Foundations of ELA Academic 9

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PLANNED COURSE OF STUDY Course Title Foundations of High School English Language Arts - Academic Grade Level Ninth Grade Credits 2 Content Area / Dept. English Language Arts Length of Course One Year Author(s) Becky Edelmayer, Jennifer Freed, Eric Gershman

Course Description: Foundations of ELA 9 AC is designed to take students on an exploration of both classic and contemporary texts from a variety of literary traditions and experiences. Students will engage in a study of the poetics and structure of language through a reading of core texts--Gene Luen Yang’s American Born Chinese, Maya Angelou’s I Know Why the Caged Bird Sings, Sandra Cisnero’s The House on Mango Street, Homer’s The Odyssey, Shakespeare’s Romeo and Juliet, and other works including poetry and short stories/works. Additionally, students will delve into the many themes that abound in the aforementioned works: the journey as a metaphor, fate vs. free will, trust, coping with change, the struggles of overcoming obstacles, and perseverance in the face of adversity and stereotypes. While actively seeking and recognizing these thematic strands within the texts, students will be encouraged to form personal and creative connections to their lives and to the world around us. ELA 9 AC is a reading and writing intensive course that challenges students throughout the year to be cognizant about their own learning and voice (speaking and writing), as well as their contribution to the group process. In the academic classroom, the teacher differentiates pace and instructional support to guide students through the challenging learning activities in the classroom environment. Teachers assist students in the development of critical thinking, literacy skills, and research skills as they examine and write about literature and nonfiction sources. Students should demonstrate motivation for growth as they gain independence and develop meaningful skills and processes essential for success in college.

Course Rationale: Many of the works read in our ninth-grade curriculum are the most celebrated canonical pieces of their time. These narratives, along with select contemporary texts, engage students in conversations about the complexities of our reality. When students see their lives through the lens of these stories, they extend their critical and analytical understanding of societal issues. The chosen narratives address complex themes, such as learning to persevere, choosing a path, and going beyond stereotypes. Through these experiences, students wrestle with how authors form, perceive, and develop identity in literature. They ask the same questions of their own society and themselves. As citizens of

1 Foundations (Academic Level) Summer 2017 the world, we need to work through the language and the diverse cultures that surround us. In this way, students learn to see history, literature, and identity as interwoven experiences that shape one another.

Essential Questions for the Course: ● How does traditional mythology and folklore inform/influence culture, customs, and values? How does it manifest in literature? ● How can a hero be defined? How is the archetypal hero motif woven into classic and contemporary literary landscapes? ● What insight is gained by seeing life through another’s eyes? How does one build empathy toward others? ● How does vocabulary increase one’s capacity to navigate and understand literature and, consequently, society? ● How does vocabulary support an individual’s capacity for creativity and invention? ● How does an individual develop a sense of independence in reading? ● How can I communicate effectively in speaking and writing to achieve academic and personal goals?

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Curriculum Map Month Weeks Topics Covered this Month September 4 weeks Summer Reading> American Born Chinese (Perseverance Through Obstacles) October 4 weeks American Born Chinese (Complete)> Foundations of Poetry (Literary Devices)> Literature Circles November 3 weeks Foundations of Poetry Unit (Complete)> The Odyssey December 3 weeks The Odyssey January 4 weeks The Odyssey February 4 weeks I Know Why the Caged Bird Sings> Short Story Unit> Independent Novel Reading March 4 weeks Short Story Unit> Independent Novel Reading April 4 weeks Romeo and Juliet May 4 weeks Romeo and Juliet June 2 weeks Character Analysis: Romeo and Juliet

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Unit Title Perseverance through Obstacles Essential Questions & Do you let your world control you, or do you control your world? Enduring Understandings How can we understand the ongoing battle against the exploitation of the weak by the strong? What is an individual’s responsibility to his or her society? How do stereotypes affect how we view others both physically and intellectually? What is freedom, and how do we define it in a variety of contexts? What is the impetus for change? How do differing perspectives impact change? How can poetry be defined? Why is imagery as a poetic/literary device important to the understanding/appreciation of poetry? How can one define “free verse” as a poetic form? How can one utilize life experiences as a foundation for creative and expressive writing? What do personal artifacts indicate about our values, attitudes, and beliefs? How does responding to what you read impact your understanding of a piece of literature? How does knowledge about an author’s personal experiences impact the reading interpretation of their work? What does learning about ourselves teach us about others?

ANCHOR TEXT UNIT FOCUS American Born Chinese by Gene Luen Yang

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To open the year, we will be studying a variety of texts that speak to the idea of RELATED TEXTS perseverance through obstacles. Throughout this unit, students come to understand how we Informational Texts ● “Self-Reliance” by Ralph Waldo define control: control over our world and control over one another. Students will begin to Emerson question an individual’s responsibility to his or her society. They analyze how we can Poetic Texts identify examples of social/cultural abuses in our world. Students will converse with a ● “I, Too” by Langston Hughes ● “The Cleaving” by Li-Young Lee myriad of philosophical questions, ranging from “what is freedom?” to “what ways ● “Different” by Vincent Tabatha perception can define and affect reality?” Students are encouraged to see themselves as ● “Introduction to Poetry” by Billy “agents of change” as they investigate themes, such as stereotypes/racism, social justice, and Collins activism.

