Grade 9 Short Story Unit/Quarter One. Implemented Revised Instructional Days: 40. Unit name/number: Short Story/Unit 1

Transcription

1 1 Grade 9 Short Story Unit/Quarter One Implemented Revised Unit name/number: Short Story/Unit 1 Instructional Days: 40 Essential question(s): How do you read short stories for meaning? How do you effectively communicate, through writing and communication, your understanding of short stories? What are the unique elements of short stories? Unit Summary: Students read a variety of fictional and non-fiction short stories. This unit will introduce students to the literary terms used to discuss and analyze short fiction and short literary non-fiction. Students will write and speak in response to literature to show their understanding, and will craft an original narrative that follows the structures of the genre. Standards addressed (focus standards) use numbers to identify RL , W.9-10 Range of writing W W W SL L.9-10 Student objectives/skills (what will students be able to do at the end of the unit?): Identify and explain the general elements of the short story Explain the structure of the plot and identify the literary techniques the author uses to advance it Identify characterization and explain how characters are developed Articulate theme and identify evidence from text that support theme idea Write with the appropriate elements within the genre of a narrative, and craft an original narrative (real or imagined) Participate in informal and formal discussions to further comprehension Learning progressions: Before unit R-L Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. R-L Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.. During unit R-L Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. R-L Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. After unit R-L Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. R-L Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to

2 R-L Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. R-L 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 and tone, including analogies or allusions to other texts. R-L Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. R-L Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. W Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. R-L Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. R-L Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). R-L Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. R-L Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée des Beaux Arts and Breughel s Landscape with the Fall of Icarus). W.9-10 Range of writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, produce a complex account; provide an objective summary of the text. R-L Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). R-L Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) R-L Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. R-L Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 2

3 3 W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. SL Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. observed, or resolved over the course of the narrative. W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Academic vocabulary (Tier two): Vocabulary from The Most Dangerous Game as anchor text Domain specific vocabulary (Tier three): The following terminology will be introduced to students: Flat v. round characters, Static v. dynamic characters, Inciting incident, denouement, Indirect characterization, Irony, Symbolism, Imagery, Mood, Tone, Hyperbole, Motivation, Turning point The following terminology will be applied to more complex texts: Simile, Metaphor, Foreshadowing, Flashback, first person narration, third person limited narration, third person omniscient narration,

4 4 exposition, rising action, climax, falling action, resolution, suspense, theme, internal and external conflict Texts Short Stories from Prentice Hall Penguin Edition Grade 9 text Possibilities include: ** The Most Dangerous Game Richard Connell (anchor text) Gift of the Magi O.Henry The Interlopers Saki The Open Window Saki Cask of Amontillado Edgar Allen Poe Checkouts Cynthia Rylant The Secret Life of Walter Mitty James Thurber Lamb to Slaughter Roald Dahl The Necklace Guy de Maupassant The Invalids Story Mark Twain The Scarlet Ibis James Hurst Golden Kite, Silver Wind Ray Bradbury Thank You M am Langston Hughes (used for assessment) Scholarship Jacket Marta Salina (used for assessment) Raymond s Run Toni Cade Bambera (used for assessment) Initiation Sylvia Plath (used for assessment) The Kuglemass Episode Woody Allen Gift of Magi by O.Henry compared to Jon Jory play or comic version. The Necklace by Guy de Maupassant compared to play by Dennis L. Rhodus The Most Dangerous Game by Richard Connell compared to 2001 or 1932 film version Commented [DP1]: Can we also include options from outside the anthology? In the future we will not be purchasing or replacing anthologies. There are rich options that we should not overlook. Literary Non-fiction Before Hip Hop was Hip Hop Rebecca Walker Carry Your Own Skis Lian Dolan Washwoman Isaac Singer New Directions Maya Angelou The Talk Gary Soto Go Deep to Sewer Bill Cosby My English Julia Alvarez Selections by David Sedaris Film- Big Fish (2003), Cask of Amontillado Mario Cavalli

5 5 Learning Plan: Internal 1. Common misperceptions Students come into 9 th grade with a very basic, cliché understanding of theme and author s purpose; they will struggle to expand their understanding toward creating a more complex, mature theme and understanding of purpose. Students also come to 9 th grade with a concrete, limited paragraph structure. As we move toward academic writing, students need to shift toward selecting appropriate evidence and organizing a more complex paragraph. Students struggle to identify climax, and fail to see variety in the plot mountain structure. 2. Technology Integration Google docs to edit and provide feedback on narrative, Prezi.com or ThingLink.com for construction of mini lessons on story elements, Classicshorts.com for depth or breadth of reading selections, Screencastomatic.com or Jing.com to provide feedback on writing Suggested interim assessments (benchmarks): Internal End of Unit Common Task: Internal

