PLANNED COURSE OF STUDY Course Title English Literature and Composition - Academic Grade Level Tenth Grade Credits One Content Area / Dept. English Language Arts Length of Course One semester Author(s) J. McCaslin, K. Ward, G. Woehlcke Course Description: Literature and Composition (Academic), a diverse, thematically structured course, expands upon the writing process and the development of literary analysis skills. Students write a series of analytical and reader response essays and read from a variety of literary genres. Instruction focuses on analyzing literary elements, analyzing author’s purpose, and writing with precision and focus. Additionally, students learn and practice research skills and processes. Grammar usage within the context of students’ reading and writing is an integral component. Students also continue their study of vocabulary through close analysis of literary passages. Though many years of English education can have a bearing on their results, students take the Literature Keystone Exam in grade 10 in addition to their final exams. Course Rationale: The works in the tenth-grade curriculum compel all of us to examine who we are as storytellers. As students progress through the course, they engage in conversations about how we communicate our identities through the observations, insights, and stories we tell. To this end, students closely examine the obvious ways in which we communicate tone through language, movement, and the nature of our conflicts. These conversations yield valuable dialogue and allow multiple openings to evaluate how an author forms a literary identity. Equally important, students have the opportunity to self-reflect on their own identity. Ultimately, students can see how conflict shapes identity and produces insight and growth. As such, students complete the course with a more complex understanding of how the literary world adds meaning and relevance to their society. Theme Essential Questions for the Course: 1. What is the relationship between people and society? 2. How does literature create the opportunity to explore the subtleties of multiple identities? 3. How do themes, purposes, and ideas develop and force readers to examine themselves in their light? 4. How are observations of our surroundings an important way to understand our place in the world? 1 English Literature and Composition (Academic Level) Summer 2017 Skill and Process Essential Questions for the Course: 1. How does a reader establish a cognitive scheme to guide and develop understanding of text? 2. How do we identify, understand, and analyze the literal and figurative meanings within a text? 3. How do authors’ choices help achieve purpose? 4. How do the implicit and explicit details within the text contribute to and develop meaning? 5. How does research offer the ability to explore, develop, and validate perspectives, understanding, and argument? 6. How do readers interpret texts based on an understanding of both the close reading of interactions of textual features? 7. What is the relationship between function and form, and how does form inform authorial choices? 2 English Literature and Composition (Academic Level) Summer 2017 Curriculum Map: Semester Course Weeks Topics Covered this Month Weeks 1-3 Summer Reading: The Roots of the Storyteller (note: split the last week with summer reading and Curious Incident) Weeks 4-5 Curious Incident of the Dog in the Nighttime Weeks 6-8 Master Harold and the Boys Weeks 9-13 The Catcher in the Rye (The Angst of the Social Critic) Week 14 Journey Back to Childhood: Re-Examining Our Perspective on Children’s Literature Week 15-16 Nonviolent Resistance: The Individual’s Moral Obligation to Act Note: This allows the teacher to differentiate to students’ needs. The additional two weeks will allow the teacher to make effective choices about where the material needs to be expanded or enriched. This also allows the teacher to integrate the vocabulary units of study and grammar lessons. or Curriculum Map: Semester Course Weeks Topics Covered this Month Weeks 1-3 Summer Reading: The Roots of the Storyteller Weeks 4-8 The Catcher in the Rye (The Angst of the Social Critic) Weeks 9-12 Master Harold and the Boys or The Curious Incident of the Dog in the Nighttime Week 13-14 Journey Back to Childhood: Re-Examining Out Perspective on Children’s Literature Week 15-16 Nonviolent Resistance: The Individual’s Moral Obligation to Act Note: This allows the teacher to differentiate to students’ needs. The additional two weeks will allow the teacher to make effective choices about where the material needs to be expanded or enriched. This also allows the teacher to integrate the vocabulary units of study and grammar lessons. 