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

CurriculumManagementSystem

MONROETOWNSHIPSCHOOLS

CourseName:LanguageArtsI:CompositionandIntroductiontoLiteraryGenresGrade:9

Foradoptionbyallregulareducationprograms BoardApproved:asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.

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9/2015

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TableofContents

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page3

Mission,Vision,Beliefs,andGoals Page4

CoreCurriculumContentStandards Page5

ScopeandSequence Page6‐9

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

QuarterlyBenchmarkAssessment Page26‐27

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MonroeTownshipSchoolsAdministrationandBoardofEducationMembers

ADMINISTRATIONDr.MichaelKozak,Superintendent

Dr.DoriAlvich,AssistantSuperintendent

BOARDOFEDUCATIONMr.DougPoye,BoardPresident

Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio

Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman

Ms.KathyKolupanowichMr.AnthonyPreziosoMr.StevenRiback

JamesburgRepresentativeMr.RobertCzarneski

WRITER’SNAMESAndreaFeminellaCatherineSimmons

CURRICULUMSUPERVISOR

Dr.KellyF.Roselle

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Mission,Vision,Beliefs,andGoals

MissionStatement

TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.

VisionStatement

TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.

Beliefs

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

BoardofEducationGoals

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

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CommonCoreStateStandards(CSSS]

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

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

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ScopeandSequence

Unit1

Identity

a. TheHouseonMangoStreetbySandraCisnerosNarrativewriting,figurativelanguage,theme

b. “OnlyDaughter”bySandraCisnerosComparingtheme

c. “TheMythoftheLatinWoman:IJustMetaGirlNamedMaria”byJudithOrtizCoferComparingtheme

d. “Lineage”poembyMargaretWalkerElementsofpoetry

e. NarrativeoftheLifeofFrederickDouglas,anAmericanSlavenon‐fictionbyFrederickDouglassElementsofnon‐fiction

f. ATreeGrowsinBrooklynbyBettySmithVoice

g. InterpreterofMaladiesnovelbyJhumpaLahiriCultureandtheme

h. “TwoKinds”byAmyTanCulture,generationaldifferences,theme

i. TheWhaleRiderfilmdirectedbyNikiCaroPoverty,culture,theme,filmandamediumforunderstanding

j. “Identity”poembyJulioNoboaPolancoElementsofpoetry

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

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Unit2

CrisisandCoflict

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

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Unit3

Relationships:ResponsibilityandDesire

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

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Unit4

TriumphoftheHumanSpirit

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

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UNIT1 –

StageOne:DesiredResultsIdentityandtheGlobalSociety

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

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

MeaningUNDERSTANDINGSStudentswillunderstandthat…

Culture,gender,andethnicityshapeanindividualandtheirexperiences.

ESSENTIALQUESTIONS Whatdeterminesidentity? Whatisitaboutyourfamily,friends,

andneighborhoodthatprovideyouwithasenseofidentity?

Whatarethebenefitsofbuildingacceptanceandrespectfordiversecultures?

Howcanabiographyormemoirinspireyourlife?

AcquisitionStudentswillknow…

Elementsoffiction Elementsofpoetry Definitionofidentity Characteristicsofavignetteandor

poem Elementsofnarratives Qualitiesthatestablishawriter’svoice Understandingofkeyvocabularyand

literaryterms

Studentswillbeskilledat…

CitingtextualevidencefromtextreadinordertovalidateCisneros’claims

Determininghowcultureandethnicityimpactanindividual’sexperiencesinthemodernworld

Comprehendingavarietyofgenresincluding,fiction,non‐fiction,poetryandfilm

Determiningcentralideasinordertoanalyzeitsdevelopmentandsummarizeitscontent

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

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

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC

1) Rubricwilladdressuseoftextualevidence,presentationofinformation,anduseofdigitalmedia.

2) Rubricwilladdresscontentandorganization,usage,sentenceconstruction,mechanics,andletterformatting

3) Rubricwilladdresscontentandformat4) Rubricwilladdressuseoffigurative

language,sensorydetails,andnarrativetechnique

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinoneormoreofthefollowingperformancetasks:

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

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

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

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

5) StudentswillcomposeacomparativeessayofHouseonMangoStreetandtheWhaleRider.Studentswillcitetextualevidencetocomparethethemesofthetwoworks.

