Joint School District No. 2 English Language Arts

1 | R e v i s e d M a r c h 2 0 1 3 , U p d a t e d M a y 2 0 1 4

Joint School District No. 2

English Language Arts Curriculum

English 9/English 9 Honors

Revised 2012-13

Curriculum Revision Committee: Stacy Lacy, Centennial High School David Knife, Central Academy Micki Virden, Eagle High School Jessica Miles, Rocky Mountain High School Summer Cook, Mountain View High School--Honors James LeDoux, Renaissance High School—Honors Tim Smith, Renaissance High School—Honors Camille Hammond, Meridian High School—Honors Lynn Fouts, Rocky Mountain High School--Honors Debrianne Johnson, Eagle High School—Honors Jennifer Vian, Centennial High School--Honors Suzanne Mackelprang, Academic Coach Laura Gilchrist, English Language Arts Curriculum Coordinator

Quarter 1 Quarter 2 Quarter 3 Quarter 4 Coming of Age:

Beliefs and Values Coming of Age:

Self-Identity Coming of Age:

Heroism and Responsibility

Coming of Age: Relationships

Table of Contents Page Scope and Sequence 2-4 Unit 1 5-17 Unit 2 18-29 Unit 3 30-41 Unit 4 42-51


ELA Scope and Sequence Grade 9

F indicates that the standard is a focus standard and will be explicitly

taught during the unit. X indicates that this standard will be met

through throughout the year, but will not be explicitly taught; rather,

teachers will need to ensure that students are meeting these

standards as a result of explicit instruction through other standards.

Standard Unit 1 Unit 2 Unit 3 Unit 4

Reading Literature

1 F F x F

2 F F x x

3 F F x x

4 F x F

5 F x F

6 F F

7 x F x

8 n/a n/a n/a n/a

9 F x

10 x x x x


Reading Informational Text

1 F F F x

2 F F F x

3 F F x

4 F x

5 F x x

6 F F x

7 F

8 x F x x

9 x F

10 x x x x



Writing

1 x F

1a F

1b F

1c F

1d x F

1e x F

2 x F F x

2a x F F x

2b x F F x

2c x F F x

2 F F x

2e x F F x

2f x F F x

3 F x x

3a F x x

3b F x x

3c F x x

3d F x x

3e F x x

4 x F F F

5 x F F F

6 x x X

7 x F X

8 x F X

9 x F F X

9a X

9b x F

10 x x x X



Speaking and Listening

1 x F F X

1a x F F X

1b x F F X

1c x F F X

1d x F F X

2 x F x

3 x x

4 x x x X

5 x x x X

6 x x x X


Language

1 x x x F

1a F x x F

1b F x X

1c x x

2 x x x X

2a x x X

2b x X

2c x x x X

3 x x X

3a x X

4 F

4a x F

4b F

4c x

4d x X

5 x F

5a F

5b x X

6 x X


Grade 9 Unit 1

Coming of Age: Beliefs and

Values

“We are born believing. A man bears beliefs as a tree bears

apples.” –Ralph Waldo Emerson

OVERVIEW Students will be exposed to a variety of literary texts that share the theme of beliefs and

values. Students will read, write and participate in activities to examine where beliefs

and values originate, as well as the multitude of factors that influence and shape those

beliefs and values over time. This unit will be taught during 1st Quarter, as it will provide

students with the skills necessary to actively engage with text and make meaning

throughout the year. Narrative reading and writing are the focus of this unit.

Those areas of this unit particularly recommended for honors enrichment and expansion

are noted with an H.

ENDURING UNDERSTANDINGS The narratives we construct reflect our beliefs and values.

Beliefs and values are influenced by multiple factors, including family,

community, society, and personal experience.

ESSENTIAL QUESTIONS How do I decide and express what I believe and value?

GUIDING QUESTIONS How do the stories we tell reflect our beliefs and values?

How do the stories we tell reflect our beliefs and values regarding justice and

social injustice? H

Can literature function as social protest/to affect change? H

What makes a text commercial fiction vs. literary fiction? H

How do effective techniques, well-chosen details and well-structured event

sequences make narrative meaningful?

How do the choices an author makes concerning how to structure a text inform

our understanding of theme, character, plot development, figurative and

connotative meaning, and tone?

STUDENTS WILL UNDERSTAND AND USE THE FOLLOWING TERMS *indicates concept previously introduced in earlier grades. Reading and Writing

Vocabulary

Belief

Inference*

o Level 1 Question

o Level 2 Question

o Level 3 Question

Prediction

Questioning the Text

Reading

Rules of Notice

Literary Vocabulary

Atmosphere

Character*

Climax*

Conflict*/Resolution

Crisis

Denouement

Dialogue*

Epiphany

Metaphor*

Motif

Language Vocabulary

Active voice*

Clauses*

Connotation*

Denotation*

Interpretation

Parallel structure

Passive voice*

Phrases

Rhetoric


Schema

Text

Text Connections

o Text to Self

o Text to Text

o Text to World

Value

Visualization

Mystery

Narrative*

Narrator

Plot*

Point-of-View* (as in

1st, 2nd, 3rd person)

Setting*

Simile*

Story

Suspense

Theme*

Tone*

Simple, complex,

and compound

sentences*

STUDENTS WILL BE ABLE TO DO THE FOLLOWING

Reading: Literature

Key Ideas and Details

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text.

RL.9-10.2 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.

RL.9-10.3 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.

Craft and Structure

RL.9-10.4 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 formal or informal tone).

RL.9-10.5 Analyze 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.

RL.9-10.6 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

Reading: Informational Text


RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the


RI.9-10.2 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.

RI.9-10.3 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.

Craft and Structure


RI.9-10.4 Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings; analyze the

cumulative impact of specific word choices on meaning and tone (e.g.,

how the language of a court opinion differs from that of a newspaper).

RI.9-10.5 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).

RI.9-10.6 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.

Writing

Text Types and Purposes

W.9-10.3 Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event

sequences.

W.9-10.3.a Engage and orient the reader by setting out a problem, situation, or

observation, establishing one or multiple point(s) of view, and introducing

a narrator and/or characters; create a smooth progression of experiences

or events.

W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection,

and multiple plot lines, to develop experiences, events, and/or characters.

W.9-10.3.c Use a variety of techniques to sequence events so that they build on one

another to create a coherent whole.

W.9-10.3.d Use precise words and phrases, telling details, and sensory language to

convey a vivid picture of the experiences, events, setting, and/or

characters.

W.9-10.3.e Provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.

Research to Build and Present Knowledge

W.9-10.9.b Apply grades 9–10 Reading standards to literary nonfiction (e.g.,

“Delineate and evaluate the argument and specific claims in a text,

assessing whether the reasoning is valid and the evidence is relevant and

sufficient; identify false statements and fallacious reasoning”).

Language

Conventions of Standard English

L.9-10.1.a Use parallel structure.

SUGGESTED WORKS ADOPTED RESOURCES

Timeless Voices, Timeless Themes: Gold (2000-2002), Prentice Hall (9th Grade)

Write Source (2007), Great Source

ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not

need to use all of them in this unit. These texts, however, should not be used in any

other unit. Therefore, students who transfer to other schools within the district will not

read the same anchor texts more than once, giving them a richer literary experience.

“Blues Ain’t No Mockingbird,” PH, p.498 (short story)

“New Directions,” PH, p. 168 (non-fiction)

“Rules of the Game,” PH, p. 224 (short story)


“The Man to Send Rain Clouds,” PH, p. 522 (short story)

“The Interlopers,” PH, p. 262 (short story)

“The Necklace,” PH, p. 536 (short story)

“The Gift of the Magi,” PH, p. 459 (short story)

“The Most Dangerous Game,” PH, p. 16 (short story)

Pizzigati, Sam. "EQUALITY NOW!" Nation 293.20 (2011): 18. MAS Ultra - School

Edition. Web. 18 Mar. 2013. (informational text retrieved through EBSCO)

Teachers are encouraged to choose additional informational text that is current,

relevant and appropriate to unit

SUPPORTING TEXTS: Supporting texts can be used with this unit or with other units as

desired.

Novel

The Little Prince by Antoine de St. Exupery (Lexile Level 710) H

Short Stories

“Carpathia” by Megan Arkenberg: http://www.everydayfiction.com/carpathia-

by-megan-arkenberg/

“Little Things” by Raymond Carver:

http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/796/little_thi

ngs.pdf

“On the Bridge” by Todd Strasser:

http://roaring4reading.weebly.com/uploads/1/7/5/6/17563265/on_the_bridge_b

y_todd_strasser_text.pdf

“The Fan Club” by Rona Maynard:

http://www.ronamaynard.com/index.php?the-fan-club

“The Chaser” by John Collier:

http://www.utdallas.edu/~aargyros/the_chaser.htm

“The Lottery” by Shirley Jackson:

Commentary: http://www.americanliterature.com/author/shirley-jackson/short-

story/the-lottery

Full text: http://fullreads.com/literature/the-lottery/

“The Sniper” by Liam O’Flaherty:

http://www.classicshorts.com/stories/sniper.html

“Scarlet Ibis” PH, p. 484 H

“Walking Out” by David Quammen:

http://honors3.edublogs.org/files/2011/03/Walking-Out-1gf4wf3.pdf H

Poems

“Dreams Deferred” and “Dreams,” PH, pp. 798 & 799

“Hope is the thing with feathers,” PH, p. 797

“To be of use,” PH, p. 171

“The Road Not Taken” PH, p. 166 H

Plays

The Inspector General, PH, p. 310

DIGITAL CONTENT

Art/Photos

American Gothic: http://www.google.com/culturalinstitute/asset-

viewer/5QEPm0jCc183Aw?utm_source=google&utm_medium=kp&hl=en&projec

tId=art-project#!asset-

http://www.everydayfiction.com/carpathia-by-megan-arkenberg/

http://www.everydayfiction.com/carpathia-by-megan-arkenberg/

http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/796/little_things.pdf

http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/796/little_things.pdf


http://www.utdallas.edu/~aargyros/the_chaser.htm

http://www.americanliterature.com/author/shirley-jackson/short-story/the-lottery

http://www.americanliterature.com/author/shirley-jackson/short-story/the-lottery

http://fullreads.com/literature/the-lottery/

http://www.classicshorts.com/stories/sniper.html

http://honors3.edublogs.org/files/2011/03/Walking-Out-1gf4wf3.pdf


viewer:l.id=5QEPm0jCc183Aw&utm_source=google&utm_medium=kp&hl=en&pr

ojectId=art-project&urlStub=American%20Gothic

Media/Films: Any film clips must be building approved; films with an R rating are not

permitted based on District Policy 602.10. Film clips accessed through Discovery

Education are approved.

Commercials (see SKUM activity in sample activities and assessments):

http://www.youtube.com/watch?v=GHX2mvFVQMs&list=PL787CC047A7BF3CFF

&index=2&feature=plpp_video

Steve Jobs Stanford Commencement Speech 2005: http://youtu.be/D1R-

jKKp3NA H

Music

List of contemporary music correlated to major literary works:

http://www.corndancer.com/tunes/tunes_db.html

Websites

“25 Common Characteristics of Successful Entrepreneurs” (article)

http://www.entrepreneur.com/article/200730#

“Being Content with Myself” by Kamaal Majeed:

http://thisibelieve.org/essay/10490/

“Beauty is Nothing Without Brains (commercial):

http://www.youtube.com/watch?v=GHX2mvFVQMs&feature=share&list=PL787C

C047A7BF3CFF

“The Lessons of Steve Jobs: the Road Not Taken” by Maximilian Majewski:

http://www.lockergnome.com/news/2012/08/13/the-lessons-of-steve-jobs-the-

road-not-taken/ H

“Toy Company Entrepreneur” (Log on to Discovery Ed and search for this title.)

Teaching Choosing Details: Shared at

http://writingfix.com/6_traits/idea_development.htm#details

Teenink.com- student written fiction and nonfiction searchable by topic

This I Believe Essay Writing Guidelines: http://thisibelieve.org/guidelines/ This I Believe Essays:

a. “Everyone is Included” by Catherine McDowell:


b. “It’s Cool to be a Mammal” by Laurie Uttich:


c. “Returning to What’s Natural” by Amelia Baxter:


d. “Thirty Things I Believe” by Tarak McClain (Kindergarten Student):


e. “Tomorrow Will Be a Better Day” by Josh Rittenberg:


Usain Bolt vs. London: http://youtu.be/JZcKY9dux6Q

SAMPLE ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITIES

1. WORD ASSOCIATION WEBS (SL.9-10.1.a, SL.9-10.1.b, SL.9-10.1.c, SL.9-10.1.d, SL.9-

10.4, L.9-10.4): Introduce students to the notions and preconceptions of reading

and text. Have students participate in word association webs to activate their

individual schema surrounding each word. Allow students to work in groups to

http://www.youtube.com/watch?v=GHX2mvFVQMs&list=PL787CC047A7BF3CFF&index=2&feature=plpp_video

http://www.youtube.com/watch?v=GHX2mvFVQMs&list=PL787CC047A7BF3CFF&index=2&feature=plpp_video

http://youtu.be/D1R-jKKp3NA

http://youtu.be/D1R-jKKp3NA


http://www.entrepreneur.com/article/200730


http://www.youtube.com/watch?v=GHX2mvFVQMs&feature=share&list=PL787CC047A7BF3CFF

http://www.youtube.com/watch?v=GHX2mvFVQMs&feature=share&list=PL787CC047A7BF3CFF

http://www.lockergnome.com/news/2012/08/13/the-lessons-of-steve-jobs-the-road-not-taken/

http://www.lockergnome.com/news/2012/08/13/the-lessons-of-steve-jobs-the-road-not-taken/


http://thisibelieve.org/guidelines/






http://youtu.be/JZcKY9dux6Q


define both reading and text, utilizing the word associations on the board as

support. Discuss definitions (text: symbols with meaning attached, reading: the

process of extracting meaning from text). Inform students that reading, as

defined, is a process and a skill that must be actively pursued.

2. TEACHING CHOOSING DETAILS (SL.9-10.6, W.9-10.3.c): Shared at


This activity is designed to help students understand how important details are in

helping a reader build deep understanding of a text.

Supplies needed: Legos, plastic bags, file folders (for dividers), camera (and

photos), paper, and pen

Preparation: First create two separate structures using Legos. Next, take a picture

of each structure. Make enough colored copies of the pictures so that there are

one of each for every two students in the class. Then, place the Legos needed

for each structure into different baggies (again enough of each for every two

students), and arrange the desks so that every two desks are facing each other.

Use the file folders, taped to the desk to prevent falling, as dividers between the

desks so that when the students sit down they can't see each other.

The Activity: Explain to the students beforehand that they are not to talk or share

anything given to them. When the students are seated with their paper and

pens out on their desks, give each student on the left side of the divider one of

the pictures and one of the baggies of Legos that goes with that picture. Next,

give the students on the right side of the divider the picture of the other Lego

structure and a baggie with the needed supplies. Do this in such a way so that

the students don't see the picture the other person across the divider has. Explain

to the students that they will have 25 to 30 minutes to write directions explaining

how to put the structure together. They can only use words in their directions, no

pictures. At the end of the time frame, discreetly collect the pictures and have

the students switch places leaving the Lego baggies and their directions on the

desk. Next, tell the students that they have 20 minutes to use the supplies and

directions in front of them to build the structure in the picture they did not see. At

the end of the time frame, we look at who completed the structures closest to

the original picture in the shortest amount of time.

