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PLANNED COURSE OF STUDY Course Title Foundations of High School English Language Arts - Honors Grade Level Ninth Grade Credits 2 Content Area / English Language Arts Dept. Length of Course One Year Author(s)

Course : Foundations of ELA 9 Honors is designed to take students on a reflective and evaluative exploration of both classic and contemporary texts. Students will have the opportunity to explore the texts independently, as well as in cooperative groups, while demonstrating initiative and comprehension through manipulation of the text. Through the study of core texts—Ray Bradbury’s Fahrenheit 451, Homer’s The Odyssey, Gene Luen Yang’s American Born Chinese, and William Shakespeare’s Romeo and Juliet-- students will delve into the structure of language with a focus on specific themes, such as the journey as a , fate vs. free will, trust, coping with change, the struggles of overcoming obstacles, and perseverance in the face of adversity and stereotypes. While actively seeking and recognizing thematic strands within the texts, students will be encouraged to form personal and creative connections to their lives and to the world around them. Students will also engage in a study of selected poems and short works to closely analyze literary devices in connection to the author’s purpose. In addition, Foundations of ELA 9 Honors requires students to analyze and with intellectual curiosity, persistence, and a readiness to engage in independent risk- taking. ELA 9 Honors students will be expected to process course material with an increased and demonstrate critical thinking skills with limited guidance.

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

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

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

Curriculum Map Month Weeks Topics Covered this Month September 4 weeks Summer reading> Fahrenheit 451 October 4 weeks Fahrenheit 451> > Non- Study November 3 weeks Poetry> Odyssey December 3 weeks Odyssey January 4 weeks Odyssey February 4 weeks American Born Chinese>Short Story unit> Fiction Novel Study March 4 weeks Unit April 4 weeks Romeo and Juliet May 4 weeks Romeo and Juliet June 2 weeks Analysis: Romeo and Juliet

2 Foundations (Honors Level) Summer 2017

Unit Title Perseverance through Obstacles Essential Questions & • Do you let your world control you, or do you control your world? Enduring Understandings • How can we understand the ongoing battle against the exploitation of the weak by the strong? • What is an individual’s responsibility to his or her society? • How can we identify examples of governmental abuses in our world? • What is freedom, and how do we define it in a variety of contexts? • What is the relationship between freedom and responsibility? • Should people sacrifice freedom in the interest of security? • What is the impetus for change? • How do differing perspectives impact change?

ANCHOR TEXT UNIT FOCUS Fahrenheit 451 by Ray Bradbury

RELATED TEXTS To open the year, we will be studying a variety of texts that speak to the idea of Informational Texts perseverance through obstacles. Throughout this unit, students come to understand how we ● “Self-Reliance” by Ralph Waldo define control: control over our world and control over one another. Students will begin to Emerson question an individual’s responsibility to his or her society. They analyze how we can Poetic Texts identify examples of governmental abuses in our world. Students will converse with a ● “Introduction to Poetry” by Billy myriad of philosophical questions, ranging from “what is freedom?” to “what are the Collins essential liberties?” Students are encouraged to see themselves as “agents of change” as they ● “The History Teacher” by Billy investigate themes, such as censorship, social justice, and activism. Collins ● “The Road Not Taken” by Robert Students explore the power of written language to educate and influence others. They read Frost various argumentative essays and engage in virtual collaboration to develop their own ● “The Wind” by James Stephens arguments. They also research a self-generated question related to issues of censorship, ● “Hunger” Robert Laurence Binyon creativity, and the evolution of literacy. Students will come to understand the importance of ● “Flint” Cristina Rosetti reading, writing, books, and stories. 3 Foundations (Honors Level) Summer 2017

● “Nothing Gold Can Stay” by Robert Frost ● “Fire and Ice” Robert Frost ● “Double ” Robert Wallace ● “From the 104th Floor” by Leda Rotis ● “The Lamb” and “The Tyger” William Blake Context Texts ● The Book Thief by Markus Zuzak ● The Natural by Bernard Malamud ● Night by Elie Wiesel