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SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:

SeeAppendixforsamplescale

Writtenjournalresponsesshouldbe:thoroughandthoughtful.Displayanorganizationofcontent.Adheretopropergrammarandmechanics.

Verbaldiscussionresponsesshoulddemonstrate:

Articulation,Evidenceofreading,insightfulness.

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

OTHERSUGGESTEDPERFORMANCETASKS:

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

GuidedreadingquestionsonHouseonMangoStreetandothertexts.

Classdiscussionsonidentity,culture,andcurrenteventscanuseToday’sMeetorPadlet

StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction

SUGGESTEDLEARNINGEVENTS:

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

AnnotategiventextinGoodReaderappinordertouncoverlayersofmeaning. View“TheWhaleRider”DVDinordertocomparetheideas/themesofidentityandculturepresentinHOMS UseasearchengineordatabasesuchasABCCliotoresearchcurrenteventsthatalludetothesameideasaboutcultureandidentity

inHomsinGoogleDocscreateadocumentthatexplainstheirfindings ListentoanaudiorecordingofspecificvignettesinHOMSinordertoincreaseunderstandingforauditorylearners,ELLstudentsand

toincreaseauthenticitybyhearingtheauthor’sactualvoiceSUGGESTEDMETHODSOFDIFFERENTIATION:

Flexiblegroupingsuchasplacingstudentsingroupsbasedinterestsurveygivenatthebeginningtheunit.Pre‐testtoasseswhereindividualstudentsarethiswillallowteachertobreakassignmentsintosmaller,moremanageabletasks,varyactivitiesinlevelofcomplexityanddegreeofabstractthinkingrequired.CreateandDisplayaKUDChartatthebeginningofeachunitsothatstudentswillknowwhattheyare

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responsiblefor.

TECHNOLOGY:iPad,ProjectionofdocumentsviaELMO,films,audio

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UNIT2–

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

TransferStudentswillbeabletoindependentlyusetheirlearningto…AnalyzetheeffectsofwarandviolenceontheindividualInvestigatetheconnectionbetweenPhilosophersHobbesandRousseauandthebeliefsofWilliamGoldingaboutthenatureofmankind.


PeoplebecomeviolentintimesoffearorchaosPeopleareproductsoftheirenvironmentPeoplehaveatendencytoabusepowerSometimesittakesacatastrophetohelppeoplediscoverwhat’strulyimportantinlifeSymbolsandallegoriesprovideagreaterrangeofmeaningandintheirinterpretationtransmitculturalbeliefsandattitudesaboutsociety

ESSENTIALQUESTIONS

Whatconditionscausepeopletobecomeviolent?

Dopeopleneedlawsandrulesinordertoavoidbecomingsavage?Whyorwhynot?

Whatinsightscanbegainedintohumannaturebythestudyofconflictinliterature?

Howcanpoweraffectpeople? Whydoauthorsemploysymbolsand

allegories?


Elementsoffiction DefinitionofAllegory DefinitionofSymbolism Elementsofnon‐fiction Qualitiesofasuccessfulleader Definitionofinternalandexternal

Studentswillbeskilledat…

CitingtextualevidenceLordoftheFliestovalidateGolding’sclaimsaboutmankind

Determininghowconflictandviolenceimpactanindividual’sexperiencesinthemodernworld

Comprehendingtheuseofsymbolismin

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

conflict Understandingofkeyvocabularyand

literaryterms

literaturetoconveymeaning Determiningcentralideasinorderto

analyzeitsdevelopmentandsummarizeitscontent

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L.9‐10.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:



3) Rubricwilladdresscontentandformat

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:

1) ComposeananalyticalessaythatdiscussesthethemesinLordoftheFliesandcomparesthemtoacurrentevent.UseNewselaorKellyGallagher.orgtofindthearticle.Whatisthecommentthatitmakesonhumannature?

2) Readthestory“TheMostDangerousGame”byRichardConnellandwriteacomparison/contrastofthecharactersRainsfordandGeneralZarofftoRalphandJack.

SUGGESTEDMONITORINGSCALE:


Writtenjournalresponsesshouldbe:Thoroughandthoughtful.Displayanorganizationofcontent.Adheretopropergrammarandmechanics.

Verbaldiscussionresponsesshoulddemonstrate:Articulation,evidenceofreading,insightfulness.

