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Elliott County High SchoolCurriculum Maps 9th Grade Unit 1

Unit 1: LiteraryElements and Short StoryLDC Module 1: Informational

Essential Question:How do authors use literary elements to communicate a deeperunderstanding of perspective and ideas?

Guiding Questions Resources KCAS VocabularyHow does literary element play a role in the essences of the author’s work?

How does the author’s craft affect the relationship between character and setting?

How does the author’s use of word choice and tone create meaning and effect to the overall story?

How is the author’s word choice relevant to that period of time versus today?

How did the author use figurative language?

What words, phrases, and figurative language did the author use to create tone?

How did the author use words to help the reader to determine the main character?

How did the author use literature to

Short Stories• “The Necklace” (Guy de Maupassant)• “The Most Dangerous Game” (Richard Connell)• Points of View: An Anthology of Short Stories (James Moffett and Kenneth L. McElheny, eds.) (1968 edition)• “The Tell Tale Heart” (Edgar Allan Poe)• “The Cask of Amontillado” (Edgar Allan Poe)• “The Gift of the Magi” (O. Henry)• “The Secret Life of Walter Mitty” (James Thurber)• “The Rules of the Game” (Amy Tan)“The Celebrated Jumping Frog of Calaveras County” (Mark Twain)Textbook – Pearson, Common Core Literature, 2015, 9th Grade edition.ISBN: 978-013326830

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.RL.9-10.5: 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 9-10.6: 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.9-10.7: 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., “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).RI.9-10.4: Determine the meaning of words and phrases as they are

Character

characterization

Figurative language

Irony (e.g., dramatic, situational, verbal)

Narrator

Parable

Plot (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement)

Point of view

Sensory imagery

Setting

Style

Symbol

express theme?

What use of hints did the author use to suggest what will happen next?

How did the author use irony to influence the outcome?

How did the author use symbols and symbolism to develop the story?

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).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.W.9-10.2: Write informative/explanatory texts toexamine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.5: 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and

symbolism

Theme

Tone

persuasively.L.9 10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.L.9-10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning ObjectivesKnowledge Reasoning Performance ProductRL. 9-10.1Identify strong and thorough textual evidence.Discuss details the text uses to support textual analysisRL.9-10.5

RL.9-10.1Analyze text in order to provide evidence of how the text explicitly uses details to support key ideas.Draw inferences from the text in order to understand how textual analysis is

SL.9-10.1Engage in a variety of discussions by listening and sharing acquired and prior knowledge of grade 9-10 topics and texts.

W.9-10.2Write informative/explanatorytext which: _examines/conveys complex ideas, concepts, information _demonstrates clear and

Identify aspects of text’s structure.

Identify order of events in text.

Identify how author manipulates time.

Describe the effect such as: mystery tension surprise

the author uses.

developed.Cite strong and thorough textual evidence to support the text (explicit and inferred).RL.9-10.5Analyze how author’s:

choice of plot structure creates an effect

order of events within a text creates an effect

manipulation of time creates an effect

Facilitate discussions over designated grade 9-10 topics.

Collaborate to develop guidelines for successful discussion and decision-making.

Follow agreed-upon guidelines for discussion.

Respond thoughtfully to others’

accurate information uses:

effective selectionorganizationanalysis of content

Introduce a topic and: organize complex ideas,

concepts, and information to make important connections and distinctions

RL. 9-10.7Identify various artistic mediums.

Recognize the literary and artistic use of the terms “subject” & key scene.

RI.9-10.4Identify:

words and phrases figurative words and phrases connotative words and

phrases technical words and phrases

in a text.

Identify tone of a text.

RI.9-10.6Define rhetoric.

Identify rhetorical techniques.

W.9-10.5Recognize how and when to:

plan revise edit rewrite try a new approach

Recognize significant information for the needs of:

audience purpose

Know how to edit for conventions of Writing demonstrating (See Language standard 1-3 up to and including grade 9-10

RL. 9-10.7Explain how and why an artist/author chooses to represent a subject or scene.

Analyze why the artist/author emphasized ideas for effect.

Explain what is stressed or missing from a given representation in 2 different artistic mediums.

RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including:

figurative connotative technical

meanings.

Analyze the cumulative effect of word choices on:

meaningtone

RI.9-10.6Analyze the author’s use of rhetoric.

Analyze the rhetorical techniques the author uses to express his/her point of view or purpose.

Support your analysis with examples from the text.

W.9-10.5Develop and strengthen writing as needed by:• planning

remarks and arguments, summarizing points of agreement and disagreement.

Reference evidence from texts and research to support comments and ideas.

Pose and respond to questions by connecting to larger themes, issues, or contexts.

Engage others in discussions through questioning or responding to their ideas.

Question or respond to clarify, verify, or challenge conclusions posed by others.

Make connections to new evidence or reasoning posed to justify personal viewpoints.

L.9-10.2

Demonstrate command of the conventions of standard English grammar and usage when speaking.

Use parallel structure

Uses various phrases and clauses to:

include formatting, graphics, and multimedia when useful to aiding comprehension

Develop the topic with: well-chosen, relevant, and

sufficient facts extended definitions concrete details quotations other information examples

appropriate to the audience’s knowledge of the topic

Use appropriate and varied transitions to:

link the major sections of the text,

create cohesion clarify the relationships

among complex ideas and concepts

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

Provide a concluding statement or section that follows from and supports

on page 54).

SL.9-10.1Identify key supporting ideas from reading and r f larger themes and issues.

Describe guidelines for collegial discussion.

Describe ways to make collaborative decisions (e.g., informal consensus).

Know how to ask thought-provoking questions.

Identify new information posed during discussion.

Identify conclusions posed during discussion or in text.

L.9-10.1Define and identify parallel structure.

Recognize various types of phrases: noun verb adjectival_ _

adverbial participial prepositional absolute

Identify types of clauses: independent, dependent noun, relative, adverbial


• revising• editing• rewriting• trying a new approach

Determine focus on:• what is most significant for a specific purpose• what is significant for a specific audience

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

Incorporate parallel structure.

Use various phrases and clauses to: add variety and interest to writing convey specific meanings in writing

L.9-10.2Demonstrate command of the conventionsof standard English grammar and usagewhen writing.


Use various phrases and clauses to: add variety and interest to writing convey specific meanings in writing

Add variety and interest to presentations.

Convey specific meanings in presentations

the information or explanation presented.

Recognize various types of phrases: noun verb adjectival adverbial participial prepositional absolute


L.9-10.5Recognize and understand the meaning of figurative language (e.g., euphemism, oxymoron).

Recognize and understand the different types of relationships of words.

Recognize and understand nuances in word meanings.

Reading Focus Writing Response: Reader’s Notebook

_Post-it Insert Strategy: Students use post-its to identify and explainThinking Stem Questions:

textual evidence to support conclusions. (RL-9-10.1, RI-9-10.1) Use a T-chart to show textual evidence and what conclusions are drawn (RL-

9-10.1, RI-9-10.1) Create an ongoing annotated bibliography for each book you complete this

year. (RL-9-10.1, RI-9-10.1) Track themes on different colored index cards. Write quotes and explanations

on cards. Be sure to indicate the chapter/page, etc. Can also be a graphic organizer or be kept in notebook. (RL-9-10.2, RI-9-10.2)

Chart/tally reoccurring words/phrases/images and use to discuss the development of theme (RL-9-10.2, RI-9-10.2, SL-9-10.1, L-9-10.1)

Students choose one word that they feel best describes the theme and then track evidence from the text using an idea web. Have students summarize the development of the text at the bottom of the web. (RL-9-10.2, RI-9-10.2)

Select a theme/central idea and create a timeline of how it is developed over the text. (RL-9-10.2, RI-9-10.2)

After reading, use 2-3 of these thinking stems to help you respond.

Thinking While You Read I’m thinking…because

I’m noticing… because…

I’m wondering… because…

I’m seeing… because…

I’m feeling… because…

Making Connections/Using Schema That reminds me of… because… _

Somebody Wanted But So: develop an objective summary_(_http://www.read180.00freehost.com/docs/org1.pdf) (RL-9-10.2, RI-9-10.2)

Plot diagram_ _(_http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html) to identify main events of the plot in order to write a text summary. (RL-9-10.2, RI-9-10.2)

Use symbols to represent various themes. This can be a scavenger hunt, show and tell, or students’ art. (RL-9-10.2, RI-9-10.2)

*Students analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for specific details that show how the theme emerges and how it is shaped and refined over the course of the novel. (RL.9-10.2). NOTE: modify this prompt as appropriate to fit any major text.

Graphic Organizers(http://www.englishcompanion.com/pdfDocs/BurkeHOutsTeachingReading.pdf)

Students will complete graphic organizers in which characters are revealed by: their actions, their speech, how other character relate to

them, by internal monologues (thoughts) and physical description. (www.heinemann.com/products/E02157.aspx) (RL-9-10.3)

STEAL (Speech, Thoughts, Effect on others, Actions, Looks) mnemonic device to examine indirect characterization (RL-9-10.3)

Characters’ Relationship Organizer (RL-9-10.3)

Characters’ Problems Organizer (RL-9-10.3)

Character Arc (http://www.heinemann.com/products/E02157.aspx) helps students organize character development (RL-9-10.3)

I think I already know…because… _

I have a connection to… _

I have a schema for… _

I can relate to…because… _

Visualizing I’m picturing… _

I can imagine…

I can feel…

I can see…

My mental images include… _Asking Questions

I wonder… _

Why…

I don’t understand… _ It confused me when… How could…

Inferring I can tell that…because… My guess is… because… Maybe… because… Perhaps… because… It could be that… This could mean… I predict… because… My conclusion here is… That’s just what I thought…

http://www.englishcompanion.com/pdfDocs/BurkeHOutsTeachingReading.pdf

Create a timeline to analyze how an author unfolds a series of events (chronological organizational pattern) (RI-9-10.3)

Venn diagram: to show compare and contrast organizational pattern. (RI-9-10.3)

Cause and Effect graphic organizer: to show cause and effect organization pattern. (RI-9-10.3)

Idea web: to show classification, order, or order of importance. (RI-9-10.3)

Determining Importance What’s important here is… What matters to me is… One thing we should notice is…_ I want to remember… It’s interesting that…

Synthesizing Now I understand why…

I’m changing my mind about…

I used to think________, but now I think…

My new thinking is…because…

I’m beginning to think…because…

Writing FocusReading Literature, Informative WritingSeminar: Is Montresor (from Poe’s "The Cask of Amontillado”) a reliable narrator? Cite at least three reasons to support your argument. The Seminar Question may also be used as an essay topic. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.9-10.2, RL.9-10.3, SL.9-10.1, SL.9-10.3, SL.9-10.4)

