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Due to the sharing of text resources, the order in which units are taught will vary from class to class.
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1-3 weeks
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Creating a Classroom Community: Who Are We? How can we best work together?
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| (5) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
9-10SL1 |
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others. |
| (2) |
9-10W3 |
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| (2) |
9-10W4 |
Create a poem, story, play, art work, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres. Explain divergences from the original when appropriate. |
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Who Am I?
How do I fit in?
Who/what is important to me?
What traits would I use to describe myself?
What characteristics do I consider valuable/would I like to emulate for success?
What are my strengths and weaknesses?
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Structure of an "I Am" poem
"Boat Lift" (Tom Hanks)
"Heroes We Never Name" by M. Lucille Ford
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Sadlier
Writing Strategies:
- Theme/Central Idea
- Setting/Mood
- Characterization
- Diction
- Conflict
- Point of View
- Stanza
- Simile
- Metaphor
- Imagery
- Personification
- Repetition
- Alliteration
- Exposition
Academic Vocabulary:
- Anecdote
- Narrative
- Stanza
- Poetic Devices
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Interview techniques
Note-taking
Brainstorming
Characterization
Utilizing figurative language
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
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IXL
Eyepop Productions
"I AM" poetry template
Hard copies and digital copies of texts
youtube.com
Resources shared among teachers via Google Drive
|
"I Am" Poem
Baseline Assessment
Narrative Essay
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8 Weeks
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Outsiders, Outliers, and Outcasts: Do people need to belong?
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| (5) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
9-10R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (5) |
9-10R2 |
Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL) |
| (4) |
9-10R3 |
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. (RL)
- In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. (RI)
|
| (5) |
9-10R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL) |
| (4) |
9-10R5 |
- In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL)
- In informational texts, consider how author's intent influences particular sentences, paragraphs, or sections. (RI)
|
| (4) |
9-10R6 |
Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL) |
| (5) |
9-10SL1 |
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others. |
| (3) |
9-10W5 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 9/10 Reading standards to both literary and informational text, where applicable. |
| (3) |
9-10W6 |
Conduct research to answer questions, including self-generated questions, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding of the subject under investigation. |
| (1) |
9-10W7 |
Gather relevant information from multiple sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism and follow a standard format for citation. |
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Is the experience of being an outsider universal?
How can stereotypes contribute to feelings of isolation and loneliness?
How do dreams serve as motivation for our future?
Is the American dream attainable for all?
How can differences be embraced and celebrated?
What can we learn from each other's differences?
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Teachers may choose from:
Full-length Texts:
Of Mice and Men by John Steinbeck
Short Stories:
"The Scarlet Ibis" by James Hurst
"The Flowers" by Alice Walker
"The Myth of Daedalus and Icarus" (CL)
Poetry:
"To a Mouse" by Robert Burns
"Dreams" by Langston Hughes
Informational Texts:
"The Great Depression" (Video)
Excerpt from "The Harvest Gypsies" (CL)
Exerpt from Outliers by Malcolm Gladwell
"Isn't Everyone a Bit Weird" (MP)
"Three Types of Friendship" Aristotle (CL)
"Letter to Claire Luce" Steinbeck
"About the Dustbowl" (History.com)
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Sadlier vocabulary workshop
Writing Strategies:
- Theme/Central Idea
- Setting
- Mood
- Characterization
- Symbolism
- Motif
- Diction
- Tone
- Imagery
- Conflict
- Allusion
- Foreshadowing
- Point of View
- Figurative Language (metaphor, simile, personification, hyperbole, etc.)
- Dialect
Academic Vocabulary:
- Historical Non-fiction
- realistic fiction
- Great Depression
- Dust Bowl
- Migrant Experience
- Primary Source
- moral dilemma
- attributes/flaws/vices
Text Analysis:
- central idea/theme
- author's purpose
- writing strategy (author's craft)
- literary technique
- topic sentence
- literary analysis
- transitions
- quote integration
- ICE- introduce, cite, explain
- textual evidence
- elaborate/develop
- extend
- connect
- critique
- conclude
- Insignificance
- Significance
- Vindication
- Resourceful
- Misguided
- Indignant
- Envious
- Impermanence
- Resented/resentment
- Clarity
- Resigned/resignation
- vulnerability
- Detached
- Insincerity/sincerity
- Credibility
- Urgency
- Challenged
- Enlightening/enlightened
- Dilemma
- Isolation
- Insecurity
- Perception
- Indifference
- Irrational
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Close-reading and annotations
Planning/Editing/Revision
Summarize and paraphrase texts to make inferences and draw conclusions
Identify the use of writing strategies, literary elements, and techniques (author's craft) in a text.
