Literature and Composition (Academic Level) Summer 2017

idea in the speech to the background information. This can be a written response or structured as a small group/large group discussion. 3. Students will begin to break down the allusions, metaphors/similes, and repetition. Activities can range from: a. Illustrating the language via concept maps. To help guide students, they can write out a check to match the language in Dr. King’s extended metaphor. b. Small group work via experts jigsaw c. Mini-presentations with digital images to guide understanding. Note: when students examining repetition, they need to evaluate the connotation and denotation of the words. d. In conjunction with the activities a-d, students should record the information in a guided note taking sheet. 2. At the end, students will complete an evaluative response examining how King persuades his audience.

● Identify authorial choices and analyze them in order to The Path to Equality: Examining the Qualities and Reasoning explicate the various aspects of a text and how those aspects of for Non-Violence the text affect the meaning and purpose. Students will develop close reading strategies by examining King’s ● Demonstrate understanding of figurative language, word use of allusion, metaphor/simile, and organization. relationships, and nuances in word meanings. 1. Students should complete journal responses for days six- ● Point of View is informed by the cultural context of the work eight. ● Students will appropriately use information from sources with 2. Following the journal activities, students will begin to break proper citation. down the allusions, metaphors/similes, and organization. Activities can range from: a. Illustrating the language via concept maps. To help guide students, they can write out a check to match the language in Dr. King’s extended metaphor. 69 English Literature and Composition (Academic Level) Summer 2017

b. Small group work via experts jigsaw c. Mini-presentations with digital images to guide understanding. Note: when students examining metaphors/similes, they need to evaluate the connotation and denotation of the words. d. In conjunction with the activities a-d, students should record the information in a guided note taking sheet. 3. At the end, students will complete an evaluative response summarizing King’s argument and evaluating their own ability to respond non-violently.

● Identify authorial choices and analyze them in order to Examining Rhetorical Text: Teaching and Extending our Study explicate the various aspects of a text and how those aspects of of Rhetoric a text and how those aspects of the text affect the meaning and Note: Depending upon the class, options for study can range from purpose “Letter from Birmingham Jail,” “Dr. King’s Nobel Peace Prize ● Evaluate the argument and specific claims in a text, assessing speech, or “Civil Disobedience” by Henry David Thoreau. whether the reasoning is valid and the evidence is relevant and sufficient The purpose of this assignment is for students to speak to apply the ● Present information, findings, and supporting evidence clearly, rhetorical square to a section of the text (Voice, Purpose, Audience, concisely, and logically such that listeners can follow the line and Message) of reasoning and the organization, development, substance, and 1. In small groups, students will narrow their focus to a specific style are appropriate to purpose, audience, and task in greater section and address the elements of the specific message, depth and detail purpose, voice, and audience in your section. Your group ● Make strategic use of digital media will present your information to the class via a live presentation of Voice Thread. 2. Students will take guided notes while observing and reacting to the presentations. The notes you take from other group’s presentations will be permitted for the exit ticket.

70 English Literature and Composition (Academic Level) Summer 2017

Sequence of Teaching and Learning Number of Lessons Lesson Topic Lesson Activities / Blocks Lesson 1 Topics range and are Reflection via Journal Writing and Discussion: Days: 8 delineated in the third Each day the teacher will provide different aphorisms, images, or key quotes from civil Classwork for intro column. disobedience texts and then ask students to respond to a different prompt. The prompts may activity for each day range, but each selection should offer fodder for reflection and discussion. of the unit ● Day One: View a commercial and explain why or why not you would purchase the product. What makes the commercial compelling? ● Day Two: View the short documentary (example: the issue of whales in captivity) and evaluate the varied types of appeal: pathos, logos, and ethos. ● Day Three: What are the implications of how you perceive yourself? Are you more of an individual or do you feel more comfortable conform to societal beliefs and expectations? ● Day Four: What is the impact of being a fighter for equal rights (optional: image response to Martin Luther King, Jr.) ● Day Five: To what degree does an individual have an obligation to stand up for just and unjust laws? ● Day Six: King states: “We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.” What is the literal meaning? What is the figurative meaning? ● Day Seven: “For years now I have heard the word "Wait!" It rings in the ear of every Negro with piercing familiarity. This "Wait" has almost always meant "Never." We must come to see, with one of our distinguished jurists, that "justice too long delayed is justice denied.” What is the denotation of “wait”? What is the connotation of “wait”? How does King use this to develop his message regarding equal rights? ● Day Seven: What are types of non-violent resistance? How does it create tension? ● Day Eight: Why and when is non-violence effective? When is it not? Lesson 2 ethos, pathos logos, Close Reading Strategies: Days 2 Examination of sentence types/variety and types of appeal in the text in “A Senate in the 71 English Literature and Composition (Academic Level) Summer 2017

tone, audience Gun Lobby’s Grip by Gabrielle Gifford” or a similar editorial style text: 1. Students should complete journal responses one and two across the two days.

