01 Philly08 ELA10 PSTfurnesshighschool.pbworks.com/f/01_Philly08_ELA10_PST.pdf · 2009-09-08 ·...

CoreCurrıculum

PLANNING AND SCHEDULING TIMELINE

01_Philly08_ELA10_PST.indd 901_Philly08_ELA10_PST.indd 9 7/30/08 3:12:00 PM7/30/08 3:12:00 PM

PLANNING AND SCHEDULING TIMELINE 11

ENGLISH 2UNIT 1: The Story Keeper:Beginnings and Endings

21st Century Applied Skills

Critical Thinking/Problem SolvingOral & Written CommunicationsTeamwork/CollaborationProfessionalism/Work EthicUnderstanding DiversityInformation Technology/ApplicationLeadershipCreativity/InnovationLifelong Learning/Self DirectionEthics/Social Responsibility

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Big Idea(s)Use the fi rst week of class to get to know your students and to introduce the practices and habits of mind to be used throughout this year’s curriculum. Th en, starting with Africa, where human history began, set out to explore the course’s theme of storytelling. In one popular Ashanti myth from Ghana, Anansi is named the owner of all stories, and his stories tell us something about ourselves. Humans themselves have long told stories, and the fi rst stories told were about big events.

During this unit, the goal of my teaching is that students will learn to analyze and evaluate the importance of storytelling to humans throughout history. Students will review elements of plot, analyze a short story, identify a topic and develop a thesis for an informational essay. As tenth graders analyze and interpret literature, they will discuss text in groups and implement collaborative and teamwork skills that create opportunities for students to unlock meaning from text. Diff erent viewpoints of group members enrich the understanding of diversity, social responsibility, and ethics through group work and the discussion of literary themes.

By the end of this unit, students are able to analyze a short story for its structure and use of fi gurative language, evaluate the role of myth and folk tales in the history of storytelling, and defi ne, identify, and write thesis statements. As writers, students are able to write informational essays with a focus on topic and audience. Students are using writing rubrics. As students explore literary themes, they continue to work collaboratively with individuals from diverse cultures, races, genders, and viewpoints, build teamwork skills, and monitor and take personal responsibility for their own learning.


12 THE SCHOOL DISTRICT OF PHILADELPHIA PLANNING AND SCHEDULING TIMELINE ENGLISH GRADE 10: LITERACY

UNIT 1THE STORY KEEPER:BEGINNINGS AND ENDINGS

Good Instruction is the

TEACHING OBJECTIVES:WHAT I WILL TEACH...

CONTENT/PERFORMANCE DESCRIPTORS

(* DENOTES ELIGIBLE CONTENT)

PA STANDARD STATEMENT(S)

(REFER TO STANDARDS ALIGNMENT) WEEK/DATES

ReadingIntroduce and discuss course themes and expectationsAnalyze text features (numbers, colored print, bold type, charts, graphs, etc.)Read informational textReview elements of plot

WritingExplain the plot of a favorite story or fi lm

SpeakingContribute to discussionsParticipate in small and large group discussions and presentations

Address 21st Century Applied SkillsUnderstanding DiversityLifelong Learning/Self DirectionTeamwork/Collaboration

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Read and understand essential content of informational texts*Analyze the relationships between literary elements used by one or more authors in similar genres including character, setting, plot, theme, point of view, tone and style*Identify and describe basic facts and ideas in text using specifi c strategiesIdentify topic, task, and audience

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1.2 App. 18–19

1.3 Bpp. 26–27

1.1 Dpp. 8–9

1.5 App. 46–47

1.6 Dpp. 66–67

1.6 Epp. 68–69

TraditionalWeek 1Sept. 1–Sept. 5(2 days)

Fall Block

Week 1

Sept. 1–Sept. 5

Part 1 of 1

Spring Block

Week 1

Jan. 26–Jan. 30

Part 1 of 1



Use the fi rst week of class to get to know your students and to introduce the practices and habits of mind to be used throughout this year’s curriculum. Then, starting with Africa, where human history began, set out to explore the course’s theme of storytelling. In one popular Ashanti myth from Ghana, Anansi is named the owner of all stories, and his stories tell us something about ourselves. Humans themselves have long told stories, and the fi rst stories told were about big events.

BEST Test Preparation

TEXTUAL REFERENCES AND STRUCTURED LESSONS

SUPPORTS FOR 21STCENTURY LEARNING

SAMPLE ASSESSMENT ITEMS

PSSA CONNECTION TOWHAT I WILL TEACH…

Elements

Reading

pp. 2–3“Plot”

Writing

Writing Sample: Informational

Other Resources

Holt Assessment: Writing, Listening, and Speaking

pp. 120–147Information on using portfolios

Summer reading assignment(s)


Understanding Diversity

Lifelong Learning/Self Direction

Teamwork/Collaboration

Idea(s) for InvestigationCreation Myths: The Creation of the World According to—(the Mexicans, Chinese, etc.)

www.mythinglinks.org/ct~creation.html

•

PSSA Sample Informational (Expository) Prompt:

Think about the plot of your favorite story or fi lm. How would the story change if the story took place in a different time period? Give two examples to support your response.

PSSA Sample Multiple Choice:

Which of the following literary devices may be used by an author to manipulate time?

ironyimagerysatirefl ashback

Aligned TerraNova Objectives:

02 Basic Understanding03 Analyze Text04 Evaluate, Extend Meaning08 Writing Strategies

A.B.C.D.

Learning to Read Independently:

See Educational Resources, pp. 8–9 for additional strategies to teach assessing strategies to use with a variety of texts.

Connections to OSS Strategies Guide

See Section 2, pp. 6–7, 27 for Establishing Routines









ReadingUse think-aloud, retelling, and other strategies to understand and analyze textEvaluate omniscient narrationAnalyze author’s purposeUnderstand and analyze satireReview and present summer reading projects/activities

WritingDevelop a writing portfolio


Address 21st Century Applied SkillsLifelong Learning/Self DirectionTeamwork/Collaboration

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Read and understand works of literature*Demonstrate fl uency and comprehensionAnalyze the relationships between literary elements used by one or more authors in similar genres including character, setting, plot, theme, point of view, tone and style*Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices*Maintain a written record of coursework

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1.3 App. 24–25

1.1 Hpp. 16–17

1.3 Bpp. 26–27

1.2 App. 18–19

1.3 Cpp. 28–29

1.4 Dpp. 42–43

1.6 Dpp. 66–67

1.6 Epp. 68–69


Fall Block

Week 2

Sept. 8–Sept. 12

Part 1 of 2

Spring Block

Week 2

Feb. 2-Feb. 6

Part 1 of 2








Elements

Reading

pp. 941–953“Why Reading Matters”

pp. 154–160 “The Storyteller”

Curriculum Resources

Reading

pp. 16–17Introduction and QNTs

pp. 24–25Reading Strategies

Summer reading assignments

Writing

pp. 20–21Starting the Portfolio

Other Resources

Educational Resources

p. 132QNT Chart

p. 281Retelling Rubric

Holt Assessment: Writing, Listening, and Speaking

pp. 120–147Information on using portfolios

Writing

See Sample Assessment Item

Teacher/Student Web Resource(s)

The Big Myth (Interactive)http://mythicjourneys.org/bigmyth/2_eng_myths.htm


Lifelong Learning/ Self Direction


PSSA Sample Persuasive Prompt:

In “The Storyteller,” the bachelor tells the children a story that they love but that the children’s aunt feels is “improper.” Do you agree with the bachelor or the aunt? Write a persuasive essay in which you develop and defend either point of view.

PSSA Sample Constructed Response:

Explain the theme of the bachelor’s story. Use two examples from the passage to support your response.


03 Analyze Text08 Writing Strategies

Reading, Analyzing, and Interpreting Literature:

See Educational Resources, pp. 28–29 for additional strategies to teach satire.

See Educational Resources, pp. 24–25 for additional strategies to teach students to effectively read and understand works of literature.









ReadingAnalyze a story for its biographical and historical implicationsAnalyze the use of literary elements and devices in a folk taleAnalyze elements of mythEvaluate the importance of stories to humans throughout history


Address 21st Century Applied SkillsTeamwork/Collaboration

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Read a variety of genres and types of textAnalyze the relationships between literary elements used by one or more authors in similar genres including character, setting, plot, theme, point of view, tone and style*Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices*

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1.1 Hpp. 16–17

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.6 Dpp. 66–67

1.6 Epp. 68–69


Fall Block

Week 2

Sept. 8–Sept. 12

Part 2 of 2

Spring Block

Week 2

Feb. 2–Feb. 6

Part 2 of 2








Elements

Reading

pp. 618–619“Biographical and Historical Criticism”

pp. 673–683 “Sigurd, the Dragon Slayer”

World Literature

Reading

pp. 3–6“Anansi Owns All Tales That Are Told”


Reading

pp. 32–33Owning the Stories

Other Resources


How to fi nd literary criticismhttp://library.stmarytx.edu/acadlib/subject/english/litcrit.htm

“How Stories Came to Earth”www.anansi.org/webwalker/story1.htm

Tales of Wonder from Around the Worldwww.darsie.net/talesofwonder

Write a Thesis Statementwww.crlsresearchguide.org/13_Thesis_Statement.asp




Read the following line from “Sigurd, the Dragon Slayer,” and answer the question that follows:

“The two came thundering down the valley like an avalanche from the hills, huge horse and huge rider gleaming in the light of the evening sun.”

Which of the following best describes the effect of the simile used in this passage?

slow and gracefulloud and forcefulhaughty and elegantquick and lively


03 Analyze Text04 Evaluate, Extend Meaning

A.B.C.D.


See Educational Resources, pp. 28–29 for additional strategies to teach literary devices in folk tales.

See Educational Resources, pp. 26–27 for additional strategies to teach analysis of the effectiveness, in terms of literary quality, of an author’s use of literary devices: setting.









ReadingEvaluate stylistic devicesMonitor reading by asking questionsReview and assess objectives from Weeks 1 and 2Contribute to discussionsParticipate in small and large group discussions and presentations

WritingAnalyze a short story (Informational/Expository)Prewriting/Planning: Develop a thesisWriting/Drafting: Gather and organize support


Address 21st Century Applied SkillsUnderstanding DiversityTeamwork/Collaboration

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Read and understand works of literatureAssess reading strategies that were most effective in learning from a variety of texts*Write complex informational pieces using precise language and specifi c detailIdentify topic, task, and audienceGather, analyze, and organize informationWrite fully developed paragraphs with details specifi c to the topic and focus

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1.3 App. 24–25

1.1 Dpp. 8–9

1.4 Bpp. 38–39

1.5 App. 46–47

1.5 Bpp. 48–49

1.6 Dpp. 66–67

1.6 Epp. 68–69


Fall Block

Week 3

Sept. 15–Sept. 19

Part 1 of 2

Spring Block

Week 3

Feb. 9–Feb. 13

Part 1 of 2

PSSA Writing Grade 11








Elements

Reading

pp. 559–562“Geraldo No Last Name”

pp. 556–557“Evaluating Style” and “Practice”

Writing

pp. 440–444 Writing Workshop: Analyzing a Short Story, “Prewriting,” and “Writing”

Standards Alignment and Educational Resources (Assessment Alignment)

1.3 A, pp. 24–251.3 B, pp. 26–271.3 C, pp. 28–29

Other Resources


p. 64 Reinforcement/Extension

Holt Assessment: Literature, Reading, and Vocabulary

pp. 356–358“The Storyteller” selection test; also available on One-Stop Planner CD-Rom

Teacher Web Resource(s)

Short Story Analysis Rubricwww2.kpr.edu.on.ca/acvi/rubrics/eng4u1shortstory.htm




Idea(s) for InvestigationIssues Surrounding Illegal Immigration

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Explain the theme of the reading selection “Geraldo No Last Name.” Cite two examples from the reading to support your response.


How did Lincoln Beachey feel about the spectators who came to his stunt shows?

He was glad that the public was so interested in fl ying.He resented them because they came hoping to see a crash.He felt harassed because he was constantly surrounded by fans.He was disappointed because the crowds weren’t as big as they used to be.


03 Analyze Text04 Evaluate, Extend Meaning08 Writing Strategies09 Editing Skills

A.

B.

C.

D.


See Educational Resources, pp. 8–9 for additional strategies to teach monitoring reading by asking questions.

Quality of Writing:

See Educational Resources, pp. 46–49 for additional strategies to help students develop a sharp, distinct focus and well-developed content in writing.

By the end of this unit, students are able to analyze a short story for its structure and use of fi gurative language, evaluate the role of myth and folk tales in the history of storytelling, and defi ne, identify, and write thesis statements. As writers, students are able to write informational essays with a focus on topic and audience. Students are using writing rubrics. As students explore literary themes, they continue to work collaboratively with individuals from diverse cultures, races, genders, and viewpoints, build teamwork skills, and monitor and take personal responsibility for their own learning.



Refl ectionIn preparing to teach this unit again, these are prerequisite skills that my students will need to know prior to starting the unit:

In preparing to teach this unit again, these are assessments that I will use to monitor student understanding of Big Ideas:

___ teacher-created materials ___ projects___ teacher observations ___ presentations___ student refl ections ___ exit cards___ logs or journals ___ other

In preparing to teach this unit again, I found the following tools, techniques, strategies, and technology benefi cial for student understanding:

In preparing to teach this unit again, these are resources that I will use:

In preparing to teach this unit again, the following modifi cations may improve student achievement:

Multidisciplinary connections can be made to the following subject areas based on topics and content taught in this unit:

___ English ___ Science ___ World Languages___ Math ___ Social Studies ___ Phys. Ed. /Health



ENGLISH 2UNIT 2: Slaying the Dragon



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Big Idea(s)Moving beyond the impulse to tell stories about actual events, cultures began to elaborate on and embellish daring stories; thus, the hero was born. But there is an implicit warning: the hero before you may not always be so heroic. Th e line between heroic battle and bloodlust may be very thin. But the ultimate horror may come after the killing has stopped: what happens if—after it’s dead—the dragon the hero killed doesn’t look so dangerous after all? Are the heroes of long ago similar to today’s heroes? What “dragons” do heroes battle today, and does the common man battle his demons diff erently from the classic heroes?

