Madison Public School English 10 Written by: Janice Nellins
Ann Vilarino Anne Wessel Dwyer
Revised by:
Janice Nellins
Anne Wessel Dwyer
Reviewed by: Matthew A. Mingle Assistant Superintendent of Curriculum and Instruction Dr. Mark R. DeBiasse Supervisor of Humanities Approval date: October 14, 2014
Revisions approved September 29, 2015
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
John Flynn
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
Madison Public Schools 359 Woodland Road Madison, NJ 07940 www.madisonpublicschools.org Course Overview Description English 10 is an American Literature course. The course is organized chronologically beginning with the Romantics and culminating
in contemporary works of fiction and nonfiction. The diversity and unity of the American experience is reflected in the works studied.
Students are required to read difficult works of literature and informational texts, develop a higher level of thinking skills, expand
their vocabulary, refine their use of language, integrate sources, create a multimedia presentation, and learn to write in a variety of
forms, including narrative, argumentative, and explanatory, with periodic emphasis on prewriting, organizing, and revising. Students in all levels of English 10 will study both classic and contemporary American works in a variety of genre - novels, memoirs,
short stories, poetry, films, including documentary - to broaden and refine the language and communication tools they need to
navigate 21st century discourse. Language and literature study at this level provides a bridge from the experience of freshman year, an
introduction to scholarship at the secondary level, to the experience of junior year, where students prepare for college-level reading
comprehension, analysis and synthesis. While whole class texts form the basis of the curriculum, choice texts are integrated into the
curriculum as well. Students should read two self-selected longer works. These texts may be the foundation of the fourth unit or they
may be offered as part of two of the other units. Students enrolled in English 10 are expected to meet the learning objectives articulated in the Common Core State Standards which
are specified within each curricular unit of instruction. In general, students enrolled in higher level courses (particularly honors) are
expected to be more independent, self-disciplined, and self-motivated; they read a greater number of texts, many of which are of
greater length and complexity; their writing is expected to be more fluent and more sophisticated; and their thinking more deeply
analytical. Students enrolled in higher level courses (particularly honors) are also expected to produce work of exceptional quality and
their work will be evaluated accordingly. Finally, students in higher level courses (particularly honors) can expect a faster pace of
instruction and an increased number of assignments that often must be completed independently beyond the walls of the classroom. Goals This course aims to: ● develop analytical and critical reading strategies as well as an appropriate vocabulary to comprehend a variety of challenging
and sophisticated texts;
● develop strategies to read text closely and support analysis through textual evidence both explicitly and inferentially;
● support the comprehension and analysis of a variety of genres;
● develop and nurture both a love of reading and advanced skills in interpreting literature through individually selected
literature circle titles offered throughout the year;
● develop the writing process and writing to learn strategies through which students compose a variety of written responses for
different purposes and audiences, employing a range of voices and taking compositional risks;
● use listening and viewing strategies to identify the intent of presentation, critically assess the message and increase listening
and viewing sophistication.
Resources
Suggested activities and resources page Unit 1 Overview Unit Title: 1800-1900: Romanticism and Realism: Two Views of America Unit Summary: This unit focuses on America’s development of a literary identity through Romantic literature in the early 19th
century and then the reaction against it with the Realist and Regionalist writings of the late 19th century. While studying the
Romantics, students will study the preoccupations of American writers such as Emerson, Thoreau, Irving, Poe, Fuller, and
Hawthorne. While studying the techniques of Realist and Regionalist authors, students will examine the writings of Twain and
Douglass. In addition, students will be focusing specifically on the author's use of setting, mood, diction, and detail. Writing exercises
in this unit will focus on close reading through annotation and journals. Suggested Pacing: 32 lessons Learning Targets Unit Essential Questions:
● What are the tensions between idealism and realism as represented by American writers of the 19th century?
● How is the subject matter of 19th century American writers shaped by the American experience of history and geography?
● How did 19th century American writers use the resources of language to describe nature in both fiction and non-fiction?
● How have contemporary writers and artists been influenced by the preoccupations of 19th century American writers?
Unit Enduring Understandings: ● Close reading requires careful attention to the writer’s choices and is achieved by such strategies as rereading, exploring
connotation, and considering multiple points of view.
● Effective text analysis requires an ability to cite several pieces of textual evidence to support what the text says explicitly as well
as what the text implies.
● Effective text analysis requires contextualizing and blending relevant support (quote or fact), creating a claim, and providing
commentary.
● Creating an interpretation and establishing a viewpoint of a text requires active engagement with the text.
● The work of 19th century American writers has been shaped by their geography.
● The literature of the Romantic and Realist periods established the framework for contemporary American identity in literature.
Evidence of Learning Unit Benchmark Assessment Information:
Close reading of two texts, including one “fresh” text, to assess understanding of the importance of context, ability to determine
meanings of vocabulary in context, identify theme or central idea, claims, evidence, and other rhetorical choices.
Applicable
Texts Anchor Texts:
●
Henry Wadsworth
Longfellow, “Nature”
(Fireside Poets)
Objectives Reading
Literature and
Literary
Nonfiction/
Informational
Texts: ●
Henry Thoreau,
excerpts from “Civil
Disobedience”
(Transcendentalism)
●
●
●
●
Ralph Waldo Emerson,
excerpts from
“Self-Reliance”
(Transcendentalism)
Edgar Allan Poe, “The
Masque of the Red
Death” (Dark
Romanticism)
Walt Whitman, “Song
of Myself” or other
selected poems
Emily Dickinson, “We
Grow Accustomed to
the Dark” and other
selected poems
● excerpts of T​
he
Narrative of the Life of
Frederick Douglass ​
by
Frederick Douglass
(Realist)
● “The Notorious
Jumping Frog of
Calaveras County” or
excerpts from ​
The
Adventures of
Huckleberry Finn​
by
Mark Twain.
(Regionalism)
Essential Content (Students will be able
to…)
Reading Literature and
Nonfiction/ Informational Texts: ●
SWBAT: ● Identify the
●
characteristics of
the American
Romantic
●
literary and
artistic tradition
(Dark
●
Romanticism
and
Transcendentalis
m).
●
● Identify these
characteristics in
contemporary
works.
● Identify the
characteristics of
American
Realism and
Regionalism.
● Identify the
reasons why
writers such as
Walt Whitman
and Emily
Dickinson are
considered
innovators.
● Identify and
analyze the use
of humor and
satire.
● Analyze the
development of
Dark Romantics:
●
Transcendentalists
●
May include: ●
Reading comprehension
checks
●
Fireside Poets:
Reading analysis quizzes
●
Realists and
Regionalists:
Others:
Walt Whitman Emily Dickinson Various literary
elements, including the
following:genre,
character (round, flat,
static, dynamic),
setting, plot,
characterization
(direct, indirect),
protagonist,
antagonist, conflict
(internal, external
[man vs man, man vs
nature, man vs
society]), plot
(exposition, rising
action, climax, falling
action, resolution),
point of view (1st, 3rd
[limited, omniscient]),
theme, flashback,
foreshadowing, symbol,
figurative language
(simile, metaphor,
personification)
Informational readings
related to
unit theme ​
Cite textual evidence to
support inferences in open
ended/paragraph
responses or CCQC format
Read passages and
determine main
idea, supporting details, author’s purpose
and bias if any ●
Read passage and
●
Possible topics that might
be covered in discussion,
journal writing, or essay:
Compare and contrast
Thomas Cole’s ​
Romantic
Landscape with Ruined
Tower: 1832 - 36 w
​ith the
Romantic elements of Poe’s
“The Fall of the House of
Usher”
●
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.
●
RIT.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.
●
RIT. 9-10.1 Cite strong and and thorough textual evidence to
support analysis of what the the text says explicitly as well as
inferences drawn from the text.
●
unknown vocabulary words
using context clues
irony (verbal,
situational, dramatic)
Author’s purpose/POV
●
determine meaning of
●
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 a theme.
●
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.
●
​
Journal assignments ●
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.
●
Reading Literature and
Nonfiction/Informatio
nal Texts:
●
(NJCCCS CPIs, CCSS, NGSS)
●
Standards Suggested
Assessments RIT. 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 how it emerges and is
shaped and refined by specific details; provide an objective
summary of the text.
●
RIT.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.
●
RIT.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.
