CURRICULUM FOR HONORS ENGLISH II GRADE 10 · PDF fileHonors English II ... Grade 10 . RAHWAY PUBLIC SCHOOLS CURRICULUM ... RAHWAY PUBLIC SCHOOLS CURRICULUM . English . Honors English

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EENNGGLLIISSHH IIII

GGRRAADDEE 1100

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Christine H. Salcito, Director of Curriculum and Instruction Tiffany Lynch, Program Supervisor of Literacy

The Board acknowledges the following who contributed to the preparation of this curriculum.

Kimberly Sharrock-Shaw Sonia Saadeh

Subject/Course Title: Date of Board Adoptions: Honors English II September 18, 2012 Grade 10

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: English

Unit Title: The Short Story – Reading and Writing About Literature

Target Course/Grade Level: Honors English II, Grade 10

Unit Summary: Students will learn how to close read and analyze literature. Students will learn how to write an introductory paragraph for an essay of literary analysis. In this unit, students will review aspects of literature/fiction (plot, character, theme, point of view, etc.) as well as different types of figurative language. Approximate Length of Unit: 4 weeks

Primary interdisciplinary connections: Social Studies, Sociology, Technology

LEARNING TARGETS

Standards: Reading Standards for Literature 6 – 12 Writing Standards 6 – 12

Speaking and Listening Standards 6 – 12 Language Standards 6 – 12 21st Century Life and Career Skills

Content Strand:

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. W.11-12.4 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.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or

a day or two) for a range of tasks, purposes, and audiences. 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. a. 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.

b. 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.

c. 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.

d. 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.

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.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See

grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.) 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. a. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis,

analytical; advocate, advocacy). c. 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. d. 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.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 21st Century Life and Career Skills:

9.1.8.D.2 Demonstrate the ability to understand inferences. 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.

Unit Understandings:

Students will understand that… • authors use written language to explore universal ideas and messages that reflect the ways in which people live? • authors use specific words to highlight a specific trait within a character.

Unit Essential Questions:

• How can an analysis of literature provide insight to the ways in which people live? • How can an author’s words be used to draw inferences about a character? • How is written language a vehicle to deliver themes and morals? • How do elements of plot, setting and character affect an author’s intentions in telling a story?

Knowledge and Skills:

Students will know….. • how to analyze literary narrative texts. • written language provides an understanding of how people live throughout history. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences. • choices made in regard to plot, setting and character impact a reader’s understanding.

Students will be able to …

• read and interpret literary texts. • analyze the meaning behind the language of written texts. • use appropriate grammar and style in discussion of literature and in writing literary analysis.

EVIDENCE OF LEARNING

Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”? Performance Tasks:

• Learn and use the two-step process to literary analysis on short stories read. Two-step process – step one: locate something, anything: figurative language (metaphor, simile, personification, images/imagery, motif, diction, syntax, punctuation (or lack thereof), repetition, or something you found to be weird, interesting, bizarre, etc. step two: connect it to something literary, such as theme, characterization, foreshadowing, symbolism, tone, comment from the writer about society, gender, race, social class, etc.

• Learn and use the five-step introduction paragraph guidelines to respond to essay prompts on the short stories read. Five-step paragraph guidelines: a: write two sentences on the broad topic; b: introduce writer and his/her work and write a one sentence simple summary of the story; c and d: write one sentence where you connect your main topic to the material you’re writing about (a + b); e: write a thesis statement – one or two sentences where you write your opinion on how the author uses literary devices to deliver the message of the work.

• Four introduction paragraph writing assessments. Prompt: for each short story read, write an introduction paragraph that explains how the author uses literary devices to establish a theme in the work.

Other Evidence:

• Quiz on literary terms such as theme, moral, conflict, foreshadowing, etc. • Quiz on literary devices such as symbolism, figurative language, repetition, diction, syntax, etc. • Class discussions/Socratic seminars.

