Eng. II Map

Scope and Sequence

Keep student evidence of these required learning experiences. Daybooks, Interactive Notebooks, or other portfolios are a great way to document student understanding and mastery of the standards and should be labeled to match CCSS standards.

Required Learning Experiences

Standard Class

Honors Class

Curriculum

Follow the CMS curriculum guides for this grade level. *Texts are chosen at the discretion of the teacher and aligned to CCSS complexity and rigor requirements.

Follow the CMS curriculum guides for this grade level. *Texts are chosen at the discretion of the teacher and aligned to CCSS complexity and rigor requirements.

Novels

At least one common novel, chosen from the novel list for this grade level or classic novels. *Novel list located in the appendix.

At least one common novel, chosen from the novel list for this grade level, or one of the classic novels. One novel self-selected by the student for independent reading. *Follow guidelines for selecting independent novels in the appendix.

CCSS R1/R10

Five per unit of study or novel: R1/R10 * student work from novel study could be evidence of meeting these standards.

Three per unit of study or novel: R1/R10* student work from novel study could be evidence of meeting these standards. One culminating project per novel *See appendix for examples

CCSS W1, W2

One W1, One W2 Three small scaffolded tasks that build up to the W1 or W2 assignment *See Aligned Learning Experiences in appendix for suggested tasks to support these standards.

One W1, One W2 Three- five tasks that build up to the W1 or W2 assignment *See Aligned Learning Experiences in appendix for suggested tasks to support these standards.

Speaking/ Listening

Participate in class discussions about writers craft. Make text to world connections. Evaluate a speakers presentation. Answer extemporaneous questions.

Participate in class discussions about writers craft. Make text to world connections. Evaluate a speakers presentation. Ask questions and critique.

Graduation Project (all grade levels)

One three- five minute oral presentation in class related to W1 or W2 task. Grade appropriate research tasks.*See curriculum guide.

One five- seven minute oral presentation in class related to W1 or W2 task. Grade appropriate research tasks.*See curriculum guide.

English 10th Grade Unit 1

English Curriculum Support Documents 2013-2014

Unit 1- Literary Elements

Unit Overview

In this unit, students will read, discuss, and write about classical and contemporary literature. Through this global literature study, students will explore literary elements, analyzing how an author employs them to shape narrative for specific purposes. They will produce written texts that introduce a claim and offer evidence to support it. Students will have the opportunity to analyze and evaluate U.S. documents, non-literary texts, and a Shakespearean work that had a global impact on world literature and events.

Common Core Standards

READING INFORMATIONAL

READING LITERATURE WRITING

SPEAKING and LISTENING LANGUAGE

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. RI.9-10.5 Analyze in detail how an authors ideas or claims are developed and refined by particular sentences,

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.3 Analyze how complex characters 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. RL.9-10.5 Analyze how an authors choices concerning how to structure a text, order events within it, and manipulate time to create such effects as mystery, tension, or surprise. RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.10 By the end of

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence. 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. W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. 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. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly persuasively. SL.9-10.1c 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. SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and 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, orally) evaluating the credibility and accuracy of each

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.1b 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.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.2c Spell correctly. L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 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,



paragraphs, or larger portions of a text. RI.9-10.6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.9-10.7 Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.

grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-10.9a 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 or the Bible or how a later author draws on a play by Shakespeare]). W.9-10.9b Apply grades 9-10 Reading standards to literary nonfiction (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.

source. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

choosing flexibly from a range of strategies. L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a word or phrase. L.9-10.4c 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. L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.5b Analyze nuances in the meaning of words with similar denotations. 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 Essential Questions

How do authors use literary elements to drive the plot of the narrative? What makes something valuable? Should humans trust instincts to make decisions? How does cultural identify cause internal conflict?



Lesson Essential Questions

1. How do authors elicit readers interest in a story? 2. How is the theme of a story revealed in different ways by a character or the narrator? 3. What choices did the author make in structuring this work? 4. How does specific word choice improve this work? 5. What literary element(s) does the author rely on to convey the theme? 6. How does this work compare in style to the previous ones we have studied? 7. How do readers analyze the cumulative impact of narrative devices on meaning and

tone? 8. How does the author set up the character to achieve the impossible? 9. What point of view is used and for what effect? 10. How does the author reveal the characters motivation? 11. Is there a shift in the text? To what effect? 12. How does the author reveal the central theme of the work? 13. How does the author connect the characters to an enduring aspect of human nature? 14. How does the authors keen eye for detail enhance the readers experience? 15. What effect does the change in the character have on the story? 16. How are the character and the theme of the work connected?

Discipline Specific Vocabulary

Exposition Mood Archetype Resolution Figurative Language Irony

Point of View Theme Imagery Diction Logic Characters

Juxtaposition Tone Syntax Conflict Rising action / Falling action

Unit Vocabulary

Static Motivation Foreshadowing Coherence (text structure) Setting Dynamic Characterization (direct, indirect) Dialogue Inference Flashback

Special Note: The vocabulary lists above are suggestions. The expectation is that teachers will identify vocabulary in context and teach students words that help them access and make meaning of texts. See appendix for vocabulary instruction support.



Unit 1- Goals

What do students need to KNOW? What do students need to be able to DO?

Text structure Literary devices: foreshadowing, irony,

characterization

Claim and evidence Tone and mood Greek and Latin roots Cultural bias

Determine authors purpose Identify narrative techniques and their impact on a

text

Cite evidence to make inferences Determine effect of authors choices Make meaning of unfamiliar words and phrases using

context clues

Make connections to global issues and ideals Make a claim and provide evidence to support it Write clearly and precisely to a specific audience

I Can Statements (RI 1-1, RL 1-1) I can cite strong and thorough textual evidence that supports my inferences and

analysis of the text. (RI 2-1) I can determine a central idea in a text, and analyze how its development and how it

emerges and is shaped through details. (RI 3-1) I can analyze how an author unfolds an analysis or series of events. (RL 2-1) I can determine the theme of a text. (RL 2-2) I can analyze the development of the theme throughout a text, including how it is shaped

(RI 2-2, RL 2-3) I can give an objective summary of a text.