Reading Informational Text, Performance

Select a one-minute passage from one of the short stories and recite it from memory. Include an introduction that states: What the excerpt is from Who wrote it Which literary element it exemplifies and why

Record your recitation using a video camera so you can evaluate your performance for accuracy. (RL.9-10.2, SL.9-10.6)

Language UsageParts of Speech Review

_Verbs: principal parts of verbs, especially irregular past and past participles; simple, perfect, and progressive tenses; agreement of subject and verb, especially with collective nouns

_Nouns: common, proper, concrete, abstract, countable, collective, compound, possessive, gerundsSelect a paragraph from the novel and identify all the verbs. Name the tense of each verb you find. (L.9-10.3)Look at a photograph, painting, or magazine advertisement for at least three minutes. On a piece of paper, draw two intersecting lines to make four squares (one for each category: people, places, things, and ideas). In each square, list the nouns by category that you see in the image. Note whether they are abstract or concrete nouns. (L.9-10.3)Research, Reading Informational Text, Informative WritingSelect one of the authors from the short story unit and conduct an author study. Begin by defining a research question and refine it as necessary. The research should include an autobiographical or biographical text, another story by the same author, and/or a critical essay that addresses a specific aspect of the author’s style. Include at least three references to the author’s work and to other sources. Cite sources carefully and distinguish clearly between paraphrasing and quoting. (RL.9-10.1, RI.9-10.1, W.9-10.2, W.9-10.7, W.9-10.8)Reading Literature, Informative Writing

Select a short story and write an essay that analyzes how a particular literary element plays a part in the essence and workings of one of the chosen stories. State your thesis clearly and include at least three pieces of evidence to support it. Your teacher may give you the opportunity to write your first draft on a shared online document and receive feedback from classmates before publication. (RL.9-10.1, W.9-10.2)

Art, Speaking and ListeningHow do artists create narratives? Select two works of art to view as a class. Compare the two works, focusing the discussion on the relationship between character and setting, and on how the artists combined these to suggest a narrative. (SL.9-10.1, SL.9-10.2)

Art, Reading Literature, Informative WritingSelect a short story and an artwork and write an essay in which you discuss the use of symbolism in each. State your thesis clearly and include at least three pieces of evidence to support it. An optional extension is to create a digital slide presentation in which you set up a visual comparison between the two works. (RL.9-10.4, W.9-10.2, SL.9-10.6)

Language MechanicsReview capitalizing of common and proper nouns. Identify the nouns in the Language Usage Activity and determine whether they are common or proper nouns; capitalize them if necessary. (L.9-10.2)

Reading Literature, Informative WritingDiscuss the "slow motion” depiction of the murder in Poe’s "The Tell-Tale Heart” and consider how Poe’s craft affects the relationship between the narrator and his victim. State your thesis clearly and include at least three pieces of evidence to support it. (RL.9-10.4, W.9-10.2)Resources: Kentucky Department of Education – KCAS Common Core Curriculum Maps - http://commoncore.org/maps/

http://commoncore.org/maps/

Elliott County High School Curriculum Map -9th Unit 2 Page 1

Unit 2:The Novel – HonorBenchmark 1: Fiction

Essential Question:Why are human relationships important to a society and what can we learn from them?

Guiding Questions Resources KCAS VocabularyHow did the theme develop over the course of the text?

How did the author emerge and shape the theme?

How did the character develop over time?

How did the character’s interaction with other characters advance the plotor theme?

How did the author unfold the series of ideas and events in the story?

How did the author reveal ideas and events and how did the author draw connections between the ideas/events?

How did the historical context influence the character and setting?

What characterization techniques did the author use?

LITERARY TEXTSNovels

Anthem (Ayn Rand)

INFORMATIONAL TEXTSEssays

_“In Search of Our Mothers’ Gardens” (Alice Walker) (EA) (to accompany The Color Purple

Nonfiction _Brother, Can You Spare a Dime? The Great Depression of 1929 - 1933 (Milton Melzer) _Only Yesterday (Frederick Lewis Allen) (excerpts, e.g., chapters XII-XIV)

Speeches _First Inaugural Speech, March 4, 1933 (Franklin D. Roosevelt) (Prentice Hall Grade 9)Textbook – Pearson, Common Core Literature, 2015, 9th Grade edition.ISBN: 978-013326830

RL.9-10.2: 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.9-10.3: 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.9-10.4: Determine the meaning of words and phrases as they are used inthe 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).RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3: Analyze how the author

Antagonist

Characterization

Characters: major and minor

Conflict

Extended metaphor

Motif

Parallel plots

Protagonist

Setting

Theme

What key details demonstrate the author’s point of view?

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.RI.9-10.5: 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).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.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.(This stem precedes the following standards)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.

W.9-10.3: Write narratives to develop

real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (This stem precedes the following standards)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 investigationW.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility andaccuracy of each source.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use ofevidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9-10.4 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.L.9-10.1: Demonstrate command of the

conventions of Standard English grammar and usage when writing or speaking.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.

Learning ObjectivesKnowledge Reasoning Performance Product

RL.9-10.2Identify the central idea or theme within a text.Identify specific details that support the development of a theme or central idea as it:

Emerges is shaped is refined

Provide an objective summary.RL.9-10.3Identify:

complex characters in a text evidence in a text that makes the

character complex

Identify conflicting motivations.

Identify the theme of a story.

RI.9-10.3Identify organizational patterns (e.g., cause/effect, chronological, sequential, order of importance, c/c and logical).

Identify paragraph development strategies (e.g., facts, statistics, examples,

RL.9-10.2Analyze how the theme or central idea of a text emerges, is shaped and refined by specific details.Interpret how the text supports key ideas or themes with specific details.Formulate an objective summary that includes how the central idea:

emerges is shaped Is refined by specific details_

RL.9-10.3Analyze how characters change over the course of the text.Explain how characters’ motivations/traits affect the plot.Describe the conflicts and motivations in character(s).

Analyze how the character(s)’: Conflicts Motivations interactions

advance the plot or theme

RI.9-10.3Determine the main ideas or events.

Examine the strategies the author uses to introduce his points

W.9-10.10Writes routinely over extended time frames (time for research, reflection, and revision).Writes routinely over shorter time frames (a single sitting or a day or two).L.9-10.1Demonstrate command of the conventions of standard English grammar and usage when speaking.Use parallel structure.


add variety and interest to presentations

convey specific meanings in presentations

W.9-10.2Write informative/explanatorytext which:

examines/conveys complex ideas, concepts, information

demonstrates clear and accurate information

uses: effective selection organization analysis of content


concepts, andinformation to make important connections and distinctions


Develop the topic with: well-chosen, relevant,

and sufficient facts

anecdotes).

W.9-10.2Identify:

complex ideas appropriate formatting supporting details effective transitions precise language domain specific-language

Identify a conclusion for the topic that follows from and supports the information or explanation presented.

W.9-10.10Recognize:

task Audience purposes

SL.9-10.2Identify information from multiple sources presented in diverse media (e.g., visually, quantitatively, orally).

Define credibility.

Define accuracy.

L.9-10.1Define and identify parallel structure.Recognize various types of phrases:

noun verb adjectival adverbial participial prepositional absolute

develop his points

Analyze the author's use of organizational patterns and techniques to connect ideas and communicate an overall message.

W.9-10.2Determine organization of complex ideas.

Determine appropriate: formatting graphics multimedia

to aid comprehension

Determine: well-chosen, relevant, sufficient: facts definitions details quotations

appropriate to the audience’s knowledge of the topic.Determine appropriate and varied transitions that:

link sections create cohesion clarify relationships

among complex ideas/concepts.

Evaluate word choice for managing complexity of tone.Determine formal style and objective tone while attending to the norms and conventions of informative writing.

Determine an effective, supportive conclusion for the topic that follows from and supports the information or explanation presented.

W.9-10.10Determine when to write:

routinely over extended time frames (time for research, reflection, and revision)

routinely over shorter time frames (a single sitting or a

extended definitions concrete details quotations other information examples

appropriate to the audience’s knowledge of the topic.






Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

Provide a concluding statement or section that follows from and supports the information or explanation presented


L.9-10.4Identify words and phrases with multiple meanings.

Recognize patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Consult general and specialized

reference materials (print and digital) to find:

word pronunciation, meaning part of speech etymology

day or two)

Determine organizational structure for a range of tasks, purposes, and audiences.

SL.9-10.2Integrate multiple sources of information presented in:

diverse media formats (e.g., visually, quantitatively, orally)

Evaluate the credibility of each source.

Evaluate the accuracy of each source.

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

Incorporate parallel structure.Use various phrases and clauses to:

add variety and interest to writing convey specific meanings in writing

L.9-10.4Apply context clues (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase

Determine or clarify the meaning of unknown or multiple meaning words and phrases.Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple meaning word or phrase.

Verify preliminary determination of the meaning of a word or phrase (e.g., by checking inferred meaning in context or a dictionary).

Use word patterns that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).


Literature circles using texts that connect to the essential question of the unit. Students could read novels or shorter texts in groups, discuss how they connect, and use to teach standards. (SL-9-10.1)

Students should identify and explain textual evidence to support conclusions. (W-9-10.9; W-9-10.9)

Annotate informational texts by highlighting claims, support and counter-claims in different colors. (RI-9-10.5)

Create timelines of texts read, discuss how manipulating the timeline would affect the story- would this change the tension, mystery, or suspense? Use The Lottery or A Rose For Emily as examples of stories that illustrate this. (RL-9-10.5)

Point of view: have students retell a story from the perspective of another character or an object in the text. (RI-9-10.6)

Take a short excerpt from a story or a children’s book and cut the excerpt apart into sections. Have students sequence the story. (RL-9-10.5)

* Students analyze how Elie Wiesel in Night creates a sense of tension regarding the outcome of the events throughout the text through pacing, ordering events and the overarching structure of the novel (RL9-10.5)

Read and analyze a variety of genres that deal with the same topic (Example: If the topic is choice, you might explore a short story, a poem, a speech, etc all dealing with choices as the topic). Explore how the writers approach these topics based on the genre. (RL-9.10.9; RI9-10.9)

Examine different interpretations of the themes of a text. (RL-9-10.9; RI-9-10.9; RL-9-10.7; RI-9-10.7)

Analyze how the same theme travels in different genres. (RL-9.10.9; RI-910.9)

Provide an anticipation guide to have students reflect about their beliefs about their choices. Revisit the guide after reading to reflect on potential changes in those beliefs.

Continue examining themes in texts. Have students consider the

Thinking Stem Questions:After reading, use 2-3 of these thinking stems to help you respond.

