ela springboard curriculum map level 6, unit 1: the...

Advanced: all advanced classes must get through all 5 units. Other classes may not get past the 4th unit.

Writing Continuum: all embedded assessments must be completed; pieces to be collected for the Kenton County Writing Continuum are noted in teal.

ELA SpringBoard Curriculum Map

Duration: 27 ½ Days/ 19 Days

Level 6, Unit 1: The American Dream

Unit Overview Essential Question Academic

Vocabulary

AP College/Readiness Writing

If asked to describe the essence and

spirit

of America, you would probably refer

to “the

American Dream.” First coined as a

phrase

in 1931, the phrase “the American

Dream”

characterizes the unique promise

that America

has offered immigrants and

residents for nearly

400 years. People have come to this

country

for adventure, opportunity, freedom,

and the

chance to experience the particular

qualities of

the American landscape.

Consequently, different

groups of people have left their

imprint on the

philosophical foundations of this

country and

contributed to what has become a

modern

1. In what ways does the

American Dream

manifest

itself in American life?

2. How does one create a

personal definition of the

American Dream?

Survey

Primary Source

Secondary Source

• Research and present

the influence of

American

historical/philosophical

eras on America’s

literary and social

history

• Develop a deep

understanding of

rhetoric and how an

author presents his/her

argument through a

variety of literary and

stylistic elements

• Apply the elements of a

strong argument

including the hook,

claim, support,

concessions/refutations

, and call to action

• Identify and apply

different syntactical

structures to writing

• Extend knowledge of

the writing types, or

•

American Dream. In this unit you will

explore

the foundations of the American

Dream through

literary movements and a variety of

American

voices. You will also investigate how

this Dream

might be realized in your own life

and in the

lives of those around you through a

survey

investigating assumptions about the

American

Dream. The unit will prepare you for

a wide body

of literature that continues to

incorporate this

idea and help you to synthesize this

information

into your own understanding of the

concept.

modes, to include an

individual synthesis

paper

SpringBoard Activities Content Focus

(Learning Objective)

Focus Standard Comments Writing

Learning Focus: Making Text Come

to Life

1.1 Previewing the Unit

Duration: ½ class period

• contextualize prior

knowledge about key

ides and concepts

• analyze the skills and

knowledge necessary

for success in the unit

1.2 What Is the American Dream?

Duration: ¼ class period • anticipate themes and

ideas relating to

various beliefs

• connect personal

attitudes that

contribute to one’s

perception of the

American Dream

1.3 What Is Your Source?

Duration: ¼ class period • define and classify

primary and

secondary sources

• recognize situations

that warrant specific

sources

1.4 Coming to America

Poetry: “Ellis Island,” by Joseph

Bruchac

Poetry: “Europe and America,” by

David Ignatow

Duration: 1 ¼ class period

• develop a working

definition of the

American Dream

• apply knowledge of

denotation and

connotation

• demonstrate control

and understanding of

the effect of diction

choices

• contrast past and

present views of the

American Dream

1.5 Historic Pathways to the

American Dream

Essay: “The Trial of Martha Carrier,”

by Cotton Mather

Essay: “Moral Perfection,” by

Benjamin Franklin

Aphorisms: “Sayings of Poor

Richard,” from Poor Richard’s

Almanack, by Benjamin Franklin

Essay: Excerpt from “Self-Reliance,”

by Ralph Waldo Emerson

Essay: Excerpt from Walden, “Where

I Lived and What I Lived For,” by

Henry David Thoreau

Duration: 3 class periods

• identify and evaluate

the philosophical,

religious, ethical, and

social influences that

shaped the literature

of a period

• extrapolate from

primary sources to

construct an

understanding of a

philosophical

viewpoint

• analyze purpose and

historical context in

varied sources and

• Add in additional

excerpts from “Self-

Reliance” and from

“Walden”

• Enhance quality of

project using higher

level expectations and

rubric

• Increase number of

required sources

evaluate the

usefulness of those

sources

• research and identify

primary source

documents that

exemplify

philosophical

viewpoints

1.6 America, the Beautiful

Poetry: “America, the Beautiful,” by

Katharine Lee Bates

Poetry: “America,” by Claude McKay

Poetry: “Shine, Perishing Republic,”

