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Curriculum Map for Secondary English


Aug 4

Course Material
Introduction to Teacher/Students.


Establishment of Classroom Rules and

Aug 5

Aug 6

Note-Taking Methods: Cornell, Outlining,

*Short Quiz on Syllabus

Mapping, Charting

and Classroom

Introduction to Grammar: Parts of Speech

*Grammar Quiz (not for

*Allows instructor to see what level students

a grade just to measure

are at and assess where needs or review may be class as a whole)

Aug 7
Aug 8

Grammar Continued: Punctuation
Final Grammar Review

Grammar Quiz (for


Aug 11
Aug 12
Aug 13
Aug 14
Aug 15

Thinking Maps: Tools for Learning

Introduction to Essay Writing: Types of Essays
Components of an Essay
How to Prewrite/Plan
How to conduct Research and Cite
Introduction to First Essay: Research Paper &

Aug 18

3 Narrowed Essay Ideas Circle Mapped

Final topic chosen. Preplanning begins

Final Topic must be

Aug 20

Research Day

Prewriting to be turned

Aug 21
Aug 22

Constructing your Outline

Begin Rough Draft

Aug 25

Revision Process and Intro to Peer Editing


Aug 26
Aug 27

Hard-copy Rough Draft due for Peer Editing

Edited/Revised Rough
Final Rough Drafts due
to Instructor

Aug 28
Aug 29

Literary Devices and Figurative Language

Literary Devices and Figurative Language

Short quiz on literary


Sep 1


Sept 2
Sept 3
Sep 4

Writing/Lab Day
Writing/Lab Day
Finding and Analyzing Figurative Language:

Sep 5

In Music
Finding and analyzing Figurative Language:

Final Drafts Due for

Reading and Studying: The Story of an Hour


Sep 8
Sep 9
Sep 10

Symbolism: The Story of an Hour

Theme: The Story of an Hour
Characterization: Complex/Non-Complex

Sep 11

Read and Study: Hills Like White Elephants

Short quiz on
characterization and

Sep 12

Divide and Conquer: Students break into

Group Presentation

groups focus on (1) Symbolism, Theme,

Characterization, Figurative Language
Sep 15
Sep 16

Read and Study: The Lottery

Read and Study: The Lottery

Student Quick Write


Sep 17

Read: A Short Guide to Writing About

Sep 18

Read: A Short Guide to Writing About

Sep 19

Read: A short Guide to Writing About

Sep 22

Frontloading: The Great Depression (For of

Sep 23
Sep 24
Sep 25
Sep 26

Mice and Men)

Frontloading: Of Mice and Men
Frontloading: Of Mice and Men
Class Reading of Chapter 1
Class Reading of Chapter 1

Sep 29
Sep 30
Oct 1
Oct 2
Oct 3

OMAM: Chapter 2
OMAM: Chapter 2
OMAM: Chapter 3
OMAM: Chapter 3
Provide prompts/topics for students to consider

Chapter 1 Reading Log

Chapter 2 Reading Log
Chapter 3 Reading Log

while reading
Watch: First half of film: Of Mice and Men
Oct 6
Oct 7
Oct 8
Oct 9
Oct 10

Fall Break
Fall Break
Fall Break
Fall Break
Fall Break

Oct 13
Oct 14
Oct 15
Oct 17

OMAM: Chapter 4
OMAM: Chapter 4
OMAM: Chapter 5
OMAM: Chapter 5
OMAM: Chapter 6

Oct 20

OMAM: Chapter 6

Oct 21
Oct 22
Oct 23

Watch 2nd half: Of Mice and Men

Of Mice and Men Test Day
Introduction to Essay 2: Writing about

Chapter 4 Reading Log
Chapter 5 Reading Log

Chapter 6 Reading Log

Literature Of Mice and Men

Oct 24

Essay 2 Rubric and Topic/Prompt

Essay Topic/Prompt due

Oct 27
Oct 28
Oct 29

Outline Due

Outline due with


Oct 30
Oct 31

Lab Day
Lab Day

Rough Draft due Nov 3

Nov 3
Nov 4
Nov 5
Nov 6
Nov 7

Rough Draft Peer Editing/Teacher Check

Rough Draft Peer Editing/Teacher Check
Frontloading: Satire/Irony
Read and Analyze: A Modest Proposal
Read and analyze: A Modest Proposal

Final Draft Essay 2 Due


Jonathon Swift
Nov 10

Read and Analyze: Some Reflections Upon

Nov 11
Nov 12

Marriage Mary Astel

Read and Analyze: Some Reflections Upon

Nov 13

Intro to Group Project: Create your Own
Modest Proposal or Reflection Upon a Topic

