1
NEW! Curriculum Guide – 2012 - 2013
ENGLISH I - Quarter 2
Instructional Planning – English I, 2012-2013
…from Unit 2: Old Man at the Bridge, Ernest Hemingway, pg. 201 ….………… Close Read
The Jade Peony, Wayson Choy, pg. 203 ………………………………. Close Read
“The Interlopers”, pg. 270……………………………………..……………… Short Story
“The Cask of Amontillado”, pg. 60 …………………………………….…. Short Story
“Poe and the Gothic Tradition”, pg. 65……………….………….…….. Informational Text
“The Scarlet Ibis”, pg. 384 …………………………………………….……... Short Story
“Scarlet Ibis” pg. 386 ……….……………………………………………..…… Informational Text
“The Golden Kite, the Silver Wind”, pg. 396 …….………………… Short Story
“Compare symbolism and allegory”, pg. 401 ………………….…. Timed Writing
“The Most Dangerous Game”, pg. 214 ………………….….……….. Short Story
“World War I Trenches”, pg. 233……………………………….……….. Informational Text
“The Gift of the Magi”, pg. 260 …………………….……………..……... Short Story
“Watch Fob Chain”, pg. 263 ………………………………..….……..….. Informational Text
“The Necklace”, pg. 332 …………………………………..….……….…… Short Story
“Writing Workshop”, pg. 402………………………………..…..….…… Cause and Effect Essay
English/language arts
Memphis City Schools, PreK-12 Literacy
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Q2 - Week 1 (October 8, 9, 10) Fall Break for students and teachers, October 11 and 12.
Literary Analysis Workshop: Short Story, pg 196
Elements of a Short Story
Plot Structure of a Short Story
Analyzing Character
Analyzing Structure and Theme
Graphic Organizer: Essay Template, pg.
, CLP
Close Read: Elements of a Short Story
Independent Practice
For the first nine weeks, the curriculum map included the Literary Analysis Workshop found on page 196 of the new
textbook. Continue to revisit the components listed above.
Old Man at the Bridge, pg. 201, Ernest Hemingway
Close Read
Close Read: Elements of a Short Story
Short stories create a main effect and convey a theme by telling how
complex characters interact and struggle to resolve a conflict.
• Plot and Conflict
• Point of View
• Main Effect
• Characters
• Setting
• Theme and Symbols
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The Jade Peony, by Wayson Choy, pg. 203
• Plot and Conflict
• Point of View
• Main Effect
• Characters
• Setting
• Theme and Symbols
After students read the text, ask them to respond to the story’s key ideas
and details, craft and structure, and integration of knowledge and ideas.
Assessment Resources
• Selection Test A
• Selection Test B
• Open-Book Test
Or, students may use the Self-test at PHLitOnline!
English/language arts
Memphis City Schools, PreK-12 Literacy
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Q2 - Week 2 (October 15 – 19 )
The Big Question – Is conflict necessary?
…from Unit 2: “The Interlopers”, pg. 270…………………………………………………… Short Story
Writing About the Big Question
In “The Interlopers,” men from feuding families face a situation that makes them rethink their hatred for each other. Use these sentence
starters to develop your ideas about the Big Question
In a longtime feud, the people involved may struggle to resolve their issues amicably because __________________ .
Those in competition often antagonize each other because ____________________.
While You Read Consider the men’s reasons for continuing the feud and their reasons for ending it.
Common Core State Standards:
State Performance Indicators (SPIs)
Content:
9-10.RL 1. Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text.
SPI 3001.8.2 Differentiate among
verbal, situational, and dramatic irony.
Reading Literature: Short Story
I. Reading Literature
A. Theme
B. Plot
C. Irony
D. Characterization
9-10.W3. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details, and
well-structured event sequences.
W3.c Use a variety of techniques to sequence
events so that they build on one another to
create a coherent whole.
9-10.SL. 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
SPI 3001.5.1 Make inferences and
draw conclusions based on evidence in
text.
SPI 3001.7.1 Draw an inference from a
non-print medium.
