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English 11 Curriculum & Pacing Guide 20162017 1 st Quarter

DIAGNOSTIC ASSESSMENTS – (add section)

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SOL/Strand Objective/Content/Essential

Questions/Cognitive Level

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Alignment

Vocabulary Crosscurricular

Connections

23 days

11.4h, 11.5a,

11.5e

11.5a– Discuss thematic connections to “Great Awakening” and Puritanism. Identify use of figurative language within text 11.4h – demonstrate author’s use of diction, tone, and imagery in conveying purpose. Resource: “Sinners in the Hands of an Angry God” Bloom=Apply

NonFiction Allusion

Connotation/Denotation Fact/Opinion/Bias

Metaphor Hyperbole Imagery

US/VA History Colonization

34 days

11.4b, 11.4f 11.4b – relate poetic examples in discussing gender roles in Puritan America. 11.4f – identify examples of poetic rhythm, alliteration, and parallel structure; explain importance of poetic structure in conveying theme. Resources: Bradstreet poetry, “HalfHanged Mary” Bloom=Remember

Allusion Rhyme scheme Alliteration

Parallel Structure


3 days

11.6c, 11.6d

(Writing)

11.6c, 11.6d – Summarize purpose of “Sinners” sermon – explain purpose, identify context and audience, and assess sermon’s overall effectiveness in context of Puritan society and today. (Length approx. 1 page) Bloom = Understand

Fact/Opinion/Bias Persuasive Essay

Context



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Vertical

Alignment


Connections

1 week (57 days)

11.4d 11.4d – assume the perspective of a Salem villager, connect events on National Geographic webquest, predict outcome of webquest Resource: National Geographic.com – “Salem Witchcraft Hysteria” Bloom = Understand

Analysis/Prediction US/VA History Colonization

11.4d, 11.5a,

11.5cd

11.4d, 11.5a, 11.5cd – (incorporation of nonfiction texts) – identify ‘symptom’s of witchcraft, and connect to ‘symptoms’ mentioned in play. Identify ‘symptoms’ of witchcraft in Martha Carrier/Sarah Good court records – compare to events in the play. Resource: English 11 textbook – Wonders of the Invisible World , Cotton Mather Bloom = Remember

Claim/support Evidence

11.2d 11.2d During reading of The Crucible , read key scenes and identify tone and conflict within the scene. View corresponding scenes in the 1996 film version – discuss importance of tone of lines, delivery of lines, etc. in interpreting conflict. Assess lines as evidence of indirect characterization Resource: The Crucible (1996) Bloom = Remember/Apply

Tone Internal/external

conflict Characterization

(indirect)

COMMON ASSESSMENTS: Crucible Objective Test



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Vertical

Alignment


Connections

34 days

11.4d, 11.5a 11.4d, 11.5a – (incorporation of nonfiction texts) read “Fact/Fiction” handout – identify key differences (at least 5) between the historical facts of the Salem trials and the events of The Crucible . Explain the impact these differences have on audience understanding and outcome of the plot. Resource: “Fact/Fiction”article, The Crucible Bloom=Remember/Understand

Opinion/Bias Theme

Artistic License Claim/Support


Weekly, throughout the quarter

11.3c, 11.3f 11.3c, 11.3f – (Introduction to SAT

Vocabulary Unit) Define 15 SAT Vocabulary terms on a weekly basis. Determine synonyms/antonyms for each term. Discuss denotation/connotation(s) for each term. Resource: Vocabulary Power Plus for the New SAT – Book 3 Bloom = Understand

Synonym/Antonym Denotation Connotation

SAT preparation

Weekly, throughout the quarter

11.7af 11.7af – Introduction to Grammar – Classify sentence types, identify common usages of nouns, verbs, verb phrases, adjectives, adverbs, and prepositions, and correctly revise sentences using periods and commas. Resource: English Dept. – generated binder on grammar lessons, Virginia SOL Coach: Writing EOC, RLR EOC

Bloom = Understand/Apply

Sentence types: exclamatory,

imperative, declarative, interrogative

Noun, Verb, Adjective, Adverb, Preposition

Period/Comma




Time/Date

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Vertical

Alignment


Connections

1 day 11.6a

(Writing)

