high school topics english language arts 1 curriculum services/board...ccss.ela-literacy.rl.9-10.2...

High School Topics English Language Arts 1 Curriculum

Course Description: English Language Arts 1 both develops and deepens student skills in English Language Arts, and serves as a foundation course for ELA 2. As the beginning course in the English Language Arts curriculum for college and career readiness, this course promotes rigorous study in the areas of reading, writing, speaking, listening, and critical thinking. Skills and concepts taught in this course will help students use language purposefully as they comprehend, construct, and convey meaning in all other English Language Arts courses.

Scope and Sequence

Timeframe Unit Instructional Topics

3 Weeks

Topics: 4-5 weeks

Short Stories Topic 1: Theme Topic 2: Character Analysis Topic 3: Author’s Intent

5 Weeks

Topics: 3-4 weeks

Drama Topic 1: Theme Topic 2: Character Analysis Topic 3: Author’s Intent

5 Weeks

Topics: 4-5 weeks

Novels Topic 1: Theme Topic 2: Character Analysis Topic 3: Author’s Intent

5 Weeks

Topics: 5-6 weeks

Mythology Topic 1: Theme Topic 2: Character Analysis Topic 3: Author’s Intent

Board Approved—June 4, 2015

Grade 9, 1 CreditRequired Course

Unit 1: Short Stories

Subject: ELA 1 Grade: 9 Name of Unit: Short Stories Length of Unit: 3 weeks Overview of Unit: The student will read and analyze a variety of short stories, both fiction and nonfiction, focusing on the priority standards listed below. Priority Standards for unit:

● CCSS.ELA-Literacy.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.

● CCSS.ELA-Literacy.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.

● CCSS.ELA-Literacy.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.

Supporting Standards for unit: ● CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of

ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

● CCSS.ELA-Literacy.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).

● CCSS.ELA-Literacy.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.

● CCSS.ELA-Literacy.W.9-10.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

● CCSS.ELA-Literacy.W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

● CCSS.ELA-Literacy.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.

● CCSS.ELA-Literacy.W.9-10.2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

● ISTE 1: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

● ISTE 3: Students apply digital tools to gather, evaluate, and use information.


Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able

to do) Bloom’s

Taxonomy Levels Webb's DOK

theme of a text determine 1 - Understand 1 - Recall &

Reproduction

central idea of a text determine 1 - Understand 1 - Recall &

Reproduction

development of theme analyze 4 - Analyze 3 -

Thinking/Reasoning objective summary provide 2 - Understand 2 - Skills & Concepts

characters analyze 4 - Analyze 3 -

Thinking/Reasoning meaning of words and

phrases determine 1 - Understand 1 - Recall &

Reproduction

author’s choice of structure analyze 4 - Analyze 3 -

Thinking/Reasoning

point-of-view analyze 4 - Analyze 3 -

Thinking/Reasoning Essential Questions:

1. Why does the focus on character and conflict differ between novels and short stories? 2. How can I ask questions as I am reading to think more deeply about something I've read

so that I understand the text better? 3. Do short stories always have a thorough resolution? Why or why not? 4. How does the author's intent impact the tone, mood and meaning, and theme of any text?

Enduring Understanding/Big Ideas:

1. Short stories often have a narrower focus on character and conflict than novels. 2. Asking questions throughout the reading process improves reading comprehension. 3. Modern short stories do not always have a thorough resolution of conflict. 4. The author's intent of any piece impacts the tone, mood and meaning, and theme of any

text.


Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Analyze Determine Provide

Inference Dramatic Irony Theme Point of View Allusion Independent Clause Dependent Clause Protagonist Antagonist Conflict: Internal & External Elements of Plot Irony: Dramatic, Situational, Verbal Theme Active Voice Passive Voice Character Setting Mood Point of View & Narrator Tone Diction Slang, Dialect, Standard English Foreshadowing Main Idea Characterization: Static, Dynamic, Flat, Round Flashback

Resources for Vocabulary Development: Use quality tools


Topic 1: Theme

Engaging Experience 1 Title: Determine Theme and Central Idea Suggested Length of Time: 3 weeks Standards Addressed

Priority: ● CCSS.ELA-Literacy.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.

Supporting: ● CCSS.ELA-Literacy.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.



Detailed Description/Instructions: Students will

○ Read a variety of short stories to determine theme or central idea. ○ Analyze in detail the development of the theme over the course of the text. ○ Analyze how complex characters develop over the course of the text, interact with

other characters, and develop the theme. ○ Apply knowledge of theme to develop innovative processes using technology. ○ Introduce a topic then organize ideas and information.

