Teacher: CORE Honors English 9 Year:   2014-15

  Course: Honors English 9 Month:   All Months

To Kill a Mockingbird Novel Unit ~ After summer reading, students will take notes and explore the novel To Kill a Mockingbird with discussion and post-reading activities.

Standards Essential Questions AssessmentsSkills Content Lessons Resources

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.9-10.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.5a-Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.9-10.5b-Analyze nuances in the meaning of words with similar denotations.RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.RL.9-10.7-Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's “Musée des Beaux Arts” and Breughel's Landscape with the Fall of Icarus).RL.9-10.10-By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on

How do Jim Crow laws influence the characters in To Kill a Mockingbird?

What is the book's connection to the Civil Rights Act of 1964?

What is a reliable narrator vs. an unreliable narrator?

interpret literal and figurative meaning in Harper Lee's To Kill a Mockingbird.

analyze major themes present in To Kill a Mockingbird.

connect the events of the novel to the Civil Rights movement of the 1960's.

research and write about the events talked about in the book's setting of 1930's Alabama.

identify passages from the novel that support specific themes present in the book.

define vocabulary terms in context and apply these terms to discussions.

take notes on Harper Lee and her life and background.

create a poster that lists all of the themes in the book and events that support these themes.

write a detailed character web for Scout, the main character in To Kill a Mockingbird, and how she relates to other characters in the novel.

write a creative essay in the voice of a character from To Kill a Mockingbird about the trial of Tom Robinson.

research and present facts from the

To Kill a Mockingbird by Harper Lee.

characteristics of the modern American novel.

influence of To Kill a Mockingbird on the Civil Rights movement of the 1960's.

characterization in a novel.

research skills.

thesis writing.

Trial Point of View

others' ideas and expressing their own clearly and persuasively.SL.9-10.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9-10.4-Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.1a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.W.9-10.1b-Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.W.9-10.3d-Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.9-10.3e-Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.W.9-10.9a-Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

historical era of the 1930's South.

1.1.B-Recognize and interpret common organizational structures and graphic features to comprehend information.1.1.C-During reading use knowledge of structural analysis, context clues, and related references to understand and interpret specialized vocabulary in the content areas. Use these words accurately in speaking and writing.1.1.D-Distinguish basic facts and ideas in text using appropriate strategies (e.g., surveying, setting a purpose for reading, activating personal knowledge, making predictions, questioning, rereading) as aid to comprehension. Discuss the effectiveness of selected reading strategies.1.1.E-Expand a reading vocabulary by identifying and correctly using new words (e.g., literal and figurative language, idioms, specialized words). Use a dictionary or related reference.1.1.F-Understand the meaning of and apply key vocabulary across the various subject areas.1.1.G-After reading demonstrate understanding and interpretation of both fiction and nonfiction text, including public documents.1.1.H-Demonstrate fluency and comprehension in reading.1.2.A-Read and understand essential content of informational texts and documents in all academic areas.1.2.B-Use and understand a variety of media and evaluate the quality of material produced.1.2.C-Produce work in at least one literary genre that follows the conventions of the genre.1.3.A-Read and understand works of literature.1.3.B-Analyze the use of literary elements by an author including characterization, setting, plot, theme, point of view, tone and style.

interpret literal and figurative meaning in Harper Lee's To Kill a Mockingbird.

analyze major themes present in To Kill a Mockingbird.

connect the events of the novel to the Civil Rights movement of the 1960's.

research and write about the events talked about in the book's setting of 1930's Alabama.

identify passages from the novel that support specific themes present in the book.

define vocabulary terms in context and apply these terms to

To Kill a Mockingbird by Harper Lee.

characteristics of the modern American novel.

influence of To Kill a Mockingbird on the Civil Rights movement of the 1960's.

characterization in a novel.

research skills.

thesis writing.

