Yearlong Plan Checklist

Fall 2015
Your final hard or digital copy is due Wed., 12/7. Please compile all of the following materials. If you
are providing a hard copy, bind the materials together in some way (dont just staple them). Either
way, your materials should be professional enough in appearance that you would be proud to take
them to a job interview.

Attach this checklist + include a cover page with the overarching theme for the year, the grade
level, your name, the date, and a signed honor pledge: In completing this project, I have not
given, received, or used any unauthorized assistance (including materials created by myself or
others from a previous class). If you worked in a group, everyone should sign the honor pledge.

A well-written introduction that includes the following components:

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Description of your context

Description of your over-arching concept for the class
A list of unit titles, including a description of their relationship to the overarching concept
+ an explanation of how/why youve sequenced them as you have
Identification of the standards youre using
A general explanation of how youre addressing the standards in your yearlong plan

Descriptions of 6-9 units. For each unit, include 1-2 pages addressing these components:
o Unit title and length of time the unit will take
o 1-2 sentence description of content and goals of the unit
o Standards and Connected Learning Principles. List only those you will feature in your
instruction, not those to be reinforced or practiced.
o Major methods of student assessment (i.e., projects, papers, speeches, etc.). Include
no more than two assessments per four-week period.
o Titles and genres of the texts you will teach in the unit (context, fulcrum, and context
texts; include print, visual, and multimodal texts).
o Weekly focus, such as Historical Perspective or Voice and Tone. Remember that you
only have 36 weeks in an academic year and that some of these are finals weeks.
A culminating assessment for the entire year that includes the following components:
o

An assignment sheet, written in student-friendly language, that describes the artifact

that students will produce to demonstrate that they have achieved the goals you set
and/or negotiated with them throughout the year.The assignment sheet should include: a
brief rationale; a description of the required components and format of the assignment;
and information about intended audience(s), due dates, and points possible. While you
want to keep the assignment sheet concise (approx. 1-2 pp.), provide sufficient detail that
it could be used with students. Write to students, not to me.

A brief description of the tool you will use to assess the artifact. This description may be a
fully developed rubric if you choose, but it may also consist of a paragraph or so in which
you say that you will create a rubric to assess the artifact on the following criteria (and
then provide reasonable, relevant criteria).

A graphic organizer that displays in a minimum number of pages how and in what units you are
addressing the VA SOLs

A grid that displays where (i.e., in what units) you have addressed all of the required outcomes for
the year as these are stated in the body of standards you have chosen to use for the yearlong
plan. (i.e., the evidence outcomes in the VA SOLs.)

A group participation statement if you worked in a group (see weebly site). This should speak
directly to the criteria listed on the scoring guide in justifying the grade you believe you deserve
and a self-evaluation (approx. 1 single-spaced page). For your self-evaluation statement,
describe your individual contributions to the yearlong plan and your experiences with collaboration

Overcoming

(if you collaborated) OR working individually (if you did that). Add anything else that you think is
important for me to know about the plan and your work on it.

Compromise, Resilience, and the

Power of the Human Will

Year-Long Plan- English 10

Brianna Smith and Abigail Stephens
December 7, 2015

I shall uphold the values and ideals of Radford University by engaging in responsible
behavior and striving always to be accountable for my actions while holding myself and
others to the highest moral and ethical standards of academic integrity and good
citizenship as defined in the Standards of Student Conduct.

Honor Pledge Signatures:

Abigail Stephens,
Brianna Smith

Context:
This year-long outline plans for, and its overall success rests upon the creation of a
cooperative classroom learning environment, in which students feel comfortable
expressing and evaluating/re-formulating their opinions and interpretations of texts.
Abby and I have both taught in Montgomery County Schools, and our classroom
vision is somewhat influenced by the classrooms and overarching learning
structures/environments that we have witnessed and participated in through this
system. Montgomery Countys mission statement expresses the desire to inspire
learning by providing a nurturing environment, positive relationships, high
expectations, and continuous growth by ensuring that students have proper
physical safety and emotional well-being, mutual trust and respect, open
communication, accountability, engagement, and life-long learning (MCPS, 2014).
The countys schools offer various opportunities for extra-curricular and community
engagement, and both of us hope to someday teach in similar, semi-rural districts,
which would have comparable community demographics, socioeconomic levels, and
student-teacher ratios. Our plan is designed to work with a schedule that has a 90minute block every day for one semester.
Breakdown of Specific Student/Class Context (estimated):

