anchor text: elements of literature, 3...

9th Grade Curriculum Guide Overview

Revised April 2010

Grade Term Unit

9th One 9.1 Introduction to HS Reading—Textbooks & Short Stories Anchor Text: Elements of Literature, 3

rd Course—Collections 1-4

plot (exposition, rising action, climax, falling action, resolution) form setting conflict (internal/external) theme character development protagonist vs. antagonist mood, tone, style author’s purpose narration/point of view Anchor Writings: Literary Analysis and Personal Narrative Personal Narrative--Write a letter to an adult explaining the most important lesson you have learned from him/her about learning to control one or more trigger emotions. Introduction to Literary Analysis Introduction (title, author, and genre) Thesis supports writer’s perspective Interpretation of literary work (elements) Includes a summary of work Literary terms used in discussion points Thesis supported by evidence from text Literary Devices figurative language--simile, metaphor, personification imagery symbolism foreshadowing irony/sarcasm implied meanings onomatopoeia suspense Grammar Focus Subject/verb agreement Sentence Fluency (Flow) Strong (vivid) verbs ACT Vocabulary List—See list. Context Clues from short stories

One

9.2 Introduction to High School Writing: Persuasion Anchor Text: from An Indian’s View of Indian Affairs Darkness at Noon Incidents in the Life of a Slave Girl excerpt 21 “My Name” from House on Mango Street “Kidnap Poem” by Giovanni “fifteen” by Stafford Anchor Writing: Persuasive Essay Takes a position on controversial issue Shows clear understanding of the issue Thesis based on fact, value, or policy Consistently supports stand with specific, logical reasons and relevant information Support includes facts, examples, expert opinion, statistical evidence Responds to alternative arguments Evaluates implications and complications Uses clear and logical sequence of reasons and strong transitions effective lead and closing argument varied, precise language Expository Elements thesis supporting ideas


Revised April 2010

Grade Term Unit

One 9.2 Continued supporting statistical information supporting expert’s opinion/quotations writer’s tone (attitude) academic vocabulary Grammar Focus Transitions Run on sentences and Fragments—Complete Sentence Structure Punctuation ACT Vocabulary List—See list.

One 9.3 The Epic and Poetry Anchor Text: The Odyssey Definition a long sweeping narrative that recounts the actions, travels, adventures, and heroic deeds of a hero.

The Odyssey is a ―nostos‖ epic; it focuses on homecoming rather than on glory allusion Homeric or Epic Simile foreshadowing imagery symbolism Anchor Writing: Persuasion Write text that: Expresses Judgments Focuses on the Topic Develops a Position Organizes Ideas Uses Language Effectively

- conventions (grammar, usage, mechanics) - vocabulary (precise, varied) - sentence structure variety (vary pace, support meaning)

Persuasive Essay Options Write a persuasive essay that supports this thesis:

The ancient Greeks placed a high value on arête – the effectiveness of a man or woman because of intellectual and physical excellence. Use Odysseus as an example of a classic Greek hero. Include one or more quotations in each discussion paragraph.

Courage has been a big idea in the last two units of study. Write a persuasive essay on your current theory of courage. Draw on the characters Atticus and Odysseus, as well as others you have read about, to support your thesis/theory. Use one or more quotations in each discussion paragraph.

Persuasive Speech Options Write a persuasive speech appealing to one of the gods from the perspective of Odysseus trying to protect his crew.

Grammar Focus Pronouns Ambiguous Pronoun Usage Homonyms and Pronouns Synonyms and Antonyms ACT Vocabulary List—See list.

Two

9.4 Shakespearean Drama, Tragedy Anchor Text: The Tragedy of Romeo and Juliet Shakespearean Drama tragedy tragic hero comic relief allusion foil soliloquy


Revised April 2010

Grade Term Unit

Two 9.4 Continued aside blank verse plot, structure Freytag’s Triangle Shakespearean Sonnet fourteen-line poem conflict, question, resolution rhyme scheme (abab cdcd efef gg) figurative language Literary Devices aside dramatic irony foil foreshadowing imagery metaphor monologue oxymoron paradox personification puns simile soliloquy stage directions verbal irony

Anchor Writing: Literary Analysis and Persuasive Essays Introduction to Persuasive Writing Expresses Judgments Focuses on the Topic Develops a Position Organizes Ideas Uses Language Effectively conventions (grammar, usage, mechanics) vocabulary (precise, varied) sentence structure variety (vary pace, support meaning)

Persuasive Essay Options

Write a persuasive essay using the following thesis: Romeo and Juliet’s age was the greatest contributing factor in their death. Support the thesis with evidence and examples from the play as well as the informational text on new brain research and its implications on teens and how they make decisions.

Write to persuade that Shakespeare’s play The Tragedy of Romeo and Juliet is of value to modern day teenagers, giving them insight into themselves.

Introduction to Literary Analysis Introduction (title, author, and genre) Thesis supports writer’s perspective Interpretation of literary work (elements) Includes a summary of work Literary terms used in discussion points Thesis supported by evidence from text Literary Analysis Options Write a literary analysis of Shakespeare’s use of imagery in Mercutio’s speech about Queen Mab or another scene. Discuss mood, character development, and reader response to the scene.

Write a literary analysis of how secrecy and deceit influence the chain of events in the story leading to the final scene.

Grammar Focus Comma usage Semi-colon and colon usage Apostrophe usage ACT Vocabulary List—See list.


Revised April 2010

Grade Term Unit

Two 9.5 Contemporary Realistic Fiction, Novel Anchor Text: To Kill a Mockingbird or Mississippi Trial plot, setting, conflict (internal/external), theme character development mood, tone, style author’s purpose point of view design time management Anchor Writing: process writing language appropriate for purpose and audience revise own writing using proofreading checklist critique own writing for sophisticated sentence structure cite sources using MLA conventions evaluate own writing (review, revise, edit) note taking Literary Devices narration/point of view figurative language, imagery, symbolism allusions idioms foreshadowing

Persuasive Essay Options What was Harper Lee’s purpose in writing To Kill a Mockingbird? In a persuasive essay, explain the purpose she may have had in mind. Use facts and details from the book to support your thesis. Cite specific passages. Use at least three quotations from the unit or novel. Discuss why this purpose is still relevant today and why Lee was deserving of the Medal of Freedom on November 5, 2007.

Write to persuade another person to stand up for what is right. Write to prove social action is still necessary. Use unit quotations in your introduction, body, and conclusion.

Write to persuade someone of the importance of basing attitudes on a wide range of knowledge and experience. Use unit quotations in your introduction, body and conclusion.

Expository Writing Options Write an expository essay answering the question ―Who is Harper Lee?‖

Write a ―then and now‖ feature news article on current events. It should reflect the perspectives of the 1930, and today.

Write a persuasive news editorial for your school news paper about a topic of importance to you.

Grammar Focus Quotation marks and dialogue Parallelism Voice ACT Vocabulary List—See list. Context clues from novel


Revised April 2010

9th ACT Vocabulary List

adulation adversity amicable anecdote antagonist benevolent camaraderie censure clairvoyant collaborate compassion compromise condescending conditional congregation convergence diligent discredit empathy florid frugal hackneyed hypothesis impetuous incompatible inevitable integrity intuitive lobbyist longevity nonchalant novice orator pretentious procrastinate prosperity reclusive reconciliation renovation restrained subtle superficial superfluous suppress tactful wary

English Language Arts Grade 9 Inter-Relationships and Self-Reliance Unit 9.1 Introduction to High School Reading (Textbooks, Short Stories) Term 1

Revised April 2010

Dispositions Big Ideas/Themes Focus/Essential Questions

Literary Genre Focus/ Anchor Texts

Linking Texts Media Instructional Resources

Narrative Text Informational Text

Reading, Listening/ViewingStrategies and Activities

Writing, Speaking, Expressing Strategies and Activities

On-Going Literacy Development

Unit Plan

Grade 9 Disposition Inter-Relationships and Self-Reliance Big Ideas discovery perseverance self-determination reflection introspection exponential personal growth

Themes Critical thinking makes what we read our

own. Building meaning from text requires new

strategies. Story is the basic principle of mind. One

story helps us make sense of another. People are motivated by seven emotions

(flattery, fear, greed, anger, guilt, exclusivity, and salvation).

Focus Questions How do I read to gain skills, knowledge and

wisdom?

How do my emotions and wants/needs make me vulnerable?

How do I learn best?

How can reading help me come to a deeper understanding of myself and the world around me?

How can learning the characteristics of different genre facilitate my analysis of texts for deeper meaning and appreciation?

What questions should I be asking as I approach unfamiliar text?

What does it mean to read with a critical stance?

What are the common strategies and techniques used by good readers across genre?

What strategies, techniques, and terms are unique to specific genre?

How will having conversations with my peers, teachers, and society enhance my learning and encourage me to read more thoughtfully?

Focus Questions (continued) What generalizations or principles have I

discovered about my own reading?

What purposes does reading serve in the real world?

Essential Questions Who am I?

How do my skills and talents help define me?

What do I need to learn in high school to prepare me for college or the work place?

What evidence do I have that I am committed to learning?

How do I demonstrate that I am open-minded enough to learn from my experiences?

Which decisions I make today will affect me for my entire life?

Narrative Text Short Stories “The Most Dangerous Game” Richard Connell http://pages.prodigy.net/krtq73aa/danger.htm “The Gift of the Magi” O. Henry Audio http://content.loudlit.org/audio/magi/pages/01_01_magi.htm Text http://www.kingkong.demon.co.uk/gsr/giftmagi.htm “The Necklace” Guy de Maupassant http://www.bartleby.com/195/20.html Narrative Text Short Stories “Thank You M’am” Langston Hughes http://www.geocities.com/cyber_explorer99/hughesthankyou.html

Classic Short Stories Site http://www.classicshorts.com/

Media Short Story Videos “The Necklace” “The Most Dangerous Game” “Gift of the Magi” Six Word Stories We kissed. She melted. Mop please!

James Patrick Kelly Epitaph: He shouldn’t have fed it.

Richard K. Morgan Failed SAT. Lost scholarship. Invented

rocket. William Shatner We went solar; sun went nova. Ken

MacLeod Automobile warranty expires. So does

engine. Stan Lee Wasted day. Wasted life. Dessert, please.

Steven Meretzky TIME MACHINE REACHES FUTURE!!!

nobody there … Harry Harrison

Dinosaurs return. Want their oil back. David Brin

He read his obituary with confusion. Steven Meretzky

Three to Iraq. One came back. Graeme Gibson

“Six Word Stories Can Say Lots” Daniel Pink http://www.danpink.com/archives/2008/05/six-word-stories-can-say-lots Poetry “How do I Love Thee” Elizabeth Barrett Browning Sonnet 43 and biography http://www.poets.org/poet.php/prmPID/152 Informational Text Essay “I Want to Be Miss America” Julia Alvarez Art Teen Advertisements http://images.google.com/images?gbv=2&hl=en&q=Teen+advertisements&btnG=Search+Images Teacher Instructional Resources “The Importance of Collaboration”, Chapter 6 Deeper Reading, Kelly Gallagher Literature Circles http://www.englishcompanion.com/pdfDocs/litcirclepacket.pdf Literary Analysis/Response Writing Reminders Jim Burke Chapter 45, p. 211-247 Reading a Movie Literature Circle Roles Hard Rock English-Media Literacy, Jeana Rock http://158.91.55.1/~jeanar/rock_files/viewing.htm Vocabulary Squares http://www.englishcompanion.com/pdfDocs/vocabsquares.pdf Anticipation Guides Reading Strategy University of North Texas http://www.cte.unt.edu/home/Prof_devl/it/AntGuide_best_pract_041508.pdf http://www.cte.unt.edu/home/Grant_2_PD.html MAX Teaching Anticipation Guides http://www.maxteaching.com/materials.html Teacher Instructional Resources (continued) English Language Arts Anticipation Guide to

Genre Study Characteristics of short story Narrative Elements plot (exposition, rising action,

climax, falling action, resolution)

form

setting

conflict (internal/external)

theme

character development

mood, tone, style

author’s purpose

narration/point of view Literary Devices figurative language, imagery, simile,

metaphor, personification symbolism foreshadowing irony/sarcasm implied meanings onomatopoeia suspense Historical/Cultural Perspectives understanding human nature Critical Perspectives different time period

connect to self—own perspective on coming of age

Genre Study Characteristics of textbooks expository text literary analysis Expository Elements thesis supporting ideas supporting statistical information supporting expert’s opinion/quotations writer’s tone (attitude) academic vocabulary Organizational Patterns categorization cause/effect problem/solution

comparison

definition

description

enumeration/process

sequence Textbook/Expository Features table of contents

titles, subtitles, headings

pullout quotations, sidebars

graphic content

bullets and symbols

captions, footnotes

index

glossary

bibliography/references

appendices Introduction to Literary Analysis Introduction (title, author, and genre) Thesis supports writer’s perspective Interpretation of literary work (elements) Includes a summary of work Literary terms used in discussion points Thesis supported by evidence from text Introduction to Literary Analysis (continued) Adapted from OWL http://owl.english.purdue.edu/owl/resource/618/01/ Writing Critical Essays Outline http://depts.gallaudet.edu/englishworks/writing/art.html Informational Critical Perspectives Examine how prior knowledge and

personal experience affect understanding.

Use close and critical reading strategies to identify perspectives/bias

Reading Comprehension Strategies Identify purpose.

Preview text.

Understand then analyze.

Identify thesis, evidence, structure, style, organization.

Summarize.

Ask questions, visualize, make connections, predict, determine importance, infer, synthesize, and monitor comprehension.

Skim for pertinent information. Close and Critical Reading Strategies Use graphic organizers before, during and after

reading as a visual means of explaining and organizing information and ideas.

Use marginalia to describe the craft the author used. Use thinking notes and think aloud strategies. Annotate text. Take and organize notes (Cornell Notes and

Double Entry Journals). Determine relevance/importance. Consider potential for bias. Consider perspectives not represented to avoid

controversy. Look for evidence to support assumptions and

beliefs. Evaluate depth of information. Evaluate validity of facts. Recognize influence of political/social climate when

text was written. Critical Reading Questions What does the text say?

(literal)

How does it say it? (figurative)

What does it mean? (interpretive)

Why does it matter? (wisdom/allusion/ connections/relevance)

Reading Goals Learn to read like a writer. Recognize the narrative structure and

characteristics of anchor genre through reading mentor text.

Construct a clear definition of each genre answering these questions:

Reading Goals (continued)

- What elements must it contain? - Why would an author choose this genre? - What makes it unique from other genre? - What writing styles are appropriate? - What is its structure?

Graphic Organizers comparison matrix Freytag’s Pyramid KWL story board story structure time line Venn diagram Poetry Complete an anticipatory guide on the poem “How

Do I Love Thee” and the short story “The Necklace”. Use the “How to Read a Poem” activity to read “How do I Love Thee.” Then read “The Necklace.” Annotate with comments, connections, and insights about unconditional love. Participate in a Think-Pair- Share with a classmate.