Thinking While You Read I’m thinking…because…



I’m seeing…because…

I’m feeling… because…

Making Connections/Using Schema That reminds me of… because…

I think I already know… because…

I have a connection to…I have a schema for…

I can relate to…because…

Visualizing I’m picturing…

I can imagine…

I can feel…

I can see…

My mental images include…

significance of the themes, evidence of the themes, and what essential (real world connection) questions are triggered based on the themes that are running through the texts. (RL-9-10.9; RI-9-10.7)

Roosevelt's Infamy Speech and George Bush's Address following 9/11 attacks may be used to compare & contrast the events and the presidents' reactions to the events. (RI-0.10.8, RI-9-10.9)

Kennedy's Inaugural Address when teaching speeches. Here's a website with questions for analysis: http://www.shmoop.com/1960s/kennedy-inaugural-address-activity.html (RI -9-10.9)

Use the “Evaluating Argument” activities and the “Defense of the Jury System”Article in the Holt textbook (RI-9-10.8)

Look at political cartoons and analyze the arguments (RI-9-10.8)

Argument stations: prepare stations with brief argument texts and allow student to evaluate and respond to the arguments. (RI-9-10.8)

Read movie reviews or other kinds of reviews and evaluate the claims- is there enough evidence to support the claims that are being made?(RI-9-10.8)

* Students evaluate the argument and specific claims about the “spirit of liberty”in Judge Learned Hand’s “I Am an American Day Address” assessing the relevance and sufficiency of the evidence and the validity of his reasoning. (RI-9-10.8)

http://fabiusmaximus.wordpress.com/2009/07/23/learned-hand/

Asking Questions I wonder…

Why…

I don’t understand…

It confused me when…

How could…

Inferring I can tell that…because…

My guess is…because…

Maybe… because…

Perhaps… because…

It could be that…

This could mean…

I predict…because…

My conclusion here is…

That’s just what I thought…

Determining Importance What’s important here is…

What matters to me is…

One thing we should notice is…

I want to remember…

It’s interesting that…


I’m changing my mind about…_

I used to think______,but now I think…

My new thinking is…because…_

I’m beginning to think… because…_Writing FocusLanguage MechanicsReview commas with adjectives in a series and subordinate clauses. Select a newspaper or magazine article and highlight all the commas that are used in a series or for subordinate clauses. (L.9-10.1, L.9-10.2) See Scoring Rubric.

Art, Argument Writing, Oral PresentationPresent several photographs of small southern towns during the Depression from Dorothea Lange’s or the Library of Congress’s collections and compare them to the description of Maycomb in To Kill a Mockingbird. Explain which rendering is more vivid to you and why. State your thesis clearly and include at least three pieces

of evidence to support it. Your teacher may ask you to record your presentation as a podcast for publication on the class web page. (RL.9-10.4, SL.9-10.2, SL.9-10.5)

Film, Opinion Writing, Oral PresentationDescribe whether the film OF MICE AND MEN is faithful to the novel. Cite evidence for why or why not, explaining why you think the film’s director chose to omit or emphasize certain events. State your thesis clearly and include at least three pieces of evidence to support your thesis. (RL.9-10.7, SL.9-10.2, SL.9-10.4, SL.9-10.6)

Reading Literature, Informative WritingSelect a quotation from one of the characters in Of Mice and Men (or other novel, if applicable) and write an informative/explanatory essay that explains what the quotation reveals about the theme of honor in the book. State your thesis clearly and include at least three pieces of evidence to support it. Your teacher may give you the opportunity to post your first draft on a shared online document and receive feedback from classmates before publication. (RL.9-10.1, RL.9-10.2, RL.9-10.3)

Reading Literature, Reading Informational Text, Informative WritingIn "In Search of Our Mothers’ Gardens,” Alice Walker writes, "Guided by my heritage of a love of beauty and a respect for strength—in search of my mother’s garden, I found my own.” Write an informative/explanatory essay in which you answer the question, "How is The Color Purple a portrayal of Walker's search?" (RL.9-10.1, RL.9-10.2, RL.9-10.5, W.9-10.2)

Reading Literature, Argument WritingSeminar: Is Scout a reliable narrator? Why or why not? This Seminar Question may also be used as an essay topic. Be sure to include at least three reasons or illustrative examples from the text to support your thesis. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.9-10.3, SL.9-10.1, SL.9-10.3)

Language UsageParts of Speech Review

Verbs: transitive and intransitive (action, linking), helping Adjectives: including correct forms of irregular comparative and superlative adjectives; articles; nouns and pronouns used as adjectives; proper and

compound adjectives Adverbs: of place, time, manner, frequency, manner, duration, degree, reason; adverbs that modify adjectives; adverbs vs. adjectives (e.g.,

&Idquo;fast”); regular and irregular comparative and superlative adverbs

Select three paragraphs from the novel. In one paragraph, highlight each verb and describe what kind of verb it is—transitive or intransitive. (If transitive, identify the direct object.) In the next paragraph, highlight each adjective and identify what type of adjective it is. In the third paragraph, highlight each adverb and identify what type it is. (L.9-10.1, L.9-10.3)

Art, Informative Writing

Select a documentary photograph from the Library of Congress’s Farm Security Administration-Office of War Information Collection (FSA-OWI) website. In a well-developed essay, explain how the image helps illuminate your understanding of life in the American South during the Depression. State your thesis clearly and include at least three pieces of evidence to support it. (RI.9-10.7, W.9-10.2)

Reading Literature, Performance 1Select a descriptive passage from Of Mice and Men and recite it from memory. The passage should take one minute to recite. Include an introduction that states:

The title and author of the book Why the book is significant How the passage exemplifies one of the book’s themes (RL.9-10.2, SL.9-10.4)

Reading Literature, Argument WritingSeminar: Is Atticus Finch a hero, or was he just doing his job? This Seminar Question may also be used as an essay topic. Be sure to include at least three reasons or illustrative examples from the text to support your thesis. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.9-10.2, SL.9-10.1, SL.9-10.4, SL.9-10.6)

Reading Literature, Argument WritingSeminar: Is George from Of Mice and Men) an honorable man? Begin by answering the question, "What is honor?” This Seminar Question may also be used as an essay topic. Be sure to include at least three reasons or illustrative examples from the text to support your thesis. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.9-10.2, SL.9-10.1, SL.9-10.4, SL.9-10.6)Resources: Kentucky Department of Education – KCAS Common Core Curriculum Maps - http://commoncore.org/maps/ Barnes and Noble Booksellers - http://www.barnesandnoble.com

Elliott County High School Curriculum Map 9th Grade Unit 3 Page 1

Unit 3: Literary Nonfiction – Reflection (the Memoir, the Essay, and the Speech)Benchmark 2: Non-Fiction

Essential Question:How is reflecting different from remembering?

Guiding Questions Resources KCAS VocabularyHow did the author demonstrate significance or what they learned in the memoir?

How did the author use events of the past to shape the theme?

How did the author use specific words to create meaning and tone?

How did the author unfold a series of ideas or events?

How did the order in which the points were made, introduced, and developed influence the theme (s)?

How did the author connect the relationship between ideas and events?

“E” notes exemplar texts.“EA” notes exemplar authors.All resources highlighted are available at NHS.LITERARY TEXTSINFORMATIONAL TEXTSMemoirs

“Angela’s Ashes” (Frank McCourt) “New Directions” (Maya Angelou) “The First Appendectomy” (William A.

Nolen) “The Great Taos Bank Robbery” (Tony

Hillerman)

Articles "The Coming Merger of Mind and

Machine" (Ray Kurzweil) (E)

Essays “Lincoln and the Gettysburg

Awakening” (Glenn LaFantasie) (excerpts)

“Avant-Garde and Kitsch” (Clement Greenberg)

“Lear, Tolstoy, and The Fool” (George Orwell)

Life on the Mississippi (Mark Twain) (EA) (excerpts)

“Politics and the English Language”

RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of several 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.9-10.10: 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 needed at the high end of the range.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.RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective

Abstract/universal essay

Alliteration

Autobiography

Chronological order

Classification and division

Compare-and-contrast essay

Ethos, pathos, logos

Exemplification

Extended metaphor

Memoir

Objective/factual essay

Personal/autobiographical essay

Repetition

Satire

What is the literary significance of historical documents?

(George Orwell) (E) “Preface to Lyrical Ballads” (William

Wordsworth) Excerpts from The 100 Most Influential

Books Ever Written: The History of Thought from Ancient Times to Today (Martin Seymour-Smith)

“The Lost Childhood” (Graham Greene)

Memoirs “A Four Hundred Year Old Woman”

(Bharati Mukherjee) “A Sketch of the Past” (Virginia Woolf) "Learning to Read and Write"

(Frederick Douglass) (EA) A Childhood: The Biography of a Place

(Harry E. Crews) In Search of Our Mothers’ Gardens

(Alice Walker) (EA) Notes of a Native Son (James Baldwin) One Writer’s Beginnings (Eudora Welty) Running in the Family (Michael

Ondaatje) The Woman Warrior: Memoirs of a

Girlhood Among Ghosts (Maxine Hong Kingston)

“The Washwoman” (Isaac Bashevis Singer) (Prentice Hall Grade 9)

Speeches “Brandenburg Gate Address” (Ronald

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 areintroduced and developed, and the connections that are drawn between them.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).RI.9-10.5: 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).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.

Reagan) “Gettysburg Address” (Abraham

Lincoln) (E) (Prentice Hall The American Tradition)

"Letter from a Birmingham Jail" (Martin Luther King Jr.) (E)

“Address at the March on Washington” (Martin Luther King, Jr.) (E) (Prentice Hall Grade 9)

Nobel Prize in Literature Acceptance Speech, 1949 (William Faulkner) (EA

“Second Inaugural Address” (Abraham Lincoln) (E) (Prentice Hall The American Tradition)

“Sinews of Peace Address” (Winston Churchill)

Autobiography “from a White House Diary” (Lady

Bird Johnson) (Prentice Hall Grade 9)Textbook – Pearson, Common Core Literature, 2015, 9th Grade edition.ISBN: 978-013326830

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.RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently with scaffolding as needed at the high end of the range.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. (This stem precedes the following standards)W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.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.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each sourceSL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. specific claims in a text,SL.9-10.4: 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.L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

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.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


RL.9-10.4Identify:

words and phrases figurative words and phrases connotative words and

phrasesin a text.

Identify words that impact meaning and tone.

RL.9-10.10Identify/understand in literary text:

RL.9-10.4Determine the meaning of words and phrases as they are used in a text.Determine the figurative and connotative meanings of words and phrases as they are used in a text.Analyze the cumulative impact of specific word choice on meaning or tone.RL.9-10.10Comprehend in literary text:

key Ideas and details craft and structure

SL.9-10.4Present:

information _ findings_ _ supporting evidence_ _

clearly, concisely, and logicallysuch that listeners can following the line of reasoning and the:

organization development substance style

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

introduces precise claim(s) distinguishes claims from

alternate or opposing claims creates an organization that

establishes clear relationships among claim(s), counterclaims,

key ideas and details craft and structure integration of knowledge and

ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1 - 9 with scaffolding as necessary.

