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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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4-5 Weeks
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"The Palace Thief" - Is a person's character their fate?
|
| (7) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (7) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
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. |
| (3) |
9-10L4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. |
| (3) |
9-10L5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (2) |
9-10L6 |
Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| (11) |
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) |
| (10) |
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) |
| (10) |
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)
|
| (10) |
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) |
| (6) |
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)
|
| (10) |
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) |
| (6) |
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) |
| (7) |
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. |
| (5) |
9-10W3 |
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| (3) |
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. |
| (5) |
9-12LAS1 |
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
| (4) |
9-12LAS2 |
Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
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How do authors convey characters' traits? How do readers come to understand what characters are like?
How would a reader classify a character as static?
How would a reader classify a character as dynamic?
How can readers learn life lessons from characters?
How, specifically, could a dynamic character function in terms of conveying a message/lesson to readers?
How, specifically, could static character function in terms of conveying a message/lesson to readers?
What is a central idea of "The Palace Thief" and how does the author convey it? What is a literary element or technique that is integral to the conveyance of this idea? How does the element or technique convey the idea?
Do people change their character throughout the course of their lives, or do people generally stay the same?
What factors might influence people to change or stay the same?
What are the ideal qualities of a leader? What qualities, generally speaking, might lead someone to seek and obtain a position of power? Where do these qualities overlap, and where do you notice contradiction? How do both Mr. Hundert and Sedgewick relate to these concepts?
What is the relationship between morals and courage?
Who was Julius Caesar, and how do allusions to him and the situations surrounding him help create meaning in this these texts?
What is a boarding school? What might be some advantages and disadvantages of boarding school? Would you be interested in attending one? Why or why not?
In hindsight, what foreshadowing clues were offered about the conclusions of this text?
What details from The Emperor's Club were not included in "The Palace Thief"? What additions and changes present themselves in the film? Speculate about the screenwriters' motives for each change/addition.
What scene would you add to "The Palace Thief" if you were a screenwriter for The Emperor's Club? Explain your reasoning?
How does characterization functions to convey messages?
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"The Palace Thief" by Ethan Canin
Teachers may choose from:
The Emperor's Club by Michael Hoffman
Text Based Analysis Concepts (reading, planning, writing)
Boarding School Research:
https://thebestschools.org/rankings/k-12/best-boarding-schools/
https://usboardingschools.com/northeast/
https://www.boardingschools.com/10-myths-boarding-school-debunked/
https://boardingschools.us/free-boarding-schools/
Julius Caesar Exploration:
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characterization
direct characterization
indirect characterization
static character
dynamic character
internal conflict
external conflict
central idea/theme/mesage/meditation
literary element
literary technique
identify
analyze
convey
primarily
function
author's purpose
illustrate
portray
imply
depict
create a sense of
suggest that
reinforce the idea that
contribute to the idea that
emphasize
establish
situational irony
metaphor
simile
hyperbole
personification
foreshadowing
allusion
multitude of conversational vocabulary used in the texts
Writing Terms
Topic Sentence
Thesis Statement
Transitions
In text citations
Hook
Analysis
Central idea
Literary technique or writing strategy
Evidence
Conclusion
Embedding quotes
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reading comprehension
literary analysis
evaluation/literary criticism
vocabulary acquisition, context clues, inferencing
close reading/annotating/recalling details
language analysis (unpacking the meaning of figurative language and explaining how it functions, discovering foreshadowing and explaining its function)
character analysis exercises (recognizing and classifying characterization and character types, tracking character development, connecting characterization and character development to themes/messages)
recognizing allusions and analyzing how they make meaning
research
central idea extraction, selecting supporting details
Text Based Analysis written response
Project- scene addition with reasoning/explanation
Socratic Seminar
"I can Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
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book room- hard copies of "The Palace Thief"
English office- The Emperor's Club DVD (or Swank)
PDF online "The Palace Thief" https://www.buffaloschools.org/site/handlers/filedownload.ashx?moduleinstanceid=7758&dataid=41150&FileName=the%20palace%20thief%20pdf.pdf
boarding school research: Chromebooks, sites provided in Content section
Common Lit : Julius Caesar materials
Common Lit: Ozymandias
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study guides
vocabulary exercises and quizzes
reading check quizzes
langauge analysis exercises
character analysis exercises
class discussion/ Socratic Seminar
central idea exercieses
writing and revision exercises
Common Lit questions
Test
Writing- text based analysis written response
Project- scene addition with reasoning/explanation
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8-10 Weeks
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Night and Genocide Research Paper- morality, conflicts, and accountability in the human experience
|
| (7) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (7) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
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. |
| (11) |
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) |
| (10) |
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) |
| (10) |
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)
|
| (10) |
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) |
| (6) |
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)
|
| (10) |
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) |
| (6) |
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) |
| (5) |
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) |
| (7) |
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) |
9-10SL2 |
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. |
| (8) |
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. |
| (6) |
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. |
| (2) |
9-10SL6 |
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| (5) |
9-10W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (6) |
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. |
| (5) |
9-10W3 |
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| (3) |
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. |
| (6) |
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. |
| (4) |
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. |
| (4) |
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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What is dehumanization?
