2015 - 2016
Academic English 1
In this accelerated, college preparatory course, students concentrate on developing and refining reading, speaking, listening, and critical thinking skills that will enhance
their writing. Students read, analyze, and respond to a variety of literary genres (short story, novel, drama, mythology, and poetry) and informational texts through
writing, oral discussions, projects, presentations, and research. Students learn and practice strategies to analyze an author’s purpose, clarify vocabulary, interpret literature
and nonfiction texts with textual evidence, and evaluate literary styles. Skills in writing in the expository, persuasive, and narrative styles following the writing process are
emphasized as a means of clearly communicating the student’s opinions, interpretations, and analyses. Application of the Conventions of Standard English grammar and
MLA writing style are integrated into the writing process. In order to pass this course, students must complete an extensive research project that demonstrates
proficiency in critical thinking, analysis, and writing skills learned and practiced throughout the year. Assessments include a variety of writing responses, quizzes, tests,
projects, oral presentations, homework, and class participation.
Course Information:
Frequency & Duration: Daily for 42 minutes; year-long course
Text: Adventures in Reading. Athena ed. New York: Holt, Rinehart and Winston, 1996. Print
Lowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print.
Bradbury, Ray. Fahrenheit 451 and Related Readings. Literature Connections. Evanston, IL: McDougal Littell, 1998. Print.
Academic English 1
Unit 1: The Writing Process
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Content •
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Writing/Speaking/Listening
Writing as a means of documenting thinking
Expository writing format and style
Narrative writing, format and style
Oral presentation verbal and nonverbal
techniques and skills
Variation and clarity of sentence structure
To what extent does the writing process contribute
to the quality of writing?
Essential
Question:
Duration: August/ September (3 weeks)
Grammar
Grade appropriate Standard English
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conventions in narrative writing
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v. 2015 - 2016
Fiction/Nonfiction
Development of theme in fiction
Development of characters in fiction
Development, use, and structure of plot in
fiction
Gathering evidence to support an opinion
Close reading techniques
Enhancement of critical thinking by
comprehension
How do we develop into effective writers?
How does interaction with text provoke thinking
and response?
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How does a writer create narrative and
informational pieces that respond to topic, purpose
and audience?
What role does writing play in our lives?
How does productive oral communication rely on
speaking and listening?
How do we develop into effective writers?
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Skill:
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Develop real or imagined experiences or
events in narrative writing.
Establish a conflict or complication in
narrative writing.
Select and develop a point of view in narrative
writing.
Introduce a narrator and/or characters in
narrative writing.
Use precise words and phrases in narrative
writing.
Include details in narrative writing.
Apply sensory language to convey a vivid
picture of the experiences, events, settings,
and/or characters to narrative writing.
Provide a satisfactory conclusion that reflects
on what is experienced, observed, or resolved
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Demonstrate a grade-appropriate command of
conventions of Standard English grammar,
usage, capitalization, punctuation, and spelling
in narrative writing.
Apply conventions of correct sentence
formation in narrative writing.
Demonstrate a grade-appropriate command of
conventions of Standard English grammar and
usage when speaking.
Identify the 8 parts of speech and their usage.
Use descriptive adjectives to modify and clarify
ideas.
Use active verbs in correct form.
Use correct punctuation in writing dialogue.
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Determine a theme or central idea of a text
and analyze in detail its development in the
text.
Cite textual evidence to support analysis and
draw conclusions about an idea presented in
the text (i.e.; utopia).
Analyze how characters develop over the
course of a text.
Describe, analyze, and evaluate how an author
structures plot to clarify and advance the
action of a narrative.
Determine how dialogue can develop
character and plot.
Develop close reading skills by making
predictions, looking for evidence, and
drawing conclusions to help with close
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Academic English 1
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Assessment:
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in narrative writing.
Use narrative techniques such as dialogue,
description, reflection, events, and characters
in narrative writing.
Create a smooth progression of experiences or
events using a variety of techniques to
sequence events so that they build on one
another to create a coherent whole in narrative
writing.
Use active verbs in narrative writing.
Establish a clear topic or thesis with a
judgment and criteria to guide organization and
development of topic in creating an
informative/expository text.
Write with a sharp, distinct focus identifying
task and audience.
Evaluate a speaker’s perspective while critically
listening.
Ensure presentation is appropriate to task.
Use effective delivery techniques of volume,
pace, eye contact, enunciation, reflection, and
meaningful gestures in an oral presentation.
Adapt an oral presentation to a variety of tasks.
Use technology, including the internet, to
produce, publish, and update individual writing
products
Cite strong, textual evidence to support an
analysis.
Use of active verbs.
