Madison Public School English 10

Written by: Janice Nellins Ann Vilarino Anne Wessel Dwyer

Revised by: Janice Nellins Anne Wessel Dwyer

Reviewed by: Matthew A. Mingle Assistant Superintendent of Curriculum and Instruction

Dr. Mark R. DeBiasse Supervisor of Humanities

Approval date: October 14, 2014 Revisions approved September 29, 2015

Members of the Board of Education: Lisa Ellis, President Kevin Blair, Vice President Shade Grahling, Curriculum Committee Chairperson David Arthur John Flynn Johanna Habib Thomas Haralampoudis Leslie Lajewski Madison Public Schools 359 Woodland Road Madison, NJ 07940 www.madisonpublicschools.org Course Overview

Description

English 10 is an American Literature course. The course is organized chronologically beginning with the Romantics and culminating in contemporary works of fiction and nonfiction. The diversity and unity of the American experience is reflected in the works studied. Students are required to read difficult works of literature and informational texts, develop a higher level of thinking skills, expand their vocabulary, refine their use of language, integrate sources, create a multimedia presentation, and learn to write in a variety of forms, including narrative, argumentative, and explanatory, with periodic emphasis on prewriting, organizing, and revising.

Students in all levels of English 10 will study both classic and contemporary American works in a variety of genre - novels, memoirs, short stories, poetry, films, including documentary - to broaden and refine the language and communication tools they need to navigate 21st century discourse. Language and literature study at this level provides a bridge from the experience of freshman year, an introduction to scholarship at the secondary level, to the experience of junior year, where students prepare for college-level reading comprehension, analysis and synthesis. While whole class texts form the basis of the curriculum, choice texts are integrated into the curriculum as well. Students should read two self-selected longer works. These texts may be the foundation of the fourth unit or they may be offered as part of two of the other units.

Students enrolled in English 10 are expected to meet the learning objectives articulated in the Common Core State Standards which are specified within each curricular unit of instruction. In general, students enrolled in higher level courses (particularly honors) are expected to be more independent, self-disciplined, and self-motivated; they read a greater number of texts, many of which are of greater length and complexity; their writing is expected to be more fluent and more sophisticated; and their thinking more deeply analytical. Students enrolled in higher level courses (particularly honors) are also expected to produce work of exceptional quality and their work will be evaluated accordingly. Finally, students in higher level courses (particularly honors) can expect a faster pace of instruction and an increased number of assignments that often must be completed independently beyond the walls of the classroom.

Goals

This course aims to: ● develop analytical and critical reading strategies as well as an appropriate vocabulary to comprehend a variety of challenging and sophisticated texts; ● develop strategies to read text closely and support analysis through textual evidence both explicitly and inferentially; ● support the comprehension and analysis of a variety of genres; ● develop and nurture both a love of reading and advanced skills in interpreting literature through individually selected literature circle titles offered throughout the year; ● develop the writing process and writing to learn strategies through which students compose a variety of written responses for different purposes and audiences, employing a range of voices and taking compositional risks; ● use listening and viewing strategies to identify the intent of presentation, critically assess the message and increase listening and viewing sophistication.

Materials

Core: See texts listed under “Applicable Texts” in each unit Supplemental: See list in Suggested Activities and Resources Page

Resources

Suggested activities and resources page - English 10

Benchmarks

Benchmark assessments are given at the conclusion of each unit and focus on the main ideas and anchor standards of the course.

Modifications and Adaptations for Special Needs Learners (Gifted and Talented Students, English Language Learners, Special Education Students, At-Risk Students)

Scope and Sequence Pacing Guide Unit Duration Topic of Study Number

1 1800-1900: Romanticism and Realism: Two Views of 32 lessons America

2 1900-1945: New Voices in the Literary Landscape 32 lessons

3 1945-1959 - The Problems and Possibilities of the 32 lessons American Dream in the Modern Age 4 1960-Present: Continuing the Conversation: 19 lessons Contemporary American Texts

Unit 1 Overview

Unit Title: 1800-1900: Romanticism and Realism: Two Views of America

Unit Summary: This unit focuses on America’s development of a literary identity through Romantic literature in the early 19th century and then the reaction against it with the Realist and Regionalist writings of the late 19th century. While studying the Romantics, students will study the preoccupations of American writers such as Emerson, Thoreau, Irving, Poe, Fuller, and Hawthorne. While studying the techniques of Realist and Regionalist authors, students will examine the writings of Twain and Douglass. In addition, students will be focusing specifically on the author's use of setting, mood, diction, and detail. Writing exercises in this unit will focus on close reading through annotation and journals.

Suggested Pacing: 32 lessons

Learning Targets

Unit Essential Questions: ● What are the tensions between idealism and realism as represented by American writers of the 19th century? ● How is the subject matter of 19th century American writers shaped by the American experience of history and geography? ● How did 19th century American writers use the resources of language to describe nature in both fiction and non-fiction? ● How have contemporary writers and artists been influenced by the preoccupations of 19th century American writers?

Unit Enduring Understandings: ● Close reading requires careful attention to the writer’s choices and is achieved by such strategies as rereading, exploring connotation, and considering multiple points of view. ● Effective text analysis requires an ability to cite several pieces of textual evidence to support what the text says explicitly as well as what the text implies. ● Effective text analysis requires contextualizing and blending relevant support (quote or fact), creating a claim, and providing commentary. ● Creating an interpretation and establishing a viewpoint of a text requires active engagement with the text. ● The work of 19th century American writers has been shaped by their geography. ● The literature of the Romantic and Realist periods established the framework for contemporary American identity in literature. Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as exit tickets, KWL charts, Flipgrid, Edpuzzl, Quizlet, turn and talk, and dramatic interpretation.

Summative Assessments: Close reading of two texts, including one “fresh” text, to assess understanding of the importance of context, ability to determine meanings of vocabulary in context, identify theme or central idea, claims, evidence, and other rhetorical choices.

Applicable Objectives Essential Suggested Standards (Students will be able (NJCCCS CPIs, CCSS, NGSS) Pacing Texts to…) Content Assessments