(RL 3-1) I can analyze how complex characters develop through the text, interact with other characters, advance the plot, or develop the theme.

(RI 10-1, RL 10-1) I can read and comprehend literature at the nine-ten grade span; reading literature appropriate to my grade level and skill.

(W 1-1) I can write arguments to support claims of substantive topics or texts, using valid reasoning, relevant, and sufficient evidence.

(W 2-1) I can write an informative piece, which examines and conveys complex ideas/information through effective selection, organization, and analysis of content.

(W 4-1) I can produce clear, coherent writing in which the development, organization, and style are appropriate for tenth grade tasks, purposes, and audiences.

(W 10-1) I can write for a range of time, tasks, purposes, and audiences.

(SL 1a-1) I can prepare for a class discussion and participate by referring to my findings during discussion.

(SL 1c-1) I can propel a conversation by asking questions, incorporating others into a discussion, and clarifying or challenging the ideas of others.



(SL 1d-1) I can respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and justify or change my own views in light of new ideas and information.

(SL 4-1) I can clearly and concisely present important findings and supporting evidence so listeners can follow the line of reasoning.

(L 1b-1) I can use various types of phrases and clauses to convey meaning and add variety and interest to my writing.

(L 2c-1) I can spell correctly.

(L 5a-1) I can interpret figures of speech in context.

(L 6-1) I can use vocabulary appropriate to tenth grade context.

Unit 1- Assessment Options:

W1- Literacy Common Core Power Standard: Writing Arguments After reading several texts from the same genre or multiple works by the same author,

write a review for a particular work or the author. Consider the audience and the publication site for the review. Provide textual evidence to support your point of view.

After reading a selected text, students should create an advertisement for a film version of this particular work. Attached to this advertisement should be a persuasive essay convincing a person of the effectiveness of the authors development of a particular theme. Students should also be evaluated in such a way that they are also required to present sufficient evidence of how a major character of the work contributes to this themes development.

W2- Literacy Common Core Power Standard: Writing Informative Texts Select a character from __________ and explain the specific techniques the author uses

to develop that character in the way that he or she chooses. Explain how the existence of this character impacts the texts.

Select a theme that impacts two or more texts from this unit. Explain its development throughout each text and draw conclusions about how each author uses the theme differently.

R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time with a Variety of Texts

The suggested texts can be utilized to provide students with contemporary examples of the literary devices used by authors. More than one text should be provided so students have the adequate material with which to conduct a close and comprehensive examination of the ways in which various authors use such devices to develop the narrative.

Using the Concept Bundles strategy, discuss in class a piece of text and the literary elements found within. Students should create a sentence that explains a literary element in context of the work, then choose two elements and connect them within the context of the work.

Using the Iceberg of Culture strategy, students can make inferences about the culture presented using evidence in the text. As an extension, they can compare our culture to the one being studied and make relevant inferences.



Suggested Texts: Special Note: This list of texts is not comprehensive. Unit questions and objectives are aligned to

standards, not specific texts, and can be tailored to any appropriate text.

Text Author Genre Page No Lexile Harrison Bergeron Kurt Vonnegut, Jr. Short Story 31 840

Everyday Use Alice Walker Short Story 48 810

To Build a Fire Jack London Short Story 78 970

The Possibility of Evil Shirley Jackson Short Story 202 1110

The Teacher Who Changed My Life Nicholas Gage Essay 226 1357

The Marriage Proposal Anton Chekhov Drama 258

By the Waters of Babylon Stephen Vincent Benet Short Story 308 800

The Will Come Soft Rains Ray Bradbury Short Story 324 910

The Dolls House Katherine Mansfield Short Story 342 760

The Man in the Water Roger Rosenblatt Essay 374 950


Unit 2 A World of Ideas 1

Unit 2- A World of Ideas

Unit Overview

In this unit, students will explore how an author develops a theme and incorporates world events to highlight common human experiences. They will identify rhetorical modes and evaluate the clarity of informational texts. Students will participate in academic discussions and make informed claims about the world based on their readings.





RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. RI.9-10.5 Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. RI.9-10.6 Determine an authors point of views or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its develipment over the course of a text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-10.3 Analyze how complex characters 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. RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.10 By the end of grade 10, read and comprehend literature,

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. 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. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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

SL.9-10.1 Initiate and participate in a range of collaborative discussions with diverse partners on grade 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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 langrage to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 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. L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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



RI.9-10.7 RL.9-10.8 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. RL.9-10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

investigation. W.9-10.8 Gather relevant information from multiple authoritative print and digital resources, 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. W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 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.

in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Is knowledge always worth the price paid to attain it? What makes someone a hero? How much do we owe others? How much of self-worth is measured by others opinions?


1. When does the text shift? Is there a turning point in the plot? In the characters? 2. What influence does the main character have on their community? 3. What influences the main character to change? Why is this important to the text as a

whole? 4. What choices did the author make in selecting particular words to create the tone of the

piece? 5. When the minor characters enter the story, what do they add? Why? 6. Whose voice is heard most in this piece? Why? 7. Whose voice is not heard? Why not? 8. How do societys values impact the individuals sense of self-worth? 9. When does pride turn from positive to negative? Cite textual evidence.



