English 1 and Honors English 1

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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

ENGLISH DEPARTMENT

ENGLISH 1 AND HONORS ENGLISH 1

Grade Level: 9

Credits: 5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 26, 2013

SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno Mrs. Elizabeth Canario Mrs. Kathie Lavin Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent Mr. Jeffrey Moore, Director of Curriculum and Instruction

Curriculum Writing Committee

Ms. Cheryl Lanza Ms. Lisa Lomovsky Ms. Lori Nava Ms. Sharon Spiers

Supervisors Ms. Deirdre Bova Mr. Craig Chern Ms. Jane Goldstein Ms. Mary Hough Ms. Judith Lagana Ms. Melissa Venuto

Academic & Honors English I

Course Philosophy

The goal of the Freehold Regional High School District’s English program is to prepare students for the literacy demands of the world at large and to have students examine their role in the world, using literature as the conduit. The literature selected is an overview of both classic and contemporary pieces, allowing students the opportunity to make connections between the past and present. In so doing, students become critical thinkers and gain life-long skills that transcend any particular subject. Students are encouraged to challenge themselves in a variety of ways, from defending their opinions with evidence to reading complex fiction and non-fiction.

English teachers’ greatest responsibility is to strengthen each student’s ability to process, analyze, and communicate information. As stated by the National Council of Teachers of English, the priority of English instruction is to promote “the development of literacy, the use of language to construct personal and public worlds and to achieve full participation in society.” In order to effectively prepare students for college or careers, the English enduring understandings are based on the Common Core State Standards. The ultimate purpose is to make students literate readers, writers, speakers, as well as astute listeners and viewers.

To this end, the English curricula have been designed to make the program more relevant to the students by focusing each unit around enduring understandings. In other words, students will read related literature in each unit, keeping in mind “the larger picture” at all times, allowing the students to cumulatively deepen their reading, writing, and research skills. Even though there are varied fiction and non-fiction genres, students will engage in thoughtfully designed learning activities that promulgate reading, writing, speaking, listening and research skills. Teachers are invited to revise and adapt them to suit the individual needs of their students.

Course Description

The English I curriculum is designed to meet the varied needs of the students. Freshman year is an important overview of the various genres of literature, including but not limited to poetry, plays, novels, short stories, essays, and speeches. In accordance with the Common Core State Standards, non-fiction and fiction pieces are incorporated to supplement understanding of how meaning is constructed and conveyed in writing. Freshman year serves as a basis not only for literature, but also for an expected set of skills that will be developed, reinforced, and refined in coming years. By the conclusion of the course, students will have an appreciation for various genres, and will know the grammatical constructs important for composing research projects, as well as MLA format. They will also be exposed to a variety of different types of writing styles, including literary analysis, expository essays, process analysis, compare/ contrast, cause and effect, and persuasive styles. The selected units are designed to inspire, provoke thought, and provide a solid basis upon which students can build in future years. In addition, students will receive guided instruction in class and be able to navigate the literary waters with independence and personal responsibility. They will integrate technology and analyze literature in various ways, all the while noting key ideas present in each unit. Students will acquire necessary skills for success in future years and be able to utilize these skills across the curriculum as they become life-long learners.

Academic & Honors English I

The Importance of Reading & Text Complexity

The ultimate goal of any educational institution is to ensure that students graduate prepared for both college and careers. The most important factor in a student’s post-high school success is his or her ability to read and understand complex texts (MetaMetrics, 2013). Therefore, the Freehold Regional High School District’s English curricula are designed for students to read a wide variety of texts, and to read them deeply. A broad range of texts is included, from novels to poetry, dramas to speeches, essays to short stories. The new Common Core State Standards emphasize this in their final College and Career Readiness Anchor Standard in Reading: students will “read and comprehend complex literary and informational texts independently and proficiently” (NGA & CCSSO, 2010).

With this increased emphasis on independent and proficient reading of complex texts, a new word is heard more often around schools: Lexile. It is a measurement of an individual’s reading ability, as well as the complexity of a text. Both students and texts have Lexile scores. It is important to note that when referring to a student’s Lexile score, it refers to his/her reading ability, not overall intelligence or potential. With this data, teachers can match students with appropriate texts, as well as alter their teaching strategies to fit their students’ needs.

The Standards define a three-part model for determining how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling. These are to be used together with grade-specific standards that require increasing sophistication in students’ reading comprehension ability. The Standards thus approach the intertwined issues of what and how student read (CCSS for ELA & Literacy in HSST, Appendix A, 2011). Lexile takes into account three equally important parts: quantitative text complexity (word length/frequency, sentence length, text cohesion), qualitative text complexity (levels of meaning/purpose, structure, language conventionality/clarity, knowledge demands), and reader/task considerations (student motivation, knowledge, maturity). A Lexile measurement alone does not determine its inclusion into a curriculum. More simply put, Elie Wiesel’s Holocaust memoir Night (570L) would never be read by a third grader due to content and student maturity. Although its Lexile measurement is low, it is most appropriate for a more mature reader.

The Common Core State Standards Organization has established grade-level target exit ranges (see chart below). Students should read texts on their Lexile level to gain competency and confidence, while challenging themselves to higher-Lexiled material in order to improve their reading ability. Like any other skill, improvement can only occur when practice takes place. Students must practice at their current level as well as challenging themselves to higher-Lexile material, with proper support. A variety of Lexiled-texts are included in each unit in order to ensure accessibility and challenges.

Grade Band in Lexile Ranges the CCSS K-1 N/A 2-3 450-790 4-5 770-980 6-8 955-1155 9-10 1080-1305 11-12 1215-1355

Course Map CCSS Enduring Understandings Essential Questions Common Assessments

In what ways does reading various genres TCA#1 – Process Analysis in a Novel contribute to a deeper understanding of TCA#2 – Compare/Contrast Poetry Enduring Understanding 1: The ability literature? TCA#3 – Cause/Effect in Drama 9-10.RL. 1, 2, 3, 4, 5, 10 to comprehend the particular 9-10.RI. 1, 2, 3, 4, 6, 10 conventions and characteristics of a 9-10.W. 1, 2, 4, 8, 9, 10 TCA#1 – Process Analysis in a Novel 9-10.L. 1, 2, 3, 5 genre is integral to a deeper How do authors use literary/rhetorical devices TCA#2 – Compare/Contrast Poetry understanding of an author’s intent. and nuances of language to convey specific TCA#3 – Cause/Effect in Drama thematic messages? Persuasive Argument Essay TCA#4 – Support/Refute Literary Criticism Process Analysis Essay 9-10.RL. 1, 2, 3, 4, 5, 10 Enduring Understanding 2: An TCA#1 – Process Analysis in a Novel 9-10.RI.1, 2, 3, 4, 5, 6, understanding of fiction and Compare/Contrast Essay How do description and point of view contribute 10 nonfiction involves interpreting words TCA#2 – Compare/Contrast Poetry to a literary work? 9-10.W. 1, 2, 4, 8, 9, 10 and phrases, analyzing structure, and Cause/Effect Essay 9-10.L. 1, 2, 3, 5, 6 assessing point of view and purpose. TCA#3 – Cause/Effect in Drama TCA#4 – Support/Refute Literary Criticism

Why is it important to use specific evidence and cite thoroughly from a text to draw conclusions? TCA#1 – Process Analysis in a Novel Compare/Contrast Essay 9-10.RL. 1, 2, 3, 4, 5, 10 Enduring Understanding 3: The ability TCA#2 – Compare/Contrast Poetry 9-10.RI.1, 2, 3, 4, 5, 6, to analyze the central ideas of texts in Cause/Effect Essay 10 both fiction and nonfiction is essential TCA#3 – Cause/Effect in Drama 9-10.W. 1, 2, 4, 8, 9, 10 TCA#4 – Support/Refute Literary Criticism 9-10.L. 1,2, 3, 5, 6 to determine the author’s purpose.

How does a text support key ideas or themes?

Course Map CCSS Enduring Understandings Essential Questions Common Assessments Process Analysis Essay How do focus and organization contribute to writing an Compare/Contrast Essay effective essay? Persuasive Argument Essay

How does a writer utilize textual evidence to support an Persuasive Argument Essay Enduring Understanding 4: Effective writing involves argument? TCA#4 – Support/Refute Literary Criticism 9-10.RL. 1, 2, 3, 10 drafting, refining, and understanding the various 9-10.RI. 1, 2, 3, 4, 6, 10 elements of persuasive, expository, and narrative Process Analysis Essay 9-10.W. 1, 2, 4, 8, 9, 10 How can one most effectively utilize technology to produce, styles. Compare/Contrast Essay 9-10.L. 1, 2, 3 refine, publish and share writing? Persuasive Argument Essay

How does one establish and maintain a formal style and Process Analysis Essay objective tone while being mindful of the conventions of a Compare/Contrast Essay specific piece of writing?

TCA#1 – Process Analysis in a Novel TCA#2 – Compare/Contrast Poetry Why is it important to avoid plagiarism? Enduring Understanding 5: Research skills adhere to TCA#3 – Cause/Effect in Drama 9-10.RL. 1, 2, 3, 4, 5, 10 a universal set of standards established by the TCA#4 – Support/Refute Literary Criticism 9-10.RI. 1, 2, 3, 4, 6, 10 Modern Language Association (MLA) and involve an 9-10.W. 1, 2, 4, 8, 9, 10 understanding of primary and secondary sources 9-10.L. 1, 2, 3, 5 Compare/Contrast Essay found in both print and digital sources. How can one determine the validity of print and digital Persuasive Argument Essay sources? TCA#4 – Support/Refute Literary Criticism

Process Analysis Essay How can specific awareness of an audience affect stylistic Compare/Contrast Essay and mechanical choices? Cause/Effect Essay Persuasive Argument Essay

9-10.RL.1, 2, 3, 4, 5, 10 Enduring Understanding 6: Understanding Standard Process Analysis Essay 9-10.RI.1, 2, 3, 4, 5, 6, 10 English grammar and mechanics is essential to TCA#1 – Process Analysis in a Novel Compare/Contrast Essay 9-10.W. 1, 2, 4, 8, 9, 10 effective written and oral communication. What are the standard conventions of English grammar, TCA#2 – Compare/Contrast Poetry 9-10.L. 1, 2, 3, 5, 6 mechanics, and usage, and how does command of these Cause/Effect Essay conventions contribute to effective communication? TCA#3 – Cause/Effect in Drama Persuasive Argument Essay TCA#4 – Support/Refute Literary Criticism

Enduring Understanding 7: Determining and 9-10.RL. 1, 2, 3, 4, 5, 10 clarifying meanings of words and phrases will How does the utilization of context clues affect the TCA#2 – Compare/Contrast Poetry 9-10.W. 1, 2, 4, 9, 10 demonstrate an understanding of the nuances of understanding of unfamiliar words and phrases? TCA#3 – Cause/Effect in Drama 9-10.L. 1, 2, 3, 5 language.