Investigate the story behind the poem by reading the Browning biographical sketch. Share how it influenced your understanding of the poem.

Narrative Text Activities

Writing to Access Prior Knowledge Reading Goals

In preparation for setting personal reading goals, identify strategies you already use when reading unfamiliar or complex text. Examine the ways in which prior knowledge and personal experience affect the understanding of text.

Prior Knowledge Activities In literature circles analyze selected quotations I-X

using the four critical reading questions. Paraphrase each quotation and share with larger group.

Writing to Learn

Use writing to clarify thinking before, during and after reading (journals, notes, annotations, letters, literary analysis, summaries)

Grammar Focus See Power of Language (Grammar) Module Part II:

Grammar Overview for grade-level recommendations. http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf

Vocabulary Development Use a range of strategies to determine meaning in

context. Use textbook resources. Summarize passages. Establish a Word Wall. Classify and compare academic vocabulary (including

literary elements, features, and devices: simile and metaphor).

Academic Vocabulary List (Burke) http://www.palmbeach.k12.fl.us/multicultural/ESOLCurriculumDocs/All/academicvocabulary2.pdf http://www.englishcompanion.com/pdfDocs/academicvocab.pdf

Vocabulary Development (continued)

The 30-15-10 List (Gallagher) http://teacherweb.com/TX/RoundRockHighSchool/Massey,Ruth/30-15-10.doc

Research Skills note-taking summarizing paraphrasing OWL-Online Writing Lab http://owl.english.purdue.edu/owl/ Journal Entries Narrative Text

Respond to selected focus questions.

Generate questions to ask yourself, the author, or a character while you read.

Record how the stories unfold using a plot map. Identify what you think is the single most important event in each story; summarize your thinking.

Write a fictional conversation or letter between the author or character and yourself, two characters from different stories, or a character and someone you admire.

Work in pairs; one drawing the action while the other summarizes one of the three anchor stories.

Compare the irony in all three anchor stories; use comparison matrix; summarize findings.

Short stories are written to entertain and engage a reader. Write about the unit story you found most engaging and explain what techniques the author used to keep you interested.

Writing to Demonstrate Learning

Creative Expression Create your own short story using the ones you have

read as mentor text. Personal Narrative Write a letter to an adult explaining the most important

lesson you have learned from him/her about learning to control one or more trigger emotions.

Speaking

Student Goal Setting and Self-Evaluation Strategies Reflect on selected journal entry

Reflect on two pieces of unit writing that represent best effort

Monitor growth using literacy indicators

- language fluency - reading complexity - modes of discourse

Evaluate tendency toward dispositions and their appropriate application

Daily Fluency Reading HSTW/ACT recommendations of 8-10

books per year in ELA class; 25 books per year across the curriculum

Reading Strategies Skim text for essential information

Think, write, pair, share new texts

Time reading to determine time commitment for each text

Vocabulary Development academic vocabulary

technical/specialized vocabulary

word etymology and variation

find current uses in Google News Writing Writing Strategies process writing

language appropriate for purpose and audience

revise own writing using proofreading checklist

critique own writing for sophisticated sentence structure

cite sources using MLA conventions

evaluate own writing (review, revise, edit)

note taking Grammar Skills grammar and rhetoric mini lessons

practice skills for ACT/SAT success Elements of dialogue

Parts of speech Grammar Instruction to enrich writing: add detail, style, voice create organizational coherence and

flow make writing conventional Additional MDE Grammar Resource “Power of Language” Module http://michigan.gov/documents/mde/GrammarModule_186324_7.pdf http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf ACT College Readiness Standards English Analyze text for

Topic Development in Terms of Purpose and Focus

Organization, Unity, and Coherence

Word Choice in Terms of Style, Tone, Clarity, and Economy

Sentence Structure and Formation

Conventions of Usage

Conventions of Punctuation Reading


Revised April 2010








“A Fable “(by Mark Twain) http://www.maxteaching.com/id7.html Poetry How to Read a Poem http://www.englishcompanion.com/pdfDocs/howtoreadpoem.pdf Short Stories “Conversation Piece” Extended Reading Activity http://cal.olatheschools.com/gwextranet/scp.dll/[email protected]&format=&mid=48F5BE66.Donnar.Mjolnir.100.1386C74.1.B51B.1&folder=Calendar&altcolor=cccccc&template=olathe&caldays=1&startday=&file=Conversation%20Piece.doc How to Read a Short Story http://www.englishcompanion.com/pdfDocs/howtoreadastory.pdf “Understand Narrative Design” Chapter 88 Reading Reminders, Jim Burke How to Read Narrative Text http://www.englishcompanion.com/room82/readnarrative.html What Makes a Good Short Story? ”Jury of Her Peers” Susan Glaspell http://www.learner.org/interactives/literature/ Teaching the Short Story http://www.ket.org/education/guides/pd/teachingtheshortstory.pdf Narrative Profundity Scale http://www.readinglady.com/mosaic/tools/Profundity%20Scale-Narrative%20from%20Jeff.pdf Teacher Instructional Resources (continued) Plot Development (Freytag’s) http://www.readwritethink.org/lessons/lesson_view.asp?id=401 Teaching Plot Structure Through Short Stories http://www.readwritethink.org/lessons/lesson_view.asp?id=401 With link to PPT presentation http://www.readwritethink.org/lesson_images/lesson401/PlotStructure.pps Double Entry Journal http://www.turningpts.org/pdf/Double_Entry_Journal.doc Reader’s Sketchbook http://www.englishcompanion.com/pdfDocs/readersketchbook2.pdf Background information on “Very Short Story” authors http://www.wired.com/wired/archive/14.11/sixwords_pr.html Paraphrase-Write it in Your Own Words http://owl.english.purdue.edu/owl/resource/619/01/ Writing a Summary “Summarize and Paraphrase,” Ch. 84, p. 262-266 Reading Reminders Jim Burke “Summarize,” Lesson 22 50 Essential Lessons Jim Burke Summary Notes http://www.englishcompanion.com/pdfDocs/summarynotesbl.pdf “Seven Steps to Writing a Summary” http://cwl.oregonstate.edu/h-sum.html` Teacher Instructional Resources (continued) Expository Text

Short Stories (continued)

Read and analyze “The Most Dangerous Game” and “Gift of the Magi.” after completing an anticipation guide on the two stories. In literature circles, - Identify main characters, setting, primary conflict

theme(s) - Make a plot map of each story using Freytag’s

pyramid. - Examine how the author reveals the characters. - Use the Narrative Profundity Scale with main

characters to learn the unique contribution each makes to the themes.

- Examine how prior knowledge and personal experience affect your understanding.

- Build vocabulary knowledge using vocabulary square activity.

Possible peer discussion questions: - Who is involved? - What are they doing? - Why are they doing it? - What does the story line of the text look like if you

draw it? - How does time function in this story? - How does the point of view affect the meaning in

this story? - How does the design of the story affect or mirror

the action? - What is the source of tension or conflict in the

story? - What does the writer do to draw you through the

text? Adapted from Reading Reminders, Jim Burke

Discuss in class/group the importance of developing critical reading strategies and efficiency in reading the kinds of texts that will be encountered in the high school curriculum in preparation for setting long- and short-term reading goals.

Participate in and evaluate literature circles or book clubs with peers.

Analyze text for

Main Ideas and Author’s Approach

Supporting Details

Sequential, Comparative, and Cause-Effect Relationships

Meanings of Words

Generalizations and Conclusions Writing Write text that

Expresses Judgments

Focuses on the Topic

Develops a Position

Organizes Ideas

Uses Language Effectively - conventions (grammar, usage,

mechanics) - vocabulary (precise, varied) - sentence structure variety (vary

pace, support meaning)


Revised April 2010








Reading for Truth “Know the Difference Between Fact and Opinion”, Reading Reminders, Chapter 87, Jim Burke Ways of Seeing: Art to Advertisements: How We Interpret Our World http://www.englishcompanion.com/assignments/projects/advertisingproject.html Reading the World Propaganda Advertising Techniques p. 177-179 Deeper Reading Kelly Gallagher Reading Expository Text http://www.englishcompanion.com/room82/readexpository.html SQ4R http://forpd.ucf.edu/strategies/stratsq4r.html Double Entry Journal http://web.grps.k12.mi.us/academics/5E/doubleentryjournal.html Double-Entry Journals Plus Deeper Reading, Kelly Gallagher p. 116 Q Notes (SQ3R + Cornell) http://www.englishcompanion.com/pdfDocs/q-notes.pdf Outline Notes (Thesis/Evidence) http://www.englishcompanion.com/pdfDocs/outlinenotes.pdf Cornell Notes Tools/Note Taking for Analyzing Text http://www.englishcompanion.com/Tools/notemaking.html Teacher Instructional Resources (continued) Textbook Jim Burke’s Illuminating Text Chapter 3 How to Read a Textbook http://www.englishcompanion.com/room82/readtextbooks.html How to Read a Textbook Chapter http://www.dvc.edu/english/Learning_Resources/how_to_read_textbook_chapter.htm How to Read a Textbook Page http://www.englishcompanion.com/pdfDocs/toolannotatedtextbook.pdf Textbook Evaluation http://www.englishcompanion.com/pdfDocs/tooltextbookeval.pdf Textbook Feature Analysis http://www.englishcompanion.com/pdfDocs/textbookanalysis.pdf

English Language Arts Grade 9 Inter-Relationships and Self-Reliance Unit 9.2 Introduction to High School Writing: Persuasion Term 1

High School ELA Grade 9 Model Unit Planning Chart --- Toolkit curriculum and planning resource. v. 10.08 Revised April 2010

1


Literary Genre Focus/ Anchor Texts/Media

Linking Texts/ Student Exemplars Teacher Instructional Resources

Narrative Text Informational Text Reading, Listening/Viewing Strategies and Activities



Unit Plan

Grade 9 Disposition Inter-Relationships and Self-Reliance Big Ideas clarity discovery perseverance self-determination voice reflection introspection exponential personal growth Themes Writing is a way of knowing,

showing, and becoming. Writing keeps thinking

dynamic. Reflection is a habit of mind. Focus Questions How does writing help people

discover and understand what they are thinking?

How does writing shape what others think of us?

What are the common characteristics and techniques of good writing shared across genre?

What characteristics and techniques are unique to specific genre?

What techniques does a good writer use?

What purposes does writing serve in the real world?

What characteristics of writing do I appreciate? Essential Questions Who am I? How do my skills and talents

help define me? What evidence do I have that I

am committed to learning? How do I demonstrate that I

am open-minded enough to learn from my experiences?

Which decisions I make today will affect me for my entire life?

Writing Genre Study Persuasive Essay from An Indian’s Views of Indian Affairs Descriptive Essay Incidents in the Life of a Slave Girl Excerpt Chapter 21 “The Loophole of Retreat” Harriet Jacobs http://xroads.virginia.edu/~HYPER/JACOBS/hjch21.htm Reflective Essay “My Name” from The House On Mango Street Sandra Cisneros http://www.facinghistorycampus.org/campus/oc/reslib.nsf/0/E5D853C1BEFE23C185256F25004D24E7 Poetry (Narrative/Lyric) “Kidnap Poem” Nikki Giovanni http://www.tnellen.com/cybereng/poetry/kidnap.html

“fifteen” William Stafford http://www.angelfire.com/mi/patter/fifteen.html

http://www.favoritepoem.org/thevideos/ulrich.html Memoir - Short Narratives “Darkness at Noon” Harold Krents http://www.ldresources.org/?p=268 “Homeless” Anna Quindlen http://www.miamisci.org/tec/mssstory.html Song Lyrics “Cats in the Cradle” Harry Chapin http://www.coolschool.ca/lor/EN8/unit4/U04L05/CatsintheCradle.rtf “Nineteen Somethin'” Mark Willis http://www.goodwinmusic.com/wills.html#19

Descriptive Writing

The Writing Site http://www.thewritingsite.org/resources/genre/descriptive.asp Student Exemplars “Young Lions, Young Ladies” http://www.rscc.cc.tn.us/owl&writingcenter/cyberspace/lions.html “The Old Fence” http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Fence.html Reflective Essay Student Reflection to Mistral Man by Langston Hughes http://www.pbs.org/newshour/bb/poems/jan-june02/minstrel-man_2-1.html Sample Rubric http://www.winona.edu/AIR/resourcelinks/RUBRIC%20&%20CH%20essay.doc Poetry “What is Poetry” CBBC News http://news.bbc.co.uk/cbbcnews/hi/newsid_4360000/newsid_4361100/4361125.stm “How to Write a Poem” CBBC News http://news.bbc.co.uk/cbbcnews/hi/newsid_4360000/newsid_4362500/4362599.stm Student Exemplars Merlyn’s Pen http://www.merlynspen.org/read/search_library.php Sample Rubric http://teachers.net/wong/NOV06/poetry_rubric.pdf Memoir About Writing Memoirs Dr. Heather Lattimer http://memoir.teachingmatters.org/about.html What is a Memoir? http://www.inkspell.homestead.com/memoir.html Student Exemplars http://teacher.scholastic.com/writeit/readwork.asp?Genre=Memoir Additional Unit Resources

Writing Interactive Six Trait Writing Process (Up to forty free student accounts) http://senior.billings.k12.mt.us/6traits/index.htm Teacher/Student Created Rubrics http://rubistar.4teachers.org/index.php

Genre Study Characteristics of descriptive essay reflective essay poetry

Descriptive Essay answers “What is it like?” has defined subject sees through a new lens supports author’s underlying

point; can be persuasive organized by space, a certain

aspect, or writer’s perspective uses strong visual images;

metaphors, similes draws on 5 senses takes a stance includes practical and precise

details employs word choice and

sentence structure that support mood

uses literary devices

Reflective Essay responds to a significant event

or idea and what that idea means to the writer and to the larger world.

Answers Questions: Why? and So What?

memorably presents the experience using meaningful details

can be serious or humorous incorporates a variety of form

including narration and description

shows insight and thought analyzes using multiple

perspectives reveals ideas through use of

comparison and imagery uses concrete details explains what the topic means

to the writer and why it might be important to the reader

Poetry captivates and involves reader uses logical sequencing uses form to interpret idea

creatively and effectively may use rhythm and line

breaks uses concise language contains vivid, detailed images displays strong emotion uses rich, imaginative

language that exploits the senses

focuses on a brief period of time or a series of related events significant to the writer.

based on the truth uses narrative story structure

(setting, plot development, conflict, characterization, and

Genre Study Characteristics of portfolio reflection Persuasive Essay Takes a position on

controversial issue Shows clear

understanding of the issue Thesis based on fact,

value, or policy Consistently supports

stand with specific, logical reasons and relevant information

Support includes facts, examples, expert opinion, statistical evidence

Responds to alternative arguments

Evaluates implications and complications

Uses - clear and logical

sequence of reasons and strong transitions

- effective lead and closing argument

- varied, precise language

Portfolio Reflection Uses rubric criteria to

analyze text for characteristics of writing

Gives rationale for choosing piece

Addresses demonstrated growth as a writer; supports claims and interpretations

Refers to specific skills and strategies used

Refers to previous pieces Identifies strengths/

weaknesses; includes future goals and plan for improvement

Language is fluent, precise, and the writers voice is heard

Expository Elements thesis supporting ideas supporting statistical

information supporting expert’s

opinion/quotations writer’s tone (attitude) academic vocabulary

Reading Comprehension Strategies Identify purpose Preview text. Understand then analyze. Identify thesis, evidence, structure, style,

organization. Summarize. Ask questions, visualize, make connections,

predict, determine importance, infer, synthesize, and monitor comprehension.