Reflection –During the next class, discuss what was hard about the activity and

why. Read some of the directions that worked for the students who did well and

pick out what words or phrases were most helpful. Then relate the directions to

the pictures as details to the main idea/theme of our writing and how when we

don't use enough detail or the right detail, the reader will miss the “big picture" of

our writing. As texts are read for class, explicitly model for students how readers

find details in the text that support the main idea/theme.



3. FOUR CORNER VOCABULARY DIAGRAM (L.9-10.4.a, L.9-10.4.c, L.9-10.4.d, L.9-

10.5.b, L.9-10.6): (particularly useful for teaching students the vocabulary

pertaining to the reading strategies)

On note cards, create a flip book of 4-corner diagrams for vocabulary essential

to the unit (4-corner diagrams include: Word, Definition, Sentence-Connection

[use the word in a sentence; provide enough context that the meaning and

usage of the word is correct and discernible], and Picture [picture can be

anything related to the use of the word in the sentence].)

Word list: Narrator, Theme, Motif, Epiphany, Inference, Interpretation, Plot, Story,

Crisis, Climax, Dialogue, Denouement, Resolution, Conflict, Mystery, Suspense,

Denotation, Connotation, Metaphor, Simile, Rhetoric, Point-of-View (as in 1st, 2nd,

3rd person) , Character, Setting, Atmosphere, Tone.

Sample 4-corner Vocabulary Diagram:

Word:

Definition (from the dictionary):

Sentence-Connection (use the word in a

sentence; provide enough context that I

know you understand the meaning of the

word and its usage):

Picture (draw a picture related to your use

of the word in the sentence you created):

READING

Literature and Informational

1. READING STRATEGIES: “READING MOVES” (RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-

10.4, RL.9-10.5, RL.9-10.6, RL.9-10.10, RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-

10.5, RI.9-10.6, RI.9-10.10): Reading Moves are strategies taught to students

throughout the duration of the unit utilizing short stories, either from the text book

anchor texts, or from supporting texts. Any short story can be chosen for any

given reading move, but some short stories make the reading strategy more

accessible than others. The following are “Reading Moves,” strategies good

readers employ to ensure solid comprehension and analysis:

a. Rules of Notice: Elements authors incorporate into a text in order to further

meaning. Readers utilize rules of notice to work towards the author’s

intended meaning. (Titles, Setting, Character Names, Sentence Structure,

Character Development, etc. Rules of Notice handout is included at the

end of this unit.)

b. Visualization: The mental movie or image created in the reader’s mind as

a result of their schema and descriptive text.


c. Text Connections: Connections readers make between themselves and

the text (text to self), the text and the world (text to world), and other texts

(text to text) based on their schema in order to further or alter meaning.

d. Questioning the Text: Questions readers ask of the text in order to

determine meaning.

i. Level 1: Surface level questions; can be found and answered

directly within the text.

ii. Level 2: Inference based questions; questions originate within the

text but ask the reader’s opinion.

iii. Level 3: World based questions; using the text as a starting point

and asking a question about a larger world issue.

e. Prediction: Utilizing clues or rules of notice within the text in order to

predict what will occur next.

f. Inference: Connecting the dots authors create in order to make an

assumption about what is occurring (never directly stated in the text).

2. CRITICAL THINKING STRATEGY (VIEWING INFORMATION/SHORT STORY) (SUBJECT,

KEY DETAILS, UNDERSTANDING THE CONNECTIONS, MEANING) (RL.9-10.1, RL.9-

10.2, RL.9-10.3, RL.9-10.4, RL.9-10.5, RL.9-10.6, RL.9-10.10, RI.9-10.1, RI.9-10.2, RI.9-

10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.8, RI.9-10.10, SL.9-10.1.a, SL.9-10.1.b, SL.9-

10.1.c, SL.9-10.1.d, SL.9-10.3):

a. Introduce students to the critical thinking strategy of SKUM utilizing a

commercial that is accessible, but not overly explicit. Example

commercials include “Darth Vader Super Bowl Commercial, 2011”,

“Beauty is Nothing Without Brains Mercedes Benz”, “Usain Bolt v. London

Visa”

b. For the first viewing allow students to just “watch” the commercial.

Following the commercial, inform students that at this point, all they have

done is simply viewed the text; they have not critically viewed it.

c. Students will read the text by completing a Subject level analysis; students

will identify the following: who, what, when and where of the commercial

at the most simplistic level. Go over the subject as a class before moving

on. Example (using “Beauty is Nothing” commercial) Who: Two women;

what: ordering food; when: current; where: library

d. Have students view the commercial a second time, recording all the Key

Details that are important to the communication of the subject: Blonde

woman, young, pretty, ignorant, book shelves, people studying, quiet,

glasses, woman behind desk, stamping books, etc.

e. Go over the Key Details as a class and ask students to identify and

articulate what they Understand the Connections between those key

details to mean.

i. Blonde woman, young, pretty, ignorant = Stereotype of a dumb

blonde

ii. Book shelves, people studying, quiet = Library

iii. Glasses, woman behind desk, stamping books = Librarian

f. Now students are able to address Meaning. Meaning pushes students to

look at their critical reading of a text in order to make a supported claim,

rather than simply offering their opinion of the text. (This is the difference

between watching and reading—awareness—moving the students from

surface level reading into a critical reading of tex)


i. Watching = “What does this have to do with a car?”

ii. Reading = The blonde woman and the car are parallel images, just

like the blonde woman is attractive, so is the car, but what sets the

Mercedes apart is its engine, e.g. brain.

g. Repeat the steps above using one of the following texts to guide students

through understanding and repeat with additional stories read for the unit.

3. WHAT’S IN A WORD? (RL.9-10.4, W.9-10.2, W.9-10.2.a, W.9-10.2.b, L.9-10.1, L.9-10.2,

L.9-10.2.c, L.9-10.5.b ): Create a table comparing, contrasting, and elaborating

on how each of these words is used in “The Most Dangerous Game” and “Rules

of the Game: game, rules, move, opponent, win, strategy, chess, player. Be

sure to include the denotation and connation for each of the following words

(the word may be implied rather than directly stated). Compare and contrast

how these same words create different meanings and tones in each of these

stories. Try replacing the words with similar words. How does that change the

meaning of the story? Students write a paper analyzing the cumulative impact

of these specific word choices (and any other pertinent words) on the meaning

and tone of each of these stories.

4. READING STRATEGIES ASSESSMENT (RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4, RL.9-

10.5, RL.9-10.6, RL.9-10.10, RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-

10.6, RI.9-10.10): Choose a more challenging text at the culmination of the unit

and have students apply all of the reading strategies (See Reading Activity 1) to

the text, annotating their application of the strategies while reading.

5. HONORS FIGURATIVE AND CONNOTATIVE MEANING (RL.9-10.4): Read the

following and analyze how specific words and phrases impact each selection in

the areas indicated:

Cask of Amontillado (irony)

The Bells (tone, mood, diction)

The Raven (allusion)

6. HONORS “THE CASK OF AMONTILLADO” AND MOB MENTALITY (RL.9-10.1, RL.9-

10.2, RL.9-10.3, RL.9-10.4, RL.9-10.5) While reading “The Cask of Amontillado” find

evidence and make inferences about justice and mob mentality. After

analyzing how the characters develop over time and how the author’s choices

create such effects as mystery, tension, or surprise, determine a possible theme for

this story.

7. HONORS SOCRATIC SEMINAR PREPARATION “WALKING OUT” (RL.9.10.1, RL.9.10.2,

RL.9.10.3, RL.9.10.4, RL.9.10.5): Students will independently read and annotate

the text and write 3 Level One questions, 2 Level Two questions, 1 Level Three

question, and 1 Level Four question. Partners will review and discuss their Level 3

and 4 questions to prepare for Socratic discussion. Suggested Resource: “Four

Levels of Questions”: http://maclife.mcmaster.ca/academicskills/pdf/levels.pdf

8. HONORS THEMES OF SOCIAL INJUSTICE (RI.9-10.2, W.9-10.7, SL.9-10.4): Students

will do research to explore these questions: Why do authors write what they

write? How can literature be used as a form of social protest? After doing the

http://maclife.mcmaster.ca/academicskills/pdf/levels.pdf


research, students will create works of art protesting social injustice. Students will

present their artwork and their findings to parents and guests during an evening

activity.

WRITING

1. LITERARY RESPONSE WRITING (RL.9-10.4, RL.9-10.5, RL.9-10.6, W.9-10.1, W.9-10.1.d,

W.9-10.1.e, W.9-10.10, L.9-10.1, L.9-10.2, L.9-10.2.c): Students will apply reading

strategies to analyze the use of narrative technique in a variety of texts. (Literary

analysis is an argumentative type of writing.) Suggested Texts: “New Directions,”

“Little Things,” “The Chaser,” “The Sniper.”

2. NARRATIVE WRITING: MISSING SCENES (W.9-10.3.a, W.9-10.3.b, W.9-10.3.c, W.9-

10.3.d, W.9-10.3.e, L.9-10.1, L.9-10.2, L.9-10.2.b, L.9-10.2.c,): At the end of “The

Most Dangerous Game” and “Rules of the Game”, a scene is suggested but not

written. Choose a story, and write the missing scene for that story. Imitate the

narrative structure of the original story, basing the scene on the previous details

in the story, while including some of these details from the original story in the

missing scene.

3. NARRATIVE WRITING: THIS I BELIEVE ESSAY (RI.9-10.1, RI.9-10.2, W.9-10.3, W.9-

10.3.a, W.9-10.3.b, W.9-10.3.c, W.9-10.3.d, W.9-10.3.e, W.9-10.4, W.9-10.5, W.9-

10.9.b, SL.9-10.2, SL.9-10.4, L.9-10.1, L.9-10.2, L.9-10.2.c):

a. Listen to or read written transcripts of several essays from ThisIBelieve.org

from the “Values and Spirituality” category (or any other appropriate

category) Suggested essays are listed in the “Websites” section of this

document.

b. Use the “Rules of Notice” strategy to make text observations and draw

inferences to determine what the author values (if not directly stated.)

c. Choose evidence from the text to support their inference/assertion.

d. Respond to that text by evaluating the degree to which they hold that

value on a sliding scale of agree to disagree (could be posters on the

wall.) Students must have a valid reason for why they placed themselves

at that particular point on the scale. This could be a statement of belief,

anecdote, etc. Call on students at random to share.

e. After evaluating several values, students write their own This I Believe essay following the guidelines available at http://thisibelieve.org/guidelines/.

f. Give students the option to record as a podcast to meet standards SL9-

10.5 and W.9-10.6.

4. HONORS ARGUMENTATIVE WRITING (W.9-10.1, W.9-10.1.a, W.9-10.1.b, W.9-10.1.c,

W.9-10.1.d, W.9-10.1.e): Students will select one of the reading selections from

this quarter and use it as a basis for writing an argument. Students will use textual

evidence to support their arguments.

5. HONORS SCHOOLOGY (W.9-10.4, W.9-10.6): Schoology is a free academic social

media site that students and teachers can use to have online discussions.

Teachers need to set this up for their classes. Resource:

https://www.schoology.com/home.php

http://thisibelieve.org/guidelines/

https://www.schoology.com/home.php


SPEAKING AND LISTENING

1. CHARACTER VALUES NARRATIVE (SL.9-10.3, SL.9-10.4, SL.9-10.6, L.9-10.1, L.9-10.3):

Students will conduct an interview with an adult in their life posing the question,

“How are your beliefs and values influenced by multiple influences like family,

community, society, and/or personal experience?” Students gather relevant

information during firsthand research, and then take on the persona of the person

interviewed to present to the class using language, expressions, idioms, etc. that

reflect the actual person. Information presented should clearly identify or allude to

the value or belief expressed.

a. This can also be completed by interviewing a character from a text read in

class. Follow the above guidelines and gather evidence from the text to

analyze a value the character holds.

2. HONORS STUDENT CONGRESS (SL.9-10.1, SL.9-10.1.a, SL.9-10.1.b, SL.9-10.1.c, SL.9-

10.1.d): Students will hold a congress and come to a consensus about what

procedural techniques will be used to help them understand the following: inquiry,

discussion, democratic consensus building activity, background information,

processing authentic questions from different texts, generating questions, drawing conclusions and recognizing issues.

3. HONORS “THE MOST DANGEROUS GAME” DISCUSSION (SL.9-10.1, SL.9-10.1.a, SL.9-

10.1.b, SL.9-10.1.c, SL.9-10.1.d): Suggested Resource: What Makes Literary Fiction

Literary?: http://blog.nathanbransford.com/2007/02/what-makes-literary-fiction-

literary.html

Discussion Questions:

What makes ”The Most Dangerous Game” commercial fiction?

How can a stressful situation effect one’s ethical standards? Compare it to

the Hemingway piece—The Short Happy Life of Frances Macomber:

http://www15.uta.fi/FAST/US1/REF/macomber.html

Explore the nature of justice in relationship to Rainsford’s changing ethics.

Would the following be examples of heroes, vigilantes, whistle-blowers or

traitors: Snowden, Wiki Leaks. Why or why not? What are some current

examples of changing ethics?

4. HONORS THE LITTLE PRINCE (SL.9-10.1, SL.9-10.1.a, SL.9-10.1.b, SL.9-10.1.c, SL.9-10.1.d):

How does Maslow’s Hierarchy of Needs contribute to your understanding of the

book: Suggested Resource: http://www.simplypsychology.org/maslow.html

LANGUAGE ACTIVITIES

1. PARALLEL STRUCTURE ACTIVITIES (L.9-10.1.a): Using mentor texts as examples,

point out sentences that utilize parallel structure (see p. 161 in PH for

definition/example of parallel structure or visit OWL at Purdue for other

explanations of parallel structure

http://owl.english.purdue.edu/owl/resource/623/1/.) Ask students to practice

writing sentences using parallel structure and then apply that structure to essays

written in class.

http://blog.nathanbransford.com/2007/02/what-makes-literary-fiction-literary.html

http://blog.nathanbransford.com/2007/02/what-makes-literary-fiction-literary.html

http://www15.uta.fi/FAST/US1/REF/macomber.html

http://www.simplypsychology.org/maslow.html

http://owl.english.purdue.edu/owl/resource/623/1/


2. CONTEXT CLUES (L.9-10.4.d): Remind students about the use of context clues

and how context can help readers understand unfamiliar words. Have students

write sentences using vocabulary from text that use explicit context clues.