What is the relationship between dehumanization and cruelty?
What was the Holocaust, and what were some of its earlist signs?
What conflicts surrounded the initiaton of the Holocaust?
What does the concept of "silence" mean to Elie Wiesel?
What are some possible reasons Wiesel originally titled his work "And the World Remained Silent?" What is the meaning/significance of this title?
What is the relationship between "silence" and violence/aggression? What is a person's ethical obligation in the face of an agressor?
What does "night" symbolize in Night?
What is the meaning/significance of the title "Night?"
Specifically how did Wiesel's experiences impact him, and for how long? On what evidence from the text did you base your response?
How does the author's faith in God evolve throughout this text and why?
How does the author's faith in mankind evolve throught this text and why?
What is a central idea of this text?
What are some characteristics of genocide in the beginning and escalated stages?
Are there common causes underlying genocides? Support your answer using researched evidence from two genocides besides the Holocaust?
What is MLA formatting?
|
Night by Elie Wiesel
Teachers may choose from:
by Elie Wiesel
by General Assembly of the United Nations
by Martin Niemöller
by The United States Holocaust Memorial Museum
by The United States Holocaust Memorial Museum
by Soraya Sarhaddi Nelson
by The United States Holocaust Memorial Museum
by The United States Holocaust Memorial Museum
by Hans Holmskov Schlüter
by The United States Holocaust Memorial Museum
by The United States Holocaust Memorial Museum
What the 1940s Teach Us About Today's Crisis
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dehumanization
aggression
genocide
symbolism
metaphor
hyperbole
personification
simile
characterization
conflict
first person point of view
central idea
situational irony
allusion
title significance
MLA format (and all terms involved)
database
multitude of conversational vocabulary used in the texts
Connect
Design
Synthesize
Prove
Infer
Develop a logical argument
Critique
Differentiate
Interpret
central idea/theme/mesage/meditation
literary element
literary technique
identify
analyze
convey
primarily
function
author's purpose
illustrate
portray
imply
depict
create a sense of
suggest that
reinforce the idea that
contribute to the idea that
emphasize
establish
Writing Terms
Topic Sentence
Thesis Statement
Transitions
In text citations
Hook
Analysis
Central idea
Literary technique or writing strategy
Evidence
Conclusion
Embedding quotes
|
reading comprehension
literary analysis
evaluation/literary criticism
vocabulary acquisition, context clues, inferencing
close reading/annotating/recalling details
langauge analysis (unpacking the meaning of figurative language and explaining how it functions, discovering foreshadowing and explaining its function)
character analysis exercises (recognizing and classifying characterization and character types, tracking character development, connecting characterization and character development to themes/messages)
recognizing allusions and analyzing how they make meaning
researching to answer a question and form a claim
formulating and supporting a claim
using MLA format
central idea extraction, selecting supporting details
Text Based Analysis written response
Project- genocide research paper
Socratic Seminar
"I can" Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
book room- Night by Elie Wiesel
Night PDF online: https://www.acpsd.net/site/handlers/filedownload.ashx?moduleinstanceid=69275&dataid=142567&FileName=Elie%20Wiesel%20%20Night%20FULL%20TEXT.pdf
Chromebooks/Internet Access (Nobel Prize Speech)
CommonLit
PJHS Library Genocide Research Paper LiveBinder
|
study guide
vocabulary exercises and quizzes
reading check quizzes
langauge analysis exercises
character analysis exercises
class discussion
central idea exercieses
writing and revision exercises
Test
Common Lit Questions
Writing-genocide research paper
|
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2-3 Weeks
|
"The Bet" - how point of view impacts the reading experience
|
| (7) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (7) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
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. |
| (11) |
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) |
| (10) |
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) |
| (10) |
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)
|
| (10) |
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) |
| (6) |
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)
|
| (10) |
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) |
| (7) |
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. |
| (6) |
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. |
|
What is the connection between conflict and character development?
How does the style of narration affect the development of characters?
How do authors convey lessons through literature?
How are readers' expectations established?