Skim for pertinent information Close and Critical Reading Strategies Use graphic organizers before, during and

after reading as a visual means of explaining and organizing information and ideas.

Use marginalia to describe the craft the author used.

Use thinking notes and think aloud strategies.

Annotate text. Take and organize notes (Cornell Notes

and Double Entry Journals). Determine relevance/importance. Consider potential for bias. Consider perspectives not represented to

avoid controversy. Look for evidence to support assumptions

and beliefs. Evaluate depth of information. Evaluate validity of facts. Recognize influence of political/social

climate when text was written.

Critical Reading Questions What does the text say?

(literal) How does it say it?

(figurative) What does it mean?

(interpretive) Why does it matter? (wisdom/allusion/

connections/relevance) Reading Goals Learn to read like a writer. Recognize the narrative structure and


Construct a clear definition of each genre answering these questions:

- What elements must it contain? - Why would an author choose this genre? - What makes it unique from other genre? - What writing styles are appropriate? - What is its structure?

Graphic Organizers comparison matrix web vocabulary linear array http://www.englishcompanion.com/Tools/notemaking.html

Writing to Access Prior Knowledge Writing Goals Learn to write like a reader. Learn to use the structure and

characteristics of anchor text to plan and craft your own meaningful text.

Gain insight into yourself through your own writing.

Prior Knowledge Activities In a whole class activity, receive

a teacher selected theme, big idea, or quotation. Find the four other students who also received the same quotation and discuss its meaning.

Establish Writers’ Workshop Writing Process • Identify audience • Identify subject • Pre-write using appropriate

graphic organizer for genre • Draft • Revise/peer revision • Edit/peer editing • Publish • Proofread • Use writing rubrics for self-evaluation • Write reflective pieces • Set writing goals Grammar Focus effective word choice, especially

transitions strong verbs and adjectives correct usage and conventions

(pronoun referents) correct sentence structure—

complete sentences and subject/verb agreement

Writing to Learn Grammar Focus (continued)

See Power of Language (Grammar) Module Part II: Grammar Overview for grade-level recommendations. http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf Vocabulary Development Use of adjectives and descriptive

language to create tone. http://www.palmbeach.k12.fl.us/

multicultural/ESOLCurriculumDocs/All/academicvocabulary2.pdf

http://www.englishcompanion.com/pdfDocs/academicvocab.pdf


Student Goal Setting and Self-Evaluation Strategies Reflect on selected journal

entry. Reflect on two pieces of unit

writing that represent best effort.


- language fluency - reading complexity - modes of discourse Evaluate tendency toward

dispositions and their appropriate application.

Daily Fluency Reading HSTW/ACT

recommendations of 8-10 books per year in ELA class; 25 books per year across the curriculum

Reading Strategies read like a writer advanced organizers close reading characteristics of genre

Vocabulary Development descriptive language technical/specialized

vocabulary Writing

Writing Strategies

write like a reader use mentor text use writing process use of graphic organizers evaluate using rubrics self assess Grammar Skills grammar and rhetoric mini

lessons practice skills for ACT/SAT

success Elements of dialogue Parts of speech

Grammar Instruction to enrich writing: add detail,

style, voice create organizational

coherence and flow make writing conventional

Additional MDE Grammar Resource “Power of Language” Module (ELA Companion Document) Part 1 http://www.michigan.gov/documents/mde/GrammarModule_186324_7.pdf “Power of Language”



2







Portfolio Evaluation District Resource Guidelines for Assessment http://www.anglit.net/main/portfolio/default.html#essential The Writing Process Tutorial with Conn McQuinn & Mona Roach, Ph.D http://www.psesd.org/technology/writeprocess/ Graphic Organizers http://www.englishcompanion.com/Tools/notemaking.html http://www.thinkingmaps.com/htthinkmapx.php3 Poetry How to Read a Poem http://www.englishcompanion.com/pdfDocs/howtoreadpoem.pdf Analyze Poetry Read with a Pencil Activity http://www.wisc.edu/writing/Handbook/ReadingPoetry.html In a Poet’s Shoes (Web Based) Complete Lesson Plan

http://www.readwritethink.org/lesson_images/lesson78/poetshoes4.htm#Anchor-Introductio-56033

Presentation Rubric http://www.readwritethink.org/lesson_images/lesson78/poetrubric.html

Poetry Resources In a Poet’s Shoes (continued) Participation Rubric

http://www.readwritethink.org/lesson_images/lesson78/researchrubric.html

Poetry Web Sites: Favorite Poem Project (Audio) http://www.favoritepoem.org/videos.html Poetry 180 http://www.loc.gov/poetry/180/ Poems on Poems http://www.tnellen.com/cybereng/poetry/ Memoir Media Freedom Writers, ABC News Segment 15 minutes (Cost Involved) http://www.freedomwritersfoundation.org/site/apps/ka/ec/product.asp?c=kqIXL2PFJtH&b=2260029&en=fqKFJPMyFgJJKQPxH6KFIUOFKiLILWNFIlIOK0OMJuE&ProductID=405595 Critical Perspective “Drawing the Line Between Facts and Fiction” NPR Interview http://www.npr.org/templates/story/story.php?storyId=5161894

literary devices) first person; the author reveals him/herself to the reader through voice, actions, insight, and thoughts

author’s point of view influenced by memory of event; information at time

purpose is to share a life lesson learned that appeals the larger world

tends to be more subjective and personal than autobiography

has reflection scattered throughout about choices, perspectives, decisions, motives, and actions

may include selected diary entries, personal letters, or selections from official documents

Historical/Cultural Perspectives multiple ownership of the same

past Critical Perspectives connect to self – own

perspective on coming of age drawing the line between fact

and fiction

Genre Study to Support Writing Instruction Personal Narrative Review Participate in teacher directed lessons. Review personal narrative genre using a

collection of student exemplars and scoring rubrics.

Descriptive Writing Participate in teacher-directed lessons. Define characteristics of descriptive writing

using critical reading strategies using anchor text.

Create teacher/student rubric. Actively participate in a model writing lesson

of a descriptive essay in anticipation of writing your own.

Literature Circle Activities Analyze teacher-selected student

exemplars; rank order using genre characteristics and rubric, providing evidence.

Reflective Writing Participate in teacher directed lessons. Define characteristics of reflective writing

using critical reading strategies; use anchor text and student reflection of poem “Mistral Man.”

Create a teacher/student rubric. Actively participate in a model writing lesson

of a reflective essay in anticipation of writing your own.

Poetry Participate in teacher directed lessons. Read and interpret quotations by poets

using critical reading skills. As a class, use the quotations to define poetry.

Become familiar with rubric. Read “How to read a poem” activity. Participate in a model lesson of the “Read

with a Pencil” activity using “Kidnapped” by Nikki Giovanni in anticipation of reading poetry with peers.

Literature Circle Activities In literature circles, visit poetry web sites;

read 5-10 diverse poems or lyrics. Use the “Read with A Pencil” activity to answer questions such as:

Genre Study to Support Writing Instruction (continued) Literature Circle Activities

- Who is the speaker? - What is the occasion? - What is the central purpose of the poem? - How is the purpose achieved? - What qualities do I prefer? - What words or phrases help reveal the

author’s tone? Rank order the poems based on group preference.

Writing to Learn Journal Activity In preparation for writing in different modes of discourse Create a time line of seven

stories (memorable events) in your life.

Write the stories in seven headlines. Share orally with different partners (think, pair share).

Writing to Demonstrate Learning Personal Narrative Select a memorable person from

one of your headlines. Develop criteria for what makes

the person memorable. Use the criteria to write a

personal narrative piece. Discuss the person from three

perspectives, only one of which is your own.

Your essay may be in the form of a character sketch or portrait.

Use a rubric to reflect on the piece.

Descriptive Essay Select an object, a photograph, a

place, an event, a procedure, a feeling, or emotion that relates to one of your headlines.

Use active, precise verbs, concrete nouns, adjectives and adverbs.


Reflective Essay Select a saying, quotation,

metaphor, or proverb related to a central theme of a headline.

Use selected text to support a reflection on the theme.

Use rubric to analyze reflection. Writing to Demonstrate Learning Poetry Select a headline that evokes

strong visual images in your

Part 2 http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf ACT College Readiness Standards English Analyze text for Topic Development in Terms

of Purpose and Focus Organization, Unity, and

Coherence Word Choice in Terms of

Style, Tone, Clarity, and Economy


Conventions of Usage Conventions of Punctuation Reading Analyze text for Main Ideas and Author’s

Approach Supporting Details Sequential, Comparative, and

Cause-Effect Relationships Meanings of Words Generalizations and

Conclusions Writing Write text that Expresses Judgments Focuses on the Topic Develops a Position Organizes Ideas Uses Language Effectively

- conventions (grammar, usage, mechanics)

- vocabulary (precise, varied) - sentence structure variety

(vary pace, support meaning)



3







Multiple Ownership of the Same Past Discussion Questions http://www.readwritethink.org/lesson_images/lesson998/multiple.pdf Found Poem Exemplar Coming Home Again Chang-Rae-Lee http://readwritethink.net/lesson_images/lesson998/ComingHomeAgain.pdf

http://readwritethink.net/lesson_images/lesson1034/sample.pdf Poet to Poet (Online) Connects two classes, allowing students to experience creative writing, revision, and editing in the company of their peers in an online scenario. http://www.itvs.org/poeticlicense/teach_poet.html Personal Narrative Resources Student Exemplars Merlyn’s Pen http://www.merlynspen.org/read/search_library.php Sample Rubric 6+1 Mentor Text9 Narrative Scoring Practice http://www.nwrel.org/assessment/scoringpractice.php?odelay=3&d=1&search=1&t=0&s=0&g=6

Select one poem; eliminate all the non-vital words; write a poem from all the vital words (strong verbs, adjectives, descriptive words).

Write a reflective journal entry on a poem, song lyrics, or group of poems that you personally connected with; use the student reflection exemplar to “Mistral Man” by Langston Hughes as a model.

Read poems to complete “In a Poet’s Shoes” lesson and prepare web based or classroom presentation.

Memoir Participate in teacher directed lessons. Learn the characteristics of memoir writing

through Capote’s “Christmas Memory” and at least one other short narrative anchor text; use critical reading strategies.

Analyze the song lyrics of Chapin and Willis for elements of memoir. Find related unit quotations.

Learn how personal narrative, descriptive, and reflective essay characteristics are used in writing memoirs.

Listen to NPR interview “Drawing the Line Between Facts and Fiction” to form a critical perspective of memoir writing. Respond using “Multiple Ownership of the Past” discussion questions.

Analyze student memoir exemplars; rank order providing evidence.

Read the following quotation by Annie Dillard’, “Turning a text into a poem doubles that poem's context. The original meaning remains intact, but now it swings between two poles." Participate in a model writing lesson learning to write found poetry using an excerpt from her memoir in preparation for writing your own memoir.

Listening/Viewing Listen as your teacher reads aloud the

memoir “I, Too, Sing America” to discover Julia Alvarez’s reflection and response to this question: In what sense do you see yourself as an American writer?

Evaluate peers’ poetry presentation using rubric.

Take notes while listening to guest speakers address the importance of writing in different genre in various career settings. Post real life connections on data wall.

Participate in literature circles/book clubs and class discussions as a productive member.

After listening to the NPR Broadcast write a journal reflection on a personal family story that different family members might remember differently or have a different perspective on. Share three different perspectives including your own.

memory. Write a poem capturing those

images and feelings. You may use one of the poems you read during the unit as a mentor text.


Memoir Culminating Piece Write a personal memoir in

response to a headline about a small but meaningful event.

Incorporate characteristics and techniques of personal narrative, descriptive, and reflective writing.


English Language Arts Grade 9 Inter-Relationships and Self-Reliance Unit 9.3 The Epic and Poetry--The Odyssey Term 1


1



Linking Texts Instructional Resources

Narrative Text

Informational Text

Reading, Listening, Viewing Strategies and Activities



Unit Plan

Grade 9 Disposition Inter-Relationships and Self-Reliance Big Ideas life’s journey courage effects of war loyalty fate versus free will sacrifice survival homecoming Themes Odysseus is a symbol of

every man. Relationships sustain us. Journeys provide new

perspectives on life. War affects the mind,

body and soul of humanity.

Focus Questions What is an epic poem,

and how does it differ from other kinds of poetry or storytelling?

What is it about The Odyssey that has captivated readers for almost 3,000 years?

What does it means to be a hero?

Why does Odysseus long so powerfully to go home?

What role does hope play in survival?

In times of adversity, how do family bonds/relationships help us survive?

How do relationships endure over time?

What role does obligation play in relationships?

What is the role of fate vs. free will in our lives?

Narrative Text Epic Poetry “The Odyssey”, Homer Book I Book V Book IX-XII Book XVI -Book XVII Book XXI-XXIII The Odyssey, Translated by Robert Fagles, Penguin Books, 1997 On Line Prose Versions Translated by Samuel Butler http://classics.mit.edu/Homer/odyssey.html Literary Nonfiction (Teacher Discretion) The Things They Carried Tim O’Brian – Ch 1 Excerpt Teacher Discretion Advised http://web.archive.org/web/20011222025122/www.nku.edu/~peers/thethingstheycarried.htm

Media Video clips from The Odyssey, Clash of the Titans, Troy, Beowulf, Lord of the Rings, Return of the King, Harry Potter, Star Wars Informational Text Magazine Article “The Other Battle: coming home” Ann Scott Tyson, The Christian Science Monitor,7-9-03 http://www.csmonitor.com/2003/0709/p01s03-usmi.html Magazine Article “Coming Home” Carolyn Kleiner Butler, Smithsonian magazine, 1-05 http://www.smithsonianmag.com/history-archaeology/Coming_Home.html World War II Memoir Sylvia Cooke, Panorama, 8-9-07 http://www.rmpbs.org/panorama/?entry=36 News Article “Veteran Makes Soldier Homecomings a Daily Ritual” ABC News,2-2-07 http://abcnews.go.com/WNT/PersonOfWeek/story?id=2845247 Media “Burst of Joy” Photograph Slava Vader, Associated Press, 3-17-1973 http://www.fullspectrumottawa.com/exposure/exposure_great_photographs.php

Genre Study Characteristics of epic poem Author Study Homer Epic Poem Definition a long sweeping

narrative that recounts the actions, travels, adventures, and heroic deeds of a hero.

