· web vieweffective communication is the ultimate goal of the english ... short stories, ......

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 10 Academic English Description:Academic English 10 is designed to foster critical and reflective thinking along with strong, cogent writing skills in order to produce literate, productive and inquisitive world citizens. Through both guided and independent readings of novels, short stories, poems, drama and nonfiction texts, as well as analysis of primary source documents and media, students engage in critical reflection of what it means to be a citizen in and of the world. A study of various genres of multicultural literature will focus on social responsibility and justice while also allowing students to engage with texts via text-dependent analysis. Analysis of literary and rhetorical elements will promote critical thinking skills which will be demonstrated both orally and in writing. Students will learn what it means to be a critical consumer of information (print, digital and media) and will be able to discern valid from invalid sources of information. College-and-career level vocabulary will be ongoing throughout the year as students prepare themselves for the challenges following high school graduation.

Academic English 10 focuses on developing critical analysis and thinking skills through interaction with literature, writing, technology and oral discourse. A wide variety of literary genres, including fiction, nonfiction, narrative nonfiction, poetry, and drama are presented for discussion, analysis and critique. Multicultural literature will be highlighted in order to provide students with a vehicle to study other cultures and draw meaningful relevancies from their cultures to the cultures of others. Strong focus is placed on text-dependent analysis, the ability to make inferences from a given piece of text, and the ability to identify literary and rhetorical elements in a text and explicate how such elements create meaning within a text. Through a study of advertising, communication and propaganda, students will become discerning consumers of information and will be able to recognize both bias and invalid sources of information. Argumentative discourse and writing will be taught, and students will be able to develop logical, well-researched arguments and present such arguments with a strong, powerful voice in both oral discourse and in writing. Ongoing vocabulary study will allow students to further present themselves with confidence and authority.

Grade 10 Academic English Units:

Unit 1: We Must Bear Witness… Night and Lessons from the Holocaust Unit 2: A World of Stories - The Short Story and Literary Elements Unit 3: This I Believe - A Narrative Writing Unit Unit 4: Timeless Literature, Timeless Messages Unit 5: Poetry - The Music of Words Unit 6: Advertising, Communication and Propaganda Unit 7: Academic Vocabulary

*Units may not necessarily occur in this order.

Subject: Academic English 10 Grade: 10 Suggested Timeline: 6 - 8 weeks

Unit Title: We Must Bear Witness… Night and Lessons from the Holocaust

Unit Overview/Essential Understanding: Using Night by Elie Wiesel as its foundation, this unit utilizes nonfiction and primary sources to not only examine the events of the Holocaust as it personally affected individuals, but also examines issues such as prejudice, discrimination, group-think and hate groups. Primary focus is on the need for personal responsibility in recognizing, addressing, and standing up to social injustices on a large scale and on a more personal level, both individually and collectively. Understanding that first-person accounts of the events of the Holocaust are dwindling, students will also recognize and demonstrate the importance of bearing witness to the personal stories of this dark chapter of history via critical oral discourse and writing so that lessons taught by its survivors will not be diminished.

This unit will focus on the following essential questions: What does it mean to “bear witness?” How can you bear witness to an event you did not personally experience? How do primary sources relate history in a manner different from secondary sources? How have concepts such as prejudice, discrimination, hatred, etc. impacted societies throughout history? What responsibilities do individuals have in addressing prejudice, discrimination, hatred, etc.? How do you effectively and rationally argue a point, both orally and in writing? What can YOU do to address injustices?

Unit Objectives: Students will be able to understand the events of the Holocaust by viewing it through different lenses. Students will recognize the amalgamation of events that took place in Europe which enabled the Holocaust to occur. Students will understand how the concepts of hate, discrimination and prejudice both differ and intersect. Students will be able to recognize propaganda and understand how propaganda can have negative influences on societies. Students will appreciate what it means to “bear witness” to another’s story. Students will understand how they can make a positive difference in the world Students will reflectively and critically participate in discussion. Students will demonstrate effective writing skills.

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.D - Determine an author’s particular point of view and analyze how rhetoric advances the point of view 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.I - Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and

concepts 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.1.3.9–10.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.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.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 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.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.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted 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.1.2.9–10.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.1.2.9–10.F - Analyze how words and phrases shape meaning and tone in texts 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.F - Analyze how words and phrases shape meaning and tone in texts 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

Misconceptions: Students may not see the power and influence that a single person can have in the world. Students may not see the relationship between past historical events and the present day. Students may not understand what it means to bear witness to events. Students confuse analysis with summary.

