10 COURSE DESCRIPTION - HS...

Discipline Specific Vocabulary

Grammatical Conventions Genre Figurative Language Modes of Writing Writing Process Patterns of Organization Author’s Craft/Narrative Devices Literary Analysis Characterization Theme Perspective / POV Author’s Purpose Rhetorical Strategies Vocabulary in Context Argument Research Textual Analysis

10 tenth grade

Language Arts

COURSE ESSENTIAL QUESTIONS

COURSE DESCRIPTION

How do authors use literary elements to drive the plot of the narrative? How do authors use literature to address the significance of cultural influences? How do readers analyze and evaluate author’s craft? How do authors from various locations treat common ideas / themes through a cultural lens?

Students in English II will read, discuss and write about both classical and contemporary World Literature. Students will identify cultural significance through literary global perspectives focusing on the literature from the Americas (Caribbean, Central, South and North), Africa, Eastern Europe, Asia, Oceania and the Middle East. Influential U.S. documents, non-literary texts and a Shakespearean play should be included. Students will continue to explore language for argumentative, informative, narrative, critical and literary purposes. Honors level students may explore themes to a deeper level and provide complex written and oral support for their textual analysis. Enrichment opportunities are provided in the Unit Tasks for any students needing additional academic challenge. By the end of tenth grade, students must read and comprehend literary and informational texts at the high end of the grades 9-10 text complexity band (Lexile range 1080-1305) independently and proficiently. Students may need scaffolding at the high end of the range to assist in their ability to proficiently read and comprehend texts in the text complexity band. One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of a steadily increasing complexity as they progress through school. By the time they complete the core and graduate, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers. The progression of Reading standard 10 defines required grade-by-grade growth in students’ ability to read complex texts. Students need opportunities to stretch their reading abilities and experience the satisfaction and pleasure of easy, fluent reading. The general movement during a given school year is toward texts of higher levels of complexity.

English II Course Overview

ENGLISH II COURSE DESCRIPTION: Students in English II will read, discuss and write about both classical and contemporary World Literature. Students will identify cultural significance through literary global perspectives focusing on the literature from the Americas (Caribbean, Central, South and North, Africa, Eastern Europe, Asia, Oceania and the Middle East. Influential U.S. documents, non-literary texts and a Shakespearean play should be included. Students will continue to explore language for argumentative, informative, narrative, critical and literary purposes. COURSE ESSENTIAL QUESTIONS:

• How are the elements of genre used to articulate author’s purpose?

• How do authors use literature to address the significance of cultural influences?

• How do readers analyze and evaluate literary elements present in a variety of nonfiction texts?

• How can students identify qualities of and construct strong writing in different

modes for a variety of purposes and audiences? BIG IDEAS:

1. Read, discuss, and write about classical and contemporary literature.

2. Identify cultural significance through literary global perspective.

3. Analyze and evaluate U.S. documents, non-literary texts, and a Shakespearean play.

4. Explore language for argumentative, informative, narrative, critical, and literary processes.

Unit One: LITERARY ELEMENTS Unit EQ: How do authors use literary elements to drive the plot of the narrative?

Lesson EQ’s • How do authors elicit readers’ interest in a story? • How is the theme of a story revealed in different ways by a character or the narrator? • How do readers analyze the cumulative impact of narrative devices on meaning and tone?

W1

(Argumentation/Comparison) W2

(Informational or Explanatory Synthesis)

R1/R10

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

Select a character from ___________ and explain the specific aspects of characterization that the author uses to develop that character in the way that the he or she chooses. Then, further explain how the existence of this character, if different, could change the plot of the text.

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

Unit Vocabulary: Exposition Static Round Mood Flashback Archetype Resolution Figurative Language Dialogue Dynamic Characterization (direct, indirect) Irony Point of View Setting Inference Coherence (text structure) Flat Theme Imagery Diction Logic Characters Foreshadowing Juxtaposition Tone Syntax Diction Motivation Conflict Static Rising action / Falling action Suggested Readings: ECOS Text Page Lexile “Harrison Bergeron” 31 840 “Everyday Use” 48 810 “To Build a Fire” 78 970 “The Possibility of Evil” 202 1110 “The Teacher Who Changed My Life” 226 1357 “The Marriage Proposal” 258 “By the Waters of Babylon” 308 800 “There Will Come Soft Rains” 324 910 “The Doll’s House” 342 760 “The Man in the Water” 374 950

Unit Two: A WORLD OF IDEAS Unit EQ: How do authors use literature to address the significance of cultural influences? Lesson EQ’s

• How are the elements of humanity revealed and developed into themes in different ways over the course of a text?

• In what ways can symbols communicate ideas? • How might the author’s purpose determine how the author chooses to craft his or her work? • What are some key strategies for evaluating an argument? Key techniques for persuasion?

W1



R1/R10

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

Identify key symbols from the text that we have just read. Then, explain how these symbols are used by the author to establish certain ideas or themes in his or her work. Be sure to use specific evidence from the text that not only identifies the symbols of your choice, but that also demonstrate a connection of these symbols to the movement of the plot of the text.

The suggested texts can be utilized to provide students with contemporary examples of the ways authors address cultural issues. More than one supplementary text should be provided so students have adequate material with which to conduct a close and comprehensive examination of the ways in which various authors and genres treat such themes.

Unit Vocabulary: Theme Speaker Patterns of Organization: Mood Imagery - cause / effect Genre Repetition - chronological Rhetoric Author’s purpose (entertain, inform, persuade) - inductive / deductive Tone Counterclaim (argument / refutation) - compare / contrast Inference Pathos / Logos / Ethos - classification Symbol Bias - problem / solution Setting Fallacy - sequential Diction Fact / Opinion - spatial Claim Evidence Suggested Readings: ECOS Text Page Lexile “The Interlopers” 426 1230 “When Mr. Pirzada Came to Dine” 452 1170 “Do not weep, maiden for war is kind”/ Sonnet ballad 476 “The Plot Against People” 532 1250 “Why Leaves Turn Color in the Fall” 538 1150 “How a Leaf Works / Tree Planting Guide” 548 940 “And of Clay We Are Created” / 584 1330 “Girl Trapped in Water for 55 Hours, Dies Despite Rescue Attempts” “Doing Nothing is Doing Something” 638 1170 “I Acknowledge Mine” 664 1110

“Use of Animals in Biomedical Research” 678 1380 “How Much Land Does a Man Need?” 716 1110 “Daisy” / “America’s Back” 738 n/a Unit Three: THE AUTHOR’S CRAFT Unit EQ: How do readers analyze and evaluate author’s craft? Lesson EQ’s

• How do style choices affect a reader’s interpretation of a poem? • What are the key elements of an author’s unique style? • How is an author’s point of view and cultural experience reflected in a work of literature?

W1



R1/R10

After viewing and reading several fiction and non-fiction texts that share a common theme, choose an author you feel is most effective in their treatment of the theme. Write a review that states you claim. Support your choice with examples from the texts you have studied.

Write an essay discussing how certain social, economic, political, or cultural factors may or may not have influenced the author’s craft of a particular work. Be sure to provide specific evidence from the text that connect to these possible outside influences. What political, economic, or social commentary may be underlying in the overall message of this author’s work?

The suggested supplementary texts can be utilized to provide students with contemporary examples of various styles and genres. Provide students with adequate materials to conduct a close and comprehensive examination of the ways in which various authors make distinct style choices for a specific purpose.

Unit Vocabulary: Figurative language Style

- Simile Diction - Metaphor Tone - Alliteration Author’s Purpose - Onomatopoeia Author’s Perspective - Hyperbole Fact / Opinion - Personification Theme - Understatement - Cliché - Imagery

Suggested Readings: ECOS Text page Lexile “There Will Come Soft Rains”/ “Meeting at Night”/ “The Sound of Night” 778-785 “Sonnet 18”/”Sonnet XXX”/ Of Fatal Interview 810-815 “Lord Randall”/”Balada”/ “Midwinter Blues” 816-823 “The Pit and the Pendulum”/ “The Lake” 856, 874 “Birches” and “Mending Wall” 886, 890

“Only Daughter” and from Caramelo 900, 906 From “Farewell to Manzanar” 952 1010 “Eulogy for Dr. Martin Luther King, Jr.” 980 1220 “Marriage is a Private Affair” 984 830 Unit Four: WORLD CLASSICS Unit EQ: How do authors from various locations treat common ideas / themes through a cultural lens? Lesson EQ’s

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

• How does a reader identify the author’s craft in a drama? • What elements make drama timeless in presentation and interpretation?