Nov 14

Split Groups
Groups Decide on Topic/Issue

Nov 16
Nov 17
Nov 18
Nov 19

Prewriting/Teacher Approval of Topic

Lab Day

Nov 20

Lab Day

Nov 24
Nov 25

Lab Day
Group Presentations

Final Typed Proposal/

Nov 26

[Early Release]

Reflection Due
Group Presentations

Nov 27
Nov 28

Group Presentations
Thanksgiving Holiday
Thanksgiving Holiday

Dec 1
Dec 2
Dec 3

Frontloading: The Hero Cycle and Literature

Define Hero Cycle The Stages
Archetypes in Hero Cycle

Dec 4
Dec 5

Read and Explore: Greek Myth Hercules

Read and Explore: Greek Myth Hercules

Dec 8
Dec 9

Read and Explore: Greek Myth Hercules

Compliment/ Complicate Big Hero 6

Dec 10

Watch film
Compliment/Complicate Big Hero 6

Dec 11

Watch film
Compliment/Complicate Big Hero 6

Student Quick Write on

Analyze Hero Cycle in Big Hero 6

Hero Cycle.


Due for Grading

Quiz on Hero cycle
Vocab and Terminology

Hercules and Big Hero
Dec 12

Intro to Group Project: Hero Cycle Map

Introduced. Rubric
Group Project Work Day
Topic of Hero Cycle Must be picked (Lord of
the Rings, Book, Movie, prior literature, etc

something the whole group has seen)

Dec 15
Dec 16
Dec 17
Dec 18

Group Project Work Day

Group Project Work Day
Group Project Work Day
[Early Release]

Dec 19

Group Presentations
[Early Release]

Group Presentations

Group Presentations


Dec 22-

Winter Break

Jan 11
Jan 12
Jan 13
Jan 14
Jan 15
Jan 16

Frontloading to the Poetry

Italian v English
Read and Analyze: Shakespeares Sonnets
Read and Analyze: Lady Mary Wroth

Quiz on Sonnet Forms

The Lady of Shallot

Jan 19
Jan 20
Jan 21
Jan 22
Jan 23

No School MLK Day

Epic Poetry: The Faerie Queene
Epic Poetry The Faerie Queene
Begin Bisclavret

Jan 26

Finish Bisclavret
Begin A Nymph Complains About the Death

Jan 27

of Her Fawn
Finish A Nymph Complains About the Death

Jan 28
Jan 29
Jan 30

of Her Fawn
Review of Poetry
Poetry Exam
Frontloading: Art of Persuasion

Feb 2

Propaganda Techniques


Poetry Exam

Feb 3

Commercialism and Advertisements

Group Project: Build your own commercial

Feb 4
Feb 5
Feb 6

implementing propaganda techniques

Group Project Work Day
Group Project Work Day
Presentation Day

Propaganda Techniques

Feb 9
Feb 10
Feb 11

Speech and Rhetoric

Fallacies in Argument/Persuasion
Read and Analyze: Presidential Campaign

Feb 12

Read and Analyze: Presidential /Policy

Feb 13

Read and Analyze: MLK

Feb 16
Feb 17
Feb 18
Feb 19
Feb 20


Read and Analyze: Malcom X
Read and analyze Mahatma Gandhi
Frontloading: Speech and Debate
Frontloading: Speech and Debate

Feb 23
Feb 24

Intro to Structure and purpose of Debate

9 Principles of Good Debating

Feb 25
Feb 26

Logical Fallacies
Logical Fallacies

Feb 27

Watch current presidential election debates

Class Activity: Picking Sides

Quiz on Principles of

Casual Debate.

Debate and Logical

Provide prompts for students to pick sides




*students not guaranteed to get what they want

Mar 2

Whole Class Practice Debate

Mar 3

Instructor Provides Research and Topics

Intro to Group Projects: Speech and Debate
Student teams have been organized randomly
by instructor. Students begin to collaborate and
plan. Debate teams are made depending on

Mar 4
Mar 5

Lab and research Day
Lab and Research day

Mar 6


Mar 9
Mar 10
Mar 11
Mar 12

Rough draft due

Watch and Analyze Debate
Finalize Drafts
Debate Presentations


Group Debate
Presentations for

Mar 13

Debate Presentations

Group Debate
Presentations for




Mar 25
Mar 26
Mar 27

Frontloading: Perks of Being a Wallflower

Frontloading: Perks of Being a Wallflower
Class Reading of Part 1 Chapter 1-5

Part 1 Chapter 1-5

Reading Log

Mar 30

Read and Analyze: POBAW Part 1 chapter 5-

Part 1 Chapter 6-10


Reading Log

Introduction to Final Project:

Independent Journaling Multi genre paper

-journal entries
Mar 31

Read Excerpts from Fearless Writing

Apr 1
Apr 2

Discuss and Analyze

Show Class Examples of Multi-genre Papers
No School Good Friday

Apr 6
Apr 7
Apr 8
Apr 9
Apr 10

No School Easter Monday

Test Prep
Test Prep
Test Prep

Apr 13

Analyze POBAW Part 2 Chapters 1-5


Part 2 Ch 1-5 Reading
Character Analysis
Apr 14

Making Predictions of POBAW


Apr 15

Symbols so far?
Analyze Part 2 Chapters 6-10

Part 2 Ch 6-10 Reading

Apr 16

Analyze Part 2 Chapters 11-15

Part 2 ch 11-15 Reading

In Class Writing: Write a letter to Charlie

Letter to Charlie

Apr 17

Whole class collaboration:

-What questions do you have?

-What do advice do you want to give?
Apr 20


Apr 21

Watch scenes from POBAW

Prewriting/Outlining Multigenre

Apr 22

Read and Analyze Part 3 Chapters 1-5

Part 3 Chapter 1-5

Reading Log

Apr 23
Apr 24

Class Day to Work on Multi Genre Paper

Class Day to Work on Multi genre Paper

Apr 27

Analyze Part 3 Chapters 6-12

Part 3 Chapter 6-12
Reading Log
Apr 28

Class Discussion on POBAW

Apr 29

Drawing Character Maps

Analyze Part 4 Chapters 1-5

Apr 30
May 1

Finishing up Character Maps and Presentations

Class Day to Work on Multi-genre Paper

May 4

Analyze Part 4 Chapters 6-10

May 5

Class Discussion on POBAW

May 6

Themes and Symbols

Analyze Part 4 Chapters 11-Epilogue

May 7

Watch and analyze Select scenes from film

May 8

adaptation of POBAW
Class Quick Write- Final Letter to Charlie

May 11
May 12

Class Day to Work on Multi-genre paper

Class Day to Work on Multi-genre Paper

Reading Log Part 4

Chapters 1-5
Character Maps/Posters

Part 4 Chapters 6-10
Reading Log

Part 4 chapters 11Epilogue Reading Log


Final Letter to Charlie

May 13
May 14
May 15

Class Day to Work on Multi-genre Paper

Craft Day to Put-together Portfolio
Multi genre Paper Due!

May 18
May 19

Study Guide and Review for Senior Finals

Final Study Day

May 20
May 21
May 22

Class Game of Concept Trivia

Finals & Last Day


Your Name: Sara Hendricks
Date: 2/12/15
Course Title: English 9-10
Period: 0
Organizational Structures:
Group Work (Partners)
Whole Class
Bell work:
Think back to a time where you wanted to talk about something with
someone but you had to speak round-about or vaguely so no one else could
understand. In a paragraph and write about that experience. School
appropriate, be prepared to share.
Aim: How will students learn to make inferences by citing key details from
the text and apply them in determining where the text leaves matters
uncertain? (application)
Instructional Objectives:
Highlighting and observing important details in a text.
Determining the value of what a text says explicitly and what a text
leaves uncertain
Work collaboratively to determine what a text is about and justify
Make inferences based on textual analysis
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. (1112.RL.1)

Literacy Skills:
Students will be able to read Hills Like White Elephants and highlight,
underline, and annotate key details, symbols, imagery.
Students will be able to make a personal inferences about the text.
Students will be able to verbally share with their partner what their
inference about the text was.
With a partner students will create a poster or image of a key detail,
image, or symbol that they are interested in and share its importance
with the class.
As a whole class students will be able to construct Freytags Pyramid
based on the text and discuss what the text was about and whether or
not the conflict was resolved.
Motivation: Devices you will use to hook students into the lesson; what you
will use to arouse their interest in the topic. Here are some examples-Plan
for two-three:
Charts (The iceberg)
Video clip of Hills Like White Elephants acted out
Images/Art based on text
Directions: (After reading the text out loud as a class)
1. You should already have your text out. Now you have twenty seconds
to take out a blank sheet of paper and a pencil or pen.
2. Right now you will be reading silently and independently annotating
the text, Hills Like White Elephants You will have ten minutes to
3. Pay attention to and take special note of the significance of key details
in setting, symbolism, imagery, and tone.
4. While you read, also make inferences about what the text is saying and
not saying, or directly telling us about.
5. When you have finished annotating, on your blank sheet of paper I
want you to head your paper in MLA format. This will be turned in.
Number your paper 1-6 leaving least 3 o4 four lines between them all.
You will have 5 -10 minutes.
6. I have written on the board what questions you will have to answer.
Number one is your statement or guess about what the text is about.
2-5 are a list of key details that you found most interesting or
important to the story. Explain the significance and what you think its
inclusion in the story means.
7. When you are done, you will raise you hand and wait quietly for further
Pivotal Questions:

1. Ernest Hemingways writing is largely influenced by his Iceberg theory,

also referred to as the Theory of Omission, which is based off the idea
that 7/8ths of an iceberg lies beneath the surface and only a small
fraction is visible.
Based on Hills Like White Elephants, how do you think this
theory applies to Hemingways story?
2. How would you describe the unnamed American in the text?
3. What do you think is the significance of the setting of the story?
4. How would you describe the interactions between the main male and
female character?
5. Does Hemingway give any inclination to how this story will be
resolved? Is there a resolution at all?
Medial Summary:
So far you have learned to pinpoint and annotate key details in a text
and make inferences based upon what you have read. We began this lesson
by reading our text out loud as a class. Then, all of you have independently
formed your own inferences on the text based on your independent reading.
With partners, we chose a key detail and explained its importance and
meaning to the whole class. As a whole class, we shared our ideas and
interpretations and become well acquainted with drawing inferences not only
from what a text explicitly states, but what is also left unsaid.
Today for closure I want you to imagine you are writing a note to your friend
but do not want the contents of it understood by others in case it is lost so
you opt to write vaguely or in code. Write this note and include back and
forth responses between sender and receiver. Afterwards, describe what the
note is about. School appropriate. Be prepared to share.
Final Summary: Randomly call upon students to share what they have
learned. Have them explain the Iceberg Theory/ Theory of Omission.
Have them explain how this theory worked or didnt work in the text, Hills
Like White Elephants
Metacognitive on Pedagogy:
How did todays bell work apply to what we learned today.
o It reflected the conversation that the main characters in the story
How did the closure have you apply the concepts we have worked
together on in class?
o It made us create our own example and apply the theory of

Metacognitive on Learning: Ask 1-2 students to talk about how they learned
the material today. You do not have to do this in your lesson plan for our
class, but be sure to include it in your actual lesson plan.
Review Homework: Refer back to the Iceberg Theory diagram that we have
gone over in class. Using this handout I have given you, I want you to apply
the iceberg theory to your own lives. The top of the iceberg should include a
list of things that people can see or know about you easily. Next to the
bottom of the iceberg, write a list of qualities about yourself that are beneath
the surface. This means the list should consist of thing people might infer,
but do not directly know about you. There should be 5 items of each. 10
Homework: For homework, refer back to the Iceberg Theory that we have
gone over in class. Use the iceberg diagram I am providing you and at home
come up with a list of five qualities that people can easily observe or know
about you, and five qualities that are beneath the surface or that you find are
omitted. Have fun with this assignment and be school appropriate!


A Unit Plan in Sophomore English
Generic High School
Sara Hendricks
This unit will cover the universal and essential existential question of Who am I? and
What does it mean to be alive? Not only will we explore the universal and philosophical
theories on what being alive means such as carpe diem but we will traverse through our own
personal takes and interpretations of this abstract concept. In particular, we will explore the
various ways the theme of identity and life and living are introduced and carried throughout
young adult literature. The main novels to be introduced in literature circles include: Its Kind of
a Funny Story, The Perks of Being a Wallflower, The Fault in Our Stars, and Me and Earl and
the Dying Girl. Students will create a group presentation on their novel and explain how the
novel covered the theme as well and write an independent essay to demonstrate mastery of their
novel. Students will also create a personal statement on who they are and what being alive means
to them by the end of the unit. Through literature circles, class discussion, and presentations and
journaling students will be able to build off of one another and the material provided to them and
gain knowledge as well as cover various Arizona Career and Readiness Standards.
This unit will address the following Arizona Career and Readiness Standards
Grades 9-10 Students:
Reading Literature
Key Ideas and Details
2. Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text. (9-10.RL.2)
3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme. (9-10.RL.3)
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone). (9-10.RL.4)
Integration of Knowledge and Ideas
7. Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Audens
Muse des Beaux Arts and Breughels Landscape with the Fall of Icarus). (9-10.RL.7)