11.6a – create a dialogue (or play script) based on indirect characterization or plot events from The Crucible . Create an ‘additional’ scene. Practice use of dialect (Puritan plain style) in creating character lines. Alternate Activity – complete a graphic organizer to create further understanding of the play’s events. Chart the progress of character development, similarities/differences between the settings of the play. Resource: The Crucible Bloom=Create

Indirect characterization

Dialect Dialogue

34 days

11.8bc

(Writing)

11.8bc – Connect and compare concepts of McCarthyism with events of The Crucible . Create character and thematic connections, and respond in a comparison/contrast essay of at least 2 pgs. Explain Miller’s ultimate message in comparing the play with McCarthyism. Resource: McCarthyism slide show; Youtube clips “McCarthyism in America”/ “Murrow vs. McCarthy” Bloom = Analyze/Create

Compare/Contrast Theme

US/VA History Colonization Cold War

McCarthyism

1 day

11.7ef

(Writing,

Peer

Revision)

11.7ef – Upon completion of McCarthyism response, peer edit/revise for grammar, mechanics, purpose of comparison (creation/revision of thesis statement) Resource: student work, 1st quarter grammar review sheets on parts of speech, sentence types,

Sentence Fragments Sentence Runons Commas, Periods, Semicolons (to be

reinforced in Q3 also)

and punctuation. (reference specific worksheets)

Bloom = Evaluate



Time/Date

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Vertical

Alignment


Connections

3 days 11.2d, 11.4d

(Introduction to Persuasive Essay Format)

11.2d, 11.4d – listen to/read Henry’s “Speech in the Virginia Convention.” Identify audience, context, and purpose of speech. Discuss/identify possible counterclaims to Henry’s speech. Resource: English 11 textbook – “Speech in the Virginia Convention” Bloom = Remember/Understand

Persuasive Argument Claims

Counterclaims Audience Purpose Context

US/VA History – Revolutionary

War

23 days

11.6a, 11.6d

(Writing)

11.6a, 11.6d – Compose a response which identifies audience, context, purpose, claims/counterclaims in Henry’s argument. Create possible rebuttals to counterclaims discussed in class. Assess speech’s overall effectiveness in events leading up to the Revolution. Resource: copy of Henry speech Bloom = Analyze/Create

Persuasive Argument Claims

Counterclaims Rebuttal

Effectiveness

34 days

11.1a, 11.1g,

11.5a

11.1a, 11.1g, 11.5a Complete a STEM activity by building a freestanding structure and then creating an Advertisement Campaign for the structure. Students divide into groups of four, write accounts of the building progress for their structures, and create visual presentations as an advertisement for their structures. This

Process STEM Activity

Functional Reading

assignment combines a STEM activity with functional reading, sequencing, and creative expression. Resource: copies of sample assignments Bloom = Analyze/Create



English 11 Curriculum & Pacing Guide 20162017 2 nd Quarter

Time/Date

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Vertical

Alignment


Connections

23 days

11.4ab,

11.4de

11.4ab, 11.4de Discuss biographical information on Poe, and concepts/fears that were important in Poe’s life. Discuss plot events of two Poe short stories, and explain possible autobiographical connections between Poe and his stories. Define Poe’s term “singular affect,” and explain the “singular affects” of these two stories. Resource: Poe A&E Biography video segment, “The Pit and the Pendulum,” “Masque of the Red Death” Bloom = Understand/Apply

Universal theme Singular Affect Autobiography

“Affect” = psychological

term

US/VA History Mid19th cent. (preCivil War)

11.5a 11.5a – (incorporation of nonfiction text) – Identify symptoms of Bubonic Plague/tuberculosis, and compare diseases of “Masque of the Red Death” to the current Ebola outbreak in w. Africa. Discuss peoples’ reaction to pandemic disease – compare the reaction of the courtiers in Poe’s story to the world reaction to the Ebola outbreak. Resource: “Masque of the Red Death,” “Ebola Outbreak ‘Tip of the Iceberg’” – nbcnews.com Bloom = Remember/Analyze

Biology

2 days 11.4c 11.4c Define the term “regionalism,” and describe Irving’s short story as an example of regionalist work. Identify the primary traits of the folk tale genre, and apply/defend/refute the presence of these traits in the plot, setting, and characters of the story.