What is the effect of the violation of expectations on the reading experience?
|
"The Bet" by Anton Chekhov
Types of Conflict
Types of Characters
Types of Narration
Development of theme
Examination of plot
Purpose of situational irony
Writing Terms
Topic Sentence
Thesis Statement
Transitions
In text citations
Hook
Analysis
Central idea
Literary technique or writing strategy
Evidence
Conclusion
Embedding quotes
|
- Internal Conflict
- External Conflict
Types of Characters:
Types of Narration:
- first person
- third person limited
- third person omniscient
Theme/Central Idea
Plot
Expectations
Situational Irony
central idea/theme/mesage/meditation
literary element
literary technique
identify
analyze
convey
primarily
function
author's purpose
illustrate
portray
imply
depict
create a sense of
suggest that
reinforce the idea that
contribute to the idea that
emphasize
establish
multitude of conversational vocabulary used in the text
|
identify conflict
analyze the impact of conflict on growth
analyze how point of view affects situational irony
analyze how author's employ point of view to shape implicit messages
identify a theme
trace the development of a theme
making reasonable predictions
identifying an expected outcome and analyzing how it contrasts with the actual outcome
Socratic Seminar
I can Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
"The Bet" by Anton Chekhov full text PDF online OR found in Advenutres in Appreciation (10th Grade Textbook)
https://www.gutenberg.org/files/55283/55283-h/55283-h.htm
|
test- objective portion
test- subjective/written portion
study guide
vocabulary exercises and quiz
reading check quiz
langauge analysis exercises - paraphrase the lawyer's letter
character analysis exercises
class discussion
central idea exercieses
|
|
3-5 Weeks
|
Argument Essay
|
| (7) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (7) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (3) |
9-10L4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. |
| (11) |
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) |
| (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) |
| (5) |
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) |
| (7) |
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) |
9-10SL2 |
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. |
| (8) |
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. |
| (6) |
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) |
9-10SL6 |
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| (5) |
9-10W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (6) |
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. |
| (4) |
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. |
| (4) |
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. |
| (5) |
9-12LAS1 |
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
| (4) |
9-12LAS2 |
Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
|
How does a writer formulate an argument?
What are the parts of an argument?
How does a writer generate a precise and thoughtful claim?
What are some logical structures for an argument essay? (modes of organization)
How does a writer effectively introduce quotes, summaries, and paraphrases?
How does a writer use in text and parenthetical citations?
How can a writer use information from sources to support and refute a claim?
|
ELA Regents exam archives (administered exams)
or
teacher generated topics with database-procured articles
reading strategies
procedure to formulate an argument
parts of an argument
qualities of an effective claim
logical organization of ideas
techniques for incorporating source material
distinguishing analysis from summary
|
refute/refutation
opposition
evidence
formulate
argument
claim
reasons
counter-claim
rebuttal
precise
thoughtful
structure
essay
introduction
conclusion
effectively
quotes
support
summaries
paraphrase
logical flow of ideas
credentials/credibility
topic sentence
transition
standard written English
academic language
multitude of conversational vocabulary used in the texts
|
reading for information and ideas
reading strategically to formulate an argument
formulating an argument- planning what will be argued and how/in what order
formulating an evidence based claim with 2-3 main reasons
outlining/planning an argument essay based on 2-3 main reasons that support the claim and a counterclaim paragraph
understanding the parts of an argument
evaluating/revising a claim for effectiveness
organizing ideas logically
incorporating source material- introducing with author and context, citing, and explaining (analyzing, connecting to argument)
distinguishing analysis from summary
analyzing information and ideas
summarizing and paraphrasing information and ideas
citing sources accurately and with integrity
refuting a counterclaim
using topic sentences
using transitions
using academic language
using standard written English
revising for clarity and effectiveness
Socratic Seminar
I can Statememnts:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
Administered ELA Regents Exams: https://www.nysedregents.org/hsela/
SIRS Issues Researcher: https://explore.proquest.com/sirsissuesresearcher/login?location=%2Fsirsissuesresearcher%3F
Gale Opposing Viewpoints in Context: https://galeapps.gale.com/apps/auth?userGroupName=nysl_se_pjhsl&sid=geolinks&origURL=https%3A%2F%2Fgo.gale.com%2Fps%2Fstart.do%3Fp%3DOVIC%26u%3Dnysl_se_pjhsl%26sid%3Dgeolinks&prodId=OVIC
|
finalized argument essay (5-6 paragraphs)
teachers may add:
text tracking tools
outlining tool
checking for understanding quiz
rough draft
peer editing tool
reflection/rubric/self evaluation
|
|
4-6 weeks
|
The Joy Luck Club: How do generational conflicts shape one's upbringing?
|
| (7) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (7) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
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. |
| (3) |
9-10L4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. |
| (3) |
9-10L5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (11) |
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) |
| (10) |
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) |
| (10) |
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)
|
| (10) |
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) |
| (10) |
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) |
| (6) |
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) |
| (5) |
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) |
| (8) |
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. |
| (6) |
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. |
| (5) |
9-10W3 |
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| (6) |
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. |
| (5) |
9-12LAS1 |
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
| (4) |
9-12LAS2 |
Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
|
How can readers learn life lessons from characters?