Anchor Texts: Reading Reading Literature and Reading Literature and ● RL.9-10.1 Cite strong and thorough textual evidence to support 32 lessons Literature and Nonfiction/ Nonfiction/Information analysis of what the text says explicitly as well as inferences Literary Informational Texts: al Texts: drawn from the text. Dark ● Henry Wadsworth Nonfiction/ Romantics: Longfellow, “Nature” Informational ● Dark Romantics: May include: ● RL.9-10.2 Determine a theme or central idea of a text and 8 lessons (Fireside Poets) Texts: analyze in detail its development over the course of the text, ● Transcendentalists ● Reading comprehension including how it emerges and is shaped and refined by specific Transcende ● Henry Thoreau, SWBAT: details; provide an objective summary of the text. checks ntalists: 8 excerpts from “Civil ● Identify the lessons Disobedience” characteristics of ● Fireside Poets: ● Reading analysis quizzes ● RL.9-10.3 Analyze how complex characters (e.g., those with (Transcendentalism) the American multiple or conflicting motivations) develop over the course of Romantic ● Realists and Regionalists a text, interact with other characters, and advance the plot or : 8 lessons ● Ralph Waldo Emerson, literary and Regionalists: ● Informational readings develop a theme. excerpts from artistic tradition related to (Dark ● Others: unit theme Realists: 8 “Self-Reliance” ● RL.9-10.5 Analyze how an author’s choices concerning how to (Transcendentalism) Romanticism Walt Whitman lessons and structure a text, order events within it (e.g., parallel plots), and Emily Dickinson ● Journal assignments Transcendentalis manipulate time (e.g., pacing, flashbacks) create such effects ● Edgar Allan Poe, “The as mystery, tension, or surprise. Masque of the Red m). ● Various literary ● Cite textual evidence to Death” (Dark elements, including the support inferences in open Romanticism) ● Identify these ● RIT.9-10.8 Delineate and evaluate the argument and specific following:genre, ended/paragraph responses characteristics in claims in a text, assessing whether the reasoning is valid and character (round, flat, or CCQC format contemporary the evidence is relevant and sufficient; identify false static, dynamic), ● Walt Whitman, “Song works. statements and fallacious reasoning. setting, plot, ● Read passages and of Myself” or other characterization (direct, determine main selected poems ● Identify the ● RIT. 9-10.1 Cite strong and and thorough textual evidence to indirect), protagonist, idea, supporting characteristics of support analysis of what the the text says explicitly as well as antagonist, conflict details, author’s purpose ● Emily Dickinson, “We American inferences drawn from the text. (internal, external [man and bias if any Grow Accustomed to Realism and vs man, man vs nature, the Dark” and other Regionalism. man vs society]), plot ● RIT. 9-10.2 Determine a central idea of a text and analyze its selected poems (exposition, rising ● Read passage and development over the course of the text, including how it ● Identify the action, climax, falling determine meaning of emerges and is shaped and refined by how it emerges and is unknown vocabulary words ● excerpts of The reasons why action, resolution), shaped and refined by specific details; provide an objective using context clues Narrative of the Life of writers such as point of view (1st, 3rd summary of the text. Frederick Douglass by Walt Whitman [limited, omniscient]), Frederick Douglass and Emily theme, flashback, ● Possible topics that might ● RIT.9-10.3 Analyze how the author unfolds an analysis or (Realist) Dickinson are foreshadowing, symbol, be covered in discussion, series of ideas or events, including the order in which the considered figurative language journal writing, or essay: points are made, how they are introduced and developed, and ● “The Notorious innovators. (simile, metaphor, the connections that are drawn between them. personification) Jumping Frog of ● Compare and contrast Calaveras County” or ● Identify and Thomas Cole’s Romantic ● RIT.9-10.4 Determine the meaning of words and phrases as excerpts from The ● irony (verbal, analyze the use Landscape with Ruined they are used in a text, including figurative, connotative, and Adventures of situational, dramatic) of humor and Tower: 1832 - 36 with the technical meanings; analyze the cumulative impact of specific Huckleberry Finn by satire. Romantic elements of Poe’s word choices on meaning and tone. Mark Twain. ● Author’s purpose/POV “The Fall of the House of (Regionalism) Usher” ● Analyze the ● Diction, including development of connotation and Choice Texts: elements of denotation, archaic ● Analyze the structure and ● RIT.9-10.5 Analyze in detail how an author’s claims are fiction such as language effectiveness of arguments developed and refined by particular sentences, paragraphs, or ● Sherman Alexie, The character and made by Transcendentalist larger portions of a text. Absolutely True Diary mood in a ● Poetic structures, writers . of a Part-Time Indian complex text. including free verse, ● RIT. 9-10.7 Analyze various accounts of a subject in different (S, E, H) blank verse, lyric poetry ● Compare Whitman’s mediums. ● M.T. Anderson, Feed ● Analyze the use “Learn’d Astronomer” to ● 9.1.12.A.1 Apply critical thinking and problem-solving (S, E, H) and effects of an ● Poetic terms and Emerson’s “American strategies during ● Jon Krakauer, Into the devices, including author’s Scholar.” structured learning experiences. Wild (S, E, H) speaker, stanza, structural ● 9.2.12.C.3 Identify transferable career skills and design ● John Green, Looking extended metaphor, choices. alternate career plans. for Alaska (S,E, H) anaphora, imagery, ● Create a naturalist’s journal. ● CRP4. Communicate clearly and effectively and with reason. repetition. ● Read and recall ● Group presentations on In addition to the evidence from anchor texts, teachers ● Local color chapters of Annie Dillard’s the text. should select a variety Teaching a Stone to Talk of works from the list relating each chapter to ● Demonstrate ● Vernacular Transcendentalist below in order to accomplish the close textual philosophy and thought. objectives of the unit. reading skills. In some cases, works ● Develop a synthesis response to the Boston Poe sculpture are suggested for ● Summarize the specific levels. major events of that incorporates the study the text. of Poe’s short stories, documentaries about Poe, Poetry: newspaper articles about the ● Henry Wadsworth ● Determine and sculpture, and/or websites Longfellow, “The Tide trace the central and online photographs. Rises, the Tide Falls” idea(s) and/or and other selected theme(s) of the ● Write a narrative extension poems text. in preparation for the

PARCC ● Garrison Keillor, “The ● Determine Anthem” (compare author’s point of with Whitman and view. Dickinson): www.theatlantic.com/ ● Make magazine/archive/200 predictions, 6/the-anthem/304499 connections, and / inferences.

● David C. Ward, “Walt ● Use context clues Whitman, Emily before and Dickinson, and the during reading. War that Changed Poetry, Forever” includes photographs ● Establish of Whitman and background Dickinson knowledge. http://www.smithsonianm ag.com/smithsonian-instit ● Analyze ution/walt-whitman-emily character’s -dickinson-and-the-war-th dialogue and at-changed-poetry-forever dialect to -31815/ determine tone

Short Stories: ● Determine the meaning of ● Mark Twain, “The words and phrases and how Story of the Good Little Boy” they connect to the setting and ● Nathaniel Hawthorne, tone of the text “Dr. Heidegger’s Experiment” ● Identify how the diction and tone ● Nathaniel Hawthorne, are used to communicate the “Young Goodman Brown” (E, H) author’s message and/or create

mood. ● Nathaniel Hawthorne, “The Minister’s Black Veil” (E, H) ● Assess how themes relate

between and ● Washington among texts Irving,“The Devil and Tom Walker” (E, H) ● Effectively annotate text ● Edgar Allan Poe,“The Pit and the Pendulum” ● Analyze the use and effects of an ● Edgar Allan Poe, “Fall author’s of the House of rhetorical Usher”(H) choices on the central meaning ● William Faulkner, “A of the text Rose for Emily”(E,H)

Literary Nonfiction and Informational Texts:

● Ralph Waldo Emerson, excerpts from “Nature,” “American Scholar,” “Fate,” and “Society and Solitude” (E, H)

● Henry Thoreau, excerpts from “Walden” (E, H)

● Excerpts from the Library of Congress collection of Slave Narratives http://memory.loc.gov /ammem/snhtml/snho me.html (S, E, H)

● Frederick Douglass, The Narrative of the Life of Frederick Douglass (E, H)

● Excerpts from Teaching a Stone to Talk - Annie Dillard (E, H)

● Edgar Allan Poe, “A Theory of the Short Story” (H)

● Edgar Allan Poe, excerpts from “Eureka” (H)

● Eakin, Emily, New York Times Article, “What Did Poe Know About Cosmology? Nothing. But He Was Right.” (E, H)

● Twain, Mark, “Two Views of the River”

● Select chapters from Thomas C. Foster’s Twenty Five Books that Shaped

● Excerpts from Thomas C. Foster’s Reading Novels like a Professor

● Leo Mark: From Mr. Eliot, Mr.Trilling, and Huckleberry Finn

● Julius Lester: From Morality and Adventures of Huckleberry Finn

● Justin Kaplan: From “Born to Trouble”: One Hundred Years of Huckleberry Finn

● David L. Smith: From Huck, Jim, and American Racial Discourse

● Jane Smiley: From Say it Ain’t So, Huck: Second Thoughts on Mark Twain’s “Masterpiece”

● Toni Morrison: From Introduction to Adventures of Huckleberry Finn

● Shelley Fisher Fishkin: From Lighting Out for the Territory: Reflections on Mark Twain and American Culture

● Excerpts from American Literature; A Chronological Approach Carlsen, Schuster, Tovatt – McGraw Hill

Novels:

● Nathaniel Hawthorne, The Scarlet Letter (H)

● Mark Twain, The Adventures of Huckleberry Finn (E, H)

Drama: ● Arthur Miller, The Crucible

Documentaries / Films: ● Ken Burns, Mark Twain(2001)

● David A. Beardsly, Emerson, The IDEAL in America

● PBS, Culture Shock: Born to Trouble

● PBS, American Novel

● Selected clips from: Gillian Armstrong, Little Women (1994)

● Michel Mann, Last of the Mohicans(1992)

● John Huston, Moby Dick (1956)

Visual Text ● selected paintings by Thomas Cole and/or Hudson River Painters

Writing: Writing: Writing: Writing Standards: SWBAT: May include: ● W.9-10.1 Write arguments to support claims in an analysis of ● Provide textual substantive topics or texts, using valid reading and relevant ● Introduction of a claim, and sufficient evidence. support when reasons and evidence, ● Responding in writing to answering counter-argument, use comprehension-based ● W.9-10.1a Introduce precise claim(s), distinguish the claim(s) comprehension-b of transitions and questions, providing ased questions from alternate or opposing claims, and create an organization conclusions textual evidence, including that establishes clear relationships among claim(s), and open-ended direct quotes. questions based counterclaims, reasons, and evidence. on text ● MLA format guidelines ● Open-ended questions, ● W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths ● Formal voice providing textual ● Provide textual evidence, in response to and limitations of both in a manner that anticipates the evidence to reading passages, audience’s knowledge level and concerns. support inferences ● Prewriting including direct quotes. ● W.9-10.1c Use words, phrases, and clauses to link the major ● Organizing timed writing sections of the text, create cohesion, and clarify the ● Analyze fiction ● Journal entries, especially relationships between claim(s) and reasons, between reasons and visual and/or short responses to quotes and evidence, and between claim(s) and counterclaims. informational text or questions, including to form creative responses such as ● W.9-10.1d Establish and maintain a formal style and objective connections letters to characters and tone while attending to the norms and conventions of the interior monologues. discipline in which they are writing.