Analyze the development of ideas, themes, and issues in a text making reference to the writing strategies (author's craft) used.
Explain the historical implications of a specific time period.
Compare and contrast perspectives and information conveyed in paired texts using text evidence.
Analyze the development of ideas, themes, and issues in a text making reference to the writing strategies (author's craft) used.
Draw evidence from literary texts to support analysis and reflection.
Organize complex ideas and concepts to create a cohesive response.
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
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commonlit.org
Hard copies and digital copies of texts
youtube.com
Resources shared among teachers via Google Drive
Library Live Binders
noredink.com
turnitin.com
NoodleTools
|
Unit Test
Extended Response
Quizzes
Text Analysis Response
Research Paper
Reading Comprehension
Student-centered Project
Quick Writes
Journals
Oral Presentation
Class Discussion
Socratic Seminars
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4-6 Weeks
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Fate and Free Will: Do we determine our own destinies?
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| (5) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (3) |
9-10L3 |
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| (5) |
9-10R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (5) |
9-10R2 |
Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL) |
| (4) |
9-10R3 |
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. (RL)
- In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. (RI)
|
| (5) |
9-10R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL) |
| (4) |
9-10R5 |
- In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL)
- In informational texts, consider how author's intent influences particular sentences, paragraphs, or sections. (RI)
|
| (2) |
9-10R7 |
Analyze how a subject / content is presented in two or more formats by determining which details are emphasized, altered, or absent in each account. (e.g., analyze the representation of a subject / content or key scene in two different formats, examine the differences between a historical novel and a documentary). (RI&RL) |
| (4) |
9-10R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
| (5) |
9-10SL1 |
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others. |
| (2) |
9-10SL2 |
Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source. |
| (2) |
9-10SL3 |
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify any fallacious reasoning or exaggerated or distorted evidence. |
| (2) |
9-10SL5 |
Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience. |
| (3) |
9-10SL6 |
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| (2) |
9-10W3 |
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| (2) |
9-10W4 |
Create a poem, story, play, art work, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres. Explain divergences from the original when appropriate. |
| (3) |
9-10W5 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 9/10 Reading standards to both literary and informational text, where applicable. |
| (3) |
9-10W6 |
Conduct research to answer questions, including self-generated questions, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding of the subject under investigation. |
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Do we determine our own direction in life and in love? Or are we simply at the mercy of fate?
Should the opinions of others affect of our choices or destinies?
How does a person know that he or she is acting with free will and not conforming to what others want?
Do our differences define who we are, or are the qualities we have in common more important?
Do our emotions impact our decision-making?
Which has a greater impact on the characters in these texts: destiny or personal choice?
How do feuds drive character's actions and growth?
Why do feuds emerge and how are they resolved?
