DSCYF EDUCATION UNIT _______________________________________________________________________________________Curriculum Framework for English I: This course is designed to offer students the necessary foundations of English for further study toward college or career aspirations. Students will receive exposure to the various forms of literature (short story, poetry, nonfiction, and drama) while also exploring the application of literary elements (plot structure, figurative language, etc.) within the genre. Reading, speaking, composition, vocabulary skills, and grammar are all components of this course. Research skills and reading for understanding will also be refined.

District: DSCYF Curricular Tool: Holt McDougal Literature Grade: 9

Standards Alignment Suggested Assessments Lesson Essential Questions

Texts Additional Resources

Concept for Unit One: Text Features/Cite Textual Evidence “What stories will you tell your children?”Key Learning: Authors utilize text structures and text features to aid readers in comprehending informational and fictional texts; as well as, providing written responses to them.Time Frame: 5 weeksCC.9-10R.I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CC.9-10R.I.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.9-10R.L.5Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.CC.9-10R.L.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).CC.9-10R.I.6Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.CC.9R.I.10

Assignment:Routine WritingGraphic OrganizersStudents create organizers prior to reading such as tri-fold bookmarks about the characters in books that they read. They stop at the end of each chapter to update the bookmark.Assignment (Analysis) Details/SummaryAfter reading a text, students complete an “It Says, I Say” Chart (Kylene Beers). Students choose three (or more) passages from a text that exemplify a theme or central idea and list those passages with page number citations in the “It Says” portion of chart. Then, in the corresponding “I Say” section of chart, students explain the author’s

What are text features and how does a reader use them to better understand what an author writes? (Primal Screen and The Pedestrian)http://my.hrw.com/la_2010/na_lit/student/ebook_gr9/osp/data/u6_primalscrn_pedes_ta1.pdfHow do readers identify and determine text structures used in non-fictional text? (Who Killed the Iceman and Skeletal Sculptures)How do readers track their thinking to understand nonfiction text? (How Private is Your Private Life?)What strategies do good readers use to enhance comprehension of a

Primal ScreenThe PedestrianLexile: 990 6th -8th

Michael J Fox –Testimony to the SenateLexile: 1100 9th -10th

http://www.michaeljfoxdatabase.com/acting-career/other-work/testimony-to-the-senate-appropriations-committee/How Private is Your Private Life?Lexile1390 -11th-CCRhttp://mhs.springbranchisd.com/LinkClick.aspx?fileticket=Y1%2BxwXgxyps%3D&tabid=11099&mi

Power Points:Understanding Text Structure:http://dscyfeducation.wikispaces.com/ELA+Resources

It Says, I Say Charthttp://teacherweb.com/QC/PontiacHighSchool/MissTaylor/it-says-i-say-and-so-chart-Document-Analysis.pdfSOAPS Strategy:This strategy may be used with every type of text. Visit http://faculty.stuartschool.org/~leckstrom/SOAPSToneAnalysisStrategy.htm

The All America Reads

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By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.CC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.9-10.W.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research.CC.9-10.W.10: Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.CC.9-10.SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.CC.9-10.SL.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

intent and/or how the passage relates to the central theme of the work.Assignment:(Analysis –report findings)Product CommercialStudents create and produce (Podcast) commercials for existing products or services or those of their own invention. Language of the scripts must suit the targeted audiences.Culminating Activity:(Research-extended)Literacy/Memoir Portfolio: Students develop an individual literacy portfolio with consideration given to a range of text complexity. Students begin by assessing their current literacy experiences and then as the unit moves forward students include additional experiences with various text-types.Students post their writing to a class Blog for peer review in response to a class assignment. They could be required to include links to other online sites on the same topic within the body of the Blog.

complex text? (Special Hearing)How do readers use textual evidence to answer questions, confirm predictions, and support responses? (Special Hearing)How do readers summarize and discuss the important ideas of a text? (I Have a Dream)How do readers synthesize evidence across variety of texts? (Consumer Documents)

d=25207Who Killed the Iceman and Skeletal Sculptures –articlesLexile: 1070 7th – 8th