SBAC PERFORMANCE ASSESSMENT PREP

1. BELIEFS AND VALUES ACROSS GENRES (RL.9-10.1, RI.9-10.1, SL.9-10.3, W.9-10.2.a,

W.9-10.2.b, W.9-10.2.c, W.9-10.2.d, W.9-10.2.e, W.9-10.2.f, W.9-10.4, W.9-10.5, W.9-

10.6, W.9-10.9): After reading and viewing the following, write an informational

essay comparing and contrasting how each text and video addresses personal

beliefs/values. How are the ideas the same? How are they different? Be sure to

use well-chosen evidence from the text to support your ideas. The following texts

can be used, or you can choose other multiple texts to use:

a. “25 Common Characteristics of Successful Entrepreneurs” (article)

b. “Toy Company Entrepreneur” (Discovery Education video segment)

c. “To be of use” by Marge Piercy (poem, PH, p. 171)

d. “The Lessons of Steve Jobs: the Road Not Taken” by Maximilian Majewski H


Rules of Notice for Reading Fiction Or, “The Unspoken Rules of Reading Fiction”

Adapted from Before Reading by Peter J. Rabinowitz

Titles and subtitles tell us where to focus our attention and provide a core around which to organize our interpretation. Ask questions about the meaning of titles.

First and last sentences/beginnings and endings. A valid interpretation of a text will be able to

incorporate the message or meaning of the first and last sentences (of a chapter or of the work as a whole). Authors often place important information in these positions. Ask questions about the meaning or message of the first or last sentence of a chapter.

Repetition. Repeated actions/ideas are meant to attract the attention of the reader and

suggest importance. Ask questions about images, ideas, or details that are repeated.

Metaphors and similes. The author may use these types of figurative language to draw attention to a certain aspect or idea in the text. Pay close attention to metaphors and similes. Ask questions about what associations the author might intend the reader to make based on figurative language.

Typography. Words or phrases that are italicized or otherwise set apart from the rest of the

text are meant to call the attention of the reader. Ask questions about the purpose of certain elements of typography.

Spacing and line breaks. Pay attention to how the author chooses to break up the text – it may

be a signal for a change in the time structure (like a flashback), a change in narration, etc. Ask questions about the shifts created by the author and the purpose of those shifts.

Epigraphs. An epigraph is a quote that comes before the beginning of a text and can serve to

raise the expectations of the reader about events to come. Ask questions about the meaning or message of an epigraph.

Threats, warnings, and promises. These should be noticed because they may predict the shape

of the text. Ask questions about the reader’s interpretation or prediction based on a threat, warning, or promise made by a character.

Details given at a climactic moment receive special stress. (For example, when an event

changes a major character’s relationship to other characters, then the event is read as important; when an event or detail answers a question around which the narrative has been based, it is emphasized.) Ask questions about moments of high suspense in the novel, focusing on possible shifts in character relationships, details, foreshadowing, etc.

Apparent irrelevance/inappropriate behavior. If a detail or comment by a character seems to

have no relevance to the story, it is probably worth noting. In the same way, if a character behaves in an unexpected or inappropriate way, it should be noted. Ask questions about characters that behave unexpectedly, or details that seem to be random. What might these changes or details mean to the story or message?


Grade 9 Unit 2

Coming of Age: Self Identify

“Real courage is when you know you're licked before you

begin, but you begin anyway and see it through no matter

what.” ― Harper Lee, To Kill a Mockingbird

OVERVIEW Students will read To Kill a Mockingbird as well as informational texts that relate to the

novel. Research skills are introduced and practiced. Students will focus on making

annotations and connections between texts, stating claims and supporting them with

textual evidence. This unit will focus on applying the reading strategies from Quarter

One to a more complex text; Writing will transition from narrative to informative, by using

narrative writing as a jumping off point for literary analysis and other forms of

informational writing. Those areas of this unit particularly recommended for honors

enrichment and expansion are noted with an H.

ENDURING UNDERSTANDINGS The process of growing up challenges our childhood beliefs and values.

Studying the craft and structure of a text allows for literary insight.

ESSENTIAL QUESTIONS How do my beliefs and values tell me who I am?

GUIDING QUESTIONS How do my changing beliefs and values shape my relationship to society?

How do the choices an author makes concerning informational text—including

organizational structure and the use of key details from the text such as claims,

evidence to support those claims in the form of reasons, details and facts, word

choice and tone—inform our understanding of main idea?

How do the choices an author makes concerning narrative text—including

organizational structure and the use of key details from the text such as

character, setting, conflicts in the plot development, figurative language, word

choice and tone—inform our understanding of theme?

STUDENTS WILL UNDERSTAND AND USE THE FOLLOWING TERMS *indicates concept previously introduced in earlier grades. Reading and Writing

Vocabulary

Claim*

Commentary

(analysis*)

Concrete Detail*

(reason, detail, fact)

Evidence*

o Level 1 Question

o Level 2 Question

o Level 3 Question

Literary Vocabulary

Antagonist

Flat vs. round

character*

Protagonist

Stock, static, or

dynamic character

Language Vocabulary

Active voice*

Clauses*

Connotation*

Denotation*

Fallacious Reasoning

Parallel structure

Passive voice*

Phrases*


Questioning the Text

Rules of Notice

Schema

Text Connections:

o Text to Self

o Text to Text

o Text to World

Thesis Statement*

Visualization

Simple, complex,

and compound

sentences*

STUDENTS WILL BE ABLE TO DO THE FOLLOWING (standards listed are

specific to this unit and should be explicitly taught)

Reading: Literature




RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its



the text.

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting







RI.9-10.2 Determine the central idea of a text and analyze its development over the



Integration of Knowledge and Ideas

RI.9-10.8 Delineate and evaluate the argument and specific claims in a text,


sufficient; identify false statements and fallacious reasoning.

Writing


W.9-10.2 Write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through the

effective selection, organization, and analysis of content.

W.9-10.2.a Introduce a topic; organize complex ideas, concepts, and information to

make important connections and distinctions; include formatting (e.g.,

headings), graphics (e.g., figures, tables), and multimedia when useful to

aiding comprehension.

W.9-10.2.b Develop the topic with well-chosen, relevant, and sufficient facts,

extended definitions, concrete details, quotations, or other information

and examples appropriate to the audience’s knowledge of the topic.


W.9-10.2.c Use appropriate and varied transitions to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and

concepts.

W.9-10.2.d Use precise language and domain-specific vocabulary to manage the

complexity of the topic.

W.9-10.2.e Establish and maintain a formal style and objective tone while attending to

the norms and conventions of the discipline in which they are writing.

W.9-10.2.f Provide a concluding statement or section that follows from and supports

the information or explanation presented (e.g., articulating implications or

the significance of the topic).

Production and Distribution of Writing

W.9-10.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

(Grade-specific expectations for writing types are defined in standards 1–3

above.)

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most

significant for a specific purpose and audience.


W.9-10.9 Draw evidence from literary or informational texts to support analysis,

reflection, and research.


Comprehension and Collaboration

SL.9-10.1 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.

SL.9-10.1.a Some to discussions prepared, having read and researched material

under study; explicitly draw on that preparation by referring to evidence

from texts and other research on the topic or issue to stimulate a

thoughtful, well-reasoned exchange of ideas.

SL.9-10.1.b Work with peers to set rules for collegial discussions and decision-making

(e.g., informal consensus, taking votes on key issues, presentation of

alternate views), clear goals and deadlines, and individual roles as

needed.

SL.9-10.1.c Propel conversations by posing and responding to questions that relate the

current discussion to broader themes or larger ideas; actively incorporate

others into the discussion; and clarify, verify, or challenge ideas and

conclusions.

SL.9-10.1.d Respond thoughtfully to diverse perspectives, summarize points of

agreement and disagreement, and, when warranted, qualify or justify their

own views and understanding and make new connections in light of the

evidence and reasoning presented.

SL.9-10.2 Integrate multiple sources of information presented in diverse media or

formats (e.g., visually, quantitatively, orally) evaluating the credibility and

accuracy of each source


Language


L.9-10.1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial,

prepositional, absolute) and clauses (independent, dependent; noun,

relative, adverbial) to convey specific meanings and add variety and

interest to writing or presentations.








To Kill a Mockingbird(Lexile Level 870)


desired.

Short Stories

“Sonny’s Blues” by James Baldwin:

http://swcta.net/moore/files/2012/02/sonnysblues.pdf

“Indian Education” from The Lone Ranger and Tonto Fistfight in Heaven by

Sherman Alexie: http://comosr.spps.org/alexie

Legends/Myth/Traditional Literature

Mr. Rabbit Nibbles Up All the Butter (An African-American folktale)

http://www.pitt.edu/~dash/type0015.html#harris

Novels

Excerpts from The Help by Kathryn Stockett

Excerpts from I Know Why A Caged Bird Sings by Maya Angelou

The Good Earth (Lexile Level 1530)--H

Poems

“Caged Bird” (PH, p. 247)

“Unemployment (3)” by Mark Levine:

http://www.poetryfoundation.org/poetrymagazine/poem/244218





“We wear the mask” by Paul Lawrence Dunbar: http://youtu.be/plECI8mov2E H

Nonfiction

From Rosa Parks: My Story (PH, p. 143)

“Letter from a Birmingham Jail” by Martin Luther King, Jr.:

http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html

Speeches

“I Have a Dream” (PH, p. 140)

http://comosr.spps.org/alexie

http://www.pitt.edu/~dash/type0015.html#harris




http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html


DIGITAL CONTENT




Excerpts from Freedom Writers—H (PG-13)

Excerpts from the film The Help (2011, PG-13)

Excerpts from the film Places in the Heart (1984, PG)

Websites: The following websites address fallacious reasoning surrounding racism, sexism,

poverty, and issues addressed in TKAM:

A Letter from Eleanor Roosevelt

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/pre

sentations/timeline/depwwii/race/letter.html

Amateur Night in Harlem


sentations/timeline/depwwii/race/amateur.html

Ballad of Booker T.


sentations/timeline/depwwii/race/ballad.html

Discrimination at Home and Work (accounts provided through The Federal

Writer’s Project)


sentations/timeline/depwwii/race/homework.html

Folklore of the South


sentations/timeline/depwwii/race/lore.html

Three Generations-White and Black (another account provided through The

Federal Writer’s Project)


sentations/timeline/depwwii/race/threegen.html

“To Kill A Mockingbird and the Scottsboro Boys Trial: Profiles in Courage”:

http://edsitement.neh.gov/lesson-plan/kill-mockingbird-and-scottsboro-boys-

trial-profiles-courage#sect-assessment

Additional Websites for Instructional Support:

“Logical Fallacies”: http://www.webenglishteacher.com/fallacies.html

“Identifying and Understanding the Fallacies Used in Advertising”:

http://www.readwritethink.org/classroom-resources/lesson-plans/identifying-

understanding-fallacies-used-785.html?tab=2#tabs

“Socratic Seminar”: https://www.nwabr.org/sites/default/files/SocSem.pdf

SAMPLE ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY

1. BRAINSTORM (SL.9-10.1): Begin with brainstorm of central issues/themes students

think will occur in the text, based on time period of setting as well as composition.

Show images of the various cover illustrations available. Encourage students to

develop questions that will help guide their reading as a class after considering their

previous knowledge and knowledge gathered from cover illustrations. Record this

somewhere visibly in the classroom. Review regularly and as students are able to

answer questions, record the answers next to the corresponding question.

Suggested Text: To Kill A Mockingbird

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/letter.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/letter.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/amateur.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/amateur.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/ballad.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/ballad.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/homework.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/homework.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/lore.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/lore.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/threegen.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/threegen.html

http://edsitement.neh.gov/lesson-plan/kill-mockingbird-and-scottsboro-boys-trial-profiles-courage#sect-assessment

http://edsitement.neh.gov/lesson-plan/kill-mockingbird-and-scottsboro-boys-trial-profiles-courage#sect-assessment

http://www.webenglishteacher.com/fallacies.html

http://www.readwritethink.org/classroom-resources/lesson-plans/identifying-understanding-fallacies-used-785.html?tab=2#tabs

http://www.readwritethink.org/classroom-resources/lesson-plans/identifying-understanding-fallacies-used-785.html?tab=2#tabs

https://www.nwabr.org/sites/default/files/SocSem.pdf


READING

Literature

1. READING MOVES (RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4, RL.9-10.5): Using the

reading moves introduced in Unit 1, read TKAM. Students make annotations using

Rules of Notice (titles, beginnings, endings, surprises/ruptures, etc.) Students make

text connections to these annotations as well (text-to-self, text-to-text and text-

to-world). Use these as the foundation for class discussion or Socratic seminar.

2. MAP OF MAYCOMB (RL.9-10.1, RI.9-10.1, SL.9-10.1, SL.9-10.4): After reading

Chapter One of To Kill a Mockingbird, students individually search for descriptions

of setting in the novel. Students record these, making sure to record page

numbers as well in order to practice citing evidence. Working in collaborative

groups, students then use these descriptions to visualize Maycomb and draw a

map of the setting. With teacher direction, discuss the influence of setting on

communities. Students should provide evidence from the text to discuss and

predict how setting might influence the community of Maycomb.

3. HONORS “WE WEAR THE MASK” (RL.9-10.1, RL.9-10.4): Suggested Resources: “We

wear the mask” by Paul Lawrence Dunbar: http://youtu.be/plECI8mov2E and

“Caged Bird” by Maya Angelou)

o Guiding Question: What is the purpose or function of a mask? Why/Where

are they used?

o Identify and discuss differences in tone for each author and relate to text

of To Kill a Mockingbird.

4. HONORS TKAM AND JUSTICE FOR ALL (RL.9-10.1, RL.9-10.2, RI.9-10.1, RI.9-10.2):

While reading To Kill A Mockingbird, students will find non-fiction articles that deal

with an injustice or bias towards various races. Students will answer the following

questions:

What is worth fighting for?

What is justice, injustice?

If justice is worth fighting for, what does it take to uphold it?

Students will create a campaign to fight against racial bias or an injustice.

5. HONORS THE GOOD EARTH PHILOSOPHY (RL.9-10.1, RL.9-10.2, RI.9-10.1, RI.9-10.2,

W.9-10.2): While reading The Good Earth students will find non-fiction articles

that deal with the move away from materialism towards agrarianism or vice

versa. Students will write a philosophical essay explaining which move they think

is best and why. Students will use textual evidence to support their essay.

Informational

1. TEACHING FALLACIES (RI.9-10.1, RI.9-10.2, RI.9-10.5, RI.9-10.8): Students read

companion texts/primary source documents relating to racism in the south (see

options listed under “Websites” above). Students respond personally to the

readings by making text-to-self connections and text-to-world connections.

Next, teach students about the different kinds of fallacies (see

http://www.webenglishteacher.com/fallacies.html as a possible resource). Have

students identify the different kinds of fallacies present in the primary sources.

What kinds of fallacious reasoning is employed in the texts? Finally, make text-to-

http://youtu.be/plECI8mov2E

http://www.webenglishteacher.com/fallacies.html


text connections: How does the thinking in the companion texts/primary source

documents parallel the thinking in TKAM?

2. GALLERY WALK (RI.9-10.1, RI.9-10.5, W.9-10.4, W.9-10.6, W.9-10.7, W.9-10.8, W.9-

10.9, SL.9-10.2, SL.9-10.4, SL.9-10.5, SL.9-10.6): While reading Part 1 of TKAM,

students brainstorm questions they have about the time period and setting of the

novel. Examples: What were the laws regarding segregation? Is Maycomb a real

place? What was school like? When did the author write this and does that

influence the novel in any way? How did people dress during this time period?

