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PLANNING AND SCHEDULING TIMELINE

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PLANNING AND SCHEDULING TIMELINE 11

ENGLISH 3UNIT 1: Getting to Know You

21st Century Applied Skills

Critical Thinking/Problem SolvingOral and Written CommunicationsTeamwork/CollaborationProfessionalism/Work EthicUnderstanding DiversityInformation Technology/ApplicationLeadershipCreativity/InnovationLifelong Learning/Self DirectionEthics/Social Responsibility

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Big Idea(s)Use the fi rst week of class to get to know your students, establish expectations for the course, and begin practicing the critical-thinking and literary-analysis skills that students will need for academic success. Students will explore their perceptions of what it means to be an American.

During this unit, the goal of my teaching is that students will learn to read and analyze literature and poetry that refl ect the American experience. Special attention will be given to reinforce their understanding of literary and poetic terms. Students will explore and refl ect on their own uniquely American experiences. Using the writing process, students will write refl ective essays and/or refl ective poems that reveal their perceptions of America. Students will work collaboratively to respond critically and creatively to the reading selections. Students will review writing a Constructed Response, the use of the Scoring Guidelines for Constructed Response Items, the use of QNTs, journal writing, and how to create and maintain a writing portfolio. Students will begin to explore topics for novel-based research. By collaborating together, students are able to

understand more fully the vast array of ideas and perceptions that contribute to the American experience. Reading and writing about their own perceptions and those of their peers will infl uence their creativity, lifelong learning, and self direction.

By the end of this unit, students are able to analyze the use of catalogs in poetry and are able to read and recognize free verse as a poetic form. Students are able to write refl ective essays and critical analyses of poems. Students are able to showcase their originality and creativity in their refl ective essays and poems. By collaborating together, students are able to understand more fully the vast array of ideas and perceptions that contribute to the American experience.


12 THE SCHOOL DISTRICT OF PHILADELPHIA PLANNING AND SCHEDULING TIMELINE ENGLISH GRADE 11: LITERACY

UNIT 1GETTING TO KNOW YOU

Good Instruction is the

TEACHING OBJECTIVES: WHAT I WILL TEACH…

CONTENT/PERFORMANCE DESCRIPTORS

(* DENOTES ELIGIBLE CONTENT)

PA STANDARDS STATEMENT(S)

(REFER TO STANDARDS ALIGNMENT) WEEK/DATES

ReadingAnalyze literary and poetic termsAnalyze and understand the use of catalogs in poetry

WritingWrite a Constructed Response Peer editing using PSSA Scoring Guidelines for Open-ended Reading ItemsWriting Process: prewriting/planning/drafting/revising/editing (refl ective essay or poem)

Address 21st Century Applied SkillsTeamwork/CollaborationCreativity/Innovation

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Analyze the effectiveness, of the author’s use of poetic devices*Write short stories, poems and playsWrite complex informational pieces using precise language and specifi c detail

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1.3 Cpp. 28–29

1.4 App. 36–37

1.4 Bpp. 38–39

1.5 Epp. 54–55

1.5 Fpp. 56–57

TraditionalWeek 1Sept. 1–Sept. 5(2 days)

Fall Block

Week 1

Sept. 1–Sept. 5

Part 1 of 1

Spring Block

Week 1

Jan. 26–Jan. 30

Part 1 of 1



BEST Test Preparation

TEXTUAL REFERENCES AND STRUCTURED LESSONS

SUPPORTS FOR 21ST CENTURY LEARNING SAMPLE ASSESSMENT ITEM

PSSA CONNECTION TO WHAT I WILL TEACH…

Elements

Reading

pp. 307-312“I Hear America Singing”

Holt African American Literature

p. 326“I, Too” A comparison poem

Writing

See sample Constructed Response Item

Elements

Writing

p. 328Writing #4 You Hear America Singing (refl ective essay or poem)

Other Resources

Elements

pp. 360-367 “Writing a Refl ective Essay”

(Continued)


Teamwork/Collaboration

Creativity/Innovation

Idea(s) for Investigation

Selection and Responsibility of the Poet Laureate

www.wordsmyth.net/cgi-bin/search.cgi?matchent=poet+laureate&submit.x=36&submit.y=12&submit=Search&matchtype=exact

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PSSA Sample Constructed Response:

Walt Whitman views Americans as having an optimistic, energetic spirit. Compare and/or contrast Langston Hughes’ view of America with that of Walt Whitman. Use at least one example from each to support your answer.

Sample PSSA Multiple Choice:

Which statement accurately describes a contrast between the two poems?

Whitman’s poem condemns society; Hughes’ poem does not.Whitman’s speaker identifi es himself with the world of nature; Hughes’ poem does not.Whitman’s poem celebrates acceptance and contentment; Hughes’ poem does not.Whitman’s poem is written in iambic pentameter; Hughes’ poem is not.

A.

B.

C.

D.

Reading, Analyzing, and Interpreting Literature:

See Educational Resources pp. 30–31 for additional strategies to teach analyzing the effectiveness, in terms of literary quality, the author’s use of literary devices.

Connections to OSS Strategies Guide

See Section 2, pp. 6–7, 27 for Establishing Routines

Use the fi rst week of class to get to know your students, establish expectations for the course, and begin practicing the critical-thinking and literary-analysis skills that students will need for academic success. Students will explore their perceptions of what it means to be an American.







Teacher/Student Web Resource(s)

Varying Views of Americawww.readwritethink.org/lessons/lesson_view.asp

Library of Congress: Poetry 180www.loc.gov/poetry/180/

www.fi rstwriter.com/competitions/search/database.cgi?Category=Poetry&Fees=0-0.1

More About Walt Whitman go.hrw.com,Keyword: LE5 11–3

Smithsonian: One Life: Walt Whitman, A Kosmoswww.npg.si.edu/exhibit/whitman/index.html

Walt Whitman as a Model Poet: “I Hear My School Singing”www.readwritethink.org/lessons/lesson_view.asp?id=989

More About Langston Hugheswww.poets.org/poet.php/prmPID/83

Lesson Plan UNCC: The Book of Rhythmshttp://library.uncc.edu/fi les/5/cimc/pdfs/units/book%20of%20rhythms.pdf

Curriculum Resources

pp. 26–29

www.quotationspage.com/quotes/Walt_Whitman

www.liglobal.com/walt/ sogofmself/song51.html









ReadingAnalyze literary and poetic termsAnalyze a poem for the following:What does the poet say about life, society, or people?What happens in the poem?What is the most outstanding poetic feature?What emotion(s) does the poem elicit from the reader?Review and present summer reading projects/activities

WritingDevelop a writing portfolioWrite a free verse poem in the tradition of Walt Whitman Analyze a poem (Informational/Expository)Writing process: prewriting/planning and writing a draft

Writing (Research)Prewriting/Planning: Demonstrate how to select a novel for novel-based research paperPrewriting/Planning: Examine the appeal of a particular novel


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Read and understand works of literature*Analyze the effectiveness of the author’s use of poetic devices*Write complex informational pieces using precise language and specifi c detailSelect a topic for researchIdentify topic, task, and audience for research

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1.3 App. 24-25

1.3 Cpp. 28–29

1.5 App. 46–47

1.4 Bpp. 38–39

1.8 App. 78–79


Fall Block

Week 2

Sept. 8–Sept. 12

Part 1 of 2

Spring Block

Week 2

Feb. 2-Feb. 6

Part 1 of 2







Elements

Reading

pp. 316–320“Song of Myself”

See Curriculum, Instruction, and Teacher Development web site for complete summer reading list.

Writing

p. 328Writing #2, My Walt Whitman Writing #3, “A Close Look” Informational

See Sample Assessment Item


Research

pp. 46–49Research Paper Day 1 Lesson

pp. 26–32QNTs; Portfolios

Other Resources

Holt Assessment: Writing, Listening, and Speaking

pp. 120–147Instructions for maintaining a portfolio system in the English classroom


pp. 38–39Review of Literary and Poetic Terms

(Continued)




Idea(s) for InvestigationCelebrating Heroism

www.pbs.org/weta/americanvalor

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PSSA Sample Informational (Expository) Prompt:

Write an informational essay in which you analyze the effectiveness of Walt Whitman’s use of at least two literary devices in “Song of Myself.”


Analyze Walt Whitman’s attitude toward nature and the natural world. Give two examples from the reading to support your response.


See Educational Resources pp. 28–29 for more strategies to teach use of poetic devices.

See Educational Resources pp. 30–31 for additional strategies to teach author’s purpose.


Following DirectionsSee Section 2, p. 37 for Resolving Classroom Issues.







Educational Resources

Research

pp. 136–149Research paper resources

Elements

Test Smarts

p. 1167Writing an Analytical Composition

p. 1176Handbook of Literary and Historical Terms


Outline of American Literature: Walt Whitmanhttp://usinfo.state.gov/proucts/pubs/oal/lit3.htm#whitman

http://library.thinkquest.org/23846/writing_guide/poetry.html

www.poets.org/poet.php/prmPID/126

By the end of this unit, students are able to analyze the use of catalogs in poetry and are able to read and recognize free verse as a poetic form. Students are able to write refl ective essays and critical analyses of poems. Students are able to showcase their originality and creativity in their refl ective essays and poems. By collaborating together, students are able to understand more fully the vast array of ideas and perceptions that contribute to the American experience.



Refl ectionIn preparing to teach this unit again, these are prerequisite skills that my students will need to know prior to starting the unit:

In preparing to teach this unit again, these are assessments that I will use to monitor student understanding of Big Ideas:

___ teacher-created materials ___ projects___ teacher observations ___ presentations___ student refl ections ___ exit cards___ logs or journals ___ other

In preparing to teach this unit again, I found the following tools, techniques, strategies, and technology benefi cial for student understanding:

In preparing to teach this unit again, these are resources that I will use:

In preparing to teach this unit again, the following modifi cations may improve student achievement:

Multidisciplinary connections can be made to the following subject areas based on topics and content taught in this unit:

___ English ___ Science ___ World Languages___ Math ___ Social Studies ___ Phys. Ed./Health



ENGLISH 3UNIT 2: Getting to Know the PuritansBig Idea(s)Understanding America is not really possible without getting to know the Puritans fi rst. Th eir attitudes, habits of mind, and customs all continue to infl uence Americans, regardless of race or culture. Th ese people initially came in peace and lived in peace with the indigenous folk already on these shores. Nearly two generations passed before the peace was broken, and John Winthrop’s “city upon a hill” was no more.

During this unit, the goal of my teaching is that students will analyze the philosophical, political, and religious beliefs of the Puritans and their impact on American society. Th ey will analyze elements of drama, character motivation, archetypes, and symbols. In addition, they will examine Puritan plain style, inversion, the rhetoric of persuasion, and the use of fi gurative language. Small-group discussions will enrich students’ understanding of the course readings as they learn from and work with individuals representing various cultures and viewpoints. Students will write persuasive essays using a variety of persuasive techniques. Students will work in groups to collaborate and give feedback

as they edit each others’ work. Th ey will review subject and verb agreement. Students will learn to understand Latin and Greek roots, prefi xes and suffi xes, and use context clues to determine the meaning of words.

By the end of this unit, students are able torecognize and understand the social and ethical foundations of Puritanical thought and its infl uence in American history. Students are demonstrating eff ective work habits as they successfully complete group assignments and work productively to build collaborative relationships with their peers. Th ey are able to compose persuasive arguments using logical, ethical, and emotional appeals. Th ey are able to edit for subject and verb agreement. Students are able to determine the meanings of words through context and knowledge of Latin and Greek root words. After reviewing Benchmark results, students are able to demonstrate personal accountability as they design personal learning plans during student ownership sessions.



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UNIT 2GETTING TO KNOW THE PURITANS







ReadingAnalyze inversion, plain style, Petrarchan sonnet structure, rhyme scheme, and rhythmAnalyze and evaluate author’s and poet’s use of fi gurative languageUnderstand and evaluate the characteristics of subgenres of prose, including autobiographiesMake inferences

WritingPeer edit and revise poetry analysis essay for publication (Informational/Expository)

VocabularyPrefi xes and suffi xes (Elements, p. 49)Context clues (Elements, p. 64)

Address 21st Century Applied SkillsTeamwork/Collaboration

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Analyze the effectiveness of the author’s use of sound techniques*Analyze the effectiveness of the author’s use of fi gurative language*Read and understand essential content of informational texts and documents in all academic areas*Revise and edit writingUse knowledge of root words*Establish reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words*

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1.3 Cpp. 28–29

1.2 App. 18–19

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.1 Cpp. 6–7

1.1 Epp. 10–11


Fall Block

Week 2

Sept. 8–Sept. 12

Part 2 of 2

Spring Block

Week 2

Feb. 2–Feb. 6

Part 2 of 2







Elements

Reading

pp. 27–34Bradstreet and Sor Juana Inés de la Cruz sonnets

pp. 44–49Jonathan Edwards

pp. 50–59from The Interesting Narrative of the Life of Olaudah Equiano


Reading

pp. 54–57Analyzing Puritan Plain Style

pp. 58–60Figures of Speech

pp. 68–71Equiano lessons

Elements

Writing (Research)

pp. 528–530Writing Workshop: Reading Historical Research

(Continued)



Idea(s) for Investigation

Fire and Brimstone SermonsOvercoming Adversity

go.hrw.comKeyword: LE5 11-1

Perspectives in American Literature: Jonathan Edwardshttp://web.csustan.edu/english/reuben/pal/chap2/edwards.htmlThis site includes biographical information, a timeline of Edwards’ life, and analysis of Edwards’ religious philosophy, a bibliography, major works, and links to other related web sites.

(Continued)

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Write an informational essay analyzing Jonathan Edwards’ attitude toward God as portrayed in “Sinners in the Hands of an Angry God.” Cite two examples to support your analysis.

PSSA Sample Multiple Choice:

Anne Bradstreet’s poem ends with a paradox–an apparent contradiction that reveals a truth. Which of the following items explains the paradox?

People who are no longer alive on earth can be alive forever in heaven.People who don’t love each other on earth will love each other in heavenPeople should love each other while they’re alive because life is short.People who don’t love each other will not live forever.

A.

B.

C.

D.


See Educational Resources pp. 30–31 for additional strategies to teach analysis of an author’s use of fi gurative language.

Prefi xes and Suffi xes:

See Educational Resources p. 155 for an additional strategy to teach prefi xes and suffi xes.


Teaching the Big IdeasSee Section 4, p. 22

Understanding America is not really possible without getting to know the Puritans fi rst. Their attitudes, habits of mind, and customs all continue to infl uence Americans, regardless of race or culture. These people initially came in peace and lived in peace with the indigenous folk already on these shores. Nearly two generations passed before the peace was broken, and John Winthrop’s “city upon a hill” was no more.