● “The Summer I Was Sixteen” by Students explore the power of written language to educate and influence others. They read Geraldine Connolly various argumentative essays and engage in virtual collaboration to develop their own ● “From the 104th Floor” by Leda Rotis arguments. They also research a self-generated question related to issues of racism, ● “The Willow and the Ginkgo” by Eve Merriam creativity, and the evolution of social inclusivity in America. Students will come to understand the importance of reading, writing, books, and stories. Context Texts ● The Absolutely True Diary of a Part- The unit also includes: Time Indian by Sherman Alexie ● The Running Dream by Wendelin Van LEVELED RESOURCES Draanen ● Night by Elie Wiesel ● House of the Scorpion by Nancy Support Resources: Accelerated Resources (Not Honors Only): Farmer ● The Bean Trees by Barbara Kingsolver Political cartoons: Argumentative essays ● SLAM! by Walter Dean Myers ● White Man’s Dinner ● Chinese Cinderella by Adeline Yen “The Rainbow Passage” - studying dialect ● The Anti-Chinese Wall (stereotyping) Mah ● Chinese Hugging Whiskey NY Times articles (“Asian-Americans and ● “The Chinese Invasion” 5 Foundations (Academic Level) Summer 2017

Argumentative essays Stereotypes,” “The Asian Advantage,” “Mother Tongue” - Amy Tan “Success Story - Japanese-American Style,” NY Times articles (“Asian-Americans and “Asian American Students and School Stereotypes,” “The Asian Advantage,” Stereotypes”) “Success Story - Japanese-American What is a Graphic Novel? PowerPoint Style,” “Asian American Students and School Stereotypes”)

Common Core Standards PA Core Standards Reading (CC.9-10) Reading R.L.1, R.L.2, R.L.3, R.L.4, R.L.5, R.L.6, R.L.7, R.L.9, R.L.10, 1.2.9.A, 1.2.9.D, 1.3.9.C, 1.1.9.C, 1.3.9.B, 1.1.9.A, 1.1.9.D R.I.2, R.I.3, R.I.4, R.I.5, R.I.6, R.I.7, R.I.10 Writing Writing (CC.9-10) 1.8.9.A, 1.8.9.C, 1.5.9.A, 1.5.9.B, 1.5.9.C, 1.5.9.D, 1.4.9.B, 1.4.10.B, W.1: W.1.a, W.1.b, W.1.c, W.1.d, W.1.e 1.5.9.B, 1.5.9.C, 1.5.10.B, 1.4.C.B, 1.5.C.B, 1.5.C.C, 1.5.9.F, 1.7.9.A, W.2: W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f 1.7.10.A, 1.5.C.D, 1.5.C.E, 1.5.C.F, 1.9.9.A, 1.9.C.A, 1.8.10.A, W.3: W.3.a, W.3.b, W.3.c, W.3.d, W.3.e 1.8.10.B, 1.8.10.C, 1.8.C.A, 1.8.C.B, 1.8.C.C W.4 W.5 Speaking & Listening W.6 1.6.9.A, 1.6.9.B, 1.6.10.A, 1.6.10.B, 1.9.9.A, 1.9.9.B, 1.9.10.A, W.7 1.9.10.B, 1.8.9.B., 1.1.9.B., 1.1.9.C, 1.3.9.D W.8 W.9: W.9.a, W.9.b W.10

Speaking & Listening (CC.9-10) SL.1: SL.1.a, SL.1.c, SL.1.d SL.2

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SL.3 SL.4 SL.5 SL.6

Language (CC.9-10) L.1: L.1.a, L.1.b L.2: L.2.a, L.2.b L.3: L.3.a L.4: L.4.a, L.4.b, L.4.c, L.4.d L.5: L.5.b L.6

Key Unit Vocabulary Academic Literary Text-Dependent Writing ● Theme ● Coeur D’Alene ● Evaluate ● Inference ● The Monkey King ● Analyze ● Free Verse ● Chinese American ● Revision ● Rhyme Scheme Exclusion/Inclusion (NYHS) ● Editing ● Imagery ● Mandarin vs. Cantonese ● Proofreading ○ Visual ● Stereotype ● Transitions ○ Auditory ● Caricature ● Thesis ○ Olfactory ● Perspective ● Literary Present ○ Tactile ● Color ● Mechanics ○ Gustatory ● Line of sight ● Usage ● Meter/Rhythm ● Frame ● Grammar ● Figurative Language ● Thumbnails ● Summary (simile/metaphor/hyperbole/ ● Pencils/Pens/Inks 7 Foundations (Academic Level) Summer 2017

● Annotate personification/symbolism) ● Graphic Weight ○ Terms ● Sound Devices ● The “Shot”/ “Reverse Shot”/ “Close- Reading (consonance/assonance/alliteration up”/ “Long Shot” ● Analysis onomatopoeia) ● Emanata (symbol above a ● Evaluation character’s head) ● Figurative vs. Literal ● Bleed ● Quotation/Textual Evidence ● Narrative Box/Thought ● Identify Bubble/Speech Bubble ● Gutter/Frame/Panel

Learning Objectives – The student will… Assessment Opportunities Analyze and interpret text in both written and visual formats. Close Reading Activity Read independently and collaboratively in order to construct Background-Building Scavenger Hunt: meaning: including making inferences, drawing conclusions, and List ten facts you have found making generalizations based on text. Free-for-all Examine the relationship between narrative structures and journeys Visual Profile Project as a motif. Analyze the structures and language usage of poetic texts: figurative Final Poetry Assessment: language, imagery, prosody, Analyze, tag, and define the aspects of a single, self-selected poem that is then supplemented with a visual image. Family Metaphor Poem: Create a metaphor about their families Willow and Gingko: Simile analysis activity Examine poetic texts for the journey motif. Literature Circle Theme Essay Explore the connections between history and literature; both how American Born Chinese, stereotypes activity, Visual Profile history informs literature and how literature reflects history. Project Identify and explain main ideas and relevant details. Study Questions for lit circle books Close Reading of Poems 8 Foundations (Academic Level) Summer 2017

Identify, analyze, and describe genre of text. Visual Profile Project Interpret, analyze, and evaluate components of literary fiction and American Born Chinese research scavenger Hunt nonfiction. Develop an original composition that combines elements of visual Final Assessment: and written literacy. Graphic Novel OR Photo Essay/Composite -Design -Rationale Synthesize life experiences with learned experiences to create “I Am From” Poem original compositions. Re-appropriate non-poetic texts in order to explore how poetic texts Found Poem can be constructed. Analyze the impact of the narrator on the audience’s ability to Graphic Novel construct specific meanings from a text. Analyze the difference between verbally communicated descriptions Visual Profile Project and the visual imagery of an illustrated text.

