Curriculum Management System...The House on Mango Street. by Sandra Cisneros. Narrative writing,...

transcript

CurriculumManagementSystem

MONROETOWNSHIPSCHOOLS

CourseName:LanguageArtsI:CompositionandIntroductiontoLiteraryGenresGrade:9

Foradoptionbyallregulareducationprograms BoardApproved:asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.

TableofContents

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page3

Mission,Vision,Beliefs,andGoals Page4

CoreCurriculumContentStandards Page5

ScopeandSequence Page6‐9

Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Page10‐26

QuarterlyBenchmarkAssessment Page26‐27

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers

ADMINISTRATIONDr.MichaelKozak,Superintendent

Dr.DoriAlvich,AssistantSuperintendent

BOARDOFEDUCATIONMr.DougPoye,BoardPresident

Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio

Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman

Ms.KathyKolupanowichMr.AnthonyPreziosoMr.StevenRiback

JamesburgRepresentativeMr.RobertCzarneski

WRITER’SNAMESAndreaFeminellaCatherineSimmons

CURRICULUMSUPERVISOR

Dr.KellyF.Roselle

Mission,Vision,Beliefs,andGoals

MissionStatement

TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.

VisionStatement

TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.

Beliefs

1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.

BoardofEducationGoals

1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.

CommonCoreStateStandards(CSSS]

TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.

Links:1.CCSSHomePage:http://www.corestandards.org 2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions 3.CCSSTheStandards:http://www.corestandards.org/the-standards 4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca 5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org 6.NationalStandardsforFamilyandConsumerSciencesEducationhttp://nasafacs.org/national‐standards‐home.html

ScopeandSequence

Identity

a. TheHouseonMangoStreetbySandraCisnerosNarrativewriting,figurativelanguage,theme

b. “OnlyDaughter”bySandraCisnerosComparingtheme

c. “TheMythoftheLatinWoman:IJustMetaGirlNamedMaria”byJudithOrtizCoferComparingtheme

d. “Lineage”poembyMargaretWalkerElementsofpoetry

e. NarrativeoftheLifeofFrederickDouglas,anAmericanSlavenon‐fictionbyFrederickDouglassElementsofnon‐fiction

f. ATreeGrowsinBrooklynbyBettySmithVoice

g. InterpreterofMaladiesnovelbyJhumpaLahiriCultureandtheme

h. “TwoKinds”byAmyTanCulture,generationaldifferences,theme

i. TheWhaleRiderfilmdirectedbyNikiCaroPoverty,culture,theme,filmandamediumforunderstanding

j. “Identity”poembyJulioNoboaPolancoElementsofpoetry

k. AmericanBallads‐“JohnHenry,”“CaseyJones,”“TheJohnstownFlood”

CrisisandCoflict

a. LordoftheFliesbyWilliamGoldingb. “TheInterlopers”bySakic. “TheSniper”byLiamO’Flahertyd. “TheMostDangerousGame”byRichardConnell

Relationships:ResponsibilityandDesire

a. RomeoandJulietbyWilliamShakespeareb. “ThePoisonTree”byWilliamBlakec. “PalestinianandJewish”byCarolRosenbergd. “TeenageBrains”byDavidDobbse. PyramisandThisbef. “AnnabelLee”byEdgarAllanPoe

TriumphoftheHumanSpirit

a. TuesdayswithMorrie,byMitchAlbomb. Night,byElieWeiselc. “DoNotGoGentleintothatGoodNight”,poembyDylanThomasd. FirsttheyKilledmyFather,byLuongUnge. TheMiracleWorker,byWilliamGibsonf. TheLastLecture,byRandyPauschandJeffreyZaslowg. “TheSeeingSeeLittle”byHelenKeller

UNIT1 –

StageOne:DesiredResultsIdentityandtheGlobalSociety

ESTABLISHEDGOALSRL.9‐10.1 Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext. RL.9‐10.2 Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext. RL.9‐10.6 AnalyzeaparticularpointofvieworculturalexperiencereflectedinaworkofliteraturefromoutsidetheUnitedStates,drawingonawidereadingofworldliterature. RL.9‐10.7 Analyzetherepresentationofasubjectorakeysceneintwodifferentartisticmediums,includingwhatisemphasizedorabsentineachtreatment. RI.9‐10.1 Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

Studentswillbeabletoindependentlyusetheirlearningto…Describehowtheformationofidentityisimpactedbyhome,culture,neighborhood,ethnicity,genderandage.Analyzehowlivingina“meltingpot”requiresawarenessandrecognitionofdiversecultures.