Enduring Understandings and Pacing

Recommended Unit Title Unit Understandings Duration EU 2: An understanding of fiction and nonfiction involves interpreting words and phrases, analyzing structure, and assessing point of view and purpose. 1: Process Analysis EU 4: Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and 3-4 weeks Writing narrative styles.

EU 6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication. EU 1: The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.

EU 2: An understanding of fiction and nonfiction involves interpreting words and phrases, analyzing structure, and assessing point of view and purpose.

2: The Novel EU 3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s 5-6 weeks purpose.

EU 5: Research skills adhere to a universal set of standards established by the Modern Language Association (MLA) and involve an understanding of primary and secondary sources found in both print and digital sources.

EU 6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication. EU 2: An understanding of fiction and nonfiction involves interpreting words and phrases, analyzing structure, and assessing point of view and purpose.

EU 3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose. 3: Comparison & EU 4: Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and 3-4 weeks Contrast Writing narrative styles.

EU 6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication.

Enduring Understandings and Pacing

Recommended Unit Title Unit Understandings Duration

EU 1: The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.

EU 2: An understanding of fiction and nonfiction involves interpreting words and phrases, analyzing structure, and assessing point of view and purpose.

EU 3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose. 4: Poetry 4-5 weeks

EU 6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication.

EU 7: Determining and clarifying meanings of words and phrases will demonstrate an understanding of the nuances of language. EU 2: An understanding of fiction and nonfiction involves interpreting words and phrases, analyzing structure, and assessing point of view and purpose.

5: Cause and Effect EU 3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose. 3-4 weeks

EU 6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication.

EU 1: The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.

EU 2: An understanding of fiction and nonfiction involves interpreting words and phrases, analyzing structure, and assessing point of view and purpose.

EU 3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose. 6: Drama 6-7 weeks

EU 6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication.

EU 7: Determining and clarifying meanings of words and phrases will demonstrate an understanding of the nuances of language.

Enduring Understandings and Pacing

Recommended Unit Title Unit Understandings Duration

EU 1: The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.

EU 3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose.

7: Persuasive EU 4: Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and narrative styles. 3-4 weeks Argument

EU 6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication.

EU 1: The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.

EU 2: An understanding of fiction and nonfiction involves interpreting words and phrases, analyzing structure, and assessing point of view and purpose.

EU 3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose. 8: The Short Story 5-6 weeks

EU 4: Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and narrative styles.

EU 6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication.

ACADEMIC & HONORS ENGLISH I UNIT 1: PROCESS ANALYSIS WRITING RECOMMENDED DURATION: 3-4 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Enduring Understanding 2: An understanding of fiction and nonfiction involves interpreting words How do description and point of view contribute to a literary work? and phrases, analyzing structure, and assessing point of view and purpose. Enduring Understanding 4: Effective writing How do focus and organization contribute to writing an effective essay? involves drafting, refining, and understanding the How can one most effectively utilize technology to produce and refine writing? various elements of persuasive, expository, and How does one establish and maintain a formal style and objective tone while being mindful of the narrative styles. conventions of a specific piece of writing? Enduring Understanding 6: Understanding How can specific awareness of an audience affect stylistic and mechanical choices? Standard English grammar and mechanics is What are the standard conventions of English grammar, mechanics, and usage, and how does essential to effective written and oral command of these conventions contribute to effective communication? communication.

LEARNING TARGETS CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will:  analyze the central ideas of a non-fiction article;  use relevant evidence from the text to support effective student- generated thesis  use effective organization to convey message; The students will produce a multi-paragraph  effectively build and present knowledge through integration, comparison, and synthesis of complex ideas; 9-10.W.2, 4, 10 process analysis essay. The teacher may choose  use effective transitions, with a focus on sequential transitions; 9-10.L.1, 2 from either a “directive” process analysis or an  properly use commonly misused words (who/whom; lay/lie; I/me; fewer/less; “informative” process analysis piece. between/among; affect/effect; their/there/they’re, etc.);  demonstrate effective command of the conventions of Standard English to generate a process analysis essay, specifically serial and Oxford commas, colons in lists, semicolons with independent clauses, consistent present tense verbs, predominant use of active voice.

LITERATURE OPTIONS (*Honors classes should select texts of 1100L and above) TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN To Kill a Mockingbird by Harper Lee (summer reading) 870L 978-0446310789 The Bedford Reader (11th Edition) by X.J. Kennedy et al.  Selections from, but not limited to, Process Analysis Section (the following essays are included in this section of The Bedford Reader) o “Corn Walking” by Michael Pollan 930L 0312609698 o “Sweet, Sour, and Resentful” by Firoozeh Dumas 980L o “Chronicles of Ice” by Gretel Ehrlich 990L o “Behind the Formaldehyde Curtain” by Jessica Mitford 1240L* o “How to Poison the Earth” by Linnea Saukko 1310L* “Desperation Writing” by Peter Elbow 1000L http://bit.ly/ZjaAiZ “The Body Ritual of the Nacirema” by Horace Miner 1300L* https://www.msu.edu/~jdowell/miner.html?pagewanted=al “The Art of Procuring Pleasant Dreams” by Benjamin Franklin 1420L* http://grammar.about.com/od/classicessays/a/pleasantdreams.htm Prentice Hall Writing and Grammar – Gold Level n/a 0-13-037494-6

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Initial activity to introduce the process analysis concept: have the students either orally or in writing describe in a step-by-step process on how to perform a school-appropriate task.  Identify effective conclusions For students who have trouble expressing their thoughts orally, show a YouTube Directive vs. informative process that logically follow from and “How To” video as a model. Then have students list the steps to an activity they analyses support the information or perform daily. This may turn into students creating a “how to” class presentation on explanation presented. something in which they are expert (e.g. bake a cake, throw a football, tie a shoe).

 Identify effective conclusions that Utilize the summer reading selection, To Kill a Mockingbird, to introduce the process analysis logically follow from and support concept by having students focus on the process that Harper Lee uses to unveil the the information or explanation presented. characterization of about Boo Radley or the process that Atticus Finch uses in the courtroom Directive vs. informative process  Identify specific details that support to unveil the guilt and innocence of characters. analyses the development of the central idea as it emerges. For students who have trouble organizing information, provide a timeline organizer  Analyze how the central idea of a or have students create a timeline to use for this activity. text emerges and is shaped and refined by specific details.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Engage in close reading to determine the effectiveness of an author’s use of the process, using  Identify specific details that teacher-created guided reading questions, and to analyze the use of and choice of active Directive vs. informative process support the development of the voice. analyses central idea as it emerges. Word choice (active voice)  Analyze how the central idea of For students who have trouble processing information, maintain two versions of Purpose a text emerges and is shaped guided reading questions that ask the same thing, but are worded differently. Tone and refined by specific details.

 Define and identify a speaker’s point of view, reasoning, and use of Practice writing speeches using the process analysis rhetorical technique. Directive vs. informative process rhetoric and evidence. analyses  Determine supporting evidence, For students who have trouble remembering details, provide a model speech with Point of view logical organization, appropriate each step in the process labeled. Rhetoric development, and substance and Parallel structure style for purpose, as well as For students who have difficulty expressing their thoughts in writing, provide Pacing and pauses audience and task. students with a pre-chosen speech and have them label the steps. Have them add a Articulation  Produce an effective speech step before and after the speech to show they understand the concept. Transitions demonstrating understanding of the directive or the informative process.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives: Student Monitoring:  Students may create a video of themselves, incorporating multimedia supporting  Students may be formally assessed on their understanding of the process analysis their topic, instead of delivering an in-class speech. format via online quizzing programs such as Quizstar or Edmodo.  Students may create a video, PowerPoint, or Prezi in which they demonstrate and o Formative assessments might include the correct and / or effective use of explain a school process. transitions, the correct use of commas and semicolons, identifying and correcting sentence fragments and run-ons, the consistent use of present tense verbs and active voice, and commonly misused words.  Students may be formally assessed via SMART Responders to determine differences between informative and directive processes analyses. HONORS ACADEMIC  Teachers will utilize more choices and more difficult Lexile choices in the unit (aim  Students should practice reading independently, using progressively longer and for 1100L and above). more challenging pieces.  Honors level students will read with increased autonomy in broader contexts.  Teachers should utilize appropriate Lexile levels:  Teachers should progress toward appropriate grade 11-12 standards as students o Below basic = 773L-877L demonstrate mastery of grade 9-10 standards. o Basic = 878L-1042L o Proficient = 1043L-1197L

ACADEMIC & HONORS ENGLISH I UNIT 2: THE NOVEL RECOMMENDED DURATION: 5-6 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Enduring Understanding 1: The ability to comprehend the In what ways does reading various genres contribute to a deeper understanding of literature? particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent. How do authors use literary/rhetorical devices and nuances of language to convey specific thematic messages? Enduring Understanding 2: An understanding of fiction involves interpreting words and phrases, analyzing structure, How do description and point of view contribute to a literary work? and assessing point of view and purpose. Enduring Understanding 3: The ability to analyze the central Why is it important to use specific evidence and cite thoroughly from a text to draw conclusions? ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose. How does a text support key ideas or themes? Enduring Understanding 5: Research skills adhere to a universal set of standards established by the Modern Language Why is it important to avoid plagiarism? Association (MLA) and involve an understanding of primary sources. Enduring Understanding 6: Understanding Standard English What are the standard conventions of English grammar, mechanics, and usage, and how does command of grammar and mechanics is essential to effective written and oral communication. these conventions contribute to effective communication?

LEARNING TARGETS CCSS COMMON ASSESSMENT LEARNING GOALS

The proficient student will:  draw inferences from the text in order to understand how textual analysis is developed; Through-Course Assessment #1: The students will produce an  write informative/explanatory texts that include relevant and sufficient facts and quotations appropriate to the knowledge of the topic; analytical essay in which they explore an author’s use of one 9-10.RL.1, 2, 10  utilize parenthetical citation in standard MLA format; literary element and its progression throughout the work, making 9-10.W.2, 4, 9, 10  demonstrate command of the conventions of Standard English; sure to incorporate quotations in MLA format. In this manner 9-10.L.1,2  analyze the text’s use of language; students will both analyze the literature and apply the knowledge  use relevant evidence from the text to support effective student- generated of the process analysis from Unit 1. thesis;  use effective organization to convey message;  effectively build and present knowledge through integration, comparison, and synthesis of complex ideas.