by Robinson Jeffers

Duration: 1 class period

• communicate the

significant points of a

poem to classmates

• synthesize

information from

multiple poems and

make a personal

connection

• analyze elements of a

poem and synthesize

an interpretation

1.7 America’s Voices: Call and

Response

Poetry: “I Hear America Singing,” by

Walt Whitman

Poetry: “I, Too, Sing America,” by

Langston Hughes

Poetry: “Indian Singing in

Twentieth-Century America,” by Gail

Tremblay

Poetry: “next to of course god

america i,” by e.e. cummings


• recognize the

juxtaposition of

positive and negative

attitudes toward

America

• define and identify

tone in a poem or

song

• use speaking skills to

clearly and effectively

perform a poem

• develop a well-

structured original

poem

1.8 Getting to Know the American

Dream • analyze aspects of the

American Dream

Essay: “They Live the Dream,” by

Dan Rather

Article: “Lifelong Dreamer –

Vietnam Boat Person,” by Mary-Beth

McLaughlin

Duration: 1 ¾ class periods

• summarize texts and

present findings to

peers

• connect newly

learned information

to personal

experience

• analyze the

organization of a

nonfiction text

1.9 Sentence Structure: Let’s Mix It

Up!


• evaluate text for

correct use of verbs,

including tense and

voice

• analyze an author’s

syntactic choices,

specifically sentence

openings

• practice a revision

strategy for future

writing

1.10 Money and the American Dream

Poetry: “Money,” by Dana Gioia

Drama: Excerpt from A Raisin in the

Sun, by Lorraine Hansberry

Short Story: “Mammon and the

Archer,” by O. Henry


• examine a single topic

from multiple points

of view

• develop an expository

text with a coherent

point of view

• manipulate language

to reflect a particular

tone and point of

view

• synthesize points of

view about a topic

• Find an article

discussing materialism

in American culture

• Discuss the change

regarding the concept of

money in our culture

throughout the decades,

from the turn of the

century

• Read “Harlem” poem

and discuss connection

to A Raisin in the Sun

• Show clip of DVD from A

Raisin in the Sun and

discuss the visual aspect

of the play verse

reading a play

• Discuss white flight,

creation of the suburb

and ghettos

• Read reviews of original

play and/or DVD

version

1.11 Listen While You Work

Song Lyrics: “Harlan Man,” by Steve

Earle

Song Lyrics: “The Mountain,” by

Steve Earle


• analyze the purpose

and context of two

texts by the same

author

• compare speakers

and their attitudes

toward work

• use textual evidence

to make thematic

generalizations

1.12 Working Toward the Dream

Poetry: “Who Burns for the

Perfection of Paper,” by Martin

Espada

Nonfiction: Excerpt from Working,

“Roberto Acuna Talks About Farm

Workers,” by Studs Terkel


• understand the

relationship between

work and self-

understanding

• synthesize

information to make

text-to-text

connections

• use textual evidence

as the basis for

inferences

1.13 With Liberty and Access to All?

Nonfiction: Excerpt from Nickel and

Dimed: On (Not) Getting By in

America, by Barbara Ehrenreich

Duration: 1 ½ class periods

• make personal

connections and text-

to-text connections

with a literary

nonfiction text

• apply the elements of

argumentation in a

letter of response to a

text

1.14 Creating a Survey About the

American Dream


• survey attitudes

about aspects of the

American Dream

• create questions,

conduct interviews,

and interpret findings

from a survey

• appraise responses

from a survey and

understand the

results as a functional

text worthy of

analysis

Embedded Assessment 1:

Presenting Findings from a Survey


• work in pairs

• develop, conduct,

interpret, and present

the findings of a

survey that is

designed to prove or

disprove an

assumption about the

American Dream

Learning Focus: Defining Your

American Dream

1.15 The Road to Success

Speech: Excerpt from Keynote

Address, 2004 Democratic National

Convention, by Barack Obama

Essay: “The Right to Fail,” by William

Zinsser


• revisit and revise the

notion of the

American Dream

through a comparison

of two texts

• analyze the types of

arguments used by a

speaker

1.16 Defining the Dream

Duration: ¾ class period • synthesize previous

notions of the

American Dream

• generate working

definitions of the

American Dream by

function,

classification,

example, and

negation


Synthesizing the American Dream


• synthesize at least

three to five sources

and own observations

to defend, challenge,

or qualify the

statement that

America still provides

access to the

American Dream

• integrate a variety of

sources into a

coherent, well-

written

argumentative essay

• refer to the sources

and employ

observations to

support the position

• take the essay

through all the stages

of the writing process

• Argumentative/Persuasive

Essay

Unit Reflection

Duration: ½ class period • monitor

comprehension and

growth through a

reflective process

• synthesize

understanding of

individual reading

and writing processes

• passage-based persuasive

On-Demand live scoring

(department choose

mode)