1.3.C-Analyze the effect of various literary devices.1.3.E-Analyze drama to determine plot, setting, and character motivation as revealed through literary devices (e.g., aside, soliloquy) that enhance the audience's understanding of character.1.3.F-Read and respond to nonfiction and fiction, as well as poetry and drama making individual meaning and asserting interpretation.1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write by utilizing stylistic aspects of composition.1.5.E-Revise writing while reflecting on the logic of organization, central idea, content, paragraph development, level of detail, style, tone and word choice and clarifying purpose, audience, and genre.1.5.F-Edit writing using the conventions of language.1.6.A-Listen to others.1.6.C-Speak using skills appropriate to formal speech situations.1.6.D-Contribute to discussions.1.6.E-Participate in small and large group discussions and presentations.1.8.B-Locate information using appropriate sources and strategies.1.8.C-Organize, summarize, and present the main ideas from the research.

discussions.

take notes on Harper Lee and her life and background.

create a poster that lists all of the themes in the book and events that support these themes.

write a detailed character web for Scout, the main character in To Kill a Mockingbird, and how she relates to other characters in the novel.

write a creative essay in the voice of a character from To Kill a Mockingbird about the trial of Tom Robinson.

research and present facts from the historical era of the 1930's South.

Elements of the Short Story

Standards Essential Questions Assessments Skills Content Lessons ResourcesL.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.RL.9-10.7-Analyze the representation of a subject or a key scene in two different artistic

How does interaction with text provoke thinking and response?

Literary Terms Test One

Literary Terms test Two

Identify and evaluate essential content between and among various text types

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

Identify the use of bias, stereotype, and propaganda where present

evaluate the effectiveness of the author’s use of literary devices in various genresanalyze and evaluate author’s/authors’ use of literary elements within and among genres

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

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

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

Essential content, literary elements and devices inform meaning

Sub Unit One - Literary Terms

A&P Literary Analysis

Ninth-grade literature book

lecture notes

smart board

chalkboard

student notebooks

worksheets

literacy terms list and definitions

audio recordings of some stories

mediums, including what is emphasized or absent in each treatment (e.g., Auden's “Musée des Beaux Arts” and Breughel's Landscape with the Fall of Icarus).SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1b-Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.9a-Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

bias and assumptions

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

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

video versions of select stories

R11.B.2.2-Identify, interpret, describe, and analyze the point of view of the narrator in fictional and nonfictional text. (Reference: 1.3.11.C)1.5.B-Write using well-developed content appropriate for the topic.1.3.B-Analyze the use of literary elements by an author including characterization, setting, plot, theme, point of view, tone and style.

How does having a specialized vocabulary help in analyzing and discussing literature?

Literary Terms Test One

Literary Terms Test Two

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

evaluate the effectiveness of the author’s use of literary devices in various genres

Essential content, literary elements and devices inform meaning

Acquiring and applying a robust vocabulary assists in constructing meaning

Sub Unit One - Literary Terms

literay terms list and definitions

student notebooks

worksheets

Ninth-grade literature book

lecture notes

R11.A.2.3-Make inferences, draw conclusions, and make generalizations based on text (Reference: 1.1.11.G, 1.2.11.A)1.6.A-Listen to others.1.1.D-Distinguish basic facts and ideas in text using appropriate strategies (e.g., surveying, setting a purpose for reading, activating personal knowledge, making predictions, questioning, rereading) as aid to comprehension. Discuss the effectiveness of selected reading strategies.1.2.A-Read and understand essential content of informational texts and documents in all academic areas.

How does interaction with text provoke thinking and response?

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

use and cite evidence from texts to make assertions, inferences, generalizations, and

1.3.A-Read and understand works of literature.1.3.B-Analyze the use of literary elements by an author including characterization, setting, plot, theme, point of view, tone and style.1.3.C-Analyze the effect of various literary devices.

to draw conclusions

Identify the use of bias, stereotype, and propaganda where present

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

Vocabulary

Standards Essential Questions Assessments Skills Content Lessons ResourcesL.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11-12.2b-Spell correctly.

How does increasing your vocabulary make you a better reader?

How does knowing the root of a word help us to define it?

How does knowing a prefix or suffix help us in defining a word?