MeaningUNDERSTANDINGSStudentswillunderstandthat…

Culture,gender,andethnicityshapeanindividualandtheirexperiences.

ESSENTIALQUESTIONS Whatdeterminesidentity? Whatisitaboutyourfamily,friends,

andneighborhoodthatprovideyouwithasenseofidentity?

Whatarethebenefitsofbuildingacceptanceandrespectfordiversecultures?

Howcanabiographyormemoirinspireyourlife?

AcquisitionStudentswillknow…

Elementsoffiction Elementsofpoetry Definitionofidentity Characteristicsofavignetteandor

poem Elementsofnarratives Qualitiesthatestablishawriter’svoice Understandingofkeyvocabularyand

literaryterms

Studentswillbeskilledat…

CitingtextualevidencefromtextreadinordertovalidateCisneros’claims

Determininghowcultureandethnicityimpactanindividual’sexperiencesinthemodernworld

Comprehendingavarietyofgenresincluding,fiction,non‐fiction,poetryandfilm

Determiningcentralideasinordertoanalyzeitsdevelopmentandsummarizeitscontent

RI.9‐10.2Determineacentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext. RI.9‐10.9AnalyzeseminalU.S.documentsofhistoricalandliterarysignificance(e.g.,Washington'sFarewellAddress,theGettysburgAddress,Roosevelt'sFourFreedomsspeech,King's"LetterfromBirminghamJail"),includinghowtheyaddressrelatedthemesandconcepts. W.9‐10.1 Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence. SL.9‐10.4 Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask. SL.9‐10.5 Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest. SL.9‐10.6 Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformal

Englishwhenindicatedorappropriate. L.9‐10.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC

1) Rubricwilladdressuseoftextualevidence,presentationofinformation,anduseofdigitalmedia.

2) Rubricwilladdresscontentandorganization,usage,sentenceconstruction,mechanics,andletterformatting

3) Rubricwilladdresscontentandformat4) Rubricwilladdressuseoffigurative

language,sensorydetails,andnarrativetechnique

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinoneormoreofthefollowingperformancetasks:

1) InsmallgroupsstudentswillbeassignedavignettefromHouseonMangoStreet.Afterthevignettehasbeenread,eachgroupwillcreateakeynotepresentationanalyzingvoice,wordchoice,toneandthemeofthevignette.ThiswillbepresentedtotheclassandcanbesharedviaeBackpack.Studentswillbeassessedbyapre‐determinedrubric.

2) Studentswillcreatefive(5)vignettesthatallowreaderstoseetheworldasweseeit,throughintimatelyfocusedlenses.Eachvignettemusthaveatheme.Itshouldbeaminimumof100wordsoramaximumof300words.Theyshouldincludemanytypesoffigurativelanguage.

3) Createamemoirandcollageanalyzingastreetandtownthatyouknowwell,orcreateafictionalone.Developthevoiceofanadolescent(ages12‐21)characternarratorwholivesthereandisasobservantasEsperanza.Writeamemoirusingfirstpersonpointofviewandobservationsaboutfamily,neighbors,houses,streets,andevents.Theyarerequiredtousesensorydetailsandfigurativelanguage.Describeeverythingsothatsymbolicmeaningcanbederivedfromeverydayobjects.UseMLAformatandbesuretocreateatitleofthevignette.Thenusingthepicturestornfromthemagazinesorprintedofftheinternet,assembleavibrantcollagetodepictthemood,setting,people,andideasfromyourmemoir.Staplethememoirtothecollage.Presenttotheclass.

4) AfterreadingNarrativeoftheLifeofFrederickDouglas,anAmericanSlave autobiographyand“FrederickDouglass”byJARogers,studentswillfindwordsorphrasesthatexpresstheauthor’sopinionofDouglass.WriteanessayabouthowtoneaffectsyourwillingnesstoacceptfactualstatementsaboutDouglassandhisachievements.Identifysubjectiveandobjectivenarrativestylesbyevaluatingsamplestatementsfromtheselection.

5) StudentswillcomposeacomparativeessayofHouseonMangoStreetandtheWhaleRider.Studentswillcitetextualevidencetocomparethethemesofthetwoworks.

SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:

SeeAppendixforsamplescale

Writtenjournalresponsesshouldbe:thoroughandthoughtful.Displayanorganizationofcontent.Adheretopropergrammarandmechanics.

Verbaldiscussionresponsesshoulddemonstrate:

Articulation,Evidenceofreading,insightfulness.

Guidedreadingresponsesshouldbe:wellsupported,organized,displayhigher‐levelthinking,adheretopropergrammarandmechanics.

OTHERSUGGESTEDPERFORMANCETASKS:

Shortwritingtaskswhichmaybeintheformofareader’sresponse,journal,blog,critique,reaction,etc.onidentity,adolescence,culture,ethnicity,etc.

GuidedreadingquestionsonHouseonMangoStreetandothertexts.

Classdiscussionsonidentity,culture,andcurrenteventscanuseToday’sMeetorPadlet

StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction

SUGGESTEDLEARNINGEVENTS:

Pre‐AssessusingEssentialQuestions,viawrittenjournals,onlineandverbaldiscussionsonToday’sMeetandPadlet,andsurveysusingPollEverywhere.

AnnotategiventextinGoodReaderappinordertouncoverlayersofmeaning. View“TheWhaleRider”DVDinordertocomparetheideas/themesofidentityandculturepresentinHOMS UseasearchengineordatabasesuchasABCCliotoresearchcurrenteventsthatalludetothesameideasaboutcultureandidentity

inHomsinGoogleDocscreateadocumentthatexplainstheirfindings ListentoanaudiorecordingofspecificvignettesinHOMSinordertoincreaseunderstandingforauditorylearners,ELLstudentsand

toincreaseauthenticitybyhearingtheauthor’sactualvoiceSUGGESTEDMETHODSOFDIFFERENTIATION:

Flexiblegroupingsuchasplacingstudentsingroupsbasedinterestsurveygivenatthebeginningtheunit.Pre‐testtoasseswhereindividualstudentsarethiswillallowteachertobreakassignmentsintosmaller,moremanageabletasks,varyactivitiesinlevelofcomplexityanddegreeofabstractthinkingrequired.CreateandDisplayaKUDChartatthebeginningofeachunitsothatstudentswillknowwhattheyare

responsiblefor.

TECHNOLOGY:iPad,ProjectionofdocumentsviaELMO,films,audio

UNIT2–

StageOne:DesiredResultsESTABLISHEDGOALSESTABLISHEDGOALSRL.9‐10.1 Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext. RL.9‐10.2 Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext. RL.9‐10.6 AnalyzeaparticularpointofvieworculturalexperiencereflectedinaworkofliteraturefromoutsidetheUnitedStates,drawingonawidereadingofworldliterature. RL.9‐10.7 Analyzetherepresentationofasubjectorakeysceneintwodifferentartisticmediums,includingwhatisemphasizedorabsentineachtreatment. RI.9‐10.1 Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext. RI.9‐10.2Determineacentralideaofatextandanalyze

TransferStudentswillbeabletoindependentlyusetheirlearningto…AnalyzetheeffectsofwarandviolenceontheindividualInvestigatetheconnectionbetweenPhilosophersHobbesandRousseauandthebeliefsofWilliamGoldingaboutthenatureofmankind.

PeoplebecomeviolentintimesoffearorchaosPeopleareproductsoftheirenvironmentPeoplehaveatendencytoabusepowerSometimesittakesacatastrophetohelppeoplediscoverwhat’strulyimportantinlifeSymbolsandallegoriesprovideagreaterrangeofmeaningandintheirinterpretationtransmitculturalbeliefsandattitudesaboutsociety

ESSENTIALQUESTIONS

Whatconditionscausepeopletobecomeviolent?

Dopeopleneedlawsandrulesinordertoavoidbecomingsavage?Whyorwhynot?

Whatinsightscanbegainedintohumannaturebythestudyofconflictinliterature?

Howcanpoweraffectpeople? Whydoauthorsemploysymbolsand

allegories?