RI.9-10.3Identify organizational patterns (e.g., cause/effect, chronological, sequential, order of importance, c/c and logical).Identify paragraph development strategies (e.g., facts, statistics, examples, anecdotes).

RI.9-10.5Identify the author’s ideas or claims.Determine the structure/text featuresof an informational passage.

RI.9-10.8Define and identify false statements.

Define and identify fallacious reasoning.

Recognize valid reasoning.

Recognize relevant and sufficient evidence.

integration of knowledge and ideas

at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1 – 9 with scaffolding as necessary.

RI.9-10.3Determine the main ideas or events.Examine the strategies the author uses to

introduce his points develop his points

Analyze the author's use of organizational patterns and techniques to connect ideas and communicate an overall message.

RI.9-10.5Analyze how the author uses particular:• sentences,• paragraphs, or• larger portions to

develop or refine:• ideas or• claims

RI.9-10.8Delineate the argument and specific claims in a text.Evaluate the argument in a text.Evaluate the specific claim(s) in a text.Assess:

are appropriate to:

purpose audience task

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

Use parallel structure.

Uses various phrases and clauses to: add variety and interest to

presentations convey specific meanings in

presentations

reasons and evidence develops claim(s) and

counterclaims fairly, with evidence

points out strengths and limitations of claims and counterclaims

anticipates the audience’s knowledge level and concerns

uses words, phrases and clauses to link sections of text, create cohesion, and clarify relationship

establishes and maintains formal style and objective tone

attends to the norms and conventions of the discipline

provides a concluding statement that follows from and supports the argument presented

RI.9-10.9Identify seminal U.S. documents of historical and literary significance.

Identify the: purpose related themes and concepts

of U.S. documents of historical and literary significance.

Define and identify a speaker’s: point of view reasoning use of rhetoric use of evidence

SL.9-10.4Identify:

information findings supporting evidence

Recognize that presentation of information is determined by analysis of:

purpose audience task

Recognize what constitutes clear, concise, and logical presentation of information and findings.


• the validity of reasoning• the relevance of the evidence• the sufficiency of the evidence

Distinguish between fallacious and valid reasoning.

RI.9-10.9Analyze seminal U.S. documents of historical and

W.9-10.7Evaluate the credibility of sources.Construct and refine research questions.Synthesize information from multiple sources.Conduct steps for short as well as sustained research projects to answer a question.Conduct short and sustained research to answer a question (including a self-generated question) or solve a problem.SL.9-10.3Evaluate a speaker’s:

point of view reasoning use of evidence use of rhetoric

SL.9-10.4Determine: supporting evidence logical organization

and

Recognize various types of phrases: noun verb adjectival adverbial participial prepositional absolute

Identify types of clauses: independent, dependent noun, relative, adverbial _

appropriate development appropriate substance appropriate style

for purpose, audience, and task

L.9-10.1Demonstrate command of the conventions of standard Englishgrammar and usage when writing.


Use various phrases and clauses to: add variety and interest to

writing convey specific meanings in

writing

Reading Focus Writing Response: Reader’s Notebook Literature circles using texts that connect to the essential question of

the unit. Students could read novels or shorter texts in groups, discuss how they connect, and use to teach standards. (SL-9-10.1)

Students should identify and explain textual evidence to support conclusions. (W-9-10.9; W-9-10.9)

Annotate informational texts by highlighting claims, support and counter-claims in different colors. (RI-9-10.5)

Create timelines of texts read, discuss how manipulating the timeline would affect the story- would this change the tension, mystery, or suspense? Use The Lottery or A Rose For Emily as examples of stories that illustrate this. (RL-9-10.5)

Point of view: have students retell a story from the perspective of another character or an object in the text. (RI-9-10.6)

Take a short except from a story or a children’s book and cut the excerpt apart into sections. Have students sequence the story. (RL-9-10.5)

* Students analyze how Elie Wiesel in Night creates a sense of tension regarding the outcome of the events throughout the text through pacing, ordering events and the overarching structure of the novel (RL9-10.5)

Read and analyze a variety of genres that deal with the same topic (Example: If the topic is choice, you might explore a short story, a poem, a speech, etc all dealing with choices as the topic). Explore how the writers approach these topics based on the genre. (RL-9.10.9; RI9-10.9)

Examine different interpretations of the themes of a text. (RL-9-10.9; RI-9-10.9; RL-9-10.7; RI-9-10.7)

Analyze how the same theme travels in different genres. (RL-9.10.9; RI-910.9)

Provide an anticipation guide to have students reflect about their beliefs about their choices. Revisit the guide after reading to reflect on potential changes in those beliefs.

Continue examining themes in texts. Have students consider the significance of the themes, evidence of the themes, and what essential

Thinking Stem Questions:After reading, use 2-3 of these thinking stems to help you respond.

Thinking While You Read I’m thinking… because…




I’m feeling … because…

Making Connections/Using Schema That reminds me of … because…

I think I already know … because

I have a connection to …

I have a schema for …

I can relate to … because …

Visualizing I’m picturing … I can imagine … I can feel … I can see … My mental images include …

Asking Questions

I wonder …

Why …

I don’t understand …

(real world connection) questions are triggered based on the themes that are running through the texts. (RL-9-10.9; RI-9-10.7 It confused me when …

How could …

Inferring I can tell that … because …

My guess is … because …

Maybe … because…

Perhaps … because …

It could be that …

This could mean …

I predict … because …

My conclusion here is …

That’s just what I thought ….

Determining Importance What’s important here is… What matters to me is … One thing we should notice is … It’s interesting that …

Synthesizing Now I understand why … I’m changing my mind about … I used to think ….. , but now I think ….. My new thinking is …. Because …. I’m beginning to think … because ….

Writing Focus

Language Usage, Language Mechanics

Review interjections and their punctuation. Identify the interjections in a passage from one of the memoirs. Explain why their use is appropriate. Would there have been another way to write the sentences(s) in which the interjections are used—and still have the same effect? Why or why not? (L.9-10.1, L.9-10.2)

Reading Informational Text, PerformanceSelect a one-minute passage from one of the speeches here and recite it from memory. Include an introduction that explains:

The occasion/context of the speech Its literary and historical significance

Record your recitation using a video camera so you can evaluate your performance for accuracy. (SL.9-10.6)

Narrative Writing, Speaking and ListeningFirst, students will interview an adult member of their family. The interview must be substantive; if transcribed, it should be at least one thousand words. Then, they will compose memoirs in the voice of the relative. (SL.9-10.1, SL.9-10.2, W. 9-10.1, L.9-10.4, L.9-10.5)

Narrative WritingWrite a memoir (perhaps after the style of one of those read) recounting a specific person, place, experience, event, day, moment, work of art, or another specific thing and convey its significance to you. Your teacher may give you the option of adding a multimedia component to your memoir, such as a digital slide presentation, for posting on the class web page. (W.9-10.3, L.9-10.5, SL.9-10.5)

Reading Informational Text, Reading Literature, Informative WritingWrite an informative/explanatory essay in which you discuss how two literary texts studied this year illustrate Faulkner’s thesis in his 1949 Nobel Prize acceptance speech. State your thesis clearly and include at least three pieces of evidence to support it. Your teacher may give you the opportunity to post your first draft on a shared online document and receive feedback from classmates before publication. (RL.9-10.2, RI.9-10.9, W.9-10.2)

Art, Informative Writing, Oral PresentationExamine the artworks listed. Begin by comparing Rembrandt’s Self-Portrait at an early age with his Self-Portrait at the Age of 63. How has the artist depicted himself in both paintings? Although you can infer from the titles and dates of the works that the artist has aged, what visual clues is Rembrandt giving you? How is he drawing you, as the viewer, into the work of art? Is he telling a story through these portraits—and if so, how? Now view two very different self-portraits—by Jacob Lawrence and Pablo Picasso. How has self-portraiture changed, and remained the same, over time? What similarities can you find in these self-portraits? (RL.9-10.7, SL.9-10.1, SL.9-10.2, SL.9-10.5)

Reading Informational Text, Informative WritingSeminar: Compare Lincoln’s Gettysburg Address with Martin Luther King Jr.’s Address at the March on Washington and explain why these are both considered

great speeches. Be specific and cite from the texts. Begin by identifying the elements of a good speech. The seminar question may also be used as an essay topic. State your thesis clearly and include at least three pieces of evidence to support it. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (SL.9-10.1, SL.9-10.3) (RI.9-10.10)

Art, Speaking and ListeningExamine Courbet’s The Desperate Man and Matthíasdóttir’s Self Portrait with Dark Coat. How has each artist chosen to depict himself or herself? What mood is each painter trying to depict, and what visual clues led you to discover this? Why do you believe that painters paint themselves—especially in the case of these two images? Is it similar to why people write memoirs? Are these self-portraits believable—that is, do you think it is a faithful depiction of the painter? What do we mean by "faithful” in portraiture, or in writing? (SL.9-10.1, SL.9-10.2, SL.9-10.5)

Resources: Kentucky Department of Education – KCAS Common Core Curriculum Maps - http://commoncore.org/maps/ Barnes and Noble Booksellers - http://www.barnesandnoble.com/

Elliott County High School Curriculum Map 9th Grade Unit 4

Page 1 Unit 4: Poetry- BeautyBenchmark 3: Poetry

Essential Question:How does poetry reveal what we might not otherwise recognize?

Guiding Questions Resources KCAS VocabularyHow did the author use words and phrases to create meaning?

Identify and describe the figurative language.

How did specific words/word choice influence meaning and tone?

What words/word choice evokes a sense of time and place?

What is the author’s objective?

How did the theme/ideas develop over the course of the text?

How did the effective choice of language functions create meaning and style?

What poetic devices did the author used to help reveal the theme of the poem?

Why did the author’s choice

LITERARY TEXTSPoetry

Green Eggs and Ham(Dr. Seuss)

Sarah Cynthia Sylvia Stout(Shel Silverstein)

Cloony the Clown (Shel Silverstein)

Autumn (Morgan Paulsen)

Christmas (Ron Loeffler) Do Not Go Gentle Into

That Good Night (Dylan Thomas)

Dream Deferred (Langston Hughes)

Sonnet 18 (William Shakespeare)

O Captain! My Captain! (Walt Whitman)

Annabel Lee(Edgar Allan Poe)

Raven (Edgar Allan Poe) As You Came from the

Holy Land (Sir Walter Raleigh)

I like a look of Agony (Emily Dickinson)

Psalm 23 (King David) Paul Revere’s

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.RL 9-10.2: 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 9-10.3: 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.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of several 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.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United

Alliteration

Analogy

Assonance

Ballad

Blank verse

Consonance

Diction

Dramatic poetry

Enjambment

Figurative language

Free verse

Haiku

Heroic couplet

Imagery

of form impact the meaning of the poem?