10th grade English

25-30 students
3-4 students with IEP/504 educational plans
1 English Language Learner
Ratio of boys to girls: 48% female to 52% Male
Racial/Ethnic Summary: 90.0% white, 3.0% Hispanic or Latino, 1.0% Asian,

4.0% African American, 2.0% all other ethnicities

About 40% of students are currently involved in extra-curricular activities,
more show interest but face obstacles in participation

Breakdown of Specific Community Context (some estimation):

About 50% middle to upper-middle class families

About 40% of parents have college degrees

In the majority of homes of school-age children, both parents work, but many
make great efforts to engage and/or invest their time in school/extra-

curricular activities
A majority of students have non-traditional family structures, living with
grandparents and/or single parents, or splitting time between two homes

As individuals making up this larger (rather diverse) community, students stand in

an excellent position to create and participate in the lively, open, supportive
classroom environment mentioned above. Coming from different backgrounds and
family/living situations can prove to be a strength, overall, as such a situation gives
students the opportunityin the right classroom climate and with the right teacherguidance, modeling, and supportto become critically aware and sensitive to the
lives and differing (but still valuable) opinions of their fellow students and
citizens/neighbors. By inviting students to discuss their opinions on literature and
the issues raised by it, as well as the differing definitions and opinions on literacy as
a whole within their community and the larger outside world, we hope to instill a
sense of the importance of critical evaluation, compromise, and cooperation
involved in the creation and maintenance of such a diverse population.
Overarching Concept:
Our plan aims to accomplish the aforementioned goal of instilling
community/cultural awareness through year-long concentration on the larger,
overarching theme of Overcoming Conflict. We feel that this theme gives students
the opportunity to explore the various reactions to the conflicts that can often prove
as determining factors in our individual human existences, whether those conflicts
be completely internal, personal, community-wide, national, or global. By
connecting their own experiences with those of characters and authors who face or
are touched by differing manifestations/ consequences of conflict, students will
encounter and wrestle with different ways of overcoming or resolving said
conflicts, as well as considering if, in fact, such options for resolution exist at all, and
what can and should be done in those circumstances.
Through written reflection, class discussion, and personal research/thought-driven
exploration, we hope to propel students into their own critical evaluation of the

conflicts that surround them daily, in their personal lives, in their friend groups and
school community, and in their worlds, as a whole. Consideration of factors such as
community makeup, cultural values, and differing points of view will hopefully allow
students to begin thinking of themselves as capable, positive parts of society.

List of Units:
*Students will participate in year-long vocabulary development
exercises/daily practice, parallel to their reading and other in-class
work, so standard 10.3 (vocabulary development) will be addressed
within every unit.*
1) Coming of Age/Identity: How do we overcome personal/internal
conflict? (4 weeks, SOL 10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7)
Overview/RationaleThis unit will serve as an introduction to our overarching
theme of Overcoming Conflict, by providing students with opportunities to
connect with the coming-of-age-literature/stories that we explore as a class.
Since our focus/class definition of conflict will broaden and change as we
progress throughout the year, it makes sense to begin with the closest kind of
conflict, the one most likely felt by all of the members of our communities, at
school, home, work, etc. Students will explore their own experiences through
the maintenance of a personal journal, in which they will record by-weekly
responses to teacher-provided prompts, as well as questions/topics generated
by their discussion groups. These journals will help students answer the
important questions that we ask as we begin (and will return to as we
progress through) our year-long unit: What is conflict? Have I experienced it,
and has it changed me? For the worse or better? Whose opinion/point of view
matters most in any given conflict? How do we know?
Works/Texts Used:
Video clip(s)- Freaks and Geeks/Lizzie McGuire/Boy Meets World (SOL

