Farmington Public Schools
Curriculum Map
Course: English 100H
Department: English
Course Purpose:
English 100H is a foundation honors course which allows students to explore the human
condition as presented in literature. This course also introduces students to the core processes
and skills necessary to be successful in high school English as well as meet or exceed
standard on CAPT, SAT and AP exams. This course prepares students to read, analyze, and
write about complex texts in a variety of genres including contemporary and Victorian
fiction, Shakespearean poetry and drama, classical and modern poetry and non-fiction
commentary. Students will also analyze basic rhetorical devices and strategies in order to
write persuasively as well as conduct research in order to prove a specific argument. In
addition, students will explore the fundamentals of creative writing, particularly the use of
poetic device and structure. These foundations are necessary in order for students to grow as
readers and writers who are prepared for the rigors of upper-level academics.
Major Learning Goals and Understandings:
Students taking English 100H will learn key vocabulary and literary terms in order to
analyze text on a sophisticated level. This will enable students to question texts beyond the
literal level as well as analyze passages in a complex text to understand significance.
Students will also learn to construct clear and arguable thesis statements in a variety of
written forms and then support their arguments with strong and relevant evidence including
selection and incorporation of direct quotation and paraphrase. Students will synthesize ideas
between written texts and visual texts as well as conduct and apply research. Further,
students will have the opportunity to compose and publish original poetry.
Units:
Introduction to Literary Analysis: Character Development and Theme in Of Mice
and Men and Trifles
Exploration of Society and the Individual in A Tale of Two Cities
Introduction to Rhetoric/Non-Fiction and Composition with Research Paper
Introduction to Poetry
Introduction to Shakespeare: Romeo and Juliet
Night and Personal Narrative/Monologue
The Joy of Vocabulary and Content Vocabulary
Independent Reading
Authors:
Virginia Gillis and Susan Holcombe
Date:
June 2008
Unit 1: Introduction to Literary Analysis: Character Development and Theme in Of Mice and
Men and Trifles
Grade: 9
Subject: English
Course: 100H
Length of Unit: 5 weeks
Essential Questions
--How does literature help us to interpret or portray the meaning of home?
--How does the analysis of literature help us to interpret how society influences the power of individual dreams?
--How do writers create dynamic characters?
Stage I - Standards
Primary EU’s and Content
Standard
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
EU2 – Reading is a thinking process
used to construct meaning
Methods of characterization.
Content Standard 2.2
Students will use strategies to expand
meaning beyond the text
How Steinbeck and Glaspell use
methods of characterization
effectively.
Demonstrate proficient use of proper
mechanics, usage and spelling skills
appropriate to grade level.
Content Standard 2.3
Students will use strategies to think
critically about the text
Definition of archetype, archetypal
patterns, theme and motif including
Explain internal and external
empathy, dreams, belonging,
conflicts, turning points that advance
friendship, ownership, disillusionment the plot, and their resolution
and the meaning of home.
To annotate a text
How to use a variety of brainstorming
techniques.
Analyze, interpret and explain the
significance of the text’s main idea,
Definition of thesis statement.
theme or stance.
EU3 -- Writing is a thinking process
used to generate, clarify, and
communicate ideas
Content Standard 3.1
Students will use recursive processes
to compose text that achieves its
purpose.
.
Content Standard 3.2
Students will apply the traits of
writing to analyze and compose text
Components of thesis statement.
How to structure a compare and
contrast essay.
Definition of topic sentence.
Develop inferences about characters
motivation and character change
Justify text interpretations with
relevant and powerful evidence and
direct quotations.
Recognize and critique Steinbeck’s
and Glaspell’s use of literary
archetypes and motifs.
How to choose relevant quotations.
How to use revision strategies to
improve the quality of essay.
Use multiple strategies for generating
and developing ideas, drafting,
revising and editing.
Compose narrative and expository
text that is focused, organized,
elaborated, and fluent.
Define a strong thesis and present
supporting ideas in a logical order.
Support a thesis with logical
reasoning and strong evidence.
Stage II – Common Assessments
Formative assessment: Three formal journal entries: character development, quote analysis and theme*
Summative assessment:Compare and contrast essay-theme/character that addresses the essential questions of the unit*
Summative assessment: Revision of compare and contrast essay*
* submitted to turnitin.com
Stage III– Core/Assured Learning Experiences
Methods of characterization practice (EU 2, CS 2.3).
