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English I : Curriculum Map – Quarter 3 2015-2016

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

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This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

http://www.tncore.org/english_language_arts.aspx

http://achievethecore.org/page/1027/academic-word-finder



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Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Text Complexity in the Pearson Textbooks

Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as a TIER II instructional resource. TIER II is defined as meeting all non-negotiable criteria and some indicators of superior quality. Tier 2 ratings received a “Yes” for all non-negotiable criteria (Foundational Skills (as applicable), Complexity of Texts , Quality of Texts , and Text-Dependent Questions) , but at least one “No” for the remaining criteria.

All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.

Resources to Help Prepare Students for the TNReady Assessments





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The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:

The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on

each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.

English I – Quarter 3

Third Quarter TN Ready Standards Text Support Content

Weeks 1-3

“I Am an American Day” (pg. 431) Lexile - 850

“I Have a Dream” (pg. 543) Lexile – 1130

“First Inaugural Address” (pg. 553) Lexile – 1250from Nothing to Fear: Lessons in Leadership from FDR (pg. 567) Lexile - 1050

Focus question: Is knowledge the same as understanding?

Research Performance Tasks:

Choose one of the speeches we have read. Determine one central idea from the text and write an essay that both summarizes and analyzes how that central idea is developed over the course of the text, including how it emerges and is shaped and refined by specific details. Cite strong and thorough evidence from the text to support your analysis. Be sure to follow the conventions of standard written English.

http://tn.gov/assets/entities/education/attachments/tnready_ela_writing_types.pdf

http://tn.gov/education/article/tnready-blueprints

http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/

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OR

During your study of important historical speeches, you have focused on rhetorical devices and figurative language. You have evaluated the use of emotionally charged language. You have evaluated the effectiveness of the rhetorical device and figurative language and their impact on the speeches. Compare and contrast the effectiveness of the rhetorical devices and/or figurative language in two of the speeches you read and analyzed. Cite evidence from the text to support your argument. Be sure to follow the conventions of standard written English.

ORWrite an essay in which you critique Alan Axelrod’s interpretation of Roosevelt’s first inaugural address. Analyze the historical research study and decide whether you think Axelrod’s points are valid. Support your opinion with examples from the text. (pg. 571) Week 1 TN Ready Standards Text Support Content

Building knowledge through content-rich nonfiction

and

Reading Complex Texts

CC Literature and Informational Text(s)

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including ho it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduces and developed, and the connections that are drawn between them.

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger

Reading Informational Text

Evidence Statements Provides strong and thorough textual

evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.9.1

Provides a statement of a central idea of a text. RI.9.2

Provides an analysis of how a central idea emerges and is shaped and refined by specific details over the course of the text. RI.9.2

Provides an objective summary of a text. RI.9.2

Provides an analysis of how the author unfolds an analysis or series of ides or events, including the order in which points are made, how they are introduces and developed, and connections that are drawn between them. RI.9.3

Provides a detailed analysis of how an

Week 1

The Big Question

Is knowledge the same as understanding? (pg. 424)

Analyzing Argumentative and Expository Text

Elements of Essays, Articles, and Speeches, pg. 426Analyzing Word Choice and Rhetoric, pg. 429Close Read: Development of Ideas, pg. 430 Organizational Structures)

Close Reading Selection“I Am an American Day” Address by Learned Hand, pg. 431

Text Dependent Questions for Close Reading Selection

1. Hand creates a growing sense of the importance of the occasion by asserting that those gathered have a common “purpose,” then a shared “conviction,” and finally a joint “devotion.” What do these words mean,

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portions of a text (e.g., a section or chapter).

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RI.9-10.9 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.

author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of the text. RI.9.5

Provides an analysis of how the author uses rhetoric to advance his or her point of view or purpose. RI.9.6

Provides a delineation of the argument and specific claims in a text. RI.9.8

Provides an analysis of seminal U.S. documents of historical and literary significance.RI.9.9

Close Reading Selection


and how does the progression of them emphasize the gravity of the event?This is an alternative question that focuses on three specific words and the progression reflected in them from sharing a common goal to sharing a mutual belief in a transcendent principle.

2. How does Hand create a sense of camaraderie and shared experience in the second sentence?

Hand does this in two ways: first, by emphasizing that everyone he is speaking to is an immigrant or the descendant of an immigrant, and second, by stressing that this was a choice.

3. a)What qualities make the “picked group” so special in Hand’s eyes?It is important to have students capture the sense of Hand’s third sentence, as it sets up the context for understanding “nerved” in the fourth sentence; specifically, he praises those gathered as courageous to brave the solitude of a strange and unfamiliar place.

b) What qualities does Hand imply the “picked group” possesses when he says they “had the courage to break from the past”?This alternative brings inference to the forefront of the question and relies on students stitching together the sentences so far to arrive at the insight that the past experience was both comforting and bred complacency, and that they are better for having “braved” the solitude that comes with being an immigrant.

4. Put Hand’s fourth and final sentence into your own words.

The final sentence of this section gets to the heart of the matter by posing the question of what drove men to choose to come to America—faith in what principle was the cause for immigrating to a “strange land”? Students

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need to be able to render this question into their own words without robbing it of its depth. Hand’s use of “object” might throw students off. If this is the case, teachers could note how Hand is using this word somewhat differently than they would usually see it.

5. What is Hand’s initial answer to the question he posed at the end of section one (what motivated immigrants to come to America)?Hand’s initial answer is “liberty” which he subdivides into three sub-categories: freedom from oppression, freedom from want, freedom to be ourselves.

6. Does Hand think we ought to reject seeking liberty through the legal system? Write a two sentence explanation that captures the essence of Hand’s viewpoint.This section of the text is relatively straightforward and may not require a discussion before students write their answers. Once students complete their sentences, teachers should “pair, then square” students into groups so that they can hear different approaches to answering the question, and if time allows, ask the group to read the best explanation to the whole class. This activity foreshadows the outlining homework assignment and can be applied to the fourth section as well if teachers find it particularly successful at conveying the meaning of the passage to students.

Successful explanations will cite Hand’s belief that the hope for liberty—the faith that he mentions in the opening sentence—requires first and foremost conviction and passion “in the hearts of men and women.” A belief that the courts and the constitution will suffice to ensure liberty for all is in his view an idle and false hope.

7. What is the problem Hand sees with granting people “unbridled will”?

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Hand sees this as the “denial of liberty”, producing a society where few are free, “freedom is the possession of a savage few”. This section is of course a reference to the war. Teachers should inquire as to who the “savage few” might be, and if necessary refer students to the date.

8. How has the definition of liberty evolved over the course of this first paragraph?Hand begins with the notion that liberty does not come from “constitutions and laws” but rather the “hearts of men”. He then goes on to state that this liberty in the, “hearts of men” is not “unbridled will . . . to do as one likes”. He ends the paragraph with the consequence of liberty as “unbridled will”: “. . . a society where freedom is the possession of only a savage few”. The positive account of freedom is only briefly sketched in this first paragraph, but is linked to the hearts of men and women. The limited substance here as to what liberty actually is sets up the next paragraph, the focus of which is to address this.

Regular practice with complex text and its academic language

CCR Language

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

L.9-10.4 Determine or clarify the meaning of

CCR Language – Academic Vocabulary Vocabulary

Week 1Big Question Vocabulary, pg. 425(ambiguous, clarify, comprehend, concept, interpret)

- Review word roots and prefixes.

- Identify examples of figurative language, rhetorical devices, and logical fallacies.

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unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Writing to Texts

CCR Writing

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCR Writing

Cite strong evidence

Selecting relevant facts and quotations

Writing Fundamentals

Summary

- Write an objective summary of each text.- Write a rhetorical précis of each text.

Analysis- How does each author use rhetoric to advance

his or her purpose?- Text dependent questions

Argument- Evaluate each author’s use of persuasive

techniques/ rhetorical devices.

As students continue to engage with routine writing, increase their practice with the writing organizer POW-TIDELL.www.tncore.org (see STTS for SRSD, 2014 Summer Rollout)

Reading, writing and speaking grounded in evidence from text, both literary and informational

CCR Speaking and Listening

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SL.9-10.1.b Work with peers to set rules for


Discussion

Accountable Talk

Speaking and Listening

Possible suggestions throughout the quarter:Group roles and responsibilities, Accountable Talk,

http://www.tncore.org/

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collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.

SL.9-10.1.d Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement, and, when warranted, qualify or justify their on views and understanding and make new connections in light of the evidence and reasoning presented.

Socratic Seminars Socratic Seminar

Week 2 TN Ready Standards Text Support Content


and



RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

What is the relationship between literature and place?

How does literature shape or reflect society?



Week 2

Close ReadDevelopment of Ideas, pg. 430 (Review)Literary Analysis: Persuasive Speech, pg. 539

Close Reading Selection“I Have a Dream” by MLK, Jr., pg. 543

Graphic Organizer, pg. 549


1. Why does the author say the Emancipation

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Proclamation “came as a great beacon light of hope?” in the first paragraph?

2. What was King referring to when he said, “the long night of their captivity” in paragraph one?

3. Why does the author choose the words “manacles of segregation and chains of discrimination” in paragraph 2? What imagery is he evoking?

4. Martin Luther King, Jr. describes life one hundred years after the signing of the Emancipation Proclamation in paragraph 2. What specific examples does he state?

5. In the third and fourth paragraphs, King uses banking metaphors to describe the impact of the Constitution and Declaration of Independence on all citizens of America. What is the meaning of this figurative language?

6. King repeats the phrase “Now is the time to…” in the fifth paragraph. What is he asking the audience to consider and act upon? What is he asking people to do?

7. What specific words did the author choose to create a sense of urgency for action in paragraphs five and six?

8. What examples were provided of the rude awakening that could be expected?


CCR Language

L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.



- Identify examples of figurative language and the associated meaning from the play. Include

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L.9-10.4.C: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

rhetorical devices and logical fallacies.

Week 2Word Study: Latin root –cred, pg. 540(creed, credibility, discredit, credential, accredit)

Writing to Texts

CCR Writing

RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

W.9-10.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCR Writing




Summary






As students continue to engage with routine writing, increase their practice with the writing organizer POW-TIDELL.

www.tncore.org (see STTS for SRSD, 2014 Summer Rollout)



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and








Week 3

Literary Analysis: Author’s Style, pg. 441


“First Inaugural Address” by Roosevelt, pg. 553From Nothing to Fear: Lessons in Leadership from FDR by Axelrod, pg. 567Analyze Diction, Syntax, Tone Chart, pg. 453


1. With what qualities does Roosevelt promise to address his audience?

2. On whom does Roosevelt place the largest blame for the Great Depression?

3. a)What words does Roosevelt use to describe the leaders who caused the country’s financial problems? b)What impact do these words have? What tone? Cite evidence.

4. What does Roosevelt say is the “greatest primary task” facing the nation?

5. What does Roosevelt say about Americans from earlier periods in history?

Regular practice with complex text and its academic

CCR Language

L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and



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languagephrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.



- Identify examples of figurative language and the associated meaning from the play. Include rhetorical devices and logical fallacies.

Week 3Word Study: Latin root –duct/-duc, pg. 550(Induction, deduct, conducive, productive, abduct)

Writing to Texts

CCR Writing



CCR Writing




Summary






As students continue to engage with routine writing, increase their practice with the writing organizer POW-TIDELL.

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- www.tncore.org (see STTS for SRSD, 2014 Summer Rollout)Compare and contrast the tone, diction and syntax used by Hand, King, Roosevelt, and Axelrod.

Reading, writing and speaking grounded in evidence from text, both literary and informational


L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SL.9-10.1.B: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

SL.9-10.1.D: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.


Discussion

Accountable Talk

Socratic Seminars

Speaking and Listening

Possible suggestions throughout the quarter:Group roles and responsibilities, Accountable Talk, Socratic Seminar

Weeks 1-3Sample MICA Items on RI 9-10.1, RI 9-10.2, RI 9-10.3, RI 9-10.4, RI 9-10.5, RI 9-10.6, RI 9-10.8, RI 9-10.9https://micatime.com/

https://micatime.com/Exam/Create


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Create an exam using the paired texts “Quit India” by Mahatma Gandhi and a passage from the “Give Me Liberty or Give me Death” speech by Patrick Henry. Include question IDs 44635, 44527, 44644, 44643, 44649, 44822, 44821, and 44636.

Week 4 TN Ready Standards Text Support CONTENT

Writing Workshop



W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Literary Research

Performance Task writing: After reading ___________ and the connected readings, write a/n _______________ essay in which you ____________________________. Using specific examples from the readings, and your own research on __________________, determine whether ___________________________________

Outcomes for Writing Workshop

Research and Connected Readings

“I Am an American Day” http://achievethecore.org/page/36/i-am-an-

american-day-by-learned-hand-detail-pg http://www.loc.gov/law/help/

commemorative-observations/constitution-day.php

“I Have a Dream” http://kingencyclopedia.stanford.edu/

encyclopedia/encyclopedia/enc_i_have_a_dream_28_august_1963/

Roosevelt- Inaugural Address https://www.archives.gov/

education/lessons/fdr-inaugural/

Third Quarter TN Ready Standards Text Support Content

https://www.archives.gov/education/lessons/fdr-inaugural/



http://kingencyclopedia.stanford.edu/encyclopedia/encyclopedia/enc_i_have_a_dream_28_august_1963/



http://www.loc.gov/law/help/commemorative-observations/constitution-day.php



http://achievethecore.org/page/36/i-am-an-american-day-by-learned-hand-detail-pg

http://achievethecore.org/page/36/i-am-an-american-day-by-learned-hand-detail-pg

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Week 5-7

The Tragedy of Romeo and Juliet (pg. 806) – Lexile 1490

Performance Tasks:

In your study of Romeo and Juliet, you have focused on key scenes that highlight the quandaries Romeo and Juliet faced. You have analyzed the reasons for their choices, based on the many factors that influenced them. You have read others’ opinions and related readings to better understand these factors. In consideration of what these many sources communicate about Romeo and Juliet’s end, who or what is to blame for Romeo and Juliet’s death?

Argue for no more than two factors, ranking them by importance in your essay. Develop a counterclaim to your argument(s) and provide evidence for it. Draw on textual evidence primarily from Romeo and Juliet, the critical essay that you read independently, and at least one other source from the unit.

OR

Conduct research to create an annotated flowchart that accurately displays and explains the structure of the nobility in sixteenth century Verona. Your flowchart should show the relative positions of the Prince, Count Paris, the Montagues, and the Capulets.

Use both primary and secondary sources. Evaluate the validity and reliability of the information you research and the sources you use. Organize your text and images logically. Document sources using standard citation style.

Present your flowchart to the class, explaining where you located information.




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



Selection(s) for Week 5

- The Tragedy of Romeo and Juliet , pg. 806- Act I, Scenes i, ii, iii, v- Act II, Scenes ii, iii, iv, v, vi

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and


the text, including determining where the text leaves matters uncertain. Close Reading Selection


- Preparing to Read The Tragedy of Romeo and Juliet ,pg. 798A-798B

- Elements of Drama ,pg. 780-781- Analyze characterization of Nurse, Juliet, Lady

Capulet, Chart pg. 831

Text Dependent Questions

ACT I

1. Which words in the stage directions in line 44 clarify that Sampson is not speaking to Abram?

2. Who stops the brawl between the Montagues and the Capulets?

3. Summarize the warning that the Prince issues to the Montagues and Capulets in this speech.

4. What reason for his sadness does Romeo give to Benvolio?

5. What advice does Benvolio give to Romeo about the woman that he loves?

ACT II1. Why does Romeo say that his name is hateful to him?

2. Why does Juliet tell Romeo not to swear his love by the moon?

3. Briefly state the main pints of the Friar’s speech in lines 1-30.

4. What plan do Romeo and Juliet make fore the following day?

5. What does Romeo ask the Nurse to tell Juliet?

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6. What are Juliet’s feelings as she waits? Cite evidence to support your answer.

Folger Digital Library – digital texts - http://www.folgerdigitaltexts.org/#http%3A//www.folgerdigitaltexts.org?chapter=5&play=Rom&loc=p7&_suid=144833093038104526480479771903

Teaching Resources for Romeo and Juliethttp://www.webenglishteacher.com/romeoandjuliet.html

Tragic Love http://www.readwritethink.org/classroom-resources/lesson-plans/tragic-love-introducing-shakespeare-1162.html


CCR Language

L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.






Latin prefixes trans- and pro-, pg. 804, 831, 832, 859

Vocabulary – Act 1http://www.readwritethink.org/classroom-resources/lesson-plans/tragic-love-introducing-shakespeare-1162.html

Vocabulary – Act IIhttp://www.vocabulary.com/lists/197714#view=notes

http://www.vocabulary.com/lists/197714#view=notes

http://www.readwritethink.org/classroom-resources/lesson-plans/tragic-love-introducing-shakespeare-1162.html






http://www.webenglishteacher.com/romeoandjuliet.html

http://www.webenglishteacher.com/romeoandjuliet.html

http://www.folgerdigitaltexts.org/#http%3A//www.folgerdigitaltexts.org?chapter=5&play=Rom&loc=p7&_suid=144833093038104526480479771903



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Writing to Texts

CCR Writing



CCR Writing




Week Five-

- Routine Writing: Summary and paraphrase- Analysis Writing: Analyze characterization of

Nurse, Juliet, Lady Capulet



and









* Act III, Scenes i, ii, iii, v, * Act IV, Scenes i, iii, v, * Analyzing Character Development, pg. 782-783 * Close Read: Character, Plot, and Theme, pg. 784* Analyze characterization of Mercutio, Tybalt, Romeo, Friar, Capulet, Chart pg. 831


ACT III

1. Why does Benvolio want to get off the street?

2. What are Mercutio and Benvolio arguing about?

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3. What is the outcome of the duel between Tybalt and Mercutio?

4. Who does Benvolio say started the brawl?

5. Paraphrase Mercutio’s line “A plague a both your houses!” and summarize his reasons for uttering the curse.

6. What is Juliet’s reaction to Romeo’s involvement in Tybalt’s death?

7. How does Romeo view his banishment?

ACT IV

1. What is the Friar’s complaint to Paris about the impending wedding? How is this an example of dramatic irony?

2. What does Juliet threaten to do to avoid marrying Paris?

3. According to the Friar, how will Romeo learn of Juliet’s plan to meet him?

4. Summarize the fears that Juliet expresses in her soliloquy.

5. How has Juliet changed in the course of the play? Cite evidence to explain your answer.


CCR Language

L.9.1.A Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

L.9.2 Demonstrate command of the



- Identify examples of figurative language and the associated meaning from the play. Include

DRAFT


conventions of standard English capitalization, punctuation, and spelling when writing.

L.9.3 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.

rhetorical devices and logical fallacies.

Latin root –loque, pg. 860, 891Latin prefix –en, pg. 892, 911

Vocabulary – Act IIIhttp://www.vocabulary.com/lists/198111#view=notes

Writing to Texts

CCR Writing

W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9.1.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.

W.9.1.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.

W.9.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.9.1.D Establish and maintain a formal style and objective tone while attending to the norms

CCR Writing




Week Six-- Routine Writing: Summary and paraphrase- Analysis Writing: Analyze the characterization

of Mercutio, Tybalt, Friar, Romeo, Capulet

http://www.vocabulary.com/lists/198111#view=notes

DRAFT


and conventions of the discipline in which they are writing.

W.9.1.E Provide a concluding statement or section that follows from and supports the argument presented.