and strategies

• self-assess mastery of

key concepts and

terms

SpringBoard Online Unit One

Assessment


Assessment and Performance

Opportunities

Additional Resources Teacher Reflection

SpringBoard Online Writing

Workshop 6: Expository Writing

SpringBoard Portfolio

SpringBoard Grammar and Usage Handbook

SpringBoard Literature Circles: Independent

Reading – Focus: Nonfiction essays, memoirs,

autobiographies, or biographies that will help

students understand how others define the

American Dream



Level 6, Unit 2: American Forums: The Marketplace of Ideas

Unit Overview Essential Question Academic Vocabulary AP College/Readiness

TV news, news magazines, newspapers,

radio, and the Internet give us sometimes

vital, sometimes trivial, facts and opinions,

creating a swirling array of often conflicting

information. The resulting chaos of information

and perspectives can create an overwhelming

presence in our lives, yet this information is also

crucial to our ability to make informed decisions

about everything from personal beliefs to public

policy. Indeed, the ways in which these ideas

and voices interact with each other create a

marketplace of ideas—a forum through which we

can shape, test, and revise our own perspectives

on our society and the issues that dominate

the day. One place in particular where opinions

can be shared, heard, and responded to is the

newspaper op-ed page. In this context, and

in many others, satire is often used by social

critics to challenge or comment upon prevailing

attitudes. In this unit you will learn to discern a

news story from an opinion piece and a satirical

text, and you will be better prepared to know

where to go when you want to find out what

America is thinking—and to create texts that may

influence that thinking.

1. How do newspapers

impact public opinion or

public perception?

2. How does a writer use

tone to advance an

opinion?

Bias

Fallacy

Editorial

Parody

• Address and appeal to

audiences in a variety of

persuasive genres

• Analyze how writers

effectively use rhetoric,

include controlling tone,

establish and maintain

voice, and achieve

appropriate emphasis

through diction and

sentence structure

• Apply effective rhetorical

strategies and techniques

in their own writing



Focus Standard Comments

Learning Focus: Browsing in the Marketplace

2.1 Previewing the Unit • contextualize prior

knowledge about key ides

Duration: ½ class period and concepts


knowledge necessary for

success in the unit

2.2 Introducing the Media

Editorial: “Oh my! The future of news,” by Jeremy

Wagstaff


• identify and reflect on media

habits and students’ feelings

about the news

• analyze how an author

appeals to multiple

audiences

• identify an author’s purpose

• summarize and critique

media channels students

encounter in everyday life

2.3 Consumer’s Report

Informational Text: Excerpt from “A Day in the Life

of the Media: Intro,” by The Project for Excellence in

Journalism


• summarize and critique

media channels students

encounter in everyday life

• compare and contrast how

different media cover the

same issues/stories

• examine how media

channels target specific

audiences

2.4 Debating the Newspaper: Part I

Article: “How the Rise of the Daily Me Threatens

Democracy,” by Cass Sunstein


• discuss the connection

between editorials and the

marketplace of ideas

• evaluate the role of

newspapers in a democracy

• identify an author’s use of

support (reasoning and

evidence)

2.5 Debating the Newspaper: Part II

Editorial: “The Newspaper is Dying – Hooray for

Democracy,” by Andrew Potter


• review techniques for

refuting an argument

• evaluate an author’s use of

refutation

• apply strategies of

refutation to a set of

persuasive elements

2.6 News or Views: A Closer Look

Article: “Faceboo Photos Sting Minnesota High School

Students”

Article: “Federal Way Schools Restrict Gore Film,” by

Robert McClure and Lisa Stiffler


• activate prior knowledge

about objectivity and

subjectivity in texts

• develop questions for

identifying bias

• analyze a news story for

evidence of bias

2.7 Fair and Balanced: Part I

Duration: 1 class period • analyze how language can

be used to manipulate

readers

• distinguish between biased

and objective rhetoric

• revise to eliminate loaded

language

2.8 Fair and Balanced: Part II

Editorial: “Abolish high school football!”

by Raymond Schroth


• analyze a writer’s use of

language to manipulate

readers

• distinguish between

persuasion and propaganda

• revise to eliminate loaded

language/slanters

2.9 How to Read an Editorial

Editorial: “Facing Consequences at Eden Prairie High”