Learning Activities:

What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Class discussions, both whole group and smaller “break-out” groups • Use visual media to present author biographical information, literature and a glimpse of the setting of certain literary works • One-on-one instruction • Peer editing • Provide essential questions • Provide final task examples as well as rubrics • Review writing processes and good practices • Provide examples of finish written products • Use various learning styles to target students’ individual needs. • Think-Pair-Share • Socratic Seminar • Literature Circles • Guided Reading • Double-Entry Journals • Independent Reading • Class Discussions • Post-it Note Reading • Stations/centers • Amistad infusion

RESOURCES

Teacher Resources:

• Elements of Literature 5th Course Textbook (Literature of the United States) • “Winter Dreams” by F. Scott Fitzgerald Fitzgerald • “A Game of Catch” by Richard Wilbur • “A Village Singer” by Mary Wilkins Freeman • “Young Man Axelbrod” by Sinclair Louis • “A Rose for Emily” by William Faulkner

Equipment Needed:

• Computer with internet • LCD projector


UNIT OVERVIEW


Unit Title: Visions and Voyages – Beginnings to 1800s


Unit Summary: Students will explore literature written by Native Americans, pilgrims, slaves and early American settlers. Students will learn how to develop body paragraphs for essays of literary analysis using an eight-sentence paragraph model that requires the appropriate embedding of quotations to support assertions and write a succinct conclusion paragraph. Students will write HSPA style, open-ended responses. Approximate Length of Unit: 6 weeks


LEARNING TARGETS

Standards: Reading Standards for Literature 6 – 12 Reading Standards for Informational Text 6 – 12

Writing Standards 6 – 12 Speaking and Listening Standards 6 – 12 Language Standards 6 – 12 21st Century Life and Career Skills

Content Strand:






time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic

from Ovid or the Bible or how a later author draws on a play by Shakespeare). R.IT.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. R.IT.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. R.IT.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). R.IT.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. 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.)









exaggerated or distorted evidence. L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and





in a dictionary). L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

21st Century Life and Career Skills:

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.



Students will understand that… • literature is a direct reflection of history, its people and the experiences of a specific time. • literary analysis is an exploration and interpretation of an author’s insights about life. • there are specific guidelines to creating different types of academic writing.


• How does setting affect an individual’s feelings toward themselves, their environment and the people they encounter? • How do authors use literature to illustrate, in a historical context, the climate of the newly settled Americas? • How can an analysis of literature provide insight to history? • How can a piece of literature be connected to a person’s feelings, thoughts or opinions? • Why are different types of writing necessary? What is the difference between a paragraph in an essay and one in a journal?


Students will know….. • how to analyze literary narrative texts. • written language provides an understanding of how people lived throughout history. • the early settlers had varied experiences in the Americas. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.

Students will be able to … • read and interpret literary texts. • analyze the meaning behind the language of written texts. • use appropriate grammar and style in discussion of literature and in writing literary analysis.


Assessment:


• Use the two-step process to literary analysis on the literature read. • Write three eight-sentence paragraphs characterizing each speaker in the following: excerpt from Christopher Columbus’ Journey of the First

Voyage to America, “Hunting Song” by Seeonee and Puritan Sonnets. • Write an essay of literary analysis on The Narrative of the Life of Frederick Douglass. Prompt: Writers often highlight the values of a culture

or a society by using characters who are alienated from that culture or society because of gender, race, class or creed. Characterize Frederick Douglass, characterize the society in which he lives and explain how his alienation reveals the surrounding society’s assumptions or moral values.

• Use HSPA style to write responses to open-ended questions based on the literature read. • Write and deliver a 2-3 minute persuasive speech introduce the incoming freshmen to the world of high school.

Other Evidence: • Quiz on literary terms such as theme, moral, conflict, foreshadowing, etc. • Quiz on literary devices such as symbolism, figurative language, repetition, diction, syntax, etc. • Class discussions/Socratic seminars.