LITERATURE OPTIONS (*Honors classes should select texts of 1100L and above) TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN Lord of the Flies by William Golding 770L 978-0399501487 To Kill a Mockingbird by Harper Lee (summer reading selection) 870L 978-0061743528 House on Mango Street by Sandra Cisneros 870L 978-0679734772 Fahrenheit 451 by Ray Bradbury 890L 978-1451673319 Siddhartha by Herman Hesse 1010L 978-1613823781 A Separate Peace by John Knowles 1110L* 978-0743253970 Great Expectations by Charles Dickens 1200L* 978-0883013885 The Namesake by Jhumpa Lahiri 1210L* 978-0395927212 Metamorphosis by Franz Kafka 1320L* 978-0553213690

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Discuss how various components of a novel contribute to an overall Parts of a novel: understanding of the text. Exposition  Identify the central conflict Students will jigsaw in small groups, with each group being responsible for analyzing Setting with which the protagonist a specific aspect of the plot. They will share their findings, and each group will Protagonist, Antagonist must deal (e.g., man vs. man, discuss how various elements contribute to the overall success of a novel. Rising action man vs. society). Conflict  Speculate as to how the For students who have difficulty organizing information, provide graphic Climax novel would leave a different organizer and questions based on specific aspects being observed. Falling action impression if the conflict Resolution were not resolved. Dénouement  Discuss how the exposition influences the reader to interpret the characters as the story progresses.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Students will be given a specific character in the novel and will have to describe that character via a presentation to the class by using metaphors, similes, allusions, symbols, and imagery. For example, in To Kill a Mockingbird, Atticus may be compared to a book (to show his layers or intelligence) or Scout may be represented by out-grown overalls (which signifies her transformation from an immature child to an introspective one). Students may draw Metaphor their symbols and then explain the direct relevance of the symbol or the utilized literary  Identify key character traits of Simile device to their classmates to identify the character’s traits. protagonists and antagonists. Allusion  Explain connection between Symbol For students who have difficulty remembering the details, provide outlined symbolism and characters. chapters based on character information and a list of literary devices. Imagery

For students who have difficulty expressing their thoughts in writing, students can create their own symbol, bringing in an actual 3D object to be used for activity. Students will select a passage and have students engage in a group activity that requires them to draw inferences from the text.  Define and identify inference Inference within a text. For students who have trouble processing information, have students create a map or visual to represent the inference instead. Students will rewrite a scene from the novel from a different point of view and discuss how it changes the interpretation of the scene. For example, in Lord of the Flies, share Simon’s  Experiment with point of view feelings as he is about to be betrayed and killed by the boys on the island. in order to more effectively Point of view understand character. For students who have trouble processing new concepts, use “The True Diction  Select appropriate vocabulary Story of the Three Little Pigs” to show perspective as a model. Mood that most precisely contributes to the mood of a For students who have trouble organizing information, provide a graphic specific passage. organizer for this process. Students will present a non-fiction piece that directly correlates to the theme of the selected  Describe why selected passages novel. They will then work in small groups to cite key ideas from the article and discuss how Plagiarism from non-fiction text apply to the work is relevant to the novel as a whole. Paraphrase the novel. Direct quotation  Determine when it is best to For students who have trouble processing information orally, provide discussion MLA Citation directly quote or paraphrase. questions and have students find textual support to utilize correct citations.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Students will engage in close reading to determine the effectiveness of an author’s use of literary elements such as symbolism, imagery, and theme.

For students who have difficulty remembering details, have students draw an object that symbolizes themselves or their family and explain the symbol’s  Identify symbols and interpret meaning prior to this activity as a reminder of symbolism. Symbolism multiple meanings. Imagery  Analyze the use of imagery For students who have trouble processing information, maintain two Theme and sensory details. versions of guided reading questions that ask the same thing, but are worded  Analyze thematic elements. differently.

For students who are advanced, allow them to come up with their own close reading questions to guide their close reading practice.  Extract textual examples to Use graphic organizers to build comprehension and analyze character development. show the progression of Elements of characterization character development. For students who have difficulty remembering details, have students MLA Citation  Cite examples using standard provide textual support to illustrate character development. MLA format. Students will practice their understanding of sentence structure and parts of speech using selected passages from the text. For example, they may take 2-3 paragraphs from a novel and rewrite those paragraphs by inverting sentence structure, editing, Parts of speech  Identify key phrases for and identifying key adjectives. Students will share their rewrites with the class to Sentence structure overall effectiveness. determine the effectiveness of their revisions. Thesaurus  Select most appropriate Synonym synonyms and antonyms for For students who have trouble with application, provide an elementary Antonym revisions. written passage then have students revise using complex sentence structure and vocabulary. Have students select and analyze a substantive quotation and then prepare a written explanation that discusses how it relates to and furthers a particular literary element. Interpretation of quote  Annotate and explicate quotation. Annotation and explication  Understanding the usage of and the application of literary elements. For students who have trouble expressing their thoughts orally, use flexible Application of literary elements  Cite examples using standard MLA grouping by assigning groups based on readiness or by pairing students who MLA Citation format. are having difficulty with the material with students who are more advanced.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives  Teacher can utilize YouTube videos to show examples of literary Student Monitoring elements in other media forms.  Teacher can have students respond to blog posts discussion on  Students can create a digital poster/bulletin board on sites such as Twitter. Glogster or Pinterest in which they include pictorial representations  Teacher can monitor peer feedback /comments and provide and of literary elements. guide the comments via Google Drive.  Students can utilize Google Drive to create point of view and/or  Teacher can monitor progress from initial writings to edited ones via sentence structure rewrites. Students can share rewrites with other Google Drive. students for them to comment on.  Students can utilize Purdue OWL web site to assist them as they rewrite sentences for clarity and style. HONORS ACADEMIC  Teachers will utilize more choices and more difficult Lexile choices in  Students should practice reading independently, using progressively the unit (aim for 1100L and above). longer and more challenging pieces.  Honors level students will read with increased autonomy in broader  Teachers should utilize appropriate Lexile levels: contexts. o Below basic = 773L-877L  Teachers should progress toward appropriate grade 11-12 standards o Basic = 878L-1042L as students demonstrate mastery of grade 9-10 standards. o Proficient = 1043L-1197L

ACADEMIC & HONORS ENGLISH I UNIT 3: COMPARISON AND CONTRAST WRITING RECOMMENDED DURATION: 3-4 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Enduring Understanding 2: An understanding of fiction and nonfiction involves interpreting words and phrases, How do description and point of view contribute to a literary work? analyzing structure, and assessing point of view and purpose. Enduring Understanding 3: The ability to analyze the Why is it important to use specific evidence and cite thoroughly from a text to draw conclusions? central ideas of texts in both fiction and nonfiction is How does a text support key ideas or themes? essential to determine the author’s purpose. How do focus and organization contribute to writing an effective essay? Enduring Understanding 4: Effective writing involves How can one most effectively utilize technology to produce and refine writing? drafting, refining, and understanding the various How does one establish and maintain a formal style and objective tone while being mindful of the conventions of elements of persuasive, expository, and narrative styles. a specific piece of writing? Enduring Understanding 5: Research skills adhere to a universal set of standards established by the Modern Language Association (MLA) and involve an How can one determine the validity of print and digital sources? understanding of primary and secondary sources found in both print and digital sources. Enduring Understanding 6: Understanding Standard How can specific awareness of an audience affect stylistic and mechanical choices? English grammar and mechanics is essential to effective What are the standard conventions of English grammar, mechanics, and usage, and how does command of these written and oral communication. conventions contribute to effective communication?

LEARNING TARGETS CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will:  analyze and explain how an author’s use of description contributes to the overall effect of a literary work;  identify points of view and explain how each impacts the overall effect The students will produce a 1-2 paragraph essay, in which they will of a literary work; compare and contrast either how two authors from The Bedford  analyze how an author establishes a clear thesis around which he or Reader utilize the method of comparison and contrast in their essays she organizes his or her writing and then apply similar organizational 9-10.RI.1, 3, 4, 10 OR how two authors use either descriptive language, tone, or point of strategies to produce own written work; 9-10.W.2, 4, 10 view in their works. Students will incorporate textual evidence and  analyze how an author’s awareness of his or her audience can impact 9-10.L.1, 2, 3 proper MLA citations from both works and structure their essay using his or her writing style and tone; one of the organizational methods of comparing and contrasting:  use transitions that clearly indicate the distinction between similarities point-by-point or subject-by-subject. and differences;  vary sentence structure and length using commas and semicolons;  use active versus passive voice;  incorporate textual evidence and adhere to the correct MLA format for parenthetical citations. The proficient student will: The students will research and compare and contrast two digital  gather information from appropriate, relevant digital sources; 9-10.W.8 sources (websites) that address the same topic.  evaluate the validity of digital sources;  cite using standard MLA format.

LITERATURE OPTIONS (*Honors classes should select texts of 1100L and above) TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN To Kill a Mockingbird by Harper Lee 870L 978-0446310789 The Bedford Reader (11th Edition) by X.J. Kennedy et al.  Selections from, but not limited to, Comparison and Contrast Section (the following essays are included in this section of The Bedford Reader) o “Neat People vs. Sloppy People” by Suzanne Britt 840L o “Batting Clean-Up and Striking Out” by Dave Barry 1170L* 0312609698 o “The Legacy of Antigay Discrimination” by George Chauncey 1190L * o “Remembering My Childhood on the Continent of Africa” by David Sedaris 1320L* o “Grant and Lee: A Study in Contrasts” by Bruce Catton o “Size 6: The Western Woman’s Harem” by Fatema Mernissi 1320L* 1500L*

LITERATURE OPTIONS (*Honors classes should select texts of 1100L and above) TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN “The Black and White Truth About Basketball” by Jeff Greenfield 1030L http://bit.ly/13J7k3F “Everyday Use” by Alice Walker 1460L* http://xroads.virginia.edu/~ug97/quilt/walker.html “Advanced Biology” by Judith Ortiz Cofer 1560L* http://bit.ly/ZjoIZJ Prentice Hall Writing and Grammar – Gold Level n/a 0-13-037494-6

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Determine relevant and sufficient facts and details Students will compare and contrast two things, such as household objects or appropriate to the photographs, via a list or Venn diagram. Compare and contrast audience’s knowledge.

Comparison and contrast  Determine appropriate and For students who have trouble organizing information, provide a list of transitions varied transitions among predetermined traits for the objects and have students sort then into the Sensory imagery ideas. Venn diagram. Provide students with a graphic organizer to assist with this  Use precise, descriptive, and activity. sensory language to develop vivid images.