Creation and publication following the writing
process of an autobiographical narrative based
on a past memory that establishes a conflict,
introduces a narrator and characters, has a
reflective conclusion, and uses dialogue,
details, and sensory language and demonstrates
grade-appropriate command of the
conventions of Standard English grammar,
usage, capitalization, punctuation, and spelling,
and sentence structure
Creation and publication following the writing
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Creation and publication following the writing
process of an autobiographical narrative based
on a past memory that establishes a conflict,
introduces a narrator and characters, has a
reflective conclusion, and uses dialogue, details,
and sensory language and demonstrates gradeappropriate command of the conventions of
Standard English grammar, usage,
capitalization, punctuation, and spelling, and
sentence structure
Oral presentation of autobiographical memory
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v. 2015 - 2016
reading.
Use contextual clues to determine meaning of
euphemisms essential to the understanding of
the text.
Read and comprehend literary fiction on
grade level, reading independently and
proficiently.
Objective/Subjective Evaluation based on
character, plot, and theme
Creation and publication following the writing
process of an autobiographical narrative
based on a past memory that establishes a
conflict, introduces a narrator, develops
characters, has a reflective conclusion, and
uses dialogue, details, and sensory language
and demonstrates grade-appropriate
command of the conventions of Standard
English grammar, usage, capitalization,
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Academic English 1
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Resources:
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Standards:
process of an expository paragraph with clearly
defined purpose and support based on the
qualities of a utopia found in the novel.
Effective and clear participation in a
collaborative discussion of memories and their
significance based on critical listening
Peer evaluation of a student’s oral presentation
Oral presentation of autobiographical memory
with visual aid
Responses to writing prompts based on ideas
established in reading selections in expository
and argumentative/ persuasive formats in
short time frames.
Analysis of a utopian society with textual
evidence from the The Giver with a clearly
stated topic and criteria that is supported with
evidence from the novel
Narrative Writing Assignment Procedure and
Rubric
Memory Pre-writing worksheet
Narrative Writing Assignment Model
TJHS Manuscript Format (MLA based)
Public Speaking Cues on Voice, Rate/Pace,
Articulation, Eye Contact, and Meaningful
Gestures
Oral Presentation Rubric
Peer Evaluation Checklist
A Utopia Worksheet for citing textual evidence
of the novel’s proposed solutions to society’s
problems.
Expository Writing Assignment Procedure and
Rubric
CC.1.4.9-10. A Write informative/explanatory texts
to examine and convey complex ideas, concepts,
and information clearly and accurately.
CC.1.4.9-10.B Write with a sharp, distinct focus
identifying topic, task, and audience.
CC.1.4.9-10.C Develop and analyze the topic with
relevant, well-chosen, and sufficient facts, extended
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with visual aid that demonstrates the
conventions of Standard English grammar.
Objective/Subjective Evaluation based on
character, plot, and theme
Objective quizzes on parts of speech and
sentence structure
Teacher generated Grammar Resources (on
parts of speech and sentence structure)
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CC.1.4.9-10.F Analyze how words and phrases
shape meaning and tone in texts. C.E.1.1.5;
C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
CC.1.4.9-10.R Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
v. 2015 - 2016
punctuation, and spelling, and sentence
structure
Oral presentation of autobiographical
memory with visual aid that demonstrates an
understanding of symbolism
Analysis of a utopian society with textual
evidence from the The Giver Worksheet
The Giver Lois Lowry
A Utopia Worksheet for citing textual
evidence of the novel’s proposed solutions to
society’s problems
Optional: Capote, Truman. “A Christmas
Memory.” (autobiographical story)
Review worksheets to prepare for unit
assessment on concepts learned
Teacher generated worksheets/ exercises on
creation and attention-getting opening, catchy
and reflective title, public speaking
techniques, brainstorming graphic organizer,
and understanding euphemisms
CC. 1.3.9-10 A 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.
L.F.1.1.2, L.F.1.3.1; L.F.1.3.2
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Academic English 1
definitions, concrete details, quotations, or other
information and examples appropriate to the
audience’s knowledge of the topic .
C.E.1.1.2
CC.1.4.9-10.D Organize ideas, concepts, and
information to make important connections and
distinctions; use appropriate and varied transitions
to link the major sections of the text; include
formatting when useful to aiding comprehension;
provide a concluding statement or section.
C.E.1.1.3; C.E.1.1.5
CC.1.4.9–10.F Demonstrate a grade-appropriate
command of the conventions of standard English
grammar, usage, capitalization, punctuation, and
spelling. C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3;
C.E.3.1.4; C.E.3.1.5
CC. 1.4.9-10.M Write narratives to develop real or
imagined experiences or events.
CC.1.4.9-10.N Engage and orient the reader by
setting out a problem, situation, or observation,
establishing one or multiple points of view, and
introducing a narrator and/or characters.
CC.1.4.9-10.O Use narrative techniques such as
dialogue, description, reflection,
multiple plotlines, and pacing to develop
experiences, events, and/or characters; use precise
words and phrases, telling details, and sensory
language to convey a vivid picture of the
experiences, events, settings, and/or characters.
