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4-6 Weeks Embedded Throughout 3-4 WeeksFiction Nonfiction Drama

Novels and Short Stories Autobiography, Biography, Memoir, Informational, Expository, Textbooks

Of Mice and MenAnd Choose From: Short Stories:Flowers for Algernon Literature TextHiroshima Best Short StoriesA Lesson Before Dying BradburyThe Road October CountryThe Sword and the Stone WalkaboutWatership DownWhen the Legends DieWhere Are the ChildrenWorld War Z (with permission)

Choose From:The Boy Who Harnessed the WindExcerpts from: LiteratureAim HigherGetting Ready for MCASSoaring ScoresBest Nonfiction (Middle Level) Supplemental Material from Various Sources

The Tragedy of Julius CaesarThe Merchant of VeniceAnd May Choose From:MonsterThe Effect of Gamma Rays on Man-in-the-Moon MarigoldsThirteen American One-Act Plays

Standards: Key Ideas and DetailsRL.1, RL.2, RL.3Craft and StructureRL.4, RL.5, RL.6Integration of Knowledge and IdeasRL.7, RL.MA.8.A, RL.9Range of Reading and Level of Text ComplexityRL.10

Standards: Key Ideas and DetailsRI.1; RI.2; RI.3Craft and StructureRI.4; RI.5; RI.6Integration of Knowledge and IdeasRI.7; RI.8; RI.9Range of Reading and Level of Text ComplexityRI.10

Standards: Key Ideas and DetailsRL.1, RL.2, RL.3Craft and StructureRL.4, RL.5, RL.6Integration of Knowledge and IdeasRL.7, RL.MA.8.A, RL.9Range of Reading and Level of Text ComplexityRL.10

Assessments:DiscussionQuizzes and TestsLiterature CirclesResponses to LiteratureReading, Writing, and Thinking JournalsThesis-Centered Writing AssessmentsPresentationsProjectsCreative Writing


Assessments:DiscussionQuizzes and TestsResponses to the DramaReading, Writing, and Thinking JournalsThesis-Centered Writing AssessmentsPresentationsProjectsCreative WritingDramatic Scenes

2012-2013 Grade 10Bay Path Regional Vocational Technical High School

English/Language Arts

Embedded in Curriculum All Year

Poetry Writing/Vocabulary Research Presentation/Speech

Choose From:Best Poems (Advanced Level)Excerpts from:Literature for Life and Work IIAlbumsLandmarksReading Literature (Blue)

Literature-based analysis papersOpinion-based persuasive papersCreative Writing Reflective WritingABCD Paragraph ModelLong CompositionCollaborative WritingResearch Projects and PapersWordbook 5; Wordbook 3(Reading)1100 Words You Need to Know (Wks 16-30)

Research Related to Core Fiction or NonfictionElectronic DatabasesBPRVTHS MC based books, periodicals, and electronic sourcesCitations and Bibliography

Literary-Based Presentations and ProjectsCreative/Dramatic ScenesReadingsPoetry RecitationsFormal Speeches

Standards:Key Ideas and Details RL.1, RL.2, RL.3Craft and StructureRL.4, RL.5, RL.6Integration of Knowledge and IdeasRL.7, RL.MA.8.A, RL.9Range of Reading and Level ofText ComplexityRL.10

Standards:Text Types and PurposesW.1, W.2, W.3, W.MA.3.AProduction and Distribution of WritingW.4, W.5, W.6Research to Build and Present KnowledgeW.7, W.8, W.9Range of WritingW.10Conventions of Standard EnglishL.1, L.2Knowledge of Language L.3Vocabulary Acquisition and UseL.6

Standards:Research to Build and Present KnowledgeW.7, W.8, W.9

Standards:Text Types and PurposesW.1, W.2, W.3, W.MA.3.AProduction and Distribution of WritingW.4, W.5, W.6Research to Build and Present KnowledgeW.7, W.8, W.9Range of WritingW.10Conventions of Standard EnglishL.1, L.2Knowledge of Language L.3Vocabulary Acquisition and UseL.6


Assessments:Brain Storming TemplatesRough Draft and Editing Paragraph Writing TemplatesMCAS Paragraph and Long Comp. RubricsWriting PortfoliosVocabulary Quizzes and Tests

Assessments:Teacher generated Assignments, Quizzes, and TestsResearch Papers Bibliography Pages

Assessments:Oral PresentationSpeech RubricsProjects: Individual and TeamPresentationsTeacher generated assignments

English Language Arts

Sophomore

The sophomore curriculum continues an emphasis on a practical approach toward the development and improvement of language skills.

