greenville public school district recommended grade: …€¦ · · 2017-12-06greenville public...

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Greenville Public School District Recommended Grade: 9th /English I Curriculum MAP

2015-2016

Content:

Topic: Time Fram

e

College and Career

Readiness Standards

Essential Questions

Skills Suggested Activities (HOW will you teach it?)

Resources (What MATERIALS

will you need?)

Assessment (How will you know that you

have achieved the desired student

outcome?)

Content Connection (How will you

integrate OTHER CONTENT AREAS into LITERACY core

content?)

Term 1 Week 1

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. RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it create such effects as mystery, tension, or surprise.

1. Who are you? 2. How do people

“see” themselves?

3. What shapes identity?

4. Does identity change?

5. What does it mean to “come of age”?

• Connect to each other socially and culturally to establish a comfortable learning environment

• Work cooperatively to develop a product/presentation

• Analyze literature for character interaction and motivation

• Write a personal narrative.

1. Complete a learning styles inventory

2. Group students to complete a Venn diagram to see what they have in common based on a given set of questions.

3. Read, annotate and analyze the poem “Mirror” by Sylvia Plath

4. Listen to song lyrics to aid in self-identification and determine author’s motivation

5. Compare and contrast song lyrics to characterize the speaker

“Learning Styles inventory”

From “Fragile Self-Worth” (PEARSON text) W1, W1a, W1e, W7, SL1,

SL2, L4

“Mirror” by Sylvia Plath

“I am not my hair” India Arie

“Empire State of Mind” Alicia Keys

1. Write a paragraph introducing themselves using a given format.

2. Write a poem describing their mirror image.

3. Create a poster that’s pictorial analysis of the poem and a pictorial analysis of themselves

4. Write a narrative about an event that has a profound impact on your life.

5. Rubrics for assessment

History: Students will examine how various cultures determine self-worth through the analysis of various selection of literature from different cultures.

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Readiness Standards

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of each task

Term 1 Weeks 2-3

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 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.9-10.8 Delineate and evaluate the

1. What are the parts of an essay?

2. How to evidence from current events personal experience and reading as evident in an essay?

Parts of an essay

(5paragraphs)

Using details, examples and strong vivid verbs as support

Verb tense and verb form

Descriptive narrative writing

Punctuating dialogue

Maintaining unity and coherence in writing

Teacher use graphic organizer to explain the parts

Explain parts of an introduction and allow students to write an introduction using one of the methods to grasp the reader’s attention

Explain the implied or stated thesis statement and have students write a thesis statement

Explain the body and have the students write the body of the essay

Explain the conclusion and allow the students to write the conclusion

Peer proofreading and editing of rough draft before final draft.

Allow students to read and annotated Learned Hand’s speech” I am an American? Use Venn diagram to compare the speech to Langston Hughes “Let America Be America Again”

Grammar mini-lesson on sentence structure, subject/verb agreement, verb tense, parts of speech

Mini-lessons on details as supportive evidence

Parts of an essay handout and PowerPoint

“My first conk” Malcolm X

“I am an American Day” Speech by Learned Hand

W2, W7, W9b, W10, SL1, SL1b, L4c, L4d, L6 “Let America be America Again” Langston Hughes

Students will write a informative essay on topics generated by the class. • Students respond to several writing prompts) in paragraph form • Students share their prompts in groups; or, whole-class. • Students compose a five paragraph descriptive essay, using five senses based on an outdoor observational trip. • Includes a multi-step writing process, including pre-writing,

History: Students will explore various ideas of what it means to be an American and express these ideas in their first synthesis essay.

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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.

outline, rough draft, peer editing, teacher conference & final draft. • Write an essay comparing/contrasting the idea of liberty in the poem and the speech • Essay rubrics

Term 1 Weeks 4-6

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

1. What kinds of text do not have these elements and why?

2. What are the elements that make up a story?

3. How does knowing the elements of a story help us become better writers?

4. In what way can we communicate that would change ourselves and the world around us?

• Literary terms • Elements of a short story • Characterization • Character motivation • Recognizing tone • Recognizing and explaining the types of irony

• Close reading workshop of “Old Man at the Bridge, Ernest Hemingway, “The Jade Peony” Wayson Choy

• Mini lessons on irony, theme, symbolism, characterization etc.