How does the appropriate use of correct spelling make writing credible?

The students will be able to define the words in the vocabulary unit.

The students will be able to locate synonyms for the vocabulary words in the unit.

The students will be able to locate antonyms for the words in the vocabulary unit

The students will be able to use context to identify a word's meaning.

The students will be able to use context to determine the most appropriate vocabulary word choice for a given sentence.

Sadlier Vocabulary Workshop Level D

Poetry ~ Students will explore different kinds of poetry, identify literary techniques in poetry and write original poems for this unit.

Standards Essential Questions Assessments Skills Content Lessons Resources

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

read and interpret different kinds of poems from the textbook and handouts.

write and edit several original poems.

demonstrate a clear understanding of poetry and its characteristics.

demonstrate understanding of the literary terms associated with poetry.

identify literary elements of poetry (such as simile, assonance, metaphor, personification).

identify different kinds of poetry and

reading higher-level literature.

interpreting higher-level literature.

recognition of theme and symbolism in literature.

expression of ideas in writing.

creative writing.

poem structure.

Most Important Word

L.9-10.2c-Spell correctly.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.L.9-10.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).L.9-10.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.9-10.5a-Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.9-10.5b-Analyze nuances in the meaning of words with similar denotations.RI.9-10.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.10-By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.RL.9-10.9-Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).RL.9-10.10-By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1b-Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and

how they differ in format and meaning.

research and present information on a poet and his work.

poetic sound devices.

poetic literary terms.

understanding and make new connections in light of the evidence and reasoning presented.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)W.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.1a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.W.9-10.9a-Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). W.9-10.9b-Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Grammar--Parts of Speech and Sentence Structure ~ Students study and practice the parts of speech of the English language and writing in complete sentences.

Standards Essential Questions Assessments Skills Content Lessons ResourcesL.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.1b-Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.L.9-10.2a-Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.L.9-10.2c-Spell correctly.

What is the basic function of each word of a sentence?

identify the parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections.

identify adjective and adverb phrases and gerund, infinitive and noun phrases.

classify adjective and adverb clauses in writing.

differentiate between the different parts of speech in written compositions.

analyze and revise the word order of a sentence.

identify and revise incorrect usage of the parts of speech.

construct the relationship between subjects and predicates.

revise run-on sentences.

proper sentence structure and usage.

parts of speech.

writing in complete sentences.

proper editing techniques.

note-taking.

definitions of the parts of speech.

Parts of speech culminating activity

L.9-10.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

assess and revise sentence fragments.

identify the various types of sentences.

synthesize and practice correct usage of all parts of speech and sentence elements.

prove strong sentence writing skills (subject, predicate, phrases, clauses, subject/verb agreement)

A House on Mango Street ~ Students will read a college-level novel and present one of the chapters to the class in a roundtable discussion.

Standards Essential Questions Assessments Skills Content LessonsResources

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.L.9-10.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.SL.9-10.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9-10.4-Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

What is a reliable narrator?

How does setting influence character development?

What is perspective in a novel?

read and interpret Sandra Cisneros' A House on Mango Street.

understanding and copy the literary genre of vignette writing.

compare Mango Street to the traditional American "coming of age" novel.

demonstrate mastery of and practice descriptive writing.

compare and contrast the main character, Esperanza, with the main character, Scout, of To Kill a Mockingbird.

prepare and lead a discussion on a chapter that touches on all major themes and literary elements.

the role of women in literature.

elements of the coming of age novel.

creative writing.

discussion of literature.

writing a vignette.

reading higher-level literature.

cultural differences and how they can influence a character's motivations.

Writing about "home."

SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)W.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.1a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.W.9-10.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.9-10.2a-Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.9-10.2b-Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.9-10.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.9-10.3a-Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.9-10.3b-Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.9-10.3d-Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.9-10.3e-Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.W.9-10.9a-Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or

topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

The Odyssey ~ Students read an epic poem from ancient Greece and learn about the characteristics of the epic hero and how he reflects the culture that produced it.