Pacing 32 lessons Dark
Romantics:
8 lessons Transcende
ntalists: 8
lessons Regionalists
: 8 lessons Realists: 8
lessons Choice Texts:
● Sherman Alexie, ​
The
Absolutely True Diary
of a Part-Time Indian
(S, E, H)
● M.T. Anderson, ​
Feed
(S, E, H)
● Jon Krakauer,​
Into the
Wild ​
(S, E, H)
● John Green, ​
Looking
for Alaska​
(S,E, H)
In addition to the
anchor texts, teachers
should select a variety
of works from the list
below in order to
accomplish the
objectives of the unit.
In some cases, works
are suggested for
specific levels. elements of
fiction such as
character and
mood in a
complex text.
● Analyze the use
and effects of an
author’s
structural
choices.
● Demonstrate
close textual
reading skills.
● Summarize the
major events of
the text.
● David C. Ward, “Walt
Whitman, Emily
Dickinson, and the
War that Changed
Poetry, Forever”
includes photographs
of Whitman and
Dickinson
http://www.smithsonian
mag.com/smithsonian-ins
titution/walt-whitman-em
ily-dickinson-and-the-war
●
● Read and recall
evidence from
the text.
●
Poetry: ● Henry Wadsworth
Longfellow, “The Tide
Rises, the Tide Falls”
and other selected
poems
● Garrison Keillor, “The
Anthem” (compare
with Whitman and
Dickinson):
www.theatlantic.com/
magazine/archive/200
6/the-anthem/304499
/ ●
● Determine and
trace the central
idea(s) and/or
theme(s) of the
text.
● Determine
author’s point of
view.
● Make
predictions,
connections, and
inferences.
● Use context
clues before and
during reading.
● Establish
background
knowledge.
● Analyze
character’s
dialogue and
Diction, including
connotation and
denotation, archaic
language
Poetic structures,
including free verse,
blank verse, lyric
poetry
Poetic terms and
devices, including
speaker, stanza,
extended metaphor,
anaphora, imagery,
repetition.
●
Group presentations on
chapters of Annie Dillard’s
Teaching a Stone to Talk
relating each chapter to
Transcendentalist
philosophy and thought.
●
Develop a synthesis
response to the Boston Poe
sculpture that incorporates
the study of Poe’s short
stories, documentaries about
Poe, newspaper articles
about the sculpture, and/or
websites and online
photographs.
●
Write a narrative extension
in preparation for the
PARCC
Local color
●
Vernacular
Create a naturalist’s journal.
●
●
RIT.9-10.5 Analyze in detail how an author’s claims are
developed and refined by particular sentences, paragraphs, or
larger portions of a text.
●
Compare Whitman’s
“Learn’d Astronomer” to
Emerson’s “American
Scholar.”
●
●
Analyze the structure and
effectiveness of arguments
made by Transcendentalist
writers .
●
RIT. 9-10.7 Analyze various accounts of a subject in different
mediums.
-that-changed-poetry-fore
ver-31815/ Short Stories: ● Mark Twain, “The
Story of the Good
Little Boy”
● Nathaniel Hawthorne,
“Dr. Heidegger’s
Experiment”
● Nathaniel Hawthorne,
“Young Goodman
Brown” (E, H)
● Nathaniel Hawthorne,
“The Minister’s Black
Veil” (E, H)
dialect to
determine tone
● Determine the
meaning of
words and
phrases and how
they connect to
the setting and
tone of the text
● Identify how the
diction and tone
are used to
communicate
the author’s
message and/or
create mood.
● Assess how
themes relate
between and
among texts
● Washington
Irving,“The Devil and
Tom Walker” (E, H)
● Edgar Allan Poe,“The
Pit and the Pendulum”
● Edgar Allan Poe, “Fall
of the House of
Usher”(H)
● William Faulkner, “A
Rose for Emily”(E,H)
● Effectively
annotate text
● Analyze the use
and effects of an
author’s
rhetorical
choices on the
central meaning
of the text
Literary Nonfiction
and Informational
Texts​
: ● Ralph Waldo
Emerson, excerpts
from “Nature,”
“American Scholar,”
“Fate,” and “Society
and Solitude” (E, H)
● Henry Thoreau,
excerpts from
“Walden” (E, H)
● Excerpts from the
Library of Congress
collection of Slave
Narratives
http://memory.loc.gov
/ammem/snhtml/snh
ome.html​
(S, E, H)
● Frederick Douglass,
T​
he Narrative of the
Life of Frederick
Douglass​
(E, H)
● Excerpts from
Teaching a Stone to
Talk​
- Annie Dillard
(E, H)
● Edgar Allan Poe, “A
Theory of the Short
Story” (H)
● Edgar Allan Poe,
excerpts from
“Eureka” (H)
● Eakin, Emily, ​
New
York Times Article​
,
“What Did Poe Know
About Cosmology?
Nothing. But He Was
Right.” (E, H)
● Twain, Mark, “Two
Views of the River”
● Select chapters from
Thomas C. Foster’s
Twenty Five Books
that Shaped
● Excerpts from Thomas
C. Foster​
’s Reading
Novels like a Professor
● Leo Mark: ​
From ​
Mr.
Eliot, Mr.Trilling, and
Huckleberry Finn
● Julius Lester: ​
From
Morality and
Adventures of
Huckleberry Finn
● Justin Kaplan: From
“Born to Trouble”: One
Hundred Years of
Huckleberry Finn
● David L. Smith: ​
From
Huck, Jim, and
American Racial
Discourse
● Jane Smiley: ​
From ​
Say
it Ain’t So, Huck:
Second Thoughts on
Mark Twain’s
“Masterpiece”
● Toni Morrison: ​
From
Introduction to
Adventures of
Huckleberry Finn
● Shelley Fisher Fishkin:
From ​
Lighting Out for
the Territory:
Reflections on Mark
Twain and American
Culture
● Excerpts from
American Literature;
A Chronological
Approach​
Carlsen,
Schuster, Tovatt –
McGraw Hill
Novels:
● Nathaniel Hawthorne,
The Scarlet Letter​
(H)
● Mark Twain, ​
The
Adventures of
Huckleberry Finn​
(E,
H)
Drama:
● Arthur Miller, ​
The
Crucible
Documentaries /
Films: ● Ken Burns, ​
Mark
Twain​
(2001)
● David A. Beardsly,
Emerson, The IDEAL
in America
● PBS, Culture Shock:
B​
orn to Trouble
● PBS, ​
American Novel
● Selected clips from: Gillian Armstrong​
, Little
Women (1994) ● Michel Mann, ​
Last of
the Mohicans(1992)
● John Huston, ​
Moby
Dick (1956)
Visual Text
● selected paintings by
Thomas Cole and/or
Hudson River Painters
Writing: SWBAT:
● Provide textual
support when
answering
comprehension-b
ased questions
and open-ended
questions based
on text
● Provide textual
evidence to
support
inferences
Writing: ● Introduction of a claim,
reasons and evidence,
counter-argument, use
of transitions and
conclusions
● MLA format guidelines
Writing: May include: ​
●
W.9-10.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reading and relevant
and sufficient evidence.
●
W.9-10.1a Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an organization
that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
●
W.9-10.1b Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the
audience’s knowledge level and concerns.
●
W.9-10.1c Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the
●
Responding in writing to
comprehension-based
questions, providing
textual evidence,
including direct quotes.
●
● Formal voice
● Prewriting
Writing Standards:
Open-ended questions,
providing textual
evidence, in response to
reading passages,
including direct quotes.
● Analyze fiction
and visual and/or
informational text
to form
connections
● Organizing timed
writing
●
Journal entries, especially
short responses to quotes
or questions, including
creative responses such as
letters to characters and
interior monologues.
● Read and evaluate
peer’s work (E,H)
●
Analytical writing linking
texts.
relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
●
W.9-10.1d Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the
discipline in which they are writing.
●
W.9-10.1e Provide a concluding statement or section that
follows from and supports the argument presented.
●
W.9-10.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
●
W.9-10.5 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 purpose and audience.
●
W.9-10.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
●
W.9-10.9a Apply grades 9-10 Reading Standards to literature
●
W.9-10.9b Apply to grades 9-10 Reading standards to literary
nonfiction
●
W.9-10.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting in a day or two) for a range of tasks, purposes,
and audiences.
●
W.9-10.3 W
​rite narratives to develop real or
imagined experiences or events using effective
technique, well-chosen details, and well-structured event
sequences.