The focus is on preparing students for the MCAS. Students will practice reading comprehension strategies, writing skills, and vocabulary

enrichment. Students will review and practice basic writing, utilizing the ABCD paragraph method. The students will become familiar with and

apply the conventions of writing necessary to construct a long composition. Students will continue to make connections between English

Language Arts and their life experiences.

SOPHMOMORE ENGLISH GENERAL OBJECTIVE

Students will review and practice writing skills, encompassing sentence, paragraph, composition, and grammatical structure, with an emphasis on organization and clarity.

Students will examine the various literary elements of the short story, novel, drama, and poetry.

Students will apply critical thinking skills in both reading and writing. Exercises are implemented to strengthen and enrich vocabulary. Comprehension activities and strategies are also included.

MCAS preparation intensive.

Homework, including shop week, is a requirement.

10th Grade Short Story

Overview

Using the 10th grade Literature textbooks, as well as, other sources, students will study Elements of Fiction as they pertain to the short story with some informational texts and poems being used to supplement the material. Each unit of the textbook focuses on different elements of the literature (i.e. plot, mood, conflict, etc…,). They will use these definitions to help hone and develop their abilities to analyze literature by writing about these elements.

Essential Questions:

Which stories are worth reading?

What if everyone were the same?

What makes something valuable?

What do you take for granted?

Should you trust your instincts?

Suggested Student Objectives:

Suggested Works:

Sample selections from Literature Grade 10 Holt McDougal include:

Short Story:

The Bass, the River and Sheila Mant Harrison Bergeron Everyday Use Searching for Summer To Build a Fire Embroidery Shoofly Pie The Possibility of Evil Like the Sun Uncles By the Waters of Babylon There will Come Soft rains The Doll’s House

The Seventh Man Babysitting Helen Cranes The Interlopers Two Friends When Mr. Pirzada Came to Dine The Heartbeat of the Soul of the World

Informational Texts:

“Text Analysis Workshop: Plot, Setting and Mood”“Alice Walker on Quilting”“Deep Survival”“The Johnstown Flood”“Nine -year-old Amber Colvin Rides out a Killer Flood in Ohio ““The Race to Save Apollo 13”“Staying in Galveston, a Park Bench for Shelter”“Disaster Preparation”“Text Analysis Workshop: Analyzing Characters”“A Mexican Feast for Bodies and Souls”“The Teacher Who Changed My Life”“A Celebration of Grandfathers”“Simply Grand: Generational Ties Matter”“Tio Nano”“Test Analysis Workshop: Narrative Devices”“Inside the home of the future”“An Interview with Haruki Murakami”“The Man in the Water”“Dyaspora”“About a Girl”“Text Analysis Workshop: Theme and Symbol”“Jhumpa Lahiri, Pulitzer Prize Winner”“Tolerance”“Letter to a young refugee from another”“The power of music”

Poetry:

“Exile”“Crossing the Border”“The Gift”“Tell all the truth but tell it slant-““Those Winter Sundays”“Do not weep maiden, for the war is kind”“The sonnet-ballad”“Song of P’eng-ya”

Art, Music, and Media:

Several works of art, including paintings, songs and photos

Sample Activities:

1. Writing a Literary Analysis:Write a literary analysis of a short story. Use quotations and details from the story embedded within the essay, using proper parenthetical documentation to help the reader find new meaning of significance in the work (page 148 in the sophomore text).

2. Write a Short Story:Write a short story that is centered on an event or experience that the student author finds interesting. Use sensory language, dialogue, and suspense to develop the story’s setting, characters, plot, mood and theme (page 280 in the sophomore text).