I have a DreamLexile: 1120 9th – 10th

Consumer Documents from the Manufacturer Lexile: 1100 9th -10th

website, located at http://www.allamericareads.org/program/strategies.htm-offers reading strategies and lesson plans that can be used to assist struggling and reluctant readers.Literacy Portfolios/Class BlogMore information about teaching this strategy can be found at http://cnx.org/content/m18050/latest/

Additional resources:Diverse LearnersStrategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.orgStrategies for style and rhetoric:http://www.nwp.org/cs/public/print/resource_topic/style_and_rhetoric

Novels for Independent Reading:

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*Of Beetles and Angels by Mawi AsgedomAsgedom and his family fled civil war in Ethiopia in 1983. In 1999, he graduated from Harvard.*A Yellow Raft in Blue Water by Michael DorrisThree generations of Native American women share their lives and secrets in three interwoven fictional narratives.*My Place by Sally MorganMorgan was not told of her aboriginal heritage until she was 15. She wrote this piece to show readers what aboriginal people have endured as outsides in their own land.*I’d Rather Teach Peace by Coleman McCarthyAs a Washington Post Columnist, McCarthy has written for many years on nonviolence as a way of life.

Standards Alignment Suggested Assessments Lesson Essential Questions

Texts Additional Resources

Concept for Unit Two: Theme, Details, & Story Elements: “What is the Power of story?”

DSCYF EDUCATION UNIT _______________________________________________________________________________________Key Learning: An author’s language, stylistic choices, and devices lead to the primary function of the text.Time Frame: 5 weeksCC.9-10.R.L.1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CC.9-10.R.I.1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.9-10.R.I.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.9-10.R.L.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.9-10.R.L.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a

Assignment:(Analysis) process writingStudents will choose one of the following topics to discuss in an essay: (Based on the short story “The Monkey’s Paw”) In the story “The Monkey’s Paw” the author, WW Jacob uses many literary devices to build suspense. Discuss the strategies the author utilizes and cite examples from the text to support your opinions. OR The plot development of the “Monkey’s Paw” had several twists and turns. Describe the plot and explain how the author sequenced the story to hook the reader.

Assignment:(Analysis)-Conduct Discussions/ short research projectStudents will be divided into two groups. They will be on teams to present a debate. One team will argue that Dr. Susan Calvin’s decision to neutralize Elvex was necessary and justified. The other team will argue that D. Calvin’s actions were unjust and unnecessary. Each team will have one class period to craft a defense of its position, and encourage teams to consult research (via the Internet) on artificial intelligence and technology ethics to support their arguments. Moderate the debate and then invite students

How does plot sequence affect the telling of a story? (AL) (The Monkey’s Paw and Pro-Wrestling – Senegal Style)How do I use comparing and contrasting to reach a conclusion? (ET) (Steps to compare and contrast)How do authors build suspense in a story? (AL) (The Necklace)Why is it important to understand the themes/main idea and details within a text? (AL) (Biography of Isaac Asimov and Robot Dreams)How do details support the theme/main idea? (ET) (Robot Dreams)How does character development affect the telling of a story? (AL) (The Old Man at the Bridge)How can experiences change people or characters? (AL) (The Censors)How do authors develop

Monkey’s Paw (literary)TextOnline TextLexile: 960 4th – 5th

The Necklace (literary)(Text & lesson assessment)Lexile: 920 4th – 5th FRY: 11Robot Dreams (literary –science fiction)Text (bottom of page)Lexile: 886 4th – 5th

The Old Man at the Bridge (literary-historical fiction)TextThe Censors (literary-science fiction)TextLexile: 1170 9th -10th

Homeless (informational-essay)TextLexile: 1000 6th-8thFRY: College

Short Stories for TeensWork Place Writers (Perdue Online Lab)NovaNETGraphic Organizer: Plot DiagramCornell Note-Taking organizerhttp://www.uteed.net/jom/c16.pdfPlot PowerPointRubric for compare/contrast essayMagnet SummaryGraphic Organizer –IronyShort Story Themes

Independent Reading Novels:The Pigman John and Lorraine are high school sophomores making prank phone calls. When they reach a lonely old man on the other end of the line, they think it’s just a joke. But John insists they carry the prank further and go meet the man—and maybe scam some money off of him.