W1



R1/R10

How are universal themes presented across place and time? After viewing and reading several texts that share a common theme, both fiction and non-fiction, make a claim about what role place and time have in the treatment of the theme. Use evidence from the texts that support your position.

Identify a prominent feeling that a reader is intended to get when reading ________ (could be a whole work or excerpt from a text). Explain how specific literary elements may contribute to this feeling as well as why the author may have chosen to include these elements in his or her work.

Provide students with adequate materials to conduct a close and comprehensive examination of the ways in which various authors are influenced by the social and cultural climate of their time and locations. Students can document their findings with graphic or visual representations.

Unit Vocabulary:

Motif Tragic flaw Tragic hero Irony Quest Allusion Parody Suggested Readings: ECOS Text Page Lexile Antigone 1066 From Le Morte d’Arthur 1110 1130 The Tragedy of Julius Caesar (all acts) 1198

Honors English 10 Curriculum Guide

CMS Unit 1 (Book Units 1, 2, 3): Literary Elements

Suggested Timeframe: 15 class periods/30 class periods (year-long classes)

Essential Questions

• What are the key elements in crafting an effective story? • How do authors elicit readers’ interest in a story? • How do universal themes connect literature among cultures and time periods?

Lesson Essential Questions

• How does conflict convey theme? • How does conflict create characterization? • How does the setting impact a story’s conflict and theme? • How is characterization in a nonfiction piece similar to and different than characterization in fiction writing? • How is humor a means of characterization? • How does point of view affect tone? • How can readers use text to infer author’s perspective?

Unit Objectives Reading

• Cite evidence to make inferences, draw conclusions, and make generalizations • Identify central ideas and supporting details • Identify an author’s perspective • Use strategies for reading, including connecting and monitoring • Synthesize ideas and information; support an opinion • Cite textual evidence to support inferences and conclusions • Analyze sensory details

Text analysis

• Analyze the author’s choices on ordering events in the text • Analyze setting and its influence on mood and conflict • Analyze narrative techniques, including foreshadowing, irony, and suspense • Identify stages of plot and how characters advance the plot • Analyze character traits and motivation • Analyze the methods writers use to develop complex characters • Analyze how characters advance the plot of the story • Analyze characters’ moral dilemmas • Identify and analyze points of view: first person, third-person limited, and third-person omniscient • Analyze an author’s choices concerning how to structure a text and manipulate time, including flashback and

foreshadowing • Read and analyze a reflective essay

Writing and Language

• Use descriptive details and improve sentence flow • Write a narrative/short story/anecdotal narrative • Understand and use varied sentence types • Write an analysis of literary nonfiction • Support key points with evidence from the text • Use a consistent point of view

• Add descriptive details; use similes to compare ideas • Use phrases to write concisely • Use vocabulary and sentence structures appropriate to formal language

Speaking and Listening

• Present a response to a short story

Suggested Resources Lexile Level

Start Page

Sample Higher Order Thinking Questions

Text analysis workshop: setting, mood, plot, conflict

31

“Harrison Bergeron” 840 36 • What conclusions can you draw about Vonnegut’s feelings about World War II based on specific textual details in “Harrison Bergeron”?

• How does Vonnegut use conflict to convey his primary theme in “Harrison Bergeron”?

“Everyday Use” 810 48 • How does Alice Walker use conflict to reveal her characters’ personalities and development in “Everyday Use”?

“To Build a Fire” 970 78 • How does the setting of “To Build a Fire” act as the antagonist in the story’s primary conflict?

• What examples of foreshadowing hint at the resolution of “To Build a Fire”?

Writing Workshop: Literary Analysis

148

Speaking and Listening Workshop: Presenting a Response to a Short Story

158

Text analysis workshop: character traits, motivation

176

“The Possibility of Evil” 1110 202 • What motivations lead to Miss Strangeworth’s choices in “The Possibility of Evil”?

• What inferences can readers make about Jackson’s views on human nature based on textual details from “The Possibility of Evil”?

“The Teacher Who Changed My Life”

1350 226 • How is characterization in a nonfiction piece such as “The Teacher Who Changed My Life” similar to and different than characterization in fiction writing?

• What is Gage’s purpose in his essay? “A Marriage Proposal” 258 • What characteristics of a farce does Chekov use in “A Marriage

Proposal”? • How does Chekov use humor in “A Marriage Proposal” as a

means of characterization? Writing Workshop: Short Story 280 Technology Workshop: Producing a Video Narrative

290

Text Analysis Workshop: point of view, narrator

302

“By the Waters of Babylon” 800 308 • How does the first person narration in “By the Waters of Babylon” affect the story’s tone?

• What can readers infer about the setting of “By the Waters of Babylon” based on textual evidence?

“There Will Come Soft Rains” 910 324 • What can readers conclude about Bradbury’s attitude toward

technology based on textual details in “There Will Come Soft Rains”?

Writing Workshop: Analysis of Literary Nonfiction

390

Speaking and Listening 400

Activities Grammar Focus

Sentence Types/Sentence Variety • Warriner’s Handbook: Chapter 17-18

Writing Test Preparation

For helpful information related to the 10th Grade North Carolina State Writing Assessment, please visit the DPI website at http://www.dpi.state.nc.us/accountability/testing/writing/. Anecdotal Narrative

• Focus on developing an Introductory Paragraph (Hook, Background information, and Thesis Statement). • Use in the Interactive Revision Lessons on the WriteSmartCD-Rom.

Full Definition Essay • Teach students structure of definition essay. • After reading the stories, have students write a self-definition essay. Each thesis point should connect to

the theme of a story read in the unit. For example, one part of their definition might be about an important part of their heritage, a key focus in “Everyday Use”. Another body paragraph might be about an important relationship in their life, which is the key focus of “The Teacher Who Changed My Life”.

Possible Activities for Reading Selections

• “Harrison Bergeron” o Group students. Give each group a hypothetical society. (Example: In your society all citizens are college educated

and use their education to be lawyers, doctors, and politicians.) Have them decide what the positives of that society would be and what the negatives would be. Present their society and opinions to the class, including how their final opinion is similar to/different than Vonnegut’s opinion. Have final class discussion on why diversity is important.

o Create your own Utopian society. Who would be represented in your society? What type of rules would run it? How is your society perfect?

o See activity in www.my.hrw.com under “Teacher Resources” about utopian societies. o Pg. 39 “For Advanced Learners” o Pg. 40 “For Advanced Learners” o Pg. 42 “For Advanced Learners”

• “Everyday Use” o Have each student create a quilt panel representing his/her own identity and heritage. Once all pieces are done,

create a class quilt. o Write a reflective piece that supports why students chose a particular image to represent them. o Pg. 52 “For Advanced Learners” o Pg. 53 “For Advanced Learners” o Pg. 59 “For Advanced Learners”

• “To Build a Fire” o Have students do the survival

challenge.http://staff.esuhsd.org/danielle/english%20department%20lvillage/lordoftheflies/Would%20You%20Survive.pdf

o Have students do the group survival challenge. http://www.epilogsys.com/scoutingweb/SubPages/SurvivalGame.htm

o Pg. 83 “For Advanced Learners” o Pg. 88 “For Advanced Learners” o Pg. 95 “For Advanced Learners”

• “The Possibility of Evil” o www.pbs.org – “Race: The Power of an Illusion” (Sorting Activity – Students are given pictures of twenty different

individuals which they are asked to classify into one of five different ethnicity choices: Asian, Caucasian, African American, American Indian, and Latino. After students classify the individuals with their group, the teacher projects the correct answers so that students can see that it is never effective to be quick to judge a book by its cover.) www.pbs.org/race http://www.pbs.org/race/002_SortingPeople/002_01-sort.htm (activity URL)

