CCUURRRRIICCUULLUUMM FFOORR … · Determine an author’s point of view or purpose in a text and...

CCUURRRRIICCUULLUUMM

FFOORR

EENNGGLLIISSHH IIII &&

HHOONNOORRSS EENNGGLLIISSHH IIII

GGRRAADDEE 1100

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

ACKNOWLEDGMENTS

Tiffany Beer, Program Supervisor of Literacy

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

Joyeta Pai

Estefania Rios

Dr. Debra Sheard, Assistant Superintendent of Curriculum and Instruction

Subject/Course Title: Date of Board Adoptions:

English II, Honors English II August 22, 2017 (New)

Grade 10

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: American Literature

Unit Title: The Pursuit of Equality through Freedom of Speech

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

Unit Summary: Students will read Narrative of the Life of Frederick Douglass. This unit will focus on knowledge leading to potential

freedom. Students will analyze the power struggles found within the book. The culminating task will require students to conduct

research that explores current oppressions to develop an informative writing piece.

Approximate Length of Unit: 6 weeks

Primary interdisciplinary connections: Psychology, History, Social Justice.

LEARNING TARGETS

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,

interact with other characters, and advance the plot or develop the theme.

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;

analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;

how it sets a formal or informal tone).

RL.9-10.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how an author

draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the

Bible or how a later author draws on a play by Shakespeare).

RL.9-10.10. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at grade level or above.

RI.9-10.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant

connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves

matters uncertain.

RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion

differs from that of a newspaper).

RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetorical devices to advance that

point of view or purpose.

RI.9-10.10. By the end of grade 10, read and comprehend literary nonfiction at grade level text-complexity or above.

http://www.sparknotes.com/lit/narrative/

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence.

A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that

establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

B. Develop claim(s) and counterclaims avoiding common logical fallacies, propaganda devices, and using sound

reasoning, supplying evidence for each while pointing out the strengths and limitations of both in a manner that

anticipates the audience’s knowledge level and concerns.

C. Use transitions (e.g. words, phrases, clauses) to link the major sections of the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

D. Establish and maintain a style and tone appropriate to the audience and purpose (e.g. formal and objective for

academic writing) while attending to the norms and conventions of the discipline in which they are writing.

E. Provide a concluding paragraph or section that supports the argument presented.

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

audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or

solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.

W.9-10.9. Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research.

B. Apply grades 9–10 Reading standards to nonfiction informational e.g., “Delineate and evaluate the argument and

specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify

false statements and fallacious reasoning”).

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

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

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

peers on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by

referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned

exchange of ideas.

B. Collaborate with peers to set rules for discussions (e.g. informal consensus, taking votes on key issues, presentation of

alternate views); develop clear goals and assessment criteria (e.g. student developed rubric) and assign individual roles

as needed.

C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or

larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

D. Respond thoughtfully to various perspectives, summarize points of agreement and disagreement, and justify own

views. Make new connections in light of the evidence and reasoning presented.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively,

orally) evaluating the credibility and accuracy of each source.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to

enhance findings, reasoning, and evidence and to add interest.

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Use parallel structure.

2. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses

(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or

presentations.

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

content, choosing flexibly from a range of strategies.

A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as

a clue to the meaning of a word or phrase.

B. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze,

analysis, analytical; advocate, advocacy).

C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in

context or in a dictionary).

Unit Understandings

Students will understand that…

Knowledge is power.

Oppression continues to arise through power.

Language plays a key role in establishing the social dynamics of equality.

Unit Essential Questions

How does education shape an individual’s identity and perception?

What does the role of education play in one’s freedom?

What tools do a humans have to transcend difficulties?

If power is obtained through knowledge, how can power influence one’s actions?

Knowledge and Skills

Students will know…

Define, recognize and understand following literary terms: tone, diction, connotation,denotation, theme, persuasive appeals

Historical Context (the role written language plays throughout history)

The analysis of literature derives from an author’s rhetorical choices and a reader’s experience.

Students will be able to…

Determine how the theme of empowerment emerges in text

Gather details from the text to answer questions that further their understanding of the theme development.

Analyze the meaning behind the language of written texts

Use narrative techniques to develop and enhance experiences in writing

Employ rhetorical devices to analyze argument.

EVIDENCE OF LEARNING

Assessment

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

Conduct research that explores current oppressions to develop an informative writing piece. The writing assignment must

adhere to the rhetorical conventions explored in the unit to emphasize the power struggle and controversies surrounding the

chosen topic.

Learning Activities

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

Rhetorical analysis of speeches

Short response format writing

Text to text connections

Compare an excerpt from Douglass to World in Hounding Me and I Know Why the Caged Bird Sings.

Writing of a narrative piece following rhetorical conventions studied

Socratic Seminar with Davis’ Woman’s Speech and Williams’ BET Awards Speech (to facilitate text to text, text to world, text

to self connections)

RESOURCES

Teacher Resources:

The Narrative of the Life Frederick Douglass by Frederick Douglas

I Know Why the Caged Bird Sings by Maya Angelou

World in Hounding Me by Sor Juana Inés de la Cruz

Jesse Williams BET Awards Powerful Speech

http://time.com/4383516/jesse-williams-bet-speech-transcript/

Angela Davis Women’s March Speech

http://www.elle.com/culture/career-politics/a42337/angela-davis-womens-march-speech-full-transcript/

Equipment Needed:

Computer with internet

LCD projector

http://time.com/4383516/jesse-williams-bet-speech-transcript/




UNIT OVERVIEW


Unit Title: The Emergence of American Identity


Unit Summary: Students will read The Scarlet Letter by Nathaniel Hawthorne. This unit will focus on the development and struggles

of an individual's identity. Students will analyze the characters’ search for self in their society.The culminating task will require students

to analyze the difference between Hester’s identity she creates for herself and the identity society assigns to her.

Approximate Length of Unit: 6-8 weeks

Primary interdisciplinary connections: Sociology, History, Ethics.

LEARNING TARGETS

Standards:

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it

emerges and is shaped and refined by specific details and provide an objective summary of the text.

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and

manipulate time (e.g., pacing, flashbacks) create specific effects (e.g. mystery, tension, or surprise).

RL.9-10.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how an author

draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the

Bible or how a later author draws on a play by Shakespeare).

RL.9-10.10.By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at grade level or above.

RI.9-10.2. Determine a central idea of a text and analyze how it is developed and refined by specific details; provide an objective

summary of the text.

RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion

differs from that of a newspaper).

RI.9-10.8. Describe and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence

is relevant and sufficient; identify false statements and reasoning.






B. Develop claim(s) and counterclaims avoiding common logical fallacies, propaganda devices, and using sound reasoning,

supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the

audience’s knowledge level and concerns.

http://www.sparknotes.com/lit/narrative/



D. Establish and maintain a style and tone appropriate to the audience and purpose (e.g. formal and objective for academic

writing) while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding

paragraph or section that supports the argument presented.




A. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source

material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid mythology or the Bible or how a

later author draws on a play by Shakespeare]”).

B. Apply grades 9–10 Reading standards to nonfiction informational e.g., “Delineate and evaluate the argument and

specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify

false statements and fallacious reasoning”).







exchange of ideas.


alternate views); develop clear goals and assessment criteria (e.g. student developed rubric) and assign individual roles as

needed.

C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger

ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

D. Respond thoughtfully to various perspectives, summarize points of agreement and disagreement, and justify own views.

Make new connections in light of the evidence and reasoning presented.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.

Unit Understandings


Societal expectations shape individual's’ identity.

Morality is treated differently in different societies, cultures and time periods.

Symbolism contributes to the overall theme in literature.


What makes a person “good”?

Why do people often behave differently in groups than they do alone?

What role does an individual play in the perception of reality?

How do the consequences of breaking society's rules affect a person ?



Historical Context of the novel (Puritanism, social expectations, biographical knowledge of author)

Define, recognize and understand the following literary terms: characterization, author’s voice and social commentary,

symbolism, imagery.

The use of words and actions as a method of character development.


Identify themes through the understanding of the author’s techniques.

Explain direct and indirect characterization found in the novel

Analyze the meaning behind the language of written texts.


Assessment


Discuss/differentiate the relationship between the Scarlet Letter and Hester’s identity.

What is the difference between the identity she creates for herself and the identity society assigns to her?

Learning Activities


Identify, evaluate, and apply characteristics of Hester Prynne to nonfiction article(s).

Discussions and small group presentations on addressed subject matters.

Complete a symbol chart while reading novel, cataloging symbols and potential meanings of symbols.

Social Media Gallery Walk to scaffold understanding of characterization and character motives (ongoing assignment

throughout the unit).

Double entry journal to connect text to theme and/or author’s voice.

RESOURCES

Teacher Resources:

“The Minister's Black Veil” by Nathaniel Hawthorne (short story)

NY Times Article: Text to Text connection The Scarlet Letter and Sexism and the Single Murderess*

https://learning.blogs.nytimes.com/2013/09/26/text-to-text-the-scarlet-letter-and-sexism-and-the-single-murderess/?_r=0

The Scarlet Letter by Nathaniel Hawthorne

Equipment Needed:


LCD projector

http://www.sparknotes.com/lit/scarlet/character/hester-prynne/

https://learning.blogs.nytimes.com/2013/09/26/text-to-text-the-scarlet-letter-and-sexism-and-the-single-murderess/?_r=0


UNIT OVERVIEW


Unit Title: The Development of an Dynamic American Family Structure


Unit Summary: Students will read Fences by August Wilson. This unit will focus on the individual and his or her familial roles.

Students will analyze how an individual's history affects his or her life. The culminating task will require students to write an analysis of

what the fence in the novel represents to each character. Students will then self-assess the role they play in their own families by

designing and explaining their own metaphorical fence.


Primary interdisciplinary connections: Family and Child Studies, African American History

LEARNING TARGETS

Standards:

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,

interact with other characters, and advance the plot or develop the theme



RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity

or above with scaffolding as needed. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at

grade level or above.

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

accurately through the effective selection, organization, and analysis of content.

1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions;

include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience’s knowledge of the topic.

3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships

among complex ideas and concepts.

4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

5. Establish and maintain a style and tone appropriate to the audience and purpose (e.g. formal and objective for academic

writing) while attending to the norms and conventions of the discipline in which they are writing.

W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences.

A. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of

view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

B. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,

events, and/or characters.

C. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

D. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters.

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

narrative.

6. Provide a concluding paragraph or section that supports the information or explanation presented (e.g., articulating implications or

the significance of the topic).





SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted

evidence.

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization,

development, and style are appropriate to task, purpose, and audience.





presentations.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9-10.3. Apply knowledge of language to make effective choices for meaning, or style, and to comprehend more fully when reading,

writing, speaking or listening.

A. Vary word choice and sentence structure to demonstrate an understanding of the influence of language.

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

speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression.

Unit Understandings


A person fulfills various roles throughout one's lifetime.

The role an individual plays in a family is prevalent to the role he or she has in a society.

History influences current African American culture.


How does an individual’s history affect his or her present/future?

How do families meet the physical, social, emotional and intellectual needs of their members?

Does communication always resolve conflict?



Historical Context of the novel (biographical knowledge of author, 1950’s African American family unit)

Black experiences in the United States of the 20th Century, biographical knowledge of author

Consciousness of pre-civil-rights movement psyche

Define, recognize and understand following literary terms: characterization, theme, conflict, and metaphors

The use of words and actions as a method of character development.


Identify types of conflicts through characters’ interactions.

Distinguish the different types of characters.

Connect historical context of the 1950’s to the family dynamics.

Explain how roles are learned and stereotypes are formed.

Correlate ongoing themes in the studied play to poetry.


Assessment


Project: Through the unit students will learn the symbolic meaning of the fence Troy builds. Students are to write an analysis of

what the fence means to each character. Students will then self-assess the role they play in their own families by designing and

explaining their metaphorical fence.

Learning Activities



Character Charts (actions, motives, etc throughout the play).

Reenactment of key scenes to facilitate learning objectives.

Text-to-text connections (play and poems)

Complete a character chart while reading play, cataloging characters’ choices and motives.

Poetic analysis deepening their understanding of the play’s major characters.


Conduct a research to develop an understanding of African American life in the 1950’s-60’s

RESOURCES

Teacher Resources:

Marriage by William Carlos Williams

Those Winter Sundays by Robert Hayden

Mirror by Sylvia Plath

Fences by August Wilson

Equipment Needed:


LCD projector


UNIT OVERVIEW


Unit Title: The Emergence of Adolescence in America


Unit Summary: Students will read Catcher in the Rye by JD Salinger. This unit will focus on the emergence of adolescence. Students

will analyze the struggles of growing up through the literary psychological lens theory.The culminating task will require students to

hypothesize a psychological diagnoses for Holden.

Approximate Length of Unit: 5-6 weeks

Primary interdisciplinary connections: Psychological Theories, Conformity Sociological Studies

LEARNING TARGETS

Standards:

RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly

as well as inferentially, including determining where the text leaves matters uncertain.



RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity

or above with scaffolding as needed.By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at

grade level or above.

RI.9-10.8. Describe and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is

relevant and sufficient; identify false statements and reasoning.






B. Develop claim(s) and counterclaims avoiding common logical fallacies, propaganda devices, and using sound reasoning,

supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the

audience’s knowledge level and concerns.



D. Establish and maintain a style and tone appropriate to the audience and purpose (e.g. formal and objective for academic


E. Provide a concluding paragraph or section that supports the argument presented.





2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or

other information and examples appropriate to the audience’s knowledge of the topic.






6. Provide a concluding paragraph or section that supports the information or explanation presented (e.g., articulating

7. implications or the significance of the topic).

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

style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.

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

advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.





B. Apply grades 9–10 Reading standards to nonfiction informational e.g., “Delineate and evaluate the argument and specific

claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false

statements and fallacious reasoning”).






referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange

of ideas.



needed.











presentations.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

A. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

B. Use a colon to introduce a list or quotation.

C. Spell correctly.

Unit Understandings


Social rejection and isolation can affect an individual’s psyche.

Individuals choose when and how to conform to society’s expectations.

Individuals can acquire self-actualization through reflection of various experiences.


What is an individual's responsibility toward society?

Is conformity essential to survival?

How do experiences affect our point of view and vise versa?

What are some indicators of individual growth?



The historical and social climate of 1950’s New York City (a focus on teenage culture emergence)

The following literary terms: antihero, first person narration and unreliable narrator, symbolism, theme, allusion, hyperbole,

tone, and irony, symbols,and themes.

The psychological lens of literary analysis.

Maslow's Hierarchy of Needs.

Elisabeth Kübler-Ross's Five Stages of Grief.


Determine the meaning of the symbols of the hunting hat, the ducks in Central Park, the Catcher in the Rye

Interpret and analyze The Catcher in the Rye through the psychological lens.

Apply Maslow's Hierarchy of Needs and Ross's Five Stages of Grief to Holden Caulfield

Distinguish between the 1950’s and current teenage culture in the United States.


Assessment


Hypothesize a psychological diagnoses for Holden using Maslow’s Hierarchy of Needs, Ross’ 5 Stages of Grief, and a section

from the Diagnostic Statistical Manual of Mental Disorders (DSM V- online Assessment Measures).

Examine the evidence and write a report following the conventions of literary psychological lens theory explored in unit.

Learning Activities


Reading quizzes targeting literary devices.

Character development interaction charts.

Socratic seminars.

Double Entry Journal.

Fill in character charts that focus on the interactions Holden has with others and how his experiences mold his perception of the

world.

Double Entry Journal tracking the declining of Holden’s mental state.

RESOURCES

Teacher Resources:

The Catcher in The Rye J.D. Salinger

DSM-5 “Online Assessment Measures”:

https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources/assessment-measures

NY Times Articles:

https://learning.blogs.nytimes.com/2014/10/23/text-to-text-catcher-in-the-rye-and-the-case-for-delayed-adulthood/

“Nothing Gold Can Stay” Robert Frost

Equipment Needed:


LCD projector

https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources/assessment-measures

https://learning.blogs.nytimes.com/2014/10/23/text-to-text-catcher-in-the-rye-and-the-case-for-delayed-adulthood/


UNIT OVERVIEW


Unit Title: Perceptions of Beauty in American Culture


Unit Summary: Students will read The Bluest Eye by Toni Morrison. They will explore themes of race, media influences on beauty

standards, and ideas of self-worth. Students will practice reading strategies, and analyze how themes develop throughout the novel.The

culminating task will require students to make thematic connections to other texts and produce essays analyzing these connections.


Primary interdisciplinary connections: Anthropology, Psychology, Economics

LEARNING TARGETS

Standards:



RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how

it emerges and is shaped and refined by specific details and provide an objective summary of the text.






matters uncertain.

RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made,

how they are introduced and developed, and the connections that are drawn between them.
















implications or the significance of the topic).



W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;

assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and following a standard format for citation (MLA or APA Style Manuals).














exchange of ideas.



needed.














Unit Understandings


Society can influence an individual’s concepts of beauty and can impact their sense of self-worth

Dysfunctional behavior often has deeper roots

Acceptance and beauty are linked to social and financial success in America


Do ideas of beauty always influence a person?

How do you define love and do we need it for survival?

How are people treated based on their appearance?

How does prior knowledge influence future decisions?

How do perceptions of beauty contribute to our economy?



The historical and social climate of 1940’s perspectives of American beauty, author’s biographical inspiration for the novel.

The following literary terms: flashback, symbolism, imagery, allegory, narrator’s point of view, and stylistic choices.

The themes explored in The Bluest Eye.

How standards of beauty and acceptance are created in society.

How an author’s stylistic techniques are used to tell a story from various perspectives and engage readers.

Writing is a process that requires planning, feedback, revision, and publication.


Compare the themes in the novel to other texts (music, videos, interviews, essays) surfacing the same issues

Select strong textual evidence appropriately to critique themes and support an analytical claim.

Analyze the effects of beauty and acceptance in our culture.

Model the writing process for an analytical writing piece (to produce a draft, revision, and final draft)


Assessment


In an analytical essay, students will answer:

Why does Pecola want to have blue eyes?

Explore how social perceptions of beauty contribute to her struggle with her worth and self-image?

In what ways is the novel relevant to contemporary American society?

Learning Activities


Small group poetry dissections

The Writing Process

Provide final task examples as well as rubrics

Socratic Seminar

Guided Reading: Close-reading strategies will be practiced throughout the novel.

The writing process will be used on short response and analytical essays.

Poem Analysis will focus on themes, claims, developing logical arguments, author's tone, connection to the text, etc.

Text to world connections (through the use of videos, articles, personal experiences, etc.)

Character charts to track mental states of characters as the novel progresses.

RESOURCES

Teachers Resources:

YouTube “A Girl Like Me”

https://www.youtube.com/watch?v=rjy9q8VekmE

“Minstrel Man” by Langston Hughes

https://www.youtube.com/watch?v=rjy9q8VekmE

“I, Too, Sing America” by Langston Hughes

Effects of Rape Article

http://www.hopesurvivors.org.uk/pg4-rape_effects.html

Statistics on Cosmetic Surgery at the American Society for Aesthetic Plastic Surgery (Economics)

https://www.surgery.org/media/statistics

Mirror Mirror On The Wall (short article on the influence of media on perception of beauty)

http://web.archive.org/web/20031226031406/http://www.mysistahs.org/features/bodyimage.htm

Equipment Needed:


LCD projector

http://www.hopesurvivors.org.uk/pg4-rape_effects.html

https://www.surgery.org/media/statistics

http://web.archive.org/web/20031226031406/http:/www.mysistahs.org/features/bodyimage.htm


UNIT OVERVIEW


Unit Title: Pursuing the American Dream

Target Course/Grade Level: 10th/Honors

Unit Summary: Students will read The Great Gatsby by F. Scott Fitzgerald. This unit will focus on idealism and realism. Students will

analyze The American Dream in the context of the 1920’s and today. The culminating task will require students to make thematic

connections using the explored literary devices of the unit to inform their analysis.


Primary interdisciplinary connections: History, Criminology, Forensic Science, Sociology,

LEARNING TARGETS

Standards:



RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how

it emerges and is shaped and refined by specific details and provide an objective summary of the text.






matters uncertain.

RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made,

how they are introduced and developed, and the connections that are drawn between them.











4. among complex ideas and concepts.





implications or the significance of the topic).



W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;

assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the

flow of ideas, avoiding plagiarism and following a standard format for citation (MLA or APA Style Manuals).













referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange

of ideas.



needed.














Unit Understandings


Literature provides a lens to view our own lives and society.

One’s incapability to accept one’s true self has consequences.

There is a difference between realism and idealism.

The fulfilment of a dream is heavily dependent on an individual’s definition of success and perception of reality.


Can fiction reveal truth?

Is it possible to not know oneself?

Why do people “dream”?

Why do some people have difficulty distinguishing between what is reality and what is illusion?

What is the difference between being in love versus loving the idea of a person?



The following literary terms: symbolism, imagery, characterization, social commentary, conflicts, foreshadowing, diction

The historical context of the Roaring Twenties (social mobility, moral lifestyle, entertainment)

The American Dream and its depiction in The Great Gatsby in 1920’s America.

The American Dream and its existence in today’s America


Describe the American Dream’s influence in today’s society

Formulate text-to-text connections

Differentiate social mobility over the course of history

Generate a connection between the author’s choices and the novel’s theme.

Build an argument for the metaphorical and literal significance of “death’s concept”

Analyze the themes in The Great Gatsby by evaluating distinctions between reality and idealism.


Assessment


Analyze the following topic(s):

What does the green light symbolize and how does the symbolism help Fitzgerald deliver the theme?

Does Gatsby’s dream match his reality? Was Gatsby’s dream ever obtainable?

Who or what is responsible for Gatsby’s “death” both figuratively and literally?

Learning Activities


Small group poetry dissections

The Writing Process

Provide final task examples as well as rubrics

Think-Pair-Share

Socratic Seminar

Guided Reading

Exploring diction:Experimenting with the right word vs the almost right word (thesaurus)

Dorothy Parker Poetry Analysis in relation to the women in the novel.

Chart evaluating the impact of the middleclass narrator

Quotation Analysis activities

“Things To Do”: West Egg vs East Egg attraction brochure

Creating a forensic file for Gatsby’s and Wilson’s deaths.

RESOURCES

Teacher Resources:

The Great Gatsby by F. Scott Fitzgerald

“The Flapper” by Dorothy Parker

“A Certain Lady” by Dorothy Parker

Lesson on Diction:

https://learning.blogs.nytimes.com/2013/04/25/teaching-the-great-gatsby-with-the-new-york-times-2/

Equipment Needed:


LCD projector

https://learning.blogs.nytimes.com/2013/04/25/teaching-the-great-gatsby-with-the-new-york-times-2/

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