Targeted Standard(s): NJCCCS - Haddonfield Public … · Targeted Standard(s): ... and...

Revised August 2009 Reviewed 9/09 1

Haddonfield Public Schools Curriculum Map for Accelerated English 9

September—Non-Fiction Reading and Writing / Hiroshima Targeted Standard(s): NJCCCS 3.1.12.G.15: Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and point of view. 3.2.12.A.3: Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing. 3.2.12.B.1: Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing. 3.1.12.H.4: Read and critically analyze a variety of works, including books and other print materials (periodicals, journals, manuals) about one topic or issue 3.1.12.G.4: Analyze how works of a given period reflect historical and social events and conditions. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings (Big Ideas): Media have embedded values and points of view. Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Researchers gather and critique information from different sources for specific purposes. Strong writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Essential Questions: What values, lifestyles, and points of view are represented in, or omitted from, media messages? Why is research important? How do good writers express themselves? How does the process shape the writer’s product? Why is it important to read non-fiction? What is the high school experience? Is atomic warfare ever justified? What are the moral, economic, social, and political ramifications of nuclear warfare? Was the American government justified in placing Japanese in internments camps? What are the benefits of reading this piece of historical non-fiction?

Concepts What students will know

Skills What students will be able to do

Activities Learning Activities / Strategies / Differentiation

Assessment How learning will be assessed

summer reading selection: A Walk in the Woods by Bill Bryson The Tipping Point by Malcolm Gladwell The Professor and the Madman by Simon Winchester Under the Blood Red Sun by Graham Salisbury

-Analyze and explain the purpose, structure, and elements of nonfiction works, including memoir, biography, and autobiography.

- Analyze and evaluate the effects of language (e.g., diction, imagery,

-discussion of summer reading assignments -write a paragraph on each work / after group discussion / evaluation -read and analyze non-fiction narrative, reflective, expository, persuasive, and

ERB Wrap Test - summer reading assignment -paragraph on each summer read / discussion based narrative, biographical, &


Until it Hurts by Mark Hyman essays from: Telling True Stories: A Non-Fiction Writer’s Guide from the Nieman Foundation at Harvard University 3Minutes or Less: Life Lessons from America’s Greatest Writers “The Bomb Heard Morally Around the World” Hiroshima by John Hersey Vocabulary Units 1& 2 Grammar Rules # 1 & 2 (comma & conjunctions & semi-colons to connect independent clauses) - importance & relevance of non-fiction writing - elements of persuasive, narrative, reflective, expository, biographical essays -timeline of events leading to bombing of Hiroshima POV / warfare justification Proper MLA format Parts of a sentence, paragraph, & essay Different types of paragraphs

symbolism, figurative language,) structure, point of view, and selection of details in memoir, biography, and/or autobiography.

-write effective topic sentences

-provide at least 3-4 supporting details in each paragraph

-include quotations and dialogue into their writing - learn & implement effective techniques for finding, researching, and reporting topics -include structuring techniques in essays -practice active reading by questioning, predicting, connecting, evaluating, and responding to non-fiction essays -distinguish between fact and fiction -write various non-fiction essays -define & recognize metaphors -identify key figures, events, and dates associated with the bombings of Hiroshima & Nagasaki -write different types of paragraphs

cause-effect essays for organization, information, and objectivity Guest Speaker: Mr.Sell, Philadelphia Inquirer -presentation on interviews / non-fiction writing -write biographical & autobiographical essays - review and evaluate sample Passport visuals & paragraphs for metaphors -lessons on creating strong thesis statements, topic sentences, supporting details -write well-organized paragraph on passport visual - grammar exercises - compare / contrast 2 articles written by American reporters & 2 written by Japanese reporters following the bombings -discussion of editorial writing / recognize bias, objectivity, & language in current articles -I-Search on nuclear weapons & historical background of Hiroshima -evaluate different types of paragraphs

student-selected non-fiction essays Passport visual and paragraph Editorial Writing Assignment (use notes from non-fiction writing) persuasive essay on warfare justification grammar rules 1 & 2 quiz vocabulary list # 1 & 2 quiz -descriptive, narrative, persuasive, & expository paragraphs