Elementsoffiction DefinitionofAllegory DefinitionofSymbolism Elementsofnon‐fiction Qualitiesofasuccessfulleader Definitionofinternalandexternal

Studentswillbeskilledat…

CitingtextualevidenceLordoftheFliestovalidateGolding’sclaimsaboutmankind

Determininghowconflictandviolenceimpactanindividual’sexperiencesinthemodernworld

Comprehendingtheuseofsymbolismin

itsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext. RI.9‐10.9AnalyzeseminalU.S.documentsofhistoricalandliterarysignificance(e.g.,Washington'sFarewellAddress,theGettysburgAddress,Roosevelt'sFourFreedomsspeech,King's"LetterfromBirminghamJail"),includinghowtheyaddressrelatedthemesandconcepts. W.9‐10.1 Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence. SL.9‐10.4 Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask. SL.9‐10.5 Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest. SL.9‐10.6 Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.

conflict Understandingofkeyvocabularyand

literaryterms

literaturetoconveymeaning Determiningcentralideasinorderto

analyzeitsdevelopmentandsummarizeitscontent

L.9‐10.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:

3) Rubricwilladdresscontentandformat

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:

1) ComposeananalyticalessaythatdiscussesthethemesinLordoftheFliesandcomparesthemtoacurrentevent.UseNewselaorKellyGallagher.orgtofindthearticle.Whatisthecommentthatitmakesonhumannature?

2) Readthestory“TheMostDangerousGame”byRichardConnellandwriteacomparison/contrastofthecharactersRainsfordandGeneralZarofftoRalphandJack.

SUGGESTEDMONITORINGSCALE:

Writtenjournalresponsesshouldbe:Thoroughandthoughtful.Displayanorganizationofcontent.Adheretopropergrammarandmechanics.

Verbaldiscussionresponsesshoulddemonstrate:Articulation,evidenceofreading,insightfulness.

Guidedreadingquestionresponses:well‐supported,organized,displayhigher‐levelthinking,andadheretopropergrammarand

OTHERSUGGESTEDPERFORMANCETASKS:

Shortwritingtaskswhichmaybeintheformofareader’sresponse,journal,blog,critique,reaction,etc.onconflict,violence,humannature,etc.

GuidedreadingquestionsonLordoftheFlies.

Classdiscussionsonconflict,violenceandhumannaturecanuseToday’sMeetorPadlet

mechanics

StageThree:LearningPlan

SummaryofKeyLearningEventsandInstruction

Pre‐AssessusingEssentialQuestions,viawrittenjournals,onlineandverbaldiscussions,andsurveys. AnnotategiventextinGoodReaderappinordertouncoverlayersofmeaning. Analyzeandcomparethepoem“WeweartheMask”totheexcerptinLordoftheFlieswhenJackbuildshismask. InEducreations,createavisualofJack’smaskusingsymboliccolorsandobjectstotrackhowitenableshimtocommitheinous

crimes. Conductasurvivalactivitythatallowsstudentstousereasontodeterminewhowouldbestassistintheirchancesofsurvivalona

desertedisland.Studentswillbeforcedtolookatstereotypesandrealizethenatureofman. UsingdatabasessuchasABC‐Clio,researchtheevacuationofLondonandthedroppingoftheatomicbombinordertoplacethenovel

inhistoricalcontext. Viewclipsof“KidNation”andthe1962WilliamGoldinginterviewtounderstandthenatureofchildrenandviolence ParticipateinaPhilosophicalChaironthedarknessofmankindusingdocumentsbyphilosophersHobbesandRousseautosupport

theirunderstanding ReadaBusinessweekmagazinearticletitled“GamesPeopleProbablyShouldn’tPlay”evaluatethearticleinrelationto“TheMost

DangerousGame.”Formanopiniononviolentvideogamesandtheireffectonsociety.PostthisopiniontoaclassblogorToday’sMeet

SUGGESTEDMETHODSOFDIFFERENTIATION:

Flexiblegroupingsuchasplacingstudentsingroupsbasedinterestsurveygivenatthebeginningtheunit.Pre‐testtoasseswhereindividualstudentsarethiswillallowteachertobreakassignmentsintosmaller,moremanageabletasks,varyactivitiesinlevelofcomplexityanddegreeofabstractthinkingrequired.CreateandDisplayaKUDChartatthebeginningofeachunitsothatstudentswillknowwhattheyareresponsiblefor.