Concepts/Content: Interpretation, analysis, evaluation and

synthesis Effective note-taking skills Effective annotation skills Text-dependent analysis Factors impacting social justice The role of the individual Rational discourse (oral and written) Writing skills Speaking skills

Competencies/Skills: Differentiate between summary and analysis Take notes in order to deepen understanding Annotate literature for greater

understanding Utilize text-dependent analysis for deeper

understanding Understand the significance of primary

sources Effectively write expository and persuasive

pieces Speak and write effectively in formal and

informal situations

Description of Activities: Writing instruction in

context Annotated readings Text-dependent analysis Cross-curricular activities Oral presentations Expository writing pieces Persuasive paper Formative and summative

assessments

Assessments:

Formal – tests, quizzes Informal – observation, class participation Written assignments and activities. Summative project

Interdisciplinary Connections: This unit can be connected to both US History and World History.

Additional Resources: Library resources Digital Resources (ex: ushmm.org and other

Holocaust resources, video clips and testimony) District approved materials (Night by Elie Wiesel)


Unit Title: A World of Stories - The Short Story and Literary Elements

Unit Overview/Essential Understanding: This unit will focus on literary elements and the short story. Specific attention will be given to multicultural stories, providing students with insights into different cultures and vehicles from identifying common human experiences among cultures. Students will analyze basic and advanced literary elements and how they combine to create depth and meaning within a short story. Special focus will be placed on text-dependent analysis of stories and making inferences from text. A variety of short story genres will be read and analyzed and will give outlet to critical discussion in order to provide insight and demonstrate comprehension of literature. As a capstone unit project, students will utilize the writing process to create an in-depth literary analysis of a selected short story. This unit will focus on the following essential questions:

What makes a memorable short story? How do literary elements combine to create a memorable story? How can short stories convey culture? What is textual-dependent analysis? What is the value of discussing literature? What is a literary analysis in terms of writing?

Unit Objectives: Students will be able to identify literary elements within a short piece of fiction. Students will be able to explain how literary elements combine to create a memorable piece of fiction. Students will be able to differentiate between a literary analysis and a summary of a piece of literature. Students will create a literary analysis. Students will demonstrate comprehension of increasingly complex texts. Students will demonstrate reflective and critical thinking skills when discussing literature. Students will recognize the impact that writing has on societies and cultures.

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 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.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.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences,

events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters

CC.1.4.9–10.P - Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

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.1.5.9–10.A - Initiate and participate effectively in a range of collaborative discussions on grade-level topics CC.1.5.9–10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted evidence 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.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.1.5.9–10.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

Concepts/Content: Literary interpretation, evaluation

and synthesis Text-dependent analysis Cultural awareness Literary elements Author’s purpose Writing effectively Editing and revision Speaking skills

Competencies/Skills: Analyze literature from different

perspectives Identify how looking at literature

from cultural viewpoints gives new insights or meaning into the literature

Identify and analyze effect of literary elements

Utilize the writing process Write a literary analysis paper

Description of Activities: Text-dependent analysis practice Creative writing exercises Literary elements scavenger hunt Literary analysis paper Engaging in writing process Formative and summative assessments

Assessments: Formal – tests and quizzes Informal – observation, class participation. Literary analysis paper Creation of original short story

Interdisciplinary Connections: This unit can be connected to any discipline based upon the

selection of short stories to be analyzed in class.

Additional Resources: Digital Resources Literary magazines and journal

World news services (print and online) Library resources District approved materials


Unit Title: This I Believe - A Narrative Writing Unit

Unit Overview/Essential Understanding: Based on the classic NPR series, “This I Believe,” this unit will utilize NPR guidelines in order to create a narrative essay in which students create personal statements of belief in narrative form. Through reflective and critical discussion, participation in surveys and exposure to the core beliefs of well-known people, students will identify and expand upon a core belief of their own, drawing on personal experiences to do so. Internal journeys and the power of writing will be explored as students recognize the importance of personal narratives as a means of self-expression. Writing instruction will focus on organizational structure and tools to help writing maintain its unity and coherence.

This unit will focus on the following essential questions: What do I believe? What life experiences have formed my beliefs? How do I know what I know? How do I construct a strong narrative essay? What are the elements of a strong narrative essay?

Unit Objectives: Students will understand the value of narrative writing. Students will be able to incorporate personal experience into their own written narratives Students will demonstrate mastery of grammar, usage, mechanics and spelling. Students will demonstrate proper speaking and presentation skills



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.1.4.9–10.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.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences,

events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or character



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.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.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

CC.1.5.9–10.C - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source

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.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.1.2.9–10.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.1.2.9–10.F - Analyze how words and phrases shape meaning and tone in texts 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

Misconceptions: There is no value in diary and journal writing. I do not have a personal story to tell. Misunderstanding of the nuances between creative writing and narrative writing.

