Beruflich Dokumente
Kultur Dokumente
Required Learning
Experiences
Curriculum
Novels
Standard Class
Honors Class
*Texts are chosen at the discretion of the teacher and aligned to CCSS
complexity and rigor requirements.
*Texts are chosen at the discretion of the teacher and aligned to CCSS
complexity and rigor requirements.
At least one common novel, chosen from the novel list for this At least one common novel, chosen from the novel list for
grade level or classic novels.
this grade level, or one of the classic novels.
*Novel list located in the appendix.
One novel self-selected by the student for independent
reading. *Follow guidelines for selecting independent novels in the
appendix.
CCSS
R1/R10
CCSS
W1, W2
Five per unit of study or novel: R1/R10 * student work from novel
Speaking/
Listening
Graduation
Project
(all grade levels)
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.
READING
LITERATURE
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.
WRITING
SPEAKING and
LISTENING
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.
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
LANGUAGE
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 multiplemeaning words and
phrases based on grades
RI.9-10.7 Analyze
various accounts of a
subject told in different
mediums, determining
which details are
emphasized in each
account.
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.
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?
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.
English Curriculum Support Documents 2013-2014
Text structure
Cultural bias
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.
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.
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.
English Curriculum Support Documents 2013-2014
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
Short Story
31
840
Everyday Use
Alice Walker
Short Story
48
810
To Build a Fire
Jack London
Short Story
78
970
Shirley Jackson
Short Story
202
1110
1357
Nicholas Gage
Essay
226
Anton Chekhov
Drama
258
Short Story
308
800
Ray Bradbury
Short Story
324
910
Katherine Mansfield
Short Story
342
760
Roger Rosenblatt
Essay
374
950
Unit 2
READING
LITERATURE
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,
WRITING
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
A World of Ideas
SPEAKING and
LISTENING
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.
LANGUAGE
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 multiplemeaning words and
phrases based on grades
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 domainspecific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate independence
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.
in gathering vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression.
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.
Unit 2
A World of Ideas
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
A World of Ideas
Heroic Archetypes
Story Structure
Compare/Contrast genres
Genre Structure
Pride v. Self-esteem
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 6-2) 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 2-2) 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.
Unit 2
A World of Ideas
(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 6-1) I can use vocabulary appropriate to ninth and tenth grade topics.
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
Unit 2
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 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.
A World of Ideas
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
Jhumpa Lahiri
Short Story
452
1170
Stephen Crane/
Poems
476, 480
kind/The sonnet-ballad
Gwendolyn Brooks
Russell Baker
Humorous Essay
532
1250
Diane Ackerman
Essay
538
1150
Textbook diagrams,
Functional document
548
940
1330
Isabel Allende
Short Story
584
News article
599
Persuasive essay
640
1170
Anna Quindlen
I Acknowledge Mine
Jane Goodall
Essay
664
1110
American Medical
Association
Leo Tolstoy
Position paper
678
1380
Short Story
716
1110
Political ads
738
n/a
Unit 2
A World of Ideas
READING
LITERATURE
WRITING
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.
SPEAKING and
LISTENING
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.
LANGUAGE
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 domainspecific 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.
Metaphor
Symbolism
Euphemism
Diction
Inference
Paraphrase
Analogy
Prefix
Suffix
Parallelism
Clause: Main,
Subordinate
Appositive
Unit Vocabulary
Diction
Tone
Understatement
Authors Purpose
Clich
Imagery
Style
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.
English Curriculum Support Documents 2013-2014
Poetic devices
Poetic forms
Context clues
Writers style
Inference
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
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
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.
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 order of events and manipulation of time create mystery, tension, or surprise.
W1
W4
W9
SL1
SL2
Integrate multiple sources of information including visual, quantitative and oral Evaluate the credibility of each
source
SL5
SL6
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.
Identify audience
Identify context or situation
Adapt speech delivery to audience and purpose
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
L1
L2
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
Sonnet 18/Sonnet XXX/ Of Fatal Interview
Lord Randall/Balada/ Midwinter Blues
The Pit and the Pendulum/ The Lake
Birches and Mending Wall
Only Daughter and from Caramelo
From Farewell to Manzanar
Eulogy for Dr. Martin Luther King, Jr.
Marriage is a Private Affair
778-785
810-815
816-823
856, 874
886, 890
900, 906
952 1010
980 1220
984 830
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.
READING
LITERATURE
RL1 Cite strong and
WRITING
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.