The Odyssey is a “nostos” epic; it focuses on homecoming rather than on glory

Purpose to entertain to provoke thought

and emotion to present a story

about values and beliefs

Characteristics of Epics main character is

heroically larger than life, usually of noble birth and stands for the ideals of a nation or race

hero survives using his intellect as well as his physical strength

journey takes place over a long period of time-many years

journey is complicated by supernatural beings or events

hero’s larger- than-life heroic qualities and his human weaknesses and unwise actions are both presented

setting is vast encompassing the know world, the

Expository Elements thesis supporting ideas supporting statistical


opinion/quotations writer’s tone (attitude) academic vocabulary Organizational Patterns argumentation/

persuasion compare/contrast theory/evidence problem/solution cause/effect Historical/Cultural Perspectives effects of war on

soldiers and their families

understanding human nature

Reading Comprehension Strategies Identify purpose Preview text Understand then analyze and

reflect Identify thesis, evidence, structure,

style, organization Summarize Ask questions, visualize, make

connections, predict, determine importance, infer, synthesize, monitor comprehension

Skim for pertinent information

Close and Critical Reading Strategies Use graphic organizers before,

during and after reading as a visual means of explaining and organizing information and ideas

Use marginalia to describe the author’s craft.


Annotate text. Take and organize notes (Cornell

Notes and Double Entry Journals). Determine relevance/importance. Consider potential for bias. Consider perspectives not

represented to avoid controversy. Look for evidence to support

assumptions and beliefs. Evaluate depth of information. Evaluate validity of facts. Recognize influence of

political/social climate when text was written.

Critical Reading Questions What does the text say? (literal) How does it say it? (figurative) What does it mean? (interpretive) Why does it matter?

(wisdom/allusion/ connections/relevance)

Reading Goals Learn to read like a writer. Recognize the narrative structure

and characteristics of anchor genre through reading mentor text.

Writing to Access Prior Knowledge Unit Goals Review your long term reading

and writing goals and set goals for this unit.

Based on unit description, identify areas of interest and what you would like to learn in preparation for research brief.

Prior Knowledge Activities Reflect on how you would

currently define courage. Revisit this reflection at the end of the unit to see if your perspectives have been confirmed or changed.

Write about the importance love, acceptance, understanding, and loyalty in a homecoming you have experienced.

Writing to Learn Writing Portfolio Maintain writing portfolio to

revisit goals, add evidence of progress, reflection and for evaluation purposes.

Writers’ Workshop Workshop Focus Determine workshop focus

based on group and individual needs.

Determine writing strategies for direct instruction.

Develop persuasive writing techniques.

Unit-Specific Writing Strategies Use the writing process. Use focus correction. Use metaphors in writing. Incorporate quotations as

supporting evidence or examples.

Use class-generated writing rubrics to evaluate your own writing and the writing of others.


entry Reflect on two pieces of

unit writing that represent best effort



dispositions and their appropriate application



Reading Strategies Skim text for essential

information Think, write, pair, share

new texts Time reading to

determine time commitment for each text

Vocabulary Development academic vocabulary technical/specialized

vocabulary word etymology and

variation find current uses in

Google News Writing Strategies process writing language appropriate for

purpose and audience revise own writing using

proofreading checklist critique own writing for

sophisticated sentence structure




2




Narrative Text

Informational Text




What role does suffering play in our lives?

What sacrifices are people willing to make for others?

Essential Questions Who am I? How do I relate to my

family, my community, and society?

How do I build networks of people to support me?

How am I a reflection of my relationships?

What can I contribute as an individual?

What is my responsibility to society?

The Odyssey Book 1 A “Sing in me, Muse, and through me tell the story Of that man skilled in all ways of contending, The wanderer, harried for years on end, After he plundered the stronghold On the proud height of Troy.” B "Men are so quick to blame the gods: they say that we devise their misery. But they themselves - in their depravity - design grief greater than the griefs the fates assign." (Zeus) The Odyssey (continued) Book 9 C “I dwell in shining Ithaca. There is a mountain there, high Neriton, covered in forests. Many islands lie around it, very close to

Informational Text (continued) Photo Essay “From Troy or Baghdad: Coming home from war”, Boston News http://www.boston.com/news/local/gallery/ptsd_timeline/ Music Video/Lyrics 8th of November 1965 Big and Rich Video http://www.yallwire.com/player/bigandrich8thofnovember.html?detect_mediatype=flv&detect_bitrate=_700&big=1 Text http://www.cowboylyrics.com/lyrics/big-&-rich/8th-of-november-16645.html Music Video “Coming Home” Chris Daughtry http://www.youtube.com/watch?v=rvOlFz_eIN0 Lyrics http://www.metrolyrics.com/home-lyrics-daughtry.html Photo Essay Things They Carry (Afghanistan)Kevin Sites http://hotzone.yahoo.com/b/hotzone/blogs2962 Newscast “Born to Serve, The Michael Murphy story”, News Day, 11-13- 07 http://www.newsday.com/news/specials/ny-murphy-seal-sg,0,6675676.storygallery?coll=ny_news_local_xpromo Poetry Video “Facing It” Vietnam War Veteran Yusef Komunyakaa http://www.favoritepoem.org/favoritepoem/videos.html

universe, and sometimes the underworld

story is fictional, but may explain some the events in the history of a nation or people

gods play an integral role in the outcome of actions

themes are timeless, allowing them to be passed through the ages

Epic Poem Elements of the Epic Hero Cycle hero’s ordinary world call to adventure refusal of the call meeting with the

mentor crossing the first

threshold test, allies, enemies setbacks/new

approach life or death ordeal reward the road back resurrection of hero hero returns home Epic Conventions poem begins with a

statement of the theme

invocation to the muse or god

story begins in the present and shifts to the past

long detailed lists and descriptions of significant items

epic simile use of epithets use of patronymics soliloquies

Construct a clear definition of each genre answering these questions: - What elements must it contain? - Why would an author choose this genre?

- What makes it unique from other genre?

- What writing styles are appropriate?

- What is its structure? Graphic Organizers chart matrix Venn diagram T-square KWL(R) Instructional Activities Before Reading The Odyssey Read to answer these questions:

- Why are we reading the epic poem The Odyssey today when it was written almost 3,000 years ago? - What value does the book hold for the modern teenager? - What does the book mean in terms of how I think about my myself, my family, my peers, my community, my country and humanity.

Before Reading Activities (continued) Visit The Odyssey Web Quest and

complete Task 1 to answer the question: Who was Homer? Make a main idea outline using each slide as a main idea.

Complete a KWL(R) about the War

of Troy in Greek mythology. Visit the Webquest “Troy” to understand the link between the story of Troy and The Odyssey. Take notes for literature circle discussion.

The setting of an epic is vast. View

the Map of Odysseus’ Journey to orient yourself.

Grammar Focus See Power of Language

(Grammar) Module Part II: Grammar Overview for grade-level recommendations.

http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf Vocabulary Development metaphors Classify and compare

academic vocabulary (including literary elements, features, and devices)

Academic Vocabulary List (Burke)

http://www.palmbeach.k12.fl.us/multicultural/ESOLCurriculumDocs/All/academicvocabulary2.pdf http://www.englishcompanion.com/pdfDocs/academicvocab.pdf The 30-15-10 List (Gallagher) http://teacherweb.com/TX/RoundRockHighSchool/Massey,Ruth/30-15-10.doc Research Skills Outline Locating Sources - library - electronic card catalogue - online databases - using the Internet Search Strategies - narrowing the search

- evaluate websites OWL-Online Writing Lab http://owl.english.purdue.edu/owl/ Quotation Notebook Record selected quotations in

a quotation notebook. Include quotations from the unit and self-selected quotations of personal significance that

evaluate own writing (review, revise, edit) note taking Grammar Skills grammar and rhetoric mini

lessons practice skills for

ACT/SAT success Elements of dialogue Parts of speech Grammar Instruction to enrich writing: add detail,


coherence and flow make writing conventional Additional MDE Grammar Resource “Power of Language” Module (ELA Companion Document) Part 1 http://www.michigan.gov/documents/mde/GrammarModule_186324_7.pdf Part 2 http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf ACT College Readiness Standards English Analyze text for Topic Development in

Terms of Purpose and Focus




Conventions of Usage Conventions of

Punctuation



3




Narrative Text

Informational Text




each other, Doulichion, Same, and wooded Zacynthos-- but low-lying Ithaca is farthest out to sea, towards the sunset, and the others are apart, towards the dawn and sun. It is rough, but it raises good men.” D “What shall I say first? What shall I keep until the end? The gods have tried me in a thousand ways.” E “I am Laertes’ son, Odysseus, Formidable for guile in peace and war: This fame has gone abroad to the sky’s rim.” F “Now, by the gods, I drove my big hand spike Deep in the embers, charring it again And cheered my men along with battle talk To keep their courage up: no quitting now.” G “But I kept thinking how to win the game: Death sat there huge; how could we slip away? I drew on all my wits, and ran through tactics, reasoning as a man will for dear life, until a trick came-and it pleased me well.” Book 21 H “Now watch me hit a target that no man has hit before, If I can make this shot. Help me Apollo.”

Text http://www.answers.com/topic/facing-it-poem-1 “Memorial” Multimedia Presentation Student Exemplar Video http://www.englishcompanion.com/illuminating/memorial.mov Image and Student Poem http://www.englishcompanion.com/illuminating/aliciaswallpoem.html Song Lyrics “Calypso” Suzanne Vega http://rustedpipe.vega.net/calypso.htm Teacher Instructional Resources Background Homer’s Odyssey as Epic Poetry-Joseph Campbell http://www.associatedcontent.com/article/425197/homers_odyssey_as_epic_poetry.html Background Timeless Myths Webquest http://www.timelessmyths.com/classical/odyssey.html “Using Metaphor to Deepen Comprehension” Chapter 2, p. 17-19, Chapter 7 Deeper Reading Kelly Gallagher Speech Student Handout http://www.englishcompanion.com/pdfDocs/introspeeches.pdf Speech Outline Notes Tools for Thought Graphic Organizers for Your Classroom Jim Burke

Literary Devices allusion extended metaphor foreshadowing hyperbole imagery omniscient (all

knowing) point of view onomatopoeia oxymoron paradox parallelism simile symbolism Historical/Cultural Perspectives role of the gods in

human destiny the value of arête –

effectiveness because of intellectual and physical excellence

the value placed on xenia – hospitality /obligation

effects of war on soldiers and their families

understanding human nature

Critical Perspectives connections to self —

own perspective on war and its effects

Meet the characters by completing

Task 2 of The Odyssey Web Quest in preparation for journal activities.

Read the quotation in Book Nine

about Odysseus’ home Ithaka (C). View the video reading of the poem “Ithaka.” Analyze the poem. Reflect on what the poem means to you before reading The Odyssey. Revisit the poem at the end of the unit to see if your understanding of the poem has changed.

After learning the characteristics of

an epic poem and hero’s cycle, generate a class list of familiar stories, such as Lord of the Rings, that follow this similar pattern of action and fit the epic hero cycle.

During Reading Using a study guide, read The

Odyssey using critical reading skills and strategies. Examine figurative language and the use of literary devices. See Journal Entries for suggested activities. Engage in conversations in literature circles to deepen your understanding and hear others’ perspectives.

Identify the one most important

event in each book and explain why it is so important? Explain how the event may have affected the characters or the plot of the story. Write a summary of each book.

During Reading The Odyssey Create a hero’s cycle map to

document Odysseus’s heroic journey, in preparation for writing a persuasive essay. Document both his physical and intellectual excellence - arête - (bravery, resourcefulness, wit, cunning, and deceptiveness).

Create a matrix to study the

characters throughout the journey as they are introduced. Answer the

relate to unit themes and big ideas.

Data Wall Create a data wall using the 7

emotional triggers (flattery, fear, greed, anger, guilt, exclusivity, salvation). Sketch their use in the epic.

Create a data wall by making

a collage of people’s willingness to serve others in your community.

Journal Entries The Odyssey Use a Venn diagram or T

square to compare a poem to an epic poem.

Respond to focus questions

using text support in preparation for conversations with your peers. (See Literature Circle, Discussion, and Journal Writing Options in Reading Section.)

Paraphrase the character

study of Telemachus. Analyze the quotation by Zeus

in Book I (B). Describe three or more events providing evidence as to whether they were caused by an act of fate or free will?

Classify and compare

academic vocabulary (literary elements and, features, and devices) such as the epic simile or metaphor.

Write metaphors and extended

metaphors of intangible and tangible items found in The Odyssey.

Use the sentence templates - (Intangible item) is like a (tangible item) because ________________________.

Reading Analyze text for Main Ideas and Author’s

Approach Supporting Details Sequential, Comparative,

and Cause-Effect Relationships

Meanings of Words Generalizations and

Conclusions Writing Write text that Expresses Judgments Focuses on the Topic Develops a Position Organizes Ideas Uses Language

Effectively - conventions (grammar,

usage, mechanics) - vocabulary (precise,

varied) - sentence structure

variety (vary pace, support meaning)



4




Narrative Text

Informational Text




http://books.heinemann.com/shared/onlineresources/E00464/appendix.pdf Odyssey Web Quest Worksheet Task 1 Who was Homer? Task 2 Humans, Gods, & Supernatural Beings http://www.janaedwards.com/odysseyquest.html Teacher Instructional Resources Telemachus Character Sketch http://www.timelessmyths.com/classical/heroes2.html#Telemachus Outline Notes Main Ideas and details http://www.englishcompanion.com/pdfDocs/outlinenotes.pdf Paraphrase-Write it in Your Own Words http://owl.english.purdue.edu/owl/resource/619/01/ How Troy connects to the Odyssey http://ablemedia.com/ctcweb/consortium/troy1.html Map of Odysseus’ Journey http://summit.k12.co.us/schools/shs/computer/lfrykholm/map.html Ithaka C.P.Cavafy Study Guide http://www.bookrags.com/studyguide-ithaka/ Hero’s Journey Joseph Campbell http://library.thinkquest.org/03oct/00800/journey.htm

following questions for one character: - What does the character say or

do? - How does the character exhibit

intellectual and physical strength? - What do others think about the

character? - How does the character look and

feel? - How do you feel about the

character? Write a summary of your character at the journey’s completion.

In Book IX, use a two column chart

to list Odysseus’s larger than life heroic qualities and his human weaknesses and unwise actions that do not seem to fit the classic Greek hero. Use your chart in a literature circle to focus discussion of Odysseus’s character.

After Reading The Odyssey In literature circles, read the linking

texts (Siren Song,” “An Ancient Gesture,” and “Calypso”), about three strong female characters in the story. Analyze the poems and song lyrics, annotating the text.

Homer uses the literary device

“flashback” to tell the story. Sketch the story’s sequence and explain why he may have used it.

Revisit the poem “Ithaca” to see if

your understanding of the poem has changed.

Homer passed on lessons about

life and human nature that have remained important today. In literature circles, discuss - What do Odysseus’ s experiences tell us about our own lives and the relationships we have?

- What does Odysseus learn in his adventures and sufferings?

After Reading Activities (continued) - What role does suffering play in

- (Intangible item) is like a (tangible item) because _______________________________, _______and_______. Deeper Reading, p. 18

What qualities do Penelope and Odysseus have in common? What evidence is there in the epic to support your ideas? Use a Venn diagram, T chart, or comparison matrix.