How did the author use: alliteration/assonance/consonance/enjambment to reveal the theme(s)?

Ride(Henry Wadsworth Longfellow)

Stopping by Woods on a Snowy Evening (Robert Frost)

The Road Not Taken (Robert Frost)

Two Dead Boys (Unknown)

Caged Bird (Maya Angelou)

The Cremation of Sam McGee (Robert W. Service)

Exerpt from “Marriage” (Marianne Moore)

Exerpt from “The Princess”(Lord Alfred Tennyson)

The Charge of the Light Brigade (Lord Alfred Tennyson)

Textbook – Pearson, Common Core Literature, 2015, 9th Grade edition.ISBN: 978-013326830

States, drawing on a wide reading of world literature.RL 9-10.7: 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 “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.W.9-10.8: 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.

SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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

L.9-10.3: Apply knowledge of language to

Lyric poetry

Meter

Narrative poetry

Octet

Ode

Rhyme

Rhyme scheme

Rhythm

Sestet

Sonnet (petrarchan, Shakespearean)

understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


RL.9-10.4Identify:

Words and phrases Figurative words and phrases connotative words and phrases

in a text.

Identify words that impact meaning and tone.

RL.9-10.6Define cultural experience.

Distinguish difference between culture and cultural experience.

Identify the: point of view or cultural experience

RI.9-10.2Identify the central idea within a text.

Identify specific details that support the development of the central idea as it:

emerges is shaped is refined

Provide an objective summary.

RL.9-10.4Determine the meaning of words and phrases as they are used in a text.

Determine the figurative and connotative meanings of words and phrases as they are used in a text.

Analyze the cumulative impact of specific word choice on meaning or tone.

RL.9-10.6Cite details or examples of the point of view or cultural experience.

Examine the relationships of the point of view or cultural experience with those of other cultures as read in texts from outside the US.

Analyze the point of view or cultural experience using contrasting and/or supporting views from a wide array of other world literature.

RI.9-10.2Analyze how the central idea of a text emerges, is shaped and refined by specific details.

Interpret how the text supports key ideas with specific details.

SL.9-10.5Use digital media strategically in presentations to:

enhance understanding add interest



Uses various phrases and clauses to: add variety and interest to

presentations convey specific meanings in

presentations

W.9-10.8Recognize authoritative digital and print sources.

Cite in standard formats.Perform an advanced search.

Define and identify plagiarism.

SL.9-10.5Recognize digital media.


Recognize various types of phrases: nouns verb adjectival adverbial participial prepositional absolute

Identify types of clauses: Independent, dependent Noun, relative, Adverbial

L.9-10.3Understand how language functions in different context.

Identify and understand various guidelines in style manuals.

Recognize that the style of a written work should be appropriate to the discipline and writing type

Provide an objective summary that includes how the central idea emerges, is shaped, and refined by specific details.

W.9-10.8Gather relevant information from multiple print and digital sources.

Assess the usefulness/authoritative print of each source in answering the research question.

Integrate information into text selectively to: Maintain flow of ideas Avoid plagiarism

Use advanced searches effectively.

SL.9-10.5Evaluate the usefulness of digital media in presentations to enhance understanding of findings, reasoning, and evidence.

Evaluate the usefulness of digital media in presentations to add interest.

L.9-10.1Demonstrate command of the conventions of standard English grammar and usage when writing.Incorporate parallel structure.

Use various phrases and clauses to: Add variety and interest to writing Convey specific meanings in writing

L.9-10.3Apply knowledge of language to:

understand how language functions differently in different contexts

to make effective choices for meaning or style

to comprehend more fully when reading or writing

Write and edit work according to style manual guidelines, appropriate for the discipline and writing type.


Background for teacher-“Using Metaphor to Deepen Comprehension” Chapter 2, p.17-19; Chapter 7) found in Deeper Reading by_Kelly Gallagher

Analyze visual images --- Have students look at photographs (Greek Myths, etc) and create a claim based on the picture citing strong and thorough evidence to support analysis, determine a theme and analyze it. (RL9-10.1; RL 9-10.2)

Examine different interpretations of the themes of a text. (RL /I 9-10.2; RL/I-9-10.9; RL/I-9-10.7)

Analyze how the same theme travels in different genres (RL/I 9-10; RL/I-9-10.9)

View different representations (Pictures, videos, news articles, feature articles, interviews, etc.) of a topic (war/Greek mythology, etc.) and support analysis of what text says explicitly as well as inferences drawn from text. (RL/I -9-10.1)

Examine figurative language and the use of literary devices. Engage in conversations in literature circles to deepen your understanding and hear others’ perspectives. (RL-9-10.4)

- How does the character look and feel?- How do you feel about the character?

View the Photo Essay “Things They Carry” by Kevin Sites, Compare the items that the soldiers in Vietnam carried to those carried by soldiers in Afghanistan.RL/I-9-10.7)

View the photo essay, From Troy or Bagdad: Coming home from War. How does the author’s perspective of this essay support or not support the perspectives in the other news articles that you have read? (RI-9—10.8)

View the news clip, “Born to Serve, The Michael Murphy Story.” Like Michael Murphy, many people are motivated to devote their lives to serving others. Relate this idea to the larger world. What sacrifices do people make for others? (RL/I 9-10.2)

Read and analyze the poem, “Facing It.” View a reading of the poem by a war veteran. Explain how this poem helped

Thinking Stem Questions

After reading, use 2-3 of these thinking stems to help you respond.

Thinking While You Read I’m thinking… because… I’m noticing… because… I’m wondering …. Because … I’m seeing … because …. I’m feeling … because ….

Making Connections/Using Schema That reminds of … because … I think I already know … because … I have a connection to … I have a schema for… I can relate to… because …

Visualizing I’m picturing… _ I can imagine… _ I can feel… _ I can see… _ My mental images include … _

Asking Question I wonder … Why … I don’t understand … It confused me when … How could …

Inferring I can tell that … because …. My guess is … because …

him with his struggle to live with his war memories. (RI-9-10.2;RI-9-10.3)

Maybe … because … Perhaps … because … It could be that … This could mean … I predict … because … My conclusion here is … That’s just what I thought …

Determining Importance What’s important here is … What matters to me is … One thing we should notice is … I want to remember … It’s interesting that …

Synthesizing Now I understand why … I’m changing my mind about … I used to think _____, but now I think … My new thinking is … because … I’m beginning to think … because ….

Writing Focus

Reading Poetry, Performance

Select a poem and recite it from memory. Include an introduction that states: Title, author, and type of poem How the poem exemplifies the stated type of poetry

Record your recitation using a video camera so you can evaluate your performance for accuracy. (SL.9-10.6)

Reading Poetry, Argument Writing, Oral PresentationDiscuss whether you agree with Seamus Heaney when he credits poetry "because credit is due to it, in our time and in all time, for its truth to life, in every sense of that phrase.” Say why or why not, and give examples from poems studied or other poems to illustrate your position. State your thesis clearly and include at least three pieces of evidence to support it. Your teacher may ask you to record your presentation as a podcast for publication on the class web page. (RL.9-10.4, RL.9-10.5, RI.9-10.6, SL.9-10.4, W.9-10. 1, SL.9-10.2, SL.9-10.6)

Reading Poetry, Media, Language Usage, Informative Writing, Poetry WritingRead and listen to or watch Seamus Heaney read "The Underground.” Identify and read more about the literary and other allusions in the poem and explain why they might enhance appreciation of the poem. (Extension: Discuss how the use of enjambment adds layers of meaning to the poem. Try writing a poem using enjambment to achieve the same effect.) (RL.9-10.4, RL.9-10.9, W.9-10.2, W.9-10.7, SL.9-10.5)

Language Usage, Argument WritingSeminar: Which is a more effective form of communication—literal language or figurative language? This seminar question may also be used as an essay topic. Be sure to include at least three reasons or examples from texts to support your argument. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (SL.9-10.1, RL.9-10.3, RL.9-10.4, RL.9-10.6, SL.9-10.1, SL.9-10.3)

Reading Poetry, Argument WritingSeminar: Are poems better when they follow a strict rhyme or meter? Why or why not? This seminar question may also be used as an essay topic. Be sure to include at least three reasons or examples from the texts to support your argument. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (SL.9-10.1, RL.9-10.3, RL.9-10.4, RL.9-10.6, SL.9-10.1, SL.9-10.3)

Research, Reading Poetry, Reading Informational Text, Informative WritingSelect a poet and write a research paper in which you analyze the development of the writer’s poetry in his/her lifetime, using at least three poems and citing at least three secondary sources. Begin by defining a research question and refine it as necessary as you conduct your research. Cite sources carefully and distinguish clearly between paraphrasing and quoting. Your teacher may give you the option of adding a multimedia component to your paper, such as a digital slide presentation, to highlight your key points. You might include links to YouTube and/or online images that illustrate the information you want to share. (RI.9-10.1, RI.9-10.5, RI.9-10.6, W.9-10.2, W.9-10.7, W.9-10.8, SL.9-10.2)

Language MechanicsReview colons: Select a newspaper or magazine article that uses colons. Highlight where they are used and explain why. (L.9-10.2) See Scoring Rubric.

Reading Poetry, Informative WritingWrite an informative/explanatory essay that compares and contrasts the use of a literary device in two different poems. Discuss at least three aspects. Your teacher may give you the opportunity to write your first draft on a shared online document and receive feedback from classmates before publication. (RL.9-10.4, W.9-10.2)

Art, Reading Poetry, Informative WritingWhat similarities can we find between great poems and masterpieces of visual art? Choose one of the following formal elements of poetry: rhythm, tone, structure, or imagery. How might these poetic elements compare to the formal elements of art, such as line, shape, space, color, or texture? Choose a painting such as The Starry Night or The Birth of Venus and examine its formal elements. How does the artist utilize each element in the artwork? Now think of one of the poems that you’ve read. Select a formal element in each work and write an essay discussing how the author and the painter develop those elements, comparing the two when appropriate. Cite at least three pieces of evidence for each work. (RL.9-10.7, W.9-10.2)Art, Reading Poetry, Speaking and ListeningView the image of the terracotta urn from the Archaic age of Greece. Write an essay in which you discuss the ways in which reading Keats’s description of the urn is a different experience from viewing it. Discuss at least three differences. (RL.9-10.7, W.9-10.2)

Art, Speaking and ListeningMost great poems explore one idea or concept, often distilling it to its essence. Look carefully at three masterpieces of art (e.g., the Mona Lisa, the David, the Parthenon). After looking at these works of art, do you believe that the artists who made them did similar things? (SL.9-10.1, SL.9-10.2)

Reading Poetry, Narrative Writing, Language Usage(The creative writing assignment below follows the reading and close study of "Mending Wall,” by Robert Frost.) In "Mending Wall,” Frost uses an extended metaphor (the wall) to convey an idea. Consider an idea that you want to express and then think of a metaphor that will enable you to convey your idea in a poem.