• develop techniques for

actively reading an editorial

text

• examine the impact of

audience and context on

rhetorical choices

2.10 How to Write an Editorial

Editorial: “Time to raise the bar in high schools,” by

Jack O’Connell

Editorial: “New Michigan Graduation Requirements

Shortchange Many Students,” by Nick Thomas

• apply the key elements of

editorial writing

• examine the impact of

audience and context on

rhetorical choices

Duration: 2 class periods • compare and contrast the

persuasive elements of two

editorials

• craft a persuasive editorial

2.11 Where’s Your Proof?

Duration: ¾ class period • analyze the purpose of

different types of evidence

• identify the limitations of

different types of evidence

• evaluate an author’s use of

evidence to justify claims

2.12 Reading and Writing a Letter to the Editor

Editorial: “Why I Hate Cell Phones,” by Sara Reihani


• identify style, format, and

genre conventions of letters

to the editor


rhetorical choices

• evaluate the impact of tone

in a letter

• write a letter to the editor

2.13 Fallacies 101

Duration: 1 class period • identify fallacious logic,

appeals, and rhetoric

• evaluate the use of

rhetorical devices to

manipulate an audience

2.14 How to Read and Write an Editorial Cartoon

Informational Text: “An Inside Look at Editorial

Cartoons,” by Bill Brennen


• analyze the format, style,

and conventions of editorial

cartoons

• interpret the significance of

symbolism and caricature in

visual texts

• analyze a visual text for its

tone and message

• create an editorial cartoon


Creating an Op-Ed Page


• work in groups

• plan, develop, write, revise,

and present op-ed page as if

• Publish op-ed page on

school website, or

nky.com, etc.

writing for an actual

newspaper

• include at least two

unsigned editorials that

reflect the same perspective,

at least three editorial

cartoons that can represent

a variety of viewpoints, at

least two guest columnist

editorials, two of which

must be opposing

viewpoints, and several

letters to the editor

• final layout and design

should reflect that of an

actual newspaper

Learning Focus: The Art of Indirect Persuasion

2.15 Introduction to Satire

Satire: “Let’s Hear It for the Cheerleaders,” by David

Bouchier


• identify elements of humor

in writing

• recognize and analyze the

elements of satire

• interpret an author’s use of

humor to develop a position

2.16 The Satirical Spectrum

*Sample Editorial Cartoons

Duration: ¾ class period

• interpret tone in satirical

texts (print and visual)

• distinguish among different

purposes for satire

2.17 The Satirical Critique

Satire: “How to Poison the Earth,” by Linnea Saukko

Satire: “Gambling in Schools,” by Howard Mohr


• identify elements of humor

in writing

• interpret tone in satirical

texts (print and visual)

• differentiate among

different purposes for satire

• evaluate the effectiveness of

satirical passages

2.18 Satire and Society

Satire: “Maintaining the Crime Supply” • analyze an author’s use of

irony

Duration: 1 ¼ class periods • interpret the impact of

diction and detail on tone

• analyze how an author uses

humor to comment on a

serious social issue

2.19 Writing a Parody

Parody: “In Depth, but Shallowly,” by Dave Barry


• analyze how parody is used

to critique a subject

• craft an original parody of a

mass media program

• interpret the relationship

between tone and theme in a

satirical piece

• Enhanced quality of

finished product

• Higher level

expectations and

rubric

• Peer workshop

2.20 Need Some Advice?

Satire: “Advice to Youth,” by Mark Twain

Duration: 1 ¼ class periods

• explore how authors subvert

clichés


satire to critique social

norms

• examine how authors use

syntax (loose or cumulative

sentences) for effect

2.21 Twain in Twain

Satire: “The War Prayer,” by Mark Twain


• analyze the relationship

between an author’s subject

and tone

• evaluate an author’s choice

of tone to address a

particular rhetorical context

2.22 Peeling the Skin

Satire: “Girl Moved to Tears by Of Mice and Men Cliff

Notes,” from The Onion


• examine an author’s use of a

genre for satirical purposes


details for rhetorical effect

• explore the impact of

ridicule on the perception of

a writer’s subject


Writing a Satirical Piece • write a satirical piece

critiquing some aspect of

• Enhanced quality of

finished piece

Duration: 1 class period our society

• take the piece through all

the stages of the writing

process

• Higher level

expectations and

rubric

• Satirical broadcast

Unit Reflection

Duration: ½ class period • monitor comprehension and

growth through a reflective

process

• synthesize understanding of

individual reading and

writing processes and

strategies

• self-assess mastery of key

concepts and terms

passage-based informative

On-Demand live scoring

(department choose mode)

SpringBoard Online Unit Two Assessment

Duration:1 class period

Assessment and Performance Opportunities Additional Resources Teacher Reflection

SpringBoard Online Writing Workshop 8: Persuasive

Writing



SpringBoard Literature Circles: Independent Reading –

Focus: Current-event articles, editorials, news publications,

and satirical commentaries reporting on a topic of interest


Duration: 42 ¼ Days/ 28 Days

Level 6, Unit 3: The Power of Persuasion


America’s tradition of open debate and lively free

speech was established in the early period of the

fight for independence from British rule. Before

that, the founding settlers had established

the basis for a literate democratic society in

its schools and system of justice. You have

seen from the previous unit that persuasive,

free speech is at the heart of our democracy’s

vitality. Through a study of historic American

speeches, this unit provides an opportunity to

analyze models of effective persuasive speech

in preparation for writing and delivering original

speeches. Continuing the idea of free speech,

this unit then delves into Arthur Miller’s play The

Crucible and explores both the play itself as well

as its relationship to the time period in which it

was written.