Common Core Standards PA Core Standards Reading (CC.9-10) Reading R.L.1, R.L.2, R.L.3, R.L.4, R.L.5, R.L.6, R.L.7, R.L.9, R.L.10, 1.2.9.A, 1.2.9.D, 1.3.9.C, 1.1.9.C, 1.3.9.B, 1.1.9.A, 1.1.9.D R.I.2, R.I.3, R.I.4, R.I.5, R.I.6, R.I.7, R.I.10 Writing Writing (CC.9-10) 1.8.9.A, 1.8.9.C, 1.5.9.A, 1.5.9.B, 1.5.9.C, 1.5.9.D, 1.4.9.B, 1.4.10.B, W.1: W.1.a, W.1.b, W.1.c, W.1.d, W.1.e 1.5.9.B, 1.5.9.C, 1.5.10.B, 1.4.C.B, 1.5.C.B, 1.5.C.C, 1.5.9.F, 1.7.9.A, W.2: W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f 1.7.10.A, 1.5.C.D, 1.5.C.E, 1.5.C.F, 1.9.9.A, 1.9.C.A, 1.8.10.A, W.3: W.3.a, W.3.b, W.3.c, W.3.d, W.3.e 1.8.10.B, 1.8.10.C, 1.8.C.A, 1.8.C.B, 1.8.C.C W.4 W.5 Speaking & Listening W.6 1.6.9.A, 1.6.9.B, 1.6.10.A, 1.6.10.B, 1.9.9.A, 1.9.9.B, 1.9.10.A, W.7 1.9.10.B, 1.8.9.B., 1.1.9.B., 1.1.9.C, 1.3.9.D W.8 4 Foundations (Honors Level) Summer 2017

W.9: W.9.a, W.9.b W.10

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

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

5 Foundations (Honors Level) Summer 2017

Key Unit Vocabulary Academic Literary Text-Dependent Writing ● ● Coeur D’Alene-tribe Sherman ● Evaluate ● Inference Alexie ● Analyze ● Free Verse ● Social Change as goal ● Revision ● Rhyme Scheme ● Censorship ● Editing ● ● Proofreading ○ Visual ● Transitions ○ Auditory ● Thesis ○ Olfactory ● Literary Present ○ Tactile ● Mechanics ○ Gustatory ● Usage ● Meter/Rhythm ● Grammar ● Summary ● Annotate ○ Terms

Reading ● Analysis ● Evaluation ● Figurative vs. Literal ● Quotation/Textual Evidence ● Identify

Learning Objectives – The student will… Assessment Opportunities Engage in class discussions on the nature, scope, and role of Supplemental Articles: censorship in society. Students read and analyze nonfiction texts about censorship in society 6 Foundations (Honors Level) Summer 2017

Define and analyze it for its constituent parts. Annotate Tiered Satire Examples: The students annotate the tiered readings for In Class (ICE). Analyze the significance of the in the novel. Symbolism ICE: Timed in class essay on the symbols in the novel. Read independently and collaboratively to construct meaning: Chapter Analyses: including making inferences, drawing conclusions, and making Students read independently and collaboratively and explore the generalizations based on text. individual chapters of the book through in-class discussions Analyze the structures and language usage of poetic texts: figurative Close Reading of Multiple Poems language, imagery, prosody. of an Original Poem Examine poetic texts for the journey motif. Close Reading of Multiple Poems Explore the connections between history and literature; both how Nonfiction Supplemental Articles history informs literature and how literature reflects history. Identify and explain main ideas and relevant details. Chapter Analyses

Sequence of Teaching and Learning Number of Lesson Topic Lesson Activities Lessons / Blocks Lesson One (10 Summer Reading ● Close reading of summer reading passage days) ● Summer Reading Multiple Choice Quiz (start of school year ● Summer Reading poster project procedures and ● Summer Reading poster project presentation intro vocabulary ● Introduce Summer Reading Essay: Discuss Prompt, Format, Rubrics book) ● Begin Graphic Organizer/Rough Draft ● In class essay Lesson 2 (15 days) Fahrenheit 451 ● Read the text and complete review and comprehension questions ● Reading Check ● Discussion Questions ● Jigsaw Background PowerPoint ● Censorship & Banning 7 Foundations (Honors Level) Summer 2017