SPEAKING and
LISTENING
LANGUAGE
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 domainspecific 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.
7. Why does the idea of the dreamer remain a popular one even in the 21 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?
Metaphor
Symbolism
Euphemism
Diction
Inference
Paraphrase
Analogy
Prefix
Suffix
Parallelism
Clause: Main,
Subordinate
Soliloquy
Blank Verse
Fate
Aside
Iambic Pentameter
Repetition
Chorus
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
What do students need to KNOW?
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
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
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.
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 order of events and manipulation of time create mystery, tension, or surprise.
W1
W2
W4
W9
SL1
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
Justify your views and make new connections if necessary when presented with new evidence.
SL2
SL3
SL4
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.
Identify audience
Identify context or situation
Adapt speech delivery to audience and purpose
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
SL5
SL6
L1
L2
L4
L5
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.
English Curriculum Support Documents 2013-2014
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
From Le Morte dArthur
1066
1110
1144
1198
(Lexile) 1130
1130
Ninth Grade:
Tenth Grade:
Eleventh Grade:
Twelfth 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.
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.
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
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.
READING
LITERATURE
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.
WRITING
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
SPEAKING and
LISTENING
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.
LANGUAGE
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 domainspecific 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.
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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why do research?
How is an argument created and supported so that it matters?
How does a researcher develop a thesis?
How do researchers find quality source material and document it properly?
How do researchers organize their ideas and information effectively?
How do researchers differentiate their ideas from the ideas of others?
How can an audience benefit from reading about a certain topic?
How can awareness of an issue prevent or decrease a problem?
What is the danger of plagiarism?
What makes a source reliable?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What are the main points of the argument? Cite specific passages to support your answer.
What is the primary purpose of this work? Cite specific passages that make the authors purpose clear.
What purpose does the use of rhetorical devices serve in this work?
What effect does the author achieve with the use of literary devices? Cite specific examples.
What inferences can you draw from this text? Support your answer with text evidence.
How does the author/speaker develop the main points of the argument?
How successful was the argument for its time, and how well does it transfer to today?
What point of view is being privileged? What POV is being dismissed or played down? Why?
What evidence does the author/speaker leave out of their argument? For what reason?
How well does the author clearly state the incident that prompted the development of this argument? If
not, why not?
Does the reasoning lack essential details and specifics? Does the author rely on generalities?
How do the words chosen by the author create the tone of the piece?
How does the author/speaker order their ideas?
How does the author/speaker transition between ideas?
How does this excerpt develop the main idea of the work?
How does the author use an appeal to make the argument more persuasive?
What assumptions does the author make about their audience? About the topic?
Does the work reflect all aspects of the issues in an equitable manner?
How is a sources credibility established?
In my own argument, is my purpose clearly stated and have I supported it well?
In my own writing, do I need to narrow or broaden my focus?
How do I refine/ narrow a topic and still include relevant information?
How do I represent differing opinions in my research?
What is the best way to evaluate resources?
Have I utilized primary sources appropriately?
Have I presented all sides of the argument effectively?
What is the difference between MLA and APA formats?
Which format is most appropriate to use with my topic?
11.
12.
13.
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18.
19.
20.
21.
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23.
24.
25.
26.
27.
28.
Unit Goals
Document
Draft
Editing/Revision
Plagiarism
Database
Claim
Warrant
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
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
RI 8
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.
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 1
RL 9
I can figure out how an author uses and transforms source material in his work.
W1
I
I
I
I
I
I
can
can
can
can
can
can
W2
I can write an informative piece, which examines and conveys complex ideas and information.
I
I
I
I
I
can
can
can
can
can
I
I
I
I
I
I
can
can
can
can
can
can
I
I
I
I
I
I
can
can
can
can
can
can
I
I
I
I
I
I
I
can
can
can
can
can
can
can
I
I
I
I
I
can
can
can
can
can
I
I
I
I
can
can
can
can
I
I
I
I
can
can
can
can
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.
I can use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements)
W5
W7
W8
SL 2
SL 3
SL 4
SL 5
SL 6
I can use media to convey your reasoning and evidence used to support your point of view.
I can understand concepts of parallelism (i.e.; repeated grammatical patterns, types of phrases, and types of clauses).
L1
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.
L2
L3
I can consult reference materials (style manuals) for guidelines appropriate to the discipline.
I can use standard format for citing reference sources in a bibliography or Works Cited page.
L6
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.
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
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.
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