Document the acts of loyalty

by various characters that helped Odysseus regain his throne in preparation for writing a descriptive essay. (Laertes, Penelope, Eumaeus, his crew, and Eurycleia).

Reflect, using the four critical

reading questions, on the quotations from Tennyson (II, IV) and the poem “Ithaca” in preparation for writing a reflective essay, identify the common message in all four pieces. What does Ithaca represent?

Expository Text Journal Options Examine the things you carry

each day. What are they? What do they symbolically represent? What might someone learn about you by examining the things you carry?

Connect the poem “Facing It”

and the song “8th of November” to the quotation by Shakespeare “…We few, we happy few, we band of brothers…”

Write a fictional conversation

between two characters from different wars, between a solider and Odysseus or



5




Narrative Text

Informational Text




Hero’s Journey Graphic Organizer http://library.thinkquest.org/03oct/00800/worksheet.htm Adapted Version of Hero’s Cycle http://edsitement.neh.gov/lesson_images/lesson587/HeroCycle.pdf Odysseus as a Classic Greek Hero PPT http://jc-schools.net/tutorials/Eng9/HERO.ppt#256,1,ODYSSEUS Loyalty as Portrayed in Homer’s Odyssey http://www.associatedcontent.com/article/322657/loyalty_as_portrayed_in_homers_odyssey.html Teacher Instructional Resources “Siren Song” Study Guide Margaret Atwood http://www.wfu.edu/english/faculty_data/boyle/arcadia_writing_project/eng111_fa01/group1/project1.htm Exploring "Ulysses" Study Guide http://oldpoetry.com/column/show/32 Odyssey Vocabulary Webquest Word Etymology http://fayette.k12.in.us/%7Ecbeard/calliope/vocabindex.html Images/Photography Object Observation Sheet http://memory.loc.gov/learn/lessons/99/fear/observe.html

our lives? Write a reflective essay in

response to this question: What is it about The Odyssey that has captivated readers for almost 3,000 years? Examine themes, big ideas, characters, suspense, and description. What value does the book hold for the modern teenager?

Expository Text Literature Circle, Discussion, and Journal Writing Options Read the lyrics to “Home” and

discuss the meaning of the song. Like Odysseus, the soldiers of today and of the past, long to go home. View the music video Coming Home by Chris Daughtry. React to the video in a quick write (short journal entry). Are all homecomings like the ones portrayed?

Like Odysseus and his men,

soldiers of today face both physical and mental obstacles. They too often suffer post-war effects. In literature circles, read the feature news article “The Other Battle: coming home.” Work with a partner to outline the article. What is the importance of this article? What should you learn from it?

Read the opening chapter of the

novel, The Things They Carry using critical reading skills. The author highlights not only physical items, but also emotional items. In times of adversity, how do family bonds/ relationships help us survive? How do the items symbolize the soldier’s personality, values, or character?

View the Photo Essay “Things They

Carry” by Kevin Sites. Compare the items that the soldiers in Vietnam carried to those carried by the soldiers in Afghanistan.

yourself. Writing to Demonstrate Learning Portfolio Reflection Write a portfolio reflection

using one or more pieces from unit writing. Use the piece(s) to demonstrate your growth as a writer.

Reflective Essay Options Write a reflective essay on

how The Odyssey represents the journey of every “man.”

Reflect on the sacrifices that

soldiers of today and yesterday, and their families, make for others. Use examples from readings.

At the conclusion of the unit,

reflect on what you have learned about yourself during the unit. Place this piece in you reading portfolio.

Descriptive Essay Options Odysseus has reached a low point of his cycle on Calypso’s Island. Describe the changes in Odysseus’s character from the time he arrives on Calypso’s island, while he lives on the island, and as he is preparing to leave the island. Conclude by reflecting on the role hope plays in Odysseus’s will to survive.

Write an essay describing how

the loyalty of others played an important role in Odysseus regaining the throne.

Literary Analysis Write a literary analysis of the

influences of women in The Odyssey. (Athena, Penelope, Circe, Calypso).




6




Narrative Text

Informational Text




“Facing It” Study Guide http://www.answers.com/topic/facing-it-poem-3 Debate Director How debate works http://library.thinkquest.org/C005627/Learn/Instruction/HOWADE_1/howade_1.HTM#8 Writing an Ode Lesson http://www.suhsd.k12.ca.us/mvm/netlinks/1ode/1ode.html High School Research Guide English/Spanish/(12 Languages) http://www.crlsresearchguide.org/00_Introduction.asp A+ Research and Writing http://www.ipl.org/div/teen/aplus/ Reading a Movie Literature Circle Roles Hard Rock English-Media Literacy Jeana Rock http://158.91.55.1/~jeanar/rock_files/viewing.htm

Reading Activities (continued) Use the Objective Observation

Sheet to examine the “Burst of Joy” photograph. Following the activity, read the “Coming Home” feature news article by Carolyn Kleiner Butler. What insights did you gain into the homecoming and situation surrounding the photograph? What does the photograph not “say”? What lesson can be learned from this?

In literature circles view the photo

essay, From Troy or Bagdad: Coming home from War. How does the author’s perspective of this essay support or not support the perspectives in the other news articles that you have read?

Read the lyrics to the song “8th of

November” to understand the story that is being told. View the music video for this song. Complete a quick write (short journal entry) discussing the similarities between Odysseus and the main character from the song.

In literature circles, view the news

clip, “Born to Serve, The Michael Murphy Story.” Like Michael Murphy, many people are motivated to devote their lives to serving others. Relate this idea to the larger world. What sacrifices do people make for others?

Read and analyze the poem,

“Facing It.” View a reading of the poem by a war veteran. Explain how this poem helped him with his struggle to live with his war memories.

A student responded to the poem

“Facing It” by writing the poem “Memorial”. View her multimedia presentation. Evaluate it using a presentation rubric.

Write a persuasive essay that supports this thesis: The ancient Greeks placed a high value on arête – the effectiveness of a man or woman because of intellectual and physical excellence. Use Odysseus as an example of a classic Greek hero. Include one or more quotations in each discussion paragraph.

Courage has been a big idea

in the last two units of study. Write a persuasive essay on your current theory of courage. Draw on the characters Atticus and Odysseus, as well as others you have read about, to support your thesis/theory. Use one or more quotations in each discussion paragraph.

Persuasive Speech Options Write a persuasive speech

appealing to one of the gods from the perspective of Odysseus trying to protect his crew.

Write a speech to persuade

your audience to take action and support our soldiers coming home from the Iraq War. The call to action should include personal letters, tributes, or persuasive editorials and news articles for the school or local newspaper.

Creative Writing (Optional) Create an outline for an epic of

a hero of our times. Who would be your hero and why? Develop an outline of your epic which would include modern day adventures highlighting his or her heroic qualities as well as the values of current American society. Share with your peers.



7




Narrative Text

Informational Text




Joseph Campbell said that “A hero is someone who has given his or her life to something bigger than oneself.” Revisit how you defined courage at the beginning of the unit. Have your perspectives been confirmed or changed? If they changed, identify what caused them to change; if not, what confirmed your perspective of belief?

Reading Activities (continued) In literature circle, read the two

articles about people making a difference: “A World War II Memoir” by 80- year-old Sylvia Cooke, and Bert Brady’s a “Veteran [who] Makes Soldier and Homecomings a Daily Ritual.” Discuss in your groups what you and people in your community might do to support the soldiers coming home today, in preparation for writing a persuasive speech.

In a reflective journal entry, answer

the following question: What do the articles and other texts about soldiers and their families that I have just read or viewed, mean in terms of how I think about myself, my family, my peers, my community, my country and humanity?

Listening/Viewing Homer passed on lessons about

life and human nature that have remained important today. In literature circles, discuss - What do Odysseus’ experiences tell us about our own lives and the relationships we have?

- What does Odysseus learn in his adventures and sufferings?

- What role does suffering play in our lives?

Poetry Write an ode paying tribute to

a character, object, or concept that you read about in the unit.

Research Respond to the unit by writing

a research brief that addresses an area of interest that you would like to know about. Make a formal presentation.

Speaking Give a six- to eight-minute

persuasive speech. Debate one of the following

topics as a member of a team. Research your position. - Which had more impact on

Odysseus’s life, fate or free will?

- Are athletes heroes? - If you had been a member of

Odysseus’s crew, would you have followed his leadership? Debate the question: Was Odysseus a worthy leader?

The Odyssey Books 9-12

Participate in literature circles and book club discussions by asking questions and sharing ideas and perspectives to improve communication skills.

Evaluate activities of literature circles or book clubs with peers. Identify group strengths and weaknesses using a rubric. Set goals for next unit.

English Language Arts Grade 9 Inter-Relationships and Self-Reliance Unit 9.4 Shakespearean Drama, Tragedy The Tragedy of Romeo and Juliet Term 2

Revised April 2010 1




Narrative Text

Informational Text


Writing, Speaking, ExpressingStrategies and Activities


Grade 9 Disposition Inter-Relationships and Self-Reliance Big Ideas relationships responsibility life lessons age vs. youth moral choices history of theatre impulse decision making love vs. hate fate deception, secrecy Themes Decisions can have long

term effects. The quality of relationships

defines lives. Focus Questions What social issues does the

play address? How does Shakespeare still

speak to us today? How can exploring themes

in literature provide insight into ourselves?

In literature, what is “tragic design”?

What makes a good relationship?

Is tragedy part of life? How can I avoid making

impulsive decisions? Can decisions based on

violence or anger have a peaceful resolution?

How can potential consequences guide decision making?

Do I recognize my own mistakes and learn from them?

Are some decisions irreversible?

Narrative Text Drama/Tragedy The Tragedy of Romeo and Juliet William Shakespeare http://shakespeare.mit.edu/romeo_juliet/index.html Information Text “Talking to Your Parents-or Other Adults”, Teens Health, Reviewed by Neil Izenberg, MD, 8-06 http://www.kidshealth.org/teen/your_mind/families/talk_to_parents.html Media Special Report “The Teen Brain” PBS Online News Hour,10-04 http://www.pbs.org/newshour/bb/science/july-dec04/brain_10-13.html “Inside the Teenage Brain” PBS Frontline http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/view/#here

Media Opening scene and other clips from Romeo and Juliet (1968), from Romeo + Juliet (1996 film), from Shakespeare in Love, and from West Side Story

The American Ballet Romeo & Juliet Balcony Scene, Julie Kent and Ethan Stiefel http://www.youtube.com/watch?v=9hzDPAaDUOc&feature=related Kennedy Center Ballet Video Excerpts http://vos.ucsb.edu/browse.asp?id=4036 Narrative Text Greek Myth Pyramus and Thisbe http://thanasis.com/thisbe.htm Short Story “The Chaser” John Colliers

http://members.accessus.net/~bradley/thechaser.html Opera Libretto Jason and Hanna War-affected Balkans “Romeo and Juliet” story http://www.kidsop.com/20012/synopsis.htm Song Lyrics “Parents Just Don’t Understand” Will Smith http://www.tsrocks.com/w/will_smith_texts/parents_just_dont_understand.html Poetry Shakespearean Sonnets 116 and 18 http://www.albionmich.com/valentine.html Informational Text Essay “Quoting Shakespeare” Bernard Levin http://line.adler-petersen.dk/shakespeare.htm Primary Document “The Gettysburg Address” Abraham Lincoln Reading and Text http://www.americanrhetoric.com/speeches/gettysburgaddress.htm

Genre Study Characteristics of Shakespearean

tragedy Shakespearean

sonnet Author Study William Shakespeare Shakespearean Drama tragedy tragic hero comic relief allusion foil soliloquy aside blank verse plot, structure Freytag’s Triangle Additional information on Shakespearean Tragedy (Aristotelian) http://www.cnr.edu/home/bmcmanus/poetics.html

Shakespearean Sonnet fourteen-line poem conflict, question,

resolution rhyme scheme (abab cdcd efef gg) figurative language Literary Devices aside dramatic irony foil foreshadowing imagery metaphor monologue oxymoron paradox personification puns simile soliloquy stage directions verbal irony Historical/Cultural Perspectives influence of

Renaissance history of theater influence of language archaic language vs.

modern language

Genre Study Characteristics of Comparison essay Multimedia

presentation Comparison Essay Analyzes similarities

and differences between two or more subjects

Elements - determined criteria - thesis/main point of comparison - supports with factual details and examples - explains, evaluates, persuades - consistent pattern of comparison - expository text features (images, graphics, diagrams)

Multimedia Presentation Expository Text Elements thesis supporting evidence writer’s tone (attitude) academic vocabulary Visual Aids PowerPoint/ keynote handouts visible/readable minimal text concrete, precise

words carefully selected

graphics/images Audience Engagement pace speech make eye contact project voice use humor or other

devices Format overview strong supporting

details or examples logical, coherent

progression anticipate questions

and answer them use transition where

one idea ends and the next begins

summary

Reading Comprehension Strategies Identify purpose Preview text Understand then analyze and reflect Identify thesis, evidence, structure, style,

organization Summarize Ask questions, visualize, make


Skim for pertinent information

Close and Critical Reading Strategies Use graphic organizers before, during

and after reading as a visual means of explaining and organizing information and ideas

Use marginalia to describe the author’s craft.



and Double Entry Journals). Determine relevance/importance. Consider potential for bias. Consider perspectives not represented to

avoid controversy. Look for evidence to support assumptions

and beliefs. Evaluate depth of information. Evaluate validity of facts. Recognize influence of political/social

climate when text was written. Critical Reading Questions What does the text say?







- What makes it unique from other genre?

- What writing styles are appropriate? - What is its structure?

Writing to Access Prior Knowledge

Unit Goals Based on unit description, identify areas

of interest and what you would like to learn.

Review your long term reading and writing goals and set goals for this unit.

Prepare for Grade 9 Portfolio Reflection and begin to set goals for summer and for Grade 10 reading and writing.

Prior Knowledge Activities One of the themes in Romeo and Juliet

is that decisions can have long term consequences. Complete a quick write (short journal entry) discussing what currently guides your decision making? Revisit at the end of the unit to write a reflective essay.

Reflect on a time in your life when you made a mistake and recognized it on your own. What lesson(s) did you learn from evaluating your mistake?

Writers’ Workshop Workshop Focus Determine workshop focus based on

group and individual needs. Determine writing strategies for direct

instruction. Develop comparative writing techniques. Unit-Specific Writing Strategies Use the writing process. Use focus correction. Use figurative language in writing. Use class-generated writing rubrics to

evaluate your own writing and the writing of others.