Utilize the summer reading selection To Kill a Mockingbird to introduce the  Determine relevant and comparison and contrast method by having students compare and contrast the Finch, sufficient facts and details Ewell, and Robinson families or Boo Radley and Tom Robinson as examples of the Compare and contrast appropriate to the mockingbird. Comparison and contrast audience’s knowledge. transitions  Determine appropriate and For students who have difficulty remembering details, at the beginning of varied transitions among the novel, have students keep a character chart to be used for this activity. ideas.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Using the details generated through graphic organizer in the introductory activity, students will create original sentences in which they must include comparison and contrast transitions.  Determine appropriate and These same sentences can be used to focus on varying sentence lengths (how to combine varied transitions among sentences using transitions and the proper use of commas and semicolons). Students can put Comparison and contrast ideas. sample sentences on the board for the whole class to discuss and edit. Students can work in transitions  Identify and apply the rules pairs or small groups to discuss choices in transitions. Comma and semicolon rules of standard comma and and usage semicolon usage to original For students who have trouble expressing their thoughts in writing, provide a list of written work. transitions from which to choose. Students will engage in close reading to identify the point of view of a text and determine its effectiveness. Then, students will determine how an alternate point of view would affect the purpose or direction of the text. For instance, if the text is written from a first person perspective, what would the effect be if it was written in third person? Or, if the text is written from a female’s perspective, how might the text change if it was written from a male’s perspective? Point of view (first person, third  Identify specific point of view person limited, third person of a text and analyze its For students who have trouble processing new information, maintain two omniscient) effectiveness. versions of guided reading questions in which both questions are asking the same thing, but are worded differently. Have students refer back to “The True Story of the Three Little Pigs” to refresh memory on changing point of view/perspective. Choose a passage within a text that focuses on the author’s use of descriptive language. Identify the adjectives and adverbs used to create a mental image of the text. Use the  Determine how an author comparison and contrast method to show how two or more authors use descriptive language utilizes descriptive language to explain the topic of the text. Furthermore, students can choose several adjectives and adverbs and find alternate word choices through the use of a thesaurus. Adjectives to support the development Adverbs of the central idea of the For students who have trouble processing abstract concepts, have students Imagery text. draw a picture based on the passage to provide a more concrete view of Comparison and contrast  Locate descriptive language imagery. organizational methods and identify specific Thesaurus adjectives and adverbs. For students who have trouble expressing their thoughts in writing, have Synonyms  Use a reference resource to students create a “mad libs” page and fill in the blanks to reinforce locate alternative word identification of adjectives and adverbs. choices.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE After reading an assigned text, students will work in small groups to discuss and determine what conclusions the reader can come to regarding the given topic of the text. Students will determine what textual evidence can be used to support their conclusions and cite them appropriately using MLA format. Students will present  Analyze a text in order to their ideas to the class. During presentations, students in the audience will respond, make inferences about a in written form, to the conclusions and evidence used by another group. Once the particular topic or the group has completed the presentation, other groups will have the opportunity to ask MLA Citation format author’s purpose. questions and make comments that either agree with or challenge the groups’ Inference  Use textual evidence that opinion and evidence. supports inferences.

 Cite effectively using MLA For students who have trouble organizing their ideas, provide a handout format. that guides this process.

For students who struggle with working independently, utilize flexible grouping by assigning groups based on readiness for instruction and pairing students of differing abilities together.

After reading an assigned text, students will determine the validity of the information or argument the author has presented. Students, working in pairs, will identify key aspects of the text that help them identify whether or not the information provided is accurate/valid. Then, students will view a website, preferably one that pertains to Validity of text: author the topic of the assigned essay (projected on SMART Board or whiteboard via LCD (published, popular, projector). Students, working in pairs, will evaluate the validity of the information professional, student); provided on the website (This could also be done through the use of individual  Analyze a text (print or date/year of publication and netbooks or iPads.) digital) to determine its last update; references used validity. within the text; works cited; For students who have trouble with reading comprehension, use a crowd- language (formal, informal, sourced (e.g., Wikipedia) or clearly biased (e.g., white supremacist) article on jargon); structure; mechanics the Internet. After viewing the article, have students come up with a bulleted list of five potential validity issues (i.e. incorrect facts, one-sided research, etc.).

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Students engage in close reading to determine the effectiveness of an author’s use of the comparison / contrast process, particularly the organization of key ideas, and analyze how the purpose, language (with an emphasis on the use of and choice of active voice), and structure of the text help determine the author’s audience.  Identify specific details that For students who have trouble processing information, maintain two versions of Compare and contrast support the development of the guided reading questions in which both questions are asking the same thing, but are organizational methods (point-by- central idea as it emerges. worded differently. point and subject-by-subject)  Analyze how the central idea or Appropriate use of active voice purpose of a text emerges, is For students who are advanced, allow them to come up with their own close reading Purpose shaped and refined by the questions to guide their close reading practice. Tone author’s use of active voice, descriptive details, and tone. For students who have trouble analyzing, provide two speeches about the same topic directed to different audiences (i.e. adults vs. children, students vs. teachers etc.) Use to model compare/contrast method before applying to other literature.

 Identify specific details that support the development of the central idea Compare and contrast organizational Compare and contrast the methods two authors use to address the same subject matter. In doing so, as it emerges. methods (point-by-point and subject- students will create original sentences in which they incorporate textual evidence and parenthetical  Analyze how the central idea or by-subject) citations. Encourage student to use Purdue OWL for assistance in creating and revising sentences. purpose of a text emerges, and is Appropriate use of active voice Students can also submit sentences on Google Drive to be shared among class members in order for shaped and refined by the author’s Purpose them to comment on the sentence construction and use of citations. use of active voice, descriptive Tone details, and tone. MLA in-text citation For students who have trouble remembering details, provide a model for this process, using  Identify the difference between Direct and indirect quotations the previous activity. direct and indirect quotations. Purdue OWL  Use correct MLA in-text citation to Google Drive credit an author when using direct or indirect quotations. Working in pairs or in small groups, students can juxtapose two things, either chosen by the teacher or  Determine supporting evidence, student, in a 1-2 minute speech using one of the comparison and contrast organizational methods. Compare and contrast organization logical organization, appropriate methods (point-by-point and development, and substance For students who have trouble expressing their thoughts orally, allow students to subject-by-subject) and style for purpose, as well as complete speech in a different format (radio show, podcast or video segment – Public speaking elements (body audience and task. previously recorded). Allow students to choose their own topics. language, pacing, volume,  Identify the important aspects enunciation, effective pauses, eye of public speaking and what For advanced students, assign topics to challenge them to go outside of their comfort contact) makes each effective or zone. ineffective.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives  Teachers may utilize Internet sources, such as The New York Times, to project (via LCD or SMART Board) photographs of news events, objects, and people for the introductory activity. In addition to Student Monitoring projecting images, teachers can also use music or video / film clips to  Teachers may utilize Edmodo, Quizstar, or SMART Responders to achieve the same effect of comparing and contrasting two things of formatively assess students on the correct and/or effective use of the same subject matter. comparison and contrast transitions, active versus passive voice,  Teachers may have students type original sentences into a Word commas and semicolons, and MLA parenthetical citations. document that can be projected on the board (via LCD or SMART  Teachers can monitor students as they share and comment on each Board). other’s work, at times even providing some guidance for the  Students may utilize programs, such as Google Drive, in which they comments to make sure they are positive and constructive. can share and comment on other students’ work.  Teachers can respond to students’ comments about the fiction or  Teachers and students may use Twitter or create a “Reader non-fiction pieces that are being discussed via Twitter or blog. Response” blog to comment about or react to the readings from The  Teachers can monitor progress of student achievement through the Bedford Reader. improvement of Lexile scores. If students are not scoring well on  Teachers may assign comparison / contrast reading and/or writing activity questions, teachers can conference with individual students assignments through Empower3000. to provide tips on how to read more effectively.  Students may create a video of themselves, incorporating multimedia supporting their topic, instead of delivering an in-class speech.  A student may create a multimedia presentation, such as PowerPoint or Prezi, to compare and/or contrast two things. HONORS ACADEMIC  Teachers will utilize more choices and more difficult Lexile choices in  Students should practice reading independently, using progressively the unit (aim for 1100L and above). longer and more challenging pieces.  Honors level students will read with increased autonomy in broader  Teachers should utilize appropriate Lexile levels: contexts. o Below basic = 773L-877L  Teachers should progress toward appropriate grade 11-12 standards o Basic = 878L-1042L as students demonstrate mastery of grade 9-10 standards. o Proficient = 1043L-1197L

ACADEMIC & HONORS ENGLISH I UNIT 4: POETRY RECOMMENDED DURATION: 4-5 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Enduring Understanding 1: The ability to comprehend the How do authors use literary/rhetorical devices and nuances of language to convey specific thematic messages? particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent. In what ways does structure contribute to a deeper understanding of poetry? Enduring Understanding 2: An understanding of poetry involves interpreting words and phrases, analyzing How do poetic diction and point of view contribute to a literary work? structure, and assessing point of view and purpose. Enduring Understanding 3: The ability to analyze the Why is it important to use specific evidence and cite thoroughly from a text to draw conclusions? central ideas of texts in fiction is essential to determine How does a text support key ideas or themes? the author’s meaning. Enduring Understanding 5: Research skills adhere to a universal set of standards established by the Modern Why is it important to avoid plagiarism? Language Association (MLA) and involve an understanding of primary sources. Enduring Understanding 6: Understanding Standard What are the standard conventions of English grammar, mechanics, and usage, and how does command of these English grammar and mechanics is essential to effective conventions contribute to effective communication? written and oral communication. Enduring Understanding 7: Determining and clarifying meanings of words and phrases will demonstrate an How does the utilization of context clues affect the understanding of unfamiliar words and phrases? understanding of the nuances of language

LEARNING TARGETS CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will: Through-Course Assessment #2: The students will  cite strong and thorough textual evidence to support the connection between the poems; produce a compare/contrast essay in which they  interpret how the text supports key ideas or themes with specific details; compare and/or contrast two poems that focus on how 9-10.RL.1, 4  identify complex ideas, appropriate formatting, supporting details, the poets utilize a particular literary element, making effective transitions, and precise, domain-specific language; 9-10.W.2, 9 sure to incorporate supporting lines from each poem  write informative/explanatory texts that include relevant and sufficient facts and quotations 9-10.L.5 using proper MLA format. In this manner students will appropriate to the knowledge of the topic; both analyze the literature and apply the knowledge of  cite in standard MLA format; the compare/contrast method.  demonstrate command of the conventions of Standard English;  interpret the role of figurative language in a text.