Sequence of Teaching and Learning Number of Units/ Lesson Topic Lesson Activities Blocks/Sessions Lesson One (10 Summer Reading ● Close reading of summer reading passage days) ● Summer Reading Multiple Choice Quiz (start of school year ● Summer Reading poster project procedures and ● Summer Reading poster project presentation intro vocabulary ● Introduce Summer Reading Essay: Discuss Prompt, Format, Rubrics book) ● Begin Graphic Organizer/Rough Draft ● In class essay Lesson Two (10 American Born ● Graphic Novel Pre-test/Brainstorm/ Graphic Novel PowerPoint Presentation (Day days) Chinese One) 9 Foundations (Academic Level) Summer 2017

● Quick Writes (Stereotyping/Self-Identity/Assimilation) (Day One-Two) ● Exit Slips/Quizzes ● Visual Narrative Profile Project ● Set Induction Activities: American Born Chinese Anticipation Guide Lesson (Day One) American Born Chinese and Stereotypes American Born Chinese and Immigration Immigration in the United States Detail Sheet Statements About Immigration Sheet Monkey Mythology Sheet Stereotype Sheet The Monkey King Chinese American Exclusion/Inclusion (NYHS) Lesson Three and Poetry ● Introduction to Poetry Unit: Distribute Essential Questions Lesson Four run ● Independent definition of poetry in notebooks—pair share/report out—brainstorm concurrently on Smartboard (twenty days) ● Notebooks: Review official definition of poetry ● Brainstorm: Create List: Famous Poets and Famous Songwriters ● Poetry 180 Quick Close Reading using Questions on Smart Board Slides ● Complete Narrative Poetry Notes on Tone/Mood ● Distribute Tone/Mood Handout ● Distribute “104th Floor”—Read Aloud ● Distribute Close Reading Handout: Style/Appearance, Tone, Author Predictions ● Poetry: Introduce Poetry Concepts: Simile, Imagery, Personification ● “Willow and Gingko”-close reading simile ● Write compare/contrast poem- applying simile ● Introduce metaphor and definitions, examples ● “Mother to Son” and “Marks” ● Write family metaphor poems- applying metaphor ● Introduce Paul Laurence Dunbar, mini-research assignment

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● “We Wear the Mask”-applying stereotypes ● Introduce sound devices: alliteration, assonance, and consonance ● “Fire and Ice” or “Stopping by the Woods” Robert Frost ● “All Day I Hear” or “Eight O’clock” ● Final Assessment- Close Reading of a selected poem activity and illustration ● Poetry Term Quiz

Literature Circles Designate one day a week for literature circle meetings and the following activities: ● Introduce Lit Circle Assignment: Distribute assignment sheet and calendar ● Introduce books, read reviews and summary ● Students list choices 1-4- Assign Groups, Distribute Novels ● Literature Circle Writing Assignment #1 ● Review literature circle meeting requirements ● Lit Circle Quiz #1 ● Lit Circle Meeting #1- share thinking questions, discuss, and complete activity ● Distribute Lit reading assignment #2 ● Lit Circle Quiz #2 ● Collect Lit assignment 1 ● Lit Circle Meeting #2- share thinking questions, discuss, and complete activity (Key quotes) ● Distribute lit assignment #3 ● Lit Circle Quiz #3 ● Collect lit assignment 2 ● Lit Circle meeting #3- share thinking questions, discuss and complete character chart and Wordle ● Distribute lit assignment #4 ● Lit Circle Quiz #4 ● Collect Lit assignment 3 ● Lit Circle Meeting #4- share thinking questions, discuss, and complete activity (Fiction pyramid) 11 Foundations (Academic Level) Summer 2017

● Distribute Literature Circle Theme Analysis Essay

Resources for this Unit: ● The Monkey King ● Chinese American Exclusion/Inclusion (NYHS) ● TED Talk: Understanding Comics by Scott McCloud ● Primary Source Analysis Tools from the Library of Congress (for Political Cartoons/Images/ Texts) ● PowerPoint presentation--What is a graphic novel?

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Unit Title Choosing Our Paths Essential Questions & 1. What elements/ devices make poetry meaningful to the understanding of literature? Enduring Understandings 2. What allusions to The Odyssey can be found today? Why are these allusions made? 3. How can a hero be defined? Do we still need heroes? 4. What can one infer about a person by his/her words and actions? 5. How does the audience and purpose of a specific task shape the form that writers produce? 6. How do writers incorporate textual evidence in support of an original interpretation? 7. How does curiosity lead to focused writing? 8. How do researchers explore a topic and where do they look for resources? 9. How does perspective affect the way writers construct a text? 10. How is attribution different from textual evidence integration?