 Students complete chart for major characters and analyze Steinbeck’s methods of characterization. Students
then determine what they can infer about each character from the different methods
Formative assessment: Creative close-reading assignment (metaphorical t-shirt) (EU2, CS 2.2).
 Students design a visual for the front of a t-shirt that metaphorically represents character or theme. On the
back students write one line of text that expresses that metaphor
Practice turning motif into theme (EU2, CS 2.2, 2.3).
Practice quote analysis (EU3, CS 3.2).
 tie analysis to theme and essential question (see formative assessment journal entry)
 compare similar passages in Of Mice and Men to determine intent and purpose ex. the snake and the
shooting
Annotate provided copy of Trifles (EU2, CS 2.2, 2.3)
 As we begin the play, teachers will model annotations. Student will annotate as we read aloud in class.
Annotations with be checked and shared daily.
Formative assessment: Reading quizzes
Class discussion
Exploration of Robert Burns’ poem “To a Mouse, in Turning Up Her Nest With the Plow”
Formative assessment: Preparation for writing essay (EU3, CS 3.1, 3.2).
 Thesis development—Building on turning motif into theme, students will now create a thesis statement for a
compare and contrast essay. Students will understand components of a thesis statement (topic, direction,
significance). Students will analyze model thesis statements for components. Students will compose and
share over the next few days their own thesis statements for instant feedback in preparation for summative
essay assignment. Thesis statement submitted daily for teacher feedback until accepted.
 Topic sentences—Direct instruction on topic sentence purpose, analysis of topic sentence models,
composition of topic sentences. Share for instant feedback in preparation for summative essay assignment.
 Quote selection—Complete quote selection activity which includes modeling effective and ineffective
quotes. Students choose quotes to fit their thesis argument. Participate in peer review.
 Quote inclusion—Complete inclusion activity which includes writing a seamless incorporation of quote
(set-up, lead-in, analysis). Put the quote in context. Make it part of your own sentence. Tie the quote to
thesis argument in analysis. Complete outline for teacher feedback in preparation for summative essay
assignment.
Process for revision strategies—see revision strategies checklist
Unit 2: Exploration of Society and the Individual in A Tale of Two Cities
Grade: 9
Subject: English
Course: 100H
Length of Unit: 8 weeks
Essential Questions
--How do authors use literary devices to develop themes in literature?
--How is literature used to depict social and economic struggles within a society?
--How does literature help form a definition of love and hate?
Stage I - Standards
Primary EU’s and Content
Standard
EU2 – Reading is a thinking process
used to construct meaning
Content Standard 2.1
Students will use strategies to sustain
meaning within text
Content Standard 2.2
Students will use strategies to expand
meaning beyond the text
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
Background on Dickens and French
Revolution
Demonstrate proficient use of proper
mechanics, usage and spelling skills
appropriate to grade level.
Elements of literature (exposition,
conflict, rising action, climax, falling
action, denouement)
How Dickens uses characterization as
exposition.
Content Standard 2.3
Students will use strategies to think
critically about the text
.
EU3 -- Writing is a thinking process
used to generate, clarify, and
communicate ideas
Different levels of questioning a
complex text.
Content Standard 3.1
Students will use recursive processes
to compose text that achieves its
purpose.
How Dickens uses literary devices to
articulate theme.
Content Standard 3.2
Students will apply the traits of
writing to analyze and compose text
Content Standard 3.3
Students will study the craft of
writing to effectively compose text in
a variety of genre
Definition of literary devices
including but not limited to:
symbolism, allusion, metaphor, irony,
foil
Use comprehension strategies flexibly
to construct literal meaning of
sophisticated and complex text.
Develop inferences about character
motivation and character change.
Explain the significance of the
settings of both France and England.
Explain internal and external
conflicts, turning points that advance
the plot, and their resolution.
Analyze, interpret and explain the
significance of the text’s main idea,
theme or stance.
Definition of mood and tone.
Formula for critical/analytical essay.
Justify text interpretations with
relevant and powerful evidence and
direct quotations.