RESOURCES Teacher Resources:

• Elements of Literature 5th Course Textbook (Literature of the United States) • Narrative of the Life of Frederick Douglass by Frederick Douglass • Excerpt from the Iroquois Constitution • Excerpt from Christopher Columbus’ Journey of the First Voyage to America • “To My Dear and Loving Husband” by Anne Bradstreet • “Song of the Sky Loom” by Tewa • “The Corn Grows Up” by Navajo • “Hunting Song” by Seeonee

• Puritan Sonnets • “Sinners in the Hands of an Angry God” by Jonathan Edwards • Excerpt from A Narrative of the Captivity by Mary Rowlandson

Equipment Needed:

• Computer with internet • LCD projector • Audio player


UNIT OVERVIEW


Unit Title: Revolution: A Nation is Born


Unit Summary: Students will explore literature by highlighting the foundation of the United States of America. Students will analyze the historical and literary significance of certain foundational U.S. documents to the shaping of the nation. Students will review and practice grammar related to HSPA testing.

Approximate Length of Unit: 5 weeks


LEARNING TARGETS

Standards: Reading Standards for Literature 6 – 12 Reading Standards for Informational Text 6 – 12

Writing Standards 6 – 12 Speaking and Listening Standards 6 – 12 Language Standards 6 – 12 21st Century Life and Career Skills

Content Strand:






time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. R.IT.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. R.IT.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. R.IT.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). R.IT.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. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and



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.









exaggerated or distorted evidence. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and





in a dictionary). L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.


9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

9.1.8.D.2 Demonstrate the ability to understand inferences. 9.1.12.C.2 Analyze the common traits of effective state, national, or international leaders. 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.


Students will understand that… • literature is a direct reflection of history, its people and the experiences of a specific time. • foundational documents have a historical and literary significance. • grammar is a critical element to the writing process. • people often make decisions that are affected by their emotions, such as love, grief, pride, or fear, and these are often harmful to themselves or

their community. • the responsibility for these decisions and behaviors, and their consequences, belong to the individual. • individuals are influenced by the community, society, and time period in which they live. • literature/drama is an effective medium for addressing social issues.

• authors employ historical context to reveal and analyze contemporary issues. • authors use irony to emphasize their social, political commentary.


• What effect do emotions have on individuals and their behaviors? • Why do people often behave differently in groups than they do alone? • How are historical documents representative of social, economic and political issues of the time? • How can an analysis of literature and nonfiction documents provide insight to history? • How do literature and foundational documents reveal the development of shaping a nation? • What are the grammatical expectations of HSPA? • Why is irony an effective literary device?


Students will know….. • the importance of analyzing literary narrative texts. • written language provides an understanding of how people live throughout history. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences. • the importance of analyzing, interpreting and evaluating the significance of historical documents. • the use of words and actions as a method of character development. • the definition and types of irony. • how to use nonfiction/informational text to embellish their understanding of the literature being studied. • background information on historical periods.


• read and interpret literary texts and foundational U.S. documents. • analyze the meaning behind the language of written texts. • use appropriate grammar and style in discussion of literature and in writing literary analysis. • trace character development. • identify the elements of drama. • define and identify the types of irony. • analyze critical quotations for thematic significance (Academic and Honors). • explain similarities and differences between the novel and the historical events (Academic and Honors). • compare and contrast social protest writing in various forms (song, fiction, nonfiction)


Assessment:


• Use the two-step process to literary analysis on the literature read. • Write an essay of literary analysis on literature and foundational texts read. Prompt: Write an essay in which you analyze how Nathaniel

Hawthorne uses literary elements such as symbolism, foil, repetition, setting and characterization to highlight his point of view on a political or social issue and how the issue contributes to the meaning of the work as a whole.

• Write a research paper on a key figure in the Abolitionist Movement. Research individual’s contributions, platform, personal life, obstacles and repercussions faced. Paper should be 2 – 3 pages, contain at least 3 sources and a works cited page.

• Research a modern-day feminist or female political activist – take note of their platform, struggles faced and controversial actions taken. Write a supportive letter to Hester Prynne from the point of view of the individual researched. The letter should show an understanding and comparison between the two women.

• HSPA grammar worksheets. • HSPA open-ended questions.

Other Evidence: • Quiz on literary terms such as theme, moral, conflict, foreshadowing, etc. as found in literature. • Quiz on literary devices such as symbolism, figurative language, repetition, diction, syntax, etc. as found in literature. • Class discussions.