● Journal Entries - (Epigraph/opening quotes, etc.) ● Three Part Quizzes ● Quote Response Activity ● Chapter analyses ● Which book would you burn? Justify your choice - Article (HH on Burning Books) - Library Collaboration ● Pawel Kuczynski Political Paintings - Phone Island Image Journal/Discussion ● Landscape with the Fall of Icarus (Poem & Painting) Discussion - Quest for Knowledge (F451 pg. 31 passage study) ● Montag Character Analysis Story Board (symbolic transformation chart) ● Summary Activity per part (menu of options) ● Nature Walk - Reflective Narrative (literary device use) ● Nature Walk Article ● The Unknown Citizen ● Literary Elements- identification and discovery

Lesson Three (10 Poetry ● Introduction to Poetry Unit: Distribute Essential Questions days) ● Independent definition of poetry in notebooks—pair share/report out—brainstorm on Smartboard ● Notebooks: Review official definition of poetry ● Brainstorm: Create List: Famous Poets and Famous Songwriters ● Poetry 180 Quick Close Reading using Questions on Smart Board Slides ● Complete Narrative Poetry Notes on / ● Distribute Tone/Mood Handout ● Distribute “104th Floor”—Read Aloud ● Distribute Close Reading Handout: Style/Appearance, Tone, Author Predictions ● Poetry: Introduce Poetry Concepts: Simile, Imagery, Personification ● “Willow and Gingko”-close reading simile ● Write compare/ poem- applying simile ● Introduce metaphor and definitions, examples 8 Foundations (Honors Level) Summer 2017

● “Mother to Son” and “Marks” ● Write family metaphor poems- applying metaphor ● Introduce Paul Laurence Dunbar, mini-research assignment ● “We Wear the Mask”-applying stereotypes ● Introduce sound devices: alliteration, assonance, and consonance ● “Fire and Ice” or “Stopping by the Woods” Robert Frost ● “All Day I Hear” or “Eight O’clock” ● Final Assessment- Close Reading of a selected poem activity and illustration ● Poetry Term Quiz

9 Foundations (Honors Level) Summer 2017

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

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

10 Foundations (Honors Level) Summer 2017

Poetic Text ● “Ithaka” by Constantine Cavafy ● “Siren Song” by Margaret Atwood ● “Ulysses” by Alfred, Lord Tennyson ● “Penelope to Ulysses” by Ovid from Heroides

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

Common Core Standards PA Core Standards Reading (CC.9-10) Reading R.L.1, R.L.2, R.L.3, R.L.4, R.L.5, R.L.6, R.L.7, R.L.9, R.L.10, 1.2.9.A, 1.2.9.D, 1.3.9.C, 1.1.9.C, 1.3.9.B, 1.1.9.A, 1.1.9.D R.I.2, R.I.3, R.I.4, R.I.5, R.I.6, R.I.7, R.I.10

Writing (CC.9-10) Writing W.1: W.1.a, W.1.b, W.1.c, W.1.d, W.1.e 1.8.9.A, 1.8.9.C, 1.5.9.A, 1.5.9.B, 1.5.9.C, 1.5.9.D, 1.4.9.B, 1.4.10.B, W.2: W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f 1.5.9.B, 1.5.9.C, 1.5.10.B, 1.4.C.B, 1.5.C.B, 1.5.C.C, 1.5.9.F, 1.7.9.A, W.3: W.3.a, W.3.c, W.3.d 1.7.10.A, 1.5.C.D, 1.5.C.E, 1.5.C.F, 1.9.9.A, 1.9.C.A, 1.8.10.A, W.4 1.8.10.B, 1.8.10.C, 1.8.C.A, 1.8.C.B, 1.8.C.C W.5 W.6 Speaking & Listening W.7 1.6.9.A, 1.6.9.B, 1.6.10.A, 1.6.10.B, 1.9.9.A, 1.9.9.B, 1.9.10.A, 11 Foundations (Honors Level) Summer 2017

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

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

Key Unit Vocabulary Academic Literary Text-Dependent Writing Newly Introduced ● ● Unity ● Epithet ● Polyphemus ● Coherence ● ● The Twelve Olympians ● Textual Evidence ● Allusion ● Circe ● Quotation Integration Previously Introduced and Relevant ● Sirens ● Laestrygonians ● Simile ● Scylla and Charybdis ● Metaphor ● Helios ● Assonance ● Underworld ● Consonance ● Teiresias ● Inference ● Hospitality ● Line ● Trojan Horse ● Iliad ● Homer ● Book 12 Foundations (Honors Level) Summer 2017