Writing

pp. 257, 261Revision; Peer Review

Other Resources

Elements

pp. 6–19Encounters and Foundations to 1800

pp. 16–19The Adapted Reader

The Holt Reader

pp. 22–28Adapted “Sinners in the Hands of an Angry God”


pp. 155–156Proofreading Strategies and Checklist


pp. 62–63“Sinners” Dramatic Reading Lesson


Puritan Poetrywww.bibliomania.com/2/3/270/frameset.html

EdGames: Prefi x-Suffi x Concentration by Polly Stansellhttp://edweb.sdsu.edu/courses/edtec670/Cardboard/Card/P/Prefi xSuffi x

(Continued)

American Memory: Born in Slavery: Slave Narrativeshttp://memory.loc.gov/ammem/snhtml/snhome.htmlThis site contains fi rst-person narratives of slavery and 500 black-and-white photographs as part of the Federal Writers’ Project of the Works Progress Administration.









ReadingEvaluate the philosophical, political, religious, ethical, and social infl uences of the historical periodAnalyze author’s use of allusion and imageryEvaluate elements of drama and literary devices (e.g., plot and setting)Analyze direct and indirect characterization

Writing (Research)Prewriting/Planning: Analyze the signifi cance of a literary settingPrewriting/Planning: Develop questions to pursue through research

VocabularyDefi ning words through context during reading of a text [Curriculum Resources, p. 92, p. 84 (The Crucible vocabulary list)]

Address 21st Century Applied SkillsTeamwork/CollaborationLeadershipInformation Technology/Application

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Read a variety of genres and types of textsAnalyze the effectiveness of the author’s use of literary devices*Analyze the uses and effectiveness of literary elements used by one or more authors*Select and refi ne a topic for researchUnderstand meaning of and apply key vocabulary*Establish reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words*

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1.1 Hpp. 16–17

1.3 Cpp. 28–29

1.3 Bpp. 26–27

1.8 App. 78–79

1.1 Fpp. 12–13

1.1 Epp. 10–11


Fall Block

Week 3

Sept. 15–Sept. 19

Part 1 of 2

Spring Block

Week 3

Feb. 9–Feb. 13

Part 1 of 2

PSSA Writing Grade 11







Student Web Resource(s)

ALMA: Prefi xes Say Plentywww.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=1&act=2&que=1

Elements

Reading

pp. 10–19Historical background on Salem Witchcraft Trials and Puritan period

The Crucible

Reading

p. 3“Why I Wrote The Crucible”Act 1


Reading

pp. 86–93 The Crucible lessons

Research

pp. 74–75Research Paper Day 2 lesson

Elements

Writing (Research)

pp. 528–530Writing Workshop: Reporting Historical Research

(Continued)



Leadership

Information Technology/Application

Idea(s) for InvestigationThe Impact of McCarthyismCommunism: Then/Now

University of Pennsylvania: The Age of McCarthyismwww.writing.upenn.edu/~afi lreis/50s/schrecker-age.htmlThis site contains links to pages that discuss the age of McCarthyism.

(Continued)

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SAT Sample Persuasive Prompt:

Read the following quote from the playwright, Arthur Miller, before answering the question below:

“I think it’s a mistake to ever look for hope outside of one’s self.”

What do you think of Miller’s statement? Plan and write an essay in which you take a position on this issue. Support your point of view with examples from your experiences, readings, studies, and observations.


Describe an ideal Puritan. Use two examples from the reading to support your response.


See Educational Resources pp. 26–27 for more strategies to teach plot and setting.

See Educational Resources pp. 34–35 for additional strategies to teach direct and indirect characterization.


Brisk Pacing in InstructionSee Section 4, p. 8







Other Resources

Holt Adapted Readerpp. 2–7

The Holt Readerpp. 3–9


Research

pp. 136–149Research paper approaches, pacing, and graphic organizers

Teacher Web Resource(s)

Omaha Public: Secondary Teacher Reading Strategieswww.ops.org/reading/secondarystrat1.htm


Glossary of theatre termswww.schoolshows.demon.co.uk/ resources/technical/gloss1.htm

Language of The Cruciblewww.angliacampus.com/pulic/sec/_nglish/crucible/page36.htm


English-Zone.com: Vocabulary in Context 1www.englishzone.com/vocab/vic01.html

The 2000 years of Communismwww.osa.ceu.hu/galria/sites/com2000/concept/concept_index.htmlThis online exhibition looks at the connection and confl ict between Communism and Christianity. It includes a slideshow that requires Flash 4.









ReadingAnalyze characterization and confl ict in a dramaAnalyze author’s use of fi gurative language

WritingCompose informational essay comparing and contrasting historical periods (Informational/Expository)Writing process: prewriting/planning and writing a draft


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Read and respond to drama*Analyze the uses and effectiveness of literary elements used by one or more authors*Analyze the effectiveness of the author’s use of literary devices*Write complex informational pieces

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1.3 Fpp. 34–35

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.4 Bpp. 38–39

TraditionalWeek 5Sept. 29–Oct. 3(3 days)

Fall Block

Week 3

Sept. 15–Sept. 19

Part 2 of 2

Spring Block

Week 3

Feb. 9–Feb. 13

Part 2 of 2








The Crucible

Reading

End of Act 1Act 2


Reading

pp. 94–97, 102–107The Crucible Lessons

Elements

Writing

p. 19“Write About Contrasting Literary Periods” Informational


Writing

pp. 213–219Fill-in-the-Blank Essay Forms for Compare/Contrast Essays

Other Resources


www.law.umkc.edu/faculty/projects/ftrials/salem/SALEM.HTM42explore.com/fi glang.htm

www.lectlaw.com/def.htm

www.dl.ket.org/latin3/mores/legallatin/legal04.htm

www.english-zone.com/verbs/verbchrt.html

(Continued)



Idea(s) for InvestigationMcCarthyism and Blacklisting in Hollywood

McCarthyism and Blacklisting in Hollywood:www.etown.k12.pa.us/english/grade11/RandyM/Hollywoodand communism

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Which of the following choices contains a simile?

As he climbs into the dentist’s chair, his shoe falls.He’s already squirming like a hooked trout.Danny is just a nervous kid.Researchers videotaped the dental debuts.

A.

B.

C.D.


See Educational Resources pp. 26–27 for additional strategies to teach characterization.

See Educational Resources pp. 30–31 for additional strategies to teach analysis of the author’s use of fi gurative language.


Engagement TimeSee Section 4, p. 21









ReadingEvaluate persuasive writing and speaking techniques in a dramaEvaluate the use of humor to persuade

WritingRevise and edit historical period compare/contrast essay for publicationPrewriting/Drafting: Compose persuasive arguments using logical, ethical, and emotional appeals (Persuasive)

Address 21st Century Applied SkillsLeadershipCreativity/Innovation

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Identify, evaluate, and synthesize essential ideas*Revise writingEdit writingInclude a clearly stated position or opinion and support it with convincing and elaborated evidenceAnalyze the effectiveness of the author’s use of literary devices*

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1.1 Dpp. 8–9

1.3 Cpp. 28–29

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.4 Cpp. 40–41

TraditionalWeek 6Oct. 6–Oct. 10(4 days)

Fall Block

Week 4

Sept. 22–Sept. 26

Part 1 of 2

Spring Block

Week 4

Feb. 16–Feb. 20

Part 1 of 2









Curriculum Units.Com: The Crucible www.curriculumunits.com/crucible/main3.htmThis site provides background information, projects, and Power Point presentations to be used before and after reading The Crucible. A variety of related links are also included.


Exploring Citizenshipwww.stagework.org.uk/webdav/servlet/XRM?Page/@id=6027&Session/@id=D_hJB1aSKKAgWsvac5xILg&Document/@id=7050Use The Crucible to help your students consider themes of justice and human rights. Consider the power of bullying and peer pressure. Video clips, lesson plans, activities and more can be found at this site.


Reading

pp. 108–110Examining Persuasive Writing and Speaking Techniques

The Crucible

Reading

Act 3

Elements

Writing

pp. 114–118Writing Workshop: Writing an Editorial, “Prewriting” and “Writing”

(Continued)


Leadership


PSSA Sample Persuasive Prompt:

Choose one of the accused characters from The Crucible and write an essay, using textual evidence to support your argument, to persuade a jury to fi nd him or her guilty. Remember to make use of at least one specifi c persuasive technique in your essay.


Think about character traits you expect to fi nd in a minister. Analyze the character of Reverend Parris. Does Reverend Parris exemplify those traits? Give two examples to support your response.


See Educational Resources pp. 26–27 for additional strategies to teach stylistic techniques in a drama.

Types of Writing

See Educational Resources pp. 40–41 for additional strategies to teach persuasive writing.


Connect new informationSee Section 4, p. 27 for Concept Map








Writing

p. 261Guidelines for Global Revision of Writing

p. 247Persuasive Mode Graphic Organizer

Other Resources



Elements

pp. 208–209Examples of Persuasive Appeal


pp. 168–169“Ain’t I a Woman?”

Writing



Persuasive writing Web sitewww.kent.k12.wa.us/curriclum/writing/elem_writing/Bib/Persuasive.htm

www.uvsc.edu/owl/handouts/revised%20handouts/types%20of%20writing/persuasive.pdf


www.englishbiz.co.uk/mainguides/persuade.htm









ReadingAnalyze persuasive techniquesAnalyze multiple choice questions

WritingEvaluate and revise persuasive arguments for focus and support (Persuasive)Peer edit persuasive arguments for publication (Persuasive)

GrammarSubject/verb agreement (Elements, Language Handbook, pp. 1191–1192)

Address 21st Century Applied SkillsTeamwork/CollaborationUnderstanding Diversity

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Evaluate text organization and content to determine author’s purpose and effectiveness according to the author’s thesis, accuracy, thoroughness, logic, and reasoning Revise writingEdit writingInclude a variety of methods to advance an argument or position

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1.3 Cpp.28–29

1.2 A pp. 18-19

1.5 Epp. 54–55

1.5 Fpp. 56–57


PSAT

Fall Block

Week 4

Sept. 22–Sept. 26

Part 2 of 2

Spring Block

Week 4

Feb. 16–Feb. 20

Part 2 of 2









Reading

pp. 622–629“America: The Multinational Society”

Elements

pp.1153-1161Test Smarts:Strategies for Taking Multiple Choice Tests

Writing

p. 1142Proofreading and Revising

pp. 119–121Writing Workshop: Writing an Editorial, “Revising” and “Publishing”


Writing

pp. 257–263Guidelines for Global Revision of Writing; Peer Editing General Grammar & Punctuation Errors

p. 273Peer Review of Persuasive Text

Other Resources

Elements


pp. 99–105Persuasion Holistic Scale and Sample Papers


(Continued)



Understanding Diversity


Read this statement, and then respond to the question that follows:

“There is no such thing as justice—in or out of court.” (Clarence Darrow)

Do you agree with this statement? In a persuasive essay, take a position on the issue of whether or not justice exists. Defend your position with examples from your life, studies, readings, and observations.


In the reading selection, “America: The Multinational Society,” Ishmael Reed writes: “One of our most visionary politicians said that he envisioned a time when the United States could become the brain of the world, by which he meant the repository of all of the latest advanced information systems.

The word repository in this sentence means

archiveconfessorchaliceauditorium

A.B.C.D.

Types of Writing:


Quality of Writing:

See Educational Resources p. 103 for an additional strategy to teach subject/verb agreement.


See Section 4, p. 6 for Explicit Instruction









ReadingAnalyze and apply the elements of setting, point of view, and literary confl ict in a dramaEvaluate a literary character as a tragic hero

WritingPrewriting/Planning: Develop points for a debate (Persuasive)Writing/Drafting: organize arguments and focus supporting evidence

SpeakingOrganize arguments and participate in a debate

Address 21st Century Applied SkillsTeamwork/CollaborationLeadershipProfessionalism/Work Ethic

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Analyze the relationships, uses, and effectiveness of literary elements used by one or more authors in similar genres*Include convincing, elaborated, and properly cited evidenceOrganize and participate in informal debate

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1.6 Bpp. 62–63

1.3 Bpp. 26–27

1.4 Cpp. 40–41

1.6 Epp. 68–69


PSSA Retest Grade 12

Fall Block

Week 5

Sept. 29–Oct. 3

Part 1 of 2

Spring Block

Week 5

Feb. 23–Feb. 27

Part 1 of 2

Benchmark Spring Block A








Subject/Verb Agreement Tutorialwww.ucalgary.ca/UofC/eduweb/grammar/course/sentence/2_1e.htm

Online Writing Labhttp://depts.dyc.edu/learningcenter/owl/agreement_sv.htm

The Crucible

Reading

Act 4


Reading

pp. 114–116Examining Proctor as a Tragic Hero

pp. 118–119Debating Proctor as a Tragic Hero

Elements

Speaking

pp. 122–125Listening & Speaking Workshop: Presenting and Evaluating Speeches

Other Resources


Laws for televising trialswww.rtnda.org/foi/scc.shtml

“You’re Accused!” Choices for a suspected “witch”www.law.umkc.edu/faculty/projects/ftrials/salem/accused%21.html


Subject and Predicatehttp://ace.acadiau.ca/english/grammar/gsubpred.htm



Leadership

Professionalism/ Work Ethic


In an informational essay, explain how the setting of a story can affect the mood. Use two examples from your readings to support your response.


Analyze Abigail’s character. What does she want from John Proctor? Give two examples from the reading to support your response.


See Educational Resources pp. 26–27 for additional strategies to teach literary elements used in drama (confl ict).

Types of Writing:



See Section 4, p. 11 for Structuring of an Effective Lesson









ReadingComprehensive review of The Crucible and elements of dramaAnalyze a dramatic character’s motivations and objectivesEvaluate the relationship between an author’s personal experiences and his or her literary worksAnalyze archetypes drawn from myth and tradition

WritingAnalyze a literary character (Informational)Writing process: prewriting/planning, writing a draft; revising and refi ning; editing and proofreading


•

•

•

•

•

•

•

Analyze the uses and effectiveness of literary elements used by one or more authors*Evaluate text to determine author’s purpose and effectiveness*Gather, analyze, and organize information

•

•

•

1.3 Bpp. 26–27

1.2 App. 18–19

1.5 Bpp. 48–49


Benchmark Assessment 1


Fall Block

Week 5

Sept. 29–Oct. 3

Part 2 of 2

Spring Block

Week 5

Feb. 23–Feb. 27

Part 2 of 2

Benchmark Spring Block A








The Crucible

pp. 120–122Analysis of Proctor’s Objectives

pp. 124–126 Examining the Role of McCarthyism in The Crucible


Reading

p. 171 Character Web

p. 197Sequencing Map

Writing


Elements

Reading

pp. 20–23Native American Oral Traditions

Other Resources

Teacher Web Resources

“You’re Accused!” Choices for a suspected “witch”www.law.umkc.edu/faculty/projects/ftrials/salem/pleadinnocent.html

Outline of Aristotle’s theory of tragedywww.cnr.edu/home/bmcmanus/poetics.html

(Continued)




Choose one literary character and write an essay that explains how she or he could be considered a tragic hero. Give two examples to support your choice.