Once you select the metaphor, create a web that depicts the metaphor (e.g., a volcano would likely generate words like: noisy, ash, red, burn, majestic) Begin to string words (e.g.,"the burning ash of morning/creeps into my aching heart …”) Using the generated phrases, compose a poem (RL.9-10.4, W.9-10.3)

Language UsageReview prepositions: position, direction, time, purpose and means, possession, accompaniment, comparison, support or opposition, exception, concession; combining prepositions (e.g., in front of).Review prepositions versus adverbs: Look at a photograph taken during a basketball game or other sporting event (e.g., in the school newspaper or other newspaper). Then, using adverbs and prepositions listed by your teacher, write two sentences for each event that describe what is happening in the picture (e.g., use the words up, through, or behind). The first sentence should use the word as a preposition, and the second as an adverb. (L.9-10.1, L.9-10.3)Reading Poetry, Informative WritingSelect a poem (from the list of Exemplar Texts) and perform the following tasks:

Annotate the poem for the poet’s use of poetic devices Using your annotations, explicate the poem

In a single paragraph (at least one hundred words long), discuss the poem’s theme and the way in which the poet’s use of these devices illuminates the theme. (RL.9-10.4, W.9-10.2)


Elliott County High School English 1 Curriculum Map9th Grade Unit 5

Page 1 Unit 5: Epic Poetry – HeroismLDC Module- Argumentative

Essential Question:Are epic heroes brave, smart, or lucky?

Guiding Questions Resources KCAS VocabularyExplore how authors draw on the works of other authors to examine related theme.

How did the theme develop over the course of the text?



How did the character’s interaction with other characters advance the plot or theme?



How is the account of the person or event displayed through various authors?

How was rhetoric used to demonstrate point of view?

What elements did the author use to classify their work as an epic poem?

LITERARY TEXTS

Poetry The Odyssey (Homer) The Siren Song(Margaret

Atwood) The Aeneid (Virgil)

Stories Mythology (Edith

Hamilton)

INFORMATIONAL TEXTSNonfiction _“Going to War” (Second Lieutenant Kelley Victor Gasper) _Goodbye, Darkness: A Memoir of the Pacific War (William Manchester) (excerpts) _Odysseus in America: Combat Trauma and the Trials of Homecoming (Jonathan Shay) (excerpts) _Operation Homecoming: Iraq, Afghanistan, and the Home Front in the Words of U.S.Troops and Their Families (Andrew Carroll, ed.) _“Poetics” (Aristotle) (excerpt on comedy and tragedy) _Soldier’s Heart: Reading

RL.9-10.2: 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.9-10.3: 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.9-10.4: Determine the meaning of words and phrases as they are used inthe 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).

RL.9-10.6 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.9-10.7: 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 “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Allusion

Archetype

Arete

Chronological order

The classical epic poem

Epic poetry

Epic/homeric simile

Epithet

Evidence

Hero

Heroic couplet

Iambic pentameter

Invocation

Narrative

Oral tradition

Thesis statement

How did the author use word choice to develop and shape the epic hero?

How did the author draw connections between myths or legends and epic poetry?

How does the author’s choice of genre treat the theme?

Literature Through Peace and War at West Point (Elizabeth D. Samet) _"The Devious Narrator of The Odyssey" (Scott Richardson, The Classical Journal, Vol. 101, No. 4, pp. 337-359) _The Gold of Troy (Robert Payne) _The Hero with a Thousand Faces (Joseph Campbell) _Unbroken: A World War II Story of Survival, Resilience, and Redemption (Laura Hillenbrand)Textbook – Pearson, Common Core Literature, 2015, 9th Grade edition.ISBN: 978-013326830

RL.9-10.9 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).

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.

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

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).

RI.9-10.5 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).

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.9-10.7: Analyze various accounts of a subject in different mediums (e.g., a person’s life story told in both print and multimedia), determining which details are emphasized in each account.

RI.9-10.8 Delineate and evaluate the argument

Vocabulary: textual evidence (RL/I.9-10.1)

key ideas & details (RL/I.9-10.1)

inference (RL/I.9-10.1)

analyze (RL/I.9-10.1)

textual analysis (RL/I.9-10.1)

explicit evidence (RL/I.9-10.1)

inferred evidence (RL/I.9-10.1)

central idea (RL/I.9-10.2)

theme (RL/I.9-10.2)

objective summary (RL/I.9-10.2)

complex characters (RL.9-10.3)

conflicting motivations (RL.9-10.3)

characterization (RL.9-10.3)

analysis (RI.9-10.3)

rhetorical strategies (RI.9-10.3)

figurative language (9-10.4)

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.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Seegrades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)

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

allusion (9-10.4)

foreshadowing (R-9-10.4)

Writing point of view (W.9-10.3)

narrative (9-10.3)

dialogue (W.9-10.3)

pacing (W.9-10.3)

description (W.9-10.3

reflection (W.9-10.3)

plot (W.9-10.3)

sequence (W.9-10.3)

transition (W.9-10.3)

sensory language (W.9-10.3)

setting (W.9-10.3)

character (W.9-10.3)

conclusion (W.9-10.3)

Speaking and Listening justify (SL.9-10.1)

formal (SL.9-10.6)

informal (SL.9-10.6)

LanguageTypes of phrases (L.9-10.1)

noun

verb

adjective

participial

prepositional

absolute

parallel structure

Independent

Dependent

Adverbial

relative


RL.9-10.2Identify the central idea or theme within a text.

Identify specific details that support the development of a theme or central idea as it:

emerges is shaped is refined

Provide an objective summary.

RL.9-10.2Analyze how the theme or central idea of a text emerges, is shaped and refined by specific details.

W.9-10.6Use technology, including the Internet, to produce, revise, edit, and publish writing.

Demonstrate use of technology to update individual/shared writing.

Use technology to interact and collaborate with others for an intended purpose.

RL.9-10.3Identify:

Complex characters in a text Evidence in a text that makes the character

complex



RI.9-10.7Identify different mediums.Recognize details emphasized in various sources.

W.9-10.6Define flexible (e.g. continually updated) and dynamic (e.g. continually progressing with intensity and vigor) display of information.Know how to keep links updated with current information.

W.9-10.9Identify key ideas and details which provide evidence to support conclusions about the text accessed through research.Cite textual evidence to support analysis of what the text says explicitly.

SL.9-10.3Define and identify:

Fallacious reasoning Exaggerated evidence Distorted evidence

in a speech

Define and identify a speaker’s: Point of view Reasoning Use of rhetoric

Interpret how the text supports key ideas or themes with specific details.Formulate an objective summary that includes how the central idea:

Emerges Is shaped Is refined by specific details

RL.9-10.3Analyze how characters change over the course of the text.Explain how characters’ motivations/traits affect the plot.Describe the conflicts and motivations in character(s).Analyze how the character(s)’:

Conflicts Motivations Interactions

advance the plot or theme.

RI.9-10.7Analyze different accounts of the same subject told in different mediums (e.g., a person’s life story in both print and multimedia).Determine emphasized details in various accounts of a subject told in different mediums.

W.9-10.6Critique their own or others' products to update or maintain new and accurate information.

Determine appropriate information for links.W.9-10.9Draw evidence from key ideas and details as support for research.Analyze key ideas and details in a text as evidence for support understanding of text.Reflect on key ideas and details in a text as evidence for support understanding of text.SL.9-10.3Evaluate a speaker’s:

Demonstrate command of technology to link to appropriate sources of information

Speak effectively in a variety of situations.

SL.9-10.6Demonstrate correct language usage.Adjust from informal to formal language when appropriate.

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





Use of evidence

SL.9-10.6Describe audience, situation, and purpose.Identify qualities of formal and informal speech.Describe formal and informal settings.


Recognize various types of phrases: Noun Verb Adjectival Participial Prepositional Absolute

Identify types of clauses: Independent dependent Noun, relative, adverbial

Point of view Reasoning Use of evidence Use of rhetoric

SL.9-10.6Evaluate audience needs (including perceptions and misconceptions).Distinguish between formal and informal speech.Analyze the situation to determine if it requires formal or informal language.

L.9-10.1Demonstrate command of the conventions of standard English grammar and usage when writing.Incorporate parallel structure.Use various phrases and clauses to:

Add variety and interest to writing convey specific meanings in writing

Reading Focus:

Background for teacher -Homer’s Odyssey as Epic Poetry-Joseph

Campbell http://www.associatedcontent.com/article/425197/homers_odyssey_as_epic_poetry.html

Background for teacher-“Using Metaphor to Deepen Comprehension” (Chapter 2, p. 17-19; Chapter 7) found in Deeper Reading by Kelly Gallagher

Analyze visual images—Have students look at photographs (Greek myths, etc) and create a claim based on the picture citing strong and thorough evidence to support analysis, determine a theme and analyze it.(RL9-10.1; RL 9-10.2)

Have students compare and contrast the reading of the text to “Homer’s

Thinking Stem Questions:After reading, use 2-3 of these thinking stems to help yourespond.

________________________________________________________________________

Thinking While You Read I’m thinking… because… I’m noticing… because… I’m wondering …. Because … I’m seeing … because …. I’m feeling … because ….

Making Connections/Using Schema That reminds of … because … I think I already know … because …

Odyssey in 14 seconds” on Youtube: http://www.youtube.com/watch?v=V3GmNMbuMbc. Discuss what was clear and what is missing (RL9-10.1; RL 9-10.7)

Examining different interpretations of the themes of a text. (RL/I 9-10.2; RL/I-9-10.9; RL/I-9-10.7)

Analyze how the same theme travels in different genres. (RL/ I 9-10.2; RL /I 9-10.9

View different representations (pictures, videos, news articles, feature articles, interviews, etc.) of a topic (war/Greek mythology, etc) and support analysis of what text says explicitly as well as inferences drawn from text (RL/I-9-10.1)

*Students analyze how the character of Odysseus from Homer’s Odyssey-a “man of twists and turns” reflects conflicting motivations through his interactions with other characters in the epic poem. They articulate how his conflicting loyalties during his long and complicated journey home from the Trojan War both advance the plot of Homer’ Epic and developing themes.(RL-9-10.2; RL-9-10.3)

The poem The Makers was read at the White House Millennium Celebration. Why was this poem chosen? After listening to the poem, analyze what the text says using textual evidence and determine a theme or central idea. (RL9-10.1; RL9-10.2)

Read to answer these questions:- Why are we reading the epic poem The Odyssey today when it was written almost 3,000 years ago?- What value does the book hold for the modern teenager?- What does the book mean in terms of how I think about my myself, my family, my peers, my community, my country and humanity.