How does the conflict between the narrators and their mothers develop a central idea?
What is the central idea of "Rules of the Game" and "Two Kinds?" What literary element or technique best develops the central idea?
How does the point of view effect the reliability of the narrator?
How does the difference in cultures (Chinese vs. American) develop a conflict?
How do characters develop and mature over the course of the story?
|
"Rules of the Game" by Amy Tan
"Two Kinds" by Amy Tan
Teachers May Choose From
The Joy Luck Club movie
Video clips of second generation experiences
Commonlit assessment questions for stories
|
MICS Vocabulary
Prodigy
Chess
Pawn
Musical terms
multitude of conversational vocabulary used in the texts
Literary Devices
Characterization
Direct characterization
Indirect characterization
Conflict
external conflict
internal conflict
Symbolism
Metaphor
Setting
1st person point of view
central idea
foreshadowing
Writing Terms
Topic Sentence
Thesis Statement
Transitions
In text citations
Hook
Analysis
Central idea
Literary technique or writing strategy
Evidence
Conclusion
Embedding quotes
central idea/theme/mesage/meditation
literary element
literary technique
identify
analyze
convey
primarily
function
author's purpose
illustrate
portray
imply
depict
create a sense of
suggest that
reinforce the idea that
contribute to the idea that
emphasize
establish
|
Identify conflicts
Identify central ideas
Identify point of view
Analyze how point of view develops a central idea.
Analyze the development of characters
Identify character traits
Language analysis (unpacking the meaning of figurative language over the course of a text)
Close reading
Highlighting and annotating
Properly embedding quotes
Properly citing quotes
Assessing quotes
Proper MLA formatting
Narrative Writing
I Can Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
"Rules of the Game"
"Two Kinds"
Joy Luck Movie (on Swank)
How a second generation immigrant opens dialogue with parents.
Commonlit.org
|
Study guides
Vocabulary exercies & quizzes
Class discussions
Guided reading questions
Common lit questions
Test
Question Trail
Embedding quotes
Common Core Regents Part 3
Revisiting a childhood memory using a mature lense on storyboardthat (identifying a central idea)
|
|
2 weeks or less
|
The Sniper by Liam O'Flaherty: How does war shape our decision making?
|
| (11) |
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) |
| (10) |
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) |
| (10) |
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)
|
| (10) |
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) |
| (10) |
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) |
9-10R9 |
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) |
| (3) |
9-10W1f |
Maintain a style and tone appropriate to the writing task. |
| (6) |
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) |
9-10W2a |
Introduce and organize complex ideas, concepts, and information to make important connections and distinctions. |
| (3) |
9-10W2b |
Develop a topic with well-chosen relevant and sufficient facts, definitions, concrete details, quotations and paraphrased information or other examples appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension. |
| (4) |
9-10W2c |
Use precise language and content-specific vocabulary to express the appropriate complexity of a topic. |
| (4) |
9-10W2d |
Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts. |
| (4) |
9-10W2e |
Provide a concluding statement or section that explains the significance of the information presented. |
| (4) |
9-10W2f |
Establish and maintain a style appropriate to the writing task. |
|
Does anyone actually win in war?
If people are connected by a national identity, what does that mean to fight one’s own people?
How does the author use symbolism to develop a central idea?
What does situational irony reveal about the author’s opinion of war?
How does the author use point of view to build suspense?
|
The Sniper by Liam O'Flaherty
Teachers May Choose From
Commonlit
Dreamers by Siegfried Sassoon
"In Flanders Fields"
"The Soldier"
"Dulce et Decorum Est"
|
Figurative language
Setting
Point of View: 3rd person limited
Symbolism
Theme
Conflict
Writing Terms
Topic Sentence
Thesis Statement
Transitions
In text citations
Hook
Analysis
Central idea
Literary technique or writing strategy
Evidence
Conclusion
Embedding quotes
central idea/theme/mesage/meditation
literary element
literary technique
identify
analyze
convey
primarily
function
author's purpose
illustrate
portray
imply
depict
create a sense of
suggest that
reinforce the idea that
contribute to the idea that
emphasize
establish
|
Reading Comprehension
Literary Analysis
Vocabulary Acquisition, context clues
Evaluation/ Literary Criticism
Close reading/ annotating/ recall
Figurative Language analysis, explain how it functions, discovering situational irony and point of view and explaining how it functions
Setting and historical context analysis (the impact of setting on the characters and the development of theme)
Formulating and supporting a claim
Using MLA format
Central idea extraction, selecting supporting details
Text Based Analysis written response
Socratic Seminar
I Can Statements:
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
Commonlit: The Sniper
Historical Background via Google Docs
The Sniper Study Guide via Google Docs
Dreamers by Siegfried Sassoon
|
Study guide
Vocabulary Exercise
Vocabulary Quiz
Reading Check Quiz
Guiding Questions
Class Discussion
Central Idea Exercise
CommonLit Questions
Quick Write: Comparative written analysis
|
|
1-2 Weeks
|
Just Mercy: Do we all deserve mercy?