CC.1.4.9-10.P Create a smooth progression of
experiences or events using a variety of techniques
to sequence events so that they build on one
another to create a coherent whole; provide a
conclusion that follows from and reflects on what
is experienced, observed, or resolved over the
course of the narrative.
CC.1.5.9-10.A Initiate and participate effectively in
a range of collaborative discussions on grade-level
topics, texts and issues, building on others’ ideas
and expressing their own clearly and persuasively.
CC.1.5.9-20.B Evaluate a speaker’s perspective,
reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated
spelling.
v. 2015 - 2016
CC.1.3.9-10.B Cite strong and through textual
evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions
based on and related to an author’s implicit and
explicit assumptions and beliefs.
L.F.1.1.1; L.F.1.3.1; L.F.2.1.1; L.F.2.1.2
C.C.1.3.9-10 C. Apply appropriate strategies to
analyze, interpret, and evaluate how an 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.
L.F. 1.1.3; L.F.2.3.1; L.F.2.3.4
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Academic English 1
or distorted evidence
CC.1.5.9-20.D Present information, findings, and
supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning;
ensure that the presentation is appropriate to
purpose, audience, and task.
CC.1.5.9-10. E Adapt a speech to a variety of
contexts and tasks.
CC.1.5.9-10.G Demonstrate command of the
conventions of standard English when speaking
based on Grades 9-10 level and content.
Comments:
v. 2015 - 2016
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Academic English 1
Unit 2: Short Story/Expository-Informative Writing
Writing/Speaking/Listening
• Writing as a means of documenting thinking •
• Expository writing format, style, and
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structure
• Narrative writing, format, style, and
structure
Content • Oral presentation verbal and nonverbal
techniques and skills
• Variation and clarity of sentence structure
• Use of evidence and support of a topic,
opinion, or judgment
• Collaborative discussions on grade level
topics, texts, and issues
To what extent does the writing process
contribute to the quality of writing?
v. 2015 - 2016
Duration: September/ October (4 weeks)
Grammar
Fiction/Nonfiction
Grade appropriate Standard English
• Stylistic devices in fiction and nonfiction
conventions in expository writing
• Development of characters in fiction
Sentence structure variety
• Development, use, and structure of plot in fiction
• Central ideas of texts and their development
• Making predictions based on character and plot
• Authors’ influences in life and impact on writing
• Definition and identification of basic elements of
literature in a work of fiction
• Close reading techniques
How do we develop into effective writers?
How does interaction with text provoke thinking and
response?
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How does a writer create informational and
persuasive pieces that respond to topic, purpose
and audience?
Essential
Question: What role does writing play in our lives?
How does productive oral communication rely
on speaking and listening?
How do we develop into effective writers?
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Skill:
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Establish a clear topic or thesis with a
judgment and criteria to guide organization
and development of topic in creating an
informative/explanatory text.
Write with a sharp, distinct focus identifying
task and audience.
Draw evidence from literary or
informational texts to support analysis and
reflection.
Examine and convey complex ideas,
concepts, and information clearly and
accurately.
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Demonstrate a grade-appropriate command of
conventions of Standard English grammar,
usage, capitalization, punctuation, and spelling
in narrative writing.
Apply conventions of correct sentence
structure in expository writing.
Use a variety of sentence structures.
Review commonly misspelled words in
students’ writing and apply accurate spelling to
all writing in class.
Use correct punctuation in compound
sentences.
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Analyze how characters develop over the course
of a text.
Identify, describe, analyze, and evaluate the
various components of a plot construction and
how an author structures plot to clarify and
advance the action of a text.
Make predictions based on plot and character.
Generate research questions based on content
and plot.
Apply appropriate strategies to analyze, interpret
and evaluate how an author unfolds an analysis
or series of ideas or events (framework story,
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Academic English 1
• Analyze the topic with relevant, well•
chosen, and sufficient facts, extended
definitions, concrete details, quotations, or
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other information and structure examples
appropriate to the audience and subject.
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• Use parallel structure to clarify ideas.
• Organize ideas logically to make important
connections and distinctions in informative
/ expository writing.
• Follow organizational principles that
develop a criterion for the paper’s judgment
that includes lead-ins, evidence, and
explanations for each criterion.
• Construct responses in a clear
organizational format that includes an
introduction, textual or support, and a
conclusion.
• Use transitional words to move clearly from
one idea to the next.
• Use precise language and domain-specific
vocabulary to manage the presentation of
the topics, its supports, and ideas.
• Establish and maintain a formal style and
language and an objective tone in the
informative/expository writing.
• Follow the writing process of prewriting,
drafting, revising, editing, and publishing.
• Apply new vocabulary to writing.
• Compare and contrast elements of fiction
and their development in a short story and
film with detailed evidence from each genre.
• Create a title for a composition that is
original/unique, catches the reader’s
attention, reflects the content of the writing
and is punctuated correctly.
