lisamazzariello.weebly.com€¦ · Web viewWork with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation

ELA Curriculum Map2014 – 2015Lisa Mazzariello

Unit # 1Unit Title: Anthem

Time Frame: September 8 – October 9

Exhibition Description The Reader’s Notebook

Students will produce a reader’s notebook which will include the following: An opening notebook entry of 3 paragaphs

Two creative writing notebook entries Two examples of annotation

A paragraph on theme, symbolism, or characterization using a direct quote from the text. A creative and unique cover page which reflects the interests of the notebook owner.

Essential Questions1. How can we use various reading

strategies to help us understand fiction and non-fiction texts?

2. How do our needs affect the choices we make?

3. Why is it important to hold on to what makes us unique individuals when working to improve a community or civilization?

Common Core Standards Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text.

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.

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.

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.

Come to discussions prepared, having read and

ContentStudents will know…

The routines of the class Making connections, asking

questions, and annotation are reading strategies that all good readers use.

Character, Plot, Setting, Conflict and Theme are literary elements.

Characterization, Symbolism and Imagery are literary techniques

How these elements and techniques are used in the novel Anthem by Ayn Rand.

Content vocabulary


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.

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.

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

Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.

Enduring Understandings1. By using strategies such as making

connections, asking questions, and annotating the text we are able to better understand and evaluate what we read.

Habits of MindViewpoint: Students will identify the conflicts of the novel from the unique viewpoints of the main characters. Students will establish their own viewpoint by inferring character traits, conflict and theme.Evidence: For each of the literary elements (character, conflict and theme) students will write a paragraph in which they use textual evidence to support their inferences.

Connections: Students will read various non-fiction texts and be asked to make thematic connections.

SkillsStudents will be able to…

Identify the theme and central conflict of a novel.

Build their reading and writing stamina through daily journals and ongoing group and independent reading

Begin to incorporate annotation strategies into their daily reading practice.

Use the writing process to produce a brief essay.

Identify the use of characterization and symbolism in a novel and explain how it supports a theme.


Unit # 2Unit Title: How It All Began – Creation Myths

Time Frame: October 13 – November 2Exhibition Description

The Themes in Mythology Essay

Students will use the writing process to complete a 5 paragraph essay in which they do the following: Develop a thesis statement which identifies a common theme in the myths of two ancient river civilizations

Provide and explain ample textual evidence to support the viewpoint stated in their thesis Analyze the textual evidence and make clear connections between the evidence and the theme.

Essential Questions

1. What is mythology and why should we study it?

2. Why do ancient civilizations have myths that focus on similar content and themes?

3. How can we understand the values of ancient civilizations by studying their mythology?

Essential Common Core Learning Standards:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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.

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.

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.

Come 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

Content

Students will know: The definitions of myth and mythology. Creation Myths of Egypt, China, Babylonia,

Hindu, and Greek The elements of an essay The writing process


topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing and writing, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Enduring Understandings1. Mythology can refer to the study of

myths or a collection of myths from a specific culture that answers the unanswerable questions of life. We study the mythology of a society to better understand that society’s particular viewpoint of the world, how it works and our role in it.

2. Parallel myths of ancient civilizations suggest that they all faced similar questions and challenges in their every day lives. These parallels also suggest that certain environmental events (floods and seasons for example) were common to all ancient civilizations.

3. The mythology of a society reveals many aspects of civilization through its depiction of gods, heroes, the afterlife, and conflicts. By carefully studying a culture’s mythology we can

Habits of Mind

Viewpoint Students will be exposed to various viewpoints of ancient river civilizations.

Students will be asked to form their own viewpoint for a thematic essay.

Evidence Students will use the evidence collected in their global class to support the viewpoint of their thematic essay.

Connections Students will make connections between the content of their Global Studies class and

Skills

Students will be able to: Identify the elements of mythology Identify similar topics in mythology Connect individual myths to the questions they

answer Identify a common theme in at least two

myths from two civilizations Use the writing process to write a thematic

essay


learn about their day to day lives, the environmental challenges they faced, their religious beliefs, their value system and their view on the world around them.

the writing skills of English class.

Students will draw connections between several different ancient civilizations by looking at similarities in their creation myths

Supposition Students will be asked to simulate a global regents experience.