Learning Objectives – The student will… Assessment Opportunities Apply poetic techniques to the comprehension of a larger narrative. Reading Comprehension Quiz: Section identifying Poetic Terms in the Quiz

Analyze and interpret allusions to augment understanding. Transfer Activity with O, Brother Where Art Thou?: Students identify the allusions to The Odyssey that the Coen Brothers use in their film. Evaluate the relevance of classical literature and characters in their Yourself as a Hero Reflective Writing: Writing a story wherein the contemporary lives. student describes him or herself within the framework of the conventions and literary devices of The Odyssey. Hero RAFT: Students demonstrate their understanding of the traits of a hero by completing a writing assignment which asks them to choose the role of a specific type of hero and asks them to consider how that hero would react within a given situation. Analyze and interpret the content of what is said and the character of : Analyze the ways the characters of Agamemnon, the person saying it. Helen, and Menelaus are characterized and apply these techniques to the reading of The Odyssey. Identify and apply the appropriate rhetorical choices to the Midterm/The Odyssey Compare & Contrast Essay: Read “The composition of original work. Hero’s Journey”, and compare/contrast it with the journey of Odysseus. Students work from a given thesis to write an original interpretation of the hero’s journey. Integrate textual evidence within the body of an original composition Midterm/The Odyssey Compare & Contrast Essay: Read “The focused on the author’s interpretation of a work of literature. Hero’s Journey”, and compare/contrast it with the journey of Odysseus. Students work from a given thesis to write an original interpretation of the hero’s journey. Identify a process by which they can convert their curiosity into a Wonder List to Thesis Activity: Students develop a list of topics more focused method of inquiry. that they “wonder” about the Greek Mythological figures and stories. They then walk through a set of steps that help them reframe their interests into researchable questions 13 Foundations (Honors Level) Summer 2017

Explore external resources to develop research topics and a research Comparative Myth Research Assignment base. Analyze and evaluate the ways that different perspectives affect the Comparative Myth Research Assignment interpretations of individual readers. Identify and apply the differences between appropriate attribution Comparative Myth Research Assignment practices and the integration of textual evidence.

Sequence of Teaching and Learning Number of Lessons Lesson Topic Lesson Activities / Blocks Lesson 1 (4 Days) Introductory/ ● Epic Poem Article/Handout Background ● Iliad and Trojan War notes ● Characterization: Helen of Troy ● Power of Myth Assignment- Chapter 5 ● Power of Myth Jigsaw Assignment ● “Ithaka” by Cavafy ● Odyssey Introduction jigsaw ● Assessments: ○ Background Quiz ○ Characterization Activity for Helen of Troy and Iliad Lesson 2 (6 days) Prologue/ Book 1- ● In class/ independent reading Book 4 ● Study questions ● Quote and figurative language identification ● Epithet Group Activity ○ Mini-Lesson ○ Identification Lesson 3 (5 days) Book 5-8 ● In class/ independent reading ● Study questions ● Quote and figurative language identification Lesson 4 (5 days) Books 9-12 ● in class/ independent reading 14 Foundations (Honors Level) Summer 2017

● Review/Comprehension Questions ● “Circe’s Power” ● Literary Term Identification ● Strategic Reading Quizzes Lesson 5 (4 days) Myth ● Comparative Myth Research Assignment ○ different mediums-art, , puppets, children’s book ● festival Lesson 6 (5 days) Books 13-20 ● In class/ independent reading ● Review comprehension questions ● Quote and figurative language identification Lesson 7 (4 days) Books 21-24 ● In class/ independent reading ● Review comprehension questions ● Quote and figurative language identification Lesson 8 (2 days) Allusions ● Mini-Lesson on Allusions ● O Brother, Where Art Thou? ● Assessment: ○ Identification of Allusions within O Brother, Where Art Thou? Lesson 9 (1 day) Midterm Essay ● In Class essay: “The Hero’s Journey” and The Odyssey