● Read and evaluate ● Analytical writing linking ● W.9-10.1e Provide a concluding statement or section that peer’s work (E,H) texts. follows from and supports the argument presented.

● W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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

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

● W.9-10.9a Apply grades 9-10 Reading Standards to literature

● W.9-10.9b Apply to grades 9-10 Reading standards to literary nonfiction

● W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting in a day or two) for a range of tasks, purposes, and audiences. ● W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ● W.9-10.3.A Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. ● W.9-10.3.B Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. ● W.9-10.3.C Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. ● W.9-10.3.D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. ● W.9-10.3.E Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Speaking and Speaking and Speaking and listening Speaking and Listening Standards Listening: Listening: assessments: In addition to possible topics ● SL.9-10.1 Initiate and participate effectively in a range of SWBAT: ● Levels of questions suggested at the top of this collaborative discussions (one-on-one, in groups, and column, students may: teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing ● Create guidelines ● Evidence ● Write journal summaries their own clearly and persuasively. for effective class discussions. ● Procedure for polite, ● SL9-10.1a Come to discussions prepared, having read and respectful discussion and ● Identify the most researched material under study; explicitly draw on that ● Create questions listening, necessity to important questions preparation by referring to evidence from texts and other in response to provide textual support raised by classmates about research on the topic or issue to stimulate a thoughtful, texts. for ideas/opinions ,and a particular text. well-reasoned exchange of ideas. ability to generate ● SL9-10.1b Work with peers to set rules for collegial ● Respond to questions based on ● Participate in fishbowl discussions and decision-making (e.g., informal consensus, teacher and discussion and jigsaw discussions. taking votes on key issues, presentation of alternative views), student-directed clear goals and deadlines, and individual roles as needed. questions and ● Participate in both

comments. teacher-led and/or ● SL9-10.1c Propel conversations by posing and responding to student driven small and questions that relate the current discussion to broader large class discussion. ● Select/provide themes or larger ideas; actively incorporate others into appropriate discussion; and clarify, verify, or conclusion. textual evidence to support ideas during class discussion.

Language: Language: Language Assessment: Language Standards:

SWBAT: ● Parallel structure May include: ● L.9 - 10. 1a Use parallel structure. ● Passage analysis of selected sections of ● L.9-10.2 Demonstrate command of the conventions of ● Identify and use ● Vocabulary in context parallel Narrative of the Life of standard English capitalization, punctuation, and spelling structure. Frederick Douglass when writing. ● academic language ● L.9-10.2c Spell correctly. ● Identify the ● Creation of context sentences meanings of ● L.9-10.3 Write and edit work so that it conforms to the words by using guidelines in a style manual (e.g., MLA Handbook, Turabian’ context clues and ● Vocabulary quizzes that Manual for Writers) appropriate for the discipline and dictionaries. assess vocabulary in writing type. context. ● L.9-10.4 Determine or clarify the meaning of unknown and ● Grammar diagnostic test multiple-meaning words and phrases based on grades 9-10 to identify individual areas reading and content, choosing flexibly from a range of of grammar weakness strategies.

● L.9-10. 4a Use context (e.g., the overall meaning of a ● Read passage and sentence, paragraph, or text; a word’s position or function in determine meaning of a sentence) as a clue to the meaning of a word or phrase. unknown vocabulary

words using context clues ● L.9-10. 4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both ● Grammar and sentence print and digital, a word or determine or clarify its precise structure assessed in meaning, its part of speech, or its etymology. ongoing writing tasks ● L. 9-10. 4d. Verify the preliminary determination of the meaning of a word or phrase. (e.g., by checking the inferred meaning in context or in a dictionary).

● L-9-10.5a. Interpret figures of speech in context and analyze their role in the text.

● L-9.10.5b Analyze nuances in the meaning of words with similar denotations.

● L. 9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ● CRP1. Act as a responsible and contributing citizen and employee ● CRP2. Apply appropriate academic and technical skills ● CRP4. Communicate clearly and effectively and with reason ● CRP5. Consider the environmental, social and economic impacts of decisions ● CRP6. Demonstrate creativity and innovation ● CRP8. Utilize critical thinking to make sense of problems and persevere in following them ● CRP9. Model integrity, ethical leadership and effective management ● CRP12. Work productively in teams while using cultural global competence.

Unit 2 Overview

Unit Title: 1900-1945: New Voices in the Literary Landscape

Unit Summary: The literature of this unit reflects Realism and Regionalism to Modernism. The ideal of the expanding nation is complicated and contradicted and celebrated by the experiences of historically marginalized writers such as women represented by Cather, Chopin, and Hurston and African Americans represented by Hughes and Cullen. Furthermore, the unit includes writers such as Fitzgerald and Hemingway, representatives of the Lost Generation, demoralized by the experience of the first World War.

Suggested Pacing: 32 lessons

Learning Targets

Unit Essential Questions: ● What societal problems and possibilities consumed writers of the early twentieth century? ● How did the writing of traditionally-marginalized American writers expand the literary landscape of America? ● How did the artists of this time period break the traditional rules established in the 19th century? ● What effects did World War I have on theme, tone, or subject matter in early twentieth century writing?

Unit Enduring Understandings:

● Close reading requires careful attention to the writer’s choices and is achieved by such strategies as rereading, exploring connotation, and considering multiple points of view. ● Effective text analysis requires an ability to cite several pieces of textual evidence to support what the text says explicitly as well as what the text implies. ● Effective text analysis requires contextualizing and blending relevant support (quote or fact), creating a claim, and providing commentary. ● Creating an interpretation and establishing a viewpoint of a text requires active engagement with the text. ● The work of 20th century American writers is marked by a break with societal expectations and traditions, experimentation with the literary form and structure, and an emerging disillusionment with the myth of the American dream. ● During this time period, marginalized voices that that previously been suppressed in the literary world began to emerge, adding complexity and new dimensions to the American identity found in literature by focusing on topics such as gender expectations, immigration, and racism. ● The narrative structure and point of view of the work of 20th century American writers is shaped by the experience of two world wars. Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as exit tickets, KWL charts, Flipgrid, Edpuzzl, Quizlet, turn and talk, and dramatic interpretation.

Summative Assessments: Students will write a comparison of two texts that represent two different points of view on a subject, situation, or problem. Skills measured will include organization, development of ideas, paragraph unity, and effective incorporation of evidence, as reflected on the PARCC.

Alternative Assessments: Multimedia presentation

Applicable Essential Suggested Objectives Standards Pacing Texts (Students will be able to…) Content Assessments (NJCCCS CPIs, CCSS, NGSS)