• Cite a quote from a short story accurately
and in correct format.
Use select vocabulary from text correctly in
speaking and writing.
Apply quotation marks accurately in direct
quotes.
Capitalize titles of compositions correctly.
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v. 2015 - 2016
detective story, episodic structure, flashback,
suspense, foreshadowing).
Analyze various accounts of a subject told in
different mediums.
Determine traits of characters using direct and
indirect methods of characterization
Determine types of characters as static or
dynamic and round or flat.
Analyze setting and its contribution in
developing plot, mood, and theme.
Analyze authors’ biographies and how their lives
impact on their writing.
Determine a central idea of a text and analyze in
detail its development over the course of a text.
Determine the characteristics of a detective story
and analyze their use in a selected mystery.
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly,
as well as inferences and conclusions based on an
author’s explicit assumptions and beliefs about a
subject.
Determine word meaning based on grade-level
reading and content.
Apply meaning and usage of select vocabulary to
understanding of reading selections.
Identify and analyze how the use of irony,
flashback, conflict, suspense, single effect, and
foreshadowing as elements of fiction in stories
enhance the story.
Analyze how an author constructs the plot of a
short story (expositions, incentive moment, rising
action, climax, falling action, and resolution).
Debate title’s proposed question on the lady or
the tiger, using rhetoric and evidence from text.
Cooperate in a group to research topics
presented in the period piece, “The Secret Life of
Walter Mitty,” that aid in understanding and
interpretation of the short story.
Determine resources to aid in making decisions.
Support Poe’s definition of a short story with
details and examples from selected short stories
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Academic English 1
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Assessment:
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Creation and publication following the
writing process of comparison/ contrast
paper
Writing and publishing, following the
writing process, of a character analysis
based on the characterization of a character
in one of the short stories read in this unit
Writing and publication following the
writing process of the analysis of character
and prediction of actions (“The Lady, or the
Tiger?”)
Writing and publication following the
writing process of central idea of text and
personal evidence of ideas’ validity
Writing and publication following the
writing process to variety of prompts based
on themes and character traits exemplified
in literary selections read
Responses to Reading Guide questions that
show proficiency in writing clearly, with
focus, precision, supportive evidence, and
correct grammar skills
Class debate answering proposed title on
the lady or the tiger, using rhetoric and
evidence from text
Comparison/contrast paper that analyzes
the representation of character, plot, setting,
point of view, and theme in a selected short
story and film.
Creation of original examples of irony
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Sentence construction that demonstrates
understanding of usage and meaning of select
vocabulary and correct punctuation
Variety of writing assignments with evaluation
points based on grammar (sentence structure,
spelling, punctuation, capitalization, agreement)
Creating vocabulary sentences that demonstrate
understanding of words’ meanings and usage
Vocabulary quizzes that include identifying and
correcting errors in sentence structure
(fragments, run-ons, comma splices) and
creating sentences with correct structure.
v. 2015 - 2016
read.
Define and classify literature as escape or
interpretative literature.
Apply techniques of good/close reading
(preview, question, predict, infer, connect,
summarize, and evaluate) to the reading of the
short stories selected.
Read and comprehend literary fiction on grade
level, reading independently and proficiently.
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Objective/Subjective evaluation based on
character, plot, setting, and theme
• Vocabulary quizzes based on meaning, usage, and
application that include synonyms, antonyms,
analogies, and original sentences with contextual
clues.
• Sentence writing that demonstrates an
understanding of vocabulary usage and meaning
• Reading quizzes that demonstrate an
understanding of the basic elements of fiction in
fictional selections read
• Teacher generated worksheets and application
exercises on conflict, foreshadowing, flashback,
suspense, single effect, plot construction, and
three types of irony
• Reading guides for each selection read to aid in
comprehension, summarizing, drawing
conclusions, and determining main ideas.
• Reader’s Theater presentations
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Academic English 1
• Expository Writing Assignment Procedures,
Guided Prewriting Worksheets, and
Rubrics
• Expository Writing Assignment Models
• TJHS Manuscript Format (MLA based)
• Sample Vocabulary compound sentences
• Powerpoint on critical analysis components
and definitions and examples (critical
analysis, criteria, thesis statement, judgment,
proof, citation format, thesis restatement,
conclusions)
• Teacher generated worksheets/ activities on
parallelism practice, creating titles, copying
and citing quotes, and self-editing writing
comprehension, summarizing, drawing
conclusions, and determining main ideas
Resources:
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v. 2015 - 2016
Sample vocabulary compound sentences with
• Short Story Unit I Syllabus
correct punctuation
• Adventures in Reading, Athena Edition (Holt,
Commonly Misspelled/Misused Words List
Rinehart and Winston, 1996) short story
selections that can include:
Teacher generated worksheets on dependent
1. Connell, Richard. “The Most Dangerous
and independent clauses, compound and
Game” (short story)
complex sentences, subject and verb agreement,
2. Stockton, Frank. “The Lady, or the Tiger?”
and pronoun and antecedent agreement
(short story)
3. London, Jack. “War.” (short story)
4. Thurber, James. “The Secret Life of Walter
Mitty.” (short story)
5. Doyle, Sir Arthur Conan. “The Musgrave
Ritual.” (detective story)
• Author biographies
• Optional videos that can include:
1. “The Most Dangerous Game”
2. “The Lady, or the Tiger?”