3001.6.4 Draw appropriate
inferences and conclusions in
informational and technical texts.
SPI 3001.5.1 Make inferences and
draw conclusions based on evidence
in text.
SPI 3001.5.7 Differentiate between the
stated and implied evidence of a given
argument.
II. Reading Skill
A. Central Idea
B. Inference
III. Critical Thinking
A. Cite textual evidence
B. Key Ideas and Details
1. Interpret
2. Draw Conclusions
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appropriate to purpose, audience, and task.
C. Integration of Knowledge and Ideas
9-10.L 1. Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
9-10L.1.b Use various types of
SPI 3001.3.2 Choose the most
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 or
presentations.
effective order of sentences in a
paragraph.
9-10W.3 Write narratives to develop
real or imagined experiences or events
using effective technique, well-chosen
details, and well-structured event
sequences.
SPI 3001.3.4 Select a vivid word (e.g.,
adjective, adverb, verb) to strengthen a
written description.
Writing
Write a news report about the experiences the
characters faced in “The Interlopers”.
SPI 3001.3.7 Evaluate the relevance
of supporting sentences by deleting an
irrelevant sentence in a passage.
SPI 3001.3.14 Select the most
precise word to provide clarity
appropriate to audience and purpose.
9-10W.3.c Use a variety of techniques
to sequence events so that they build
on one another to create a coherent
whole.
9-10SL.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.
Speaking and Listening
With a group of classmates:
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Memphis City Schools, PreK-12 Literacy
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•
Debate which character is entitled to the
disputed land
Integrated Language Skills
Practice B
Writing Application
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Memphis City Schools, PreK-12 Literacy
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Q2 - Week 3 (October 22 - 26 )
The Big Question – Is conflict necessary?
…from Unit 2:
“The Cask of Amontillado”, pg. 60 ………………………………………. Short Story
“Poe and the Gothic Tradition”, pg. 65……………………………….. Informational Text
Writing About the Big Question
In “The Cask of Amontillado,” a wronged man seeks revenge. Use these sentence starters to develop your ideas about the Big Question.
The truth about a person can be discovered when ___________________________.
I can either be verified by __________________ or distorted by ________________.
While You Read Look for the ways the main character takes charge of his life.
Common Core State Standards
9-10L.3 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.
9-10RL.3 Analyze how complex
characters (e.g., those with multiple or
conflicting motivations) develop over
the course of a text, interact with other
characters, and advance the plot or
develop the theme.
9-10RL.10 By the end of grade
9, read and comprehend literature,
including stories, dramas, and poems,
in the grades 9–10 text complexity
band proficiently, with scaffolding as
State Performance Indicators (SPIs)
SPI 3001.8.1 Identify and analyze
examples of idiom, metaphor, simile,
personification, hyperbole, or pun in
poetry or prose.
SPI 3001.8.10 Demonstrate
knowledge of sound and metric
devices (i.e., rhyme {internal, slant},
rhythm, repetition, alliteration,
onomatopoeia).
SPI 3001.8.11 Demonstrate
knowledge of the characteristics of
lyric poetry, epics, sonnets, dramatic
poetry, and ballads.
SPI 3001.8.2 Differentiate among
verbal, situational, and dramatic irony.
SPI 3001.8.3 Identify and analyze an
Content
Reading Literature
I. Short Story
A. Plot Elements
1. Exposition
a. setting
b. characters
c. conflict
2. Rising Action
3. Climax
4. Falling Action
5. Resolution
B.
C.
D.
E.
Using Context
Predictions
Theme
Vocabulary
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Memphis City Schools, PreK-12 Literacy
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needed at the high end of the range.
9-10RL.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.
9-10RL.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).
author’s point of view (i.e., first person,
third-person objective, third-person
limited, third-person omniscient).
SPI 3001.8.4 Identify and analyze
how the author reveals character (i.e.,
what the author tells us, what the other
characters say about him or her, what
the character does, what the character
says, what the character thinks)
SPI 3001.8.12 Identify the elements of
drama (i.e., stage directions, dialogue,
soliloquy, monologue, aside).
SPI 3001.8.8 Determine the impact of
setting on literary elements (i.e., plot,
character, theme, tone).
9-10RL.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.
SPI 3001.5.2 Choose a logical word to
complete an analogy.
SPI 3001.8.6 Identify and analyze
standard literary elements (i.e., allegory,
paradox, parody, foreshadowing,
flashback).
1. acquisition
2. use
3. analogy
II. Literary Analysis
A. Plot
1. Key Ideas and Details
2. Craft and Structure
B. Graphic Organizer
1. Story Map
2. Plot Diagram
III. Critical Thinking
A. Cite Textual Evidence
B. Key Ideas and Details
1. Analyze
2. Interpret
C. Craft and Structure
1. Foreshadow
2. Suspense
D. Integration
1. Knowledge
2. Ideas
SPI 3001.8.1 Analyze the setting, plot,
theme, characterization, and narration
of classic and contemporary short
stories and novels.
SPI 3001.8.2 Demonstrate understanding
of non-linear plot progressions.
SPI 3001.8.3 Analyze how plot elements
(e.g., exposition, rising action, climax,
falling action, resolution/denouement)
function and advance action.
English/language arts
Memphis City Schools, PreK-12 Literacy
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Students should complete the plot diagram as
seen on page 69.
English/language arts
Memphis City Schools, PreK-12 Literacy
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Q2 - Week 4 (October 29 to November 2)
The Big Question – Is conflict necessary?
…from Unit 2: “The Scarlet Ibis”, pg. 384 ………………………………………………….. Short Story
“Scarlet Ibis” pg. 386 ………………………………………………………… Informational Text
Writing About the Big Question
In both of these stories, competitiveness leads to conflict. Complete these sentences to develop your ideas about the big questions.
Some people like to compete because ______________________.
To prevent a competition from turning into a conflict, you might _____________________.
Common Core State Standards
State Performance Indicators (SPIs)
Content
9-10.L.4.b. Identify and correctly use patterns of word
changes that indicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
SPI 3001.1.1 Demonstrate an understanding of
the eight parts of speech, including their
troublesome aspects, such as how to form the
past and past participle of irregular but
commonly used verbs.
Short Story
9-10.L3.1.f. Ensure subject-verb and pronounantecedent agreement.
9-10.RL.6. Analyze a particular point of view or
cultural experience reflected in a work of literature
from outside the United States, drawing on a wide
reading of world literature.
9-10.W.2. a. Introduce a topic, organize complex
ideas, concepts, and information to make
important connections and distinctions; include
formatting, graphics, and multimedia when
useful to aiding comprehension.
SPI 3001.1.7 Recognize correct subject-verb
agreement with intervening elements.
SPI 3001.1.8 Select correct pronoun usage in a
SPI 3001.5.1 Make inferences and draw
conclusions based on evidence in text.
SPI 3001.8.3 Identify and analyze an author’s
point of view (i.e., first person, third person,
I. Reading Literature
A. Narrative Point of View
B. Comparing Point of View
C. Draw Conclusions
D. Summarize
II. Writing
A. Vocabulary
B. Summarize
C. Context Clues
III. Compare Texts
A. Theme
B. Craft and Structure
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9-10.RI.5. Analyze in detail how an author’s ideas
or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a
text (e.g., a section or chapter).
third-person limited, third-person omniscient).
sentence (e.g., with compound elements such as
between you and me, or following than or as).
SPI 3001.1.9 Select correct pronoun-antecedent
agreement using collective nouns or indefinite
pronouns.
SPI 3001.1.12 Use context clues and/or
knowledge of roots, affixes, and cognates to
determine the meaning of unfamiliar words
English/language arts
Memphis City Schools, PreK-12 Literacy
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Q2 - Week 5 (November 5 – 9)
The Big Question – Is conflict necessary?