Standards Essential Questions Assessments Skills Content Lessons Resources

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.9-10.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.9-10.5a-Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.9-10.5b-Analyze nuances in the meaning of words with similar denotations.RI.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3-Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.RI.9-10.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6-Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.7-Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.RI.9-10.8-Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says

How does ancient Greek poetry relate to modern storytelling and modern views of bravery or heroes?

interpret major excerpts from Homer's Odyssey from the literature textbook.

identify in writing, speaking and discussion the characteristics of the epic poem and the epic hero.

write about and identify components of the epic poem such as epithets, epic similes and the role of Greek mythology.

compare and contrast the Odyssey to modern stories about heroes.

mimic the lofty tone and dignified style of the epic poem by using similar language and plot structure in an original work.

take notes and demonstrate introductory knowledge of Ancient Greek civilization and the people that lived during that time.

the Odyssey by Homer.

introductory knowledge of Ancient Greece and Greek Mythology.

reading higher-level literature for content and interpretation.

recognizing and discussing themes in literature.

expressing ideas in writing.

discussion of literature in a classroom setting.

Heroes and Homer

explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Lord of the Flies Novel Unit ~ Reading literature and interpretation of its symbolic content, relating it to modern literature.

Standards Essential Questions Assessments Skills Content Lessons Resources

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.9-10.2c-Spell correctly.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.L.9-10.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.5b-Analyze nuances in the meaning of words with similar denotations.RI.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3-Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.RI.9-10.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6-Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

How does literature examine universal truths about human beings?

How does symbolism and theme connect to form an overall idea in a literary work?

What is the true nature of man?

understand the symbolism in Lord of the Flies.

connect the symbolism in Lord of the Flies to overall concepts of British literature.

identify and take notes on four major allegories of the novel and interpret their meaning within the story's setting, characters, tone and plot.

support interpretations on the novel using quotations from the book specific to the ideas within the interpretation.

Lord of the Flies.

connection of symbolism of the novel to society and the author's intentions.

introduction to characteristics of British literature.

definition of allegory in relationship to the novel.

exploration of allegory in relationship to the novel.

aspects of a literary, thesis driven expository essay.

Poster boys

RI.9-10.10-By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.RL.9-10.7-Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's “Musée des Beaux Arts” and Breughel's Landscape with the Fall of Icarus).RL.9-10.9-Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).RL.9-10.10-By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.2-Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9-10.4-Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts,

and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)W.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.1a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.W.9-10.1b-Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.W.9-10.1c-Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.9-10.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.9-10.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.9-10.3a-Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Romeo and Juliet and renaissance theater. ~ Students will read and interact with Shakespearean tragedy.

Standards Essential Questions AssessmentsSkills Content Lessons Resources

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when

What is the connection between Shakespeare's theater and modern

study the life of William Shakespeare and the literary and technical elements of Shakespearean tragedy.

read Romeo and Juliet for literal

English Renaissance theater.

reading higher-level literature.

Blocking Act 2, scene 2

reading or listening.L.9-10.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.L.9-10.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).L.9-10.5b-Analyze nuances in the meaning of words with similar denotations.RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.RL.9-10.7-Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's “Musée des Beaux Arts” and Breughel's Landscape with the Fall of Icarus).RL.9-10.9-Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).RL.9-10.10-By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.2-Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9-10.4-Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

storytelling?

What are the essential elements of a Shakespearean tragedy?

What can characterization teach a reader about thematic content?

Why learn about Shakespeare?

and figurative interpretations.

analyze symbolism on Romeo and Juliet.

identify major themes in Romeo and Juliet.

discuss the universality of the play and its characters.

write compositions on selected topics relevant to Romeo and Juliet.

identify the elements of Renassaince drama in Romeo and Juliet.

map out the plot of the play, including exposition, rising action, turning point, climax, falling action, and resolution.

show how a Shakespearean play might have looked when performed during Renaissance times in the Globe Theater.

create a character chart that describes each character in detail and how he or she affects the outcome of the play and how they relate to Shakespeare's ideas about fate.

plot, characterization, setting and how each relates to overall themes and meaning.

organization of a play.

discussion of literature.

blocking out and performing a scene from a play.