Before reading The Odyssey, view the video reading (http://www.youtube.com/watch?v=1n3n2Ox4Yfk) of the poem “Ithaka” and analyze the poem. Revisit the poem at the end of the unit to see if your understanding of the poem has changed. (RL-9-10.2)

Examine figurative language and the use of literary devices. Engage in conversations in literature circles to deepen your understanding and hear others’ perspectives. (RL-9-10.4)

Create a matrix to study the characters throughout the journey as they are introduced. Answer the following questions for one character: (RL9-10.3)

What does the character say or do? How does the character exhibit intellectual and physical strength? What do others think about the character? How does the character look and feel?

I have a connection to … I have a schema for… I can relate to… because …

Visualizing I’m picturing… _ I can imagine… _ I can feel… _ I can see… _ My mental images include … _

Asking Question I wonder … Why … I don’t understand … It confused me when … How could …

Inferring I can tell that … because …. My guess is … because … Maybe … because … Perhaps … because … It could be that … This could mean … I predict … because … My conclusion here is … That’s just what I thought …


Synthesizing Now I understand why … I’m changing my mind about … I used to think _____, but now I think …

How do you feel about the character? Annotate the text noting the influences of women in The Odyssey. (Athena,

Penelope, Circe, Calypso) (RL9-10.3). In literature circles, read the linking texts (“Siren Song,” “An Ancient

Gesture,” and “Calypso”), about three strong female characters in the story. Analyze the poems and song lyrics, annotating the text. (RL9-10.1; RL9-10.2; RL9-10.3)

“Ulysses” by Tennyson is a dramatic monologue based on Homer’s Odysseus. Analyze the poem annotating the text. Many readers think that in the poem, Odysseus is suffering from “post-war disillusionment” and is about to impart on a new voyage. Others think that he is on his deathbed. Analyze the poem to support both perspectives. (RL9-10.1; RL9-10.2; RL9-10.3)

Like Odysseus and his men, soldiers of today face both physical and mental obstacles. They too often suffer post-war effects. In literature circles, read the feature news article “The Other Battle: Coming Home.” Work with a partner to outline the article. What is the importance of this article? What should you learn from it? (RI-9-10.8)

View the Photo Essay “Things They Carry” by Kevin Sites. Compare the items that the soldiers in Vietnam carried to those carried by the soldiers in Afghanistan. RL/I-9-10.7)

View the photo essay, From Troy or Bagdad: Coming home from War. How does the author’s perspective of this essay support or not support the perspectives in the other news articles that you have read? (RI-9—10.8)

View the news clip, “Born to Serve, The Michael Murphy Story.” Like Michael Murphy, many people are motivated to devote their lives to serving others. Relate this idea to the larger world. What sacrifices do people make for others? (RL/I 9-10.2)

Read and analyze the poem, “Facing It.” View a reading of the poem by a war veteran. Explain how this poem helped him with his struggle to live with his war memories. (RI-9-10.2;RI-9-10.3)

My new thinking is … because … I’m beginning to think … because …. I don’t understand… It confused me when… How could…

Inferring I can tell that…because… My guess is … because … Maybe … because … Perhaps … because… It could be that …. This could mean … I predict … because … My conclusion here is … That’s just what I thought …


Synthesizing Now I understand why … I’m changing my mind about … I used to think ______, but now I think ….. My new thinking is …. because …. I’m beginning to think…_because…

Writing Focus________________________________________________________________Analyze visual images—Have students look at photographs (civil rights movement; war; Greek myths, etc) and create a claim based on the picture.Extended time, prompting/cueing• Have students compare and contrast the reading of the text to “Homer’s Odyssey in 14 seconds” on YouTube: http://www.youtube.com/watch?v=V3GmNMbuMbc Discuss what was clear and what is missing (RL9-10.7)Graphic organizer, guided questioning• Examine different interpretations of the themes of a text (RL-9-10.9; RI-9-10.9; RL-9-10.7; RI-9-10.7)Paraphrasing, prompting, direct instruction in synthesizing• Analyze how the same theme travels in different genres (RL-9-10.9; RI-9-10.9)Reader as needed, prompting, guided questioningView different representations (pictures, videos, news articles, feature articles, interviews, etc.) of a topic (the Civil Rights movement/ war/Greek mythology, etc) (RI-9-10.7; RL-9-10.7) and discuss what is emphasized or absent in each.Paraphrasing, modeling• Read and analyze a variety of genres that deal with the same topic. Explain how the writers approach these topics based on the genre (RL-9-10.9; RI-9-10.9)Reader as needed, journals, highlighting• Look at political cartoons and analyze the argument (RI-9-10.8)Prompting, guided questioning• Argument stations: prepare stations with brief argument texts and allow students to evaluate and respond to the arguments (RI-9-10.8)Rehearsal, scripts, guided questioning• Thought provoking questions to be used with King’s Letter from Birmingham Jail: (RI-9-10.8)(http://www.freedomforum.org/packages/first/curricula/educationforfreedom/supportpages/L12-QuestionsandConcepts.htm)Reader as needed, adapted text, paraphrasing• Argument Organizer—use organizer to respond to sample arguments read in class (RI-9-10.8)

Thinking Stem Questions:After reading, use 2-3 of these thinking stems to help you respond.___________





I’m feeling…because…



I have a connection to…

I have a schema for…

I can relate to … because ….

Visualizing I’m picturing ….

I can imagine …

I can feel …

I can see …

My mental images include …

Asking Questions

http://www.freedomforum.org/packages/first/curricula/educationforfreedom/supportpages/L12-QuestionsandConcepts.htm

http://www.freedomforum.org/packages/first/curricula/educationforfreedom/supportpages/L12-QuestionsandConcepts.htm

Modeling, direct instruction in use in graphic organizer(http://englishcompanion.com/pdfDocs/BurkeHOutsTeachingwithTools.pdf)• *Students compare George Washington’s Farewell Address to other foreign policy statements, such as Monroe Doctrine, and analyze how both texts address similar themes and concepts regarding “entangling alliances.” (RI-9-10.9)Reader as needed, adapted texts, paraphrasing, prompting

I wonder…

Why…



How could…

Inferring I can tell that… because…


Maybe… because…

Perhaps… because…

It could be that…

This could mean…





What matters to me is…

One thing we should notice is… I want to remember…

It’s interesting that…


I’m changing my mind about…_

I used to think________,but now I think…

My new thinking is…because…

I’m beginning to think…because

• Create a reflective photo story presenting a viewpoint on one of the essential questions from the units this year. (W-9-10.6)• Produce a video that uses graphics, images, and sound to tell the story of a journey that you have taken. (W9-10.6; SL-9-10.5)Extended time, shorten assignment, differentiation of assignmentResources: Kentucky Department of Education – KCAS Common Core Curriculum Maps - http://commoncore.org/maps/ Barnes and Noble Booksellers - http://www.barnesandnoble.com/

Elliott County High School English 1 Curriculum Map9th Grade Unit 6

Page 1 Unit 6:Benchmark 4: DramaBenchmark 5: Grammar/Mechanics

Essential Question:Are we governed by fate or free will?

Guiding Questions Resources KCAS Vocabulary How did the author use rhythm, punctuation, and imagery to help convey the motives, thoughts, and feelings of the character?

How did the theme develop over the course of the text?



How did the character’s interaction with other characters advance the plot or theme?



“E” notes exemplar texts.“EA” notes exemplar authors.All resources highlighted are available at NHS.LITERARY TEXTSDrama

Antigone (Sophocles) Devil and Daniel Webster

(Benet) Romeo and Juliet

(William Shakespeare) (E)

Sorry Right Number (Stephen King)

Short Story _Pyramus and Thisbe (Ovid)

INFORMATIONAL TEXTSNonfiction _“Poetics” (Aristotle) (excerpt on comedy and tragedy) _"The Visual Artistry of Romeo and Juliet" (James Black) (Studies in English Literature, 1500-1900, Vol. 15, No. 2, Spring 1975: 245-

RL.9-10.3: 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.9-10.5: 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.9-10.9: 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).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.W.9-10.2: Write

Aside

Blank verse

Classical allusions

Comedy

Dialogue

Dramatic irony

Foil

Greek chorus

Heroic couplet

Iambic pentameter

Irony: dramatic, situational, verbal

Monologue

ProtagonistSoliloquy

How did the author’s choice of how to structure the text, order events, and manipulate time to create effects as mystery, tension, or surprise?

How does the author draw on and transform material in a specific work?

256)Textbook – Pearson, Common Core Literature, 2015, 9th Grade edition.ISBN: 978-013326830

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.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Stasimon

Tragedy

Tragic hero

Tragic flaw

Tragic illumination


RL.9-10.3Identify:

complex characters in a text

evidence in a text that makes the character complex



RL.9-10.5Identify aspects of text’s structure.Identify order of events in text.Identify how author manipulates time.

Describe the effect such as: mystery tension surprise

the author uses.

RL.9-10.9Distinguish between theme and topic.Identify difference between primary text and source material.Identify allusion, metaphor, parable, and parody.

RI.9-10.1

RL.9-10.3Analyze how characters change over the course of the text.

Explain how characters’motivations/traits affect the plot.

Describe the conflicts and motivations in character(s).

Analyze how the character(s)’: conflicts motivations interactions

advance the plot or theme

RL.9-10.5Analyze how author’s:

choice of plot structure creates an effect

order of events within a text creates an effect

manipulation of time creates an effect

RL.9-10.9Compare/contrast the treatment of similar themes or topics from two or more texts.

RI9-10.1Analyze text in order to provide

SL.9-10.1Engage in a variety of discussions by listening and sharing acquired and prior knowledge of grade 9-10 topics and texts.

Facilitate discussions over designated grade 9-10 topics.

Collaborate to develop guidelines for successful discussion and decision-making.

Follow agreed-upon guidelines for discussion.

Respond thoughtfully to others’ remarks and arguments, summarizing points of agreement and disagreement.

Reference evidence from texts and research to support comments and ideas.

Pose and respond to questions by connecting to larger themes, issues, or contexts.

Engage others in discussions through questioning or responding to their ideas.

W.9-10.2Write informative/explanatorytext which:

examines/conveys complex ideas, concepts, information

demonstrates clear and accurate information

uses: effective selection organization analysis of content


concepts, and information to make important connections and distinctions


Develop the topic with: well-chosen, relevant, and

sufficient facts extended definitions concrete details quotations other information examples

appropriate to the audience’s

Identify strong and thorough textual evidence.

Discuss details the text uses to support textual analysis.

W.9-10.2Identify:

complex ideas appropriate formatting supporting details effective transitions precise language domain specific-language

Identify a conclusion for the topic that follows from and supports the information or explanation presented.

SL.9-10.1Identify key supporting ideas from reading and research as well as in context of larger themes and issues.

Describe guidelines for collegial discussion.

Describe ways to make collaborative decisions (e.g., informal consensus).

Know how to ask thought-provoking questions.

Identify new information posed during discussion.

evidence of how the text explicitly uses details to support key ideas.

Draw inferences from the text to support textual analysis.

Cite strong and thorough textual evidence to support the text (explicit and inferred).

W.9-10.2Determine organization of complex ideas.Determine appropriate:

formatting graphics multimedia

to aid comprehension

Determine: well chosen, relevant, sufficient:

facts definitions details quotations

appropriate to the audience’s knowledge of the topic.

Determine appropriate and varied transitions that:

link sections create cohesion clarify relationships

among complex ideas/concepts.

Evaluate word choice for managing complexity of tone

Question or respond to clarify, verify, or challenge conclusions posed by others.

Make connections to new evidence or reasoning posed to justify personal viewpoints.






L.9-10.6Use general and domain-specific words and phrases at the college and career readiness level sufficient for:

reading writing speaking and listening

Use appropriate contextual clues when demonstrating independence in gathering

knowledge of the topic.






Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.9-10.4Produce a writing piece that is clear and coherent with:• idea development• organization• style

appropriate to task, purpose and audience.

Identify conclusions posed during discussion or in text


Recognize various types of phrases: noun verb adjectival participial prepositional absolute


L.9-10.6Identify academic and domain-specific words and phrases sufficient for:


Recognize and gather words and phrases important to comprehension or expression.

Identify appropriate resources to aid in gathering vocabulary knowledge.

Determine formal style and objective tone while attending to the norms and conventions of informative writing.

Determine an effective, supportive conclusion for the topic that follows from and supports the information or explanation presented.

W.9-10.4Analyze the reason for writing a piece to decide on:• task• purpose• audience

Determine suitable:• idea development strategies• organization• styleappropriate to task purpose and audience.

SL.9-10.1Evaluate collegial discussion and decision-making processes used.

Determine goals, deadlines, and individual roles for discussion groups.

Compare and contrast opinions and facts posed by peers on the designated issue or topic.

Formulate opinions, ideas, and conclusions based on prior and new evidence.

vocabulary knowledge by: contextual clues references/resources

Analyze evidence that supports personal opinions and ideas as well as those of others.

Evaluate personal conclusions and the conclusions of others.

L.9-10.1Demonstrate command of the conventions of standard English grammar and usage when writing.Incorporate parallel structure.

Use various phrases and clauses to: add variety and interest to

writing convey specific meanings in

writing

L.9-10.6Make meaning and use accurately words and phrases important to the comprehension of academic and domain-specific words through:

Analyze visual images—Have students look at photographs (civil rights movement; war; Greek myths, etc) and create a claim based on the picture.• Have students compare and contrast the reading of the text to “Homer’s Odyssey in 14 seconds” on YouTube: http://www.youtube.com/watch?v=V3GmNMbuMbc Discuss what was clear and what is missing (RL9-10.7)• Examine different interpretations of

the themes of a text (RL-9-10.9; RI-9-10.9; RL-9-10.7; RI-9-10.7)• Analyze how the same theme travels in different genres (RL-9-10.9; RI-9-10.9)

View different representations (pictures, videos, news articles, feature articles, interviews, etc.) of a topic (the Civil Rights movement/ war/Greek mythology, etc) (RI-9-10.7; RL-9-10.7) and discuss what is emphasized or absent in each.• Read and analyze a variety of genres that deal with the same topic. Explain how the writers approach these topics based on the genre (RL-9-10.9; RI-9-10.9)• Look at political cartoons and analyze the argument (RI-9-10.8)• Argument stations: prepare stations with brief argument texts and allow students to evaluate and respond to the arguments (RI-9-10.8)• Thought provoking questions to be used with King’s Letter from Birmingham Jail: (RI-9-10.8)(http://www.freedomforum.org/packages/first/curricula/educationforfreedom/supportpages/L12-QuestionsandConcepts.htm)• Argument Organizer—use organizer to respond to sample arguments read in class (RI-9-10.8)(http://englishcompanion.com/pdfDocs/BurkeHOutsTeachingwithTools.pdf)

• *Students analyze how the character of Odysseus from Homer’s Odyssey-a “man of twists and turns”-reflects conflicting motivations through his interactions with other characters in the epic poem. They articulate how his conflicting loyalties during his long and complicated journey home from the Trojan War both advance the plot of Homer’s epic and developing themes.• *Students compare George Washington’s Farewell Address to other foreign policy statements, such as Monroe Doctrine, and analyze how both texts address similar themes and concepts regarding “entangling alliances.” (RI-9-10.9)


Acquire and use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge.

Select appropriate resources to aid in gathering vocabulary knowledge

Reading Focus:_________________________________________________Analyze visual images—Have students look at photographs (civil rights movement; war; Greek myths, etc) and create a claim based on the picture.

Have students compare and contrast the reading of the text to “Homer’s Odyssey in 14 seconds” on YouTube: http://www.youtube.com/watch?v=V3GmNMbuMbc

Writing Response: Reader’s Notebook______________________________________________________Thinking Stem Questions:After reading, use 2-3 of these thinking stems to help you respond.


Discuss what was clear and what is missing (RL9-10.7) Examine different interpretations of the themes of a text (RL-

9-10.9; RI-9-10.9; RL-9-10.7; RI-9-10.7) Analyze how the same theme travels in different genres

(RL-9-10.9; RI-9-10.9)View different representations (pictures, videos, news articles, feature articles, interviews, etc.) of a topic (the Civil Rights movement/ war/Greek mythology, etc) (RI-9-10.7; RL-9-10.7) and discuss what is emphasized or absent in each.• Read and analyze a variety of genres that deal with the same topic. Explain how the writers approach these topics based on the genre (RL-9-10.9; RI-9-10.9)• Look at political cartoons and analyze the argument (RI-9-10.8)• Argument stations: prepare stations with brief argument texts and allow students to evaluate and respond to the arguments (RI-9-10.8)• Thought provoking questions to be used with King’s Letter from Birmingham Jail: (RI-9-10.8)(http://www.freedomforum.org/packages/first/curricula/educationforfreedom/supportpages/L12-QuestionsandConcepts.htm)• Argument Organizer—use organizer to respond to sample arguments read in class (RI-9-10.8)(http://englishcompanion.com/pdfDocs/BurkeHOutsTeachingwithTools.pdf)*Students analyze how the character of Odysseus from Homer’s Odyssey-a “man of twists and turns” reflects conflicting motivations through his interactions with other characters in the epic poem. They articulate how his conflicting loyalties during his long and complicated journey home from the Trojan War both advance the plot of Homer’s epic and developing themes.• *Students compare George Washington’s Farewell Address to other foreign policy statements, such as Monroe Doctrine, and analyze how both texts address similar themes and concepts regarding “entangling alliances.” (RI-9-10.9)




I’m feeling…because…



I have a connection to…

I have a schema for…

I can relate to … because ….

Visualizing I’m picturing ….

I can imagine …

I can feel …

I can see …

My mental images include …

Asking Questions I wonder…

Why…



How could…

Inferring I can tell that… because…


Maybe… because… Perhaps… because… It could be that…

This could mean…





What matters to me is… One thing we should notice is… I want to remember… It’s interesting that…

Synthesizing Now I understand why… I’m changing my mind about…_ I used to think________,but now I think… My new thinking is…because… I’m beginning to think…because

I’m thinking… because…

Writing FocusArt, Reading Literature, Informative Writing, Oral PresentationExamine the rendering of Caravaggio’s The Death of the Virgin. How does the artist choose to create dramatic effects? For instance, note the nuances of light and shadow, mood, composition of the figures, and illusion of depth. Note the curtain the painter has included to "reveal” the scene. How do these elements direct your eye? Does the curtain draw you into a certain part of the painting? Compare the Caravaggio with the Gentileschi. What are both of these artists doing with color and light? How are these paintings different? Can you find similarities between the Caravaggio and Act V, scene iii, of Romeo and Juliet? Describe and explain the significance of at least three examples. (RL.9-10.7, SL.9-10.1, SL.9-10.2

Language Usage, Language MechanicsReview the following:

Pronouns: personal (nominative and objective), demonstrative, interrogative, possessive, indefinite, reflexive/"intensive,” relative. Agreement of pronouns and antecedents Appositives: commas with appositives, restrictive and nonrestrictive clause

Read a fellow student’s essay from another activity. Highlight all the pronouns and identify each of them by type. Name their antecedents. Explain why commas are or are not included with clauses. (L.9-10.1b, L.9-10.2) See Scoring Rubric.

Reading Literature, Informative WritingSeminar: How does free will play a part in Romeo and Juliet’s destiny? This seminar question may also be used as an essay topic. Be sure to state your thesis clearly and include at least three pieces of evidence to support it. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (RL.9-10.1, RL.9-10.4, SL.9-10.1)Reading Literature, PerformanceSelect a one-minute passage from one play and recite it from memory. Include an introduction that states:

The title of the play and the act and scene of the passage Why the passage is significant How the passage exemplifies one of the play’s themes

Record your recitation using a video camera so you can evaluate your performance for accuracy. (RL.9-10.2, SL.9-10.4, SL.9-10.6)

Reading Literature, Informative WritingWrite an informative/explanatory essay in which you discuss the extent to which one of the dramas studied adheres to Aristotle’s definition of tragedy. State your thesis clearly and include at least three pieces of evidence to support it. Your teacher may give you the opportunity to write your first draft on a shared online document and receive feedback from classmates before publication. (RL.9-10.2, RL.9-10.3, W.9-10.2)Reading Literature, Informative WritingWrite an informative/explanatory essay that compares and contrasts aspects of tragic illumination in the tragedies of Romeo and Juliet and Antigone (or Oedipus the King). State your thesis clearly and include at least three pieces of evidence to support it. Your teacher may give you the opportunity to write

your first draft on a shared online document and receive feedback from classmates before publication. (RL.9-10.2, RL.9-10.3, W.9-10.Reading Informational Text, Reading Literature, Informative WritingIn his essay "The Visual Artistry of Romeo and Juliet,” James Black argues that "Romeo and Juliet is an especially 'visual' play.” He notes that the "story is told and its tragedy unfolded in a series of pictures as well as in dialogue; and indeed the play is a brilliant exercise in suiting the action to the word in such a way that both actions and words are given special intensity.” To prepare for writing an informative/explanatory essay, students will:

Select a specific scene from the play Note the action in the scene Examine the ways that the dialogue "depicts” the action

Write an informative/explanatory essay in response to the following prompt: How does the dialogue in the scene that you selected contribute to the visual presentation of the action and, by extension, to the play’s theme? (RL.9-10.4, RL.9-10.5, L.9-10.3, L.9-10.4, L.9-10.5)


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