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

OTHERSUGGESTEDPERFORMANCETASKS:

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

GuidedreadingquestionsonLordoftheFlies.

Classdiscussionsonconflict,violenceandhumannaturecanuseToday’sMeetorPadlet

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mechanics

StageThree:LearningPlan

SummaryofKeyLearningEventsandInstruction


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

crimes. Conductasurvivalactivitythatallowsstudentstousereasontodeterminewhowouldbestassistintheirchancesofsurvivalona

desertedisland.Studentswillbeforcedtolookatstereotypesandrealizethenatureofman. UsingdatabasessuchasABC‐Clio,researchtheevacuationofLondonandthedroppingoftheatomicbombinordertoplacethenovel

inhistoricalcontext. Viewclipsof“KidNation”andthe1962WilliamGoldinginterviewtounderstandthenatureofchildrenandviolence ParticipateinaPhilosophicalChaironthedarknessofmankindusingdocumentsbyphilosophersHobbesandRousseautosupport

theirunderstanding ReadaBusinessweekmagazinearticletitled“GamesPeopleProbablyShouldn’tPlay”evaluatethearticleinrelationto“TheMost

DangerousGame.”Formanopiniononviolentvideogamesandtheireffectonsociety.PostthisopiniontoaclassblogorToday’sMeet

SUGGESTEDMETHODSOFDIFFERENTIATION:

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


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UNIT3 –

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

TransferStudentswillbeabletoindependentlyusetheirlearningto…

Analyzetheextenttowhichcharacters’reactionstoconflictandoppositiondictatetheoutcomesofasituation

Explorethescienceandpsychologybehindthewayteenagersthinkaboutchoice,conflictandconsequence

Tracehowgivenmotifsemphasizeinternalandexternalconflictsthatresultfromlove,hate,loyalty,andfriendship.


Thereisoftenconflictbetweenone’sdesireandone’sresponsibility

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

Despiteexternaldifferencesteenagersfaceuniversalconcernsthroughouttime.

Writersmakedeliberatechoicesinthewords,literarydevices,andconventionstheyemployinwritingtoenhancemeaningforthereader.

ESSENTIALQUESTIONS

Howshouldpersonaldesirebebalancedwithotherresponsibilities

Whatarethevariouscausesoftragedy?Canwisdomandknowledgebegainedfroma“tragic”experience?

Arethereforcesatworkbeyondourcontrolthatinsomewayshapeourlives?

Howcanpoeticdevicesutilizedtoengageanaudienceofreaders?


ElementsofPoetry InfluencesofWilliamShakespeare Elementsofdrama

Studentswillbeskilledat… CitingtextualevidencefromRomeoand

JulietinordertovalidateShakespeare’sviews

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

Elementsofnon‐fiction ElementsofaShakespeareanSonnet CharacteristicsoftheElizabethanEra Understandingofkeyvocabularyand

literaryterms

DetermininghowElizabethanidealspervadetheera,vialiterature,artwork,andhistoricalcontext

Comprehendingavarietyofdrama,fiction,andnon‐fictiontexts.

DeterminingacentralideainRomeoandJulietinordertoanalyzeitsdevelopmentandsummarizethecontent.

Conductresearchonagiventopictofurthertheirunderstandingofhistoricalcontext.

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L.9‐10.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:




SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:

1) Composeasonnetthatexposesaproblemincurrentsocietyinordertoprovokechange.Thetargetcanbesocialorpolitical.Studentswillbeassessedbyapredeterminedrubric.

2) StudentswilldramatizevariousscenesofRomeoandJuliet.Theywillchoosespecific

characterroleswithintheirassignedsceneandworkcollaborativelyinordertoperformsaidscene.Studentsshouldmodernizethesceneorchangethemoodofthescene.Studentswillbeassessedbyapredeterminedrubric.

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


Seeappendixforsamplescale


Verbaldiscussionresponsesshoulddemonstrate:

OTHERSUGGESTEDPERFORMANCEASSESSMENTS:

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

GuidedreadingquestionsonRomeoandJuliet.

Classdiscussionsonrelationships,responsibility,anddesirecanuseToday’sMeetorPadlet

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Articulation,evidenceofreading,insightfulness.

