CurriculumManagementSystem
MONROETOWNSHIPSCHOOLS
CourseName:LanguageArtsI:CompositionandIntroductiontoLiteraryGenresGrade:9
Foradoptionbyallregulareducationprograms BoardApproved:asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.
2
TableofContents
MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page3
Mission,Vision,Beliefs,andGoals Page4
CoreCurriculumContentStandards Page5
ScopeandSequence Page6‐9
Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Page10‐26
QuarterlyBenchmarkAssessment Page26‐27
3
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
4
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.
5
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
6
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”
7
Unit2
CrisisandCoflict
a. LordoftheFliesbyWilliamGoldingb. “TheInterlopers”bySakic. “TheSniper”byLiamO’Flahertyd. “TheMostDangerousGame”byRichardConnell
8
Unit3
Relationships:ResponsibilityandDesire
a. RomeoandJulietbyWilliamShakespeareb. “ThePoisonTree”byWilliamBlakec. “PalestinianandJewish”byCarolRosenbergd. “TeenageBrains”byDavidDobbse. PyramisandThisbef. “AnnabelLee”byEdgarAllanPoe
9
Unit4
TriumphoftheHumanSpirit
a. TuesdayswithMorrie,byMitchAlbomb. Night,byElieWeiselc. “DoNotGoGentleintothatGoodNight”,poembyDylanThomasd. FirsttheyKilledmyFather,byLuongUnge. TheMiracleWorker,byWilliamGibsonf. TheLastLecture,byRandyPauschandJeffreyZaslowg. “TheSeeingSeeLittle”byHelenKeller
10
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
11
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
12
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.
13
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
14
responsiblefor.
TECHNOLOGY:iPad,ProjectionofdocumentsviaELMO,films,audio
15
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.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
PeoplebecomeviolentintimesoffearorchaosPeopleareproductsoftheirenvironmentPeoplehaveatendencytoabusepowerSometimesittakesacatastrophetohelppeoplediscoverwhat’strulyimportantinlifeSymbolsandallegoriesprovideagreaterrangeofmeaningandintheirinterpretationtransmitculturalbeliefsandattitudesaboutsociety
ESSENTIALQUESTIONS
Whatconditionscausepeopletobecomeviolent?
Dopeopleneedlawsandrulesinordertoavoidbecomingsavage?Whyorwhynot?
Whatinsightscanbegainedintohumannaturebythestudyofconflictinliterature?
Howcanpoweraffectpeople? Whydoauthorsemploysymbolsand
allegories?
AcquisitionStudentswillknow…
Elementsoffiction DefinitionofAllegory DefinitionofSymbolism Elementsofnon‐fiction Qualitiesofasuccessfulleader Definitionofinternalandexternal
Studentswillbeskilledat…
CitingtextualevidenceLordoftheFliestovalidateGolding’sclaimsaboutmankind
Determininghowconflictandviolenceimpactanindividual’sexperiencesinthemodernworld
Comprehendingtheuseofsymbolismin
16
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
17
L.9‐10.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:
1) Rubricwilladdressuseoftextualevidence,presentationofinformation,anduseofdigitalmedia.
2) Rubricwilladdresscontentandorganization,usage,sentenceconstruction,mechanics,andletterformatting
3) Rubricwilladdresscontentandformat
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:
1) ComposeananalyticalessaythatdiscussesthethemesinLordoftheFliesandcomparesthemtoacurrentevent.UseNewselaorKellyGallagher.orgtofindthearticle.Whatisthecommentthatitmakesonhumannature?
2) Readthestory“TheMostDangerousGame”byRichardConnellandwriteacomparison/contrastofthecharactersRainsfordandGeneralZarofftoRalphandJack.
SUGGESTEDMONITORINGSCALE:
SeeAppendixforsamplescale
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
18
mechanics
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS:
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.
TECHNOLOGY:iPad,ProjectionofdocumentsviaELMO,films,audio
19
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.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Thereisoftenconflictbetweenone’sdesireandone’sresponsibility
Anindividual’slifeisaffectedbyoutsideevents,familysituations,orcultural,political,andsocialtrends.
Despiteexternaldifferencesteenagersfaceuniversalconcernsthroughouttime.
Writersmakedeliberatechoicesinthewords,literarydevices,andconventionstheyemployinwritingtoenhancemeaningforthereader.
ESSENTIALQUESTIONS
Howshouldpersonaldesirebebalancedwithotherresponsibilities
Whatarethevariouscausesoftragedy?Canwisdomandknowledgebegainedfroma“tragic”experience?
Arethereforcesatworkbeyondourcontrolthatinsomewayshapeourlives?
Howcanpoeticdevicesutilizedtoengageanaudienceofreaders?
AcquisitionStudentswillknow…
ElementsofPoetry InfluencesofWilliamShakespeare Elementsofdrama
Studentswillbeskilledat… CitingtextualevidencefromRomeoand
JulietinordertovalidateShakespeare’sviews
20
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.
21
L.9‐10.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:
1) Rubricwilladdressuseoftextualevidence,presentationofinformation,anduseofdigitalmedia.
2) Rubricwilladdresscontentandorganization,usage,sentenceconstruction,mechanics,andletterformatting
3) Rubricwilladdresscontentandformat
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:
1) Composeasonnetthatexposesaproblemincurrentsocietyinordertoprovokechange.Thetargetcanbesocialorpolitical.Studentswillbeassessedbyapredeterminedrubric.