2. Students will work on developing close reading strategies. The teacher will model with the class the first part of the article, students will then read in pairs the remainder of the article. While reading students will annotate and apply close reading strategies such as rereading, chunking, observing, and questioning. 3. Following the reading, students shift to small groups and complete a SOAPSTONE graphic organizer to review the editorial. 4. To check for understanding, students will then evaluate the author’s effectiveness in a one paragraph response.

Lesson 3 Voice and Brevity: One-Hundred-Forty-Characters or Less: What and how does an Aphorism Days: 2-3 (tone, diction, syntax) Communicate?

1. The teacher will guide and model with the whole group how to break down meaning of an aphorism or statement of comparable length. Students will discuss connotation and denotation of key words. Students can begin with familiar everyday words and then extend to social media hashtags and other social memes (as appropriate to the classroom). Students will then connect these associations with the overall interpretation. 2. Following the first effort, student will then evaluate how syntactic choices affects the meaning of the statement. 3. In small groups of four, students will then research and identify an aphorism interesting to them. As they discuss the aphorism, they should examine the following ideas: a. What is the meaning of this quote? b. If a comparison (implied or overt) is made, how does it strengthen the message? c. How do the syntax and diction play a role in understanding the content? 72 English Literature and Composition (Academic Level) Summer 2017

d. Following this activity, students will break down into pairs to originate their own aphorism and then analyze why and how it is effective.

Lesson 3 Literal/Figurative Demanding Equality: 50 years of “I Have a Dream” Why and How Did it Transform Days: 3 Analysis with society? attention to Allusion, Students will develop close reading strategies by examining King’s use of allusion, Imagery, Repetition, metaphor/simile, and repetition. Connotation, and 1. Students should complete journal responses for days three- five. Denotation 2. The teacher will guide students in a study of the Civil Rights era. To this end, students should read or watch background on Dr. King and the Civil Rights era. Following this study, students will view the “I Have a Dream” Speech and connect one idea in the speech to the background information. This can be a written response or structured as a small group/large group discussion. 3. On the second day of the lesson, students will divide the speech into equal parts and then perform a read aloud with attention to where King stresses key words and ideas. 4. Following this activity, students will begin to break down the allusions, metaphors/similes, and repetition. Activities can range from: a. Illustrating the language via concept maps. To help guide students, they can write out a check to match the language in Dr. King’s extended metaphor. b. Small group work via expert jigsaw c. Mini-presentations with digital images to guide understanding. Note: when students examining repetition, they need to evaluate the connotation and denotation of the words. d. In conjunction with the activities a-d, students should record the information in a guided note taking sheet. 5. At the end, students will complete an evaluative response examining how King persuades his audience.

Lesson 4 Literal/Figurative The Path to Equality: Examining the Qualities and Reasoning for Non-Violence 73 English Literature and Composition (Academic Level) Summer 2017

Days: 3 Analysis with Students will develop close reading strategies by examining King’s use of allusion, attention to Allusion, metaphor/simile, and organization. Imagery, Repetition, 1. Students should complete journal responses for days six- eight. Connotation, and 2. Following the journal activities, students will begin to break down the allusions, Denotation metaphors/similes, and organization. Activities can range from: a. Illustrating the language via concept maps. To help guide students, they can write out a check to match the language in Dr. King’s extended metaphor. b. Small group work via expert jigsaw c. Mini-presentations with digital images to guide understanding. Note: when students examining metaphors/similes, they need to evaluate the connotation and denotation of the words. d. In conjunction with the activities a-d, students should record the information in a guided note taking sheet. 4. At the end, students will complete an evaluative response summarizing King’s argument and evaluating their own ability to respond non-violently.

Lesson 5 Literal/Figurative Examining Rhetorical Text: Teaching and Extending our Study of Rhetoric Days: 4 days Analysis with Note: Depending upon the class, options for study can range from “Letter from Birmingham attention to Allusion, Jail,” “Dr. King’s Nobel Peace Prize speech, or “Civil Disobedience” by Henry David Imagery, Repetition, Thoreau. Connotation, and Denotation The purpose of this assignment is for students to speak to apply the rhetorical square to a section of the text (Voice, Purpose, Audience, and Message) 1. In small groups, students will narrow their focus to a specific section and address the elements of the specific message, purpose, voice, and audience in your section. Your group will present your information to the class via a live presentation of Voice Thread. 2. Students will collaborate and discuss how your section of the document address the elements of the rhetorical square and then develop a presentation to present the following information, please be ready to support your ideas with key textual 74 English Literature and Composition (Academic Level) Summer 2017

references and effective usage of slide design. 3. Students will take guided notes while observing and reacting to the presentations. The notes you take from other group’s presentations will be permitted for the exit ticket.

Resources for this Unit: Vocabulary (1-2 Days a Week, On-going): ● Occasional Homework ● One unit every 2-3 weeks ● Quiz every 2-3 weeks Grammar (2-3 Days a Week, On-going): ● SMART Board Mini-Lessons ● Activities

75 English Literature and Composition (Academic Level) Summer 2017