1. How are the components

of rhetoric applied to the

creation and delivery of

persuasive speeches?

2. How can artistic

expression advance social

commentary?

Rhetoric

Rhetorical Devices

• repetition (anaphora)

• aphorism

• parallelism

• allusion

• rhetorical question

• argument by analogy

• metaphor

• simile

Social Commentary

Foil

• Close analysis of rhetorical

devices and techniques

used in creating

persuasive speeches

• Stylistic development,

including controlling tone,

establishing and

maintaining voice, and

achieving appropriate

emphasis through diction

and sentence structure

• Literary analysis of a

dramatic work of lasting

literary merit in order to

arrive at multiple

interpretations

• Development of increasing

maturity and complexity

in both reading and

writing

• Analysis of the social,

cultural, political, and

historical contexts of a

literary text and its

contributions to society




Learning Focus: Speaking with Confidence • contextualize prior


Duration: ½ class periods


and concepts



success in the unit

3.2 Fears and Expectations

Duration: ¾ class period • establish classroom norms

of effective behavior for

speakers and listeners

• explore the role of the

audience in an oral

presentation

• demonstrate effective oral

literacy skills within the

confines of a familiar text

• demonstrate appropriate

inflection for an oral

presentation

•

3.3 Quotables

Duration: ¾ class period • interpret a variety of

quotations

• incorporate quotations into

speaking

• consider effective styles of

oral presentations and

deliver an oral statement

3.4 A Presidential Beginning

Speech: “Inaugural Address,” by John F. Kennedy


• read, interpret, and analyze

a challenging historical

document

• examine the role of syntax in

a text

• select an appropriate style

and deliver an oral

presentation

3.5 Reviewing Rhetoric

Duration: ¾ class period • define and apply rhetorical

appeals

• write a persuasive essay

that uses rhetorical appeals

3.6 Using Rhetorical Devices

Sermon: From “Sinners in the Hands of an Angry

God,” by Jonathan Edwards



rhetorical devices, syntax,

and rhetorical appeals to

analyze a speech

• employ a variety of

strategies to make meaning

from text

• Discuss the seven

deadly sins and why

they are sins, etc.

• Discuss the seven

virtues and why they

are virtues, etc.

3.7 “Give Me Liberty!”