Bloom’s Levels: 1, 2, and 4 Webb’s DOK: 1, 2, and 3 Rubric: TBD


Topic 2: Character Analysis

Engaging Experience 1 Title: Analyze Characters Suggested Length of Time: 3 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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. Supporting:

○ ISTE 3: Students apply digital tools to gather, evaluate, and use information. ○ CCSS.ELA-Literacy.W.9-10.3.c Use a variety of techniques to sequence events

so that they build on one another to create a coherent whole. ○ CCSS.ELA-Literacy.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.

Detailed Description/Instructions: Students will

○ Analyze how complex characters develop over the course of the text ○ Analyze how characters interact with other characters. ○ Analyze how character motivation and conflict advance the plot. ○ Apply digital tools to evaluate character development. ○ Compose writing that examines complex ideas and analysis of content.

Bloom’s Levels: 4 Webb’s DOK: 3 Rubric: TBD


Topic 3: Author’s Intent Engaging Experience 1 Title: Author’s Intent Suggested Length of Time: 3 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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. Supporting:

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


Detailed Description/Instructions Students will

○ Analyze how an author’s choices create effects such as mystery, tension, or surprise

○ Analyze how the author unfolds a series of ideas or events ○ Analyze how an author draws connections between ideas ○ Compose writing that uses precise language and domain-specific vocabulary.

Topics Modification: Students will:

● Determine the meaning of words and phrases (including figurative and connotative language)

● Analyze how specific word choice by the author impacts meaning and tone of the text

● Cite evidence to support analysis. Bloom’s Levels: 4 Webb’s DOK: 3 Rubric: TBD


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Students will choose one of the short stories assigned during the unit. Students will then research a current event that ties in with the theme of that particular short story. Once a current event has been identified, students will create a product that connects the two texts (PowerPoint, essay, storyboard, etc.). Examples: Story: “The Lady and The Tiger” Themes: Love, Trust, Choice Current or Historical Event: An event whose outcome was dictated by a conscious decision/choice based on trust, understanding that the outcome might be detrimental to a particular individual Story: “The Scarlet Ibis” Themes: Love, Loyalty, Family, Atonement Current or Historical Event: A event which becomes the catalyst for another’s actions or efforts; a tragedy that leads to something positive Topics Modification: Proceed with the scenario above. Research current event as a class or provide possible current events that match the themes of short stories read.

Rubric for Engaging Scenario: To be created


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience

Title

Description Suggested Length of

Time

1 Determining Theme and Central Idea

Students will ● Read a variety of short stories to determine

theme or central idea. ● Analyze in detail the development of the theme

over the course of the text. ● Analyze how complex characters develop over

the course of the text, interact with other characters, and develop the theme.

● Apply knowledge of theme to develop innovative processes using technology.

3 weeks

2 Analyze Characters

Students will ● Analyze how complex characters develop over

the course of the text ● Analyze how characters interact with other

characters. ● Analyze how character motivation and conflict

advance the plot. ● Apply digital tools to evaluate character

development.

3 weeks

3 Discovering Author’s Intent

Students will ● analyze how an author’s choices create effects

such as mystery, tension, or surprise ● analyze how the author unfolds a series of ideas

or events ● analyze how an author draws connections

between ideas

3 weeks


Unit 2: Drama

Subject: ELA Grade: 9 Name of Unit: Drama Length of Unit: 5 weeks Overview of Unit: The unit consists of a variety reading and writing activities, designed to teach appreciation of drama, with an emphasis on Shakespearean drama, focusing on the priority standards below. Priority Standards for unit:




Supporting Standards for unit: ● CCSS.ELA-Literacy.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).


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

● CCSS.ELA-Literacy.W.9-10.2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.


● CCSS.ELA-Literacy.W.9-10.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

● CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

● CCSS.ELA-Literacy.SL.9-10.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

● CCSS.ELA-Literacy.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.



● ISTE 3: Students apply digital tools to gather, evaluate, and use information.