Prior to beginning Part 2, students research the brainstormed questions. Assign

each student (or groups or pairs) a question to research using newspaper

articles, scholarly journals, and other credible sources–OR—use link suggested in

supporting texts. Read and annotate these texts using the same reading moves

from Unit 1. Students then make text-to-text connections from the informational

texts to the novel, citing evidence from both sources that support the

connection. Students create a visual (poster, graphic organizer) sharing

annotations and connections. Students participate in a gallery walk taking notes

on each article presented. Use a quick formative assessment (exit ticket,

Muddy/Marvy, etc.) to close.

a. Alternative: Students select excerpts from the novel that connect to a

non-fiction informational text. See suggested nonfiction texts above.

Students support assertions with cited evidence from both texts. Record

these on cut-outs of leaves and post in the classroom on a tree modeled

after the Radley’s tree.

3. DID THIS REALLY HAPPEN? (RL.9-10.1, RL.9-10. 2, RI.9-10.8, RI.9-10.9, W.9-10.8, W.9-

10.9, SL.9-10.6, L.9-10.1): While reading Part 2 of TKAM, students research and

analyze actual trials that occurred during that time. Guide students to find trials

that centered on segregation laws, hate crimes, or other issues surrounding

racism. Students present the trial they researched, making connections to the

Robinson trial in the novel. Connections should focus on what these trials reveal

about the community (real or fictional) or about the theme of the novel.

4. HONORS RHETORICAL ANALYSIS OF ATTICUS’S CLOSING ARGUMENT IN TKAM

(RL.9-10.1, RL.9-10.2, RL.9-10.4, RL.9-10.5, RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.6,

RI.9-10.8, W.9-10.1, SL.9-10.1, SL.9-10.1.a, SL.9-10.1.b, SL.9-10.1.c, SL.9-10.1.d):

Students are to read “I Have a Dream” and identify the rhetorical appeals of

logos, ethos, and pathos by annotating Martin Luther King Jr.’s argument. As a

class, then discuss how his rhetorical choices affect his audience, message, and

his credibility. Is one appeal used more than another? What is the reasoning

behind this choice? Which appeal has the most impact? Why? etc.

a. Based on their previous reading, students will then complete the same

activity (individually) with Atticus’ closing argument in TKAM. Students will

make a written argument on what effect his rhetorical choices have on

the jury in their decision to find Tim Robinson guilty.

WRITING

1. CHARACTER ANALYSIS (W.9-10.2, W.9-10.2.a, W.9-10.2.b, W.9-10.2.c, W.9-10.2.d,

W.9-10.2.e, W.9-10.2.f, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.9, W.9-10.10, L.9-10.1,

L.9-10.2, L.9-10.3): Introduce students to vocabulary pertinent to character


analysis (protagonist, antagonist, flat vs. round character, stock, static, or

dynamic character.) Using a graphic organizer, students keep track of character

thoughts, dialogue, actions, what others say about the character by recording

quotations (citing evidence) from the text. Students will add to the graphic

organizer with each reading and analyze what new information reveals about

the character. Students then write an informative essay outlining the traits and

values of their chosen character, providing evidence from the text and analysis

explaining what the evidence reveals.

2. COMMUNITY ETHNOGRAPHY (W.9-10.3, W.9-10.3.a, W.9-10.3.b, W.9-10.3.c, W.9-

10.3.d, W.9-10.3.e, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.9, W.9-10.10, L.9-10.1,

L.9-10.2, L.9-10.3): Students will study a community they belong to (religious,

educational, extracurricular, social, geographical) side by side with the

community of Maycomb. Students first identify at least two beliefs or values

learned from the community they belong to. They then thoughtfully articulate

the origin of those beliefs and values and how those beliefs and values change

over time and through various experiences. Students then complete the same

analysis of the community of Maycomb, identifying two beliefs or values of the

community, where they originate and how they develop or change throughout

the novel. This can be introduced with a character case study (or the character

analysis) where students analyze one character's belief and value system in To Kill

a Mockingbird. Students then compare and contrast the belief and value system

of someone from their own community. As part of the requirement for this essay,

require that students include and identify examples of parallel structure and the

use of various types of phrases.

3. LISTEN TO THE MUSIC (RL.9-10.2, W.9-10.2, W.9-10.2.a, W.9-10.2.b, W.9-10.2.c, W.9-

10.2.d, W.9-10.2.e, W.9-10.2.f, SL.9-10.1, SL.9-10.1.a, SL.9-10.1.b, SL.9-10.1.c, SL.9-

10.1.d, L.9-10.1, L.9-10.1.b, L.9-10.2, L.9-10.2.c): Analyze in detail the development

of the theme of listening over the course of the texts, including how it emerges

and is shaped and refined by specific details in “Sonny’s Blues” and

“Unemployment (3)” by Mark Levine. Provide an objective summary of the texts

first in a group discussion, then in a written essay.

4. INDIAN EDUCATION (RL.9-10.2, RL.9-10.5, W.9-10.2, W.9-10.3, W.9-10.3.a, W.9-

10.3.b, W.9-10.3.c, W.9-10.3.d, W.9-10.3.e, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.9,

W.9-10.10, L.9-10.1, L.9-10.2, L.9-10.3): Read “Indian Education” by Sherman

Alexie. Teachers guide a discussion of how this experience, and the community

from which the author came, helped shape his identity. Students then write a

Personal Education narrative, modeled after “Indian Education,” telling the story

of their education from 1st-9th grades. Narratives can be focused on classroom

experiences, extracurricular activities, or relationships among other topics, but

should trace the development of that particular piece of knowledge over their

educational lifetime, providing concrete examples of how they learned (this

bridges the gap between narrative and informational writing.). Where did it

start? How has it changed? Who influenced the development of that

knowledge?

5. INFORMATIONAL WRITING: TO KILL A MOCKINGBIRD (W.9-10.2, W.9-10.4, W.9-

10.5, W.9-10.6, L.9-10.1, L.9-10.2, L.9-10.2.c): After reading about Tom Robinson’s


trial in To Kill a Mockingbird and several historical documents from the Scottsboro

case, write a paper comparing and contrasting the two trials.

6. INFORMATIONAL WRITING: FALLACIOUS THINKING TIMED WRITE (W.9-10.2, W-9-

10.2.a, W-9-10.2.b, W-9-10.2.c, W-9-10.2.d, W-9-10.2.e, W-9-10.2.f, W.9-10.4, W.9-

10.5, W.9-10.10): Using the fallacy analysis/notes developed from the Teaching

Fallacies activity, have students complete a timed write to this prompt: How do

characters from the novel, To Kill a Mockingbird, reflect the kind of fallacious

thinking that was often used to support racism in the 1930’s? Cite evidence from

the texts read for class.





SPEAKING AND LISTENING

1. SCOTTSBORO TRIALS DISCUSSION (RI.9-10.1, RI.9-10.10, SL.9-10.1.a, SL.9-10.1.b,

SL.9-10.1.c, SL.9-10.1.d, SL.9-10.3, SL.9-10.4): Based on your readings of an actual

court case (The Scottsboro Trials), does Atticus Finch’s courageous defense of

Tom Robinson seem realistic or overly idealistic? Explain using evidence from the

novel and readings about the Scottsboro Trials to support your explanation.

2. HONORS DR. SEUSS THE SNEETCHES—DISCRIMINATION DISCUSSION (SL.9-10.1.a,

SL.9-10.1.b, SL.9-10.1.c, SL.9-10.1.d): The teacher randomly selects some students

to treat better than others. Students are given an opinionaire with statements

related to their lives on discrimination and prejudice. They watch The Sneetches

and relate it to their lives, the school environment, their community, and real

world events. A discussion follows with suggestions on overcoming themes of

discrimination and prejudice in the world.

3. LITERATURE CIRCLES (RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.5, RL.9-10.6, RL.9-10.7,

RL.9-10.9, RL.9-10.10, SL.9-10.1, SL.9-10.2, SL.9-10.5, SL.9-10.6): Students will apply

the reading strategies learned in unit 1 by participating in literature circles to

read and discuss To Kill a Mockingbird. Literature circles require accountability

and consistent classroom management to be successful. Throughout the unit

students will read in class and at home. Students will meet with their group

weekly to discuss the assigned chapters, present their discussion role and to work

on a group poster/anchor chart that monitors and analyze RL.9-10.3 (character

development), RL.9-10.2 (theme development, RL.9-10.4 (meaning of words and

phrases, including figurative and connotative meanings, including the

cumulative impact of specific word choice on meaning and tone), and RL.9-10.5

(author’s craft).

By assigning each student an individual weekly discussion role, specific guiding

questions based on standards listed above, as well as having students meet

together weekly, individual and group contributions are both accounted for.

The discussion roles correspond to the reading strategies taught in Unit 1 and

applied in Unit 2.


Socratic seminars are an extremely effective way to conduct literature

discussions while teaching students the expectations of those discussions. Find

information on Socratic seminars and utilize them in a way that works best for

your classroom.

Relater—

Before discussion: find connections between the assigned reading and your own

life or experiences you’ve been through.

During discussion: share your connections with your classmates and ask them if

they could relate to the assigned reading.

Connector—

Before discussion: Find connections between the assigned reading and other

texts or things occurring in the world.

During discussion: Inform your group member of connections between the

reading and other texts, or occurrences in the world. Share any informational

articles or texts that you came across.

Visualizer—

Before discussion: Find or create a picture that represents a meaningful elements

of the assigned reading

During discussion: Hold up the image and allow your group members to discuss

its importance; then tell them why you chose it.

Predictor—

Before discussion: While reading the assigned pages write down any rules of

notice you come across. Then make an informed prediction about upcoming

events in the text based on those rules of notice.

During discussion: Share your predictions and the supporting rules of notice with

your classmates. Discuss potential upcoming events.

Meaning Maker—

Before discussion: While reading the assigned pages find two to three quotes

that stand out to you.

During discussion: Share the quotes you thought were important and discuss with

your classmates the deeper meaning those quotes entail.

Questioner—

Before discussion: While reading the assigned pages write down any questions

you have. You should have questions from all three levels of questioning.

During discussion: Share your questions with your classmates and attempt to

answer them together.

4. SOCRATIC SEMINAR (SL.9-10.1, SL.9-10.3, SL.9-10.4, SL.9-10.6, L.9-10.1): Students

will present observations, connections and questions in response to To Kill a

Mockingbird. Guiding their thinking by providing a prompt can be helpful. The

best prompts are open-ended and leave room for many perspectives. Sample

prompts for a seminar on this text include: What is the theme of this novel? Why is

this novel still relevant to students today? Students should be encouraged to tie


their thinking to the texts read in class as well as current events. (HONORS—

conduct the Socratic seminar using the Fishbowl configuration.)

5. HONORS HOT SEAT CHARACTER PANEL (to be used in conjunction with TKAM or

The Good Earth) (SL.9-10.1.a, SL.9-10.1.b, SL.9-10.1.c, SL.9-10.1.d): As a

culminating activity students are assigned either a character or the author of the

text and a guide that asks them to prepare responses from the perspective of

their assigned character/author. Students then use these responses, supported

with textual evidence to participate in a series of character panels; the

audience asks questions as both readers and their assigned character/author.

LANGUAGE

1. WRITING AS A PROCESS: REVISION (RL.9-10.1, RL.9-10.4, SL.9-10.4, SL.9-10.5, W.9-

10.5, L.9-10.1, L.9-10.2, L.9-10.2.a, L.9-10.2.b, L.9-10.2.c, L.9-10.3):

b. Students will reread “Indian Education” by Sherman Alexie (this piece

works particularly well because of its structure), or another text of your

choosing, but now they will read as writers, turning their attention to craft.

c. Inform students that they will be identifying and labeling parallel structure

and phrases (noun, verb, adjectival, adverbial, participial, prepositional,

absolute) and clauses (independent, dependent; noun, relative,

adverbial) when they observe them.

d. Model the process for students by performing a think aloud of an excerpt

of the text, labeling the text as needed.

e. Assign students, in groups or pairs, a specific section of the text to label

parallel structure and clauses.

f. Students present their annotated passage to the class. For each passage

presented the audience will answer the following question: Is this

structure/phrase being used to convey specific meaning or to add variety

and interest to the writing? Students will need to support their claim with

reasoning based on the presenting group’s presentation.

g. Finally students will choose one of their own writing assignments from the

unit and independently identify and label all use of parallel structure and

types of phrases. Students will then write a brief rationale for their

incorporation of parallel structure and phrases in order to convey specific

meaning, or as a means to add variety and interest to their writing, or

perhaps a blend of the two, citing annotated excerpts as support for their

claim.

h. Optional Extension Activity (W9-10.6): To incorporate technology and

introduce students to software that allows for live collaboration- students

could perform the pair/group portion of this activity using GoogleDocs. If

students save/upload their writing for the unit onto GoogleDocs the

individual portion of this activity could also function as a means to show

students how to use technology to assist and document the revision

process (track changes).


1. LOSS OF FREEDOM: INFORMATIONAL TEXT (RL.9-10.1, RL.9-10.10, RI.9-10.1, RI.9-

10.9, RI.9-10.10, W.9-10.2, W.9-10.2.a, W.9-10.4, W.9-10.5, W.9-10.6, L.9-10.1, L.9-

10.1.a, L.9-10.1.b, L.9-10.2, L.9-10.2.a, L.9-10.2.b, L.9-10.2.c): Read the following:

“Letter from a Birmingham Jail”, “Sonny’s Blues”, “Indian Education”,


“Unemployment (3)”, and “Caged Bird”. In each of these selections, freedom of

one type or another has been lost. Write an informational essay in which you

explain how each individual deals with this lost freedom. Rank order within your

writing using transitions how effectively each individual deals with his/her losses?

What factors help or hinder them in dealing with the loss of some of their

freedom? Thoroughly explain why you ranked each of them as you did. Be sure

to use ample textual evidence to support your claims.

2. HONORS “A ROSE FOR EMILY”: THOROUGH READING, TEXT COMPLEXITY & THEME

(W.9-10.2, W.9-10.2.a, W.9-10.2.b, W.9-10.2.c, W.9-10.2.d, W.9-10.2.e, W.9-10.2.f,

W.9-10.4, W.9-10.7): Following a class reading of “The Chaser” and an

independent reading of “A Rose for Emily,” students will compose two well-

developed paragraphs to the following prompt: Write two informational

paragraphs comparing and contrasting how each text/author addresses the

belief/value of love in “The Chaser” and “A Rose for Emily”. How are the ideas

the same? How are they different? Be sure to use well-chosen evidence from

each text to support your ideas. Have students create an outline for each of

their paragraphs before composing their response.


Grade 9 Unit 3

Coming of Age: Heroism &

Responsibility “Ah how shameless – the way these mortals blame the gods.

From us alone they say come all their miseries, yes, but they

themselves with their own reckless ways compound their

pains beyond their proper share.” ― Homer, The Odyssey

OVERVIEW Students will be exposed to a variety of literature focusing on the theme of

responsibility. Students will read, write and participate in activities to focus on the

elements of motivation, choice, consequences and responsibilities to others and to self.

This unit will be taught during 3rd Quarter as it becomes a valuable assessment of

reading strategies learned and applied during 1st and 2nd Quarter and begins

transitioning students towards argumentative thinking and writing in preparation for 4th

Quarter. Those areas of this unit particularly recommended for honors enrichment and

expansion are noted with an H.