W.9.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.



and



RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze






* Act V, Scenes i, ii, iii


ACT V

1. Why is Romeo in a good mood at the beginning of the act?

2. Briefly state the causes and effects of Friar John’s failure to deliver Friar Lawrence’s letter.

3. How does Juliet react when she wakes up?

4. What effect did Romeo’s exile have on his mother?

5. Identify at least three events that cause the Friar’s scheme to fail.

DRAFT


the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RL.9.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

RL.9.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, at the high end of the grade 9 text complexity band independently and proficiently.


CCR Language

L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9.2 Demonstrate command of the conventions of standard English capitalization,




DRAFT


punctuation, and spelling when writing.

L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Latin prefix ambi-, pg.912, 931

Vocabulary – Act Vhttps://www.teachervision.com/shakespeare/printable/64175.html

A hands-on approach for ESL teachershttp://thedaringenglishteacher.blogspot.com/2015/01/teaching-romeo-and-juliet.html

Writing to Texts

CCR Writing

W.9.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9.2.A Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.9.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCR Writing




Week Seven-- Routine Writing: Analytic Summary- Analysis Writing: Analyze Shakespeare’s use

of - irony. What impact does the ending have on the

audience?

http://thedaringenglishteacher.blogspot.com/2015/01/teaching-romeo-and-juliet.html

http://thedaringenglishteacher.blogspot.com/2015/01/teaching-romeo-and-juliet.html

https://www.teachervision.com/shakespeare/printable/64175.html

https://www.teachervision.com/shakespeare/printable/64175.html

DRAFT


Weeks 5-7Sample MICA Items on RL 9-10.2, 9-10.3, 9-10.4, and 9-10.5 https://micatime.com/Create an exam using the excerpt of “A Midsummer Night’s Dream,” including question IDs 42780, 42782, 43917, 42778, and 43745.


Writing Workshop

W9.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience.

W.9.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9.9.A Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").

L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Students use standard MLA format to avoid plagiarism.

Students paraphrase and integrate research quotations effectively.

Students revise, edit, and publish research

Writing Workshop for Q3

During this module of Q3, students have been studying Romeo and Juliet. The performance tasks at the beginning of the module are found below. Students will take into consideration their routine writing and select a performance task from below.

Performance Task: In your study of Romeo and Juliet, you have focused on key scenes that highlight the quandaries Romeo and Juliet faced. You have analyzed the reasons for their choices, based on the many factors that influenced them. You have read others’ opinions and related readings to better understand these factors. In consideration of what these many sources communicate about Romeo and Juliet’s end, who or what is to blame for Romeo and Juliet’s death?

Argue for no more than two factors, ranking them by importance in your essay.

Develop a counterclaim to your argument(s) and provide evidence for it.

Draw on textual evidence primarily from Romeo and Juliet, the critical essay that you read independently, and at least one other source from the unit.


DRAFT


L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9.3 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.

OR

Conduct research to create an annotated flowchart that accurately displays and explains the structure of the nobility in sixteenth century Verona. Your flowchart should show the relative positions of the Prince, Count Paris, the Montagues, and the Capulets.

Use both primary and secondary sources. Evaluate the validity and reliability of the

information you research and the sources you use.

Organize your text and images logically. Document sources using standard citation style.

Present your flowchart to the class, explaining where you located information.

As part of the instructional routines, students will complete the following six steps of the writing process.

1. Review task and rubric2. Reflect and Attend3. Peer-review/peer exchange4. Edits: thesis/introduction, development,

conventions, conclusions, sources and documentation

5. Revisions6. Publish (type) writings

Week 9

Comprehensive Assessment

Culminating AssessmentIn addition to a completed essay, students prepare and present a multi-media presentation of research. Include the following:

- Thesis- Overview of Research with citations- Analysis of Research- Alternative Perspectives

DRAFT


- Conclusions- Text, graphics, audio, video.

For writing practice, sample MICA Items are available for W 9-10.1 and W 9-10.3, but not W 9-10.2. https://micatime.com/Question IDs 44824, 44825, and 43929 provide editing items.


i q3 11302015.doc · web viewsl.9-10.1.b work with peers to set rules for collegial discussions and...

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