2) StudentswilldramatizevariousscenesofRomeoandJuliet.Theywillchoosespecific
characterroleswithintheirassignedsceneandworkcollaborativelyinordertoperformsaidscene.Studentsshouldmodernizethesceneorchangethemoodofthescene.Studentswillbeassessedbyapredeterminedrubric.
3) FortheirsummativeassessmentonRomeoandJuliet,studentswillsynthesizeinformationandcreatethefollowing:aplaylistofsongsthatreflectstheinternalstrugglesofoneofthemaincharactersandexplainwhythesesongsconnecttothecharacterintheplay.Theprojectwillcontainspecificoralandwrittenrequirementsandwillbeassessedbyapre‐determinedrubric.
SUGGESTEDMONITORINGSCALE:
Seeappendixforsamplescale
Writtenjournalresponsesshouldbe:Thoroughandthoughtful.Displayanorganizationofcontent.Adheretopropergrammarandmechanics.
Verbaldiscussionresponsesshoulddemonstrate:
OTHERSUGGESTEDPERFORMANCEASSESSMENTS:
Shortwritingtaskswhichmaybeintheformofareader’sresponse,journal,blog,critique,reaction,etc.onrelationships,responsibility,anddesire
GuidedreadingquestionsonRomeoandJuliet.
Classdiscussionsonrelationships,responsibility,anddesirecanuseToday’sMeetorPadlet
22
Articulation,evidenceofreading,insightfulness.
Guidedreadingquestionresponses:well‐supported,organized,displayhigher‐levelthinking,andadheretopropergrammarandmechanics
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS:
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:
23
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.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Peoplecangrowfromwitnessingorexperiencingtraumaticevents,includingdeath,terminalillness,andgenocide.
Peoplecanovercomeadversecircumstanceswithdetermination
ESSENTIALQUESTIONS
Whatistheimportanceofalegacyandhowanindividualisremembered?
Wouldyouliveyourlifethesamewayifyouknewyourtimewaslimited?
Whatisthevalueofdetermination?
Howcandeathbealearningexperience?
Wherewillresearchtakeyou?
AcquisitionStudentswillknow…
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
24
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)
25
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:
1) Rubricwilladdressuseoftextualevidence,presentationofinformation,anduseofdigitalmedia.
2) Rubricwilladdresscontentandorganization,usage,sentenceconstruction,mechanics,andletterformatting
3) Rubricwilladdresscontentandformat
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.
SUGGESTEDMONITORINGSCALE:
SeeAppendixforsamplescale
Writtenjournalresponsesshouldbe:Thoroughandthoughtful.Displayanorganizationofcontent.Adheretopropergrammarandmechanics.
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
26
StageThree:LearningPlan
SUGGESTEDLEARNINGEVENTS:
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.
TECHNOLOGY:iPad,ProjectionofdocumentsviaELMO,films,audio
27
BenchmarkAssessment: QuarterOne
1. Studentswilldemonstrateabilitytoanalyzethewaysinwhichvariousliterarydevicesareutilizedintexttobuildperspectiveand
meaning.2. Studentswillbeabletoascertainhowauthorsuseandcombinevariousnarrativeelementstodeveloptheircentralideas.3. Studentswillbeabletoevaluatecontemporaryliterarytraditionthroughvariousanddiverseauthors’writings.4. Studentswillsuccessfullyconstructwrittenanalyticalessayinwhichathesisisformedandsupportedbytextualevidence.5. Studentswillbeabletousetechnologyintheclassroom,suchasiPads,toenhancetheirlearningandgathersupplementalinformationto
aidinstudyofthetexts.
28
BenchmarkAssessment: QuarterTwo
1. Studentswilldemonstratetheabilitytorecognizeandanalyzetheuseliteraryelementsinnovelsandshortstories2. Studentswillbeabletoinferclaimsmadebytheauthorandchoosetextualevidencetosupportthoseclaims3. Studentswillbeabletodeterminetheme(s)inatext4. Studentswillsuccessfullyintegratetheirknowledgeofanovelscharactersintoanarrativestorythatcontinueswherethenovelend,istold
fromanothercharacter’sperspective,ortakesplaceinanothersetting5. Studentswillbeabletouseclosereadingstrategiesinordertoanalyzenarrativetexts
29
BenchmarkAssessment:QuarterThree
1. Studentswilldemonstratetheabilitytoevaluatemultiplesourcesinvariousforms(textual,visual,etc.)andsynthesizeaconclusion.2. Studentswillbeabletopinpointamainargumentinavarietyofinformationalnon‐fictionsources.3. Studentswillbeabletoestablishanargumentativepositionusingsupportingdetailstoproveitsvalidity.4. Studentswillsuccessfullyconstructwrittenandoralargumentsinwhichathesisisformedandsupportedbyevidencesynthesizedfrom
threedifferentsources.5. Studentswillbeabletousetechnologytoresearchvarioustopicsrelatedtohistory,science,andliterarynon‐fiction.
30
BenchmarkAssessment: QuarterFour
1. Studentswilldemonstrateanappreciationforandunderstandingofartisticauthorship2. Studentswillbeabletoevaluatetheeffectsofandstatepreferencestowardsimilaritiesanddifferencesbetweenfilmandtext3. Studentswillbeabletoevaluatecontentpresentedindiversemediaandformats4. Studentswillsuccessfullyanalyzemultipleinterpretationsofthesametext5. Studentswillbeabletousefilmasamediumtostrengthentheirwrittenskills
31
Appendix
32
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
No major errors regarding the score 3.0 content
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.
No major errors regarding the score 2.0 content
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