Regionalism Folk Tale

Resource: Folk Tale traits worksheet, “The Legend of Sleepy Hollow” Bloom = Remember/Apply

2 days 11.4c

11.4c, 11.5a,

11.5c,

11.6de

(Writing)

11.4c Identify primary traits of Romantic and Gothic literature, and explain the presence (or absence) of these traits in the Poe/Irving stories. 11.4c, 11.5a, 11.5c, 11.6de (incorporation of nonfiction text) Explain possible reasons for popularity of the ‘gothic’ or ‘horror’ genre in American literature and culture. Identify a modern example of the ‘horror’ genre, and compose a 23 paragraph response attesting to the popularity of the example – why is the example wellknown? Why would this example possibly face disapproval? (Persuasive Essay component – Argument/Counterargument)

Resource: “Why our Brains Love Horror Movies” – dailybeast.com, Stephen King’s “Why we Crave Horror Movies” Bloom = Apply/Create

Romanticism Gothicism

Universal Theme

23 days 11.4c 11.4c Define the terms “Realism” and “Naturalism” – defend plot events of Bierce story (detail, time distortion) as evidence of traits of Realism and Naturalism. Resource: “Occurrence at Owl Creek Bridge” Bloom = Remember/Evaluate

Realism Naturalism

11.2a, 11.5e,

11.6a

(Writing)

11.2a, 11.5e, 11.6a – (incorporation of nonfiction text) . Using internet article, explain the relationship between emotion and time distortion in our perception. View Twilight Zone version of Bierce’s story, and compose a 12 paragraph response identifying at least two examples of time distortion in the film, and how this realism/naturalism element affects the audience’s expectations in the film version. Resource: Twilight Zone “Occurrence at Owl Creek Bridge,” “Distortion of Time Perception

DE Psych.

from Emotions Offset by Sense of Control” – sott.net Bloom = Remember/Understand

34 days 11.4c 11.4c Explain use of time distortion in the plot of Chopin’s story. Define the term ‘feminism,’ and explain how the actions of Mrs. Mallard in the story are applicable to feminism. Resource: “The Story of an Hour” Bloom = Remember/Apply

Feminism US/World History

Late 19 th cent. Feminism

11.4c, 11.5a 11.4c – Explain the plot events/presence of feminist ideology in Gilman’s short story. Defend (or refute) that the husband’s treatment of the main character was justified. 11.5a – Identify primary traits of postpartum depression. Identify evidence in the story which suggests the main character is afflicted with this form of depression, and examine the presence of postpartum depression in contemporary society Resource: “The Yellow Wallpaper,” “Xanax Makes Me a Better Mom” parenting.com Bloom = Remember/Evaluate

Postpartum Depression traits

US/World HistoryLate 19 th

cent. Feminism



Time/Date

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Vertical

Alignment


Connections

1 week (upon completion of short story unit)

11.8a, 11.8e

(Research)

11.7d, 11.8a

11.8a, 11.8e Introduction to Research

Process – Define the term ‘source,’ and differentiate between primary and secondary sources. (Use classroom texts for examples). 11.7d, 11.8a – Identify and discuss correct MLA sequence for create a Works Cited entry. Using at least two sample primary and two sample secondary sources, create a sample Works Cited page (Bibliography) using correct MLA format. Resource: Sample primary/secondary sources, MLA Handbook (7th ed.) Bloom = Understand/Apply/Create

Primary Source Secondary Source Works Cited page

MLA format in writing research

11.8e

(Research)

11.8e – (incorporation of nonfiction texts) Define the term ‘bias’ as a class, and identify primary steps of identifying bias (vs. fact) in nonfiction. Identify primary names in current events (sample article from website), and explain which facts have been changed/added onto/omitted from sample article. Create at least three questions that you feel should have been answered completely in the sample article

Bias Fact vs. Opinion


but weren’t. Discuss possible reasons behind bias in the media. Resource: website “How to Recognize Bias in a Newspaper Article – 14 steps;” website (Student News Daily) “Which Names do You Know?” Bloom = Understand/Apply



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Vertical

Alignment


Connections

2nd 9 weeks (complete quarterongoing)

11.3a (building on 1st 9 weeks sequence) 11.3a Practice strategies for the Reading/Writing sections of the SAT: identify common word roots/prefixes/suffixes, relate words with common roots/affixes, define unfamiliar terms based on meanings of roots/affixes. Resource: Vocabulary Power Plus for the New SAT – Book 3

Bloom = Remember

Etymology Word Roots

Prefix Suffix

Presentation of word roots/affixes

in Biology/Chemistr

y

2nd 9 weeks (complete quarter – ongoing)

11.7af (building on 1st 9 weeks sequence) 11.7af – Grammar Reinforcement – Classify sentence types, reinforce identification of parts of speech, identify use of active and passive voice, and correctly revise sentences using colons, semicolons, and commas.