UNIT3 –

Relationships:ResponsibilityandDesireESTABLISHEDGOALSRL.9‐10.1 Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext. RL.9‐10.2 Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext. RL.9‐10.6 AnalyzeaparticularpointofvieworculturalexperiencereflectedinaworkofliteraturefromoutsidetheUnitedStates,drawingonawidereadingofworldliterature. RL.9‐10.7 Analyzetherepresentationofasubjectorakeysceneintwodifferentartisticmediums,includingwhatisemphasizedorabsentineachtreatment. RI.9‐10.1 Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext. RI.9‐10.2Determineacentralideaofatextandanalyze

TransferStudentswillbeabletoindependentlyusetheirlearningto…

Analyzetheextenttowhichcharacters’reactionstoconflictandoppositiondictatetheoutcomesofasituation

Explorethescienceandpsychologybehindthewayteenagersthinkaboutchoice,conflictandconsequence

Tracehowgivenmotifsemphasizeinternalandexternalconflictsthatresultfromlove,hate,loyalty,andfriendship.

Thereisoftenconflictbetweenone’sdesireandone’sresponsibility

Anindividual’slifeisaffectedbyoutsideevents,familysituations,orcultural,political,andsocialtrends.

Despiteexternaldifferencesteenagersfaceuniversalconcernsthroughouttime.

Writersmakedeliberatechoicesinthewords,literarydevices,andconventionstheyemployinwritingtoenhancemeaningforthereader.

ESSENTIALQUESTIONS

Howshouldpersonaldesirebebalancedwithotherresponsibilities

Whatarethevariouscausesoftragedy?Canwisdomandknowledgebegainedfroma“tragic”experience?

Arethereforcesatworkbeyondourcontrolthatinsomewayshapeourlives?

Howcanpoeticdevicesutilizedtoengageanaudienceofreaders?

ElementsofPoetry InfluencesofWilliamShakespeare Elementsofdrama

Studentswillbeskilledat… CitingtextualevidencefromRomeoand

JulietinordertovalidateShakespeare’sviews

itsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext. RI.9‐10.9AnalyzeseminalU.S.documentsofhistoricalandliterarysignificance(e.g.,Washington'sFarewellAddress,theGettysburgAddress,Roosevelt'sFourFreedomsspeech,King's"LetterfromBirminghamJail"),includinghowtheyaddressrelatedthemesandconcepts. W.9‐10.1 Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence. SL.9‐10.4 Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask. SL.9‐10.5 Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest. SL.9‐10.6 Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.

Elementsofnon‐fiction ElementsofaShakespeareanSonnet CharacteristicsoftheElizabethanEra Understandingofkeyvocabularyand

literaryterms

DetermininghowElizabethanidealspervadetheera,vialiterature,artwork,andhistoricalcontext

Comprehendingavarietyofdrama,fiction,andnon‐fictiontexts.

DeterminingacentralideainRomeoandJulietinordertoanalyzeitsdevelopmentandsummarizethecontent.

Conductresearchonagiventopictofurthertheirunderstandingofhistoricalcontext.

L.9‐10.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:

1) Composeasonnetthatexposesaproblemincurrentsocietyinordertoprovokechange.Thetargetcanbesocialorpolitical.Studentswillbeassessedbyapredeterminedrubric.

2) StudentswilldramatizevariousscenesofRomeoandJuliet.Theywillchoosespecific

characterroleswithintheirassignedsceneandworkcollaborativelyinordertoperformsaidscene.Studentsshouldmodernizethesceneorchangethemoodofthescene.Studentswillbeassessedbyapredeterminedrubric.

3) FortheirsummativeassessmentonRomeoandJuliet,studentswillsynthesizeinformationandcreatethefollowing:aplaylistofsongsthatreflectstheinternalstrugglesofoneofthemaincharactersandexplainwhythesesongsconnecttothecharacterintheplay.Theprojectwillcontainspecificoralandwrittenrequirementsandwillbeassessedbyapre‐determinedrubric.

Seeappendixforsamplescale

Verbaldiscussionresponsesshoulddemonstrate:

OTHERSUGGESTEDPERFORMANCEASSESSMENTS:

Shortwritingtaskswhichmaybeintheformofareader’sresponse,journal,blog,critique,reaction,etc.onrelationships,responsibility,anddesire

GuidedreadingquestionsonRomeoandJuliet.

Classdiscussionsonrelationships,responsibility,anddesirecanuseToday’sMeetorPadlet

Articulation,evidenceofreading,insightfulness.