Workshop: Presenting a Literary Analysis

http://www.dpi.state.nc.us/accountability/testing/writing/

http://www.my.hrw.com/

https://email.cms.k12.nc.us/owa/redir.aspx?C=15573466b5a5432e82c38911bfd76620&URL=http%3a%2f%2fstaff.esuhsd.org%2fdanielle%2fenglish%2520department%2520lvillage%2flordoftheflies%2fWould%2520You%2520Survive.pdf



https://email.cms.k12.nc.us/owa/redir.aspx?C=15573466b5a5432e82c38911bfd76620&URL=http%3a%2f%2fwww.epilogsys.com%2fscoutingweb%2fSubPages%2fSurvivalGame.htm

http://www.pbs.org/

http://www.pbs.org/race

http://www.pbs.org/race/002_SortingPeople/002_01-sort.htm

• “The Teacher Who Changed My Life” o Have students write letters to past teachers about how they changed their lives. o Have students read A Lesson Before Dying. Students should write a comparison essay of the mentor experiences

exhibited in each. o Pg. 232 “For Advanced Learners”

• “A Marriage Proposal” o Study the characteristics of a farce. o Group students. Using a silly argument from their own life experience, they are to recreate the argument as a farce

and present it to the class. o Pg. 261 “For Advanced Learners” o Pg. 266 “For Advanced Learners”

• “By the Waters of Babylon” o http://staff.fcps.net/tcarr/shortstory/plot1.htm activity 2 under Point of View. Rewrite the story (or parts of it) from a

different point of view. o Pg. 311 “For Advanced Learners” o Pg. 319 “For Advanced Learners” o Pg. 320 “For Advanced Learners”

• “There Will Come Soft Rains” o Give students, in small groups, various newspaper articles that reflect positive and negative results of technology.

Students are to decide what the argument of the article is, find textual support for that argument, and compare it to the message of the short story. They will present their article information to the class. The class will create a pro/con chart about the effects of technology. End with a class discussion: does technology make our lives better or worse?

o Pg. 331 “For Advanced Learners” o Pg. 332 “For Advanced Learners”

Essential Academic Vocabulary

Plot Setting Mood Conflict Inference

Diction Chronological order Figurative language Motivation Characterization

Author’s purpose Author’s perspective Imagery Point of view Narrator

Foreshadowing Flashback Main idea Supporting details

Enrichment Vocabulary

Internal conflict External conflict Character traits First-person point of view Third-person point of view Affect Communicate Definite Establish Identify Exposition Rising Action Climax Falling Action Resolution Monitor Antagonist Predict Historical narrative Syntax

Time-order signal words Suspense Narrative poem Stanza Dynamic Individual Motive Seek Undergo Round characters Flat characters Dynamic characters Static characters Moral dilemma Farce Stage directions Aside Monologue Consequent Crucial Initial

Shift Survive Third-person limited narrator Third-person omniscient Naïve narrator Tone Conclusion Omniscient Reflective essay Voice Second person Sensory details

http://staff.fcps.net/tcarr/shortstory/plot1.htm

Assessment Suggestions

• Unit assessment practice (pages 160, 292, and 402) • Unit assessment (common task) • Writing Workshop: Write a narrative/short story/anecdotal narrative (suggested task) • Reteaching Worksheets (on www.my.hrw.com) • Level Up Tutorials (on www.my.hrw.com)

Suggested Supplemental Resources

Title Genre Author 1984 Novel George Orwell

Left for Dead Novel Beck Weathers Macbeth Drama William Shakespeare

“Death Be Not Proud” Poetry John Gunther Twelve Angry Men Drama Reginald Rose

Death of a Salesman Drama Arthur Miller In the Time of Butterflies Novel Julia Alverez

The Color of Water: A Black Man’s Tribute to His White Mother Memoir James McBride The Heart of a Lonely Hunter Novel Carson McCullers

Catch-22 Novel Joseph Heller

http://my.hrw.com/la_2010/tx_lit/teacher/ebook_gr10/reteach_wksheets/index.html


http://my.hrw.com/la_2010/tx_lit/nsmedia/levelup/hs_index.html



CMS Unit 2 (Book Units 4 and 5): A World of Ideas


Essential Questions

• How is the theme of a story revealed in different ways by a character or the narrator? • How might the author’s purpose determine how the author chooses to craft his or her work?


• How do symbols serve to reinforce thematic messages in a text? • How can an author ensure that symbols are used powerfully and effectively to support themes of a text? • In what ways are cultural experiences shared through universal themes found in various texts? • How does incorporating archetypes help identify universal human experiences? • In what ways can the setting of a literary work contribute to the conflict between characters to help drive a plot? • How might an author’s purpose be revealed in a more powerful way through the rhetoric used by the author?

Unit Objectives

Reading • Make inferences and draw conclusions; cite evidence • Monitor comprehension • Analyze and evaluate reasons and evidence • Identify and analyze author’s perspective • Analyze the cumulative effect of specific word choices on tone and meaning • Analyze imagery and author’s purpose • Analyze functional texts

Text analysis

• Determine a theme or central idea and analyze its development • Identify and interpret symbol • Identify and interpret verbal irony • Analyze and compare authors’ messages across genres • Determine an author’s point of view or purpose and analyze an author’s use of rhetoric • Identify and analyze author’s perspective • Analyze the cumulative effect of specific word choices on tone and meaning • Analyze imagery and author’s purpose • Analyze functional texts


• Write a comparison-contrast essay • Use transitions to clarify the relationships between ideas • Use subordinate clauses to improve sentence flow • Write an argument (persuasive letter) • Demonstrate command of Standard English language when writing and speaking.


• Participate in a group discussion • Conduct an interview

Media, Technology, & Research

• Analyze how events and information are presented in different mediums • Evaluate the ways information is presented in non-print sources

Suggested Resource Lexile Level

Start Page


Text Analysis Workshop: Theme and Symbol

418

“The Interlopers” 1230 426 • How are archetypes repeated in “The Interlopers”? • How does the setting affect the actions of Ulrich and

Georg? “When Mr. Pirzada Came to Dine” 1170 452 • How do specific details help to establish the theme of

“When Mr. Pirzada Came to Dine”? • What theme do you think Lahiri is trying to communicate

through the experiences of Lilia? “Do not weep, maiden, for war is kind”/”the sonnet-ballad”

476 • How can the images in “Do not weep, maiden, for war is kind” and “the sonnet-ballad” be used to identify the theme?

• How can details and images both be used to identify and explain the theme of each “Do not weep, maiden, for war is kind” and “the sonnet-ballad”?

Writing Workshop: Comparison-Contrast Essay

498

Speaking and Listening Workshop: Participating in a Group Discussion

508

Text Analysis Workshop: Author’s Purpose and Perspective

“The Plot Against People” 1250 532 • In what ways does Baker imitate formal writing in this passage?

• How do Baker’s diction and syntax contribute to the humor in this passage?

“Why Leaves Turn Color in the Fall”/ “How a Leaf Works”/ “Tree Planting Guide”

1150 940

538 548

• What seems to be Ackerman’s purpose in the first paragraph of “Why Leaves Turn Color in the Fall”? Use details to support your answer.

• How does Ackerman’s use of graphic aids reinforce her purpose?

Media Study: News Reports 576 “And of clay Are We Created/Girl Trapped in Water for 55 Hours, Dies Despite Rescue Attempts”

1330 584 • How is Allende’s former job as a journalist reflected in the story?

• How does Preston’s use of graphic aids reinforce or explain her perspective?

Writing Workshop: Persuasive letter 610 Speaking and Listening Workshop: Conducting an Interview

620


Run-ons and Fragments • Warriner’s Handbook: Chapter 17 • Refer to the Grammar Notes CD-Rom for PowerPoint presentations and tutorials.


Focus on developing Body Paragraphs (Topic Sentence, Support, and Transitions) Use in the Interactive Revision Lessons on the WriteSmartCD-Rom.

Write an essay on the definition of beauty.


