YEAR-END GOALS:
- Vocabulary: roots
- MLA-style research paper (2 pgs.) (argumentative essay) (embedding quotes) ● SPAPAC
- Memoir writing (unit 1)
- SOAPSTonea
- Creative writing: poetry forms
- Oral presentation (unit 2)
- Literary elements (recognize and use)
- Rhetorical devices (recognize and use) (ethos, pathos, logos)
- Poetic devices (recognize and use)
- Emphasis on tone/mood and theme
- Characterization (STEAL-Speech, thoughts, Actions, Effect on other characters, and Looks)
TEXTS:
- Night
- Persepolis
- The Hate U Give
- To Kill a Mockingbird
- ATD (wish list, do not have a class set)
- Midsummer Night’s Dream OR Romeo and Juliet (No Fear version needed) ● Of Mice and Men
- 12 Angry Men
- The Alchemist (wish list)
- The Color Purple
- Greek mythology: excerpts from Edith Hamilton’s Mythology, The Odyssey, The Iliad, etc.
- Short stories:
“The Man in the Well” https://asyn.files.wordpress.com/2009/09/the-man-in-the well.pdf
“Alien Turf” http://learn.district196.org/file.php?file=/934/Alien_Turf.pdf “The Most Dangerous Game”
http://www.dukeofdefinition.com/dangerous_game.pdf
“The Necklace” http://fac.ksu.edu.sa/sites/default/files/the_diamond_necklace.pdf ● Poetry forms: sonnet (Italian and English), Villanelle, Sestina, free verse
POEMS:
Unit 1 - Free Verse, Modern
Unit 2 - Langston Hughes, Modern
Unit 3 - Sonnets
Unit 4 - Sonnets, Elegies, Blank Verse, Odes
Unit 5 - Villanelle, Sestina
Unit 6 - Odes, Elegies
Unit 1
Finding Common
Ground
(ATD, Persepolis,
Night, Angry Men)
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Unit 2
The Struggle for Freedom (Night, Persepolis, TKM, Angry Men, Alchemist, The Hate U Give)
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Unit 3
The Bonds Between Us
(Of Mice and Men, ATD, TKM, The Color Purple)
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How do forces
(external and internal) and ideas unite us?
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How has the universal
struggle for freedom, justice, and equality made us who we are?
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How do special bonds link us to family, friends, pets, and
communities?
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Key Objectives:
• analyzing a claim • determining a
central idea
• evaluating an
argument
• analyzing choice of text structure
• making inferences about theme
• seminal U.S.
documents and the
impact of rhetoric • analyzing the
representation of
subject in two
mediums
• analyzing multiple genres of texts in
both fiction
and nonfiction
• applying language conventions in
writing
Performance Tasks: • Creative writing: Memoir
• Argumentative
Essay: Morality
(Should there be legal ramifications for
immoral actions?
Should we be
responsible for the safety of others?)
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Key Objectives:
• analyzing seminal U.S. documents
• analyzing the impact of rhetoric,
word choice, tone, point of view, style
and text structure
• making connections
between ideas
and events using different accounts
of the same event in text and media
• analyzing multiple genres of texts in
both fiction and
nonfiction
• applying language
conventions in
writing
Performance Task:
• Source-based
Argumentative Essay
• Speech (oral presentation)
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Key Objectives:
• analyzing character and theme in a
short story
• evaluating claims
• analyzing an author’s
background,
point of view, and the impact of word
choice on tone
• analyzing how an author unfolds
ideas
• interpret figurative language • analyzing ideas in a public service
announcement
• analyzing multiple genres of texts in
both fiction and nonfiction • applying language conventions in
writing
Performance Tasks:
• Fictional Narrative
• Analytical/argumentative essay • Group Media Presentation
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Unit 4
Sweet Sorrow
(Romeo and Juliet, Of Mice and Men,
Midsummer, The
Color Purple)
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Unit 5
A Matter of Life and Death (Night,
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Unit 6
Heroes and Quests
(Greek mythology [excerpts from Mythology by Edith Hamilton, Midsummer], Alchemist)
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How can the nature of love be affected by the conflicts surrounding it?
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How do we endure in the face of adversity, tragedy, and conflict?
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How and why does someone become a hero?
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Key Objectives:
• analyzing ideas in an essay
• analyzing source material and how
an artist draws on and transforms it
• analyzing character motivations and
parallel plots
• analyzing how an author’s choice of
point of view creates desired effects
• analyzing multiple genres of texts in
both fiction and
nonfiction
• applying language conventions in
writing
Performance Task: • Analytical Essay Options
1. Examine the role of women in
Romeo and Juliet. 2. Romeo and Juliet are referred to as
"star-cross'd
lovers". Discuss the concept of
predetermined
destiny
and how it relates to the play.