Sentence types: exclamatory, imperative, declarative, interrogative

Noun, Verb, Adjective, Adverb, Preposition

Active/Passive Voice

Resource: English Dept. – generated binder on grammar lessons, Virginia SOL Coach: Writing EOC, RLR EOC


Colons/Semicolons/Comm

a

2 weeks (total sequence of activity)

11.4fg,

11.1ef

11.4fg, 11.1ef – Poetry Out Loud – Select a poem from the POL website, and explain its overall theme. Identify figurative language, imagery, and rhyme scheme of the selected poem. Present memorized poem in classwide format, explaining author’s tone and use of language. Resource: http://www.poetryoutloud.org Bloom = Remember/Understand

Rhyme Scheme Rhythm

Figurative Language (varying by poem)

Imagery


English 11 Curriculum & Pacing Guide 20162017 3 rd Quarter

Time/Date

s



Vertical

Alignment


Connections

56 weeks (total)

11.4b,11.1a,

11.1e

11.4b, 11.1a, 11.1eBefore a reading of the novel, describe information on the 1920s – relating to social/historical context of the novel. Identify at least 1012 facts surrounding social issues of the 1920s. Groups will break into the following categories: Politics, Science/Inventions, Social Trends, Racism/Prejudice, Economy, and Crime. Create informal presentation (group format) – describe facts to class. Discuss, in classwide format, how these facts reflect the changing social conditions of the decade. Bloom = Remember/Create

Context US/VA History – WWI/1920s

Scientific

developments in Bio, Chemistry,

Physics

11.4e, 11.4h 11.4e, 11.4h – After a reading of Chapters 12 of Great Gatsby , identify and justify Fitzgerald’s use of indirect characterization in presenting Tom, Daisy, and Myrtle. Cite/list at

Direct/Indirect characterization

http://www.poetryoutloud.org/

http://www.poetryoutloud.org/

least four descriptions/quotes which illustrate indirect characterization – explain Fitzgerald’s purpose in indirect characterization in relation to the novel’s narration. Resource: The Great Gatsby Bloom = Understand/Evaluate

11.4d, 11.5a 11.4d, 11.5a – (incorporation of nonfiction, visual texts) After a reading through Chapter 4 of the novel, identify primary locations in the plot (NYC area) – using both intext and contemporary maps of the tristate area, plot locations from the novel on the map, and discuss possible geographic changes to these areas from the 1920s to today. Resource: The Great Gatsby intext map, contemporary NYC area map Bloom = Remember/Understand

US Geography



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Alignment


Connections

11.4c, 11.4k 11.4c, 11.4k – After reading at least the first 6 chapters of The Great Gatsby , identify at least three universal themes present in the plot. Cite examples of themes specific to characters, and infer Fitzgerald’s purpose in including themes in the plot – possible social commentary? Resource: The Great Gatsby Bloom = Remember/Analyze

Universal Theme US/VA History – WWI/1920s

11.4bc,

11.4j

11.4bc, 11.4j – Identify key symbols and motifs from the novel, and identify at least two clear usages of the theme/symbol in the plot. Speculate on possible symbolic value of each,

Symbol Motif

Universal Theme Modernism

US/VA History – WWI/1920s

and demonstrate possible connections between symbols/motifs and universal themes. Identify key traits of Modernism in literature, and explain how these symbol/theme pairings reflect traits of the literary movement. Resource: The Great Gatsby; symbols/themes worksheet. Modernism traits sheet. Bloom = Remember/Apply

11.4c, 11.4h 11.4c, 11.4h – Identify plotbased, character, or cultural importance of significant quotations from the novel. Discuss Fitzgerald’s purpose in using specific quotations. Resource: The Great Gatsby , Quotation Sheets Chapters 14, Chapters 59. Bloom = Understand

Universal theme Purpose Metaphor Hyperbole




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Connections

11.2d 11.2d During reading of The Great Gatsby , read key scenes (Chapter 2, 3, and 6) and identify use of imagery and figurative language within the scenes. (How the use of imagery and figurative language contributes to tone) View corresponding scenes in the 1974 and 2013 film versions – cite examples of imagery and figurative language in use in the original text, and assess the effectiveness of the film scenes in conveying tone to audience.

