Web viewRL.9-10.2-Determine a theme or central idea of a text and analyze in detail ... John. Of Mice and Men. New York, N.Y., U.S.A ... a section or chapter)

Teacher: CORE English 10 Year: 2014-15 Course: English 10 Month: All Months

Writing in General ~ Writing has an effect on almost every aspect of our lives. Writing well is powerful.

Standards Essential Questions Assessments Skills Content Lessons Resources

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3a-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.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.9-10.4-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.)

What role does writing play in our lives?

How do we develop into effective writers?

To what extent does the writing process contribute to the quality of writing?

PARAGRAPH RUBRIC Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)

Write to create an individual writing style, tone and voice through the use of a variety of sentence structures, descriptive word choices, literary devices and precise language. (style)

Use proper conventions to compose in the standard form of the English language (conventions).

Develop topic-specific content that effectively and fully explains and supports the work by using details, facts, research, and/or examples (content)

Develop complete paragraphs that have details and information specific to the topic and relevant to a well-defined focus

Use precise vocabulary when developing writing

Use strong verbs and nouns, concrete details, and sensory language to make meaning clear to the reader

Focus, content, organization, style, and conventions work together to impact writing quality

Writing - Your Voice

Teacher made handouts

Reasearch skills and Expository Writing ~

The purpose of this unit is to teach writing and presentation of ideas through the various styles of expository writing. This involves introducing the students into the world of research and how to demonstrate what one has learned through research effectively to an audience. The steps to effective note taking to avoid plagiarism is also an important part of this process.


C.E.1.1-Write informative pieces that describe, explain, or summarize information or ideas.C.E.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.E.3.1-Use conventions of standard written language.C.P.1.1-Write persuasive pieces that include a clearly stated position made convincing through the use of appropriate methods.C.P.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.P.3.1-Use conventions of standard written language.L.9-10.1-Demonstrate command of the conventions of

How do we use information gained through research to expand knowledge?

How can our knowledge

Working Bibliography Checklist

Thesis Statement

Note Card Format

Rough Draft

The student will demonstrate an understanding of the Career Pathways/Career Cruising website by choosing a career and collecting data on it from this site.

The student will demonstrate a mastery of the Noodle Tools web based research site by completing all the steps to writing a research paper on it.

The students will create accurate notecards through the Noodle Tool site

The Career Cruising Website will be introduced to the students as a useful tool from which to draw career choices.

The state mandated research paper on a career will be completed.

The graduation credit for the career paper will be completed.

A thesis statement is an idea a

Career Research Requirements


standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3a-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.L.9-10.4c-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.RI.9-10.8-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.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.9-10.2-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.9-10.5-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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)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-Draw evidence from literary or informational texts to support analysis, reflection, and research.

and use of the research process promote lifelong learning?

Final Career Essay

The student will learn the difference between direct quotations and paraphrasing’s within the research process by creating various types of notecards within Noodle Tools.

The student will write a research paper that persuades its readers to believe he/she has chosen a good career for himself/herself.

The student will learn the steps to writing an effective thesis statement.

The student will prove a thesis statement through the use of valid information that supports his/her thesis.

The student will edit his/her work into effective strategies for proving an argument.

The student will complete the requirement by the state of PA to complete a research paper on a particular career.

The student will acquire the credit needed for his/her portfolio and graduation by completing a research paper on a career.

The student will prove an understanding of the elements of an essay through successfully completing several research papers.

The student will utilize in text citations effectively.

The student will utilize a working bibliography correctly.

The student will master using a header on a composition.

The student will create essays using effective transition sentences between paragraphs.

The student will edit a rough draft and rearrange information when necessary to create an effective paper.

The student will create and utilize a works cited page correctly.

writer/researcher sets out to prove. Its scope is beyond an opinion in that it must be proved through factual information to be true.

Learning to discern a legitimate and reliable source of information from a poor source is an important aspect of research.

Plagiarism is against the law. If one plagiarizes knowingly or not, a crime has been committed. Knowing how to effectively summarize and paraphrase help avoid trouble. Plus knowing how to cite information obtained correctly avoids problems in school and within the law.

Effective recording and keeping od notes makes the writing process easier and quicker.

An effective argument does not just stack the deck by not acknowledging negative aspects of a proposition or ignoring opposing opinions. An effective argument dismisses the opposition by disproving the opposing point of view or offering a compromise of some kind.

Understanding why one holds an opinion on something is important. Effective persuasion is founded on clarity and factual information used to bring another to one's point of view.

Informational sources have unique purposes

Develop a clear research question or thesis statement.

Develop search procedures to locate and gather information from traditional sources (libraries) as well as electronic databases, data sets and other electronic reference materials.

Analyze and evaluate information from sources for relevance to the research question, topic or thesis.

W.9-10.1a-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.9-10.1b-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.

Synthesize information gathered from a variety of sources.

C.E.1.1-Write informative pieces that describe, explain, or summarize information or ideas.C.E.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.E.3.1-Use conventions of standard written language.C.P.1.1-Write persuasive pieces that include a clearly stated position made convincing through the use of appropriate methods.C.P.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.P.3.1-Use conventions of standard written language.

Persuasive Essay

The student will research a topic on the Pro Con Database.

Develop and refine a research question or thesis statement.

The student will learn how to argue over a controversial topic effectively.

The student will learn how to effectively refute opposing view points by utilizing data.

The student will apply the most effective strategy of argumentation to persuade his/her reader to his point of view.

The student will write a paper longer than five paragraphs (3 - 5 pages) that proves a point of view.

The student will edit a rough draft.

Cite all sources properly when quoting, paraphrasing or summarizing.

Follow the conventional style for the type of document and use page formats, fonts and spacing that contribute to the readability and impact of the document.Analyze and evaluate information from sources for relevance to the research question, topic or thesis.

Document sources of information, including references and works cited, using an appropriate MLA style.

Critically evaluate primary and secondary sources for validity, perspective, bias, and relationship to topic.

Evaluate information from a variety of reference sources for its relevance to the research question, topic or thesis.

Effective arguing is an art.

Argumentation is the basis of social change.

Validity of information must be established.

Organization of information facilitates meaning.

Informational sources have unique purposes.

Pro Con Database



Research skills and Expository Writing ~

The purpose of this unit is to teach writing and presentation of ideas through the various styles of expository writing. This involves introducing the students further into the world of research and how to demonstrate what one has learned through research effectively to an audience. The steps to effective note taking to avoid plagiarism is also an important part of this process.


C.E.1.1-Write informative pieces that describe, explain, or summarize information or ideas.C.E.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.E.3.1-Use conventions of standard written language.C.P.1.1-Write persuasive pieces that include a clearly stated position made convincing through the use of appropriate methods.C.P.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.P.3.1-Use conventions of standard written language.

Persuasive Essay

Paragraph Rubric

The student will research a topic on the Pro Con Database.

Develop and refine a research question or thesis statement.

The student will learn how to argue over a controversial topic effectively.

The student will learn how to effectively refute opposing view points by utilizing data.

The student will apply the most effective strategy of argumentation to persuade his/her reader to his point of view.

The student will write a paper longer than five paragraphs (3 - 5 pages) that proves a point of view.

The student will edit a rough draft.


Follow the conventional style for the type of document and use page formats, fonts and spacing that contribute to the readability and impact of the document.

Analyze and evaluate information from sources for relevance to the research question, topic or thesis.

Document sources of information, including references and works cited, using an appropriate MLA style.

Critically evaluate primary and secondary sources for validity, perspective, bias, and relationship to topic.

Evaluate information from a variety of reference sources for its relevance to the research question, topic or thesis.


Effective arguing is an art.

Argumentation is the basis of social change.

Validity of information must be established.

Organization of information facilitates meaning.

Assignment for Persuasive Essay Part One

Peer Editing


Responding to Literature ~

The focus of this unit is to introduce students to short literature of various genres from around the world. The majority of writing assignments will be expository in nature ranging from short answer to extended essay. The most complicated of these assignments will be a comparative essay that analyzes three stories (chosen by the instructor) of a particular author's works.


C.E.1.1-Write informative pieces that describe, explain, or summarize information or ideas.C.E.3.1-Use conventions of standard written language.C.P.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.P.3.1-Use conventions of standard written language.L.F.1.2-Use appropriate strategies to determine and clarify meaning of vocabulary in literature.L.F.1.3-Use appropriate strategies to comprehend literature during the reading process.L.F.2.1-Use appropriate strategies to make and support interpretations of literature.L.F.2.2-Use appropriate strategies to compare, analyze, and evaluate literary forms.L.F.2.3-Use appropriate strategies to compare, analyze, and evaluate literary elements.L.F.2.5-Use appropriate strategies to identify and analyze literary devices and patterns in literary fiction.

How does interaction with text provoke thinking and response?

Literary Terms Test

The students will learn the meanings of the following literary terms and identify their use in literature.

The student will successfully complete a multiple choice test based on the definitions of literary terms as found in their texts and given during lectures.

The students will utilize the literary terms within their written responses to literature.

Identify the use of plot as a driving force in Two Friends, Through the Tunnel, The Open Window, and Leningen Versus the Ants.

Identify the implied themes in Before the Law and The Censors.

Explain the effect of setting on the stories There Will Come Soft Rains and The Garden of Stubborn Cats

Identify the effect of symbolism in The Masque of the Red Death and The Apple Tree.

The following terms will be introduced and defined at the start of the unit.

allegory Atmosphere characterization climax conflict figurative language first person flashback foreshadowing incongruity irony local color metaphor omniscient point of view personification plot point of view resolution satire setting simile stereotype suspense symbol theme third person limited tone

An author uses numerous bits of figurative language to create an effect on an audience whether that effect be political, social, thematic, or simply entertainment.

The following stories will also be read and analyzed for the importance of strong plots Two Friends by Guy De Maupassant, Through the Tunnel by Doris Lessing, The Open Window by Saki, and Leiningen Versus the Ants by

Vocabulary of Short Stories

Timeless Voices, Timeless Themes, Prentice Hall Literature. New Jersey: Pearson Prentice Hall, 2005, print.

Teacher handout

Carl Stephenson.

Understanding the effectiveness of Point of View creates a stronger writer as seen in The Street of the Canon from Mexican Village by Josephina Niggli and Before the Law by Franz Kafka.

Characters and their actions can be the focus of a story more than other areas of literature as seen in A Visit to Grandmother by William Kelley and The Good Deed by Pearl Buck.

The setting can greatly affect the outcome of a story. Setting is more than time, it also involves the nuances of a culture and the changes that culture may be experiencing at the time of the story. There Will Come Soft Rains by Ray Bradbury, The Garden of Stubborn Cats by Italo Calvino

C.E.1.1-Write informative pieces that describe, explain, or summarize information or ideas.C.E.3.1-Use conventions of standard written language.C.E.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.L.F.1.1-Use appropriate strategies to analyze an author's purpose and how it is achieved in literature.


"Contents of Dead Man's Pockets"

"The Monkey's Paw"

Create an Original Story of Suspense

The students will utilize the literary terms within their written responses to literature.

The students will gather similarities in stories that are completely different stylistically yet are all considered suspenseful and write a paper that explains which author was most successful in creating a feeling of suspense.

Suspense is a key part to creating entertaining stories, but what exactly creates suspense? Why does a reader keep turing pages? Discuss and write the titles of some of the students favorite suspenseful stories. Also ask for the names of writers who are known for creating suspense stories. It is important at this time to make it clear that while most horror stories are suspenseful, not all stories of suspense are hooror stories. Be sure to include adventure, spy, war stories in the discussion.

Contents of a Deadman's Pockets, The Monkey's Paw, and Masque of the Red Death are the classic short stories to use in demonstrating the essessence and elements of suspense.

Suspense

The Monkey's Paw

The Masque of the Red Death

Create a Story of Suspense


L.9-10.2c-Spell correctly.L.9-10.3a-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.L.9-10.4d-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.9-10.5a-Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.9-10.2b-Use a colon to introduce a list or quotation.


Literary Analysis Paper

Analyze and evaluate author’s/authors’ use of literary elements within and among genres

Analyze and evaluate author’s/authors’ use of conflict, theme and /or point of view within and among texts

Develop new and unique insights based on extended understanding derived from critical examinations of text(s)

Research is an inquiry based process.

Organization of information facilitates meaning.Essential content, literary elements and devices inform meaning

Textual structure, features and organization inform meaning

Analysis of an Author's Works


Google Books

RI.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.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.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).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.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).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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)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.9-10.9-Draw evidence from literary or informational

Evaluate the relevance and reliability of information, citing supportive evidence in texts

Develop a clear research question or thesis statement

Follow the conventional style for the type of document and use page formats, fonts and spacing that contribute to the readability and impact of the document.


Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)

Use proper conventions to compose in the standard form of the English language (conventions).



Use precise vocabulary when developing writing

Use strong verbs and nouns, concrete details, and sensory language to make meaning clear to the reader

Develop an organizational format appropriate to mode and purpose that sustains writing in a logical order. (organization)

Incorporate appropriate transitions within and between paragraphs.

Focus, content, organization, style, and conventions work together to impact writing quality

texts to support analysis, reflection, and research.W.9-10.2b-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.9-10.2f-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.9-10.3a-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.

Grammar ~

The purpose of this unit is strengthening students' writing through a quick review of grammatical basics leading into the effective uses of phrases and clauses. Thus the uses of semicolons and commas will also be emphasized. While it may seem a long time to spend on the calendar, it is important to note the holiday break occurs in the middle of the unit. Also, for this district, it has been found that an intense review has been necessary in recent years to get students competent in the end goal of effective use of more complex sentences.


L.9-10.2b-Use a colon to introduce a list or quotation.L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.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.9-10.1b-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.L.9-10.2a-Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.W.9-10.1c-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.

How does good grammar help legitimize a writer's message?

What is the effect on an audience when more complex sentences are utilized?

Clause Quiz 1

Clause Quiz Two

identify and utilize subjects, verbs and objects correctly.

Recognize three types of phrases within a written piece.

recognize independent clauses within written pieces.

correctly utilize a comma after an introductory clause.

create compound sentences, complex sentences, and compound-complex sentences and punctuate them accordingly.

As a writer matures and researches more serious topics, his/her writing must mature too in order to be taken seriously.

Complex sentences sometimes make complex material easier to understand.

Proper punctuation gives greater meaning.

Proper uses of phrases and clauses create clarity and are useful in accomplishing style.

Clauses - What are they? Why important?

Teacher notesvarious texts

Of Mice and Men ~ This unit focuses on the literary and historical significance of this American classic.


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.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.9-10.9-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).W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.2b-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.9-10.2c-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.9-10.2d-Use precise language and domain-specific vocabulary to manage the complexity of the topic.W.9-10.3a-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.

What makes a novel to be classified as a classic?

How can a piece of literature have an effect on the reader's views of history?

Significance Writing Assignment

Evaluate the effectiveness of the author’s use of literary devices in various genre



Analyze the impact of societal and cultural influences in texts

Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions

Listen with civility to the ideas of others



Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit and publish)Revise writing by: • examining how the questions of purpose, audience, and genre have been addressed• examining and improving style, word choice, sentence variety and subtlety of meaning

Essential content, literary elements and devices inform meaning

Informational Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).

Informational Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).

Persuasive Writing: Employ a thoroughly elaborated argument that includes a clear position consistently supported with precise and relevant evidence where rhetorical persuasive strategies are evident (content).

Persuasive Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).

Persuasive Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).

Steinbeck presents an accurate portrayal of life for the average rural worker in post depression/stock market crash of the 1930's.

The significance of historical events are often understood and

Significance of Events

Steinbeck, John. Of Mice and Men. New York, N.Y., U.S.A: Penguin Books, 1994. Print.

Teacher handouts

explained more clearly through personal narratives.

Poetry ~

This unit focuses on the conventions of poetry from 17th century authors to contemporary writers/artists. Formal styles and structures will be read and the students will attempt their own creations in those styles. Then the students will also study free verse and non traditional styles of poetic expression.


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.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.3a-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.L.9-10.4a-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.9-10.5a-Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.9-10.5b-Analyze nuances in the meaning of words with similar denotations.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.SL.9-10.1a-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 topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1b-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.9-10.1c-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.9-10.1d-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.W.9-10.3b-Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.9-10.3c-Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.W.9-10.9a-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.9-10.9b-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


Why do authors choose the literary form of poetry over prose to communicate?

Final Poetry Test 2/15/2015

demonstrate an understanding not only of the definition of figurative language, but also an ability to utilize the terms within poems.

classify poems correctly as narrative, dramatic, or lyric.

demonstrate an awareness of the differences between structured verse, such as in sonnets, and more contemporary forms such as free verse.

identify an author's use of rhyme scheme and meter to create an effect.

will write original poems in two or more of the poetic styles studied.

will create and present a multimedia demonstration of original poems to the class.

The following terms are utilized not only when writing poetry, but also when analyzing it:alliterationonomatopoeiaassonanceconsonancemeterrepetitionrhymerhythmsimilepersonificationmetaphorimagery

Poetry is a form of literature meant for both verbal and written expression.

The three types of poetry that must be identified by the end of the unit are: narrative, dramatic, and lyric.

The structure of poetry differs from scripts and prose.

There are both types and forms of poetry.

What Makes a Poem a Poem?


relevant and sufficient; identify false statements and fallacious reasoning”).

Warriors Don't Cry ~

This unit will focus on the impact of non-fiction/personal narratives and their effectiveness in teaching the effects of historical happenings on the individual. This unit coincides with their studies this year in history and reinforces what they have learned about the Civil Rights Era and the importance of the landmark case Brown vs. the Board of Education."Warriors Don't Cry by Melba Pattillo Beals-a first-hand account of the integration of Central High School in Little Rock, Arkansas, in 1957. The book explores not only the power of racism but also such ideas as justice, identity, loyalty, and choice." (http://www.facinghistory.org)


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.9-10.5-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.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, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.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.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.9-10.2-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.9-10.4-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.9-10.1c-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.9-10.1d-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.

What strategies can we use to read and understand non-fiction texts?

How does one recognize new information that is related to prior knowledge or experience?

Are schools now truly integrated? How effective is school desegregation? How do we integrate schools and ensure school equality?

Does treating people equally mean treating people the same? Do youhave to treat people equally in order to be fair? If desegregating schools is a good thing, then why aren’t more

Comparison and Contrast

Students will use the inferring strategy while reading non-fiction

students will read informational texts, fiction, and primary source documents.

The students will understand differences between primary and secondary sources

analyze, organize and interpret information

recognize point of view in primary and secondary sources, as well as fiction

evaluate and recognize reliable and unreliable

Hindsight is 20/20. What seems obvious to a culture now, may not have been obvious to a culture in the past. How do cultural views evolve?

Plessy v. Frgusson and Brown v. BOE are previous Supreme Court rulings that continue to affect today's culture.

Personal narratives of non fiction bring historical happenings to life in subtle ways simple facts do not.

There are parallels between To Kill a Mockingbird and Warriors Don't Cry.

the evolution

Background - Plessy v. Fergusson and Brown v. BOE

The Beginning of Change

www.tip.sas.upenn.edu/curriculum/units/2009/02/09.02.06.pdf

Bigg, Matthew. ""U.S. school segregation on the rise - report"." Reuters 14 Jan 2009 Web.6 May2009. < http://www.reuters.com/article/lifestyleMolt/idUSTRE50D7CY20090114>.

“Brown vs. Board: An American Legacy.” Teaching Tolerance: A Project of the SouthernPoverty Law Center. Spring 2004..

The Civil Rights Project / Proyecto Derechos Civiles. University of California, Los Angeles.2009. California Board of Regents. 15 Mar. 2009.

Countryman, Matthew J. Up South: Civil Rights and Black Power in Philadelphia. Philadelphia: University of Pennsylvania Press, 2006.

Du Bois, W.E.B. The Souls of Black Folk: Essays and Sketches. Chicago, 1903.

Evans, Desiree. "School segregation in the U.S. continues to rise." Facing South: The OnlineMagazing of the Institute for Southern Studies 22 Jan 2009 Web.6 May 2009.rise.html>.Historic Front Pages from the Arkansas Democrat and Arkansas Gazette. Little RockNewspapers, Inc. 2000. < http://www.ardemgaz.com/prev/central/>.

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.9-10.2-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.9-10.6-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.

people happy about it?

narrators

make meaningful connections among literature, history and modern life

to the Civil Rights Movement.