Unwrapped Skills (Students need to be

able to do) Bloom’s

Taxonomy Levels Webb's DOK meaning of words and

phrases determine 2 - Understand 1 - Recall &

Reproduction

impact of word choice analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning

theme determine 2 - Understand 1 - Recall &

Reproduction

development of theme analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning

objective summary provide 3 - Apply 2 - Skills & Concepts

how characters develop analyze 4 - Analyze 3 - Strategic


1. Why do we continue to read drama? 2. How is interacting with others about literature integral to our understanding of literature? 3. How would one describe the relationship between literary terminology and literary

analysis? 4. How is analyzing drama different from analyzing other forms of literature? Is it worth it? 5. Why is understanding that drama is written for performance on stage first, not reading

first, an important concept? Enduring Understanding/Big Ideas:

1. Struggles in literature can be applied to contemporary, personal experiences. 2. Interacting with others about literature provides a basis for analyzing and writing about

literature. 3. Literary analysis requires an understanding of literary terminology. 4. Analyzing drama is challenging at first, but well worth the effort. 5. Drama is written for performance on the stage, not reading on the page


Unit Vocabulary:



Allusion Oxymoron Foil Apostrophe Sonnet: Rhyme Scheme, Quatrain, Couplet Dramatic Irony Inference Soliloquy Monologue Other Vocabulary Words in the Unit: Iambic Pentameter Aside Act Scene Prologue Pun Drama: Comedy, History, Tragedy Paradox



Topic 1: Theme


Priority: CCSS.ELA-Literacy.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.

Supporting: ● CCSS.ELA-Literacy.SL.9-10.1.a Come to discussions prepared, having read and

researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.


Detailed Description/Instructions: Students will:

● Determine a theme or central idea of a text ● Analyze theme development over the course of the text ● Analyze how theme emerges and is shaped by specific details from the text ● Summarize the text, and how theme develops over the course of a text ● Apply knowledge of theme to develop innovative processes using technology. ● Draw on preparation by referring to evidence

Bloom’s Levels: 2, 3, 4 Webb’s DOK: 1, 2, 3 Rubric: TBD



Engaging Experience 1 Title: Character Development and Analysis Suggested Length of Time: 5 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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.

Supporting: ● ISTE 3: Students apply digital tools to gather, evaluate, and use information. ● CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks,

demonstrating command of formal English when indicated or appropriate. Detailed Description/Instructions:

Students will: ● Analyze how complex characters develop over the course of the text ● Analyze the motivation of characters, and how characters interact with one

another ● Analyze how character development and interaction advance the theme or plot ● Apply digital tools to evaluate character development. ● Adapt speech to a variety of contexts and demonstrate command of formal

English. Bloom’s Levels: 2, 3, 4 Webb’s DOK: 1, 2, 3 Rubric: TBD


Topic 3: Author’s Intent Engaging Experience 1 Title: Discovering Author’s Intent Suggested Length of Time: 5 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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). Supporting: CCSS.ELA-Literacy.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.


● Determine the meaning of words and phrases (including figurative and connotative language)


● Cite evidence to support analysis. Bloom’s Levels: 2, 3, 4 Webb’s DOK: 1, 2, 3 Rubric: TBD


http://www.corestandards.org/ELA-Literacy/RL/9-10/5/

Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Depending on what activities the teacher has already done in the unit of study, students will do one, or both of the following engaging scenarios:

1. Students will select, memorize, interpret, and perform an extended monologue or soliloquy. Students could also explore this presentation in pairs or groups, depending on the scene chosen. Students will also construct a summary of the monologue/soliloquy, focuses explicitly on the claim, counter argument, and/or purpose of the speech, and its significance to the overall drama text.

a. Topics Modification: Paraphrase a monologue or soliloquy and perform it for the class.

2. Students will be presented a topic for debate, and assigned a position to defend. Either individually or in groups, students will debate the assigned topic, using specific examples from the text as support.

Examples: 1. Romeo & Juliet, The Prince’s speech in Act I, (laying out the offences of the Capulets

and Montagues, and the ensuing consequences. An effective summary would articulate the cause/effect argumentation strategy used by the prince, and address his specific claims.

2. Romeo & Juliet, Juliet’s speech at the end of Act 3, when she convinces herself to take

the sleeping potion. An effective summary will discuss her fears (claims) and the counterclaims which finally moved her into drinking the potion.

3. Debate topic for Romeo & Juliet: Fate vs. Free Will: Romeo and Juliet had control of

their own destiny. Students supporting the claim would argue in favor of free will, students in opposition would argue Fate, both sides using quotes from the text to support their position.





Title


Time

1 Determine Theme and Central Idea

Students will: ● Determine a theme or central idea of a text ● Analyze theme development over the

course of the text ● Analyze how theme emerges and is shaped

by specific details from the text ● Summarize the text, and how theme

develops over the course of a text ● Apply knowledge of theme to develop

innovative processes using technology. ● Draw on preparation by referring to

evidence

5 weeks

2 Character Development and Analysis

Students will: ● Analyze how complex characters develop

over the course of the text ● Analyze the motivation of characters, and

how characters interact with one another ● Analyze how character development and

interaction advance the theme or plot ● Apply digital tools to evaluate character

development. ● Adapt speech to a variety of contexts and

demonstrate command of formal English.

5 weeks

3 Author’s Intent

Students will: ● Determine the meaning of words and

phrases ( including figurative and connotative language)


● Cite evidence to support analysis.

5 weeks


Unit 3: Novels

Subject: ELA Grade: 9 Name of Unit: Novels Length of Unit: 5 Weeks Overview of Unit: The unit consists of a variety reading and writing activities, designed to teach appreciation of the novel, focusing on the priority standards listed below. Priority Standards for unit:



● CCSS.ELA-Literacy.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 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).


● CCSS.ELA-Literacy.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.


Supporting Standards for unit: ● CCSS.ELA-Literacy.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).


● CCSS.ELA-Literacy.W.9-10.2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.


● CCSS.ELA-Literacy.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.

● CCSS.ELA-Literacy.W.9-10.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

● CCSS.ELA-Literacy.W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.


● CCSS.ELA-Literacy.W.9-10.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

● CCSS.ELA-Literacy.W.9-10.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


● ISTE 3: Students apply digital tools to gather, evaluate, and use information. Unwrapped Concepts

(Students need to know)

Unwrapped Skills (Students need to be able to

do)

Bloom’s Taxonomy

Levels Webb's DOK


Reproduction

theme analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning

characters analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning

meaning of words determine 2 - Understand 1 - Recall &

Reproduction author’s choice of

structure analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning

point of view analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning

author’s ideas analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning

textual evidence cite 4 - Analyze 3 - Strategic


1. Why is it important to read novels? 2. How is interacting with others about literature integral to our understanding of literature? 3. How would one describe the relationship between literary terminology and literary

analysis? 4. How is analyzing novels different from analyzing other forms of literature? Is it worth it?


1. Struggles in literature can be applied to contemporary, personal experiences. 2. Interacting with others about literature provides a basis for analyzing and writing about

literature. 3. Literary analysis requires an understanding of literary terminology. 4. Analyzing a novel is challenging at first, but well worth the effort.


Unit Vocabulary:


Analyze Cite Determine

Inference Point of View Dramatic Irony Allusion Symbolism Theme Organizational/Text Patterns Elements of Plot Motif Characterization: Round, Flat, Static, Dynamic Irony: Verbal, Situational, Dramatic Setting Mood Tone



Topic 1: Theme

Engaging Experience 1 Title: Theme Suggested Length of Time: 5 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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. Supporting:

● CCSS.ELA-Literacy.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\



● ISTE 3: Students apply digital tools to gather, evaluate, and use information. Detailed Description/Instructions:

Students will ○ Read a variety of short stories to determine theme or central idea. ○ Analyze in detail the development of the theme over the course of the text. ○ Analyze how complex characters develop over the course of the text, interact with

other characters, and develop the theme. ○ Apply knowledge of theme to develop innovative processes using technology. ○ Introduce a topic then organize ideas.

Bloom’s Levels: 1, 2, and 4 Webb’s DOK: 1, 2, and 3 Rubric: TBD



Engaging Experience 1 Title: Character Analysis Suggested Length of Time: 5 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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. Supporting:

● CCSS.ELA-Literacy.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.



Students will ○ Analyze how complex characters develop over the course of the text ○ Analyze how characters interact with other characters. ○ Analyze how character motivation and conflict advance the plot. ○ Apply digital tools to evaluate character development. ○ Compose writing that examines complex ideas and analysis of content.



Topic 3: Author’s Intent Engaging Experience 1 Title: Author’s Intent Suggested Length of Time: 5 weeks Standards Addressed

Priority: ● CCSS.ELA-Literacy.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).


Supporting: ● CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or

series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.




Students will ○ Analyze how an author’s choices create effects such as mystery, tension, or

surprise ○ Analyze how the author unfolds a series of ideas or events ○ Analyze how an author draws connections between ideas ○ Compose writing that uses precise language and domain-specific vocabulary.