During this unit, the goal of my teaching is that students will learn to analyze the confl icts that shape world literature. Literature and drama cannot exist without confl ict. Whether it is a mythical hero combating a three-headed beast, civil unrest in war-torn countries, or the common man confronting internal demons, confl ict is the stuff of drama. Students will analyze, evaluate, and draw conclusions about characters in confl icts and the relationships between myths and society. Students will develop an understanding of archetypal characters and compare and contrast characters from diff erent texts and genres. In their analysis of drama (tragedy), students will use

writing to extend their understanding of character motivation and confl ict. To develop their essays, students will use graphic organizers and rubrics to compare-contrast characters in confl ict, proofread and edit. Students will identify and discuss diversity and ethical issues and will clarify and explain characters’ positions, actions, and ethical dilemmas. Students will evaluate the actions and weigh the consequences of various characters, making text-to-world connections and discussing issues of ethics and social responsibility. After reviewing Benchmark data, students will demonstrate personal accountability and eff ective work habits as they design a personal learning plan during student ownership sessions.

By the end of this unit, students are able to analyze and draw conclusions about characters and confl icts. Students are able to evaluate the elements of tragedy, especially character motivation and confl ict. Students are able to compare and contrast characters, use Venn diagrams and writing rubrics. Students can recognize diversity issues and clarify and explain a variety of positions, actions, and ethical issues in literature and real-world context. Students can set learning goals and understand how personal accountability and eff ective work habits develop a sense of professionalism and work ethic.



UNIT 2SLAYING THE DRAGON







ReadingAnalyze relationships between myths and societyAnalyze archetypal characters (heroes) across texts

WritingEvaluate and revise short story analysis for content, organization, and style (Informational/Expository)Proofread and edit short story analysis for publication (Informational/Expository)

VocabularyWords from Greek and Roman myths (Elements, p. 672)

Address 21st Century Applied SkillsUnderstanding DiversityCreativity/InnovationEthics/Social Responsibility

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Read and understand works of literatureAnalyze the uses and effectiveness of literary elements used by one or more authors*Revise writingEdit writing using conventions of the languageUse knowledge of root words and words from literary works*

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1.3 App. 24–25

1.3 Bpp. 26–27

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.1 Cpp. 6–7

TraditionalWeek 5Sept. 29–Oct. 3(3 days)

Fall Block

Week 3

Sept. 15–Sept. 19

Part 2 of 2

Spring Block

Week 3

Feb. 9–Feb. 13

Part 2 of 2

PSSA Writing



Moving beyond the impulse to tell stories about actual events, cultures began to elaborate on and embellish daring stories; thus, the hero was born. But there is an implicit warning: the hero before you may not always be so heroic. The line between heroic battle and bloodlust may be very thin. But the ultimate horror may come after the killing has stopped: what happens if—after it’s dead—the dragon the hero killed doesn’t look so dangerous after all? Are the heroes of long ago similar to today’s heroes? What “dragons” do heroes battle today, and does the common man battle his demons differently from the classic heroes?






Elements

Reading

pp. 660–667“Theseus”

Writing

pp. 445–447Writing Workshop: Analyzing a Short Story, “Revising,” and “Publishing”

p. 956Revision and Proofreading

World Literature

Reading

pp. 42–47“Momotaro: Boy of the Peach”


Reading

pp. 66–67Theseus as the Classic Hero

(Continued)



Creativity/Innovation

Ethics/Social Responsibility


Choose one of the hero characters you have read about this week. Write an essay to explain what makes this character a classic hero. Use two examples to support your choice.


It can be imagined how Greece rang with the praises of the young man who had cleared the land of these banes to travelers. In this sentence banes means:

hateful.causes of destruction.distressed.conquered.


02 Basic Understanding03 Analyze Text04 Evaluate, Extend Meaning08 Writing Strategies09 Editing Skills

A.B.C.D.


See Educational Resources, pp. 6–7 for additional strategies to teach use of knowledge of root words to understand new words during reading.

Quality of Writing:

See Educational Resources, pp. 54–57 for additional strategies to teach editing and revision.


See Section 4, p. 6 for Explicit Instruction








pp. 70–71Identifying with Hero Stories

pp. 72–74Momotaro and Japanese Values


Joseph Campbell Foundationwww.jcf.org

Theseushttp://homepage.mac.com/cparada/GML/Theseus.html

Becoming Japanesewww.globaled.org/spot_JP/c5l1w3.html









WritingCompare and contrast characters in preparation for Week 11 compare and contrast essay writingUse graphic organizers to compare and contrast characters from previously read worksDescribe and analyze a person or character (Informational/Expository)Writing process: prewriting/planning and writing a draft

Address 21st Century Applied SkillsCreativity/InnovationEthics/Social Responsibility

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Analyze the uses and effectiveness of literary elements used by one or more authors*Revise

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1.3 Bpp. 26–27

1.4 B 4 pp. 38–39

TraditionalWeek 6Oct. 6–Oct. 10(4 days)

Fall Block

Week 4

Sept. 22–Sept. 26

Part 1 of 2

Spring Block

Week 4

Feb. 16–Feb. 20

Part 1 of 2










Writing

p. 199Venn Diagram

p. 169Character Traits

Elements

Writing

pp. 660–667“Theseus”

pp. 673–683“Sigurd, the Dragon Slayer”

pp. 540–544 Writing Workshop: Describing a Person, “Prewriting,” and “Writing”

Other Resources

Elements

p. 671Researching Heroes


Character Matterswww.yrdsb.edu.on.ca/page.cfm?id=ICM000012




Idea(s) for InvestigationSir Gawain and the Green Knight: A True Test of Character

http://csis.pace.edu/grendel/proj2b/main.html

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Based on his behavior in this passage, Joe Jackson is

most likely envious of Cobb’s wealth.probably ashamed that he was unable to give Cobb a ball.extremely proud that Ty Cobb had come to see him.pleased to be retired from the diffi cult life of a professional athlete.


03 Analyze Text04 Evaluate, Extend Meaning08 Writing Strategies

A.

B.

C.

D.


See Educational Resources, pp. 26–27 for additional strategies to teach character analysis.

Quality of Writing:

See Educational Resources, pp. 54–55 for additional strategies to teach revision.


See Section 4, p. 11 for Structuring of an Effective Lesson









ReadingAnalyze characters’ confl icts and motivations

WritingEvaluate and revise content and organization of character descriptions (Informational/Expository)

VocabularyClarifying word meanings: comparison and contrast (Elements, p. 110)

Address 21st Century Applied SkillsUnderstanding DiversityEthics/Social Responsibility

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Analyze the uses and effectiveness of literary elements used by one or more authors*Use precise language and specifi c detailEstablish reading vocabulary by identifying and correctly using new words acquired through study of their relationships to other words*Revise writing

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1.3 Bpp. 26–27

1.4 Bpp. 38–39

1.1 Epp. 10–11

1.5 Epp. 54–55


PSAT

Fall Block

Week 4

Sept. 22–Sept. 26

Part 2 of 2

Spring Block

Week 4

Feb. 16–Feb. 20

Part 2 of 2









Elements

Reading

pp. 99–109“Two Kinds”

Writing

pp. 545–547Writing Workshop: Describing a Person, “Revising,” and “Publishing”

Other Resources

Elements

pp. 130–133Collection 2: Skills Review– Literary Skills

p. 135Writing Skills

Holt Workshop Resources: Writing, Listening, and Speaking

pp. 76–77Revising


Writing

pp. 259–260Revision and Proofreading


Two Kindshttp://users.aber.ac.uk/jpm/ellsa/t3/ellsa_twokinds1.html





Analyze the mother-daughter relationship in “Two Kinds.” Give at least two examples from the text to support your analysis.


What is the best evidence in this passage to support the idea that the man in the Chevrolet is patient?

He narrows his eyes when he sees Miss Dobie.He has been sitting in his car for over an hour watching a doorway.He settles back comfortably into the seat after talking to Evans.He sighs when he reads the sign above the bookstore doorway.


02 Basic Understanding03 Analyze Text04 Evaluate, Extend Meaning

A.

B.

C.

D.


See Educational Resources, pp. 10–11 for additional strategies to teach clarifying word meanings–compare and contrast.

Types of Writing:

See Educational Resources, pp. 38–39 for additional strategies to teach informational writing.


See Section 4, p. 14 for Effective Teaching Principles Overview









ReadingAnalyze and elaborate on ideas presented in primary and secondary sources

WritingElements of styleUse a graphic organizer to assist in the prewriting processWriting/Drafting: Take a position and support it with examples/evidence (Persuasive)


VocabularyUse context clues

GrammarRevising sentence fragments (Elements, p. 563)

Address 21st Century Applied SkillsTeamwork/CollaborationLifelong Learning/Self Direction

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Demonstrate after reading understanding and interpretation of both fi ction and nonfi ctionWrite with command of stylistic aspects of compositionInclude a clearly stated position or opinion and convincing, elaborated, properly cited evidenceIdentify topic, task, and audienceGather, analyze, and organize informationRevise writing

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1.2 App. 18–19

1.1Cpp. 6–7

1.4Bpp. 38–39

1.5 Epp. 54–55

1.5 Dpp. 52–53

1.4 Cpp. 40–41

1.5 App. 46–47

1.5 Bpp. 48–49

1.6 Dpp. 66–67

1.6 Epp. 68–69


PSSA Retest Grade 12

Fall Block

Week 5

Sept. 29–Oct. 3

Part 1 of 2

Spring Block

Week 5

Feb. 23–Feb. 27

Part 1 of 2

Benchmark Spring Block A








Elements

Reading

pp. 712–717Skill Review

Writing

pp. 961–962Writer’s Handbook: The Writer’s Language



Writing

p. 245Persuasive Mode graphic organizer

pp. 231–233Fill-in-the-Blank Essay Form, Persuasive Essay


www.collegeboard.com/ student/testing/sat/prep_one/practice.html




SAT Sample Persuasive Prompt:

Read the following quote from the playwright Oscar Wilde.

“There are only two tragedies in life: one is not getting what one wants, and the other is getting it.”

What is your viewpoint on this idea? Plan and write an essay in which you develop your point of view. Support your position with reasoning and examples from your experiences, observations, and readings.


According to the reading “The Media and the War,” doves were people who opposed

the way the war was being foughtincreasing the number of troopsthe warmedia coverage of the war


07 Sentence Structure08 Writing Strategies

A.B.C.D.

Types of Writing:

See Educational Resources, pp. 40–41 for additional strategies to teach persuasive writing that clearly states a position with evidence.

Quality of Writing:

See Educational Resources, pp. 54–55 for additional strategies to teach revision for style, including sentence length.









ReadingUnderstand and evaluate informational textAnalyze characteristics of dramatic literature including tragedyDraw inferences about characters

VocabularyRecognize and interpret puns (Elements, p. 781)

Grammar

Run-on sentences (Elements, p. 253)

Address 21st Century Applied SkillsLeadershipEthics/Social Responsibility

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Read and understand essential content of informational texts*Analyze the uses and effectiveness of literary elements used by one or more authors*Establish reading vocabulary by identifying and correctly using new words acquired through study of their relationship to other words*Revise writing

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1.2 App. 18–19

1.3 Bpp. 26–27

1.1 Epp. 10–11

1.5 Epp. 56–57


Benchmark Assessment 1


Fall Block

Week 5

Sept. 29–Oct. 3

Part 2 of 2

Spring Block

Week 5

Feb. 23–Feb. 27

Part 2 of 2

Benchmark Spring Block A








Elements

Reading

pp. 741–751Shakespeare and Julius Caesar background

pp. 754–760 Julius Caesar, Act I, Scene 1


Reading

pp. 82–83Caesar—The Ultimate Dragon


Drama resources for teaching Julius Caesarhttp://go.hrw.com Keyword: LE5 10-10

Julius Caesar-Resource Guidehttp://library.thinkquest.org/19539/juliusc.htm# link


Leadership


Idea(s) for InvestigationThe Shakespeare Authorship Debate: Who Really Wrote Shakespeare’s Plays?

Shakespeare Debate (Highlights the authorship controversy)

www.pbs.org/wgbh/pages/frontline/shows/muchado

http://absoluteshakespeare.com/trivia/authorship/authorship.htm

•


It has been said that Americans are “fi ckle” about popular music stars. Write an essay in which you explain what this means. In your essay, explain how Americans’ fi ckle nature affects pop stars’ careers and give examples of stars who have been affected.


Describe the attitude of the commoners in Julius Caesar, Act I, Scene 1 toward the military men. Use at least two examples from the reading to support your response.


02 Word Analysis03 Analyze Text09 Editing Skills PSSA

Reading Critically in All Content Areas:

See Educational Resources, pp. 18–19 for additional strategies to teach understanding essential content of informational texts.


Sample PSSA

See Educational Resources, pp. 26–27 for additional strategies to teach characteristics of dramatic literature.