LITERATURE OPTIONS TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN Poems from, but not limited to, Prentice Hall Literature – Gold Level:  Narrative Poetry o Selections from The Odyssey by Homer o “Casey at the Bat” by Ernest Lawrence Thayer  Dramatic Monologue o “My Last Duchess” by Robert Browning o “The Seven Ages of Man” by William Shakespeare  Haiku, selections from Basho, Buson, or Issa  Free Verse n/a – non-prose 0-13-054789-1 o “maggie and millie and mollie and may” by e.e. cummings o Selections from “Howl” by Allen Ginsberg  Lyrical o Sonnets, any from William Shakespeare o “Jabberwocky” by Lewis Carroll o “Macavity (the Mystery Cat)” by T. S. Eliot o “The Bells” by Edgar Allan Poe o “Uphill” by Christina Rossetti o Selections from Robert Frost

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Using a selected poem as a starting point, have students label familiar poetic elements to assess pre-knowledge. Students will then share their results within a group and will label the poem with new elements learned within the group. Sound devices: rhyme,  Identification and incremental repetition, For students who have trouble organizing information, provide a word bank reinforcement of previous onomatopoeia, alliteration, of literary terms. knowledge (basic poetry assonance, consonance terms) and acquisition of Symbolism For students who have trouble processing information orally, allow groups new terminology Stanza to present their information on SMART Board to show their annotations for clarification. Teacher may print finalized SMART Board document for struggling students.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Using a selected poem as a starting point, have students read the poem aloud. In groups, students will then discuss and decide what the theme of the poem appears to be, basing their assumptions on evidence from the poem itself.  Citation and interpretation of Poetic diction textual evidence. For students who have trouble processing new information, group students by reading comprehension levels. For groups of students who have lower reading comprehension levels, assign a poem with a lower Lexile. Have students identify the elements of a particular type of poetic structure and Poetic structure explain how those elements convey meaning. Narrative Sonnets  Identify and analyze the For students who have trouble remembering details, provide a list of Dramatic monologue elements and structure of a elements that can be sorted into each structure. Haiku particular form of poetry. Free Verse For students who have trouble with the concept, assign various poems based Lyrical on student readiness. Stanza: couplet, quatrain, etc. Using one selected poem, have students circle images that may be symbolic. Students will then list connotations that are associated with that particular image and discuss ways to properly interpret this image as a symbol. Symbolism  Analyze meanings of symbols For students who have trouble applying concepts, identify common symbols Connotation and images. in our society (i.e. American Flag, bird, heart etc.) and discuss them with students before completing this activity. Provide a list of common images with their symbolic meaning to use as a reference. Students will engage in close reading to determine the effectiveness of an author’s use of  Identify symbols and interpret poetic diction and figurative language. Symbol multiple meanings. Imagery  Analyze the use of imagery and For students who have difficulty with comprehension and higher level thinking, sensory details. Metaphor allow students to work in groups to create individual close reading questions. Then,  Determine the difference Simile allow students to pass questions to other groups for them to answer and analyze. between a metaphor and simile. Diction  Analyze the effect of an author’s For students who are advanced, allow them to come up with their own close reading Tone choice of words on the tone and questions to guide their close reading practice. meaning of the poem.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Create an original poem that observes the specific elements of a particular poetic form.

For students who have trouble with identification, allow students to choose a poetic form that will be easier to maintain.  Apply elements of structure Elements of poetic structure to convey meaning in an For students who have trouble remembering details, provide a handout that original work. lists the elements of each poetic form.

For students who have trouble expressing their thoughts orally, provide the option to create a Found Poem from a pre-selected passage. Demonstrate comprehension of the tone of a poem through the recitation of a selected piece of poetry.

For students who have trouble expressing their thoughts orally, allow them Tone  Interpret the tone of a poem to pre-record poems to present to the class as a podcast, video, or recording. Elements of public speaking through performance.

For advanced students, allow students to present their poems first to provide a model that illustrates the process to students who are having difficulty with the process. Craft a graphic organizer or a poster that highlights selected lines from two poems that share similar poetic elements or themes and cite lines using standard MLA  Identify shared poetic format. Poetic elements elements between two MLA Citation for poetry works and correctly cite For students who have trouble with identification, provide the lines from the using MLA format. two poems for them to create the organizer/poster.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives Student Monitoring  Students can create a video presentation of the poetic recitation.  Students will be assessed via a rubric that holds the students  Students can use a multimedia tool to visually illustrate similarities accountable for the comprehension of poetic/literary terms and differences between two poems. and devices.  Students can use Google Drive to publish original poems that can be  Students will create a class-based assessment that may be used shared with other students for peer feedback on the use of structure in the grading of original poetry and poetic elements. HONORS ACADEMIC  Teachers will utilize more choices and more difficult Lexile choices in  Students should practice reading independently, using progressively the unit (aim for 1100L and above). longer and more challenging pieces.  Honors level students will read with increased autonomy in broader  Teachers should utilize appropriate Lexile levels: contexts. o Below basic = 773L-877L  Teachers should progress toward appropriate grade 11-12 standards o Basic = 878L-1042L as students demonstrate mastery of grade 9-10 standards. o Proficient = 1043L-1197L

ACADEMIC & HONORS ENGLISH I UNIT 5: CAUSE AND EFFECT RECOMMENDED DURATION: 3-4 WEEKS

LEARNING TARGETS CCSS COMMON ASSESSMENT LEARNING GOALS

The proficient student will:  utilize transitions, with focus on sophistication and implementation within paragraphs;  incorporate textual evidence and MLA citations from different texts within a single paragraph;  create a logical thesis statement that is supported by evidence throughout following paragraphs; 9-10.RL. 1, 2, 10 The students will produce a multi-paragraph cause and  utilize diction specific to cause and effect essay pertaining to method and process; 9-10.RI. 1, 2, 3, 5,10  effect essay. The teacher may choose from a method, demonstrate clear syntax, clarity, and conciseness; 9-10.W. 1, 4, 9, 10  utilize accuracy and fairness, completeness, and a definitive and clear thesis process, or an immediate versus a remote piece. 9-10.L.1, 2, 3, 6 statement;  incorporate elevated vocabulary to enhance style of essay;  understand proper subject/ verb agreement;  understand the use of prepositions, adverbs, adjectives and infinitives.

LITERATURE OPTIONS (*Honors classes should select texts of 1200L and above) TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN To Kill a Mockingbird by Harper Lee 870L 978-0446310789 The Bedford Reader (11th Edition) by X.J. Kennedy et al.  Selections from, but not limited to, Cause-and-Effect section of The Bedford Reader: o “The Squeeze” by Charles Fishman 800L o “The Rise and Fall of the Hit” by Chris Anderson 1090L 0312609698 o “Plata o Plomo: Silver or Lead” by Marie Javdani n/a o “The New Witch Doctors: How Belief Can Kill” by Helen 1120L Pilcher 1410L* o “Live Free and Starve” by Chitra Divakuruni When I Was Puerto Rican by Esmeralda Santiago 1020L 978-0306814525 Hiroshima by John Hershey 1190L 978-0679721031 http://www.docstoc.com/docs/58867966/WEB-OF-BRANDS- “A Web of Brands” by Naomi Klein 1210L* by-Naomi-Klein http://www.nytimes.com/books/98/03/01/home/vidal- “Drugs” by Gore Vidal 1310L* drugs.html http://dumpendebat.net/static-content/delillo/DeLillo- “Videotape” by Don DeLillo 1830L* Videotape-Dec1994.pdf http://www.nytimes.com/1996/01/21/magazine/safe-sex- “Safe-Sex Lies” by Megan Daum 1920L* lies.html?pagewanted=all&src=pm

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Students will be asked to look around the classroom and write a vivid description of the environment, utilizing as many details as possible. The class will then share their descriptions and determine the attitude of the speaker based on the words used to create the description. Diction  Analyze the effect of word choice on Tone tone. For students who have difficulty focusing their attention, allow students to find an appropriate picture on their phones and complete the exercise using the picture. Students will be given hypothetical situations and asked to identify the cause of each activity and the effect of it.

For students who have difficulty focusing their attention for long periods of time, conduct an appropriate experiment in the  Identify the direct and remote causes of Method versus directive cause classroom to illustrate this (i.e. add Mentos to cola to see the a specific situation, presented orally or and effect verbally. reaction). Immediate versus remote cause  Identify the direct and remote effects of

and effect a specific situation, presented orally or For students who have trouble processing new information, verbally. present hypothetical situations using video clip as a visual model.

For students who have difficulty expressing their thoughts and ideas, provide cause and effect responses for them to match up. Students will be asked to read two first-person narrative accounts of a single incident. Students will be asked to identify the facts as perceived by each of the narrators and will then analyze how the point of view affects the overall tone and events of the narrative.

For students who have trouble with reading comprehension, model this Point of view  Analyze the relationship between point process for students before they complete it independently. Tone of view and tone.

For students who have trouble expressing their thoughts orally, allow students to create their own first-person narrative account of a single incident (such as the first day of school) with guided questions. Then allow students to analyze how their point of view differs from Scout’s first day of school in To Kill a Mockingbird.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Utilize the summer reading selection To Kill a Mockingbird to introduce the cause and effect method by creating a cause and effect flow chart to show the relationships between reasons and outcomes in the novel.  Identify the direct and remote causes of For students who have trouble organizing information, have the Method versus directive cause a specific situation, presented orally or class use sticky pad notes with steps on them to create a flow chart and effect verbally. to follow the cause and effect process of a student who does not Immediate versus remote cause  Identify the direct and remote effects of want to come to school. and effect a specific situation, presented orally or verbally. For students who have difficulty remembering details, provide a list of causes from the novel. Allow students to respond with the effects.  Identify specific details that pinpoint the Method versus directive cause use of oversimplification in argument. and effect  Analyze how the central idea of a text Close reading to determine the causes and effects presented in fiction and Immediate versus remote cause emerges, is shaped and refined by nonfiction pieces. and effect specific details.