3. Beyond the Reach (modern adaptation of “The
Most Dangerous Game”)
4. The Secret Life of Walter Mitty movie
5. Bascombe Valley Mystery movie
• Optional powerpoints that can include:
1. Direct and indirect characterization
2. Characteristics of a Detective Story
3. Background information on “The Secret Life
of Walter Mitty” period references
• Teacher generated reading guides for each
selection read to aid in
• Teacher generated worksheets/ activities to
define, apply, and analyze conflict, suspense,
foreshadowing, detective story elements, irony,
single effect, anonymity, plot construction,
jargon, characterization, and universality
• Crossword puzzles and other practice sheets for
vocabulary definition and usage
• Various contemporary song selections that
demonstrate examples of irony
• Research topics for background of “The Secret
Life of Walter Mitty”
• Review sheets to prepare for unit assessments on
concepts studied
9
Academic English 1
CC.1.4.9-10.A
CC.1.4.9-10.B.
CC.1.4.9-10.C
CC.1.4.9-10.D.
C.E.1.1.3; C.E.1.1.5
CC.1.4.9–10.E Write with an awareness of the
stylistic aspects of composition.
• Use precise language and domain-specific
vocabulary to manage the complexity of the
topic.
C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3;
C.E.2.1.4; C.E.2.1.6 ;C.E.2.1.7
CC.1.4.9–10.F
C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3;
C.E.3.1.4; C.E.3.1.5
CC.1.4.9–10.L Demonstrate a grade-appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling. C.P.1.1.5; C.P.3.1.1;
C.P.3.1.2 ; C.P.3.1.3; C.P.3.1.4; C.P.3.1.5
CC.1.4.9–10.S Draw evidence from literary or
Standards:
informational texts to support analysis,
reflection, and research, applying grade-level
reading standards for literature and literary
nonfiction.
CC.1.4.9–10.T 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.
CC.1.4.9–10.U Use technology, including the
Internet, to produce, publish, and update
individual or shared writing products, taking
advantage of technology’s capacity to link to
other information and to display information
flexibly and dynamically.
C.C.1.4.9-10.V 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.
CC.1.4.9-10.D
C.E.1.1.5
CC.1.4.9-10.F
C.E.1.1.5;C.E.3.1.1; C.E.3.1.2; C.E.3.1.3;
C.E.3.1.4;C.E.3.1.5
CC.1.5.9-10.G Demonstrate command of the
conventions of standard English when speaking
based on Grades 9-10 level and content
v. 2015 - 2016
CC.1.2.9–10.A 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. L.N.1.3.1; L.N.1.3.2; L.N.2.3.3
CC.1.2.9–10.B Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based
on an author’s explicit assumptions and beliefs about
a subject. L.N.1.3.1; L.N.2.1.1; L.N.2.1.2
CC.1.2.9–10.G Analyze various accounts of a subject
told in different mediums (e.g., a person’s life story in
both print and multimedia), determining which details
are emphasized in each account.
L.N.2.2.3
CC.1.3.9-10.A
L.F.1.1.2; L.F.1.3.1; L.F.1.3.2
CC.1.3.9-10.B
L.F.1.1.1; L.F.1.3.1; L.F.2.1.1; L.F.2.1.2
CC.1.3.9-10.C
L.F.1.1.3; L.F.2.3.1; L.F.2.3.4
C.C.1.3.9-10.D. Determine the point of view of the
text and analyze the impact the point of view has on
the meaning of the text.
CC.1.3.9-10.E. Analyze how an author’s choices
concerning how to structure a text, order events
within it, and manipulate time create an effect.
L.F.1.1.3; L,F.2.3.2; L.F.2.3.3;
CC.1.3.9–10.F Analyze how words and phrases shape
meaning and tone in texts. L.F.2.3.5; L.F.2.5.1
C.C.13.9-10.G Analyze the representation of a subject
or a key scene in two different artistic mediums,
including what is emphasized or absent in each
treatment.
L.F.2.2.4
CC.1.3.9–10.H Analyze how an author draws on and
transforms themes, topics, character types, and/or
other text elements from source material in a specific
work.
L.F.2.2.2; L.F.2.4.1
CC.1.3.9–10.I Determine or clarify the meaning of
unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing
10
Academic English 1
CC.1.4.9–10.X Write routinely over extended
time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
CC.1.5.9-10 A. Initiate and participate effectively
in a range of collaborative discussions on gradelevel topics, texts and issues, building on others’
ideas and expressing their own clearly and
persuasively.