Read the following quotation from The Crucible:

John Proctor states, “I have made a bell of my honor!”

This quotation contains an example of what kind of fi gurative language?

hyperbolesimilepersonifi cationmetaphor

A.B.C.D.


See Educational Resources pp. 34–35 for additional strategies to teach literary analysis.



See Section 4, p. 14 for Effective Teaching Principles Overview









ReadingAnalyze archetypes and symbolsAnalyze characteristics of various cultures

WritingPrewriting/Planning: Develop thesis statement for persuasive literary analysis essay using The Crucible (Persuasive)Writing/Drafting: Gather, organize, and cite evidence for a persuasive essay

Writing (Research)Prewriting/Planning: Refi ne research objectives based on preliminary research fi ndings

Address 21st Century Applied SkillsTeamwork/CollaborationInformation Technology/Application

••

•

•

•

••

Analyze the relationships uses, and effectiveness of literary elements used by one or more authors in similar genres*Use precise language and specifi c detailInclude a clearly stated position or opinionInclude convincing, elaborated, and properly cited evidenceIdentify topic, task, and audienceSustain a logical order throughout the pieceSelect and refi ne a topic for researchEvaluate the importance and quality of research sources

•

•

•

•

•

•

•

•

1.3 Bpp. 26–27

1.4 Bpp. 38–39

1.4 Cpp. 40–41

1.5 App. 46–47

1..5 Cpp. 50–51

1.8 App. 78–79

1.8 Bpp. 80–81

TraditionalWeek 10Nov. 3–Nov. 7(4 days)

Report Period Ends, Nov. 7

Fall Block

Week 6

Oct. 6–Oct. 10

Part 1 of 2

Spring Block

Week 6

Mar. 2–Mar. 6

Part 1 of 2








Mr. Stone’s Web Site: The Crucible (Crossword) Puzzlehttp://warren.dusd.net/~dstone/Resources/11P/Puzzles/cw_Crucible1B.htm


Biography and Works/Joseph Bruchacwww.childrenslit.com/f_bruchac.html

Elements

Reading

pp. 24–26“Coyote Finishes His Work”


Reading

pp. 50–52Coyote and the Puritans

Writing

pp. 128–130Developing Thesis Statements for a Persuasive Essay

pp. 132–134Gathering Evidence for a Persuasive Essay

pp. 136–137Using and Citing Evidence in a Persuasive Essay

Research

pp. 140–142, 150–152Research Paper Day 3 and4 lessons

(Continued)




Idea(s) for InvestigationNative American Infl uence in USA Art, Music, and Ideas

Across Borders: Beading in Iroquois Lifewww.nmai.si.edu/exhibitions/across_borders/indexfl a.htm

Share in the Light: Native American Stories of Creationwww.worldandi.com/public/1998/cljul98.htm

•


Explain the irony of the court’s punishment in The Crucible. Cite at least two examples from the play to support your response.


See Educational Resources pp. 28–29 for additional strategies to teach analysis of an author’s use of symbolism as a literary device.

Quality of Writing:

See Educational Resources pp. 46–47 for additional strategies to teach writing with a sharp, distinct focus








Writing


Research

pp. 138–147Research Paper Pacing and Graphic Organizers

Elements

Writing (Research)

pp. 530-531Writing Workshop: Reporting Historical Research

Other Resources

Elements

Reading

pp. 777–778Analyzing a Novel: A Writer’s Model

Writing



Constructing thesis statementswww.unc.edu/depts/wcweb/handouts/thesis.html

(Continued)







Internet Public Library: Native American Authorswww.ipl.org/div/natam/


Windows to the Universe: Coyotewww.windows.ucar.edu/cgibin/tour.cgi?link=/mythology/coyote_milkyway.html

Library of Congress: The People...Native Americanshttp://memory.loc.gov/ammem/ndlpedu/community/cc_nativeamerican.php

Nez Perce Tribe: History: Frequently Asked Questionswww.nezperce.org/History FrequentlyAskedQ.htm









ReadingMake connections based on a culture’s experiencesReview, remediate, and enrich as needed: making inferences and understanding characters

WritingEvaluate and revise persuasive essay on The Crucible for support and organizationProofread and edit persuasive essay

VocabularyLatin and Greek roots, prefi xes, and suffi xes (Elements, pp. 1133–1134)

Address 21st Century Applied SkillsTeamwork/CollaborationLeadershipCreativity/Innovation

•

•

•

•

•

•••

Make extensions to related ideas, topics, or information*Revise writingEdit writingUse nouns and verbs properlyWrite using well-developed content appropriate for the topicUse knowledge of root words*

•

••••

•

1.3 Cpp. 28–29

1.1 Gpp. 14–15

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.5 Bpp. 48–49

1.1 Cpp. 6–7


Benchmark Review 1

Fall Block

Week 6

Oct. 6–Oct. 10

Part 2 of 2

Review, Remediate, Enrich

Spring Block

Week 6

Mar. 2–Mar. 6

Part 2 of 2








Reading

pp. 296–298, 301Claude McKay

“Tropics in New York”

“Baptism”

“If We Must Die”

“America”


Writing

pp. 138–139Assessing Persuasive Essays


Writing

pp. 261–263Guidelines for Global Revision of Writing, Peer Editing General Grammar & Punctuation Errors

p. 273Peer Review of Persuasive Text

Benchmark Review:

SchoolNet

Holt Reading Solutions

p. 248Making Inferences

p. 272Understanding Characters

(Continued)



Leadership


Idea(s) for InvestigationNative Americans and the Institution of Slavery

Slavery and Native Americans: 1600 to 1865www.slaveryinamerica.org/history/hs_es_indians_slavery.htmThis essay explores how slavery impacted tribal life.

•


In line 16, what does the word “jocund” most likely mean?

melancholyholythoughtfulhappyrhythmic

A.B.C.D.E.

Learning to Read Independently:

See Educational Resources p. 14 for additional strategies to promote multicultural awareness.

Quality of Writing:

See Educational Resources pp. 56–57 for additional strategies to teach editing and proofreading skills.







Kaplan Achievement Planner

Other Resources




“What to a Slave Is the Fourth of July?”www.douglassarchives.org/doug_a10.htm

MLA formathttp://owl.english.purdue.edu/handouts/research/r_mla.html


Grammar Handbook: Subjects and Predicateswww.english.uiuc.edu/cws/wworkshop/writer_resources/grammar_handbook/subjects_predicates.htm

By the end of this unit, students are able to recognize and understand the social and ethical foundations of Puritanical thought and its infl uence in American history. Students are demonstrating eff ective work habits as they successfully complete group assignments and work productively to build collaborative relationships with their peers. Th ey are able to compose persuasive arguments using logical, ethical, and emotional appeals. Th ey are able to edit for subject and verb agreement. Students are able to determine the meanings of words through context and knowledge of Latin and Greek root words. After reviewing Benchmark results, students are able to demonstrate personal accountability as they design personal learning plans during student ownership sessions.



ENGLISH 3UNIT 3: Getting to Know the Colonials



••••••••••



••••••••••

Big Idea(s)After the Puritans, the next important group of American writers is the Colonials. Th ey planned and executed their work in “meetings” like the Puritans and Quakers, and they were infl uenced by the writers of the Enlightenment.

During this unit, the goal of my teaching is that students will evaluate the philosophical, political, religious, ethical, and social infl uences of the Colonial period by analyzing authors’ purposes and beliefs. By examining authors’ use of text organization and content, students will evaluate theses, accuracy, thoroughness, logic, and reasoning. Using the writing process, students will write persuasive essays with a clearly stated position or opinion that includes the use of emotional and logical appeals. Students will continue to plan, refi ne, and shape their novel-based research. Th ey will select and use appropriate information technology to increase their knowledge and fulfi ll their learning needs. Th ey will continue to respond critically and creatively to the course readings working collaboratively with their peers in large-and small-group venues to negotiate meaning

in text. Students will learn to use coordinating conjunctions and to avoid sentence fragments and run-on sentences.

By the end of this unit, students are able todetermine and analyze author’s purpose, modes of persuasion, use of argument, and elements of style as refl ected in Colonial America. Students are able to write persuasive essays that include a clearly stated position or opinion using emotional and logical appeals and editorials. Students are able to edit for sentence fragments and run-on sentences. Students are demonstrating leadership skills as they work collaboratively to leverage the strengths of others to successfully complete group activities.



UNIT 3GETTING TO KNOW THE COLONIALS







ReadingAnalyze aphorismAnalyze author’s purpose and beliefsAnalyze author’s use of argument

WritingOrganize portfolio

Writing (Research)Prewriting/Planning: Evaluate sourcesPrewriting/Planning: Revise research questions

GrammarCoordinating conjunctions (Elements, p. 76)

Address 21st Century Applied SkillsCreativity/InnovationEthics/Social ResponsibilityTeamwork/Collaboration

•••

•

••

•

•••

Analyze the effectiveness of the author’s use of literary devices*Evaluate text organization and content to determine author’s purpose and effectiveness*Evaluate the author’s strategies*Use parts of speech properlyEvaluate importance and quality of sourcesSelect and refi ne a topic for research

•

•

•••

•

1.3 Bpp. 28–29

1.2 App. 18–19

1.1 Gpp. 14–15

1.5 Fpp. 56–57

1.8 Bpp. 80–81

1.8 App. 78–79


Fall Block

Week 7

Oct. 13–Oct. 17

Part 1 of 2

PSAT

Spring Block

Week 7

Mar. 9–Mar. 13

Part 1 of 2

Benchmark Review Spring Block A

See Traditional Week 11







Elements

Reading

pp. 66–71“from The Autobiography”

p. 72from “All I Really Need to Know I Learned in Kindergarten”


Reading

pp. 144–145Introduction to Colonials—Benjamin Franklin’s Autobiography

Research

pp. 150–151Evaluating Sources and Revising Research Questions

Other Resources

Elements

Writing (Research)


(Continued)



Ethics/ Social Responsibility



What is the author’s purpose for describing how Liza and Higgins are dressed?

to show what they have in commonto show that Higgins is much more sophisticated and formal than Lizato show that Higgins is cruel to people he doesn’t know wellto show that Liza works harder than Higgins


Compare Benjamin Franklin’s beliefs about virtues, faults, and human perfectibility with Jonathan Edward’s ideas about salvation, sin, and predestination. Give two examples from each to support your response.

A.

B.

C.

D.


See Educational Resources pp. 28–29 for additional strategies to teach author’s purpose.

Research:

See Educational Resources pp. 2–3 for additional strategies to teach locating and evaluating resources for assigned and independent projects before reading.


See Section 6, p. 28 for Post-school Outcomes: Self-determination Skills

After the Puritans, the next important group of American writers is the Colonials. They planned and executed their work in “meetings” like the Puritans and Quakers, and they were infl uenced by the writers of the Enlightenment.







Holt Assessment: Literature, Reading, and Vocabulary

pp. 56–59“What Is an American?”


pp. 146–147“What Is an American?”


pp. 128–129Portfolio


go.hrw.comKeyword LE5 11-1

LOC: Benjamin Franklin: In His Own Wordswww.loc.gov/exhibits/treasures/franklin-epitaph.html

What is a Conjunction?www.uottawa.ca/academic/arts/writcent/hypergrammar/conjunct.html









ReadingAnalyze modes of persuasion (appeals to logic and emotion, use of analogy)Analyze allusionsAnalyze author’s purpose and beliefsAnalyze author’s use of argument

WritingAnalyze emotional and logical appeals in a persuasive essay (Informational)PSSA-style writing (Persuasive)Writing process: prewriting/planning; writing a draft; revising and refi ning; editing and proofreading

Address 21st Century Applied SkillsTeamwork/CollaborationEthics/Social Responsibility

•

•••

•

••

••

Evaluate text organization and content to determine author’s purpose and effectiveness according to thesis, accuracy, thoroughness, logic, and reasoning*Gather, analyze, and organize informationInclude a clearly stated position or opinionAnalyze the effectiveness of author’s use of literary devices*

•

•

•

•

1.2 App. 18–19

1.2 Cpp.28–29

1.5 Bpp. 48–49

1.4 Cpp. 40–41


Fall Block

Week 7

Oct. 13–Oct. 17

Part 2 of 2

PSAT

Spring Block

Week 7

Mar. 9–Mar. 13

Part 2 of 2

Benchmark Review Spring Block A







Elements

Reading

pp. 35–43Mary Rowlandson, A Narrative of the Captivity

p. 62Honoring African Heritage

pp. 60–61“Phillis Wheatley: A Revolutionary Woman” and poem excerpt

p. 109“Letter to John Adams”


Reading

pp. 66–67Mary Rowlandson

pp. 148–149Colonial Women: Phillis Wheatley and Abigail Adams

Writing

p. 93Writing: Taking It Apart Analyze Emotional and Logical Appeals


Reading

pp. 154–155Citizen Rights and Responsibilities/Modes of Persuasion

pp. 156–157Thomas Paine and The Crisis, No. 1

(Continued)





Write a letter to someone who has recently become an American citizen. Convince him or her what it means to be a good citizen. What responsibilities does a citizen have to society? Use arguments from Benjamin Franklin and Thomas Paine to support your ideas.


When Mary Rowlandson felt melancholy, or sad, she often turned to the Bible for comfort. In this sentence, melancholy means

joyfulsorrowfulboringangry

A.B.C.D.


See Educational Resources pp. 28–29 for additional strategies to teach author’s purpose and use of literary devices.

Types of Writing:

See Educational Resources pp. 38–39 for additional strategies to teach the writing of complex informational essays.