• “The Interlopers” o Research the feud in William Shakespeare’s Romeo and Juliet between the Montagues and Capulets, Romeo and

Juliet’s warring relatives. Write a comparison-contrast essay in which you discuss the similarities and differences between the ongoing feuds in Romeo and Juliet and “The Interlopers.”

o P. 429 - For Advanced Learners/Pre-AP Activity • “When Mr. Pirzada Came to Dine”

o Divide students into groups and give them information to read about conflicts taking place in different parts of the world. It will be up to each group to decide how these conflicts affect us in the United States and present their conclusions to the class.

o P. 455 - Advanced Learners/ Pre-AP Activity o P. 460 - Advanced Learners/ Pre-AP Activity

• “Do not weep, maiden, for war is kind”/ “the sonnet-ballad” o P. 477 - Advanced Learners/ Pre-AP Activity o Show students clips from various sites, such aswww.youtube.com orwww.oprahwinfrey.com that reveal the

devastating effects of war on those who serve and their families. Have students discuss what would make a person risk his or her life knowing that these effects are possible and sometimes inevitable.

o Write letters to today’s true victims of war, those who serve and their family members. Find an organization that will allow you to send these letters to actual people.

o P. 479 - Advanced Learners/ Pre-AP Activity • “The Plot Against People”

o Students will write a story similar to “The Plot Against People,” in which they try to communicate a silly solution to an everyday occurrence. As they write, they should remember to communicate their purpose clearly and persuasively through proper tone and word choice.

o P. 535 - Advanced Learners/ Pre-AP Activity • “Why Leaves Turn Color in the Fall”/ “How a Leaf Works”

o Have students take or find pictures that they believe capture the essence of beauty. Bring those pictures in for students to swap and discuss why a person would consider this as a representation of beauty. They could also write newspaper length captions as a way to capture the beauty of the image in words. The same can be done for ugliness, which could then be turned into a comparison-contrast activity.

o Conduct a poetry writing contest with the theme of “Beauty.” Each student must present an original poem in an open-mic atmosphere and administrators, art teachers, drama teachers, etc. can serve as judges. Don’t forget to set the scene for such an event.

o P. 543 - Advanced Learners/ Pre-AP Activity • “And of Clay Are We Created”

o Have students watch several clips of news reporters reporting important events and maintaining their purpose for being there along with objectivity. Give students the opportunity to test their skills at reporting. Take students to the computer lab and assign them a video clip to find online and view. They will be responsible for standing in front of their class and reporting on this event, while it plays on the screen behind them. They should be reminded to maintain their purpose and objectivity.

o Have students watch several clips of news reporters reporting important events and not being able to maintain their objectivity. Students should discuss if it is ever acceptable for a reporter to be emotional about a news story.

o On page 601, “Read for Information” discusses the differences between news articles and short stories. Have each student find a news article that objectively relates a tragic event. Have students turn the article into a short story that captures the author’s purpose through language, eliminating objectivity.

o There are clips on www.youtube.com of the original news story as it was broadcast on television. This may be a great component to add to “Reading for Information” on pages 598-599.

o P. 587 – Advanced Learners/ Pre-AP Activity o P. 590 – Advanced Learners/ Pre-AP Activity o P. 601 -- Advanced Learners/ Pre-AP Activity

http://www.youtube.com/

http://www.oprahwinfrey.com/


• If completing the suggested task (comparison-contrast essay), students can compare and/or contrast two terms, such as honesty and loyalty, or two situations, such as the genocides of the Holocaust and the genocides in Darfur. As students complete these comparison-contrast essays, it will be especially important to remind them to maintain focus on their purpose and perspective as the author.

• Have students conduct an independent book study. o (See http://ssc.sierraclub.org/ssc_documents/other/SSC_Independent_Study_Guide.pdf for example/ guide.)


Symbol Theme Archetype Setting Inference Speaker Image

Repetition Mood Irony Genre Message Author’s purpose

Author’s perspective Supporting details Tone Patterns of organization

Cause-and-effect Compare-and-contrast Organization Diction Imagery


Alter Layer Unify Universal theme Monitor Clarify Main character Conclusion

Verbal irony Persuasive essay Central idea Rhetoric Persuasive techniques Argument Reasons

Evidence Purpose Author Document Goal Issue Vision

Chronological order Classification organization Syntax Narrative nonfiction


• Unit assessment practice (pages 510 and 622) • Unit assessment (common task) • Writing Workshop: Write a comparison-contrast essay (suggested task) • Reteaching Worksheets (on www.my.hrw.com) • Level Up Tutorials (on www.my.hrw.com)


Title Genre Author Of Mice and Men Novel John Steinbeck

Fallen Angels Novel Walter Dean Myers Gilgamesh Epic Novel Stephen Mitchell

Dreams from My Father Novel President Barack Obama West with the Night Novel Beryl Markham

Fitzgerald’s Storm the Wreck of the Edmund Fitzgerald Novel Dr. Joseph MacInnis There are No Children Here Novel Alex Kotlowitz

The Bluest Eye Novel Toni Morrison

http://ssc.sierraclub.org/ssc_documents/other/SSC_Independent_Study_Guide.pdf%20%20for%20example/






CMS Unit 3 (Book Unit 6): Argument and Persuasion


Essential Questions

• What are the key techniques of persuasion? • How are written and visual techniques of persuasion similar and different? • How can readers/viewers be aware of and analytical of persuasive messages? • What are strategies for evaluating an argument?


• What are the key parts of an argument? • What are the strategies for evaluating an argument? • What are persuasive techniques? • What rhetorical devices can help create and support an argument? • How can you distinguish fact from opinion? • How are appeals used in persuasion to achieve author’s purpose? • Why is it essential to know and acknowledge counterarguments in persuasive writing? • What are logical fallacies and how is recognizing/analyzing them essential in evaluating an argument?

Unit Objectives Reading

• Draw conclusions; summarize; critique; paraphrase • Distinguish fact from opinion

Text analysis

• Analyze theme; understand symbolism • Interpret didactic literature • Analyze and evaluate an argument, including claim, support, reasons, evidence, and counterargument • Identify and analyze persuasive and rhetorical devices


• Write an argument (persuasive essay) • Use repetition and rhetorical questions to add impact • Demonstrate command of standard English language through writing and speaking


• Present an argument


• Recognize and analyze persuasive techniques in advertising • Integrate information presented in diverse media


Start Page

Sample Higher Order Thinking questions

Text analysis workshop: Argument and Persuasion

632

“Doing Nothing is Something” 1170 638 • What is Quindlen’s primary argument in “Doing Nothing is Something”?

• How does she develop and support that argument? Why do you agree (or disagree) with her argument?

“I Acknowledge Mine” 1110 664 • What kind of appeals does Goodall use in “I Acknowledge Mine”? Are they effective in achieving her purpose?

“Use of Animals in Biomedical Research”

1380 678 • How would the AMA respond to Goodall’s argument based on textual evidence from “Use of Animals in Biomedical Research”?

Media Study: “Daisy”/ “America’s Back”

738 • What logical fallacies are used in “Daisy” and “America’s Back”? Why?

Writing Workshop: Argument: Persuasive

742

Speaking and Listening Workshop: Presenting an Argument

752

Grammar Focus

Subject/verb agreement and pronoun/antecedent agreement – chapter 5 in language textbook


Teach specific essay types tested on the North Carolina Writing Test: definition essay and cause-and-effect essay. DPI website (http://www.ncpublicschools.org/accountability/testing/writing/) has samples and Writing Test manual.


• P. 637 “For Advanced Learners” • “Doing Nothing is Something”

o p. 638 Discuss activity; p. 639 claim, reason, evidence chart o Extension activity for fact and opinion: Show students a recent speech of interest. Have them identify the facts and

opinions and analyze how the two work together to achieve the speaker’s purpose. o P. 644 “For Advanced Learners”

• “I Acknowledge Mine” o group debate p. 664; reading strategy p. 665 and then connect the details from the chart to appeals o Extension activity for appeal and author’s purpose: Show students a clip from Oprah’s show on puppy mills. This

clip can be searched for on www.youtube.com. Have them identify main idea, details, and use of appeals. How is it similar to Goodall’s work?

o P. 667 “For Advanced Learners” o P. 670 “For Advanced Learners” o P. 673 “For Advanced Learners”

• “Use of Animals in Biomedical Research” o p. 678 Discuss assignment; p. 679 Counterargument chart; p. 685 yellow box question as class discussion/debate

with students using the texts to explain why they found a particular argument more persuasive. o Extension activity for counterarguments: Put students in small groups. Assign each an argument (choose high

interest topics). Students must come up with counterargument and support for each. o Extension activity for counterarguments: Use www.procon.orgto have students look at counterarguments for a

variety of high interest topics o P. 683 “For Advanced Learners” o P. 684 “For Advanced Learners”

• “Daisy”and “America’s Back”

http://www.ncpublicschools.org/accountability/testing/writing/


http://www.procon.org/

o p. 741 Produce Your Own Media activity; show more political ads (especially recent ones) and have students do the “Now view” questions on p. 740 for each.

• Using this website, http://www.americanrhetoric.com/top100speechesall.html, find multiple high interest speeches for your students to study as a unit-long independent project. Give students a packet of multiple speeches that they are to analyze by completing questions about persuasive techniques, author’s purpose, audience, context, etc.

