ACADEMIC & HONORS ENGLISH II - Freehold Regional … 2.pdf · freehold regional high school...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

ENGLISH DEPARTMENT

ACADEMIC & HONORS ENGLISH II

Grade Level: 10

Credits: 5

Course Code: 010140, 010150, 132500, & 439216

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 25, 2014

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education Mr. Heshy Moses, President

Mrs. Jennifer Sutera, Vice President Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Dr. Jeffrey Moore, Director of Curriculum and Instruction

Curriculum Writing Committee Ms. Amy Myers

Ms. Kerry O’Neill Ms. Sarah Reichenbecher

Mr. Sean Reid Mr. James Vella

Supervisors Ms. Deirdre Bova

Ms. Jane Goldstein Ms. Mary Hough

Ms. Judith Lagana Ms. Melissa Venuto

010240, 010250, 132500, & 439216: ACADEMIC & HONORS ENGLISH II

COURSE PHILOSOPHY

English II explores American literature alongside the historical and social themes that define this nation. Students will understand that the texts studied reflect a variety of human experiences within classes, regions, and generations. Accompanying literature, documents and non-fiction works allow students to explore the relationship between our literary past and modern perspectives. Students will engage in research techniques and close reading to move the text of the page into a broader understanding of its place in our literary history. This interdisciplinary approach to education encourages critical thinking, evaluation, analysis and synthesis. The activities and lessons included in this curriculum are designed to develop the 21st century skills necessary to meet the demands of education for success in college and careers.

COURSE DESCRIPTION

English II is a one year, five credit course which meets the Common Core Standards and satisfies one year of this state’s requirements for four years of English. English II focuses on reading and research of American literature. Units and lessons are planned to encourage discussion and allow for student contribution and evaluative input. By design, students will read both full texts and excerpts of literature options, and juxtapose seminal pieces alongside contemporary texts. They will think and speak critically as well as cite textual evidence and establish habits of close reading. Writing is encouraged through projects, papers, and journal entries. Special emphasis should be placed on writing a comparative analysis within the units between fiction, non-fiction, and multimedia texts. A variety of writing formats requires students to recognize form and purpose in composition. As 21st century citizens, students will be expected to hone skills with mixed media, public speaking, and critical consumption in order to demonstrate proficiency in communication.

ACADEMIC & HONORS ENGLISH II

COURSE GOALS

CG1: Students will cite strong textual evidence to determine the theme or central idea of a text in preparation for college and career readiness. CG2: Students will analyze and evaluate the author’s use of literary conventions to identify, explore, and respond to the personal, social, and historical context from which it comes. CG3: Students will develop a sophisticated full writing process to reflect the various elements of the persuasive, expository, and narrative styles required for college and careers. CG4: Students will analyze and document primary and secondary sources to create an argument that moves the text into a broader understanding of the history from which it came.

COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS

CEU1: The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.

CEQ1: How do authors use literary/rhetorical devices and nuances of language to convey specific thematic messages?

CEU2: An understanding of fiction and nonfiction involves interpreting words and phrases, analyzing structure, and assessing point of view and purpose.

CEQ2: How do sentences, paragraphs, and larger portions of a text relate to each other and the text as a whole?

CEU3: The ability to analyze the central ideas of texts in both fiction and nonfiction is essential to determine the author’s purpose.

CEQ3: How do specific details shape and assist in the emergence of key ideas or themes?

CEU4: Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and narrative styles.

CEQ4a: How do focus and organization contribute to writing an effective essay? CEQ4b: How does a writer build an effective argument? CEQ4c: How does a writer utilize textual evidence to support an argument? CEQ4d: How can one most effectively utilize technology to produce, refine, publish and share writing? CEQ4e: In what ways can one develop and strengthen writing through creating, refining and collaborating?

CEU5: Research skills adhere to a universal set of standards established by the Modern Language Association (MLA) and involve an understanding of primary and secondary sources found in both print and digital sources.

CEQ5a: How does the writer effectively document and integrate primary and secondary sources? CEQ5b: What are the best ways to use research in order to narrow or broaden a given topic?

CEU6: Understanding Standard English grammar and mechanics is essential to effective written and oral communication.

CEQ6a: How can a writer/speaker clarify and strengthen effective structure utilizing proper grammar, mechanics, and diction? CEQ6b: What are the standard conventions of English grammar, mechanics, and usage and how does command of these conventions contribute to effective communication?

CEU7: Determining and clarifying meanings of words and phrases will demonstrate an understanding of the nuances of language.

CEQ7: How does the acquisition of vocabulary enhance the comprehension of complex texts?

ACADEMIC & HONORS ENGLISH II UNIT GOALS & PACING

UNIT TITLE UNIT GOALS RECOMMENDED

DURATION

1: Defining America –

Breaking Traditions Students will be able to compose arguments that evaluate divergent views within American culture in order to question how tradition has influenced our beliefs.

8 weeks

2: Voices of the

Oppressed Students will be able to compose an argument that compares and contrasts examples of oppression in order to draw conclusions about its impact on identity or community.

7 weeks

3: Social Commentary &

Criticism Students will be able to compose arguments that integrate, evaluate, and synthesize social criticisms to compare the most effective methods of influencing change.

8 weeks

4: Debate & Rhetoric Students will be able to compose an argument that evaluates the use of rhetorical conventions in order to critique its impact on an author’s argument.

6 weeks

5: The Modern

Perspective Students will be able to compose an argument that analyzes and documents primary and secondary sources to explore a piece of literature in relationship to a larger social or historical issue.

9 weeks


UNIT 1: DEFINING AMERICA – BREAKING TRADITIONS RECOMMENDED DURATION: 8 WEEKS

UNIT LEARNING GOALS

Students will be able to compose arguments that evaluate divergent views within American culture in order to question how tradition has influenced our beliefs.

UNIT LEARNING SCALE

4 The student is able to achieve all the goals of level 3 and demonstrates in-depth inferences and applications that go beyond what was taught.

3

The student is able to question how tradition influences beliefs by evaluating divergent views within American culture through varying forms of discourse and:

analyze thematic connections between multiple texts in various genres (9-10.RL.1,2, 9-10.RI.3);

develop and strengthen clear and coherent writing throughout all of the stages of the writing process (9-10.W.4, 5);

within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres and demonstrate this understanding in writing and in verbal communication (9-10.RL.5, 9-10.SL.1);

utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and presentations; and critiquing and analyzing various interpretations of required texts (9-10.RL.7, 9, 9-10.W.7, 8, 9-10.SL.5);

write an essay which demonstrates my ability to compose an argument and utilize and synthesize sources of evidence effectively (9-10.W.1, 7, 8, 9).