See Section 6, p. 30 for How to Help Students Lead Their IEP Meetings







Writing


Other Resources

Elements

pp. 85–92from The Crisis, No. 1


pp. 156-157 Thomas Paine and The Crisis, No. 1


Perspectives in Am. Lit: Biography of Phillis Wheatleyhttp://web.csustan.edu/english/reuben/pal/chap2/wheatley.htm


Wired.com: The Age of Painewww.wired.com/wired/archive/3.05/paine.html?topic=&topic_set=

Capital Community College: Coordinating Conjunctionshttp://grammar.ccc.commnet.edu/grammar/conjunctions.htm









ReadingAnalyze author’s point of viewAnalyze elements of style (parallelism, diction)Analyze and compare political points of view on a topic

Writing (Research)Prewriting/Planning: Formulate research processPrewriting/Planning: Develop note-taking techniques and discuss plagiarism

VocabularyTerms used in Political Science and History (Elements, p. 105)


••

•

•

•

•

••

Evaluate text organization and content to determine author’s purpose and effectiveness*Analyze the uses and effectiveness of literary elements used by one or more authors*Compare and contrast texts using themes, settings, characters, and ideas*Take notes relevant to research topicEstablish reading vocabulary by identifying and correctly using new words acquired through study of their relationships to other words*

•

•

•

•

•

1.2 App. 18–19

1.3 Bpp. 26–27

1.1 Gpp. 14–15

1.8 Cpp. 82–83

1.1 Epp. 10–11

TraditionalWeek 14Dec. 1–Dec. 5(5 days)

Fall Block

Week 8

Oct. 20–Oct. 24

Part 1 of 2


Spring Block

Week 8

Mar. 16–Mar. 20

Part 1 of 2

PSSA Reading / Math Grade 11







Elements

Reading

pp. 95–104“from The Autobiography: The Declaration of Independence”

pp. 106–108from “The Iroquois Constitution”

pp. 110–112from “Declaration of Sentiments...”


Reading

pp. 158–160Thomas Jefferson and The Autobiography

pp. 172–174Understanding and Analyzing “The Iroquois Constitution”

Research

pp. 176–178Quotations, Paraphrases, and Summaries

Elements

Writing (Research)


Other Resources


pp. 159–161“Letter to Thomas Jefferson”

(Continued)




Idea(s) for InvestigationReligion and the American Revolution

NHC: Religion and the American Revolutionwww.nhc.rtp.nc.us/tserve/eighteen/ekeyinfo/erelrev.htmThe National Humanities Center offers an article on religion and the Revolutionary War with suggestions for projects. It is full of information about how religion infl uenced people to support war.

•


What is the effect of Thomas Jefferson’s repetition of the words “He has” in each paragraph of The Autobiography: The Declaration of Independence?

It makes the lines rhyme.It creates a rhythm that adds emphasis to his ideas.It creates an image in the reader’s mind.It shows that he means the opposite of what he writes.


Write a letter to a public offi cial from whom you solicit support for an issue or concern you have. Give at least two reasons why the public offi cial should be an ally to your cause.

A.B.

C.

D.


See Educational Resources pp. 12–13 for additional strategies to teach understanding the meaning of and applying key vocabulary across various subject areas.


See Educational Resources pp. 26–27 for additional strategies to teach point of view.


See Section 4, p. 48 for Independence in Completing Assignments








pp. 162–165Benjamin Banneker and “Letter to Thomas Jefferson”

pp. 166–169Understanding and Analyzing the Mayfl ower Compact


Iroquois Constitutionwww.tuscaroras.com/pages/history/iroquois_constitution_1.html


University of Calgary: Parts of Speech — Conjunctionswww.ucalgary.ca/UofC/eduweb/grammar/course/speech/1_5b.htm









ReadingSkills Review and assess objectives from weeks 12–14

WritingPrewriting/Planning: Choose topic and analyze audience for an editorial (Persuasive)Writing/Drafting: Organize support using rhetorical devices

VocabularySynonyms (Elements, p. 93)

GrammarAvoiding sentence fragments and run-on sentences (Elements, pp. 251–252)

Address 21st Century Applied SkillsTeamwork/CollaborationLifelong Learning/Self Direction

•

•

•

•

•

••

Identify topic, task, and audienceEmploy most effective format for purpose and audienceSustain a logical orderEstablish reading vocabulary by identifying and correctly using new words acquired through study of their relationships to other words*

•

•

••

1.5 App. 46–47

1.5 Bpp. 48–49

1.5 Cpp. 50–51

1.1 Epp. 10–11


Fall Block

Week 8

Oct. 20–Oct. 24

Part 2 of 2


Spring Block

Week 8

Mar. 16–Mar. 20

Part 2 of 2








Standards Alignment and Educational Resources (Assessment Alignment)

1.1 G pp. 14-151.2 A pp. 18-191.3 B pp. 26-27

Elements

pp. 126–311Collection 1: Skills Review, Comparing Literature

Elements

Writing

p. 112Writing: How Equal?

Editorial

pp. 114–118Writing Workshop: Writing an Editorial, “Prewriting” and “Writing”/Drafting

Other Resources


pp. 180–185Analyzing Benjamin Franklin’s Speech to the Constitutional Convention

pp. 186–189Writing an Editorial: Prewriting and Drafting

Writing


(continued)



Lifelong Learning/ Self Direction


Read the following quote from Thomas Jefferson:

“The freedom and happiness of man...[are] the sole objects of all legitimate government.”

Do you think that our government today would satisfy Jefferson’s expectations? Why or why not? Argue your point of view using examples from your studies, readings, observations, and experiences.


After reading this story, the author mostly wants you to

recognize that Marge is a talented and complex woman.feel sorry that her life has been fi lled with so much hard work.know how diffi cult life was after her husband died.think that Marge is a very simple person

A.

B.

C.

D.

Quality of Writing:

See Educational Resources pp. 54–55 for additional strategies to teach writing conventions.

Word Study Organizer:

See Educational Resources p. 203 for an additional strategy to teach synonyms








Seeing and Correcting Sentence Fragments and Run-onswww.unc.edu/depts/wcweb/handouts/fragments.html


Welcome to SuperTeach: Grammar Sentence Fragmentshttp://webnz.co.nz/checkers/GramSentFrag.html

By the end of this unit, students are able to determine and analyze author’s purpose, modes of persuasion, use of argument, and elements of style as refl ected in Colonial America. Students are able to write persuasive essays that include a clearly stated position or opinion using emotional and logical appeals and editorials. Students are able to edit for sentence fragments and run-on sentences. Students are demonstrating leadership skills as they work collaboratively to leverage the strengths of others to successfully complete group activities.



ENGLISH 3UNIT 4: The Dissenters



••••••••••



••••••••••

Big Idea(s)American Romanticism emerged after the Colonials, as did American cynicism. Th ese voices pose a contrast to those of the Colonials. Th e cynics’ writings have had signifi cant infl uence on modern writers, and they have helped to shape the soul of America.

During this unit, the goal of my teaching is that students will learn to evaluate the philosophical, political, and social values refl ected in American Romanticism and Transcendentalism. Attitudes toward nature, free thinking, and social activism refl ected in the readings will impact students’ lifelong learning, self direction, ethics, and their understanding of individual social responsibility. Th ey will analyze theme, persuasive techniques, and the use of fi gurative language in fi ction and nonfi ction texts. In small-group analysis of text, students will learn from and work collaboratively with individuals who provide a variety of diff erent perspectives. Additionally, they will evaluate the use of sound devices in poetry. Th ey will learn to identify adjectival and adverbial clauses. Students will revise and edit their writing as an integral part of the writing process. Students will continue

working on the research process, selecting and using appropriate information technology.

By the end of this unit, students are able torecognize the style and voice of the Dissenters. Th ey are able to understand and recognize the persuasive techniques used by non-conformists to voice their philosophical, political, and social beliefs. Th ey are also more aware of their infl uence on American literature and society. Students are able to write in response to their reading using persuasive writing techniques. Students are continuing to demonstrate personal accountability as they manage their time in order to meet individual and group goals. After reviewing Benchmark results, students are able to demonstrate personal accountability as they design personal learning plans during student ownership sessions.



UNIT 4THE DISSENTERS







Note: Please cover the content of week 16 and 17 over a 7 day instructional period.

ReadingEvaluate philosophical, political, social, religious, and ethical infl uences of an historical periodAnalyze informational textAnalyze use of sound devices in a poem

WritingRevise and edit editorial in preparation for publication (Persuasive)


•

••

•

••

Make extensions to related ideas, topics, or information*Analyze the effectiveness of the author’s use of sound devices*Revise and edit writingPresent written work for publication

•

•

••

1.1 Gpp. 14–15

1.3 Cpp. 28–29

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.5 Gpp. 58–59



Fall Block

Week 9

Oct. 27–Oct. 31

Part 1 of 2

Benchmark Fall Block A


Spring Block

Week 9

Mar. 23–Mar. 27

Part 1 of 2








Elements

Reading

pp. 138–149“American Romanticism”

pp. 140–141“The City, Grim and Gray”

pp. 170–172“The Tide Rises, the Tide Falls”

Writing

pp. 119–121Writing Workshop: Writing an Editorial, “Revising” and “Publishing”


Reading

pp. 206–207Introduction to Romanticism

Other Resources


pp. 190–193Writing an Editorial: Revising and Editing

(Continued)





Which of the following is true of both selections?

The authors want their countries to be free from outside rule.The authors dislike any form of government.The authors represent the views of a privileged minority of people.The authors argue for peaceful action.


Analyze the effectiveness of Longfellow’s use of imagery in “The Tide Rises, the Tide Falls.” Use two examples from the poem to support your response.

A.

B.

C.

D.

Reading Critically in All Content Areas

See Educational Resources pp. 18–19 for additional strategies to teach understanding essential content of informational texts and documents in all academic areas.

Quality of Writing:

See Educational Resources pp. 58–59 for additional strategies to teach skills necessary for publication (editing and revision).


See Section 5, p. 19 for Progress Monitoring

American Romanticism emerged after the Colonials, as did American cynicism. These voices pose a contrast to those of the Colonials. The cynics’ writings have had signifi cant infl uence on modern writers, and they helped to shape the soul of America.









Note: Please cover the content of week 16 and 17 over a 7 day instructional period.

ReadingAnalyze themeAnalyze use of fi gurative language (metaphor, personifi cation)Analyze author’s philosophical beliefs

WritingLiterature-based prompt (Persuasive)Writing process: prewriting/planning; writing a draft; revising and refi ning; editing and proofreading


••

•

••

•

Analyze the uses and effectiveness of literary elements used by one or more authors*Analyze the effectiveness of the author’s use of fi gurative language*Evaluate text organization and content to determine author’s purpose and effectiveness*Establish and maintain a single point of view

•

•

•

•

1.3 Cpp. 28–29

1.2 App. 18–19

1.5 App. 46–47


Fall Block

Week 9

Oct. 27–Oct. 31

Part 2 of 2

Benchmark Fall Block A


Spring Block

Week 9

Mar. 23–Mar. 27

Part 2 of 2

PSSA Reading /Math Grade 11









Permutations of American Romanticismwww.vcu.edu/engweb/eng372/intro-h2.htm

U of Vir: Brief History of Nature & Am. Consciousnesshttp://xroads.virginia.edu/~CAP/NATURE/cap2.html

Elements

Reading

pp. 165–169“Thanatopsis”

pp. 184–187from “Self-Reliance”

Writing


Other Resources

Elements

pp. 189–204“from Walden”


William Cullen Bryant Homesteadwww.berkshireweb.com/features/historicsites/bryant.html

PBS/Ralph Waldo Emersonwww.pbs.org/wnet/ihas/poet/emerson.html




In “Self-Reliance,” Emerson says that in society, “The virtue in most request is conformity.” Do you agree with Emerson that society requires conformity? Write a response in which you develop your point of view on this topic using examples from your studies, readings, experiences, and observations.


Which of the following statements best describes the theme of the poem “Thanatopsis”?

Life is like a bowl of cherries; some of us get the pits.Death is natural and universal.No man is an island; we all need each other to survive.Nature brings comfort to us all.

A.

B.C.

D.


See Educational Resources pp. 26–27 for additional strategies to teach theme.

See Educational Resources pp. 28–29 for additional strategies to teach analysis and effectiveness, in terms of literary quality, of an author’s use of literary devices: metaphor and personifi cation.


See Section 5, p. 23 for Instructional Adjustments for Monitoring Progress









ReadingAnalyze use of imagery and fi gures of speechAnalyze political points of view on a topicAnalyze persuasive techniquesReview, remediate, and enrich as needed: identifying text structure and understanding fi gurative language

WritingLiterature-based prompt (Persuasive)Writing process: prewriting/planning; writing a draft; revising and refi ning; editing and proofreading

Writing (Research)Prewriting/Planning: Note-taking techniques


•

•

••

••

•

•

Analyze the effectiveness of the author’s use of literary devices*Evaluate text organization and content to determine author’s purpose and effectiveness*Evaluate the author’s strategies*Identify topic, task, and audienceTake notes relevant to research topic

•

•

••

•

1.3 Cpp. 28–29

1.2 App. 18–19

1.1 Gpp. 14–15

1.5 App. 46–47

1.8 Cpp. 82–83

TraditionalWeek 18Jan. 5–Jan. 9(5 days)

Benchmark Review 2

Fall Block

Week 10

Nov. 3–Nov. 7

Part 1 of 2

Report Period Ends, Nov. 7

Spring Block

Week 10

Mar. 30–Apr. 3

Part 1 of 2


Report Period Ends, March 31







Elements

Reading

pp. 179–183from “Nature”

pp. 208–217from “Resistance to Civil Government”


Reading

pp. 208–209“Resistance to Civil Government”

Research

pp. 204–205Note Taking

Writing


Elements

pp. 534–539Writing Workshop: Reporting Historical Research

Benchmark Review:

SchoolNet


p. 236Identifying Text Structure

p. 284Understanding Figurative Language


(Continued)




Do you agree with Thoreau’s argument that people should always follow their own conscience, even when it means standing up to the government? Write a response in which you argue for or against his ideas, supporting your arguments with logical and ethical appeals.


Compare and contrast Thoreau’s ideas in his essay with the ideas in the Declaration of Independence. Cite specifi c passages from both documents to support your views.


See Educational Resources pp. 30–31 for additional strategies to teach imagery.