10.2 b-d)
Sherwood Andersons Short Story- Im a Fool (SOL 10.1 a, b, d-g, I, j)
Advertisements/Public Media- advertisements portraying coming of age

norms/internal conflicts. (SOL 10.2b, c, d, 10.5 b, g, h)

Novel/Graphic Novel- The Absolutely True Diary of a Part-Time Indian

(in a small group, literature-circle style) (SOL 10.4 a-m)

Poetry- Robert Frosts Wild Grapes (SOL 10.3a-g, 10.4 a-m)

Week 1 FocusWriting Practice/Personal Exploration (SOL 10.6 a, c, d)

Week 2 FocusMaking Personal Connections (SOL 10.4 a-m)

Week 3 FocusCritical Reading and Analysis/Critical Literacy (SOL 10.4 a-m, 10.5
b, g, h)
Week 4 FocusExtending Meaning (SOL 10.6, 10.7)
Formative Assessment: Personal reading journals and reflections of ideas/responses
from coming-of-age stories, leading to the writing/creation of a larger, open-ended
product determined by students. As they return to and reflect on the ideas brought
up by their (and the classs) journal entries throughout the unit. This product (multimedia presentation, song, poem, short story, prose piece, skit, comic strip short
video, etc.) will represent each students individual starting point for their journey
in this class, building from a coming-of-age experience on which he/she overcame
significant internal conflict.
2) Bullying (conflict in immediate, personal context) (5 weeks, SOL
10.1, 10.3, 10.4, 10.5, 10.6, 10.7)
Overview/RationaleStudents will continue to exercise their critical thinking
skills as they examine the lives of several characters who
overcame/participated in/were touched by the specific powerstruggles/conflicts related to bullying relationships. Carrying over from the
last unit, students will further explore questions of internal conflict, but these
questions will be complicated by the addition of a multiple-narrative
perspective, as attention will be given to the bullys point of view, as well.
Students will begin to make sense of the multi-faceted nature of conflict, and
some of the complicated answers to questions of what it truly means to
overcome it. Near the end of the unit, students will collaborate to construct
a group-presentation/profile, detailing a specific characters process of
overcoming some kind of conflict.
Works/Texts Used:
Novel-Perks of Being a Wallflower (in a small group, literature-circle

style) (SOL 10.1, 10.4 a-m, 10.3 a-g)

Novel-American Born Chinese (in a small group, literature-circle style)

(SOL 10.1, 10.4 a-m, 10.3 a-g)

Newspaper Articles- on bullying, cyber-bullying, teen bullying (SOL 10.5

a, b, f-h)
Magazine Article- How Quantico Star Priyanka Chopra Overcame

Bullying and Sexism to Become a Superstar (SOL 10.5 a, b, f-h)

Poem (Spoken Word)- Shane Koyczans To This Day (SOL 10.4 a-m)

Week 1 FocusCliques/Social Hierarchies/Societal Organization (SOL 10.4 a-i)

Week 2 FocusSocial Responsibility/Daily Ethics (SOL 10.1 a-k, 10.4 d-g, 10.5 b, f)

Week 3 FocusMulticultural Perspectives (SOL 10.4 a-m)

Week 4 FocusAwareness Vs. ActionWhen is Enough Enough? (SOL 10.1 a-k,
10.4)
Week 5 FocusCharacter AnalysisHow is this Conflict Handled Correctly? (SOL
10.6 a-g, 10.7 a-h)
Assessment: Character Profile- students will select a character/individual from one
of our readings, and define how he/she demonstrate having overcome the conflict
that not only surrounded them, but strove to define them. This profile should
include elements focusing on the characters home life/support system, as well as
an analysis of the immediate external conflicts (bullies) and of the various internal
conflicts that complicate their situation. These internal conflicts can (and may) draw
from/connect back to some of the self-determined products from the previous unit.
This Profile will be completed in groups of no more than 4, and students will submit
a profile folder (can be digital), including name, age, picture, and written
description (of the elements listed above), after a short presentation of the profile to
the class.
3) Community Conflict (cultural conflict/community diversity) (5 weeks,
SOL 10.1, 10.2, 10.3, 10.4)
Overview/Rationale This unit focuses on students application of their
developing understanding of conflict and the ways that individuals overcome
it to instances of community conflict, in which entire communities are
affected by (or possibly defined/organized by) conflicts between different
groups and/or ideologies. Discussion and analysis of texts will center on
questions like: Who gets to decide how conflicts are settled? Would a
community without conflicts be inherently better? And again, what is
conflict? Whose method of overcoming community conflict is best?
Students will consider these questions, as well as questions that they
generate with their dialogue-journal partners (that will switch every week,)
focusing on writing to analyze and connect their readings, reactions and
perspectives to the personal feelings, experiences, and thoughts of their
partners. We will also use this unit to give a brief introduction to Shakespeare,
spending some time on specific background and vocabulary, but tying the
themes and plot structures found within Romeo and Juliet and our other
readings to the larger organizational structures and themes of our studies, as
a whole.
Works/Texts Used:
Novel: To Kill a Mockingbird (as a class) (SOL 10.4 a-m, 10.1, )
Montgomery Bus Boycott (SOL 10.2 b-d)
Film-West Side Story (SOL 10.2 b-d)