2 The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from the teacher.

1 The student needs assistance or makes larger errors in attempting to reach the learning goal.

0 Even with help, the student does not exhibit understanding of performances listed in score 3.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS






CEQ4a: How do focus and organization contribute to writing an effective essay?


CEQ6a: How can a writer/speaker clarify and strengthen effective structure utilizing proper grammar, mechanics, and diction?

CEU7: Determining and clarifying meanings of words and phrases will demonstrate an understanding of the nuances of language


COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

9-10.RI. 1, 6, 8, 10 9-10.W.1, 4, 10 9-10.L. 1, 2 DOK 4

Through Course Assessment #1: Using three teacher-selected text passages (one from a core piece covered in this unit and two additional nonfiction text samples which may be selected from relevant nonfiction or multimedia sources), students will write a multi-paragraph essay in which they argue for or against the idea that tradition has an influence on cultural beliefs. Specific textual evidence from at least two of the three resources is to be used for support. The proficient student will:

determine the point of view of the author;

analyze the central ideas of a non-fiction article;

demonstrate effective command of the conventions of standard English to generate a persuasive essay;

use relevant evidence from the text to support effective student-generated thesis;

use effective organization to convey message;

effectively build and present knowledge through integration, comparison, and synthesis of complex ideas.

LITERATURE OPTIONS (*Honors classes should include texts of 1200L and above)

TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN

The Catcher in the Rye by J.D. Salinger 790L 978-0316769174

Moby Dick by Herman Melville 1200L* Prentice Hall: The American Experience or online

The Help by Kathryn Stockett 1240L* 978-0399155345

Any story or poem by Edgar Allan Poe, including but not limited to: “Masque of the Red Death,” “Morella,” “Hopfrog,” “The Fall of the House of Usher,” “The Raven,” “Annabel Lee,” “Philosophy of Composition” article (non-fiction)

n/a – non-prose 1300L* (article)

Prentice Hall: The American Experience or online Article: http://www.eapoe.org/works/essays/philcomp.htm

“A Good Man is Hard to Find” by Flannery O’Connor 1320L* 978-0156364652

“Young Goodman Brown” and “The Minister’s Black Veil” by Nathanial Hawthorne

1340L* Prentice Hall: The American Experience or online

Selections from the Preface to Leaves of Grass by Walt Whitman; any poetry including, but not limited to: “Song of Myself,” “When I Heard the Learned Astronomer,” “I Hear America Singing,” “A Noiseless Patient Spider,” “O Captain My Captain”

1450L(Preface) n/a – non-prose

Prentice Hall: The American Experience or online

Quicksand and Passing by Nella Larsen 1670L* 978-1604599923

http://www.eapoe.org/works/essays/philcomp.htm



Any poetry by Emily Dickinson, including but not limited to: “If You Were Coming in the Fall,” “It Was Not for Death for I Stood Up,” “Heart We Will Forget Him,” “A Little Madness in the Spring,” etc.

n/a – non-prose

Prentice Hall: The American Experience or online

Eminem interview by Anderson Cooper n/a – non-prose http://www.youtube.com/watch?v=_kQBVneC30o

“Thanatopsis” by William Cullen Bryant n/a – non-prose Prentice Hall: The American Experience or online

“A Psalm of Life,” “The Tide Rises, the Tide Falls” by Henry Wadsworth Longfellow

n/a – non-prose Prentice Hall: The American Experience or online

“The First Snowfall” by James Russell Lowell n/a – non-prose Prentice Hall: The American Experience or online

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Whitman and Dickinson: Though they share an emphasis of non-traditional form and self-expression, Emily and Walt’s approaches to poetry are oppositional. Students will use the lines of Dickinson and Whitman to create a dialogue between the two poets as if they were eating dinner together. Students will see the contrast of poetic types and poetic device. Introduce the idea of English-to-English translation – generate a précis of the essence of the poem making sure to incorporate figurative and poetic device.

For students who are challenged by organizing information: 1. Venn Diagram (compare and contrast) 2. Poetry Graphic Organizer

Slant rhyme Free verse Blank verse Meter Précis DOK 1

Design an organized sequence of events using dialogue to develop experiences, events, and /or characters

Compare and contrast the treatment of similar themes or topics from two or more texts

Analyze the cumulative impact of specific word choices on meaning or tone

DOK 3

http://www.youtube.com/watch?v=_kQBVneC30o



Using quotes, opinions, and support from the text, students should examine Holden’s worldview from a parallel perspective (that of a teenager). Students should examine the text for evidence of characterization, societal criticism, and social commentary. They should use the text to explore Holden’s state of mind and personal/psychological conflict.

Using this evidence, students can generate a social profile such as a Facebook profile, LinkedIn page, Pinterest board, or Twitter account and potentially present that information through a variety of means including but not limited to: presentation, social media profile, psychological profile, etc.

To support organization and reading comprehension: 1. Tips for Quote Utilization and Integration 2. Characterization Organizers

Point of view Characterization Idiom Theme Motif DOK 1

Analyze how the characters’ conflicts, motivations, and interactions advanced the plot or theme

Analyze text in order to provide evidence of how the text explicitly uses details to support key ideas

Analyze how the theme or central idea of a text emerges, is shaped and refined by specific details

DOK 3

After reading and annotating the short stories, the teacher may facilitate a jigsaw activity focused on specific topics in Gothic literature. Students should be able to communicate Poe’s place and role within a Romantic context.

To support organization and reading comprehension of short stories: Lesson on Elements of the Short Story

Gothic Romantic Elements of the short story including: plot, symbols, themes, characterization, unity of impression DOK 1

Read and analyze how the characters and setting advance the plot or theme

Analyze how an author’s choice of plot structure, order of events or manipulation of time creates an effect of mystery, tension, or surprise


Compare and contrast opinions and facts posed by peers on the designated issue or topic

DOK 3



Text Annotation Stations: students should bring their copy/book with them to each station set up around the room. Different highlighters are provided where the students will re-examine the text for specific teacher-determined focus tasks. Example: metaphors, allusions, pattern deviation, essential vocabulary words.

Literary terms including but not limited to: metaphors, allusions, pattern deviation, etc. DOK 1


Determine the figurative and connotative meanings of words and phrases as they are used in the text

DOK 3

Have students listen to and annotate poems such as “Annabel Lee” and “The Raven” in order to discern meter. Model the first verse for the class. Then, using annotation (stations or collaborative discussion), have students complete the poem and prepare for discussion.