Julius Caesar ~

This unit presents a bit of background into Elizabethean England, the political arena of Rome at the time of Julius Caesar sweeping power from Pompey, and the poetic/theatrical form of blank verse. The emphasis is on the timelessness of Shakespeare's themes and how his works relate to life today.

Standards Essential Questions AssessmentsSkills Content Lessons Resources

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.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.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.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.L.9-10.4d-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.9-10.5a-Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.9-10.5b-Analyze nuances in the meaning of words with similar denotations.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.9-10.1c-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.9-10.1d-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.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.9-10.6-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


How do theatre artists support cultural norms?

Act III Test Evaluate the effects of inclusion and exclusion of information in persuasive text

Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions



Summarize, draw conclusions, and make generalizations from a variety of mediums

Develop new and unique insights based on extended understanding derived from critical examinations of text(s)

Analyze the impact of societal and cultural influences in texts

Evaluate the characteristics of various genre (e.g. fiction and nonfiction forms of narrative, poetry, drama and essay) to determine how the form relates to purpose.

Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning

Essential content, literary elements and devices inform meaning

Textual structure, features and organization inform meaning

Classical literature is timeless as its scope of matter and themes suit multiple generations.

Blank verse served specific purposes beyond poetry. It allowed actors working in very demanding circumstances to perform in numerous plays in short periods of time.

The structure of government within a country affects various aspects of artistic expression and culture

Shakespeare's sonnets are mini plays themselves. Understanding their structure gives insight in understanding his pays.

Artists use tools and resources as well as their own experiences and skills to

Reading Guides for Interpretation of Julius Caesar

Timeless Voices, Timeless Themes, Prentice Hall Literature. New Jersey: Pearson Prentice Hall, 2005,

dynamically.W.9-10.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.9-10.3a-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.9-10.3e-Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.W.9-10.9a-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]”).

Evaluate the effectiveness of the author’s use of literary devices in various genre

create art.

Humans have expressed experiences and ideas through the arts throughout time and across cultures.

People use both aesthetic and critical processes to assess quality, interpret meaning and determine value.

Creative Writing ~

The students will have a chance to attempt to emulate their favorite authors and/or genres in a number of writing pieces that are focused more on creative expression rather than research based writing.


C.E.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.P.3.1-Use conventions of standard written language.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.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.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.1b-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.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).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.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.9-10.5-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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)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.9-10.10-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.W.9-10.2c-Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Why does fictional writing appeal to so many people to make it such a lucrative business?

How does a writer become popular?

Photo Story Rubric write with varied intentions such as a plot driven story, a personal narrative, character development.

will partake in workshop sessions with peers, discuss evolution of story, edit based on suggestions and reactions of peers.

publish one or more of his/her story(ies) in a class anthology.

edit a peer's work following the constructs of effective editing techniques.

seek out interviews of authors he/she admires and read about their process of writing.

perform a presentation on his/her own process of creating a story to the class.

Writing conventions must be adjusted to suit the task at hand and the audience.

Creative writing's focus is different than formal expository writing.

Creative writing/writing of fiction is a billion dollar a year business worldwide.

Just as there are styles of expository writing, there are styles of creative writing.

Grammatical conventions within dialog may be broken, but must done so only for character development.Sensory imagery must be fine tuned to get the writer's and story's intention across to the reader effectively.

Not all fictional stories are plot driven.

Characters are developed not simply by description, but also through their actions.

Tone is shown through the author's choice of words towards the subject at hand.

Mood has to do with the story itself.

Techniques for developing stories are as varied as the author's who create them.

The Devil Is In the Details

If No One Told Me Who I was, Who Would I Be?

Photo Story


W.9-10.3b-Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.9-10.3c-Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.W.9-10.3d-Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.9-10.3e-Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.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.9-10.4-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.9-10.1a-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 topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1d-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.

Writing improves through the recursive process of revising and editing

Final Exam ~

The final exam is a common exam to all sophomore English students. It may change each year after teachers review its contents and decide on additions as a whole department.


Final Exam

Documents

Web viewRL.9-10.2-Determine a theme or central idea of a text and analyze in detail ... John. Of Mice and Men. New York, N.Y., U.S.A ... a section or chapter)