|
| (11) |
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) |
| (10) |
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) |
| (10) |
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)
|
| (10) |
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) |
| (10) |
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) |
| (6) |
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) |
| (8) |
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. |
| (6) |
9-10SL4 |
Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience. |
| (5) |
9-10W3 |
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
|
What does it mean to be merciful?
Who is in need of mercy in society?
How can mercy be applied to institutions in society to make them more just?
What complications can arise when implementing capital punishment?
Who should be allowed to determine and deliver justice in society?
How do fear and ignorance play a role in society?
|
Viewing Guides
Just Mercy (The Memoir)
Just Mercy (The Movie)
|
|
I can statements
https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
Socratic Seminars
Debates
Using evidene to support an argument
|
Just Mercy (viewing from Swank)
Death Penalty stats (https://deathpenaltyinfo.org/)
|
Narrative Writing
Argument writing: Should the death penalty be abolished or maintained?
Socratic Seminars
|
|
2 Weeks
|
Pastoral Poetry: Does love last forever?
|
| (11) |
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) |
| (10) |
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) |
| (10) |
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)
|
| (10) |
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) |
| (6) |
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)
|
| (10) |
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) |
| (6) |
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) |
| (8) |
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. |
| (6) |
9-10SL4 |
Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience. |
| (6) |
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) |
9-10W2a |
Introduce and organize complex ideas, concepts, and information to make important connections and distinctions. |
| (3) |
9-10W2b |
Develop a topic with well-chosen relevant and sufficient facts, definitions, concrete details, quotations and paraphrased information or other examples appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension. |
| (4) |
9-10W2c |
Use precise language and content-specific vocabulary to express the appropriate complexity of a topic. |
| (4) |
9-10W2d |
Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts. |
| (4) |
9-10W2e |
Provide a concluding statement or section that explains the significance of the information presented. |
| (4) |
9-10W2f |
Establish and maintain a style appropriate to the writing task. |
|
Is it better to be realistic or idealistic?
What is the central idea of “The Passionate Shepherd to his Love?”
What is the central idea of “The Nymph’s Reply?”
What is the central idea of “Raleigh was Right?”
What is the recurring theme seen across the three poems?
How does a text change from one perspective to another?
What is the impact of different perspectives telling a similar story?
What is the moral message of the three poems?
What life lessons should a reader take away from these texts?
|
“The Passionate Shepherd to His Love”
“The Nymph’s Reply”
“Raleigh was Right”
|
Tone
Theme
Couplet
Closed Couplet
Heroic Couplet
Simile
Metaphor
Rhyme Scheme
Refrain
Line
Stanza
Alliteration
Pastoral Poetry
Narrative Poetry
Allusion
Blank verse
Iambic pentameter
Meter
Rhythm
Sonnet
Writing Terms
Topic Sentence
Thesis Statement
Transitions
In text citations
Dialoge
Response
Hook
Analysis
Central idea
Literary technique or writing strategy
Evidence
Conclusion
Embedding quotes
central idea/theme/mesage/meditation
literary element
literary technique
identify
analyze
convey
primarily
function
author's purpose
illustrate
portray
imply
depict
create a sense of
suggest that
reinforce the idea that
contribute to the idea that
emphasize
establish
|
I can determine the central idea of a text.
I can determine the recurring theme across multiple texts.
I can interpret the connotative and denotative meanings of different vocabulary words.
I can analyze how an author’s word choice impacts the tone of a text.
I can interpret the meaning of figurative language in a text.
I can use textual evidence to support ideas and conclusions through quotes and paraphrasing.