Unit #3The Thematic Essay

Mini-UnitNovember 4 – November 13

Exhibition Description

Students will write an in-class thematic essay after completing a planning template.

Essential Questions

1. How can we make connections between English and Global?

2. How can we find everything we need in a writing prompt?

3. How can we access and organize prior knowledge in order to

Common Core Standards

CCSS.ELA-LITERACY.W.9-10.10Write 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.

Content

Students will know… How use an essay prompt to form a

thesis and topic sentences. How to access and organize prior

knowledge to provide evidence to support a theme.

How to apply their understanding of


respond to an essay question? CCSS.ELA-LITERACY.W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.CCSS.ELA-LITERACY.W.9-10.1.DEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writinCCSS.ELA-LITERACY.W.9-10.1.EProvide a concluding statement or section that follows from and supports the argument presented.

the elements of an essay to a Global Regents thematic essay.

Enduring Understandings

1. Global and English are always linked in through content and skills. While the most common connection is between literature and history, there is also a strong connection between the writing skills learned in English and the skills needed to pass the Global regents exam.

2. When preparing to write a thematic essay for the Global Regents exam students can use the provide theme

Habits of Mind

Viewpoint Students will develop a thesis statement using the provide theme and their prior knowledge about ancient river civilizations.

Evidence Students will access and organize their prior knowledge about ancient river

Skills

Students will understand… The elements of an essay are always

the same no matter the subject matter.

The purpose of a thematic essay is to prove that a theme is true. This is exactly what is done when proving the theme of a work of literature in an English essay.

The prompt of a global thematic essay provides everything you need to set up your essay.


and task in order to formulate an appropriate thesis statement and appropriate topic sentences. Students can also create a checklist for the essay based on the tasks described in the prompt.

3. When preparing to write an essay for a regents exam it is important to write about a topic you know well. There are various ways to unlock and organize your prior knowledge including brainstorming and using graphic organizers.

civilizations to provide evidence for their thesis statement.

Connections Students will draw connections between content learned in Global Studies and skills learned in English.

Relevance The skills we are working on will be used on the Global Regents next year.

Supposition Students will imagine they are in taking a Global Regents exam.

Unit # 4Unit Title: It’s All Greek

Time Frame November 9 – December 11Exhibition Description

The Resume of the Gods

After completing the unit on Greek Mythology and the Greek Gods, each student will pick his or her favorite god and create a modern resume and cover letter.

The resume will include the following information: Name/Alias

ELA Curriculum Map2014 – 2015Lisa Mazzariello Special Skills

Greatest Accomplishment Mission Statement

The cover letter will be based on a common cover letter template. The letter will directly address the potential employer and the body of the letter will focus on the details of the qualities and experiences

that will make the god/goddess a perfect hire.Mock interviews may be conducted.

Essential Questions1. What is mythology

and why is it found in every culture?

2. How can understanding Greek Mythology help us to become better readers and learners?

3. How do our modern viewpoints and conflicts connect to those of the Ancient

Common Core Standards Conduct short as well as more

sustained research projects to answer a 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.

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.

Draw evidence from literary or informational texts to support analysis, reflection and research.

ContentStudents will know:

Mythology exists in every culture and answers the unanswerable questions.

Greek creation mythology. Greek Gods, specifically the Titans

and Olympians Resume and cover letter format Basic interviewing and public

speaking skills


Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and comprehend more fully when reading or listening.

Enduring Understandings1. Every culture has its

own mythology or series of stories which have been passed down through the years. The purpose of mythology is to answer the unanswerable questions of life which may be as complex as How was the earth created? And as simple as Why do bad things happen to good people?

2. Greek mythology is among the earliest literature known to modern man. The gods and men of Ancient Greece are referred to often in most of the literature that follows. An

Habits of MindViewpoint-Students will compare the viewpoint of modern civilization with the viewpoint of the Ancients.EvidenceStudents will make some infrerences about the personalities and motivations of the Gods and find evidence within Greek Mythology to support these inferences.RelevanceStudents will begin to see the relevance of ancient mythology in modern-day literature and popular culture. ConnectionStudents will make connections between their own personality traits and the complex personalities of the Greek Gods.Students will begin to see the connection between mythology and modern literature and popular culture.