ANCHOR TEXT UNIT FOCUS The Odyssey by Homer (Fictional/Literary Throughout this unit, students will understand how great literature reflects life, and how in any Text) journey (be it physical or metaphysical) patience is important for gaining wisdom and experience along the way. They identify external conflicts among different characters while RELATED TEXTS beginning to develop the idea of how conflicts move inside individual characters, becoming Informational Text internal conflicts. The subtle nature of internal conflict mirrors our investigation of literal and figurative discussion. Students explore how people define what they value in their lives ● Excerpts from The Power of Myth by through achievement and failure and the costs of giving into impulse, impiety, temptation, and Joseph Campbell (Info recklessness. The unit also includes: Text/Scholarly) ● Research - Voki Avatar ● “Theoi Greek Mythology” ○ Students develop an avatar for the specific god, goddess, hero, etc. that he or she has been researching and give it a voice through the Voki platform. ● “Encyclopedia Mythica” ○ Research Skills Mastered: Guided Source Selection and Evaluation; Guided ● “Perseus Digital Library” Synthesis; Guided Inquiry about Plagiarism (Optional Assignment) Maker-Space Visual Construct: Hero Research and Development

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Poetic Text LEVELED RESOURCES ● “Ithaka” by Constantine Cavafy ● “Siren Song” by Margaret Atwood Support Resources Accelerated Resources ● “Ulysses” by Alfred, Lord Tennyson ● The Adventures of Ulysses by ● The Power of Myth by Joseph Campbell ● “Penelope to Ulysses” by Ovid from Bernard Evslin ● The Odyssey by Homer (Unabridged) Heroides

Visual Text ● The Odyssey (Mini-Series) ● O, Brother Where Art Thou? (Film) (Allusion) ● Where is Ithaka? (Film)

Writing (CC.9-10) Writing W.1: W.1.a, W.1.b, W.1.c, W.1.d, W.1.e 1.8.9.A, 1.8.9.C, 1.5.9.A, 1.5.9.B, 1.5.9.C, 1.5.9.D, 1.4.9.B, 1.4.10.B, W.2: W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f 1.5.9.B, 1.5.9.C, 1.5.10.B, 1.4.C.B, 1.5.C.B, 1.5.C.C, 1.5.9.F, 1.7.9.A, W.3: W.3.a, W.3.c, W.3.d 1.7.10.A, 1.5.C.D, 1.5.C.E, 1.5.C.F, 1.9.9.A, 1.9.C.A, 1.8.10.A, W.4 1.8.10.B, 1.8.10.C, 1.8.C.A, 1.8.C.B, 1.8.C.C W.5 W.6 Speaking & Listening W.7 1.6.9.A, 1.6.9.B, 1.6.10.A, 1.6.10.B, 1.9.9.A, 1.9.9.B, 1.9.10.A, 14 Foundations (Academic Level) Summer 2017

W.8 1.9.10.B, 1.8.9.B., 1.1.9.B., 1.1.9.C, 1.3.9.D W.9: W.9.a, W.9.b W.10

Speaking & Listening (CC.9-10) SL.1: SL.1.a, SL.1.c, SL.1.d SL.2 SL.3 SL.4 SL.5 SL.6

Language (CC.9-10) L.1: L.1.a, L.1.b L.2: L.2.a, L.2.b L.3: L.3.a L.4: L.4.a, L.4.b, L.4.c, L.4.d L.5: L.5.b L.6

Key Unit Vocabulary Academic Literary Text-Dependent Writing Newly Introduced ● Epic ● Unity ● Epithet ● Polyphemus ● Coherence ● Allegory ● The Twelve Olympians ● Textual Evidence ● Allusion ● Circe ● Quotation Integration ● Sirens ● Laestrygonians Previously Introduced and Relevant ● Scylla and Charybdis 15 Foundations (Academic Level) Summer 2017

● Simile ● Helios ● Metaphor ● Underworld ● Assonance ● Teiresias ● Consonance ● Hospitality ● Inference ● Trojan Horse ● Line ● Iliad ● Homer ● Book

Learning Objectives – The student will… Assessment Opportunities Apply poetic techniques to the comprehension of a larger narrative. Reading Comprehension Quiz: Section identifying Poetic Terms in the Quiz Voki Avatar Project: Use the poetic techniques in the style of Homer for the words the Mythological figures use Analyze and interpret allusions to augment understanding. Transfer Activity with O, Brother Where Art Thou?: Students identify the allusions to The Odyssey that the Coen Brothers use in their film. Evaluate the relevance of classical literature and characters in their Yourself as a Hero Reflective Writing: Writing a story wherein the contemporary lives. student describes him or herself within the framework of the conventions and literary devices of The Odyssey. Hero RAFT: Students demonstrate their understanding of the traits of a hero by completing a writing assignment which asks them to choose the role of a specific type of hero and asks them to consider how that hero would react within a given situation. Analyze and interpret the content of what is said and the character of Characterization: Analyze the characters of Agamemnon, Helen, the person saying it. and Menelaus and how they are characterized and apply these techniques to the reading of The Odyssey. Identify and apply the appropriate rhetorical choices to the Voki Avatar Project: Students compose a script for his or her composition of original work. specific Mythological figure to “say.” These scripts are adapted in terms of target audience, purpose of communication, and character 16 Foundations (Academic Level) Summer 2017