• Reading in class and for homework.

• Group work for open classroom discussions

• Socratic seminars on novels elements

• Short story Boot Camps for literary discussion

• Students respond to text [verbally and in written responses (warm-ups {journals} and writing prompts)] during the reading of the short stories. Students will use graphic organizers in pre-reading

Pearson Literature and its resources on pearsnrealize.com “Old Man at the Bridge” Ernest Hemingway “The Jade Peony” Wayson Choy W2, W7, W9b, W10, SL1, SL1b, L4c, L4d, L6 • PowerPoint for elements of a short story • PowerPoint of literary elements

The students will complete assessments of the short story. • The students will analyses literary elements and their effect on the story. • The students will connect the setting and theme of the story to historical events and time. • Culminating

History: Read and explore the Chinese and Cossack history. History: Student will connect the ideas and events in the novel Animal Farm to the events, characters and ideas during World War I. History: Compare and contrast the Old Major song in Animal Farm to

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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.9-10.3Analyze 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.9-10.5 Analyze how an author's choices concerning how to structure a text, order events

5. How do the short story plots improve understanding of conflict?

6. How does the sequence of a story affect the reader’s response?

7. How does conflict influence the relationship between characters?

8. How do literary elements make connections between complex ideas?

exercises. • Students will interpret readings

and analyze literary elements by responding to questions.

• Students will participate in critical thinking activities.

• Students will outline the plot of a short story, using the plot diagram and explain by answering writing prompts.

• Students will participate in text-related vocabulary exercises.

• Students will compose expository and narrative essays

such as irony, symbolism, conflicts, theme, • PEARSON assessment skills Suggested Short stories “The Most Dangerous Game” W2, W2a, SL4, L1, L6 “The Gift of the Magi” W3, W3c, W3e, SL4, L1 “The Necklace” “Rules of the Game “W4, SL2, L1 The Cast of Amontillado” W1, W9, W9a, SL1, SL1a, L5, L6 “A Lamb to the Slaughter” “The Scarlet Ibis” W2a–c, W5, W7, W8, W9a, W10, SL1,SL1a, L1, L3, L4d, L5, L5a, L6 “Everyday Use” Suggested

essay on unit connecting reading and writing through literary analysis, comparison/contrast, synthesis • Select one of the authors from the short story unit and conduct an author study. • Begin by defining a research question and refine it as necessary • The research should include an autobiographical or biographical text, another story by the same author, and/or a critical essay that addresses a

the Star Spangled Banner. History: Students will research a given historical allusion in the novel The Secret Life of Bees and present a five minute talk to the class. History: During the Middle Ages, coats of arms were originally worn on a knight’s armor to proclaim his loyalty to his lord. Later, they were adopted by noble families throughout Europe. The origins, history, and rules governing coats of arms come under the study of heraldry,

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within it and manipulate time (create such effects as mystery, tension, or surprise.

Novels: Lord of the Flies Animal Farm The Call of the Wild The Secret Life of Bees The Bluest Eye

specific aspect of the author’s style. Include at least three references to the author’s work and to other sources. Cite sources carefully and distinguish clearly between paraphrasing and quoting.

which goes back to the twelfth century. Heraldry is a complex system that has a specialized

vocabulary.

History: Design your own family coat of arms. Include four symbols and figures that suggest something about your family’s interests and background. Be sure to include a motto. If you prefer, you can design a coat of arms for yourself—not for your family. Hint: You do not have to draw well to design a coat of arms. Stick figures are

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acceptable.

Term 1 Weeks

7-8

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.9-10.4 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

1. How do writers and speakers persuade audiences?

2. How do audience and occasion impact a speech?

3. How does the mode of delivery shape the message?

4. What is a claim? 5. How do writers use information to support a claim?

6. What techniques do writers/speakers use to achieve audience and purpose?

7. How do writers/speakers use ethos, pathos, logos and propaganda techniques to achieve purpose

• Understanding persuasive and propaganda terms • Using evidence as support • Propaganda in advertising • Connecting audience, tone, author, and purpose • Summarizing non-fiction

Explain and evaluate the rhetorical triangle and how it applies to commercials.