ENDURING UNDERSTANDINGS Both action and inaction result in consequences.

Social structures may crumble when individuals refuse to accept responsibility.

Motivation to take responsibility may come from understanding consequences.

Refusal to take responsibility for self burdens society.

Assertions and opinions must be supported by evidence to be credible.

ESSENTIAL QUESTIONS How does personal responsibility impact (affect) society?

GUIDING QUESTIONS How might action and inaction result in both positive and negative

consequences?

What is the relationship between individual responsibility and social structures?

How might recognition of consequences lead one to accept or reject

responsibility?

How might it be possible for one to reject responsibility and still be part of the

larger society?

How do you ensure your writing is credible?

STUDENTS WILL UNDERSTAND AND USE THE FOLLOWING TERMS *indicates concept previously introduced Reading and Writing

Vocabulary

Assertion/opinion

Credibility*

Evidence*

Inference*

o Level 1 Question

o Level 2 Question

Literary Vocabulary

Epic poem

Hero

Hero’s Journey:

o Unusual birth

o Call to

adventure

Language Vocabulary

Active voice*

Clauses*:

independent,

dependent; noun,

relative, adverbial

Conjunctive Adverb

Parallel structure

http://www.goodreads.com/author/show/903.Homer

http://www.goodreads.com/work/quotes/3356006


o Level 3 Question

Prediction*

Questioning the

Text*

Rules of Notice*

Schema*

Text*

Text Connections*

o Text to Self

o Text to Text

o Text to World

Visualization*

o Supernatural

helper

o Talisman

o Trials

o Achievement

of goals

o Reconciliation

with father—

figure

o Return home

o Crossing the

threshold

In Medias res

Passive voice*

Phrases*: noun, verb,

adjectival,

adverbial,

participial,

prepositional,

absolute

Semicolon

Simple, complex,

and compound

sentences*


Reading: Literature

Craft and Structure

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order



RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of


literature


RL.9-10.7 Analyze the representation of a subject or a key scene in two different

artistic mediums, including what is emphasized or absent in each

treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s

Landscape with the Fall of Icarus).

RL.9-10.9 Analyze how an author draws on and transforms source material in a

specific work (e.g., how Shakespeare treats a theme or topic from Ovid or

the Bible or how a later author draws on a play by Shakespeare).





RI.9-10.2 Determine a central idea of a text and analyze its development over the



RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events,



Craft and Structure

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how




RI.9-10.7 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.

RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g.,

Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four

Freedoms speech, King’s “Letter from Birmingham Jail”), including how

they address related themes and concepts.

Writing


W.9-10.2 Write informative/explanatory texts to examine and convey complex







above.)





W.9-10.7 Conduct 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.

W.9-10.8 Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the usefulness of

each source in answering the research question; integrate information into

the text selectively to maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation.









SL.9-10.1.a Come to discussions prepared, having read and researched material








needed.




conclusions.





Language


L.9-10.1 Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

L.9-10.1.a Use parallel structure.*





L.9-10.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

L.9-10.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more

closely related independent clauses.

L.9-10.2.c Spell correctly.

Knowledge of Language

L.9-10.4b Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech (e.g., analyze, analysis, analytical, advocate,

advocacy)



Write Source (2007)





Ender’s Game (Lexile Level 710)

Great Expectations (Lexile Level 1200) H

The Hunger Games (Lexile Level 810)

The Odyssey (Lexile Level 1050)

The Hobbit (Lexile Level 1000) H



desired.

Short Stories

“The Golden Kite, The Silver Wind,” PH, p. 152

“Old Man of the Temple,” PH, p. 176

“The Fan Club” by Rona Maynard:


“The Necklace,” PH, p. 536

“In Dreams begin Responsibilities” by Delmore Schwartz

http://myteacherpages.com/webpages/klopez/files/In%20Dreams%20Begin%20

Responsibilities.pdf




Kung Fu Panda (2008, PG)

Despicable Me (2013, PG)

Harry Potter and the Sorcerer’s Stone (2002, PG)

Oh, Brother, Where Art Thou? (2000, PG-13)

Star Wars (1977, PG)

Wizard of Oz (1939, PG)

Ulysses (1966, NR, starring Kirk Douglas as Odysseus)

Legends/Myth/Traditional Literature

“Perseus” (PH, 186)

“Part 1: The Adventures of Odysseus” (PH, p. 860)

“Part 2: The Return of Odysseus” (PH, p. 895)

Excerpt from Omeros: http://www.poetryfoundation.org/poem/177933

Novels

Excerpts from Thirteen Reasons Why by Jay Asher

Excerpts from Speak and Twisted by Laurie Halse Anderson

Excerpts from Fallout by Ellen Hopkins

Poems

“I Hear America Singing,” PH, p. 146

“The Road Not Taken,” PH, p. 166

“There is a Longing,” PH, p. 145

“To be of use,” PH, p. 171

“Slam, Dunk, & Hook,” PH, p. 198

“The Spearthrower,” PH, p. 200

“Shoulders,” PH, p. 201

Nonfiction:

“From A Lincoln Preface,” PH, p. 129

“I Have a Dream,” PH, p.140

“From Rosa Parks: My Story,” PH, p. 143

“New Directions,” PH, p. 168

“Fates” (Encyclopedia Article) (Log on to Discovery Ed and search for an

encyclopedia article with this title.)

Picture Books

Where the Wild Things Are by Maurice Sendak

Beowulf: A Hero’s Tale Retold by James Rumford

Shrek by William Steig

Jason and the Golden Fleece by James Riordan


http://myteacherpages.com/webpages/klopez/files/In%20Dreams%20Begin%20Responsibilities.pdf

http://myteacherpages.com/webpages/klopez/files/In%20Dreams%20Begin%20Responsibilities.pdf

http://www.poetryfoundation.org/poem/177933


DIGITAL CONTENT

Art/Photos

“Ulysses and the Sirens”:

http://traumwerk.stanford.edu/philolog/2009/10/homers_odyssey_in_art_sirens_f.

html

“The Trojan Horse”: http://www.nationalgallery.org.uk/paintings/giovanni-

domenico-tiepolo-the-procession-of-the-trojan-horse-into-troy

“Penelope with the Suitors”:

http://www.nationalgallery.org.uk/paintings/pintoricchio-penelope-with-the-

suitors

“The Mykonos Vase—Detail of the Trojan Horse”:

http://www.crestonhall.com/mythology/twar2.php

“The Escape from Polyphemus”:

https://pantherfile.uwm.edu/prec/www/course/mythology/1200/2014.jpg

Music

List of contemporary music correlated to major literary works:


“Carry On My Wayward Son,” by Kansas: http://youtu.be/2X_2IdybTV0

“Drops of Jupiter” by Train: (can be downloaded from multiple sites.)

“Fortunate Son” by Creedence Clearwater Revival:

http://www.youtube.com/watch?v=ec0XKhAHR5I

“He Ain’t Heavy; He’s My Brother” by The Hollies:

http://www.oldielyrics.com/lyrics/the_hollies/he_aint_heavy_hes_my_brother.html

“Homeward Bound” by Simon and Garfunkle:

http://www.youtube.com/watch?v=U6K8wfyzAJQ

“Lotus Eaters” by Moloko: http://www.youtube.com/watch?v=SZbiGtEZ5wE

“Tales of Brave Ulysees” by Cream:

http://www.youtube.com/watch?v=BwJkY1KC9eM

“The Cave” by Mumford and Sons:

http://www.youtube.com/watch?v=4lbiGnS8FOY&feature=related

Websites

“Back from War, But Not Really Home,” by Caroline Alexander (non-fiction):

http://www.nytimes.com/2009/11/08/opinion/08alexander.html?pagewanted=a

ll&_r=0

“Hero’s Journey”: http://www.thewritersjourney.com/hero’s_journey.htm

“Hero’s Journey”: http://www.readwritethink.org/classroom-resources/student-

interactives/hero-journey-30069.html

Great Books: Homer’s Odyssey (Teacher’s Guide is also available.): (Log on to

Discovery Ed and search for this title.)

Ovid, Metamorphoses, 4: Perseus and Atlas; Perseus and Andromeda:

http://www.theoi.com/Text/OvidMetamorphoses4.html#8

Ovid, Metamorphoses, 5: Battle of the Wedding Feast of Perseus and

Andromeda: http://www.theoi.com/Text/OvidMetamorphoses5.html “Race to the South Pole” by Caroline Alexander (non-fiction):

http://ngm.nationalgeographic.com/2011/09/amundsen/alexander-text Teenink.com- student written fiction and nonfiction searchable by topic

“The Treasure of Troy” (non-fiction): http://www.unmuseum.org/troy.htm

Types of Genre: Epic: (Log on to Discovery Ed and search for this title.)

Types of Heroes: (Log on to Discovery Ed and search for this title.)

http://traumwerk.stanford.edu/philolog/2009/10/homers_odyssey_in_art_sirens_f.html

http://traumwerk.stanford.edu/philolog/2009/10/homers_odyssey_in_art_sirens_f.html

http://www.nationalgallery.org.uk/paintings/giovanni-domenico-tiepolo-the-procession-of-the-trojan-horse-into-troy

http://www.nationalgallery.org.uk/paintings/giovanni-domenico-tiepolo-the-procession-of-the-trojan-horse-into-troy

http://www.nationalgallery.org.uk/paintings/pintoricchio-penelope-with-the-suitors

http://www.nationalgallery.org.uk/paintings/pintoricchio-penelope-with-the-suitors

http://www.crestonhall.com/mythology/twar2.php

https://pantherfile.uwm.edu/prec/www/course/mythology/1200/2014.jpg


http://youtu.be/2X_2IdybTV0

http://www.youtube.com/watch?v=ec0XKhAHR5I

http://www.oldielyrics.com/lyrics/the_hollies/he_aint_heavy_hes_my_brother.html

http://www.youtube.com/watch?v=U6K8wfyzAJQ

http://www.youtube.com/watch?v=SZbiGtEZ5wE

http://www.youtube.com/watch?v=BwJkY1KC9eM

http://www.youtube.com/watch?v=4lbiGnS8FOY&feature=related

http://www.nytimes.com/2009/11/08/opinion/08alexander.html?pagewanted=all&_r=0

http://www.nytimes.com/2009/11/08/opinion/08alexander.html?pagewanted=all&_r=0

http://www.thewritersjourney.com/hero's_journey.htm

http://www.readwritethink.org/classroom-resources/student-interactives/hero-journey-30069.html

http://www.readwritethink.org/classroom-resources/student-interactives/hero-journey-30069.html

http://www.theoi.com/Text/OvidMetamorphoses4.html#8

http://www.theoi.com/Text/OvidMetamorphoses5.html

http://ngm.nationalgeographic.com/2011/09/amundsen/alexander-text

http://www.unmuseum.org/troy.htm


“What makes a hero?”—Matthew Winkler:

https://www.youtube.com/watch?v=Hhk4N9A0oCA&list=PLJicmE8fK0Ehrg3meyt

Y7DT8LJiwuU3Th H


1. HERO’S JOURNEY ACTIVITY ON READWRITETHINK.ORG (RL.9-10.2, RL.9-10.5, RL.9-

10.7, RL.9-10.9): Introduce students to the epic genre with the short Discovery Ed

video: “Types of Genre: Epic.” Using one of the picture books listed above in

suggested works, introduce students to the hero’s journey literary archetype.

Begin by reading the story aloud to students and have them record key details

from the text that support the idea of heroism or a journey. Following the

reading, pass out the Hero’s Journey organizer from Readwritethink.org; inform

students that they just read a heroic text. Read the story again and have

students complete the organizer as elements of the hero’s journey are addressed

in the text. Finally, as a class (or independently) allow students to create their

own hero and heroic journey using the interactive program on

readwritethink.org.

2. THE HERO’S JOURNEY IN POP CULTURE (RL.9-10.1, RL.9-10.2. RL.9-10.3, RL.9-10.5,

RL.9-10.7, RL.9-10.9, SL.9-10.1, SL.9-10.1.a, SL.9-10.1.b, SL.9-10.1.c, SL.9-10.1.d,

SL.9-10.2): In order to provide students with a common text and more practice

at identifying the hero’s journey archetype in a non-traditional text, have them

watch excerpts from contemporary films such as Kung Fu Panda, Toy Story, Star

Wars, etc.(film must be building-approved) and identify elements of the hero’s

journey using the same organizer from readwritethink.org. Have students add

detailed support for each of the elements they identified. After watching the

film allow students to discuss their findings with their peers; go over the organizer

as well as the various key details students identified to support their assertions.

3. HONORS “PENELOPE, NOBODY DOESN’T LIKE PARFAITS!” (RL.9-10.9): After reading

one of the hero’s journey novels, students will then watch a hero’s journey movie,

such as Shrek or How to Train Your Dragon. Students will compare how the two

are alike in several areas, including, but not limited to the following: theme,

goals, hero’s journey, trials on the road, steps of the hero’s journey,

transformation, plot development and character development.

READING

Literature

1. Literature Circles: (RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.5, RL.9-10.6, RL.9-10.7,

RL.9-10.9, RL.9-10.10, SL.9-10.1, SL.9-10.2, SL.9-10.5, SL.9-10.6): Students will

participate in literature circles, grouped by the young adult novel chosen from

the list described in Anchor Text(s). Teachers may also assign different texts to

students based on ability level as a means to scaffold and differentiate

instruction. Literature circles require accountability and consistent classroom

management to be successful. Throughout the unit students will read in class

and at home. Students should be monitoring the hero’s journey archetype as it is

demonstrated in their novel. Students will meet with their group weekly to discuss

https://www.youtube.com/watch?v=Hhk4N9A0oCA&list=PLJicmE8fK0Ehrg3meytY7DT8LJiwuU3Th

https://www.youtube.com/watch?v=Hhk4N9A0oCA&list=PLJicmE8fK0Ehrg3meytY7DT8LJiwuU3Th


the assigned chapters, present their discussion role and to work on a group

poster/anchor chart that monitors the progression of the hero’s journey

archetype in their text.

By assigning each student an individual weekly discussion role, as well as having

students meet together weekly, individual and group contributions are both

accounted for. The discussion roles correspond to the reading strategies taught

in Unit 1 and applied in Unit 2.

Socratic Seminars are an extremely effective way to conduct literature

discussions while teaching students the expectations of those discussions. Find

information on Socratic Seminars and utilize them in a way that works best for

your classroom. Visit www.teachingchannel.org for more information.

Relater—

Before discussion: find connections between the assigned reading and your own

life or experiences you’ve been through.

During discussion: share your connections with your classmates and ask them if

they could relate to the assigned reading.

Connector—

Before discussion: Find connections between the assigned reading and other

texts or things occurring in the world.

During discussion: Inform your group member of connections between the

reading and other texts, or occurrences in the world. Share any articles or texts

that you came across.

Visualizer—

Before discussion: Find or create a picture that represents a meaningful elements

of the assigned reading

During discussion: Hold up the image and allow your group members to discuss

its importance; then tell them why you chose it.

Predictor—

Before discussion: While reading the assigned pages write down any rules of

notice you come across. Then make an informed prediction about upcoming

events in the text based on those rules of notice.