Anchor Texts: Reading Literature and Reading Literature and Reading Literature Reading Literature: Pre WW I Literary Literary and writers: 12 ● Kate Chopin, “Desiree’s Nonfiction/Informational Nonfiction/Informational texts: Nonfiction/Informa ● RL.9-10.1: Cite strong and thorough textual lessons, Baby” or “Story of an texts: tional Texts: evidence to support analysis of what the text including 6 Hour” Pre-WWI Voices, such as: says explicitly as well as inferences drawn lessons on SWBAT: ● Willa Cather May include: from the text. feminist writers ● Charlotte Perkins Gilman ● Kate Chopin “To the Young Wife” or ● Analyze the development of ● Paul Laurence Dunbar ● Reading ● RL.9-10.2 Determine a theme or central idea “The Yellow Wallpaper” elements of fiction such as ● Charlotte Perkins Gilman comprehension of a text and analyze in detail its development Post WW I ● Susan Glaspell writers: 20 character, narrative checks over the course of the text, including how it structure, point of view, and ● Upton Sinclair emerges and is shaped and refined by specific lessons. ● Harlem Renaissance ● Edith Wharton Poets: symbolism in a complex text. ● Reading analysis details; provide an objective summary of the text. quizzes ● Langston Hughes: “I, ● Analyze the use and effects of Too,” “Harlem,” “The an author’s structural Post WWI Voices, such as: ● Choosing and ● RL.9-10.3 Analyze how complex characters Weary Blues” choices. ● Gwendolyn Bennett evaluating (e.g., those with multiple or conflicting ● Arna Bontemps motivations) develop over the course of a text, appropriateness of ● Read and recall evidence ● Countee Cullen informational interact with other characters, and advance ● e.e. cummings, “[anyone ● e.e. cummings the plot or develop a theme. lived in a pretty how from the text. readings related to ● T.S. Eliot unit theme town]” “[Buffalo Bill’s]” ● William Faulkner “l(a” or other selected ● Demonstrate close textual ● RL.9-10.4 Determine the meaning of words ● F.Scott Fitzgerald and phrases as they are used in the text, poems reading skills. ● Robert Frost ● Journal assignments including figurative and connotative ● Ernest Hemingway meanings; analyze the cumulative impact of ● Ernest Hemingway, “Hills ● Summarize the major events ● Langston Hughes ● Cite textual specific word choices on meaning and tone Like White Elephants” or of the text. ● Zora Neale Hurston evidence to support “The End of the (e.g., how the language evokes a sense of time ● James Weldon Johnson inferences in open and place; how it sets a formal or informal Something” or “Soldier’s ● Claude McKay ● Determine and trace the ended/paragraph tone) Home” ● Tillie Olsen central idea(s) and/or responses ● Anzia Yezierska, ● Katherine Ann Porter theme(s) of the text. “America and I” ● Gertrude Stein ● RL.9-10.5 Analyze how an author’s choices ● Read passages and concerning how to structure a text, order ● Emma Lazarus, “The New ● Determine author’s point of determine main events within it (e.g., parallel plots), and Colossus” view. idea, supporting manipulate time (e.g., pacing, flashbacks) details, author’s Various literary elements, including create such effects as mystery, tension, or the following: purpose and bias if surprise. Choice Texts: ● Make predictions, any ● Ernest Gaines, A Lesson connections, and inferences. Before Dying ● genre, character (round, flat, Reading Informational Texts: ● Julia Alvarez, How the static, dynamic), setting, plot, ● Read passage and ● Use context clues before and Garcia Girls Lost their characterization (direct, indirect), determine meaning during reading. of unknown ● RIT.9-10.1 Cite strong and thorough textual Accents protagonist, antagonist, conflict evidence to support analysis of what the text ● Lucy Grealy, (internal, external [man vs man, vocabulary words says explicitly as well as inferences drawn ● Establish background using context clues Autobiography of a man vs nature, man vs society]), from the text. Face knowledge. plot (exposition, rising action,

● James McBride, The climax, falling action, resolution), ● Possible topics that ● RIT.9-10.2 Determine a central idea of a text Color of Water ● Analyze character’s point of view (1st, 3rd [limited, might be covered in and analyze its development over the course of Sylvia Plath, The Bell dialogue and dialect to determine omniscient]), theme, flashback, discussion, journal the text, including how it emerges and is Jar tone foreshadowing, symbol, figurative writing, or essay: ● Philip Roth, Nemesis language (simile, metaphor, shaped and refined by specific details; provide ● Jennifer Donnelly, A personification), irony (verbal, an objective summary of the text. ● Determine the meaning of ● Students may Northern Light words and phrases and how situational, dramatic) choose from they connect to the setting various texts (e,g., ● RIT.9-10.3 Analyze how the author unfolds In addition to the anchor and tone of the text ● Provide textual support when The Awakening, analysis or series of ideas or events, including texts, teachers should answering comprehension- Ethan Frome, the order in which the points are made how select a variety of works ● Identify how the diction and based and open-ended questions Their Eyes are they are introduced and developed, and the from the list below in tone are used to based on text. Watching God, connections that are drawn between them. order to accomplish the communicate the author’s House of Mirth, objectives of the unit. In message and/or create mood. ● Provide textual evidence to Age of Innocence, ● RIT.9-10.6 Determine an author’s point of some cases, works are A Lost Lady) and support inferences. view or purpose in a text and analyze how an suggested for specific meet in reading ● Assess how themes relate author uses rhetoric to advance that point of levels. groups to discuss view or purpose. between and among texts ● Author’s purpose/POV their selected

Informational Texts: novel. They could ● Effectively annotate text ● Word choice and tone then either create a ● RIT. 9-10.9 Analyze seminal U.S. documents of historical and literary significance, group presentation ● Gertrude Stein, their novel or write including how they address related themes ● Analyze the use and effects “Composition as an in-class essay and concepts. of an author’s rhetorical Explanation” (H) connecting their ● 9.1.12.A.1 Apply critical thinking and choices on the central novel to sight problem-solving strategies during meaning of the text ● Lynne Tillman, New York passage. structured learning experiences. Times Article, ● 9.2.12.C.3 Identify transferable career skills “Reconsidering the Genius ● Identify how the diction and and design alternate career plans. of Gertrude Stein” (H) tone are used to communicate the author’s message and/or create mood. ● Barbara Ehrenreich and Deirdre English, excerpts from “Complaints and ● Assess how themes relate Disorders” (E, H) between and among texts

● Barbara Ehrenreich and ● Effectively annotate text Deirdre English, excerpts from For Her Own Good: ● Analyze the use and effects Two Centuries of the of an author’s rhetorical experts advice to Women choices on the central meaning of the text ● John F. Kennedy, “In Praise of Robert Frost” (S,E, H)

● Excerpts from Tom Brokaw’s The Greatest Generation

● Select chapters from Thomas C. Foster’s Twenty Five Books that Shaped

● excerpts from Thomas C. Foster’s Reading Novels like a Professor

● F. Scott Fitzgerald “What I Think and Feel at 25” http://www.oldmagazinear ticles.com/Jazz-Age_Write r_F_Scott_Fitzgerald_pdf

Novels:

● Edith Wharton, Ethan Frome (E, H)

● Edith Wharton, House of Mirth (H)

● Edith Wharton, The Age of Innocence (E, H)

● Kate Chopin, The Awakening (H)

● Zora Neale Hurston, Their Eyes Were Watching God (E, H)

● Willa Cather, A Lost Lady (E, H)

● John Steinbeck, The Grapes of Wrath (H)

● Ernest Hemingway, The Old Man and the Sea (H)

● Upton Sinclair, The Jungle (E, H)

Short Stories: ● Charlotte Perkins Gilman, “The Yellow Wallpaper” (E,H)

● William Faulkner, “Two Soldiers”

● Kate Chopin, “A Respectable Wife”

● F. Scott Fitzgerald, “Winter Dreams”

● Katherine Anne Porter, “The Jilting of Granny Weatherall”

● John Steinbeck, “The Leader of the People”

● William Carlos Williams “The Use of Force”

Poetry:

● Claude McKay ● Gwendolyn Bennett ● Paul Laurence Dunbar

● James Weldon Johnson, “My City” ● Lorna Dee Cervantes, “Refugee Ship” ● Yvonne Sapia, “Defining the Grateful Gesture” ● Countee Cullen, “Any Human to Another,” “If We Must Die”

● Arna Bontemps, “A Black Man Talks of Reaping”

● Robert Frost,”Acquainted with the Night,” “Mending Wall,” “Out,Out-”, “The Death of a Hired Man”

● T.S. Eliot, “The Love Song of J. Alfred Prufrock,” “The Hollow Men”

● Garrison Keillor, “The Anthem” (compare with Frost’s “Aquainted with the Night”:www.theatlantic.c om/magazine/archive/20 06/the-anthem/304499/

Drama: ● Susan Glaspell, Trifles

Documentaries and Film: ● A&E F.Scott Fitzgerald The Great American Dreamer

● Ken Burns The Dust Bowl

● Denzel Washington, The Great Debaters

● Biography (www.biography.com): ● Ernest Hemingway, ● Gertrude Stein, ● F.Scott Fitzgerald

● The Age of Innocence House of Mirth

Writing: Writing: Writing: Writing Standards:

SWBAT: ● A polished multimedia text that May include: ● W.9-10.2 Write informative/explanatory includes: texts to examine and convey complex ideas, ● Create a multi-media text ● Note-taking from concepts, and information clearly and using available technology ● Structured introduction of a topic, multiple sources. accurately through the effective selection, which synthesizes analysis of development of topic with facts, organization, and analysis of content. an image from the time extended definitions, details, ● Paraphrasing and period with researched quotes or other relevant summarizing. ● W.9-10.2a Introduce a topic; organize information about the information, use of transitions complex ideas, concepts, and information to context, subject matter, and objective tone, and a ● Responding in make important connection and distinctions; theme, and/or impact of the concluding statement or section. writing to include formatting (e.g., headings), graphics image. comprehension-bas (e.g., figures, tables), and aiding ● Multiple sources of information ed questions, comprehension. ● Assess the credibility and presented in diverse media or providing textual usefulness of sources. formats evidence, including ● W.9-10.2b Develop the topic with direct quotes. well-chosen, relevant, and sufficient facts, ● Integrate information ● Provide paraphrased and quoted extended definitions, concrete details, smoothly into the text to textual to support inferences ● Open-ended quotations, or other information and maintain the flow of ideas, questions, examples appropriate to the audience’s knowledge of the topic. avoiding plagiarism, and ● MLA format guidelines providing textual following a standard format evidence, in for citation. response to reading ● W.9-102c Use appropriate and varied transitions to link the major sections of the ● Share multi-media text via passages, including text, create cohesion, and clarify the online platform (e.g. school direct quotes. relationships among complex ideas and website, edmodo) and concepts provide meaningful ● Journal entries, commentary on peers’ work. especially short ● W.9-102d Use precise language and responses to quotes domain-specific vocabulary to manage the ● Provide textual support or questions, complexity of the text. when answering including creative comprehension-based responses such as ● W.9-102e Establish and maintain a formal questions and open-ended letters to style and objective tone while attending the questions based on text characters and norms and conventions of the discipline in interior which they are writing. monologues. ● Provide textual evidence to support inferences ● W.9-102f Provide a concluding statement or ● Analytical writing section that follows from and supports the ● Analyze fiction and linking texts. information or explanation presented (e.g., informational text to form articulating implications or the significance of connections. the topic).

● Revise and edit writing using ● W.9-10.4 Produce clear and coherent writing MLA format. in which the development, organization, and style are appropriate to task, purpose, and ● Read and evaluate peer’s audience. work (E,H) ● W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ● W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link other information and to display information flexibly and dynamically.

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

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

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

● W.9-10.9a Apply grades 9-10 Reading Standards to literature

● W.9-10.9b Apply to grades 9-10 Reading standards to literary nonfiction

Speaking and Listening: Speaking and Listening: Speaking and Speaking and Listening Standards: Listening SWBAT: ● Guidelines for effective class Assessments: ● SL.9-10.1 Initiate and participate effectively discussions (generated by in a range of collaborative discussions ● Follow and adjust guidelines students and teacher), i.e., In addition to possible (one-on-one, in groups, and teacher-led) for effective class discussions procedure for polite, respectful topics suggested at the with diverse partners on grades 9-10 topics, created in the previous unit. discussion and listening, necessity top of this column, texts, and issues, building on others’ ideas to provide textual support for students may: and expressing their own clearly and

ideas/opinions ,and ability to persuasively. ● Create questions in response generate questions based on to texts. ● Identify the most discussion important questions ● SL9-10.1a Come to discussions prepared, raised by classmates having read and researched material under ● Respond to teacher and ● Collaboration with group about a particular study; explicitly draw on that preparation by student-directed questions members on multimedia project. text. referring to evidence from texts and other and comments. research on the topic or issue to stimulate a ● Effective group communication ● Participate in thoughtful , well-reasoned exchange of ideas. ● Select/provide appropriate and listening skills. fishbowl and jigsaw textual evidence to support discussions. ● SL9-10.1b Work with peers to set rules for ideas during class discussion. collegial discussions and decision-making ● Participate in both (e.g., informal consensus, taking votes on key ● Present individually or as a teacher-led and/or issues, presentation of alternate views), clear group findings from close student driven small goals and deadlines, and individual roles as reading of a text. and large class needed. discussion. ● SL9-10.1c Propel conversations by posing ● Create a small visual and responding to questions that relate the presentation to current discussion to broader themes or accompany a spoken larger ideas; actively incorporate others into presentation on a discussion; and clarify, verify, or conclusion.

small group analysis ● SL.9-10.1d Respond thoughtfully to diverse of a portion of a text. perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

● SL.9-10-2 Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy` of each source.

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

● SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Language: Language: Language Language: Assessment: SWBAT: ● Phrases (noun, verb, adjectival, ● L.9 - 10. 1a Use parallel structure. adverbial, participial, , May include:

prepositional, absolute) and ● L.9-10.1b Use various types of phrases (noun, ● Identify and use various types clauses (independent, dependent; of phrases and clauses. ● Passage analysis of verb, adjectival, adverbial, participial, , noun, relative, adverbial) to selected sections of prepositional, absolute) and clauses convey specific meanings and add novels, short (independent, dependent; noun, relative, ● Identify the meanings of variety and interest to writing stories, and adverbial) to convey specific meanings and words by using context clues presentations. informative texts. add variety and interest to writing and dictionaries. presentations. ● Continue to identify and use ● Creation of context ● Identify and understand parallel structure. sentences ● L.9-10.2 Demonstrate command of the figurative language. conventions of standard English ● Vocabulary in context: learn ● Vocabulary quizzes capitalization, punctuation, and spelling definitions and usage that assess when writing. vocabulary in ● Vocabulary in isolation: learn context ● L.9-10.2 c Spell correctly definitions and usage ● Grammar ● L.9-10.3 Write and edit work so that it exercises to conforms to the guidelines in a style manual ● Reinforce MLA format practice parallel (e.g., MLA Handbook, Turabian’s Manual structure and use for Writers) appropriate for the discipline of various types of and writing type. ● Identify and discuss examples of phrases figurative language in the texts. ● Read passage and ● L.9-10.4 Determine or clarify the meaning of determine meaning unknown and multiple-meaning words and of unknown phrases based on grades 9-10 reading and vocabulary words content, choosing flexibly from a range of using context clues strategies.

● Capitalization, ● L.9-10. 4a Use context (e.g., the overall punctuation, meaning of a sentence, paragraph, or text; a spelling, grammar word’s position or function in a sentence) as and sentence a clue to the meaning of a word or phrase. structure assessed in ongoing writing ● L. 9-10. 4b Identify and correctly use tasks patterns of word changes that indicate different meanings or parts of speech (e.g., ● Adherence to MLA analyze, analysis, analytical; advocate, format will be advocacy) assessed in ongoing writing tasks ● L. 9-10. 4d. Verify the preliminary determination of the meaning of a word or ● Quiz on commonly phrase. (e.g., by checking the inferred misused words meaning in context or in a dictionary)

● Close reading of ● L.9-10.5 Demonstrate understanding of texts (specifically figurative language, word relationships, and poetry) to analyze nuances in word meanings. figurative language ● L-9-10.5a. Interpret figures of speech in ● Close textual context and analyze their role in the text reading to look for diction and ● L-9.10.5b Analyze nuances in the meaning of nuances in word words with similar denotations. meanings.

Unit 3 Overview

Unit Title: 1945 - 1959 - The Problems and Possibilities of the American Dream in the Modern Age

Unit Summary: This unit focuses on post war literature, including texts by Salinger, Miller, and Hansberry. In much of the literature, the theme is the disillusionment with the American Dream. The preoccupations of the Romantic and Realist writers studied earlier in the year are revisited from a twentieth century perspective. The Modernist sensibility dominates this time period as well. The study of tensions between city and country, civilization and frontier, and the individual and society remains as students grapple with the possibilities and problems of achieving the Dream. The study of literature in this unit differs from other units in that the primary genre is drama.

Suggested Pacing: 32 lessons

Learning Targets

Unit Essential Questions: ● What are the variations of the American Dream and what does post-war literature suggest about the problems and possibilities of the dream? ● What do post-war American writers observe about the impact of materialism and consumerism on the American definition of success? ● How is the emerging Civil Rights movement represented in literature? ● How is the American Hero redefined in post-war literature? What values does this hero represent and are they admirable? ● What limitations and possibilities on understanding and interpretation are imposed by the dramatic form? ● How does research complement and expand your understanding of literature?

Unit Enduring Understandings:

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as exit tickets, KWL charts, Flipgrid, Edpuzzl, Quizlet, turn and talk, and dramatic interpretation.

Summative Assessments: Students will write a synthesis essay using one major text from this unit and at least one supplemental non-fiction work. Skills assessed will include those measured in the previous benchmark - organization, development of ideas and paragraph unity - as well as construction of an effective claim and incorporation of evidence from literature and nonfiction, as reflected on the PARCC.

