Course Schedule: Scope and Sequence
Pacing may vary depending on progress individual classes.
Approximate Time
Frame
Marking
Period 1
Topic: Units 1 and 2 Coming of Age and Defining Style
Essential Questions:
- What does it mean to “come of age”?
- How are rhetorical appeals used to influence an audience?
- How do authors and directors use specific techniques to
achieve a desired effect?
- What are the essential features of an effective style analysis?
September 2, 2010October 29, 2010
Unit 1 Embedded
Assessment #1:
Unit Overview:
Students are
- Analyze selected short stories, nonfiction, and media
required to interview
- Create and present original works that express connections to
a person who has
the texts in relationship to coming of age
graduated high
Identify diction, syntax, style, and tone and the way they work
school and then
together to convey an author’s or speaker’s voice
write a formal essay,
Develop an awareness of reading strategies to enhance
an interview
comprehension
narrative that
- Identify important cinematic techniques and analyze their
portrays the voice
effects on the audience
and experiences of
- Transform written text into visual text
the interviewee.
- Analyze the elements of fiction – setting, plot, character,
theme, and the steps in plot development (exposition,
complications, climax, falling action, resolution)
Unit 2 Embedded
Writing:
Assessment #2:
- Create an interview narrative
Students are
- Create persuasive text using five elements of argumentation
required to write an
- Create a literary style analysis essay
essay analyzing the
- Develop personal voice
stylistic techniques
- Respond with short response writing
of Tim Burton’s
Reading
Selections:
films
Unit 1 reading selections in text including:
- Fiction: “My Name” by Sandra Cisneros
- Personal Narrative: “Why Couldn’t I Have Been Named
Ashley?” by Imma Achilike
- Short Story: “Eleven,” by Sandra Cisneros
- Poetry: “Oranges,” by Gary Soto
- Novel: “Spotlight,” from Speak, by Laurie Halse Anderson
- Nonfiction: “Cut,” by Bob Greene
- Memoir: from Always Running, by Luis J. Rodriguez
- Personal Narrative: “First Love,” from Silent Dancing by
Judith Ortiz Cofer
- Article: “Bethany Only Looking Ahead,” by Jan
TenBruggencate
Approximate Time
Frame
Topic: Unit 2 Defining Style
Marking
Period 1
Reading Selections:
Unit 2 reading selections in text including:
- Poetry: “A Poison Tree” by William Blake
- Short Story: “The Cask of Amontillado”, by Edgar Allan Poe
- Short Story: “The Stolen Party,” Liliana Heker
- Short Story: “Marigolds,” by Eugenia W. Collier
- Article: “Hollywood Outsider Tim Burton”
- Novel: Excerpts from Charlie and the Chocolate Factory by
Roald Dahl
- Film: Charlie and the Chocolate Factory (2005) directed by Tim
Burton
September 2, 2010October 29, 2010
Approximate Time
Frame
Topic: Unit 3 Exploring Poetic Voices
Marking Period Essential Questions:
- What is poetry?
2
What can a writer learn from studying an author’s craft and
style?
November 8, 2010Writing:
January 7, 2011
- Create a poetry anthology
- Analyze and present a poet
Unit 3 Embedded
- Engage ideas and audiences
Assessment #1:
- Develop personal voice
Students are
- Respond with short poem writing
required to create a
Reading
Selections:
thematic poetry
Unit 3 reading selections in text including:
anthology, which
- Poetry: “Poetry,” by Pablo Neruda
includes an
- Essays: from Poemcrazy: Freeing Your Life with Words, by
introduction to the
Susan Wooldridge
collection, 7-8
Poetry: “Nikki-Rosa,” by Nikki Giovanni
original poems,
- Poetry: “We Real Cool,” by Gwendolyn Brooks
appropriate visuals,
- Poetry: “Fast Break,” by Edward Hirsch
as well as, a
- Poetry: “Identity,” by Julio Noboa Polanco
reflection explaining
- Poetry: “Ego-Trippin,” by Nikki Giovanni
the style and content
- Poetry: “Hanging Fire,” by Audre Lorde
of the work.