3. Write a Comparison-Contrast Essay:Write a comparison-contrast essay in which the student writer identifies the similarities and differences between the two subjects. Make sure to include a controlling idea that is supported by details, quotations and other evidence (page 498 in the sophomore text).

4. Comparison-Contrast/Group Discussion:Participate in a group discussion in which students compare and contrast (using a Venn diagram if desired) two literary works read in class, two consumer products or two other subjects chosen by the group (page 508 in the sophomore text).

5. Poetry/Class Discussion:Students will create an illustrated found poem to emphasize theme, characterization and/or plot of a chosen short story read in class. Students will present their finished project to the class.

6. Art/Class Discussion:Students will research and identify a piece of art of any medium that represents the setting and/or mood of a chosen short story read in class. Students will present their chosen art to the class and explain its correlation of the artwork and the story.

7. Information/Background Research Connections:Students will research biographical information on a chosen author of a story presented in the unit looking specifically for how the author’s legacy is reflected in the piece of literature and present it to the class. Students will then synthesize the biographical information to project what their own autobiographical legacy will be.

Terminology:

FictionPlot ExpositionRising ActionClimaxFalling ActionResolutionConflictInternal ConflictExternal ConflictSetting Mood

ToneAuthor’s PurposeCharacterRound CharacterFlat CharacterStatic CharacterDynamic CharacterCharacter MotivationInferenceDilemmaPoint of view

First-person point of viewThird-person limited point of viewOmniscient point of viewVoiceSyntaxDictionNarratorForeshadow

FlashbackChronological OrderSynthesizeAnalyzeThemeUniversal themeSymbolIronyImagerySensory Details

Standards that will be touched on from the Common Core State Standards:

RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.3: 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.RL.9-10.4: 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.9-10.5: 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.RL.9-10.7: 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.9-10.10: 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.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2: 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.9-10.3: 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.

RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: 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 audience.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10: 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.9-10.1: 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.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.4: 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.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.L.9-10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.6: 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.

The NovelGrade 10

Overview

Students use the literary elements they learned in the Short Story unit and apply those elements to a longer work of fiction with the novel. This process will help to create life-long readers by exposing them to engrossing literature. One of the goals of teaching the novel is moral education. A novel helps students identify with people from other backgrounds, cultures, religions and genders. They will begin to understand that all people share the same hopes, dreams, and emotions; therefore, helping with a student’s ethical development.

Essential Question

What can you learn about yourself from studying the lives of others? What is a universal theme?


Comprehend elements of Literary Texts Recognize the importance of historical context to the appreciation of setting and character. Discuss the difference between static and dynamic characters, and explain whether a character I

psychologically complex Recognize the narrator’s point of view and the idea of reliability in a narrator Explain how different characters are taking their own journeys and may have different conflicts to resolve. Be able to write a long composition, using a novel, to explain or discuss the different elements of fiction.

Suggested Works:

Novels

Of Mice and Men ***Flowers for AlgernonHiroshimaA Lesson before DyingThe RoadThe Sword and the StoneTroyWalkaboutWhen the Legends DieWhere Are the Children

Graphic Novels

MausMaus II

Poetry

“To a Mouse” by Robert Burns

Media

The Biography of John Steinbeck

Sample Activities and Assessments

1. Informative/Explanatory

The title, Of Mice and Men, is an allusion to a Robert Burns poem. How is this allusion meaningful in the novel? Consider some similarities and differences between Burns and Steinbeck's works

2. Argumentative/Informative Writing

Discuss the Theme of loneliness in the novel Of Mice and Men; explain, in a paper, which the loneliest person on the ranch is using specific examples from the text to support your point.

3. Drama/Art

Have students, in groups, create a storyboard for different chapters of the novel (Of Mice and Men, etc…,) showing the key plot element points.

4. Seminar Question and Writing (Argument)

Why do you think Cormac McCarthy has chosen not to give his characters name in The Road? How do the generic terms of “the man” and “the boy” affect the way readers relate to them?