ReadingAnalyze effectiveness of author’s use of sound techniquesRecognize and analyze techniques of persuasionAnalyze literary structures (e.g., foreshadowing, confl ict)

Writing (Research)Prewriting/Planning: Selecting a topic for research

GrammarMain or subordinate clause (Elements, p. 111)

Address 21st Century Applied SkillsLeadershipCreativity/Innovation

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Analyze effectiveness of use of sound techniques*Evaluate authors’ strategies*Analyze the uses and effectiveness of literary elements used by one or more authors*Select and refi ne a topic for researchRevise writing

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1.3 Cpp. 28–29

1.1 Gpp. 14–15

1.3 Bpp. 26–27

1.5 Cpp. 50–51

1.8 App. 76–77

1.5 Epp. 54–55

TraditionalWeek 10Nov. 3–Nov. 7(4 days)

Report Period Ends, Nov. 7

Fall Block

Week 6

Oct. 6–Oct. 10

Part 1 of 2

Spring Block

Week 6

Mar. 2–Mar. 6

Part 1 of 2








Elements

Reading

pp. 752–753“How to Read Shakespeare”

pp. 758–777; 782–796Julius Caesar, Act I and Act II, Scene 1


Reading

pp. 84–86, 88–90, 92–96Julius Caesar lessons

Research

pp. 168–175Research Paper Day 1 lesson

Other Resources


pp. 134–149

Research paper approaches, pacing guides, and graphic organizers


Words Coined by Shakespearewww.bookhooks.com/resources/avocabo13.pdf

A Guide to Shakespearehttp://search.eb.com/shakespeare/article-9003167(interactive, informative, colorful and very user friendly with video and audio clips)


Leadership


Sample Constructed Response:

Shakespeare uses disorder in nature to suggest a disorder in human lives. Use at least two details from the passage to support this statement.


02 Basic Understanding03 Analyze Text04 Evaluate, Extend Meaning09 Editing Skills


See Educational Resources, pp. 28–29 for additional strategies to teach author’s use of sound techniques (e.g., rhyme, rhythm, meter, alliteration).

Research:

See Educational Resources, pp. 76–77 for additional strategies to teach effective ways to select and refi ne a topic for research.









ReadingAnalyze the use of fi gurative languageAnalyze literary structures that build suspense (rising action, foreshadowing)Review, remediate, and enrich as needed: comparing and contrasting, identifying text structure and determining main idea

WritingCompare and contrast characters (Informational/Expository)Writing Process: Prewriting/planning and writing a draft


VocabularyUnderstanding Elizabethan language (Elements, p. 805)

Address 21st Century Applied SkillsTeamwork/CollaborationInformation Technology/Application

••

•

•

•

••

•

••

Analyze the effectiveness of the author’s use of fi gurative language*Analyze the uses and effectiveness of literary elements used by one or more authors*Write complex informational pieces including a variety of methods to develop the main ideaEstablish a reading vocabulary by identifying new words*

•

•

•

•

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.4 Bpp. 38–39

1.5 Cpp. 50–51

1.1 Epp. 10–11

1.6 Dpp. 66–67

1.6 Epp. 68–69


Benchmark Review 1

Fall Block

Week 6

Oct. 6–Oct. 10

Part 2 of 2

Review, Remediate, Enrich

Spring Block

Week 6

Mar. 2–Mar. 6

Part 2 of 2








Elements

Reading

pp. 796–803; 806–818Julius Caesar, Act II, Scenes 2–4

Writing

p. 804“Women’s Work” Compare and Contrast


Reading

pp. 102–104Caesar’s Fateful Decision

pp. 106–108Examining Suspense Techniques

Writing

pp. 98–101Comparing Portia and Calpurnia

Benchmark Review:

SchoolNet

Holt Reading Solutions

p. 468Comparing and Contrasting

p. 414Identifying Text Structure

p. 420Determining Main Idea

Kaplan Achievement Planner

(Continued)



Information Technology/Application


Think about a policy change that you would like to make at your school. Imagine that you are running for student council president so that you can work on making this change. You must convince students to vote for you instead of your opponent. Write a persuasive essay that you can deliver in a speech to the student body to win their votes.


The following lines contain an example of what kind of fi gurative language?

“Caesar should be a beast without a heart/If he should stay at home today for fear.”

metaphorhyperbolesimilepersonifi cation



A.B.C.D.


See Educational Resources, pp. 28–29 for additional strategies to teach the effectiveness of fi gurative language.

Types of Writing:

See Educational Resources, pp. 38–39 for additional strategies to teach writing a compare/contrast essay.








Other Resources


pp. 211–217

Fill-in-the-blank essay forms for compare/contrast


Famous Quotes (Julius Caesar)www.famousquotes.me.uk/julius_caesar/index. htm

WebQuest: Shakespeare vs. Historywww.edu.pe.ca/english/webquests/caesar/webques.htm









ReadingAnalyze techniques of argumentAnalyze elements of tragedy (turning points)Analyze characters

WritingRevise and edit compare and contrast essay (Informational)Literary analysis essay (Persuasive)Writing Process: Prewriting/planning; writing a draft; revising and refi ning; editing and proofreading


GrammarInverted order (Elements, p. 162)

Address 21st Century Applied SkillsTeamwork/CollaborationLeadershipEthics/Social Responsibility

••

•

•

••

••

•

•••

Evaluate author’s strategies*Analyze uses and effectiveness of literary elements used by one or more authors*Revise and edit writingInclude a clearly stated position or opinionInclude convincing, elaborated, and properly cited evidence

••

••

•

1.1 Gpp. 14–15

1.3 Bpp. 26–27

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.4 Cpp. 40–41

1.6 Dpp. 66–67

1.6 Epp. 68–69


Fall Block

Week 7

Oct. 13–Oct. 17

Part 1 of 2

PSAT

Spring Block

Week 7

Mar. 9–Mar. 13

Part 1 of 2

Benchmark Review Spring Block A

See Traditional Week 11








Elements

Reading

pp. 819–850Julius Caesar, Act III, Scenes 1–3

Writing

pp. 955–956Writing Handbook: Stages of the Writing Process, “Guidelines for Proofreading,” and “Symbols for Proofreading”


Reading

pp. 118–123Examining the Art of Rhetoric

pp. 124–126Analyzing the Destructive Power of Civil Unrest



Leadership


Idea(s) for InvestigationJulius Caesar: Calendar Maker?

The Roman Calendar (Very interesting site on Caesar’s manipulation of the calendar)www.tortuga.com/college/tutorials/leapyear2.htmlhttp://abacus.bates.edu/~mimber/Rciv/roman.cal.htm

•


Describe the turning point in the drama. Use at least two examples from the reading to support your response.


03 Analyze Text04 Evaluate, Extend Meaning07 Sentence Structure09 Writing Skills

Read Critically in All Content Areas:

See Educational Resources, pp. 14–15 for additional strategies to analyze techniques of argument.











ReadingAnalyze elements of tragedy (climax, resolution)Analyze character

WritingCompare and contrast characters from different texts and genres (Informational)Prewriting/planning: Developing a thesisWriting/Drafting: Organize a compare/contrast essayOrganize portfolio

Address 21st Century Applied SkillsCreativity/Innovation

•

•

•

•

•

•

•

Analyze uses and effectiveness of literary elements used by one or more authors*Include a variety of methods to develop the main ideaGather, analyze, and organize information

•

•

•

1.3 Bpp. 26–27

1.4 Bpp. 38–39

1.5 Bpp. 48–49


Fall Block

Week 7

Oct. 13–Oct. 17

Part 2 of 2

PSAT

Spring Block

Week 7

Mar. 9–Mar. 13

Part 2 of 2

Benchmark Review Spring Block A









Elements

Reading

pp. 834-850Julius Caesar, Act IV


Reading

pp. 132–134The Conspirators in Confl ict

Writing

pp. 150–157Organizing a Compare-Contrast Essay on Heroic Characters; Using and Citing Evidence


Other Resources


pp. 126–127Portfolio




In times of confl ict, groups or nations often adopt the view “united we stand, divided we fall.” Do you agree with this statement? Write an essay in which you develop your position using your readings, especially Julius Caesar, studies, observations, and experiences for support.


Based on the selection, which of the following is an element of tragedy?

The hero is disliked by other characters.The hero overcomes a disadvantaged background.The hero suffers a reversal of fortune.The audience is happy when the hero dies.



A.

B.

C.

D.



Types of Writing:

See Educational Resources, pp. 38–39 for additional strategies to teach informational writing using compare/contrast.









ReadingAnalyze author’s argument and purposeMake connections between ideas in two different textsComprehensive review of Julius Caesar

WritingRevise and edit essay comparing and contrasting characters (Informational)Peer edit and revise essay in preparation for publication

GrammarUsing transitions to connect related ideas (Elements, p. 740)

Address 21st Century Applied SkillsCreativity/InnovationLifelong Learning/Self Direction

•

•

•

•

•

•

••

Evaluate text organization and content to determine the author’s purpose and effectiveness according to author’s thesis, accuracy, thoroughness, logic, and reasoning*Make extensions to related ideas, topics, or information*Revise and edit writingPresent written work for publication

•

•

••

1.2 App. 18–19

1.1 Gpp. 14–15

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.5 Gpp. 58–59

TraditionalWeek 14Dec. 1–Dec. 5(5 days)

Fall Block

Week 8

Oct. 20–Oct. 24

Part 1 of 2


Spring Block

Week 8

Mar. 16–Mar. 20

Part 1 of 2

PSSA Reading / Math Grade 11








Elements

Reading

pp. 854-871Julius Caesar, Act lV-Act V

pp. 872–873What Is a Tragic Hero?

pp. 874-877“The Fear and the Flames”

p. 874TE Sidebar “Connecting and Comparing Texts”

Writing

pp. 955–956Writing Handbook: Stages of the Writing Process, “Guidelines for Proofreading,” and “Symbols for Proofreading”


Reading

pp. 128–130Examining the Opposing Sides of Rome’s Civil War

pp. 138–134The Battle Begins!; The War Concludes, and the Play Is Resolved

pp. 158–159Reviewing the Compare-Contrast Essay

(Continued)




Idea(s) for InvestigationCleopatra, Antony and Caesar: The Truth Behind the Love Story

Cleopatra, Antony and Caesarwww.travelinstyle.com/Egypt/cleo_antony_Caesar.html

Cleopatra, Queen of Egyptwww.ccds.charlotte.nc.us/History/Egypt/05/monzolevskaya/index.html

•


Based on Aristotle’s defi nition of the “tragic hero,” write an essay in which you develop your argument for who the tragic hero is in this play. Give two examples to support your conclusion.

PSSA Sample Constructed-Response:

Compare and contrast the assassination of Martin Luther King, Jr. and Julius Caesar. Use at least two details from the reading to support your response.


02 Basic Understanding03 Analyze Text07 Sentence Structure08 Writing Strategies09 Editing Skills


See Educational Resources, pp. 18–19 for additional strategies to teach analysis of an author’s argument and purpose.

Quality of Writing:

See Educational Resources, pp. 56–57 for additional strategies to teach editing using the conventions of the language.








Other Resources

Elements

p. 879Writing: Comparing Caesar and King

p. 880Memorizing Famous Passages

pp. 881–885Julius Caesar in an Absorbing Production

By the end of this unit, students are able to analyze and draw conclusions about characters and confl icts. Students are able to evaluate the elements of tragedy, especially character motivation and confl ict. Students are able to compare and contrast characters, use Venn diagrams and writing rubrics. Students can recognize diversity issues and clarify and explain a variety of positions, actions, and ethical issues in literature and real-world context. Students can set learning goals and understand how personal accountability and eff ective work habits develop a sense of professionalism and work ethic.



ENGLISH 2UNIT 3: Transformations and Journeys



••••••••••



••••••••••

Big Idea(s)Transformations and journeys, both internal and external, are examined here. From archetypal shape-shifters of various cultures to the more literal journey and transformation of a Biblical character and an ordinary adolescent, we see this motif around the world, repeating itself from ancient times to the present.

During this unit, the goal of my teaching is that students will learn to analyze heroic characters, identify theme, symbols, and author’s use of irony. Students will plan, write, revise, and edit a personal essay and plan an informational essay based on a literary theme. Students will evaluate their personal growth by analyzing the skills, knowledge, and experiences gained from participation in groups. Students will demonstrate creativity and innovation by synthesizing knowledge across text in order to communicate new ideas in an informational essay. To develop the skills of lifelong learners, students are using technology as they prepare for I-search papers, portfolios and presentations.

By the end of this unit, students are able to analyze heroic characters and their place in the scope of storytelling. Students are able to identify and analyze themes of the internal and external journey that characters take. Students can identify and analyze symbols and author’s use of irony. As writers, students are able to incorporate the stages of the writing process and use writing rubrics. Students are creatively synthesizing information from multiple sources to communicate new ideas and building lifelong learning skills as they revise and edit their writing. Students are using technology to research, create, and present.



UNIT 3TRANSFORMATIONS AND JOURNEYS







Note: Please cover the content of weeks 16 and 17 over a 7 day instructional period.

ReadingAnalyze author’s use of symbolismAnalyze settingIdentify and analyze themeAnalyze rhythm, meter, rhymeAnalyze how imagery and word choice help develop the themeAnalyze effectiveness of author’s use of sound devices

WritingPersonal narrative based on the style and theme of literature being studied (Narrative)Writing Process: Prewriting/planning and writing a draft

Writing (Research)Prewriting/Planning: Select topic for I-Search research paperPrewriting/Planning: Organize source information and research notes

Address 21st Century Applied SkillsInformation Technology/Application Creativity/Innovation Lifelong Learning/Self Direction

•••••

•

•

•

•

•

•••

Analyze uses and effectiveness of literary elements used by one or more authors*Analyze the effectiveness of the author’s use of literary devices*Produce work following the conventions of a genreWrite fully developed paragraphs that have details and information specifi c to topic and relevant to focusSelect and refi ne a topic for researchTake notes relevant to research topic

•

•

•

•

•

•

1.1 Gpp. 14-15

1.3 Bpp. 26–27

1.3 Cpp. 28-29

1.2 Cpp. 22–23

1.5 Bpp. 48–49

1.8 App. 76–77

1.8 Cpp. 80–81


Fall Block

Week 8

Oct. 20–Oct. 24

Part 2 of 2


Spring Block

Week 8

Mar. 16–Mar. 20

Part 2 of 2




Transformations and journeys, both internal and external, are examined here. From archetypal shape-shifters of various cultures to the more literal journey and transformation of a Biblical character and an ordinary adolescent, we see this motif around the world, repeating itself from ancient times to the present.