• Elements of Literature 5th Course Textbook (Literature of the United States) • The Scarlet Letter by Nathaniel Hawthorne • Excerpts from “The Declaration of Independence” • “To His Excellency General Washington” by Phillis Wheatley • “A Hymn to the Evening” by Phillis Wheatley • “On Liberty and Slavery” by George Moses Horton • Letter from Abigail Adams • “The Devil and Tom Walker” by Washington Irving • Grammar review and practice (HSPA prep)

Equipment Needed:



UNIT OVERVIEW


Unit Title: A Growing Nation


Unit Summary: Students will explore the development of a new nation, considering how America began to establish itself independently from British rule. Students will understand how the new nation’s literary style serves as a proof of its newfound independence. Students will review and practice HSPA expository writing. Approximate Length of Unit: 5 weeks


LEARNING TARGETS



Content Strand: 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




time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. R.IT.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. 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. a. 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. b. 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. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships

among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in

which they are writing. f. 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.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and



W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of

technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or








exaggerated or distorted evidence. 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. a. 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.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.


9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.12.C.2 Analyze the common traits of effective state, national, or international leaders. 9.1.8.D.2 Demonstrate the ability to understand inferences. 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.


Students will understand that… • changes in the developing nation impacted the individual. • American author’s strove to establish their voices in this new nation. • an expository essay investigates an idea, evaluates evidence, expounds on the idea and concisely set forth an argument.


• How do changes experienced by the group also impact the individual? • How does an individual maintain his or her own values when society pressures the individual to change? • How do American authors begin to establish their voices in this new nation? • How is an expository essay formulated to clearly establish and argue a point?


Students will know….. • how to analyze literary narrative texts. • American authors established themselves as individuals. • how to write an effective expository essay. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.


• read and interpret early American literature. • analyze the meaning behind the language of written texts. • use appropriate grammar and style in discussion of literature and in writing literary analysis. • write an HSPA expository essay.


Assessment:


• Use the two-step process to literary analysis on the literature read. • Write an essay of literary analysis on The Scarlet Letter. Prompt: frequently in novels, an important character violates the laws, the

conventions, the rules of conduct of a society. In presenting such characters and actions, the author’s purpose may be (1) to arouse our sympathy for the character who is violating the rules of society; (2) to divide our interest sharply between sympathy for the character and desire to support the principles of society; and (3) to laugh with the character at the conventions that are being violated. Write a well-organized essay, illustrating in some detail two or more of these purposes.

• Write a compare and contrast essay discussing the views of Thoreau and Emerson. • Write an HSPA expository essay explaining the author’s point of view on the theme of devotion in Uncle Tom’s Cabin. • Presentation: “Modern Day Hester Prynne.” Students will select a contemporary figure who is isolated from society due to his or her

actions/beliefs, like Hester Prynne and use visual media to orally present a comparison between the two.

Other Evidence: • Quiz on literary terms such as theme, moral, conflict, foreshadowing, etc. as found in literature. • Quiz on literary devices such as symbolism, figurative language, repetition, diction, syntax, etc. as found in literature. • Class discussions.



RESOURCES

Teacher Resources:

• Elements of Literature 5th Course Textbook (Literature of the United States) • The Scarlett Letter (continued) • From “Nature” by Emerson • From Self-Reliance” by Emerson • From “Civil Disobedience” by Thoreau • “Dr. Heidegger’s Experiment” by Nathaniel Hawthorne • “The Fall of the House of Usher” by Edgar Allen Poe • Excerpt from Uncle Tom’s Cabin by Harriet Beecher Stowe • “Thanatopsis” by William Cullen Bryant • “The Raven” by Edgar Allen Poe • Various Dickinson poems • Various Whitman poems

Equipment Needed:



UNIT OVERVIEW


Unit Title: Division and Reconciliation of a Nation


Unit Summary: Students will explore the many voices impacted by an unstable nation during the late 19th century. Students will explore literature aimed at presenting differing concerns held by the southern and northern states during the period of Reconstruction and the consequences of the end of that period. Students will review and practice HSPA style open-ended responses and expository writing. Approximate Length of Unit: 4 weeks


LEARNING TARGETS

Standards: Reading Standards for Literature 6 – 12 Reading Standards for Informational Text 6 – 12 Writing Standards 6 – 12


Content Strand: 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



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). R.IT.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. R.IT.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. W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately




among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. 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.9-10.4 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


W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse






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


9.1.12.C.2 Analyze the common traits of effective state, national, or international leaders. 9.1.8.D.2 Demonstrate the ability to understand inferences. 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.