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

15 Foundations (Honors Level) Summer 2017

Unit Title Going Beyond Prescriptions/Stereotypes Essential Questions & • What does it mean to fit in? Enduring Understandings • How can you stay true to yourself in the face of judgment from your peers? • Why do stereotypes exist? Are they accurate? Can a stereotype ever be positive? What is the connection between stereotypes and racism/sexism? • What elements/ terms make stories meaningful? • What is the structure of a story? • What is the role of and mood in the telling of a story? • What types of characters are there and how do we tell the difference? • What is the difference between round and flat, static and dynamic characters? • How do authors create living, breathing characters? • What is the role of conflict, both internal and external, in the telling of a story? • How do the elements within stories work together to create meaning? • How does Point of View affect the structure and content of a story? • What is tone and how does it affect the understanding of the story? • What is the role of time ( and ) in the telling of a story? • How does figurative language function and how does it contribute to the construction of meaning? • How does imagery function and how does it contribute to the construction of meaning? • How does imagery differ from figurative language? • What makes different from other uses of language and how does irony affect the comprehension of text? • How do authors use stories to explore complex thematic concepts connected to the human condition?

ANCHOR TEXT UNIT FOCUS American Born Chinese by Gene Luen Yang

16 Foundations (Honors Level) Summer 2017

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

17 Foundations (Honors Level) Summer 2017

● “A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez

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

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

18 Foundations (Honors Level) Summer 2017

Key Unit Vocabulary Academic Literary Text-Dependent Writing ● Characterization ● Holocaust ● Purpose ○ Direct ● Auschwitz ● Viewpoint ○ Indirect (STEAL) ● Buchenwald ■ Speech ● Nobel Peace Prize ■ Thoughts ● Judaism ■ Effect on Others ○ The Number 7 ■ Actions ● Magical Realism ■ Looks ● ● Tone ● Racism ● Mood ○ Covert ● ○ Overt ○ ● Dialect ○ Rising ● Conformity ○ ● Stereotype ○ Falling Action ● Assimilation ○ Resolution/Denouement ● Judgement ● Conflict ● Mimicry ○ Internal ● Ambivalence ● Foreshadowing ● Flashback ● Theme vs. , Lesson, Etc.

Learning Objectives – The student will… Assessment Opportunities identify, define, and synthesize the elements of a plot diagram. Short Story Multiple Modality Unit Project: In the first part, students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students synthesize the various elements of plot in 19 Foundations (Honors Level) Summer 2017

their new take on the story. Plot Diagram Quiz Questions: Each of the short story quizzes features questions based on an understanding of the elements of this plot diagram. Short Story Fiction Chart: These charts ask students to break down each story exhaustively based on the respective plot elements. identify the elements of setting including mood and analyze their Quizzes: The reading quizzes feature questions asking students to effect on the narrative. analyze the use of setting in the story. Short Story Fiction Chart: These charts ask students to break down each story exhaustively based on the respective plot elements. analyze the different roles characters play in a story including, but Short Story Fiction Chart: These charts ask students to break not limited to, the and . down each story exhaustively based on the respective plot elements. analyze the difference between round and flat, static and dynamic Short Story Fiction Chart: These charts ask students to break characters down each story exhaustively based on the respective plot elements. analyze and synthesize the elements of characterization, both direct Short Story Fiction Chart: These charts ask students to break and indirect. down each story exhaustively based on the respective plot elements. Short Story Multiple Modality Unit Project: In the first part, students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students synthesize the various elements of direct and indirect characterization in their new take on the story. use their understanding of external conflicts to analyze and describe Short Story Multiple Modality Unit Project: In the first part, internal conflict. students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students create or continue the central conflicts of the 20 Foundations (Honors Level) Summer 2017

original story in their new take on the story. Short Story Fiction Chart: These charts ask students to break down each story exhaustively based on the respective plot elements. analyze stories and evaluate textual evidence in order to develop Short Story Multiple Modality Unit Project: In the first part, thematic judgments both collaboratively and independently. students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students must stay consistent with the thematic concerns of the original story in their new take on the story. Journals: Students write freely on the thematic topics tied in with the stories the students are reading. analyze the Point of View of each story to determine its type and its Short Story Multiple Modality Unit Project: In the first part, effect on the story. students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students will use a consistent Point of View in their new take on the story. Short Story Fiction Chart: These charts ask students to break down each story exhaustively based on the respective plot elements. analyze the author’s and the characters’ language in order to Short Story Multiple Modality Unit Project: In the first part, evaluate tone. students must choose to either continue the story, write from a different point of view, or change the climax; in doing this assignment, students must honor the tone of both author and character from the original story in their new take on the story. Short Story Fiction Chart: These charts ask students to break down each story exhaustively based on the respective plot elements. develop cogent arguments about the use of foreshadowing and Short Story Fiction Chart: These charts ask students to break flashback in each story. down each story exhaustively based on the respective plot elements. 21 Foundations (Honors Level) Summer 2017 apply the concepts of figurative language and imagery in the construction of meaning. evaluate the difference between the comparative nature of figurative language and the direct nature of imagery. identify the incongruity inherent in all forms of irony and evaluate Irony Chart from “The Necklace”: A chart that asks students to its effect on the narrative. apply the concept of irony to both the real world and the short story “The Necklace.” apply the thematic concepts discussed with each short story to Journals: Students write freely on the thematic topics tied in with situations in the world at large. the stories the students are reading.