Terminology:

Antagonist Conflict ProtagonistCharacterization Extended metaphor SettingCharacters (Major and Minor Motif ThemeStatic and Dynamic) Parallel PlotsConflict


RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.3: 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.RL.9-10.4: 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.9-10.5: 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.RL.9-10.7: 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.9-10.10: 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.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2: 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.9-10.3: 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.RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: 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 audience.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10: 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.9-10.1: 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.

SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.4: 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.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.L.9-10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.6: 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.

Drama-ShakespeareGrade 10

Students read The Tragedy of Julius Caesar and look at how a man, guided by his conscience and the highest ideals, fails to foresee the consequences of his actions. Students will also consider Shakespeare’s use of rhythm, punctuation, and imagery and the ways in which they help convey the motives, thoughts, and feelings of the characters. Students will see the steps taken by Brutus from his path as honored friend of Caesar to his death on the battlefield.

Essential Questions

When does ambition lead to tragedy? Can your conscience mislead you?


Text Analysis Identify characteristics of Shakespearean tragedy, including tragic hero and tragic flaw Analyze complex characters and how they interact with other and advance the plot or develop the theme Identify and analyze dramatic irony and rhetorical devices Determine a theme and analyze its development

Reading Read and comprehend Shakespearean drama Draw conclusions; cite textual evidence Analyze a theater review

Writing and Language Write an argument (critical review) Develop and strengthen counterclaims Use phrases and clauses to link major sections of text

Speaking and Listening Participate in a critics’ debate

Media and Viewing Identify, analyze, and evaluate mise en scene Compare your response to a critical review Create a shooting script

Literary Texts

Drama

Julius CaesarOptional: Merchant of Venice

Informational Texts

“Shakespeare’s World”“Julius Caesar at the Public Theater”

Art, Music, and Media

From Julius Caesar

Sample Activities:

1. Historical Context

When Shakespeare wrote Julius Caesar, Europe did not have any democratically elected leaders; most nations were governed by powerful monarchs such as England’s Queen Elizabeth I. How might a modern audience’s reaction to the events in Act One differ from the reaction of an Elizabethan audience? Discuss specific examples in your response.

2. Text Criticism

According to some critics, one reason Julius Caesar is so complex is that it offers widely differing views of the title character. Do you agree that the play allows you to form different impressions of Caesar as you read, or is his character portrayed consistently? Cite Evidence.

3. Text Criticism

The novelist and critic E.M. Forster wrote that Brutus “cannot realize that men seek their own interests, for he has never sought his own, he has lived nobly among noble thoughts, wedded to a noble wife.” How is this limitation reflected in Brutus’s words and actions in Act Three? Cite examples from the text.

4. Write/Discuss

To what extent do you consider Mark Antony to be motivate by conscience? Using examples from the text, write a one-or two-paragraph response that explains how Anthony’s decisions reflect his internal sense of what is right and wrong.

5. Media Production

Write a shooting script describing camera shots, narration, dialogue, music, and sound effects and other elements of film.

6. Writing with a purpose

Write a critical review of a key scene in a movie or theater adaptation of Shakespeare’s The Tragedy of Julius Caesar. Assert and support a claim that states whether the adaptation does justice to the text of Shakespeare’s plays.

Terminology:

Act Dialogue Monologue TragedyAllusion Dramatic Irony Protagonist Tragic FlawAside Foil Pun Tragic HeroBlank Verse Greek Chorus Scene Tragic IlluminationComedy Iambic Pentameter SoliloquyComic Relief Irony: (dramatic, Stage DirectionsDebate situational, verbal)


RL.9-10.2: 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.9-10.3: 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.RL.9-10.4: 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.9-10.5: 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.RL.9-10.6: 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.9-10.9: 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.9-10.10: 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 rangeRI.9-10.2: 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.9-10.3: 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. RI.9-10.8: 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.RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: 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 audience.W.9-10.7: Conduct 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.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10: 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.9-10.1: 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.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.L.9-10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.6: 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.

Greek Tragedy and Medieval Romance 10TH GRADE

Overview

“Jason and the Argonauts sailed from their homes to find the Golden Fleece. The knights of King Arthur spent years seeking the Holy Grail. Ponce de Leon explored unknown lands, hoping to discover the Fountain of Youth. All of these quests live on in history and legend. Why do they capture our imaginations so powerfully?”

Essential Questions

What Quests live on?What is your ultimate loyalty?Could you be a Knight?Do Heroes get to be Human?Why do we admire dreamers?


Text Analysis Identify characteristics of classical world drama Analyze characteristics of Greek tragedy, including tragic hero and tragic flaw Analyze archetypes and motifs in drama Analyze conventions of medieval romance, including romance hero Identify characteristics of a parody Analyze and evaluate style

Reading Make inferences; cite evidence Read and comprehend drama

Writing and Language Write narrative video script Vary sentence structure by inverting sentences Use a variety of phrases and clauses

Media and Viewing Produce a drama

Suggested Works

Drama Classical Greek Drama Antigone

Romance From La Morte d’Arhur

“The Crowning of Arthur”“Sir Lancelot do Lake”

Nonfiction “A Distant Mirror: The Calamitous 14th Century”

The Acts of King Arthur and His Noble Knights

Novel from Don Quixote from Man of La Mancha


Cowboy Poets Several works of Art, including Paintings, Songs, and Photos

Sample Activities:

1. Constructed Response:

How does the motif of blindness in Antigone affect the plot and theme of the play? In your answer, examine the archetype of the blind prophet as portrayed by Teiresias. How does the prophet’s appearance advance the plot of the play? Who else is “blind” in the play? Write a three-to-five paragraph response.

2. Writing Prompt:

Launcelot, or Lancelot, is an archetypal hero. How does Malory’s portrayal of the knight differ from Steinbeck’s? What aspects of the archetypal hero do Launcelot and Lancelot have in common? Compare and contrast the way the two authors depict this famous knight in an essay. What about him is not heroic.

3. Compare and Contrast:

Both Cervantes and Wasserman poke fun at the form of medieval romances and at the chivalric code of behavior. Compare and Contrast the writers’ parodies of romances. Do they mock the same ideas, customs, and behaviors? In what ways do their parodies differ? Support your points with evidence from the texts.

4. Writing with a Purpose/Video Script:

Write a video script about a character who is struggling with the consequences of a choice. In your script, develop and resolve the conflict the character faces. Make sure your script uses dialogue and well-chosen details that create a vivid picture of the events you want to present in your video.

Terminology:

Allegory Catastrophe MotifArchetype Chorus Tragic FlawArchetypal Motif Fate Tragic Hero


RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2: 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.9-10.3: 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.RL.9-10.4: 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.9-10.5: 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.RL.9-10.6: 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.9-10.7: 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.9-10.9: 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.9-10.10: 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 rangeRI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.W.9-10.2: 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.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: 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 audience.W.9-10.6: 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.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10: 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.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

10th Grade Poetry

Overview

Students will consider why poetry is different from prose. In particular, they examine the power and expressive potential of imagery and other kinds of figurative language. They encounter poetry from a variety of cultures, noting the ways in which the poetic form is universal. As a way of being introduced to literary criticism, students read several authors’ reflections on poetry and discuss whether they agree or disagree with their critiques. Finally, the unit is an opportunity to introduce students to the idea of “form” in art, examining masterpieces of art and architecture that, like poems, exhibit an excellent distillation of formal elements.

Essential Questions

Where do you find poetry?What is our place in nature?What if you couldn’t fail?What animal reminds you of yourself?Which memories last?What makes a good love?When does poetry sing?


Text Analysis Recognize characteristics of a variety of forms of poetry, including lyric poetry, elegy, concrete poetry,

ode, ballad, dramatic monologue, sonnet, and free verse Analyze imagery Analyze diction and the impact of word choices on meaning and tone Analyze structure and form, including line and stanza Analyze figurative language, including metaphor, simile, and personification Analyze sound devices, including repetition, alliteration, assonance, onomatopoeia, rhyme, and meter

Reading Use reading strategies, including visualizing and connecting Make inferences and cite evidence Determine a main idea or theme Synthesize ideas from multiple sources Analyze how characters, including a poem’s speaker, develop and interact

Writing and Language Write and analysis of a poem Write a concrete poem Support key ideas with details and quotations Use descriptive language effectively; write concisely Use participles and participial phrases to add interest to writing Use infinitives and infinitive phrases to add interest to writing

Speaking and Listening Present a literary analysis

Suggested Works

Poetry

There will Come Soft Rains Meeting At Night The Sound of Night I dwell in Possibility Variation on a Theme blessing the boats The Fish Christmas Sparrow The Sloth Piano Fifteen Tonight I Can Write . . . / Puedo Escribir Los Versos Sonnet 18 Sonnet XXX of Fatal Interview Lord Randall Balad\Balada Midwinter Blues

Sample Selections from Literature Grade 10 Holt McDougal Include: Informational Texts: “Analysis of a Poem” “Presenting a Literary Analysis” “U.S. Poet Laureates: Getting the Word Out”


Cowboy Poets Several works of Art, including Paintings, Songs, and Photos

Sample Activities:

5. Art/Class Discussion:

Students will discuss the connections between art and poetry. See “There Will Come Soft Rains” (p.780), “Meeting at Night” &“The Sound of Night” (p.782-783), “I Dwell in Possibility” (p.789). Each poem is visually represented through a specific work of visual art. Ask students to choose another poem from the text or others sources and research an artist/specific visual art that connects with their chosen poem. Students may use www.allposters.com, www.art.com or other sites where there is easy access to visual art. Extension exercises can include finding a piece of art the student finds provocative and composing their own poem.

6. Oral Presentation:

http://www.art.com/

1) Read a poem slowly 2) Look up any and all words that are unknown 3) Only pause where there is punctuation 4) Read in a relaxed, normal tone of voice. (from Poetry 180 http://www.loc.gov/poetry/180/)

Teacher can model reading poetry aloud with examples from current text, then ask students to practice and perform a poem of their choice. As a sample exercise, students may read the same poem in different tones/inflections to illustrate interpretations through use of voice.

7. Argumentative Writing:

Students will be asked to thoroughly analyze a poem from theme, to stylistic elements in an essay. Use poem “Fifteen” (p.805) as class sample. Take the students through the writing process as modeled on pages 830-833. The text begins with planning the ideas, to incorporating evidence, through quotation, paraphrase and summary. Also, read student essay sample on page 833. Students will be asked to select a poem of their choice from the text and choose their controlling idea. Through a writer’s workshop model, peer editing/review, and one on one student conferences, students will write a final analytical essay.

8. Identification & Analysis of Poetic Elements:

Students will be asked to close read p.772 & 773, prosody and sound devices, rhythm and rhyme, and other sound devices. Read “We Real Cool”, “The Base Stealer”, & “Tell All the Truth But Tell It Slant.” Chart rhyme scheme and model rhythm and meter. After modeling and discussion ask student to chart the meter and rhyme scheme of Clifton’s poem “i am not done yet” (p, 771)

9. Text Analysis/Figurative Language

Ask students to do a close reading of Sonnet XXX of Fatal Interview (p.814). Teacher read poem in its entirety aloud. Ask students to interpret each line of the poem in writing in their own words. Then, complete exercises #5 and #6 identifying metaphor, extended metaphor, and imagery in the poem. (p.815)

Terminology:

Alliteration Dramatic Poetry Lyric Poetry RhythmAnalogy Enjambment Meter SestetAssonance Figurative Language Narrative Poetry Sonnet (Petrarchan, Ballad Free Verse Octet Shakespearean)Blank Verse Haiku OdeConsonance Heroic Couplet Organic PoetryDiction Imagery Rhyme Scheme


RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2: 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.9-10.3: 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.

RL.9-10.4: 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.9-10.10: 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 rangeRI.9-10.2: 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.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.2: 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.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.9-10.5: 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 audience.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10: 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.9-10.1: 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.SL.9-10.4: 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.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.L.9-10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writingL.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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