Elements

Reading

pp. 400-409“Through the Tunnel”

p. 407“Initiation Rites”

pp. 506–508“Sea Fever”

Writing

pp. 957–960Writer’s Handbook: Paragraphs

Research

p. 690Writing Workshop: Writing a Research Paper, “Choose a Subject and Refi ne a Topic”


Reading

pp. 200–201Longing—A Return to the Past

Writing

pp. 212–213Prewriting for the Narrative Essay

(Continued)






The theme of the poem is best expressed by the lines

“…but move in common rhythm when the food must come in or the fi re be put out.”“but the thing worth doing well done has a shape that satisfi es, clean and evident.”“The people I love the best jump into work head fi rst…”“The pitcher cries for water to carry and a person for work that is real.”



A.

B.

C.

D.


See Educational Resources, pp. 28–29 for additional strategies to teach symbolism.


See Educational Resources, pp. 28–29 for additional strategies to teach analysis of rhythm, meter and rhyme.

Quality of Writing:

See Educational Resources, pp. 48–49 for additional strategies to teach writing using well-developed content appropriate for the topic.


See Section 6, p. 28 for Post-school Outcomes: Self-determination Skills








Research

pp. 168–170Choosing Subjects for anI-Search Project

pp. 192–193Creating Source and QNQ Banks

Other Resources

Elements

p. 413“Vision Quest”


Research

pp. 144–145Source Bank; QNQ Bank


“The Swimming Lesson”www.lovingrelationships.com/poemoftheweek.htm

“Those Winter Sundays” and “My Papa’s Waltz”http://edsitement.neh.gov/view_lesson_plan.asp?id=646(Insightful poems about growing up)










ReadingAnalyze themeAnalyze heroic characters

WritingRevise and edit personal narrative essays (Narrative)

Writing (Research)Prewriting/Planning: Prepare for research interviews

VocabularyWords in context (Elements, p. 373)Word clues: Greek and Latin roots and relations (Elements, p. 373)

Address 21st Century Applied SkillsProfessionalism/Work Ethic

••

•

•

••

•

Analyze uses and effectiveness of literary elements used by one or more authors*Evaluate text organization and content to determine the author’s purpose and effectiveness according to author’s thesis, accuracy, thoroughness, logic, and reasoning*Revise and edit writingEstablish reading vocabulary by identifying and correctly using new words acquired through study of their relationships to other words*Use knowledge of roots words*

•

•

••

•

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.2 App. 18–19

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.1 Epp. 10–11

1.1 Cpp. 6–7



Fall Block

Week 9

Oct. 27–Oct. 31

Part 1 of 2

Benchmark Fall Block A


Spring Block

Week 9

Mar. 23–Mar. 27

Part 1 of 2









Holt World Literature

Reading

pp. 196–204“The Book of Ruth”


Reading

pp. 180–182The Book of Ruth—A Journey of Devotion and Transformation

Writing

pp. 216–217Reviewing the Narrative Essay

Research

pp. 224–226Interview Preparation

Other Resources

Elements

p. 956 Proofreading Guidelines and Symbols


Book of Ruthwww.bookrags.com/notes/bot/PART8.htm

Love, Romance, Redemption: How One Woman Found Happinesswww.pbc.org/library/fi les/html/0208.html(Lengthy, but interesting article; puts the Book of Ruth in modern perspective.)

Finding Theme (Journey) Student resourcehttp://go.hrw.com/rsources/go_mk/la/latm/E103LETP.PDF


Professionalism/Work Ethic


Explain what the different settings symbolize to Jerry in the story “Through the Tunnel.” Use at least two details from the passage to support your response.


The word chronically comes from the root chron, meaning

wealth.unfortunate.unhealthy.time.


02 Basic Understanding03 Analyze Text04 Evaluate, Extend Meaning07 Sentence Structure09 Editing Skills

A.B.C.D.


See Educational Resources, pp. 26–27 for additional strategies to teach theme and heroic characterization.


See Section 6, p. 30 for How to Help Students Lead Their IEP Meetings










ReadingAnalyze situational and dramatic ironyEvaluate informational text

WritingAnalyze literary themes (Informational)Writing Process: Prewriting/planning; writing a draft; revising and refi ning; editing and proofreading


Address 21st Century Applied SkillsTeamwork/CollaborationCreativity/Innovation

••

•

•

••

••

Analyze effectiveness of author’s use of literary devices (irony)*Evaluate author’s strategies*Write fully developed paragraphs that have details and information specifi c to topic and relevant to focus

•

••

1.3 Cpp. 28–29

1.1 Gpp. 14–15

1.5 Bpp. 48–49

1.6 Dpp. 66–67

1.6 Epp. 68–69


Fall Block

Week 9

Oct. 27–Oct. 31

Part 2 of 2

Benchmark Fall Block A


Spring Block

Week 9

Mar. 23–Mar. 27

Part 2 of 2









Elements

Reading

pp. 330–344“R.M.S. Titanic”

pp. 366–372“Explorers Say There’s Still Lots to Look For”

Writing


Other Resources

Elements

Reading

pp. 349–364“Into Thin Air”


p. 239Informational Mode Graphic Organizer

p. 203Fill-in-the-Blank Essay Form, Basic Five-Paragraph Essay




Idea(s) for InvestigationDisaster in the Antarctic: The Last Expedition of the Endurance

The Endurancewww.antarcticconnection.com/antarctic/shackleton/index.shtml

On Top of the World: Into Thin Air WebQuest

http://cte.jhu.edu/techacademy/fellows/Morten/WebQuest/kmmindex.html

•

•


Many of the selections you have read this year deal with the theme of the journey. Write an essay in which you explain why this theme is such a prevalent one in world literature. Why do people journey, what kinds of journeys do they take, and why are we fascinated with writing and reading about them?


Based on your understanding of the reading, which of the following is an element of tragedy?

The hero is a person of high rank whose fate affects that of his family and his countrymen.The hero is a static or fl at character who does not change throughout the drama.The hero suffers extreme calamity through no fault of his own.The audience is surprised by the death of the hero.


02 Basic Understanding03 Analyze Text04 Evaluate, Extend Meaning08 Writing Strategies

A.

B.

C.

D.

Learning to Read Critically in all Content Areas:

See Educational Resources, pp. 18–19 for additional strategies to teach evaluating informational texts.

Quality of Writing:

See Educational Resources, pp. 48–49 for additional strategies to teach well-developed content appropriate for the topic.


See Section 4, p. 48 for Independence in Completing Assignments

By the end of this unit, students are able to analyze heroic characters and their place in the scope of storytelling. Students are able to identify and analyze themes of the internal and external journey that characters take. Students can identify and analyze symbols and author’s use of irony. As writers, students are able to incorporate the stages of the writing process and use writing rubrics. Students are creatively synthesizing information from multiple sources to communicate new ideas and building lifelong learning skills as they revise and edit their writing. Students are using technology to research, create, and present.



ENGLISH 2UNIT 4: Love, Gender, and Poetry



••••••••••



••••••••••

Big Idea(s)Whom we love, how we love, and why we love are the inspirations for much of world literature. Poetry is the form that many have chosen with which to express their thoughts, feelings, and ideas about love. Poets ask us to feel what they are feeling, see what they are seeing, and then refl ect on our own experiences. Do any of my experiences, thoughts, or emotions have a poetic voice?

During this unit, the goal of my teaching is that students will learn to identify, analyze, and evaluate fi gurative language and sound eff ects in poetry. Students will analyze the poetic form of sonnets and lyric poems. Students will analyze the elements of poetry to identify theme. As writers, students will produce two pieces: an analysis of a poem and an original poem, using the poems read in class as models. Poetry provides an environment conducive to creative and innovative expression. Students will work in groups to share interpretations and understandings, and off er creative insights. Students are becoming more familiar with the creative aspects of the writer’s craft and will engage in discussions that prompt innovative oral and written responses.

By the end of this unit, students are able to analyze and evaluate poetry for sound eff ects, fi gurative language, and theme. Students are able to develop a thesis for a written analysis of a poem and write their own poetry. In groups, students are consolidating learning, sharing personal responses and understandings, and enjoying the power of creative thinking that poetry encourages and demands.



UNIT 4LOVE, GENDER, AND POETRY







ReadingAnalyze sound effects in poetryAnalyze how fi gurative language is used in poetryReview, remediate, and enrich as needed: making inferences, understanding characters, and recognizing theme

WritingRespond to a prompt based on a literary selection (Informational)Writing Process: Prewriting/planning; writing a draft; revising and refi ning; editing and proofreading

VocabularyWord maps: showing words in action (Elements, p. 348)Words from mythology (Elements, p. 348)


••

•

•

•

•

•

•

Analyze effectiveness of author’s use of sound devices*Analyze and evaluate the appropriateness of diction and fi gurative language in poetry*Write fully developed paragraphs that have details and information specifi c to topic and relevant to focusEstablish reading vocabulary by identifying and correctly using new words acquired through study of their relationships to other words*

•

•

•

•

1.3 Cpp. 30–31

1.3 Dpp. 32–33

1.5 Bpp. 48–49

1.1 Epp. 10–11

TraditionalWeek 18Jan. 5–Jan. 9(5 days)

Benchmark Review 2

Fall Block

Week 10

Nov. 3–Nov. 7

Part 1 of 2

Report Period Ends, Nov. 7

Spring Block

Week 10

Mar. 30–Apr. 3

Part 1 of 2


Report Period Ends, March 31








Elements

Reading

pp. 503–505“The Sounds of Poetry”

p. 536“Jazz Fantasia”

pp. 477–478“Figurative Language”

p. 468“Grape Sherbet”

p. 479“Simile”

Curriculum Resources, Vol. 2

Reading

pp. 26–28Introduction to Poetry

Writing


Benchmark Review:

SchoolNet

(Continued)




According to William Wordsworth, poetry should be “a spontaneous outburst of powerful feeling, recollected in tranquility.” Write an essay to explain what this quote means, using the poems you have read to support your explanation.


Describe the effectiveness of Sandburg’s use of sound techniques in the poem “Jazz Fantasia.” Cite at least two examples from the poem to support your response.


02 Basic Understanding03 Analyze Text04 Evaluate, Extend Meaning05 Identify Reading Strategies08 Writing Strategies09 Editing Skills

Whom we love, how we love, and why we love are the inspirations for much of world literature. Poetry is the form that many have chosen with which to express their thoughts, feelings, and ideas about love. Poets ask us to feel what they are feeling, see what they are seeing, and then refl ect on our own experiences. Do any of my experiences, thoughts, or emotions have a poetic voice?









p. 426Making Inferences

p. 450Understanding Characters

p. 456Recognizing Theme


Other Resources

Elements

pp. 472–473“The Legend”

p. 466“Eating Together”

p. 522“Miss Rosie”


Poetry 180 A Poem a Daywww.loc.gov/poetry/180









ReadingAnalyze use of fi gurative language and imagery in poetryAnalyze how fi gurative language helps develop theme in poetryAnalyze elements of lyric poetry

WritingModel poems after those read in class (Creative)

VocabularyIdioms all around you and jargon: job-related vocabulary (Elements, pp. 525–526)

Address 21st Century Applied SkillsUnderstanding DiversityCreativity/Innovation

•

•

•

•

•

••

Analyze and evaluate the appropriateness of diction and fi gurative language in poetry*Analyze uses and effectiveness of literary elements used by one or more authors*Produce work following the conventions of a genreUnderstand meaning of, and apply, key vocabulary across subject areas

•

•

•

•

1.3 Dpp. 32–33

1.3 Bpp. 26–27

1.2 Cpp. 22–23

1.1 Fpp. 12–13


Fall Block

Week 10

Nov. 3–Nov. 7

Part 2 of 2

Report Period Ends,Nov. 7

Spring Block

Week 10

Mar. 30–Apr. 3

Part 2 of 2


Report Period Ends,March 31








Elements

Reading

p. 481“The Taxi”

pp. 498–499“Ode to My Socks”

p. 485“since feeling is fi rst”

p. 462“Same Song”

p. 490“Three Japanese Tankas”

Writing

p. 492Writing: Try a TankaORp. 502Writing: Ode to a Common Thing

Poetry Writing


Reading

pp. 30–32Imagery and Figurative Language in Poetry

pp. 34–35Figurative Language and Love

pp. 36–37Using Metaphors in Poetry

(Continued)





The speaker uses the image of the gym in the garage to describe

her daughter’s exhaustion.her son’s dedication.her son’s dissatisfaction.her daughter’s beauty.


03 Analyze Text04 Evaluate, Extend Meaning05 Identify Reading Strategies

E.F.G.H.


See Educational Resources, pp. 26–27 for additional strategies to teach theme in poetry.

See Educational Resources, pp. 30–31 for additional strategies to teach analysis of diction and fi gurative language in poetry.


See Section 5, p. 23 for Instructional Adjustments for Monitoring Progress








Other Resources


Metaphorically Speaking: Unlocking the meaning of Shakespeare’s metaphors (Understanding and creating metaphors)http://teacher.scholastic. com/lessonrepro/reproducibles/profbooks/ shakespeare.pdf









ReadingAnalyze form and structure in poetry (sonnet)Strategies for taking multiple-choice tests (Elements, pp. 967–973)

WritingSonnet (Creative)Analyze use of a particular form of poetry (Informational)Writing Process: Prewriting/planning; writing a draft; revising and refi ning; editing and proofreading


•

•

••

•

•

Analyze and evaluate the appropriateness of diction and fi gurative language in poetry*Produce work following the conventions of a genreWrite fully developed paragraphs that have details and information specifi c to the topic and relevant to the focus

•

•

•

1.3 Dpp. 32–33

1.2 Cpp. 22–23

1.5 Bpp. 48–49


Report Period Ends,Jan. 23

Fall Block

Week 11

Nov. 10–Nov. 14

Part 1 of 2

Benchmark Review Fall Block A

See Traditional Weeks 11 and 18

Spring Block

Week 11

Apr. 13–Apr. 17

Part 1 of 2








Elements

Reading

p. 494 “Shall I Compare Thee to a Summer’s Day?”