Play/Shakespeare- 1st half of Romeo and Juliet (include film clips, inclass performances, and recorded theatrical adaptations) (SOL 10.3 a-

g, 10.4 a-m, 10.2 c, d)

News Story- National Review- Who are the Hippies? (SOL 10.5 a, b, d,
f, g, h)

Week 1 Focus Character, Setting, Plot (SOL 10.4 a-m)

Week 2 FocusWhat is Social Justice? (SOL 10.4 a-m)
Week 3 Focus Race and Equality (SOL 10.1 f, g)
Week 4 Focus Shakespearean Intro./Reading Strategies (SOL 10.3 a-g)
Week 5 FocusGroup Inquiry-Student-Generated Questions (SOL 10.1 a-k)
Assessment: Dialogue Journal. This shared journal gives students the opportunity to
come together to think and talk around some of the more difficult issues,
defining conflict as something close, felt by most of not all individuals. The format of
the journal coincides nicely with the larger theme of overcoming conflict, as
cooperative communication and ongoing discussion often leads to solutions that
lone-thinkers might not have produced.
4) Conflict with Authority (community/family/national conflict) (4
weeks, SOL 10.1, 10.3, 10.4, 10.5, 10.7,10.8)
Overview/Rationale As we enter this unit, we will be moving to a somewhat
less personal view of conflict. Students will explore the various conflicts in
part II of Romeo and Juliet, returning to questions of internal and external
conflict, as well as considering the larger questions of social justice and
governmental/national control. As students attempt to answer these
questions, they will form and reinforce/strengthen personal stances within the
Conflict with Authority argument. They will use small-group and whole-class
discussion time, as well as personal research and textual analysis to support
their argument, eventually preparing them to participate in a class-wide
debate on which authority should be supreme in governing the lives of
individuals.
Works/Texts Used:
Drama: Romeo and Juliet-Part II (SOL 10.1 a-k, 10.4 a-m)
Graphic Novel: Persepolis
Memoir: Night
Week 1 FocusSocial Justice as a National VS. Personal/Community Problem SOL
10.4 a-m)

Week 2 FocusReturn to Internal Vs. External Conflict (SOL 10.1 a-k, 10.4 a-m)
Week 3 Focus Argument: Thesis, Reason, and Evidence (SOL 10.6 a-g, 10.7a-h,
10.8 a-f)
Week 4 Focus Persuasive Writing (SOL 10.5a-h, 10.8 a-f)
Assessment: Student-led panel- this panel will be somewhat like a debate, in which
students take positions (ex: National Government as Supreme Authority, Individual
as Supreme Authority, Community is Supreme Authority, etc.), and can tag in and
out, defending their position with scenarios and evidence from the pieces that they
have read in groups, and the we have read as a class. Each student will be
responsible for one talking point, evidenced by a one-page, research-based
(and/or literature-grounded/cited) argument for or against their chosen point.
5) War (national/global conflict) (4 weeks, SOL 10.3, 10.4, 10.5, 10.6,
10.7, 10.8)
Overview/Rationale This unit draws from themes discussed in the previous
unit, but again brings students back to a consideration of internal vs. external
conflict. As they complete various class discussions, analyses, and
comparisons of the literature and stories experienced by the class as a whole,
students will prepare to read/view and analyze an outside source (fiction,
non-fiction, news media, memoir, etc.), drawing on their knowledge of the
themes and conflicts found within or our in-class texts to identify and explain
the common features that connect their chosen national/global/war-time
conflict to those that we have studied.
Works/Texts Used:
Film clip- Forrest Gump (SOL 10.2 b-d)
Short Story-Tim OBrien, from The Things They Carried (SOL 10.4 a-m)
Short Story- Sunrise Over Fallujah (SOL 10.4 a-m)
Magazine Articles- on effects of war, ex: Vanity Fair, How PTSD