C.C.1.5.9-10.D Present information, findings,
and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of
reasoning; ensure that the presentation is
appropriate to purpose, audience, and task.
CC.1.5.9-10.E
CC.1.5.9-10.G Demonstrate command of the
conventions of standard English when speaking
based on Grades 9-10 level and content.
Comments:
v. 2015 - 2016
flexibly from a range of strategies and tools.
L.F.1.2.1 ;L.F.1.2.2; L.F.1.2.3; L.F.1.2.4
CC.1.3.9–10.J Acquire and use accurately grade
appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
L.F.1.2.1; L.F.1.2.2; L.F.1.2.3; L.F.1.2.4
C.C.1.3.9-10.K Read and comprehend literary fiction
on grade level, reading independently and proficiently.
C.C.1.4.9-10.V 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.
11
Academic English 1
Unit 3: Short Story/Expository-Informative/Persuasive Writing
Writing/Speaking/Listening
• Writing as a means of documenting thinking
• Expository writing format, style, and structure
• Persuasive/Argumentative writing format,
style, and structure
• Oral presentation verbal and nonverbal
techniques and skills
• Variation and clarity of sentence structure
Content • Use of evidence and support of a topic,
opinion, or judgment
• Collaborative discussions on grade level
topics, texts, and issues
• Research to answer a question
• Use of parallel structure to clarify ideas
• Creation of vivid images through figurative
language
• Citation format
How do we use information gained through
research to expand knowledge?
•
•
•
•
v. 2015 - 2016
Duration: October/ November (4 weeks)
Grammar
Fiction/Nonfiction
Grade appropriate Standard English
• Stylistic devices in fiction and nonfiction
conventions in expository writing.
• Development and determination of theme in a
Complex sentences
fictional selection.
Pronoun/antecedent agreement
• Identification, development, and use
of point of view in a reading selection
Verb tense consistency
• Central ideas of texts and their development
• Identification and use of symbolism and figurative
language in fiction and nonfiction
• Use of setting as symbols
• Making predictions based on character and plot
• Authors’ influences in life and impact on writing
• Determination of mood and tone
• Impact of point of view in a narrative
How do we develop into effective writers?
How does interaction with text provoke thinking and
response?
To what extent does the writing process
contribute to the quality of writing?
How does a writer create informational and
Essential persuasive pieces that respond to topic, purpose
Question: and audience?
What role does writing play in our lives?
How does productive oral communication rely on
speaking and listening?
How do we develop into effective writers?
12
Academic English 1
•
•
•
•
•
•
•
Skill:
•
•
•
•
•
•
•
Establish a clear topic or thesis with a
judgment and criteria to guide organization
and development of topic in creating an
informative/explanatory text.
Write with a sharp, distinct focus identifying
task and audience.
Draw evidence from literary or informational
texts to support analysis and reflection.
Examine and convey complex ideas,
concepts, and information clearly and
accurately.
Analyze the topic with relevant, well-chosen,
and sufficient facts, extended definitions,
concrete details, quotations, or other
information and structure examples
appropriate to the audience and subject.
Analyze the format of a critical analysis for
format, organization, and content.
Organize ideas logically to make important
connections and distinctions in informative/
explanatory writing.
Use formatting when helpful to aid in
comprehension.
Follow organizational principles that develop
a criterion for the paper’s judgment that
includes lead-ins, evidence, and explanations
for each criterion.
Construct responses in a clear organizational
format that includes an introduction, textual
evidence or anecdotal/individual ideas or
support, and a conclusion.
Use transitional words to move clearly from
one idea to the next.
Use precise language and domain-specific
vocabulary to manage the presentation of the
topics, its supports, and ideas.
Establish and maintain a formal style, tone,
and language and an objective tone in the
informative/expository writing.
Follow the writing process of prewriting,
drafting, revising, editing, and publishing.
•
•
•
•
•
•
Demonstrate a grade-appropriate command
of conventions of Standard English
grammar, usage, capitalization, punctuation,
and spelling in expository and persuasive
writing.
Apply conventions of correct sentence
structure in expository and
argumentative/persuasive writing.
Use a variety of sentence structure which
includes phrases and clauses.
Use compound and complex sentences and
their correct punctuation.
Recognize and correct inappropriate shifts in
verb tense.
Recognize and correct inappropriate use of
pronoun number and person
•
•
•
•
•
•
•
•
•
•
•
•
•
•
v. 2015 - 2016
Determine an author’s point of view and analyze
its impact on the meaning of the reading selection
based on information disclosed, interpretation by
the reader, development of character, and
subjective versus objective information provided.
Analyze how elements of fiction in a story help to
determine the mood and tone.