To support student analysis of poetry: 1. Examples of Poetic Devices Resources 2. Poetry Analysis Organizer

Meter Assonance & consonance Alliteration Metaphor & simile Allusion DOK 1

Analyze a text’s use of language

Apply knowledge of language to understand how language functions differently in different contexts

DOK 3

Have students follow assigned/selected characters from novels/short stories with multiple perspectives/narratives. Students should be able to comment on a particular event and dialogue/discuss what/how the story is affected by point of view.

Point of view: first, second, third, limited, and omniscient DOK 1

Explain how characters motivations/ traits affect the plot

Analyze how the characters’ conflicts, motivations, and interactions advance the plot or theme

DOK 3

Students should select and research a well-developed villain that appears in some form of media and draw connections between their chosen selection and the literary parallel (ex: the misfit), highlighting how empathy is generated through characterization.

To support student organization and reading comprehension: 1. Characterization Analysis Graphic Organizer 2. Sequence Ladder

Literary Resource Center Villain/antagonist Characterization DOK 1

Describe the conflicts and motivations in characters

Identify short and sustained research topics and multiple resources on the subject

Synthesize information from multiple sources

DOK 2, 4



While reading Poe, students should focus on sound and setting to understand the importance of single effect in his writing. Modeling the role of single effect in contemporary horror (such as Jaws) by playing audio only will allow students to focus on sound. Approaching contemporary horror by viewing only will isolate the sensory images that are a part of the complete experience.

Single effect Sound devices Imagery Setting DOK 1

Integrate multiple sources of information presented in diverse media formats

Describe how aspects of text structure, order of events, and timing creates the effect of mystery, tension, or surprise

DOK 3, 4

During/after reading Quicksand and Passing, students should research and read about accompanying non-fiction pieces on thematically-related current events (in publications such as Time and the New York Times) and present/discuss in small groups how the cultural conflicts of the class system in America have changed in the 20th & 21st centuries.

Possible opportunity to use social bookmarking sites such as Diigo to incorporate technology

Searching and accessing Literary Resource Center articles Locating credible sources Acquiring bibliographic materials DOK 2

Determine emphasized details in various accounts of a subject expressed in different mediums

Evaluate argument or specific claims in a text

Conduct short and sustained research to answer a question or solve a problem

DOK 3, 4

Students will read and select a grouping of Romantic poems or a pair of Romantic/Gothic short stories to annotate, analyze, and present to classmates as evidence of a social shift in thinking from the earliest ideals of our nation’s founders. Using selected literature, students will compare and contrast the philosophy of the Romantic period with that of our contemporary society using articles from The New York Times.

To support student organization and reading comprehension: 1. Short Story Analysis Organizer 2. Venn Diagram 3. Comparative Poetry Essay Worksheet

Elements of Romanticism American Industrialization Social shift Comparison/Contrast DOK 1

Cite details or examples of the point of view or cultural experience



Identify key ideas and details that provide evidence to support conclusions about text accessed through research

DOK 3, 4



Students will view media clip of an Anderson Cooper interview with Eminem in order to understand the power of words and use of slant rhyme. Using school-appropriate lyrics and poetry, students will map rhyme and discuss how the message is affected by the restriction of vocabulary as necessitated by rhyme.

Slant rhyme, near rhyme, perfect rhyme DOK 1

Recognize that the style of a written work should be appropriate to the discipline and writing type

Apply knowledge of language to make effective choices for meaning or style

DOK 3

http://www.youtube.com/watch?v=_kQBVneC30o


UNIT 2: VOICES OF THE OPPRESSED RECOMMENDED DURATION: 7 WEEKS

UNIT LEARNING GOALS

Students will be able to compose an argument that compares and contrasts examples of oppression in order to draw conclusions about its impact on identity or community.

UNIT LEARNING SCALE

4 The student is able to achieve all the goals of level 3 and demonstrate in-depth inferences and applications that go beyond what was taught.

3

Not only can the student confidently compare and contrast passages to analyze how oppression impacts identity or community, he/she can describe examples from historical or current events to further support conclusions and:

analyze thematic connections between multiple texts in various genres (9-10.Rl.1,2, 9-10.RI.3);


within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres and demonstrate this understanding in writing and in verbal communication (9-10.RL.5, 9-10.SL.1);

utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and presentations; and critiquing and analyzing various interpretations of required texts (9-10.RL.7, 9; 9-10.W.7,8; 9-10.SL.5);



1 The student needs assistance in order to reach the learning goal.













COMMON ASSESSMENT


9-10.RL.1, 2, 4, 7, 10 9-10.W.1, 4, 7, 10 9-10.L. 1, 2 DOK 4

Through Course Assessment #2 Using a student-selected (and teacher-approved) American poem from the 20th century that deals with the theme of oppression, students are to review two additional teacher-selected text samples (one nonfiction piece and one multimedia piece) before writing a multi paragraph essay that addresses the idea of oppression of identity or oppression of community. (Option: Honors level teachers may opt to have students find their own nonfiction and multimedia text samples.) Specific textual evidence from at least two of the three resources is to be used for support. The proficient student will:

interpret and analyze poetry;

cite textual evidence from multiple sources;

demonstrate effective command of the conventions of standard English ;





TITLE and AUTHOR (or translator) LEXILE LEVEL ISBN Of Mice and Men by John Steinbeck 630L 978-1907590337

Grapes of Wrath by John Steinbeck 680L 978-0143039433

“Hills Like White Elephants” by Ernest Hemingway 730L 978-0684843322

“Paul’s Case” by Willa Cather 1010L 978-0486290577

Their Eyes Were Watching God by Zora Neale Hurston 1080L 9780060931414

“My Bondage and My Freedom” by Frederick Douglas 1140L Prentice Hall: The American Experience

“Yellow Wallpaper” by Charlotte Perkins Gilman and companion piece “Why I Wrote The Yellow Wallpaper”

1250L* 1390L*

978-0143105855 http://www.library.csi.cuny.edu/dept/history/lavender/whyyw.html

Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich 1330L* 978-0312626686

“The Story of an Hour” by Kate Chopin 1450L* Prentice Hall: The American Experience or online

And the Mountains Echoed by Khaled Hosseini n/a 9781594632389

“Kitchen Maid with Supper at Emmaus, or The Mulata” by Natasha Tretheway n/a – non prose http://www.poets.org/viewmedia.php/prmMID/22865

“Douglass” and “We Wear the Mask” by Paul Laurence Dunbar n/a – non-prose Prentice Hall: The American Experience or online

“America” by Richard Blanco n/a – non-prose http://www.richard-blanco.com/city-of-a-hundred-fires/america.php

http://www.library.csi.cuny.edu/dept/history/lavender/whyyw.html

http://www.poets.org/viewmedia.php/prmMID/22865

http://www.richard-blanco.com/city-of-a-hundred-fires/america.php



Students will critically read and annotate “The Yellow Wallpaper,” examining the narrative for elements of Realism/Naturalism. They should (before or during) research attitudes towards women and birth in the 20th century. Discuss how the role of women was diminished because of the perception that they were bearers/ caretakers of children. Comparing studies to today, discuss whether and/or how our culture has shifted its thinking.

Incorporate the Red Dog Theater video of the 3 person perspective of “The Yellow Wallpaper.”

To support student reading comprehension and inference: Lesson on Inference

Realism Naturalism Characterization DOK 1


Interpret how the text supports key ideas or themes with specific details

Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts

DOK 3, 4

Students will read and annotate “Paul’s Case,” highlighting the conflict between Pittsburg and New York City. Students should read and annotate, paying particular attention to colors. If possible, they should mark the copy with crayons/color pencils to visually pattern Cather’s depiction of a young man’s struggle.

To support student reading comprehension and inference: Lesson on looking at both sides of an Issue

Realism Naturalism Allusion Symbolism Metaphor & simile Characterization Plot DOK 1


DOK 3

Students should research the role of women in Victorian America. Students should read and annotate the text focusing on Chopin’s attitude toward marriage. Students should discuss the role of marriage in this story and how Cather allows us to sympathize (or not) with Louise. Extend lesson by researching the role of marriage and oppression in other countries (including but not limited to bride burning in India, arranged marriages in various cultures, modern marriage in America, etc.).

Incorporate video: “How to be an Ideal Victorian Woman”

Verbal, dramatic, situational irony DOK 1

Cite details or examples of the point of view or cultural experience

Examine the relationships of the point of view or cultural experience with those of other cultures as read in texts from outside the U.S.

Analyze the point of view or cultural experience using contrasting and/or supporting views from a wide array of other world literature

DOK 3

http://www.youtube.com/watch?v=0lsL_hlyQWs

http://www.youtube.com/watch?v=eO5AuYNWQGA



Read and annotate Dunbar’s “We Wear the Mask” and focus on the use of the mask as a metaphor. Close-reading questions: What, socially, culturally, or racially is Dunbar hiding? Who does the mask hide him from? Who does the mask hide from him? In our society today, are there people who wear masks?

Poetic meter Lyric poem Dialect Extended Metaphor DOK 1

Compose an objective summary of the text that includes how the central theme emerges, is shaped and refined by specific details

DOK 3

Students may read and annotate any individual or combination of short stories with a focus on characterization and dialogue. How do the authors elicit sympathy for the oppressed? In what way do the authors highlight awareness of conflict?

To support student organization and reading comprehension: Short Story Analysis Graphic Organizer

Characterization Dialogue Conflict DOK 1

Draw inferences from the text in order to understand how textual analysis is developed

Analyze how an author’s choice of plot structure, order of events or manipulation of time creates an effect of mystery, tension, or surprise

DOK 3

Students will read the article “Nickel and Dimed” and respond in journal format. This opportunity to reflect will allow them to understand that the socioeconomic experiences of modern Americans are diverse.

To support student organization and reading comprehension: Short Story Analysis Graphic Organizer

Journal Quote analysis Socio-economic DOK 1

Analyze how an author uses a portion of the text to develop or refine an idea or claim

DOK 3

Prior to reading Of Mice and Men, students should read “To a Mouse” by Robert Burns and discuss the idea of “best laid plans.” What is the American Dream? Does it exist? As students read and annotate Of Mice and Men, they will keep track of one individual character and locate evidence of that individual’s struggle in society. Examples include but are not limited to: Curley’s wife, Crooks, Candy, George, and Lenny. Steinbeck won a Nobel Prize for “exposing truths in America, however painful those truths might be.” Is Steinbeck’s portrayal of the Great Depression positive or negative? Characters may be replaced with counterparts from Grapes of Wrath.

To enhance reading comprehension: 1. Sequence Ladder 2. Characterization Organizers

American dream Theme Motif Allusion Symbolism Survival of the fittest Migrant worker The Great Depression Characterization DOK 1

Analyze how an author’s choice of plot structure, order of events or manipulation of time creates an effect of mystery, tension or surprise


DOK 3



While reading Grapes of Wrath or Of Mice and Men, students should view photographs (including but not limited to Dorothea Lange) of the migrant workers during the Great Depression. As they read, they should focus of the struggle of the characters, character foils, and Biblical allusions. Using discussion questions or journals (online or hardcopy), students will share and discuss Steinbeck’s depiction of a family and country in a time of crisis.

To enhance reading comprehension: Utilize the multiple learning and academic support materials available through the Center for Steinbeck Studies

Foil Allusion Plot Characterization Conflict The Great Depression DOK 1


Analyze different accounts of the same subject told in different mediums

Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts

DOK 3

http://as.sjsu.edu/sits/content.jsp?val=works_of-mice-and-men_lesson-plans


UNIT 3: SOCIAL COMMENTARY & CRITICISM RECOMMENDED DURATION: 8 WEEKS

UNIT LEARNING GOALS

Students will be able to compose arguments that integrate, evaluate, and synthesize social criticisms to compare the most effective methods of influencing change.

UNIT LEARNING SCALE


3

Not only can the student integrate, evaluate, and synthesize social criticisms to compare the most effective methods of influencing change, he/she can discuss the particularly persuasive aspects of the language implemented and:

analyze thematic connections between multiple texts in various genres (9-10.RL.1,2; 9-10.RI.3);


within a close reading, identify key literary and rhetorical elements utilized by the author and apply them across multiple texts and genres and demonstrate this understanding in writing and in verbal communication (9-10.RL.5; 9-10.SL.1);

utilize technological resources and tools for a variety of purposes such as conducting research; creating original multimedia texts and presentations; and critiquing and analyzing various interpretations of required texts (9-10.RL.7, 9; 9-10.W.7, 8; 9-10.SL.5);
















COMMON ASSESSMENT


9-10.RL.1, 10 9-10.RI.1, 3, 8, 9, 10 9-10.W.1, 4, ,9 10 9-10.L.1, 2, 5, 6 DOK 4

Through Course Assessment #3 Students will examine a social problem through the lens of at least three teacher-selected text sources. (Text samples are to include a literary passage, a nonfiction piece, and a multimedia sample.) Students will write a multi-paragraph essay where they show evidence of integrating, evaluating, and synthesizing textual evidence as they compose an argument in which they first identify a social problem, and then argue either for or against an effective method of influencing change. Students are to use language that creates cohesion and clarifies the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Specific textual evidence from at least three resources are to be used for support. The proficient student will:


analyze the central ideas of a non-fiction article;








Huckleberry Finn by Mark Twain 850 L 0134354648

“Teddy” by J.D. Salinger 1270L* 978-0316769501

“Why I Wrote The Crucible” by Arthur Miller 1290L* http://www.docstoc.com/docs/106886049/Arthur-Miller---why-I-wrote-the-crucible

Selections from Nature, The American Scholar and any poetry by Ralph Waldo Emerson

1320L*

Prentice Hall or http://www.emersoncentral.com/

Selections from Walden and “Civil Disobedience” by Henry David Thoreau

1340L* Prentice Hall or http://thoreau.eserver.org/

The Scarlet Letter by Nathanial Hawthorne 1340L* 0142437263

Selections of Apple factory articles from NY Times; for example “In China Human Costs are Built into iPad”

1350L* http://www.nytimes.com/2012/01/26/business/ieconomy-apples-ipad-and-the-human-costs-for-workers-in-china.html?pagewanted=all&_r=1&

Into the Wild and “Death of an Innocent” (article) by Jon Krakauer

1450L* 978-0307387172 or http://chugachpics.tripod.com/mccandless.html

http://www.docstoc.com/docs/106886049/Arthur-Miller---why-I-wrote-the-crucible

http://www.docstoc.com/docs/106886049/Arthur-Miller---why-I-wrote-the-crucible

http://www.emersoncentral.com/

http://thoreau.eserver.org/

http://www.nytimes.com/2012/01/26/business/ieconomy-apples-ipad-and-the-human-costs-for-workers-in-china.html?pagewanted=all&_r=1&

http://www.nytimes.com/2012/01/26/business/ieconomy-apples-ipad-and-the-human-costs-for-workers-in-china.html?pagewanted=all&_r=1&

http://chugachpics.tripod.com/mccandless.html



“The War Prayer” by Mark Twain 1510L* http://www.lewrockwell.com/orig/twain1.html

Any poetry by Langston Hughes, including but not limited to: “The Negro Speaks of Rivers,” “Ardella,” “Dream Variations,” “Refugee in America,” “I, Too,” and “America”

n/a – non-prose Prentice Hall or http://www.poetry.org/

Testimony from the Salem Witch Trials n/a – non-prose http://salem.lib.virginia.edu/home.html

The Night Thoreau Spent in Jail by Lawrence and Lee n/a – non-prose 0809012235

The Crucible by Arthur Miller n/a – non-prose 0-14-048138-9

“Testimony from the House of Un-American Activities” by Langston Hughes

n/a – non-prose https://www.ksu.edu/english/nelp/childlit/radical/McCarthy_Kay_Hughes.html

“Ropewalk” by Henry Wadsworth Longfellow n/a – non-prose http://www.hwlongfellow.org/poems_front.php

“With God on Our Side” by Bob Dylan n/a – non-prose http://www.bobdylan.com/us/songs/god-our-side

Anti-war editorial/recent current events of military involvement

n/a http://topics.nytimes.com/topics/opinion/series/editorials_on_iraq/index.html



While reading The Crucible, students will focus on the characters of John Proctor, Abigail Williams, Judge Danforth, Mary Warren, and Reverend Hale as representative of different aspects of American ideals. While reading, students will present scenes dramatically to better understand the tension present on stage. Students will engage in jigsaw discussion to review, process, and transfer elements of plot and characterization as part of comprehension. Students can use double- and triple-entry journals to generate a comparison between the text of the play and the non-fiction articles/information about McCathyism/Puritan oppression and hysteria in order to better understand Miller’s deliberate decision to carry out the conflict of 1950’s America in seventeenth century New England.

To assist students in understanding a play: 1. Stage Directions-Terms and Definitions 2. Sequence Ladder

Characterization Setting/stage Antecedent action Dramatic irony Stage directions McCarthyism Allusion Simile & metaphor Situational irony Verbal irony DOK 1

Analyze how the characters’ conflicts, motivations, and interactions advance the plot of theme

Cite strong and thorough textual evidence to support the text (explicit and inferred)


DOK 3

http://www.lewrockwell.com/orig/twain1.html

http://www.poetry.org/

http://salem.lib.virginia.edu/home.html

https://www.ksu.edu/english/nelp/childlit/radical/McCarthy_Kay_Hughes.html

https://www.ksu.edu/english/nelp/childlit/radical/McCarthy_Kay_Hughes.html

http://www.hwlongfellow.org/poems_front.php

http://www.bobdylan.com/us/songs/god-our-side

http://topics.nytimes.com/topics/opinion/series/editorials_on_iraq/index.html

http://topics.nytimes.com/topics/opinion/series/editorials_on_iraq/index.html



Students will annotate “Why I Wrote The Crucible,” highlighting the individual motives that Miller cites. Students will read and locate evidence of those listed behaviors/social issues in Hughes testimony to the HUAAC and/or testimony from the witch trials.

HUACC McCarthyism Blacklisting Literary censorship DOK 1

Analyze how an author uses a portion of the text to develop or refine an idea or a claim

DOK 3

Students will read and annotate any combination of poetry by Langston Hughes to critically analyze his tone and attitude towards his subject. How does Hughes feel about America? About being a writer? A minority? Cite textual evidence and highlight use of imagery to accomplish these goals.

To assist students in understanding a poem: 1. Poetry Analysis Organizer 2. Poetic Devices Worksheet (with examples)

Meter Rhyme Allusion Metaphor Personification DOK 1

Cite strong and thorough textual evidence to support the text (explicit and inferred)

DOK 3

As they read The Night Thoreau Spent in Jail, students will use triple-entry journals in order to react and respond to the text of the play in relation to Thoreau’s idealism and transcendentalism. The journals could be 1-play text/2-Thoreau text/3-reaction or 1-play text/2-student response/3-peer response. Additionally, students could read/locate contemporary articles about technology draft an editorial in the voice of Thoreau using text from the play as evidence.

Conventions of drama Transcendentalism DOK 1

Select an organizational structure that establishes clear relationships among claims, and counterclaims, reasons, and evidence

DOK 2

While reading “Death of an Innocent,” students are encouraged to follow the decisions of McCandless and compare/contrast to Thoreau’s vision in Walden. In response journals or Socratic seminar, cite textual evidence and support the claim that McCandless is a hero or socially irresponsible.

Characterization Plot Allusion DOK 1

Analyze how an author uses a portion of the text to develop an idea or a claim

DOK 3

While reading “Teddy,” take notes on any commentary about Teddy’s parents as typical Americans. Apply Teddy’s philosophy of “apple eaters” to their behavior. Is Teddy’s (Booper’s) death a fall from grace or a meditation?

Characterization Allusion DOK 1

Describe the conflicts and motivations in characters

DOK 2

Reading Henry Wadsworth Longfellow’s “The Ropewalk,” focus on the last line, “And the spinners backwards go.” Compare to the NYT article about practices in China’s Apple factories. Discussion about the price of progress. Is technology worth the suffering?

Inversion Dehumanization Meter Metaphor and Personification DOK 1

Determine emphasized details in various accounts of a subject expressed in different mediums

DOK 2

http://www.newyorker.com/archive/1996/10/21/1996_10_21_158_TNY_CARDS_000373902



Using Twain’s “The War Prayer” and Dylan’s “With God on our Side,” students compare and contrast the thematic connection between Twain’s bitterness and Dylan’s cynicism regarding righteousness in the name of religious belief.

To assist students in organizing information: 1. Venn Diagram 2. Comparative Poetry Organizer

Tone Sarcasm Criticism War protest DOK 1

Evaluate the outcome of a scene or subject in two different mediums.

DOK 3

After the conclusion of The Crucible, teachers can show the ESPN clip of “The Other Sandusky.” (There are also non-fiction articles written on the topic that can be used in place of or in conjunction with the video.) The clip describes the struggles of Gerry Sandusky, the sportscaster, and his association with Jerry Sandusky (from the Penn State scandal). Gerry Sandusky is asked why he does not just change his name; students can analyze the connection to Sandusky’s statements about the importance of a name to those John Proctor makes at the end of The Crucible. Have a class discussion to draw connections.

Theme Characterization DOK 1

Analyze how the characters’ conflicts, motivations, and interactions advance the plot of theme


DOK 3

http://espn.go.com/video/clip?id=8349120

http://espn.go.com/video/clip?id=8349120

http://edition.cnn.com/2012/07/04/sport/wrong-sandusky


UNIT 4: DEBATE & RHETORIC RECOMMENDED DURATION: 6 WEEKS

UNIT LEARNING GOALS

Students will be able to compose an argument that evaluates the use of rhetorical conventions in order to critique its impact on an author’s argument.

UNIT LEARNING SCALE


3

The student can confidently apply and justify the use of rhetorical conventions to an original piece of writing to influence readers and:

analyze thematic connections between multiple texts in various genres (9-10.RL.1, 2; 9-10.RI.3);

develop and strengthen clear and coherent writing throughout all of the stages of the writing process (9-10.W. 4, 5);



appraise an argument’s application of logos, ethos, and/or pathos and write a paper which demonstrates my ability to utilize and synthesize multiple sources effectively and to develop and support a well thought out thesis throughout the paper (9-10.W. 1, 7, 8, 9).





CEU1: The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.

CEQ1: How do authors use literary/rhetorical devices and nuances of language to convey specific thematic messages?




CEQ4b: How does a writer build an effective argument? OEQ4e: In what ways can one develop and strengthen writing through creating, refining and collaborating?






COMMON ASSESSMENT


9-10.RL.1,2,4, 10 9-10.RI. 1,2,3,4,5,10 9-10.W.2,4,10 9-10.L.1,2

Through Course Assessment #4: Students will read and annotate two teacher-selected speech samples, both of which incorporate elements of rhetoric that have been taught in Unit 4. On the pre-writing day, students will annotate both speeches, outline each author’s argument, and note each author’s use of rhetorical devices. On the formal writing day, students will compose an argument on their view of the efficacy of one author’s speech and its use of rhetoric to more effectively enhance or weaken the author’s argument. Students are to use language that creates cohesion and clarifies the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Specific textual evidence from at least three resources are to be used for support. The proficient student will:

identify and evaluate the effectiveness of the conventions of persuasive speech and rhetoric;

use effective citation to show understanding of the author’s intent;

evaluate the effectiveness of an argument by examining the nuances of language and meanings of words and phrases;







Challenger Speech by Ronald Reagan 800L http://www.americanrhetoric.com/speeches/ronaldreaganchallenger.htm

“The Crisis” by Thomas Paine 840L Prentice Hall: The American Experience

Commencement Address to Stanford by Steve Jobs 860L http://news.stanford.edu/news/2005/june15/jobs-061505.html

“Goodbye to Baseball” by Lou Gherig 880L http://www.americanrhetoric.com/speeches/lougehrigfarewelltobaseball.htm

Vice Presidential Nomination Acceptance Address by Geraldine Ferraro

900L http://www.americanrhetoric.com/speeches/gferraroacceptanceaddress.html

“Perils of Indifference” by Elie Weisel 920L http://www.americanrhetoric.com/speeches/ewieselperilsofindifference.html

Nobel Peace Prize Speech by Malala Yousafzai 940L http://www.nobelprize.org/nobel_prizes/peace/laureates/2014/yousafzai-lecture_en.html

http://www.americanrhetoric.com/speeches/ronaldreaganchallenger.htm

http://news.stanford.edu/news/2005/june15/jobs-061505.html

http://www.americanrhetoric.com/speeches/lougehrigfarewelltobaseball.htm

http://www.americanrhetoric.com/speeches/gferraroacceptanceaddress.html

http://www.americanrhetoric.com/speeches/ewieselperilsofindifference.html

http://www.nobelprize.org/nobel_prizes/peace/laureates/2014/yousafzai-lecture_en.html



Address to the United Nations, “Gender Equality Is Your Issue Too” by Emma Watson

970L http://www.unwomen.org/en/news/stories/2014/9/emma-watson-gender-equality-is-your-issue-too

“What Is Your Life’s Blueprint?” by Martin Luther King, Jr. 980L http://old.seattletimes.com/special/mlk/king/words/blueprint.html

Last Lecture Speech at Carnegie Mellon by Randy Pausch 1010L https://www.cs.cmu.edu/~pausch/Randy/pauschlastlecturetranscript.pdf

9/11 Address to the Nation by George W. Bush 1030L http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

“I Have a Dream” by Dr. Martin Luthur King Jr. 1100L http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

“Tear Down This Wall” by Ronald Reagan 1100L http://www.historyplace.com/speeches/reagan-tear-down.htm

Speech at National Book Awards by Ursula K. Le Guin 1150L http://www.theguardian.com/books/2014/nov/20/ursula-k-le-guin-national-book-awards-speech

Address Before a Joint Session of Congress by Lyndon B. Johnson

1230L http://www.presidency.ucsb.edu/ws/?pid=25988

“Speech in the Virginia Convention” by Patrick Henry 1300L*

Prentice Hall: The American Experience

Resignation Address to the Nation by Richard M. Nixon 1330L* http://www.americanrhetoric.com/speeches/richardnixonresignationspeech.html

Commencement Address to the University of Texas, Austin by Admiral William H. McRaven

1370L* http://news.utexas.edu/2014/05/16/mcraven-urges-graduates-to-find-courage-to-change-the-world

Angels in America by Tony Kushner n/a- drama

Inherit the Wind by Jerome Lawrence and Robert Edwin Lee

n/a—non-prose

978-0345501035

Antony’s and Brutus’ speech in Act III, ii from Julius Caesar n/a – non-prose

http://www.folger.edu/documents/howtomove1.pdf

40 Motivational Speeches in Two Minutes n/a - video http://www.youtube.com/watch?v=d6wRkzCW5qI

“If You Let Me Play Sports” (Nike Commercial) n/a - video http://www.youtube.com/watch?v=AQ_XSHpIbZE

Commencement Address to NYU Tisch School of the Arts by Robert De Niro

n/a - video https://www.youtube.com/watch?v=7Y1hyAf8xy0

“Success, Failure and the Drive to Keep Creating” by Elizabeth Gilbert

n/a – video https://www.youtube.com/watch?v=_waBFUg_oT8

“Pale Blue Dot” by Carl Sagan n/a – video https://www.youtube.com/watch?v=LCaRHxD0CtI

Other speeches at varying Lexile levels can be found at AmericanRhetoric.com, TED.com, and NobelPeacePrize.org

http://www.unwomen.org/en/news/stories/2014/9/emma-watson-gender-equality-is-your-issue-too

http://www.unwomen.org/en/news/stories/2014/9/emma-watson-gender-equality-is-your-issue-too

http://old.seattletimes.com/special/mlk/king/words/blueprint.html

https://www.cs.cmu.edu/~pausch/Randy/pauschlastlecturetranscript.pdf

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

http://www.historyplace.com/speeches/reagan-tear-down.htm

http://www.theguardian.com/books/2014/nov/20/ursula-k-le-guin-national-book-awards-speech

http://www.theguardian.com/books/2014/nov/20/ursula-k-le-guin-national-book-awards-speech

http://www.presidency.ucsb.edu/ws/?pid=25988

http://www.americanrhetoric.com/speeches/richardnixonresignationspeech.html

http://news.utexas.edu/2014/05/16/mcraven-urges-graduates-to-find-courage-to-change-the-world

http://news.utexas.edu/2014/05/16/mcraven-urges-graduates-to-find-courage-to-change-the-world

http://www.folger.edu/documents/howtomove1.pdf

http://www.youtube.com/watch?v=d6wRkzCW5qI

http://www.youtube.com/watch?v=AQ_XSHpIbZE

https://www.youtube.com/watch?v=7Y1hyAf8xy0

https://www.youtube.com/watch?v=_waBFUg_oT8

https://www.youtube.com/watch?v=LCaRHxD0CtI



Students will pick a persuasive speech topic and will write a 3-5 minute speech supporting or refuting a topic by incorporating citation and elements of rhetoric. Students will be graded based on the written elements of the speech as well as the delivery of the speech itself.

Parallelism Anaphora Rhetorical question Understatement Ethos /Pathos/Logos Introduction/Narration/ Confirmation/Refutation MLA Format and citation Persuasive essay DOK 1, 2

Outline and write a persuasive speech that utilizes rhetorical devices

Deliver a persuasive speech

DOK 3

Divide the class into two groups. Assign half Antony’s speech and half Brutus’ speech from Julius Caesar. Students will have to read the speech assigned and outline the argument and devices used. Then bring the class together to discuss the effectiveness of each speech as well as an evaluation of which was more persuasive and why.

To assist students who are challenged by reading comprehension: 1. Background information on the story of Julius Caesar 2. Sequence Ladder 3. Stage Directions-Terms and Definitions

Anaphora Understatement Ethos/Pathos/Logos Antithesis Parallelism Rhetorical Question Extended Metaphor Logical fallacy Bandwagon Appeal DOK 1


Evaluate an argument through assessment of rhetorical device

DOK 3

Have students bring in an advertisement to class. Students will have to give a written or an oral explanation of what techniques the advertisement uses in its appeal.

To assist students in understanding persuasive techniques in advertising: Advertising Techniques Definitions Worksheet

Ethos/Pathos/Logos Persuasive techniques DOK 1

Analyze persuasive techniques in advertisement by examining emotional appeal

Analyze the cumulative impact of word choices on meaning or tone

DOK 3

View Nike commercial “If You Let Me Play.” Students examine the commercial for elements of ethos, pathos, and logos. Have students write down a list of images as and verbal messages that are conveyed. Students should compose a paragraph explaining the use of ethos, pathos, and logos which can be shared with the class. The commercial should help to establish the idea that persuasion can be achieved through alluding to long-term goals versus immediate, tangible results.

Ethos/Pathos/Logos DOK 1

Interpret what elements are used in advertising to persuade and articulate these techniques through both writing and discussion

DOK 3



Students will outline the two sides of a controversial issue (gay marriage, healthcare, religion, liberal vs. conservative politics, etc.) in Angels in America. Students will be required to find an outside source that supports one of the two sides of the argument. Students can then be divided into groups to discuss their articles.

Persuasive argument Evidence for argument Research and citation DOK 1, 2

• Analyze how an author uses a portion of the text to develop or refine an idea or claim

• Evaluate an argument through assessment of rhetorical device

DOK 3

Students can prepare for and engage in a debate based on any of the dramas as well as the speeches discussed during the unit.

To assist with organization: 1. Debate Preparation Organizer

Debate Anaphora Understatement Ethos/Pathos/Logos Antithesis Parallelism Rhetorical Question Extended Metaphor Logical fallacy Bandwagon Appeal Introduction/Narration/ Confirmation/Refutation Rebuttal DOK 1

Outline and prepare a debate using elements of debate and rhetoric

DOK 3


UNIT 5: THE MODERN PERSPECTIVE RECOMMENDED DURATION: 9 WEEKS

UNIT LEARNING GOALS

Students will be able to compose an argument that analyzes and documents primary and secondary sources to explore a piece of literature in relationship to a larger social or historical issue.

UNIT LEARNING SCALE

4 In addition to score 3, the student can demonstrate in-depth inferences and applications that go beyond what was taught.

3

The student can confidently create an argument that explores a piece of literature in relationship to a larger social or historical issue while comparing or contrasting it to a similar issue during a different part of history and:

analyze thematic connections between multiple texts in various genres (9-10.RL.1,2; 9-10.RI.3);

develop and strengthen clear and coherent writing throughout all of the stages of the writing process (9-10.W. 4, 5);



write an argumentative research paper which demonstrates my ability to utilize and synthesize multiple sources effectively and to develop and support a well thought out thesis throughout the paper (9-10.W.1, 7, 8, 9).










CEQ4b: How does a writer build an effective argument? CEQ4c: How does a writer utilize textual evidence to support an argument?

CEU5: Research skills adhere to a universal set of standards established by the Modern Language Association (MLA) and involve an understanding of primary and secondary sources found in both print and digital sources.

CEQ5a: How does the writer effectively document and integrate primary and secondary sources? CEQ5b: What are the best ways to use research in order to narrow or broaden a given topic?






COMMON ASSESSMENT


9-10.RL.1,2,4, 6 9-10.W.1,2, 4, 5, 7, 10 DOK 4

Research Paper: Students will write a 3-6 page research paper that explores a piece of literature in relationship to a larger social or historical issue. Students will complete a research paper that relates to a specific writer, work, or multiple works by the same writer (Honors 4-6 pages, Academic 3-5 pages). Students will be required to explore the work through a topic that acknowledges the writer’s use of specific literary devices; the reflection or significance of a particular time period/era; and a real world connection, such as a social commentary (in a teacher approved area such as psychology, economics, innovation, creativity, social science, etc.) Depending on the approved topic students can produce:

1) An argumentative research paper that introduces a precise, knowledgeable claim/argument, establishes the significance of the claim, distinguishes the claim(s) from alternate or opposing claims, and establishes clear relationship among claim(s), counterclaim(s), reasons, and evidence

2) An informative research paper that examines and conveys a complex idea/concept as well as the implications and significance of the topic

Specific textual evidence from multiple sources is to be used for support and MLA documentation must be utilized. The proficient student will:

use proper MLA format;

provide effective quotations from a variety of sources (primary and secondary);

demonstrate an understanding of the historical or social issue within the paper.



Any work by Ernest Hemingway n/a

“Shiloh” by Bobbie Ann Mason 800L http://english204-dcc.blogspot.com/2011/05/shiloh.html

Unbroken by Laura Hillenbrand 1010L 1400064163

The Great Gatsby by F.Scott Fitzgerald 1070L 0743273567

Ethan Frome by Edith Wharton 1200L 0486266907

“A&P” by John Updike 1480L* http://www.tiger-town.com/whatnot/updike/

Death of a Salesman by Arthur Miller n/a non-prose

0140481346

Selected short fiction and poetry from the textbook

A Raisin in the Sun by Lorraine Hansberry n/a non-prose

0679755330

Fences by August Wilson n/a non-prose

0452264014

A Streetcar Named Desire by Tennessee Williams n/a non-prose

0811216020

Any poetry by William Carlos Williams , including but not limited to “The Red Wheelbarrow,” “The Great Figure,” “This is Just to Say”

n/a - non-prose


Any poetry by e. e. cummings, including but not limited to “Somewhere I have Never Travelled” and “Me up at Does”

n/a - non-prose


Any poetry by Carl Sandburg, including but not limited to "Chicago” and “Grass”

n/a - non-prose


Any poetry by Robert Frost, including but not limited to “Birches,” “Stopping by Woods on a Snowy Evening,” and “Nothing Gold Can Stay”

n/a - non-prose


http://english204-dcc.blogspot.com/2011/05/shiloh.html

http://www.tiger-town.com/whatnot/updike/



Before completing chapter 1 of The Great Gatsby, students will complete a close reading activity on imagery. Students will be given the passage when Nick arrives at the Buchanan house and will be asked to examine pervading images in the passage. Students will then break down the passage by linking it to characterization as well as symbolism and theme.

To support students in reading comprehension and recognition of literary elements: 1. Literary Elements Graphic Organizer 2. Sequence Ladder

Imagery Metaphor/Simile Personification Setting Characterization Theme DOK 1

Analyze use of imagery through close reading as well as its enhancement of characterization and theme

DOK 3

Dialogue Activity for The Great Gatsby: Students will be given a list of scenes that are alluded to in the novel, but never take place within the text. Students will pair up and select one of the scenes to write. Students can then perform the scenes in class or tape them at home to be shared at a later date. Students should incorporate elements used within the novel.

Dialogue Stage Direction Characterization Theme Symbolism DOK 1

Write a dialogue that reflects Fitzgerald’s use of characterization, theme and symbolism by imagining a scene that is alluded to but not actually in the text

DOK 4

Students can watch excerpts from the different versions of The Great Gatsby for a particular scene. The class can discuss the different approaches to the same scene and which was most effective and why.

To support students in viewing and comprehending movies and videos: Guided Viewing Organizers and Worksheets

Characterization Setting Theme DOK 1

Compare different interpretations of a work and articulate aspects that lend themselves to the original text

DOK 3

Close reading Analysis (timed writings): Give students three different sections of The Great Gatsby to annotate. Students will focus on symbolism and theme for all three writings. Students will then have the opportunity to peer edit their three completed essays and will select one to be graded by the teacher.

Symbolism Theme Setting Characterization Imagery/Figurative Language Close Reading DOK 1, 2

Analyze multiple reading passages and interpret their similarities and differences in relation to symbol and theme

DOK 3



Before reading Death of a Salesman, students should write a journal about what profession they see themselves going into after graduation. Students should include assets that they possess that would help them in this field. This journal can be examined at the close of the unit and compared to Willy Lowman. Students should be asked about Lowman’s choice of sales as a career. What career should Willy have pursued? How do we know?

Journal Writing Characterization Career Readiness DOK 1, 2

Evaluate skills needed for a particular field of employment and connect to characterization within drama

DOK 3

Students can read the non-fiction article “Tragedy and the Common Man” by Arthur Miller. Students should read and analyze the main ideas of the article. Their findings can then be used to facilitate a discussion about Lowman as a true “tragic hero.”

To support students in understanding and identifying a “tragic hero.” Notes on the Attributes of a Tragic Hero

Pathos Tragic Hero Tragic Flaw Characterization Tragedy DOK 1


DOK 3

Students will imitate an imagist poem by selecting an everyday object and writing about it modeling the imagist style. Students can share their poems with the class.

Imagism Figurative Language DOK 1

Imitate an author’s style using poetry and poetic device

DOK 4

After reading “Hills Like White Elephants,” students will be broken into two groups and will be given two different definitions of white elephants. Students will read the text again considering their definition. Students will then share their finding by pairing up with members of the opposite group and process and communicate their interpretations.

Close Reading Setting Symbolism Gender Roles Cultural Stereotypes DOK 1, 2

Process and communicate an author’s meaning considering two different perspectives and approaches

DOK 3

After reading Ethan Frome, students will reflect on the themes within the novel. Based on the group and level, teachers can use the journal, collage, or essay to express these themes.

Theme Close Reading Imagery Symbolism Setting DOK 1, 2

Interpretation of theme through a variety of methods including journal, essay and artistic interpretation

DOK 3

http://www.nytimes.com/books/00/11/12/specials/miller-common.html

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