Alternative Assessments: Panel Discussion

Essential Suggested Applicable Texts Objectives Standards Pacing (Students will be able to…) Content Assessments (NJCCCS CPIs, CCSS, NGSS)

Anchor Texts: Reading Literature and Reading Literature and Reading Literature Reading Literature: The Literary Literary and Crucible or ● Arthur Miller, The Crucible nonfiction/Informational texts: nonfiction/Informational texts: Nonfiction/Inform ● RL.9-10.1: Cite strong and thorough Death of a ational Texts: Salesman: and/or Death of a Salesman textual evidence to support analysis 12 lessons SWBAT: Authors: of what the text says explicitly as ● Lorraine Hansberry, A Raisin in ● Lorraine Hansberry May include: well as inferences drawn from the the Sun ● Analyze the function of various ● William Faulkner text. A Raisin in ● Arthur Miller the Sun: 12 dramatic devices: exposition, ● Discourse analysis ● Excerpts of the film versions of subtext, set description, staging; of a scene ● RL.9-10.2 Determine a theme or lessons The Crucible and/or Death of a character motivation. ● Conceptions of the American central idea of a text and analyze in Salesman and A Raisin in the Sun Dream detail its development over the Other ● An analysis of the ● Identify three types of irony: Hansberry or course of the text, including how it works:at Choice Texts: verbal, dramatic, situational and ● Voice/expression Miller text in light emerges and is shaped and refined least 9-16 their function. of Faulkner’s ideas by specific details; provide an lessons ● M.T. Anderson, Feed (S, E, H) objective summary of the text. about the purpose ● Jon Krakauer, Into the Wild (S, ● Subtext ● Establish background of literature E, H) ● RL.9-10.3 Analyze how complex ● John Green, Looking for Alaska knowledge. ● Context ● Reading characters (e.g., those with multiple (S,E, H) or conflicting motivations) develop ● Lucy Grealy, Autobiography of a comprehension ● Analyze character’s dialogue ● Stream of consciousness style over the course of a text, interact Face and dialect to determine tone checks with other characters, and advance and subtext. the plot or develop a theme. In addition to the anchor texts, ● Various literary elements, ● Reading analysis teachers should select a variety including the following: ● Analyze the development of quizzes of works from the list below in ● RL.9-10.4 Determine the meaning elements of fiction such as of words and phrases as they are order to accomplish the ● Genre, character motivation, character, narrative structure, ● Choosing and used in the text, including figurative objectives of the unit. In some protagonist, antagonist, conflict point of view, and symbolism in evaluating and connotative meanings; analyze cases, works are suggested for (internal, external [man vs man, a complex text. appropriateness of the cumulative impact of specific specific levels. man vs nature, man vs society]), informational word choices on meaning and tone plot (exposition, rising action, ● Analyze the use and effects of an readings related to (e.g., how the language evokes a Novels: climax, falling action), theme, author’s structural choices. unit theme sense of time and place; how it sets ● J.D.Salinger, The Catcher in the flashback, foreshadowing, a formal or informal tone) Rye symbol, figurative language ● Journal ● Read and recall evidence from (simile, metaphor, the text. personification), irony (verbal, assignments ● RL.9-10.5 Analyze how an author’s Short Stories: situational, dramatic) choices concerning how to structure ● Tillie Olsen, “I Stand Here a text, order events within it (e.g., ● Demonstrate close textual ● Cite textual Ironing” parallel plots), and manipulate time reading skills. ● Textual evidence to support evidence to (e.g., pacing, flashbacks) create such inferences. support inferences ● Bernard Malamud, “Armistice” in open effects as mystery, tension, or ● Summarize the major events of ended/paragraph surprise. the text. ● Author’s purpose/POV Literary Nonfiction responses ● RL.9 - 10.7 Analyze the representation of a subject or a key ● William Faulkner, “Nobel Prize ● Determine and trace the central ● Read passages and scene in two different artistic Acceptance Speech” recording at idea(s) and/or theme(s) of the determine main mediums, including what is www.nobelprize.org/nobel_laurea text. idea, supporting tes/1949/faulkner-speech.html details, author’s purpose and bias emphasized or absent in each ● Determine author’s point of if any treatment. ● Zora Neale Hurston, “How it Feels view and distinguish it from the to be Colored Me” character or narrator’s point of ● Read passage and ● 6.1.12.A.1.b view. determine ● Langston Hughes, “When the meaning of Negro Was in Vogue” ● Make predictions, connections, unknown Analyze how gender, and inferences. vocabulary words using context property ownership, religion, ● James Baldwin, “My Dungeon Shook: Letter to My Nephew on clues and legal status affected ● Use context clues before and the One Hundredth Anniversary during reading. political rights. of the Emancipation” ● Create a multimedia ● Determine the meaning of presentation that Reading Informational Texts: ● John Steinbeck, “Why Soldiers words and phrases and how represents the Won’t Talk” student’s they connect to the setting and ● RIT.9-10.1 Cite strong and thorough conception of the tone of the text textual evidence to support analysis American Dream ● John Steinbeck, “In Defense of of what the text says explicitly as

Arthur Miller” ● Identify how the diction and well as inferences drawn from the ● Create tone are used to communicate text. performances of a ● Arthur Miller, “Why I Wrote the the author’s message and/or variety of Crucible” create mood. Langston Hughes ● RIT.9-10.2 Determine a central idea poems on the of a text and analyze its ● Senator Joseph McCarthy, ● Assess how themes, especially subject of dreams development over the course of the “Speech at Wheeling” the theme of the American text, including how it emerges and is Dream, relate between and shaped and refined by specific details; provide an objective ● Transcripts from the McCarthy among texts. summary of the text. trials ● Effectively annotate text. ● RIT,9-10.3 Analyze how the author ● Select chapters from Thomas C. unfolds analysis or series of ideas or Foster’s Twenty Five Books that events, including the order in which Shaped America the points are made how they are introduced and developed, and the ● Excerpts from Thomas C. Foster’s connections that are drawn between Reading Novels like a Professor them.

Poetry: ● RIT.9-10.6 Determine an author’s ● Gwendolyn Brooks, “Life for My point of view or purpose in a text Child is Simple,” “Primer for and analyze how an author uses Blacks,” “Kitchenette Building,” rhetoric to advance that point of “One Wants a Teller in a time like view or purpose. this”

● Sylvia Plath, “Mirror”

● Anne Sexton, “Self in 1958”

● e.e. cummings, “[i carry your heart with me(i carry it in]”

● Langston Hughes, “Harlem.” “As I Grew Older,” “Dream Keeper,”and “Let America Be America Again”

Writing: Writing: Writing: Writing Standards:

May include: SWBAT: ● W.9-10.4 Produce clear and ● Dialogue coherent writing in which the ● A monologue from development, organization, and ● Write a dialogue in play format. a character’s point style are appropriate to task, ● Specific detail of view purpose, and audience.

● Provide textual support when answering ● A dialogue written ● W.9-10.5 Develop and strengthen comprehension-based in play format writing as needed by planning, questions and open-ended revising, editing, rewriting, or trying questions based on text ● Responding in a new approach, focusing on writing to addressing what is most significant for a specific purpose and audience. ● Provide textual evidence to comprehension- support inferences based questions, providing textual ● W.9-10.9 Draw evidence from evidence, including literary or informational texts to ● Analyze fiction and direct quotes support analysis, reflection, and informational text to form research. connections ● Open-ended questions, ● W.9-10.9a Apply grades 9-10 ● Revise and edit writing using providing textual Reading Standards to literature MLA format evidence, in response to reading ● W.9-10.9b Apply to grades 9-10 ● Read and evaluate peer’s work passages, including Reading standards to literary (E,H) direct quotes nonfiction

● Journal entries, ● W.9-10.10 Write routinely over especially short extended time frames (time for responses to quotes research, reflection, and revision) or questions, and shorter time frames (a single including creative sitting in a day or two) for a range of responses such as tasks, purposes, and audiences. letters to characters and interior monologues

● Analytical writing linking texts

Speaking and Listening: Speaking and Listening: Speaking and Speaking and Listening Standards Listening SWBAT: ● Procedure for polite, respectful assessments: ● SL.9-10.1 Initiate and participate discussion and listening, necessity effectively in a range of collaborative to provide textual support for discussions (one-on-one, in groups, ● Follow and adjust guidelines for ideas/opinions ,and ability to In addition to possible and teacher-led) with diverse effective class discussions generate questions based on topics suggested at partners on grades 9-10 topics, created in the previous unit. discussion the top of this column, texts, and issues, building on others’ students may: ideas and expressing their own ● Create questions in response to clearly and persuasively. texts. ● Write journal summaries ● SL9-10.1a Come to discussions ● Respond to teacher and prepared, having read and student-directed questions and ● Identify the most researched material under study; comments. important explicitly draw on that preparation by referring to evidence from texts questions raised by classmates and other research on the topic or ● Select/provide appropriate issue to stimulate a thoughtful , textual evidence to support about a particular text. well-reasoned exchange of ideas. ideas during class discussion.