Students will understand that… • there was a strong divide in ideologies between the southern and northern states that impacted the growing nation. • literature of the late 19th century reflected the many impassioned voices of the growing nation. • writing is a powerful tool of persuasion and can galvanize a people to action.


• How did the differing needs of the southern and northern states impact the development of the nation? • Who is “Jim Crow” and how did the implementation of “his” policies impact the development of the nation? • How did the divided nation survive and reconcile its differences? • How does the literature of the late 19th reflect the idealized passion of the America people? • How can writing eloquently argue one’s ideals and beliefs?


Students will know….. • how to analyze literary narrative texts. • how writing can be used to propel a movement. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.


• read and interpret late 19th century American literature. • analyze the meaning behind the language of written texts. • use appropriate grammar and style in discussion of literature and in writing literary analysis. • use writing in different ways for varied purposes.


Assessment:


• Use the two-step process to literary analysis on the literature read. • Write a compare and contrast essay of two speeches read in this unit. Essay should discuss speakers’ point of views and persuasive techniques

used. • Group Project: research the Reconstruction period from 1877 through the early 20th century. Examine the goals, successes and failures of

period. Examine how the southern states systematically removed the rights that African-Americans had gained during Reconstruction. Explore the birth and evolution of “Jim Crow.” Findings will be presented using Digital Photo Story (available on school computers). Information must be summative and delivered in an original manner, and can include a maximum of three quotes. Presentations should be a 3 – 5 minute documentary which educates and informs on the subject of Reconstruction.

• Write an HSPA expository essay. Prompt: In The Crime of Sylvester Bonnard, French writer Anatole France writes, “To know is nothing at all; to imagine is everything.” Why might one argue that imagination is more valuable than facts? Using an example from literature (ex: literature read in this unit), history, science, film, or your own experience or observation, write an essay analyzing the worth of imagination.

• Respond to open-ended questions based on various short stories read.

Other Evidence: • Quiz on literary terms such as theme, moral, conflict, foreshadowing, etc. as found in literature. • Quiz on literary devices such as symbolism, figurative language, repetition, diction, syntax, etc. as found in literature. • Analysis of Photographs from the American Civil War – Parts I and II • Class discussions/Socratic seminars.


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Class discussions, both whole group and smaller “break-out” groups • Use visual media to present author biographical information, literature and a glimpse of the setting of certain literary works. • One-on-one instruction • Peer editing • Provide essential questions • Provide final task examples as well as rubrics • Review writing processes and good practices • Provide examples of finish written products • Use various learning styles to target students’ individual needs. • Think-Pair-Share • Socratic Seminar • Literature Circles • Guided Reading • Double-Entry Journals • Independent Reading • Class Discussions • Post-it Note Reading • Stations/centers • Amistad infusion


• Elements of Literature 5th Course Textbook (Literature of the United States) • “The Gettysburg Address” by President Lincoln • “The Words of Chief Joseph” • “An Account of an Experience with Discrimination” Sojourner Truth • “A Wagner Matinee” by Willa Cather • “A Mystery of Heroism” by Stephen Crane • “The Notorious Jumping Frog of Calaveras County” by Twain • “Richard Cory” by Edward Arlington Robinson • “We Wear the Mask” by Paul Laurence Dunbar • “Go Down Moses” – Negro spiritual • “Swing Low, Sweet Chariot” – Negro spiritual • Analysis of Photographs from the American Civil War – Parts I and II www.wildwestweb.net/cwphotos.html