Guidedreadingquestionresponses:well‐supported,organized,displayhigher‐levelthinking,andadheretopropergrammarandmechanics

SummaryofKeyLearningEventsandInstruction

Pre‐AssessusingEssentialQuestions,viawrittenjournals,verbaldiscussions,KWLCharts,andsurveys. ViewShakespeareintheClassroominordertogainbackgroundknowledgeonShakespeare’slifeaswellastheplay. StudentswillcompleteawebquestonShakespeare’slife,theywillsharetheirfindingsinajigsawactivity. AnalyzethestructureofaShakespeareansonnetthroughtheprologue,withapartnerdissectthePrologueonaGoogleDoc AnalyzeShakespeareanlanguageusingShakespeareaninsultactivity Reviewmarriagecustoms,theplague,parentalroles,andchivalryduringtheElizabethanerausingreliableinternetsourcesaswell

asdatabases Afterreading“TeenageBrain”usetheknowledgediscoveredtoanalyzewhyitisplausiblethatRomeoandJulietactedsohastily ViewexcerptsfromtwofilmversionsofRomeoandJuliettoevaluatewhetherornotthecharactersseembelievableandnatural,

discusswhetherseeingandhearingtheplayaddstotheirunderstandingoftheplayandthelanguage Read“AnnabelleLee,”makeconnectionstothefeelingsRomeohadashedecidedthathecouldnotlivealifewithoutJuliet DrawconnectionsbetweenPyramusandThisbeandRomeoandJulietonagraphicorganizer Analyzethepoem“ThePoisonTree”andconnectthethemesofthepoemtothoseintheplay Afterreadingthearticle“PalestinianandJewish”andanalyzingitsmessage,findotherexamplesofforbiddenrelationshipsin

modernsocietyrecordyourfindingsinaGoogleDoc.

DIFFERENTIATIONFlexiblegroupingsuchasplacingstudentsingroupsbasedinterestsurveygivenatthebeginningtheunit.Pre‐testtoasseswhereindividualstudentsarethiswillallowteachertobreakassignmentsintosmaller,moremanageabletasks,varyactivitiesinlevelofcomplexityanddegreeofabstractthinkingrequired.CreateandDisplayaKUDChartatthebeginningofeachunitsothatstudentswillknowwhattheyareresponsiblefor.

TECHNOLOGY:

iPad,ProjectionofdocumentsviaELMO,films,audio

UNIT4 –

StageOne:DesiredResultsESTABLISHEDGOALS RL.9‐10.1 Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext. RL.9‐10.2 Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext. RL.9‐10.6 AnalyzeaparticularpointofvieworculturalexperiencereflectedinaworkofliteraturefromoutsidetheUnitedStates,drawingonawidereadingofworldliterature. RL.9‐10.7 Analyzetherepresentationofasubjectorakeysceneintwodifferentartisticmediums,includingwhatisemphasizedorabsentineachtreatment. RI.9‐10.1 Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext. RI.9‐10.2Determineacentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

TransferStudentswillbeabletoindependentlyusetheirlearningto…Understand the ways in which people meet and overcome adversity, grow, and teach others through these experiences. Analyze the way people handle the loss of a loved one and or terminal illness. Apply the accumulated knowledge of heroism to their own lives by recognizing, claiming, and acting upon the hero within.

Peoplecangrowfromwitnessingorexperiencingtraumaticevents,includingdeath,terminalillness,andgenocide.

Peoplecanovercomeadversecircumstanceswithdetermination

ESSENTIALQUESTIONS

Whatistheimportanceofalegacyandhowanindividualisremembered?

Wouldyouliveyourlifethesamewayifyouknewyourtimewaslimited?

Whatisthevalueofdetermination?

Howcandeathbealearningexperience?

Wherewillresearchtakeyou?

MLAResearchProcess Understandingofterminal

illness Definitionofgenocide Elementsofnon‐fiction Keyhistoricalfactsofthe

Studentswillbeskilledat… Writing with the conventions of

standard written English, including grammar, usage, and mechanics

Comprehending non-fiction texts at or above grade level

RI.9‐10.9AnalyzeseminalU.S.documentsofhistoricalandliterarysignificance(e.g.,Washington'sFarewellAddress,theGettysburgAddress,Roosevelt'sFourFreedomsspeech,King's"LetterfromBirminghamJail"),includinghowtheyaddressrelatedthemesandconcepts. W.9‐10.1 Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence. SL.9‐10.4 Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask. SL.9‐10.5 Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest. SL.9‐10.6 Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate. L.9‐10.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