Speech: “Speech to the Virginia Convention,” by

Patrick Henry



rhetorical devices, syntax,

and rhetorical appeals to

understand a speech

• employ a variety of

strategies to make meaning

from a text

• prepare and present a brief

oral presentation

3.8 It’s All in the Delivery

Duration: 1 class period • examine and evaluate a

variety of delivery styles for

oral presentations

• identify and explain the

effect of specific

components of oral

presentations


Creating and Presenting a Persuasive Speech


• write and deliver a two- to

three-minute persuasive

speech that addresses a

contemporary issue

• utilize rhetorical appeals

and devices, syntax, and

effective delivery notes

• Add embedded narrative

as a portfolio piece

Learning Focus: Speaking Your Conscience

3.9 Preparing to Read The Crucible

Article: “The Lessons of Salem,” by Laura Shapiro


• analyze the title of the play

• make predictions about the

play

• create a historical context

for the action of the play

3.10 A Salem Tea Party

Duration: 2 class periods • identify the main characters

of the play

• understand relationships

among characters

• preview Miller’s invented

Puritan diction and sentence

structure

• examine Miller’s attitude

toward his characters and

events

3.11 Beginnings

*Drama: The Crucible (Act One), by Arthur Miller


• recognize characteristics of

the setting and time period

• recognize the attributes of a

foil

• keep track of character

development

3.12 Key Scene 1: Proctor and Abby

Duration: 1 class period • imagine different readings

of the text

• interpret the meaning of

specific theatrical choices

• make directional choices

that lead to a specific

interpretation

3.13 Defining Hysteria

Fable: “The Very Proper Gander,” by James Thurber


• understand the definition of

hysteria and how it applies

in The Crucible

•

3.14 Conflicts in Salem

Duration: ½ class period • understand and identify the

conflicts in the community

• make connections between

dramatic conflict and real

issues

3.15 Speaking Like a Puritan

*Drama: The Crucible (Act Two), by Arthur Miller • diffuse vocabulary by

context

Duration: 2 ½ class periods • examine language

3.16 Key Scene 2: Proctor and Elizabeth

Duration: ¾ class period • illustrate and evaluate how

performance choice affects

meaning

3.17 Character Metaphors

Duration: 1 class period • demonstrate the purpose of

characterization techniques

• Write metaphors that

describe the essence of

each character

3.18 Proof and Confessions

*Drama: The Crucible (Act Three), by Arthur Miller


• recognize how proof and

confessions worked during

the witch trials

• understand the implications

of the choices faced by the

characters

• create original scripts

illuminating a conflict on an

ethical issue

3.19 Fearful Consequences

Duration: 2 class periods • recognize a character’s

choices as an element of

characterization

• recognize situational irony

in the characters’ choices

3.20 Speaking Out

Speech: Excerpt from “Declaration of Conscience,” by

Margaret Chase Smith

Essay: “Why I Wrote The Crucible: An artist’s answer

to politics,” by Arthur Miller


• understand an author’s

purpose

• recognize a second layer of

meaning in a play

3.21 A Matter of Integrity

*Drama: The Crucible (Act Four), by Arthur Miller


• understand that characters

can represent a point of

view

• examine the relationship

between character and

thematic statement

• Analyze how the seven

deadly sins and virtues

were present in the

play. Possibly have

students pull quotes

from the play to

support their analysis

3.22 Final Verdicts • recognize how character

Duration: 1 class period action affects theme and

audience response

• compare and contrast drama

and film versions o evaluate

the resolution of the conflict

3.23 Timed Writing

Duration: 2 class periods • demonstrate an

understanding of the

significant elements of the

play and/or the film version

• analyze a writing prompt

and plan a response

• synthesize knowledge of

dramatic elements into an

essay of analysis


Creating and Performing a Dramatic Scene


• work with a group

• write and perform an

original dramatic script

including a statement about

a conflict that faces society

• take the script through all


process

Unit Reflection



process




strategies


concepts and terms

passage-based narrative On-

Demand live scoring Writing

Workshop 4

SpringBoard Online Unit Three Assessment



SpringBoard Online Writing Workshop 8: Persuasive

Writing



SpringBoard Online Writing Workshop 5: Script

Writing


Focus: Allegorical literary fiction, nonfiction books, or a

collection of essays on a related topic that is of interest to

them



Level 6, Unit 4: An American Journey


Ever since the Pilgrims traveled to America, the

concept of the “journey” has been part of the

American experience. In this unit you will study

the novel Their Eyes Were Watching God, which

traces the physical and emotional journey of a

woman striving for self-expression. You will then

examine the ways that you present yourself in a

variety of situations on your own journey to self-

expression.

1. How can an author’s style

construct and reflect identity?

2. How do communication

skills enhance self-expression?

Motif

Resume • Study a work of literary

merit to analyze its

structure, style, and

themes

• Analyze a writer’s rich and

complex writing style and

use that analysis to refine

their own writing style

• Employ strategies for

active independent

reading and sophisticated

literary analysis

• Write and speak

confidently in academic,

social, and professional

situations




Learning Focus: Journey of Discovery


Duration: ½ class periods



and concepts



success in the unit

4.2 Who Was Zora Neale Hurston?

*Teleplay: Zora Is My Name, directed by Neema

Barnette

Memoir: “How It Feels to Be Colored Me,” by Zora

• identify and infer

biographical knowledge

about an author

• recognize how an author’s

Neale Hurston


personal experiences inform

writing

• identify and analyze the

features of a memoir

(optional)