October: Finish Hiroshima & mythology / The Odyssey Targeted Standard(s): NJCCCS 3.412.A.3: demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback in an oral interpretation of a literary selection 3.4.12.B.5: Paraphrase information presented orally by others 3.3.12.B.6: Respond to audience questions by providing clarification, illustration, definition, & elaboration 3.3.12.D.1 Speak for a variety of purposes 3.3.12.D.3: Demonstrate effective delivery strategies (eye contact, body language, volume, intonation, & articulation) when speaking. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings (Big Ideas): Writing is a process. Writers and speakers use detail and elaboration to make ideas clear to their audiences. Writers and speakers organize what they have to say to make their meaning clear to their audience. Writers and speakers know how various mistakes can distract their audiences. Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Effective listeners are able to interpret and evaluate increasingly complex messages. Oral discussion helps to build connections to others and create opportunities for learning. Essential Questions: How does understanding a text’s structure help me better understand its meaning? What do readers do when they do not understand information within a text? How does a listener understand a message? How can discussion increase our knowledge and understanding of ideas? Does mythology have relevance in modern times? What is the value of a hero in today’s society? What role do the gods play in Greek mythology?




Assessment How learning will be

assessed Miracle of Greek mythology—“humanized world, men freed from the paralyzing fear of an omnipotent unknown.”(Hamilton) Elements of an epic Characteristics of Olympian Gods

-to identify characteristics of Homer’s style that emerge whether the story is told in poetic or prose translations -to recognize The Odyssey as a representative of the folk epic - to outline the steps of epic hero cycle -interpret relationships between gods, heroes,

- Partner research & presentation of assigned god -create a god tunic / character analysis -group analysis of story telling presentation for assigned book from The Odyssey -large group analysis of Thrall and Hibbard’s definition of epic (6 epic elements power point)

-gods presentations -book presentation / group work - letter to Odysseus or Penelope - test on The Odyssey


Vocabulary Units 3, 4, 5 Grammar Rules 3 & 4 -relationship between literature and culture -what makes a well-developed response to a literary prompt

and humans in The Odyssey - to implement effective delivery strategies into presentations -make literal, interpretive, inferential, & evaluative responses to text - analyze relationship between literature and culture - write a developed response in a timed-situation

-small group application—find examples of each element in assigned lines (differentiation) of The Odyssey -identify textual examples that reflect how the poem reflects Greek culture -Grammar Exercises - vocabulary exercises & sentences -collaborative assignments (exploration of textual details and language) -timed-writing practice

-Odyssey characterization essay -Greek culture paragraph -vocabulary & grammar quizzes -vocabulary test -teacher & peer feedback on timed writing exercises


November: Poetry Targeted Standard(s): NJCCCS 3.2.12.D.3: Evaluate the impact of a author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness. 3.3.12.D.7: Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing. 3.1.12.G.7: Analyze and evaluate figurative language within a text (irony, paradox, metaphor, simile, personification). Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1 Enduring Understandings (Big Ideas): Poems use figurative as well as literal language. Some poems have patterns. Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Oral discussion helps to build connections to others and create opportunities for learning. Essential Questions: What are the stylistic choices a poet makes? What are the common devices of poetry? What is the difference between poetry and prose? Why do poets “talk in code” or have a hidden meaning? What is the purpose of reading or writing poetry? How does understanding a text’s structure help me better understand its meaning? How can discussion increase our knowledge and understanding of ideas?