• Do a speech compare-contrast assignment with class. Choose a key speech by a leader such as Hitler and one by an American leader such as Kennedy, King, or Obama. Compare and contrast techniques, purposes, etc.


Argument Persuasion Cite

Rhetoric Opinion Evidence

Fact Counterargument Logical fallacy


Controversy Convince Anecdotal evidence Empirical evidence Logical evidence Deductive reasoning Parallelism

Inductive reasoning Emotional appeals Summarize Critique Allegory Paraphrase Persuade

Didactic literature Moral dilemma Hasty generalization Bandwagon appeal “Plain folks” appeal Testimonial Transfer

Appeal to pity, fear, vanity Ethical appeal Loaded Language Objective Statistic


• Unit assessment practice (page 754) • Unit assessment (common task) • Writing workshop: Write a persuasive essay (suggested task) • Present the persuasive essay as a speech (suggested task) • Reteaching Worksheets (on www.my.hrw.com) • Level Up Tutorials (on www.my.hrw.com)


Title Genre Author The Ten Trusts Story Compilation Jane Goodall and Marc Bekoff

Speaking Out for Animals Compilation Kim W. Stallwood To Kill a Mockingbird: The Screenplay Screenplay Horton Foote

Silver Rights Biographical Novel Constance Curry A Christmas Carol Novel Charles Dickens

The Pearl Novel John Steinbeck

http://www.americanrhetoric.com/top100speechesall.html






CMS Unit 4 (Book Unit 7, 8, 9): Author’s Craft

Suggested Timeframe: 15 class periods /30 class periods (year-long)

Essential Questions:

• How do style choices affect a reader’s interpretation of a poem? • What forms can poetry take, and what are the key features of each form? • What are the key elements of an author’s unique style? • How is an author’s work impacted by the time period and context in which he or she lived?

Text Analysis:

• Recognize characteristics of a variety of forms of poetry • Analyze how an author chooses to structure poetry • Analyze imagery and figurative language • Analyze prosody and sound devices • Indentify elements of style, including diction, tone, and imagery • Recognize style of specific authors, including Poe, Whitman, Frost, and Cisneros • Identify cultural characteristics in a work of world literature • Analyze historical and cultural context • Analyze influence of author’s background • Analyze influence of literary period • Analyze how complex characters interact and develop the theme

Reading: • Compare and contrast • Develop strategies for reading poetry • Understand and analyze dialect • Take notes and evaluate poems; cite evidence • Make inferences about speaker • Indentify author’s purpose • Paraphrase; distinguish between a summary and a critique • Use reading strategies, including connecting, monitoring, and predicting • Determine and author’s point of view or purpose • Analyze rhetorical devices • Identify and analyze sensory details

Writing/Language • Write an analysis of a poem • Use precise language to express rhythm, sound and imagery • Use parallelism to create rhythm • Write an online feature article • Incorporate quotations • Incorporate links to external course • Use a variety of phrases • Write an informative cause-and-effect essay • Demonstrate command of standard English language when writing and speaking

Media and Viewing: • Update an online feature article • Determine cultural influences in the creation of media messages


Speaker Figurative language or figures of speech Compare and contrast

Imagery Style Diction Tone

Author’s purpose Fact Opinion Theme

Author’s perspective Literary period

Enrichment- Extension Vocabulary Form Graphic elements Lines Stanzas Structure Ode Free verse Prosody Rhythm Meter Scanning Rhyme scheme Simile Metaphor Personification Hyperbole Rhyme End rhyme

Alliteration Onomatopoeia Couplet Lyric poem Sensory language Sound devices Assonance Consonance End-stopped lines Enjambed lines Sonnet English, or Shakespearean, sonnet Quatrain Iambic pentameter Foot Iamb Pentameter

Extended metaphor Ballad Folk ballad Traditional ballad Clarify Feature Precise Transmit Voice Syntax First-person point of view Sensory image Paraphrase Free verse Prosody Repetition parallelism Onomatopoeia Catalog

Sensory detail Colloquial language Imagism Acknowledge Community Contemporary Culture Role Historical and cultural context Memoir Moral dilemma Prediction Repetition

Suggested Resource Lexile Level Page number Higher Order of thinking Questions Text Analysis Workshop: the language of poetry

770-777

“There Will Come Soft Rains,” “Meeting at Night,” and “The Sound of Night”

778-785 • What differences can you identify between Teasdale’s portrayal of nature and her portrayal of humankind?

• What sound devices do you see in each

poem, and how do they affect the poem’s effect?

• What similarities and differences do you

see in each author’s depiction of nature? “Sonnet 18,” Sonnet XXX” of Fatal Interview 810-815 • How does each poem demonstrate the

characteristics of a sonnet? • How is love presented in each poem?

“Lord Randall” “Ballad,” “Balada,” and “Midwinter Blues”

816-823 • How does each demonstrate the characteristics of a ballad?

• What is unique in the style of each poet,

and how do those choices impact the poem’s message?

Writing workshop: analysis of a poem 828-837 Text analysis workshop: author’s style and voice

850

“The Pit and the Pendulum” and “The Lake” 1020 856, 874 • What are the stylistic characteristics common to both selections?

• How do those style choices help Poe

create a mood of suspense and horror in his writing?

“Birches” and “Mending Wall” 886, 890 • What common style choices can you see in Frost’s poems?

• How does Frost’s work reflect his New

England upbringing? “Only Daughter” and from Caramelo 800 900, 906 • How do the themes of these pieces

reflect Cisneros’s traditional culture? Informative Text: Online feature article 914 Text analysis workshop: history, culture, and the author

934

From “Farewell to Manzanar” 1010 952 • How was the choice of tone and choice of detail impacted by Wakatsuki Houston’s life experiences?

“Eulogy for Dr. Martin Luther King, Jr.” 1220 980 • How do Kennedy’s rhetorical devices

contribute to his overall message? “Marriage is a Private Affair” 830 984 • How does the central conflict in this

story reflect the central values in Achebe’s culture?

Writing Workshop: Analytical Essay: Cause and Effect

1030

Grammar Focus Revision and Editing an Essay

• Warriner’s Handbook: Chapter 9 & 16 “Correcting Common Errors” Writing Test Preparation Write a cause and effect essay. Possible Activities for Reading

• All literature selections in this unit have PowerNotes presentations in the teacher resources (www.my.hrw.com) under “Literature and Reading.”

• “There Will Come Soft Rains,” “Meeting at Night,” and “The Sound of Night” o Activity 1: Complete a dramatic reading of the poems above. Each group should focus on illustrating the sound

devices. o Activity 2: (www.my.hrw.com) Write Smart, Ideas for Writing, Poem “Image 2”.

• “Sonnet 18,” and Sonnet XXX” o Analyze popular love songs and compare the message about love in the sonnets with the message portrayed in

modern music. Students should also analyze metaphors used in each. Write a response that shows which message they most agree with.

o Pg. 814 “For Advanced Learners” Activity o Pg. 815 “Reading Writing Connection” Writing Prompt

• “Lord Randall,” “Ballad,” “Balada,” and “Midwinter Blues” o Analyze how the visuals reflect the content of each poem. o Pg. 819 “For Reluctant Readers” Activity o Complete an echo reading of Spanish and English versions of Gabriella Mistral’s poems. o Pg. 819 “For Advanced Learners” Activity for “Lord Randall” o Pg. 821 “For Advanced Learners” Activity for “Ballad” and “Balada” o Pg. 822 “For Advanced Learners” Activity for “Midwinter Blues”

• “The Pit and the Pendulum” and “The Lake” o Activity 1: Abstraction

Poe’s narrator finds himself in a terrifying situation from which there is no escape. Few things in life are as scary as being in a dangerous situation that you can’t control. Create a plot summary for a story about a person trapped in a terrifying situation from which there is no escape. Be sure your summary explains why the main character is in the situation and how he or she tries to get away.

o Activity 2: Problem Solving Every time the narrator starts to give up hope, he quickly rallies and finds a new way to rescue himself from immediate death. How do your problem-solving skills compare to his?