Holocaust Understandingofkeyvocabulary

andliteraryterms

Developing and strengthening writing through various stages of the research process

Students will be able to comprehend and evaluate the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions)

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:

1) StudentswilltracetwocentralideasfromeitherNightorFirstTheyKilledmyFatherandcreateavisualdepictionofoneoftheideasandanessayontheother.Eachwillanalyzewhatthestudentshavelearnedaboutthehumanspirit/condition

2) Ingroups,studentswillusethelibrary,theinternet,andothersourcestoresearchHelenKeller’slifeandrelationshipwithAnnieSullivanafterHelenlearnedtosign.WriteascriptofascenethatcouldbeaddedasanepiloguetoTheMiracleWorker.

3) Studentswillcomposeaformalresearchpaperonanindividualwhoexemplifiesthetriumphanthumanspirit.Usingtheirknowledgeofthedatabasesavailable,theywillcomplete,sourcecards,notecards,anoutlineandaformalpaperdoneinMLAformat.

4) Studentswillfindaseriesofpeoplewhohavelessonstogiveonlife.Studentscouldcreateadocu‐seriesinwhichtheyinterviewseveralpeopleaboutthelifelessonsthey’dliketoshare.

Verbaldiscussionresponsesshoulddemonstrate:Articulation,evidenceofreading,insightfulness.

Guidedreadingquestionresponses:well‐supported,organized,displayhigher‐levelthinking,andadheretopropergrammarandmechanics

OTHERSUGGESTEDPERFORMANCETASKS: Shortwritingtaskswhichmaybeintheformofareader’s

response,journal,blog,critique,reaction,etc.ondescriptionofworklifeinatextilemill,andafictionalcharacterdevelopment,interaction,andadvancement.

GuidedreadingquestionsonTuesdayswithMorrie,Night,FirsttheyKilledmyFather,TheLastLecture,and/orTheMiracleWorker

ClassdiscussiononthemesandmotifswithinnovelsandexcerptscanuseToday’sMeetorPadlet

BrainstormpersonalfeelingsregardingHelenKeller’sdisabilitiesA classmate will feel something in a box/bag and have to figure out what was felt, but the classmate won’t be able to see, or hear, and won’t be allowed to talk. If they don’t guess the object, they won’t be told what it is, because this is how they would feel if they couldn’t understand what a person wanted. They will journal or blog the way they felt while they were trying to communicate.

UsingdatabasesresearchthelivesofbothHelenKellerandAnnieSullivan Pre‐AssessusingEssentialQuestions,viawrittenjournals,verbaldiscussions,KWLCharts,andsurveys. ViewclipsofaninterviewbyOprahWinfreywithElieWeiselregardinghisexperiencesintheconcentrationcamp ViewclipsofaninterviewbyTedKoppelwithMorrieShwartzregardinghisexperiencewithterminalillness Listentoanaudio‐recordingofspecificscenesfromthesuggestedworksintheUnittohearthevoiceofthespeaker View“TheLastLecture:AchievingYourChildhoodDreams”,byRandyPauschdrawingconnectionstoTuesdayswithMorrieusinga

graphicorganizer EngageinaSocraticSeminarontheideathatdeathchangesthewaypeopletreatoneanotheruseToday’sMeetwhileintheseminar

forstudentsintheoutercircle Comparemodern‐dayartwork(suchasPicasso’s,“Guernica”)andphotographsfromtheholocaustandCambodiangenocide,to

Weisel’sNightand/orUng’sFirstTheyKilledmyFatherinaone‐pagerwritteninMLAformat.StudentswillsubmitthroughGoogleDocsandhaveapartnerpeeredittheirresponsebeforefinalsubmission.

Identifythemespresentinthepoem“DonotgoGentlyintothatGoodNight”thatconnecttothemesinTuesdayswithMorrie Afterreadingandannotatingthearticle,“TheSeeingSeeLittle”,byHelenKellerdiscusseshowaccuratelyHelenKellerviewsour

“use”/appreciationofoursenses.Besuretousesomeexamplesfromtheselectiontoshowyouhaveannotatedthetext Createsourcecardsandnotecardsregardinganindividualwhoexemplifiesthetriumphanthumanspiritaftercompleting

independentresearch Createanoutlineregardinganindividualwhoexemplifiesthetriumphanthumanspiritaftercompletingindependentresearch

DIFFERENTIATIONFlexiblegroupingsuchasplacingstudentsingroupsbasedinterestsurveygivenatthebeginningtheunit.Pre‐testtoasseswhereindividualstudentsarethiswillallowteachertobreakassignmentsintosmaller,moremanageabletasks,varyactivitiesinlevelofcomplexityanddegreeofabstractthinkingrequired.CreateandDisplayaKUDChartatthebeginningofeachunitsothatstudentswillknowwhattheyareresponsiblefor.