(Sensory) Imagery Metaphor Simile Allusion Hyperbole


Resource: The Great Gatsby (1974), The Great Gatsby (2013) Bloom = Remember, Apply

11.4c,

11.1ab,

11.1e, 11.1g

11.4c, 11.1ab. 11.1e, 11.1g – Upon completion of the novel, present (in group format) on the depiction of a universal theme in both the novel and American society. Explain how the thematic concept of “The American Dream” is presented in the novel using textual support. Describe the vision of the “American Dream” as it is depicted today (using multimedia examples), and compare that vision to that depicted in the novel. Resource: studentgenerated examples, The Great Gatsby

Bloom = Understand/Apply/Create

Universal Theme US/VA History – WWI – post

WWII

23 days (upon completion of The Great

Gatsby)

11.6a, 11.1e

(Writing)

11.6a, 11.1e – Based on character traits discussed in class, create a monologue based on one of the character’s feelings/motivations. (A deleted/omitted scene from the novel). Discuss at least one potential theme within the monologue. Present a dramatic performance of the monologue in classwide format. Resource: The Great Gatsby Bloom = Understand/Create

Monologue Universal Theme



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Connections

11.5c, 11.6a

(Writing)

11.5c, 11.6a (incorporation of nonfiction text). Summarize key points of the excerpt from Adrienne Rich’s “Some Notes on Lying.” Compose a 1page response from the perspective of one character from Gatsby , and defend/refute at least three points on the theme of dishonesty from Rich’s essay. Resource: The Great Gatsby , Rich essay Bloom = Remember/Create

FirstPerson Perspective

Universal Theme

3rd 9 weeks (complete quarter ongoing)

11.3b, 11.3f (building on 1st 9 weeks sequence) 11.3b, 11.3f Practice strategies for the Reading/Writing sections of the SAT: determine context when using unfamiliar vocabulary; determine word relationships when practicing sample SAT reading/writing questions Resource: Vocabulary Power Plus for the New SAT – Book 3

Bloom = Remember/Apply

Context clues SAT preparation

3rd 9 weeks (complete quarter – ongoing)

11.7af (building on 1st 9 weeks sequence) 11.7af – Grammar Reinforcement–

Formatting sentences – identify/correct sentence fragments and runons; correctly punctuate using hyphens, dashes, and parentheses. Correctly punctuate using commas, semicolons, and colons (review from 2nd quarter) Resource: English Dept. – generated binder on grammar lessons, Virginia SOL Coach: Writing EOC, RLR EOC


Sentence Fragment Runon sentence

Hyphens, dashes,

parentheses, commas, colons, semicolons



Time/Date

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Vertical

Alignment


Connections

34 days 11.6a, 11.6d

(Writing)

11.6a, 11.6d (Reinforcement of Persuasive

Essay Format) Identify the primary components of the Persuasive Essay. Select a persuasive topic, and compose a ‘rough draft’ response of approx. 45 paragraphs. In composing thesis statements, differentiate between a thesis statement and a topic statement. Resource: Persuasive Essay PowerPoint, Persuasive Essay topic list Bloom = Remember/Analyze/Create

Persuasive Argument Thesis Statement

Claims Counterclaims

Rebuttal Audience Purpose Context

11.7ef

(Writing, Peer

Revision)

11.7ef – Upon completion of the Persuasive Essay response, peer edit/revise for grammar, mechanics, purpose of essay. Evaluate validity of claims, counterclaims and rebuttal (creation/revision of thesis statement) Resource: student work, 1st – 3rd quarter grammar review sheets on parts of speech, sentence types, and punctuation. (reference specific worksheets)

Bloom = Evaluate

Persuasive Argument Thesis Statement

Claims Counterclaims

Rebuttal

Sentence Fragments Sentence Runons Commas, Periods, Semicolons (to be

reinforced in Q3 also)

11.6a, 11.7a,

11.7d(Research

, Writing)

