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District Overview:Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Grade 9 Honors English Description:Honors English 9 is designed for freshmen who have excelled in areas of writing, critical thinking and literary analysis. This course examines a wide range of literature by genre and theme. Students develop and hone skills in the areas of narrative and descriptive writing, as well as poetry and literary analysis. Emphasis is placed on literary analysis and developing essential composition skills. Grammar, public speaking and vocabulary is also incorporated. This class is also meant to prepare students for the Advanced Placement course in 12th grade and prepare students for the level of critical thinking necessary for a college classroom. Students in Honors English 9 are expected to read, write and speak in all aspects of the course in a manner that is both thoughtful and academic. Students have many opportunities to explore their own opinions and be able to express them in relation to a piece of literature or writing in a way that is supported with evidence from either the text or their own.

Students begin the year with a review of literary terms, connecting those terms to the summer work and then learning how to support their opinions about text analysis with evidence from the text that is logical. This is the main goal throughout the year, as the students and teacher together hone this important skill through the reading of several novels, plays, poems and other long-form pieces of literature. Students also begin the year with a simple writing sample, then learn how to better shape a thesis-based essay that expresses their opinion in a logical, thought-through manner. Students should leave the class better prepared for AP classes and their first year of college.

Grade 9 Honors English Units: Unit 1: Summer Reading and Introduction of Literary Analysis and Terms Unit 2: Short Story Unit and Application of Literary Terms and Analysis Unit 3: Novel Unit #1 Unit 4: Poetry Unit Culminating in the Reading of A Long-Form Poem

Unit 5: Novel Unit #2 and Non-Fiction Reading Connected to the Modern Novel Unit 6: Drama Unit Unit 7: Novel Unit #3 and Culmination and Demonstration of Literary Analysis Unit 8: Writing Unit 9: Vocabulary

Subject: Honors English 9 Grade: 9 Suggested Timeline: 3-4 weeks

Unit Title: Summer Reading and Introduction of Literary Analysis and Terms

Unit Overview/Essential Understanding: Students will be introduced to literary analysis and terms in relationship to their summer reading. Students will be required to read a novel over the summer break, answer questions that will lead to deeper literary analysis and when in class, respond to the book and its themes by referencing specific evidence from the text. A heavy focus will be on the students’ ability to think critically and subsequently, how to demonstrate that thinking in discussion and writing. Students will take a test that measures the students’ ability, so far, to analyze the novel’s contents and infer the author’s intended theme.

The unit essential questions: How do students analyze literature without simply summarizing it? How do literary terms aide in literary analysis? How does story structure contribute to meaning in literature?

Unit Objectives: Students will be able to introduce literary elements and how they contribute to author’s intended meaning and inferences. Students will begin learning how to analyze literature by focusing on their summer work. Students will learn a universal method to analyze literature.

Focus Standards Addressed in this Unit: CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and

conclusions based on an author’s explicit assumptions and beliefs about a subject CC.1.3.9–10.C - Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot

or develop the theme CC.1.3.9–10.D - Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text CC.1.3.9–10.E - Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create

an effect CC.1.3.9–10.F - Analyze how words and phrases shape meaning and tone in texts

Important Standards Addressed in this Unit:

CC.1.3.9–10.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools

CC.1.3.9–10.J - Acquire and use accurately grade appropriate general academic and domain-specific words and phrases CC.1.3.9–10.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.4.9–10.A - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and

accurately CC.1.4.9–10.B - Write with a sharp, distinct focus identifying topic, task, and audience CC.1.4.9–10.C - Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details,

quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension

Misconceptions: Students may struggle with using specific evidence from the text to write or say something critical of the novel. Students may also not

fully understand how to write those thoughts in the form of an essay question on a test.