SkillsStudents will be able to:

Identify myths from their own culture and compare them to ancient myths.

Work with a small group to identify the plot, characters and conflict in one short Greek Myth and present this information with the class.

Exhibit their knowledge of the Greed Gods by completing a family tree

Exhibit their knowledge of one specific God by creating a cover letter and resume for that God.

Take part in an interview. Make connections between the

Ancient Greek Gods and modern day leaders.


understanding of Greek Mythology will lead to a greater understanding of all literature when you are able make CLASSICAL connections.

3. The personalities and conflicts depicted in Greek mythology are reflected in today’s literature as well as in today’s society

Unit # 5Unit Title

The Mini Literature Circle UnitTime Frame

December 14 – January 22

Exhibition DescriptionStudents will complete a Literature Circle Reader’s Journal

Entries will include: student-generated questions

discussion notes reader’s responses


Essential Questions1.How does reading great literature help us to discover more about ourselves?

2.How can we continue to use the 3 Levels of Reading and Questioning in order to facilitate meaningful discussions about literature and life?

3.How do teenagers in literature show resiliency and How can we overcome life’s most difficult challenges?

Common Core StandardsCCSS.ELA-LITERACY.RL.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RL.9-10.2Determine 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.CCSS.ELA-LITERACY.RL.9-10.3Analyze 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.CCSS.ELA-LITERACY.RL.9-10.5Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-LITERACY.SL.9-10.1Initiate 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.CCSS.ELA-LITERACY.SL.9-10.1.ACome to discussions prepared, having read and researched


The protocol of literature circles

The Three Levels of Reading

5 YA Novels 13 Reasons Tears of A Tiger Bang! Monster Speak


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.CCSS.ELA-LITERACY.SL.9-10.1.BWork 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.CCSS.ELA-LITERACY.SL.9-10.1.CPropel 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.CCSS.ELA-LITERACY.SL.9-10.1.DRespond 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.

Enduring Understandings

1.What we recognize in characters in literature, whether good or bad, is often something we

Habits of Mind

Viewpoint Students will identify the theme of the novels.Students will write journals from the perspective of a character in the

Skills

Students will be able to:

Generate questions which reflect the


recognize in ourselves. By studying a character and their motivation and by learning to empathize with a character we often gain a greater understanding of ourselves and our own motivations.

2.By generating questions which are on the line, between the lines and beyond the lines we can begin a meaningful discussion about literature. On the line questions will give every student an entry point and check that everyone understands the basic elements. Between the lines will ask students to read into the literature for deeper meaning and to look for literary techniques at work. Beyond the lines will ask students to make connections to their own lives and the world around them.

3.The teens in these novels face seemingly

novel.Evidence Students will be asked to provide

textual evidence when answering student generated discussion questions.Students will also provide evidence from life experience, films, other books class discussions.

Relevance Students will complete daily journals relating topics and themes in the novel to their own lives.

three levels of reading.

Create ground rules for a literature circle.

Take turns facilitating literature circles

Complete daily reflective journals about their literature circles.


insurmountable troubles, but through talking about what they are going through and forming strong bonds with those around them they are able to overcome these obstacles.

Unit # 6World of Words

Time Frame: Ongoing Wednesday Routine

Essential Questions1Why do we need to study vocabulary?2.How is studying morphology going to help us to figure out the tough vocabulary we encounter?

Common Core StandardsCCSS.ELA-LITERACY.L.9-10.4Determine 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.CCSS.ELA-LITERACY.L.9-10.4.AUse 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.CCSS.ELA-LITERACY.L.9-10.4.DVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).CCSS.ELA-LITERACY.L.9-10.6Acquire and use accurately general academic and domain-


the meaning of morphemes, roots, prefixes and suffixes

the process for taking apart a large word and determining its meaning by defining its parts


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.

Enduring Understandings1. It is necessary to study vocabulary for many reasons, but mostly so that we can become lifelong readers and learners.

Habits of Mind

N/A

Skills

Students will be able to: employ various

methods for memorizing morphemes

use newly learned vocabulary in journals entries

use basic recall to pass weekly quizzes

Documents

lisamazzariello.weebly.com€¦ · Web viewWork with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation