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English/language arts Memphis City Schools, PreK-12 Literacy

NEW! Curriculum Guide – 2012 - 2013

ENGLISH I - Quarter 2

Instructional Planning – English I, 2012-2013 …from Unit 2: Old Man at the Bridge, Ernest Hemingway, pg. 201 ….………… Close Read The Jade Peony, Wayson Choy, pg. 203 ………………………………. Close Read “The Interlopers”, pg. 270……………………………………..……………… Short Story “The Cask of Amontillado”, pg. 60 …………………………………….…. Short Story “Poe and the Gothic Tradition”, pg. 65……………….………….…….. Informational Text “The Scarlet Ibis”, pg. 384 …………………………………………….……... Short Story “Scarlet Ibis” pg. 386 ……….……………………………………………..…… Informational Text “The Golden Kite, the Silver Wind”, pg. 396 …….………………… Short Story “Compare symbolism and allegory”, pg. 401 ………………….…. Timed Writing “The Most Dangerous Game”, pg. 214 ………………….….……….. Short Story “World War I Trenches”, pg. 233……………………………….……….. Informational Text “The Gift of the Magi”, pg. 260 …………………….……………..……... Short Story “Watch Fob Chain”, pg. 263 ………………………………..….……..….. Informational Text “The Necklace”, pg. 332 …………………………………..….……….…… Short Story “Writing Workshop”, pg. 402………………………………..…..….…… Cause and Effect Essay

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Q2 - Week 1 (October 8, 9, 10) Fall Break for students and teachers, October 11 and 12. Literary Analysis Workshop: Short Story, pg 196

Elements of a Short Story

Plot Structure of a Short Story

Analyzing Character

Analyzing Structure and Theme

Graphic Organizer: Essay Template, pg. , CLP

Close Read: Elements of a Short Story

Independent Practice For the first nine weeks, the curriculum map included the Literary Analysis Workshop found on page 196 of the new textbook. Continue to revisit the components listed above. Close Read

Old Man at the Bridge, pg. 201, Ernest Hemingway Close Read: Elements of a Short Story Short stories create a main effect and convey a theme by telling how complex characters interact and struggle to resolve a conflict.

• Plot and Conflict • Point of View • Main Effect • Characters • Setting • Theme and Symbols

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The Jade Peony, by Wayson Choy, pg. 203 • Plot and Conflict • Point of View • Main Effect • Characters • Setting • Theme and Symbols

After students read the text, ask them to respond to the story’s key ideas and details, craft and structure, and integration of knowledge and ideas.

Assessment Resources

• Selection Test A • Selection Test B • Open-Book Test

Or, students may use the Self-test at PHLitOnline!

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Q2 - Week 2 (October 15 – 19 ) The Big Question – Is conflict necessary?

…from Unit 2: “The Interlopers”, pg. 270…………………………………………………… Short Story

Writing About the Big Question In “The Interlopers,” men from feuding families face a situation that makes them rethink their hatred for each other. Use these sentence starters to develop your ideas about the Big Question In a longtime feud, the people involved may struggle to resolve their issues amicably because __________________ . Those in competition often antagonize each other because ____________________. While You Read Consider the men’s reasons for continuing the feud and their reasons for ending it. Common Core State Standards: State Performance Indicators (SPIs) Content: 9-10.RL 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 9-10.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. 9-10.SL. 4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are

SPI 3001.8.2 Differentiate among verbal, situational, and dramatic irony. SPI 3001.5.1 Make inferences and draw conclusions based on evidence in text. SPI 3001.7.1 Draw an inference from a non-print medium. 3001.6.4 Draw appropriate inferences and conclusions in informational and technical texts. SPI 3001.5.1 Make inferences and draw conclusions based on evidence in text. SPI 3001.5.7 Differentiate between the stated and implied evidence of a given argument.

Reading Literature: Short Story I. Reading Literature A. Theme B. Plot C. Irony D. Characterization II. Reading Skill A. Central Idea B. Inference III. Critical Thinking A. Cite textual evidence B. Key Ideas and Details 1. Interpret 2. Draw Conclusions

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appropriate to purpose, audience, and task. 9-10.L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

C. Integration of Knowledge and Ideas

9-10L.1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 9-10W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 9-10W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. 9-10SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SPI 3001.3.2 Choose the most effective order of sentences in a paragraph. SPI 3001.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description. SPI 3001.3.7 Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage. SPI 3001.3.14 Select the most precise word to provide clarity appropriate to audience and purpose.

Writing Write a news report about the experiences the characters faced in “The Interlopers”.

Speaking and Listening With a group of classmates:

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• Debate which character is entitled to the disputed land

Integrated Language Skills Practice B Writing Application

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Q2 - Week 3 (October 22 - 26 ) The Big Question – Is conflict necessary?

…from Unit 2: “The Cask of Amontillado”, pg. 60 ………………………………………. Short Story “Poe and the Gothic Tradition”, pg. 65……………………………….. Informational Text

Writing About the Big Question In “The Cask of Amontillado,” a wronged man seeks revenge. Use these sentence starters to develop your ideas about the Big Question. The truth about a person can be discovered when ___________________________. I can either be verified by __________________ or distorted by ________________. While You Read Look for the ways the main character takes charge of his life.

Common Core State Standards State Performance Indicators (SPIs) Content 9-10L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

9-10RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

9-10RL.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as

SPI 3001.8.1 Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose.

SPI 3001.8.10 Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal, slant}, rhythm, repetition, alliteration, onomatopoeia).

SPI 3001.8.11 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads.

SPI 3001.8.2 Differentiate among verbal, situational, and dramatic irony.

SPI 3001.8.3 Identify and analyze an

Reading Literature I. Short Story A. Plot Elements 1. Exposition a. setting b. characters c. conflict 2. Rising Action 3. Climax 4. Falling Action 5. Resolution B. Using Context C. Predictions D. Theme E. Vocabulary

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needed at the high end of the range.

9-10RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

9-10RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

author’s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient).

SPI 3001.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks)

SPI 3001.8.12 Identify the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside).

SPI 3001.8.8 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone).

SPI 3001.5.2 Choose a logical word to complete an analogy.

SPI 3001.8.6 Identify and analyze standard literary elements (i.e., allegory, paradox, parody, foreshadowing, flashback).

SPI 3001.8.1 Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and novels.

SPI 3001.8.2 Demonstrate understanding of non-linear plot progressions.

SPI 3001.8.3 Analyze how plot elements (e.g., exposition, rising action, climax, falling action, resolution/denouement) function and advance action.

1. acquisition 2. use 3. analogy II. Literary Analysis A. Plot 1. Key Ideas and Details 2. Craft and Structure B. Graphic Organizer 1. Story Map 2. Plot Diagram III. Critical Thinking A. Cite Textual Evidence B. Key Ideas and Details 1. Analyze 2. Interpret C. Craft and Structure 1. Foreshadow 2. Suspense D. Integration 1. Knowledge 2. Ideas

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Students should complete the plot diagram as seen on page 69.

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Q2 - Week 4 (October 29 to November 2)

The Big Question – Is conflict necessary?

…from Unit 2: “The Scarlet Ibis”, pg. 384 ………………………………………………….. Short Story “Scarlet Ibis” pg. 386 ………………………………………………………… Informational Text

Writing About the Big Question In both of these stories, competitiveness leads to conflict. Complete these sentences to develop your ideas about the big questions. Some people like to compete because ______________________. To prevent a competition from turning into a conflict, you might _____________________.

Common Core State Standards State Performance Indicators (SPIs) Content 9-10.L.4.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). 9-10.L3.1.f. Ensure subject-verb and pronoun-antecedent agreement. 9-10.RL.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 9-10.W.2. a. Introduce a topic, organize complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension.

SPI 3001.1.1 Demonstrate an understanding of the eight parts of speech, including their troublesome aspects, such as how to form the past and past participle of irregular but commonly used verbs.

SPI 3001.1.7 Recognize correct subject-verb agreement with intervening elements.

SPI 3001.1.8 Select correct pronoun usage in a

SPI 3001.5.1 Make inferences and draw conclusions based on evidence in text.

SPI 3001.8.3 Identify and analyze an author’s point of view (i.e., first person, third person,

Short Story I. Reading Literature A. Narrative Point of View B. Comparing Point of View C. Draw Conclusions D. Summarize II. Writing A. Vocabulary B. Summarize C. Context Clues III. Compare Texts A. Theme B. Craft and Structure

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9-10.RI.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

third-person limited, third-person omniscient). sentence (e.g., with compound elements such as between you and me, or following than or as).

SPI 3001.1.9 Select correct pronoun-antecedent agreement using collective nouns or indefinite pronouns.

SPI 3001.1.12 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words

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Q2 - Week 5 (November 5 – 9) The Big Question – Is conflict necessary?

…from Unit 2: “The Golden Kite, the Silver Wind”, pg. 396 …………………….. Short Story “Compare symbolism and allegory”, pg. 401 ……………………. Timed Writing

Writing About the Big Question In both of these stories, competitiveness leads to conflict. Complete these sentences to develop your ideas about the Big Question: Some people like to compete because _________________. To prevent a competition from turning into a conflict, you might __________________. Common Core State Standards: State Performance Indicators (SPIs) Content: 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences 9-10.W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. 9-10.W3.b Use narrative techniques, such as dialogue, pacing, description, reflection,

SPI 3001.3.2 Choose the most effective order of sentences in a paragraph. SPI 3001.3.7 Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage SPI 3001.3.2 Choose the most effective order of sentences in a paragraph. SPI 3001.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.

Narration: Autobiographical Narrative Reading Literature – a fable I. Short Story A. Plot Elements 1. Exposition a. setting b. characters c. conflict 2. Rising Action 3. Climax 4. Falling Action 5. Resolution B. Using Context C. Compare and Contrast D. Predict

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and multiple plot lines, to develop experiences, events, and / or characters. 9-10.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. 9-10.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 9-10.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 9-10.W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

SPI 3001.3.14 Select the most precise word to provide clarity appropriate to audience and purpose. SPI 3001.3.1 Proofread a passage for correct punctuation, mechanics, and usage. SPI 3001.3.14 Generate notes while collecting information, following a logical note-taking system

E. Vocabulary 1. acquisition 2. use 3. analogy II. Literary Analysis A. Symbolism B. Allegory III. Critical Thinking A. Cite Textual Evidence B. Key Ideas and Details 1. Analyze Cause and Effect 2. Draw Conclusions Teachers will be engaged conducting a Writing Workshop during this week-long timeframe. Students will create an autobiographical narrative. Teachers and students may follow the Prentice Hall text beginning on pg. 94.

Students should complete a plot diagram for this short story.

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Q2 - Week 6 (November 12 - 16 ) The Big Question – Is conflict necessary?

…from Unit 2: “The Most Dangerous Game”, pg. 214 ………………….………….. Short Story “World War I Trenches”, pg. 233……………………………………….. Informational Text Writing About the Big Question In “The Most Dangerous Game,” a hunter faces a life-threatening conflict. Use these sentence starters to develop your ideas about the Big Question. To succeed in fight for survival, a person needs to _________________ because ________________________ . Competition is important for our personal growth because ________________________.

While You Read Consider the conflict at the heart of hunting. Keep track of the ways in which the hunter tries to ensure his survival. Common Core State Standards: State Performance Indicators (SPIs) Content: 9-10.RI.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. 9-10.W.1.b Develop claims(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

SPI 3001.8.9 Identify the common stated or implied theme in a series of passages. SPI 3001.3.5 Develop ideas as appropriate to audience and respond to readers’ potential questions and counterarguments.

Reading Literature: Short Story Reading Literature I. Short Story A. Plot Elements 1. Exposition a. setting b. characters c. conflict 2. Rising Action 3. Climax 4. Falling Action 5. Resolution B. Compare and Contrast

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9-10.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). 9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of several word choices on meaning and tone (e.g., how the

SPI 3001.8.15 Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). SPI 3001.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper article on the same theme or topic). SPI 3001.8.7 Differentiate between mood and tone in poetry or prose. SPI 3001.5.3 Evaluate Text for fact and opinion.

C. Infer D. Vocabulary 1. acquisition 2. use II. Literary Analysis A. Conflict B. Infer III. Critical Thinking A. Cite Textual Evidence B. Key Ideas and Details 1. Make a judgement 2. speculate Reading Informational Text I. Reading Literature A. Theme B. Plot C. Mood D. Central Idea E. Characterization II. Reading Informational Text A. Central Idea B. Fact/Opinion C. Persuasive Appeal III. Writing A. Writing to Compare B. Key Ideas and Details

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language of a court opinion differs from that of a newspaper). 9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 9-10.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 9-10.RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SPI 3001.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). SPI 3001.5.5 Select the persuasive device (i.e., bandwagon, loaded words, testimonial, name calling, plain folks, snob appeal, misuse of statistics). SPI 3001.6.4 Identify the organizational structure of an information or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect). SPI 3001.6.5 Synthesize information across two or more informational or technical texts.

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Q2 - Week 7 (November 19 and 20 ) Thanksgiving Break, November 21, 22, 23 The Big Question – Is conflict necessary?

…from Unit 2: “The Gift of the Magi”, pg. 260 ……………………………………... Short Story “Watch Fob Chain”, pg. 263 …………..…………………………..….. Informational Text Writing About the Big Question In “The Gift of the Magi,” Jim and Della want to exchange Christmas presents, but money is an issue. Use these sentence starters to develop your ideas about the Big Question. When money is tight, it may be hard to show you appreciate others because _________________ . To resolve this problem, you might __________________ or ______________________. While You Read Think about the similarities in the ways that Della and Jim try to overcome their Christmastime conflict. Common Core State Standards State Performance Indicators (SPIs) Content 9-10.RI.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. 9-10.W.1.b Develop claims(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths

SPI 3001.8.9 Identify the common stated or implied theme in a series of passages. SPI 3001.3.5 Develop ideas as appropriate to audience and respond to readers’ potential questions and

Reading Literature I. Short Story A. Plot Elements 1. Exposition a. setting b. characters c. conflict 2. Rising Action 3. Climax 4. Falling Action 5. Resolution B. Compare and Contrast

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and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. 9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). 9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of several word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 9-10.SL.3 Evaluate a speaker’s point of

counterarguments. SPI 3001.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper article on the same theme or topic). SPI 3001.8.7 Differentiate between mood and tone in poetry or prose. SPI 3001.5.3 Evaluate text for fact and opinion. SPI 3001.5.5 Select the persuasive device

C. Infer D. Vocabulary 1. acquisition 2. use II. Literary Analysis A. Infer B. Irony III. Critical Thinking A. Cite Textual Evidence B. Key Ideas and Details 1. Infer 2. Analyze C. Integration of Knowledge and Ideas 1. conflict 2. internal conflict Students should complete a plot diagram for this short story.

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view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 9-10.RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

(i.e., bandwagon, loaded words, testimonial, name calling, plain folks, snob appeal, misuse of statistics). SPI 3001.6.4 Identify the organizational structure of an information or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect). SPI 3001.6.5 Synthesize information across two or more informational or technical texts.

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Presentation of Ideas – speaking and listening Debate whether sacrifice is the best expression of love. Prepare an argument that expresses your opinion. Choose supporting evidence. Look for specific ways in which the story supports your claim. Anticipate opposing arguments.

See “test practice” and “writing for assessment” for reading and writing assessing students. A student interactive format can be found online at www.PHLitOnline.com

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Q2 - Week 8 (November 26 – 30 ) The Big Question – Is conflict necessary?

…from Unit 2: “The Necklace”, pg. 332 ………………………………………….…… Short Story

Writing About the Big Question In “The Necklace,” a woman is jealous of people with greater wealth and social standing. Use these sentence starters to develop your ideas about the Big Question. Jealousy can lead to many conflicts because ________________________________. Learning to appreciate who we are and what we have can help us avoid conflict because _________________________. While You Read Consider how a jealous attitude creates both internal and external conflict. Common Core State Standards State Performance Indicators (SPIs) Content 9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 9-10.W.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s) counterclaims, reasons, and evidence.

SPI 3001.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). SPI 3001.5.4 Analyze cause/effect relationships in text.

Reading Literature

I. Short Story A. Plot Elements 1. Exposition a. setting b. characters c. conflict 2. Rising Action 3. Climax 4. Falling Action 5. Resolution B. Cause and Effect C. Compare and Contrast D. Draw conclusions

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9-10.W.1.b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. 9-10.W.1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s0) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 9-10.W.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 9-10.W.1.e Provide a concluding statement or section that follows from and supports the argument presented. 9-10.L .2.c Spell correctly. 9-10.L. 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the

SPI 3001.8.8 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone). SPI 3001.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description. SPI 3001.7.2 Select the type of conflict represented in a non-print medium. SPI 3001.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper article on the same theme or topic). SPI 3001.1.4 Combine a set of simple sentences into a single compound or complex sentence. SPI 3001.3.5 Demonstrate the ability to

E. Vocabulary 1. acquisition 2. use II. Literary Analysis A. Characterization B. Cause and Effect III. Critical Thinking A. Cite Textual Evidence B. Key Ideas and Details 1. Infer 2. Compare and Contrast C. Integration of Knowledge and Ideas 1. draw conclusions 2. external conflict

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college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

combine a set of simple sentences into a longer, more interesting sentence.

Assignment: Write a problem-and-solution essay about an issue that confronts your school or community. See Rubric for self-assessment on pg. 179

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Q2 - Week 9 (December 3 - 7 ) The Big Question – Is conflict necessary?

…from Unit 2: “Writing Workshop”, pg. 402………………………………..……… Cause and Effect Essay Common Core State Standards: State Performance Indicators (SPIs) Content: 9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 9-10.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reason, and evidence and to add interest. 9-10.SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SPI 3001.7.3 Choose a visual image that best reinforces a viewpoint. SPI 3001.7.4 Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message. SPI 3001.7.5 Match a focused message to an appropriate medium. SPI 3001.4.3 Evaluate the reliability and credibility of source for use in research. SPI 3001.4.4 Evaluate the validity of Web pages as sources of information.

Informational Text: Cause and Effect Teachers will be engaged conducting a Writing Workshop during this weeklong timeframe. Students will create an autobiographical narrative. Teachers and students may follow the Prentice Hall text beginning on pg. 188. Performance Tasks, pg. 188 Student Presentations

9-10.SL.3 Evaluate a speaker’s point of view, reason, and use of evidence and rhetoric, identifying any fallacious reason or

SPI 3001.2.1 Identify the thesis and main points of a challenging speech.

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exaggerated or distorted evidence. 9-10.RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations.) 9-10.SL.1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SPI 3001.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, and hyperbole). SPI 3001.2.4 Discern the structure of a challenging speech (e.g., sequential, problem, solution, comparison-contrast, cause-effect). SPI 3001.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). SPI 3001.2.7 Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listening with civility to the ideas of others; identifying the needs of the team and sharing various resources to respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are respected by the team).

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