Concepts/Content: Literary interpretation, analysis,

evaluation and synthesis Effective note taking skills Literary elements Author’s purpose Making inferences Writing effectively Speaking and listening

Competencies/Skills: Differentiate between literary analysis

and literary summary Identify literary and genre elements

within texts Take notes for deeper understanding Connect American literary elements in

the emerging modern readings to our previous readings

Speak and write effectively

Description of Activities: Students create posters that list

evidence from part I of the text and discuss their relationship to the expressed themes.

Students are given major events from part II of the text and then are told to express how those events relate to the assumed themes.

Assessments: Summative Assessment: Test on the novel and the students’ ability to answer essay questions using evidence from the text. Formative Assessment: Analysis of student posters and how well they are able to use evidence from the text to support an inference

about the novel.

Interdisciplinary Connections: Can connect easily to history and the book’s connection to

Additional Resources: Digital resources (ex: Picture of Monroeville AL courthouse)

the Jim Crow era of the South. District approved texts District approved materials


Unit Title: Short Story Unit and Application of Literary Terms and Analysis

Unit Overview/Essential Understanding: Students will read a variety of short stories, comparing and contrasting different styles, points of view and structures to help learn more about critical analysis of literature and application of literary terms to stories. Students will be asked what makes a piece of literature have value beyond the simple plot to more readily say/write something about the stories’ larger themes.

Unit Essential Questions: How do strategic readers create meaning from informational and literary text? What is this text really about? How do readers know what to believe? How does what readers read influence how they should read it? How does a reader’s purpose influence how text should be read? How does interaction with text provoke thinking and response?

Students will eventually take a test that asks them to compare and contrast the different methods used in several short stories to show deeper meaning.

Unit Objectives: Students will analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or

absent in each treatment. Students will analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source

material in a specific work. Students will define literary terms like characterization and many others in relation to the short stories they are reading. Students will write thematic statements about stories based on their interpretation of both plot elements and literary terms learned

over the first two units.

Focus Standards Addressed in this Unit: CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and



an effect CC.1.3.9–10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.3.9–10.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.4.9–10.B - Write with a sharp, distinct focus identifying topic, task, and audience CC.1.4.9–10.C - Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details,


Important Standards Addressed in this Unit: CC.1.2.9–10.A - 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 CC.1.2.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and

conclusions based on an author’s explicit assumptions and beliefs about a subject CC.1.2.9–10.C - Apply appropriate strategies to analyze, interpret, and evaluate how an 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

CC.1.2.9–10.D - Determine an author’s particular point of view and analyze how rhetoric advances the point of view CC.1.3.9–10.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools CC.1.3.9–10.J - Acquire and use accurately grade appropriate general academic and domain-specific words and phrases CC.1.4.9–10.A - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and

accurately

Misconceptions: Students may think because they are short stories (and not novels) that the same methods cannot be applied to analyze the stories.

Students may also struggle to separate plot structure with literary analysis.Concepts/Content:

Literary interpretation, analysis, evaluation and synthesis

Effective note taking skills

Competencies/Skills: Analyze how an author draws on

and transforms themes, topics, character types, and/or other text

Description of Activities: Students write out several plot structures before

analyzing the text. This simplifies their understanding of what is actually happening in

Literary elements Author’s purpose Making inferences Writing effectively Speaking effectively

elements from source material in a specific work

Differentiate between literary analysis and literary summary

Identify literary elements within texts

Take notes in order to deepen understanding

Identify literary elements, including author’s purpose

Speak and write effectively in formal and informal situations

the story. Afterwards, students then analyze the plot structure and come up with simple themes for each story to test their ability to use textual evidence to support a claim about author’s intent.

Assessments: Summative Assessment: Students analyze three stories by the same author, all with the same subject, but very different methods.

Students then analyze how each story addresses the same topic and what the author’s overall point is about the topic (Ray Bradbury “The Garbage Man” “Golden Kite Silver Wind” and any other story about nuclear war/war can be used.

Formative: Students begin by making a plot triangle from John Updike’s “A&P” and analyzing its contents. They attempt to come up with the story’s theme, then will watch a video of Updike talking about the story to see what the author says about it.