Sequence of Teaching and Learning Number of Lesson Topic Lesson Activities Lessons / Blocks Lesson 1 (3 Days) ● Elements of Nonfiction Notes ● Short Comprehension and Synthesis Assignment Lesson 2 (7 Days) American Born ● Links for video clip enrichment- Chinese https://docs.google.com/document/d/12ilQqcR5SahCJlYyZdTOrB49nWtn56CTqM y7u6kXoDw/edit ● Graphic Novel Intro and Brainstorm ○ https://docs.google.com/presentation/d/1C8qo6ixq5gkZPXxG- d80m0WkoIOG41BPLxnjsx-VK7k/edit#slide=id.g1ce01984e2_0_5 ○ Graphic Novel PowerPoint Presentation (Day One) ● Anticipatory Guide American Born Chinese Anticipation Guide Lesson (Day One) ● Gene Luen Yang intro https://www.youtube.com/watch?v=DTkfcL8iPtc ● Visual Literacy- http://www.academia.edu/7696104/Reading_images_in_American_Born_Chinese_t hrough_critical_visual_literacy

● Research Jigsaw ○ A brief history of Chinese immigration to the U.S. 22 Foundations (Honors Level) Summer 2017

○ Racial Bullying and Stereotyping in American schools. ○ Brief biographical information on Gene Yang. ○ Chinese culture ○ Chinese mythology ● Journal prompts each day- ○ What does it mean to fit in? ○ Quick Writes (Stereotyping/Self-Identity/Assimilation) ● Chapter 1- Chinese Myth and Culture ○ Monkey King Monkey Mythology Sheet The Monkey King ● Chapter 2- Stereotypes and Personal Culture ○ Yang Stereotype article https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvb WFpbnxtcnlvdW5nc2VuZ2xpc2hjbGFzc3xneDoxNDJkZmYzMjRhZTNmN jAz ○ Breakfast club clip- Stereotypes- Intro: https://www.youtube.com/watch?v=0lPtbQQWdK8 ○ Ending: https://www.youtube.com/watch?v=g3CUh8v7MNo (1:45) ● Chapter 3- Cultural connections ○ 1. Anti-Asian article ○ 2. Long Duk Dong – Sixteen Candles clip https://www.youtube.com/watch?v=9qwBuBCTKTU (to :47)

● Chapter 4-Chinese ○ write a activity ● Visual Narrative Profile Project ● Resources: American Born Chinese and Stereotypes American Born Chinese and Immigration Immigration in the United States Detail Sheet 23 Foundations (Honors Level) Summer 2017

Statements About Immigration Sheet Stereotype Sheet Chinese American Exclusion/Inclusion (NYHS) http://abcnovel.blogspot.com/p/lesson-plans.html ● Figurative Language Textual Scavenger Hunt ● Assessments: ○ Characterization Poster ○ Gallery Walk ○ Quiz Lesson 3 (8 Days) Holocaust Literature ● Night and “Hope, Despair, and Memory” ● Read and Analyze excerpts: pp. 26-32; pp. 43-49 ● Class Discussions/Socratic Seminar ● Assessments: ○ Night as Piece ○ Response to Obama - In-Class Essay (ICE#1) Lesson 4 (18 Days) Short Stories ● Background Notes ● Text Comprehension Questions ● Assessments: ○ Short Story Chart ○ Short Answer Response after each story ○ ICE 2-4 ○ Short Story Multiple Modality Unit Project