SL.9-10.5-Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1b-Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)W.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.1a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.W.9-10.1b-Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.W.9-10.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.9-10.2b-Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the

audience's knowledge of the topic.W.9-10.9a-Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). W.9-10.9b-Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

A Separate Peace Novel Unit ~ Reading American literature and synthesizing literary analysis skills.

Standards Essential Questions AssessmentsSkills Content LessonsResources

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.9-10.2c-Spell correctly.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.L.9-10.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).L.9-10.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.L.9-10.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.9-10.5b-Analyze nuances in the meaning of words with similar denotations.RI.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3-Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.RI.9-10.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6-Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

How can the dual nature of man impact a society?

How does literature mirror society?

What is a microcosm and how does the presence of one in a literary work influence its meaning?

reading and comprehension of A Separate Peace by John Knowles.

note-taking.

identification of major symbols in the novel.

application of figurative language and how it influences the novel and its plot.

support of thesis statements created about the novel and its contents.

debating and discussion of multiple meanings inherent in the novel.

connecting general aspects of the American novel to A Separate Peace.

comparison of A Separate Peace to other "coming-of-age" novels previously read during the year.

definition of the phrase "a separate peace" and how it applies to each character in the novel and its symbolism.

reading literature at a college level.

recognition and discussion of theme and symbolism in literature.

expression of literary analysis in a thesis-based essay.

comparison of Gene from A Separate Peace to Esperanza from House on Mango Street.

Mock trial

RI.9-10.7-Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.RI.9-10.8-Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RI.9-10.10-By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.RL.9-10.7-Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's “Musée des Beaux Arts” and Breughel's Landscape with the Fall of Icarus).RL.9-10.9-Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).RL.9-10.10-By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.4-Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for

conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)W.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9-10.9a-Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). W.9-10.9b-Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Literature-based Research Essay ~ How to write a researched expository essay in MLA format about literature.

Standards Essential Questions Assessments Skills Content Lessons Resources

RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.RL.9-10.7-Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's “Musée des Beaux Arts” and Breughel's Landscape with the Fall of Icarus).RL.9-10.9-Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).RL.9-10.10-By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in

How does a good literature-based paper make an argument?

What should a thesis statement do in an introduction? In a paper overall?

write from various modes including but not limited to persuasive, creative, expository, and informational.

narrow a chosen social issue topic or British Literature topic to meet content, format and length requirements of the research paper.

recognize and effectively utilize the MLA format of the research paper.

locate and utilize the variety of research/reference materials such as Gale, EBSCO Host, online periodicals, books, library loan, etc., that can be used in preparing a documented paper.

recognize and effectively utilize MLA documentation for producing a works cited page via the completing of source cards.

effectively utilize the various MLA formats for in-text citation in a research paper.

MLA research paper format.

using note cards to organize research.

outline writing for pre-planning a research paper.

research writing.

thesis writing.

writing an effective introduction.

citing sources in text of an MLA formatted research. paper.

Writing an introduction

standards 1–3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)W.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.1a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.W.9-10.1b-Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.W.9-10.1c-Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.9-10.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.9-10.2a-Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.9-10.2b-Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.9-10.2c-Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.9-10.2d-Use precise language and domain-specific vocabulary to manage the complexity of the topic.W.9-10.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.9-10.3a-Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.9-10.3b-Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.9-10.3c-Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.W.9-10.3d-Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.9-10.3e-Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.W.9-10.9a-Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and

effectively utilize the distinctions between paraphrasing, summarization, and direct quotation of research material in a research paper.

produce a comprehensive, fully documented research paper using MLA style on his chosen topic.

refine expository writing skills.

edit and revise a research paper as well as a peers’.

prepare note cards in an effort to effectively organize the research paper’s sub topics.

prepare an outline of the research paper in an effort to organize topics on a larger scale than the note cards.

organize time so as to meet all deadlines.

transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). W.9-10.9b-Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).