Interdisciplinary Connections: Any story can be chosen to connect to any other subject.

Additional Resources: Digital Resources (ex: John Updike’s Interview) District approved texts District approved materials

Subject: Honors English 9 Grade: 9 Suggested Timeline: 4 weeks

Unit Title: Novel Unit #1

Unit Overview/Essential Understanding:

Students will continue to use literary analysis and terms in relationship to a more complicated novel. Students will be required to answer questions that will lead to deeper literary analysis and when in class, respond to the book and its themes by referencing specific evidence from the text. Students will also take notes on the book and its use of symbolism and analogies. A heavy focus will be on the students’ ability to think critically and subsequently, how to demonstrate that thinking in discussion and writing. Students will take a test that measures the students’ ability to analyze the novel’s contents and infer the author’s intended theme while integrating our notes into their final assumptions about the book. Students will write a literary analysis of the novel based on a thesis statement of their own creation.

The unit essential questions: How do novels extend and explain a cultural or personal connection to its readers? What literary elements are used to get the novel’s point across to its readers? What are the novel’s main themes? How do students write about literature? How can discussion contribute to the development of readers’ ideas about the novel?

Unit Objectives: Students will use textual analysis while looking at the main characters of the novel to understand several of the author’s intended

themes and analogies. Students will analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source

material in a specific work. Students will define literary terms like characterization and many others in relation to the short stories they are reading. Students will write effectively about the novel’s meaning focusing on their own interpretation. Students will connect their notes to the novel and its themes, structure and inferred meaning.

Focus Standards Addressed in this Unit: CC.1.2.9–10.A - Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and




CC.1.2.9–10.D - Determine an author’s particular point of view and analyze how rhetoric advances the point of view CC.1.2.9–10.E - Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger

portions of a text CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and



an effect CC.1.3.9–10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.3.9–10.G - Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or

absent in each treatment CC.1.3.9–10.H - Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from

source material in a specific work CC.1.3.9–10.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools CC.1.3.9–10.J - Acquire and use accurately grade appropriate general academic and domain-specific words and phrases CC.1.3.9–10.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Important Standards Addressed in this Unit: CC.1.4.9–10.A - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and



CC.1.4.9–10.D - Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section

CC.1.4.9–10.E - Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing

CC.1.4.9–10.F - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling CC.1.4.9–10.G - Write arguments to support claims in an analysis of substantive topics





Competencies/Skills: Differentiate between literary

analysis and literary summary Identify literary and genre

elements within texts Take notes for deeper

understanding Connect American literary

elements in the emerging modern readings to our previous readings


Description of Activities: Students examine similar situations and

compare them to what happen in the novel. The ultimate question is whether or not the events in the book are plausible in real life.

Students analyze one of the major characters/symbols and present their evidence to the class.

Examples of successful activities used to provide instruction to help students grasp concepts.

Assessments: Summative Assessment: Test on the novel and the students’ ability to identify symbolism by utilizing evidence from the text. Formative Assessment: Analysis of student character analysis and its connection to symbolism/textual analysis.

Interdisciplinary Connections: Can connect easily to World War II, Cold War, Psychology or

any other subject that details man’s inhumanity to man.

Additional Resources: Digital Resources – ex: game about symbolism District approved novels and texts (ex: Lord of the Flies) District approved materials


Unit Title: Poetry Unit and Epic Poem

Unit Overview/Essential Understanding: Students will continue to use literary analysis and terms in relationship to poetry and a long-form poem. Students will be required to answer questions that will lead to deeper literary analysis and when in class, respond to the selected poems and their themes by referencing specific evidence from the text. Students will also take notes on the poetic terms and apply them to the poems we read. A heavy focus will be on the students’ ability to think critically and subsequently, how to demonstrate that thinking in discussion and writing. Students will take a test that measures the students’ ability to analyze poems. This test will involve poems they have not read previously so the teacher can assess how much

they have learned about critical thinking/textual analysis throughout the first half of the year. Students will write a poem analysis based on a thesis statement of their own creation.