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Readers/Writers Workshop Engaging Scenario: After reading a novel, either as a class anchor text or in small group book clubs, students will select a short story to use as a paired text with the novel. Students will then choose a specific trait (character development, plot development, use of irony, flashback, etc.) to trace in both the novel and short story, and write a compare/contrast essay pairing the novel and short story. Topics Modification: If reading a whole class novel, provide a short story as a paired text for the class. If working through a workshop setting, pair a specific short story with the class anchor text. Example Anchor Text: F451

● Short Story: “The Most Dangerous Game” ● Trait Comparison/Contrast: Characterization/Character Arc of Beatty in F451 to

General Zaroff in “The Most Dangerous Game”

● Short Story: “The Utterly Perfect Murder” ● Trait Comparison/Contrast: Achievement of Author’s Intent/Purpose in F451 to “The

Utterly Perfect Murder,” also written by Ray Bradbury





Title


Time

1 Theme Students will ● Read a variety of short stories to determine

theme or central idea. ● Analyze in detail the development of the

theme over the course of the text. ● Analyze how complex characters develop

over the course of the text, interact with other characters, and develop the theme.


● Introduce a topic then organize ideas.

5 weeks

2 Character Analysis

Students will ● Analyze how complex characters develop

over the course of the text ● Analyze how characters interact with other

characters. ● Analyze how character motivation and

conflict advance the plot. ● Apply digital tools to evaluate character

development. ● Compose writing that examines complex

ideas and analysis of content.

5 weeks

3 Author’s Intent

Students will ● Analyze how an author’s choices create

effects such as mystery, tension, or surprise ● Analyze how the author unfolds a series of

ideas or events ● Analyze how an author draws connections

between ideas ● Compose writing that uses precise language

and domain-specific vocabulary.

5 weeks


Unit 4: Mythology

Subject: ELA Grade: 9 Name of Unit: Mythology Length of Unit: 5 weeks Overview of Unit: The unit consists of a variety reading and writing activities, designed to teach appreciation of mythology, and how it impacts and influences all other forms of literature, particularly epic poetry, focusing on the priority standards below. Priority Standards for unit:



● CCSS.ELA-Literacy.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 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).


● CCSS.ELA-Literacy.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.

● CCSS.ELA-Literacy.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).

Supporting Standards for unit: ● CCSS.ELA-Literacy.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.

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


● CCSS.ELA-Literacy.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).



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

● CCSS.ELA-Literacy.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.

● CCSS.ELA-Literacy.W.9-10.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

● CCSS.ELA-Literacy.W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

● CCSS.ELA-Literacy.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).


Unwrapped Skills (Students need to be able

to do) Bloom’s

Taxonomy Levels Webb's DOK


Reproduction

theme analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning summary provide 3 - Apply 2 - Skills & Concepts

characters analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning

meaning of words determine 2 - Understand 1 - Recall &

Reproduction

author’s choice analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning

point of view analyze 4 - Analyze 3 - Strategic

Thinking/Reasoning representation of a

subject analyze 4 - Analyze 3 - Strategic


1. Why is a working knowledge of Greek mythology essential? 2. How does Greek culture continue to influence contemporary culture? 3. How are stories/epic poems from the oral tradition relevant to our literary history? 4. How are epic heroes both heroic and flawed?


1. Knowledge of Greek mythology is essential in understanding any form of literature. 2. Greek culture continues to have a significant influence on contemporary culture. 3. Reading stories/epic poems from the oral tradition reveals how oral traditions preserve

our literary past.


4. Epic heroes are both heroic and flawed because they have a mixture of both divine and human qualities. This makes them susceptible to human weaknesses and flaws, while also having superhuman qualities.

Unit Vocabulary:



Epic Poetry Epithet Allusion Epic Flaw Epic Simile Epic Hero Myth Archetype Meter Conflict



Topic 1: Theme


Priority: CCSS.ELA-Literacy.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. Supporting:


● CCSS.ELA-Literacy.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


● Determine a theme or central idea of a text ● Analyze theme development over the course of a text ● Analyze how theme is influenced by specific details in a text ● Summarize the text objective, including discussion of theme

Bloom’s Levels: 2, 3, 4 Webb’s DOK: 1, 2, 3 Rubric: TBD Engaging Experience 2 Title: Interpretations in Different Artistic Mediums Suggested Length of Time: 5 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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). Supporting: CCSS.ELA-Literacy.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).