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Teachers may choose from:
Full-length Texts:
Romeo and Juliet Shakespeare
Short Stories:
"The Interlopers" Saki
Non-Fiction:
"The Hatfield & McCoy Feud" HISTORY Channel
"The Lure of Shakespeare" Robert W. Butler (CL)
"On Tragedy" Aristotle (CL)
"Should We Scoff at the Idea of Love at First Sight?" James Kuzner(CL)
"Fear Prompts Teens to Act Impulsively" Laura Sanders (CL)
"The Pardon of Becky Day" John Fox, Jr. (CL)
"Shakespeare's Globe Theatre" by Elizabeth Knapp
"Why Do We Still Care About Shakespeare?" by Cindy Tumiel
"The Plague" by Elaine Langlois
"The Taj Mahal: Monument to Love" by Elizabeth Knapp
"Verona in the Middle Ages"
"The Stage in Shakepeare's Time" Folger.edu
Poetry:
Sonnet 43 Elizabeth Barrett Browning
|
Sadlier
Writing Strategies:
- Theme/Central Idea
- Setting/Mood
- Characterization
- Symbolism
- Imagery
- Conflict
- Allusion
- Foreshadowing
- Oxymoron
- Dramatic Irony
- Couplet
- Iambic Pentameter
- blank verse
- Point of View
- flat character
- round character
- dramatic foils
- plot elements-exposition, rising action, climax, falling action, and denouement
- suspense
- dramatic monologue
- soliloquy
- aside
- figurative language
- diction
- imagery
Academic Vocabulary:
- Globe Theater
- Elizabethan England
- bubonic plague
- tragedy
- tragic flaw
- catharsis
- reversal
- recognition
- text aids
- prologue
Text Analysis:
- central idea/theme
- author's purpose
- writing strategy (author's craft)
- literary technique
- topic sentence
- literary analysis
- transitions
- quote integration
- ICE- introduce, cite, explain
- textual evidence
- elaborate/develop
- extend
- connect
- critique
- conclude
- Insignificance
- Significance
- Vindication
- Resourceful
- Misguided
- Indignant
- Envious
- Impermanence
- Resented/resentment
- Clarity
- Resigned/resignation
- vulnerability
- Detached
- Insincerity/sincerity
- Credibility
- Urgency
- Challenged
- Enlightening/enlightened
- Dilemma
- Isolation
- Insecurity
- Perception
- Indifference
- Irrational
|
close-reading
anticipation guides
annotation
research techniques
reading comprehension
literary analysis
evaluation/literary criticism
vocabulary aquisition/context clues/inferencing
recalling key details
oral presentation skills
self-evaluation
peer editing
revising
socratic seminars
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
commonlit.org
Hard copies and digital copies of texts
youtube.com
Resources shared among teachers via Google Drive
Library Live Binders
noredink.com
turnitin.com
NoodleTools
|
Unit Test
Extended Response
Quizzes
Text Analysis Response
Research Paper
Reading Comprehension
Student-centered Project
Quick Writes
Journals
Oral Presentation
Class Discussion
|
|
4-6 Weeks
|
Journeys of Transformation: What can we learn from a journey?
|
| (5) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (3) |
9-10L3 |
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| (5) |
9-10R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (5) |
9-10R2 |
Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL) |
| (4) |
9-10R3 |
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. (RL)
- In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. (RI)
|
| (5) |
9-10R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL) |
| (4) |
9-10R5 |
- In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL)
- In informational texts, consider how author's intent influences particular sentences, paragraphs, or sections. (RI)
|
| (4) |
9-10R6 |
Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL) |
| (4) |
9-10R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
| (5) |
9-10SL1 |
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others. |
| (2) |
9-10SL4 |
Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience. |
| (3) |
9-10SL6 |
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| (2) |
9-10W2 |
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| (3) |
9-10W5 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 9/10 Reading standards to both literary and informational text, where applicable. |
| (3) |
9-10W6 |
Conduct research to answer questions, including self-generated questions, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding of the subject under investigation. |
|
Why are we drawn to seek new horizons?
What do we learn when we go?
What are the challenges that most people face during their journey to adulthood?
How do personal strengths and weaknesses shape a journey?
What different types of journeys are there? How can they transform someone?
When does the journey matter more than the destination?