See Section 5, p. 30 for Practical Pointers for IEP Teams When Making Decisions Regarding Appropriate Accommodations







Other Resources




ReadWriteThink: Examining Transcendentalismwww.readwritethink.org/lessons/lesson_view.asp?id=320

Henry David Thoreau (1817–1862) http://college.hmco.com/english/heath/syllabuild/iguide/thoreau.html


American Writers:Emerson & Thoreauwww.americanwriters.org/writers/emerson.asp









ReadingAnalyze persuasive techniquesAnalyze political points of view on a topicCompare and contrast texts

WritingPersuasive essay using one of the persuasive writing techniques (emotional, logical, ethical)Writing process: prewriting/planning, writing a draft; revising and refi ning; editing and proofreading

Writing (Research)Writing/Drafting: Integrate analysis and support from research notes

Address 21st Century Applied SkillsTeamwork/CollaborationLeadershipInformation Technology/Application

••

•

•

•

•

•••

Evaluate the author’s strategies*Evaluate text organization and content to determine author’s purpose and effectiveness*Compare and contrast texts using themes, settings, characters, and ideas*Include a variety of methods to advance the argument or positionTake notes relevant to research topic

••

•

•

•

1.1 Gpp. 14–15

1.2 App. 18–19

1.4 Cpp. 40–41

1.8 Cpp. 82–83


Fall Block

Week 10

Nov. 3–Nov. 7

Part 2 of 2

Report Period Ends,Nov. 7

Spring Block

Week 10

Mar. 30–Apr. 3

Part 2 of 2


Report Period EndsMarch 31







Elements

Reading

p. 220from “On Nonviolent Resistance”

pp. 221–223from “Letter from Birmingham City Jail”


Reading

pp. 210–212Gandhi—The Infl uence of Thoreau and the Transcendentalists

pp. 214–217Understanding Martin Luther King, Jr. Through Thoreau and Gandhi

Writing

p. 215Homework: Writing Assignment—Using Persuasive Techniques

Research

pp. 232–233Integrating Analysis and Support

Elements


Other Resources



pp. 233–235Fill-in-the-Blank Essay Form, Persuasive

(Continued)



Leadership


Idea(s) for InvestigationModern Concepts of Civil Disobedience

R&R HOF: Marching to the Beat of a Different Drumwww.rockhall.com/teacher/other-resources

Individuals Active in Civil Disturbanceswww.thememoryhole.org/bama-individuals


Encyclopedia Encarta: Mohandas Karamchand Gandhihttp://encarta.msn.com/encyclopedia_761575565/Gandhi.html

Mahatma Gandhi: A Legend of all Timeshttp://library.thinkquest.org/C0125481/

•


Write an essay in which you explain the characteristics of the Romantic hero and compare and contrast this fi gure with a hero from a modern-day fi lm or work of literature.


Read the following sentence from “On Nonviolent Resistance”:

“So long as it is your endeavor to control us with justice and love, we will let you to do so.”

The word, endeavor, in this sentence means

futureattemptcharactermeaning

A.B.C.D.



Types of Writing:

See Educational Resources pp. 38–39 for additional strategies to teach informational writing.









ReadingAnalyze persuasive techniques

WritingPrewriting/Planning: Develop an argument on a specifi c topic based on readings (persuasive)Writing/Drafting: Integrate quotes and paraphrase

VocabularyAnalogies (Elements, pp. 163–164)

GrammarAdverb and adjective clauses (Elements, pp. 496–497)

Address 21st Century Applied SkillsTeamwork/CollaborationLeadership

•

•

•

•

•

••

Include a clearly stated position or opinionInclude convincing, elaborated, and properly cited evidenceEstablish reading vocabulary by identifying and correctly using new words acquired through study of their relationships to other words*Include a variety of methods to advance the argument or position

•

•

•

•

1.3 Cpp.28–29

1.4 Cpp. 40–41

1.1 Epp. 10–11


Report Period Ends,Jan. 23

Fall Block

Week 11

Nov. 10–Nov. 14

Part 1 of 2

Benchmark Review Fall Block A

See Traditional Weeks 11 and 18

Spring Block

Week 11

Apr. 13–Apr. 17

Part 1 of 2







Elements

pp. 1164–1167“Strategies for Taking Writing Tests”


Seattle Times: Martin Luther King, Jr. http://seattletimes.nwsource.com/mlk


Writing

pp. 234–235 Developing Thesis Statements for a Persuasive Essay Using Thoreau, Gandhi, King, and Walker

Elements

Writing

pp. 1143–1148 Writer’s Handbook: “Paragraphs” and “The Writer’s Language”


pp. 218–225 Understanding Confl ict in the Abolitionist Movement—David Walker

pp. 226–231 A Response to Walker: William Lloyd Garrison


Reading

pp. 224–225 “Booker T. and W.E.B.

(Continued)



Leadership

Idea(s) for InvestigationNAACPSLCCOperation PUSHBlack Panther Party

The Southern Christian Leadership Conferencehttp://school.nettrekker.com/tts/external.epl/http://vi.uh.edu/pages/buzzmat/sclc.html

World Book Encyclopedia: Black Panther Partywww.worldbook.com/wb/Article?id=ar062755&st=panther+party

All Power to the People! Graphics of the Black Pantherswww.politicalgraphics.org/exhibitions/04power_people.html

(Continued)

••••


Is civil disobedience a possible solution to any of the world’s problems today? Identify a current political or social problem and argue why civil disobedience would or would not be a good way to resolve it.


Defend or refute Thoreau’s statement, “That government is best which governs not at all…” Include at least two emotional appeals.

Types of Writing:


Quality of Writing:

See Educational Resources p. 285 for an additional strategy to teach adjective clauses (sentence combining using adjective clauses).







Other Resources


The Grammar Handbook: Adverbswww.uvsc.edu/owl/handouts/revised%20handouts/grammar%20and%20usage/adjectives%20and%20adverbs.pdf


LOC American Memory: Slavery—The Peculiar Institutionhttp://school.nettrekker.com/tts/external.epl/

http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aopart1.html

By the end of this unit, students are able to recognize the style and voice of the Dissenters. Th ey are able to understand and recognize the persuasive techniques used by non-conformists to voice their philosophical, political, and social beliefs. Th ey are also more aware of their infl uence on American literature and society. Students are able to write in response to their reading using persuasive writing techniques. Students are continuing to demonstrate personal accountability as they manage their time in order to meet individual and group goals. After reviewing Benchmark results, students are able to demonstrate personal accountability as they design personal learning plans during student ownership sessions.



ENGLISH 3UNIT 5: The Civil War



••••••••••

Big Idea(s)If we are to understand the country’s move from the plural “the United States are” to the singular “the United States is,” we must take a look at the beautiful writing produced during the tumultuous Civil War era. Whether we are reading slave narratives, letters home from the war, or biting satires after the war, the texts we encounter here are both heartbreaking and eye-opening.

During this unit, the goal of my teaching is that students will learn to critically examine literature that revolves around the Civil War. Th ey will analyze author’s purpose, political points of view, theme, use of symbolism, and poetic features. Th ey will also make cross-genre connections using primary source documents to enrich their understanding of this historical period. Students will work in teams to analyze and synthesize ideas across texts. In addition, students will write literary theme analysis essays, and begin to develop an introduction for a research report in preparation for novel-based research. Th e research tasks will give students experience selecting and using appropriate technology resources. Students will practice avoiding problems with subject and verb

agreement. After reviewing Benchmark data, students will demonstrate personal accountability and eff ective work habits as they design personal learning plans during student ownership sessions.

By the end of this unit, students are able to recognize and understand how literature refl ects the social, historical, and political attitudes that emerge and are expressed as a consequence of war. In their small-group interactions, students are able to work collaboratively to leverage the strengths of others to achieve common goals. Students are able to demonstrate personal accountability as they design personal learning plans during student ownership sessions. Th ey are able to set learning goals and understand how personal accountability and eff ective work habits develop a professional work ethic. Th ey are also able to write literary analysis essays. Students are preparing to write novel-based research reports. Students are better able to recognize subject and verb agreement errors.



UNIT 5THE CIVIL WAR







ReadingEvaluate genres and themes in literatureAnalyze symbolism, theme, poetic devices, and author’s purpose

WritingRevise and edit persuasive essayPeer review and revise persuasive essay in preparation for publication

Writing (Research)Clear, concise thesis statementGraphic organizer for developing ideas during prewriting process


•

•

••

••

••

Analyze the uses and effectiveness of literary elements used by one or more authors*Analyze the effectiveness of the author’s use of literary devices*Revise and edit writingDevelop thesis statement based on researchGather, analyze, and organize information

•

•

••

•

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.5 Bpp. 48–49

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.8 Cpp. 82–83

Traditional Week 21Jan. 26–Jan. 30(5 days)

Fall Block

Week 11

Nov. 10–Nov. 14

Part 2 of 2

Benchmark Review Fall Block A

Spring Block

Week 11

Apr. 13–Apr. 17

Part 2 of 2







Elements

Reading

pp. 299–305 American Masters: Whitman and Dickinson

pp. 337–341 “The Soul selects her own Society”

pp. 347–349 “Because I could not stop for Death”

pp. 313-315 from “Song of Myself”

pp. 321–322 “A Sight in Camp in the Daybreak Gray and Dim”

Writing

p. 1142 Proofreading Guidelines and Symbols


Reading

pp. 252–255 America at War—A Response from a Poet

(Continued)




Idea(s) for InvestigationWalt Whitman’s Experience of the WarEmily Dickinson’s “Captive Consciousness”

Imprisonment and Captivity in Whitman and Dickinsonwww.classroomelectric.org/volume2/gruesz/index.htm

(Continued)

•

•


Read the following quote from Walt Whitman.

“If you want me again look for me under your boot-soles.”

Using information from the text as support, write an essay in which you analyze the quote and discuss what we can learn from it about Walt Whitman.


Which of the following statements best expresses the theme of the selection “from Song of Myself” 10:

Marriage is a sacred institution.The human spirit desires to be close to nature.We all have an intense connection to other people and to nature.All men desire to be free.

A.B.

C.

D.


See Educational Resources pp. 26–27 for additional strategies to teach analysis of the relationships, uses, and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone, and style.

Quality of Writing:

See Educational Resources pp. 46–47 for additional strategies to teach writing with a clear and distinct focus.


See Section 1, p. 22 for Cognitively Guided Instruction

If we are to understand the country’s move from the plural “the United States are” to the singular “the United States is,” we must take a look at the beautiful writing produced during the tumultuous Civil War era. Whether we are reading slave narratives, letters home from the war, or biting satires after the war, the texts we encounter here are both heartbreaking and eye-opening.







Research

pp. 246–247 Develop Working Thesis Statements

pp. 248–250 Organizing Subtopics

pp. 238–239 Evaluating the Persuasive Essay

Other Resources

Elements



p. 273 Peer Review of Persuasive Text

p. 261 Guidelines for Global Revision of Writing



EdSITEment: Letters from Emily Dickinsonhttp://edsitement.neh.gov/view_lesson_plan.asp?id=566

Foregrounds and Apprenticeships: Dickinson & Whitmanwww.classroomelectric.org/volume1/belasco

Bartleby.com: Emily Dickinsonwww.bartleby.com/65/di/DickinsoE.html


National Women’s Hall of Fame: Emily Dickinsonwww.greatwomen.org/women.php?action=viewone&id=47

Wired for Books: Poetry of Emily Dickinson Read Aloudhttp://wiredforbooks.org/poetry/laura_lee_parrottihtm









ReadingAnalyze informational text to understand an historical periodAnalyze political points of view and author’s purpose

WritingLiterature-based prompt (Persuasive)Writing process: prewriting/planning; writing a draft; revising and refi ning; editing and proofreadingOrganize portfolio


•

•

••

•

•

Identify, describe, evaluate, and synthesize essential ideas in text*Evaluate text organization and content to determine author’s purpose and effectiveness according to thesis, accuracy, thoroughness, logic, and reasoning*Write fully developed paragraphs that have details and information specifi c to the topic and relevant to the focus

•

•

•

1.1 Dpp. 8–9

1.2 App. 18–19

1.5 Bpp. 48–49f

TraditionalWeek 22Feb. 2–Feb. 6(5 days)

Fall Block

Week 12

Nov. 17–Nov. 21

Part 1 of 2

Spring Block

Week 12

Apr. 20–Apr. 24

Part 1 of 2







Elements

Reading

pp. 418–419 “The Most Remarkable Woman of This Age”

pp. 397–404 “from Narrative of the Life of Frederick Douglass”


Reading

pp. 256–258 Informational Texts—Learning About the Technologies and Heroes of an Era

pp. 260–262 Frederick Douglass and the Genre of the Slave Narrative

Writing

Elements

pp. 1162–1163 “Strategies for Taking Writing Tests” (Responding to a Passage)


Other Resources


p. 247 Persuasive Mode Graphic Organizer

pp. 233–235 Fill-in-the-Blank Essay Form, Persuasive

pp. 128–129 Portfolio


UNC: Harriet—The Moses of Her Peoplehttp://docsouth.unc.edu/neh/harriet/harriet.html



Idea(s) for InvestigationFrederick Douglass

Three Speeches From Frederick Douglasswww.frederickdouglass.org/speeches/index.htmlThe text of “The Church and Prejudice”, “Fighting Rebels with Only One Hand”, and “What the Black Man Wants” can be found at this site.

•


You have read the words of Jefferson, Paine, Emerson, and Thoreau, all of whom wrote about freedom. Write a letter to one of these authors from the point of view of Frederick Douglass in which you encourage him to view freedom from Frederick Douglass’ perspective. In the letter, express Douglass’ opinions about freedom, slavery, and the beliefs and writings of the author to whom he is writing.


Explain Harriet Tubman’s attitude toward morality. Cite two examples from the “The Most Remarkable Woman of This Age” to support your response.

Reading Critically in All Content Areas

See Educational Resources pp. 22–23 for additional strategies to teach writing in response to a literature- based prompt.



See Section 4, p. 40 for Precision Teaching









ReadingAnalyze political points of viewAnalyze internal and external confl ictAnalyze symbolsAnalyze characters and point of view

WritingDialogue (Narrative)

VocabularyDefi ning words through context during reading of a text (Elements, p. 64, and Curriculum Resources, pp. 267–269)

Address 21st Century Applied SkillsTeamwork/CollaborationEthics/Social Responsibility

••••

•

•

••

Evaluate text organization and content to determine author’s purpose and effectiveness*Analyze the uses and effectiveness of literary elements used by one or more authors*Analyze the effectiveness of the author’s use of literary devices*Establish reading vocabulary by identifying and correctly using new words acquired through study of their relationships to other words*Utilize dialogue

•

•

•

•

•

1.2 App. 18–19

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.1 Epp. 10–11

1.4 App. 36–37


PSSA WritingGrade 11

Fall Block

Week 12

Nov. 17–Nov. 21

Part 2 of 2

Spring Block

Week 12

Apr. 20–Apr. 24

Part 2 of 2







Elements

Reading

pp. 406–411 “from Incidents in the Life of a Slave Girl”

The Price of a ChildCh. 1–2


Reading

pp. 264–266 Harriet Jacobs and the Life of a Fugitive

pp. 270–271 Identifying Symbols and Mapping Characters

pp. 276–277 Cary’s Characterization of Vigilance Committee Members


MoAD Slave Narrativeshttp://moadsf.org/salon/exhibits/slave_narratives/



Ethics/Social Responsibility

Idea(s) for InvestigationSlavery and Religion

Spartacus Educational: Religion and Slaverywww.spartacus.schoolnet.co.uk/USASreligion.htm

•


What does the word “sumptuous” mean as used in the passage?

lavishtastydisorganizedhealthy

A.B.C.D.




See Educational Resources pp. 10–11 for additional strategies to teach vocabulary through context clues.