The unit essential questions: How do epic poems reflect the culture and times that produced it? What can we learn about a culture by reading its poetry? How do literary terms help readers interpret meaning in poetry? How can the structure of a poem affect its meaning? How can students write about a poem’s theme?

Unit Objectives: Students will use textual analysis while looking at multiple kinds and lengths of poetry to come up with the authors’ intended themes

and analogies. Also, students will use literary terms to help them with textual analysis. Students will use literary terms to help them with textual analysis. Students will read, write and analyze poetry. Students will use textual analysis while looking at a poem to understand several of the author’s intended themes and analogies. Students will analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source

material in a specific work. Students will define literary terms like characterization and many others in relation to the poems they are reading. Students will write effectively about a poem’s meaning, focusing on their own interpretation. Students will connect their notes to the poetry and its themes, structure and inferred meanings.






portions of a text CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text

CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

CC.1.3.9–10.C - Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme

CC.1.3.9–10.D - Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text CC.1.3.9–10.E - Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create










CC.1.4.9–10.F - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.9–10.G - Write arguments to support claims in an analysis of substantive topics








understanding Connect American literary

elements in the emerging modern readings to our previous readings


Description of Activities: Students will successfully analyze a poem they

have never seen before utilizing the literary terms and techniques taught in this unit.

Students will be assigned a poem to present to the class where they will be teaching the poem to the class, focusing on all notes and literary elements involved. This is usually a review for the quiz, but could also be used as an introduction, if adjusted.

Assessments: Summative Assessment: Test on the specific poems and literary terms and the student’s ability to identify literary elements in poems and

apply them to specific meaning by utilizing evidence from the text. Formative Assessment: Analysis of poems as a group (whole class) and as a small group 2-4 students. Also a literary essay.

Interdisciplinary Connections: Can connect easily to any history unit or even science. Poetry

is versatile and many topics can be covered.

Additional Resources: Digital Resources District approved texts District approved materials


Unit Title: Novel Unit #2 and Non-Fiction Reading Connected to the Modern Novel

Unit Overview/Essential Understanding: Students will continue to use literary analysis and terms in relationship to a more complicated novel. Students will be required to answer questions that will lead to deeper literary analysis and when in class, respond to the book and its themes by referencing specific evidence from the text. Students will also take notes on the book and its use of symbolism and analogies. A heavy focus will be on the students’ ability to think critically and subsequently, how to demonstrate that thinking in discussion and writing. Students will take a test that measures the students’ ability to analyze the novel’s contents and infer the author’s intended theme while integrating our notes into their final assumptions about the book. Students will write a literary analysis of the novel based on a thesis statement of their own creation.

The unit essential questions:

How does the modern novel compare to the “classics”? What culturally relevant connection does the modern novel have with your daily lives? How does the non-fiction connect to the overall subject of the modern novel? How does non-fiction compare to fiction in terms of content and style? How does interpretation differ between non-fiction and fiction? How do novels extend and explain a cultural or personal connection to its readers? What literary elements are used to get the novel’s point across to its readers? What are the novel’s main themes? How do students write about literature? How can discussion contribute to the development of readers’ ideas about the novel?


themes and analogies. Students will use textual analysis while looking at the main characters of the novel to understand several of the author’s intended

themes and analogies. Students will analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source

material in a specific work. Students will define literary terms like characterization and many others in relation to the novel they are reading. Students will write effectively about the novel’s meaning focusing on their own interpretation. Students will connect their notes to the novel and its themes, structure and inferred meaning. Students will connect non-fiction works to the subject/content of the modern novel.






portions of a text

CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and
















Concepts/Content: Point of View Text Structure Literary interpretation, analysis,





understanding Connect literary elements in our

readings to our previous readings Speak and write effectively

Description of Activities: Students examine similar situations and

compare them to what happen in the novel. The ultimate question is whether or not the events in the book are plausible in real life.