Writing

p. 495Writing: How Is It Made?Analyzing a Sonnet


Reading

pp. 46–47The Form of Poetry

Writing

pp. 48–49Sonnet Writing Workshop

Other Resources

Elements

p. 532“We Real Cool”

p. 519“Ex-Basketball Player”


Sound of the Sonnethttp://edsitement.neh.gov/view_lesson_plan.asp?id=365



Idea(s) for InvestigationHip Hop: Is It Poetry?

The Hip Hop Phenomenonwww.pbs.org/newshour/bb/entertainment/jan-june99/hiphop_2-24.html

•


Analyze Shakespeare’s attitude toward love in the poem “Shall I Compare Thee to a Summer’s Day?” Use at least two examples from the poem to support your analysis.


According to the reading, which of the following is a characteristic of an English sonnet?

It has no rhyme scheme.It has fourteen lines.It is written by Shakespeare.It is a love poem.



E.F.G.H.


See Educational Resources, pp. 30–31 for additional strategies to teach the appropriateness of diction and fi gurative language in poetry.

Quality of Writing:

See Educational Resources, pp. 46–47 for additional strategies to teach writing using well-developed content appropriate for the topic.


See Section 5, p. 30 for Practical Pointers for IEP Teams When Making Decisions Regarding Appropriate Accommodations









ReadingAnalyze imagery and theme in poetryAnalyze use of fi gurative language and imagery in poetryMake connections and draw conclusions from informational text

WritingPoetry analysis (Informational)Prewriting/Planning: Choose poem and develop a thesis statementWriting/Drafting: Gather and organize supporting information

GrammarVarying sentence length and structure (Elements, p. 600)


••

•

••

•

•

•

Analyze uses and effectiveness of literary elements used by one or more authors*Analyze the effectiveness of the author’s use of literary devices*Analyze and evaluate the appropriateness of diction and fi gurative language in poetry*Make extensions to related ideas, topics, or information*Gather, analyze, and organize informationRevise writing to improve sentence variety

•

•

•

•

•

•

1.3 Bpp. 26–27

1.3 Cpp. 28-29

1.3 Dpp. 30-31

1.1 Gpp. 14–15

1.5 Bpp. 48–49

1.5 Epp. 54–55

Traditional Week 21Jan. 26–Jan. 30(5 days)

Fall Block

Week 11

Nov. 10–Nov. 14

Part 2 of 2

Benchmark Review Fall Block A

Spring Block

Week 11

Apr. 13–Apr. 17

Part 2 of 2








Elements

Reading

pp. 456-457Imagery/Practice

p. 456“Moons”

p. 457“The Moon was but a Chin of Gold”

pp. 458-459“A Storm in the Mountains”

p. 483“I Am Offering This Poem”

p. 251“It’s Raining in Love”

p. 514“The Flying Cat”

Writing

pp. 440–444Writing Workshop: Analyzing a Short Story, “Prewriting,” and “Writing” [Note: This workshop can be modifi ed and used to support instruction for poetry analysis essays.]


Reading

pp. 42–43Poetry of Love

Writing

pp. 54–55Prewriting for the Informational Essay

(Continued)



Idea(s) for Investigation

Across the Battlefi eld—Emotions of War: Confederate Poetry vs. Union Poetry

Poetry and Music of the War Between the Stateswww.civilwarpoetry.org/

•


In the last paragraph, the author writes, “…the music poured from the instrument.” These words create a feeling of

danger.excitement.wonder.confusion.


Which line from the poem is an example of author’s use of imagery?

It doesn’t hurt anymoreI’ve been trying to rememberThe lightning split up into serpentine peaksThey had one more job to do


03 Analyze Text04 Evaluate, Extend Meaning05 Identify Reading Strategies08 Writing Strategies09 Editing Skills

A.B.C.D.

E.F.G.

H.


See Educational Resources, pp. 14–15 for additional strategies to teach making connections and drawing conclusions from informational text.

Quality of Writing:

See Educational Resources, pp. 54–55 for additional strategies to teach revision.








Other Resources

Elements

p. 487“Heart! We Will Forget Him”

p. 516“Interview with Naomi Shihab Nye”

p. 516TE Sidebar “Connecting and Comparing Texts”


Shadow Poetrywww.shadowpoetry.com









ReadingReview and assess objectives from weeks 17–20

WritingRevise and edit literary analysis essay (Informational)Peer edit and revise literary analysis essay in preparation for publicationOrganize portfolio

Writing (Research)Prewriting/Planning: Interpret movie reviews for I-Search project


Address 21st Century Applied SkillsTeamwork/CollaborationLifelong Learning/Self Direction

•

•

•

•

•

••

••

Revise writingEdit writingPrepare written work for publicationSelect sources appropriate to breadth and depth of research

•••

•

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.5 Gpp. 58–59

1.8 Bpp. 78–79

1.6 Dpp. 66–67

1.6 Epp. 68–69

TraditionalWeek 22Feb. 2–Feb. 6(5 days)

Fall Block

Week 12

Nov. 17–Nov. 21

Part 1 of 2

Spring Block

Week 12

Apr. 20–Apr. 24

Part 1 of 2








Standards Alignment and Educational Resources

(Assessment Alignment)

1.3 B pp. 26–271.3 C pp. 28–291.3 D pp. 30–31

Elements

Writing

p. 956Proofreading Guidelines and Symbols


Writing

pp. 56–57Revising the Informational Essay

Research

pp. 58–59Interpreting Movie Reviews

Other Resources


p. 261 Peer Editing for General Grammar and Punctuation Errors

p. 267Peer Review of Informational Text


Elements

pp. 550–551Collection 7: Skills Review, Literary Skills





In the reading selection, “Interview with Naomi Shihab Nye,” Naomi Shihab Nye states that her favorite quote comes from Thailand: “Life is so short we must move very slowly.”

Explain the quote and the link Nye makes to reading and writing poetry. Cite at least two examples from the reading to support your response.


What literary device is used in the following lines?

When I go away from you/The world beats dead/Like a slackened drum.

personifi cationalliterationallegorysimile


07 Sentence Structure09 Editing Skills

A.B.C.D.

Quality of Writing:

See Educational Resources, pp. 56–57 for additional strategies to teach editing.

See Educational Resources, pp. 58–59 for additional strategies to teach presentation and defense of written work.

By the end of this unit, students are able to analyze and evaluate poetry for sound eff ects, fi gurative language, and theme. Students are able to develop a thesis for a written analysis of a poem and write their own poetry. In groups, students are consolidating learning, sharing personal responses and understandings, and enjoying the power of creative thinking that poetry encourages and demands.



ENGLISH 2UNIT 5: Morality and Tough ChoicesBig Idea(s)Morality tales are the next story paradigm we explore: Why do we make the choices we make? Is it dharma? Is it chivalry (King Arthur)? Is it fear of a worse fate for family, friends, or self (Mandela)? Is it a sense of social justice (“Th e Man in the Water”)? How much infl uence do the stories we tell about ourselves have on our thoughts about what is moral? Do stories help guide us when we have to make tough choices?

During this unit, the goal of my teaching is that students will learn to analyze and evaluate themes that refl ect morality and tough choices. Students will analyze characters in both fi ction and nonfi ction text and evaluate their motivation and the choices they make. Literary elements will be analyzed as context for theme. Students will make inferences and draw conclusions about character, theme, symbols, tone, and mood. As writers, students will produce an analysis of a literary theme. Students will evaluate the actions and weigh the consequences of various characters, making text-to-world connections, and discuss issues of ethics and social responsibility. Students are confronting issues of morality and tough choices that generate deep discussion.

By the end of this unit, students are able to analyze and evaluate a character’s motivation and choices in both fi ction and nonfi ction texts. Students are able to identify, analyze, and evaluate theme and describe how literary elements and devices create theme. In collaborative groups or individually, students can creatively respond to literature. Group discussions are prompting real-world connections around diversity of thinking, actions and consequences, and ethics and social responsibility. Students can recognize that writers mirror real characters in realistic situations.



••••••••••



UNIT 5MORALITY AND TOUGH CHOICES







ReadingAnalyze a theme across multiple textsAnalyze elements of legendMake inferences to analyze character traitsAnalyze theme in an autobiographical work

Writing (Research)Prewriting/Planning: Turn research interview into narrative


•••

•

•

••

Analyze uses and effectiveness of literary elements used by one or more authors*Make, and support with evidence, assertions about text*Identify topic, task, and audienceWrite fully developed paragraphs that have details and information specifi c to the topic and relevant to the focusSelect sources appropriate to breadth and depth of research

•

•

•

•

•

1.3 Bpp. 26–27

1.1 Gpp. 14–15

1.5 App. 46–47

1.5 Bpp. 48–49

1.8 Bpp. 78–79



Fall Block

Week 12

Nov. 17–Nov. 21

Part 2 of 2

Spring Block

Week 12

Apr. 20–Apr. 24

Part 2 of 2



Morality tales are the next story paradigm we explore: Why do we make the choices we make? Is it dharma? Is it chivalry (King Arthur)? Is it fear of a worse fate for family, friends, or self (Mandela)? Is it a sense of social justice (“The Man in the Water”)? How much infl uence do the stories we tell about ourselves have on our thoughts about what is moral? Do stories help guide us when we have to make tough choices?






Elements

Reading

pp. 644–649“The Sword in the Stone”


Reading

pp. 113–118from Long Walk to Freedom


Reading

pp. 74–76Chivalry and the Legend of King Arthur

pp. 86–88Nelson Mandela and the Wounds Infl icted by Apartheid

Research

pp. 82–84 Transforming a Transcript into a Narrative

Other Resources

Elements

Reading

pp. 77–83“Everyday Use”

(Continued)





Jubilee Singers: Slaves Sing Their Way into a Nation’s Heart

www.pbs.org/wgbh/amex/singers/

www.fi skjubileesingers.org

•


Select a contemporary fi gure—someone famous or someone you personally know—whom you consider a “legend in his or her own time.” Write an essay in which you argue why this person should be thought of as a legend.


The commoners kept up their loud, tumultuous cry of protest when the nobles disputed Arthur’s right to be king of Britain. In this sentence, the word tumultuous means:

sad and tearful.extremely brief.noisy and wild.weak and uncertain.


03 Analyze Text04 Evaluate, Extend Meaning05 Identify Reading Strategies07 Sentence Structure09 Editing Skills

A.B.C.D.


See Educational Resources, pp. 14–15 for additional strategies to teach using evidence to make and support assertions.

Quality of Writing:

See Educational Resources, pp. 46–47 for additional strategies to teach writing with a sharp, distinct focus.


See Section 1, p. 22 for Cognitively Guided Instruction









pp. 90–92“Everyday Use” and The Lessons We Learn from Drawing Inferences

pp. 68–73The Ramayana as a Refl ection of Indian Culture

Writing



Merlin and Arthurhttp://cincinnatiarts.org/fi les/uploaded/Merlin_&_Arthur.pdf

Extension activities, Additional information, and “The Lady of Shallot”

The Long Walk of Nelson Mandela (PBS Frontline)www.pbs.org/wgbh/pages/frontline/shows/mandela









ReadingUnderstand setting as context for plot and theme in a novelAnalyze point of viewMake inferences to analyze character and themeAnalyze author’s tone (humor)

WritingLiterary analysis of the author’s use of tone (Informational)Writing Process: Prewriting/planning and writing a draft

GrammarDialect (Elements, p. 95)

Address 21st Century Applied SkillsLeadership Ethics/Social Responsibility

•

••

•

•

•

•

••

Analyze uses and effectiveness of literary elements used by one or more authors*Make, and support with evidence, assertions about text*Gather, analyze, and organize informationWrite fully developed paragraphs that have details and information specifi c to the topic and relevant to the focus

•

•

•

•

1.3 Bpp. 26–27

1.1 Gpp. 14–15

1.5 Bpp. 48–49



Fall Block

Week 13

Nov. 24–Nov. 28

Part 1 of 2

Spring Block

Week 13

Apr. 27–May 1

Part 1 of 2

PSSA Science Grade 11








Reading

To Kill a MockingbirdCh. 1–7


Reading

pp. 96–97Introduction to To Kill a Mockingbird

pp. 98–100 Analyzing Point of View in To Kill a Mockingbird

pp. 102–104Exploring Point of View, Character, and Theme in To Kill a Mockingbird

pp. 106–109Finding Humor, Making Inferences, and Understanding Character in To Kill a Mockingbird

Elements

Writing

pp. 957–962Writer’s Handbook: Paragraphs, The Writer’s Language

Writing


Other Resources


Allusions in To Kill a Mockingbirdwww.lausd.k12.ca.us/Belmont_HS/tkm


Leadership



Write an essay explaining why Harper Lee occasionally uses a humorous tone in To Kill a Mockingbird. Develop your essay by identifying three examples of humor in the novel and analyzing the effect of each one.


Explain Mama’s reaction to Dee’s interest in the quilts. Use at least two examples from the story, “Everyday Use,” to support your response.


03 Analyze Text04 Evaluate, Extend Meaning05 Identify Reading Strategies09 Editing Skills


See Educational Resources, pp. 26–27 for additional strategies to teach analysis of point of view.

Types of Writing:

See Educational Resources, pp. 38–39 for additional strategies to teach informational writing: literary analysis.