● Analyze the representation of a key mythological scene or subject in two different artistic mediums (e.g. Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus are examples of two different interpretations of the same event)

● Compare, contrast, and analyze both what is absent and what is emphasized in each artistic treatment

● Apply knowledge of theme to develop innovative processes using technology. ● Analyze a subject or scene from two different artistic mediums.



Engaging Experience 1 Title: Analyzing Characters Suggested Length of Time: 5 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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.

Supporting: ● ISTE 3: Students apply digital tools to gather, evaluate, and use information. ● CCSS.ELA-Literacy.W.9-10.3.b Use narrative techniques, such as dialogue,

pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.


● Analyze how complex characters develop over the course of a text ● Analyze how character motivation develops and changes over the course of a text ● Analyze how characters interact with other characters ● Analyze how character motivation and interaction advance plot and theme

development ● Apply digital tools to evaluate character development.



Topic 3: Author’s Intent Engaging Experience 1 Title: Discovering Author’s Intent through Word Choice Suggested Length of Time: 5 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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). Supporting: CCSS.ELA-Literacy.W.9-10.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.


● Determine the meaning of the author’s words and phrases as they are used in a text (including figurative, connotative, and technical meanings)

● Analyze the impact of the author’s word choice on intended meaning and tone Bloom’s Levels: 2, 3, 4 Webb’s DOK: 1, 2, 3 Rubric: TBD Engaging Experience 2 Title: Discovering Author’s Intent through Text Structure Suggested Length of Time: 5 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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. Supporting: CCSS.ELA-Literacy.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.


● Analyze how author’s choice regarding text structure influence and create mystery, tension, and surprise:

○ order of events ○ parallel plots

● Determine author’s point-of-view or purpose by analyzing rhetoric. Bloom’s Levels: 2, 3, 4 Webb’s DOK: 1, 2, 3 Rubric: TBD


Engaging Experience 3 Title: Analyzing Cultural Experience Suggested Length of Time: 5 weeks Standards Addressed

Priority: CCSS.ELA-Literacy.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. Supporting: CCSS.ELA-Literacy.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).


● Analyze a particular point of view or cultural experience reflected in a work of literature outside the United States



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Text to Self-Narrative Activity: Students will consider relevant themes/connections from the primary text that are significant to them personally, and construct a narrative text that discusses those connections.

● Example: ○ Primary Text: “The Odyssey” ○ Connections: Heroes, Personal “Journey,” Overcoming Adversity,

Perseverance ○ Essay: Student would construct a narrative essay on one of the connections to

“The Odyssey.” Rubric for Engaging Scenario: To be created




Title


Time

1 Determine Theme and Central Idea

Students will: ● Determine a theme or central idea of a text ● Analyze theme development over the

course of a text ● Analyze how theme is influenced by

specific details in a text ● Summarize the text objective, including

discussion of theme

5 weeks

1 Interpretations in Different Artistic Mediums

Students will: ● Analyze the representation of a key

mythological scene or subject in two different artistic mediums (e.g. Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus are examples of two different interpretations of the same event)

● Compare, contrast, and analyze both what is absent and what is emphasized in each artistic treatment


● Analyze a subject or scene from two different artistic mediums.

5 weeks

2 Analyzing Characters

Students will: ● Analyze how complex characters develop

over the course of a text ● Analyze how character motivation develops

and changes over the course of a text ● Analyze how characters interact with other

characters ● Analyze how character motivation and

interaction advance plot and theme development

● Apply digital tools to evaluate character development.

5 weeks


3 Discovering Author’s Intent through Word Choice

Students will: ● Determine the meaning of the author’s

words and phrases as they are used in a text (including figurative, connotative, and technical meanings)

● Analyze the impact of the author’s word choice on intended meaning and tone

5 weeks

3 Discovering Author’s Intent Through Text Structure

Students will: ● Analyze how author’s choice regarding text

structure influence and create mystery, tension, and surprise:

○ order of events ○ parallel plots

● Determine author’s point-of-view or purpose by analyzing rhetoric.

5 weeks

3 Analyzing Cultural Experience

Students will: ● Analyze a particular point of view or

cultural experience reflected in a work of literature outside the United States

5 weeks


Unit of Study Terminology

Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards.


high school topics english language arts 1 curriculum services/board...ccss.ela-literacy.rl.9-10.2...

Documents