Choose one of the dangers the narrator faces and think of an alternative way to overcome the problem. You can use any of the items (including the rats!) that are available to the narrator. Present your solution as a step-by-step guide or as an illustrated set of directions.

o “The Pit and the Pendulum” – If you were going to make a movie for this story, who would you cast and where would the setting be? Defend choices.

o Pgs. 860, 870, 871, and 872 “For Advanced Learners” Activity for “The Pit and the Pendulum” o Pg. 874 “For Advanced Learners” Activity for “The Lake”

• “Birches” and “Mending Wall” o Take students outside and complete “How can Nature inspire you?” pg. 892. Then have students brainstorm

solutions that nature presents to problems that we have in our world. o Have students imitate the style of one of the poems while describing a scene from nature. Students should use

colloquial language, realistic dialogue, and a playful tone. Students should read their poems aloud. o Pg. 889 “For Advanced Learners” Activity for “Birches” o Pg. 891 “For Advanced Learners” Activity for “Mending Wall”

• “Only Daughter” and from Caramelo o Have students choose a part of their identity that they feel is limiting and write about how they can learn to see this

“limitation” as an asset. o “Describe a Photograph” pg. 907 Choose a family photograph and write the story behind it. o Pg. 903 “For Advanced Learners” Activity for “Only Daughter” o Pg. 907 “For Advanced Learners” Activity for Caramelo

• From “Farewell to Manzanar” o Write a reaction to the photo on pg. 955. How does this photo make you feel? Using the photo, make a prediction

about what the story will be about. o Prior Reading Activity: Have students read “Executive Order 9066” (Find online) without telling them the

background of the document. Ask students to predict what is going on, react to the ideas presented, and predict where they think this is happening. (May need to take out key details from document that give students answers to these questions).

o Pgs. 955 and 962 “For Advanced Learners” Activity for “Farewell to Manzanar” • “Eulogy for Dr. Martin Luther King, Jr.”

o Show a famous speech of Dr. King’s, and discuss whether his message is in accordance with Kennedy’s interpretation.

o Have students write a eulogy for a famous person whothey think has been important to society. The eulogy should include the rhetorical devices you covered in class.

o Pgs. 971 and 983 “For Advanced Learners” Activity for “Eulogy for Dr. Martin Luther King, Jr.” • “Marriage is a Private Affair”

o Have students examine a moral dilemma they have faced with another person. They should write a letter to that person addressing their thoughts on how they feel about it now.

o Pgs. 987 and 991“For Advanced Learners” Activity for “Marriage is a Private Affair” • Read It by Stephen King

o Have students look specifically at style and how King goes about created suspense and horror. o Have students compare and contrast King’s style to that of Edgar Allan Poe, who serves as King’s precursor in this

genre.

Suggested Supplemental Resources Title Genre Author

An American Childhood Memoir Annie Dillard The Woman I Kept to Myself Poetry collection Julia Alvarez

Dracula Novel Bram Stoker It Novel Stephen King

A Raisin in the Sun Drama Lorraine Hansberry Joy Luck Club Novel Amy Tan

Lord of the Flies Novel William Golding Jubilee Novel Margaret Walker

Confronting the War Machine Historical Study Michael S. Foley Farewell to Manzanar Memoir Jeanne Wakatsuki Houston

Lord Jim Novel Joseph Conrad Assessment Suggestions

• Unit assessment practice (pages 840, 924, and 1042) • Unit assessment (common task) • Writing workshop: Write a cause-and-effect essay (suggested task) • Reteaching Worksheets (on www.my.hrw.com) • Level Up Tutorials (on www.my.hrw.com)



CMS Unit 5 (Book Units 10 and 11): World Classics


Essential Questions

• Why do some quests live on in history and legend? • How important is it for someone to have one or more personal quests in his or her lifetime? • When does ambition lead to tragedy?


• To what extent are tragic heroes responsible for what happens to them? • What lessons about loyalty are taught through the actions, successes, and failures of the characters? • How do the elements of medieval romance, such as noble characters, larger-than-life behavior, supernatural elements, and

magical settings, ensure that these stories remain long-lasting and popular? • Why does the idea of the dreamer remain a popular one even in the 21st century? • When can listening to your conscience lead you into a tragic situation? • How does one determine whether a conscience choice will or will not become a tragic one? • How do one’s tragic flaws hinder a person from making wise decisions?

Unit Objectives

Reading • Make inferences; cite evidence • Read and comprehend drama • Read and comprehend Shakespearean drama • Draw conclusions; cite textual evidence • Analyze a theater review

Text analysis

• Identify characteristics of classical world drama • Analyze characteristics of Greek tragedy, including tragic hero and tragic flaw • Analyze archetypes and motifs in drama • Analyze conventions of medieval romance, including romance hero • Identify characteristics of a parody • Analyze and evaluate style • Identify characteristics of Shakespearean tragedy; including tragic hero and tragic flaw • Analyze complex characters and how they interact with others and advance the plot or develop the theme • Identify and analyze dramatic irony and rhetorical devices • Determine a theme and analyze its development


• Write a narrative video script • Vary sentence structure by inverting sentences • Use a variety of phrases and clauses • Write an argument (critical review) • Develop and strengthen counterclaims • Use phrases and clauses to link major sections of text


• Participate in a critics’ debate

Vocabulary

• Use a dictionary to determine a word’s etymology • Understand and use words with similar denotations


• Produce a drama • Identify, analyze, and evaluate mise en scéne • Compare your response to a critical review • Create a shooting script


Start Page


Text Analysis Workshop: Greek Tragedy and Medieval Romance

1058

From Don Quixote/ from Man of LaMancha

1130 1144 • How are archetypes represented in these two dramas treated differently from archetypes found in other stories or plays?

• How does an author’s choice of structure and order of events within a text create effects such as mystery, tension or surprise?

Text Analysis Workshop: Shakespearean Drama

1190

The Tragedy of Julius Caesar, Act One 1198 • What are some motifs appearing in this act? How might these motifs affect the plot of the play?

The Tragedy of Julius Caesar Act Two

1220 • What do the soliloquies and asides in this act reveal about the speaker?

The Tragedy of Julius Caesar Act Three

1238 • What does Mark Anthony soliloquy lines 254-275 reveal about the motivation for Antony’s actions in the rest of Act Three?

The Tragedy of Julius Caesar Act Four

1258 • How do Brutus’s flaws make him a tragic hero?

The Tragedy of Julius Caesar Act Five/Julius Caesar at the Public Theater

1274 1290

• How are the actions of characters in Act Five influenced by an omen or supernatural occurrence?

Media Study: from Julius Caesar Film Clip

1294

Writing Workshop: Critical Review/ Participating in a Critic’s Debate

1298 1308


Re-looping


Definition of a hero essay (see “Possible Activities for Reading Selections” : “Text Analysis Workshop: Greek Tragedy and Medieval Romance”)


• “Text Analysis Workshop: Greek Tragedy and Medieval Romance” o Have students create their own definition of “hero.” Then, have students brainstorm characteristics / virtues that

they associate with heroes (knights) and provide real life examples for each. (For example, students may pull from modern day movies or songs.)

o P. 1058 – Advanced Learners/ Pre-AP Activity

• Antigone o Use an open mind diagram to have students explore their thoughts and what they know about the characters of

Antigone and Ismene. Have students discuss how different character traits can reveal similarities and differences in the two. (www.thinkcentral.com/pg1072)

o PowerThinking Activities (Bob Marzano): (www.my.hrw.com) • Activity 1: Investigation

In the Prologue, Antigone says to her sister Ismene, “You would think we hadalready suffered enough/For the curse on Oedipus.” Several more times inAntigone, there are references to the terrible fate of their father, Oedipus.The tragic story of Oedipus is explained in Oedipus the King, the play bySophocles that tells of events that take place before Antigone. Research the play to discover the nature of the curse. Write a short essay to explain how knowing the story of Oedipus affects your understanding of Antigone.