Employment of transitional words and
phrases.
Incorporate quotations seamlessly
into writing utilizing correct MLA
How to smoothly incorporate quotes
citation
by using context and lead-in.
Recognize and analyze Dickens’ use
How to use revision strategies to
of imagery, dialogue, and figurative
improve the quality of essay.
language (hyperbole, metaphor)
Recognize and analyze Dickens’ use
of language to create mood, tone, or
feeling in the reader.
Critique Dickens’ style and use of
literary devices (symbolism, irony,
satire, allusion) to develop meaning
Actively participate in a responsive
literary community by asking
questions, proposing theories, and
debating ideas with others.
Independently use flexible process for
generating ideas, drafting, revising,
and editing work.
Compose narrative and expository
text that is focused, organized,
elaborated, and fluent in
critical/analytical format.
Use cohesive paragraphs that link
details to main ideas.
Develop engaging leads and strong
conclusions that support the purpose
for writing critical/analytical essay.
Make effective use of transition
words.
Study and compose well-crafted
expository writing.
Write a critical/analytical essay that
presents a strong thesis (argument or
interpretation of the text), is wellreasoned and supported with clear and
convincing evidence.
Stage II – Common Assessments
Formative assessment: Formal Journal Entries*
Formative assessment: Take Home Quiz Books 1 and 2*
Formative assessment: Formal Chapter Presentations (small groups)
Summative assessment: Critical/Analytical Essay (student choice of character, theme, motif, literary device, gender
issues, social and economic issues, etc.) that addresses the essential questions of the unit*
Summative assessment: Revision of Critical/Analytical Essay*
*submitted to turnitin.com
Stage III– Core/Assured Learning Experiences
Questioning the text activity to recognize intent and purpose
Formative assessment: Bumper Sticker—midway through book two, slogan representing peasants experience
(displayed in classroom)
Visual interpretation activity—metaphorical interpretation of character, theme, literary device (displayed in classroom)
Fishbowl—student literature discussion on a variety of subjects
Formative assessment: Literary Lighthouse –moving from device to theme (displayed in classroom)
Reading quizzes throughout unit which test initial understanding and interpretation
Unit 3: Introduction to Rhetoric/Non-Fiction and Composition with Research Paper
Grade: 9
Subject: English
Course: 100H
Length of Unit: 5 weeks
Essential Questions
--What makes an argument convincing?
--How is research used effectively?
Stage I - Standards
Primary EU’s and Content
Standard
EU2 – Reading is a thinking process
used to construct meaning
Content Standard 2.1
Students will use strategies to sustain
meaning within text
Content Standard 2.2
Students will use strategies to expand
meaning beyond the text
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
Definition of rhetorical devices such
as: concession, refutation, emotional,
ethical, and logical appeals.
Demonstrate proficient use of proper
mechanics, usage and spelling skills
appropriate to grade level as
applicable to research paper.
Definition of connotation and
denotation.
Variety of structures for a persuasive
essay.
Content Standard 2.3
Students will use strategies to think
critically about the text
Effective argumentative strategies.
EU3 -- Writing is a thinking process
used to generate, clarify, and
communicate ideas
Definition of plagiarism and
ownership of ideas.
Content Standard 3.1
Students will use recursive processes
to compose text that achieves its
purpose.
Content Standard 3.3
Students will study the craft of
writing to effectively compose text in
a variety of genres.
Set a purpose, activate prior
knowledge and adjust reading
behavior appropriate to task.
Effective public speaking strategies.
Engage audience and orally present
an argument.
Integrate sources of information
How to access information through
library resources.
How to evaluate sources and
information.
How to compile and synthesize
information.
How to construct and support a thesis
argument using the information.
TECH EU – Information skills and
How to use proper MLA
strategies are necessary to effectively documentation and format for works
locate and use resources for solving
cited page.
problems, conducting research, and
pursuing personal interest.
Standard #1 – Information Accessing
TECH EU – The responsible student
will demonstrate legal use of
information resources, computers, or
other technologies recognizing the
Use pre-reading strategies and adjust
reading behavior appropriate to
purpose and task.
Use strategies to gather and use
information / knowledge and skills.
Recognize and critique author’s bias
and use of language to create mood,
tone, or feeling in the reader.