Grammar Focus See Power of Language (Grammar)

Module Part II: Grammar Overview for grade-level recommendations.

http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf Writing to Learn Vocabulary Development descriptive language Classify and compare academic

vocabulary (including literary elements, features, and devices)


http://www.palmbeach.k12.fl.us/multicultural/ESOLCurriculumDocs/All/academicvocabulary2.pdf http://www.englishcompanion.com/pdfDocs/academicvocab.pdf


entry Reflect on two pieces of

unit writing that represent best effort







information Think, write, pair, share

new texts Time reading to determine

time commitment for each text

Vocabulary Development academic vocabulary technical/specialized

vocabulary word etymology and

variation find current uses in Google

News Writing

Writing Strategies process writing language appropriate for

purpose and audience revise own writing using


sophisticated sentence structure


evaluate own writing (review, revise, edit) note taking Grammar Skills grammar and rhetoric mini


success






Narrative Text

Informational Text




Essential Questions Who am I? How do I relate to my

family, my community, and society?

How do I build networks of people to support me?

How am I a reflection of my relationships?

How do my relationships within and across groups affect others?

What influence do class, religion, language, and culture have on my relationships and my decisions?

Romeo and Juliet Quotations Opening Prologue A “Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean.” B “A pair of star-cross'd lovers take their life; Whose misadventur'd piteous overthrows, Doth with their death bury their parents' strife.” Act I. Scene v C “My only love sprung from my only hate! Too early seen unknown, and know too late! Prodigious birth of love it is to me That I must love a loathed enemy.” Juliet D "Did my heart love till now? Forswear it sight, For I ne'er saw true beauty till this night.” Romeo Act II, Scene ii E “O Romeo, Romeo, wherefore art thou Romeo? Deny thy father and refuse thy name; Or if thou wilt not, be but sworn my love And I'll no longer be a

Works of Art Romeo and Juliet William Blake, Frederic, Lord Leighton, Benjamin West, Frank Dicksee, Henry Briggs http://artsedge.kennedy-center.org/exploring/randj/connections/visual_main.html Teacher Instructional Resources Background Why Study Shakespeare? http://www.txclassics.org/Why%20Study%20Shakespeare.pdf Voice of America Radio Broadcast & Transcripts What Keeps Works of Shakespeare So Alive http://www.voanews.com/specialenglish/archive/2007-05/2007-05-29-voa1.cfm?CFID=165948522&CFTOKEN=65333300 Voice of America Radio Broadcast & Transcripts All the World Still a Stage for Shakespeare's Timeless Imagination http://www.voanews.com/specialenglish/archive/2007-05/2007-05-22-voa1.cfm?CFID=169829774&CFTOKEN=55948837 Outline of Aristotle’s Theory Includes Frey’s Triangle http://www.cnr.edu/home/bmcmanus/poetics.html Power Point-(Adapt) http://www.colegiobolivar.edu.co/apenglish/Documents/Tragedy%20Presentation.pdf Aristotle’s Tragic Hero Student Handout http://vccslitonline.cc.va.us/tragedy/aristotle.htm What would Aristotle Say? Interactive Web Site http://vccslitonline.cc.va.us/tragedy/tragedyquiz.htm William Shakespeare English/Spanish http://library.thinkquest.org/19539/front.htm Art and Science of Theater http://library.thinkquest.org/21722/main.html History http://library.thinkquest.org/5291/history.html

social issues social action Italian city-states,

political and social customs

Critical Perspectives time period connections to self,

peers, community, country —own perspective on events and choices

Multimedia Presentation Strategies note cards/cue words outline in large script memorize create own style avoid difficult words monitor your

audience Organizational Patterns theory/evidence compare/contrast fact/opinion Critical Perspectives Consider

perspectives not represented.

Identify need for additional information.

Evaluate depth of information.

Evaluate validity of facts.

Graphic Organizers comparison notes episode notes Freytag’s Triangle KWL summary notes T Square timeline Venn diagram Instructional Activities

Expository Text Explore new research findings about

why teens of the past and present act on impulse, participate in high risk behaviors, and often do not see eye to eye with adults. View the PBS presentation The Teen Brain. Take annotated notes on the script. Complete an outline.

View Inside the Teenage Brain. Create a chart of the possible implications of this research.

Expository Text In literature circles, analyze the decision-

making quotations. Connect them to your own decision-making process.

In literature circles, read the lyrics “Parents Just Don’t Understand,” quotations by Margaret Wheatley, and the article “Talking to Your Parents – or Other Adults.” What important insights can you gain from these texts? Apply their message to yourself and the larger world.

Revisit your Quick Write from the beginning of the unit to see if your perspectives have been confirmed or changed by the research.

Create a personal action plan for making decisions.

Narrative Text Romeo and Juliet Before Reading

Read to answer these questions: - Why are we reading the Shakespearean Tragedy Romeo and Juliet? - What value does the book hold for the modern teenager? - What does the book mean in terms of how I think about my myself, my family, my peers, my community, my country and humanity.

In preparation for reading the play, use an anticipation guide to deepen your critical reading skills and set a purpose

The 30-15-10 List (Gallagher) http://teacherweb.com/TX/RoundRockHighSchool/Massey,Ruth/30-15-10.doc Research Skills Outline Locating Sources - library - electronic card catalogue - online databases - using the Internet Search Strategies - narrowing the search

- evaluate websites Note-taking Summarizing Paraphrasing OWL-Online Writing Lab http://owl.english.purdue.edu/owl/ Journal Entries

A teen is seeking advice about a problem. Write a dialogue between the teen and an adult he or she admires. Your dialogue should be based on your reading of new brain research.

Select three to five quotations. Identity what big idea, focus question or theme each one relates to.

Classify and compare academic vocabulary (literary elements, features, and devices) such as plot/story, summary/paraphrase, and dramatic irony/verbal irony.

Romeo and Juliet Define literary terms associated with the

play. Write definitions in your own words, citing examples of each. (Act I, Sc(ii),12-18)

Examine Shakespeare’s use of metaphors in Act I Scene 5. Select the passage that begins with Romeo saying, “If I profane with my unworthiest hand” and ends with Juliet saying, “You kiss by the book” 1. Underline all words that name or

represent parts of the body. 2. Circle words with religious

connotations. 3. Find words that can be singular or

plural; mark them one or two. (hand/hands)

4. Mark each word whose sound is O, OO, or AH.

5. What observations or conclusions can you make? Are there patterns that contribute to the meaning or effect of the play? Explain and give examples.

6. Find the sonnet.

Elements of dialogue Parts of speech Grammar Instruction to enrich writing: add detail,


coherence and flow make writing conventional Additional MDE Grammar Resource “Power of Language” Module (ELA Companion Document) Part 1 http://www.michigan.gov/documents/mde/GrammarModule_186324_7.pdf Part 2 http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf ACT College Readiness Standards English Analyze text for Topic Development in

Terms of Purpose and Focus




Conventions of Usage Conventions of Punctuation Reading Analyze text for Main Ideas and Author’s

Approach Supporting Details Sequential, Comparative,

and Cause-Effect Relationships

Meanings of Words Generalizations and

Conclusions Writing Write text that Expresses Judgments Focuses on the Topic Develops a Position Organizes Ideas Uses Language Effectively

- conventions (grammar,






Narrative Text

Informational Text




Capulet.” Juliet F “But soft, what light through yonder window breaks? It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief That thou, her maid, art far more fair that she.” Romeo G “What’s in a name? That which we call a rose By any other name would smell as sweet.” Juliet Romeo and Juliet Quotations (continued) H “Good night, good night! Parting is such sweet sorrow. That I shall say good night till it be morrow” Juliet Act II Scene iv I “Nay, if our wits run the wild-goose chase, I am done;…” Mercutio Act III Scene i J “O, I am fortune’s fool!” Romeo K “A plague a' both your houses!” Mercutio Act V, Scene iii L “For never was a story of more woe Than this of Juliet and her Romeo.”

Sonnets and Resources

Sonnet 116 and 18 Lesson “Visualize What You Read” 50 Essential Lessons, Jim Burke. Lesson 9 Shakespearean Sonnet Analysis http://www.shakespeares-sonnets.com/sonn01.htm http://www.cummingsstudyguides.net/xsonnetanalysis.html Sonnet 18 Sample Analysis Paraphrased http://ode.k12.ar.us/dugana/AP%20Lit/Handout%20on%20Sonnett.pdf Romeo and Juliet Resources ( Also see Theater Resources)

Romeo and Juliet Web Quest http://library.thinkquest.org/19539/randj.htm Romeo & Juliet Web Site Information on Themes, Vocabulary, Quotes, Literary Elements/Techniques, Art History http://www.saratogaschools.org/academic/terry/romeo/Elements.html A Romeo and Juliet Itineraries Photographs http://www.intesys.it/Tour/Eng/VeronaGiuliettaRomeo.html Romeo and Juliet: A Synopsis http://artsedge.kennedy-center.org/exploring/randj/story/synopsis.html Readers’ Theater Project Romeo and Juliet http://members.tripod.com/hilaryf8/rt.htm Exploring drama as a teaching methodology: Romeo and Juliet http://wwwfp.education.tas.gov.au/english/romeo.htm#overview 60 Second Drama Video HS Drama Class http://www.bbc.co.uk/drama/shakespeare/60secondshakespeare/watch/uplands_randj.shtml Romeo and Juliet KWHL Strategy http://english.byu.edu/Novelinks/reading%20strategies/Romeo%20and%20Juliet%20(2)/KWHL.pdf

for reading. Revisit the guide after reading the play and see if the play strengthens your beliefs or if you perspective have changed.

Read the Greek myth “Pyramus and Thisbe” on which Shakespeare is said to have based the story of Romeo and Juliet. Make predictions (about the play) based on the myth.

As a class complete a KWL(R) about William Shakespeare and the era in which he lived and the play was written. Generate a class list of important details about Shakespeare’s time period that would help you better understand the play, such as Italian city-states and the role of dominant families. Join an expert’s panel to study an aspect of the play. Visit websites and gather information taking notes in preparation for sharing the information. During class discussions.

With a partner, generate 10 examples of

tragedies, as you would use the word today, in preparation for a class discussion.

Participate in a class discussion on how Aristotle defines a tragedy and its tragic hero. Examine how it relates to the play. Take lecture notes using an advance organizer. Compare a classic Greek hero to a tragic hero using a T square or Venn diagram.

With a partner, complete the activity in the “What would Aristotle Say?” interactive website. Learn whether or not Aristotle would consider an event to be a tragedy.

Read “Quoting Shakespeare” by Levin to appreciate Shakespeare’s influence on our language today.

In a teacher directed lesson, familiarize yourself with the language of Shakespeare by reading Sonnets116 and 18. Analyze for meaning, tone, use of imagery, and structure.

During Reading

Using a study guide read the play; use critical reading skills and strategies. Use a teacher-created outline for each act and scene as a guide to gain meaning. Write an act-by-act plot summary writing a synopsis of each act and scene, representing the rising, falling and resolution pattern (Freytag’s Pyramid).

Time management in the play is crucial to the plot. Create a tragic decision timeline of the action in the play. Write about each decision and its importance. Discuss the

Translate the Apothecary speech in Scene V from Elizabethan English into modern English. Sketch the apothecary and his shop using the imagery from the speech. Explain how the imagery adds to the mood of the scene and helps develop the character.

How did Romeo and Juliet interact with their parents? In your opinion were they good parents? Explain the basis for your opinion.

Become a person in the play. Keep a diary or Blog from the point of view of one of the main characters (Juliet, Romeo, the Nurse, and Mercutio). Preview scoring rubric and student exemplars. Intel Education Designing Effective Projects

Reflect on the closing lines of the play, answering the four critical reading questions.

Summarize the (student handout) online article on Aristotle’s ideas about tragedy using the Summary Notes organizer. Your summary should be no more than 1/3 the length of the original article. http://vccslitonline.cc.va.us/tragedy/aristotle.htm

The play ends with the Montegues and the Capulets vowing to end the family feud. Use your tragic time line to summarize the chain of cause and effect events that led their decision. Examine the events from the perspective “If only…” What do these events tell us about the implications of impulse decision making?

Select from one of the following three letter writing options.

- Write a persuasive letter to Prince Escalus explaining why Romeo deserved a second chance. Act III

- Write the letter that Friar John wrote to Romeo about his plan in Act IV

- Complete the letter that Romeo gave Balthasar before he entered the monument for Juliet’s father. Act V

Use your tragic timeline to write a twelve-word story summarizing Romeo and Juliet.

Reflective Essay At the unit’s conclusion, write about what

you have learned regarding decision making or conflict resolution. Refer to your quick write at the beginning of the unit. Cite both narrative and informational text.

usage, mechanics) - vocabulary (precise,

varied) - sentence structure

variety (vary pace, support meaning)






Narrative Text

Informational Text




Romeo and Juliet Resources

Romeo & Juliet Anticipation Guides Deeper Reading Kelly Gallagher p.40 Novelinks http://english.byu.edu/Novelinks/reading%20strategies/Romeo%20and%20Juliet%20(2)/Anticipation%20Guide.pdf Romeo & Juliet Tragic Decision Timeline Exemplar Reading Reminders Jim Burke Chapter 77 pgs. 243-244 Intel Education Designing Effective Projects http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/RomeoAndJuliet/ Juliet’s Blog Exemplar http://julietisthesun.blogspot.com/ Rubric for Blog http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/RomeoAndJuliet/romeo_juliet_assess_blog.htm 1968 Romeo and Juliet Movie Guide http://students.ed.uiuc.edu/bach/rnj24/rj1968.html Perfect Mate Survey http://www.teachersfirst.com/winners/romeo-survey.htm “The Chaser” Analysis http://readfirst.net/paper.htm Gettysburg Address Lesson Paraphrase http://teachers.greenville.k12.sc.us/sites/gmarlowe/Shared%20Documents/Analyzing%20the%20Gettysburg%20Address.doc

Theater Resources

Musical Theater West Side Story, Theater Study Guide http://www.tuts.com/season06/WSS_study.pdf Focus on West Side Story Performing Arts http://artsedge.kennedy-center.org/exploring/randj/connections/performing/westside.html

accelerated time frame of the play and the haste with which characters make decisions (impulse decision-making).

In literature circles, select a scene and

lead the discussion of its interpretation, its importance to the act, and figurative language use. On overhead transparencies or story board, draw the action in the play.

Keep a three column character chart (Montague, Non-partisan, and Capulet); note the relationships between the families and among the characters. Cite examples of conflict that lead to the catastrophe (family loyalty, miscommunication, deception)

Use the Profundity Scale to analyze the character traits of Romeo and Juliet. Identify their character flaws. Identify ways you or others you know are like Romeo and Juliet. Look beyond the story to other situations teenagers face today and to the often impulsive decisions they make. Discuss the importance of having a decision-making plan.

Analyze the opening “Prologue” sonnet, looking for clues about the plot, characters, and tone of the play.

Compare The Gettysburg Address and the last scene of the play. Use the opening prologue quotation, connotations for the words civil, consecrate, and reconciliation. Apply your knowledge of both the Civil War and the social and political customs of Italian city-states.

After Reading Revisit and complete the anticipation

guide you began before reading the play.

In literature circles, discuss these questions from your pre-rearing activity: - Why are we reading Romeo and Juliet that is centuries old? - What value does the play hold for the modern teenager? - What does book mean in terms of how I think about my myself, my family, my peers, my community, my country and humanity.

In your opinion what is the most valuable idea that can be taken from the play? Cite an example from today that illustrates this idea. Write or graphically explain the connection between the modern-day example and the play.