Became a Problem Far Beyond the Battlefield (SOL 10.3, 10.5 a-h)
Hatian Poetry- by Edwige Danticat and Others (SOL 10.4)

Week 1 FocusCritical Look at War-Various DefinitionsWhere does Conflict Fit/Not

Fit?
Week 2 FocusEthics, Values, Virtues (SOL 10.4 a-m)
Week 3 FocusExternal Conflict Turning Internal-PTSD (SOL 10.3, 10.5 a-h)
Week 4 Focus Literary Analysis/Writing workshop (SOL 10.6 a-g, 10.7a-h, 10.8 a-f)

Assessment: Literary Analysis discussing the treatment of the issues/conflicts of

war in a chosen piece of literature/media (5 pieces to choose from). This
assignment asks students to connect our classroom discussions on global
conflict and its effects on the individual to a piece of literature/outside media
that they have never seen, drawing on their own knowledge and our collective
classroom knowledge In order to identify relationships and common themes
among works.
6) Survival (conflict with nature/overcoming conflict as a
whole/redefining conflict) (4 weeks, SOL 10.1, 10.2, 10.3, 10.4,
10.5, 10.6 )
Overview/RationaleAs the last unit of the year, this unit will offer the most
global or abstract view of conflict, asking students to connect their yearlong explorations of personal, governmental, and inter-personal conflict to
literature and stories that center on the conflict between nature and
humanity. Students will begin by examining their own views of nature,
responding in reading journals as these views are
complicated/changed/affected by the texts that we read as a class (in small
groups). They will be asked to find one survival story throughout the fourweek unit to present to their group, identifying all of the various
themes/aspects of conflict that we have identified throughout the year, and
will be permitted to use this piece as part of their unit assessment/paideia
question-preparation.
Works/Texts Used:
Novel- John Krakauer, Into the Wild (SOL 10.4 a-m)
True Survival Stories- stories of their choice (articles, memoirs, film
clips, interviews, etc.) (SOL 10.5 a-h)
Short Story- Saki, The Interlopers (SOL 10.4 a-m)
Short Story- jack London, To Build a Fire (SOL 10.4 a-m)
Week 1 FocusViews of Benevolent Nature Vs. Nature as The Wild (SOL 10.1 f,
10.3 b, f, g)
Week 2 FocusReturn to Internal/External Conflict (SOL 10.4 d, e, f, 10.5 f, g, h
Week 3 FocusThe Power and Necessity of Choice (SOL 10.1 f-h 10.4 a-m)
Week 4 FocusGenerating Essential Questions (SOL 10.1 a-k, 10.6 a-g, 10.7a-h,
10.8 a-f)
Assessment: A student-led Paideia discussion at the end of the unit. This Socraticseminar-style class discussion will require students to prepare three questions
and/or discussion topics (with textual connections/citations) to get the rest of the
class to think critically about the readings in this section, and how they connect to

the years theme of overcoming conflict. These questions/topics can bring in any of
the readings from throughout the year, they can draw upon personal experiences
that exemplify the issues/conflicts that were discussed in a particular unit, in order
to help students come to a better/different/more complex understanding of the
meaning of the word conflict. The topics/questions can also be in digital form,
including video/sound clips, visual representations, etc., as long as the digital
components contribute to the discussion prompt. This assessment will help prepare
students to think about their extended definitions of conflict together, before they
begin pre-writing and planning for their final assessment (or perhaps as they begin,
as note-taking will be encouraged).
Final Assessment

Extended Definition Assignment

Definition explains the meaning of a word or phrase. An extended definition seeks

to explain the essential nature of the idea encapsulated in the word being defined.
An extended definition is used when a sentence definition is not sufficient.