Use knowledge of complex
expository and narrative text
structures to read with understanding.
Use strategies to determine and
summarize important ideas or
information / knowledge and skills.
Synthesize and compare main
ideas/details or opinions/arguments in
a set of texts.
Select, synthesize, and use relevant
information from a variety of print
and media sources to develop thesis
attendant social, economic, and
ethical issues
Standard #4 – Responsible
Information Use
or answer a question.
Analyze, interpret and explain the
significance of the text’s main idea,
theme or stance.
Generalize enduring themes to
contemporary life and times.
Justify text interpretations with
relevant and powerful evidence and
direct quotations to defend a specific
point of view.
Incorporate quotations seamlessly
into writing utilizing correct MLA
citation – with regard to non-fiction
and research documentation.
Use multiple strategies for generating
and developing ideas, drafting,
revising and editing.
Independently use flexible process for
generating ideas, drafting, revising,
and editing work.
Formulate a thesis statement based
upon analysis of information
gathered.
Understand principles of library and
information systems to locate
resources in a variety of source
formats appropriate to their
information need.
Demonstrate ability to extract and
organize relevant information from a
variety of source formats.
Demonstrate ability to synthesize
information to answer a question or
support a thesis position.
Acknowledge the ownership of ideas
and information by complying with
copyright law.
Apply established MLA bibliographic
standards for giving credit to
information used.
Stage II – Common Assessments
Formative assessment: Persuasive Piece on topic of choice*
Formative assessment: Rhetorical Analysis on research article*
Summative assessment: Research Paper—student choice of contemporary topic which presents a specific view
point/argument*
*submit to turnitin.com
Stage III– Core/Assured Learning Experiences
Examine and define rhetorical devices and strategies (EU2, CS 2.1, 2.2, 2.3)
 Direct instruction on definitions and rhetorical devices
 Look at samples of concession and refutation
 Look at samples of ethos, pathos, and logos
 Class discussion of effect of the devices and strategies in these samples
Read a variety of contemporary persuasive essays and visual media including: “The Importance of Being Scared” Anna
Quinlin’s “Not Semi-Soldiers,” John Steinbeck’s “Nobel Prize Acceptance Speech,” commercials, advertisements and
other contemporary editorials and articles (EU2, CS 2.1, 2.2, 2.3)
 Daily annotation and discussions of rhetorical devices and strategies in each piece as preparation for
composition
Analyze SAT prompts (What is the argument? How would you answer?)
 Preparation to find topic for persuasive essay
Lesson on persuasive thesis statement vs. lit analysis
Introduction to library and accessing information (Technology EU Standard 1)
 Introduction to databases and accessing information (Librarian taught lesson)
 Time to search databases and find rhetorical article of interest for formative assessment-rhetorical analysis on
research article
Direct instruction regarding research paper (EU2, 2.1, 2.3, EU3, 3.1, Technology EU Standard 1, Standard 4)
 Library lesson in classroom (notes, paraphrase, overview article)
 Time in library to access overview article
 Library lesson in classroom (source cards and synthesizing information)
 Time in library for additional research
 Library lesson in classroom (using direct evidence vs. paraphrase
 Library lesson in classroom (plagiarism and citation)
Complete research proposal which includes thesis statement and organizational strategy
 Share in class
 Receive daily teacher feedback
Complete research paper outline which includes revised thesis statement, topic sentences, evidence for each paragraph
with citations
 Turned in for teacher feedback and credit
Unit 4: Introduction to Poetry
Grade: 9
Subject: English
Course: 100H
Length of Unit: 2 weeks
Essential Questions
--How do poets manipulate language and structure to convey meaning?
Stage I - Standards
Primary EU’s and Content
Standard
EU 1 -- Reading and writing require a
fundamental knowledge of sounds,
letters, words, and the conventions of
language to read, write, and speak
effectively.
Content Standard 1.1
Students will acquire knowledge of
sounds, letters and words and the
conventions of language to use in all
literacy work.
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
How to fluently read poetry.
Recognize appreciate and use the
nuances of language, including
connotation and denotation that
precisely communicate meaning and
enhance impact.
Definition of various poetic devices
and structures such as: enjambment,
censure, foot, meter, sonnet, couplet
and rhyme scheme.
How to condense language to achieve
the desired effect.
Modify pace, phrasing, and
expression to read a variety of poems
fluently.
EU2 – Reading is a thinking process
used to construct meaning
How to use SOAPSTone strategy in
analysis.
Analyze and critique elements of
author’s craft as pertains to poetry.
Content Standard 2.1
Students will use strategies to sustain
meaning within text
How to analyze literal and figurative
meaning to determine poet’s intent
and purpose.
Recognize and critique poet’s use
of language to create mood, tone or
feeling in the reader.
Content Standard 2.3
Students will use strategies to think
critically about the text
How to use personification, sound,
and imagery in original poetry.
Identify and explain poet’s use of
text features.
The construction of various short
forms of poetry including limerick,
haiku, monostitch, and clerihew.
Use “show don’t tell” strategies for
elaboration.
EU3 -- Writing is a thinking process
used to generate, clarify, and
communicate ideas
Content Standard 3.2
Students will apply the traits of
writing to analyze and compose text
Content Standard 3.3
Students will study the craft of
writing to effectively compose text in
a variety of genre
Study and explore the composition of
well-crafted poetic writing.
Draft a collection of poetry that
explores a range of poetic forms to
communicate a message or feeling.
Demonstrate some effective use of
poetic language and structure to
enhance meaning in original poetry.
Stage II – Common Assessments
Summative assessment: Poetry Portfolio which includes original poetry and timed poetry analysis with revision
Stage III– Core/Assured Learning Experiences
Read and analyze children’s text such as Dr. Seuss’ The Cat in the Hat for poetic quality and device—How/why is this
text poetic?
Read and respond to sampling of various poems (Collins, e e cummings, Millay, Angelou and others)
Select five published poems to share with class
 Students will research and select five poems by five different poets of their choosing
 Two or three students will share one of their selections for class discussion (daily)
Formative assessment: Timed analysis of one of the five poems (EU2, CS 2.3, EU3 CS 3.2)
 Students choose one of their selected poems, annotate for homework, and write an in-class analysis
 The next day students participate in peer review/edit for immediate feedback
 Students revise analysis then submit for feedback and credit
Create original poems (EU2, CS 2.3, EU3 CS 3.3)
 Found poem
 Two Shadow poems
 Image poem with revision
 Short forms
 Personification poem with revision
 Sound poem using alliteration, assonance, meter and repetition with revision
Formative assessment: Second in-class timed piece on teacher’s selection with revision (EU2, CS 2.3, EU3 CS 3.2)
 Teacher selects poem for analysis (Frost, Dickinson etc.)
 Students complete in-class analysis
 Class discussion of poem while students take notes
 Revision of analysis
The Fine Line literary magazine publication
 Students are encouraged to submit original poetry for publication
Recitation of student selected poem
Unit 5: Introduction to Shakespeare: Romeo and Juliet
Grade: 9
Subject: English
Course: 100H
Length of Unit: 5 weeks
Essential Questions
--How are your personal actions connected to your community responsibilities?
--What do you do when your personal beliefs conflict with those around you?
--Why are Shakespeare’s plays timeless?
Stage I - Standards
Primary EU’s and Content
Standard
EU1 -- Reading and writing require a
fundamental knowledge of sounds,
letters, words, and the conventions of
language to read, write, and speak
effectively.
Content Standard 1.1
Students will acquire knowledge of
sounds, letters and words and the
conventions of language to use in all
literacy work.
EU2 – Reading is a thinking process
used to construct meaning
Content Standard 2.1
Students will use strategies to sustain
meaning within text
Content Standard 2.2
Students will use strategies to expand
meaning beyond the text
EU3 -- Writing is a thinking process
used to generate, clarify, and
communicate ideas
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
Background on Shakespeare’s life and Recognize appreciate and use the
times and the Globe theater.
nuances of Shakespeare’s language,
including connotation and denotation
Definition of pun, aside, soliloquy,
that precisely communicate meaning
prologue, chorus, paradox, oxymoron and enhance impact.
and dramatic irony.
Modify pace, phrasing, and
Aristotelian forms of comedy and
expression to read
tragedy.
Shakespeare’s drama aloud during
class.
How to read a visual text by looking
at Luhrmann’s and Zeffirelli’s films.
Develop inferences about character
motivation and character change.
How to interpret Shakespeare’s use of
language.
Explain internal and external
conflicts, turning points that advance
How Shakespeare incorporates sonnet the plot, and their resolution.
form into the drama.
Analyze, interpret and explain the
The conflicts within Verona and its
significance of the Romeo and
citizens.
Juliet’s main ideas, themes or
stances.
Compose narrative and expository
text that is focused, organized,
elaborated, and fluent on the final
exam—timed essay.
Content Standard 3.2
Students will apply the traits of
writing to analyze and compose text
Support a thesis with logical
reasoning and strong evidence on the
final exam.
Stage II – Common Assessments
Formative assessment: Compare and contrast Shakespeare’s text with Zeffirelli and Luhrmann film versions
Summative assessment: Formal Journal Entry*
Summative assessment: Final exam essay on character (Romeo’s motivations, conflicts and community responsibility
compared to new piece of literature) that addresses the essential questions of the unit
*submit to turnitin.com
Stage III– Core/Assured Learning Experiences
Read and act out Romeo and Juliet in class
Class discussions
Silent written argument addressing ideas embedded in essential questions
Formative assessment: Reading Quizzes
Viewing of two film versions
“O, bid me leap” shadow poem
Unit 6: Night and Personal Narrative/Monologue
Grade: 9
Subject: English
Course: 100H
Length of Unit: 2 weeks
Essential Questions
--How does literature help us to understand the existence of good and evil in a society?
--How do the oppressors and the oppressed respond to their positions?
--What is the nature of heroism under these circumstances?
--What is the purpose of memoir in addressing the human condition?
--What constitutes effective storytelling?
Stage I - Standards
Primary EU’s and Content
Standard
EU 1-- Reading and writing require a
fundamental knowledge of sounds,
letters, words, and the conventions of
language to read, write, and speak
effectively.
Content Standard 1.1
Students will acquire knowledge of
sounds, letters, words, and the
conventions of language to use in all
literacy work.
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
Background on Elie Wiesel.
Definition of memoir.
Demonstrate proficient use of proper
mechanics, usage and spelling skills
appropriate to grade level.
How to synthesize ideas/conflicts in
Night with an original piece of art.
Analyze and critique elements of
author’s craft
How literature helps us understand
the definition of good and evil in a
society.
Develop inferences about character
motivation and character change
EU2 – Reading is a thinking process
used to construct meaning
How oppressors and the oppressed
respond to their positions.
Content Standard 2.2
Students will use strategies to expand
meaning beyond the text
The nature of heroism under these
circumstances.
Content Standard 2.3
Students will use strategies to think
critically about the text
EU3 -- Writing is a thinking process
used to generate, clarify, and
communicate ideas
Content Standard 3.1
Students will use recursive processes
to compose text that achieves its
purpose.
Content Standard 3.2
Students will apply the traits of
writing to analyze and compose text
The purpose of memoir in addressing
the human condition.
Strategies for public speaking and
storytelling with consideration of
audience.
Explain internal and external
conflicts, turning points that advance
the plot, and their resolution
Analyze, interpret and explain the
significance of the text’s main idea,
theme or stance.
Recognize and critique author’s use
of literary archetypes and motifs.
Justify text interpretations with
relevant and powerful evidence and
direct quotations.
Format for personal monologue.
Incorporate quotations seamlessly
into writing utilizing correct MLA
citation.
Independently use flexible process for
generating ideas, drafting, revising,
and editing work.
Compose narrative text that is
focused, organized, elaborated, and
fluent which is present orally.
Define a strong thesis and present
supporting ideas in a logical order
relative to personal narrative.
Support a thesis with logical
reasoning in personal narrative
format.
Stage II – Common Assessments
Summative assessment: Formal journal writes that answer four essential questions using direct evidence from Night to
support argument*
Summative assessment: Art/visual project and written defense which synthesizes the ideas presented in the text
(displayed in classroom)
Personal Monologue/narrative and written documentation
*submit to turnitin.com
Stage III– Core/Assured Learning Experiences
View Oprah Winfrey’s interview of Elie Wiesel at Auschwitz
 Involves discussion on effective note-taking of information which can be connected to text and incorporated
into journal entries
Fishbowl discussion of essential questions prior to final draft of formal journal entry
Peer review and discussion of journal entries prior to revision and submission
View models of successful art/visual projects
View models of successful narratives (including Laramie Project and others)
Unit 7: Independent Reading
Grade: 9
Subject: English
Course: 100H
Length of Unit: Ongoing
throughout year
Essential Questions
--How does one generate interest in literature?
--How does one translate literature into film?
Stage I - Standards
Primary EU’s and Content
Standard
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
EU2 – Reading is a thinking process
used to construct meaning
Definition of epic
Content Standard 2.1
Students will use strategies to sustain
meaning within text
Background on The Odyssey as an
important text in addressing the
allusions in western literature
Use video, audio, and multimedia
tools to create clear and meaningful
presentations of ideas
Content Standard 2.2
Students will use strategies to expand
meaning beyond the text
Definition and significance of
allusions
Content Standard 2.3
Students will use strategies to think
critically about the text
Independently extract motifs and
themes from a text
How to edit PowerPoint slides
effectively.
TECH EU – Technology can be used
to create written, visual, and
multimedia products to communicate
ideas, information, or conclusions to
others. Standard #2-Communication
Stage II – Common Assessments
Formative assessment for choice text: Three slides PowerPoint presentation which includes background on writer,
intent and purpose/themes, and quote analysis
Formative assessment for The Odyssey excerpts: Peer group film presentation
Stage III– Core/Assured Learning Experiences
Access information on choice text authors
Read excerpts from The Odyssey
Help from Evan Foreman and/or Film Club
Unit 8: The Joy of Vocabulary and Content Specific Vocabulary
Grade: 9
Subject: English
Course: 100H
Length of Unit: Ongoing
throughout year
Essential Questions
--Why is an expansive vocabulary important?
Stage I - Standards
Primary EU’s and Content
Standard
EU 1—Reading and writing require a
fundamental knowledge of sounds,
letters, words and the conventions of
language to read, write, and speak
effectively.
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
The definition, spelling and usage of
vocabulary words in lessons 1-18 and
additional words taken from literary
content.
Acquire a phonological awareness
with regard to the vocabulary words
studied.
Use word solving strategies.
Content Standard 1:1
Students will acquire knowledge of
sounds, letters, words and the
conventions of language to use in all
literacy work.
Acquire vocabulary: high frequency
words.
Acquire vocabulary: content words.
Use conventions of language.
Stage II – Common Assessments
Lesson Exercises 1-18 in Joy of Vocabulary
Summative assessment: Vocabulary Quizzes for units 1-18
Stage III– Core/Assured Learning Experiences
Discussion of homework assignments and word usage
Appendices:
Stage II Common Assessments and Rubrics available in English Department or FHS Collaborative Drive
UNIT 1:
Of Mice and Men and Trifles Formal Journal Assessment
Of Mice and Men and Trifles Formal Journals Rubric
Of Mice and Men and Trifles Compare and Contrast, Critical/Analytical Essay
Of Mice and Men and Trifles Essay Rubric
Revision Strategy Feedback Checklist
UNIT 2:
A Tale of Two Cities Formal Journal Assessment
A Tale of Two Cities Chapter Presentation Assessment
A Tale of Two Cities Chapter Presentation Rubric
A Tale of Two Cities Essay Assessment
UNIT 3:
Non-Fiction Persuasive Assessment
Non-Fiction Persuasive Assessment Rubric
Rhetorical Analysis on Research Article Assessment
Rhetorical Analysis on Research Article Rubric
Research Assessment
UNIT 4:
How to Write a Found Poem Assignment
Shadow Poem Assignment
Short Forms Assignment
Creating Images in Poetry Assignment
Personification and Repetition Assignment
Sound Poem Using Alliteration and Assonance Assignment
Poetry Analysis Rubric
Poetry Portfolio Assessment Instructions
UNIT 6:
Night Formal Journal Assessment
Night Visual Project Assessment
Night Visual Project School-wide Rubric
UNIT 7:
Independent Reading PowerPoint Presentation Assessment
Independent Reading PowerPoint Rubric