10. At what point do the individuals values impact their society and create change? Cite textual evidence.

11. What structure choices did the author make, and to what effect? 12. How did the author employ literary devices to showcase the theme? 13. How does this work compare to one of the same genre? What similarities do the texts

have? 14. How does this author compare to one we have studied previously? 15. What universal theme is presented in this text? In which text have you seen it before?

Discipline Specific Vocabulary Theme Mood Imagery Genre Rhetoric: Pathos / Logos / Ethos Authors purpose: entertain, inform, persuade Inference Symbol Setting Diction

Unit Vocabulary Patterns of Organization: chronological, cause/effect, inductive/deductive, compare/contrast, Problem/solution, sequential, spatial Counterclaim: argument/refutation Fact/Opinion Claim Evidence Bias Fallacy Speaker Repetition Tone

Special Note: The vocabulary lists above are suggestions. The expectation is that teachers will identify vocabulary in context and teach students words that help them access and make meaning of texts. See appendix for vocabulary instruction tip



Unit 2- Goals


Heroic Archetypes

Story Structure

Genre Structure

Making text-based predictions

Making meaning from context clues

Pride v. Self-esteem

Purpose of textual shifts

Literary devices: Irony, symbolism, rhetoric

Identify and interpret symbols

Compare/Contrast genres

Identify shifts in texts

Evaluate authors style

Identify authors purpose

Use appropriate reading strategies for the genre

Use language to inform, both orally and in writing

Revise writing for clarity and preciseness

I Can Statements

(RI 5-1) I can analyze how an authors ideas or claims are developed or refined by specific parts

of the text.

(RI 6-1) I can determine the authors point of view in a text.

(RI 6-2) I can determine the authors purpose for writing a text.

(RI 6-3) I can analyze how an author uses rhetoric to advance his point of view or purpose.

(RL 2-1) I can determine the theme of a text.

(RL 2-2) I can analyze the development of the theme throughout a text, including how it is

shaped by specific details/events.

(RL 6-1) I can analyze a point of view or cultural experience as reflected in a work from outside

the US.

(RI 10-1, RL 10-1) I can read and comprehend literature at the nine-ten grade span; reading

literature appropriate to my grade level and skill.

(W 1-1) I can write arguments to support claims of substantive topics or texts, using valid

reasoning, relevant, and sufficient evidence.

(W 2-1) I can write an informative piece, which examines and conveys complex

ideas/information through effective selection, organization, and analysis of content.

(W 9a-1) I can use evidence from literature to support analysis, reflection, and research in my

writing.

(W 9b-1) I can use evidence from informational text to support analysis, reflection, and

research in my writing.



(SL 1a-1) I can prepare for a class discussion and participate by referring to my findings during

discussion.

(SL 1c-1) I can propel a conversation by asking questions, incorporating others into a

discussion, and clarifying or challenging the ideas of others.

(SL 1d-1) I can respond thoughtfully to diverse perspectives, summarize points of agreement

and disagreement, and justify or change my own views in light of new ideas and information.

(SL 3-1) I can evaluate a speakers point of view, reasoning, or use of evidence.

(L 4a-1) I can use context clues to figure out word meanings.

(L 6-1) I can use vocabulary appropriate to ninth and tenth grade topics.


W1- Literacy Common Core Power Standard: Writing Arguments Does every piece of artistic expression have a specific purpose?

After viewing, hearing, or reading several texts, make a claim about the creator/authors purpose, citing evidence from the texts to support your stance. Be sure to address the issue of style choices made for specific effect.

Take two informational texts and compare their presentation of argument. Determine which text presents its argument more effectively, and justify your answer with textual evidence.

Using a text about a culture outside of the United States and analyze its use of point of view, diction, and tone to draw conclusions about the authors attitude toward that culture. Be sure to defend your claim with specific text evidence.

W2- Literacy Common Core Power Standard: Writing Informative Texts Identify key symbols from the text that we have just read. Then, design a graphic

organizer, chart, or text that explains how these symbols are used by the author to establish certain ideas or themes in his or her work. Be sure to use specific evidence from the text that not only identifies the symbols of your choice, but that also demonstrate a connection of these symbols to the movement of the plot of the text.

Choose one scene from any text that depicts a specific culture. Rewrite that scene keeping the characters the same and changing the plot, diction, and tone to fit a different culture. Be thoughtful about the changes you make and ensure that they reflect the new culture.

R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time with a Variety of Texts

The suggested texts can be utilized to provide students with contemporary examples of the literary devices used by authors. More than one text should be provided so students have adequate material with which to conduct a close and comprehensive examination of the ways in which various authors use such devices to develop the narrative.





Using the SODAS strategy, students can examine issues with global implications as discussed in the texts, uncover advantages and disadvantages of options, and propose solutions. This can precede an argumentative task.

Using the Diction Analysis strategy, students can closely examine a text to discover an authors specific word choices and how they affect the work as a whole.

Using the Citing Textual Evidence strategy, students can examine an excerpt of the text that showcases the authors style.

Using the Bracket Busters strategy, students can examine several techniques of narrative style or pieces of literature and decide which is most important to the central question. This process of elimination will give students practice with argumentation skills and can precede a larger argumentative task.

Suggested Texts:

Special Note: This list of texts is not comprehensive. Unit questions and objectives are aligned to standards, not specific texts, and can be tailored to any appropriate text.