• Activity: Abstraction When Antigone and Ismene argue about whether it is right for Antigone to buryPolyneices, Ismene reminds her sister that it would be against the law. Antigonecites a higher authority, claiming that her action, although a crime, would be holy.Write a dialogue between two sisters in modern times who disagree about anaction that is ethical or moral, but that might lead to trouble. Include lines for achorus that helps to identify the issue, why it is ambiguous, and the authority whoopposes it. Ask a classmate to give a dramatic reading of the dialogue with youand have the rest of the class read the lines of the chorus.

o P. 1075 - Advanced Learners/ Pre-AP Activity o P. 1077 - Advanced Learners/ Pre-AP Activity o P. 1079 - Advanced Learners/ Pre-AP Activity

• From Don Quixote

o Have students refer back to their own definitions of what a hero is. Using this definition, have students recreate Don Quixote’s character to fit their descriptions of what a hero should be like (since Don Quixote is an unconventional hero). They may recreate a scene from the text or simply outline his current characteristics against those which students feel he should exhibit.

o P. 1147 - Advanced Learners/ Pre-AP Activity o P. 1148 - Advanced Learners/ Pre-AP Activity o P. 1151 - Advanced Learners/ Pre-AP Activity o P. 1155 - Advanced Learners/ Pre-AP Activity


Drama Tragic Hero Quest Rhetorical question Tragedy Archetype Irony Allusion Motif Tragic Flaw Enrichment Vocabulary

Emerge Chorus Parody Repetition Encounter Choragus Soliloquy Parallelism Globe Romance Aside Myth Underlie Romance Hero Blank Verse Legend Fate Classical Drama Iambic Pentameter


• Unit assessment practice (pages 1176 and 1310) • Unit assessment (common task) • Reteaching Worksheets (on www.my.hrw.com) • Level Up Tutorials (on www.my.hrw.com)

http://www.thinkcentral.com/pg1072







Title Genre Author Antigone Drama Jean Anouilh Jane Eyre Novel Charlotte Bronte

Perceval: The Story of the Grail Poetry Chretien de Troyes The Once and Future King Novel T. H. White

They All Laughed… Novel Ira Flatow Antony and Cleopatra Drama William Shakespeare

Hamlet Drama William Shakespeare The Ides of March Epistolary Novel Thornton Wilder

Assassinations: History’s Most Shocking Moments of Murder, Betrayal, and Madness

Compilation

R. G. Grant


CMS Unit 6 (Book Unit 12): The Power of Research


Essential Questions

• Why do research? • Where can you find the information you need when completing a research project?


• How do you refine and focus your search to avoid wasting time and getting frustrated? • How can you find accurate, up-to-date information quickly from all the information available on the Internet? • How can the people, materials, and technologies at your local library or media center help you find information? • Which questions can you ask to help you determine if a source is authoritative and reliable enough to be used for your

research? • How do you go about collecting your own data when the answers to your questions are impossible to find in a library or on a

website? • What steps do you take to turn your researched information into a well-organized draft complete with proper citations?

Unit Objectives

Developing Research Skills

• Plan research • Use library and media center resources • Distinguish between primary and secondary sources • Evaluate information and sources, including nonfiction books, periodicals, and Web sites • Collect your own data

Writing

• Write a research paper • Formulate a major research question • Develop a plan for conducting research • Locate sources and assess their usefulness • Take notes • Prepare a source list • Summarize, paraphrase, and quote directly • Integrate information selectively, avoiding plagiarism • Document sources correctly, using a standard format for citations • Format your paper


• Create a Web Site

Activities Grammar Focus Introduce essay types: Cause/Effect /Definition essay Writing Test Preparation

Re-looping grammar concepts

Possible Activities

• Have students create note cards to help learn and organize information from texts, reference materials, magazines, newspapers, and other materials. Explain to students that they may paraphrase their notes to help remember the skills they need for effective research. (Students may also create electronic note cards).

o More advanced students may choose to create category or pro/con charts to organize their terminology and ideas. • Primary vs. Secondary sources: Put students into small groups and have them create their own primary sources about a

school event (like a variety show, band or sports competition, or musical performance). Set requirements for each group to present their primary sources to the entire class.

• Identifying reliable information: Students may investigate recent news instances where media sources used were unreliable or inaccurate. Have them review various media sources (articles, profiles, footage, etc.) and create a bulletin board (or other approved format) to present their findings.

• WriteSmartCD-Rom – “Writing Model Bank” o Students are able to see various samples of functional writing (letter formatting, lab reports, memos, publicity

releases, etc.) and complete interactive revision lessons. • Using www.thinkcentral.com (keyword CURRENT EVENTS), create a list of ideas or pieces of information found in the

news for which students can complete an internet news scavenger hunt. o Ex: 1. Identify two major issues with America’s economic state today.

• •

List one event concerning education in North Carolina. •

Create your own poll question pertaining to a current event you find. • www.my.hrw.com – Teacher and Student Resources

“Writing and Research in a Digital Age” (lesson power points and handouts) Online citation guides “Current Events: Newseum” (online interactive news museum) “Research and Study Skills Re-teaching Worksheets”

• Have students choose a viable research topic and create an annotated bibliography using 10 sources, one of which has to be a primary source.

• Have students write a 1-2 page research proposal outlining their topic and the process they will take to create the research project/paper.

• Have students write a 5-7 page research paper, including in-text citations and reference pages. • Pg. 1323 “For Advanced Learners/Pre AP” Activity • Pg. 1327 “For Advanced Learners/Pre AP” Activity • Pg. 1330 “For Advanced Learners/Pre AP” Activity • Pg. 1332 “For Advanced Learners/Pre AP” Activity • Pg. 1333 “For Advanced Learners/Pre AP” Activity • Pg. 1336 “For Advanced Learners/Pre AP” Activity • Pg. 1337 “For Advanced Learners/Pre AP” Activity • Pg. 1339 “For Advanced Learners/Pre AP” Activity • Pg. 1340 “For Advanced Learners/Pre AP” Activity • Pg. 1341 “For Advanced Learners/Pre AP” Activity • Pg. 1350 “For Advanced Learners/Pre AP” Activity • Pg. 1352 “For Advanced Learners/Pre AP” Activity • Pg. 1353 “For Advanced Learner/Pre AP” Activity • Pg. 1357 “For Advanced Learners/Pre AP” Activity • Pg. 1358 “For Advanced Learners/Pre AP” Activity


Authoritative Search engine Hyperlinks Nonfiction book Fiction book Reference book

Primary source Secondary source Database Bibliography Appendix World Wide Web

Web page Web site URL Keyword search Boolean search Abstract

Index Glossary

http://www.thinkcentral.com/


Enrichment Vocabulary and Activities

Compile Debates Inquiry Relevance

Periodical Icons Menu Microform

Search tool Journal Copyright notice Field research

Field study Catalog Microfilm Microniche


• Level Up Tutorials (www.my.hrw.com) • Reading and Analyzing Informational Text (www.my.hrw.com) • Re-teaching Worksheets (www.my.hrw.com)


• Here are resources offered by the Public Library of Charlotte & Mecklenburg County for the NC Graduation Project. The reference staff at all twenty-four locations of the Public Library of Charlotte and Mecklenburg County encourages all CMS students to seek our help while preparing for the Graduation Project. When it comes to research, a librarian is your best friend. For a complete list of websites available through the Public Library of Charlotte & Mecklenburg County, please go to http://www.cmlibrary.org/Online/

Resource Description Link Library loft This site is designed for all teens and

young adults. http://blogs.plcmc.org/libraryloft/

CMS Story Need background information about

Charlotte's history? Be sure to check this site.

http://www.cmstory.org/

Step First Want help with your research paper? Here is step-by-step information about the

process.

http://www.ipl.org/div/aplus/stepfirst.htm

Biz Link Do you need business information for your project? Check out this site.

http://www.cmlibrary.org/bizlink/

Librarian Never hesitate to ask a librarian for help in person or online.

http://www.cmlibrary.org/online/ask_a_librarian/researchsupport.asp

Spanish

Clubs

Book clubs

Read to Me Charlotte

For students considering a service learning option for the GraduationProject, these

sites may help.

http://www.cmlibrary.org/Services/spanish.asp

http://www.cmlibrary.org/Services/clubs.asp

http://www.cmlibrary.org/Services/Book_Clubs/

http://www.readtomecharlotte.org/




http://www.cmlibrary.org/Online/

http://www.libraryloft.org/

http://blogs.plcmc.org/libraryloft/





http://www.plcmc.org/bizlink/

http://www.cmlibrary.org/bizlink/

http://www.plcmc.org/online/ask_a_librarian/researchsupport.asp



http://www.plcmc.org/Services/spanish.asp

http://www.plcmc.org/Services/clubs.asp

http://www.plcmc.org/Services/Book_Clubs/


http://www.cmlibrary.org/Services/spanish.asp

http://www.cmlibrary.org/Services/clubs.asp

http://www.cmlibrary.org/Services/Book_Clubs/


Charlotte Mecklenburg Library Graduation Project Support The public library is likely one of the first places you think of when it comes to doing research for an assignment like the Graduation Project. We know that this project is a significant part of your grade and also an opportunity to share what you’re passionate about and interested in. We’re here to help. Here are some resources the library has that can help support each component of this important project: The Paper We invite you to schedule a research appointment where you can learn more about getting started on your research project: http://www.cmlibrary.org/online/Ask_a_Librarian/ResearchSupport.asp A requirement of your essay paper is to use five different resources, primary sources being one of them. The public library, particularly Main Library on the second floor has a lot of examples of these that we can help you find. Some examples the library has include:

• speeches • ephemera such as theatre programs • newspaper and magazine articles • advertisements • photographs • maps

The Product One example of your Graduation Project product could be a video you created about the topic you researched. Studio i at ImaginOn is a music and video production facility that is available to use for creating such a product. Library staff and interns are available to show you how to get started as well as give you guidance on how to produce a quality product. For more information on the hours Studio i is available, view this link here: http://imaginon.org/Programs_&_Events/default.asp#tech The Presentation “Throughout the school year, ImaginOn which is a partnership with the Charlotte Mecklenburg Library and the Children’s Theatre of Charlotte, will hold scheduled presentation skills workshops to better prepare you for the required oral presentation. Teaching artists from the Children’s Theatre of Charlotte will offer tips and feedback to help better prepare you for communicating about your project in front of the actual review panel. Check the ImaginOn programming calendar for more information at: www.imaginon.org.” The Portfolio We’ve got free Internet access at all of our library locations. Staff are available to help you format items such as your resumé or create a PowerPoint. For more information about how the Charlotte Mecklenburg Library can assist with your Graduation Project, contact Teen Services with the Loft at ImaginOn: 704-416-4660 or [email protected] to get started.

mailto:[email protected]

Conducting Effective Research

Essential Questions: • Why do research? • How do students conduct research and engage in the writing process for publication?

Essential Academic Vocabulary: -Informative -Writing Process -Authoritative Reference Brainstorm -Hyperlinks

Document Draft -Primary source Format Outline -Secondary source

Fact vs. Opinion Editing / revision -Database Concrete detail Publish -Bibliography Extended definition Citation -Appendix

Multimedia Plagiarism Graphics Bibliography Format Primary source Secondary source Sample tasks that incorporate research skills

W1 W2 R1/R10

After reading, viewing, or hearing (list of texts) that address (topic), write (type of product), that makes a claim in which you take a stance about (topic). Provide evidence from the texts to support your claim. Example: After reading, viewing, or hearing (list of texts) that address basic human rights with global viewpoints,write an essay that makes a claim in which you take a stance about global human rights. Provide evidence from the texts to support your claim.

After reading, viewing, or hearing (list of texts) that address (topic), write (type of product), that informs or explains (topic) to a specific audience. Provide evidence from the texts to support your explanation. Example: After reading, viewing, or hearing (list of texts) that address basic global human rights, write a letter to your local newspaper that explains food supplies in jeopardy across the world. Provide evidence from the texts to support your explanation.

Read and annotate several texts in a comprehensive study of (topic) to gather relevant information and to understand the author’s purpose and viewpoint, including bias and limitations. Make sure texts include several genres of varying viewpoints about (topic). Example: Read and annotate several texts in a comprehensive study of child labor across the world to gather relevant information and to understand the author’s purpose and viewpoint, including bias and limitations. Make sure texts include several genres of varying viewpoints about child labor.

Potential Enrichment Activities

Plot, Setting and Mood

Choose a novel or short story for independent reading. 1. Re-create the story in the form of a comic book, animated short film, children’s book, Prezi, Glogster, etc. Make certain to change at least one of the elements of literature from the unit and provide evidence from the text to support your revision. Make sure to address how the character(s) will adapt to their new surroundings and how the plot will be changed. Character Development 1. Think like a screenplay writer. Use your novel or short story and explain how you would make a film adaptation. What characters would you delete and which would you add? Make certain to explain your purpose for each change and how the characters will add or take away from your film. 2. If your novel or short story already has a film adaptation, watch the film and analyze how the screenwriter manipulated the characters in the film. Are they all accounted for? If not, which are omitted and are any added? What do you feel is the purpose for the changes the screenwriter made, and do you agree or disagree? Narrative Devices 1. Write the same story two different ways, to reach readers from two different perspectives. The purpose is to show how authors manipulate narrative devices for a certain audience. This allows students to understand how language can be used to create the same message for people in different cultures or people within a social group (ex. men and women).

Theme

1. Choose a theme from your outside reading. Create a timeline of works that illustrate the same theme. Students can incorporate technology for their presentation: PowerPoint, Prezi, Voki, Animoto, etc. They may include any of the following: Fiction or Nonfiction, poetry, songs, cartoons, art, etc.

The purpose of this is to allow student to show they understand how universal themes can be found over time and across genres. The student must show how the text demonstrates the theme and how the theme reflects the time period.

Author’s Purpose

1. Choose a timely current event. Research the topic and the organization/group of people involved. Create a brochure that addresses the topic and explains the history of the group, the goals of the group, and methods they use to get their desired results. The purpose is to allow students to show their ability to identify and analyze the techniques used to promote the cause and affect change. Evaluate the efficacy of the group and their goals and methods used. Explain why the campaign is effective or not.

Argument and Persuasion

1. Create our own persuasive campaign. Choose a targeted audience and create a persuasive campaign to raise awareness of a global issue, focusing on why your audience should be concerned and how they can get involved. This campaign can take on different formats: Post the school, PSA for school news channel, an article for publication in the local/school newspaper. The purpose is to allow students to show how they can recognize argument and persuasion and use those techniques to create a presentation for a targeted audience.

Author’s Style and Voice

1. After careful analysis of several authors’ styles of writing (Edgar Allan Poe, Walt Whitman, Carl Sandberg), students should select one of these authors to mimic in style. Students should pay close attention to their author’s use of figurative language, diction, syntax, tone, and imagery. The purpose is for students to analyze the characteristics of a particular author’s style and how the style influences a reader’s understanding of text.

History, Culture, and the Author

1. Create a passport. Using a template for a passport, the students should “stamp” their passports for each country that the class has “visited” in literature. For each country, students should write an explanation of how the cultural context of each author influenced the work. As an extension exercise, students can work in groups to research a country’s environmental, political, and economic cultures to share with the class. The purpose is to make connections between the text and an author’s cultural and historical period.

Greek Tragedy and Medieval Romance

1. Select a real-world tragic hero or archetypal hero and create a parody of one of the hero’s adventures. Students can create the story in the form of a short video, comic book, animated short film, children’s book, Prezi, Glogster etc. The purpose is to demonstrate that students understand conventions of the different types of heroes and parody.

Shakespearean Drama

1. Create a mock trial for the conspirators. Students should research/assume roles of characters in play and in court setting. Students will need to form arguments and counter-arguments by using evidence from the text. Some members of class will represent the jury and should evaluate the arguments for effectiveness to determine guilt or innocence. Students should reflect on their experience. The purpose is to demonstrate that students understand the narrative and characters and can form and evaluate an effective argument.

Meaningful Student WorkAssign students work to do that helps them get the meaning of the text. Have them participate in meaningful discussions, reread the text for a specific purpose, write about the text, or develop a visual representation or other presentation.

Teaching Through Complex TextsTeachers should be intentional, strategic, and explicit in instruction in vocabulary, text structure, and controlling concepts. Model ways of thinking, corporate and independent reading, and writing. Provide lots of instructional support.

Scaffold Text Type and ComplexityPair linguistically challenging texts with easier materials. A text can be intellectually challenging with less complex language and structure. Build up thinking skills so that students can tackle challenging texts independently.

Teaching Complex

Texts

Teacher-reliant Students

Independent Learners

Choose a text that you have taught (not just assigned as reading) and explain how and why you used it in class.

Think about and respond to the following:

• What information influenced your decision to choose this text?

• Was this text taught in conjunction with another? How did you choose the pairing?

• What explicitly taught strategies helped your students to think through the text?

• What information influenced your decision of which vocabulary to explicitly teach?

• How did you model strategic thinking about the text?

• How did students interact with the text?

• How did students interact with each other about the text?

• How did you assess comprehension of the text?

• What about your teaching of the text worked well, and what could be improved?

10 COURSE DESCRIPTION - HS...

Documents

Transcript of 10 COURSE DESCRIPTION - HS...