Causal chain  Identify the use of post hoc logic and be For students who have trouble processing information, maintain Oversimplification able to explain both the terminology and two versions of guided reading questions that ask the same thing, specific examples of it as evidenced by Post hoc but are worded differently the text. Pentad (act, actor, scene, agency,  Cite discovery of specific causes based on and purpose) For students who are advanced, allow them to come up with their specific questions (pentad) for a given MLA format own close reading questions to guide their close reading practice. text. Subject-verb agreement  Produce a specific causal chain, starting Syntax with outline form and progressing to essay form.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Define and identify a speaker’s point of view, reasoning, syntax, and process of cause and effect. Compose drafts of speeches and/ or essays using the cause and effect  Determine supporting evidence, logical technique. This may involve creating an original piece or analyzing an organization, appropriate development, existing text. Transitions and substance and style for purpose,

Logic audience and task. For students who have trouble processing information, provide Cause and effect  Demonstrate an appreciation for either the cause or effect to the student and have the student write advanced vocabulary via incorporation in Syntax the other, based on the scenario provided writing. Advanced vocabulary  Understand specific parts of speech, Prepositions, adverbs, adjectives For students who have trouble organizing information and specifically prepositions, adverbs, and infinitives expressing their thoughts in writing, provide graphic organizer, list adjectives, and infinitives, via correct Elocution; public speaking criteria of transitions, and/or cause and effect methods. Allow advanced usage in writing drafts and end products students to create the original piece and provide the piece for  Critique for effective execution of style and substance. students who are having difficulty with the concept  Evaluate public speaking effectiveness using specific rubric to identify key elements.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives  Students may create videos of themselves, incorporating multimedia Student Monitoring supporting their topic, instead of delivering an in-class speech.  Formative assessments might include the effective use of transitions  Students may create videos of themselves demonstrating and and other grammatical devices and constructs as well as elevated explaining the cause and effect of a particular situation vocabulary to be modeled through SMART Board, PowerPoint, or  Students may demonstrate a cause and effect situation by using real other Internet-based grammar sites. Teachers may devise or fictitious examples from social media sites, such as Twitter, worksheets from these specific sites or utilize Marzano scales to Facebook, etc. They may focus on current important issues (such as check for understanding throughout the discussion. bullying, crime) in order to make a connection between cause and  Students may be formally assessed via SMART Responders to effect argument and the real world. determine what the most direct and remote effects of specific causes  Students may use above listed technology in order to create sample are. cause and effect scenarios. For example, teacher may create a cause and effect blog based on literature, and students may respond to blog, either speaking to given scenario or creating their own model blogs based on cause and effect relationships they have observed. HONORS ACADEMIC  Teachers will utilize more choices and more difficult Lexile choices in  Students should practice reading independently, using progressively the unit (aim for 1200L and above). longer and more challenging pieces.  Honors level students will read with increased autonomy in broader  Teachers should utilize appropriate Lexile levels: contexts. o Below basic = 773L-877L  Teachers should progress toward appropriate grade 11-12 standards o Basic = 878L-1042L as students demonstrate mastery of grade 9-10 standards. o Proficient = 1043L-1197L

ACADEMIC & HONORS ENGLISH I UNIT 6: DRAMA RECOMMENDED DURATION: 6-7 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Enduring Understanding 1: The ability to comprehend the particular conventions and characteristics of a genre In what ways does reading various genres contribute to a deeper understanding of literature? is integral to a deeper understanding of an author’s How do authors use literary/rhetorical devices and nuances of language to convey specific thematic messages? intent. Enduring Understanding 2: An understanding of fiction involves interpreting words and phrases, analyzing How do description and point of view contribute to a literary work? structure, and assessing point of view and purpose.

Enduring Understanding 3: The ability to analyze the Why is it important to use specific evidence and cite thoroughly from a text to draw conclusions? central ideas of texts in both fiction and nonfiction is How does a text support key ideas or themes? essential to determine the author’s purpose.

Enduring Understanding 5: Research skills adhere to a universal set of standards established by the Modern Why is it important to avoid plagiarism? Language Association (MLA) and involve an understanding of primary sources.

Enduring Understanding 6: Understanding Standard What are the standard conventions of English grammar, mechanics, and usage, and how does command of these English grammar and mechanics is essential to effective conventions contribute to effective communication? written and oral communication.

Enduring Understanding 7: Determining and clarifying meanings of words and phrases will demonstrate an How does the utilization of context clues affect the understanding of unfamiliar words and phrases? understanding of the nuances of language.

LEARNING TARGETS CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will:  demonstrate comprehension of a range of complex literary and informational texts by drawing relevant evidences from texts to construct effective arguments and analyses;  use context effectively to determine the meaning of words and phrases;  implement highly effective writing techniques when using and analyzing sources, with comprehensive development of the claim, topic and/or narrative elements by using clear and convincing Through-Course Assessment #3: The students will produce a multi- reasoning, details, text-based evidence, and/or description; in paragraph essay in which they explore an author’s use of one addition, the development and organization are consistently 9-10.RL. 1, 2, 3, 5, 10 literary element in a drama and its progression throughout the appropriate to the task, purpose, and audience; 9-10. W. 1, 4, 9, 10 play, making sure to incorporate quotations in MLA format. In  implement highly effective command of the conventions of Standard 9-10. L. 1, 2, 3 this manner, students will explore the cause and effect of the English consistently; characters’ actions and discuss alternate motivations and  demonstrate the ability to build and present knowledge through resolutions to the drama’s dilemmas. integration, comparison, and synthesis of complex ideas;  cite in standard MLA format;  interpret the role of figurative language in a text;  analyze the text’s use of language, focusing on cause and effect of actions of major and minor characters;  speak to and present findings regarding the structure of a cause and effect text, and discuss character decision making and alternate resolutions to decisions, emphasizing critical thinking skills;  effectively build and present knowledge through integration, comparison, and synthesis of complex ideas.

LITERATURE OPTIONS TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN Romeo and Juliet by William Shakespeare (available in Prentice Hall 0-13-054789-1, or MIT full text: n/a – non-prose Literature – Gold Level) http://shakespeare.mit.edu/romeo_juliet/index.html 978-0743482820, or MIT full text: n/a – non-prose Othello by William Shakespeare http://shakespeare.mit.edu/othello/index.html 978-0743484961, or MIT full text: n/a – non-prose Twelfth Night by William Shakespeare http://shakespeare.mit.edu/twelfth_night/index.html

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Create a two-column journal. On one side include a selected passage from the text. Rhetorical device (The selected passage could be a conversation between two characters or a soliloquy Allusion or dramatic monologue.) On the other side of the journal, students will analyze the Hyperbole  Define rhetorical devices and be text in terms of rhetorical devices (including but not limited to allusion, hyperbole, Metaphor able to identify examples of these metaphor, simile, oxymoron, irony, symbol, tone, and ambiguity). Then, students will Simile devices within the text. Oxymoron determine how such devices help to create and/or develop the theme of the work. Irony  Analyze the devices and how they Symbol help to establish and develop the Model the process before students apply it. Allow students to work with a Tone theme of the work. partner to introduce the process. Ensure students are provided with/or have Ambiguity created reference sheet for literary devices. Theme Choose a specific instance in the text and retell that instance from the perspective of  Discuss how dramatic speeches another character. Or, determine how the absence of soliloquies would affect the add to the overall effect of a understanding of a particular instance in the text. Point of view piece. Soliloquy  Identify how point of view and For students who have difficulty remembering details, have students refer perspective affects understanding back to “The True Story of the Three Little Pigs” to refresh memory on of the text. changing point of view/perspective Select a passage and have students engage in a group activity that requires them to draw inferences from the text.  Define and identify inference Inference For students who have trouble processing information, utilize flexible within a text. grouping by assigning groups based on readiness for instruction and pairing students of differing abilities together

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Select a speech rich in imagery, such as Mercutio’s Queen Mab speech in I, iv of Romeo and Juliet, focusing on the use of descriptive details (imagery, adjectives, adverbs). Students, working in pairs, will then use those details to create an artistic  Define adverb and adjective and representation of the scene. Once completed, students will exchange their drawings identify the differences between with another pair of students. The students will then write down what they see in Imagery the two descriptive parts of the picture, using descriptive details. After, they will compare their details to the Adjectives speech. original text. Adverbs  Identify active verbs that assist in

Active verbs creating a mental image. For students who have difficulty focusing their attention for long periods of  Define imagery and identify time, allow students to use alternative media to complete picture (i.e. graphic examples that appeal to one or design software). more of the 5 senses.

For students who have difficulty organizing their thoughts provide a rubric prior to beginning of assignment. Display information from two different websites (via SMART Board, LCD projector, or handout) on a particular aspect of Shakespeare’s life, Elizabethan culture, or  Define plagiarism and identify the Elizabethan theater. Students will read the information, determining the common difference between accidental pieces of information and the differences in the details. Students will then choose Plagiarism plagiarism versus deliberate two details from each website and paraphrase, providing the correct MLA Paraphrase plagiarism and how to avoid both. parenthetical citation at the end. Parenthetical citations  Practice paraphrasing selected

MLA format direct quotes from a text and For students who have difficulty organizing information, provide students using the correct parenthetical with a Venn diagram and a handout of the two website pages. Work with the citation format. class to annotate the projected version and allow students to annotate personal copies simultaneously.  Identify the proper usage of commas, Read a passage aloud, following and focusing on the placement of punctuation. After reading Comma semi-colons, periods, hyphens. the passage, determine how the placement of punctuation affects the meaning of the Semi-colon  Determine the differences between sentences. Determine If punctuation was placed in an alternate position, how it would affect Hyphen an independent clause and a the meaning of the sentence, or even the entire passage. Period dependent clause. Independent clause  Determine how placement of For students who have trouble processing new information, provide a humorous Dependent clause punctuation affects the meaning of a example as a model for students (e.g., “Let’s eat, grandma.” vs. “Let’s eat grandma.”) sentence.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Identify what to look for when trying to determine the meaning As students read sections of the play, they will create lists of unfamiliar terms. of a word without the use of a Students will then work on defining the terms through the context of the sentences, reference dictionary. identifying the specific words, phrases, or the tone to determine meaning. Students  Define unfamiliar terms using can then check via the use of a reference dictionary or a web-based dictionary. Context clues context clues within a sentence.

 Determine multiple meanings of For students struggling with this concept, provide the list of words ahead of terms to decide the proper use of this lesson. the term within the context of the text.  Explicate various monologues and Close reading to determine the effectiveness of an author’s use of dramatic soliloquies to discuss effective use elements, such as monologue, soliloquy, and aside. of diction.