Students copy the vignette style of writing utilized in the novel.

Assessments: Summative Assessment: Test on the novel and the students’ ability to identify symbolism and structure by utilizing evidence from the

text. Formative Assessment: Analysis of student ability to copy the symbolism/textual analysis of the novel in their own writing.

Interdisciplinary Connections: Can connect easily to a unit on immigration or culture.

Additional Resources: Digital Resources District approved novels and texts (ex: House on Mango Street) District approved materials


Unit Title: Drama Unit

Unit Overview/Essential Understanding: Students will continue to use literary analysis and terms in relationship to drama. Students will be required to answer questions that will lead to deeper literary analysis and when in class, respond to the selected plays and their themes by referencing specific evidence from the text. Students will also take notes on the dramatic terms and apply them to the plays we read. A heavy focus will be on the students’ ability to think critically and subsequently, how to demonstrate that thinking in discussion and writing. Students will take a test that measures the students’ ability to analyze plays. This test will involve close reading of critical analysis (non-fiction) of both Shakespeare’s impact and his plays in general. Students will also participate in the plays by conducting a level of performance.

The unit essential questions: How do plays, both modern and “classic,” express something universal in human nature? What culturally relevant connection do the plays have with students’ daily lives? How does a play convey its subject matter differently than a novel or a poem?

What is the structure of most plays and how does it affect meaning? How does interpretation differ when reading/seeing a play? How do plays explain a cultural or personal connection to its readers/viewers? What literary elements are used to get the play’s point across to its readers? What are the play’s main themes? How do students write about literature? How can discussion contribute to the development of readers’ ideas about the play? How can actors’ interpretations change a performance of a play?

Unit Objectives: Students will use textual analysis while looking at multiple plays to come up with the authors’ intended themes and also connect those

themes to modern life (in Shakespeare’s case) and examine how modern plays examine present day as well. Students will use literary terms to help them with textual analysis. Students will use textual analysis while looking at the main characters of the plays to understand several of the authors’ intended

themes and analogies. Students will analyze how a playwright draws on and transforms themes, topics, character types, and/or other text elements from

source material in a specific work. Students will define literary terms like characterization and many others in relation to the plays they are reading. Students will write effectively about the play’s meaning focusing on their own interpretation. Students will connect their notes to the plays and their themes, structure and inferred meaning. Students will connect non-fiction works, such as literary criticism, to the subject/content of the play.






portions of a text

CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and














Misconceptions: Students may struggle with using specific evidence from the text to write or say something critical of plays. Students may also not fully

understand how to read a play. Students will also discuss how plays are also interpreted by the actors, meaning the same scene can have different meanings if the actors play the role differently.

Concepts/Content: Point of View Text Structure Literary interpretation, analysis,





understanding Connect literary elements in the

readings to our previous readings Speak and write effectively

Description of Activities: Students will successfully read a play and

understand the correlation between the script, actors and the interpretation of both.

Students will also direct small scenes and decide how those scenes should be acted and interpreted on their own.

Assessments: Summative Assessment: Test on the specific plays and literary terms and the student’s ability to identify literary elements in plays and

apply them to specific meaning by utilizing evidence from the text. Formative Assessment: Analysis of plays and their scenes as a group (whole class) and as a small group 2-4 students. Students will

produce and perform a scene from one of our plays read in class.

Interdisciplinary Connections: Shakespeare is historical, but he also talks about science a lot in

his plays (usually concerning astronomy).

Additional Resources: Media Resources – ex: Documentary on Shakespeare District approved texts (ex: Shakespeare plays) District approved materials


Unit Title: Novel Unit #3 – Culmination and Demonstration of Literary Analysis

Unit Overview/Essential Understanding: Students will continue to use literary analysis and terms in relationship to a more complicated novel. Students will be required to answer questions that will lead to deeper literary analysis and when in class, respond to the book and its themes by referencing specific evidence from the text. Students will also take notes on the book and its use of symbolism and analogies. A heavy focus will be on the students’ ability to think critically and subsequently, how to demonstrate that thinking in discussion and writing. Students will take a test that measures the students’ ability to analyze the novel’s contents and infer the author’s intended theme while integrating our notes into their final assumptions about the book. Students will write a literary analysis of the novel based on a thesis statement of their own creation.

The unit essential questions: Why is it important to understand the difference between credible research and dubious research? How can a writer identify credible research sources? What is plagiarism and how can a writer avoid unintentionally plagiarizing? How does a writer utilize research in order to effectively present an argument about literature? What are the stages of creating an effective paper with cited sources? What do college professors look for when grading a research essay? What literary elements are used to get the novel’s point across to its readers? What are the novel’s main themes?

How do students write about literature? How can discussion contribute to the development of readers’ ideas about the novel?


themes and analogies. Students will write a well-supported essay of significant length that includes a thesis, literary criticism and analyzed quotations written in

MLA format. Students will write an MLA formatted research paper that focuses on a current issue. Students will properly cite sources in an MLA formatted paper. Students will learn a paper writing process and method that can be used in college. Students will analyze sources to be used in a research paper. Students will write, edit and publish their paper. Students will learn how to use the library resources effectively.






portions of a text CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and
















Concepts/Content: Competencies/Skills: Description of Activities:

Point of View Text Structure Literary interpretation, analysis,


Differentiate between literary analysis and literary summary

Identify literary and genre elements within texts

Take notes for deeper understanding

Connect literary elements in the readings to our previous readings


Students examine similar situations and compare them to what happen in the novel. The ultimate question is whether or not the events in the book are plausible in real life.

Students complete a character analysis of one of the major characters/symbols and present their evidence to the class.

Assessments: Summative Assessment: Test on the novel and the students’ ability to identify symbolism by utilizing evidence from the text. Formative Assessment: Analysis of student character analysis and its connection to symbolism/textual analysis.

Interdisciplinary Connections: Can connect easily to World War II, Cold War, Psychology or

any other subject that details man’s inhumanity to man.

Additional Resources: Digital Resources – ex: website of the Phillips-Exeter Academy District approved novels and texts (ex: A Separate Peace) District approved materials


Unit Title: Writing

Unit Overview/Essential Understanding: Students will write several essays throughout the year, focusing on literary analysis, but also several other kinds of writing, like narrative and persuasive.

Unit Essential Questions: How do we structure arguments in a logical, academic manner? How does grammar affect the audience’s view of the writer?

Unit Objectives: Students will use textual analysis while writing literary essays. Students will utilize outside sources and integrate them into their papers by using MLA formatting techniques. Students will improve their grammatical skills by writing more and participating in exercises related to grammar and their own writing. Students will practice tone in writing by differentiating their assignments, from creative to persuasive to literary essay. Students will present their ideas in the form of a presentation.

Focus Standards Addressed in this Unit:

CC.1.2.9–10.A - 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

CC.1.2.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

CC.1.2.9–10.C - Apply appropriate strategies to analyze, interpret, and evaluate how an 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


portions of a text CC.1.2.9–10.H - Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of

evidence CC.1.2.9–10.J - Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing,

speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

CC.1.2.9–10.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC.1.4.9–10.A - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and