See Section 4, p. 40 for Precision Teaching









ReadingAnalyze plot and character development in a novelAnalyze how imagery and mood are used to develop theme in a novelCompare and contrast characters

WritingRevise and edit literary analysis essay (Informational)Position paper (Persuasive)Writing Process: Prewriting/planning; writing a draft; revising and refi ning; editing and proofreading


Address 21st Century Applied SkillsLeadership Ethics/Social Responsibility

•

•

•

•

••

••

••

Analyze uses and effectiveness of literary elements used by one or more authors*Compare and contrast texts using themes, setting, characters, and ideas*Revise and edit writingInclude a clearly stated position or opinion

•

•

••

1.3 Bpp. 26–27

1.1 Gpp. 14–15

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.4 Cpp. 40–41

1.6 Dpp. 66–67

1.6 Epp. 68–69



Fall Block

Week 13

Nov. 24–Nov. 28

Part 2 of 2

Spring Block

Week 13

Apr. 27–May 1

Part 2 of 2









Reading



Reading

pp. 110–112Examining Plot Development and Analyzing Characters in To Kill a Mockingbird

pp. 114–117Finding Imagery, Detecting Mood, and Exploring the Theme of Courage in To Kill a Mockingbird

pp. 128–131Analyzing Character in To Kill a Mockingbird: Atticus Finch and Bob Ewell

Elements

Writing

pp. 955–956Writer’s Handbook: Stages of the Writing Process, Proofreading Guidelines and Symbols


Other Resources


pp. 124–126Considering the Signifi cance of Plot Development in To Kill a Mockingbird

pp. 118–122Understanding Irony and Confl ict in To Kill a Mockingbird


Leadership


Idea(s) for InvestigationTo Kill a Mockingbird and the Scottsboro Boys Trial

The Scottsboro Boyswww.afro.com/history/scott/scotts.html

www.pbs.org/wgbh/amex/scottsboro

•


Is it possible to be both courageous and afraid at the same time? Develop your position on this idea using examples and evidence from your studies, readings, experiences, and observations.


What is ironic about Scout’s belief that every church has hymnals?

Most people in Calpurnia’s church are strong readers.It shows Scout’s innocence; she does not see the divide between black and white.Scout’s perception of the races is very accurate.Scout and Jem think their father cannot do anything for the church.



A.

B.

C.

D.



Types of Writing:

See Educational Resources, pp. 40–41 for additional strategies to teach persuasive writing.


See Section 4, p. 47 for Self-Monitoring









ReadingAnalyze character motivationAnalyze the use of logical argumentAnalyze mood in the novelReview, remediate, and enrich as needed: understanding fi gurative language and summarizing

WritingAnalyze a literary theme (Informational)Writing Process: Prewriting/planning; writing a draft; revising and refi ning; editing and proofreading


Address 21st Century Applied SkillsProfessionalism/Work Ethic Ethics/Social Responsibility

••••

•

•

••

••

Analyze uses and effectiveness of literary elements used by one or more authors*Evaluate text organization and content to determine the author’s purpose and effectiveness according to author’s thesis, accuracy, thoroughness, logic, and reasoning*Identify topic, task, and audienceUse precise language and specifi c detail

•

•

•

•

1.3 Bpp. 26–27

1.2 App. 18–19

1.5 App. 46–47

1.4 Bpp. 38–39

1.6 Dpp. 66–67

1.6 Epp. 68–69

TraditionalWeek 26Mar. 2–Mar. 6(5 days)

Fall Block

Week 14

Dec. 1–Dec. 5

Part 1 of 2

Spring Block

Week 14

May 4–May 8

Part 1 of 2









Reading



Reading

pp. 132–135Examining the Main Witnesses: Mayella Ewell and Tom Robinson

pp. 136–137Closing Arguments and Changing Moods in To Kill a Mockingbird

Elements

Writing

pp. 957–962Writer’s Handbook: Paragraphs, The Writer’s Language


SchoolNet

Other Resources


pp. 142–145The Importance of a Character’s Words


How Hatred is Learned, and Then Unlearned, by Mark Mathabane, author of Kaffi r Boywww.mathabane.com/learning%20hate.htm

Rhetoric: Atticus Finch’s Closing Courtroom Speechwww.americanrhetoric.com/MovieSpeeches/moviespeechtokillamockingbird.html





In Chapter 20, when Scout asks Mr. Dolphus Raymond why he trusts her and Dill with his “deepest secret,” he answers, “Because you’re children and you can understand it.” What does Mr. Raymond mean by this? Using examples from the novel, write an essay explaining the novel’s message about how children are often better able to understand than adults.


Analyze the character of Tom Robinson or Mayelle Ewell. Use details from his or her testimony to support your analysis.



Learning to Read in all Content Areas:

See Educational Resources, pp. 18–19 for additional strategies to teach analysis of logical argument.

Types of Writing:

See Educational Resources, pp. 38–39 for additional strategies to teach informational writing.









ReadingAnalyze literary themes in a novelAnalyze how symbolism helps develop theme in a novel

WritingAnalyze a common theme across several literary works (Persuasive)Prewriting/Planning: Analyze theme and develop a thesisWriting/Drafting: Gather and organize support

Writing (Research)Prewriting/Planning: Organize research notes into an outlineWriting/Drafting: Write an initial draft


Address 21st Century Applied SkillsInformation Technology/ApplicationLeadershipEthics/Social Responsibility

••

•

•

•

•

•

••

•••

Analyze uses and effectiveness of literary elements used by one or more authors*Analyze effectiveness of author’s use of literary devices*Make, and support with evidence, assertions about text*Include a clearly stated position or opinionGather, analyze, and organize information

•

•

•

•

•

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.1 Gpp. 14–15

1.4 Cpp. 40–41

1.5 Bpp. 48–49

1.6 Dpp. 66–67

1.6 Epp. 68–69


Benchmark Review 3

Fall Block

Week 14

Dec. 1–Dec. 5

Part 2 of 2

Spring Block

Week 14

May 4–May 8

Part 2 of 2









Reading


Elements

Research

pp. 697–708Writing Workshop: Write a Research Paper


Reading

pp. 146–148Two Plots Converge

Writing

pp. 138–140Analyzing a Literary Theme Through Writing

pp. 152–155Literary Theme Essay—Prewriting and Drafting

Research

pp. 164–167Organizing Notes into an Outline

Benchmark Review:

SchoolNet


p. 462Understanding Figurative Language

p. 432Summarizing


(Continued)



Leadership



According to the author, what is the best lesson we can learn from Benjamin Franklin’s life?

The key to a successful life is to be morally perfect.It is wise not to do any one thing for too many years.Being interested in many things can keep you young and vital.People are no longer as well educated as the founding fathers were.



A.

B.

C.

D.


See Educational Resources, pp. 26–27 for additional strategies to teach analysis of theme.

Types of Writing:










ReadingComprehensive review of To Kill a MockingbirdUnderstanding elements of the personal essay

WritingStrategies for taking writing testsRevise and edit literary theme analysis essay (Persuasive)Peer edit and revise essay in preparation for publication

Address 21st Century Applied SkillsLifelong Learning/Self DirectionEthics/Social Responsibility

•

•

••

•

••

Assess reading strategies that were effective in learning from a variety of textsRead and understand works of literature*Revise writingEdit writingPrepare written work for publication

•

•

•••

1.1 Dpp. 8–9

1.3 App. 24–25

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.5 Gpp. 58–59



Fall Block

Week 15

Dec. 8–Dec. 12

Part 1 of 2

Spring Block

Week 15

May 11–May 15

Part 1 of 2

Benchmark Spring Block B








Other Resources


You Have a Research Project—Now What?www.op97.org/pub/researchbasics.pdf

Basic Outliningwww.lib.jjay.cuny.edu/research/outlining/html

Elements

Reading

pp. 272-277“The Man in the Water”

pp. 112-119“By Any Other Name”

Writing

pp. 974–975Strategies for Taking Writing Tests

p. 956Proofreading Guidelines and Symbols


Reading

pp. 150–151Plot Resolutions, Character Development, and Morality

Writing

pp. 156–157Literary Theme Essay—Revising

pp. 158–159Literary Theme Essay—Editing

pp. 160–161Literary Theme Essay—RAGs

(Continued)





Explain why Rosenblatt says that “no man is ordinary.” Cite two examples from the essay to support your answer.


This passage is most likely about Franklin’s

childhood.virtues.inventions.accomplishments.



A.B.C.D.


See Educational Resources, pp. 24–25 for additional strategies to teach reading and understanding works of literature.

Quality of Writing:

See Educational Resources, pp. 56–57 for additional strategies to teach editing.



By the end of this unit, students are able to analyze and evaluate a character’s motivation and choices in both fi ction and nonfi ction texts. Students are able to identify, analyze, and evaluate theme and describe how literary elements and devices create theme. In collaborative groups or individually, students can creatively respond to literature. Group discussions are prompting real-world connections around diversity of thinking, actions and consequences, and ethics and social responsibility. Students can recognize that writers mirror real characters in realistic situations.







Writing

p. 261Peer Editing for General Grammar & Punctuation Errors

Other Resources


p. 92 Proofreading Symbols


Online Writing Assistant: The Editing Processhttp://english.ttu.edu/karos/3.1/news/paradigm/editfrms.htm

Air Flight 90: News article about the crash and the man in the waterwww.answers.com/topic/air-fl orida-fl ight-90

Arland D. Williams, Jr.- Informative article about the man in the waterhttp://en.wikipedia.org/wiki/Arland_D_Williams_Jr.



ENGLISH 2UNIT 6: Non-Conformity



••••••••••

Big Idea(s)Th e question of conformity is an important one for adolescents, particularly when they are in high school. It has also been the theme of many works of world literature. What price must be paid for not conforming? And are non-conformists willing to pay the price? Literary characters who don’t conform can emerge as heroes or endure scorn and alienation. When is non-conformity worth it?

During this unit, the goal of my teaching is that students will learn to analyze and evaluate the author’s purpose and the choices authors make. In the study of the novel, students will analyze literary elements as well as parody, symbolism, irony, propaganda, satire, and rhetoric. By analyzing text, students will make inferences and draw conclusions about theme, author’s purpose, and style. As writers, students will respond to literature-based prompts, using the writing process and writing rubrics. Students will make extensions to their discussions about the behavior and skills of profi cient leaders and begin to practice some of these behaviors to increase personal and group learning. Students will analyze and evaluate the ethical issues they have confronted this year and the ideas of social responsibility.

By the end of this unit, students are able to analyze a novel for author’s purpose and use of literary elements and devices. Students are able to identify and evaluate satire, propaganda, and parody and are able to analyze how these elements determine theme. Students are responding to literature-based prompts and supporting answers with evidence from text. Students are able to identify the behaviors and skills of leaders. Students are practicing leadership skills that increase personal and group learning and outcomes.



UNIT 6NON-CONFORMITY







ReadingAnalyze use of irony and elements of parodyAnalyze setting and moodAnalyze author’s purpose and themeAnalyze primary sources

WritingPoint of view based on literary theme (Persuasive)Writing Process: Prewriting/planning; writing a draft; revising and refi ning; editing and proofreading

Writing (Research)Peer revise and proofread I-Search project

Address 21st Century Applied SkillsUnderstanding DiversityCreativity/Innovation

•

•••

•

•

•

••

Analyze effectiveness of author’s use of literary devices*Analyze uses and effectiveness of literary elements used by one or more authors*Evaluate text organization and content to determine author’s purpose and effectiveness*Establish and maintain a single point of viewRevise writing

•

•

•

•

•

1.3 Cpp. 28–29

1.3 Bpp. 26–27

1.2 App. 18–19

1.5 App. 46–47

1.5 Epp. 54–55

TraditionalWeek 29Mar. 23–Mar. 27 (5 days)


Fall Block

Week 15

Dec. 8–Dec. 12

Part 2 of 2

Spring Block

Week 15

May 11–May 15

Part 2 of 2

Benchmark Spring Block B



The question of conformity is an important one for adolescents, particularly when they are in high school. It has also been the theme of many works of world literature. What price must be paid for not conforming? And are non-conformists willing to pay the price? Literary characters who don’t conform can emerge as heroes or endure scorn and alienation. When is non-conformity worth it?







Reading

pp. 92–103 “Tilting at Windmills”

Elements

Reading

pp. 46–53“The Pedestrian”

pp. 639–641from “Declaration of Independence from the War in Vietnam”

Research

pp. 707–708Writing Workshop: Writing a Research Paper “Evaluate and Revise Your Draft,” “Proofread and Publish”


Reading

pp. 174–176Don Quixote: An “Ingenious” Outsider

pp. 178–179Setting, Mood, and Theme in “The Pedestrian”

(Continued)





Read the following quote by Dr. Martin Luther King, Jr. and answer the question.

“The hope of a secure and livable world lies with disciplined nonconformists who are dedicated to justice, peace, and brotherhood.”

Do you agree with King’s view that the world’s hope lies with nonconformists? Write an essay in which you develop your point of view on this topic using examples from your studies, reading, experiences, and observations.


In the reading selection, “Tilting at Windmills,” Don Quixote valiantly announces that he will kill the giants (windmills) in “noble, righteous warfare….” After his attack on the windmills, Don Quixote

gives up his romantic fantasies of knighthood.blames Freston, the magician, for transforming the giants into windmills.tilts up his wineskin “with a pleasure so intense that the fanciest barman in Malaga might have envied him.”blames his “matchless and most beautiful lady,” Dona Dulcinea del Toboso.

(Continued)

A.

B.

C.

D.


See Educational Resources, pp. 28–29 for additional strategies to teach irony and elements of parody.


See Educational Resources, pp. 18–19 for additional strategies to teach reading and understanding of essential content of informational texts.