|
Teachers may choose from:
Full-length Texts:
Odyssey Homer
Short Stories:
"The Necklace" Guy de Maupassant (CL)
"The Roof of Leaves" Donna L. Washington (CL)
Non-Fiction:
"How Resilience Works" Diane Coutu (CL)
"The Story of David and Goliath" (CL)
"Greek Society" Mark Cartwright (CL)
Historical Context:
Ancient Greece (MP)
Greek Mythology and Customs (MP)
Homer, Epic Poet (MP)
The Trojan War (MP)
Poetry:
"Nothing Gold Can Stay" Robert Frost (CL)
"The Road Not Taken" Robert Frost (CL)
"Hope is a Thing with Feathers" Emily Dickinson (CL)
"Courage" Anne Sexton (MP)
"Ithaka" C.P. Cavafy (MP)
|
Sadlier
Writing Strategies:
- Theme/Central Idea
- Setting/Mood
- Characterization
- Symbolism
- Imagery
- Conflict
- Allusion
- Foreshadowing
- Oxymoron
- epic hero
- consonance
- oral tradition
- in medias res
- alliteration
- blank verse
- parallelism
- point of view
Text Analysis:
- central idea/theme
- author's purpose
- writing strategy (author's craft)
- literary technique
- topic sentence
- literary analysis
- transitions
- quote integration
- ICE- introduce, cite, explain
- textual evidence
- elaborate/develop
- extend
- connect
- critique
- conclude
- Insignificance
- Significance
- Vindication
- Resourceful
- Misguided
- Indignant
- Envious
- Impermanence
- Resented/resentment
- Clarity
- Resigned/resignation
- vulnerability
- Detached
- Insincerity/sincerity
- Credibility
- Urgency
- Challenged
- Enlightening/enlightened
- Dilemma
- Isolation
- Insecurity
- Perception
- Indifference
- Irrational
|
close-reading
annotation
research techniques
reading comprehension
literary analysis
evaluation/literary criticism
vocabulary aquisition/context clues/inferencing
recalling key details
oral presentation skills
self-evaluation
peer editing
revising
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
commonlit.org
Hard copies and digital copies of texts
youtube.com
Resources shared among teachers via Google Drive
noredink.com
turnitin.com
NoodleTools
|
Unit Test
Extended Response
Quizzes
Text Analysis Response
Research Paper
Reading Comprehension
Citation Project
Quick Writes
Class Discussion
|
|
4-6 weeks
|
The Changing World: What discoveries have shaped our world?
|
| (5) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (3) |
9-10L3 |
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| (5) |
9-10R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (5) |
9-10R2 |
Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL) |
| (4) |
9-10R3 |
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. (RL)
- In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. (RI)
|
| (5) |
9-10R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL) |
| (4) |
9-10R5 |
- In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL)
- In informational texts, consider how author's intent influences particular sentences, paragraphs, or sections. (RI)
|
| (4) |
9-10R6 |
Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL) |
| (2) |
9-10R7 |
Analyze how a subject / content is presented in two or more formats by determining which details are emphasized, altered, or absent in each account. (e.g., analyze the representation of a subject / content or key scene in two different formats, examine the differences between a historical novel and a documentary). (RI&RL) |
| (2) |
9-10R8 |
Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. (RI&RL) |
| (4) |
9-10R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
| (5) |
9-10SL1 |
Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others. |
| (2) |
9-10SL2 |
Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source. |
| (2) |
9-10SL3 |
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify any fallacious reasoning or exaggerated or distorted evidence. |
| (2) |
9-10SL4 |
Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience. |
| (2) |
9-10SL5 |
Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience. |
| (3) |
9-10SL6 |
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| (2) |
9-10W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (2) |
9-10W2 |
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
|
What is globalization?
Are there consequences due to globalization? What are some positive effects of globalization? What are some negative effects of globalization?
How is globalization changing the world?
What has led to increased globalization?
Why is trade with other nations important?
Are we removed from the realities of production?
How can an awareness of these issues lead to a more sustainable environment?
Who should bear the responsibility to ensure goods are ethically manufactured?
|
Teachers may choose from:
Full-length Texts:
Sugar Changed the World: A Story of Magic, Spice, Slavery, Freedom and Science by Marc Aronson and Marina Budhos
Non-Fiction Texts:
“Globalization” featured in National Geographic
“How Your Addiction to Fast Fashion Kills” by Amy Odell
“Bangladesh Factory Collapse: Who Really Pays for Our Cheap Clothes?” by Anna McMullen
“Where Sweatshops Are a Dream” by Nicholas Kristof
Short Stories:
"The Gift of the Magi" by O. Henry
"There Will Come Soft Rains" by Ray Bradbury
Poetry:
"There Will Come Soft Rains" by Sara Teasdale
"Fire and Ice" by Robert Frost
|
Sadlier vocabulary workshop
Writing Strategies:
- Theme/Central Idea
- Setting
- Mood
- Characterization
- Symbolism
- Imagery
- Conflict
- Point of View
Text Analysis Response:
- central idea/theme
- author's purpose
- writing strategy (author's craft)
- literary technique
- topic sentence
- literary analysis
- transitions
- quote integration
- ICE- introduce, cite, explain
- textual evidence
- elaborate/develop
- extend
- connect
- critique
- conclude
- Insignificance
- Significance
- Vindication
- Resourceful
- Misguided
- Indignant
- Envious
- Impermanence
- Resented/resentment
- Clarity
- Resigned/resignation
- vulnerability
- Detached
- Insincerity/sincerity
- Credibility
- Urgency
- Challenged
- Enlightening/enlightened
- Dilemma
- Isolation
- Insecurity
- Perception
- Indifference
- Irrational
Academic Vocabulary:
- globalization
- sweat shop
- materialism
- consumerism/commercialism
- intrinsic values: social, personal, ecological
- sustainability
- Satyagraha
- economic interdependence
- artificial stimuli
- individualism
- unsustainable
- efficiency
- self-indulgent
- prosperity
- famine
- inequalities
- divine intelligence
- cultivated
- crusades
- colonialism
- conquest
- propaganda
- abolitionists
- boycott
- revolution
- emanicipation
- aristocratic
- reprisals
- refine
- passive resistance
- noncooperation
Argumentative Writing:
- hook
- claim
- counterclaim
- opposing viewpoint
- rebuttal
- refute
- refutation
- delineating argument
- ethos,pathos, logos
- textual support
- evaluate
- analyze
- synthesize
- support
- expand
- acknowledge
- audience
- tone
- Impractical
- Detrimental
- Insufficient
- ineffective
- misconceptions
- Uncertainties
- Controversial
- Damaging
- Jarring
- Views of dissent
- Decline
- Deteriorate
- Contentious
- Reprehensible
- Disadvantages
- Hinder
- Dispute
- opposition
- Practical
- Beneficial
- Substantial
- Effective
- Evident
- In support of
- Magnitude
- Formidable
- Plethora
- Advocate for
- Proponent of
- Emphatically
- Advantage
- Adventitious
- Definitive
- Reinforce
- Encourage
- Positive
- Conveys
- Depicts
- Reveals that
- Should be considered or should not be considered
- Assuage one’s fears or concerns
- Alleviate one’s fears or concerns
- Perceived reasons or benefits or detriments
- Ubiquitous rather than “all around”
- Emphatically
- The Magnitude of something
- The scope of it
- Aspects rather than “things”
- Theoretically
|
close-reading
annotating
research techniques
image analysis
reading comprehension
literary analysis
evaluation/literary criticism
vocabulary aquisition/context clues/inferencing
recalling key details
oral presentation skills
self-evaluation
peer editing
revising
Utilize rubrics for self-assessment and peer review of writing
Collect and organize evidence from research to support analysis in writing
Assess sources for credibility, relevance, and accessibility
Conduct independent searches using research processes including planning for searches, assessing sources, annotating sources, and recording notes
Develop, refine, and select inquiry questions for research
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
commonlit.org
Hard copies and digital copies of texts
youtube.com
Resources shared among teachers via Google Drive
noredink.com
turnitin.com
NoodleTools
Culture Grams
Political Cartoons
Live Binder research links
|
Argument Essay
Unit Test
Extended Response
Quizzes
Text Analysis Response
Research Paper
Reading Comprehension
Citation Project
Quick Writes
Class Discussion
Socratic Seminars
|
|
6-8 Weeks
|
Mankind: Good or Evil?
|
| (1) |
9-10L5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (1) |
9-10L5a |
Interpret figures of speech, including euphemism and oxymoron, in context and analyze their role in the text. |
| (5) |
9-10R1 |
Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL) |
| (5) |
9-10R2 |
Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL) |
| (5) |
9-10R4 |
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL) |
| (4) |
9-10R6 |
Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL) |
| (2) |
9-10R8 |
Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. (RI&RL) |
| (4) |
9-10R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
| (1) |
9-10SL1a |
Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas. |
| (2) |
9-10W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (1) |
9-10W1a |
Introduce precise claim(s), distinguish the claim(s) from counterclaims, establish and organize clear relationships among claim(s), counterclaim(s), reasons, and evidence. |
| (1) |
9-10W1b |
Develop claim(s) and counterclaims in a balanced manner, supplying evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level and concerns. |
|
Are human beings fundamentally good or fundamentally evil?
What separates man from animals?
What makes a society functional? Dysfunctional?
What is the relationship between order and chaos?
What makes a good leader?
How does fear impact our emotions and decision-making?
What causes the loss of innocence?
How does an author use symbolism and allusion to convey a theme?