See Section 4, p. 47 for Self-Monitoring









ReadingAnalyze internal and external confl ictAnalyze characters and point of viewAnalyze use of repetition in a poem

WritingAnalyze use of literary devices in a poem (Informational)Writing process: prewriting/planning; writing a draft; revising and refi ning; editing and proofreading

GrammarAvoiding subject-verb agreement problems (Elements, p. 620)


•••

•

•

•

••

Analyze the effectiveness of the author’s use of literary devices*Include a variety of methods to develop the main idea

•

•

1.3 Cpp. 28–29

1.4 Bpp. 38–39


PSSA WritingGrade 11

Fall Block

Week 13

Nov. 24–Nov. 28

Part 1 of 2

Spring Block

Week 13

Apr. 27–May 1

Part 1 of 2

PSSA Science Grade 11








Reading

pp. 272–275 Multiple Perspectives in The Price of a Child

pp. 278–279 Dramatizing the “Stand” Scene

Elements

pp. 1065–1068“Elsewhere”

Writing

p. 1068A Poetic Response


Other Resources


libwww.library.phila.gov/onebook

Writing

PSSA Reading Item and Scoring Sampler, Poetry Itemwww.pde.state.pa.




PSSA Sample Writing Prompt:

Write an essay in which you explain how Walcott’s use of imagery and poetic devices in “Elsewhere” contributes to the theme of the poem.


Compare the forms of resistance to slavery in the narratives of Frederick Douglass and Harriet Jacobs. Explain which form you believe was the most effective. Cite examples from each to support your belief.


See Educational Resources pp. 28–29 additional strategies to teach repetition in a poem.

Quality of Writing:

See Educational Resources p. 104 for an additional strategy to teach avoiding agreement errors.









ReadingAnalyze symbolism and fi gurative languageAnalyze toneUnderstand strategies for taking multiple-choice tests

WritingAnalyze theme in a literary work (Persuasive)Prewriting/Planning: Analyze a novel and develop a thesisWriting/Drafting: Analyze literary elements and author’s style and organize ideas


•

••

•

•

•

••

Analyze the effectiveness of the author’s use of literary devices*Analyze the uses and effectiveness of literary elements used by one or more authors*Use precise language and specifi c detailGather, analyze, and organize information

•

•

•

•

1.3 Cpp. 28–29

1.3 Bpp. 26–27

1.4 Bpp. 38–39

1.5 Bpp. 48–49



Fall Block

Week 13

Nov. 24–Nov. 28

Part 2 of 2

Spring Block

Week 13

Apr. 27–May 1

Part 2 of 2








The Price of a Child

Reading

Ch. 3–7


Reading

pp. 282–283 What’s in a Name?

pp. 294–296 Analyzing Cary’s Tone in The Price of a Child

Writing

pp. 292–293 Analyzing a Literary Theme Through Writing

Elements

pp. 1153–1161 Test Taking

Writing

pp. 774–778 Writing Workshop: Analyzing a Novel, “Prewriting” and “Writing”/Drafting

Other Resources


pp. 286–291 Establishing Historical Context: The Fugitive Slave Act of 1850

pp. 284–285 Placing Characters in an Ideological Context


www.afrlumens.org/ugrr/fugitives00.html

www.afrlumens.org/ugrr/fugitives01.html





Which of the following words BEST describe the mood of the second paragraph?

apprehensive and reluctantdefi ant and angrycommitted and determinedenthusiastic and surprised

A.B.C.D.


See Educational Resources pp. 28–29 for additional strategies to teach the effectiveness of an author’s use of symbolism and fi gurative language.

Quality of Writing:

See Educational Resources pp. 52–53 for additional strategies to teach students to write with a command of the stylistic aspects of composition.









ReadingMake cross-genre connectionsAnalyze persuasive argumentsAnalyze use of imageryReview, remediate, and enrich as needed: comparing and contrasting and recognizing theme

WritingRevise and edit literary theme analysis essay (Persuasive)Closing arguments for a trial (Persuasive)

Address 21st Century Applied SkillsTeamwork/CollaborationProfessionalism/Work Ethic Leadership Creativity/Innovation

••••

•

•

••••

Make extensions to related ideas, topics, or information*Evaluate the author’s strategies*Analyze the effectiveness of the author’s use of literary devices*Revise and edit writingInclude a variety of methods to advance the argument or position

•

••

••

1.1 Gpp. 14–15

1.3 Cpp. 28–29

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.4 Cpp. 40–41

TraditionalWeek 26Mar. 2–Mar. 6(5 days)

Fall Block

Week 14

Dec. 1–Dec. 5

Part 1 of 2


Spring Block

Week 14

May 4–May 8

Part 1 of 2










Reading

Ch. 8–11


Reading

pp. 310–311 Imagery in The Price of a Child

Writing

pp. 306–307 Writing Persuasive Closing Arguments for Williamson’s Trial

Elements

Writing

pp. 779–781Writing Workshop: Analyzing a Novel, “Revising” and “Publishing”

Other Resources


pp. 298–299 Revising the Literary Analysis Essay


Smithsonian: Remembering Slaveryhttp://rememberingslavery.si.edu



Professionalism/Work Ethic

Leadership


Idea(s) for InvestigationWar: Comparative Images (Then and Now)

Digital Schomburg Images: Slaveryhttp://149.123.1.8/schomburg/images_aa19/slavery.cfm?voft0224

•


Read the following quote from Clarence Darrow:

“You can only protect your liberties in this world by protecting the other man’s freedom.”

Do you agree with this statement? Take a position in response to Darrow’s idea. Develop your argument with evidence from your readings, schoolwork, observations, and experiences.


Explain why Mercer attends Williamson’s trial protected by Quaker women. Do you believe this was necessary? Give two reasons to support your belief.

Quality of Writing:

See Educational Resources pp. 52–53 for additional strategies to teach stylistic aspects of composition.


See Educational Resources pp. 14–15 for additional strategies to teach analysis of positions, arguments, and evidence in public documents.









ReadingAnalyze rhetorical devices in a speechAnalyze charactersAnalyze confl ict and theme

WritingPrewriting/Planning: Choose topic and develop thesis for literary analysis essay (Persuasive)Writing/Drafting: Gather and cite evidence


•••

•

•

••

Evaluate author’s strategies*Analyze the uses and effectiveness of literary elements used by one or more authors*Include a clearly stated position or opinionGather, analyze, and organize informationWrite fully developed paragraphs that have details and information specifi c to the topic and relevant to the focusGive precise formal credit for others’ ideas using a standard method of documentation

••

•

•

•

•

1.1 Gpp. 14–15

1.3 Bpp. 26–27

1.4 Cpp. 40–41

1.5 Bpp. 48–49

1.8 Cpp. 82–83


Benchmark Review 3

Fall Block

Week 14

Dec. 1–Dec. 5

Part 2 of 2


Spring Block

Week 14

May 4–May 8

Part 2 of 2










Reading

Ch. 12–13


Reading

pp. 312–313 Mercer’s Path to Public Speaking

pp. 314–315 Analyzing Mercer’s Multiple Voices with Venn Diagrams

Writing

pp. 326–327 Developing Thesis Statements for a Persuasive Essay for The Price of a Child

pp. 328–330Gathering Evidence for a Persuasive Essay

pp. 332–333 Using and Citing Evidence in a Persuasive Essay

Benchmark Review:

SchoolNet

(Continued)




Idea(s) for InvestigationAmerica Portrayed in Art, Music, and Literature

Smithsonian: Archives of American Arthttp://www.aaa.si.edu/collections/oralhistories

The Phillips Collection: American Art Timelinehttp://www.phillipscollection.org/american_art/timeline.htm

•


The central theme of the selection is that

people should look out for themselves and no one else.the past is easily left behind.a mother is nothing without her children.freedom is worth any price.

A.

B.C.

D.


See Educational Resources pp. 64–65 for additional strategies to teach analysis of the use of rhetorical devices in a speech.









p. 290 Comparing and Contrasting

p. 278 Recognizing Theme


Other Resources


pp. 316–317 A Psychological Interpretation of Tyree

pp. 318–319 Understanding the Tension Between Antislavery and Proslavery Northerners in Antebellum America









ReadingComprehensive review of The Price of a ChildStrategies for taking multiple-choice tests (Elements, pp. 1153–1161)

WritingRevise and edit literary analysis essay (Persuasive)Peer edit and revise essay in preparation for publication

Writing (Research)

Introduction for research report

Address 21st Century Applied SkillsTeamwork/CollaborationLeadershipInfo Tech/App

•

•

•

•

•

•••

Read and understand works of literatureRevise and edit writingPrepare written work for publicationWrite an effective introduction

•

••

•

1.3 App. 24–25

1.5 Epp. 54–55

1.5 Fpp. 46–57

1.5 Gpp. 58–59

1.5 Cpp. 50–51



Fall Block

Week 15

Dec. 8–Dec. 12

Part 1 of 2

Spring Block

Week 15

May 11–May 15

Part 1 of 2

Benchmark Spring Block B



By the end of this unit, students are able to recognize and understand how literature refl ects the social, historical, and political attitudes that emerge and are expressed as a consequence of war. In their small- group interactions, students are able to work collaboratively to leverage the strengths of others to achieve common goals. Students are able to demonstrate personal accountability as they design personal learning plans during student ownership sessions. Th ey are able to set learning goals and understand how personal accountability and eff ective work habits develop a professional work ethic. Th ey are also able to write literary analysis essays. Students are preparing to write novel-based research reports. Students are better able to recognize subject and verb agreement errors.






Reading

pp. 322–324 Debating the Power of Love in The Price of a Child

Writing

pp. 336–337 Assessing the Persuasive Power of The Price of a Child (peer revise)

Research

pp. 338–339 Writing an Introduction


Reading

p. 197 Sequencing Chart

Writing

p. 273 Peer Review of Persuasive Text

p. 263 Peer Editing for General Grammar and Punctuation Errors



Leadership

Info Tech/App

Idea(s) for InvestigationSlavery in the 21st Century

SOSIG: Slaverywww.intute.ac.uk/socialsciences/cgi-bin/search.pl?term1=slavery&gateway=socialsciences&submit.x=5&submit.y=9&submit=Go&limit=0

•


Is it possible to truly forget the past? Write an essay in which you argue how much we should focus on the past in our lives, both as individuals and as a society.


In “Her Father’s Tooth,” Mercer begins her talks in a Massachusetts church. Explain the nervousness and anxiety she feels. Give two reasons to account for her concerns.


See Educational Resources p. 195 (graphic organizer) for an additional strategy to provide a comprehensive review of a work of literature.

Quality of Writing:

See Educational Resources pp. 50–51 for additional strategies to teach controlled organization (research writing).



ENGLISH 3UNIT 6: Realism and The Renaissance



••••••••••

Big Idea(s)Post-Civil War America looked very diff erent from the pre-Civil War version of the country. As the nation grew and changed, the romanticism of its early days gave way to the age of Realism. World War I was followed by a time of rapid change in our country, leading to literary creations that refl ected the changing face of America.

During this unit, the goal of my teaching is that students will learn the characteristic features of Realism. Th ey will analyze the philosophical, political, social, ethical, and religious ideas in the historical context of Post-Civil War America. Th ey will also examine the creative and artistic explosion of the Harlem Renaissance. Students will demonstrate the ability to eff ectively interact with diverse teams, negotiate, compromise, and work cooperatively for the good of the group as they continue to collaboratively construct meaning in response to the course readings. Th ey will learn to use transitional words and phrases to connect ideas. Students will review sentence style, avoiding misplaced and dangling modifi ers, and they will review Greek and Latin roots. In addition, they will write argumentative essays,

compare/contrast essays, and college application essays. Students will complete drafts of, edit, and revise novel-based research reports. Th ey will exercise time management and punctuality as they organize portfolios and prepare them for presentation.

By the end of this unit, students are able to distinguish between Romanticism and Realism. Th ey are able to analyze political and social infl uences of a historical period, compare writers’ attitudes and themes, and report historical research. Students are able to write for specifi c audiences and purposes. Students are able to work productively with others. Th rough their writing and group interaction, they are able to show their creativity and innovation. Success with these interpersonal skills demonstrates increased ability to communicate new ideas and to learn from others.



UNIT 6REALISM AND THE RENAISSANCE







ReadingAnalyze a model research report

Writing (Research)Review the writing processResearch report writing

Grammar

Sentence style (Elements, Language Handbook, pp. 1205–1207)

Address 21st Century Applied SkillsCreativity/InnovationProfessionalism/Work EthicLifelong Learning/Self Direction

•

••

•

•••

Analyze structure of informational text*Write fully developed paragraphs the have details and information specifi c to the topic and relevant to the focusRevise writing

•

•

•

1.1 Bpp. 4–5

1.5 Bpp. 48–49

1.5 Epp. 54–55

TraditionalWeek 29Mar. 23–Mar. 27 (5 days)


Fall Block

Week 15

Dec. 8–Dec. 12

Part 2 of 2

Spring Block

Week 15

May 11–May 15

Part 2 of 2

Benchmark Spring Block B







Elements

Writing

pp. 540–544Writing Workshop: “Writing”/Drafting A Writer’s Framework and a Writer’s Model

pp. 1141–1142 Writer’s Handbook: The Writing Process

Other Resources


pp. 142–150 Research Paper Resources and Graphic Organizers

Elements

pp. 1162–1163 “Strategies for Taking Writing Tests” (Responding to a Passage)


Gonzaga University: Realism in American Literaturewww.wsu.edu/~campbelld/amlit/realism.htm

(Continued)



Professionalism/ Work Ethic



The information in this selection supports the idea that

prior scientifi c study of Corvidae has produced erroneous information.much about crow behavior has yet to be explained adequately.Corvidae are irresponsible parents, losing 70 percent of their young.the boredom of crows is due to their longevity.

A.

B.

C.

D.

Research:

See Educational Resources pp. 78–79 for additional strategies to teach selecting and refi ning a topic for research.

See Educational Resources pp. 80–81 for additional strategies to teach locating information using appropriate sources and strategies.

Quality of Writing:

See Educational Resources pp. 285–287 for sentence combining practice.


See Section 3, p. 66 for Accommodations for Teaching Writing

Post-Civil War America looked very different from the pre-Civil War version of the country. As the nation grew and changed, the romanticism of its early days gave way to the age of Realism. World War I was followed by a time of rapid change in our country, leading to literary creations that refl ected the changing face of America.