• Read, annotate analyze text fir propaganda and rhetoric

• PowerPoint notes on augments, persuasion, propaganda, rhetoric

• Use “Key Elements of Fiction” organizer (PEARSON 202) to analyze for theme audience, purpose, tone, and diction.

• Conduct research for a persuasive speech

• Summarize and paraphrase the author’s information, claim or point of view

• Use graphic organizers to dissect and article or plan

• After reading Roosevelt’s first inaugural address, cite his use of pathos, ethos and logos.

Notes on persuasion and rhetorical techniques • Pearson Literature and its resources on pearsnrealize.com • Insurance commercials from youtube.com • Lou Gehrig’s Farewell to Baseball speech • “I have a Dream” Martin Luther King, Jr. W1, W1a–e, L1b, L3 • President John F. Kennedy’s Inaugural address • Susan B. Anthony’s “On Women’s Right to Vote” • FDR’s first

The students will write a documented argumentative essay on a given topic. The teacher will give the topic and the sources. The students must use at least two sources in the paper. • The students will create an original full page advertisement for a given product such as soap, lotion, water and cereal. The advertisement must be completed for a teenage

History: Timeline of an Era: Under the leadership of inspiring figures such as Dr. Martin Luther King, Jr., the civil rights movement reached a peak during the 1950s and 1960s. Create an annotated timeline of this era in the struggle for racial justice and economic opportunity. On your timeline, locate and briefly explain events such as the following: the Supreme Court decision of Brown v.

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College and Career

Readiness Standards

Essential Questions



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meaning and tone 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 RI.9-10.7 Analyze various accounts of a subject told in different mediums RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance including how

inaugural address W4, W5, W7, W8, W9, W9b, SL4, L1, L2, L2b, L2c, L3a, L4a, L4c, L4d,L5b, L6 • “Before Hip Hop was Hip Hop SL1, SL1b, L4c, L4d, L6 • On Summer” W2, W2a, W2b, W2d, W2f, SL1, L1 • The News” W2, W2b, SL4, L1 • Libraries Face Sad Chapter” W4,W9b, SL4, SL5, SL6, L2, L2a, L2b • “Women on Bread Lines” W1, W4, W5, W7, SL1,L4, L5, L6 Animal Farm or Lord of the Flies novel for propaganda

audience and uses at least two propaganda techniques as well as examples of logos, ethos, and pathos.

• The students will write a cause and effect essay

• The students will deliver a persuasive speech.

• The students will research references from the Great Depression essays and deliver a two minute talk.

Board of Education; the Montgomery bus boycott; the founding of the Southern Christian Leadership Conference; the lunch-counter sit-ins in such cities as Greensboro, North Carolina; King’s “Letter from Birmingham City Jail”; the march on Washington; the Civil Rights Act; the Voting Rights Act; the marches from Selma to Montgomery, Alabama; and King’s assassination.

History: Describe the plight of the urban woman during the Great

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they address related themes and concepts.

Depression

Journalism: Write an explanatory caption to accompany a given photo from the Great Depression. Explain how this photograph documents one of the major issues people faced during the Great Depression-hunger.

Term 1 Week 9 Novel Unit

Review Exam

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

What impact does historical cultural, geographical, and social context have on a novel and on the readers’ reaction to it?

• Literary terms • Elements of a short story • Characterization • Character motivation • Recognizing tone • Recognizing and explaining the types of irony

• Mini lesson on direct object, indirect objects, predicate adjectives and predicate nominatives

• Mini lesson on semicolons, colons and ellipsis

• Use a graphic organizer to compare multi-level texts

• Discuss a passage in terms of literary elements and connections to the themes.

• Literary Circle for novel discussions

• Prompts about the novel’s elements (journal entries).

• Study the characters of the novel

Notes on grammar and mechanics • Pearson Literature and its resources on pearsonrealize. Accelerated Reader Suggested Novels: Lord of the Flies Animal Farm

Students will write a comparison contrast essay on an essay and a poem.

Write a multi-paragraph response to literature essay.