of the Mythological figure. Midterm/The Odyssey Compare & Contrast Essay: Read an article by a “modern hero,” John Kuol, and compare/contrast it with the journey of Odysseus. Students work from a given thesis to write an original interpretation of the hero’s journey. Integrate textual evidence within the body of an original composition Midterm/The Odyssey Compare & Contrast Essay: Read an focused on the author’s interpretation of a work of literature. article by a “modern hero,” John Kuol, and compare/contrast it with the journey of Odysseus. Students work from a given thesis to write an original interpretation of the hero’s journey. Identify a process by which they can convert their curiosity into a Wonder List to Thesis Activity: Students develop a list of topics more focused method of inquiry. that they “wonder” about the Greek Mythological figures and stories. They then walk through a set of steps that help them reframe their interests into researchable questions Explore external resources to develop research topics and a research Voki Avatar: Students must explore a variety of research options to base. flesh out their understanding of the mythological figure and the story that mythological figure is a part of within the context of Greek myth. Analyze and evaluate the ways that different perspectives affect the Text/ film comparison sheet activity interpretations of individual readers. Identify and apply the differences between appropriate attribution Midterm/The Odyssey Compare & Contrast Essay: Read an practices and the integration of textual evidence. article by a “modern hero,” John Kuol, and compare/contrast it with the journey of Odysseus. Students work from a given thesis to write an original interpretation of the hero’s journey (using Joseph Campbell’s Hero’s Journey as a guide) Guided Reader-response Questions/Analysis Responses: students respond to critical-reading questions about characters/plot development/poetic elements using text-specific documentation to support assertions. Voki Avatar

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Sequence of Teaching and Learning Number of Lessons Lesson Topic Lesson Activities / Blocks Lesson 1 (4 Days) Introductory/ ● Scenes from Helen of Troy Background ● Epic Poem Article/Handout ● Iliad ● “Ithaka” by Cavafy ● Assessments: ○ Background Quiz ○ Characterization Activity for Helen of Troy and Iliad Lesson 2 (5 Days) Book 9 - Polyphemus ● Read Aloud ● Review/Comprehension Questions ● Literary Term Identification ● Strategic Reading ● Epithet Group Activity ○ Mini-Lesson ○ Identification ● Assessments: ○ RAFT ■ Students pick the role while the audience, format, and topic are pre-set ○ Book 9 Quiz Lesson 3 (3 Days) Book 10 - Aeolus and ● Read aloud Circe ● Review/Comprehension Questions ● Literary device identification ● “Circe’s Power” by Louise Gluck ● Assessments: ○ Analysis questions ○ Text-Dependent Passage Questions Lesson 4 (5 ½ days) God and Goddess ● Research 18 Foundations (Academic Level) Summer 2017

Project ● Mini-lessons on: ○ NoodleBib ○ LibGuides ○ Quotations and paraphrasing ○ Works Cited ● Voki Script Writing ● Assessment: ○ Avatar Presentations Lesson 5 ( 3 days) Book 11 - House of ● Read aloud the Dead ● Review/Comprehension Questions ● Literary device identification ● Character chart ● Assessment: ○ Quiz Lesson 6 (2.5 Days) Books 12 ● Read aloud ● Review/Comprehension Questions ● Literary device identification ● Character chart ● 9-12 Cut & Paste Review ● Assessment: ○ Quiz Lesson 7 (3 Days) Books 13-24 ● Close Passage covering the events of the return to Ithaka Lesson 8 (2 days) Allusions ● Mini-Lesson on Allusions ● O Brother, Where Art Thou? ● Assessment: ● Identification of Allusions within O Brother, Where Art Thou?

Resources for this Unit 19 Foundations (Academic Level) Summer 2017

Vocabulary (2-3 Days a Week, On-going): ● Occasional Homework ● One unit every 2 weeks ● Quiz every other week Grammar (2-3 Days a Week, On-going): ● SMART Board Mini-Lessons ● Worksheets ● Activities

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Unit Title Going Beyond Prescriptions/Stereotypes Essential Questions & 1. What elements/ terms make stories meaningful? Enduring Understandings 2. What is the structure of a story? 3. What is the role of setting and mood in the telling of a story? 4. What types of characters are there and how do we tell the difference? 5. What is the difference between round and flat, static and dynamic characters? 6. How do authors create living, breathing characters? 7. What is the role of conflict, both internal and external, in the telling of a story? 8. How do the elements within stories work together to create meaning? 9. How does Point of View affect the structure and content of a story? 10. What is tone and how does it affect the understanding of the story? 11. What is the role of time (foreshadowing and flashback) in the telling of a story? 12. How does figurative language function and how does it contribute to the construction of meaning? 13. How does imagery function and how does it contribute to the construction of meaning? 14. How does imagery differ from figurative language? 15. What makes irony different from other uses of language and how does irony affect the comprehension of text? 16. How do authors use stories to explore complex thematic concepts connected to the human condition?

ANCHOR TEXT UNIT FOCUS The House on Mango Street by Sandra Cisneros

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Stories are what weave social groups together. A shared narrative unites disparate groups of RELATED TEXTS people to become more than they were, a new and original community. In the nonfiction Informational Text texts, we examine stories of differing realities, how those are shaped by the historical and ● “The Hero” Sue Ragland cultural forces at work around them, and how the individuals who write them navigate these ● “Butterflies” Roger Dean Kiser realities. In the fictional texts, students experience stories about life and death, the value of ● “The Bully” Roger Dean Kiser true wealth, and how to live with rivals and the conflicts these rivalries create. Throughout ● Night Excerpts all of these stories, students explore the different ways that stories ask us to embrace our ● “Hope, Despair, and Memory” by collective humanity and recognize the challenges, triumphs, and values we share in our Elie Wiesel evolving narrative. This unit also features: ● Short Story Multiple Modality Writing Project Poetic Text ○ Students work as individuals and as pairs to craft short works that are ● “Sympathy” by Maya Angelou companions to the stories they read. ○ This assessment asks for both content application and creative thinking Context Texts ● “The Monkey’s Paw” by W.W. LEVELED RESOURCES Jacobs ● “The Scarlet Ibis” by James Hurst Support Resources Accelerated Resources ● “The Most Dangerous Game” by ● Varying levels of Read Aloud ● “The Bet” by Anton Chekhov Richard Connell Guidance ● “The Gift of the Magi” by Saki ● “The Necklace” Guy de ● “The Most Handsome Drowned Man in Maupassant the World” by Gabriel Garcia Marquez ● “Little Red Cap“ by The Brothers ● “The Interlopers” by Saki Grimm ● “The Destructors” by Graham Greene ● “A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez

22 Foundations (Academic Level) Summer 2017

Speaking & Listening (CC.9-10) SL.1: SL.1.a, SL.1.c, SL.1.d SL.2 SL.3 SL.4 SL.5 SL.6

Key Unit Vocabulary Academic Literary Text-Dependent Writing ● Characterization ● Holocaust ● Purpose ○ Direct ● Auschwitz 23 Foundations (Academic Level) Summer 2017

● Viewpoint ○ Indirect (STEAL) ● Buchenwald ■ Speech ● Nobel Peace Prize ■ Thoughts ● Judaism ■ Effect on Others ○ The Number 7 ■ Actions ● Magical Realism ■ Looks ● Fairy Tale ● Tone ● Racism ● Mood ○ Covert ● Plot ○ Overt ○ Exposition ● Dialect ○ Rising Action ○ Climax ○ Falling Action ○ Resolution/Denouement ● Conflict ○ Internal ● Foreshadowing ● Flashback ● Theme vs. Moral, Lesson, Etc.

Learning Objectives – The student will… Assessment Opportunities identify, define, and synthesize the elements of a plot diagram. Short Story Multiple Modality Unit Project: In the first part, students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students synthesize the various elements of plot in their new take on the story. Plot Diagram Quiz Questions: Each of the short story quizzes feature questions based on an understanding of the elements of this plot diagram. 24 Foundations (Academic Level) Summer 2017

Short Story Fiction Chart: These charts ask students to break down each story exhaustively based on the respective plot elements. identify the elements of setting including mood and analyze their Quizzes: The reading quizzes feature questions asking students to effect on the narrative. analyze the use of setting in the story. Short Story Fiction Chart: These charts ask students to break down each story exhaustively based on the respective plot elements. analyze the different roles characters play in a story including, but Short Story Fiction Chart: These charts ask students to break not limited to, the protagonist and antagonist. down each story exhaustively based on the respective plot elements. analyze the difference between round and flat, static and dynamic Short Story Fiction Chart: These charts ask students to break characters down each story exhaustively based on the respective plot elements. analyze and synthesize the elements of characterization, both direct Short Story Fiction Chart: These charts ask students to break and indirect. down each story exhaustively based on the respective plot elements. Short Story Multiple Modality Unit Project: In the first part, students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students synthesize the various elements of direct and indirect characterization in their new take on the story. use their understanding of external conflicts to analyze and describe Short Story Multiple Modality Unit Project: In the first part, internal conflict. students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students create or continue the central conflicts of the original story in their new take on the story. Short Story Fiction Chart: These charts ask students to break down each story exhaustively based on the respective plot elements. 25 Foundations (Academic Level) Summer 2017 analyze stories and evaluate textual evidence in order to develop Short Story Multiple Modality Unit Project: In the first part, thematic judgments both collaboratively and independently. students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students must stay consistent with the thematic concerns of the original story in their new take on the story. Journals: Students write freely on the thematic topics tied in with the stories the students are reading. analyze the Point of View of each story to determine its type and its Short Story Multiple Modality Unit Project: In the first part, effect on the story. students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students will use a consistent Point of View in their new take on the story. Short Story Fiction Chart: These charts ask students to break down each story exhaustively based on the respective plot elements. analyze the author’s and the characters’ language in order to Short Story Multiple Modality Unit Project: In the first part, evaluate tone. students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students must honor the tone of both author and character from the original story in their new take on the story. Short Story Fiction Chart: These charts ask students to break down each story exhaustively based on the respective plot elements. develop cogent arguments about the use of foreshadowing and Short Story Fiction Chart: These charts ask students to break flashback in each story. down each story exhaustively based on the respective plot elements. apply the concepts of figurative language and imagery in the Vignette Writing Assignment: six vignettes echoing the style of construction of meaning. Sandra Cisneros vignettes in House on Mango Street evaluate the difference between the comparative nature of figurative language and the direct nature of imagery. 26 Foundations (Academic Level) Summer 2017 identify the incongruity inherent in all forms of irony and evaluate Irony Chart from “The Necklace”: A chart that asks students to its effect on the narrative. apply the concept of irony to both the real world and the short story “The Necklace.” apply the thematic concepts discussed with each short story to Journals: Students write freely on the thematic topics tied in with situations in the world at large. the stories the students are reading. write narratives using author’s style. Vignette Writing Assignment: six vignettes echoing the style of Sandra Cisneros vignettes in House on Mango Street identify theme in a short writing piece. Theme Identification and Analysis (The House on Mango Street)

Sequence of Teaching and Learning Number of Lesson Topic Lesson Activities Lessons / Blocks Lesson 1 (8 Days) The House on ● Elements of fiction notes including vignette Mango Street ● Biographical Article: Sandra Cisneros ● Free write journals- practice technique of vignettes ● Map project- map of community and rationale of each neighborhood, textual evidence for each feature ● Double entry journal ● Mini-Research ● Read The House on Mango Street (1) as a group and discuss vignette and style ● Read and Analyze themes in The House on Mango Street ● Figurative Language Textual Scavenger Hunt ● Assessments: ○ Vignette Writing Assignment ○ Characterization Poster ○ Gallery Walk ○ Quiz Lesson 2 (3 Days) Memoirs ● Elements of Nonfiction Notes ● Short Memoir Comprehension and Synthesis Assignment Lesson 3 (7 Days) Holocaust Literature ● Night and “Hope, Despair, and Memory” 27 Foundations (Academic Level) Summer 2017