BenchmarkAssessment: QuarterOne

1. Studentswilldemonstrateabilitytoanalyzethewaysinwhichvariousliterarydevicesareutilizedintexttobuildperspectiveand

meaning.2. Studentswillbeabletoascertainhowauthorsuseandcombinevariousnarrativeelementstodeveloptheircentralideas.3. Studentswillbeabletoevaluatecontemporaryliterarytraditionthroughvariousanddiverseauthors’writings.4. Studentswillsuccessfullyconstructwrittenanalyticalessayinwhichathesisisformedandsupportedbytextualevidence.5. Studentswillbeabletousetechnologyintheclassroom,suchasiPads,toenhancetheirlearningandgathersupplementalinformationto

aidinstudyofthetexts.

BenchmarkAssessment: QuarterTwo

1. Studentswilldemonstratetheabilitytorecognizeandanalyzetheuseliteraryelementsinnovelsandshortstories2. Studentswillbeabletoinferclaimsmadebytheauthorandchoosetextualevidencetosupportthoseclaims3. Studentswillbeabletodeterminetheme(s)inatext4. Studentswillsuccessfullyintegratetheirknowledgeofanovelscharactersintoanarrativestorythatcontinueswherethenovelend,istold

fromanothercharacter’sperspective,ortakesplaceinanothersetting5. Studentswillbeabletouseclosereadingstrategiesinordertoanalyzenarrativetexts

BenchmarkAssessment:QuarterThree

1. Studentswilldemonstratetheabilitytoevaluatemultiplesourcesinvariousforms(textual,visual,etc.)andsynthesizeaconclusion.2. Studentswillbeabletopinpointamainargumentinavarietyofinformationalnon‐fictionsources.3. Studentswillbeabletoestablishanargumentativepositionusingsupportingdetailstoproveitsvalidity.4. Studentswillsuccessfullyconstructwrittenandoralargumentsinwhichathesisisformedandsupportedbyevidencesynthesizedfrom

threedifferentsources.5. Studentswillbeabletousetechnologytoresearchvarioustopicsrelatedtohistory,science,andliterarynon‐fiction.

BenchmarkAssessment: QuarterFour

1. Studentswilldemonstrateanappreciationforandunderstandingofartisticauthorship2. Studentswillbeabletoevaluatetheeffectsofandstatepreferencestowardsimilaritiesanddifferencesbetweenfilmandtext3. Studentswillbeabletoevaluatecontentpresentedindiversemediaandformats4. Studentswillsuccessfullyanalyzemultipleinterpretationsofthesametext5. Studentswillbeabletousefilmasamediumtostrengthentheirwrittenskills

Appendix

SAMPLELEARNINGSCALE

UsingCommonCoreStandardsToEnhanceClassroomInstructionandAssessment(2013)

SCORE 4.0

The student critiques an author’s effective/ineffective use of text features and recommends alternatives.

No major errors regarding the score 4.0 content

SCORE 3.0

The student analyzes and determines meaning in a text from a variety of text features.

o Text features make the key or challenging ideas more understandable o Text features make the supporting information more understandable o Text features help the reader anticipate what’s to come o Text features clarify or support an author’s intentions

SCORE 2.0

The student will identify, locate, and explain the following text features:

transitional devices, table of contents, glossary, index, bold text, titles,

subtitles, headings, subheadings, sections, charts, tables, graphs,

illustrations, maps, diagrams, captions, italicized text, text boxes

The student recognizes and recalls the characteristics of literary fiction texts and literary nonfiction texts.

The student recognizes and recalls the characteristics of informational articles and functional materials.

The student understands that meaning in a written work is not derived from the text alone.

SCORE 1.0 With help, partial success at score 2.0 content and score 3.0 contents.

SCORE 0.0 Even with help, no success

Curriculum Management System...The House on Mango Street. by Sandra Cisneros. Narrative writing,...

Documents