Conduct a “Perfect Mate” survey with your parents or an adult you admire. Share results in class. Collect data. Share the survey findings with parents

Writing to Demonstrate Learning

Literary Analysis Options Write a literary analysis of

Shakespeare’s use of imagery in Mercutio’s speech about Queen Mab or another scene. Discuss mood, character development, and reader response to the scene.

Write a literary analysis of how secrecy and deceit influence the chain of events in the story leading to the final scene.

Persuasive Essay Options Write a persuasive essay using the

following thesis: Romeo and Juliet’s age was the greatest contributing factor in their death. Support the thesis with evidence and examples from the play as well as the informational text on new brain research and its implications on teens and how they make decisions.

Write to persuade that Shakespeare’s play The Tragedy of Romeo and Juliet is of value to modern day teenagers, giving them insight into themselves.

Comparison Essay Options One of the central themes in the play is

that there are times when secrets should be told. Another is that decisions can have long term effects. Use one of these themes as a thesis in a comparison essay. Draw a comparison by connecting it with yourself, your family, your community and your country.

Write a comparison essay comparing the three heroes, Attitus, Odysseus and Romeo, according to the courage and heroic traits they exhibited. Use quotations and examples from the texts to support your thesis. Refer to your quotation notebook.

Write a comparison essay comparing the role that fate played in The Odyssey and in Romeo and Juliet. Use quotations, beliefs of the time period, and examples from the texts to support your thesis. Refer to your quotation notebook.

Creative Writing Option Like Shakespeare, use a Greek myth to

write a short story, poem or skit, making it your own.

Expository Essay Options Write an expository essay about William

Shakespeare or a topic that relates to the historical time period in which he lived and wrote. Use at least two resources.

Write an expository essay posing the question raised in the play: Can long term feuds be ended? Research one or






Narrative Text

Informational Text




Theater Resources (continued)

Broadway Westside Story http://www.pbs.org/wnet/broadway/musicals/westside.html# From Page to Stage http://www.pbs.org/wnet/broadway/teachers/lp1.html Romeo and Juliet Romeo & Juliet Ballet Artsedge: Discovering Romeo and Juliet http://artsedge.kennedy-center.org/exploring/randj/connections/performing/ballet.html Cue Sheet http://artsedge.kennedy-center.org/exploring/randj/artsedge.html Opera Tampa Spotlight Performance Guide on Opera http://www.patelconservatory.org/onschooltime/0607studyguides/romeoandjuliet.pdf Romeo and Juliet voice clip http://www.evermore.com/azo/97season/romeo.wav General Resources

“How to Write a Comparison Essay” Writing Reminders, Chapter 50, pgs. 267-269 Jim Burke Comparison Notes http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/comparisonnotes.pdf Comparison Essay http://leo.stcloudstate.edu/acadwrite/comparcontrast.html#firstcomp Time Line Organizer http://www.englishcompanion.com/pdfDocs/tooltimeline.pdf Episode Notes http://www.englishcompanion.com/pdfDocs/toolepisodicnotes.pdf Deeper Reading Comprehending Challenging Texts, 4-12 Kelly Gallagher Reading Reminders Tools, Tips and Techniques Jim Burke

and school newspaper. http://www.teachersfirst.com/winners/romeo-survey.htm

In literature circles reflect and respond to questions: - What strategies worked the best for me

to understand the play? - What themes or big ideas provided me

with insight into my own life? - How does the play reflect my own

values? Write 10 or more likely test questions.

They may be specific to the play, its structure, themes or language. Questions should include factual, inferential (at least 4), and essay (at least 3).

Listening/Viewing Evaluate multimedia presentations given

by your peers using a presentation rubric.

Listen as your teacher reads “The Chaser” and explore the theme of love and decision making. Answer the following questions in literature circles:

- Can you make someone love you? - What makes a good relationship? - How would Shakespeare respond to

this story? In literature circles Listen to two of the “Voice of America

Radio” What Keeps Works of Shakespeare So Alive and All the World Still a Stage broadcasts. Note inflection and tone of the reader. Read along making annotations.

View opening scenes of the 1996 and 1968 versions of Romeo and Juliet. Determine the importance of opening scenes and events in both traditional and modern versions. Visualize and discuss other possibilities.

more modern-day feuds such as the famous Hatfield and McCoy feud answering this question.

Research-Multimedia Presentation Create a multimedia PowerPoint

presentation that addresses a unit topic or theme. Select a topic from the following headings: - Theater and the Arts - Making Good Decisions - An Action

Plan for Teens - Modern day feuds and their

consequences - Social Issues Teens Face Today

Speaking

Conduct a “Perfect Mate” survey with your parents or an adult you admire. Share results in class. Collect data. Share the survey findings with parents and school newspaper. http://www.teachersfirst.com/winners/romeo-survey.htm

Give a multimedia presentation. Respond

to feedback from your audience through peer evaluations.

Participate in a dramatic interpretation of

a scene or part of a scene in the play.

Write and perform a skit (comical or serious) portraying what you have learned about the teenage brain as it relates to decision making.

Participate in a Readers’ Theater of the opera “Jason and Hanna” or portions of the play. Recite poems or sing songs that reflect the themes.






Narrative Text

Informational Text




General Resources

50 Essential Lessons Jim Burke Lesson 9 Visualize What You Read Lesson 13 “Use the Language of Literary Analysis” Lesson 21 “Craft an Effective Argument” Lesson 34 Make an Effective Presentation Lesson 42 “Write Likely Test Questions” Outline Notes Main Ideas and Details http://www.englishcompanion.com/pdfDocs/outlinenotes.pdf Narrative Profundity Scale http://www.readinglady.com/mosaic/tools/Profundity%20Scale-Narrative%20from%20Jeff.pdf Sample End-of-Year Portfolio Cover Letter http://www.englishcompanion.com/assignments/exemplars/sampleportfoliocovlet.html Multi Media Presentation Resources 50 Essential Lessons Jim Burke Lesson 34 “Make an Effective Presentation” Search the Web and Evaluate Web Sources http://www.umuc.edu/library/guides/web.shtml#Evaluate Power Point in the Classroom Tutorial http://www.actden.com/pp Multimedia Presentation(Rubric) http://www.bcpl.net/~sullivan/modules/tips/rubrics_sec/multimedia.html Rubric For Multimedia Presentation-PowerPoint http://www.ga.k12.pa.us/curtech/WEBQPRE/assesspp.htm Performance Task Assessment Multimedia http://www.bcpl.net/~sullivan/modules/tips/rubrics_sec/multimedia.html

English Language Arts Grade 9 Inter-Relationships and Self-Reliance Unit 9.5 Contemporary Realistic Fiction, Novel To Kill a Mockingbird Harper Lee Term 2


1


Literary Genre Focus Anchor Texts

Linking Texts Teacher Instructional Resources

Narrative Text

Informational Text

Reading, Listening/Viewing Strategies and Activities



Unit Plan

Grade 9 Disposition Inter-Relationships and Self-Reliance Big Ideas integrity truth relationships responsibility equality coming of age Themes We can find truth through knowledge and experience. Education is key to overcoming prejudice. Real courage is not always

readily seen.

Focus Questions What is equality? How can we

work to achieve it? What is the difference between

moral and physical courage? Why is it so difficult for people to

stand up and do what is right? Do I have the courage to do what

is right? Is it possible for one person to

make a difference? What stereotypes and prejudices

exist in our world? What influences gender roles in

our society? Essential Questions Who am I and how do I find my

place in the world? How do I relate to my family, my

community? How am I a reflection of my

relationships? How do my relationships within

and across groups affect others? What influence do class, religion,

language, and culture have on my decisions?

What can I contribute as an individual?

What is my responsibility to society?

How do I see my beliefs reflected in government policies and by politicians?

To Kill a Mockingbird A “You never really understand a person until you consider things from his point of view–until you climb into his skin and walk around in it.” (Atticus) 30 B “Shoot all the blue jays you want, if you can hit ‘em, but remember it’s

Narrative Text Realistic Contemporary Fiction, Novel To Kill a Mockingbird, Harper Lee Mississippi Trial, 1955, Chris Crow (F; 228 pages) Getting Away with Murder, Chris Crowe (NF; 127 pages) Informational Text (Teacher Discretion) Opinion/Editorial “Jocks and Prejudice,” Nicholas D. Kristof, N.Y. Times, 6-11-06, http://www.dukenews.duke.edu/mmedia/pdf/kristof611.pdf “At Duke, a Scandal In Search of Meaning,” Anne Applebaum, The Washington Post, 4-26-06 http://www.washingtonpost.com/wp-dyn/content/article/2006/04/25/AR2006042501589.html “Tough Questions in Durham,” Eugene Robinson, The Washington Post, 4-25-06 http://www.washingtonpost.com/wp-dyn/content/article/2006/04/24/AR2006042401395.html “Keeping the Duke Scandal in Context,” letters to the editor, 5-2-06 http://www.washingtonpost.com/wp-dyn/content/article/2006/05/01/AR2006050101396.html “Duke Men’s Lacrosse Team Is Reinstated, and Warned,” Viv Bernstein and Juliet Macur, The New York Times, 6-6-06, http://www.nytimes.com/2006/06/06/sports/sportsspecial1/06duke.html?_r=1&oref=slogin “Duke Prosecutor Nifong Preps for His Own Trial” http://abcnews.go.com/TheLaw/story?id=3100160&page=1&CMP=OTC-RSSFeeds0312

Media Film To Kill a Mockingbird Gregory Peck, 1962, Universal (2:10) Documentary Scottsboro: An American Tragedy PBS Documentary http://www.pbs.org/wgbh/amex/scottsboro / Poetry “I Too” (Media) Voice of Langston Hughes 1955, by Folkways http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=1552 “Freedom’s Plow” Langston Hughes http://www.poemhunter.com/poem/freedom-s-plow/ “Democracy “ Langston Hughes http://www.poemhunter.com/poem/democracy/ “The Town of Scottsboro” Langston Hughes http://www.pbs.org/wgbh/amex/scottsboro/filmmore/ps_hughes.html Song Lyrics “The Death of Emmett Till,” Bob Dylan http://www.bobdylan.com/songs/emmetttill.html Informational Text

Speeches/ Essays “I Have a Dream” Martin Luther King http://www.americanrhetoric.com/speeches/mlkihaveadream.htm Civil Rights Era Resources Civil Rights Era Time Line and Photo Essay http://www.chriscrowe.com/civilrights/index.html “Jim Crow” Laws Teacher Discretion http://www.nps.gov/archive/malu/documents/jim_crow_laws.htm Teacher Instructional Resources Listening Skills http://www.infoplease.com/homework/listeningskills1.html Jigsaw Instructional Strategy Sites http://www.jigsaw.org/ http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/ To Kill A Mockingbird Novel Anticipation Guide http://www.blazer.ashland.k12.ky.us/Academics/English/Stepp/To%20Kill%20A%20Mockingbird%20%20Anticipation%20(printable).htm

Genre Study Characteristics of novel film media poetry/lyrics as a political

response Author Study Harper Lee Chris Crow Narrative Elements plot, setting, conflict

(internal/external), theme character development mood, tone, style author’s purpose point of view design time management Elements of A Novel PPT Angelia Greiner http://mrs-sullivan.com/240/documents/ElementsOfANovelPPT.ppt Literary Devices narration/point of view figurative language,

imagery, symbolism allusions idioms foreshadowing Historical/Cultural Perspectives roles of women racial/gender equality stereotyping culture of the deep South in

the 1930s urban legends (Boo Radley) racism through dialogue understanding human

nature Critical Perspectives time period geographical (North vs. South) connections to self —own

perspective on issues of inequality, racism, prejudgment

Genre Study Characteristics of expository essay feature news article editorial persuasive essay primary source

documents documentary Expository Elements thesis supporting ideas supporting statistical


opinion/quotations writer’s tone (attitude) academic vocabulary Organizational Patterns argumentation/

persuasion cause/effect theory/evidence chronological order compare/contrast Expository Essay purpose: to explain,

inform, analyze a subject thesis supported using

factual details and examples (comparisons, quotations, expert opinions, facts, laws, and statistics)

various organizational patterns

expository text features (images, graphics, hotlinks, diagrams)

may incorporate persuasive techniques

Feature News Article Provides a factual

informational account of an issue or event

Elements/Features date, byline, attribution focus on big idea or

larger understanding objective: to show all

sides of an issue thesis, supporting ideas,

and evidence structure (headline, lead,

body, and conclusion) inverted pyramid

organizational pattern multiple varied examples identified and reliable

sources answers “reporter”

questions (who, what…) text features (section

headings, graphic content, bullets, symbols)

Reading Comprehension Strategies Identify purpose Preview text Understand then analyze and reflect Identify thesis, evidence, structure,

style, organization Summarize Ask questions, visualize, make


Skim for pertinent information Close and Critical Reading Strategies Use graphic organizers before, during

and after reading as a visual means of explaining and organizing information and ideas

Use marginalia to describe the craft the author used.



and Double Entry Journals). Determine relevance/importance. Consider potential for bias. Consider perspectives not represented

to avoid controversy. Look for evidence to support

assumptions and beliefs. Evaluate depth of information. Evaluate validity of facts. Recognize influence of political/social

climate when text was written. Critical Reading Questions What does the text say?







Reading Goals (continued) - What makes it unique from other genre?

- What writing styles are appropriate? - What is its structure?

Graphic Organizers Venn diagram KWL(R) chart/matrix

Writing to Access Prior Knowledge

Unit Goals Based on unit description, identify

areas of interest and what you would like to learn.

Review your long term reading and writing goals and set goals for this unit.

Prior Knowledge Activities In preparation for reading the unit

literature, use an anticipation guide to deepen your critical reading skills. Place it in your reading folder to refer to throughout the unit. http://www.blazer.ashland.k12.ky.us/Academics/English/Stepp/To%20Kill%20A%20Mockingbird%20%20Anticipation%20(printable).htm

Write about a time, when you changed a negative attitude toward a person or idea after you learned more about that person or idea.

Reflect on your own attitudes toward the equality of all and civil rights. Return to this reflection at the end of the unit to see if your perspectives have been confirmed or changed? Make specific references to the events of the unit to support your point(s).

Writing to Learn

Writing Portfolio Maintain writing portfolio to revisit

goals, add evidence of progress, reflection and for evaluation purposes.

Writers’ Workshop Workshop Focus Determine workshop focus based on

group and individual needs. Determine writing strategies for

direct instruction. Develop persuasive writing

techniques. Unit-Specific Writing Strategies Use the writing process. Use focus correction. Use class-generated writing rubrics

to evaluate your own writing and the writing of others.