3 English Literature and Composition (Academic Level) Summer 2017 Unit Title Summer Reading: The Roots of the Storyteller Essential Questions & Theme Enduring Understandings How do our early influences and upbringing shape us as people? How do privileges and limitations within an environment shape us as people? How do we grapple with external conflict and internal conflict? What do our life experiences and perceptions influence our choices and decision making? Skill and Process How does an author’s use of direct and indirect characterization reveal a protagonist’s development? In what ways does an author use literal and figurative (metaphorical) means of expression? How do we use informative text to guide, inform, and increase understanding of another text? How does a reader use close reading strategies to comprehend text, analyze authorial choices, and find deeper meaning? ANCHOR TEXT UNIT FOCUS Flowers for Algernon, Daniel Keyes ● The Other Wes Moore: One Name, Students will examine a character’s awareness and understanding of the spoken and Two Fates, Wes Moore unspoken rules of their environment. Within this unit, students will consider how ● To Kill a Mockingbird: Harper Lee environment and nurturing and personal relationships (healthy or unhealthy) affect ● “If” by Rudyard Kipling characters’ development. ● “Life is Truly a Ride” by Jerry Seinfeld (extended metaphor) Students will also read “If” and examine how the greater literal and figurative commentary ● Additional texts with similar theme provides insight to characters’ struggles. Throughout the unit, students will engage in a and/or structure variety of textual study, perform close reads, and write critical analytical responses. RELATED TEXTS (Nonfiction Text and Videos) LEVELED RESOURCES 4 English Literature and Composition (Academic Level) Summer 2017 Wes Moore: Support Enrichment Tiered informational text and videos Tiered informational text and videos providing http://www.oprah.com/oprahshow/Rhodes- providing background about the respective background about the respective authors and Scholar-Wes-Moore-Looks-Back-on-His- authors and related textual issues. related textual issues. Childhood-Video Flowers for Algernon: http://www.huffingtonpost.com/2013/12/05 /are-you-emotionally-intel_n_4371920.html To Kill a Mockingbird: http://www.biography.com/people/harper- lee-9377021#work-with-truman-capote Common Core Standards PA Core Standards Reading Reading CC.9-10.R.L.1 1.1.10.A CC.9-10.R.L.2 1.1.10.C CC.9-10.R.L.3 1.1.10.D CC.9-10.R.L.4 1.2.10.A CC.9-10.R.L.5 1.2.10.C CC.9-10.R.L.10 1.2.10.D CC.9-10.R.I.1 1.3.10.C CC.9-10.R.I.8 1.3.11.A CC.9-10.R.I.10 1.3.LC Writing Writing CC.9-10.W.1 1.4.9.A 5 English Literature and Composition (Academic Level) Summer 2017 CC.9-10.W.2 1.4.10.B CC.9-10.W.2a 1.4.10.C CC.9-10.W.2b 1.4.C.A CC.9-10.W.3 1.4.C.B CC.9-10.W.3a 1.4.C.C CC.9-10.W.3b 1.5.C.A CC.9-10.W.3c 1.5.C.B CC.9-10.W.3d 1.5.C.C CC.9-10.W.4 1.5.C.D 1.5.C.E Speaking & Listening 1.5.C.F CC.9-10.SL.1 1.5.10.A CC.9-10.SL.1a 1.5.10.B CC.9-10.SL.3 Speaking & Listening Language 1.1.10.B CC.9-10.L.1 1.1.10.C CC.9-10.L.1a 1.3.10.D CC.9-10.L.1b 1.5.10.C CC.9-10.L.2 1.5.10.D CC.9-10.L.2a 1.5.10.F CC.9-10.L.2b 1.6.10.A CC.9-10.L.3 CC.9-10.L.3a CC.9-10.L.4 CC.9-10.L.4a CC.9-10.L.4b CC.9-10.L.4c CC.9-10.L.4d CC.9-10.L.5 CC.9-10.L.5a 6 English Literature and Composition (Academic Level) Summer 2017 CC.9-10.L.5b CC.9-10.L.6 Key Unit Vocabulary Academic Literary Text-Dependent Writing Newly Introduced ● Emotional Intelligence ● Paraphrase ● Literal/Figurative ● Rorshach Ink Tests ● Comprehend ● Characterization ● The Great Depression ● Apply ● Jim Crow Laws ● Compare/Contrast ● Voice: syntax and diction ● Oppression/Prejudice ● Summarize ● Internal Conflict/External Conflict ● Valley Forge Military Academy ● Analyze ● Speaker ● Rhodes Scholar ● Synthesize ● Stanza ● Create ● Protagonist ● Examine (identify and analyze) ● Quotation integration ● Narrator ● Quote citation Learning Objectives – The student will… Assessment Opportunities ● Demonstrate command of the conventions of standard English Duration of the novel: Grammar and Style grammar and usage when writing or speaking (D) Assessed through writing assignments and quizzes. ● Use parallel structure. * ● Use various types of phrases ● Understand and apply different key terms: noun, verb adjectival, adverbial, participial, prepositional, absolute, and clauses, independent, dependent, noun, relative, adverbial ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (D) ● Use a semicolon (and perhaps a conjunctive adverb) to link 7 English Literature and Composition (Academic Level) Summer 2017 two or more closely related independent clauses.