Analyze in detail how an author’s ideas or claims
are developed by examining the means of
presentation through narration, dialogue,
sentences, and paragraphs
Analyze the author’s choice in structuring a text,
ordering the events, and using time effect the
story.
Make predictions based on plot, character, setting,
mood, and tone.
Analyze how an author draws on and transforms
themes, topics, character types, and other
elements of fiction in a specific story.
Generate research questions based on content and
plot.
Apply appropriate strategies to analyze, interpret,
and evaluate how an author unfolds an analysis or
series of ideas or events.
Analyze various accounts of a subject told in
different mediums.
Determine traits of characters and types of
characters using direct and indirect methods of
characterization.
Identify and analyze how figurative language,
imagery, allusion, and symbolism enhance a
story’s telling and create a more vivid picture.
Analyze authors’ biographies and how their lives
impact on their writing.
Determine a central idea of a text and analyze in
detail its development over the course of a text.
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly, as
well as inferences and conclusions based on an
author’s explicit assumptions and beliefs about a
subject.
13
Academic English 1
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Apply new vocabulary to writing.
Use parallelism to clarify ideas.
Respond to writing prompts based on ideas
established in reading selections in expository
and argumentative/persuasive formats in
short time frames.
Use technology to produce and publish
writing.
Evaluate a speaker’s perspective while
critically listening.
Ensure presentation is appropriate to task.
Adapt an oral presentation to a variety of
tasks.
Use technology, including the internet, to
produce, publish, and update individual
writing products.
Demonstrate command of the conventions of
Standard English when speaking based on
Grades 9-10 level and content.
Make use of digital media in presentations to
add interest and enhance understanding of
findings and reasoning.
Cite a quote from a short story accurately and
in correct format.
Write and publish following the writing
process a format poem that uses figurative
language to create vivid images
(personification, metaphor, simile), a clear
point of view, and writing skills learned and
practiced.
Writing and publishing following the writing
process that can include:
1. A critical analysis based on the development of
theme in one of the short stories read in this
unit based on skills learned and practiced
Assessment: 2. A character analysis based on the
characterization of a character in one of the
short stories read in this unit based on skills
learned and practiced
3. A critical analysis based on the development of
•
•
•
•
•
•
•
•
•
•
Sentence construction that demonstrates
understanding of usage and meaning of
select vocabulary and correct punctuation
Variety of writing assignments that uses
grade appropriate Standard English
conventions, sentence structure variety,
pronoun-antecedent agreement, and verb
tense consistency
Class cooperative writing in a poster that
demonstrates grade appropriate Standard
•
•
•
•
•
v. 2015 - 2016
Determine word meaning based on grade-level
reading and content.
Apply meaning and usage of select vocabulary to
understanding of reading selections.
Support Poe’s definition of a short story with
details and examples from selected short stories
read.
Identify and trace Poe’s idea of single effect and
its effect on a short story.
Apply techniques of good/close reading (preview,
question, predict, infer, connect, summarize, and
evaluate) to the reading of the short stories
selected.
Cooperate in a group to research topics presented
in “The Cask of Amontillado” that aid in
understanding and interpretation of the short
story.
Read and comprehend literary fiction on grade
level, reading independently and proficiently.
Use technology to conduct a short research
project that demonstrates an understanding of the
subject under investigation and provide
information that will enhance understanding of a
reading selection.
Objective/Subjective Evaluation based on
character, plot, and theme
Vocabulary quizzes based on meaning, usage, and
application
Sentence writing that demonstrates an
understanding of vocabulary usage and meaning
Reading quizzes that demonstrate an
understanding of the basic elements of fiction in
fictional selections read
Reading guides for each selected short story to
14
Academic English 1
single effect in “The Cask of Amontillado”
and writing skills learned and practiced
4. A persuasive paper on own opinion and
opinions of other writers on the death of
Edgar Allan Poe based on writing skills
learned and practiced
• Class cooperative writing of poster that
demonstrates an understanding of an element
of fiction in “The Cask of Amontillado”
(theme, setting, point of view, character,
irony, or symbolism), its contribution to the
creation of a single effect, and symbolism as
well as correct writing skills
• Peer evaluation of a student’s writing
• Responses to Reading Guide questions that
show proficiency in writing clearly, with
focus, precision, supportive evidence, and
correct grammar skills
• Original examples of metaphor, simile, and
personification based on definitions and
format learned and writing format learned
and practiced
•
•
•
•
Resources: •
•
Expository Writing Assignment Procedures
and Rubrics Assignment Models
Writing prompts based on ideas established in
reading selections in expository and
argumentative/ persuasive formats in short
time frames.