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formal or informal tone).CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CC.9-10 W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)CC.9-10W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.CC.9-10.R.L.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.CC.9-10.SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.CC.9-10.SL.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.CC9-10L1a: Use parallel structure.*CC9-10L4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

to vote on the winning position. (This is based on the short story “Robot Dreams”; however, other stories could be suitable as well).Assignment:(Analysis –report findings/ process writing)Students will choose two short stories read during the unit and create a compare/contrast essay. The topic is: “There are basic components that are present in all short stories; however, the contrasting elements truly make this genre an exciting read!” Students must address both the similarities as well as the differences between the two stories evaluated. Finally, students will report their analysis to the class.

Culminating Activity:(Research-extended)-Performance TaskStudents will develop a PowerPoint presentation or film that illustrates the connection between the author’s life and the stories, essays or songs they create (this can be completed individually or with a partner). The presentation will express the links between an author’s biography and literary works produced. Use excerpts from the stories, essays, videos and/or songs to support your thesis. Students and teacher will evaluate presentation using the established rubric.

characters within a short story? (ET) (Two short stories from the unit)

Instead, they find a strange friendship, a glimpse into the adult world, and an experience that will change their lives forever.The Afterlife Chuy is a normal 17-year-old guy living in Fresno, California. When he is just combing his hair in the men’s room one night, he says something to a stranger that changes everything.1984 Winston Smith has to be careful—extremely careful. The Thought Police are everywhere. The telescreen in his grubby London apartment can see his every act. Even the

DSCYF EDUCATION UNIT _______________________________________________________________________________________

Standards Alignment Suggested Assessments Lesson Essential Questions

Texts Additional Resources

Concept for Unit Three: Literary Elements and Devices – “Does Good Always Triumph?”Key Learning: Authors of literary and informational texts include details that help the reader analyze how theme or central ideas develop, emerge, and are shaped and refined.Time Frame: 5 weeksCC.9-10.R.L.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CC.9-10.R.I.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CC.9-10.R.L.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.9-10.R.L.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.I.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.9-10.R.L.4: Determine the meaning of words and phrases as they

Assignment:(Analysis)-Conduct DiscussionsAnnotate “The Gift of the Magi” (substitute another short story) for literary style (narrator’s voice, use of humor, presence and purpose of alliteration, repetitions and colors). Discuss your analysis with partner.Assignment: (Analysis)Write a letter from Edgar Allan Poe to Joyce Chopra explaining the importance of creating the appropriate setting and mood. Address the techniques Chopra used to convey this within the context of the letter. (Modify to fit mood and setting from short stories chosen)Assignment: (Analysis –report findings)Select a one-minute passage from one of the short stories and recite from memory. Include an introduction that states what the excerpt is from, who wrote it, and which literary element it exemplifies and why. Record your recitation using a video

How does the use of point of view enhance the reader’s understanding of literary texts and his/her own insight into the human condition? (AL) (Tell Tale Heart/Raven)

What are the various literary elements authors employ to create short fiction, essays, biographies and poetry? (AL) (Gift of the Magi, bio of O. Henry)

How does the use of various literary devices impact the outcome of a text? (AL) (The Cask of Amontillado)How does annotation assist us in analyzing text? (AL) (The Last

Text: (audio books)The Tell Tale Heart (short text) Lexile:830 4th

– 5th

The Gift of the Magi (short text) Lexile: 950 6th – 8th

The Last Leaf (short text)Lexile: 490 2nd – 3rd (SR)The Cask of Amontillado (extended text)Lexile: 830 4th – 5th

Text: (written)From Rosa Parks Lexile: 1320Fry: CollegeDale-Chall: 7.2Rosa (short text -poem)Raven (Poem)

Online Literature: Edgar Allan PoeAuthor BiographiesShort Stories for TeensWork Place Writers (Perdue Online Lab)NovaNETLiterary Devices BookmarksStudent Success PlanPowerPoint:How to Annotate

Novels for Independent Reading:*The Chosen by Chaim PotokTwo neighborhood boys live with different sets of parental expectations.*Finding Fish by Antwone FisherFisher’s autobiography tells of his life in a foster home where he was humiliated and abused.*And Then There Were None by Agatha Christie Ten strangers are lured to an island from which there was no