11.6a, 11.7a, 11.7d (Reinforcement of

Research Process) – (incorporation of nonfiction text) – Identify procedure for citing facts/quotes from sources, and explain when internal citations are necessary in placing facts within a response. Compose a 12 page response summarizing the content of JFK’s Inaugural Address (or another equally

Internal Citations General vs. specific fact

US/VA History


recognizable piece), and cite at least 2 statements from the work. Create correct internal citations for the statements using the identifying material from the speech. Resource: JFK’s 1961 Inaugural Address, MLA Handbook (7th ed.) Bloom = Remember/Understand/Apply


English 11 Curriculum & Pacing Guide 20162017 4 th Quarter

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Vertical

Alignment


Connections

45 weeks (total)

11.4b,11.1a,

11.1e

11.4b, 11.1a, 11.1eBefore a reading of the novel, describe information on the 1950s – relating to social/historical context of the novel. Identify at least 1012 facts surrounding social issues of the 1950s. Groups will break into the following categories: Politics, Science/Inventions, Social Trends, Racism/Prejudice, Economy, and Crime. Create informal presentation (group format) – describe facts to class. Discuss, in classwide format, how these facts reflect the changing social conditions of the decade. Bloom = Remember/Create

Context US/VA History – Cold War/1950s

Scientific

developments in Bio, Chemistry,

Physics

11.4e, 11.4g 11.4 e, 11.4g (Up to the reading of Chapter 12) – Identify primary peers in Holden’s life, and describe Holden’s feelings on these peers. Identify common characteristics among Holden’s peers, and identify key common words and phrases that Holden uses to describe these characters. Discuss how Salinger utilizes diction to depict Holden’s feelings on his peers. Resource: The Catcher in the Rye Bloom = Remember/Understand

Indirect/Direct characterization

Diction Tone

11.4e, 11.4g 11.4e, 11.4g – (Follow up to previous activity) – (Up to the reading of Chapter 25) – Identify primary adults in Holden’s life, and describe Holden’s feelings on these adults. Identify

Indirect/Direct Characterization

Diction Tone

common characteristics among these adult figures, and identify key common words and phrases the Holden uses to describe these characters. Discuss how Salinger Compare Holden’s feelings on adults vs. peers – assess Salinger’s changing diction in describing these characters. Resource: The Catcher in the Rye Bloom = Remember/Understand/Evaluate



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Connections

11.4jk,

11.5e

11.4jk, 11.5e – (incorporation of nonfiction texts) – Summarize Holden’s feelings towards peers/adults, and predict how Holden might feel about certain social aspects. Discuss the relationship between sensation and perception, and identify key psychological terms concerning this relationship. Apply these psychological conditions to Holden’s mentality, and discuss the bias Holden exhibits when encountering new sensations. Resource: Youtube video “Sensation and Perception – a Crash Course,” two related psychological articles (Science Daily and AllPsych ), The Catcher in the Rye Bloom = Remember/Understand/Apply

Sensation/Perception Sensory adaption Sensory threshold

Grouping Perceptual constancy

DE Psych (PSY230)

11.4bc,

11.4k

11.4bc, 11.4k – After reading at least the first 1415 chapters of The Catcher in the Rye , identify at least three universal themes present in the plot. Cite examples of themes specific to characters, and infer Salingers’s purpose in

Universal Theme Postmodernism

US/VA History – Cold War/1950s

including themes in the plot – possible social commentary? Identify key elements of Postmodern literature, and explain how the three themes reflect elements of this literary movement. Resource: The Catcher in the Rye Bloom = Remember/Analyze

11.4c, 11.4j 11.4c, 11.4j – Identify key symbols and motifs from the novel, and identify at least two clear usages of the theme/symbol in the plot. Speculate on possible symbolic value of each, and demonstrate possible connections between symbols/motifs and universal themes. Resource: The Catcher in the Rye; symbols/themes worksheet Bloom = Remember/Apply

Symbol Motif

Universal Theme


COMMON ASSESSMENTS: Catcher in the Rye Obj. Test



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Alignment


Connections

11.4c, 11.4h 11.4c, 11.4h – Identify plotbased, character, or cultural importance of significant quotations from the novel. Discuss Salinger’s purpose in using specific quotations. Resource: The Catcher in the Rye , Quotation Sheets Chapters 114, Chapters 1526. Bloom = Understand