Writing to Learn (continued)

Grammar Focus See Power of Language (Grammar)

Module Part II: Grammar Overview for grade-level recommendations. http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf

Vocabulary Development Use of allusions and idioms Classify and compare academic

vocabulary (including literary elements, features, and devices)

Student Goal Setting and Self-Evaluation Strategies Reflect on selected journal entry Reflect on two pieces of unit

writing that represent best effort Monitor growth using literacy

indicators - language fluency - reading complexity - modes of discourse Evaluate tendency toward


Daily Fluency

Reading HSTW/ACT recommendations of

8-10 books per year in ELA class; 25 books per year across the curriculum


information Think, write, pair, share new

texts Time reading to determine time

commitment for each text Vocabulary Development academic vocabulary technical/specialized

vocabulary word etymology and variation find current uses in Google

News Writing

Writing Strategies process writing language appropriate for purpose

and audience revise own writing using


sophisticated sentence structure cite sources using MLA

conventions evaluate own writing (review, revise, edit) note taking Grammar Skills grammar and rhetoric mini


success Elements of dialogue Parts of speech Grammar Instruction to enrich writing: add detail, style,

voice create organizational coherence

and flow make writing conventional



2




Narrative Text

Informational Text




a sin to kill a mockingbird.” (Atticus) 90 C Real courage “is when you know you’re licked before you begin but you begin anyway and you see it through no matter what.” (Atticus) 112 D “Most people are [nice], Scout, when you finally see them.” (Atticus) 281 E “There's a lot of ugly things in this world, son. I wish I could keep 'em all away from you. That's never possible.” Atticus-Screen Play Quotations (continued) To Kill a Mockingbird F "It was times like these when I thought my father, who hated guns and had never been to any wars, was the bravest man who ever lived." (Scout), 100

Student’s Survival Guide (Teacher Created) Vocabulary , Allusions, Idioms Support http://www.lausd.k12.ca.us/Belmont_HS/tkm/ Mockingbirds http://www.holoweb.com/cannon/northergn.htm http://www.sdcoe.k12.ca.us/score/tokil/bird3.htm Teacher Instructional Resources

Film Study Guide for To Kill a Mockingbird - Seeing the Film Through the Lens of Media Literacy” http://www.frankwbaker.com/INTRODUCTION.htm To Kill a Mockingbird: Then and Now A 35th Anniversary Celebration Teacher Study Guide http://library.thinkquest.org/12111/SG/SG1.html Think Quest Novel http://library.thinkquest.org/12111/novel.html Teaching Prejudice 1930’s Style http://www.davidclaudon.com/Mockingbird/mockingbird.html “What has Brown done for you?” Student Exemplar Feature News Article, 2007 http://write.teachingmatters.org/MS131 “Gangs of America” Student Exemplar Editorial 2007 http://write.teachingmatters.org/node/2095 ACT Persuasive Rubric http://www.michigan.gov/documents/mde/ELA-ACT_Persuasive_Essay_Analytic_Rubric_173095_7.pdf Expository Writing Rubric http://www.neasc.org/cpss/seekonk_high_school.pdf Writing News Articles Heather Lattimer http://writingmatters.org/about/feature#example1-1 Writing Editorials, Heather Lattimer http://writingmatters.org/about/editorials Parts of an Editorial http://pulse.pharmacy.arizona.edu/11th_grade/industrialization/language_arts/parts_of_editorial.html Paraphrase-Write it in Your Own Words http://owl.english.purdue.edu/owl/resource/619/01/

Persuasion News Editorial statement/essay

represents view of paper purpose - share opinions,

influence readers - force public officials to

reconsider decisions - bring current issues to

the readers’ attention - suggest alternatives - evoke emotional

response form and features - factual information - takes a stand - employs persuasive

techniques - uses signal words and

phrases - anticipates counter

arguments - structure (introduction,

background information, position, usually three arguments, a counter argument, and a conclusion)

Persuasive Essay Takes a position on

controversial issue Shows clear

understanding of the issue Thesis based on fact,

value, or policy Consistently supports

stand with specific, logical reasons and relevant information

Support includes facts, examples, expert opinion, statistical evidence

Responds to alternative arguments

Evaluates implications and complications

Uses - clear and logical

sequence of reasons and strong transitions

- effective lead and closing argument

- varied, precise language Documentary Features Analyzers real-world

events in depth Focuses strictly on facts of

events as know Avoids commentary Avoids creator’s own point

of view or beliefs Uses literary, narrative,

and media techniques Historical/Cultural Perspectives racial/gender equality stereotyping

Instructional Activities

Expository Text Direct Instruction Critically read the Duke Men’s Lacrosse

Team texts to define the characteristics of opinion writing. Write a summary of the story that unfolds through the articles. Discuss the following questions: - What persuasive techniques were

used by the authors? - Were there perspectives not

represented to avoid controversy. - How can individuals become more

critical of their news information? - How does media shape one's opinion

on any given issue or individual?

Complete a KWL(R) about the civil rights era. Acquire background information on this time in our history by reading and discussing Crowe’s timeline, photo essay, and Jim Crow laws. Annotate text and take effective notes for subsequent discussions or writing assignments.

Instructional Activities Read the poem “The Town of

Scottsboro” by Langston Hughes. Discuss what words or phrases help reveal the author’s tone. After reviewing the features of a documentary view the PBS documentary Scottsboro: An American Tragedy. In small groups, pose questions to clarify understanding including, “What is the most valuable idea that can be taken from this documentary?” Support your answer with examples from today and why it is still important.

Narrative Text In literature circles, use the “How to

Read a Poem” activity to listen to or read the unit linking poems and the lyrics of “The Death of Emmett Till”. - Annotate with comments,

connections, and insights you have about the civil rights era.

- Write a response using the following quote by Percy Shelley, "Poets are the unacknowledged legislators of the world.”

- Address the question, “Can one person make a difference?” in a short journal entry.

In groups create, a found poem or headline poem selecting from text, poems, or quotations that you have read in the unit. Display


http://www.palmbeach.k12.fl.us/multicultural/ESOLCurriculumDocs/All/academicvocabulary2.pdf

http://www.englishcompanion.com/pdfDocs/academicvocab.pdf


Research Skills note-taking summarizing paraphrasing

OWL-Online Writing Lab http://owl.english.purdue.edu/owl/ Quotation Notebook Record selected quotations in a

quotation notebook. Include quotations from the unit and self-selected quotations of personal significance that relate to unit themes and big ideas.

Data Wall Create a collage of images that

reflect the three ideals our founding fathers sought to create in an independent democracy.

Create a data wall of recent articles related to social injustice or social prejudice in today’s world. Include a short reflection on its value to you, a question you would ask the author, what it doesn’t say, or what it reminds you of. Adapted from Deeper Reading, p.185

Journal Entries Using a Venn diagram, compare the

words bias and perspective; tolerance and equality.

Paraphrase three unit quotations that you found significant.

Create a glossary of specialized vocabulary used in media; use the media study guide.

Respond to unit focus questions during the reading, listening and viewing activities. At the end of the unit, read your responses and reflect on your new insights and perspectives.

Reflect on one or more of the Duke news articles, editorials, and/or letters to the editor in response to one or more focus questions.

Write to describe the elements of film in a favorite movie; use specialized vocabulary.

Additional MDE Grammar Resource “Power of Language” Module (ELA Companion Document) Part 1 http://www.michigan.gov/documents/mde/GrammarModule_186324_7.pdf Part 2 http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf ACT College Readiness Standards English Analyze text for Topic Development in Terms of

Purpose and Focus Organization, Unity, and

Coherence Word Choice in Terms of Style,

Tone, Clarity, and Economy Sentence Structure and

Formation Conventions of Usage Conventions of Punctuation Reading Analyze text for Main Ideas and Author’s

Approach Supporting Details Sequential, Comparative, and

Cause-Effect Relationships Meanings of Words Generalizations and Conclusions Writing Write text that Expresses Judgments Focuses on the Topic Develops a Position Organizes Ideas Uses Language Effectively

- conventions (grammar, usage, mechanics)

- vocabulary (precise, varied) - sentence structure variety

(vary pace, support meaning)



3




Narrative Text

Informational Text




Teacher Instructional Resources

Background Information “Declaration of Independence” http://www.crf-usa.org/Foundation_docs/Foundation_lesson_declaration.htm Poetic Form: Found Poem http://www.poets.org/viewmedia.php/prmMID/5780 Found &Headline Poems http://www.ncte.org/library/files/Store/Books/Sample/18488chap1.pdf Blending Genre, Altering Style: Writing Multigenre Papers Tom Romano http://www.ahisd.net/campuses/ahhs/academics/eng/Chupp/Multi-genre_Research_Project.doc

culture of the deep South in the 1930s

Critical Perspectives facts and opinions logic authenticity editorial perspective writer’s tone, bias media’s influence on

public opinion

To Kill a Mockingbird Novel Study Before Reading To Kill A Mockingbird Set a purpose for reading by reviewing

the anticipation guide that you completed earlier in the unit.

Read to answer these questions: - Why are we reading the novel To Kill a Mockingbird today when it was written in the 1960’s? - What value does the book hold for the modern teenager? - What does the book mean in terms of how I think about my myself, my family, my peers, my community, my country and humanity.

During Reading Read and analyze the novel using

critical reading strategies. Use a teacher created study guide for each chapter to aid comprehension. See journal entries for suggested activities.

Effective readers ask questions to clarify their thinking. The first chapter of any book can be confusing. Generate twenty questions you have after reading Chapter 1.

After reading the first three chapters, in literature circles analyze and discuss: -the subject and main ideas -the context the story took place in (setting circumstances, events, the era, the historical or cultural context) -the intended audience and why this audience was targeted -the author’s purpose for writing the novel - tone used in the novel and why

Novel Study During Reading (continued) In a teacher directed lesson, analyze

the passage in chapter 24 where Atticus learns that Tom has been killed (“The front door slammed…I want you to come out with me and help tell Helen.”) using the critical reading questions: -What does the text say? (literal) -What does it mean? (interpretive) -Why does it matter? (wisdom/allusion/ connections/relevance) Discuss this question: Do black Americans feel the same sense of hopelessness that Tom felt? If so, are these feeling justified?

Contribute to a class list of themes that are evident throughout the novel as you read. Be able to support your contribution and discuss where those themes are reflected in other literature. Themes should be written in complete sentences. Deeper Reading p. 160-61

To Kill a Mockingbird After reading an assigned chapter,

use one or more of the following sentence starters: I don’t understand… I noticed… If I were… I realized… Deeper Reading p.70

Maintain a four column vocabulary chart for selected chapters. Read three or more sentences your teacher has given you from the chapter. Copy the sentence into the first column. In column 2 predict the meaning of the underlined word before reading the chapter. In the column 3 write what you think the word means after reading the chapter. In column 4 record the dictionary meaning. Deeper Reading, p.77

As you read, construct a character

analysis chart noting how each character changes in response to his or her experiences in the story (Jem, Scout, Dill, Boo, Atticus, Mrs. DuBois, Tom Robinson).

Journal Entries Character Analysis Chart

Notate: - relationship to others - strengths/Weaknesses - defining moment - question you would ask them - adjectives that describe them at the beginning vs. the end of story - symbol that reflects character Deeper Reading p.61-62

Use your character chart to reflect on the characters and ion whether your perceptions of the characters changed as the story progressed. Identify what caused you to change your opinion. Deeper Reading p.61-62

Identify two examples from the story, of characters that were prejudged by others; compare with examples from your own life.

Write a letter from Tom Robinson to his family, and write their response to the letter.

The novel portrays various degrees

of racism. Give examples of three degrees of racism in the world today.

Deeper Reading, p.159

In groups of four, summarize the story from four perspectives (Jem/Scout, Boo, Atticus, Tom Robinson).



4




Narrative Text

Informational Text




In literature circles discuss how Harper Lee might have been influenced by the Scottsboro Boys trial as she wrote To Kill a Mockingbird?

After Reading Write or graphically answer these

questions from your pre-rearing activity: - Why are we reading the novel To Kill a Mockingbird today when it was written in the 1960’s? - What value does the book hold for the modern teenager? - What does book mean in terms of how I think about my myself, my family, my peers, my community, my country and humanity. Deeper Reading, p.20,157

Listening/Viewing Focus on active listening skills to

improve conversation in group discussions; use a survey to evaluate improvement.

View the PBS documentary using an advance organizer. In small groups, summarize the documentary; pose questions to clarify understanding.

At the end of the unit, view Martin Luther King’s speech through a new lens. Write a literary response to the speech reflecting on your reaction to it today. Include new insights and any perceptions that may have changed as a result of this unit.

Before reading Chapter 28, read the following list of words from the chapter, and write a short prediction of what will happen in this chapter: dark, afraid, kitchen knife, “Run!”, useless, kicking, dying, trembled, reeling, jerk backwards, dead Deeper Reading, p.49

Today Atticus is regarded as a hero.

What actions or qualities do you consider to be heroic?

Building on prior experience with the

6-word short story, summarize To Kill a Mockingbird in twelve words.

Writing to Demonstrate Learning Portfolio Reflection Write a portfolio reflection using one

or more pieces from unit writing. Use the piece(s) to demonstrate your growth as a writer.

Descriptive Essay

Write to describe the role of women in the South during the 1930’s. Describe the impact they had on the story, To Kill a Mockingbird.

Reflective Essay Options

Franklin D. Roosevelt said, “The truth is found when men are free to pursue it.” Respond to this quotation in light of what you learned in this unit.

Confucius Thucydides, Benito Juarez, and Chief Joseph’s wisdom have carried down over the centuries. Read and analyze their quotations for meaning and value. Write a reflective essay connecting the quotations to specific pieces in this unit.

Literary Analysis

Select a class generated theme from To Kill a Mockingbird. Discuss the importance of the theme to the book and why this theme is still relevant today. Deeper Reading, p.160-63.


What was Harper Lee’s purpose in writing To Kill a Mockingbird? In a persuasive essay, explain the purpose she may have had in mind. Use facts and details from the book to support your thesis. Cite specific passages. Use at least three quotations from the unit or novel. Discuss why this purpose is still relevant today and why Lee was deserving of the Medal of Freedom on November 5, 2007. Deeper Reading, p. 165



5




Narrative Text

Informational Text




Write to persuade another person to stand up for what is right. Write to prove social action is still necessary. Use unit quotations in your introduction, body, and conclusion.

Persuasive Essay Options (continued) Write to persuade someone of the

importance of basing attitudes on a wide range of knowledge and experience. Use unit quotations in your introduction, body and conclusion.

Expository Writing Options Write an expository essay answering

the question “Who is Harper Lee?” Write a “then and now” feature news

article on current events. It should reflect the perspectives of the 1930, and today.

Write a persuasive news editorial for your school news paper about a topic of importance to you.

Multigenre Report Culminating Piece Think about social injustice or social

prejudice in today’s world. Identify one or more examples and propose a solution. Present in a multigenre project. Include an expository essay, a narrative account of one affected, a persuasive piece, feature news article, a letter to the editor, and a quotation.

Speaking Prepare a ten minute group

presentation to discuss the importance of the theme to the novel and how it relates to a film and genre piece with the same theme. See Book club culminating Activity Deeper Reading, p. 121-22

Participate in literature circles and

book club discussions by asking questions and sharing ideas and perspectives to improve communication skills.

Evaluate activities of literature

circles or book clubs with peers. Identify group strengths and weaknesses using a rubric. Set goals for next unit.