Prepare an oral

History/ Business: Use a graphic organizer to research the role that the banking industry played in causing the Great Depression and take notes from your sources.

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others' ideas and expressing their own clearly and persuasively 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 RI.9-10.7 Analyze various accounts of a subject told in different mediums

by creating character sketches (illustrations and written responses).

• Read and explore historical connections to novels

• Research historical connections to novels

The Call of the Wild The Secret Life of Bees To Kill a Mockingbird Lord of the Flies DVD The Call of the Wild DVD

presentation that synthesizes social, cultural, historical, and geographical context of a novel.

Class participation (discussion)

Activity sheets completed (group and individual)

Presentations

Written prompts

Journal entries

Timeline

Plot diagram

Reader’s Theater

Presentation

Quizzes Exam

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Term 2 Weeks 10-12

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 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

How does communication change us?

poetry explication theme, tone figurative language

sound devices paraphrase summarize rhyme meter

• Students will listen to poetry read aloud by teacher.

• Students will read poetry aloud and silently.

• Students will write journal responses.

• Students will participate in various writing prompts as they interpret the various kinds of poetry.

• Students will write a variety of verse.

• Students will participate in close reading exercises

and then present their findings to the class.

• Students will view film biographies of various poets.

• Students will create various images in response to poetry.

• Use Pearson Literary Analysis and Common Core Activities

Notes on grammar and mechanics •Poetry in the Pearson Literature and its resources on pearsnrealize.com Poetry Collection 1: W3d, SL4, L1, L1b,L5 “Dreams Deferred” “Dreams” “Sonnet on Love XIII” Meciendo/Rocking” “Hope is a thing with feathers” Poetry Collection 2: W1, W1b, SL1, SL5,L1, L1b, L5 The Bells Analysis of Baseball Slam Dunk Hook Jabberwocky Poetry Collection 3: W4, SL1a,

Discussion exercises

Journal

entries

Create a

poster of

poetic

elements that

includes a

term,

example, and

illustration PEARSON literary analysis questions for each set of poems Writing to Sources: page 355 from PEARSON Writing to Sources: page 389 from PEARSON Assign

Physical Education: Think of a game or sport with which you are familiar. You are going to introduce some portion of this game—a certain play or move, for example—to someone who does not know the game at all. First, list some terms and expressions connected with the game. Then, add specific details, and organize the facts to create complete instructions for the play. To organize your instructions, you may want to use headings such as these:

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Readiness Standards

Essential Questions



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draws on a play by Shakespeare).

L1b,L3, L5a Fifteen Casey at the Bat Twister Hits Houston The Raven Poetry Collection 4: W4,SL1a, SL1c, SL1d, L1b The Road Not taken Mascavity: The Mystery Cat The Seven Ages of Man We never know how high we are Suggested Novels They Odyssey Narrative of the Life of Frederick Douglas The Outsiders The Blues Eye

Assessment skills: Pearson 424

Object of the Game, Equipment Required, Order of Action or Order of Play, and so on.

History: Read and summarize the information on the Klondike Gold Rush connecting it with the events in the novel The Call of the Wild.

Sports: After reading the poem “Casey at the Bat,” research and present a five-minute talk on a member of Negro league Baseball

Term 2 Weeks 13-14

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of

What kinds of text do not have these elements and why? • What are the elements that make up a story? • How does knowing

• Literary terms • Elements of a short story • Characterization • Character

Present the background of the novel with introduction to literary devices and thematical ideas.

• Mini lesson on phrases and clauses

• Use a graphic organizer to compare multi-level texts

• Notes on

grammar and

mechanics

Suggested Novels

The Odyssey Narrative of the

1. Students will write a comparison contrast essay on an essay and a poem.

History: Students will read excerpts from Frederick Douglass’s groundbreaking autobiography,

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College and Career

Readiness Standards

Essential Questions



will you need?)



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what the text says explicitly as well as inferences drawn from the text. 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 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

the elements of a story help us become better writers? • In what way can we communicate that would change ourselves and the world around us? • How does the short story plot improve understanding of conflict? • How does the sequence of a story affect the reader’s response? • How does conflict influence the relationship between characters? • How do literary elements make connections between complex ideas?

motivation • Recognizing tone • Recognizing and explaining the types of irony

Subject and verb complement

• Discuss a passage in terms of literary elements and connections to the themes.