During discussion: Share your predictions and the supporting rules of notice with

your classmates. Discuss potential upcoming events.

Meaning Maker—

Before discussion: While reading the assigned pages find two to three quotes

that stand out to you.

During discussion: Share the quotes you thought were important and discuss with

your classmates the deeper meaning those quotes entail.

Questioner—

Before discussion: While reading the assigned pages write down any questions

you have. You should have questions from all three levels of questioning.

http://www.teachingchannel.org/


During discussion: Share your questions with your classmates and attempt to

answer them together.

2. THE ODYSSEY (RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.5, RL.9-10.6, RL.9-10.7, RL.9-

10.9, RL.9-10.10, SL.9-10.1, SL.9-10.1.a, SL.9-10.1.b, SL.9-10.1.c, SL.9-10.1.d, SL.9-

10.2, SL.9-10.4, SL.9-10.6): After completing literature circles, assign each group of

students one section of The Odyssey. Students should use a think aloud while

reading and annotating the text together using all of the reading moves learned

in Unit 1. Further, students will articulate the manner in which the hero’s journey

archetype is portrayed throughout their section of assigned text. Students will

present their think aloud to the class and focus on the strategies they found the

most helpful in determining the meaning of the passage. Students will also share

their thoughts on the development of the hero’s journey archetype throughout

their assigned section.

3. “FOLLOW THE YELLOW BRICK ROAD!” FOR SUPPORTING CLOSE READING (RL.9-

10.1, RL.9-10.4): The word “road” can be used literally or metaphorically. Look up

the definition of road in a dictionary. Study these texts: “New Directions,”

“Shoulders,” “The Road Not Taken,” and “He Ain’t Heavy; He’s My Brother.” Also

think about the role these roads play: the yellow brick road in the Wizard of Oz

and the roads in Oh Brother, Where Art Thou? Choose a minimum of three of

these texts, and create a three-circle Venn Diagram comparing and contrasting

the “roads” in these three works. Thoughts to ponder: What is the purpose of a

road? What makes a road safe/frightening? What is the relationship between a

road and a traveler? With a partner, discuss how these authors take a simple

word like “road” and use it to convey a sense of time and place and feeling.

Either with your partner or on your own, write a poem, rap or song using the word

“road” in such a way that it conveys a specific message and feeling beyond its

literal meaning. Share your work with the class.

4. ODYSSEY ASSESSMENT (RL.9-10.1, RL.9-10.2. RL.9-10.3, RL.9-10.5, RL.9-10.6, RL.9-

10.7, RL.9-10.9, RL.9-10.10): After completing the literature circles and the jigsaw

presentation activity on The Odyssey, choose one passage of The Odyssey (with

appropriate text complexity) and have students annotate the passage using all

of the reading strategies independently. Using the same passage develop a

series of questions that address the hero’s journey archetype as portrayed in the

text and that require textual support for their assertions.

5. HONORS HERO’S JOURNEY NOVEL PROJECT (RL.9-10.9, SL.9-10.4): Divide the class

into groups. Each group will read a different hero’s journey novel. The students

will deconstruct the hero’s journey in that novel and make connections to The

Odyssey and personal connections. Students will present their findings to the

class.

Informational

1. PERSONAL RESPONSIBILITY (RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.5, RI.9-10.7, RI.9-

10.8): Provide, or have students research and find, informative non-fiction

articles and analyze the theme of personal responsibility, by both comparing

and contrasting it to the hero’s journey archetype. Some article possibilities

include the following and can be found via the LILI databases:


(2012, May 25). EDITORIAL: Abysmal behavior and a lack of personal

responsibility. Chattanooga Times/Free Press (TN).

JACKI, L. (n.d). THE POOR LACK PERSONAL RESPONSIBILITY? THAT’S RICH.

Weekend Edition Saturday (NPR).

Lisa, P. (2008, March 22). A cautionary tale about personal responsibility and the

black hole of meaning. Sydney Morning Herald, The. P. 29.

PERSONAL RESPONSIBILITY: TEEN NEWS. (2011). Scholastic Choices, 27(1), 2.

Students will use these readings to support their ideas presented in the

informational research paper (see Writing Strategy Focus).

2. JOURNEY TO THE SOUTH POLE DISCUSSION (RI.9-10.1, RI.9-10.6, SL.9-10.1, SL.9-

10.1.a, SL.9-10.1.b, SL.9-10.1.c, SL.9-10.1.d): Study the steps of the hero’s journey

at the website: “Hero’s Journey”

(http://www.thewritersjourney.com/hero’s_journey.htm). Read “Race to the

South Pole.” Based on the diagram at the “Hero’s Journey” website create a

diagram showing what steps Amundsen took on his journey to the South Pole.

Review or set rules for collegial discussion and decision making. Discuss with your

group how attention to these steps helped him to be successful on his journey.

Come to a consensus as to which step was most important to his success, and

which was the least important. If we took out one step, how would the journey

have changed? Explain and support your answer.

WRITING

1. RESEARCH ESSAY (W.9-10.2.a, W.9-10.2.b, W.9-10.2.c, W.9-10.2.d, W.9-10.2.e,

W.9-10.2.f, W.9-10.4, W.9-10.5, W.9-10.7, W.9-10.8, W.9-10.9, W.9-10.10, L.9-10.1,

L.9-10.2, L.9-10.3): Students will write an informational research essay based on

their ideals about personal responsibility, or lack thereof, and its impacts on

society. Students will develop and support their assertions using real life, current

data—newspaper articles, autobiographies, blog posts, discussion threads, etc.

Throughout the research process students will create an annotated bibliography

of at least 5 sources that addresses what they gleaned from the text and the

manner in which they will, or will not, use the text in support of their paper. Once

the annotated bibliography and research have been completed students can

complete an informational essay in class; page length and number of sources

addressed in the paper can be modified to differentiate instruction.

2. A PICTURE’S WORTH A THOUSAND WORDS (AT LEAST A COUPLE HUNDRED) (RL.9-

10.7, W.9-10.2, W.9-10.2.a, W.9-10.2.b, W.9-10.2.c, W.9-10.2.d, W.9-10.2.e, W.9-

10.2.f, L.9-10.1, L.9-10.1.a, L.9-10.1.b, L.9-10.2, L.9-10.2.c): Choose one of the

suggested art works. Pair it with the matching section from The Odyssey. Write a

detailed essay comparing and contrasting both of them. Write about what is

emphasized and what is absent in the treatment of each. Emphasize the use of

parallel structure when writing this comparison.

3. FATE & FREE WILL (RL.9-10.1, RL.9-10.7, RL.9-10.9, RI.9-10.1, W.9-10.2, W.9-10.2.a,

W.9-10.2.b, W.9-10.2.c, W.9-10.2.d, W.9-10.2.e, W.9-10.2.f, L.9-10.1, L.9-10.1.a, L.9-

10.1.b, L.9-10.2, L.9-10.2.c): Read the encyclopedia article about the Fates.

Read “Perseus”. Read Ovid, Metamorphoses, 4: Perseus and Atlas; Perseus and



Andromeda. Read Ovid, Metamorphoses, 5: Battle of the Wedding Feast of

Perseus and Andromeda. Write an essay which analyzes how Edith Hamilton

transforms the source material from Metamorphoses in her version of “Perseus.”

Also explain what part fate and free will play in both works.

4. HONORS MULTI-GENRE HERO ESSAY (W.9-10.2, W.9-10.4, W.9-10.5): Throughout

the third quarter students will complete various forms and structures of writing all

pertaining to heroes, heroism, and their ideas and notions surrounding heroes

and heroism. This Multi-Genre Essay allows students to utilize a variety of writing

forms and structures to uniquely portray their understanding of personal

responsibility and the hero, as well as the various texts taught throughout the

third quarter. Prior to submitting the essay, students will learn and apply revision

techniques and strategies on selected pieces within the essay.

1. Descriptive Vignette/Fiction—Origins of a Hero

2. Literary Response—Are all heroes good?

3. Poetry—Nonhuman heroes

4. Argument/Research—Why the hero’s journey?

5. Co-Authored Persuasive—Is everyone Superman?





7. HONORS ENDER’S GAME WRITING UNIT (RL.9-10.5, RL.9-10.6, W.9-10.2, W.9-10.9):

Write a literary analysis of Ender’s Game.

8. HONORS ODYSSEUS TODAY AND YESTERDAY (RL.9-10.1, W.9-10.1): Students will

write a dialogic debate about how young people today should or should not be

more like Odysseus. Suggested Resources:

http://www.cnn.com/SPECIALS/cnn.heroes/

http://online.wsj.com/news/articles/SB119146236753248551

http://www.hoover.org/publications/defining-ideas/article/114326

SPEAKING AND LISTENING ACTIVITIES

1. POSTERS (SL.9-10.1, SL.9-10.2, SL.9-10.3, SL.9-10.4, SL.9-10.6): Throughout the unit

students will present the posters created within their literature circles to the class.

They will discuss what elements of the hero’s journey identified, supporting their

assertions with evidence from the text.

2. HONORS SUPERHEROES OR SUPER ZEROES? (SL.9-10.4, W.9-10.1): After reading

about people who legitimately take on the identity of superheroes (costumes

and all) and go out and fight crime, students will co-author an essay leading up

to a debate. After sharing essays with the class, students will debate the issue.

Possible debate questions:

a. Do heroes truly exist, or do ordinary people rise to extraordinary

circumstances?

b. Do these superheroes cause more harm than good?

c. Should this activity be legal?

http://www.cnn.com/SPECIALS/cnn.heroes/

http://online.wsj.com/news/articles/SB119146236753248551

http://www.hoover.org/publications/defining-ideas/article/114326


Suggested Resources: Vigilante Justice: Real Life Superheroes Fight Crime:

http://abcnews.go.com/US/real-life-superhero-phoenix-jones-tackles-streets-

seattle/story?id=12562715 and 10 Real-life Costumed Crime Fighters:

http://people.howstuffworks.com/10-real--costumed-crime-fighters.htm and The

Legal Troubles of Real Life Super Heroes:

http://www.crimelibrary.com/blog/article/the-legal-troubles-of-real-life-super-

heroes/index.html

3. HONORS MOCK TRIAL (SL.9-10.1, SL.9-10.4): Students will hold a mock trial and

put characters from various novels on trial (Wiggin, Graph, Katniss). Are these

characters heroes or vigilantes?

LANGUAGE

1. SEMICOLONS (L.9-10.2.a): Teach students about semicolon use, showing how to

connect two related independent clauses together with a semicolon as well as

a semicolon and conjunctive adverb. Have them practice writing their own

sentences that use semicolons and expect them to apply the use of a semicolon

correctly in writing done for class.

2. WORD CHANGES (L.9-10.4.b): Analyze sections of text read for class to highlight

words that share the same bases and roots. Then explicitly discuss how a word’s

part of speech is changed when affixes are added. Select additional words

from class readings or other content areas for further examination.


1. EVERYDAY ODYSSEYS (RL.9-10.10, RL.9-10.1, RI.9-10.1, RI.9-10.7, RI.9-10.9, SL.9-10.4,

SL.9-10.5, SL.9-10.6): Zig Ziglar said: “Success is not a destination; it’s a journey.”

A journey can be literal or metaphorical. All of humankind is on a journey

through life. Read the Sports Illustrated article “Wheels of Life” by Gary Smith

(http://sportsillustrated.cnn.com/vault/article/magazine/MAG1184410/1/index.ht

m). Compare and contrast the journey Dick and Rick Hoyt make with two other

heroes studied in class using the diagram at the “Hero’s Journey” website

(http://www.thewritersjourney.com/hero's_journey.htm). Consider the following:

What tests are the heroes/heroines given? Do they pass or fail these tests? Are

each of their journeys successful? Why or Why not? Use ample credible

evidence from the text to support your claims. Share your comparison in a visual

presentation (Power-Point, School Tube, Movie Maker, etc.). Include at least one

song from the suggested works in your presentation and discuss how the song

relates to the specific hero’s journey you are presenting.

http://abcnews.go.com/US/real-life-superhero-phoenix-jones-tackles-streets-seattle/story?id=12562715

http://abcnews.go.com/US/real-life-superhero-phoenix-jones-tackles-streets-seattle/story?id=12562715

http://people.howstuffworks.com/10-real--costumed-crime-fighters.htm

http://www.crimelibrary.com/blog/article/the-legal-troubles-of-real-life-super-heroes/index.html

http://www.crimelibrary.com/blog/article/the-legal-troubles-of-real-life-super-heroes/index.html

http://sportsillustrated.cnn.com/vault/article/magazine/MAG1184410/1/index.htm

http://sportsillustrated.cnn.com/vault/article/magazine/MAG1184410/1/index.htm



Grade 9 Unit 4

Coming of Age: Relationships "Did my heart love till now? Forswear it, sight!

For I ne'er saw true beauty till this night."

— William Shakespeare

OVERVIEW Students will use Romeo and Juliet and supporting texts to explore both positive and

negative influences on relationships in order to develop an argument that uses textual

evidence in support of their claim defining what makes a relationship successful. This

unit will be taught in Quarter 4. Those areas of this unit particularly recommended for

honors enrichment and expansion are noted with an H.

ENDURING UNDERSTANDINGS Adversarial relationships can spur personal growth.

Relationships are based on social, emotional and/or physical needs.

The text structure of dramas (plays) helps develop relationships between

characters and develop the plot.

Argumentative claims must be supported with valid reasoning as well as relevant

and sufficient textual evidence.

ESSENTIAL QUESTIONS What makes a successful relationship?

What causes relationships to fail?

GUIDING QUESTIONS What can adversarial relationships teach us?

How do relationships fulfill social, emotional, and/or physical needs?

How are relationships essential to dramatic texts?

Is Shakespeare sexist, a satirist, or are his plays a reflection of the times? H

How do I form a well-supported argumentative claim?

STUDENTS WILL KNOW AND USE THE FOLLOWING TERMS *indicates concept previously introduced in earlier grades. Reading and Writing

Vocabulary

compare/contrast*

claim*/data/warrant

ethos/ logos/pathos

Literary Vocabulary

alliteration*

allusion*

aside

assonance*

blank verse

characterization*

(direct and indirect)

comic relief

consonance*

hyperbole

iambic pentameter

imagery*

irony/dramatic

irony*

malapropism

metaphor*

monologue

oxymoron

paradox

prose*

pun

simile*

soliloquy*

tragedy

Language Vocabulary

active voice*

clauses*

connotation*

parallel structure

passive voice*

phrases*

simple, complex,

and compound

sentences*


euphemism


Reading: Literature




Craft and Structure

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text,




Writing

Text Types and Purposes W.9-10.1 Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1.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.

W.9-10.1.b Develop claim(s) and counterclaims 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.

W.9-10.1.c 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.

W.9-10.1.d Establish and maintain a formal style and objective tone while attending to


W.9-10.1.e Provide a concluding statement or section that follows from and supports

the argument presented.





above.)




Language


L.9-10.1 Demonstrate command of the conventions of standard English grammar



Vocabulary Acquisition and Use


L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grades 9–10 reading and content, choosing flexibly

from a range of strategies.

L.9-10.4.a 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.

L.9-10.5 Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.