We have spent the semester discussing/dissecting conflicts that surround us daily,

in our personal lives, in our friend groups and school community, and in our world,
as a whole.

In your next writing assignment, you will be able to choose an abstract concept (Ex:
Internal conflict, bullying, social justice, freedom, peace with nature, love, war, etc.)
to define in detail.

Your essay should explain your unique opinion on the concept you chose that relates
to our overall theme of overcoming conflictyour definition should differ from what
others might say or vary from the simple dictionary definition. It should also include
various strategies of definition (definition by function, example, structure,
background and/or negation). Use your writing portfolio, class discussions, the texts
the we have encountered together, your personal knowledge, and any other source
you need to write your extended definition. Be as specific and detailed as possible;
go beyond the obvious and give specific examples that illuminate your unique
definition of the word.

Write a 500+ word extended definition that illustrates and analyzes the connotative
(and perhaps denotative) meanings of a term or concept. The purpose of the essay
is to inform the reader of the depth of meaning of your chosen word or concept;

thus, clarity and logical organization are essential. To further define your term, you
may consider using one or more of the following writing strategies:

Classification: Divide the subject into parts or categories and define each
separately.
Comparison/Contrast: The unfamiliar may be defined by showing its likeness to
the familiar or its difference from it.
Examples and Incidents: Use facts or anecdotes to help the reader relate the
term/concept to something specific.
Personal Experience: Use narratives to show the term or concept in action.
Negation: Mention what it is not in order to clear the ground for what it is.
Cause/Effect: Discuss the consequences and uses of the subject.
Details: What are the physical characteristics, traditional thoughts, and other
distinguishing attributes that describe the term or concept?

The following rubric will be used to assess your Extended Definition.

**Note: It is a good idea to familiarize yourself with the rubric, even before or
as you begin to write, and come back to it throughout your
writing/revising/editing processes.

Criteria

The introduction grabs the reader's

attention and clearly states an
interesting thesis that clearly and
uniquely defines your chosen
concept.

Point
s
/5

Each body paragraph contains a

clear and concise topic sentence and
smoothly transitions from idea to
idea.

/5

The thesis is clearly supported by a

variety of appropriate evidence,
including definition by example,
function, structure, background,

/5

Comments

and/or negation. A variety of

relevant details from text, personal
experience, and society richly
enhance the writers definition. The
commentary convincingly develops
the thesis.
The conclusion summarizes the
definition and explains its
uniqueness and importance.

/5

The writing is free of

grammar/mechanics errors. The
writer avoids use of 2nd person
pronouns and smoothly embeds
quotations into the text.

/5

Rough draft is included and edited.

Editing sheet is complete.

/5

Total

/40

Graphic Display of Standards

Unit 1
Standard
s
Addresse
d:
10.1,
10.3,
10.4,
10.6

Unit 2
Standard
s
Addresse
d:
10.1,
10.2,
10.3,
10.4,
10.5,
10.6,
10.7

Year-Long Plan:
10th Grade
English
Standards of
Learning
Unit 4
Standard
Unit 3
s
Standard
Addresse
s
d:
Addresse
10.1,
d:
10.3,
10.1,
10.4,
10.2,
10.5,
10.3,
10.6,
10.4
10.7,
10.8

Unit 5
Standard
s
Addresse
d:
10.3,
10.4,
10.5,
10.6,
10.7,
10.8

Unit 6
Standard
s
Addresse
d:
10.1,
10.2,
10.3,
10.4,
10.5,
10.6

Graphic Display of Outcomes

SOL
Outcome
10.1a
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10.4m
10.5a
10.5b
10.5c
10.5d
10.5e
10.5f
10.5g
10.5h
10.6a
10.6b

Unit 1

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10.6c
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10.7a
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10.8f
X
X
*Students will participate in year-long vocabulary development exercises/daily
practice, parallel to their reading and other in-class work, so these standards will be
addressed within every unit.