DSCYF EDUCATION UNIT _______________________________________________________________________________________are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).CC.9-10R.I.6Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.CC.9-10.R.L.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CC.9-10 W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.CC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)CC.9-10.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.CC.9-10.W.7 Conduct short as well as

camera and evaluate your performance.Assignment: (Analysis –report findings) Writing a Personal Narrative and Presenting in a Speech Write a personal narrative in which you describe for a specific audience a meaningful experience in your life. Make sure to narrate the events of the experience and to reflect onits significanceAdapt your personal narrative to create a 3-5 minute informal speech, and then present it to your class.Culminating Activity:(Research-extended)Select one of the authors from the unit and conduct an author study. Begin by defining a research question and refine it as necessary. The research should include an autobiographical or biographical text, another story by the author and a critical essay that addresses the author’s style.

Leaf)

How do authors use both literary elements and devices to create the appropriate setting and mood? (ET) (Media Study from The Cask of Amontillado)

How do autobiographies and biographies differ from literary text? (AL) (from Rosa Parks, Poem Rosa)

How does researching an author give an insight into their writing style? (ET) (UD Lib Search)

escape.*The Pact by Dr. Sampson Davis, et alThree young men from the wrong side of the tracks made a pact that they would all become doctors. (We Beat the Streets is another version of this story appropriate for struggling readers)Diverse LearnersStrategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. www.cast.org

DSCYF EDUCATION UNIT _______________________________________________________________________________________more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.CC.9-10.SL.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.CC9-10L5a: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Standards Alignment Suggested Assessments Lesson Essential Questions

Texts Additional Resources

Unit Four Overview: Author’s Purpose/Author’s Style – “Do you set your own course?”Key Learning: Good readers understand that making meaning of complex texts requires a careful analysis of author’s choices.Guiding Question(s): Why do writers, write? How do we influence one another? What is style?Time Frame: 5 weeks CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.9-10.R.L.3 Key Ideas and Details:

Assignment: (Comparison/Contrast)Students will create a brochure to advertise either the Island of Antigua or Manhattan Island. Then students will write a comparison contrast paragraph analyzing the similarities and differences between the essay “Island Morning” and the brochure.Assignment: (Analysis)

Why do writers write? (AL) (Island Morning)How do we influence one another?(AL) (Ads and PSA’s)What is style?(AL) (The Sneeze)What effects in writing, do balanced sentences and parallelism achieve? (AL) (The Train Ride Home)

Island Morning by Jamaica Kincaid (Holt McDougal 9th Grade Text)Lexile: 1230 9th -10Advertisements/PSA’s (Holt McDougal 9th Grade Text)The Sneeze by Neil Simon adapted from The Good Doctor by Chekov(Holt McDougal 9th Grade Text)

Magnet Summaries(Template)Rubric for Compare Contrast EssayCornell Note-Taking organizerTemplateAuthor’s Purpose PowerPointBrochure & Advertising Resources:Media Smarts:Advertising –It’s Everywhere

http://www.adcouncil.org/Our-

DSCYF EDUCATION UNIT _______________________________________________________________________________________Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.9-10.R.L.4 & CC.9-10.R.I.4Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).C.C.9-10.R.I.6 Craft and Structure: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.CC9-10.R.L.6 Craft and Structure: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to

Students will create an advertisement. Students will determine•What am I going to sell?•Who am I trying to sell my product to?•How do I appeal/relate to the target group?•What type of advertisement should I utilize?•Where should the location of the advertisement be?•How can I acknowledge people who may not agree with my message?Combining all skills and knowledge from the previous lessons, students should create an effective advertisement marketing their product. They can use poster board, PowerPoint, TV, Webcams, etc.Assignment:(Analysis –report findings)Re-write a section of the play “The Sneeze” from the general’s perspective. Read your piece to a peer and discuss why the author decided to write the play from the clerk’s perspective. Assignment (Analysis)-Conduct Discussions:Students will compare and contrast the life the “Lost Boys” left behind to the

What literary elements do author’s use to create their own styles?(AL) (Hope is the Thing with Wings, The Road Not Taken & A Narrow Fellow in the Grass)What is perspective?How does changing perspective, change the story? (ET) (The Sneeze)How does identifying an author’s pattern of organization assist us in understand his/her purpose?(AL) (The Lost Boys)How do text features differ between fiction and informational text?(ET) (Island Morning & The Princess and the Tin Box)