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

Grammar (2-3 Days a Week, On-going): 24 Foundations (Honors Level) Summer 2017

● SMART Board Mini-Lessons ● Worksheets ● Activities

25 Foundations (Honors Level) Summer 2017

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

ANCHOR TEXT UNIT FOCUS Romeo & Juliet by William Shakespeare

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

26 Foundations (Honors Level) Summer 2017

Common Core Standards PA Core Standards Reading (CC.9-10) Reading R.L.1, R.L.2, R.L.3, R.L.4, R.L.5, R.L.6, R.L.7, R.L.9, R.L.10, 1.2.9.A, 1.2.9.D, 1.3.9.C, 1.1.9.C, 1.3.9.B, 1.1.9.A, 1.1.9.D R.I. 1, R.I.2, R.I.3, R.I.4, R.I.5, R.I.6, R.I.7, R. I. 8, R.I.10

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

27 Foundations (Honors Level) Summer 2017

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

Learning Objectives – The student will… Assessment Opportunities Make inferences, draw conclusions, and generalize based on text. Identify and explain main ideas and relevant details. Identify and apply the meaning of vocabulary in nonfiction Make inferences, draw conclusions, and generalize based on text. Identify and explain main ideas and relevant details Identify, describe, and analyze of text. Interpret, compare, describe, analyze, and evaluate components of Short Story: Students write a story wherein fiction and literary nonfiction. they must develop the outcome of a situation based on discussions 28 Foundations (Honors Level) Summer 2017

about the issues teen face every day. Identify, interpret, describe, and analyze figurative language and Act 1-5 Quizzes literary structures in fiction and nonfiction. Identify, interpret, describe, and analyze the point of view of the narrator in fictional and nonfictional text. Connect the text of the play with the physical actions and behaviors of characters as chosen by the actors portraying them. Distinguish between essential and nonessential information within Background/Historical Background Quiz or between texts. Evaluate non-fiction text Background/ Historical Background Quiz Identify and analyze Shakespearean sonnet form Sonnet practice and identification Explore, interpret and analyze themes and other literary devices Journal Entries: through formal and exploratory writing Journal Entry #1--Themes of Act 1: Rebellion, Lust, Dichotomy, and Paradox Journal Entry #2 -- Motifs Journal Entry #3 -- Tybalt, Mercutio, and Romeo, Oh, My! Journal Entry #4 -- Juliet’s Elegy Journal Entry #5 -- Causes of Crisis Read and evaluate of a given text Create a strong thesis statement that is both clear and arguable Write a formal outline that (measurable?) Organize, write, and develop body paragraphs using transition topic sentences, elaboration, evidence, and explanation (what is explanation?) Incorporating textual evidence in writing with proper citations Incorporating literary criticism in writing with proper citations Crafting a solid introduction and conclusion Writing rough draft(s) Crafting an accurate and complete Works Cited page Peer Evaluation 29 Foundations (Honors Level) Summer 2017

Learning Objectives – The student will… Assessment Opportunities Make inferences, draw conclusions, and generalize based on text. Background Knowledge and teen brainstorm Identify and explain main ideas and relevant details. Romeo and Juliet Review Questions Identify and apply the meaning of vocabulary in nonfiction Acts 1-5 Quizzes Make inferences, draw conclusions, and generalize based on text. Identify, describe, and analyze genre of text. Interpret, compare, describe, analyze, and evaluate components of Creative Writing Short Story: Students write a story wherein fiction and literary nonfiction. they must develop the outcome of a situation based on discussions about the issues teen face every day. Identify, interpret, describe, and analyze figurative language and Act 1-5 Quizzes literary structures in fiction and nonfiction. Identify, interpret, describe, and analyze the point of view of the Journal Entries: narrator in fictional and nonfictional text. Journal Entry #1--Themes of Act 1: Rebellion, Lust, Dichotomy, and Paradox Journal Entry #2 -- Motifs Journal Entry #3 -- Tybalt, Mercutio, and Romeo, Oh, My! Journal Entry #4 -- Juliet’s Elegy Journal Entry #5 -- Causes of Crisis Connect the text of the play with the physical actions and behaviors Final Project: Performance Assignment of characters as chosen by the actors portraying them. Film comparison