Monologue  Differentiate among various For students who have trouble processing information, maintain two Soliloquy speeches to determine versions of guided reading questions that are asking the same thing, but are Aside effectiveness. worded differently. Fourth wall  Discuss how dramatic speeches

add to the overall effect of a For students who are advanced, allow them to create their own close reading piece, protecting the element of questions to guide their close reading practice. the fourth wall.  Extract textual examples to show the progression of character development.  Cite examples using standard MLA Direct versus indirect Use graphic organizers to build comprehension and analyze character development format. characterization and motivation for actions.  Compose a logical character MLA Citation motivation chart or organizer which demonstrates an understanding of cause and effect.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE  Annotate and explicate quotations. Irony (dramatic, verbal,  Understand the usage of and the Have students select and analyze a substantive quotation, and then prepare a written situational) application of literary elements. explanation that discusses types of irony, including verbal, dramatic, and situational. Students Pun  Cite examples using standard MLA may also analyze the characters’ use of puns, malapropism, figurative language and diction, as Malapropism format. well as other dramatic elements, such as comic relief, bawdy, etc. Figurative language  Identify examples of malapropism, Diction pun, and other verbal wordplay that For students who have trouble analyzing, allow students to work with an excerpt Comic relief demonstrate an understanding of from YA or younger fiction to model this concept as a beginning activity before Bawdy sophistication of style moving into a higher Lexile range. Blank verse  Break down poetry within plays to Iambic pentameter identify rhythm and meter through close reading and explication.  Make correlations between Shakespeare’s works and modern times through hands-on project to be determined by the teacher.  Determine the turning point of the play via small and large group discussion, in which various potential turning points are presented, and Domain specific vocabulary in students must justify their responses Have students brainstorm ideas for a presentation in which they will either analyze the theatre: Globe; language as to determine the major climax. dramas in depth or modernize the plays, specifically focusing on character motivation, stage directions; groundlings  Identify elements of a tragedy, tragic development, and reaction to setbacks. Elizabethan theater and times hero, and tragic flaw by emphasizing Turning point and climax them in presentation and explaining For students who struggle with organizing ideas, provide an idea map to utilize for Tragedy: tragic hero and how they caused the character’s this exercise. tragic flaw downfall and discussing the overall Shakespearean background effect of such a flaw on the setting and story as a whole.  Draw upon elements of Shakespearean theater in order to distinguish strengths and weaknesses of it and to discuss how modern technology would allow for improvements in the production of Shakespeare’s plays.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives Student Monitoring  Teacher can utilize YouTube videos to show various modern  Teacher can have students create a chart on LucidChart in which they interpretations of Shakespeare’s plays. compare and contrast either multiple film adaptations of a play or  Teacher can incorporate parts of video productions of Shakespearean the text of the play along with one film adaptation. plays in order to supplement the reading of the text.  Teacher can have students create a graphic organizer on Connected  Teacher can create a Shakespeare Facebook page, which students Mind in which they determine if a scene in a film adaptation is can join in the persona of the characters in the play, with the accurately portrayed based on the language of the text. expectation that students will respond to given status remaining in  Teacher can monitor student responses on mock Facebook page, given character. making sure that status and responses are accurately portrayed as in  Students can create videos modernizing one of Shakespeare’s plays the text. and upload it to YouTube for class viewing and analysis.  Teacher can confer with individual students or groups to get progress  Students can analyze specific scenes in which cause and effect are updates on film modernization. Students can be required to submit a evident utilizing modern adaptations of Shakespeare’s plays (She’s progress report that identifies the responsibilities of each person the Man, O, Ten Things I Hate About You, West Side Story, involved in the project. For the viewing aspect of the original film, Shakespeare in Love). students can respond via blog, Twitter, or Google Drive to give feedback on the film. HONORS ACADEMIC  Teachers will utilize more choices and more difficult Lexile choices in  Students should practice reading independently, using progressively the unit (aim for 1200L and above). longer and more challenging pieces.  Honors level students will read with increased autonomy in broader  Teachers should utilize appropriate Lexile levels: contexts. o Below basic = 773L-877L  Teachers should progress toward appropriate grade 11-12 standards o Basic = 878L-1042L as students demonstrate mastery of grade 9-10 standards. o Proficient = 1043L-1197L

ACADEMIC & HONORS ENGLISH I UNIT 7: PERSUASIVE ARGUMENT RECOMMENDED DURATION: 3-4 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Enduring Understanding 1: The ability to comprehend the particular conventions and characteristics of a genre is integral How do authors use literary/rhetorical devices and nuances of language to convey specific thematic messages? to a deeper understanding of an author’s intent. Enduring Understanding 3: The ability to analyze the central Why is it important to use specific evidence and cite thoroughly from a text to draw conclusions? ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose. How does a text support key ideas or themes? Enduring Understanding 4: Effective writing involves drafting, How do focus and organization contribute to writing an effective essay? refining, and understanding the various elements of persuasive, How does a writer utilize textual evidence to support an argument? expository, and narrative styles. How can one most effectively utilize technology to produce, refine, publish and share writing? Enduring Understanding 5: Research skills adhere to a universal set of standards established by the Modern Language How can one determine the validity of print and digital sources? Association (MLA) and involve an understanding of primary and secondary sources found in both print and digital sources. Enduring Understanding 6: Understanding Standard English How can specific awareness of an audience affect stylistic and mechanical choices? grammar and mechanics is essential to effective written and What are the standard conventions of English grammar, mechanics, and usage, and how does command of these oral communication. conventions contribute to effective communication?

LEARNING TARGETS CCSS COMMON ASSESSMENT LEARNING GOALS The proficient student will:  use both deductive and inductive reasoning;  create and support a clear, logical thesis;  use textual evidence to support the argument; The students will produce multi-paragraph persuasive argument. The 9-10.RI.1, 3, 4, 10  use rhetorical devices and compositional risks; teacher may choose the subject matter and may choose from either 9-10.W.1, 4, 9, 10  use compelling verbs and adjectives; literature previously studied or current events as the basis for the 9-10.L.1, 2  recognize misplaced modifiers; persuasive prompt.  recognize clichés and over-used words;  create an organized argument;  use and develop a single focus;  establish an authoritative, formal tone.

LITERATURE OPTIONS (*Honors classes should select texts of 1200L and above) TITLE and AUTHOR (or translator) LEXILE ISBN LEVEL To Kill a Mockingbird by Harper Lee 870L 978-0446310789 The Bedford Reader (11th Edition) by X.J. Kennedy et al.  Selections from, but not limited to, Argument & Persuasion (the following essays are included in this section of The Bedford Reader) 1. “Destroyed” by Peter F. Martin 820L 2. “Too Much Pressure” by Colleen Wenke 870L 3. “Bassackwards” by Jay Nordlinger 870L 4. “Demystifying Multiculturalism” by Linda Chavez 940L 0312609698 5. “I Have a Dream” by Martin Luther King, Jr. 1120L 6. “Not Your Homeland” by Edwidge Danticat 1180L 7. “What’s Wrong with Gay Marriage?” by Katha Pollitt 1190L 8. “Gay Marriage: Societal Suicide” by Charles Colson 1190L 9. “The Designer Player” by Rodrigo Villagomez 1190L 10. “Safety Through Immigration Control” by Mark Kirkorian 1320L* 11. “A Modest Proposal” by Jonathan Swift” 1520L* http://grammar.about.com/od/classicessays/a/menckenpende “The Penalty of Death” by H. L. Mencken 940L ath.htm http://academic.brooklyn.cuny.edu/modlang/carasi/via/ViaVol “America: The Multinational Society” by Ishmael Reed 1140L 5_1Guest.htm “Streets of Gold: The Myth of the Model Minority” by Curtis Change 1180L http://depts.washington.edu/college/mce/Myth1.pdf http://www.americanrhetoric.com/speeches/convention2004/ “2004 Democratic National Convention Keynote Address” by Barack Obama 1200L* barackobama2004dnc.htm http://www.americanrhetoric.com/speeches/jfkcubanmissilecri “Cuban Missile Crisis Address to the Nation” by John F. Kennedy 1580L* sis.html http://www.smartercarter.com/Essays/Buckley%20- “Why Don’t We Complain?” by William F. Buckley, Jr. 1840L* %20Why%20Dont%20We%20Complain.html Prentice Hall Writing and Grammar – Gold Level n/a 0-13-037494-6

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Introduce the concept of persuasive argument by having students write a letter of request for a specific item.

For students needing a visual, provide a persuasive letter to model this concept and allow students to respond to the letter provided. Transaction between writer and  Identify effective methods of For students who have difficulty focusing their attention for long periods of reader persuasion. time or struggling with multi-step processes, break the process into steps: 1) Provide a journal prompt in which students list 3 reasons why a company should send them a free item. 2) Have students support each of the three reasons 3) write the letter based on steps 1 & 2.

Utilize the summer reading selection To Kill a Mockingbird to introduce the concept  Identify specific details that of persuasive argument by having students closely analyze Atticus’ closing argument. Evidence and appeal support the development of Reasoning the argument. For students who have trouble processing information orally, play the Purpose courtroom scene through video or audio to discuss the reason, purpose and Audience  Analyze how the central idea tone of his argument. Tone of a text is affected by the delivery. Students will read a speech and then listen to either a teacher-read or a recorded  Identify specific details that version of the same speech. Students will be asked to compare the effects of a Evidence and appeal support the development of written appeal versus an oral appeal. Reasoning the argument. Purpose For students who struggle with or excel at reading comprehension, provide Audience  Analyze how the central idea students with speeches of varying Lexile levels. Tone of a text is affected by the delivery.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Craft a rough draft of an effective speech using the rhetorical technique in which  Define and identify a students must demonstrate an awareness of audience. speaker’s point of view,

Data, claim, and warrant reasoning, and use of For students who have difficulty with writing, provide a speech and have the Articulation rhetoric and evidence. students identify areas in which the author is showing an awareness of the Structure audience.  Determine supporting Transitions evidence, logical Logical fallacies For students who have trouble organizing information, use the RAFT (Role, organization, appropriate Deductive & inductive reasoning Audience, Format, Topic) technique to allow for differentiation with this development, and substance process. For students who struggle with this concept, provide an audience and and style for purpose, as well topic that is more straightforward. as audience and task. Students will research a topic and locate two opposing arguments on a single topic and will analyze the position, techniques, audience, and effectiveness of each Logical fallacies argument. Rhetorical devices  Identify the point of view, Evidence and appeals For students who have trouble focusing their attention for long periods of supporting evidence, Audience time, allow students to come up with topics that are of high interest for them. audience, and effectiveness. Articulation

Structure For students who are struggling with this concept, allow them to research only one side of the issue Students will analyze rough drafts of their written appeals to locate, identify, and revise sentences to correct run-on sentences, sentence fragments, misplaced modifiers, and clichés. Understanding of run-on  Identify run-on sentences, sentences, sentence fragments, sentence fragments, misplaced For students who have trouble applying and identifying, allow students to engage in misplaced modifiers, and clichés modifiers, and clichés. the peer editing process. Provide a specific rubric for this purpose. Understanding of thesis and thesis  Analyze how a clear thesis Students will create clear, comprehensive theses by practicing and limiting scope and focus. construction affects reader comprehension. Students will take compositional risk by experimenting with various “grabbers” and  Identify and utilize “clinchers,” alternating sentence structure, and discussing effectiveness of compositional risk Types of compositional risk compositional risks in through samples provided by teacher. argumentation.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Students will be given an appropriate controversial topic and meet in small groups to brainstorm the most effective ways in which to present their arguments through 4-5  Argue and support a given minute debates. In each group, two students will argue pro and two students will topic. argue con about the issue. The class will take notes on persuasive style, presentation Debate  Evaluate the most effective formula, and content of each speech, discussing the most effective side based on Rhetoric presentation styles to use in specific criteria set forth by teacher. Slippery slope a debate. Statistics interpretation  Compare and contrast For students who have trouble organizing information, provide students effective techniques when with a handout guiding the steps of this process. critiquing each side.