Activities Learning Activities / Strategies /

Differentiation


use & function of poetic devices -importance of poetry to poets & readers - must use textual evidence to support interpretation -different forms of poetry -vocabulary list 6 -grammar rule # 5 -poetry selections

- to develop a vocabulary about poetry - to analyze poetry for meaning, structure, sound, and literary devices -to emulate poetic style of various poets / include poetic devices in own poems -research & share information and analysis of modern poet - understand structure of free verse, blank verse, stanza and couplet, alliteration, assonance, rhythm and rhyme, figurative language, and imagery to refer back to the language of the poem to support analysis (textual evidence) -using textual evidence to support interpretation

-large group discussion of various definitions of poetry -define & create visual for own definition of poetry -read and analyze variety of poems (lyric, narrative, sonnet, dramatic monologue, confessional) -selected poet research & poem memorization, recitation, and analysis -create poetry portfolio of original poems -writing workshop / peer editing, discussion of one original poem

-poetry definition / visual -poetry terms test -poetry composition process journal -poem recitation and presentation -poetry portfolio -poem interpretation mini-essays -grammar & vocabulary quiz


- poem comparisons / interpretation mini-essays -grammar & vocabulary exercises & sentences


December: Short Stories & 12 Angry Men Targeted Standard(s): NJCCCS 3.1.12.G.12: Analyze the elements of setting and characterization to construct meaning of how characters influence the progression of plot and resolution of the conflict. 3.1.12.G.13: Analyze moral dilemmas in works of literature, as revealed by characters’ motivation and behavior. 3.1.12.G.7: Analyze and evaluate figurative language within a text (irony, paradox, metaphor, simile, personification) 3.5: All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings (Big Ideas): Writing in response to literature enables the reader to develop critical thinking skills necessary for mastery of literature interpretation. Literature reflects and embodies the values of its social and historical context. An understanding of literary techniques and effects provides evidence for interpretation and analysis of literature. Essential Questions: What are the elements of a short story? What are some ways authors develop character? How do our personal experiences shape the way we view ourselves? How does an author utilize irony and ambiguity to convey theme? Does labeling and stereotyping influence how we look at and understand the world? What creates prejudice and what can an individual do to overcome it? How do films portray universal themes?




Differentiation


-universal themes -diagramming / plot sequencing -writing process / response to literature - Stories: The Yellow Wallpaper, A Summer Tragedy, Paul’s Case, The Jilting of Granny Weatherall, The Lottery, How Much Land Does a Man Need?, A Rose for Emily, To Build a Fire, The Story of an Hour, Appointment in Samara, Fish Cheeks, A Worn Path, The Secret Life of Walter Mitty

- read and analyze a variety of short stories (setting, plot, characterization, conflict, symbolism, irony, point of view) -read and analyze structure of plot - to create a plot diagram and explain the technical and dramatic climax of a story -respond to specific questions about literary terms as they apply to short stories identify recurring themes -demonstrate an understanding of the elements of a short story -interpret camera angles and props of Twelve Angry Men -analyze the elements of film (color, lighting, angle, dialogue, scenery, atmosphere, frame, suspense, sound, pace, structure)

-small group literature circles (each member will focus on one element (plot, theme, characterization, literary devices) differentiation: student will change focus for each story & task assignments -create storyboards -analyze & evaluate contemporary short stories -keep a reading/viewing log on assigned juror -respond to juror’s appearance, body language, occupation, & decisions -timed writing practice -grammar & vocabulary exercises & sentences

-application test (identify & explain the function of literary devices) -contemporary short story analysis essay & presentation - individual assignments / literature circles -in-class essay on 12 Angry Men -teacher & peer feedback on timed writing piece -grammar & vocabulary quizzes


- vocabulary lists 7 & 8 -grammar rules 6 & 7 -the responsibilities of a juror


January: Romeo & Juliet Targeted Standard(s): NJCCCS 3.5.12.C.4: Create media presentations and written reports using multi-media resources using effective images, text, graphics, music, and/or sound effects that present a distinctive point of view on a topic. 3.3.12.D.1: Speak for a variety of purposes (persuasion, information, entertainment, literary interpretation, dramatization, and personal expression). 3.1.12.G.11: Identify the structures in drama, identifying how the elements of dramatic literature (dramatic irony, soliloquy, stage direction, and dialogue) articulate a playwright’s vision. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings (Big Ideas): Writing in response to literature enables the reader to develop critical thinking skills necessary for mastery of literature interpretation. Writers and speakers use detail and elaboration to make ideas clear to their audiences. Writers and speakers organize what they have to say to make their meaning clear to their audience. Writers and speakers know how various mistakes can distract their audiences. Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Effective listeners are able to interpret and evaluate increasingly complex messages. Oral discussion helps to build connections to others and create opportunities for learning. Essential Questions: How are the events, characters, and themes of Romeo & Juliet relevant to a teenager today? Why is William Shakespeare regarded as the world’s greatest playwright? Does fate control people's lives? How does Shakespeare still speak to a 21st century audience?