Socratic Seminar
I can Statements (https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing)
|
“The Passionate Shepherd to His Love”
“The Nymph’s Reply”
“Raleigh was Right”
Teacher/Student choice - relevant song lyrics
CommonLit
|
Tone mini project
Vocabulary quiz
Study guide
Exit tickets and reflections
Compare/Contrast
NYS Regents Exam Pt. 3 Text Analysis
|
|
four- six weeks
|
A Streetcar Named Desire by Tennessee Williams and research paper- The Impact of Desire
|
| (11) |
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) |
| (10) |
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) |
| (10) |
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)
|
| (10) |
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) |
| (6) |
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)
|
| (10) |
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) |
| (6) |
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) |
| (7) |
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. |
| (8) |
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. |
| (5) |
9-10W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (2) |
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. |
| (2) |
9-10W1c |
Use precise language and content-specific vocabulary to express the appropriate complexity of the topic. |
| (3) |
9-10W1f |
Maintain a style and tone appropriate to the writing task. |
| (6) |
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. |
| (4) |
9-10W2c |
Use precise language and content-specific vocabulary to express the appropriate complexity of a topic. |
| (4) |
9-10W2d |
Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts. |
| (4) |
9-10W2e |
Provide a concluding statement or section that explains the significance of the information presented. |
| (4) |
9-10W2f |
Establish and maintain a style appropriate to the writing task. |
| (4) |
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. |
| (4) |
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. |
| (5) |
9-12LAS1 |
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
| (4) |
9-12LAS2 |
Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
|
How did desire impact each character? In other words, how did choices made/actions taken based on desire contribute to each character's current position?
What does it mean to make a choice based on desire? What does it mean to make a choice based on reason?
What role should desire play in decision making? What role should reason play?
What aspects of Tennessee Williams' life present themselves in the play?
What messages about desire does the play seem to convey?
What symbols are used in the play?
What do they seem to symbolize?
What might be the significance of characters' names?
What is the significance of the setting?
How does each character attempt to assert power?
How was Tennessee Williams' writing influenced by his life? What lessons could be inferred based on his experiences?
How does setting impact societal conflicts?
|
Streetcar Named Desire
A Streetcar Named Desire by Tennessee Williams
A Streetcar Named Desire film via Swank
Teachers may choose from: Sadie and Maude on Commonlit or A Respectable Woman by Kate Chopin via Commonlit
Author's biography and context: http://www.imagi-nation.com/moonstruck/clsc9.htm
https://historicmissourians.shsmo.org/tennessee-williams
https://asmadrid.libguides.com/c.php?g=681483&p=4861130
Streetcar Research
Overview of research techniques
Overview of assignment
Explanation of Noodletools, Works Cited, and in text citations
Explanation of paraphrasing and direct quotes
Review of plagerism and use of AI (turnitin)
MLA formatting
Outlining
|
Literary Terms:
Symbolism
Characterization
Setting
Mood
Central idea
Motif
Theater Terms:
Monologue
Dialogue
Soliloquy
Aside
Act
Scene
Stage directions
Drama
Tragedy
Writing Terms
Topic Sentence
Thesis Statement
Transitions
In text citations
Hook
Analysis
Central idea
Literary technique or writing strategy
Evidence
Conclusion
Embedding quotes
Works Cited Page
MLA Formatting
Plagerism
AI
central idea/theme/mesage/meditation
literary element
literary technique
identify
analyze
convey
primarily
function
author's purpose
illustrate
portray
imply
depict
create a sense of
suggest that
reinforce the idea that
contribute to the idea that
emphasize
establish
|
tracking a central idea
analyzing the impact of setting
analyzing characters' motives
Narrative Writing
Socratic Seminars
researching to answer a question and form a claim
formulating and supporting a claim
using MLA format
central idea extraction, selecting supporting details
Text Based Analysis written response
Project- Research Paper
"I Can Statements" https://docs.google.com/document/d/11Y3bl1XcxAgIixD6zlVionB_PPkzfyOnfFZuUDQxuSs/edit?usp=sharing
|
Swank
Commonlit
http://www.imagi-nation.com/moonstruck/clsc9.htm
https://historicmissourians.shsmo.org/tennessee-williams
https://asmadrid.libguides.com/c.php?g=681483&p=4861130
Digital Theater
NoodleTools
Project Pathway
Turnitin.com
|
Study Guide
Reading Quizzes
Vocabulary Quizzes
Literary Analysis
Writing Outline
Group Discussion
Exit Tickets and Reflections
Research Paper
Research Outline
|
|
2 to 3 Weeks
|
Long Way Down by Jason Reynolds
- novel written in verse
|
| (7) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (7) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (5) |
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. |
| (1) |
9-10L4b |
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). |
| (3) |
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. |
| (2) |
9-10L6 |
Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| (11) |
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) |
| (10) |
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) |
| (10) |
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)
|
| (10) |
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) |
| (6) |
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)
|
| (10) |
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) |
| (7) |
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) |
9-10SL1a |
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. |
| (1) |
9-10SL1b |
Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed. |
| (2) |
9-10SL1c |
Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. |
| (1) |
9-10SL1d |
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in light of the evidence and reasoning presented. |
| (8) |
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. |
| (6) |
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. |
| (5) |
9-10W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (5) |
9-10W3 |
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| (1) |
9-10W3c |
Use a variety of techniques to sequence events to create cohesion and a smooth progression of experiences or events. |
| (2) |
9-10W3d |
Use precise words and phrases, explicit details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. |
| (3) |
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. |
| (6) |
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. |
| (2) |
9-12LAS1a |
Use parallel structure. |
| (2) |
9-12LAS1b |
Use various types of phrases and clauses to add variety and interest to writing or presentations. |
| (1) |
9-12LAS1c |
Understand that usage is a matter of convention that can change over time. |
| (2) |
9-12LAS2a |
Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing. |
|
- How does generational gun violence perpetuate cycles of trauma and crime, and what strategieis can effectively break thse cycles for future generations?