…from Unit 2:
“The Golden Kite, the Silver Wind”, pg. 396 …………………….. Short Story
“Compare symbolism and allegory”, pg. 401 ……………………. Timed Writing
Writing About the Big Question
In both of these stories, competitiveness leads to conflict. Complete these sentences to develop your ideas about the Big Question:
Some people like to compete because _________________.
To prevent a competition from turning into a conflict, you might __________________.
Common Core State Standards:
9-10.W.3 Write narratives to develop real
or imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences
9-10.W3.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.
9-10.W3.b Use narrative techniques, such
as dialogue, pacing, description, reflection,
State Performance Indicators (SPIs)
SPI 3001.3.2 Choose the most effective
order of sentences in a paragraph.
SPI 3001.3.7 Evaluate the relevance of
supporting sentences by deleting an
irrelevant sentence in a passage
SPI 3001.3.2 Choose the most effective
order of sentences in a paragraph.
SPI 3001.3.4 Select a vivid word (e.g.,
adjective, adverb, verb) to strengthen a
written description.
Content:
Narration: Autobiographical Narrative
Reading Literature – a fable
I. Short Story
A. Plot Elements
1. Exposition
a. setting
b. characters
c. conflict
2. Rising Action
3. Climax
4. Falling Action
5. Resolution
B. Using Context
C. Compare and Contrast
D. Predict
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and multiple plot lines, to develop
experiences, events, and / or characters.
9-10.W.3.c Use a variety of techniques to
sequence events so that they build on one
another to create a coherent whole.
9-10.W.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.
9-10.W.3.e Provide a conclusion that
follows from and reflects on what is
experienced, observed, or resolved over
the course of the narrative.
9-10.W.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.
SPI 3001.3.14 Select the most precise
word to provide clarity appropriate to
audience and purpose.
SPI 3001.3.1 Proofread a passage for
correct punctuation, mechanics, and
usage.
SPI 3001.3.14 Generate notes while
collecting information, following a logical
note-taking system
E. Vocabulary
1. acquisition
2. use
3. analogy
II. Literary Analysis
A. Symbolism
B. Allegory
III. Critical Thinking
A. Cite Textual Evidence
B. Key Ideas and Details
1. Analyze Cause and Effect
2. Draw Conclusions
Teachers will be engaged conducting a Writing
Workshop during this week-long timeframe.
Students will create an autobiographical
narrative. Teachers and students may follow the
Prentice Hall text beginning on pg. 94.
Students should complete a plot diagram for this
short story.
English/language arts
Memphis City Schools, PreK-12 Literacy
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Q2 - Week 6 (November 12 - 16 )
The Big Question – Is conflict necessary?
…from Unit 2: “The Most Dangerous Game”, pg. 214 ………………….………….. Short Story
“World War I Trenches”, pg. 233……………………………………….. Informational Text
Writing About the Big Question
In “The Most Dangerous Game,” a hunter faces a life-threatening conflict. Use these sentence starters to develop your ideas about the Big
Question.
To succeed in fight for survival, a person needs to _________________ because ________________________ .
Competition is important for our personal growth because ________________________.
While You Read Consider the conflict at the heart of hunting. Keep track of the ways in which the hunter tries to ensure his survival.
Common Core State Standards:
State Performance Indicators (SPIs)
Content:
9-10.RI.9 Analyze seminal U.S. documents
of historical and literary significance (e.g.,
Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from
Birmingham Jail”), including how they
address related themes and concepts.
SPI 3001.8.9 Identify the common stated
or implied theme in a series of passages.
Reading Literature: Short Story
Reading Literature
9-10.W.1.b Develop claims(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.
SPI 3001.3.5 Develop ideas as appropriate
to audience and respond to readers’
potential questions and
counterarguments.
I. Short Story
A. Plot Elements
1. Exposition
a. setting
b. characters
c. conflict
2. Rising Action
3. Climax
4. Falling Action
5. Resolution
B. Compare and Contrast
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Memphis City Schools, PreK-12 Literacy
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C. Infer
9-10.RL.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.