Text Author Genre Page No Lexile The Interlopers Saki Short Story 426 1230

When Mr. Pirzada Came to Dine Jhumpa Lahiri Short Story 452 1170

Do not weep, maiden for war is kind/The sonnet-ballad

Stephen Crane/ Gwendolyn Brooks

Poems 476, 480

The Plot Against People Russell Baker Humorous Essay 532 1250

Why Leaves Turn Color in the Fall Diane Ackerman Essay 538 1150

How a Leaf Works/ Tree Planting Guide

Textbook diagrams, Functional document

548 940

And of Clay We Are Created Isabel Allende Short Story 584 1330

Girl Trapped in Water for 55 Hours, Dies Despite Rescue Attempts

News article 599

Doing Nothing is Doing Something Anna Quindlen Persuasive essay 640 1170

I Acknowledge Mine Jane Goodall Essay 664 1110

Use of Animals for Medical Research American Medical Association

Position paper 678 1380

How Much Land Does a Man Need? Leo Tolstoy Short Story 716 1110

Daisy/Americas Back Political ads 738 n/a



Unit 3- The Authors Craft

Unit Overview

In this unit, students will identify key techniques of writing by studying mentor texts and exploring various works by authors around the world. Students will craft an argument through a study of global issues presented through those various literary works, apply appropriate argumentation techniques in their own speaking and writing, and be able to critique other arguments for validity and effectiveness. They will develop their own writing style through editing and revision.





RI1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI3 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. RI5 Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text RI6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI8 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.

RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL2 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; provide an objective summary of the text. RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. RL5 Analyze how an authors choices concerning how to structure a text, order events within and manipulate time create such effects as mystery, tension, or surprise.

W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W2 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. W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL1 Initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL2 Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source. SL5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to add interest. SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. when reading or listening. L4 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. L6 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 Essential Questions How do readers analyze and evaluate authors craft? Does literature have a lasting impact on social change? Which issues are common to all humanity? What makes a piece of literature universal, transcending time and place? Can humanity triumph over evil?


1. How do style choices affect a readers interpretation of a poem? 2. What are the key elements of an authors unique style? 3. How is an authors point of view and cultural experience reflected in a work of literature? 4. What choices did the author make in structuring this work? 5. How does specific word choice improve this work? 6. What literary element(s) does the author rely on to convey the theme? 7. How does this work compare in style to the previous ones we have studied? 8. What point of view is used and for what effect? 9. How does the author reveal the universal human condition? 10. Is there a shift in the text? To what effect?

11. What influence does the main character have on their community? 12. What choices did the author make in selecting particular words to create the tone of the

piece?

Discipline Specific Vocabulary Denotation Connotation Allusion Anecdote Imagery Oxymoron Simile

Metaphor Symbolism Euphemism Diction Inference Paraphrase Analogy

Prefix Suffix Parallelism Clause: Main, Subordinate

Appositive

Unit Vocabulary

Diction

Understatement

Clich

Imagery

Style

Tone

Authors Purpose

Aut Perspective Simile Metaphor Alliteration

Hyperbole Fact / Opinion Personification Theme Onomatopoeia

Special Note: The vocabulary lists above are suggestions. The expectation is that teachers will identify vocabulary in

context and teach students words that help them access and make meaning of texts. See appendix for vocabulary instruction tips.



Unit 3- Goals


Poetic devices

Poetic forms

Context clues

Socio-political factors of context

Writers style

Inference

Affixes to determine meaning of unknown words

Identify and analyze different poetic forms

Evaluate authors structural choices

Decode imagery for effect

Identify and analyze imagery and prosody

Make meaning from unknown words and phrases

Identify authors purpose

Incorporate quotations in writing

Differentiate writers style

I Can Statements I Can

RI1 Make specific references to passages and events from a text to prove what the text says directly as well as the

meaning I can infer indirectly. RI3 Examine how the author introduces and develops his main points RI5 Identify an authors ideas and claims Analyze how an author uses particular sentences, paragraphs, or larger portions of the text to develop his ideas and

claims RI6 Show how the author uses his arguments to develop his point of view or purpose. RI8 Delineate the argument and specific claims of a text. Evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it valid and sufficient?), and 2)

false statements and fallacious reasoning. RL1 Make specific references to passages and events from a text to prove what the text says directly as well as the

meaning I can infer indirectly. RL2 Determine a theme and explain its development throughout the text using specific details. Objectively summarize a text. RL4 Figure out the meaning of words and phrases as they are used in context. Figure out the meaning of figurative words and phrases as they are used in the text. Analyze the use of word choice including figurative words and words with strong connotation and its effect on

meaning and tone. RL5 Figure out the structure of the text and the order of events. Show how the author manipulates time. Show how the order of events and manipulation of time create mystery, tension, or surprise. W1 Analyze a substantive topic or text Introduce a precise claim Provide reasons and substantive evidence to support claim Identify and distinguish counterclaims Develop claims and counterclaims fairly Organize reasons and evidence in a logical manner Analyze and address audience considerations Determine relevance of evidence Utilize credible sources Utilize transitional expressions to establish relationships among claims and reasons



Understand how to maintain a formal style and objective tone Provide an effective conclusion. W2 Understand and use various organizational structures Utilize formatting, graphics, and multimedia Introduce a topic/thesis statement and preview what is to follow Use facts, concrete details, quotations, examples to

develop the topic Utilize various transitional expressions to establish cohesion among ideas and concepts Understand and use precise vocabulary Incorporate definitions of terms Understand and use domain-specific vocabulary Understand and use a formal style and objective tone Provide an effective conclusion W4 Understand various writing text types and their organizational structures Identify and understand the writing task Identify and understand the writing purpose Determine and address the audience appropriately Understand and utilize appropriate style W9 Analyze literary or informational texts Assess soundness of reasoning and relevance of evidence Utilize evidence to support analysis/research Recognize and understand organizational structures SL1 Prepare for discussion by reading and researching topic Make reference to the evidence discovered during reading and researching During group discussions come to consensus, make decisions, set goals and define individual roles Pose questions