Equipment Needed:


http://www.wildwestweb.net/cwphotos.html


UNIT OVERVIEW


Unit Title: Rebuilding and Reshaping the American Identity


Unit Summary: Students will explore the many new voices of America and the shaping identity of Americans in the 20th century. Students will understand specifically the shaping African-American culture through a survey of literature of the Harlem Renaissance and the creation of the teenage culture post WWII. Students will review and practice HSPA style open-ended responses and expository writing. Approximate Length of Unit: 6 weeks


LEARNING TARGETS



Content Strand:





W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately









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.










exaggerated or distorted evidence. 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. L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. 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.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.


9.1.12.C.2 Analyze the common traits of effective state, national, or international leaders. 9.1.8.D.2 Demonstrate the ability to understand inferences. 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.


Students will understand that… • there are many distinct voices in this young nation striving to be heard. • there was a cultural explosion in large northern cities such as Harlem that brought the African-American voice to the mainstream. • music was an important method of expression which captured the climate of the nation. • the term “teenager” was established post WWII to identify a new group of young people striving to find a voice. • the language used by these new voices greatly impacts American English.


• What are some of the voices of the new nation? • What are the different ways a culture can express itself? • How is blues music representative of the re-shaping identities of African-Americans during this time period? • Who are the key players of the Harlem Renaissance and what were they writing about? • Why would an individual choose to write a song as a method of expression over a poem or story? • What are some of the distinct elements of language of the various shaping cultures?


Students will know….. • how to analyze literary narrative texts. • how writing can be used to propel a movement. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.


• read and interpret 20th century American literature. • analyze the meaning behind the language of written texts. • use appropriate grammar and style in discussion of literature and in writing literary analysis. • use writing in different ways for varied purposes. • identify symbols used by authors.


Assessment:


• Use the two-step process to literary analysis on the literature read. • Write a research paper on a prominent voice from the early 1900’s that greatly impacted the American culture. Paper must include a minimum

of three sources, a works cited page and should be 2 – 3 pages. • Group Project: The North, the South and the Great Migration – teachers should visit the PBS website for multiple resources on the blues.

(http://www.pbs.org/theblues/classroom/defmigration.html). Have students select and create a compilation of two portraits and two songs from the Harlem Renaissance that captures a tone, persona and is representative of the culture of the blues (both positive and negative). Presentation will include: copies of the song lyrics and audio, visuals of the portraits and will be presented orally to class.

• Write an HSPA expository essay. “A person does not simply “receive” his or her identity. Identity is much more than the name or features one is born with. True identity is something people must create for themselves by making choices that are significant and that require a courageous commitment in the face of challenges. Identity means having ideas and values that one lives by.”—Thomas Merton, Contemplation in a World of Action. Using examples from The Catcher in the Rye and/or The Great Gatsby write an essay in which you develop your point of view as to whether identity is something people are born with or given, or is identity something people create for themselves.


Other Evidence: • Quiz on literary terms such as theme, moral, conflict, foreshadowing, etc. as found in literature. • Quiz on Harlem Renaissance writers, musicians, artists and contributors. • Quiz on literary devices such as symbolism, figurative language, repetition, diction, syntax, etc. as found in literature. • Class discussions/Socratic seminars.


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Class discussions, both whole group and smaller “break-out” groups • Use visual media to present author biographical information, literature and a glimpse of the setting of certain literary works • Use recorded poetry to help establish speaker voice and tone • Small group poetry dissections • One-on-one instruction • Peer editing • Provide essential questions • Provide final task examples as well as rubrics • Review writing processes and good practices • Provide examples of finish written products • Use various learning styles to target students’ individual needs. • Think-Pair-Share • Socratic Seminar • Literature Circles • Guided Reading • Double-Entry Journals • Independent Reading • Class Discussions • Post-it Note Reading • Stations/centers • Amistad infusion

http://www.pbs.org/theblues/classroom/defmigration.html

RESOURCES

Teacher Resources:

• Elements of Literature 5th Course Textbook (Literature of the United States) • The Great Gatsby • The Catcher in the Rye • Literature from the Harlem Renaissance including works by Hughes, McKay, Cullen, Clifton, Locke, Smith, Hurston, etc.