3. Free will vs.
Destiny/Fate
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Key Objectives:
• analyzing an author’s purpose, use of
rhetoric, and word choice • evaluating an argument and
examining a claim
• analyzing ideas,
determining central
ideas, and summarizing • analyzing an author’s choices
• making inferences about theme
• determining the meanings of
figurative language in poetry
• analyzing multiple genres of texts in
both fiction and
nonfiction
• applying language
conventions in
writing
Performance Tasks:
• Argument
• Debate (Lincoln-Douglas OR
Congressional style)
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Key Objectives:
• analyzing an author’s purpose, use of
rhetoric, and word choice • evaluating an argument and examining a claim
• analyzing ideas, determining central
ideas, and summarizing
• analyzing an author’s choices • making inferences about theme • determining the meanings of figurative language in poetry • analyzing multiple genres of texts in
both fiction and nonfiction • applying language conventions in
writing
Performance Tasks:
• Argument
• Panel Discussion
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4. Choose a soliloquy and analyze
how it contributes to the
characterization of one or more
characters
• Project: Elegy for character from Romeo & JULIET
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|
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2021 Unit 1 collections 1
Title: Finding Common Ground
Essential Question: How do forces (external and internal) and ideas unite us?
CRE Objectives:
- Identity: Students will determine whether it is important to express their individuality and culture in school and in society while accepting the differences and cultures of others?
- Criticality: Students will examine how fighting for common ground in a diverse society can overcome a history of poverty, lack of opportunity, and oppression.
- Joy: How can we all work together to find joy in a diverse society?
- 4. Intellectualism: Students will create an academic environment that encourages curiosity, open minds, and the free exchange of ideas.
SEPTEMBER-OCTOBER
Core Lessons:
Type
|
Text/Activity
|
Sample Instructional Supports
|
Informational Text
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The 6th Amendment
1st article Preventing the "Google Mistrial": The Challenge Posed by Jurors Who Use the Internet and Social Media
By: Frank J. Mastro
4. new study
published in the
journal Psychology,
Public Policy, and
Law.
ARGUMENT
“A Quilt of a Country”
by Anna Quindlen
|
Using information from the articles we have read today, compose a written response in which you address how media (including social media) can impact fair trials. You must integrate at least three pieces of evidence from the articles we have read today.
•• Analyzing the Text IMPACT OF SOCIAL MEDIA
Questions TE 8
• Delineate and
Evaluate
vocabulary in context
Analyzing Arguments OTR
Determining claim and counterclaim
|
Anchor Text Semi autobiographical
novel
|
12 ANGRY MEN by Reginald Rose
or
|
• Text analysis
● Central idea
● direct and indirect
characterization
● Topic sentence,
statement, proof ,
|
|
The Absolutely True Diary of a Part-Time Indian
by Alexie Sherman
|
analysis, commentary
paragraphs
● ESTABLISHING
THE THEME
● interpreting cartoons ● creative writing
|
Short Story
|
“Galloping Horses” by Xu Zechen
|
|
Informational
Text
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VIDEOS on Justice and social media
https://daily.jstor.org/is-a-fair-trial possible-in-the-age-of-social media/
https://www.youtube.com/watch?v= vI24L21w18w
https://www.psychologytoday.com/ us/blog/media
spotlight/201808/how-trial-media can-undermine-the-courtroom
What is an Indian
Reservation?
Biography of Alexie Sherman
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close read and answer questions
Practice listening and answering questions
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Literary Text
|
SHORT STORY |
CLOSE READER
“Night Calls”
by Lisa Fugard
|
• Short Response TE 20H
• Dig Deeper TE 20I
• IWB Lesson: Theme OTR
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Writing
|
Writing an Analytical Essay • Presenting a Speech
Project on characterization
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• Teacher Support TE 37, 41
• Rubrics TE 40, 44
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Literature
|
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•
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Unit 5: A Matter of Life and Death
Theme:
|
A Matter of Life or Death
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Time Frame:
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NOVEMBER-DECEMBER
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Overarching
Question:
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How do we endure in the face of adversity, tragedy, and conflict?
Is it worth taking risks?
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CRE Cultural Relevance/Rationale (fill in at least one):
Identity: How does lesson enrich students’ own identity or their knowledge of another identity
Criticality: How does lesson help students understand power, inequality, oppression and social justice?
Joy: How do we experience joy amidst oppression?
Intellectualism: What conditions, ideologies, and ideas made the holocaust possible?
Core Lessons:
Type
|
Text/Activity
|
Sample Instructional Supports
|
Literary
Text
Essay
|
“Is Survival Selfish?” Lane Wallace
or
SURVIVOR GUILT IN
HOLOCAUST “ by AARON HESS
I use both
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Formative assessment: short answers on the validity of claims
Finding evidence and agreeing or disagreeing with it
Practicing accountable talk-Do you think they are selfish or not?