designed to move the discussion forward Include everyone in the discussion and build on their ideas as well as challenging them Consider & respond to diverse perspectives Justify your views and make new connections if necessary when presented with new evidence. SL2 Present information using a variety of media or formats Integrate multiple sources of information including visual, quantitative and oral Evaluate the credibility of each

source Evaluate the accuracy of each source SL5 Know and use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements) Strategically use digital media to emphasize key points, or findings Understand the effect of each element on your audience Use media to convey your reasoning and evidence used to support your point of view. SL6 Identify audience Identify context or situation Adapt speech delivery to audience and purpose L1 Understand concepts of parallelism ( i.e.; repeated grammatical patterns, types of phrases, and types of clauses) Understand the differences between a phrase and a clause Identify and use various types of phrases Identify and use various types of clauses Know various sentence variety

patterns Understand how sentence variety (use of clauses and phrases) affects meaning and interest L2 Understand and correctly use English conventions Know spelling conventions of standard English L4 Use context clues to derive word meaning Use Greek and Latin affixes and roots to derive word meaning Trace the etymology of words Verify word meaning



L6 Identify, understand, and use general academic terms Identify, understand, and use domain-specific terms Independently build vocabulary


W1- Literacy Common Core Power Standard: Writing Arguments After viewing and reading several fiction and non-fiction texts that share a common theme, choose an author you feel is most effective in their treatment of the theme. Write a review that states you claim. Support your choice with examples from the texts you have studied. W2- Literacy Common Core Power Standard: Writing Informative Texts What political, economic, or social commentary may be underlying in the overall message of this authors work? Write an essay discussing how an author responded to certain social, economic, political, or cultural factors. Be sure to provide specific evidence from the text that connect to these possible outside influences. R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time with a Variety of Texts

Suggested Texts: Special Note: This list of texts is not comprehensive. Unit questions and objectives are aligned to standards, not specific texts, and can be tailored to any appropriate text.

There Will Come Soft Rains/ Meeting at Night/ The Sound of Night 778-785 Sonnet 18/Sonnet XXX/ Of Fatal Interview 810-815 Lord Randall/Balada/ Midwinter Blues 816-823 The Pit and the Pendulum/ The Lake 856, 874 Birches and Mending Wall 886, 890 Only Daughter and from Caramelo 900, 906 From Farewell to Manzanar 952 1010 Eulogy for Dr. Martin Luther King, Jr. 980 1220 Marriage is a Private Affair 984 830



Unit 4 - WORLD CLASSICS Unit Overview

In this unit, students will read from multiple genres and identify literary elements that are common throughout the selections. They will develop strategies for reading different types of texts, and be able to adjust their own writing to suit the format that is most effective for conveying their message. They will make informed style choices that combine elements from mentor authors.





RI1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI3 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. RI5 Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text RI6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI8 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.

RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL2 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; provide an objective summary of the text. RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. RL5 Analyze how an authors choices concerning how to structure a text, order events within and manipulate time create such effects as mystery, tension, or surprise. RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W2 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. W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL1 Initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL2 Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source. SL3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to add interest. SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L4 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. L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L6 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.




How do authors from various locations treat common ideas / themes through a cultural lens?

Why do some quests live on in history and legend? How important is it for someone to have one or more personal quests in his or her

lifetime? When does ambition lead to tragedy?


1. How do authors across cultures choose to structure texts, order events, and manipulate time to revel cultural identity?

2. How does a reader identify the authors craft in a drama? 3. What elements make drama timeless in presentation and interpretation? 4. To what extent are tragic heroes responsible for what happens to them? 5. What lessons about loyalty are taught through the actions, successes, and failures of the

characters? 6. How do the elements of medieval romance, such as noble characters, larger-than-life

behavior, supernatural elements, and magical settings, ensure that these stories remain long-lasting and popular?

7. Why does the idea of the dreamer remain a popular one even in the 21st

century? 8. When can listening to your conscience lead you into a tragic situation? 9. How does one determine whether a conscience choice will or will not become a tragic

one? 10. How do ones tragic flaws hinder a person from making wise decisions? 11. Does the character undergo a significant change? How does this illustrate a main theme

of the work? 12. What characteristics are common in human nature? How does the author use those

characteristics to either prove or disprove an archetype?

Discipline Specific Vocabulary

Denotation Connotation Allusion Anecdote Imagery Oxymoron Simile

Metaphor Symbolism Euphemism Diction Inference Paraphrase Analogy

Prefix Suffix Parallelism Clause: Main, Subordinate

Appositive



Unit Vocabulary Soliloquy Aside Repetition

Blank Verse Iambic Pentameter Chorus

Fate

Special Note: The vocabulary lists above are suggestions. The expectation is that teachers will identify

vocabulary in context and teach students words that help them access and make meaning of texts. See appendix for vocabulary instruction tips.

Unit 4 - Goals


Dramatic irony and rhetorical devices Tragic hero and tragic flaw Archetypes and motifs Parody and satire Text Structure: Drama, Epic Poem Context Argumentation strategies Reading strategies

Make inferences; cite evidence Read and comprehend drama Draw conclusions; cite textual evidence Analyze a theater review Analyze and evaluate style Use a variety of phrases and clauses Create an effective argument Use evidence from text to support claim

I Can Statements RI1 Make specific references to passages and events from a text to prove what the text says directly as well as the

meaning I can infer indirectly. RI3 Examine how the author introduces and develops his main points RI5 Identify an authors ideas and claims Analyze how an author uses particular sentences, paragraphs, or larger portions of the text to develop his ideas and

claims RI6 Show how the author uses his arguments to develop his point of view or purpose. RI8 Delineate the argument and specific claims of a text. Evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it valid and sufficient?), and 2)

false statements and fallacious reasoning. RL1 Make specific references to passages and events from a text to prove what the text says directly as well as the

meaning I can infer indirectly. RL2 Determine a theme and explain its development throughout the text using specific details. Objectively summarize a text. RL4 Figure out the meaning of words and phrases as they are used in context.