Equipment Needed:



UNIT OVERVIEW


Unit Title: Prosperity, Protest and The Illusive American Dream


Unit Summary: Students will explore the modern drama of the 20th and 21st centuries. Students will examine how individuals from various walks of life strive to prosper under the illusion of the American Dream. Students will understand the elements of a play, how to properly read in character and how punctuation and grammar affects meanings. Students will review and practice HSPA style persuasive writing. Approximate Length of Unit: 10 weeks


LEARNING TARGETS



Content Strand: 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.9-10.9 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.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately









W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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]”).

b. 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”).










exaggerated or distorted evidence. 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. L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. 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.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 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.




Students will understand that… • plays follow a specific format that functions different than a novel or short story. • grammar and punctuation impact the meaning and readability of a play. • 20th and 21st century dramas reflect both elements of prosperity and protest in American culture.


• What are the elements of a play? • How does grammar and punctuation impact the meaning and readability of a play? • What was America protesting and celebrating in the modern drama of the 20th and early 21st centuries? • How do parent/child relationships affect the child in his or her adulthood? • How does a parent’s life before parenthood affect his or her parenting style? • How does the quest for the American Dream affect not only an individual but his or her family as well? • How does society impact an individual’s self-esteem?


Students will know….. • how to analyze plays. • how writing can be used to establish protest and celebration. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.


• read and interpret 20th and 21st century American literature. • analyze the meaning behind the language of written texts. • use appropriate grammar and style in discussion of literature and in writing literary analysis. • use writing in different ways for varied purposes.


Assessment:


• Use the two-step process to literary analysis on the literature read. • Write a two-three page essay of literary analysis. Prompt: Examine the parent/child relationship in The Bluest Eye, Death of a Salesman and

Fences. Characterize the nature of the relationship, each individual’s contributions to the relationship, sources of any conflicts and explain how the relationship helps to highlight a theme each author is trying to express.

• Write an HSPA persuasive essay. Prompt: A frequently debated issue is whether or not violence in the media including video games, movies, songs, etc. has negative effects on young adults. Some people believe that there is a need for censorship and the elimination of many products while others believe it is unnecessary to ban potentially violent media and media products. Your school newspaper decided to devote an upcoming issue to this controversial topic. Write a letter to the editor of your school newspaper with supporting or opposing whether violence in the media has negative effects on young adults. Support your position with reasons, examples, facts, and/or other evidence. Convince your readers to take your position seriously.

• Pair project: write a 3 minute skit in which a contemporary powerful teenage voice speaks to an individual from the Beatnik era. The skit can include a comparison of opinions, debates on a controversial topic or a major concern for each individual. The objective is to paint a picture of understanding of the similarities and differences of the time periods represented by each individual.


Other Evidence: • Quiz on literary terms such as theme, moral, conflict, foreshadowing, etc. as found in literature. • Quiz on literary devices such as symbolism, figurative language, repetition, diction, syntax, etc. as found in literature. • Class discussions/Socratic seminars.


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • Class discussions, both whole group and smaller “break-out” groups • Use visual media to present author biographical information, literature and a glimpse of the setting of certain literary works • Use recorded poetry to help establish speaker voice and tone • Small group poetry dissections • One-on-one instruction • Peer editing • Provide essential questions • Provide final task examples as well as rubrics • Review writing processes and good practices • Provide examples of finish written products • Use various learning styles to target students’ individual needs. • Think-Pair-Share • Socratic Seminar • Literature Circles • Guided Reading • Double-Entry Journals • Independent Reading • Class Discussions • Post-it Note Reading • Stations/centers • Amistad infusion


• Elements of Literature 5th Course Textbook (Literature of the United States) • Death of a Salesman • The Bluest Eye • Fences • Excerpt from “The Names” by N. Scott Momaday • “Mirror” by Sylvia Plath • “In a Classroom” by Adrian Rich • “The Explorer” by Gwendolyn Brooks • Excerpts from Full Length, Contemporary American Plays, 20th & 21st Century settings www.broadwayplaypubl.com/prod01ca.htm