Students will be given excerpts from famous speeches in which they will have to explicate the text and identify the central themes and speculate as to the author’s  Justify opinions on theme purpose, noting textual evidence to support ideas. Theme and main ideas. Tone  Identify tone by citing textual For students who have difficulty remembering details, have students Explication evidence. maintain a log of themes and purposes throughout the unit to be referred to when completing this assignment.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Activity Alternatives  Students may create a video of themselves, incorporating multimedia Student Monitoring supporting their topic, instead of delivering an in-class speech.  Students may be formatively assessed via online quizzing programs  Create a digital project, using Glogster or Prezi, that is designed to be such as Quizstar or Edmodo. persuasive in nature. o Formative assessments might include the correct and / or  Students may use technology such as Google Docs to peer edit their effective use of rhetorical devices, data, claim, and warrant, work. and deductive and inductive reasoning.  Students may watch video clips of famous speeches and analyze the  Students may be formatively assessed via SMART Responders to rhetorical techniques used by the speaker. identify logical fallacies.  Students may engage in a debate via Today’s Meet or Edmodo.  Students may have to experiment with persuasive tweets on a given  Where possible, students may engage in discussion via Skype with subject that teachers may monitor and on which they will provide classmates or across classes (cross-curricular activity) in which they feedback. justify why they believe certain rhetorical techniques are most effective.  Students may create a PowerPoint presentation in which they select a paragraph and explicate it for tone and theme, demonstrating their thinking process to the class. They may use interactive grammar videos within PowerPoint presentations to supplement their instruction. HONORS ACADEMIC  Teachers will utilize more choices and more difficult Lexile choices in  Students should practice reading independently, using progressively the unit (aim for 1200L and above). longer and more challenging pieces.  Honors level students will read with increased autonomy in broader  Teachers should utilize appropriate Lexile levels: contexts. o Below basic = 773L-877L  Teachers should progress toward appropriate grade 11-12 standards o Basic = 878L-1042L as students demonstrate mastery of grade 9-10 standards. o Proficient = 1043L-1197L

ACADEMIC & HONORS ENGLISH I UNIT 8: THE SHORT STORY RECOMMENDED DURATION: 5-6 WEEKS

UNIT OVERVIEW ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Enduring Understanding 1: The ability to comprehend the particular conventions and characteristics of a genre How do authors use literary/rhetorical devices and nuances of language to convey specific thematic messages? is integral to a deeper understanding of an author’s intent. Enduring Understanding 2: An understanding of fiction involves interpreting words and phrases, analyzing How do description and point of view contribute to a literary work? structure, and assessing point of view and purpose. Enduring Understanding 3: The ability to analyze the Why is it important to use specific evidence and cite thoroughly from a text to draw conclusions? central ideas of texts in both fiction and nonfiction is How does a text support key ideas or themes? essential to determine the author’s purpose. Enduring Understanding 4: Effective writing involves drafting, refining, and understanding the various How does a writer utilize textual evidence to support an argument? elements of persuasive, expository, and narrative styles. Enduring Understanding 5: Research skills adhere to a universal set of standards established by the Modern Why is it important to avoid plagiarism? Language Association (MLA) and involve an How can one determine the validity of print and digital sources? understanding of primary sources. Enduring Understanding 6: Understanding Standard What are the standard conventions of English grammar, mechanics, and usage, and how does command of these English grammar and mechanics is essential to effective conventions contribute to effective communication? written and oral communication.

LEARNING TARGETS CCSS COMMON ASSESSMENT LEARNING GOALS Through-Course Assessment #4: The students will produce a multi-paragraph persuasive essay in which The proficient student will: 9-10.RL.1, 2, 3, 10  draw inferences from the text in order to understand how textual analysis is developed; they support or refute a literary critic based on a 9-10.RI. 1, 2, 6, 10  cite strong and thorough textual evidence to support the text (explicit and inferred); selected short story, making sure to incorporate 9-10.W.1, 8, 9, 10  analyze how the theme or central idea of a text emerges, is shaped and refined by specific quotations from both primary and secondary sources in 9-10.L.1,2,3 details; MLA format. In this manner students will both analyze  identify complex ideas, supporting details, effective transitions, and precise language; the literature and apply the knowledge of persuasive  cite from both primary and secondary sources in standard MLA format. argument.  demonstrate command of the conventions of Standard English.

LITERATURE OPTIONS (*Honors classes should select texts of 1200L and above) TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN Short stories from, but not limited to, Prentice Hall Literature – Gold Level:  “The Secret Life of Walter Mitty” by James Thurber 640L  “The Most Dangerous Game” by Richard Connell 740L  “The Cask of Amontillado” by Edgar Allan Poe 860L  “The Necklace” by Guy de Maupassant 910L 0-13-054789-1  “The Invalid’s Story” by Mark Twain 980L  “Rules of the Game” by Amy Tan 990L  “The Scarlet Ibis” by James Hurst 1060L  “The Interlopers” by Saki 1250L* “The Pedestrian” by Ray Bradbury n/a http://bit.ly/bsweUp “The Lottery” by Shirley Jackson n/a http://bit.ly/10O5BIV “The Lady or the Tiger” by Frank Stockton 1260L* http://bit.ly/1FdgvS “The Secret Sharer” by Joseph Conrad 1350L* http://www.gutenberg.org/ebooks/220 “A Devoted Son” by Anita Desai 1440L* http://bit.ly/18yl0ER

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Select a passage and have students engage in a group activity that requires them to draw inferences from the text.  Define and identify inference Inference For students who have trouble processing new information, utilize flexible within a text. grouping by assigning groups based on readiness for instruction and pairing students of differing abilities together  Identify symbols and metaphors Close reading to determine the effectiveness of an author’s use of literary elements, Symbol and interpret multiple meanings. plot structure, point of view, setting, characterization, and theme. Metaphor  Analyze the use of imagery and Imagery sensory details. Plot structure (exposition, rising action, For students who have trouble processing information, maintain two  Analyze plot structure and how it turning point, falling action, resolution) reveals characterization and theme versions of guided reading that ask the same thing, but are worded Point of view (first/third limited/ third development. differently. person omniscient)  Determine point of view and its Characterization (dynamic, static, effect on plot development. round, flat) For students who are advanced, allow them to come up with their own close  Setting and mood Analyze diction to establish mood. reading questions to guide their close reading practice.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Work collaboratively to break down the elements of a selected story. Each group can Literary elements create a visual (drawing, poster) or oral (performance) representation of their  Identify an author’s use of short Plot structure assigned element. story elements. Point of view  Present a creative Characterization interpretation to demonstrate For students who have trouble processing information orally, show a Setting comprehension. YouTube video depicting a short story interpretation. Theme

Read and analyze short story criticisms to determine an author’s argument towards the work. Paraphrase and use direct quotations while citing sources according to MLA format.  Understand the purpose of For students who have trouble organizing information, provide students secondary sources.

with highlighters to assist with this process. Primary vs. secondary sources  Demonstrate the ability to Paraphrase vs. direct quotation paraphrase from a direct

MLA Citation for secondary sources quotation. For students who have difficulty understanding this concept, provide articles  Cite examples using standard to struggling students and have advanced students find articles on their own, MLA format. utilizing media center databases.

In a large group setting, students will first be given a generic topic by the teacher. Then, they will practice creating a short sample class story in one class setting. After the initial story is created on the first day, students will meet in small groups the  Understand the nuances of following day to edit the story and practice adding symbolism, refining and editing Compositional risk language that convey specific the diction, and utilizing compositional risk in order to make the story more effective. Diction meanings. Symbolism  Incorporate symbolism in their For students who have difficulty expressing their thoughts in writing, allow stories and writing where students to complete this assignment using the computer labs to allow for applicable. easy editing.

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE In order to appreciate the unity of impression and specific diction necessary to create a short story, students will be given appropriate topics on which to experiment with language: “school,” friends,” “television,” and the like. Students will write an entire story, comprised of all elements (exposition, rising action, climax, and falling action) in 100 words or less in one  Succinctly create stories, noting class setting. Then, the following day, students will discuss their stories in groups, reflecting Plot structure the process of writing. upon the process and its excitement and difficulties. Unity of impression  Reflect upon the writing

Diction process. For students who have difficulty focusing their attention for long periods of time, Self-reflection  Demonstrate an understanding provide a list of topics from which the students can choose or assign specific topic to of the elements of short stories. advanced students to provide a bigger challenge.

For students who have trouble organizing information, provide a graphic organizer to complete prior to this exercise to brainstorm writing the story.

SUGGESTED MODIFICATIONS TECHNOLOGY INTEGRATION Student Monitoring Activity Alternatives  Students may receive feedback on their stories, from their peers and the  Students can create an electronic storyboard that demonstrates an teacher, that are submitted electronically in an organic fashion through understanding of the elements of short fiction. Google Drive and the like.  Students can access the secondary sources via the district on-line media  Students may receive feedback from instructors via voice commentary from catalogue, particularly the reference series Short Stories for Students. Turnitin.com, in which teachers may specifically speak to a student’s  Students can utilize the on-line writing lab (OWL) from Purdue University to strengths and areas upon which he or she needs to improve. check MLA format and guidelines.  Students may select an image from a group of web-based images compiled  Students may enter short story competitions on-line, adhering to specific by the teacher. The images selected by the instructor may be different guidelines, or submit entries to school literary magazines and writing clubs, interpretations of a certain theme (like nature) that may show that theme in in order to gain experience sharing work online. a positive or negative light, so that students may both create an original  Students may select an appropriate image on a given topic from sites like story and also analyze ways in which similar subject matter may be Pinterest or Google Images. Students then create a story based on that interpreted very differently. Teachers may utilize a class Facebook page to image, given certain criteria to which they must adhere. monitor student reflection and to provide feedback.

SUGGESTED MODIFICATIONS HONORS ACADEMIC  Teachers will utilize more choices and more difficult Lexile choices in the  Students should practice reading independently, using progressively longer unit (aim for 1100L and above). and more challenging pieces.  Honors level students will read with increased autonomy in broader  Teachers should utilize appropriate Lexile levels: contexts. o Below basic = 773L-877L  Teachers should progress toward appropriate grade 11-12 standards as o Basic = 878L-1042L students demonstrate mastery of grade 9-10 standards. o Proficient = 1043L-1197L