Figure out the meaning of figurative words and phrases as they are used in the text. Analyze the use of word choice including figurative words and words with strong connotation and its effect on

meaning and tone. RL5 Figure out the structure of the text and the order of events. Show how the author manipulates time. Show how the order of events and manipulation of time create mystery, tension, or surprise. W1 Analyze a substantive topic or text Introduce a precise claim Provide reasons and substantive evidence to support claim Identify and distinguish counterclaims Develop claims and counterclaims fairly Organize reasons and evidence in a logical manner Analyze and address audience considerations Determine relevance of evidence Utilize credible sources Utilize transitional expressions to establish relationships among claims and reasons Understand how to maintain a formal style and objective tone Provide an effective conclusion. W2 Understand and use various organizational structures Utilize formatting, graphics, and multimedia Introduce a topic/thesis statement and preview what is to follow Use facts, concrete details, quotations, examples to

develop the topic Utilize various transitional expressions to establish cohesion among ideas and concepts Understand and use precise vocabulary Incorporate definitions of terms Understand and use domain-specific vocabulary Understand and use a formal style and objective tone Provide an effective conclusion W4 Understand various writing text types and their organizational structures Identify and understand the writing task Identify and understand the writing purpose Determine and address the audience appropriately Understand and utilize appropriate style W9 Analyze literary or informational texts Assess soundness of reasoning and relevance of evidence Utilize evidence to support analysis/research Recognize and understand organizational structures SL1 Prepare for discussion by reading and researching topic Make reference to the evidence discovered during reading and researching During group discussions come to consensus, make decisions, set goals and define individual roles Pose questions

designed to move the discussion forward Include everyone in the discussion and build on their ideas as well as challenging them Consider & respond to diverse perspectives Justify your views and make new connections if necessary when presented with new evidence. SL2 Present information using a variety of media or formats Integrate multiple sources of information including visual, quantitative and oral Evaluate the credibility of each

source Evaluate the accuracy of each source SL3 Identify the speakers point of view Determine if the speaker's reasoning is sound Know rhetorical devices (i.e.; parallelism, restatement, analogy ) Identify faulty logic, or reasoning based on misleading statements Identify distorted or exaggerated evidence SL4



Present information clearly, concisely, and logically Present evidence in support of a thesis Draw information from primary and secondary sources and provide a conclusion Present a recitation SL5 Know and use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements) Strategically use digital media to emphasize key points, or findings Understand the effect of each element on your audience Use media to convey your reasoning and evidence used to support your point of view. SL6 Identify audience Identify context or situation Adapt speech delivery to audience and purpose L1 Understand concepts of parallelism ( i.e.; repeated grammatical patterns, types of phrases, and types of clauses) Understand the differences between a phrase and a clause Identify and use various types of phrases Identify and use various types of clauses Know various sentence variety

patterns Understand how sentence variety (use of clauses and phrases) affects meaning and interest L2 Understand and correctly use English conventions Know spelling conventions of standard English L3 Identify the context and the appropriate language choice Identify and have knowledge of various style guidelines Consult reference materials (style manuals) for guidelines appropriate to the discipline Know standard English grammar, punctuation, and capitalization Know standard format for citing reference sources in a bibliography or Works Cited page L4 Use context clues to derive word meaning Use Greek and Latin affixes and roots to derive word meaning Trace the etymology of words Verify word meaning L5 Understand figurative language ( simile, metaphor personification, euphemism, oxymoron) Understand denotation and connotations L6 Identify, understand, and use general academic terms Identify, understand, and use domain-specific terms Independently build vocabulary


W1- Literacy Common Core Power Standard: Writing Arguments How are universal themes presented across place and time? After viewing and reading several texts that share a common theme, both fiction and non-fiction, make a claim about what role place and time have in the treatment of the theme. Use evidence from the texts that support your position. W2- Literacy Common Core Power Standard: Writing Informative Texts Identify a prominent feeling that a reader is intended to get when reading ________ (could be a whole work or excerpt from a text). Explain how specific literary elements may contribute to this feeling as well as why the author may have chosen to include these elements in his or her work.



R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time with a Variety of Texts The suggested texts can be utilized to provide students with contemporary examples of the literary devices used by authors. More than one text should be provided so students have adequate material with which to conduct a close and comprehensive examination of the ways in which various authors use such devices to develop the narrative.



Using the SODAS strategy, students can examine issues with global implications as discussed in the texts, uncover advantages and disadvantages of options, and propose solutions. This can precede an argumentative task.

Using the Diction Analysis strategy, students can closely examine a text to discover an authors specific word choices and how they affect the work as a whole.

Using the Citing Textual Evidence strategy, students can examine an excerpt of the text that showcases the authors style.

Using the Bracket Busters strategy, students can examine several techniques of narrative style or pieces of literature and decide which is most important to the central question. This process of elimination will give students practice with argumentation skills and can precede a larger argumentative task.

Using the Thanks, MAAM strategy, students can produce short, constructed responses to text-based questions. This strategy will give students practice in making a claim and using text evidence to support their statement. This is also good practice for answering constructed response questions on common exams.

Suggested Texts: Special Note: This list of texts is not comprehensive. Unit questions and objectives are aligned to standards, not specific texts, and can be tailored to any appropriate text.

Antigone 1066 From Le Morte dArthur 1110 (Lexile) 1130 From Don Quixote/ from Man of LaMancha 1144 1130 The Tragedy of Julius Caesar (all acts) 1198

Vertically Aligned Assignments for Research Ninth Grade: Paraphrase the text. Use these three questions: What does it say? What does it mean? Why does it matter?