6 6 Novel Unit/Quarter 2 Unit name/number: Novel/ Unit 2 Instructional Days: 45 Essential question(s): How do you read a novel for meaning? How do you effectively communicate in writing and speaking your understanding of a novel? What are the unique elements of a novel? Unit Summary: Students apply the knowledge of literary elements explored in the short story unit to a new literary formthe novel. They discuss the similarities and differences between how those elements are developed in short stories and in novels. Character development and narration strategies will be a specific area of focus. Students will research and present background topics relevant to the novel. Student will identify a pervasive theme in the novel and write an essay using textual evidence to support their claim. Standards addressed (focus standards) RL RL RL W W W W W SL L Student objectives/skills: Identify and explain the elements of a novel Explain the structure of the plot(s) and describe the literary techniques the author uses to advance them Trace the development of major and minor characters and explain how characterization advances the plot and/or theme Research the historical context of the novel Identify a theme of the novel, and write an essay supporting the theme with relevant textual evidence Participate in informal and formal discussion to further comprehension Learning progressions: 8 th Grade RL.1 Cite the textual evidence that most 9 th -10 th Grade RL.1 Cite strong and thorough textual evidence 11 th -12 th Grade RL.1 Cite strong and thorough textual evidence

7 strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. W.1 Write arguments to support claims with clear reasons and relevant evidence W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and W.7 Conduct short research projects to answer a question audience. (including a self-generated W.7 Conduct short as well question), drawing on as more sustained what is most significant for 7 to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.3 Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing

8 8 several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a specific purpose and audience. W.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Academic vocabulary (Tier two): Common vocabulary from specific novel Domain specific vocabulary (Tier three): The following terms will be further developed by looking at more complex literature: Flat v. Round characters, static v. dynamic characters, indirect v. direct characterization, narration (first, third limited v. omniscient), elements of plot (exposition, inciting incident, rising action, climax, falling action, resolution, denouement). The following literary devices will be further developed through more complex examples: foreshadowing, symbolism, irony, theme

9 9 Possible Texts Include: One of the following literary texts: To Kill A Mockingbird Harper Lee, Lord of the Flies - William Golding, Of Mice and Men John Steinbeck Text for extension- The Pearl- John Steinbeck, excerpts of Grapes of Wrath- John Steinbeck, Informational: Historical Research Articles, Primary sources such as Jim Crow laws document to provide historical context for novel, news clips of depression/segregation/war eras Film: Adaptations of novels Art integration: contemporaries of selected authors, press photos of depression era/segregation Learning Plan: Core shifts: reading for meaning, compare & contrast, inductive learning, circle of knowledge, write to learn, vocabulary s CODE. Common misperceptions: Students often believe that a story has only one plot line. Students have difficulty accepting that an author s intent may be more complex than they realize. Students come into 9th grade with a very basic, cliché understanding of theme and author s purpose; they will struggle to expand their understanding toward creating a more complex, mature theme and understanding of purpose. 6. Technology Integration Google docs to edit and provide feedback on writing, Prezi.com or ThingLink.com for construction of lessons or presentations, Newspapers.com for primary source clips, photos, articles, Library of Congress for primary source documents, Screencastomatic.com or Jing.com to provide feedback on writing Suggested interim assessments (benchmarks) Internal End of Unit Common Task: Internal

10 10 Drama Unit/Quarter Three Unit name/number: Drama/Unit 3 Instructional Days: 45 Essential question(s): How do you read drama for meaning? How do you effectively communicate through writing and speaking your understanding of drama? What are the unique elements of drama? Unit Summary: Students read and view Shakespeare s Romeo and Juliet both in class and independently. This unit will introduce students to the elements of drama and confirm their understanding of plot preparing them for the study of other dramatic works throughout high school. Students will explore and write about the historical significance of Shakespeare s work; they will comprehend the text and relate it to universal themes as they apply to their modern day lives. Standards addressed (focus standards) use numbers to identify RL RL RI W W W W SL L Student objectives: Identify and explain the elements of drama in general Explain the structure of the plot(s) and describe the dramatic techniques the playwright uses to advance them Trace the development of major and minor characters and explain how characterization advances the plot or theme

11 11 Research literary context or Shakespeare s era as referenced in Romeo and Juliet Write and support a claim utilizing the research to demonstrate understanding and analysis Participate in informal and formal discussions to further comprehension Learning progressions: 8 th Grade Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 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 and tone, including analogies or allusions to other texts. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 9 th -10 th Grade RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) 11 th -12 th Grade Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of

12 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. When citing evidence, eighth grade students judge what is considered strong (convincing and effective) support. create such effects as mystery, tension, or surprise. RL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée des Beaux Arts and Breughel s Landscape with the Fall of Icarus). RL Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Students find evidence in the text that is strong (convincing) and thorough (complete, detailed) to support their analysis. W Write arguments to support claims in an analysis 12 where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

13 Write arguments to support claims with clear reasons and relevant evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Draw evidence from literary or informational texts to support analysis, reflection, and research. (show less) 1. Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new ). 2. Apply grade 8 Reading standards to literary nonfiction(e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ). of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W Draw evidence from literary or informational texts to support analysis, reflection, and research. (show less) a. Apply grades 9 10 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ). b. Apply grades 9 10 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning ). Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 13 Draw evidence from literary or informational texts to support analysis, reflection, and research. (show less) Apply grades Reading standards to literature (e.g., Demonstrate knowledge of eighteenth-, nineteenth- and earlytwentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics ). Apply grades Reading standards to literary nonfiction (e.g., Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in