Distinguish between essential and nonessential information within Background/Historical Background Quiz or between texts. Evaluate non-fiction text Background/ Historical Background Quiz Identify and analyze Shakespearean sonnet form Sonnet practice and identification Explore, interpret and analyze themes and other literary devices Journal Entries: through formal and exploratory writing Journal Entry #1--Themes of Act 1: Rebellion, Lust, Dichotomy, and Paradox Journal Entry #2 -- Motifs Journal Entry #3 -- Tybalt, Mercutio, and Romeo, Oh, My! 30 Foundations (Honors Level) Summer 2017

Journal Entry #4 -- Juliet’s Elegy Journal Entry #5 -- Causes of Crisis Read and evaluate literary criticism of a given text Romeo and Juliet Character Analysis Create a strong thesis statement that is both clear and arguable Romeo and Juliet Character Analysis Write a formal outline that (measurable?) Romeo and Juliet Character Analysis Organize, write, and develop body paragraphs using transition topic Romeo and Juliet Character Analysis sentences, elaboration, evidence, and explanation (what is explanation?) Incorporating textual evidence in writing with proper citations Romeo and Juliet Character Analysis Incorporating literary criticism in writing with proper citations Romeo and Juliet Character Analysis Crafting a solid introduction and conclusion Romeo and Juliet Character Analysis Writing rough draft(s) Romeo and Juliet Character Analysis Crafting an accurate and complete Works Cited page Romeo and Juliet Character Analysis Peer Evaluation Romeo and Juliet Character Analysis

Sequence of Teaching and Learning Number of Lesson Topic Lesson Activities Lessons / Blocks Lesson 1 (4 days) Background ● Perfect Mate Assignment Knowledge ● Discovery Education: Shakespeare Module 1 ● Teen brainstorm ● Globe theater Diagram ● Background Info and Notes Packet ● About the author ● “Romeus and Juliet” Lesson 2 (1 day) Prologue ● Sonnet Notes ● Read Prologue ● Close Read prologue Lesson 3 (5 days) Act One ● Read Act 1 ● Love and Marriage handout 31 Foundations (Honors Level) Summer 2017

● Queen Mab Speech ● Act 1 Scene 5 sonnet ● Key Quotes ● Literary Device ● Act 1 Quiz ● Act 1 Journal Lesson 3 (5 days) Act Two ● Read Act 2 ● Study guide questions ● Irony notes ● Irony identification ● Types of love analysis ● Strategic Reading ● Act 2 Quiz ● Act 2 Journal Lesson 4 (5 days) Act Three ● Read Act 3 ● Study Guide Questions ● Strategic Reading ● Literary Devices ● Key Quotes ● Act 3 Quiz ● Act 3 Journal Lesson 5 (5 days) Act Four ● Read Act 4 ● Study Guide Questions ● Irony identification ● Literary Devices ● Strategic Reading ● Act 4 Quiz ● Act 4 Journal Lesson 6 (5 days) Act Five ● Read Act 5 ● Study Guide Questions 32 Foundations (Honors Level) Summer 2017

● Key Quotes ● Literary Devices ● Strategic Reading ● Complete irony example ● Construct timeline of events ● Act 5 Journal ● Act 5 Quiz Lesson 7 (7-8 days) Character Analysis- ● Introduce Lit Crit Essay Literary Criticism ● Select Character and Begin Reading/Highlighting/Annotating Lit Crit and Essay Answering Questions ● Character brainstorm sheet ● Mini-Lesson: Thesis Statements (Handout 2) ● Write Thesis and Conference for Teacher Approval ● Mini-Lesson: Topic Sentences ● Complete Thesis Statement Revision and Topic Sentences ● Distribute and Review Sample Outline for Body Paragraphs (Handout 3) ● Begin Outline--Google Classroom ● Mini-Lesson: Developing a Body paragraph (Handout 5) and Incorporating Text Evidence (Handout 6) ● Classroom: Type Body Paragraphs ● Mini-Lesson: Intros and Conclusions and Works Cited ● Type Intros and Conclusions ● Complete Essay and Works Cited and Submit to Classroom

Resources for this Unit Vocabulary (2-3 Days a Week, On-going): ● Occasional Homework ● One unit every 2 weeks ● Quiz every other week 33 Foundations (Honors Level) Summer 2017

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

34 Foundations (Honors Level) Summer 2017