Use transitions in class writings. Keep an interactive notebook with writing notes and drafts. Create an annotated bibliography of 3 texts read to answer an essential question. Create note cards from texts to use for in-text citations in a short writing exercise. Complete the Yes, MAAM activity to create short constructed responses to essential questions Make and use note cards in an oral presentation in class. Create a technologically enhanced visual display of your understanding of a concept or theme from your readings. Cite

references to text. Use Glogster, Wordle, or Zapd. Make an outline of a short paper that includes an opening, thesis, elaboration, and conclusion. Write a one-two page research paper to answer an essential question. Follow MLA format for in-text citations and works

cited.

Tenth Grade: Write a three paragraph constructed response answer to an essential question that makes clear your claim. Provide quotes from the text to support your claim.

Relate a current event to some concept you are studying and present in 3-5 minutes to the class. Answer questions with support from the texts.

Research a topic related to texts studied in class. Write a two-three page paper making a claim and supporting that claim with evidence from at least 3 sources.

Work with a group to present understanding of a major concept in the reading by creating a short animated video using Vimeo, Animoto, Teacher Tube, Closed Youtube, or other online site. Cite your sources and text references.

Eleventh Grade: Graduation Project:

Identify topic and narrow research Begin documentation for research: Keep portfolio with research notes, process logs, obtain signatures Complete rough and final drafts of 6-8 page research paper, following MLA format with complete Works Cited page

Twelfth Grade: Graduation Project: Create a visual display of researched information Present findings to a panel of judges. Answer extemporaneous questions. Complete portfolio with documentation of all aspects of project and reflective writings.

Research/ Inquiry Unit: English I- IV

Common Core Standards: READING

INFORMATIONAL READING

LITERATURE WRITING

SPEAKING and LISTENING

LANGUAGE

RI 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI5 : Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI 8: 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.

RL 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

W 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W 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. W 4: Produce a clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W 6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments. W7: 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. W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W9: Draw evidence from literary or informational texts to support analysis, reflection, and research

SL 2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL 3: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL 4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL 5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL 6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L6: 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 Overview * Special Note: This unit is designed to be used in conjunction with other units in the curriculum guides. Teachers may choose which standards and objectives should be addressed as students need instruction. Research skills should be a focus of every level of English curriculum instruction. Tasks should be scaffolded throughout high school to culminate with the Graduation Project. In this unit, students will narrow a topic and conduct research using various texts, including multimedia presentations and technologically enhanced texts. Students may present their findings in various ways which could include written forms, visual formats, and spoken word. Students will practice argumentation skills, such as stating a claim, supporting that claim with text-based evidence, and providing warrants that strengthen the argument.

Essential Questions 1. Why do research? 2. How is an argument created and supported so that it matters? 3. How does a researcher develop a thesis? 4. How do researchers find quality source material and document it properly? 5. How do researchers organize their ideas and information effectively? 6. How do researchers differentiate their ideas from the ideas of others? 7. How can an audience benefit from reading about a certain topic? 8. How can awareness of an issue prevent or decrease a problem? 9. What is the danger of plagiarism? 10. What makes a source reliable? Lesson Essential Questions 1. What are the main points of the argument? Cite specific passages to support your answer. 2. What is the primary purpose of this work? Cite specific passages that make the authors purpose clear. 3. What purpose does the use of rhetorical devices serve in this work? 4. What effect does the author achieve with the use of literary devices? Cite specific examples. 5. What inferences can you draw from this text? Support your answer with text evidence. 6. How does the author/speaker develop the main points of the argument? 7. How successful was the argument for its time, and how well does it transfer to today? 8. What point of view is being privileged? What POV is being dismissed or played down? Why? 9. What evidence does the author/speaker leave out of their argument? For what reason? 10. How well does the author clearly state the incident that prompted the development of this argument? If not, why not? 11. Does the reasoning lack essential details and specifics? Does the author rely on generalities? 12. How do the words chosen by the author create the tone of the piece? 13. How does the author/speaker order their ideas? 14. How does the author/speaker transition between ideas? 15. How does this excerpt develop the main idea of the work? 16. How does the author use an appeal to make the argument more persuasive? 17. What assumptions does the author make about their audience? About the topic? 18. Does the work reflect all aspects of the issues in an equitable manner? 19. How is a sources credibility established? 20. In my own argument, is my purpose clearly stated and have I supported it well? 21. In my own writing, do I need to narrow or broaden my focus? 22. How do I refine/ narrow a topic and still include relevant information? 23. How do I represent differing opinions in my research? 24. What is the best way to evaluate resources? 25. Have I utilized primary sources appropriately? 26. Have I presented all sides of the argument effectively? 27. What is the difference between MLA and APA formats? 28. Which format is most appropriate to use with my topic?


Unit Vocabulary: Reference Document Primary Source Draft Outline Editing/Revision Citation Plagiarism Work Cited Database Supporting Detail Claim Evidence Warrant Rhetoric

Unit Goals

I Can Statements

RI 1

I can make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer indirectly.

RI 5

I can identify an authors ideas and claims

RI 8

I can delineate the argument and specific claims of a text.

I can evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it valid and sufficient?), and 2) false statements and fallacious reasoning.

RL 1

I can make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer indirectly.

RL 9 I can figure out how an author uses and transforms source material in his work.

W 1

I can write arguments to support claims of substantive topics or texts. I can use valid reasoning, relevant, and sufficient evidence. I can introduce precise, knowledgeable claims. I can establish the significance of claims. I can distinguish my claims from opposing claims. I can create an organization that logically sequences claims, counterclaims, and evidence.