Concepts/Content: Modes of writing Narrative v. creative writing Effective note-taking skills Writing skills Speaking skills

Competencies/Skills: Speak effectively Listen effectively Analyze reflective writing Write a narrative piece Take notes in order to

deepen understanding Succinctly relay main

points of a text

Description of Activities: Writing instruction in context (narrative writing) Annotated readings Text-dependent analysis Cross-curricular activities Oral presentation Narrative essay

Assessments: Formal – narrative piece of writing of significant length Informal – observation, participation in class discussions, interaction with digital activities

Interdisciplinary Connections: This unit intersects with Psychology, Sociology, US History and

World History.

Additional Resources: Digital resources Library resources and databases District approved materials


Unit Title: Timeless Literature, Timeless Message

Unit Overview/Essential Understanding: Using a selected classic fictional text (Shakespeare, mythology, classic American authors, etc.), students will examine and analyze central issues presented in the text and be able to connect the classic text to modern life. Students will utilize various nonfiction materials in conjunction with

the fictional text in order to meaningfully connect classic text to their own lives and the world around them. In addition to significant discussion, this unit will comprise a research paper assignment in which students will analyze a text in connection with a facet of modern life. Writing instruction will include basic components of creating an MLA-formatted research paper and correctly citing sources in order to avoid plagiarism.

This unit will focus on the following essential questions: How do stories from the past relate to my present? What is a universal theme? What is a motif? What is the difference between summarizing and analyzing literature? How can I avoid plagiarism by correctly citing research sources? What is the difference between credible research and dubious research, and how can I tell the difference?

Unit Objectives: Students will be able to analyze a sophisticated classic text. Students will be able to connect a classic text to the modern world. Students will critically and reflectively participate in discussion. Students will be able to identify credible research sources. Students will be able to complete all steps of a properly-formatted MLA research paper. Students will use technology in order to create a research paper. Students will utilize sophisticated writing techniques in a research paper.





CC.1.2.9–10.D - Determine an author’s particular point of view and analyze how rhetoric advances the point of view CC.1.4.9–10.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.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or character





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





Important Standards Addressed in this Unit:

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.1.2.9–10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.5.9–10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the


and evidence

Misconceptions: Classic literature has no relevance to my life. If I found it on the Internet, it must be true. Classic literature is boring What is and what is not plagiarism

Concepts/Content: Modes of writing Narrative v. creative writing Effective note-taking skills Writing skills Speaking skills

Competencies/Skills: Speak effectively Listen effectively Analyze reflective writing Write a narrative piece Take notes in order to

deepen understanding Succinctly relay main

points of a text

Description of Activities: Writing instruction in context (narrative writing) Annotated readings Text-dependent analysis Cross-curricular activities Oral presentation Narrative essay

Assessments: Formal – narrative piece of writing of significant length Informal – observation, participation in class discussions, interaction with digital activities

Interdisciplinary Connections: This unit intersects with Psychology, Sociology, US History and

World History.

Additional Resources: Digital resources Library resources and databases District approved materials

Subject: Academic English 10 Grade: 10 Suggested Timeline: 4 - 5 Weeks

Unit Title: Poetry - The Music of Words

Unit Overview/Essential Understanding: This unit will focus on a range poetry, from classical to modern and spoken word, as a vehicle for personal expression and communication. Students will analyze poetic devices and figurative language within poems and articulate how such devices and elements add or detract from selected poems. Students will research the background of a selected poet and will write an analysis of one of his or her selected poems utilizing details from the poet’s life. Students will analyze spoken word poetry as a vehicle for expression and communication; students will view video

clips of spoken word performances and analyze both the form and the function of the poems and will analyze how spoken word poetry can communicate ideas and emotions in ways that prose cannot. Students will create an original poem of significant length using either a classical or modern approach. This unit will focus on the following essential questions:

What is the purpose of poetry? How can poetry convey ideas and emotions in ways that traditional prose cannot? How does the combination of poetic devices and figurative language enhance a poem? What can I learn about myself by writing poetry?

Unit Objectives: Students will be able to define poetic devices. Students will be able to identify poetic devices within poems and discuss how such devices add to poems. Students will demonstrate ability to analyze poetry in order to determine meaning. Students will be able to identify voice and purpose within a poem Students will be able to identify genres of poetry and understand defining characteristics of differing genres. Students will be able to write original poetry and share poetry with peers.

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 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 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

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.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences,

events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or character



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






Important Standards Addressed in this Unit: 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.F - Analyze how words and phrases shape meaning and tone in texts CC.1.5.9–10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the


and evidence

Misconceptions:

Students often think that poetry is difficult to analyze and understand. Students may not view poetry as an effective mode of communication. Students may not understand the intersection between the poet and the poetry. Students may not be able to place poetry in historical context. Students think they “cannot” write poetry.