Universal theme Purpose

Metaphor/Simile Understatement

Sarcasm Hyperbole


11.4k, 11.5a,

11.5d

11.4k, 11.5a, 11.5d – (incorporation of nonfiction texts) Explain how Salinger uses characterization to depict Holden Caulfield, and speculate key psychological issues that Holden might be facing. Identify traits of adolescent depression, and explain, using text evidence, whether or not Holden is clinically depressed. Resource: The Catcher in the Rye , psychological articles: “Teen Depression: A Guide for Parents” and “Experiencing the Death of a Sibling as an Adolescent” Bloom = Remember/Apply

Direct/Indirect characterization Depression traits

PVCC PSY200

11.5b, 11.5d 11.5b (Functional Reading), 11.5d – Identify key depression traits that Holden exhibits based on article resources and the novel. Using a ‘case report’ template, diagnosis Holden’s depression, identify causes, and explain possible prognoses. Resource: Psychological Treatment Plan template, psychological articles Bloom = Apply/Create

Direct/Indirect characterization Depression Traits

Diagnosis

PVCC PSY200



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Vertical

Alignment


Connections

12 days (upon completion of The Catcher in

the Rye)

11.4h, 11.6a

(Writing)

11.4h, 11.6a – Based on character traits discussed in class and the reading of the novel, create a narration (monologue) based on one of the scenes in the plot. (A deleted/omitted scene from the novel). Base narration on dialect/diction presented by Salinger in the novel. Discuss Salinger’s purpose in the use of dialect in the narration. Resource: The Catcher in the Rye Bloom = Understand/Create

Monologue Universal Theme

Firstperson narration Dialect Slang

34 weeks 11.4bc,

11.8a

11.4bc, 11.8a – Research and identify key ideas and events behind the Civil Rights Movement of the 1950s60s. Explain why large North American cities, like NYC and Chicago, were important centers of the movement. Research multiple websites to identify common ideas of the Civil Rights Movement in both the northern and southern US. Resource: Civil Rights webquest sheet, websites relevant to Civil Rights Movement Bloom = Remember/Understand

Universal Theme

US/VA History – Civil Rights

Movement/1960s

11.4i 11.4i – After reading Act I of play, identify key personality traits of the Younger family. Discuss key conflicts which exist between characters. After reading the remaining two acts, classify each character as ‘static’ or ‘dynamic,’ and cite at least 4 quotes from each character to indicate their status. Resource: A Raisin in the Sun Bloom = Remember/Understand

Static/Dynamic character

COMMON ASSESSMENTS: A Raisin in the Sun Obj Test



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Vertical

Alignment


Connections

11.4e, 11.4j 11.4e, 11.4j – Identify key lines said by each primary character in the play. From the lines selected, explain how the use of dialect and slang reinforce the author’s intent in depicting the character. Identify the unique characteristics of dialects from each member of the Younger family. Resource: A Raisin in the Sun Bloom = Remember/Understand

Dialect Slang

Universal Theme

11.4e,

11.5de

11.4e, 11.5de – Identify levels of Maslow’s Hierarchy of Needs; discuss sample needs from each level. Connect at least two levels of needs to each major character in the play. Explain the connection of the levels to the character’s situation/traits, and discuss how the differing levels of needs are indicative of the social/gender inequalities in 1950s America. Resource: A Raisin in the Sun , Maslow’s Hierarchy worksheet Bloom = Understand/Apply

Maslow’s Hierarchy of Needs

Universal Theme

PVCC – PSY200

2 days (upon completion of A Raisin in the Sun )

11.5e, 11.6c,

11.8a, 11.8g

11.5e, 11.6c, 11.8a, 11.8g (Reinforcement of

Research Strand). Identify key, underlying points from MLK’s “I Have a Dream” speech. Identify uses of metaphors, parallel structure, antithesis, and repetition in the speech. Compare at least three thematic concepts in

Universal theme Metaphors

Parallel Structure Antithesis Repetition

Internal Citations

US/VA History – Civil Rights

Movement/1960s

MLK’s speech to universal themes in the play. Compose a twothree page response connecting the two works, and correctly cite direct quotes/supports from both works using parenthetical (internal) citations. Resource: MLK’s “I Have a Dream” speech, A Raisin in the Sun

Bloom = Remember/Understand/Create

Sources

Greene County Public Schools -...

Documents

Transcript of Greene County Public Schools -...