●
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.
●
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.
●
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.
●
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.
●
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.
Speaking and
Listening: Speaking and
Listening: SWBAT: ● Levels of questions
● Create
guidelines for
effective class
discussions.
● Evidence
● Create questions
in response to
texts.
● Respond to
teacher and
student-directed
questions and
comments.
● Procedure for polite,
respectful discussion
and listening, necessity
to provide textual
support for
ideas/opinions ,and
ability to generate
questions based on
discussion
SWBAT: ● Identify and use
parallel
structure.
● Identify the
meanings of
words by using
context clues
and dictionaries.
●
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.
●
SL9-10.1a 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.
●
SL9-10.1b Work with peers to set rules for collegial
discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternative views),
clear goals and deadlines, and individual roles as needed.
●
SL9-10.1c Propel conversations by posing and responding to
questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into
discussion; and clarify, verify, or conclusion.
● Write journal summaries
● Identify the most
important questions
raised by classmates
about a particular text.
● Participate in fishbowl
and jigsaw discussions.
● Select/provide
appropriate
textual evidence
to support ideas
during class
discussion.
Language: Speaking and Listening Standards
● Participate in both
teacher-led and/or
student driven small and
large class discussion.
Speaking and listening
assessments: In addition to possible topics
suggested at the top of this
column, students may: Language: ● Parallel structure
● Vocabulary in context
● academic language
Language Assessment​
: May include: ● Passage analysis of
selected sections of
Narrative of the Life of
Frederick Douglass
● Creation of context
sentences
Language Standards:
●
L.9 - 10. 1a Use parallel structure.
●
L.9-10.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
●
L.9-10.2c Spell correctly.
●
L.9-10.3 Write and edit work so that it conforms to the
guidelines in a style manual (e.g., MLA Handbook, Turabian’
Manual for Writers) appropriate for the discipline and
writing type.
●
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.
● ​
Vocabulary quizzes that
assess vocabulary in
context. ● ​
Grammar diagnostic test
to identify individual
areas of grammar
weakness ●
● ​
Read passage and
determine meaning of
unknown vocabulary
words using context clues L.9-10. 4a Use context (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.
●
● ​
Grammar and sentence
structure assessed in
ongoing writing tasks L.9-10. 4c. Consult general and specialized reference
materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, a word or determine or clarify its precise
meaning, its part of speech, or its etymology.
●
L. 9-10. 4d. Verify the preliminary determination of the
meaning of a word or phrase. (e.g., by checking the inferred
meaning in context or in a dictionary).
●
L-9-10.5a. Interpret figures of speech in context and analyze
their role in the text.
●
L-9.10.5b Analyze nuances in the meaning of words with
similar denotations.
●
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.
●
CRP1. Act as a responsible and contributing
citizen and employee
●
CRP2. Apply appropriate academic and
technical skills
●
CRP4. Communicate clearly and effectively
and with reason
●
CRP5. Consider the environmental, social and
economic impacts of decisions
●
CRP6. Demonstrate creativity and innovation
●
CRP8. Utilize critical thinking to make sense
of problems and persevere in following them
●
CRP9. Model integrity, ethical leadership and
effective management
●
CRP12. Work productively in teams while
using cultural global competence.
Unit 2 Overview Unit Title: 1900-1945: New Voices in the Literary Landscape Unit Summary: The literature of this unit reflects Realism and Regionalism to Modernism. The ideal of the expanding nation is
complicated and contradicted and celebrated by the experiences of historically marginalized writers such as women represented by
Cather, Chopin, and Hurston and African Americans represented by Hughes and Cullen. Furthermore, the unit includes writers such
as Fitzgerald and Hemingway, representatives of the Lost Generation, demoralized by the experience of the first World War. Suggested Pacing: 32 lessons Learning Targets Unit Essential Questions: ● What societal problems and possibilities consumed writers of the early twentieth century?
● How did the writing of traditionally-marginalized American writers expand the literary landscape of America?
● How did the artists of this time period break the traditional rules established in the 19th century?
● What effects did World War I have on theme, tone, or subject matter in early twentieth century writing?
Unit Enduring Understandings:
● Close reading requires careful attention to the writer’s choices and is achieved by such strategies as rereading, exploring
connotation, and considering multiple points of view.
● Effective text analysis requires an ability to cite several pieces of textual evidence to support what the text says explicitly as well
as what the text implies.
● Effective text analysis requires contextualizing and blending relevant support (quote or fact), creating a claim, and providing
commentary.
● Creating an interpretation and establishing a viewpoint of a text requires active engagement with the text.
● The work of 20th century American writers is marked by a break with societal expectations and traditions, experimentation
with the literary form and structure, and an emerging disillusionment with the myth of the American dream.
● During this time period, marginalized voices that that previously been suppressed in the literary world began to emerge,
adding complexity and new dimensions to the American identity found in literature by focusing on topics such as gender
expectations, immigration, and racism.
● The narrative structure and point of view of the work of 20th century American writers is shaped by the experience of two
world wars.
Evidence of Learning Unit Benchmark Assessment Information: Students will write a comparison of two texts that represent two different points of view on
on a subject, situation, or problem. Skills measured will include organization, development of ideas, paragraph unity, and effective
incorporation of evidence, as reflected on the PARCC. Applicable Texts Anchor Texts: ● Kate Chopin, “Desiree’s
Baby” or “Story of an
Hour”
● Charlotte Perkins Gilman
“To the Young Wife” or
“The Yellow Wallpaper”
Objectives (Students will be able to…)
● Langston Hughes: “I,
Too,” “Harlem,” “The
Weary Blues”
● e.e. cummings, “[anyone
lived in a pretty how
town]” “[Buffalo Bill’s]”
“l(a” or other selected
poems
● Ernest Hemingway,
“Hills Like White
Elephants” or “The End
of the Something” or
“Soldier’s Home”
● Anzia Yezierska,
“America and I”
● Emma Lazarus, “The
New Colossus”
Choice Texts:
●
Ernest Gaines, ​
A Lesson
Before Dying
●
Julia Alvarez, ​
How the
Garcia Girls Lost their
Accents
●
Lucy Grealy​
,
Autobiography of a
Face
●
James McBride, ​
The
Color of Water
Sylvia Plath, ​
The Bell
Jar
Suggested
Assessments Standards (NJCCCS CPIs, CCSS, NGSS)
Reading Literature: Reading Literature and
Literary
Nonfiction/Informational
texts: Reading Literature and
Literary
Nonfiction/Informational
texts: Reading Literature
and
Nonfiction/Inform
ational Texts: May include: ● 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.
SWBAT: ●
● Harlem Renaissance
Poets:
Essential Content Analyze the development of
elements of fiction such as
character, narrative
structure, point of view, and
symbolism in a complex text.
●
Analyze the use and effects of
an author’s structural
choices.
●
Read and recall evidence
from the text.
● Demonstrate close textual
reading skills. ●
Summarize the major events
of the text.
●
Determine and trace the
central idea(s) and/or
theme(s) of the text.
● Determine author’s point of
view. ●
Make predictions,
connections, and inferences.
●
Use context clues before and
during reading.
●
Establish background
knowledge.
● Analyze character’s
dialogue and dialect to determine
tone Pre-WWI Voices, such as: ●
Willa Cather
●
Kate Chopin
●
Paul Laurence Dunbar
●
Charlotte Perkins Gilman
●
Susan Glaspell
●
Upton Sinclair
●
Edith Wharton
● Reading
comprehension
checks
● 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.
● Choosing and
evaluating
appropriateness of
informational
readings related to
unit theme
Post WWI Voices, such as: ●
Gwendolyn Bennett
●
Arna Bontemps
●
Countee Cullen
●
e.e. cummings
●
T.S. Eliot
●
William Faulkner
●
F.Scott Fitzgerald
●
Robert Frost
●
Ernest Hemingway
●
Langston Hughes
●
Zora Neale Hurston
●
James Weldon Johnson
●
Claude McKay
●
Tillie Olsen
●
Katherine Ann Porter
●
Gertrude Stein
● Reading analysis
quizzes
● Journal assignments
Various literary elements, including
the following: ● genre, character (round, flat,
static, dynamic), setting, plot,
characterization (direct, indirect),
protagonist, antagonist, conflict
(internal, external [man vs man,
man vs nature, man vs society]),
plot (exposition, rising action,
climax, falling action, resolution),
point of view (1st, 3rd [limited,
omniscient]), theme, flashback,
● 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)
● ​
Cite textual
evidence to
support inferences
in open
ended/paragraph
responses ● Read passages and
determine main
idea, supporting
details, author’s
purpose and bias if
any
● 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 a theme.
● Read passage and
determine
meaning of
unknown
vocabulary words
using context clues
● Possible topics that
might be covered
● 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.
Reading Informational Texts: ● RIT.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.
● RIT.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
Pacing Pre WW I
writers: 12
lessons,
including 6
lessons on
feminist
writers Post WW I
writers: 20
lessons. ●
●
Philip Roth​
, Nemesis
Jennifer Donnelly​
,A
Northern Light
●
In addition to the anchor
texts, teachers should
select a variety of works
from the list below in
order to accomplish the
objectives of the unit. In
some cases, works are
suggested for specific
levels. Informational Texts: ● Gertrude Stein,
“Composition as
Explanation” (H)
● Barbara Ehrenreich and
Deirdre English, excerpts
from​
For Her Own Good:
Two Centuries of the
experts advice to Women
● John F. Kennedy, “In
Praise of Robert Frost”
(S,E, H)
● Excerpts from Tom
Brokaw’s ​
The Greatest
Generation
● Select chapters from
Thomas C. Foster’s
Twenty Five Books that
Shaped
●
● Identify how the diction and
tone are used to
communicate the author’s
message and/or create mood.
●
● Assess how themes relate
between and among texts
● Effectively annotate text
●
●
● Analyze the use and effects
of an author’s rhetorical
choices on the central
meaning of the text
● Identify how the diction and
tone are used to
communicate the author’s
message and/or create mood.
● Assess how themes relate
between and among texts
● Effectively annotate text
● Analyze the use and effects
of an author’s rhetorical
choices on the central
meaning of the text
● Barbara Ehrenreich and
Deirdre English, excerpts
from “Complaints and
Disorders” (E, H)
Determine the meaning of
words and phrases and how
they connect to the setting
and tone of the text
● Lynne Tillman, New York
Times Article,
“Reconsidering the Genius
of Gertrude Stein” (H)
foreshadowing, symbol, figurative
language (simile, metaphor,
personification), irony (verbal,
situational, dramatic)
Provide textual support when
answering comprehensionbased and open-ended
questions based on text.
Provide textual evidence to
support inferences.
Author’s purpose/POV
Word choice and tone
in discussion,
journal writing, or
essay:
● Students may
choose from
various texts (e,g.,
The Awakening,​
Ethan Frome,
Their Eyes are
Watching God,
House of Mirth,
Age of Innocence,
A Lost Lady​
) and
meet in reading
groups to discuss
their selected
novel. They could
then either create a
group presentation
their novel or write
an in-class essay
connecting their
novel to sight
passage.
shaped and refined by specific details; provide
an objective summary of the text.
● RIT.9-10.3 Analyze how the author unfolds
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.
● RIT.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.
● RIT. 9-10.9 Analyze seminal U.S. documents
of historical and literary significance,
including how they address related themes
and concepts.
● excerpts from Thomas C.
Foster​
’s Reading Novels
like a Professor
● F. Scott Fitzgerald “What I
Think and Feel at 25”
http://www.oldmagazinea
rticles.com/Jazz-Age_Writ
er_F_Scott_Fitzgerald_pd
f
Novels: ● Edith Wharton, ​
Ethan
Frome​
(E, H)
● Edith Wharton, ​
House of
Mirth​
(H)
● Edith Wharton, ​
The Age
of Innocence​
(E, H)
● Kate Chopin, ​
The
Awakening​
(H)
● Zora Neale Hurston,
Their Eyes Were
Watching God​
(E, H)
● Willa Cather, ​
A Lost Lady
(E, H)
● John Steinbeck, ​
The
Grapes of Wrath ​
(H)
● Ernest Hemingway, ​
The
Old Man and the Sea​
(H)
● Upton Sinclair, ​
The
Jungle ​
(E, H)
Short Stories: ● Charlotte Perkins
Gilman, “The Yellow
Wallpaper” (E,H)
● William Faulkner, “Two
Soldiers”
● Kate Chopin, “A
Respectable Wife”
● F. Scott Fitzgerald,
“Winter Dreams”
● Katherine Anne Porter,
“The Jilting of Granny
Weatherall”
● John Steinbeck, “The
Leader of the People”
● William Carlos Williams
“The Use of Force”
Poetry: ● Claude McKay
● Gwendolyn Bennett
● Paul Laurence Dunbar
● James Weldon Johnson,
“My City”
● Lorna Dee Cervantes,
“Refugee Ship”
● Yvonne Sapia, “Defining
the Grateful Gesture”
● Countee Cullen, “Any
Human to Another,” “If
We Must Die”
● Arna Bontemps, “A Black
Man Talks of Reaping”
● Robert Frost,”Acquainted
with the Night,”
“Mending Wall,”
“Out,Out-”, “The Death of
a Hired Man”
● T.S. Eliot, “The Love
Song of J. Alfred
Prufrock,” “The Hollow
Men”
● Garrison Keillor, “The
Anthem” (compare with
Frost’s “Aquainted with
the
Night”:​
www.theatlantic.c
om/magazine/archive/20
06/the-anthem/304499/
Drama: ● Susan Glaspell, ​
Trifles
Documentaries and
Film: ● A&E ​
F.Scott Fitzgerald
The Great American
Dreamer
● Ken Burns ​
The Dust
Bowl
● Denzel Washington,​
The
Great Debaters
● Biography
(​
www.biography.com​
):
● Ernest Hemingway,
● Gertrude Stein,
● F.Scott Fitzgerald
● The Age of Innocence
House of Mirth
Writing: Writing: ● A polished multimedia text that
includes:
SWBAT: ● Create a multi-media text
using available technology
which synthesizes analysis of
an image from the time
period with researched
information about the
context, subject matter,
theme, and/or impact of the
image.
● Assess the credibility and
usefulness of sources.
May include: ● Structured introduction of a
topic, development of topic with
facts, extended definitions,
details, quotes or other relevant
information, use of transitions
and objective tone, and a
concluding statement or section.
● Paraphrasing and
summarizing.
● MLA format guidelines
● 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.9-10.2a Introduce a topic; organize
complex ideas, concepts, and information to
make important connection and distinctions;
include formatting (e.g., headings), graphics
(e.g., figures, tables), and aiding
comprehension.
● Responding in
writing to
comprehension-ba
sed questions,
providing textual
evidence, including
direct quotes.
● Multiple sources of information
presented in diverse media or
formats
● Note-taking from
multiple sources.
● Provide paraphrased and quoted
textual to support inferences
Writing Standards: ● Integrate information
smoothly into the text to
maintain the flow of ideas,
avoiding plagiarism, and
Writing: ● Open-ended
questions,
providing textual
● W.9-10.2b Develop the topic with
well-chosen, relevant, and sufficient facts,
extended definitions, concrete details,
quotations, or other information and
examples appropriate to the audience’s
knowledge of the topic.
following a standard format
for citation.
● Share multi-media text via
online platform (e.g. school
website, edmodo) and
provide meaningful
commentary on peers’ work.
● Provide textual support
when answering
comprehension-based
questions and open-ended
questions based on text
● Analyze fiction and
informational text to form
connections.
● Journal entries,
especially short
responses to
quotes or
questions,
including creative
responses such as
letters to
characters and
interior
monologues.
● W.9-102c Use appropriate and varied
transitions to link the major sections of the
text, create cohesion, and clarify the
relationships among complex ideas and
concepts
● Provide textual evidence to
support inferences
evidence, in
response to
reading passages,
including direct
quotes.
● W.9-102d Use precise language and
domain-specific vocabulary to manage the
complexity of the text.
● W.9-102e Establish and maintain a formal
style and objective tone while attending the
norms and conventions of the discipline in
which they are writing.
● W.9-102f Provide a concluding statement or
section that follows from and supports the
information or explanation presented (e.g.,
articulating implications or the significance of
the topic).
● Analytical writing
linking texts.
● Revise and edit writing using
MLA format.
● W.9-10.4 Produce clear and coherent writing
in which the development, organization, and
style are appropriate to task, purpose, and
audience.
● Read and evaluate peer’s
work (E,H)
● 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.
● 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
other information and to display information
flexibly and dynamically.
● 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.9-10.8 Gather relevant information from
multiple authoritative print and digital
sources, using advanced searches effectively;
assess the usefulness of each source in
answering the research question; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and following a standard format
for citation.
● W.9-10.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
● W.9-10.9a Apply grades 9-10 Reading
Standards to literature
● W.9-10.9b Apply to grades 9-10 Reading
standards to literary nonfiction
● W.9-10.10 Write routinely over extended
time frames (time for research, reflection,
and revision) and shorter time frames (a
single sitting in a day or two) for a range of
tasks, purposes, and audiences.
Speaking and Listening: Speaking and Listening: SWBAT: ● Follow and adjust guidelines
for effective class discussions
created in the previous unit.
● Create questions in response
to texts.
● Respond to teacher and
student-directed questions
and comments.
● Select/provide appropriate
textual evidence to support
ideas during class discussion.
● Present individually or as a
group findings from close
reading of a text.
● Guidelines for effective class
discussions (generated by
students and teacher), i.e.,
procedure for polite, respectful
discussion and listening,
necessity to provide textual
support for ideas/opinions ,and
ability to generate questions
based on discussion
● Collaboration with group
members on multimedia project.
● Effective group communication
and listening skills.
Speaking and
Listening
Assessments: Speaking and Listening Standards: ●
In addition to possible
topics suggested at the
top of this column,
students may: ● Identify the most
important questions
raised by classmates
about a particular
text.
●
● Participate in
fishbowl and jigsaw
discussions.
SL9-10.1a 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.
●
● Participate in both
teacher-led and/or
student driven small
and large class
discussion.
●
● Create a small visual
presentation to
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.
SL9-10.1b Work with peers to set rules for
collegial discussions and decision-making
(e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear
goals and deadlines, and individual roles as
needed.
SL9-10.1c Propel conversations by posing
and responding to questions that relate the
current discussion to broader themes or
accompany a spoken
presentation on a
small group analysis
of a portion of a text.
larger ideas; actively incorporate others into
discussion; and clarify, verify, or conclusion.
●
SL.9-10.1d Respond thoughtfully to diverse
perspectives, summarize points of agreement
and disagreement, and, when warranted,
qualify or justify their own views and
understanding and make new connections in
light of the evidence and reasoning
presented.
●
SL.9-10-2 Integrate multiple sources of
information presented in diverse media or
formats evaluating the credibility and
accuracy` of each source.
●
●
Language: SWBAT: ● Identify and use various types
of phrases and clauses.
● Identify the meanings of
words by using context clues
and dictionaries.
● Identify and understand
figurative language.
Language:
● Phrases (noun, verb, adjectival,
adverbial, participial, ,
prepositional, absolute) and
clauses (independent, dependent;
noun, relative, adverbial) to
convey specific meanings and add
variety and interest to writing
presentations.
● Continue to identify and use
parallel structure.
● Vocabulary in context: learn
definitions and usage
● Vocabulary in isolation: learn
definitions and usage ● Reinforce MLA format
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.
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.
Language
Assessment​
: Language:
May include: ● L.9 - 10. 1a Use parallel structure.
● L.9-10.1b Use various types of phrases
(noun, verb, adjectival, adverbial, participial,
, prepositional, absolute) and clauses
(independent, dependent; noun, relative,
adverbial) to convey specific meanings and
add variety and interest to writing
presentations.
● Passage analysis of
selected sections of
novels, short
stories, and
informative texts.
● Creation of context
sentences
● L.9-10.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
● Vocabulary quizzes
that assess
vocabulary in
context ● ​
Grammar
exercises to
practice parallel
structure and use
● L.9-10.2 c Spell correctly ● L.9-10.3 Write and edit work so that it
conforms to the guidelines in a style manual
(e.g., MLA Handbook, Turabian’s Manual
of various types of
phrases ● Identify and discuss examples of
figurative language in the texts.
● ​
Read passage and
determine
meaning of
unknown
vocabulary words
using context clues for Writers) appropriate for the discipline
and writing type.
● Capitalization,
punctuation,
spelling, grammar
and sentence
structure assessed
in ongoing writing
tasks
● 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. 4a Use context (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.
● L. 9-10. 4b Identify and correctly use
patterns of word changes that indicate
different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate,
advocacy)
● Adherence to MLA
format will be
assessed in
ongoing writing
tasks
● L. 9-10. 4d. Verify the preliminary
determination of the meaning of a word or
phrase. (e.g., by checking the inferred
meaning in context or in a dictionary)
● Quiz on commonly
misused words
● Close reading of
texts (specifically
poetry) to analyze
figurative language
● L.9-10.5 Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
● Close textual
reading to look for
diction and
nuances in word
meanings.
● L-9-10.5a. Interpret figures of speech in
context and analyze their role in the text
● L-9.10.5b Analyze nuances in the meaning of
words with similar denotations.
● 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.
●
CRP1. Act as a responsible
and contributing citizen and employee
●
CRP2. Apply appropriate
academic and technical skills
●
CRP4. Communicate clearly
and effectively and with reason
●
CRP5. Consider the
environmental, social and economic
impacts of decisions
●
CRP6. Demonstrate
creativity and innovation
●
CRP8. Utilize critical
thinking to make sense of problems
and persevere in following them
●
CRP9. Model integrity,
ethical leadership and effective
management
●
CRP12. Work productively
in teams while using cultural global
competence.
Unit 3 Overview Unit Title: 1945 - 1959 - The Problems and Possibilities of the American Dream in the Modern Age Unit Summary: This unit focuses on post war literature, including texts by Salinger, Miller, and Hansberry. In much of the literature,
the theme is the disillusionment with the American Dream. The preoccupations of the Romantic and Realist writers studied earlier in
the year are revisited from a twentieth century perspective. The Modernist sensibility dominates this time period as well. The study
of tensions between city and country, civilization and frontier, and the individual and society remains as students grapple with the
possibilities and problems of achieving the Dream. The study of literature in this unit differs from other units in that the primary
genre is drama. Suggested Pacing: 32 lessons Learning Targets Unit Essential Questions:
● What are the variations of the American Dream and what does post-war literature suggest about the problems and possibilities
of the dream?
● What do post-war American writers observe about the impact of materialism and consumerism on the American definition of
success?
● How is the emerging Civil Rights movement represented in literature?
● How is the American Hero redefined in post-war literature? What values does this hero represent and are they admirable?
● What limitations and possibilities on understanding and interpretation are imposed by the dramatic form?
● How does research complement and expand your understanding of literature?
Unit Enduring Understandings:
● Close reading requires careful attention to the writer’s choices and is achieved by such strategies as rereading, exploring
connotation, and considering multiple points of view.
● Effective text analysis requires an ability to cite several pieces of textual evidence to support what the text says explicitly as well
as what the text implies.
● Effective text analysis requires contextualizing and blending relevant support (quote or fact), creating a claim, and providing
commentary.
● Creating an interpretation and establishing a viewpoint of a text requires active engagement with the text.
● Research is an essential component in developing an informed viewpoint.
● Understanding and interpreting drama requires consideration of text and subtext.
Evidence of Learning Unit Benchmark Assessment Information: Students will write a synthesis essay using one major text from this unit and at least one
supplemental non-fiction work. Skills assessed will include those measured in the previous benchmark - organization, development
of ideas and paragraph unity - as well as construction of an effective claim and incorporation of evidence from literature and
nonfiction, as reflected on the PARCC.
Objectives Applicable Texts Anchor Texts: (Students will be able to…)
Essential Content Suggested
Assessment
s Reading Literature and
Literary
nonfiction/Informational
texts: Reading Literature and
Literary
nonfiction/Informational
texts: Reading Literature
and
Nonfiction/Inform
ational Texts: ● Lorraine Hansberry, ​
A Raisin in
the Sun
● Arthur Miller​
, The Crucible
and/or​
Death of a Salesman
● Excerpts of the film versions of
The Crucible ​
and/or ​
Death of a
Salesman​
and ​
A Raisin in the Sun
Choice Texts:
● M.T. Anderson, ​
Feed ​
(S, E, H)
● Jon Krakauer,​
Into the Wild ​
(S,
E, H)
● John Green, ​
Looking for Alaska
(S,E, H)
● Lucy Grealy, ​
Autobiography of a
Face
In addition to the anchor texts,
teachers should select a variety
of works from the list below in
order to accomplish the
objectives of the unit. In some
cases, works are suggested for
specific levels. Novels: ● J.D.Salinger, ​
The Catcher in the
Rye
Short Stories: ● Tillie Olsen, “I Stand Here
Ironing”
SWBAT: ● Analyze the function of various
dramatic devices: exposition,
subtext, set description, staging;
character motivation.
● Identify three types of irony:
verbal, dramatic, situational
and their function.
● Analyze character’s dialogue
and dialect to determine tone
and subtext.
● Conceptions of the American
Dream
● Analyze the development of
elements of fiction such as
character, narrative structure,
point of view, and symbolism in
a complex text.
● An analysis of the
Hansberry or
Miller text in light
of Faulkner’s
ideas about the
purpose of
literature
● Voice/expression
● Context
● Genre, character motivation,
protagonist, antagonist, conflict
(internal, external [man vs man,
man vs nature, man vs society]),
plot (exposition, rising action,
climax, falling action), theme,
flashback, foreshadowing,
symbol, figurative language
(simile, metaphor,
personification), irony (verbal,
situational, dramatic)
● Analyze the use and effects of
an author’s structural choices.
● Read and recall evidence from
the text.
● Demonstrate close textual
reading skills.
● Summarize the major events of
the text.
● Reading analysis
quizzes
● 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 a 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 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)
● Choosing and
evaluating
appropriateness of
informational
readings related to
unit theme
● ​
Journal
assignments ● ​
Cite textual
evidence to
support inferences
in open
ended/paragraph
responses ● Textual evidence to support
inferences.
● Author’s purpose/POV
● Reading
comprehension
checks
● Stream of consciousness style
● Various literary elements,
including the following:
● 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.
● Discourse analysis
of a scene
Literary Nonfiction
● William Faulkner, “Nobel Prize
Acceptance Speech” recording at
Reading Literature: May include: ● Subtext
● Establish background
knowledge.
● Bernard Malamud, “Armistice”
Authors: ●
Lorraine Hansberry
●
William Faulkner
●
Arthur Miller
Standards (NJCCCS CPIs, CCSS, NGSS)
● 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 - 10.7 Analyze the
representation of a subject or a key
scene in two different artistic
mediums, including what is
Pacing The
Crucible o
​r
Death of a
Salesman​
:
12 lessons A Raisin in
the Sun​
: 12
lessons Other
works:at
least 9-16
lessons www.nobelprize.org/nobel_laure
ates/1949/faulkner-speech.html
● Zora Neale Hurston, “How it Feels
to be Colored Me”
● Determine and trace the central
idea(s) and/or theme(s) of the
text.
● Determine author’s point of
view and distinguish it from the
character or narrator’s point of
view.
● Langston Hughes, “When the
Negro Was in Vogue”
● Use context clues before and
during reading.
● Identify how the diction and
tone are used to communicate
the author’s message and/or
create mood.
● Arthur Miller, “Why I Wrote the
Crucible”
● Senator Joseph McCarthy,
“Speech at Wheeling”
● Select chapters from Thomas C.
Foster’s ​
Twenty Five Books that
Shaped America
● Excerpts from Thomas C. Foster​
’s
Reading Novels like a Professor
Poetry: ● Gwendolyn Brooks, “Life for My
Child is Simple,” “Primer for
Blacks,” “Kitchenette Building,”
“One Wants a Teller in a time like
this”
● Sylvia Plath, “Mirror”
● Anne Sexton, “Self in 1958”
● Create
performances of a
variety of
Langston Hughes
poems on the
subject of dreams
● Assess how themes, especially
the theme of the American
Dream, relate between and
among texts.
● Transcripts from the McCarthy
trials
● Create a
multimedia
presentation that
represents the
student’s
conception of the
American Dream
● Determine the meaning of
words and phrases and how
they connect to the setting and
tone of the text
● John Steinbeck, “In Defense of
Arthur Miller”
● Read passage and
determine
meaning of
unknown
vocabulary words
using context
clues
● Make predictions, connections,
and inferences.
● Effectively annotate text.
emphasized or absent in each
treatment. Reading Informational Texts: ● RIT.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.
● James Baldwin, “My Dungeon
Shook: Letter to My Nephew on
the One Hundredth Anniversary
of the Emancipation”
● John Steinbeck, “Why Soldiers
Won’t Talk”
● Read passages
and determine
main idea,
supporting
details, author’s
purpose and bias
if any
● RIT.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.
● RIT,9-10.3 Analyze how the author
unfolds 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.
● RIT.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.
● e.e. cummings, “[i carry your
heart with me(i carry it in]”
● Langston Hughes, “Harlem.” “As I
Grew Older,” “Dream Keeper,”and
“Let America Be America Again”
Writing: Writing: SWBAT: ●
Write a dialogue in play
format.
●
●
Dialogue
●
Specific detail
Analyze fiction and
informational text to form
connections
● Open-ended
questions,
providing textual
evidence, in
response to reading
passages, including
direct quotes
Revise and edit writing using
MLA format
●
● 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.
Provide textual evidence to
support inferences
Read and evaluate peer’s work
(E,H)
● W.9-10.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
● W.9-10.9a Apply grades 9-10
Reading Standards to literature
● W.9-10.9b Apply to grades 9-10
Reading standards to literary
nonfiction
● W.9-10.4 Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
● A monologue from
a character’s point
of view
● Responding in
writing to
comprehensionbased questions,
providing textual
evidence, including
direct quotes
●
● A dialogue written
in play format
●
Writing Standards: Provide textual support when
answering
comprehension-based
questions and open-ended
questions based on text
●
May include: Writing: ● Journal entries,
especially short
responses to quotes
or questions,
including creative
responses such as
letters to characters
and interior
monologues
● W.9-10.10 Write routinely over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting in a day or two) for a range of
tasks, purposes, and audiences.
● Analytical writing
linking texts
Speaking and Listening: Speaking and Listening: Speaking and
Listening
assessments: Speaking and Listening Standards SWBAT: ●
Follow and adjust guidelines for
effective class discussions
created in the previous unit.
●
Create questions in response to
texts.
●
Respond to teacher and
student-directed questions and
comments.
● Procedure for polite, respectful
discussion and listening,
necessity to provide textual
support for ideas/opinions ,and
ability to generate questions
based on discussion
● Write journal
summaries
Select/provide appropriate
textual evidence to support
ideas during class discussion.
●
● SL9-10.1a 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.
● Identify the most
important
questions raised
by classmates
about a particular
text.
●
● 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.
In addition to
possible topics
suggested at the top
of this column,
students may: ● Participate in
fishbowl and
jigsaw
discussions.
Present individually or as a
group findings from close
reading of a text.
● SL9-10.1b Work with peers to set
rules for collegial discussions and
decision-making (e.g., informal
consensus, taking votes on key
issues, presentation of alternate
views), clear goals and deadlines,
and individual roles as needed.
● Participate in both
teacher-led
and/or student
driven small and
large class
discussion.
● SL9-10.1c Propel conversations by
posing and responding to questions
that relate the current discussion to
broader themes or larger ideas;
actively incorporate others into
discussion; and clarify, verify, or
conclusion.
● Create a small
visual
presentation to
accompany a
spoken
presentation on a
small group
analysis of a
portion of a text.
● SL.9-10.1d Respond thoughtfully to
diverse perspectives, summarize
points of agreement and
disagreement, and, when
warranted, qualify or justify their
own views and understanding and
make new connections in light of
the evidence and reasoning
presented.
● 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.
Language: SWBAT: ● Identify and use various types of
phrases and clauses.
● Identify the meanings of words
by using context clues and
dictionaries.
● Identify and understand
figurative language.
● Identify and use colloquial
language for rhetorical effect
Language:
● types of phrases ( adjectival,
adverbial, participial,
prepositional) and clauses
(independent, dependent; noun,
relative, adverbial) to convey
specific meanings and add variety
and interest to writing
presentations.
● parallel structure.
Language
Assessment​
:
Language:
May include: ● Creation of
context sentences
● Vocabulary
quizzes for
vocabulary in
context.
● Imagery
● ​
Grammar
exercises to
practice parallel
structure and use
of various types of
phrases ● Figurative language
● Colloquial language
● Abstract versus concrete language
● L.9-10.1b Use various types of
phrases (noun, verb, adjectival,
adverbial, participial, ,
prepositional, absolute) and clauses
(independent, dependent; noun,
relative, adverbial) to convey
specific meanings and add variety
and interest to writing
presentations.
● Passage analysis
of selected
sections of novels,
short stories, and
informative texts.
● Vocabulary in context: learn
definitions and usage
● MLA format
● L.9 - 10. 1a Use parallel structure.
● L.9-10.2 Demonstrate command of
the conventions of standard English
capitalization, punctuation, and
spelling when writing.
● L.9-10 Apply knowledge of language
to understand how language
functions in different contexts, to
make effective choices for meaning
or style, and to comprehend more
fully when reading or listening.
● L.9-10.3.a Write and edit work so
that it conforms to the guidelines in
a style manual (e.g., MLA
Handbook, Turabian’s Manual for
Writers) appropriate for the
discipline and writing type. ● 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.
● ​
Read passage and
determine
meaning of
unknown
vocabulary words
using context
clues ● Capitalization,
punctuation,
spelling, grammar
and sentence
structure assessed
in ongoing writing
tasks
● L.9-10. 4a Use context (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.
● Adherence to
MLA format will
be assessed in
ongoing writing
tasks
● L. 9-10. 4b Identify and correctly
use patterns of word changes that
indicate different meanings or parts
of speech (e.g., analyze, analysis,
analytical; advocate, advocacy)
● Quiz on
commonly
misused words
● L. 9-10. 4d. Verify the preliminary
determination of the meaning of a
word or phrase. (e.g., by checking
the inferred meaning in context or
in a dictionary)
● Close reading of
texts (specifically
poetry) to analyze
figurative
language
● L.9-10.5 Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings.
● Close textual
reading to look for
diction and
nuances in word
meanings.
● L-9-10.5a. Interpret figures of
speech in context and analyze their
role in the text.
● L-9.10.5b Analyze nuances in the
meaning of words with similar
denotations.
● 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.
●
CRP1. Act as a
responsible and contributing
citizen and employee
●
CRP2. Apply
appropriate academic and
technical skills
●
CRP4.
Communicate clearly and
effectively and with reason
●
CRP5. Consider the
environmental, social and
economic impacts of
decisions
●
CRP6.
Demonstrate creativity and
innovation
●
CRP8. Utilize
critical thinking to make
sense of problems and
persevere in following them
●
CRP9. Model
integrity, ethical leadership
and effective management
●
CRP12. Work
productively in teams while
using cultural global
competence.
Unit 4 Overview Unit Title: 1960 - Present: Continuing the Conversation: Contemporary American Texts Unit Summary: This unit focuses on texts that reflect the varied experiences of contemporary Americans. The authors in this unit reconstruct the
American identity established during the Romantic movement, and students explore the role of contemporary literature in answering
the question “What is an American?” One approach to this unit: The unit begins with short works - poems and short stories - with
which students explore the essential questions as a full class. In addition to full class study, students read and respond independently
and/or in small groups to self-selected works. For each text, students explore connections between the essential questions and the
text A second approach: Student read a variety of contemporary poetry and short story aiming to answer one or more of the essential
questions. Suggested Pacing: 19 lessons Learning Targets Unit Essential Questions: ● What is an American?
● What parallels can be drawn between specific American works from different time periods?
● What do contemporary American fiction and nonfiction writers add to the conversation about individualism?
● How do contemporary American fiction and/or nonfiction represent different voices?
● What do contemporary American fiction and nonfiction writers add to the conversation about the American Dream?
Unit Enduring Understandings:
● Close reading requires careful attention to the writer’s choices and is achieved by such strategies as rereading, exploring
connotation, and considering multiple points of view.
● Effective text analysis requires an ability to cite several pieces of textual evidence to support what the text says explicitly as well
as what the text implies.
● Effective text analysis requires contextualizing and blending relevant support (quote or fact), creating a claim, and providing
commentary.
● Creating an interpretation and establishing a viewpoint of a text requires active engagement with the text.
● Grammatical understanding of the difference between clauses and phrases.
● Correct usage of the semicolon.
● Correct usage of the comma with coordinating conjunctions and introductory clauses and phrases.
Evidence of Learning Unit Benchmark: Students will work individually or in small groups to develop a multimedia project that reflects on their study of
American Literature and considers the Unit 4 essential questions.
Objectives Applicable Texts Contemporary poetry that
explores relevant themes:
●
● Tony Hoagland,
“America”
(Students will be able to…)
Reading Literature and
Literary
nonfiction/Informational
texts: Reading Literature and
Literary
nonfiction/Informational
texts: ●
● C.K Williams, “The United
States”
● Pat Mora, “Legal Alien”
Demonstrate close textual
reading skills.
Summarize the major events of
the text.
●
● Tim O’Brien, “Ambush”
Read and recall evidence from
the text.
● John Updike, “Separating”
● Various literary elements,
including the following: genre,
character (round, flat, static,
dynamic), setting, plot,
characterization (direct,
indirect), protagonist,
antagonist, conflict (internal,
external [man vs man, man vs
nature, man vs society]), plot
(exposition, rising action,
climax, falling action), theme,
flashback, foreshadowing,
symbol, figurative language
(simile, metaphor,
personification), irony (verbal,
situational, dramatic)
●
● Anne Tyler, “Teenage
Wasteland”
● Synthesize ideas from various
texts by considering both
argument and
counterargument.
●
● Sherman Alexie, “Indian
Education”
● Intertextuality
●
● Gish Jen, “In the American
Society”
● Assess how themes and ideas
relate between and among
texts.
Short stories that explores
relevant themes. Effectively annotate text by:
● identifying important claims,
asking questions to
understand and interpret,
identifying the meanings of
words and phrases in
context.
● Gary Soto, “Mexicans
Begin Jogging”
● Levels of questioning:
comprehension, interpretation,
extension
● Judith Ortiz Cofer, “The
Latin Deli”
Determine and trace the central
idea(s) and/or theme(s) of the
text.
●
● Louise Erdrich, “The Shawl”
SWBAT: ● Garrett Hongo, “The
Legend”
Essential Content Determine author’s point of
view and distinguish it from the
character or narrator’s point of
view.
● Textual evidence to support
inferences.
● Author’s purpose/POV
Suggested
Assessment
s Reading Literature
and
Nonfiction/Inform
ational texts:
Standards (NJCCCS CPIs, CCSS, NGSS)
Reading Literature: ●
May include: ● If students have not
completed a
narrative extension,
this should be
completed in this
unit.
● Journal
assignments in
which students
respond to a text as
various points in
their reading.
These responses
should include a
range of types of
responses,
including personal
and text-based,
including text to
text ●
Make predictions, connections,
and inferences.
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 a 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 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.9-10.5 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.
● Reading analysis
quizzes
●
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.
● Reading
comprehension
checks
● Any activity in
which students
compare and
contrast two texts
Pacing Poetry: 4
lessons Short
stories: 8
lessons Grammar: 4
lessons Full length
works: 16
weeks Teachers who choose to
complete this unit as a choice
unit should select a variety of
full length works from the list
below and present these works
as options for independent
study and/or small group
study. In some cases, works
are suggested for specific
levels. ●
Fiction ● Sherman Alexie ​
Absolutely
True Diary of a Part-time
Indian ​
(S, E)
●
●
Julia Alvarez, ​
How the Garcia
Girls Lost Their Accents
Philip Roth, ​
Nemesis
●
John Green ​
Looking for Alaska
●
M.T. Anderson​
Feed ​
(S, E)
●
Sylvia Plath ​
The Bell Jar ​
(H)
●
Ernest Gaines, ​
A Lesson Before
Dying
●
Ernest J. Gaines, ​
A Gathering
of Old Men ​
(H)
●
John Clinch, ​
Finn ​
(H)
●
Nancy Rawles ​
My Jim
●
Paul Volponi ​
Black and White
(S)
●
Matthew Olshan​
Finn: A Novel
(S)
●
Toni Morrison ​
The Bluest Eye
(H)
Identify how the diction and
tone are used to communicate
the author’s message and/or
create mood.
Reading Informational Texts: ● RIT.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.
● RIT.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.
● RIT.9-10.3 Analyze how the author
unfolds 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.
● RIT.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.
RL.9-10.10 By the end of 10th
grade, read and comprehend
literature, including stories,
dramas, and poems, at the high
end of the grades 9-10 text
complexity band independently
and proficiently.