Differentiation


universal themes (love, revenge, family, death) -What it was like to attend plays in Shakespeare's time; the historical background

-How to sound out Shakespearean rhythms and find definitions for words they've never seen before

-How to discover the ideas and

- research and present an aspect of Elizabethan England to class

-define dramatic terms- understand the structure and types of Shakespeare’s plays

-read Shakespeare in historical context; understand the role that history plays in literature

-read Shakespeare in historical context; understand the role that history plays in

- Elizabethan England research & presentation -write modern version of The Prologue

-Shakespearean bingo game

- characterization study / visual

-Graffiti writing assignment: Respond to concepts/themes on newsprint posted throughout room

-Elizabethan England research & presentation -group work: scene memorization / recitation - act quizzes & final test -5 mini-essays / timed responses -vocabulary & grammar unit test -mid-term exam


themes behind Shakespeare's characters and plots

-character: gender roles, foils and counterparts, social strata (royalty, nobility, servants, rustics), character development through dialogue

-vocabulary lists 1-8

-grammar rule # 8

literature

-develop a voice and character as a performer; perform a speech on stage effectively; work as a group; share ideas and critique each other's acting / performance skills in a positive manner; recognize and produce good dramatic speaking

-able to compare directors’ versions of the play

-distinguish characters by their speech, thoughts, actions, etc.

- POV letter to Romeo or Juliet - small group discussions of thematic questions (pre-reading activity) -Differentiation: questions / tasks within group -view film excerpts of 2 versions of Romeo & Juliet -one-pagers on each act / timed writing


February: Ethan Frome Targeted Standard(s): NJCCCS 3.1.12.E.1-Assess and apply reading strategies that are effective for a variety of texts (previewing, generating questions, visualizing, monitoring, summarizing, evaluating). 3.3.12.B4-B8 Select & discuss literary passages that reveal character, develop theme, & illustrate literary elements. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings (Big Ideas): Effective annotation strategies How setting impacts a story Wharton’s craft / use of irony Essential Questions: What are the effects of isolation? How can a sense of duty/obligation interfere with personal happiness? How can the structure of a novel help develop a storyline?





assessed -how isolation affects humans -Ethan Frome by Edith Wharton -how literary criticism can enhance appreciation of a work -vocabulary lists # 9 & 10 --grammar rules 1-10

-implement effective annotation strategies for close reading of Ethan Frome excerpts -practice active reading by questioning, predicting, connecting, & evaluating text -recognize central themes & literary devices in Ethan Frome -discuss elements of the novel & make personal, literary, & historical connections to characters or themes -write a thesis-based essay on theme or characterization

-annotate excerpts from Ethan Frome & various non-fiction essays Concept Web-create a graphic organizer that explores central concepts: duty, isolation, personal happiness, economic hardships Differentiation: can give specific examples from personal experiences / list reactions to and associations with the concepts Panel Discussion: Read criticism by Lionel Trilling: Explore questions about the novel’s morality with a partner

annotations on excerpts informal: large group evaluation of student annotations Panel discussions/ participation w/ textual evidence In-class mini-essay (based on class discussion) Test on Ethan Frome Vocabulary & grammar quizzes