ReadingAnalyze political points of viewAnalyze author’s purposeAnalyze tone and dictionAnalyze use of satire

Writing (Research)Peer review in-progress research report

GrammarAvoiding misplaced and dangling modifi ers (Elements, pp. 771–772)


••••

•

•

••

Evaluate text organization and content to determine author’s purpose*Analyze the uses and effectiveness of literary elements used by one or more authors*Analyze effectiveness of the author’s use of literary devices*Revise writing

•

•

•

•

1.2 App. 18–19

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.5 Epp. 54–55

TraditionalWeek 30Mar. 30–Apr. 3(5 days)

Report Period Ends, March 31

Fall Block

Week 16

Dec. 15–Dec. 19

Part 1 of 2

Benchmark Fall Block B

Spring Block

Week 16

May 18–May 22

Part 1 of 2







NCTE American Collection: American Realism: 1865-1910www.ncteamericancollection.org/amer_realism.htm


Empire State College: Writing Style Seminarwww.esc.edu/esconline/across_esc/writerscomplex.nsf/wholeshortlinks2/Style+Seminar+Menu?opendocument

Elements

Reading

pp. 445–452 “Letter to His Son,”“Letter to Sarah Ballou,”

“The Gettysburg Address,”

from “A Diary from Dixie,”

from “Men at War”

pp. 323–324 from “Specimen Days”

pp. 454–456 “I Will Fight No More Forever”

pp. 457–458 “Mark Twain”

pp. 469–473“The Lowest Animal”


Reading

pp. 344–346 Civil War Writing—Personal Accounts

pp. 348–349 Civil War Writing—Lincoln and Whitman

(Continued)




Idea(s) for InvestigationAmerican Humor/ Humorists

Mark Twain’s Civil Warwww.boondocksnet.com/ai/twain/twain_civil_war.html

PBS: Mark Twain’s Interactive Scrapbookwww.pbs.org/marktwain/learnmore/activities_report.html

Ellen’s Place/Will Rogers 1879-1935http://ellensplace.net/rogers.html

•


Which of the following lines from the passage best illustrate Twain’s use of satire?

“Some of my experiments were quite curious.”“The earl was descended from the anaconda, and has lost a good deal in the translation.”“The cat plays with the frightened mouse.”“My experiments have proven to me that he is the Unreasoning Animal.”


In “The Lowest Animal,” Mark Twain asserts that humans are more cruel than anacondas and therefore are a less developed life form. Do you agree with this assertion? Cite two examples from the selection to defend your position.

A.

B.

C.

D.

Reading Critically in All Content Areas:

See Educational Resources pp. 18–19 for additional strategies to teach persuasive and propaganda techniques.

Research:

See Educational Resources pp. 82–83 for additional strategies to teach organizing, summarizing, and presenting the main ideas from research.


See Section 3, p. 67 for Reluctant Writer Strategies







pp. 350–352 Chief Joseph and Sojourner Truth

pp. 360–361 Mark Twain the Satirist

Research

pp. 354–356 Peer Revision

Other Resources


p. 151 Peer Review and Editing Guide

Teacher/Student Web Resources

Indigenous Peoples’ Literature: Chief Joseph (Nez Perce)www.indians.org/welker/joseph.htm

Purdue Online Writing Lab: Dangling Modifi ershttp://owl.english.purdue.edu/handouts/grammar/g_dangmod.html


Tonehttp://al.odu.edu/wts/students/process/tone.shtml

C-SPAN/American Writers: A Journey Through Historywww.americanwriters.org/index_short_list.asp









ReadingAnalyze author’s purpose in an op-ed articleAnalyze historical context, including political and social infl uencesAnalyze character’s motivation

WritingPersuasive techniques to argue against another writer’s point of viewRebuttal of an essay

VocabularyGreek and Latin roots in math and science (Elements, pp. 477–478)

Address 21st Century Applied SkillsCreativity/Innovation Ethics/Social Responsibility

•

•

•

•

•

•

••

Evaluate text organization and content to determine author’s purpose and effectiveness according to thesis, accuracy, thoroughness, logic, and reasoning*Analyze the uses and effectiveness of literary elements used by one or more authors*Include a variety of methods to advance the argument or positionUse knowledge of root words*

•

•

•

•

1.2 App. 18–19

1.3 Bpp. 26–27

1.4 Cpp. 40–41

1.1 Cpp. 6–7

TraditionalWeek 31Apr. 13–Apr. 17(5 days)

Fall Block

Week 16

Dec. 15–Dec. 19

Part 2 of 2

Benchmark Fall Block B

Spring Block

Week 16

May 18–May 22

Part 2 of 2







Elements

Reading

pp. 474–476 “A Time of Gifts”

pp. 502–508 “A Pair of Silk Stockings”

p. 509 “Elegant Discomfort”

Writing

p. 476 Writing: “You’re Wrong, Mr. Twain” Rebuttal

Other Resources


p. 247 Persuasive Mode Graphic Organizer




Idea(s) for InvestigationWomen’s History


University of Mississippi: Unveiling Kate Chopinwww.upress.state.ms.us/books/u/unveiling_kate_chopin.html


Galveston College, English 1302: Settingwww.gale.com/free_resources/whm/activities/activity.htm#annefran

•

SAT Persuasive Writing Sample:

Read the following quote from Virginia Woolf:

“Even when there is nothing to prevent a woman from becoming a doctor, a lawyer, a civil servant, there are many phantoms and obstacles looming in her way.”

Do you agree with Woolf’s assertion? Write an essay in which you develop your point of view on this topic using examples from your reading, schoolwork, observations, and experiences.


According to the story, when Mrs. Sommers unexpectedly found herself the possessor of fi fteen dollars, she planned to spend the money on:

a pair of silk stockings.the latest fashion magazines.dinner and a movie.clothes for her children.

A.B.C.D.


See Educational Resources pp. 18–19 for additional strategies to teach recognition of faulty arguments and propaganda techniques.




See Section 3, p. 62 for Projects









ReadingAnalyze main ideaAnalyze author’s style, tone, and use of ironyAnalyze philosophical ideas presented in literary works

WritingCompare and contrast two writers’ opinions and attitudes and use of images and themes (Informational)Writing process: prewriting/planning; writing a draft; revising and refi ning; editing and proofreadingOrganize portfolio

VocabularyAnalogies (Elements, p. 511)


••

•

•

•

•

•

••

Identify, describe, evaluate, and synthesize essential ideas in text*Analyze the uses and effectiveness of literary elements used by one or more authors*Analyze the effectiveness of the author’s use of literary devices*Include a variety of methods to develop the main ideaEstablish reading vocabulary by identifying and correctly using new words acquired through study of their relationships to other words*

•

•

•

•

•

1.1 Dpp. 8–9

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.4 Bpp. 38–39

1.5 Bpp. 48–49

1.1 Epp. 10–11

TraditionalWeek 32Apr. 20–Apr. 24(5 days)

Fall Block

Week 17

Dec. 22–Dec. 26

Part 1 of 2

Spring Block

Week 17

May 25–May 29

Part 1 of 2

Benchmark Review Spring Block B








Elements

Reading

p. 510 “Now and Then, America”

p. 522 Edwin Arlington Robinson

p. 523 “Richard Cory”

pp. 524–526 “Miniver Cheevy”

Writing

p. 511 Writing: Breaking Bonds

Comparing Two Writers’ Attitudes and Themes


Reading

pp. 368–369Irony, Tone, and Connotation in Edwin Arlington Robinson’s Poetry

Writing

pp. 364–365 Comparing Texts: Perspectives on Fashion

Other Resources


pp. 213–219 Fill-in-the-Blank Essay Forms, Comparison Contrast

pp. 128–129Portfolio

(Continued)





Which of the following lines from the poem best capture its irony?

“He was a gentleman from sole to crown…”“And he was rich–yes, richer than a king…”“he was everything/To make us wish that we were in his place.”“he was always quietly arrayed.”


Consider Richard Cory’s ultimate fate. Explain the irony that he was the envy of the townspeople. Cite at least two examples from the poem to support your response.

A.

B.

C.

D.


See Educational Resources pp.30–31 for additional strategies to teach irony.


See Educational Resources pp. 14–15 for additional strategies to teach comparing and contrasting texts using themes, settings, characters, and ideas.







Teacher/Student Web Resources

Edwin Arlington Robinson/Issues and Themeswww.uncp.edu/home/canada/work/canam/robinson.htm

The English Teacher: Writing Analogieshttp://teacher2b.com/non-fi ction/analogies.htm


MySchoolOnline: Analogieshttp://myschoolonline.com/article/0,1120,36-17360,00.html

Frankfurt International School: Analogies Quizhttp://esl.fi s.edu/vocab/q19/f1_1.htm









ReadingAnalyze setting and themeEvaluate philosophical, political, social, ethical, and religious issues of an historical period

WritingCharacter analysis (Informational)Writing process: prewriting/planning; writing a draft; revising and refi ning; editing and proofreading

Writing (Research)Analyze style and tone in research reportUse writing conferences to analyze, review, and edit research report

VocabularyDiagramming context (Elements, p. 521)


••

••

•

•

•

••

Analyze the uses and effectiveness of literary elements used by one or more authors*Describe infl uence of historical eventsGather, analyze, and organize informationRevise writingEstablish reading vocabulary by identifying and correctly using new words acquired through study of their relationships to other words*

•

•

•

••

1.3 Bpp. 26–27

1.7 App. 72–73

1.5 Epp. 54–55

1.5 Bpp. 48–49

1.1 Epp. 10–11

TraditionalWeek 33Apr. 27–May 1(5 days)

PSSA ScienceGrade 11

Fall Block

Week 17

Dec. 22–Dec. 26

Part 2 of 2

Spring Block

Week 17

May 25–May 29

Part 2 of 2

Benchmark Review Spring Block B








Elements

Reading

pp. 512–521“A Wagner Matinée”

pp. 562–569“The Moderns”

Writing

p. 526 Rising Above or Mired Below?ORp. 521 Linked Lives Informational

Research

p. 546 Writing Workshop: Reporting Historical Research, “Style Guidelines”


Reading

pp. 358–359Introduction to the Moderns

Research

pp. 366–377Style and Tone

pp. 380–383Writing Conferences

Other Resources

Elements

pp. 643-656“A Rose for Emily”

(Continued)




Idea(s) for InvestigationAmerican Modernism: Art, Literature, and Ideas

Modernismwww.artsmia.org/modernism/Ointro.html

Alfred Stieglitz, Georgia O’Keeffe & American Modernismwww.tfaoi.com/newsmu/nmus153b.htm

•


Which defi nition BEST fi ts the word “company” as it is used in the story?

a group of guestsa group of friends and acquaintancesa group of actors or performersa business organization

A.B.

C.D.


See Educational Resources pp. 26–27 for additional strategies to teach theme.









p. 45 “Sympathy”

p. 253“Douglass”


pp. 370–372 Thinking and Writing About the Past and the Present


Gustavus University: Willa Cather Home Pagewww.gustavus.edu/academics/english/cather/home.html









ReadingAnalyze informational textAnalyze use of imagery, rhythm, and poetic devices

WritingGather appropriate information in preparation for writing a College Application EssayPrewriting/Planning: Plan a thesis for a Literary Classifi cation Essay

Writing (Research)Conclusion and works consulted for research reportUse writing conferences to analyze, review, and edit research paper

Address 21st Century Applied SkillsTeamwork/CollaborationLifelong Learning/Self DirectionCreativity/Innovation

••

•

•

•

•

•••

Identify, describe, evaluate, and synthesize essential ideas in a text*Analyze and evaluate the appropriateness of diction and fi gurative language in poetry*Analyze the effectiveness of use of sound devices*Revise and edit writingMaintain a written record of activities, course work, experience, honors, and interestsGive precise formal credit for others’ ideas using a standard method of documentation

•

•

•

••

•

1.1 Dpp. 8–9

1.3 Dpp. 30–31

1.3 Cpp. 28–29

1.5 Epp. 54–55

1.8 Cpp. 82–83

TraditionalWeek 34May 4–May 8(5 days)

PSSA ScienceGrade 11

Fall Block

Week 18

Jan. 5–Jan. 9

Part 1 of 2

Benchmark Review Fall Block B


Spring Block

Week 18

June 1–June 5

Part 1 of 2







Elements

Reading

pp. 742–743The Harlem Renaissance

pp. 756–757“Heyday in Harlem”

pp. 751, 758“The Weary Blues”

pp. 754, 758 “Harlem”

pp. 759, 761“The Negro Speaks of Rivers”


Reading

pp. 384–387Background of Harlem Renaissance

pp. 388–392Langston Hughes

Writing

pp. 408–412Prewriting for the Classifi cation Essay

Writing Research

Research

pp. 430–431Writing Conclusions

pp. 452–453Works Consulted

pp. 380–383Writing Conferences

(Continued)






The line “Droning a drowsy syncopated tune” is an example of Hughes’ use of

rhythm.metaphor.personifi cationhyperbole.


Langston Hughes makes a powerful social statement in “Harlem.” Analyze the poem. In your analysis, tell whether the tone of this poem is optimistic or pessimistic about the future of life in Harlem. Cite at least two specifi c examples from the poem to support your response.

A.B.C.D.


See Educational Resources pp. 28–29 for additional strategies to teach sound techniques.









Other Resources


pp. 225–227Fill-in-the-Blank Essay Form, Classifi cation

p. 154Thesis Statements


pp. 267–300“The Harlem Renaissance”


Rock and Roll Hall of Fame: Langston Hughes and the Blueswww.rockhall.com/teacher/sti-lesson-2/

ReadWriteThink: A Harlem Renaissance Retrospectivewww.readwritethink.org/lessons/lesson_view.asp?id=252

A Guide to Harlem Renaissance Materialswww.loc.gov/rr/program/bib/harlem/harlem.html









ReadingAnalyze metaphorAnalyze autobiographyAnalyze political and social infl uences of an historical periodCollection 5 Skills Review

WritingWriting/Drafting: Analyze personal experiences for a College Application EssayWriting/Drafting: Literary Classifi cation EssayPrepare professional portfolio for presentation

Writing (Research)Use writing conferences to analyze, review, and edit research report

GrammarUsing transitional expressions (Elements, pp. 930–931)

Address 21st Century Applied SkillsTeamwork/CollaborationCreativity/InnovationProfessionalism/Work Ethic

•••

•

•

•

•

•

•

•••

Analyze the effectiveness of the author’s use of fi gurative language*Evaluate text organization and content to determine author’s purpose and effectiveness according to thesis, accuracy, thoroughness, logic, and reasoning*Describe infl uence of historical eventsMaintain a written record of activities, course work, experience, honors, and interestsRevise Writing

•

•

•

•

•

1.3 Cpp. 28–29

1.2 App. 18–19

1.7 App. 46-47

1.5 Bpp. 72–73

1.5 App. 48-49

1.5 Epp. 54–55



Fall Block

Week 18

Jan. 5–Jan. 9

Part 2 of 2

Benchmark Review Fall Block B


Spring Block

Week 18

June 1–June 5

Part 2 of 2







Elements

Reading

p. 745“Tableau”

p. 747“Incident”

pp. 764–770“Dust Tracks on the Road”


Reading

pp. 404–406 Countee Cullen

pp. 394–397“How It Feels to be Colored Me”

pp. 398–403Zora Neale Hurston

Writing

pp. 506–509 Developing Topics for a College Application Essay

pp. 414–415Drafting the Classifi cation Essay

pp. 510–512Writing the College Application Essay

pp. 526–531Portfolio Compilation

Writing Research

pp. 380–383 Writing Conferences

(Continued)




Professionalism/Work Ethic


The author’s purpose in this selection is to

describe the impoverished circumstances of her youth.criticize the abusiveness of her teachers.explain why she liked people.show her love of reading and storytelling.