●
Determine the meaning of
words and phrases and how
they connect to the setting and
tone of the text.
Sherman Alexie, ​
Reservation
Blues​
(E, H)
Use context clues before and
during reading.
●
●
●
● RIT.9-10-9 By the end of grade 9,
read and comprehend literary
nonfiction in the grades 9-10 text
complexity band proficiently,
independently and proficiently.
●
Danzy Senna ​
Caucasia (E,H)
●
Charles Portis, ​
True Grit
●
Pat Conroy, ​
My Losing Season
●
Jennifer Donnelly,​
The
Northern Light
●
Cory Doctorow,​
Little Brother
Non-fiction ● Lucy Grealy, ​
Autobiography of
a Face
●
James McBride, ​
The Color of
Water
●
Ken Silverstein, ​
The
Radioactive Boy Scout
●
John Krakauer,​
Into the Wild
●
H.G. Bissinger, ​
Friday Night
Lights
●
Michael Lewis, ​
The Blind Side:
Evolution of the Game ​
(S,E)
Short Story Collection: ●
Sherman Alexie ​
The Lone
Ranger and Tonto Fist Fight in
Heaven
Writing: Writing: SWBAT:
●
Writing: May include: ● Formal and informal voices for
different writing purposes
Write a well-structured
formal, literary argument
with a central claim,
develop the claim with
evidence, and consider at
least one other point of
view.
● Analytical writing
linking texts.
● Writing for a variety of purposes
● Organizing synthesis writing
● Responding in
writing to
comprehension-b
ased questions,
providing textual
Writing 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.9-10.3a Engage and orient the
reader by setting out a problem,
situation, or observation,
establishing one or multiple
point(s) of view, and introducing
● Write to understand a text.
evidence,
including direct
quotes.
● Write to convey synthesized
ideas about multiple texts,
using appropriate citation.
●
● Open-ended
questions,
providing textual
evidence, in
response to
reading passages,
including direct
quotes.
● Provide textual support when
answering
comprehension-based
questions and open-ended
questions based on text
●
● Provide textual evidence to
support inferences
●
● Journal entries
● Analyze fiction and
informational text to form
connections
●
● Revise and edit writing using
MLA format
a narrator and/or characters;
create a smooth progression of
experiences or events.
W.9-10.3b Use narrative
techniques, such as dialogue,
pacing, description, reflection,
and multiple plot lines, to develop
experiences, events, and/or
characters.
W.9-10.3c Use a variety of
techniques to sequence events so
that they build on one another to
create a coherent whole.
W.9-10.3d Use precise words and
phrases, telling details, and
sensory language to convey a
vivid picture of the experiences,
events, setting, and/or characters.
W.9-10.3e Provide a conclusion
that follows from and reflects on
what is experienced, observed, or
resolved over the course of the
narrative.
● Read and evaluate peer’s work
(E,H)
Speaking and Listening: Speaking and Listening ● Follow and adjust guidelines for
effective class discussions created
in the previous unit.
SWBAT​
: ● Create questions in response to
texts.
● Effective questions
Speaking and
listening
assessments:
● 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.
● generate their
own questions;
● SL9-10.1a 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.
● write journal
summaries;
● identify the most
important
questions raised
by classmates
about a particular
text;
● Present individually or as a group
findings from close reading of a
text.
In addition to
possible topics
suggested at the top
of this column,
students may: ● Respond to teacher and
student-directed questions and
comments.
● Select/provide appropriate
textual evidence to support ideas
during class discussion.
Speaking and Listening Standards ● SL9-10.1b Work with peers to set
rules for collegial discussions and
decision-making (e.g., informal
● participate in
fishbowl and
jigsaw
discussions;
consensus, taking votes on key
issues, presentation of alternate
views), clear goals and deadlines,
and individual roles as needed.
● participate in both
teacher-led
and/or student
driven small and
large class
discussion;
● create a small
visual
presentation to
accompany a
spoken
presentation on a
small group
analysis of a
portion of a text.
● SL9-10.1c Propel conversations by
posing and responding to questions
that relate the current discussion to
broader themes or larger ideas;
actively incorporate others into
discussion; and clarify, verify, or
conclusion.
● SL.9-10.1d Respond thoughtfully to
diverse perspectives, summarize
points of agreement and
disagreement, and, when
warranted, qualify or justify their
own views and understanding and
make new connections in light of
the evidence and reasoning
presented.
● 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.
● 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.
● SL.9-10.6 Adapt speech to a variety
of contexts and tasks,
demonstrating command of formal
English when indicated or
appropriate.
Language: Language: Language
Assessment​
:
Language:
SWBAT: ● Types of phrases (noun, verb,
adjectival, adverbial, participial,
prepositional, absolute) and
proper use of the comma
●
Identify and use various types
of phrases and clauses.
●
●
Identify and understand
figurative language.
●
Use a semicolon and a colon.
●
● Types of clauses (independent,
dependent; noun, relative,
adverbial) and proper use of the
semicolon and comma
Use commas with introductory
clauses and phrases and
coordinating conjunctions.
● passage analysis
of selected
sections of novels,
short stories, and
informative texts.
● L.9 - 10. 1a Use parallel structure.
● L.9-10.1b Use various types of
phrases (noun, verb, adjectival,
adverbial, participial, ,
prepositional, absolute) and clauses
(independent, dependent; noun,
relative, adverbial) to convey
specific meanings and add variety
and interest to writing
presentations.
● Creation of
context sentences
● Vocabulary in context: learn
definitions and usage
● MLA format
● L.9-10.1 Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
Identify the meanings of words
by using context clues and
dictionaries.
May include: ● Vocabulary
quizzes
● ​
Grammar
exercises to
practice parallel
structure and use
of various types of
phrases ● Figurative language
● ​
Read passage and
determine
meaning of
unknown
vocabulary words
using context
clues ● Capitalization,
punctuation,
spelling, grammar
and sentence
structure assessed
in ongoing writing
tasks
● L.9-10.2 Demonstrate command of
the conventions of standard English
capitalization, punctuation, and
spelling when writing.
● L.9-10 Apply knowledge of language
to understand how language
functions in different contexts, to
make effective choices for meaning
or style, and to comprehend more
fully when reading or listening.
● L.9-10-2a Use a semicolon (and
perhaps a conjunctive adverb) to
link two or more closely related
independent clauses.
● L9-10.2b Use a colon to introduce a
list or quotation.
● Adherence to
MLA format will
be assessed in
ongoing writing
tasks
● Quiz on
commonly
misused words
● Close reading of
texts (specifically
● L.9-10.3.a Write and edit work so
that it conforms to the guidelines in
a style manual (e.g., MLA
Handbook, Turabian’s Manual for
Writers) appropriate for the
discipline and writing type.
● 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.
poetry) to analyze
figurative
language
● L.9-10. 4a Use context (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.
● Close textual
reading to look for
diction and
nuances in word
meanings.
● L. 9-10. 4b Identify and correctly
use patterns of word changes that
indicate different meanings or parts
of speech (e.g., analyze, analysis,
analytical; advocate, advocacy)
● L. 9-10. 4d. Verify the preliminary
determination of the meaning of a
word or phrase. (e.g., by checking
the inferred meaning in context or
in a dictionary)
● L.9-10.5 Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings.
● L-9-10.5a. Interpret figures of
speech in context and analyze their
role in the text.
● L-9.10.5b Analyze nuances in the
meaning of words with similar
denotations.
● 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.
●
CRP1. Act as a
responsible and contributing
citizen and employee
●
CRP2. Apply
appropriate academic and
technical skills
●
CRP4.
Communicate clearly and
effectively and with reason
●
CRP5. Consider the
environmental, social and
economic impacts of
decisions
●
CRP6.
Demonstrate creativity and
innovation
●
CRP8. Utilize
critical thinking to make
sense of problems and
persevere in following them
●
CRP9. Model
integrity, ethical leadership
and effective management
●
CRP12. Work
productively in teams while
using cultural global
competence.
Educational Technology
Standards:
● 8.1 All students will use digital tools
to access, manage, evaluate, and
synthesize information in order to
solve problems individually and
collaborate and to create and
communicate knowledge.
● 8.1.D: Digital Citizenship: Students
understand human, cultural, and
societal issues related to technology
and practice legal and ethical
behavior.
● 8.1.E: Research and Information
Fluency: Students apply digital tools
to gather, evaluate and use
information.