March: House on Mango Street / Ellen Foster / Family Unit Targeted Standard(s): NJCCCS 3.2.12.A.1: Engage in the full writing process by writing daily and or sustained amounts of time. 3.2.12.B.1: Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing. 3.2.12.D.7: Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing. 3.1.12.E.1: Assess, and apply reading strategies that are effective for a variety of texts (previewing, generating questions, visualizing, monitoring, summarizing and evaluating). Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings (Big Ideas): An understanding of literary techniques and effects provides evidence for interpretation and analysis of literature. Literature reflects and embodies the values of its social and historical context. Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Writing in response to literature enables the reader to develop critical thinking skills necessary for mastery of literature interpretation. Writers and speakers use detail and elaboration to make ideas clear to their audiences. Essential Questions: How does an understanding of the social and historical context of a literary work contribute to its interpretation and analysis? How does an understanding of literary techniques support the reader’s interpretation and analysis of literature? How does poetic writing affect a narrative? How does figurative language affect the reader? What is the nature of the relationship between the reader and the character? What are the limits and possibilities of this relationship? What is courage? In times of adversity what is needed to achieve acceptable outcomes? When does childhood end?





-what “home” means

-one’s environment can speed one’s maturation / exposure to adult world

-each family has a unique family dynamic

Recurring themes: relationships, survival, pride,

-read actively by attending to the text’s imagery, figurative language and diction

-notice and thoughtfully comment on self-to-text connections or disconnections as they read

-emulate Cisneros’s first-person narrative style in order to articulate

-E (Esperanza) and Me Chart—As students read the novel, they create a chart comparing and contrasting Esperanza’s life experiences, physical circumstances, and emotions with their own. This chart will be developed over time as new information on Esperanza is acquired.

- Background—Students will be split into groups and each group will receive a different essay or article pertinent to the novel (i.e. inner city poverty, Chicago, Latino Culture, Catholicism). The groups

-journaling, completing graphic organizers -2 vignettes (see left) -Reflection paper -E and Me chart -chapter quizzes & final test


faithfulness, importance of family

-ways authors develop character

-Is there a discernible end to childhood?

-How POV impacts a story

-vocabulary list #11

-grammar rules 11 & 12

their sense of their own lives

-compare/ contrast characters in multiple works

will read and discuss their articles and then present their findings to their classmates in short oral presentations.

-Written Responses: Students will write two vignettes, one from Esperanza’s point of view and another written about their own lives. Both vignettes will emulate Cisneros’s style and first-person narration. The vignette from Esperanza’s point of view will be assessed based upon how accurately the students capture the character’s voice and circumstances. In addition, after writing, sharing, and receiving peer feedback about this piece, students will compose a reflection in which they examine their intentions and effectiveness in occupying Esperanza’s point of view. The vignette about their own lives will be assessed based upon how fully the students can disclose their own specific world view within Cisneros’s form. After writing and sharing this second vignette, the students will compose a reflection in which they discuss how the writing of this second vignette was similar to and different from the writing of the first vignette.

-maintain notebook on characters / family dynamics to use for comparison essay

-family dynamics essay -in-class / timed essay on prompt -vocabulary & grammar quiz


April: To Kill a Mockingbird Targeted Standard(s): NJCCCS 3.2.12.A.1: Engage in the full writing process by writing daily and or sustained amounts of time. 3.1.12.E.1: Assess, and apply reading strategies that are effective for a variety of texts (previewing, generating questions, visualizing, monitoring, summarizing and evaluating). 3.1.12.H.4: Read and critically analyze a variety of works, including books and other print materials (periodicals, journals, manuals), about one issue or topic. 3.3.12.B.2: Extend peer contributions by elaboration and illustration. 3.2.12.D.3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness. 3.2.12.D.2: Write a variety of essays (summary, an explanation, a description, a literary analysis essay) that develops a thesis Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings (Big Ideas): Great literature endures because it expresses the human conflicts, struggles, and insights that make up the human experience. Knowledge about the author’s craft helps a reader construct meaning. Knowledge about genre characteristics helps a reader construct meaning. Good readers have an understanding of the historical context of the literature they are analyzing. Writing in response to literature enables the reader to develop critical thinking skills necessary for mastery of literature interpretation Essential Questions: How does literature express the values of society? How does a character evolve throughout a work of literature? What is courage? What is justice? What makes someone a good parent? What does it mean to be an individual in society? Were the historical figures and events, geographic locations and literary references included by Harper Lee in To Kill a Mockingbird used to enrich and add perspective to the novel?