Concepts/Content: Literary interpretation, analysis,

evaluation and synthesis Poetic devices Figurative language Writing skills Speaking skills

Competencies/Skills: Identify poetic devices and

figurative language in a poem

Convey how devices and language impact a poem

Analyze a poem for its effectiveness

Research a poet’s life Create poetry Understand difference

between summarizing and analyzing

Description of Activities: Figurative elements scavenger hunt Poet and poem presentation Literary analysis paper Creation of original poem Formative and summative assessments

Assessments: Formal assessments – tests, quizzes, creation of original poetry (summative assignment) Informal assessments – observations, participation in discussions, creation of original poetry (formative assignments)

Interdisciplinary Connections: Dependent upon the poetry studied, this unit may intersect

with any major discipline.

Additional Resources: Digital resources Literary magazines and journals Library resources and databases District approved materials

Subject: Academic English 10 Grade: 10 Suggested Timeline: 3 - 4 Weeks

Unit Title: Advertising, Communication and Propaganda

Unit Overview/Essential Understanding: This unit is designed to transform students into discerning consumers of information as they analyze advertising and propaganda through a variety of mediums (print, digital, and media). Students will analyze the most common types of propaganda used in advertising and will be able to identify these techniques as they study advertising and propaganda throughout history that has affected public thought and policy. Students will learn how to recognize bias, how to determine propaganda from truth, how to separate credible sources from invalid sources, and how to employ fact-checking methods in order to expose propaganda. As a capstone project, students will design an advertising campaign utilizing at least one common type of propaganda.

This unit will focus on the following essential questions:

What is propaganda and how does it affect my life? How has propaganda been used throughout history and to what effect? How does advertising utilize propaganda? What is bias and how can it be recognized? What are the characteristics of credible information sources? Why is it important to fact-check information and how is fact-checking done?

Unit Objectives: Students will be able to define and identify propaganda Students will be able to understand how propaganda and advertising may be interconnected Students will be able to understand the history of propaganda and advertising Students will be able to analyze advertising and political campaigns in order to identify propaganda and bias. Students will be able to differentiate between credible information and dubious information.





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.1.2.9–10.F - Analyze how words and phrases shape meaning and tone in texts 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.I - Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and

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


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 tool

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.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, texts, and issues, building

on others’ ideas and expressing their own clearly and persuasively CC.1.5.9–10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted evidence CC.1.5.9–10.C - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)

evaluating the credibility and accuracy of each source 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 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.1.4.9–10.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level

reading standards for literature and literary nonfiction

Misconceptions: Students do not understand how propaganda affects their lives. Students do not know how to recognize bias. Students tend to take information presented as factual and do not engage in fact-checking.

Concepts/Content: Propaganda techniques Bias Credible research Active fact-checking Writing skills Speaking skills

Competencies/Skills: Identify basic

propaganda techniques Identify bias and analyze

how it affects perception

Employ techniques of effective research

Demonstrate knowledge of credible and invalid sources

Understand how propaganda has been used in history and to what effect

Description of Activities: Advertising campaign project Propaganda presentation Formative and summative assessments

Assessments: Formal assessments – tests, quizzes Informal assessments – observations, participation in discussions Advertising campaign project

Interdisciplinary Connections: This unit may intersect with any major discipline; it will best

intersect with history classes.

Additional Resources: Digital resources Magazines and other print advertising Commercials Library resources and databases District approved materials

Subject: Academic English 10 Grade: 10 Suggested Timeline: Ongoing throughout school year

Unit Title: Academic 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.

This unit will focus on the following essential questions: Why is it important to have a wide, sophisticated vocabulary? How can a strong vocabulary positively impact a student’s future?

Objectives:

Students will demonstrate mastery of higher level vocabulary words. 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. Students will integrate the new words into their writing.

Focus Standards Addressed in this Unit: CC.1.2.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.2.11–12.J - Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing,


CC.1.2.11–12.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.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.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.1.3.11–12.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Important Standards Addressed in this Unit: CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,

development, substance, and style are appropriate to purpose, audience, and task CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidenceMisconceptions:

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

Competencies/Skills: Demonstration of proper

Description of Activities: Regular vocabulary instruction and practice

speech, and analogies Proper word usage Proper spelling

vocabulary usage Effective use new

vocabulary in academic environment and daily life

Understand how analogies work

Learn spelling techniques

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: It is expected that students will demonstrate mastery of

vocabulary words by utilizing new words in all classes.

Additional Resources: Digital resources District approved resources

· web vieweffective communication is the ultimate goal of the english ... short stories, ......

Documents