CC.1.4.9–10.G - Write arguments to support claims in an analysis of substantive topics CC.1.4.9–10.H - Write with a sharp, distinct focus identifying topic, task, and audience. Introduce the precise claim CC.1.4.9–10.I - Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while

pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns CC.1.4.9–10.J - Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; use words,

phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim CC.1.4.9–10.K - Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary

to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing

CC.1.4.9–10.L - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.9–10.M - Write narratives to develop real or imagined experiences or event CC.1.4.9–10.N - Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of

view, and introducing a narrator and/or characters CC.1.4.9–10.Q - Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and

clauses to convey meaning and add variety and interest CC.1.4.9–10.R - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling CC.1.4.9–10.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level

reading standards for literature and literary nonfiction CC.1.4.9–10.T - 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 CC.1.4.9–10.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking

advantage of technology’s capacity to link to other information and to display information flexibly and dynamically CC.1.4.9–10.V - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or

solve a problem CC.1.4.9–10.W - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively CC.1.4.9–10.X - 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 CC.1.5.9–10.A - Initiate and participate effectively in a range of collaborative discussions on grade-level topics CC.1.5.9–10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the

line of reasoning CC.1.5.9–10.E - Adapt speech to a variety of contexts and tasks CC.1.5.9–10.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence CC.1.5.9–10.G - Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content

Important Standards Addressed in this Unit: CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and








fully understand how to write those thoughts in the form of an essay question on a test. Students may need reminded of basic paragraph functions, like topic sentence and topic support.

Concepts/Content: Writing skills Inferences Speaking skills Literary elements Author’s purpose


analysis and literary summary Speak and write effectively in

formal and informal situations Write a full, thesis-bases essay

that makes an overall point and is coherent and connected throughout

Description of Activities: Students will round-robin peer edit their essays

while focusing on specific elements, like topic sentences, paragraph support and concluding sentences.

Students will evaluate their writing folder at the end of the year.

Assessments: Summative Assessment: Evaluation of ALL the students writing at the end of the year.

Formative Assessment: Grading all essays and writing submissions leading up to the end of the year on a quarterly basis.

Interdisciplinary Connections: Writing covers all content areas.

Additional Resources: Writing rubrics District approved text District approved materials Digital resources


Unit Title: Vocabulary

Unit Overview/Essential Understanding: Throughout this year-long unit, students will demonstrate mastery of new vocabulary, be able to identify synonyms and antonyms for vocabulary words, be able to identify the part of speech for each vocabulary work, understand how to use and create analogies, spell vocabulary words correctly, and effectively utilize vocabulary words in sentences, written work and communication, and oral communication.

Unit Essential Questions: Why is it important to have a wide, sophisticated vocabulary? How can a strong vocabulary positively impact a student’s future?

Unit Objectives: Students will integrate the new words into their writing. Students will pronounce, define and spell new vocabulary words that are SAT-level words. Students will identify synonyms for new words and identify antonyms for the same new words.

Focus Standards Addressed in this Unit: CC.1.2.9–10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.2.9–10.J - Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing,

speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

CC.1.2.9–10.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools

CC.1.3.9–10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.3.9–10.J - Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather

vocabulary knowledge when considering a word or phrase important to comprehension or expression CC.1.3.9–10.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Important Standards Addressed in this Unit: CC.1.5.9–10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the

line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task CC.1.5.9–10.E - Adapt speech to a variety of contexts and tasks CC.1.5.9–10.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence

Misconceptions: Students often think vocabulary words are meant to be memorized, then forgotten after the test. Students do not understand how possessing and using a sophisticated vocabulary can positively impact their futures both in the world of

higher education and in the work force. Students do not understand how understanding parts of speech can help them utilize vocabulary words more effectively.

Concepts/Content:● Synonyms, antonyms, parts of

speech, and analogies● Proper word usage

● Proper spelling

Competencies/Skills:● Demonstration of proper

vocabulary usage● Effective use of new vocabulary in

academic environment and daily life

● Understand how analogies work

● Learn spelling techniques

Description of Activities:● Regular vocabulary instruction and practice

● Regular vocabulary tests

● Required new vocabulary usage in writing assignments

Assessments: Regular vocabulary quizzes and practice on vocabulary.com, which includes an option for students to demonstrate mastery.

Interdisciplinary Connections: Words go to any content area.

Additional Resources: Digital Resources – ex: vocabulary.com District approved resources

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