Differentiation


what “home” means



-recognize the political, social, and economic impact of the setting / time period

-evaluate primary sources (Scottsboro Trials / Testimony)

- identify various types of prejudice and

-Differentiation: small group analysis of various readings about the 1930s- Web Quest: documentaries & articles on racial segregation of the South, letters from Harper Lee, & Scottsboro Trial website-view excerpts of To Kill a Mockingbird

-chapters quizzes & end test -Web quest information sheet -student maps -chapter questions


Recurring themes: relationships, survival, pride, faithfulness, importance of family

-ways authors develop character

-Is there a discernible end to childhood?

-How POV impacts a story

-proper MLA format for essays

discrimination (social, gender, political, age, etc.)

-discuss literal, interpretive, inferential, evaluative responses to text

-read & analyze the novel for setting, character analysis, conflicts, symbolism, point of view, themes. -recognize / interpret allusions used by Harper Lee -embed quotations / implementing textual evidence to support a position

- performance activity: students will perform court scenes -student map project-6 events / lessons that changed their lives -create metaphor for the lessons learned -write 1-pager explanation -thematic writing prompts-1-pagers -quick draw: Boo Radley -identifying allusions activity -maintain character study / childhood paper (Ellen Foster, House on Mango, & To Kill a Mockingbird)

-performance/ contributions in small & large-group discussions -in-class / timed essay from prompt -childhood / character analysis paper (Ellen Foster, House on Mango, & To Kill a Mockingbird


May: Bless Me, Ultima Targeted Standard(s): NJCCCS 3.2.12.A.1: Engage in the full writing process by writing daily and or sustained amounts of time. 3.1.12.E.1: Assess, and apply reading strategies that are effective for a variety of texts (previewing, generating questions, visualizing, monitoring, summarizing and evaluating). 3.3.12.B.2: Extend peer contributions by elaboration and illustration. 3.2.12.D.3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness. 3.2.12.D.2: Write a variety of essays (summary, an explanation, a description, a literary analysis essay) that develops a thesis Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings (Big Ideas): Writing is a process. Writers and speakers use detail and elaboration to make ideas clear to their audiences. Writers and speakers organize what they have to say to make their meaning clear to their audience. Writers and speakers know how various mistakes can distract their audiences. Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Effective listeners are able to interpret and evaluate increasingly complex messages. Oral discussion helps to build connections to others and create opportunities for learning. Essential Questions: How does one’s religion impact his actions and behavior? How is one’s identity formed? How can mystical elements be used to convey theme or magical realism? How can a mentor guide a character?





assessed -how one’s religion may influence his thoughts/ actions



Recurring themes: relationships, survival, pride, faithfulness,

-discuss & interpret the function of symbolism in the novel

-recognize the significance of three

-interpret & analyze the dreams

-examine the use and misuse of religious beliefs in the novel

Small Groups--Significance of three activity: Differentiation: task / assignment 3 violent deaths, 3 brothers, 3 conflicting “gods”, magical aspects / magical realism In-class essay: select one prompt (differentiation)

- significance of three group work & response -synthesizing essay -group work observations / feedback Authentic assessment: speech


importance of family

-how authors use symbols to present abstract ideas

-construct an essay from prompt

-read & analyze the novel for setting, character analysis, conflicts, symbolism, point of view, themes.

discuss literal, interpretive, inferential, evaluative responses to text

-small-group discussion about discuss literal, interpretive, inferential, evaluative responses to text