• Literary Circle for novel discussions

• Prompts about the novel’s elements (journal entries).

• Study the characters of the novel by creating character sketches (illustrations and written responses).

• Read and explore historical connections to novels

• Research historical connections to novels

Life of Frederick

Douglas

The Outsiders

The Blues Eye

2. Write a multi-paragraph response to literature essay. 3. Prepare an oral presentation that synthesizes social, cultural, historical, & geographical context of a novel. 4. Activity sheets completed (group and individual) 5. Presentations 6. Written prompts 7. Journal entries 8. Timeline 9. Plot diagram 10. Reader’s Theater 11. Presentation

Quizzes

Narrative of the Life of Frederick Douglass, an American Slave, which provides vivid first‐hand accounts of the lives of slaves and the cruel actions of slave owners. Students will demonstrate their understanding of Douglass’s narrative and the institution of slavery by writing and presenting an antislavery speech or editorial based upon the excerpt they read. Sociology: List the characteristics of a leader, and note the ones that are relevant to

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College and Career

Readiness Standards

Essential Questions



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Ovid or the Bible or how a later author draws on a play by Shakespeare).

Exams AR Tests

Odysseus. Select a current political leader who you think has those same leadership qualities as Odysseus and explain how.

Term 2 Weeks 15-18

SL.9-10.1Initiate 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.9-10.1.A Come to discussions prepared,

• Why is blank verse an important element of Shakespeare’s tragedies?

What is

a soliloquy

? How does

one response to literature?

How has Shakespeare influenced contemporary language and culture?

How do the main characters

Literary terms

Elements of drama

Characterization

Character motivation

Recognizing tone

Recognizing and explaining the types of irony

Writing a poetry explication

Analyzing for

• Teacher will begin with video

Shakespeare in the Classroom to give

students background information about

William Shakespeare. Students will also

read the background pages in their

literature books.

• Teacher will then assign different parts

of their chosen Shakespeare play so

students can read, analyze and discuss.

As they are reading, discuss the various

skills and universal themes that occur

throughout the play.

• Give the students a quiz after each Act

to further check for understanding.

• Assign students a soliloquy to learn and

recite by the end of the play.

Read the play, taking on the roles of the

character.

Respond to writing prompts in their

journals.

View the film, viewing it after each act;

& then respond in writing to make

comparisons between the film and the

play.

Make predictions in writing and

discussion exercises

• Notes on

grammar

and

mechanics

• PowerPoint/Sha

kespearean

history

• Pearson

Literature and

its resources

on

pearsnrealize.

com

Suggested Novels

The Tragedy

of Romeo

and Juliet

W1,W1a,

W1b, W1c,

W4,W7, W8,

SL1, SL3,

SL4,L1a

Journal entries • Take quizzes after each act (written response and multiple

choice). •Write an ending & present it in the form of a puppet show. •Write an essay discussing theme and

Character Informal written responses Media connections -Class

History: Draw student’s attention to how developments in science and exploration during the Renaissance upset the religions and political order of the day. History: Help students understand the irony of Queen Elizabeth’s birth and power. Have then think of other women have become great authority in a traditionally male role. History: Explain

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having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. L.9-10.4.C Consult general and specialized reference materials both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

exemplify the tragic hero, and what tragic flaw(s) do they exhibit?

To what extent do various characters within the play share culpability for the outcome?

What universal themes are present in the play, and how are they relevant tod?

theme, tone and figurative language

Analyzing the effect of figurative language on the theme

Explain how the structure affect the message

Examining how the language of the play affect the themes and motifs

readings/discussions -Creative response projects -Literary analysis -Dramatic presentations •Discussion group

exercises •Essay (theme/character) •Cumulative exam

•Exam

the differences in the Elizabethan theater and the theaters of today. History: Have students research and explain in a pyramid the hierarchy of political and social power in Elizabethan England.

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greenville public school district recommended grade: …€¦ · · 2017-12-06greenville public...

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