• identify diction and

figurative language and their

effect on tone

4.3 The Harlem Renaissance

Duration: 2 ½ class periods • situate a novel in its

historical, cultural, and

geographical context

• derive information from a

media production and relate

it to the author’s biography

• create an informational

media production

4.4 Hurston’s Colorful Language

*Teleplay: Zora Is My Name, directed by Neema

Barnette

Short Story: “Sweat,” by Zora Neale Hurston


• analyze diction

• integrate quotes in

literary writing

• discuss how symbols,

images, and figurative

language affect tone and

theme in a short story

4.5 Janie’s Return Home

*Novel: Their Eyes Were Watching God, by Zora Neale

Hurston


• interpret the author’s

imagery


characterization

• analyze audience

4.6 Nanny’s Life

Poetry: “Mother to Son,” by Langston Hughes


• examine figurative language

and motifs

• recognize the frame story as

a structural/ organizational

pattern

• distinguish among varying

points of view within the

text

4.7 Nanny, Janie, and Logan

Duration: ½ class period • analyze characters, plot, and

irony

• identify the effect of diction

on tone

• differentiate between

different points of view

• recognize motifs and their

purposes

4.8 Janie’s New Life

Duration: 1 class period • dramatize elements of

humor in the text

• trace how a motif evolves

and develops significance

• analyze the effect of setting

on characters

4.9 The Two Sides of Janie

Duration: 2 class periods • analyze how figurative

language, syntax, and diction

reinforce tone and key

themes

• analyze character and voice

• evaluate how a motif

contributes to the meaning

of a text

4.10 Discussion Groups

Duration: 3 class periods • read independently and

monitor comprehension and

reading strategies

• work collaboratively to

synthesize understanding of

multiple stylistic and

literary elements

4.11 The End of a Long Journey

Excerpts from critical reviews


• analyze Hurston’s use of

figurative language and its

effect

• analyze organizational

structure

• synthesize connections

among motifs and themes

• evaluate critical reviews of a

text

• support an interpretation of

a text with textual evidence

4.12 Oprah Winfrey Presents

*Film: Their Eyes Were Watching God, directed by

Darnell Martin


• infer a media producer’s

point of view

• analyze film production

elements

• critique a media production


Writing an Analytical Essay


• write an analytical essay

that illuminates how a key

theme in Their Eyes Were

Watching God is expressed

through her style and use of

literary elements

• take the essay through all


process

• Porfolio Piece

Learning Focus: Communicating Myself to Others

4.13 My Communication Skills


• reflect on and categorize

means of communication

• determine the qualities of

good communication

• evaluate personal

communication skills

4.14 Career Search

Duration: 3 class periods • identify, evaluate, and

analyze a variety of sources

to answer a research

question

• prepare for an interview

• conduct research on careers

• collaborate in evaluating

and applying interviewing

techniques

4.15 Creating a Resume

Duration: 1 class period • investigate the resume as a

self-presentation tool

• evaluate information

sources

• refine and edit a resume

4.16 Social Networking

Article: “Narcissism on the Internet isn’t risk-free,” by

Eric Gwinn

Article: “Web of Risks,” by Brad Stone with Robbie

Brown

Article: Excerpt from “Potential employers

monitoring student social networking Web sites,” by

Matt McGowan


• establish criteria for

evaluating social networking

sites

• evaluate social networking

and potential audiences

4.17 Practicing for a Job Interview

Duration: 2 class periods • generate and refine

interview questions

• participate in a panel

interview

• listen and take notes during

an interview


Using Communication Skills to Present Myself


• showcase the

communication skills you

have developed in an

interview with a panel of

peers

• present resume and media

presentation about yourself

Unit Reflection



process




strategies


concepts and terms

SpringBoard Online Unit Four Assessment



SpringBoard Online Writing Workshop 9: Response to

Literary and Expository Text

SpringBoard Online Writing Workshop 4: Reflective

Essay




Focus: Novels, plays, nonfiction books or collections of essays

or short stories exploring the American experience and

journey of discovery


Duration:

Level 6, Unit 5: The Pursuit of Happiness


The pursuit of happiness is an integral part of

the American Dream and part of the foundation

of this country. Many people think that the

fulfillment of the American Dream centers on

financial success; however, riches are not the

path to happiness for everyone. In this unit, you

will examine how one person rejected wealth

in favor of a different pathway to happiness;

you will also look at how others have found

enlightenment in everyday experiences. Next,

you will research the American Dream and the

pursuit of happiness and articulate what that

dream means to you and your fellow Americans.

1. What does it mean to pursue

happiness?

2. How does a writer represent

research through multiple

texts?

Coherence

Genre Conventions

Discourse

• Analyze and interpret

good writing for rhetorical

strategies and techniques

in order to employ them in

their own writing

• Create and sustain

arguments,

interpretations, and

reflection based on

readings, research, and/or

personal experience

• Analyze the conventions of

genre in order to write in a

variety of modes

• Independently use the

stages of the writing

process with careful

attention to inquiry,

drafting, revising, editing

and review

• Apply close reading

strategies to a nonfiction

text of literary merit




Learning Focus: The Search for Self





and concepts



success in the unit

5.2 Searching for Meaning

Essay: Excerpt from Walden, by Henry David Thoreau

Essay: Excerpt from Self-Reliance, by Ralph Waldo

Emerson

Poetry: “In the Depths of Solitude,” by Tupac

Duration: ¾ class period

• place texts in a historical

and a philosophical context

• draft an original piece on the

thematic concept of

happiness

5.3 My Credo

Nonfiction: Credo from All I Really Need to Know I

Learned in Kindergarten, by Robert Fulghum


• examine and critique a

personal statement (credo)