14 14 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. works of public advocacy [e.g., The Federalist, presidential addresses] ). Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Academic vocabulary (Tier two): Drama, Tragedy, Comedy Domain specific vocabulary (Tier three): The following terminology will be new to the students: Soliloquy, Monologue, Dramatic Irony, Dramatic Foil, Prologue, Tragic Flaw, Stage Directions, Act, Scene, Chorus, aside, The following terminology will be developed by looking at more complex examples with Shakespeare s work: Simile, Metaphor, Hyperbole, dialogue The following terminology will be developed by looking at the multiple plot lines in Shakespeare s work: Foreshadow, Plot structure, Character motivation, Theme, Texts literary, literary non-fiction, informational, film or other non-written texts: Literary The Tragedy of Romeo and Juliet William Shakespeare Informational enotes study guides and critical guides Film 1968 Franco Zeffirelli version, 1996 Baz Luhrmann version, In Search of Shakespeare PBS Documentary Learning Plan: 1. Core shifts reading for meaning, compare & contrast, inductive learning, circle of knowledge, write to learn, vocabulary s CODE. 2. Common misperceptions Although there is a misperception that Shakespeare isn t accessible, we know that students can successfully read and understand Shakespeare with scaffolding. 3. Technology Integration Google docs to edit and provide feedback on writing, Prezi.com or ThingLink.com for construction of lessons or presentations, enotes.com to view critical analysis, No Fear Shakespeare.sparknotes.com to support translations, use of mobile technology to allow students to research in order to read for meaning, Screencastomatic.com or Jing.com to provide feedback on writing

15 15 Suggested interim assessments (benchmarks): Internal End of Unit Common Task: Internal Poetry Unit/Quarter 4 Unit name/number: Poetry Instructional Days: 40 Essential question(s): How do you read poetry for meaning? How do you effectively communicate through writing and speaking your understanding of poetry? What are the unique elements of poetry? Unit Summary: Students will read a variety of poems to explore how this genre is distinctly different than prose. Students will determine the meaning of words and phrases as they are utilized within poems. They will examine common poetic devices and author s choice of structure. Students will work at connecting the form with meaning in a poetry explication. Standards addressed (focus standards) use numbers to identify RL , RL , RL , RL , RL , RL RI , RI , RI , W , W SL , SL , Student objectives/skills: Identify and explain the elements of poetry

16 16 Identify and explain the devices utilized in a poem Comprehend the meaning of a complex poem Explain how author s choices of devices and structure impact meaning Write and present a poetry explication Participate in informal and formal discussions to further comprehension Learning progressions: 8 th Grade RL.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.4 - 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 and tone, including analogies or allusions to other texts. RL.6 - Analyze how differences in the points of view of the characters and the audience or reader 9 th -10 th Grade RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme RL Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, 11 th -12 th Grade RL.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.3 - Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and

17 (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. INFORMATIONAL RI.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.3Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). WRITING drawing on a wide reading of world literature. RL By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. INFORMATIONAL RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. WRITING W Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of W.2 - Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly content. and accurately through the W Draw evidence effective selection, from literary or informational texts to support analysis, organization, and analysis reflection, and research. of content. 17 tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL.6 - Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL.10 - By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. INFORMATIONAL RI.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.2 - Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

18 W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. SPEAKING LISTENING SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SPEAKING LISTENING SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 18 RI.3 - Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. WRITING W.2 - 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. W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. SPEAKING LISTENING SL.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate

19 to purpose, audience, and a range of formal and informal tasks. 19 Academic vocabulary (Tier two): Common vocabulary chosen from The Odyssey Domain specific vocabulary (Tier three): The following terms will be new to the students: Archetype, Oral tradition The following terms will be developed by looking at more complex examples: Simile, Metaphor, alliteration, Figurative language, imagery, meter, rhyme, and others Texts literary, literary non-fiction, informational, film or other non-written texts: Literary excerpt from The Odyssey Homer, selected poems from Prentice Hall Penguin Edition Grade 9 Literary Non-fiction: Poetics Aristotle, The Power of Myth Joseph Campbell, Crediting Poetry by Seamus Heaney, Ars Poetica by Archibald Macleish Film Apollo 13, other adaptions of Hero s Journey concept Art integration- use of artistic renderings of similar topics (example Ode on a Grecian Urn as compared to picture of Grecian Urn) Learning Plan: 1. Core shifts reading for meaning, compare & contrast, inductive learning, circle of knowledge, write to learn, vocabulary s CODE. 2. Common misperceptions Students often believe that poetry must rhyme. Students often believe that poetry is inaccessible and irrelevant to their own lives. Students often believe that any personal interpretation is valid even without support. 3. Technology Integration Google docs to edit and provide feedback on poetry explication, Prezi.com or ThingLink.com for construction of presentations, Pbs.org for poetry shorts, allowing students to create short films to show understanding of poetry, Screencastomatic.com or Jing.com to provide feedback on writing Suggested interim assessments (benchmarks): Internal End of Unit Common Task: Internal

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