- In "Long Way Down" by Jason Reynolds, how does the protagonist's quest for revenge highlight the cyclical nature of violence, and what does this reveal about the broader impact of revenge on individuals and communities?
- How does toxic masculinity contribute to perpetuating harmful behaviors and attitudes in society, and what strategies can be emploued to challenge and transform these destructive norms?
- How does the portrayal of grief in "Long Way Down" by Jason Reynolds illustrate its impact on the protagonist's decision-making and emotional state, and what does this reveal about the broader effects of grief on personal and social dynamics?
- How does "Long Way Down" by Jason Reynolds explore the role of emotional expression and the suppression of feelings in the protagonist's journey, and what does this reveal about the consequences of confronting one's emotions?
|
Introduction
- Overview of the book's premise and structure
- Author’s background and motivation for writing
Summary of the Plot
- Brief overview of the main events and storyline
- Key turning points and climax
Character Analysis
- Main characters and their roles (e.g., Will, the elevator passengers)
- Character development and arcs
- Relationships between characters
- Characters motivations
Themes and Motifs
- Exploration of major themes (e.g., violence, revenge, family, toxic masculity, power of grief, suppressing feelings)
- Recurring motifs and symbols (e.g., the elevator, gun)
Setting and Atmosphere
- Description of the setting (elevator, building)
- Impact of setting on the story and characters
- Atmosphere and mood throughout the book
Narrative Style and Structure
- Analysis of the verse novel format
- Use of language and poetic devices
- How the structure influences the storytelling
Social and Cultural Context
- Reflection on the social issues presented (e.g., gun violence, cycles of revenge)
- The book's relevance to contemporary society
- Author's commentary on societal problems
Character Motivations and Conflicts
- Exploration of Will’s internal and external conflicts
- Motivations behind characters' actions and decisions
Symbolism and Imagery
- Analysis of symbols used in the book (e.g., the elevator as a symbol of entrapment and choice)
- Visual and emotional imagery
Critical Reception and Impact
- Overview of critical reviews and accolades
- Influence of the book on readers and its impact on literature
Discussion Questions
- Thought-provoking questions for further discussion or analysis
- Potential essay or discussion topics
Conclusion
- Summary of key insights and takeaways
- Final thoughts on the book's significance and message
|
Literary Terms
- Internal Conflict
- Appositive Phrase
- Simile
- Metaphor
- Alliteration
- Anagram
- Motif
- Author's Purpose
- Central Idea
- Structure
- Enjambment
- Free Verse
- Prose
- Symbols/symbolism
- Characterization
- Argument
- Stanza
- Setting
- Imagery
Discussion Vocabulary
- Trauma
- Cycle
- Cyclical
- Perpetrate
- Reveals that
- Significant/insignificant
- Futile/futility
Vocabulary from the Text:
- Clot
- Eczema
- Muffle
- Jagged
- Territory
- Slump
- Imprint
- Vertebra
- Rickety
|
Identify patterns in events or behavior.
Recall elements and details of story structure, such as sequence of events, character, plot and setting.
Identify and summarize the major events in a narrative.
Through discussion and writing, describe the cause/effect of a particular event in the characters' lives.
Identify patterns in events or behavior.
Support ideas with details and examples.
Use voice appropriate to the purpose and audience.
Determine the author’s purpose and describe how it affects the interpretation of a reading selection.
Critique the structure of verse and its pupose on specific pages of the novel.
Cite evidence about a character's impact on the main character's decisions.
"I Can" statements:
Make inferences of characters' feelings based on their points of view in the story.
Take note of figurative language used in the text and develop what it does to the idea of the story.
Use academic vocabulary to write a well-developed central idea
Use IXL to demonstrate understanding of what an appositive phrase is and show how it is used in writing.
Create visual representations of anagrams created
Develop a class set of rules based on the generational rules of a school society
Create mini one-pagers depicting the events and feelings and motifs on each elevator floor
Analyze the use of anagrams and how their ideas relate to characters.