Equipment Needed:


http://www.broadwayplaypubl.com/prod01ca.htm


UNIT OVERVIEW


Unit Title: Outside Reading – Pick a book/read a book


Unit Summary: Students will read one outside book and write an essay of literary analysis for marking periods one, two and three. In marking period four, students will write a ten-minute play. In marking period one, they will choose a novel by an author of color. In marking period two, they will read a non-fiction (memoir, biography or autobiography). In marking period three, they will read a contemporary fiction (2005-present). In marking period four, students will read a novel of their choosing from any genre. Approximate Length of Unit: Marking Periods 1 - 4

Primary interdisciplinary connections: Social Studies, Science, Sociology, Psychology, Technology

LEARNING TARGETS


Language Standards 6 – 12 21st Century Life and Career Skills

Content Strand: 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.9-10.5 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. R.IT.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. 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. a. 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. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,

events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative. W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on



a day or two) for a range of tasks, purposes, and audiences.

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. 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.9-10.3 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.

a. 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.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,



9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.D.2 Demonstrate the ability to understand inferences.


Students will understand that… • literary analysis is the criticism, study and interpretation of literature. • note-taking while reading is critical to understanding.


• What is literary analysis? • How does a reader take notes while reading and analyzing literature?


Students will know….. • how to analyze literary texts. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.


• read and interpret literary texts. • use appropriate grammar and academic writing guidelines in writing essays of literary analysis.


Assessment:


• Use the two-step process to analyze literature read. • Write a two-page essay analyzing the main character’s development throughout the novel and how the development leads to the understanding

of certain elements such as theme, author’s purpose, irony, foreshadowing, symbolism, etc.

Other Evidence: • Students will choose novel by 2nd week of each marking period and submit the title and author. • Students will submit final paper two weeks before the end of the each marking period.


What differentiated learning experiences and instruction will enable all students to achieve the desired results? • One-on-one instruction


• n/a

Equipment Needed: • n/a


UNIT OVERVIEW


Unit Title: Summer Reading


Unit Summary: Student will read one fiction novel from a list of three novels and one memoir from a list of three memoirs prior to entrance to Honors English II. Fiction: The Bean Trees by Barbara Kingsolver, Lockdown by Walter Dean Myers or The Chocolate War by Richard Cormier. Memoirs: The Absolutely True Diary of a Part-time Indian by Sherman Alexie, Life is So Good by George Dawson. or The Skin Between Us: A Memoir of Race, Beauty and Belonging by Kym Ragusa. Students will be prepared for an in-class assessment at the start of the school year. Approximate Length of Unit: N/A

Primary interdisciplinary connections: Social Studies, Science, Sociology, Psychology, Technology

LEARNING TARGETS


Language Standards 6 – 12 21st Century Life and Career Skills

Content Strand: 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.9-10.5 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. R.IT.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. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and



L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. 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.9-10.3 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. a. 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.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,



9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.D.2 Demonstrate the ability to understand inferences.


Students will understand that… • literary analysis is the criticism, study and interpretation of literature. • note-taking while reading is critical to understanding.


• What is literary analysis? • How does a reader take notes while reading and analyzing literature?


Students will know….. • how to analyze literary texts. • literature is analyzed by readers based on the author’s use of language and the reader’s experiences.


• read and interpret literary texts. • use appropriate grammar and academic writing guidelines in writing essays of literary analysis.


Assessment:


• Write a two-page essay analyzing a novel’s theme in-class. Learning Activities:

What differentiated learning experiences and instruction will enable all students to achieve the desired results? • n/a

RESOURCES

Teacher Resources:

• n/a

Equipment Needed:

• n/a

Documents

CURRICULUM FOR HONORS ENGLISH II GRADE 10 · PDF fileHonors English II ... Grade 10 . RAHWAY PUBLIC SCHOOLS CURRICULUM ... RAHWAY PUBLIC SCHOOLS CURRICULUM . English . Honors English