● Read and Analyze excerpts: pp. 26-32; pp. 43-49 ● Class Discussions/Socratic Seminar ● Assessments: ○ Night as Creative Nonfiction Piece ○ Response to Obama (In-Class Essay (ICE #1) Lesson 4 (18 Days) Short Stories ● Background Notes ● Text Comprehension Questions ● Assessments: ○ Short Story Chart ○ Short Answer Response after each story ○ ICE 2-4 ○ Short Story Multiple Modality Unit Project

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

28 Foundations (Academic Level) Summer 2017

Unit Title Choosing our Own Fate Essential Questions & ● How is an individual’s life affected by outside events, family situations, or cultural, political, and Enduring Understandings social trends? ● What are universal concerns facing teenagers throughout time, despite external differences? ● How does learning about others teach us about ourselves? ● What poetic and literary conventions are employed by Shakespeare to engage his readers? How are these conventions used to gain further accessibility into the play? ● How does Shakespeare use character development to create a dramatic experience? ● What are the various causes of tragedy? Can wisdom and knowledge be gained from a “tragic” experience? ● How can “love” be defined? How do we know what is and is not “love”?

ANCHOR TEXT UNIT FOCUS Romeo & Juliet by William Shakespeare

RELATED TEXTS The Romeo & Juliet unit focuses on the idea of choosing one’s own fate. Students explore ● Romeus and Juliet- Arthur Brookes how patterns and contrasts in language (diction, imagery and, figurative language) reveal central ideas in texts and develop various motifs (light vs. dark, dreams vs. reality, high vs. Informational Texts low, etc.) in Romeo and Juliet. They come to understand how those motifs emphasize ● Teenage Brain Poetic Texts internal and external conflicts that result from love, hate, loyalty, and friendship. Students ● “A Poison Tree,” William Blake examine the extent to which characters’ reactions to conflict and opposition dictate the (Poem) outcomes of a situation and learn about the science and psychology behind the way Visual Texts teenagers think about choice, conflict, and consequence. ● Romeo + Juliet, Baz Luhrmann (Film) ● Romeo and Juliet- Franco Zeffirelli LEVELED RESOURCES

Support Accelerated Resources ● Guileta y Romeus- Luigi Deporto

29 Foundations (Academic Level) Summer 2017

● “The Story of Pyramus and Thisbe” from Metamorphoses, Ovid

Writing (CC.9-10) Writing W.1: W.1.a, W.1.b, W.1.c, W.1.d, W.1.e 1.8.9.A, 1.8.9.C, 1.5.9.A, 1.5.9.B, 1.5.9.C, 1.5.9.D, 1.4.9.A, 1.4.9.B, W.2: W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f 1.4.9. C, 1.4.10.B, 1.5.9.B, 1.5.9.C, 1.5.9.D, 1.5.10.B, 1.4.C.B, W.3: W.3.a, W.3.c, W.3.d, W.4, W.5, W.6, W.7, W.8, W.9: 1.5.C.B, 1.5.C.C, 1.5.9.F, 1.7.9.A, 1.7.10.A, 1.5.C.D, 1.5.C.E, W.9.a, W.9.b, W.10 1.5.C.F, 1.9.9.A, 1.9.C.A, 1.8.9.C, 1.8.10.A, 1.8.10.B, 1.8.10.C, 1.8.C.A, 1.8.C.B, 1.8.C.C, 1.9.9.A, 1.9.C.A, 1.8.9.B, Speaking & Listening (CC.9-10) SL.1: SL.1.a, SL.1.c, SL.1.d, SL.2, SL.3, SL.4, SL.5, SL.6 Speaking & Listening 1.6.9.A, 1.6.9.B, 1.6.10.A, 1.6.10.B, 1.7.9.A, 1.9.9.A, 1.9.9.B, Language (CC.9-10) 1.9.10.A, 1.9.10.B, 1.8.9.B., 1.1.9.B., 1.1.9.C, 1.3.9.D L.1: L.1.a, L.1.b L.2: L.2.a, L.2.b, L.2.C, L.3: L.3.a, L.4: L.4.a, L.4.b, L.4.c, L.4.d, L.5: L.5.b, L.6

30 Foundations (Academic Level) Summer 2017

Key Unit Vocabulary Academic Literary Text-Dependent Writing ● Blank Verse ● Shakespearean Background ● Source Integration ● Oxymoron ● Renaissance Dramatic Conventions ● Thesis ● Motif ○ Prologue ● Parenthetical Citation ● iambic pentameter ○ Soliloquy ● Works Cited ● Sonnet ○ Aside ● Transition Sentence ○ Petrarchan (H?) ● Argument ○ Shakespearean ○ Stage Direction ● Apt-ness and Form of Evidence ● Caesura ○ Irony Reading ● Turn ● Shakespearean Tragedy ● Evolution of English ● Speaker/Persona vs. Character ○ Turning Point vs. Climax ● Make Predictions ● Irony ○ Inevitable Doom ● Essential vs. Non-Essential ○ Situational Information ○ Verbal ○ Tragic Flaw (Hubris) ○ Dramatic ○ Tragic Act (Hamartia - The missing of the mark; the tragic act) ○ Fate vs. free will