Lexile: N/AHope is the thing with Feathers by Dickinson (Holt McDougal 9th Grade Text)The Lost Boys by Sara Corbett (Holt McDougal 9th Grade Text)Lexile Level: 1060 (6th – 8th) Fry: CollegeThe Train Ride Home (informational-essay)TextResources

The Princess and the Tin Box by James Thurber (Holt McDougal 9th Grade Text)Lexile Level: 1260 (9th – 10th)

Work/Current-Work/Family-Community/Hunger-Prevention

Boys and Girls Club PSA

Museum of Broadcast Communications

Current PSAs

DSCYF EDUCATION UNIT _______________________________________________________________________________________assess outcome)CC.9-10.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.CC.9-10.S.L.1 Presentation of Knowledge and Ideas: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.CC.9-10.S.L.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.CC.9-10.W.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

new life they started in the United States.Assignment(Analysis- Collaborate):Analyze the pattern of organization in Island Morning (compare/contrast) to The Princess and the Tin Box (Chronological) with a partner. Explain similarities and differences to class using fish bowl process.Culminating Activity:(Research-extended)After reading a suitable short story or novel, students review some of the critical elements of drama, focusing on differences between narrative and dramatic texts, including point of view. They discuss the role of conflict in the novel, and work in small groups to search the novel for a passage they can adapt into a ten-minute play. Students write their play adaptation focusing on character, setting, conflict, and resolution. When the play draft is complete, students review and revise it, then rehearse and present their play to the class. As the plays are performed, students use a rubric to

DSCYF EDUCATION UNIT _______________________________________________________________________________________

peer-review each group’s work. Because students are responding to a novel with significant internal dialogue and conflict, they are called on to use both analytical and creative skills as they create the adaptation, rather than simply cutting and pasting dialogue.

Standards Alignment Suggested Assessments Lesson Essential Questions

Texts Additional Resources

Unit Five Overview: Analyzing different mediums/Author’s Claims– How can we influence others?Key Learning: Information is presented differently based on the medium the author utilizes.Guiding Questions: How does presenting information in specific mediums change the message?Time Frame: Five Weeks CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.9-10.R.L.4 & CC.9-10.R.I.4Craft and Structure: Determine the

Assignment:Constructing Support-Students will analyze how author’s ideas are developed and refined in the informational texts: “A Story Full of the Stuff of Sorrow” and “Sowing Change”. Which text supports the claim best? Cite evidence from the text to support your argument.Assignment:(Analysis –report findings)Students will reread “Four Good Legs by Laura Hillenbrand and

How do authors support their claims?What techniques make some ideas harder or easier to sell than others?What patterns of organization do authors use?How do readers distinguish text types from the patterns of organization found in the text?How do authors convey meaning through various mediums (interview, short story, newspaper

Excerpts from: Motorcycle Helmet, The Gift of Life, and The New Frontier (RI5)Sowing Change (RI5)Four Good Legs by Laura Hillenbrand(RI7)Timeline: Seabiscuit (RI7)Races on the Radio by Clem McCarthy (RI7)Excerpt from Lord of the Rings (RL7)Media Clip: Lord of the Rings (RL7)American History (RL7)Special Report (RI7)Photo: President Killed (RI7)

Magnet Summaries(Template)Rubric for Compare Contrast EssayCornell Note-Taking organizerTemplateAuthor’s ClaimsBrochure & Advertising Resources:Media Smarts:Advertising –It’s Everywhere

http://www.adcouncil.org/Our-Work/Current-Work/Family-Community/Hunger-Prevention

Boys and Girls Club PSA

DSCYF EDUCATION UNIT _______________________________________________________________________________________meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).CC9-10RL5 Craft and Structure: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).CC9-10RL7Integration of Knowledge & Ideas: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.CC9-10RI7 Integration of Knowledge & Ideas: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.CC9-10RI9.Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts. CC9-10W1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CC9-10W1ab. Develop claim(s) and counterclaims

“Races on the Radio” by Clem McCarthy and analyze how the two mediums treated the same subject (Sea-biscuit: An American Legend). Cite what is emphasized or absent in each treatment. Share finding with a partner.Extended Thinking:(Analysis –collaboration)With a partner, students will create a storyboard revisiting the beginning of the Fellowship of the Ring scene. The storyboard should emphasize the Black Rider’s point of view and should include eight to ten shots.Extended Thinking Assignment:(Analysis –compare/contrast)Students will reread “American History” and “Special Report”. Based on the details in each, students will answer the question: “How do you think the majority of Americans reacted to the death of President

article, video, etc.)?How would a topic be told differently in a magazine article as opposed to a radio broadcast transcript?How do authors build suspense in a film and how does this differ from building suspense with the written word?