See Section 3, p. 66 for Accommodations for Teaching Writing








pp. 192–194 The Risks of Standing Up

Research

pp. 182–185Peer Revision Suggestions

Writing


Other Resources


pp. 186–188The Tyranny of the Majority

Am I Blue?Select stories (teacher choice)


Policy 102www.phila.k12.pa.us/offi ces/administration/policies/102.html


03 Analyze Text04 Evaluate, Extend Meaning07 Sentence Structure09 Editing Skills









ReadingAnalyze elements of fable in a novelAnalyze poetic devices and symbolsAnalyze use of irony

WritingParody of a patriotic anthem (Creative)Literature-based prompt (Informational)Writing Process: Prewriting/planning; writing a draft; revising and refi ning; editing and proofreading


GrammarUsing Modifi ers Correctly (Elements, p. 380)


•••

•

•

•

••

•

•••

Analyze uses and effectiveness of literary elements used by one or more authors*Analyze effectiveness of author’s use of literary devices* (symbols, irony)Produce work following the conventions of a genreIdentify topic, task, and audience

•

•

•

•

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.2 Cpp. 22–23

1.5 App. 46–47

1.6 Dpp. 66–67

1.6 Epp. 68–69

Week 30Mar. 30–Apr. 3(5 days)

Report Period Ends, March 31

Fall Block

Week 16

Dec. 15–Dec. 19

Part 1 of 2

Benchmark Fall Block B

Spring Block

Week 16

May 18–May 22

Part 1 of 2








Reading

Animal FarmCh. 1–3


Reading

pp. 196–198Identifying Animal Farm by Genre

pp. 200–204Interpreting Anthems and Speeches as Political Agents

pp. 206–209What’s in a Name in Animal Farm?

pp. 210–212Orwell’s Use of Irony in Animal Farm

Writing

p. 202Homework: Write a parody

p. 208Homework: Respond to an informational prompt

Other Resources


Metaphors in Animal Farmwww.novelguide.com/animalfarm/metaphoranalysis.html

Animal Farm Character Comparisons to Russian Revolutionhttp://barney.gonzaga.edu/%7Esbennet3/mead/le ssonplans/animalfarm.htm



Leadership



Animal Farm and the Russian Revolution: A WebQuest

www.coe.unt.edu/TeacherTools/webquests/animal_farm/Animal%20Farm.htm

•


Explain how Animal Farm can be likened to a fable. Give at least two details from the text to support your response.


The dark, somber scene painted by the author in the fi rst chapter symbolizes

a long time span.Arthur’s mood.a change in weather.a sign of good things to come.



A.B.C.D.


See Educational Resources, pp. 28–29 for additional strategies to teach analysis of poetic devices and symbols.


See Educational Resources, pp. 22–23 for additional strategies to teach parody.


See Section 3, p. 67 for Reluctant WritersStrategies









ReadingAnalyze techniques of propagandaAnalyze plot and theme development in a novelAnalyze use of rhetorical devices in a debateAnalyze text details and draw conclusions

WritingPersuasive piece modeled on a specifi c style (Persuasive)Literature-based prompt (Persuasive)Writing Process: Prewriting/planning; writing a draft; revising and refi ning; editing and proofreading



••

•

•

•

••

••

•••

Distinguish between essential and nonessential information across a variety of sources, identifying use of proper references or propaganda techniques where present*Evaluate text organization and content to determine author’s purpose and effectiveness according to author’s thesis, accuracy, thoroughness, logic, and reasoning*Analyze uses and effectiveness of literary elements used by one or more authors*Identify, describe, evaluate, and synthesize essential ideas in text*Include a clearly stated position or opinion

•

•

•

•

•

1.2 App. 18–19

1.3 Bpp. 26–27

1.1 Dpp. 8–9

1.4 Cpp. 40–41

1.6 Dpp. 66–67

1.6 Epp. 68–69

TraditionalWeek 31Apr. 13–Apr. 17(5 days)

Fall Block

Week 16

Dec. 15–Dec. 19

Part 2 of 2

Benchmark Fall Block B

Spring Block

Week 16

May 18–May 22

Part 2 of 2








Reading



Reading

pp. 214–217Orwell’s Portrayal of Propaganda

pp. 218–220Documenting the Battle of the Cowshed

pp. 222–225Snowball Versus Napoleon in Animal Farm

pp. 230–233The Relationship Between Literacy and Power in Animal Farm

Writing

pp. 215–216Composing Propaganda


Other Resources


pp. 226–228Debating the Differences Between Snowball and Napoleon in Animal Farm


Activities for Animal Farmhttp://www.classzone.com/novelguides/litcons/animalf/guide.cfm

Analysis of Snowballhttp://en.wikipedia.org/wiki/Snowball_(Animal_ Farm)



Leadership



The U.S. Congress is debating an amendment to the Constitution that would make it illegal to burn the American fl ag. The fl ag is an important symbol of our nation. Opponents say that fl ag burning is an act of free speech protected under the First Amendment. Write a letter to your congressperson in which you persuade him/ her to vote for or against the amendment. Give at least two reasons to defend your position.


Old Major’s dream of animals governing themselves is an example of

fl ashback.dramatic irony.foreshadowing.satire.



A.B.C.D.

Learning to Read in all Content Areas:

See Educational Resources, pp. 18–19 for additional strategies to teach analysis of propaganda techniques.


See Educational Resources, pp. 26–27 for additional strategies to teach analysis of literary elements: plot and theme.


See Section 3, p. 62 for Projects









ReadingAnalyze use of poetic devices in a satirical poemAnalyze use of allusions in a novelAnalyze how an author develops pathosAnalyze character

WritingScript based on events in a literary work (Creative)Eulogy for a literary character (Informational)Writing Process: Prewriting/planning; writing a draft; revising and refi ning; editing and proofreadingOrganize portfolio


Address 21st Century Applied SkillsCreativity/InnovationTeamwork/CollaborationLeadershipEthics/Social Responsibility

•

••

•

•

•

•

•

••

••••

Analyze effectiveness of author’s use of literary devices*Evaluate author’s strategies*Analyze uses and effectiveness of literary elements used by one or more authors*Utilize dialogue, apply literary confl ict and include varying characteristicsIdentify topic, task, and audience

•

••

•

•

1.3 Cpp. 28–29

1.1 Gpp. 14–15

1.3 Bpp. 26–27

1.4 App. 36–37

1.5 App. 46–47

1.6 Dpp. 66–67

1.6 Epp. 68–69

TraditionalWeek 32Apr. 20–Apr. 24(5 days)

Fall Block

Week 17

Dec. 22–Dec. 26

Part 1 of 2

Spring Block

Week 17

May 25–May 29

Part 1 of 2

Benchmark Review Spring Block B









Reading



Reading

pp. 240–242The Rise and Fall of Comrade Napoleon

pp. 244–246Eulogizing Boxer in Animal Farm

Writing

pp. 234–236The Revision of History in Animal Farm

p. 245Writing and Presenting Boxer’s Eulogy

Other Resources


pp. 238–239Dramatizing Adaptations of Animal Farm

p. 230Journal Writing prompt


pp. 126–127 Portfolio




Leadership



Analyze Boxer’s character. Do you fi nd his character admirable? Use at least two examples from the text to support your analysis.




See Educational Resources, pp. 28–29 for additional strategies to teach author’s use of literary devices: satire.

Types of Writing:

See Educational Resources, pp. 36–37 for additional strategies to teach script writing based on a literary work.









ReadingAnalyze author’s purposeMake inferences and draw conclusions based on author’s purposeAnalyze theme and morals of a novelComprehensive review of Animal Farm

WritingCompare and contrast how two characters refl ect the theme of a literary work (Informational)Prewriting: Develop a thesis and create outlineWriting/Drafting: Develop paragraphs from an outline and create transitions



••

••

•

•

•

••

•••

Evaluate text organization and content to determine author’s purpose and effectiveness*Make, and support with evidence, assertions about texts*Analyze uses and effectiveness of literary elements used by one or more authors*Write fully developed paragraphs that have details and information specifi c to the topic and relevant to the focusSustain a logical order throughout the piece

•

•

•

•

•

1.2 App. 18–19

1.1 Gpp. 14–15

1.3 Bpp. 26–27

1.5 Bpp. 48–49

1.5 Cpp. 50–51

1.6 Dpp. 66–67

1.6 Epp. 68–69

TraditionalWeek 33Apr. 27–May 1(5 days)


Fall Block

Week 17

Dec. 22–Dec. 26

Part 2 of 2

Spring Block

Week 17

May 25–May 29

Part 2 of 2

Benchmark Review Spring Block B









Reading

Animal FarmCh. 10


Reading

pp. 248–251Replacing Napoleon’s Government in Animal Farm

pp. 254–258Animal Farm—The Morals of the Story

Writing

pp. 260–261Organizing a Comparison and Contrast Essay on Conformity in Animal Farm

pp. 266–269Transitioning from an Outline to an Essay

Other Resources


pp. 252–253Presenting Epilogues for Animal Farm

pp. 262–265Fill-in-the-Blank Essay Form


Higher Level Discussion Questions (Animal Farm)www.readinggroupguides.com/guides3/animal_farm1.asp



Leadership



Ethics of Xenotransplanting

Xenotransplants

http://science-education.nih.gov/snapshots.nsf/story?openform&rtn~xenotransplantsritn

http://en.wikipedia.org/wiki/Xenotransplantation

•

•


Choose two literary works you have read so far this year. Compare and contrast the author’s purpose in each work. Develop your ideas with specifi c examples from the two works.


Which pair of words best describes the change in the way Henry feels about visiting his grandfather?

acceptance then restlessnesshesitance then delightapprehension then tensionindifference then concern



A.B.C.D.


See Educational Resources, pp. 18–19 for additional strategies to teach understanding essential content in all academic areas.


See Educational Resources, pp. 26–27 for additional strategies to teach theme.









ReadingAnalyze situational and dramatic ironyAnalyze character

WritingPeer review of comparison and contrast essay (Informational)Revise and edit comparison and contrast essay in preparation for publication

Writing (Research)Review draft and format Works Cited page


GrammarMisplaced modifi ers (Elements, p. 650)

Address 21st Century Applied SkillsCreativity/InnovationEthics/Social Responsibility

••

•

•

•

••

•

••

Analyze effectiveness of author’s use of literary devices*Revise and edit writingPrepare written work for publicationGive precise, formal credit, using a standard documentation method

•

••

•

1.3 Bpp. 26-27

1.3 Cpp. 28–29

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.5 Gpp. 58–59

1.6 Dpp. 66–67

1.6 Epp. 68–69

1.8 Cpp. 80–81

TraditionalWeek 34May 4–May 8(5 days)


Fall Block

Week 18

Jan. 5–Jan. 9

Part 1 of 2

Benchmark Review Fall Block B


Spring Block

Week 18

June 1–June 5

Part 1 of 2



By the end of this unit, students are able to analyze a novel for author’s purpose and use of literary elements and devices. Students are able to identify and evaluate satire, propaganda, and parody and are able to analyze how these elements determine theme. Students are responding to literature-based prompts and supporting answers with evidence from text. Students are able to identify the behaviors and skills of leaders. Students are practicing leadership skills that increase personal and group learning and outcomes.






Elements

Reading

pp. 316–326“Lamb to the Slaughter”

Writing

p. 265Peer Review of Comparison and Contrast Text

Research

pp. 694–695Guidelines for Recording Source Information


Writing

pp. 270–272Reviewing the Comparison and Contrast Essay

Research

pp. 274–275Writing Conferences and the Works Consulted Page

Other Resources


Irony“The Last Leaf” by O. HenryFull text: www.online-literature.com/o_henry/1303

Lesson Plan:www.webenglishteacher.com/ohenry.html





Analyze the effectiveness of the author’s use of situational and dramatic irony in “Lamb to the Slaughter.” Which did you fi nd more powerful-the situational or the dramatic. Explain your answer.


Explain why Mary giggles at the end of “Lamb to the Slaughter.” Use at least two examples from the story to support your response.




See Educational Resources, pp. 28–29 for additional strategies to teach irony.

Quality of Writing:

See Educational Resources, pp. 56–57 for additional strategies to teach editing using the conventions of the language.



Big Idea(s)Th e fi nal motif of study is mortality. What does how we die say about us? Each story in this unit sheds light on the mystery of death, our fear of death, and/or our acceptance of death. It is a theme refl ected in the literature and art of all cultures. Hamlet referred to it as “the undiscovered country,” and Captain Hook proclaimed that “Death is the only adventure I have left.”

During this unit, the goal of my teaching is that students will learn to analyze themes of death across multiple literary works and make and support with evidence assertions about text. Students will evaluate author’s purpose in using death and mortality themes in myth, allegory, and informational text, and will make extensions to related ideas, topics, and information. As writers, students will revise and edit I-search projects for upcoming presentations. Students will collaborate around text to analyze themes and make connections between informational and fi ctional text. Students will evaluate their own positions as socially responsible citizens. Students continue to use technology as they prepare I-search papers, portfolios, and presentations.

By the end of this unit, students are able to analyze theme across multiple literary works, make and support with evidence assertions about text and author’s purpose, and evaluate genre and its characteristics. Students are able to revise and edit for publication and/or presentation. In groups, students are able to clarify and explain an author’s argument and support their own positions on diverse issues. Students demonstrate creative use of technology in class presentations.

ENGLISH 2UNIT 7: Mortality



••••••••••



UNIT 7MORTALITY







ReadingAnalyze elements of mythMake inferences and generalizationsAnalyze themes across multiple literary works

Writing (Research)Revise and edit I-Search project

VocabularyWords from Old Norse and Anglo-Saxon (Elements, p. 688)


•••

•

•

••

Analyze uses and effectiveness of literary elements used by one or more authors*Make, and support with evidence, assertions about text*Revise writingEdit writingUse knowledge of root words*

•

•

•••

1.3 Bpp. 26–27

1.1 Gpp. 14–15

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.1 Cpp. 6–7



Fall Block

Week 18

Jan. 5–Jan. 9

Part 2 of 2

Benchmark Review Fall Block B


Spring Block

Week 18

June 1–June 5

Part 2 of 2



The fi nal motif of study is mortality. What does how we die say about us? Each story in this unit sheds light on the mystery of death, our fear of death, and/or our acceptance of death. It is a theme refl ected in the literature and art of all cultures. Hamlet referred to it as “the undiscovered country,” and Captain Hook proclaimed that “Death is the only adventure I have left.”






