Yearlong Plan10th Grade English

Katie AustEDUC463, Fall 2010

Overarching Concept: What are the primary causes for man’s trials and tribulations throughout Literature?

Aust 2Introduction

Context: My yearlong plan will follow a hypothetical course; 10th Grade English, which is

something I may very well be required to teach in the future. This hypothetical course will take

place in a real setting - Rocky Mountain High School. RMHS (home to the red and yellow

Lobo’s) is a large high school in Fort Collins, Colorado. Its demographics include a diverse

makeup of ethnicities, economic statuses, cultural backgrounds and learning abilities. It is a coed

school (with an average senior class size of around 500 kids) that has just recently added the 9th

grade, since only two years ago it used to be a high school for primarily grades 10, 11 and 12. It

has a laid-back feel to it and it seems the students feel at home when they’re at school. The

school itself is large, clean and beautiful and it is obvious the students carry a lot of pride for

their school. Not only can pride be seen within the school, but it is also very apparent within the

community. Fort Collins, part of Larimer County, is made up of a population of approximately

140,000 and is also home to the Colorado State University Rams. While the city has a “college

town” feel, it like RMHS, is composed of a friendly, diverse group of people. Fort Collins offers

many different job opportunities and strives to be an example of an environmentally friendly

community. In such a beautiful landscape surrounded by the Rocky Mountains and Horsetooth

Reservoir, it is no wonder “The Fort” is also such an active community. This can be reflected

within the school, which offers a surprising amount of student-run clubs and activist causes. Both

Fort Collins and Rocky Mountain value leadership and teamwork and aim to prepare youth for

their futures as functioning members of society. Much of the RMHS curriculum enforces this

idea, using practical application strategies and “real life scenarios” that not only aid in engaging

students, but also prepares them for the “real world” they will experience after high school.

Guardians of students tend to be very involved and supportive of their kids and are also very

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supportive and interested in the education process. Rocky Mountain High School is a friendly,

active and beautiful place that I am honored to be involved in.

Defense of Overarching Concept: In a comprehensive English class, it is important to study a

broad spectrum of texts, terms and material. Virtually every story has a conflict, so in choosing

“What are the primary causes for man’s trials and tribulations throughout Literature?” for this

10th grade English class’s overarching concept for the year, students will be able to analyze a

variety of diverse texts and examine the real issues behind mans conflicts. The units will

highlight the most common forms of conflict, allowing students to study a variety of different

issues and concepts. My hope is to introduce and explain conflicts these students are already

aware of, to discuss and analyze why these problems exist and to help students appreciate and

understand literature for what it is – a complex but amazing work of art.

Explanation of Order of Units: The class begins with the unit Man vs. Man. This may be one

of the most common conflicts in society as well as themes in literature. It is so easy to ‘butt

heads’ with other human beings, and the testosterone between men creates for sometimes

explosive interactions. I open with this unit because it is something almost every kid can relate to

and it is an interesting unit to start with and get them engaged and prepared for the rest of the

year. After the first unit, we will move into Man vs. Woman. It seems only appropriate to look at

women’s struggles as well as men’s, and in sequence with each other. Man vs. Woman leads into

Man vs. Nature, since Mother Nature is referred to as a ‘she’ and most of the content will be

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centered around nature and its effects on man. Mother Nature can present all kinds of travesties

for humans – and this is why the nature unit leads into the 4th unit, Man vs. Death. By this point,

the students have spent 12 weeks with their peers and myself, so discussing more controversial

topics or discussing things that are more difficult to talk about shouldn’t be as difficult. This may

be one of the most compelling units and it is immediately followed up by midterms. Prior to

week 18, the units seem to flow in sequential order, all flowing together. After midterms, each

unit will be very separate, but are still in the order I’ve placed them for a reason. I start fresh with

the Man vs. Society unit. After that come the two (hopefully) most interesting units to conclude

the year. Unit #6 is Man vs. Beast, which will explore the conflict between man, the supernatural

and beasts within literature. The Man vs. Self unit is placed last because it may be one of the

most sensitive and personal units and I want students to feel comfortable expressing themselves.

The hope is that they will leave my class with a little more understanding and acceptance; not

just for English and literature, but for themselves as well as their peers. The units follow a logical

progression considering time, content, materials, student understanding and maturity among

other things.

Identification of Standards – The Colorado Department of Education:

Reading, Writing, and CommunicatingGrade Level Expectations at a Glance

Standard Grade Level Expectation

Tenth Grade1. Oral Expression and Listening

1. Content that is gathered carefully and organized well successfully influences an audience

2.