L.9-10.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and

analyze their role in the text



Timeless Voices, Timeless Themes: Platinum (2000-2002), Prentice Hall (10th Grade)


ANCHOR TEXTS: Anchor texts are dedicated specifically to this unit. Teachers do not




Romeo and Juliet (PH, pp. 669-775)


desired.

Poems

Pablo Neruda sonnets:

o Sonnet LXXXI: http://www.poemhunter.com/poem/sonnet-lxxxi/

o Sonnet XVII: http://www.poemhunter.com/poem/sonnet-xvii/

o Five additional sonnets: http://www.love-poetry-of-the-world.com/pablo-

neruda-love-poetry-love-sonnets3.html

Shakespeare’s Sonnets: http://shakespeare-online.com/sonnets/

o Some Suggested Sonnets from above website:

18, 30, 33, 73, 104, 116,130

Plays

Taming of the Shrew: http://nfs.sparknotes.com/shrew/page_2.html or

http://www.william-shakespeare.info/script-text-taming-of-the-shrew.htm H

Much Ado About Nothing:

http://www.opensourceshakespeare.org/views/plays/playmenu.php?WorkID=m

uchado

Nonfiction

“How to Analyze a Shakespearean Sonnet”: http://shakespeare-

online.com/sonnets/sonnetanalyze.html

“17th Century Rules of Marriage”:

http://www.folger.edu/eduLesPlanDtl.cfm?lpid=615 “What’s Your Sign?”: http://www.folger.edu/eduLesPlanDtl.cfm?lpid=742

Romeo and Juliet Packet H (Available in SchoolNet unless it violates copyright

issues)

http://www.poemhunter.com/poem/sonnet-lxxxi/

http://www.poemhunter.com/poem/sonnet-xvii/

http://www.love-poetry-of-the-world.com/pablo-neruda-love-poetry-love-sonnets3.html

http://www.love-poetry-of-the-world.com/pablo-neruda-love-poetry-love-sonnets3.html

http://shakespeare-online.com/sonnets/

http://nfs.sparknotes.com/shrew/page_2.html

http://www.william-shakespeare.info/script-text-taming-of-the-shrew.htm

http://www.opensourceshakespeare.org/views/plays/playmenu.php?WorkID=muchado

http://www.opensourceshakespeare.org/views/plays/playmenu.php?WorkID=muchado

http://shakespeare-online.com/sonnets/sonnetanalyze.html

http://shakespeare-online.com/sonnets/sonnetanalyze.html

http://www.folger.edu/eduLesPlanDtl.cfm?lpid=615



Is Shakespeare Dead? (Chapter 3) by Mark Twain:

http://www.gutenberg.org/files/2431/2431-h/2431-h.htm H

Professional Development

The Elizabethan World Picture by E.M.W. Tillyard (use interlibrary loan to check

out book from other school libraries)

DIGITAL CONTENT

Art/Photos

Illustration of Juliet on Her Balcony: (Log on to Discovery Ed and search for this

title.)

Romeo and Juliet (Paintings in a slide show): http://www.shmoop.com/romeo-

and-juliet/photo-romeo-juliet-2.html

Romeo and Juliet Paintings:

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Brown.Ro

meo.jpg

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Bunbury.R

omeo.html

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Calderon.

Juliet.html

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Hatherell.

Romeo.html

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Leighton.

Montague.html

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Leighton.R

omeo.html

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Millais.De

ath.html

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Pettie.Friar

.jpg

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Stanhope.

Juliet.html

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Stephanof

f.Romeo.jpg

o http://www.english.emory.edu/classes/Shakespeare_Illustrated/Ward.Julie

t.html




Romeo and Juliet (1968, PG-13; 1996, PG-13)

Gnomeo and Juliet (2011, PG)

Ten Things I Hate about You (1999, PG-13)

West Side Story (1961, PG-13)

Music

“Ain’t No Mountain High Enough” by Marvin Gaye: http://youtu.be/EGBXIK5TZjs

“Like A Rock” by Bob Seeger (lyrics and music): http://youtu.be/OeCXsHX_J7I

“My Girl,” by the Temptaions (lyrics and music): http://youtu.be/qa5nUD0k9XQ

“One Tin Soldier” by Dennis Lambert and Brian Potter (lyrics only) (irony):

http://www.scoutsongs.com/lyrics/onetinsoldier.html

“One Tin Soldier”: http://youtu.be/F-wuly-XRXQ

http://www.gutenberg.org/files/2431/2431-h/2431-h.htm

http://www.shmoop.com/romeo-and-juliet/photo-romeo-juliet-2.html

http://www.shmoop.com/romeo-and-juliet/photo-romeo-juliet-2.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Brown.Romeo.jpg

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Brown.Romeo.jpg

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Bunbury.Romeo.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Bunbury.Romeo.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Calderon.Juliet.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Calderon.Juliet.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Hatherell.Romeo.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Hatherell.Romeo.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Leighton.Montague.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Leighton.Montague.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Leighton.Romeo.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Leighton.Romeo.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Millais.Death.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Millais.Death.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Pettie.Friar.jpg

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Pettie.Friar.jpg

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Stanhope.Juliet.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Stanhope.Juliet.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Stephanoff.Romeo.jpg

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Stephanoff.Romeo.jpg

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Ward.Juliet.html

http://www.english.emory.edu/classes/Shakespeare_Illustrated/Ward.Juliet.html

http://youtu.be/EGBXIK5TZjs

http://youtu.be/OeCXsHX_J7I

http://youtu.be/qa5nUD0k9XQ

http://www.scoutsongs.com/lyrics/onetinsoldier.html

http://youtu.be/F-wuly-XRXQ


“Suggestions for Pairing Contemporary Music and Canonical Literature”: http://www.corndancer.com/tunes/tunes_db.html

“The Lighthouse” by Nickel Creek (ASL version):

http://www.youtube.com/watch?v=WUnPo2mTI9c

“The Lighthouse” by Nickel Creek (lyrics only):

http://www.azlyrics.com/lyrics/nickelcreek/thelighthousestale.html

Websites

“8 Simple Steps to Good Decision-Making for Teens”:

http://www.noomii.com/articles/809-8-simple-steps-to-good-decisionmaking-for-

teens

“Advice from 400 Years Ago”:

http://www.pbs.org/shakespeare/educators/primary/lessonplan.html

“Advice from 400 Years Ago: The Office of Christian Parents”:

http://www.pbs.org/shakespeare/educators/handouts/prime-

lp_advicefrom400years.pdf

“Language Arts: Shakespeare’s Sonnets”:

http://www.pbs.org/shakespeare/educators/language/lessonplan.html

“Ordering of Sonnes from Fourteene Yeare Old and Upward”: http://www.folger.edu/documents/parenting2new1.pdf

“Romeo and Juliet Themes”:

http://www.litcharts.com/lit/romeoandjuliet/themes

“Romeo and Juliet: A Study in Chance”: http://journal.plasticmind.com/the-

pen/romeo-and-julie/

“Romeo and Juliet: Critical Essays, Major Themes”:

http://www.cliffsnotes.com/literature/r/romeo-and-juliet/romeo-and-juliet-at-a-

glance “Shakespeare in the Classroom”: http://www.pbs.org/shakespeare/educators/

“Studying the Major Themes of Romeo and Juliet”:

http://www.brighthubeducation.com/homework-help-literature/35228-the-five-

major-themes-in-romeo-and-juliet/

“Teens and Decision Making: What Brain Science Reveals”:

http://www.scholastic.com/headsup/pdfs/nida6_ins4_student_mag.pdf

“The Adolescent Brain and Decision Making Skills”:

http://suite101.com/article/the-adolescent-brain-and-decision-making-skills-

a163750

“The Chain of Being: Tillyard in a Nutshell”:

http://web.cn.edu/kwheeler/Tillyard01.html

“The World of Decision Making Explained”: http://www.decision-making-

confidence.com/

“Themes and Motifs in Romeo and Juliet”: http://www.shakespeare-

online.com/playanalysis/romeocommentary.html

“Themes in Romeo and Juliet: Love at First Site and Family Feuds”:

http://pages.towson.edu/quick/romeoandjuliet/famnlove.htm

“What’s Wrong with the Teenage Mind?”:

http://online.wsj.com/article/SB10001424052970203806504577181351486558984.ht

ml


http://www.youtube.com/watch?v=WUnPo2mTI9c

http://www.azlyrics.com/lyrics/nickelcreek/thelighthousestale.html

http://www.noomii.com/articles/809-8-simple-steps-to-good-decisionmaking-for-teens

http://www.noomii.com/articles/809-8-simple-steps-to-good-decisionmaking-for-teens


http://www.pbs.org/shakespeare/educators/handouts/prime-lp_advicefrom400years.pdf


http://www.pbs.org/shakespeare/educators/language/lessonplan.html

http://www.folger.edu/documents/parenting2new1.pdf


http://journal.plasticmind.com/the-pen/romeo-and-julie/


http://www.cliffsnotes.com/literature/r/romeo-and-juliet/romeo-and-juliet-at-a-glance

http://www.cliffsnotes.com/literature/r/romeo-and-juliet/romeo-and-juliet-at-a-glance

http://www.pbs.org/shakespeare/educators/

http://www.brighthubeducation.com/homework-help-literature/35228-the-five-major-themes-in-romeo-and-juliet/


http://www.scholastic.com/headsup/pdfs/nida6_ins4_student_mag.pdf

http://suite101.com/article/the-adolescent-brain-and-decision-making-skills-a163750

http://suite101.com/article/the-adolescent-brain-and-decision-making-skills-a163750

http://web.cn.edu/kwheeler/Tillyard01.html

http://www.decision-making-confidence.com/

http://www.decision-making-confidence.com/

http://www.shakespeare-online.com/playanalysis/romeocommentary.html



http://online.wsj.com/article/SB10001424052970203806504577181351486558984.html

http://online.wsj.com/article/SB10001424052970203806504577181351486558984.html



1. AGREE/DISAGREE (SL.9-10.1, SL.9-10.4, L.9-10.1): Choose 5-10 characteristics that

contribute to a successful relationship, such as honesty, humor, similar interests,

kindness, etc. Then pose this question to the class: On a scale of 4, 3, 2, or 1, to

what degree does honesty contribute to a successful relationship? Continue the

activity, replacing honesty with other ideas. Students must place themselves along

the spectrum of agree/disagree (ie. a scale along the wall, 4 corners, masking tape

line on the floor, etc.) Students must defend and explain their position along the

spectrum citing evidence from personal experience, the real world, or general

knowledge.

READING STRATEGY FOCUS

Literature

1. CHARACTER ANALYSIS (RL.9-10.1, RL.9-10.3): Use a graphic organizer (plot map,

family tree, note cards—one per character). Analyze characters and their

relationships with each other. Cite evidence from the text and interpret and

draw inferences about characters through direct characterization and indirect

characterization. Describe the relationship in terms of feelings, attitudes, desires,

ambitions, loyalties, the role of each character in the feud, etc. Post the note

cards in the classroom and shift as necessary to reflect changes in relationships.

Suggested Work: Romeo and Juliet

2. CONTEMPORARY INTERPRETATION (RL.9-10.3, RL.9-10.4, RL.9-10.10, W.9-10.3, W.9-

10.3.a, W.9-10.3.b. W.9-10.3.c, W.9-10.3.d, W.9-10.3.e, SL.9-10.4, SL.9-10.6): Choose

a scene that depicts a relationship from the text. Rewrite it as if the exchange

between characters took place in an alternative setting over text message,

email, Facebook, Twitter, etc., matching language to the setting chosen.

a. This should explore the relationship in detail and examine how the

relationship changes, develops, and/or unfolds.

b. Relationships examined could be foil pairs.

c. Optional: Perform written exchange in front of the class or as part of a

multimedia presentation. Suggested Work: Romeo and Juliet

3. SONNETS AND SONG LYRICS FOLDABLE BOOK (RL.9-10.4, RL.9-10.10, L.9-10.3, L.9-

10.4, L.9-10.4.a, L.9-10.4.d, L.9-10.5): Students define literary devices using a

foldable book. Devices include: metaphor, imagery, irony/dramatic irony, comic

relief, simile, hyperbole, assonance, consonance, alliteration, allusion, paradox,

euphemism, etc. Students read and analyze Shakespearean sonnets and

modern song lyrics for examples of literary devices. Students then record these

examples as part of their Literary Devices Foldable Book. Additional examples

from Romeo and Juliet are added while reading the play. Many possible

foldable book options are on the Internet (search “Secret Door Foldable” on

YouTube for one example). Suggested Works: Shakespearean Sonnets, Songs

4. DRAW MERCUTIO’S QUEEN MAB (RL.9-10.1, L.9-10.5, L.9-10.5.a, L.9-10.5.b):

Students draw Queen Mab using at least ten details from the text. Cite each

detail of the sketch with a line number. Teacher leads discussion of the


significance of the speech including the use of connotation, denotation,

figurative language, imagery, metaphor, etc. Suggested Work: Romeo and

Juliet

5. HONORS END OF YEAR REVIEW (RL.9-10.2): Students will review all of the texts

used during the entire year and come up with their own themes based on all of

the texts. Students will create a visual representation of these themes on butcher

paper.

6. HONORS QUESTION THE AUTHOR (RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.5): Why

did (the author) ______________? Example: Why did Shelley create an entire

courtroom scene? Why did the author introduce certain characters? Explore

possible answers. Why did Shakespeare _________________?

7. HONORS TOPIC SENTENCES IN ROMEO AND JULIET (RL.9-10.1): Although Romeo

and Juliet is not structured in paragraphs, it still contains topic sentences. Find

the topic sentences in the text and find textual evidence supporting your claims

that these are topic sentences.

Informational

1. RESEARCH FOR ARGUMENT (RL.9-10.1, RI.9-10.2, RI.9-10.4, RI.9-10.6, RI.9-10.8, SL.9-

10.1, SL.9-10.1.a, SL.9-10.1.b, SL.9-10.1.c, SL.9-10.1.d, SL.9-10.3, SL.9-10.4, L.9-10.1):

Read excerpts from the sources listed below. Students annotate using the Rules

of Notice, looking for evidence of positive or negative influences of ideas on

relationships. Students then engage in an informal debate based on the

question, “What external factors have the greatest impact (positive or negative)

on a relationship?” Students must support claims with evidence from the text and

personal experience.

1. “17th Century Rules of Marriage”


2. “What’s Your Sign?” http://www.folger.edu/eduLesPlanDtl.cfm?lpid=742

2. HONORS THE GOODE AND THE BADDE (RL.9-10.1, RL.9-10.2, RL.9-10.6, RI.9-10.1,

RI.9-10.2): Utilizing the lesson plan and resources from the Folger’s Shakespeare

Library conduct a jigsaw with students in which they read and paraphrase each

of the stereotypes for women in the 1600s. Following the jigsaw have students

participate in a gallery walk portraying contemporary images, memes, artwork

and multimedia of those same stereotypes. Ask students to reflect on whether

or not these stereotypes still exist and/or ring true to our society. Students will

then find textual evidence supporting or negating these stereotypes within

Romeo and Juliet or Taming of the Shrew.

http://www.folger.edu/eduLesPlanDtl.cfm?lpid=535 H

3. HONORS IS SHAKESPEARE DEAD? (RI.9-10.1, RI.9-10.6, W.9-10.7): Students will read

the chapter and provide textual evidence to reach a conclusion on whether





Shakespeare wrote his own work or not. Students also need to find an article

that provides evidence of Shakespeare writing his own work. They are given a

Discussion Web from readwritethink.com. They will write a conclusion clearly

stating their stance. Suggested Resource: Is Shakespeare Dead? (Chapter 3) by

Mark Twain

WRITING STRATEGY FOCUS

1. THE LETTER (RL.9-10.1, W.9-10.3, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.10, L.9-10.1,

L.9-10.2, L.9-10.2.c, L.9-10.3, L.9-10.5): Students choose any character to write a

letter to. Students may maintain their perspective as a student, or take on the

persona of a character. Letters must show awareness of audience, have clear

purpose, and employ rhetorical devices (ethos, pathos, logos.) The letter should

motivate the recipient to action, (either an action taken in the play or a new

course of action.) To further practice argument, students must support their claim

with evidence from the play. Make it look like an aged document preserved

from Shakespeare’s era. Suggested Work: Romeo and Juliet

2. DECISIONS, DECISIONS, DECISIONS (RL.9-10.1, RL.9-10.2, RL.9-10.4, RL.9-10.10, RI.9-

10.1, RI.9-10.2, RI.9-10.4, RI.9-10.10, W.9-10.1, W.9-10.1.a, W.9-10.1.b, W.9-10.1.c,

W.9-10.1.d, W.9-10.1.e, W.9-10.2, W.9-10.2.a, W.9-10.2.b, W.9-10.2.c, W.9-10.2.d,

W.9-10.2.e, W.9-10.2.f, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.7, W.9-10.8, W.9-10.9,

W.9-10.10, L.9-10.1, L.9-10.1.a, L.9-10.1.b, L.9-10.3.a): A series of bad decisions in

Romeo and Juliet lead to the demise of the two young lovers. Review several of

these decisions. Then from Scenes I, II, III or IV, choose one decision made by

Romeo or Juliet or both that was the worst decision made in the play up to that

point. Also read these articles: “Teens and Decision Making: What Brain Science

Reveals,” “8 Simple Steps to Good Decision-Making for Teens,” “The World of

Decision Making Explained,” “The Adolescent Brain and Decision Making Skills,”

and “What’s Wrong with the Teenage Mind?” Write a paper applying

information from at least 3 of these articles to the bad decisions made in the play

and arguing why the decision you choose was the worst decision made. Be

sure to cite internal sources correctly, and include a Works Cited page.

3. YOU ARE THE AUTHOR (W.9-10.3.a, W.9-10.3.b, W.9-10.3.c, W.9-10.3.d, W.9-10.3.e,

W.9-10.4, W.9-10.5, W.9-10.10, L.9-10.1.a): Based on the analysis completed in

Activity 2, write a new scene that would represent what would have happened if

one event in the play were changed. (For differentiation: Students write the scene

using modern language without a focus on iambic pentameter, students write a

scene using modern language with iambic pentameter, students write a scene

using Shakespearian language and iambic pentameter). Include at least one

instance of parallel structure in your writing.

4. HONORS ARRANGED MARRIAGES (W.9-10.4): Should marriages be arranged? Why

or why not? Students will do a Think/Pair/Share about this topic. Then they will do a

series of Journal Writes to explore this topic.


W.9-10.1.d, W.9-10.1.e): Students will select one of the reading selections from this


quarter and use it as a basis for writing an argument. Students will use textual


SPEAKING AND LISTENING ACTIVITIES

1. WHO PORTRAYED IT BETTER? (RL.9-10.7, SL.9-10.4, SL.9-10.5, SL.9-10.6, L.9-10.1, L.9-

10.6): Choose one of the paintings listed under Art/Photos that depict Romeo

and Juliet. Compare the painting with the lines from the play that describe this

scene. In a speech to the class, discuss the differences in how the two subjects

are represented. Point out what is and is not captured in the picture, but is

captured in Shakespeare’s lines and vice versa.

2. “RIGHT GLAD I AM HE WAS NOT AT THIS FRAY.” (RL.9-10.9, SL.9-10.1, SL.9-10.1.a,

SL.9-10.1.b, SL.9-10.1.c, SL.9-10.1.d, SL.9-10.4 ): Students will compare the advice

in “Ordering of Sonnes from Fourteene Yeare Old and Upward” to the actions of

Mercutio, Tybalt and Romeo in Act III, Scene I of Romeo and Juliet. Use both the

original document found at this website

http://www.folger.edu/documents/parenting2new1.pdf and the translation

found at this website:

http://www.pbs.org/shakespeare/educators/handouts/prime-lp_advicefrom400years.pdf. After studying the documents together as a class,

divide students into groups of 4-6. Each group will focus on one character in the

play. Each group will identify the lines which offer the most beneficial advice for

their selected character. How appropriate is the advice? Does the character

heed the advice? Why or why not? What happens as a result of this? Does any

of the advice seem out-dated? Translate that advice to what it might look like

for today’s society. Have the groups jigsaw and share information about their

characters and the advice from 400 years ago. For a detailed lesson plan similar

to this one, go to: Advice from 400 Years Ago:


3. HONORS GENDER ROLE DEBATE (SL.9-10.1, SL.9-10.1.a, SL.9-10.l.b, SL.9-10.1.c, SL.9-

10.1.d, W.9-10.7): Students will debate about the gender roles presented in

Shakespeare’s plays. Are they sexist or satirical or a reflection of the values of the

time? Students and/or teacher can research materials to help prepare for this

debate.

LANGUAGE

1. Using Colons to Introduce a List and Quotes (L.9-10.2.b): Model for students the

ways you can introduce a list and quote using a colon. Have students practice

the skills and integrate into their writing.

2. HONORS PROLOGUE SONNET (W.9-10.4, L.9-10.1, L.9-10.3, L.9-10.5): In order to

better understand Shakespeare’s craft and structure, students will compose a

sonnet in the form of a prologue. Introduce students to the structure of a sonnet

and the purpose of a prologue. Then allow students to select any text read

throughout the year and compose a prologue for that text in the form of a

sonnet. Areas of language to discuss: passive voice, slant rhyme, rhyme scheme,

syllables—stressed and unstressed, connotation/denotation, and figurative

language.

http://www.folger.edu/documents/parenting2new1.pdf





3. HONORS DECONSTRUCTING AND RECONSTRUCTING SHAKESPEARE (L.9-10.1.b):

This activity will help students come to understand of why Shakespeare is so

frustrating to read. Students will learn to deconstruct by constructing. This

activity is best played outside. Students will write out 7-8 nouns, verbs, direct

objects, phrases, etc. They will run, randomly grab one of each, run back to the

team, and the team will need to combine these into a complete and cohesive

sentence. This will give them opportunities to mess with sentence structure the

way Shakespeare does.

4. HONORS RAP BATTLE (L.9-10.3): Students analyze Shakespeare’s most famous

sonnets and the format in which they are written. Students then apply this

knowledge when creating their own Shakespearean sonnets. They are required

to write the sonnet about a concept or idea they dislike, and they must also

incorporate Shakespearean insults. Students perform these sonnets in front of the

class in the form of a battle until there is one winner.


1. Family, Fate and Folly: (RL.9-10.1, RL.9-10.2, RL.9-10.10, RI.9-10.8, W.9-10.1, W.9-

10.1.a, W.9-10.1.b, W.9-10.1.c, W.9-10.1.d, W.9-10.1.e, W.9-10.4, W.9-10.5, W.9-

10.6, W.9-10.9, W.9-10.9.a, W.9-10.9.b, L.9-10.1, L.9-10.2, L.9-10.2.a, L.9-10.2.b, L.9-

10.2.c): Many themes are presented in Romeo and Juliet: love at first sight,

teenage love, the role of destiny, family commitment, or the breaking of rules

related to family and relationships. Select one theme from this list or another of

your own choosing and write an argument explaining why you think this is the

most important theme in Romeo and Juliet. Why is the theme important to the

play? What is Shakespeare trying to tell the reader? Use evidence from the play

to support your claim (thesis). Before writing the paper, read at least two articles

based on your chosen theme. Evaluate these articles and incorporate valid and

relevant evidence from these articles into your argument, being sure to credit

the sources appropriately. You can find several articles on Shakespeare’s

themes in Romeo and Juliet at the following web sites:

o Romeo and Juliet: Critical Essays, Major Themes:

http://www.cliffsnotes.com/study_guide/literature/romeo-and-

juliet/critical-essays/major-themes.html

o Romeo and Juliet Themes:


o Studying the Major Themes of Romeo and Juliet:

http://www.brighthubeducation.com/homework-help-literature/35228-

the-five-major-themes-in-romeo-and-juliet/

o Romeo and Juliet: A Study in Chance:


o Themes in Romeo and Juliet: Love at First Site and Family Feuds:


o Themes and Motifs in Romeo and Juliet: http://www.shakespeare-

online.com/playanalysis/romeocommentary.html

http://www.cliffsnotes.com/study_guide/literature/romeo-and-juliet/critical-essays/major-themes.html

http://www.cliffsnotes.com/study_guide/literature/romeo-and-juliet/critical-essays/major-themes.html









COMMON CORE STATE STANDARDS GRADES 9 and 10 Click on the links to return to the Sample Activities and Assessments for that unit.

I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,

SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep.

Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC


Reading: Literature


RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the


RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its



the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting



Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text,




RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order



RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of


literature


RL.9-10.7. Analyze the representation of a subject or a key scene in two different

artistic mediums, including what is emphasized or absent in each

treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s

Landscape with the Fall of Icarus).

RL.9-10.8. (Not applicable to literature)

RL.9-10.9. Analyze how an author draws on and transforms source material in a

specific work (e.g., how Shakespeare treats a theme or topic from Ovid or

the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity RL.9-10.10. 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.

By the end of grade 10, read and comprehend literature, including stories,

dramas, and poems, at the high end of the grades 9–10 text complexity

band independently and proficiently.

(Lexile Range: 1050-1335)


Click on the links to return to the Sample Activities and Assessments for that unit.







RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the


RI.9-10.2. Determine a central idea of a text and analyze its development over the



RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events,



Craft and Structure

RI.9-10.4. Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings; analyze the

cumulative impact of specific word choices on meaning and tone (e.g.,

how the language of a court opinion differs from that of a newspaper).

RI.9-10.5. 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).

RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how


Integration of Knowledge and Ideas RI.9-10.7. 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.

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text,


sufficient; identify false statements and fallacious reasoning.

RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g.,

Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four

Freedoms speech, King’s “Letter from Birmingham Jail”), including how

they address related themes and concepts.

Range of Reading and Level of Text Complexity

RI.9-10.10. 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.

By the end of grade 10, read and comprehend literary nonfiction at the

high end of the grades 9–10 text complexity band independently and

proficiently. (Lexile Range: 1050-1335)







Writing


W.9-10.1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1.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.

W.9-10.1.b Develop claim(s) and counterclaims 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.

W.9-10.1.c 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.

W.9-10.1.d Establish and maintain a formal style and objective tone while attending to


W.9-10.1.e Provide a concluding statement or section that follows from and supports

the argument presented.

W.9-10.2. Write informative/explanatory texts to examine and convey complex



W.9-10.2.a Introduce a topic; organize complex ideas, concepts, and information to

make important connections and distinctions; include formatting (e.g.,

headings), graphics (e.g., figures, tables), and multimedia when useful to

aiding comprehension.

W.9-10.2.b Develop the topic with well-chosen, relevant, and sufficient facts,

extended definitions, concrete details, quotations, or other information

and examples appropriate to the audience’s knowledge of the topic.

W.9-10.2.c Use appropriate and varied transitions to link the major sections of the text,

create cohesion, and clarify the relationships among complex ideas and

concepts.

W.9-10.2.d Use precise language and domain-specific vocabulary to manage the

complexity of the topic.

W.9-10.2.e Establish and maintain a formal style and objective tone while attending to


W.9-10.2.f Provide a concluding statement or section that follows from and supports

the information or explanation presented (e.g., articulating implications or

the significance of the topic).

W.9-10.3. Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event

sequences.







W.9-10.3.a Engage and orient the reader by setting out a problem, situation, or

observation, establishing one or multiple point(s) of view, and introducing

a narrator and/or characters; create a smooth progression of experiences

or events.

W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection,

and multiple plot lines, to develop experiences, events, and/or characters.

W.9-10.3.c Use a variety of techniques to sequence events so that they build on one

another to create a coherent whole.

W.9-10.3.d Use precise words and phrases, telling details, and sensory language to

convey a vivid picture of the experiences, events, setting, and/or

characters.

W.9-10.3.e Provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.





above.)




W.9-10.6 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.


W.9-10.7 Conduct 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.

W.9-10.8 Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the usefulness of

each source in answering the research question; integrate information into

the text selectively to maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation.



W.9-10.9.a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an

author draws on and transforms source material in a specific work [e.g.,

how Shakespeare treats a theme or topic from Ovid or the Bible or how a

later author draws on a play by Shakespeare]”).







W.9-10.9.b Apply grades 9–10 Reading standards to literary nonfiction (e.g.,

“Delineate and evaluate the argument and specific claims in a text,


sufficient; identify false statements and fallacious reasoning”).

Range of Writing

W.9-10.10 Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a

range of tasks, purposes, and audiences.







SL.9-10.1.a Come to discussions prepared, having read and researched material







needed.




conclusions.





SL.9-10.2 Integrate multiple sources of information presented in diverse media or

formats (e.g., visually, quantitatively, orally) evaluating the credibility and

accuracy of each source

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and

rhetoric, identifying any fallacious reasoning or exaggerated or distorted

evidence.

Presentation of Knowledge and Ideas

SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,

and logically such that listeners can follow the line of reasoning and the

organization, development, substance, and style are appropriate to

purpose, audience, and task.







SL.9-10.5. 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.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command

of formal English when indicated or appropriate.

Language


L.9-10.1. Demonstrate command of the conventions of standard English grammar







L.9-10.2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

L.9-10.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more

closely related independent clauses.

L.9-10.2.b Use a colon to introduce a list or quotation.

L.9-10.2.c Spell correctly.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to

comprehend more fully when reading or listening.

L.9-10.3.a Write and edit work so that it conforms to the guidelines in a style manual

(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the

discipline and writing type.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grades 9–10 reading and content, choosing flexibly

from a range of strategies.

L.9-10.4.a 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.

L.9-10.4.b Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,

advocacy).

L.9-10.4.c Consult general and specialized reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to find the pronunciation of

a word or determine or clarify its precise meaning, its part of speech, or its

etymology.







L.9-10.4.d Verify the preliminary determination of the meaning of a word or phrase

(e.g., by checking the inferred meaning in context or in a dictionary).

L.9-10.5. Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.

L.9-10.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and

analyze their role in the text

L.9-10.5.b Analyze nuances in the meaning of words with similar denotations.

L.9-10.6. Acquire and use accurately general academic and domain-specific

words and phrases, sufficient for reading, writing, speaking, and listening at

the college and career readiness level; demonstrate independence in

gathering vocabulary knowledge when considering a word or phrase

important to comprehension or expression.

Documents

Joint School District No. 2 English Language Arts