Learning Objectives – The student will… Assessment Opportunities Make inferences, draw conclusions, and generalize based on text Background Knowledge and teen brainstorm Identify and explain main ideas and relevant details Romeo and Juliet Review Questions Identify and apply the meaning of vocabulary in nonfiction Acts 1-5 Quizzes Make inferences, draw conclusions, and generalize based on text Close readings of scenes Identify, describe, and analyze genre of text. Introduction and Background quiz with elements of drama Interpret, compare, describe, analyze, and evaluate components of Creative Writing Short Story: Students write a story wherein fiction and literary nonfiction. they must develop the outcome of a situation based on discussions 31 Foundations (Academic Level) Summer 2017

about the issues teen face every day. Identify, interpret, describe, and analyze figurative language and Act 1-5 Quizzes literary structures in fiction and nonfiction. Identify, interpret, describe, and analyze the point of view of the Journal Entries: narrator in fictional and nonfictional text. Journal Entry #1--Themes of Act 1: Rebellion, Lust, Dichotomy, and Paradox Journal Entry #2 -- Motifs Journal Entry #3 -- Tybalt, Mercutio, and Romeo, Oh, My! Journal Entry #4 -- Juliet’s Elegy Journal Entry #5 -- Causes of Crisis Connect the text of the play with the physical actions and behaviors Final Project: Performance Assignment of characters as chosen by the actors portraying them. Film comparison

Distinguish between essential and nonessential information within Background/Historical Background Quiz or between texts. Evaluate non-fiction text Background/ Historical Background Quiz Identify and analyze Shakespearean sonnet form Sonnet practice and identification Explore, interpret and analyze themes and other literary devices Journal Entries: through formal and exploratory writing Journal Entry #1--Themes of Act 1: Rebellion, Lust, Dichotomy, and Paradox Journal Entry #2 -- Motifs Journal Entry #3 -- Tybalt, Mercutio, and Romeo, Oh, My! Journal Entry #4 -- Juliet’s Elegy Journal Entry #5 -- Causes of Crisis Read and evaluate literary criticism of a given text Romeo and Juliet Character Analysis Create a strong thesis statement that is both clear and arguable Romeo and Juliet Character Analysis Write a formal outline that (measurable?) Romeo and Juliet Character Analysis Organize, write, and develop body paragraphs using transition topic Romeo and Juliet Character Analysis sentences, elaboration, evidence, and explanation (what is explanation?) 32 Foundations (Academic Level) Summer 2017

Incorporating textual evidence in writing with proper citations Romeo and Juliet Character Analysis Incorporating literary criticism in writing with proper citations Romeo and Juliet Character Analysis Crafting a solid introduction and conclusion Romeo and Juliet Character Analysis Writing rough draft(s) Romeo and Juliet Character Analysis Crafting an accurate and complete Works Cited page Romeo and Juliet Character Analysis Peer Evaluation Romeo and Juliet Character Analysis

Sequence of Teaching and Learning Number of Lesson Topic Lesson Activities Lessons / Blocks Lesson 1 (4 days) Background ● Perfect Mate Assignment Knowledge ● Discovery Education: Shakespeare Module 1 ● Teen brainstorm ● Globe theater Diagram ● Background Info and Notes Packet ● About the author ● “Romeus and Juliet” Lesson 2 (1 day) Prologue ● Sonnet Notes ● Read Prologue ● Close Read prologue Lesson 3 (5 days) Act One ● Read Act 1 ● Love and Marriage handout ● Queen Mab Speech’ ● Act 1 Scene 5 sonnet ● Key Quotes ● Literary Device ● Act 1 Quiz ● Act 1 Journal Lesson 3 (5 days) Act Two ● Read Act 2 ● Study guide questions 33 Foundations (Academic Level) Summer 2017

● Irony notes ● Irony identification ● Types of love analysis ● Strategic Reading ● Act 2 Quiz ● Act 2 Journal Lesson 4 (5 days) Act Three ● Read Act 3 ● Study Guide Questions ● Strategic Reading ● Literary Devices ● Key Quotes ● Act 3 Quiz ● Act 3 Journal Lesson 5 (5 days) Act Four ● Read Act 4 ● Study Guide Questions ● Irony identification ● Literary Devices ● Strategic Reading ● Act 4 Quiz ● Act 4 Journal Lesson 6 (5 days) Act Five ● Read Act 5 ● Study Guide Questions ● Key Quotes ● Literary Devices ● Strategic Reading ● Complete irony example ● Construct timeline of events ● Act 5 Journal ● Act 5 Quiz Lesson 7 (7-8 days) Character Analysis- ● Introduce Lit Crit Essay 34 Foundations (Academic Level) Summer 2017

Literary Criticism ● Select Character and Begin Reading/Highlighting/Annotating Lit Crit and Essay Answering Questions ● Character brainstorm sheet ● Mini-Lesson: Thesis Statements (Handout 2) ● Write Thesis and Conference for Teacher Approval ● Mini-Lesson: Topic Sentences ● Complete Thesis Statement Revision and Topic Sentences ● Distribute and Review Sample Outline for Body Paragraphs (Handout 3) ● Begin Outline--Google Classroom ● Mini-Lesson: Developing a Body paragraph (Handout 5) and Incorporating Text Evidence (Handout 6) ● Classroom: Type Body Paragraphs ● Mini-Lesson: Intros and Conclusions and Works Cited ● Type Intros and Conclusions ● Complete Essay and Works Cited and Submit to Classroom

Resources for this Unit Vocabulary (2-3 Days a Week, On-going): ● Occasional Homework ● One unit every 2 weeks ● Quiz every other week

Grammar (2-3 Days a Week, On-going): ● SMART Board Mini-Lessons ● Worksheets ● Activities

35 Foundations (Academic Level) Summer 2017