- Poetry: “Ode to My Socks,” by Pablo Neruda
- Poetry: “Abuelito Who,” by Sandra Cisneros
Unit 3 Embedded
- Sonnet: “Sonnet 18,” by William Shakespeare
Assessment #2:
- Poetry: “In Response to Executive Order 9066,”by Dwight
Students are
Okita
required to analyze a
*Song: “Smells Like Teen Spirit,” recorded by Nirvana and
series of poems from
by Tori Amos
a single poet and
Poetry: “Young” by Anne Sexton
write an analytical
- Poetry: “Combing,” by Gladys Cardiff
essay about the
- Poetry: “I Wandered Lonely as a Cloud,” by William
author’s style of
Wordsworth
writing. They are
Poetry: “Harlem,” by Langston Hughes
also required to give
- Poetry: “‘Hope” Is the Thing with Feathers,” by Emily
an oral presentation
Dickinson
of one of the
Poetry: “Scars,” by Daniel Halpern
selected poems.
- Poetry: “American Hero,” by Essex Hemphill
- Poetry: “The Beep Beep Poem,” by Nikki Giovanni
- Poetry: “kidnap poem,” by Nikki Giovanni
-
Approximate Time
Frame
Topic: Unit 4 Interpreting Drama Through Perfomance
Marking Period Essential Questions:
1. What are the essential features of an effective drama
3
and/or dramatic performance?
2.
How have the strategies I have learned this year helped me
January 10, 2011to be a better reader, writer, speaker, and listener?
April 1, 2011
Unit Overview:
- Reading and analyzing a work from another century, with
Unit 4 Embedded
emphasis on understanding archaic words and syntactic
Assessment #1:
structure.
Students are
Interpreting literature through close reading, literary analysis,
required to work in a
and application of literary elements.
small group to
Researching historical, social, and cultural context of
interpret, rehearse,
Shakespeare’s drama.
and act out a scene
Writing:
from Romeo and
- Expository Writing
Juliet.
- Writing Metacognitive Reflection
- Presenting a Shakespearean scene
Reading Selections:
Unit 4 reading selections in text including:
- “We Wear Masks” Paul Lawrence Dunbar
- The Tragedy of Romeo and Juliet by William Shakespeare
Other supplemental materials
- Film clips from Romeo and Juliet
- “The Bard of Avon: The Story of William Shakespeare”
Diane Stanely
- William Shakespeare and the Globe by Aliki
Approximate
Time Frame
Topic: Unit 5 Coming of Age Amidst Controversy
Marking
Period 4
Essential Questions:
- What are the essential elements of an effective informative
presentation?
- What impact does historical, cultural, geographical, and social
context have on a novel and on the reaction of readers to it?
April 4, 2011 to
June 16, 2011
Unit Overview:
- Use a novel to examine the development of characters,
setting, conflict, and how they relate to theme.
- Reflect on how social, cultural, geographical, and historical
context can affect both the writer’s construction of a text and
the reader’s response to it.
Writing and Presenting:
- Develop a written historical, cultural, social, or geographical
investigation
- Complete a presentation of your findings with oral or visual
support
- Create a note taking handout for the audience to use
- Create a literary essay
- Respond with short writing
Reading Selections:
Unit 5 reading selections in text including:
- Novel: To Kill a Mockingbird by Harper Lee
- Informational Text: “Jim Crow: Shorthand for Separation” by
Rick Edmonds
- Information Text: “Jim Crow Laws” created by the
Interpretive Staff of the Martin Luther King Jr. National
Historic Site
- Essay: “In Defense of To Kill a Mockingbird” by Nicholas J.
Karolides, et al
Other supplemental materials
Film: “To Kill a Mockingbird” by Robert Mulligan