Range of Reading and Level of Text Complexity

10. By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 910 text complexity band proficiently, with scaffolding as
needed at the high end of the range. (9.RL.10) By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of the grades
910 text complexity band independently and proficiently. (10.RL.10)
Reading Informational Texts
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (910.RI.1)
Production and Distribution of Writing
6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology's capacity to link to other
information and to display information flexibly and dynamically. (9-10.W.6)
Research to Build and Present Knowledge
9. Draw evidence from literary or informational texts to support analysis, reflection,
and research. (9-10.W.9)
Range of Writing
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. (9-10.W.10)
Speaking and Listening
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (oneon
one, in groups, and teacherled) with diverse partners on grades 910 topics, texts,
and issues, building on others' ideas and expressing their own clearly and
a. Come to discussions prepared having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well
reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decisionmaking
(e.g., informal consensus, taking votes on key issues, and presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and

d. 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. (9-10.SL.1)
Presentation of Knowledge and Ideas
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.
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. (9-10.SL.5)
The Fault in Our Stars, John Green
Me and Earl and the Dying Girl, Jesse Andrews
The Perks of Being a Wallflower, Stephen Chbosky
Its Kind of a Funny Story, Ned Vizzini
Fangirl Rainbow Rowell
Howls Moving Castle, Diana Wynne Jones
The Catcher in the Rye, J.D. Salinger
The Picture of Dorian Gray, Oscar Wilde
To Build a Fire, Jack London
The Book Thief, Markus Zusak
The Outsiders, S.E. Hinton
Poetry Collections
Survival Songs, Meggie Royer
Healing Old Wounds With New Stitches, Meggie Royer
If, Rudyard Kipling
The Road Not Taken, Robert Frost
All The Worlds A Stage, William Shakespeare
Videos and CDs
2014- The Fault in Our Stars (movie clips)
2012- The Perks of Being a Wallflower (movie clips)
2015- Me and Earl and the Dying Girl (movie clips)
2009 Scrubs My Last Words (video clip)
2012 Watsky Wounded Healer (music video)
Site on the Internet

1. Maslows Hierarchy of Needs
2. What Does it Mean to be Alive
3. Poetry Foundation
4. Quotes on Being Alive
5. Platos Allegory of the Cave
6. Who am I?
This Star Wont Go Out: The Life and Words of Esther Grace Earl, Esther Earl
The Diary of Anne Frank, Anne Frank
Interview with Ned Zizzini by Strength of
Interview with John Green by Goodreads
Interview with Jesse Andrews by NY Times
Field Trips
Last Friday: Trip to Flagstaff and NAU theatre stage for student final presentations and
performances to classmates on What Being Alive Means to Me Parents, faculty, etc. welcome
to attend showing.
Instructional Strategies

Literature Circles
Independent Literary Analysis
Group Presentations on novels
Internet Research
Final Presentation on Personal Statement What it means to be alive

Calendar and Activities Attached

Students learning will be assessed in the following ways:
1.) 25
2.) 5
3.) 10
4.) 10

Assessment Instrument
Daily Literature Circle Role/Assignment Forms
Peer Contribution Evaluations
Poem Annotation and Analysis
Personal Journal

5.) 50
6.) 25
7.) 25
8.) 5
9.) 10

Independent Literature Analysis

Group Presentation on Novel
Personal Statement and Oral/Visual Performance5 Participation
Extra Credit Class Book Recommendation

A 90-100%
B 80-89%
C 70-79%
F 59% and below

Week 1

Introduction to

TED-Ed Talks


Introduce Lit


Poem Analysis

Content Mini


and Annotation

Quiz: Maslows



Hierarchy of

with Teacher



hierarchy, Ted
Read Excerpts

Ed Talks, Vocab

From NonLiterature


Circles Day 1

Circles Day


Assign Song
Lyrics (find a
song that
you/your take
on meaning of

Week 2

Song lyrics

Poem Analysis

Activity and

and Annotations

TedEd Talks


In Class





Circles Day

Circles Day

Watch select


video clips

Circles Day


Work on in-

Quick Write



paper Outline

Journals Part I
Week 3


Poetry Analysis


Group Work

Group Work

Circles Day

and Annotations



Day in LAB

Create Poster
for Poem
Week 4

LAST Group


Class Socratic

Field Trip

Journals Part

Work Day in




II Due



Slips Due



Work On





What it


Analysis Due


means to be


Work on