Museum of Broadcast Communications

Current PSAs

DSCYF EDUCATION UNIT _______________________________________________________________________________________fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. CC9-10W1bc. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CC9-10W1cd. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CC9-10W1de. Provide a concluding statement or section that follows from and supports the argument presented. CC9-10W1eCC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)CC.9-10.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.CC.9-10.S.L.1 Presentation of Knowledge and Ideas: Initiate and participate effectively in a range of

Kennedy?” Support answer with evidence from both texts.Culminating Activity:Students will develop a plan to write a review of a specific medium read or viewed in this unit. Remind them to include all the components of a review (discussed in the mini lesson), to keep in mind the intended audience, and to use a lively, entertaining voice that will keep this audience interested. Encourage them to use prewriting activities such as listing or outlining the points they plan to make. They should be encouraged to keep in mind a review's focus on providing an opinion, but supporting it with specific examples and facts.

DSCYF EDUCATION UNIT _______________________________________________________________________________________collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.CC.9-10.S.L.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.CC.9-10.W.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Unit Six Overview: Allusions/Analyzing Historical Documents– How can we interpret historical information?Key Learning: Information is presented differently based on the medium the author utilizes.Guiding Questions: What significant concepts and themes can we learn from literature and historical documents?Time Frame: Five WeeksCC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.I.3 Analyze how the author

Assignment:(Analysis –report findings)Review the allusions and inferences recorded in charts. What would the reading experience have been like if McCourt had not included these allusions?Explain answer and use examples from the

How do the different meanings of words and phrases impact tone and meaning in informational text?How do historical US documents address related themes and concepts?How are the components of rhetoric applied to the creation

Excerpt from Angela’s Ashes –Frank McCourt Queen Elizabeth I’s Speech to the Troops at Tilbury, 1588Frederick Douglas –Letter to Thomas AuldGeorge Washington –Letter to John Mercer“from A White House Diary” -Lady Bird Johnson

Read, Write, Think ResourceRhetorical TriangleHistorical Speech Research QuestionsAnalyzing Famous SpeechesRecognizing Bias in LettersAmerica’s Founding DocumentsPresidential SpeechesGreat Debates in American History

DSCYF EDUCATION UNIT _______________________________________________________________________________________unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.9-10.R.L.4 & CC.9-10.R.I.4Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).CC9-10RI9.Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts.CC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)CC.9-10.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.CC.9-10.S.L.1 Presentation of Knowledge and Ideas: Initiate and

excerpt to provided support. Share your answer with your partner.

Assignment:(Analysis –report findings)In Queen Elizabeth’s speech, one effective rhetorical device is her manipulation of diction. Provide one example of effective word choice and discuss its contribution to the quality of the argument.Now research the outcome of the battle. Use evidence from history to explain whether or not Queen Elizabeth’s speech was effective. Culminating Activity:Analyze your chosen speech as an argument and write an essay about the writer’s effectiveness considering the context in which as well as the audience to which they were delivered. Essays should identify and

and delivery of persuasive speeches?How can artistic expression advance social commentary? What are the essential elements of an effective informative oral presentation?How do communication skills enhance self-expression? What is our cultural and historical legacy as Americans?

“Farewell Address” -George Washington“Hope, Despair, and Memory” -Elie Wiesel“Gettysburg Address” -Abraham Lincoln

DSCYF EDUCATION UNIT _______________________________________________________________________________________participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.CC.9-10.W.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

explain the rhetorical strategies that the author deliberately chose while crafting the text. What makes the speech so remarkable? How did the author's rhetoric evoke a response from the audience? Why are the words still venerated today? Present your findings to the class.