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Effectively operating in small and large groups to accomplish a goal requires active listening

2. Reading for All Purposes

1. Literary and historical influences determine the meaning of traditional and contemporary literary texts

2. The development of new ideas and concepts within informational and persuasive manuscripts

3. Writing and Composition

1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience

2. Organizational writing patterns inform or persuade an audience

3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process

4. Research and Reasoning

1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions

2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy

1. Oral Expression and Listening1) Content that is gathered carefully and organized well successfully influences an

audience In Unit 6 (Man vs. Beast), students will research and organize information for

their “Conflict between Man & Beast” visual project and presentation. 2) Effectively operating in small and large groups to accomplish a goal requires active

listening In Unit 1 (Man vs. Man), and in most units, students will discuss Lord of the Flies

by William Golding, as well as short stories and the film Forrest Gump in order to evaluate and share opinions in a casual but comfortable setting.

2. Reading for all Purposes1) Literary and historical influences determine the meaning of traditional and

contemporary literary texts In Unit 3 (Man vs. Nature), students will research Naturalist as well as Native

American Indian literature and discuss the outcomes and historical influences the genres have had on modern works.

2) The development of new ideas and concepts within informational and persuasive manuscripts

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In Unit 4 (Man vs. Death), students will be expected to develop an in-class essay in order to create their own ideas on the spot using information they’ve recovered from The Fall of the House of Usher by Poe as well as Shakespeare’s Julius Caesar.

3. Writing and Composition1) Literary or narrative genres feature a variety of stylistic devices to engage or entertain

an audience In Unit 6 (Man vs. Beast) among other units, students will be reading

Frankenstein by Mary Shelley, which is written as a collection of letters. Students will also be reading poetry, plays, scripts, and novels from a variety of genres to understand and appreciate the diverse amount of stylistic devices and genres in literature.

2) Organizational writing patterns inform or persuade an audience In Unit 6 (Man vs. Beast), students will create an opinion/persuasive essay after

receiving a prompt discussing the supernatural in much of gothic literature. They will be expected to use pre-writing techniques to organize their ideas and information.

3) Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process In Unit 7 (Man vs. Himself), students will create several pieces of writing. In

order to address conventions, students will work in peer work-shopping groups to edit and revise their rough drafts and get opinions from peers.

4. Research and Reasoning1) Collect, analyze, and evaluate information obtained from multiple sources to answer a

question, propose solutions, or share findings and conclusions In Unit 2 (Man vs. Woman), students will create “Perfect Mate” PREZI’s, where

they will be expected to research and collect information, then evaluate it and present findings to the class.

2) An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy In Unit 4 (Man vs. Society), students will read The Great Gatsby by F. Scott

Fitzgerald, and will be involved in both a Socratic Seminar and discussions of concept analysis. Students will view the text for validity and accuracy of life in those times.

Aust 7Units

Unit #1: Man vs. Man [4 weeks] Main Concepts: Conflicts between men (war, relationships, communication, politics, religion,

culture, money, etc…) Content & Goals: This Unit develops the overarching concept by presenting relevant topics about

men throughout history and the conflicts they’ve endured with their own mankind. Students will look at concepts, discuss Martin Luther King Junior’s “I have a Dream Speech,” and then create their own speeches. Goals consist of having students be able to evaluate, discuss and remember important information from texts, as well as being able to apply that knowledge to other medias – such as Forrest Gump. Since this is the first unit of the year, another important goal is barrier breaking and trust developing between peers.

Readings/Texts: Lord of the Flies – William Golding, The Most Dangerous Game – Richard ConnellStandard: 10.1.2Assessments:

Response Reading Journals for L.O.T.F Pop Reading Quizzes Concept Map “My Dream Speech” Exit Slips: Forrest Gump Class/Group Discussions & Participation Reflective/Informational Essay ~ Main Assessment, Artifact: Essay. Tool: Rubric Unit Exam ~ Main Assessment, Artifact: MC Exam. Tool: Answer Key

Unit #2: Man vs. Woman [5 weeks] Main Concepts: Feminism (equality, rights, the male hierarchy, cultural & societal standards,

love, etc…) Content & Goals: While the overarching concept uses the word “man,” it should be understood

that that includes the female gender. In this Unit, the trials women have been put through throughout history will be the main topic for discussion and study. Students will look at texts through a feminist lens and will concentrate on gender study and themes in literature. Goals are for students to be able to see through various lens’, come to understand and appreciate the opposite gender as well as apply literary criticism and create their own, educated ideas on various subjects.

Readings/Texts: Girl with a Pearl Earring – Tracy Chevalier, A Rose for Emily – William FaulknerStandard: 10.4.1Assessments:

Reading Responses, Quizzes PREZI “Perfect Mate” Project & Presentation Class/Group Discussions & Participation Classic Debate, Position Reflection Peer work-shopping and editing

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Unit #3: Man vs. Nature [5 weeks] Main Concepts: Mother Nature (natural disasters, tragedy, destruction…new: man vs.

environment…global warming, technological revolution, etc…) Content & Goals: While men often create their own petty problems, sometimes Mother Nature

has its own way of uprooting and changing the lives of many. This Unit will touch on the unpredictability and power Mother Nature has continually had on mankind. Students will also look at Naturalist and Native American Indian writers in a historical perspective to understand all aspects of nature in literature. Goals are for students to continue improving their reading, writing and oratory skills in order to understand the English language and its elements better.

Readings/Texts: Holes – Louis Sachar, How to Write the Great American Indian Novel – Sherman Alexie, and excerpts from The Bear by William FaulknerStandard: 10.2.1 Assessments:

Reading Quizzes and Reflections Class/Group Discussions & Participation Visual Representations Free Writing Journals Naturalist/Native American Indian worksheets Unit Exam ~ Main Assessment, Artifact: MC/ Short Answer Exam. Tool: Answer Key

Unit #4: Man vs. Death [5 weeks] Main Concepts: The Unknown (desire for immortality, crime, murder/suicide, heaven, hell, etc…) Content & Goals: In literature, man often struggles with his mortality and the unknowns of death

and the afterlife. This Unit will help shape students’ understanding of mans struggles with death and the afterlife. The texts’ goals are to provide meaningful conversation between students as well as to allow them to look back historically and analyze important concepts and ideals that have been around forever. Through diverse activities, students are presented different and fun ways to learn, and another important goal is to keep students engaged in order for them to produce their best work.

Readings/Texts: The Fall of the House of Usher – Edgar Allen Poe, Julius Caesar – ShakespeareStandard: 10.2.2Assessments:

Reading Quizzes and Reflections Twitterature Summary of Julius Caesar Listening Activity The analyzing of Pulitzer winning photographs In-class Essay Free Writing Journals “Fears” Project Presentation ~ Main Assessment, Artifact: Oral Presentation. Tool: Checklist

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*Midterm (week 19) - [Cumulative Assessment on Units up to date….Man vs. Man, Woman, Nature & Death.]

Unit #5: Man vs. Society [4 weeks] Main Concepts: Resistance (government, civil war, civil rights movement, power, hardships,

equality, choice, oppression, etc…) Content & Goals: For as long as there has been government and regulations, there has almost

always been oppression, resistance and/or disagreements. Unit #5 will discuss the issues men have long had with authoritative rule and the unjust treatment of citizens. This Unit will also cover the ‘proper’ roles of citizens and mans struggle to fit into those molds society has created. Goals will consist of student acknowledgement and understanding of the forever strains men have felt between themselves and the society they live in. Dissecting texts and historical events, then writing and discussing about them will help students excel in understanding of the past as well as the literature it has been scripted in.

Readings/Texts: The Great Gatsby – F. Scott Fitzgerald, Ragged Dick – Horatio AlgerStandard: 10.4.2Assessments:

Reading Quizzes & Reflections Photo Essay Socratic Seminar Concept Analysis (Marxism) Unit Exam ~ Main Assessment, Artifact: MC Exam, Tool: Answer Key Digital Video “American Dream” Project & Presentation ~ Main Assessment, Artifact:

Digital Video, Oral Presentation. Tool: Peer Review, Rubric

Unit #6: Man vs. Beast [5 weeks] Main Concepts: Beasts (monsters, the supernatural, animals/beasts in literature Content & Goals: Especially in the Gothic era, man has often come across various conflicts with

monsters and animals (real or fake). This Unit will engage students’ imaginations while presenting a more diverse set of opponents/struggles/conflicts. The supernatural is something humans have always been fascinated – this unit will take a look at man’s conflicts with them throughout literature. Goals are for students to be able to identify gothic and supernatural events in literature, as well as reflect on readings and be able to construct and present ideas and opinions. Students should be able to finish the unit with a finalized, polished PREZI, showing their best work.

Readings/Texts: Choice between Frankenstein by Mary Shelley OR Dracula by Bram Stoker, Where the Wild Things Are – Maurice SendakStandard:10.3.1

10.1.1 10.3.2

Assessments:Aust 10

Storytelling Timeline Reading Quizzes & Reflections Reflection Journals

Free Writing Journals The analyzing of music/film Persuasive/Opinion Essay PREZI, “Favorite Conflict between Man& Beast” Project and Presentation ~ Main

Assessment, Artifact: PREZI, Oral Presentation. Tool: Rubric, Checklist Unit Exam ~ Main Assessment, Artifact: MC Exam. Tool: Answer Key

Unit #7: Man vs. Himself [5 weeks] Main Concepts: Identity (inner-psyche, emotions, depression, psychology, doubt, feelings, etc…) Content & Goals: Man can be his own worst critic. Many times, psychological issues create the

worst dilemmas for men. The Man vs. Himself Unit helps develop the overarching concept by presenting different and more unique ways in which man has often struggled with his own identity, decisions, morals and ethics (not to mention psychological/mental disorders). Goals are for students to be able to understand complex psychological feelings seen throughout pieces of literature, as well as confront their own inner-psyches. Students will be able to reflect on the feelings of others in literature as well as open up to classmates about their true selves. At this point, students should have a firm understanding on conventions, aspects and elements of literature, the writing process, and the main idea of looking through different perspectives and lens’s to grasp a greater understanding for literature, English, other people and life as we know it as a whole.

Readings/Texts: Flowers for Algernon – Daniel Keyes, Speak - Laurie Halse AndersonStandard: 10.3.3Assessments:

Reading Quizzes & Reflections Identity Masks Context Analysis Class/Group Discussions & Participation Comparison/Contrast Essay Peer work-shopping and editing Free Writing Journals “If You Really Knew Me” Expositional Essay ~ Main Assessment, Artifact: Essay. Tool:

Rubric

*(Week 33). [Last 3 weeks devoted to Culminating Final Assessment.] See Page 14.

*Please keep in mind that to provide a more comprehensive list of assessments, I will have to also create each individual assignment and a more detailed day-by-day yearlong plan. This is simply a starting point.

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EXTRA STANDARDSPoudre School District

LANGUAGE ARTSESSENTIAL STANDARDS FOR TENTH GRADE

If no specific skills are listed under a benchmark, then skills are taught to mastery at another level

STANDARD 1: READING

Students read and understand a variety of materials1.1 BENCHMARK: COMPREHENSION SKILLS

Use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Use paraphrasing and summarizing to evaluate a variety of texts o Interpret and evaluate literary, expository and technical texts o Understand first-person (primary source) historical documents o Understand facts and opinions in a variety of texts o Use inferences to evaluate and make connections within and between texts

1.2 BENCHMARK: PRIOR KNOWLEDGE

Make connections between texts and prior knowledge and identify knowledge needed before reading about a topic o Apply background knowledge of subject and text structure to understand and make predictions about content and purpose of text

1.3 BENCHMARK: READING PURPOSE

Adjust reading strategies for different purposes o Identify and understand the use of historical present tense o Identify the difference between fact and opinion in a variety of fiction and non-

fiction texts 1.4 BENCHMARK: WORD RECOGNITION STRATEGIES

Use a variety of word recognition skills and resource o Use a variety of sources to locate meanings and pronunciations of unfamiliar words

independently. 1.5 BENCHMARK: VOCABULARY

Use information from reading to increase vocabulary and enhance language usage o Understand that words have multiple meanings determined by context, roots,

prefixes, suffixes o Understand that vocabulary expresses cultural and historical aspects of the text

(e.g., thong, bodkin, gay, red, suspect)

STANDARD 2: WRITING AND SPEAKING

Students write and speak for a variety of purposes and audiences 2.1 BENCHMARK: GENRE

Students write and speak in a variety of genres o Write and speak in a variety of genres (e.g., expository, narrative, persuasive,

technical and descriptive) o Write and speak for a variety of purposes (e.g., to synthesize, analyze, evaluate,

explain, persuade, inform and entertain) o Incorporate material from a variety of appropriate sources in writing and speaking

2.2 BENCHMARK: AUDIENCE AND PURPOSE

Write and speak for a variety of audiences and purposes o Write to synthesize and explain research (e.g., documented essays) o Understand that vocabulary is dynamic and that discerning writers and speakers

understand the subtleties of thesechanges. o Use the format, voice and style appropriate for audience and purpose o Develop main ideas and content fully focused on a prompt with relevant, thorough

and effective support 2.3 BENCHMARK: WRITING PROCESS

Use the steps of the writing process (e.g., plan, draft, revise, edit, share) Aust 12

Use strategies independently to plan, draft, revise and edit writing o Revise for consistency in verb tense and person

2.4 BENCHMARK: DEVICES AND WORD CHOICE

Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning o Use vivid and precise language, eliminating clichés in written texts o Use imagery to enhance meaning in a variety of genres o Use a variety of devices independently and deliberately to convey meaning (e.g.,

figure of speech, symbolism, dialect, vocabulary)

2.5 BENCHMARK: ORGANIZATION

Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast) o Use comparison/contrast, problem/solution, cause/effect text structures to organize

writing and speaking 2.6 BENCHMARK: PRODUCT PRESENTATION

Use appropriate strategies to publish writing o Adjust presentation strategies according to audience and purpose

STANDARD 3: LANGUAGE STRUCTURE Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization and spelling 3.1 BENCHMARK: GRAMMAR AND USAGE

Use conventions of grammar and usage in writing and speaking o Use active voice consistently o Identify and apply knowledge of appositives to writing o Demonstrate control of grammar and usage

3.2 BENCHMARK: SENTENCE STRUCTURE Use correct sentence structure in writing

o Identify and correctly use clauses, phrases, properly placed modifiers and parallel structure

o Demonstrate control of sentence structure and paragraphs

3.3 BENCHMARK: PUNCTUATION Use conventions of punctuation in writing o Use semicolons, colons, dashes and ellipses correctly o Demonstrate control of punctuation in all forms of writing

3.4 BENCHMARK: CAPITALIZATION Use conventions of capitalization in writing

o Use capitals correctly in the names of historical events and periods, special events, holidays and other calendar items and

time zones o Use capitals correctly in the names of organizations, teams, business firms,

institutions, government bodies and buildings o Demonstrate control of capitalization in writing

3.5 BENCHMARK: SPELLING Use conventions of spelling in writing

o Apply knowledge of spelling rules and vocabulary to accurately evaluate spell check responses (e.g., sea/see, their/there,

form/from) o Demonstrate control of spelling in writing

STANDARD 4: THINKING AND VIEWING Students apply thinking skills to their reading, writing, speaking, listening and viewing

4.1 BENCHMARK: THINKING AND ANALYTICAL SKILLS

Use thinking and analytical skills in writing, reading, speaking, listening and viewing

Aust 13o Make predictions, draw conclusions and analyze texts

4.2 BENCHMARK: PROBLEM SOLVING

Use reading, writing, speaking, listening and viewing to define and solve problems o Use reading and writing to define a problem, evaluate opinions and/or propose

solutions 4.3 BENCHMARK: OPINIONS

Recognize, express and support opinions orally and in writing o Recognize, express and defend personal opinions in speaking and writing in an

articulate manner 4.4 BENCHMARK: AUTHOR’S POINT OF VIEW

Know the purpose, perspective and historical and cultural influences of a speaker, author or director o Understand historical perspective in a variety of texts

4.5 BENCHMARK: EVALUATION

Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy) o Evaluate the reliability, accuracy and relevance of a variety of texts o Analyze the quality of a text based on the author’s use of vocabulary, use of

characterization, character development, plot development and description of setting

STANDARD 5: RESEARCH Students read to locate, select and make use of relevant information from a variety

of media, reference and technological sources 5.1 BENCHMARK: RESOURCES

Understand the structure, organization and use of resources to gather information for research o Identify and analyze bias in a variety of texts o Use a variety of sources to gather information for research independently (e.g., print

sources, electronic sources, personal interviews) o Evaluate information in resources for specific needs

5.2 BENCHMARK: ORGANIZATION OF INFORMATION

Use a variety of strategies to organize information o Summarize and organize information from references, technical sources and media

for specific needs 5.3 BENCHMARK: DOCUMENTATION

Document information sources o Continue to define and refrain from plagiarism o Use MLA style to document authors and sources of information used in research

projects o Use parenthetical documentation to cite sources within research products

5.4 BENCHMARK: RESEARCH PRODUCTS

Communicate the results of research o Produce a documented essay with cited sources and parenthetical documentation

STANDARD 6: LITERATURE AND CULTURE

Students read and recognize literature as a record of human experience 6.1 BENCHMARK: LITERARY TERMINOLOGY

Recognize and use literary terminology o Accurately identify theme; poetic forms (e.g., ballad, sonnet and heroic couplet) and

poetic devises (e.g., assonance, consonance, rhyme, meter) and explain how each literary technique adds meaning to

texts o Define and identify argumentative terms (e.g., band wagon, testimonial, circular

thinking, ad hoc) o Apply knowledge of literary terminology including allusion, aside, symbolism,

imagery, soliloquy, iambic pentameter, tragedy, irony (dramatic, situational, verbal) and paradox and explain how each

literary technique adds meaning to texts 6.2 BENCHMARK: READING GENRES

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Read a variety of literary and informational texts o Read, discuss and analyze a variety of fiction and non-fiction texts from the menu

offered on the PSD Novels List including the required texts The Merchant of Venice or Julius Caesar or The Tempest

6.3 BENCHMARK: CULTURE

Read to learn about culture o Understand world cultures and traditions expressed in a variety of texts and genres,

including both classical and contemporary texts

6.4 BENCHMARK: LITERARY ANALYSIS

Use a variety of strategies to understand and analyze texts o Use literary skills to synthesize and evaluate similarities in themes within various

texts o Recognize and ridicule logical fallacy

Culminating Assessment:

Task & Artifact: The last three weeks of class will be solely devoted to the students’ final

project. Students will be expected to create a Web Quest using material accumulated over the

semester, implementing concepts, terms, perspectives and content from each Unit. The purpose

of this assessment is for the students to show me what they’ve learned over the course of the year

through their best work. A Web Quest is an online website creator that is educationally based

and is student-friendly. Students will spend a few days becoming familiar with the new

technology, playing around with it and working to understand the expectations of the

assignment. Almost a week will be spent researching past content, in essence reviewing the

year’s material and following the project guidelines in order to pick out important or interesting

information and compose it all in a way the shows their understanding. A significant amount of

this time will also of course be work time. Students will have the opportunity to create and polish

their Web Quests before the last few days of presentations and peer review.

Tool: This cumulative assessment will be graded based on a rubric outlining the original

expectations described in the assignment guidelines. This rubric will be broken down into a

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specific break-up of points based on content and information, understanding and application,

conventions, creativity & aesthetic quality, peer revision, and the final presentation. This is

essentially their final chance to prove to me what they learned in my class and it should reflect

themselves and their best work, because this will be an efficient way for students to review ‘old’

material which reinforces learning. This also provides a sufficient way for me to be able to assess

their learning over the year through their final pieces of work.

Graphic Table – How I’ve addressed all of the Language Arts in 10th Grade English:

Units Reading Writing Listening Speaking Viewing1 (Man) X

“Lord of The Flies,” “I Have a Dream” Speech

XReflective/Informational

Essay

XSmall group & class

discussions

XFilm: “Forrest

Gump”

2 (Woman) X“Girl with A Pearl Earring,” “A Rose for Emily”

XGender Pressure Essay

XListening to Peer

PREZI’s

XClassic Debate,

Discussions

XPeer Work

shopping, Peer PREZI’s

3 (Nature) X“Holes,” “How to Write the Great

American Indian Novel,” “The Bear”

XFree Writing Journals

XFree Writing

Journals

XVisual

Representations

4 (Death) X“Th e Fall of the House of Usher,” “Julius Caesar”

XFree Writing Journals,

In-class Essay, Twitterature

XFree Writing

Journals, Song Analyzing

X“Fears” Presentation

XAnalyzing of

Pulitzer winning photographs

5 (Society) X“The Great Gatsby,” “Ragged Dick”

XReading Reflections,

Photo Essay

XPeer Digital Video

Presentations

X“American Dream”

Digital Video Presentation

XPhoto Essay

6 (Beast) X“Frankenstein” OR “Dracula,” “Where

the Wild Things Are”

XFree Writing Journals, Reading Reflections, Persuasive/Opinion

Essay

XAnalyzing music & film, Free Writing

Journals

X“Conflict

Man/Beast” PREZI Presentation

XAnalyzing film, Peer PREZI’s

7 (Self) X“Speak,” “Flower’s

for Algernon”

XComparison/Contrast Essay, Free Writing

Journals, “If You Really Knew Me” Expositional

Essay

XIdentity Masks,

Class Discussions