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


SummaryofKeyLearningEventsandInstruction


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

asdatabases Afterreading“TeenageBrain”usetheknowledgediscoveredtoanalyzewhyitisplausiblethatRomeoandJulietactedsohastily ViewexcerptsfromtwofilmversionsofRomeoandJuliettoevaluatewhetherornotthecharactersseembelievableandnatural,

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

modernsocietyrecordyourfindingsinaGoogleDoc.

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

TECHNOLOGY:

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iPad,ProjectionofdocumentsviaELMO,films,audio

UNIT4 –

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

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


Peoplecangrowfromwitnessingorexperiencingtraumaticevents,includingdeath,terminalillness,andgenocide.

Peoplecanovercomeadversecircumstanceswithdetermination

ESSENTIALQUESTIONS

Whatistheimportanceofalegacyandhowanindividualisremembered?

Wouldyouliveyourlifethesamewayifyouknewyourtimewaslimited?

Whatisthevalueofdetermination?

Howcandeathbealearningexperience?

Wherewillresearchtakeyou?


MLAResearchProcess Understandingofterminal

illness Definitionofgenocide Elementsofnon‐fiction Keyhistoricalfactsofthe

Studentswillbeskilledat… Writing with the conventions of

standard written English, including grammar, usage, and mechanics

Comprehending non-fiction texts at or above grade level

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

Holocaust Understandingofkeyvocabulary

andliteraryterms

Developing and strengthening writing through various stages of the research process

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

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StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:




SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:

1) StudentswilltracetwocentralideasfromeitherNightorFirstTheyKilledmyFatherandcreateavisualdepictionofoneoftheideasandanessayontheother.Eachwillanalyzewhatthestudentshavelearnedaboutthehumanspirit/condition

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

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

4) Studentswillfindaseriesofpeoplewhohavelessonstogiveonlife.Studentscouldcreateadocu‐seriesinwhichtheyinterviewseveralpeopleaboutthelifelessonsthey’dliketoshare.




Verbaldiscussionresponsesshoulddemonstrate:Articulation,evidenceofreading,insightfulness.

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

OTHERSUGGESTEDPERFORMANCETASKS: Shortwritingtaskswhichmaybeintheformofareader’s

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

GuidedreadingquestionsonTuesdayswithMorrie,Night,FirsttheyKilledmyFather,TheLastLecture,and/orTheMiracleWorker

ClassdiscussiononthemesandmotifswithinnovelsandexcerptscanuseToday’sMeetorPadlet

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

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

graphicorganizer EngageinaSocraticSeminarontheideathatdeathchangesthewaypeopletreatoneanotheruseToday’sMeetwhileintheseminar

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

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

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

“use”/appreciationofoursenses.Besuretousesomeexamplesfromtheselectiontoshowyouhaveannotatedthetext Createsourcecardsandnotecardsregardinganindividualwhoexemplifiesthetriumphanthumanspiritaftercompleting

independentresearch Createanoutlineregardinganindividualwhoexemplifiesthetriumphanthumanspiritaftercompletingindependentresearch

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


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BenchmarkAssessment: QuarterOne

1. Studentswilldemonstrateabilitytoanalyzethewaysinwhichvariousliterarydevicesareutilizedintexttobuildperspectiveand

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

aidinstudyofthetexts.

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BenchmarkAssessment: QuarterTwo

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

fromanothercharacter’sperspective,ortakesplaceinanothersetting5. Studentswillbeabletouseclosereadingstrategiesinordertoanalyzenarrativetexts

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BenchmarkAssessment:QuarterThree

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

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

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BenchmarkAssessment: QuarterFour

1. Studentswilldemonstrateanappreciationforandunderstandingofartisticauthorship2. Studentswillbeabletoevaluatetheeffectsofandstatepreferencestowardsimilaritiesanddifferencesbetweenfilmandtext3. Studentswillbeabletoevaluatecontentpresentedindiversemediaandformats4. Studentswillsuccessfullyanalyzemultipleinterpretationsofthesametext5. Studentswillbeabletousefilmasamediumtostrengthentheirwrittenskills

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Appendix

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SAMPLELEARNINGSCALE

UsingCommonCoreStandardsToEnhanceClassroomInstructionandAssessment(2013)

SCORE 4.0

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

No major errors regarding the score 4.0 content

SCORE 3.0

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

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


SCORE 2.0

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

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

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

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

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

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

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


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

SCORE 0.0 Even with help, no success

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