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Literary
Text
poetry
|
POEM “The End and the Beginning”
by Wisława Szymborska
POEMS The Man I Killed by Thomas Hardy
“
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Formative assessment: TPCASTT for annotating poetry
Summative assessment: SPA Prove how Wislawa Symborska uses literary elements or writing techniques in her poem
Formative assessment: Hardy
TPCASTT for annotating poetry
Summative assessment: Santiago close read, answer questions, write paragraph
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Literary
Text
memoir
|
Elie Wiesel from Night in Collections
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Formative assessment: Find evidence for rhetorical devices
Summative Assessment: SPA, Prove how Elie Wiesel uses rhetorical devices to show the author’s purpose of informing the reader
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speech
|
Elie Wiesel’s Acceptance Speech
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Reading and Listening
multiple choice
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Unit 2 collections 1
Title: Finding Common Ground
Essential Question: How do forces (external and internal) and ideas unite us?
CRE Objectives:
- Identity: Students will determine whether it is important to express their individuality and culture in school and in society while accepting the differences and cultures of others?
- Criticality: Students will examine how fighting for common ground in a diverse society can overcome a history of poverty, lack of opportunity, and oppression.
- Joy: How can we all work together to find joy in a diverse society?
- 4. Intellectualism:Students will create an academic environment that encourages curiosity, open minds, and the free exchange of ideas.
Core Lessons:
Type
|
Text/Activity
|
Sample Instructional Supports
|
Informational Text
|
ARGUMENT
“A Quilt of a Country”
by Anna Quindlen
|
•• Analyzing the Text Questions TE 8
• Delineate and
Evaluate
vocabulary in context Analyzing Arguments OTR
Determining claim and counterclaim
|
Anchor Text Semi autobiographical
novel
|
The Absolutely True Diary of a Part-Time Indian
by Alexie Sherman
|
• Text analysis
● Central idea
● direct and indirect
characterization
● Topic sentence,
statement, proof ,
analysis,
commentary
paragraphs
● interpreting cartoons ● creative writing
|
Short Story
|
“Galloping Horses” by Xu Zechen
|
|
Informational
|
What is an Indian
Reservation?
|
close read and answer questions
|
Text
|
Biography of Alexie Sherman
|
Practice listening and answering questions
|
Literary Text
|
SHORT STORY |
CLOSE READER
“Night Calls”
by Lisa Fugard
|
• Short Response TE 20H
• Dig Deeper TE 20I
• IWB Lesson: Theme OTR
|
Writing
|
• Writing an Analytical Essay • Presenting a Speech
|
• Teacher Support TE 37, 41
• Rubrics TE 40, 44
|
Literature
|
mean streets
richard rodriquez
Blackaskins
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|
Theme:
|
The Struggle for Freedom UNIT 3
|
Time Frame:
|
4 weeks
|
Overarching Question: CRE: Criticality
CRE: Identity
Cre: Joy
CRE: Intellectualism
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How has the universal struggle for freedom, justice, and equality made us who we are?
Students will analyze literature about oppression, racial freedom, justice for both genders, religious freedom and equality and determine how this has affected the authors and people in the future.
Students will determine whether the characters in these stories are justified in their causes and how these ideas about freedom, justice and equality have and are affecting them now.
How do we find joy fighting for freedom, justice, and equality? How can intellectual freedom, the freedom to hold, receive and disseminate ideas without restriction, viewed as an integral component of a democratic societies, bring about enlightenment among men
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Core Lessons:
Speech/Anchor Text
|
Text / Activity
Persepolis graphic novel
Marjane Satrapi
The kind of violence Satrapi explains in her book is vitally important to study, since students often don’t get to this part of history in their social studies classes, and having a perspective on the Iranian Revolution can give students knowledge about Iran as a ck thereof) in the country. the United States’ relationship with Iran now, as well as the back story to one of their favorite recent movies, “Argo.” Furthermore, Satrapi spends a good deal of time discussing the veil she is forced to wear, which teaches students about the veil, as well as about women’s freedom (or la
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Sample Instructional Supports
• Collaborative Discussion Activity TE 51
• Analyzing the Text Questions TE 53
Prompts for discussion:
1: Analyze the role of education in Persepolis. How important is
education in the lives of Iranians in general, and in Marjane specifically? Are there multiple kinds of
education presented in the book, and if so, how are they different from each other and do they succeed or fail? How does education in Iran compare to education in the United States?
#2: Satrapi writes that with
Persepolis she sought to explain what it was like to grow up in Iran. Further, she was trying to argue that the people of Iran are very much like the people of any other country, including the United States. Did she succeed or did she fail? Do you find it easy to identify with the people of Iran, or difficult? Why?
#3: Examine Marjane's relationship with her family, including not only her mother and father but also her uncle Anoosh and any other family members you may wish to bring into the conversation. How does she feel about her family? What does she find admirable about them, and what does she find lacking? How does her opinion about her family change over the course of the book? Do you find her attitudes easy to relate to or strange, and why?
#4: Analyze some of the prominent symbols in the comic, such as the key, the veil, or even Marjie's use of a cigarette. What do these symbols
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