• analyze the function and

effect of tone, diction,

syntax, and punctuation

• write a personal credo

employing stylistic

techniques

5.4 Just the Facts

Duration: 1 class period • preview the biography

• establish a context and

purpose for reading

• identify and use slant in

writing

5.5 Looking at Structure

Biography: “Author’s Note,” from Into the Wild, by Jon

Krakauer


• analyze the stylistic

techniques used in an

expository essay

• investigate and identify the

author’s purpose and bias in

writing the biography

5.6 Meeting Christopher McCandless

*Biography: Into the Wild, by Jon Krakauer


• analyze elements of

characterization

• write an interpretive

paragraph analyzing

character

5.7 Literary Connections

Duration: 1 ¼ class periods • analyze epigrammatic texts

to make a thematic

connection to a larger work

• analyze a text for the core

tenets of Transcendentalism

• examine textual elements of

a nonfiction text and

consider their effects

5.8 Shedding Light

Duration: 1 class period • analyze how character is

revealed in an extended

work

• understand the connection

between research and the

construction of a nonfiction

work

5.9 Many Ways of Showing

Duration: 1 ½ class periods • identify and examine the

purpose of genres used to

convey information

• write a draft adhering to

conventions of a genre

5.10 A Personal Perspective

Duration: 1 ½ class periods • compare and contrast

character traits

• examine the organization of

a text

• analyze diction signaling

reflection

5.11 The Pursuit of Happiness

Duration: 1 class period • conduct and present

research on comparable and

conflicting perspectives of

happiness

5.12 At What Cost?

Duration: 1 class period • conduct a close reading to

analyze a literary passage

• engage in a Socratic Seminar

exploring different

perspectives on a thematic

concept

5.13 Searching for the Author • analyze and critique the

Duration: 1 ½ class periods stylistic techniques by which

an author brings closure to a

book

• write a response to an

author’s development of a

story and its effect on

readers

5.14 Turning Life into Story

Essay: “Straw into Gold: The Metamorphosis of the

Everyday,” by Sandra Cisneros


• analyze elements of style in

relation to a whole work

• examine an author’s use of

allusion to convey meaning

and create cohesion

5.15 A Snowball of Happiness

Essay: “The Chase,” by Annie Dillard


• analyze a personal essay for

language use and character

development

• analyze a personal essay for

organizational elements

• conduct a syntactical

analysis of a portion of text

5.16 Reflecting on Life Experiences

Essay: “A View from Mount Ritter,” by Joseph T.

O’Connor


• examine the stylistic

characteristics of a personal

essay

• review and identify the

elements of the

organizational structure of a

personal essay

5.17 Making Your Choice

Duration: 1 class period • generate text in preparation

for a draft of an expository

text


Writing a Personal Essay


• write a multi-paragraph

reflective essay about a

significant personal

experience

• describe the experience and

your immediate response to

it

• reflect on the significance of

the experience

• take the essay through all


process

Learning Focus: Creative Research

5.18 The Nuts and Bolts of the Multi-Genre Research

Project

Multi-Genre Research Project: Student Sample


• understand the components

of a multi-genre research

project

• analyze a student sample in

preparation to create a

multi-genre research project

5.19 Exploring, Recording, and Imagining Research

Biographical Sketch: “Sparky,” by Earl Nightingale


• examine tools for exploring,

recording, and interpreting

research

• apply knowledge of the

components of MGR

• write an MGR in small

groups

5.20 Melding Facts, Interpretation, and Imagination

Biography: “Charles M. Schulz,” from Notable

Biographies


• analyze multiple research

resources to extract

significant facts

• explore, record, interpret

information and represent

ideas in creative genres

• cite sources correctly

5.21 Meeting in the Middle

Duration: 2 class periods • examine how purpose and

audience shape genre

selection

• examine genre conventions

and generate drafts that

adhere to them

• create genres that blend fact

and imagination to support

the thesis

5.22 Thematic Threads to Create Flow • revise the rhetorical plan to

Duration: 1 class period create unity and coherence

among the genres

• examine techniques to link

genres and sequence ideas

for the readers

5.23 Introducing and Concluding the Multi-Genre

Research Project


• write an introduction that

leads readers into the paper

• write a conclusion that

reflects on learning and

brings a finished feeling to

the paper

5.24 Creative Packaging

Duration: 1 class period • create a cover page, table of

contents, and reflective end

notes

• present the multi-genre

research project

5.25 Care Enough to Really Search

Duration: 1 ½ class periods • select a topic that is

appropriate for a multi-

genre research project


Writing a Multi-Genre Research Project

Duration: 5 days

• write a multi-genre research

project on a person, event,

movement, or topic of

interest as it relates to the

American Dream

• take the project through all


process

Unit Reflection



process




strategies


concepts and terms

SpringBoard Online Unit Five Assessment



SpringBoard Online Writing Workshop 4: Reflective

Essay

SpringBoard Online Writing Workshop 10: Research




Focus: Biography, autobiography, memoir, or collection of

essays or short stories that address the concept of the

American Dream and the pursuit of happiness

ela springboard curriculum map level 6, unit 1: the...

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