Elements

Reading

pp. 684–685A Closer Look: The Norse Gods


pp. 27–41“Baldur”

pp. 48–56“The Return of Oisin”


Reading

pp. 282–286 The Myth of Baldur and the Permanence of Death

pp. 300–303“The Return of Oisin” and the Chance for Immortality

Research

pp. 304–305Revision and Writing Conferences

Other Resources


pp. 287–299Orpheus and Gilgamesh: Myths of Faith and Humanity




Idea(s) for InvestigationWhy Death Surrounds the Planet Pluto

Pluto’s Webwww.windows.ucar.edu/ tour/link=/pluto/links. html

Pluto’s Moons (Satellites)http://en.wikipedia.org/wiki/Pluto%27s_natural_satellites

•


The BEST evidence that the story, “Gilgamesh,” was well known in the ancient world is that

Gilgamesh was actually a king.versions of the story have been found in many different countries.Gilgamesh was a hero who defeated monsters and built cities.the twelve tablets were probably written in 2,700 B.C.E.



A.B.

C.

D.


See Educational Resources, pp. 6–7 for additional strategies to teach the use of knowledge of root words to recognize and understand the meaning of new words during reading.


See Educational Resources, pp. 26–27 for additional strategies to teach analyzing theme.









ReadingAnalyze fact and opinion and cause and effect in informational textMake connections between information and fi ctional textAnalyze allegoryAnalyze theme in an allegorical text

Address 21st Century Applied SkillsLeadershipCreativity/InnovationTeamwork/Collaboration

•

•

••

•••

Differentiate fact from opinion across a variety of texts*Evaluate text organization and content to determine author’s purpose and effectiveness*Make extensions to related ideas, topics, or information*Analyze effectiveness of author’s use of literary devices*Analyze uses and effectiveness of literary elements used by one or more authors*

•

•

•

•

•

1.2 App. 18–19

1.1 Gpp. 14–15

1.3 Cpp. 28–29

1.5 Bpp. 48–49


Fall Block

Week 19

Jan. 12–Jan. 16

Part 1 of 2

Spring Block

Week 19

June 8–June 12

Part 1 of 2

Report Period Ends,June 12








Elements

Reading

pp. 429–430“The Black Death”

pp. 419–427“Masque of the Red Death”


Reading

pp. 306–308“The Black Death”: Using an Informational Text as Preparation for Reading a Narrative Text

pp. 310–313“The Masque of the Red Death”—An Allegory


Voices in the Dark: Audio—“Masque of the Red Death”http://voicesinthedark.com/content.php?iContent=279

“The Onset of the Black Death” by Boccaccio–A primary source, challenging but fascinatingwww.fordham.edu/ hasall/source/boccacio2.html


Leadership




Describe the effects the bubonic plague had on the people and culture of Florence. Use at least two details from the reading to support your response.


The BEST defi nition of the word saga as used in this article is

example.history.long narrative.myth.


02 Basic Understanding03 Analyze Text04 Evaluate, Extend Meaning09 Editing Skills

A.B.C.D.


See Educational Resources, pp. 18–19 for additional strategies to teach how to differentiate fact from opinion.


See Educational Resources, pp. 28–29 for additional strategies to teach analysis of an author’s effective use of literary devices: symbolism.









ReadingMake connections between information and fi ctional textAnalyze themes across multiple literary worksAnalyze author’s purposeMake inferences and draw conclusions based on author’s purpose

•

•

••

Differentiate fact from opinion across a variety of texts*Analyze themeEvaluate text organization and content to determine author’s purpose and effectiveness*Make extensions to related ideas, topics, or information*Analyze uses and effectiveness of literary elements used by one or more authors*

•

••

•

•

1.2 App. 18–19

1.3 Bpp. 26–27

1.3 Fpp. 34–35

1.1 Gpp. 14–15


Benchmark Review 4

Fall Block

Week 19

Jan. 12–Jan. 16

Part 2 of 2

Spring Block

Week 19

June 8–June 12

Part 2 of 2

Report Period Ends June 12









Reading

pp. 177-189“The Book of the Dead”


Reading

pp. 316-326Danticat’s “The Book of the Dead” and Egyptian Book of the Dead

Elements

Collection 6: Skills Reviewpp. 450-453


Egyptian Book of the Deadwww.Touregypt.net/bkofdead.htm

Understanding The Dew Breakerhttp:/en.wikiperdia.org/wiki/The_Dew_Breaker(At this site also click link to Tonton Macoute for additional background info)

Benchmark Review:

SchoolNet



Ideas for InvestigationFuneral Rites Past and Present

www.the funeral directory.com/ ancientrites.html

History of Funeral Customswww.wyfda.org/basics_2.html

•PSSA Sample Constructed Response:

Explain the following proverb from the end of “The Book of the Dead.”

“Those who give the blows may try to forget, but those who carry the scars must remember.”

Use at least two details from the story to support your response.


In “The Book of the Dead” both fathers have

a strong desire to return to Haitirecognized each other from the pastscars from the nightmares of their pastdifferent views on art

A.B.

C.

D.


See Educational Resources, pp. 18–19 for additional strategies to teach how to differentiate fact from opinion.


See Educational Resources, pp. 26-27 for additional strategies to teach analysis of an author’s effective use of literary elements: theme and tone

By the end of this unit, students are able to analyze theme across multiple literary works, make and support with evidence assertions about text and author’s purpose, and evaluate genre and its characteristics. Students are able to revise and edit for publication and/or presentation. In groups, students are able to clarify and explain an author’s argument and support their own positions on diverse issues. Students demonstrate creative use of technology in class presentations.



ENGLISH 2UNIT 8: Endings and Beginnings



••••••••••

Big Idea(s)Th e penultimate piece is one vision of a post-apocalyptic world. Steven Vincent Benét’s piece is even more shocking knowing that he wrote it before nuclear weapons had been invented. His story brings us full circle, back to disaster, back to the fl ood stories—original disaster to fi nal disaster. Benét’s hopeful ending throws us back to new beginnings again. Th e ultimate piece, a speech that Václav Havel gave in Philadelphia in 1999, shows us hope and an enduring belief in all of us. Just as the early storytellers provided various explanations for mankind’s existence, the Nuclear Age forces writers to look at and determine mankind’s end. Are we headed toward a major cataclysm, or will it all end “not with a bang but a whimper”?

During this unit, the goal of my teaching is that students will learn to analyze, evaluate, and synthesize themes and motifs studied throughout the year. Students will analyze and evaluate the role of post-apocalyptic themes and their place in literature and culture. Students will compile portfolios and prepare an eff ective format for presentations of I-search projects. Students will

analyze and evaluate the ethical issues they have confronted this year as well as questions of social responsibility. Presentations refl ect creative use of technology.

By the end of this unit, students are able to analyze and evaluate themes and analyze the role of literature and its themes in society. Students are able to make presentations that employ the most eff ective format for audience and purpose. In English 2, students are able to discuss, analyze, and evaluate various ethical issues and the meaning of social responsibility and leadership. Students are discussing and evaluating the creative power of the writer/artist to mirror diverse and controversial social and ethical issues. Portfolio presentations and I-search papers demonstrate eff ective use of format and technology.



UNIT 8ENDINGS AND BEGINNINGS







ReadingMake inferences and draw conclusionsSynthesize themes and motifs studied during the yearAnalyze main ideas and theme in a speech

WritingBegin compiling professional portfolio

SpeakingPresent results of I-Search projectPortfolio presentations

Address 21st Century Applied SkillsCreativity/InnovationLifelong Learning/Self DirectionEthics/Social Responsibility

•

•

•

•

••

•••

Make, and support with evidence, assertions about text*Identify, describe, evaluate, and synthesize essential ideas in text*Produce work in at least one literary genre that follows the conventions of the genreEmploy the most effective format for purpose and audienceUse variety of sentence structures to add interest to a presentationPace presentation according to audience and purpose

•

•

•

•

•

•

1.1 Gpp. 14–15

1.1 Dpp. 8–9

1.2 Cpp. 22–23

1.6 Cpp. 64–65

1.6 Epp. 68–69

TraditionalWeek 38June 1–June 5(5 days)

Fall Block

Week 20

Jan. 19–Jan. 23

Part 1 of 3

Report Period Ends, Jan. 23

Spring Block

Week 20

June 15–June 19

Part 1 of 3



The penultimate piece is one vision of a post-apocalyptic world. Steven Vincent Benét’s piece is even more shocking knowing that he wrote it before nuclear weapons had been invented. His story brings us full circle, back to disaster, back to the fl ood stories—original disaster to fi nal disaster. Benét’s hopeful ending throws us back to new beginnings again. The ultimate piece, a speech that Václav Havel gave in Philadelphia in 1999, shows us hope and an enduring belief in all of us. Just as the early storytellers provided various explanations for mankind’s existence, the Nuclear Age forces writers to look at and determine mankind’s end. Are we headed toward a major cataclysm, or will it all end “not with a bang but a whimper”?






Elements

Reading

pp. 140–152“By the Waters of Babylon”

Research

p. 710-711Writing Workshop: Writing a Research Paper, “Presenting Research”


Reading

pp. 280–289“The New Measure of Man”


Reading

pp. 350–355Endings and Beginnings, Parts One, Two, and Three

pp. 362–363The New Measure of Man

pp. 364–365How to Measure Man

(Continued)





Idea(s) for InvestigationEschatology: How the world will end (according to various world religions)

http://en.wikipedia.org/wiki/Eschatology

•


A central idea in “The Black Death” is that

the bubonic plague struck all people, rich and poor.the rat fl ea could jump 150 times its length.cleanliness was ineffective against the plague.the plague was a punishment from God.


02 Basic Understanding08 Writing Strategies09 Editing Skills

A.

B.

C.

D.


See Educational Resources, pp. 8–9 for additional strategies to teach identifi cation, description, evaluation, and synthesis of essential ideas.









VocabularyContext Clues: Filling in the Blanks (Elements, p. 432)

GrammarEliminating wordiness (Elements, p. 282)


Address 21st Century Applied SkillsProfessionalism/Work EthicInformation Technology/ApplicationLifelong Learning/Self Direction

•

•

••

•••

Gather, analyze, and organize informationSustain a logical order throughout the pieceEstablish reading vocabulary by identifying and correctly using new words acquired through study of their relationship to other words*Maintain a written record of course workEmploy the most effective format for purpose and audienceUse variety of sentence structures to add interest to a presentationPace presentation according to audience and purpose

•

•

•

•

•

•

•

1.5 Bpp. 48–49

1.5 Cpp. 50–51

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.1 Epp. 10–11

1.4 Dpp. 42–43

1.6 Cpp. 64–65

1.6 Epp. 68–69


Report Period Ends, June 12

Fall Block

Week 20

Jan. 19–Jan. 23

Part 2 of 3


Spring Block

Week 20

June 15–June 19

Part 2 of 3








Writing

pp. 377–378Portfolio Instructions

Other Resources


“The Hollow Men” by T. S. Eliothttp://poetry.poetryx.com/poems/784/


pp. 356–361 Note-Taking handout




Writing

pp. 386–390Portfolio Compilation

Research

pp. 348–349Mini-Presentations

Other Resources

Elements

Reading

pp. 164-185The Cold Equations

pp. 951–953Improving Your Reading Rate

Writing

p. 267Peer Review of Informational Text






What is your ideal summer job? Write a letter to a prospective employer to convince the company to hire you for this job.


Compare and contrast the selections “The Masque of the Red Death” and “The Black Death.” Use examples from the reading selections to support your response.


08 Writing Strategies09 Editing Skills


See Educational Resources, pp. 4–5 for additional strategies to teach analysis of the structure of informational materials.

Types of Writing:










WritingModel speech after a studied speech (Persuasive)


Address 21st Century Applied SkillsCreativity/InnovationLifelong Learning/Self Direction

•

••

••

Produce work in at least one literary genre that follows the conventions of the genreInclude a variety of methods to advance the argument or positionRevise and edit writing

•

•

•

1.4 Cpp. 40–41

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.6 Cpp. 64–65

1.6 Epp. 68–69


Fall Block

Week 20

Jan. 19–Jan. 23

Part 3 of 3


Spring Block

Week 20

June 15–June 19

Part 3 of 3



By the end of this unit, students are able to analyze and evaluate themes and analyze the role of literature and its themes in society. Students are able to make presentations that employ the most eff ective format for audience and purpose. In English 2, students are able to discuss, analyze, and evaluate various ethical issues and the meaning of social responsibility and leadership. Students are discussing and evaluating the creative power of the writer/artist to mirror diverse and controversial social and ethical issues. Portfolio presentations and I-search papers demonstrate eff ective use of format and technology.






SchoolNet


Writing

p. 370Reviewing Peer Speeches

pp. 371–376Student Speeches

Speaking

pp. 389–395Portfolio Presentations





What is the author’s main purpose in writing this essay?

to inform the reader about an important American authorto protest the unfair treatment of Zora Neale Hurstonto analyze the works of Zora Neale Hurstonto honor Alice Walker for reclaiming Hurston’s work



A.

B.

C.

D.


See Educational Resources, pp. 10–11 for additional strategies to teach the use of context clues to establish a reading vocabulary.

Quality of Writing:

See Educational Resources, pp. 48–49 for additional strategies to teach writing well-developed content appropriate to the topic.


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