Authentic assessment: POV speech


May-June: Animal Farm /Literature Circles/Independent Novel Unit Targeted Standard(s): NJCCCS 3.5.12.C.4: Create media presentations and written reports using multi-media resources using effective images, text graphics, music and/or sound effects that present a distinctive point of view on a topic. 3.312.D.1: Speak for a variety of purposes (persuasion, information, entertainment, literary interpretation, dramatization, and personal expression). 3.2.12.A.1: Engage in the full writing process by writing daily and or sustained amounts of time. 3.1.12.E.1: Assess, and apply reading strategies that are effective for a variety of texts (previewing, generating questions, visualizing, monitoring, summarizing and evaluating). 3.1.12.H.4: Read and critically analyze a variety of works, including books and other print materials (periodicals, journals, manuals), about one issue or topic. 3.3.12.B.2: Extend peer contributions by elaboration and illustration. 3.2.12.D.3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness. 3.2.12.D.2: Write a variety of essays (summary, an explanation, a description, a literary analysis essay) that develops a thesis Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B Enduring Understandings (Big Ideas): Writers may present ideas abstractly. Writers and speakers use detail and elaboration to make ideas clear to their audiences. Writers and speakers organize what they have to say to make their meaning clear to their audience. Writers and speakers know how various mistakes can distract their audiences. Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Effective listeners are able to interpret and evaluate increasingly complex messages. Oral discussion helps to build connections to others and create opportunities for learning. Essential Questions: Does power corrupt one’s intentions? What is an allegory? What makes a novel worthy of study? Does personal choice/interest make for a better reading? How do I effectively present an argument? Deliver a persuasive speech / presentation?




Differentiation


recognize Animal Farm as an allegorical warning & satire about Communism and

--define the different types of government

-identify and apply the components of

-research key figures / components of Communism / Socialism

-research component -novel quizzes & tests


Socialism

-identify propaganda in the novel & the media

Different kinds of government

Meaning & impact of propaganda

-historical characters / allegory

-elements of an allegory

propaganda and manipulation of language-identify historical characters in literature-using library resources, select an approved book for discussion in literature circles- prepare a presentation to argue book’s inclusion into the Accelerated 9 curriculum- maintain a reading log on novel to discuss characterization, theme, literary devices, plot, etc. in small and large-group discussions-write reflective paragraphs about groups’ discussions

-Guest Speaker: Mr. Brown’s discussion on historical context -selection of novel / work for study (will include Brave New World & Our Town & Acc. 9 optional texts) -reading journals -differentiation: role in the group / focus of study -library research / introduction to literary criticism (support novel’s inclusion into curriculum)

-group work / tasks will vary with each chapter / unit -discussion observations (teacher) -group presentation of novel -reading / discussion journal (reflective)

Research Paper-May-June Targeted Standard(s): NJCCCS

LA.9-12.3.1.12.H.1 – Select appropriate electronic media for RESEARCH and evaluate the quality of the information received.

LA.9-12.3.1.12.H.2 - Develop materials for a portfolio that reflect a specific career choice.

LA.9-12.3.1.12.H.3 - Develop increased ability to critically select works to support a RESEARCH topic.

LA.9-12.3.1.12.H.4 - Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.

LA.9-12.3.1.12.H.5 - Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.

Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; 9.2A, 9.2B, 9.2C, 9.2D

Enduring Understandings (Big Ideas): Research is a lengthy process that requires good evaluation of sources and a strong focus on a topic. Synthesizing research in an argument essay requires a thorough outline to organize information. MLA format Essential Questions: What steps do I need to follow to conduct research and write a research paper? How do I determine relevant topics for my research? How do I use MLA format for citation?




Differentiation

Assessment

How learning will be assessed -how to narrow a subject

-what resources are available

-to use a database

-how do document in MLA style

-develop a thesis for a research-based essay - develop an outline of ideas, rough draft, annotated bibliography, and Works Cited page -Use multiple sources of print and non-print information to explore and create research products in both written and presentational

-library research / Mr. Stafford -mini-lessons on embedding quotations, varying sentence structure, citations, etc. -peer editing -teacher conferences

Notes / source page Informal: essay draft & conference Final Essay Final exam



forms by:-evaluating information for extraneous detail, inconsistencies, relevant facts, and organization -vary sentence structure -embed quotations / document according to MLA guidelines

Targeted Standard(s): NJCCCS - Haddonfield Public … · Targeted Standard(s): ... and...

Documents

Transcript of Targeted Standard(s): NJCCCS - Haddonfield Public … · Targeted Standard(s): ... and...