Develop research queries and
Use relevant textual evidence and write an insightful explanation to support my answer to a question.
|
The Kennedy Center
Long Way Down Argument Chart
IXL for Appositive Phrases
Sticky Note Analysis
Anagram Analysis
Long Way Down Workbook/Study Guide
TeachingBooks.net
|
- Literary Analysis
- Final Test
- Argument writing
- Reading Comprehension Quizzes throughout
- Group Annagram Creation
- Literary Circles/Socratic Seminars
- Vocabulary Identificaiton
- Oral Presenstation of Argument
- Enrichment Project- Create your own personal narrative using verse rather than prose
|
|
4 Weeks of a mix of independent work, student collaboration, and teacher instruction
(This will not be the only thing students will be working on in this timeframe.)
|
Independent Reading - Banned Book Project
|
| (7) |
9-10L1 |
See Grade Band 9-12 (Ongoing Skills) |
| (7) |
9-10L2 |
See Grade Band 9-12 (Ongoing Skills) |
| (1) |
9-10L3a |
Write and edit work so that it conforms to the guidelines in a professionally recognized style manual appropriate for the discipline and writing type. |
| (11) |
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) |
| (10) |
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) |
| (10) |
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)
|
| (10) |
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) |
| (10) |
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) |
9-10R9 |
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) |
| (7) |
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) |
9-10SL1a |
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) |
9-10SL1c |
Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. |
| (3) |
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. |
| (8) |
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. |
| (6) |
9-10SL4 |
Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience. |
| (5) |
9-10W1 |
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| (2) |
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. |
| (2) |
9-10W1c |
Use precise language and content-specific vocabulary to express the appropriate complexity of the topic. |
| (1) |
9-10W1d |
Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify the relationships among complex ideas and concepts. |
| (1) |
9-10W1e |
Provide a concluding statement or section that explains the significance of the argument presented. |
| (3) |
9-10W1f |
Maintain a style and tone appropriate to the writing task. |
| (6) |
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) |
9-10W2a |
Introduce and organize complex ideas, concepts, and information to make important connections and distinctions. |
| (3) |
9-10W2b |
Develop a topic with well-chosen relevant and sufficient facts, definitions, concrete details, quotations and paraphrased information or other examples appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension. |
| (4) |
9-10W2c |
Use precise language and content-specific vocabulary to express the appropriate complexity of a topic. |
| (4) |
9-10W2d |
Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts. |
| (4) |
9-10W2e |
Provide a concluding statement or section that explains the significance of the information presented. |
| (4) |
9-10W2f |
Establish and maintain a style appropriate to the writing task. |
| (2) |
9-10W3d |
Use precise words and phrases, explicit details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. |
| (6) |
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. |
| (4) |
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. |
| (4) |
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. |
| (5) |
9-12LAS1 |
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
| (2) |
9-12LAS1a |
Use parallel structure. |
| (2) |
9-12LAS1b |
Use various types of phrases and clauses to add variety and interest to writing or presentations. |
| (2) |
9-12LAS2a |
Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing. |
| (1) |
9-12LAS2b |
Use a semicolon to link two or more closely related independent clauses. |
| (1) |
9-12LAS2c |
Use a colon to introduce a list or quotation. |
|
- What is the difference between a banned book and a challenged book?
- What causes a book to be banned or challenged in the United States?
- What is censorship? How does the idea of censorship connect to the subject of banning/challenging books?
- What does the First Amendment protect?
- How is the First Amendment connected to censorship and book banning?
- Under what circumstances should one restrict students from reading certain content, or are there no circumstances that warrant censorship?
- Do you agree with the reasons for banning, restricting, or challenging your chosen book based on your research and analysis of the book?
|
This project has two sections: informational and critical.
- Research a brief history of banned books in America and what current literature has been banned
- Choose a book to independly read.
- Research why their chosen novel was banned using Gale on the school library website.
- Independently read their chosen book and continue to research the novel, author, and the controversy surrounding the censorship of the chosen novel.
- Argue whether or not they agree with the reasons for the banning of their chosen book based on their research and analysis of the book by writing an argumentative essay supporting or opposing the ban of their chosen book with evidence, reasoning, and a counterargument.
|
Vocabulary for Argumentation
Common Academic Regents Vocabulary
banned
challenged
|
- I Can Statements
- Research using the school library online resources
- Indepedently read
- Formulate reasons for and agianst the banning of chosen book.
- Follow MLA format for academic writing
- Determine the validity of information and sources
- Annotate for details and idea connections
- Cite appropriately in MLA format
- Use NoodleTools to organize our citations and make notecard
- Use valid reasoning and relevant and sufficient evidence
- Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts
- Organize my evidence in order to form a cohesive and coherent essay
- critically analyze the book read and write a review of my thoughts
|
Gale Scavenger Hunt
Banned Book Assignment
Outline for Paper
Integrating Quotes
Rubric
MLA Format
School Library online resources
School Librarian
|
Rubric for Argumentative Essay
Banned Book Rating and Review
|