● Participate in ● SL9-10.1b Work with peers to set ● Present individually or as a rules for collegial discussions and group findings from close fishbowl and jigsaw discussions. decision-making (e.g., informal reading of a text. consensus, taking votes on key issues, presentation of alternate ● Participate in both views), clear goals and deadlines, teacher-led and/or and individual roles as needed. student driven small and large class discussion. ● SL9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to ● Create a small broader themes or larger ideas; visual actively incorporate others into presentation to discussion; and clarify, verify, or accompany a conclusion. spoken presentation on a small group ● SL.9-10.1d Respond thoughtfully to analysis of a diverse perspectives, summarize portion of a text. points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Language: Language: Language Language: Assessment: ● types of phrases ( adjectival, ● L.9 - 10. 1a Use parallel structure. SWBAT: adverbial, participial, May include: prepositional) and clauses ● L.9-10.1b Use various types of (independent, dependent; noun, ● Passage analysis phrases (noun, verb, adjectival, ● Identify and use various types of relative, adverbial) to convey phrases and clauses. of selected adverbial, participial, , specific meanings and add variety sections of novels, prepositional, absolute) and clauses and interest to writing short stories, and (independent, dependent; noun, ● Identify the meanings of words presentations. informative texts. relative, adverbial) to convey by using context clues and specific meanings and add variety dictionaries. ● parallel structure. ● Creation of and interest to writing context sentences presentations. ● Identify and understand ● Vocabulary in context: learn figurative language. definitions and usage ● Vocabulary ● L.9-10.2 Demonstrate command of quizzes for the conventions of standard English ● Identify and use colloquial ● MLA format vocabulary in capitalization, punctuation, and language for rhetorical effect context. spelling when writing. ● Imagery ● Grammar ● L.9-10 Apply knowledge of language ● Figurative language exercises to to understand how language practice parallel functions in different contexts, to ● Colloquial language structure and use make effective choices for meaning or style, and to comprehend more of various types of phrases fully when reading or listening. ● Abstract versus concrete language

● Read passage and ● L.9-10.3.a Write and edit work so determine that it conforms to the guidelines in meaning of a style manual (e.g., MLA unknown Handbook, Turabian’s Manual for vocabulary words Writers) appropriate for the using context discipline and writing type. clues ● L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and ● Capitalization, phrases based on grades 9-10 punctuation, reading and content, choosing spelling, grammar flexibly from a range of strategies. and sentence structure assessed in ongoing writing ● L.9-10. 4a Use context (e.g., the tasks overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue ● Adherence to MLA to the meaning of a word or phrase. format will be assessed in ongoing writing ● L. 9-10. 4b Identify and correctly tasks use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, ● Quiz on commonly analytical; advocate, advocacy) misused words ● L. 9-10. 4d. Verify the preliminary determination of the meaning of a ● Close reading of word or phrase. (e.g., by checking texts (specifically the inferred meaning in context or poetry) to analyze in a dictionary) figurative language ● L.9-10.5 Demonstrate understanding of figurative ● Close textual language, word relationships, and reading to look for nuances in word meanings. diction and nuances in word ● L-9-10.5a. Interpret figures of meanings. speech in context and analyze their role in the text.

● L-9.10.5b Analyze nuances in the meaning of words with similar denotations.

Unit 4 Overview

Unit Title: 1960 - Present: Continuing the Conversation: Contemporary American Texts

Unit Summary: This unit focuses on texts that reflect the varied experiences of contemporary Americans. The authors in this unit reconstruct the American identity established during the Romantic movement, and students explore the role of contemporary literature in answering the question “What is an American?” One approach to this unit: The unit begins with short works - poems and short stories - with which students explore the essential questions as a full class. In addition to full class study, students read and respond independently and/or in small groups to self-selected works. For each text, students explore connections between the essential questions and the text A second approach: Student read a variety of contemporary poetry and short story aiming to answer one or more of the essential questions.

Suggested Pacing: 19 lessons

Learning Targets

Unit Essential Questions: ● What is an American? ● What parallels can be drawn between specific American works from different time periods? ● What do contemporary American fiction and nonfiction writers add to the conversation about individualism? ● How do contemporary American fiction and/or nonfiction represent different voices? ● What do contemporary American fiction and nonfiction writers add to the conversation about the American Dream?

Unit Enduring Understandings:

Evidence of Learning Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as exit tickets, KWL charts, Flipgrid, Edpuzzl, Quizlet, turn and talk, and dramatic interpretation.

Summative Assessments: Students will work individually or in small groups to develop a multimedia project that reflects on their study of American Literature and considers the Unit 4 essential questions.

Alternative Assessments:

Essential Suggested Applicable Texts Objectives Standards Pacing (Students will be able to…) Content Assessments (NJCCCS CPIs, CCSS, NGSS)

Contemporary poetry that Reading Literature and Reading Literature and Reading Literature Reading Literature: Poetry: 4 explores relevant themes: Literary Literary and lessons nonfiction/Informational texts: nonfiction/Informational texts: Nonfiction/Inform ● RL.9-10.1: Cite strong and ● Tony Hoagland, ational texts: thorough textual evidence to Short “America” SWBAT: ● Levels of questioning: support analysis of what the text stories: 8 May include: comprehension, interpretation, says explicitly as well as lessons ● Garrett Hongo, “The ● Effectively annotate text by: extension inferences drawn from the text. Legend” ● identifying important claims, ● If students have not Grammar: 4 asking questions to ● Intertextuality completed a ● RL.9-10.2 Determine a theme or lessons ● Judith Ortiz Cofer, “The understand and interpret, narrative extension, central idea of a text and analyze this should be Latin Deli” identifying the meanings of ● Various literary elements, in detail its development over the Full length words and phrases in context. completed in this course of the text, including how including the following: genre, unit. works: 16 ● C.K Williams, “The United character (round, flat, static, it emerges and is shaped and weeks refined by specific details; States” ● Assess how themes and ideas dynamic), setting, plot, ● Journal relate between and among characterization (direct, provide an objective summary of assignments in the text. ● Gary Soto, “Mexicans texts. indirect), protagonist, which students Begin Jogging” antagonist, conflict (internal, respond to a text as external [man vs man, man vs ● RL.9-10.3 Analyze how complex ● Synthesize ideas from various various points in nature, man vs society]), plot their reading. characters (e.g., those with ● Pat Mora, “Legal Alien” texts by considering both argument and (exposition, rising action, These responses multiple or conflicting counterargument. climax, falling action), theme, should include a motivations) develop over the flashback, foreshadowing, range of types of course of a text, interact with symbol, figurative language other characters, and advance the Short stories that explores responses, ● Read and recall evidence from (simile, metaphor, plot or develop a theme. relevant themes. including personal the text. personification), irony (verbal, and text-based, situational, dramatic) including text to ● RL.9-10.4 Determine the ● Gish Jen, “In the American ● Demonstrate close textual text meaning of words and phrases as Society” reading skills. ● Textual evidence to support they are used in the text, inferences. ● Reading including figurative and ● Sherman Alexie, “Indian ● Summarize the major events of comprehension connotative meanings; analyze Education” the text. ● Author’s purpose/POV checks the cumulative impact of specific word choices on meaning and tone (e.g., how the language ● Anne Tyler, “Teenage ● Determine and trace the central ● Reading analysis evokes a sense of time and place; Wasteland” idea(s) and/or theme(s) of the quizzes how it sets a formal or informal text. tone) ● John Updike, “Separating” ● Any activity in ● Determine author’s point of which students ● RL.9-10.5 Analyze how an view and distinguish it from the ● Tim O’Brien, “Ambush” compare and author’s choices concerning how character or narrator’s point of contrast two texts to structure a text, order events view. ● Louise Erdrich, “The Shawl” within it (e.g., parallel plots), and manipulate time (e.g., pacing, ● Make predictions, connections, flashbacks) create such effects as and inferences. mystery, tension, or surprise.

Teachers who choose to ● Use context clues before and ● RL.9-10.10 By the end of 10th complete this unit as a choice during reading. grade, read and comprehend unit should select a variety of literature, including stories, full length works from the list ● Determine the meaning of dramas, and poems, at the high below and present these works words and phrases and how end of the grades 9-10 text as options for independent they connect to the setting and complexity band independently study and/or small group tone of the text. and proficiently. study. In some cases, works are suggested for specific Reading Informational Texts: levels. ● Identify how the diction and tone are used to communicate the author’s message and/or ● RIT.9-10.1 Cite strong and thorough Fiction create mood. textual evidence to support analysis ● Sherman Alexie Absolutely of what the text says explicitly as True Diary of a Part-time well as inferences drawn from the Indian (S, E) text.

