<p> Timeline: 2-6 Weeks Unit of Study: The Novel/Nonfiction (Depending on Standards: Work) Reading Essential Learnings and Outcomes Literary Analysis Text(s) Strategies/Skills  Establish purpose Nonfiction Primary Fiction Reading Analysis Vocabulary for reading  Conflict and character  Great Expectations  Draw conclusions  Mood Additional Fiction  Make inferences  Tone  That Was Then, This Is  Identify/analyze theme  Make predictions  Rhetorical devices Now and universal theme  Summarize  Character motivation  Forged by Fire  Analyze conflict  Understand connation and  Make connections  Point of view  Speak  Analyze character traits denotation  Evaluate author’s  Author’s intent  Dracula and motivation  Determine contextual treatment of topic  Style  Shoeless Joe  understand influence of definitions  Identify author’s  Speeches  The Girl Who Loved setting on mood,  Etymology purpose Fiction Tom Gordon conflict, and theme  Use reference materials  Synthesize ideas  Above +  Tex  Point of View from varied  Plot and conflict  And Then There Were selections  Setting None  Assess author bias  Character traits/ types  Something Wicked This  Every day  Foreshadowing Way Comes functional  The Hound of the Reading and Informational  Theme Writing, Grammar and Style  Visualize Baskervilles Texts  The Hobbit  Make predictions  Journal/written response to  The Chosen  Make generalizations text Primary Nonfiction and inferences  Analytical essay: theme,  Black Boy  Identify author’s character, conflict, style,  From Life on the perspective point of view, etc. Mississippi  Draw conclusions and  Writing conventions: Additional Nonfiction make connections grammar, usage, word choice,  Hiroshima  Analyze sensory details mechanics, and spelling  Not without My  Support or challenge  Organization: logical Daughter assertions progression; relevant details,  Bury My Heart at examples, and evidence Wounded Knee  Into the Wild  Same Kind 0f Different as Me Unit of Study: Short Fiction Timeline: 2-3 Weeks Standards:</p><p>Reading Essential Learnings and Outcomes Literary Analysis Text(s) Strategies/Skills  Compare and  Conflict and character Primary Texts Reading Analysis Vocabulary Contrast  Mood  “The Sniper”  Analyze cause and  Tone  “The Interlopers”  Identify and understand effect  Rhetorical devices  “The Scarlet Ibis” elements of plot  Understand irony  Character motivation  The Most Dangerous  Influence of time  Understand connation and  Establish purpose  Point of view Game” period denotation for reading  Author’s intent  An Occurrence at Owl  Identify/analyze theme  Determine contextual  Draw conclusions  Style Creek Bridge” and universal theme definitions  Make inferences  Speeches  “The Necklace”  analyze conflict  Etymology  Make predictions  Above +  “The Gift of the Magi”  analyze character traits  Use reference materials  Summarize  Plot and conflict  “The Masque of the and motivation  Analyze word choice with  Make connections  Setting Red Death”  understand influence of regard to meaning and tone of  Evaluate author’s  Character traits/ types  “The Cask of setting on mood, text treatment of topic  Foreshadowing Amontillado” conflict, and theme  Identify author’s  Theme Additional Texts purpose  Symbolism  “By the Waters of  Synthesize ideas  Flashback Babylon” Reading and Informational from varied  The Birds” Writing, Grammar and Style  Universal themes-same Texts selections author  “The Fever Tree”  Assess author bias  Dialogue  “A Sound of Thunder”  Make predictions  Journal/written response to  Every day  Types of irony-verbal,  “The Problem with Cell  Make generalizations text functional situational, dramatic 13” and inferences  Annotation  Visualize  “The White Heron”  Identify author’s  Analytical essay: theme,  “The Devil and Tom perspective character, conflict, style, Walker”  Draw conclusions and point of view, etc.  “Young Goodman make connections  Writing conventions: Brown”  Analyze sensory details grammar, usage, word choice,  “The Minister’s Black  Identify/understand mechanics, and spelling Veil” irony  Organization: logical  “The Black Cat”  Support or challenge progression; relevant details,  “The Catbird Seat” assertions examples, and evidence Unit of Study: Poetry Timeline: 2-3 Weeks Standards:</p><p>Reading Essential Learnings and Outcomes Literary Analysis Text(s) Strategies/Skills  Establish purpose  Mood Primary Text Reading Analysis Vocabulary for reading  Point of View  The Odyssey  Draw conclusions  Symbolism: metaphor   Understand connation and  Make inferences and simile The Poetry of: denotation  Make predictions  Author’s intent  Frost  Determine contextual  Summarize  Tone  Hughes  Analyze poetic form- definitions  Compare and  Theme  Thomas style and mechanics  Etymology Contrast  Figurative Language  Sandburg  Analyze imagery  Use reference materials  Make connections  Flashback  E.A. Robinson  Analyze figurative  Analyze word choice with  Evaluate  Style  Poe language regard to meaning and tone of  Identify author’s  Sound Devices  Thayer  Analyze sound devices text purpose  Imagery  Coleridge  Recognize figurative  Analyze cause and  Free Verse  Masters language effect  Rhyme  Wordsworth  Examine the evolution of the  Synthesize  Meter and rhythm  Browning English language.  Understand irony  Repetition  Whitman Reading and Informational  Annotate  Noyes Writing, Grammar and Style  Visualize Texts  Roethke  Whitman  Compare and contrast  Write a literary analysis  Levertov  Use strategies for  Use precise language to  Simic reading poetry express rhythm, sound, and  Yeats effectively imagery  Caroll  Analyze sensory details  Write rhythmic verse  Angelou  Draw conclusions and make connections Unit of Study: Writing Timeline: All Year Standards:</p><p>Writing Essential Learnings and Outcomes Literary Analysis Text(s) Strategies/Skills   Identify theme Writing Conventions Writing Process  Analyze character  Analyze setting  Identify author’s purpose  Analyze and support  Spelling, capitalization thesis  Clauses and phrases  Pre-writing strategies  Parallel structure  Drafting  Compound structures  Revising and editing  Agreement  Publishing  Modifiers  Verbs and tenses</p><p>Writing Applications Research and Communication</p><p> Narrative  Compose questions and narrow  Responses to literature focus.  Business letters  Identify and gather credible and accurate information.  Applications  Organize information  Letter to the editor  Integrate quotes and citations  Informational essay  Credit sources (MLA)  Persuasive  Variety of communication  Informal-journals, poems, etc. Timeline: 2-3 Weeks Unit of Study: Plays/Drama Standards: per Play</p><p>Reading Essential Learnings and Outcomes Literary Analysis Text(s) Strategies/Skills  Establish purpose  Conflict and character Primary Texts Reading Analysis Vocabulary for reading  Mood  Romeo and Juliet  Draw conclusions  Tone  A Midsummmer  Identify/analyze theme and  Make inferences  Rhetorical devices Night’s Dream universal theme  Understand connation and  Analyze conflict denotation  Make predictions  Character motivation  Analyze character traits and  Determine contextual  Summarize  Point of view Additional Texts motivation definitions  Compare and  Author’s intent  The Miracle Worker  understand influence of Contrast setting on mood, conflict, and  Etymology  Style  A Streetcar Named theme  Use reference materials  Make connections  Speeches Desire  Point of View  Analyze word choice with  Evaluate  Plot and conflict  Brighton Beach  Analyze poetic form- style regard to meaning and tone of  Identify author’s  Setting Memoirs and mechanics purpose  Analyze imagery text  Character traits/ types  Analyze figurative language  Recognize figurative  Analyze cause and  Foreshadowing  Analyze sound devices language effect  Theme  Examine the evolution of the  Synthesize  Soliloquy English language.  Understand irony  Monologue  Annotate  Aside Reading and Informational  Visualize  Punning Writing, Grammar and Style Texts  Malapropos  Stage directions  Make predictions  Journal/written response to  Tragic flaw  Make generalizations text  Dialogue and inferences  Analytical essay: theme,  Choice of genre  Identify author’s character, conflict, style,  Meter perspective point of view, etc.  Draw conclusions and  Character analysis make connections  Comparison/contrast essay  Analyze sensory details  Writing conventions:  Identify/understand grammar, usage, word choice, irony mechanics, and spelling  Support or challenge  Organization: logical assertions progression; relevant details, examples, and evidence </p>