Why did Golding write Lord of the Flies?
|
Teachers may choose from:
Full-length Texts:
Lord of the Flies by William Golding
Non-fiction Texts:
"Meet 'Dr. Love', the scientist exploring what makes people good or evil" by Paul Zak
"The Compassionate Instinct" by Dacher Keltner
"On Optimism and 'Human Nature' by Patrick F. Clarkin
"Are you Hard-Wired For Compassion? How About Cruelty?" by Barbara J. King
"The Standford Prison Experiment"by Saul McLeod (CL)
"The 1972 Andes Flight Disaster" (CL)
"What Makes Good People Do Bad Things?" by Melissa Dittman (CL)
Short Story:
The Man in the Well by Ira Sher
Poetry:
Found Poetry
Black out Poetry
|
Writing Strategies:
- Theme/Central Idea
- Setting
- Mood
- Characterization
- Symbolism
- Imagery
- Conflict
- Point of View
- Figurative Language (Metaphor, Simile, Personification, Hyperbole)
- Onomatopoeia
- Paradox
- Euphemism
- Assonance
- Anaphora
- Alliteration
- Synecdoche
- Pun
- Oxymoron
- Allusion
- Irony
- Analogy
- Plot elements: exposition, rising action, climax, falling action, and denouement
- diction
- dialogue
- tone
- allegory
- suspense
- dystopia
- power dynamics
- archetype
- idioms
Text Analysis Response:
- central idea/theme
- author's purpose
- writing strategy (author's craft)
- literary technique
- topic sentence
- literary analysis
- transitions
- quote integration
- ICE- introduce, cite, explain
- textual evidence
- elaborate/develop
- extend
- connect
- critique
- conclude
- Insignificance
- Significance
- Vindication
- Resourceful
- Misguided
- Indignant
- Envious
- Impermanence
- Resented/resentment
- Clarity
- Resigned/resignation
- vulnerability
- Detached
- Insincerity/sincerity
- Credibility
- Urgency
- Challenged
- Enlightening/enlightened
- Dilemma
- Isolation
- Insecurity
- Perception
- Indifference
- Irrational
Argumentative Writing:
- hook
- claim
- counterclaim
- opposing viewpoint
- rebuttal
- refute
- refutation
- delineating argument
- ethos,pathos, logos
- textual support
- evaluate
- analyze
- synthesize
- support
- expand
- acknowledge
- audience
- tone
- Impractical
- Detrimental
- Insufficient
- ineffective
- misconceptions
- Uncertainties
- Controversial
- Damaging
- Jarring
- Views of dissent
- Decline
- Deteriorate
- Contentious
- Reprehensible
- Disadvantages
- Hinder
- Dispute
- opposition
- Practical
- Beneficial
- Substantial
- Effective
- Evident
- In support of
- Magnitude
- Formidable
- Plethora
- Advocate for
- Proponent of
- Emphatically
- Advantage
- Adventitious
- Definitive
- Reinforce
- Encourage
- Positive
- Conveys
- Depicts
- Reveals that
- Should be considered or should not be considered
- Assuage one’s fears or concerns
- Alleviate one’s fears or concerns
- Perceived reasons or benefits or detriments
- Ubiquitous rather than “all around”
- Emphatically
- The Magnitude of something
- The scope of it
- Aspects rather than “things”
- Theoretically
|
close-reading
annotating
research techniques
image analysis
anticipation guide/making predictions/drawing conclusions
reading comprehension
literary analysis
evaluation/literary criticism
vocabulary aquisition/context clues/inferencing
recalling key details
socratic seminar
oral presentation skills
self-evaluation
peer editing
revising
Utilize rubrics for self-assessment and peer review of writing
Collece and organize evidence from research to support analysis in writing
Assess sources for credibility, relevance, and accessibility
Conduct independent searches using research processes including planning for searches, assessing sources, annotating sources, and recording notes
Develop, refine, and select inquiry questions for research
"I Can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
commonlit.org
Hard copies and digital copies of texts
youtube.com
Resources shared among teachers via Google Drive
noredink.com
turnitin.com
NoodleTools
|
Unit Test
Extended Response
Quizzes
Text Analysis Response
Narrative Writing
Research based Arugment Essay
Reading Comprehension
Quick Writes
Class Discussion
Socratic Seminars
|