W 2

I can write an informative piece, which examines and conveys complex ideas and information. I can understand and use various organizational structures.

What do students need to KNOW? What do students need to be able to DO? Argument format Rhetorical modes Fact v. opinion MLA and APA format Public speaking skills Source Credibility Primary/ Secondary Sources

Make a claim Support the claim with textual evidence Provide warrants to enhance argument Determine credibility of source Use appropriate language for task Make considered choices in content Evaluate sources for bias Narrow a topic Gather relevant information from a variety of sources


W 4 I can understand various writing text types and their organizational structures. I can identify and understand the writing task. I can identify and understand the writing purpose.. I can determine and address the audience appropriately I can understand and utilize appropriate style.

W 5 I can understand and focus on purpose and audience. I can develop and use planning templates. I can understand and utilize revision techniques. I can identify and edit text-problems. I can understand and use multiple writing approaches. I can receive and provide writing guidance.

W 7 I can understand steps of an investigation. I can develop an inquiry question.. I can conduct research drawing on multiple sources Refocus inquiry/generate additional questions when appropriate I can broaden or narrow an inquiry. I can synthesize and summarize information. I can cite a variety of sources.

W 8 I can gather print and digital information (research). I can assess relevance and usefulness of information. I can assess credibility and accuracy of sources. I can utilize quotes. I can paraphrase correctly. I can cite sources correctly within my writing. I can create a works cited page.

SL 2 I can present information using a variety of media or formats. I can integrate multiple sources of information including visual, quantitative and oral Evaluate the credibility of each

source. I can evaluate the accuracy of each source

SL 3

I can identify the speakers point of view. I can determine if the speaker's reasoning is sound. I can use rhetorical devices (i.e.; parallelism, restatement, analogy). I can identify faulty logic, or reasoning based on misleading statements. I can identify distorted or exaggerated evidence.

SL 4

I can present information clearly, concisely, and logically. I can present evidence in support of a thesis. I can draw information from primary and secondary sources and provide a conclusion. I can present a recitation.

SL 5

I can use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements) I can strategically use digital media to emphasize key points, or findings I can understand the effect of each element on your audience I can use media to convey your reasoning and evidence used to support your point of view.

SL 6 I can use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements) I can strategically use digital media to emphasize key points, or findings I can understand the effect of each element on your audience


I can use media to convey your reasoning and evidence used to support your point of view. L 1

I can understand concepts of parallelism (i.e.; repeated grammatical patterns, types of phrases, and types of clauses). I can understand the differences between a phrase and a clause. I can identify and use various types of phrases Identify and use various types of clauses Know various sentence variety

patterns. I can understand how sentence variety (use of clauses and phrases) affects meaning and interest.

L 2 I can understand and correctly use English conventions. I can understand and correctly use/punctuate multiple independent clauses. I can identify and use conjunctive adverbs.

L 3 I can identify the context and the appropriate language choice. I can identify and have knowledge of various style guidelines. I can consult reference materials (style manuals) for guidelines appropriate to the discipline. I can use standard English grammar, punctuation, and capitalization. I can use standard format for citing reference sources in a bibliography or Works Cited page.

L6 I can identify, understand, and use general academic terms. I can identify, understand, and use domain-specific terms. I can independently build vocabulary.

Unit Assessment: Sample Tasks *For more ideas, reference the Inquiry Projects suggestions included in the Research Unit folder

W1- Literacy Common Core Power Standard: Writing Arguments After reading, viewing, or hearing (list of texts) that address basic human rights with global viewpoints, write an essay that makes a claim in which you take a stance about global human rights. Provide evidence from the texts to support your claim. Identify a global issue and narrow the focus to how this issue impacts your own community. Research possible solutions to the issue and present the most viable one in a letter to the mayor. Make sure you include how you will implement the solution. Your argument should include your rationale for choosing this solution. Analyze several sources for reliability. Determine the authors credibility and the scope of their argument. Complete a graphic organizer that ranks each source in terms of reliability. Listen to a speaker to create an outline of their argument. Determine what pieces are missing, what needs support, and where the speaker used rhetorical devices to influence the audience. Research a topic, narrow the scope, and present your findings to an audience either in writing, orally, or visually. Make sure you cite your sources and make connections among the texts and the real world.

W2: Writing Informative/Explanatory Texts Read an informative article about a current event drawing government action for how it is affecting the local community, a community drawing news coverage, or the nation at large. In a brief essay (can be tailored for length and formality), summarize why the government is choosing its action/inaction. The writing should include at least three reasons citing specific evidence from the


article. Using the Internet, students research a current topic of their choice. After finding AT LEAST three relevant sources, students create a RAFTS prompt for their topic. Students can then trade (teacher can decide if trading is by choice, by topic interest, topic difficulty, random, etc.) sources and RAFTS and each write a response to the one given.

R1, R7, R10: Reading Closely Over Time with a Variety of Texts Gather many texts that relate to the topic and select quotes from each one that express the best thoughts of the author. Complete the Citing Textual Evidence as you read a text. Complete the SODAS activity as you consider a researched solution to a problem. Use various sources to research a common topic while evaluating each source for reliability and validity.

SL2-6: Presenting Information and Findings to Others and Critiquing Information Presented by Others Using information gleaned from research in above assignments, students present findings. This can be done many ways:

o Small group presentations to class o Individuals present within small groups (groups can be assigned or formed by teacher discretion) o Individual presentations to whole class o Presentations to community members o Culminating activity: Senior Graduation Project Presentations

Students critique presentations by others and provide constructive feedback *Students will need instruction on how to evaluate presentations and provide formative feedback----suggestion: provide a rubric/checklist with sp

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