A.

B.

C.D.


See Educational Resources pp. 28–29 for additional strategies to teach use of metaphor.

Quality of Writing:

See Educational Resources p. 291 for an additional strategy to teach transitions.









ReadingAnalyze dialogue in nonfi ctionAnalyze character

WritingRevise and edit College Application EssayRevise and edit Classifi cation EssayPrepare portfolio for presentation

Writing (Research)Use writing conferences to provide opportunities for fi nal evaluation of research report (provide support for students who have not yet submitted research report)


••

•

••

•

••

Analyze the effectiveness of the author’s use of literary structures*Analyze the uses and effectiveness of literary elements used by one or more authors*Revise and edit writingPrepare written work for publicationInclude an effective conclusionGive precise, formal credit for others’ ideas using a standard method of documentation

•

•

••

••

1.3 Cpp. 28–29

1.3 Bpp. 26–27

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.5 Gpp. 58–59

1.5 Cpp. 50–51

1.8 Cpp. 82–83


Fall Block

Week 19

Jan. 12–Jan. 16

Part 1 of 2

Spring Block

Week 19

June 8–June 12

Part 1 of 2

Report Period Ends,June 12







Other Resources


pp. 305–342Jean ToomerLangston HughesCountee Cullen

Elements

pp. 784-789 Collection 5 Skills Review


U. of Mich: Harlem 1900-1940www.si.umich.edu/CHICO/Harlem/index.html

Elements

Reading

pp. 967–980Black Boy


Reading

pp. 448–450 The Nature of Suffering in Richard Wright’s Black Boy

Writing

pp. 526–531 Portfolio Compilation

(Continued)




Idea(s) for InvestigationThe Impact of the Harlem Renaissance on American Art, Music, and Ideas

Rhapsodies in Black: The Harlem Renaissancewww.iniva.org/harlem/home.html

(Continued)

•


Read the following quote from Richard Wright:

“Men can starve from a lack of self-realization as much as they can from a lack of bread.”

Do you agree or disagree with Wright’s point? Write an essay in which you develop a point of view on this topic using examples from your studies, readings, observations, and experiences.


In the reading selection, “from Black Boy,” young Richard describes his image of his father. He states, “I thought of him with a deep biological bitterness.” Describe Richard’s attitude toward his father and explain his “biological bitterness”. Cite at least two specifi c examples from the reading to support your response.



Research:

See Educational Resources pp. 82–83 for additional strategies to teach the importance of using a standard method of documentation.







Other Resources


p. 269 Peer Review of Informational Text

p. 263 Peer Editing for General Grammar & Punctuation Errors


pp. 347–376Zora Neal HurstonRudolph FisherBessie SmithRobert Johnson

Drop Me Off in Harlem: Exploring the Intersectionshttp://artsedge.kennedy-center.org/exploring/harlem

(Lindy Hop in Harlem: The Role of Social Dancinghttp://artsedge.kennedy-center.org/exploring/harlem/themes/lindyhop.html

By the end of this unit, students are able to distinguish between Romanticism and Realism. Th ey are able to analyze political and social infl uences of a historical period, compare writers’ attitudes and themes, and report historical research. Students are able to write for specifi c audiences and purposes. Students are able to work productively with others. Th rough their writing and group interaction, they are able to show their creativity and innovation. Success with these interpersonal skills demonstrates increased ability to communicate new ideas and to learn from others.



ENGLISH 3UNIT 7: Rejecting ConformityBig Idea(s)American society was altered again by World War II. Th e people prospered, but the use of the atomic bomb during the war, the Cold War of the 50s, and the start of the Civil Rights Movement gave cause to writers and poets to use their work to address the changing culture and societal structure.

During this unit, the goal of my teaching is that students will learn to analyze the eff ective use of literary elements in a novel. Special attention will be given to authors’ use of theme, symbolism, characterization, and point of view. Students will analyze and compare literary elements and devices across texts. Th ey will examine how World War II and the Civil Rights Movement helped to change the face of America. Students will learn from and work collaboratively with individuals representing diverse cultures, learning styles, and viewpoints as they negotiate meaning in text and explore the elements of literature. In small-group interaction, they will show their creativity in their verbal and written communication, and will work cooperatively to manage their time eff ectively. Students will learn to acknowledge the vast array of ideas and diversity that has infl uenced and

continues to shape American society. In addition, they will analyze the use of dialogue in fi ction and will write dialogue modeled on a literary work. Th ey will continue to hone their reading and writing skills using Constructed Response Items, and informational and persuasive writing prompts.

By the end of this unit, students are able to understand and recognize the nature of change and the voices of change throughout American literature. Th ey are able to analyze and compare texts across literary genres. Students are able to plan, draft, revise, and edit their writing. Students are able to leverage the strengths of team members and communicate new ideas to achieve common goals. Students continue to take personal responsibility for their learning and the roles they play in the eff ective functioning of the group. As students work collaboratively and share their responses to the course readings, diff erent viewpoints within the group enrich individual understanding of diversity and social responsibility.



••••••••••



UNIT 7REJECTING CONFORMITY







ReadingAnalyze literary elements in a novel (theme, point of view, character, plot)Analyze use of dialogue in fi ctionAnalyze narrative point of view

Writing (Research)Use writing conferences to provide opportunities for fi nal evaluation of research report (provide support for students who have not yet submitted research report)

GrammarUsing parallel structure (Elements, pp. 982–983)


•

••

•

•

••

Analyze the uses and effectiveness of literary elements used by one or more authors*Analyze the effectiveness of the author’s use of literary structures*Produce a work following the conventions of a genreRevise writing

•

•

•

•

1.8 Cpp. 82–83

1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.5 Epp. 54–55


Benchmark Review 4

Fall Block

Week 19

Jan. 12–Jan. 16

Part 2 of 2

Spring Block

Week 19

June 8–June 12

Part 2 of 2

Report Period Ends,June 12







Reading

The Catcher in the RyeCh. 1–9


Reading

p. 454 The Catcher in the Rye Vocabulary List, by chapter

pp. 456–460 Examining Holden Caulfi eld as an Untraditional Narrator

pp. 462–464 Examining the Theme of Alienation in The Catcher in the Rye

Benchmark Review:

SchoolNet



Other Resources


TeachNet: Lessons on The Catcher in the Ryewww.teachnet-lab.org/mbhs/scragg/catcher/lessons.html




Idea(s) for InvestigationRites of Passage

Yale-New Haven Teachers Institute: Dress Rehearsalwww.yale.edu/ynhti/curriculum/units/1984/5/84.05.01.x.htmlThis unit plan focuses on the theme of rites of passage from the 1940s through today. It mainly uses The Catcher in the Rye. It also uses Summer of 1942 and A Hero Ain’t Nothin But a Sandwich.

•


Socrates said, “The unexamined life is not worth living.” Do you agree? Write an essay in which you explain what Socrates means and develop your point of view on the topic using examples from your readings, schoolwork, observations, and experience.


Based on the entries in his journal, the writer

regretted what he had done.wanted people to sympathize with him.resented the people around him.had come to terms with his fate.

A.B.

C.D.


See Educational Resources pp. 26–27 for additional strategies to teach analysis of literary elements in a novel (theme, point of view, character, and plot).

Types of Writing:

See Educational Resources pp. 36–37 for additional strategies to teach the use of dialogue.

American society was altered again by World War II. The people prospered, but the use of the atomic bomb during the war, the Cold War of the 50s, and the start of the Civil Rights Movement gave cause to writers and poets to use their work to address the changing culture and societal structure.









ReadingAnalyze literary elements in a novel (theme, point of view, character, plot)

WritingDialogues modeled on a literary work

SpeakingDialogue Presentations


•

•

••

••

Analyze the uses and effectiveness of literary elements used by one or more authors*

• 1.3 Bpp. 26–27

1.3 Cpp. 28–29

TraditionalWeek 38June 1–June 5(5 days)

Fall Block

Week 20

Jan. 19–Jan. 23

Part 1 of 3


Spring Block

Week 20

June 15–June 19

Part 1 of 3







Reading

The Catcher in the RyeCh. 10-18


pp. 466–468 Reading Between the Lines: Interpreting Holden’s Memories

pp. 480–482Examining Holden’s Psychological State

Writing

pp. 470–472 Examining and Imitating Salinger’s Dialogues

pp. 474–475Dialogue Presentations




Idea(s) for InvestigationCensorshipDecency and the Public Funding of the Arts

www.ala.org/ala/oif/bannedbooksweek/bbwlinks/100mostfrequenttly.htm

www.fi rstamendmentcenter.org/speech/libraries/topic.aspx?topic=banned_books

Decency and the Public Funding of the Arts www.freedomforum.org/templates/document.asp?documentID=10906

••









ReadingAnalyze character, plot, theme, and symbolismComprehensive review of The Catcher in the Rye and Black Boy

WritingJournal Writing

SpeakingPortfolio Presentations


•

•

•

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Analyze the uses and effectiveness of literary elements used by one or more authors*Analyze the effectiveness of the author’s use of literary devices*Maintain a written record of activities, course work, experience, honors, and interestsGather, analyze, and organize information

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1.3 Bpp. 26–27

1.3 Cpp. 28–29

1.4 Dpp. 42–43

1.5 Gpp. 58–59

1.6 App. 60-61

1.6 Cpp. 64-65


Report Period Ends, June 12

Fall Block

Week 20

Jan. 19–Jan. 23

Part 2 of 3


Spring Block

Week 20

June 15–June 19

Part 2 of 3







Reading

The Catcher in the RyeCh. 19–26


Reading

pp. 488–491 Characterization, Themes, and Symbols in The Catcher in the Rye

pp. 492–494 Diagramming the Untraditional Plot of The Catcher in the Rye

Writing

pp. 476–478 Censorship and The Catcher in the Rye—Web Quest

pp. 496–499 Themes of Suffering and Disillusionment in Black Boy and The Catcher in the Rye


pp. 486–487 Writing Narratives from Alternative Points of View

Writing

pp. 500–501 Organizing a Comparison and Contrast Essay on Black Boy and The Catcher in the Rye

(Continued)




Idea(s) for InvestigationWarning Labels

Warning Labels on CD’s www.fi ndarticles.com/m1571/n2_v13/20121875/p1/article.jhtml

The V-Chip and Movie Ratings: Controlling access to violence and sexuality in the Media www.cep.org/boycott.html

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Analyze Holden’s character. Is his character believable? Cite at least two examples from the novel to support response.


Which best describes Holden’s attitude toward adults?

indifferentcynicalhonorablesensitive

A.B.C.D.









Other Resources


The Catcher in the Rye, J.D. Salinger & Related Matterswww.wahlbrinck.de/catcherintherye/index.htm

Horizon: Criteria For Evaluating Presentationshttp://horizon.unc.edu/courses/287/1999/evaluation.asp#cfep

Evaluation of a Speech: A Grading Rubricwww.2learn.ca/Projects/Together/START/rubrica.html


Oregon State: Parallel Structurehttp://oregonstate.edu/dept/eli/buswrite/parallel_structure.html


Reading

p. 197 Sequencing Map









ReadingAnalyze literary and poetic devices (tone and sound effects)

WritingSample PSSA Reading and PSSA Writing PromptsEffective use of the PSSA Reading and PSSA Writing Scoring Guidelines

SpeakingPortfolio Presentations

Address 21st Century Applied SkillsLifelong Learning/Self Direction

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Analyze the effectiveness of the author’s use of poetic devices*Analyze the uses and effectiveness of literary elements used by one or more authorsWrite fully developed paragraphs that have details and information specifi c to the topic and relevant to the focusRevise and edit writingMaintain a written record of activities, course work, experience, honors, and interests

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1.3 Cpp. 28-29

1.3 Dpp. 30–31

1.4 Bpp. 38–39

1.4 Cpp. 40–41

1.5 App. 46-47

1.5 Bpp. 48–49

1.5 Epp. 54–55

1.5 Fpp. 56–57

1.4 Dpp. 42–43

1.5 Gpp. 58–59

1.6 App. 60-61

1.6 Cpp. 64-65


Fall Block

Week 20

Jan. 19–Jan. 23

Part 3 of 3


Spring Block

Week 20

June 15–June 19

Part 3 of 3







Elements

Reading

pp. 1082–1084“Testimonial”

pp. 1085–1087“Coastal”

Sample Assessment Items

Writing

p. 1142 Proofreading Guidelines and Symbols


pp. 532–536 Portfolio Presentations

Elements

pp. 122-125 Presenting and Evaluating Speeches

Other Resources


pp. 128–129 Portfolio


Worksheet: Achieving Parallel Structurehttp://go.hrw.com/resources/go_mk/la/latm/EOL116LW.PDF



PSSA Sample Informational Prompt:

Choose any two works or authors you have read this year. Write an essay in which you compare and contrast the impact that each has had on you as a reader.


Choose the piece of writing you have done this year that you think is your best work. Write a letter to your teacher in which you defend this as your best work, explaining which qualities set it apart from the others.


Analyze the effectiveness of the author’s use of imagery in a favorite poem. Use two examples from the poem to support your response.

PSSA Informational Prompt:

Write a letter addressed to yourself one year from now, as you prepare to graduate from high school. In this letter, explain your goals for 12th Grade. What do you hope to accomplish, and why? How do you plan to achieve your goals?

Quality of Writing

See Educational Resources pp. 54–55 for additional strategies to teach revision to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed.

See Educational Resources pp. 56–57 for additional strategies to teach editing using the conventions of language.

Types of Writing:

See Educational Resources pp. 38–39 for additional strategies to teach informational writing.

By the end of this unit, students are able to understand and recognize the nature of change and the voices of change throughout American literature. Th ey are able to analyze and compare texts across literary genres. Students are able to plan, draft, revise, and edit their writing. Students are able to leverage the strengths of team members and communicate new ideas to achieve common goals. Students continue to take personal responsibility for their learning and the roles they play in the eff ective functioning of the group. As students work collaboratively and share their responses to the course readings, diff erent viewpoints within the group enrich individual understanding of diversity and social responsibility.


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