SPI 3001.8.15 Identify and analyze basic
elements of plot (i.e., exposition, rising
action, climax, falling action,
resolution/denouement).
9-10.RL.7 Analyze the representation of a
subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
(e.g., Auden’s “Musee des Beaux Arts” and
Breughel’s Landscape with the Fall of
Icarus).
SPI 3001.8.16 Analyze how form relates to
meaning (e.g., compare a poem and a
newspaper article on the same theme or
topic).
9-10.RL.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).
SPI 3001.8.7 Differentiate between mood
and tone in poetry or prose.
9-10.RI.4 Determine the meaning of words SPI 3001.5.3 Evaluate Text for fact and
opinion.
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the
cumulative impact of several word choices
on meaning and tone (e.g., how the
D. Vocabulary
1. acquisition
2. use
II. Literary Analysis
A. Conflict
B. Infer
III. Critical Thinking
A. Cite Textual Evidence
B. Key Ideas and Details
1. Make a judgement
2. speculate
Reading Informational Text
I. Reading Literature
A. Theme
B. Plot
C. Mood
D. Central Idea
E. Characterization
II. Reading Informational Text
A. Central Idea
B. Fact/Opinion
C. Persuasive Appeal
III. Writing
A. Writing to Compare
B. Key Ideas and Details
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Memphis City Schools, PreK-12 Literacy
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language of a court opinion differs from
that of a newspaper).
9-10.RL.3 Analyze how complex characters
(e.g., those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
SPI 3001.8.4 Identify and analyze how the
author reveals character (i.e., what the
author tells us, what the other characters
say about him or her, what the character
does, what the character says, what the
character thinks).
9-10.SL.3 Evaluate a speaker’s point of
view, reasoning, and use of evidence and
rhetoric, identifying any fallacious
reasoning or exaggerated or distorted
evidence.
SPI 3001.5.5 Select the persuasive device
(i.e., bandwagon, loaded words,
testimonial, name calling, plain folks, snob
appeal, misuse of statistics).
9-10.RI.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.
SPI 3001.6.4 Identify the organizational
structure of an information or technical
text (e.g., sequential, problem-solution,
comparison-contrast, cause-effect).
9-10.W.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
SPI 3001.6.5 Synthesize information
across two or more informational or
technical texts.
English/language arts
Memphis City Schools, PreK-12 Literacy
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Q2 - Week 7 (November 19 and 20 ) Thanksgiving Break, November 21, 22, 23
The Big Question – Is conflict necessary?
…from Unit 2:
“The Gift of the Magi”, pg. 260 ……………………………………... Short Story
“Watch Fob Chain”, pg. 263 …………..…………………………..….. Informational Text
Writing About the Big Question
In “The Gift of the Magi,” Jim and Della want to exchange Christmas presents, but money is an issue. Use these sentence starters to
develop your ideas about the Big Question.
When money is tight, it may be hard to show you appreciate others because _________________ . To resolve this problem, you might
__________________ or ______________________.
While You Read Think about the similarities in the ways that Della and Jim try to overcome their Christmastime conflict.
Common Core State Standards
State Performance Indicators (SPIs)
Content
9-10.RI.9 Analyze seminal U.S. documents
of historical and literary significance (e.g.,
Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from
Birmingham Jail”), including how they
address related themes and concepts.
SPI 3001.8.9 Identify the common stated
or implied theme in a series of passages.
Reading Literature
9-10.W.1.b Develop claims(s) and
counterclaims fairly, supplying evidence
for each while pointing out the strengths
SPI 3001.3.5 Develop ideas as appropriate
to audience and respond to readers’
potential questions and
I. Short Story
A. Plot Elements
1. Exposition
a. setting
b. characters
c. conflict
2. Rising Action
3. Climax
4. Falling Action
5. Resolution
B. Compare and Contrast
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Memphis City Schools, PreK-12 Literacy
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and limitations of both in a manner that
anticipates the audience’s knowledge
level and concerns.
counterarguments.
9-10.RL.7 Analyze the representation of a
subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
(e.g., Auden’s “Musee des Beaux Arts” and
Breughel’s Landscape with the Fall of
Icarus).
SPI 3001.8.16 Analyze how form relates to
meaning (e.g., compare a poem and a
newspaper article on the same theme or
topic).
9-10.RL.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).
SPI 3001.8.7 Differentiate between mood
and tone in poetry or prose.
C. Infer
D. Vocabulary
1. acquisition
2. use
II. Literary Analysis
A. Infer
B. Irony
III. Critical Thinking
A. Cite Textual Evidence
B. Key Ideas and Details
1. Infer
2. Analyze
C. Integration of Knowledge and Ideas
1. conflict
2. internal conflict
Students should complete a plot diagram for this
short story.
9-10.RI.4 Determine the meaning of words SPI 3001.5.3 Evaluate text for fact and
opinion.
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the
cumulative impact of several word choices
on meaning and tone (e.g., how the
language of a court opinion differs from
that of a newspaper).
9-10.SL.3 Evaluate a speaker’s point of
SPI 3001.5.5 Select the persuasive device
English/language arts
Memphis City Schools, PreK-12 Literacy
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view, reasoning, and use of evidence and
rhetoric, identifying any fallacious
reasoning or exaggerated or distorted
evidence.
(i.e., bandwagon, loaded words,
testimonial, name calling, plain folks, snob
appeal, misuse of statistics).
9-10.RI.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.
SPI 3001.6.4 Identify the organizational
structure of an information or technical
text (e.g., sequential, problem-solution,
comparison-contrast, cause-effect).
9-10.W.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
SPI 3001.6.5 Synthesize information
across two or more informational or
technical texts.
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Memphis City Schools, PreK-12 Literacy
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Presentation of Ideas – speaking and listening
Debate whether sacrifice is the best expression of
love.
Prepare an argument that expresses your opinion.
Choose supporting evidence.
Look for specific ways in which the story supports
your claim.
Anticipate opposing arguments.
See “test practice” and “writing for assessment” for
reading and writing assessing students. A student
interactive format can be found online at
www.PHLitOnline.com
English/language arts
Memphis City Schools, PreK-12 Literacy
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Q2 - Week 8 (November 26 – 30 )
The Big Question – Is conflict necessary?
…from Unit 2:
“The Necklace”, pg. 332 ………………………………………….…… Short Story
Writing About the Big Question
In “The Necklace,” a woman is jealous of people with greater wealth and social standing. Use these sentence starters to develop your
ideas about the Big Question.
Jealousy can lead to many conflicts because ________________________________.
Learning to appreciate who we are and what we have can help us avoid conflict because _________________________.
While You Read Consider how a jealous attitude creates both internal and external conflict.
Common Core State Standards
9-10.W.1 Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and
relevant and sufficient evidence.
9-10.W.1.a 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.
State Performance Indicators (SPIs)
SPI 3001.8.4 Identify and analyze
how the author reveals character (i.e.,
what the author tells us, what the other
characters say about him or her, what
the character does, what the character
says, what the character thinks).
SPI 3001.5.4 Analyze cause/effect
relationships in text.
Content
Reading Literature
I. Short Story
A. Plot Elements
1. Exposition
a. setting
b. characters
c. conflict
2. Rising Action
3. Climax
4. Falling Action
5. Resolution
B. Cause and Effect
C. Compare and Contrast
D. Draw conclusions
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9-10.W.1.b 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.
SPI 3001.8.8 Determine the impact of
setting on literary elements (i.e., plot,
character, theme, tone).
SPI 3001.3.4 Select a vivid word (e.g.,
adjective, adverb, verb) to strengthen a
written description.
SPI 3001.7.2 Select the type of conflict
represented in a non-print medium.
9-10.W.1.c Use words, phrases, and
clauses to link the major sections of the
text, create cohesion, and clarify the
relationships between claim(s0) and
reasons, between reasons and evidence,
and between claim(s) and counterclaims.
SPI 3001.8.16 Analyze how form
relates to meaning (e.g., compare a
poem and a newspaper article on the
same theme or topic).
E. Vocabulary
1. acquisition
2. use
II. Literary Analysis
A. Characterization
B. Cause and Effect
III. Critical Thinking
A. Cite Textual Evidence
B. Key Ideas and Details
1. Infer
2. Compare and Contrast
C. Integration of Knowledge and Ideas
1. draw conclusions
2. external conflict
9-10.W.1.d Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline in which they are writing.
9-10.W.1.e Provide a concluding
statement or section that follows from
and supports the argument presented.
9-10.L .2.c Spell correctly.
9-10.L. 6 Acquire and use accurately
general academic and domain-specific
words and phrases, sufficient for reading,
writing, speaking, and listening at the
SPI 3001.1.4 Combine a set of simple
sentences into a single compound or
complex sentence.
SPI 3001.3.5 Demonstrate the ability to
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college and career readiness level;
demonstrate independence in gathering
vocabulary knowledge when considering a
word or phrase important to
comprehension or expression.
combine a set of simple sentences into a
longer, more interesting sentence.
Assignment: Write a problem-and-solution
essay about an issue that confronts your school
or community.
See Rubric for self-assessment on pg. 179
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Memphis City Schools, PreK-12 Literacy
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Q2 - Week 9 (December 3 - 7 )
The Big Question – Is conflict necessary?
…from Unit 2:
“Writing Workshop”, pg. 402………………………………..……… Cause and Effect Essay
Common Core State Standards:
State Performance Indicators (SPIs)
Content:
9-10.SL.4 Present information, findings, and
SPI 3001.7.3 Choose a visual image that best
reinforces a viewpoint.
SPI 3001.7.4 Determine the impact of
production elements (e.g., font, color, layout,
graphics, light, camera angle) on a message.
SPI 3001.7.5 Match a focused message to an
appropriate medium.
Informational Text: Cause and Effect
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.
9-10.SL.5 Make strategic use of digital media
(e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings, reason,
and evidence and to add interest.
SPI 3001.4.3 Evaluate the reliability and
credibility of source for use in research.
SPI 3001.4.4 Evaluate the validity of Web
pages as sources of information.
Teachers will be engaged conducting a Writing
Workshop during this weeklong timeframe.
Students will create an autobiographical
narrative. Teachers and students may follow the
Prentice Hall text beginning on pg. 188.
Performance Tasks, pg. 188
Student Presentations
9-10.SL.2 Integrate multiple sources of
information presented in diverse media or
formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each
source.
9-10.SL.3 Evaluate a speaker’s point of view,
reason, and use of evidence and rhetoric,
identifying any fallacious reason or
SPI 3001.2.1 Identify the thesis and main
points of a challenging speech.
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exaggerated or distorted evidence.
SPI 3001.2.5 Identify rhetorical devices used in
a challenging speech (i.e., rhetorical
questions, parallelism and repetition,
analogies, and hyperbole).
9-10.RI.3 Analyze how the author unfolds an
SPI 3001.2.4 Discern the structure of a
challenging speech (e.g., sequential, problem,
solution, comparison-contrast, cause-effect).
9-10.SL.6 Adapt speech to a variety of
SPI 3001.2.6 Determine the most effective
methods of engaging an audience during an
oral presentation (e.g., making eye contact,
adjusting speaking rate).
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.
contexts and tasks, demonstrating command
of formal English when indicated or
appropriate. (See grades 9-10 Language
standards 1 and 3 on pages 54 for specific
expectations.)
9-10.SL.1.b 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.
SPI 3001.2.7 Select the most appropriate
strategies for participating productively in a
team (e.g., gaining the floor in orderly,
respectful ways and listening with civility to
the ideas of others; identifying the needs of
the team and sharing various resources to
respond to those needs; establishing clear
group agreements and ensuring appropriate
individual contributions are respected by the
team).
English/language arts
Memphis City Schools, PreK-12 Literacy