● Sherman Alexie, Reservation ● RIT.9-10.2 Determine a central idea Blues (E, H) of a text and analyze its development over the course of the ● Julia Alvarez, How the Garcia text, including how it emerges and is Girls Lost Their Accents shaped and refined by specific details; provide an objective ● Philip Roth, Nemesis summary of the text.

● John Green Looking for Alaska ● RIT.9-10.3 Analyze how the author unfolds analysis or series of ideas or events, including the order in which ● M.T. Anderson Feed (S, E) the points are made how they are introduced and developed, and the ● Sylvia Plath The Bell Jar (H) connections that are drawn between them. ● Ernest Gaines, A Lesson Before Dying ● RIT.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses ● Ernest J. Gaines, A Gathering rhetoric to advance that point of of Old Men (H) view or purpose.

● John Clinch, Finn (H) ● RIT.9-10-9 By the end of grade 9, read and comprehend literary ● Nancy Rawles My Jim nonfiction in the grades 9-10 text complexity band proficiently, ● Paul Volponi Black and White independently and proficiently. (S)

● Matthew Olshan Finn: A Novel (S)

● Toni Morrison The Bluest Eye (H)

● Danzy Senna Caucasia (E,H)

● Charles Portis, True Grit

● Pat Conroy, My Losing Season

● Jennifer Donnelly, The Northern Light

● Cory Doctorow, Little Brother

Non-fiction ● Lucy Grealy, Autobiography of a Face

● James McBride, The Color of Water

● Ken Silverstein, The Radioactive Boy Scout

● John Krakauer, Into the Wild

● H.G. Bissinger, Friday Night Lights

● Michael Lewis, The Blind Side: Evolution of the Game (S,E)

Short Story Collection:

● Sherman Alexie The Lone Ranger and Tonto Fist Fight in Heaven

Writing: Writing: Writing: Writing Standards:

SWBAT: ● Formal and informal voices for May include: ● W.9-10.3 Write narratives to different writing purposes develop real or imagined ● Write a well-structured ● Analytical writing experiences or events using effective technique, well-chosen formal, literary argument ● Writing for a variety of purposes linking texts. with a central claim, details, and well-structured event sequences. develop the claim with ● Responding in evidence, and consider at ● Organizing synthesis writing ● W.9-10.3a Engage and orient the writing to reader by setting out a problem, least one other point of comprehension-ba view. situation, or observation, sed questions, establishing one or multiple providing textual point(s) of view, and introducing ● Write to understand a text. evidence, a narrator and/or characters; including direct quotes. ● Write to convey synthesized create a smooth progression of ideas about multiple texts, using ● Open-ended experiences or events. appropriate citation. questions, ● W.9-10.3b Use narrative providing textual techniques, such as dialogue, ● Provide textual support when evidence, in pacing, description, reflection, answering response to and multiple plot lines, to develop comprehension-based questions reading passages, experiences, events, and/or and open-ended questions including direct characters. based on text quotes. ● W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to ● Provide textual evidence to ● Journal entries create a coherent whole. support inferences ● W.9-10.3d Use precise words and phrases, telling details, and ● Analyze fiction and sensory language to convey a vivid informational text to form picture of the experiences, events, connections setting, and/or characters. ● W.9-10.3e Provide a conclusion that follows from and reflects on ● Revise and edit writing using what is experienced, observed, or MLA format resolved over the course of the narrative. ● Read and evaluate peer’s work (E,H)

Speaking and Listening: Speaking and Listening Speaking and Speaking and Listening Standards listening SWBAT: ● Effective questions assessments: ● SL.9-10.1 Initiate and participate effectively in a range of collaborative In addition to possible ● Follow and adjust guidelines for discussions (one-on-one, in groups, topics suggested at and teacher-led) with diverse effective class discussions created the top of this column, in the previous unit. partners on grades 9-10 topics, students may: texts, and issues, building on others’ ideas and expressing their own ● Create questions in response to ● generate their own clearly and persuasively. texts. questions; ● SL9-10.1a Come to discussions ● Respond to teacher and ● write journal prepared, having read and student-directed questions and summaries; researched material under study; comments. explicitly draw on that preparation ● identify the most by referring to evidence from texts ● Select/provide appropriate important and other research on the topic or textual evidence to support ideas questions raised issue to stimulate a thoughtful , during class discussion. by classmates well-reasoned exchange of ideas. about a particular ● Present individually or as a group text; ● SL9-10.1b Work with peers to set findings from close reading of a rules for collegial discussions and text. ● participate in decision-making (e.g., informal fishbowl and consensus, taking votes on key jigsaw issues, presentation of alternate discussions; views), clear goals and deadlines, ● participate in both and individual roles as needed. teacher-led and/or student driven ● SL9-10.1c Propel conversations by small and large posing and responding to questions class discussion; that relate the current discussion to broader themes or larger ideas; ● create a small actively incorporate others into visual discussion; and clarify, verify, or presentation to conclusion. accompany a spoken ● SL.9-10.1d Respond thoughtfully to presentation on a diverse perspectives, summarize small group points of agreement and analysis of a disagreement, and, when portion of a text. warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

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

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

Language Language: Language: Assessment: Language:

May include: SWBAT: ● Types of phrases (noun, verb, ● L.9-10.1 Demonstrate command of adjectival, adverbial, participial, ● passage analysis of the conventions of standard English ● Identify and use various types of prepositional, absolute) and selected sections grammar and usage when writing or phrases and clauses. proper use of the comma of novels, short speaking. stories, and ● Identify the meanings of words ● Types of clauses (independent, informative texts. ● L.9 - 10. 1a Use parallel structure. by using context clues and dependent; noun, relative, dictionaries. adverbial) and proper use of the ● Creation of ● L.9-10.1b Use various types of semicolon and comma context sentences phrases (noun, verb, adjectival, ● Identify and understand adverbial, participial, , figurative language. ● Vocabulary in context: learn ● Vocabulary prepositional, absolute) and clauses definitions and usage (independent, dependent; noun, quizzes relative, adverbial) to convey ● Use a semicolon and a colon. specific meanings and add variety ● MLA format ● Grammar and interest to writing ● Use commas with introductory exercises to presentations. clauses and phrases and ● Figurative language practice parallel coordinating conjunctions. structure and use of various types of ● L.9-10.2 Demonstrate command of phrases the conventions of standard English capitalization, punctuation, and spelling when writing. ● Read passage and determine meaning of ● L.9-10 Apply knowledge of language unknown to understand how language vocabulary words functions in different contexts, to using context make effective choices for meaning clues or style, and to comprehend more fully when reading or listening.

● Capitalization, punctuation, ● L.9-10-2a Use a semicolon (and spelling, grammar perhaps a conjunctive adverb) to and sentence link two or more closely related structure assessed independent clauses. in ongoing writing tasks ● L9-10.2b Use a colon to introduce a list or quotation. ● Adherence to MLA format will be ● L.9-10.3.a Write and edit work so assessed in that it conforms to the guidelines in ongoing writing a style manual (e.g., MLA tasks Handbook, Turabian’s Manual for Writers) appropriate for the ● Quiz on commonly discipline and writing type. misused words ● L.9-10.4 Determine or clarify the ● Close reading of meaning of unknown and texts (specifically multiple-meaning words and poetry) to analyze phrases based on grades 9-10 figurative reading and content, choosing language flexibly from a range of strategies.

● Close textual ● L.9-10. 4a Use context (e.g., the reading to look for overall meaning of a sentence, diction and paragraph, or text; a word’s position nuances in word or function in a sentence) as a clue meanings. to the meaning of a word or phrase.

● L. 9-10. 4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)

● L. 9-10. 4d. Verify the preliminary determination of the meaning of a word or phrase. (e.g., by checking the inferred meaning in context or in a dictionary)

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

● L-9-10.5a. Interpret figures of speech in context and analyze their role in the text.

● L-9.10.5b Analyze nuances in the meaning of words with similar denotations.

● CRP1. Act as a responsible and contributing citizen and employee ● CRP2. Apply appropriate academic and technical skills ● CRP4. Communicate clearly and effectively and with reason ● CRP5. Consider the environmental, social and economic impacts of decisions ● CRP6. Demonstrate creativity and innovation ● CRP8. Utilize critical thinking to make sense of problems and persevere in following them ● CRP9. Model integrity, ethical leadership and effective management ● CRP12. Work productively in teams while using cultural global competence.

Educational Technology Standards:

● 8.1 All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. ● 8.1.D: Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. ● 8.1.E: Research and Information Fluency: Students apply digital tools to gather, evaluate and use information.

● 6.1.12.A.2.d

Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today.