TJHS Manuscript Format (MLA based)
Single effect graphic organizer
Models of single effect posters
Figurative Language Poem Assignment,
Rubric, and Models that demonstrate
application of figurative language to enhance
or make more vivid ideas and feelings
•
English conventions, sentence structure
variety, pronoun-antecedent agreement, and
verb tense consistency
Student created compound sentences with
correct punctuation
•
•
•
•
•
•
Sample Vocabulary compound sentences
with correct punctuation
v. 2015 - 2016
aid in comprehension, summarizing, drawing
conclusions, and determining main ideas
Graphic organizers to determine use of elements
of fiction to create a single effect
Creation of a poster that identifies various
elements of fiction found in “The Cask of
Amontillado” and creates a symbolic
representation of that element
Research of basic components of setting, plot,
and character that will aid in understanding of the
reading selection “The Cask of Amontillado”
Teacher generated worksheets/ activities to
define, apply, and analyze point of view, literal
and figurative language, simile/
metaphor/personification, denotation and
connotation, dialect, dialogue, character types
(round/flat/ static/dynamic), objective and
subjective, implicit and explicit themes,
symbolism, and single effect
Presentation to class of researched findings on
components in “The Cask of Amontillado” as
background information for the understanding of
the reading selection and use of symbolism
•
•
Short Story Unit II Syllabus
Adventures in Reading, Athena Edition (Holt,
Rinehart and Winston, 1996) short story
selections that can include:
1. Hurst, James. “The Scarlet Ibis”
2. Poe, Edgar Allan. “The Cask of Amontillado”
3. O. Henry. “The Gift of the Magi”
4. De Maupassant, Guy. “The Necklace”
5. Silverman, Kenneth. “Poe’s Final Days.” The
New York Times
6. “Rabies Death Theory.” The New York Times.
7. “If Only Poe Had Succeeded When He Said
Nevermore to Drink.” The New York Times.
8. Selections from Aesop’s Fables
• Reading guides for each selection read to aid in
comprehension, summarizing, drawing
conclusions, and determining main ideas.
• Optional videos that can include:
15
Academic English 1
•
•
•
•
•
•
CC.1.4.9-10.A
CC.1.4.9-10.B.
CC.1.4.9-10.C
C.E.1.1.2
CC.1.4.9-10.D.
C.E.1.1.3; C.E.1.1.5
CC.1.4.9–10.E
C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3;
C.E.2.1.4; C.E.2.1.6 ;C.E.2.1.7
Standards: CC.1.4.9–10.F C.E.1.1.5; C.E.3.1.1; C.E.3.1.2;
C.E.3.1.3; C.E.3.1.4; C.E.3.1.5
CC.1.4.9–10.L. C.P.1.1.5; C.P.3.1.1; C.P.3.1.2;
C.P.3.1.3 ;C.P.3.1.4; C.P.3.1.5
CC.1.4.9–10.S
CC.1.4.9–10.T
CC.1.4.9–10.U
CC.1.4.9–10.X
CC.1.5.9-10 A.
CC.1.5.9-10.G
CC.1.4.9-10.F
CC.1.4.9–10.L Demonstrate a grade-appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling.
C.P.1.1.5; C.P.3.1.1; C.P.3.1.2; C.P.3.1.4;
C.P.3.1.5
CC.1.5.9-10.G
v. 2015 - 2016
1. “The Cask of Amontillado”
2. “The Necklace”
3. “The Gift of the Magi”
Vocabulary list and flashcards of words from
reading selections
Various theme songs from popular television
shows
Scieszka, Jon. The True Story of the Three Little Pigs.
(youtube.com)
Optional powerpoints can include:
1. Point of View
2. Unlocking Theme
Teacher generated worksheets/ graphic
organizers/activities to define, apply, and analyze
point of view, literal and figurative language,
simile/ metaphor/personification, denotation and
connotation, dialect, dialogue, character types
(round/flat/ static/dynamic), objective and
subjective, implicit and explicit themes,
symbolism, and single effect
Review sheets to prepare for unit assessments on
concepts studied
CC.1.2.9–10.A.
L.N.1.3.1; L.N.1.3.2; L.N.2.3.3
CC.1.2.9–10.B.
L.N.1.3.1; L.N.2.1.1; L.N.2.1.2
CC.1.2.9-10.C Apply appropriate strategies to analyze,
interpret, and evaluate how an 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.
L.N.1.1.2; L.N.1.1.3
CC.1.2.9–10.F. Analyze how words and phrases shape
meaning and tone in texts.
L.N.1.1.4
CC.1.2.9–10.G
L.N.2.2.3
CC.1.3.9-10.A
CC.1.3.9–10.C
L.F.1.1.3; L.F.2.3.1; L.F.2.3.4
16
Academic English 1
Comments:
v. 2015 - 2016
CC.1.3.9–10.E
L.F.1.1.3; L.F.2.3.2; L.F.2.3.3; L.F.2.5.3
CC.1.3.9–10.F. L.F.2.3.5; L.F.2.5.1
CC.1.3.9–10.H
L.F.2.2.2; L.F.2.4.1
CC.1.3.9–10.I
L.F.1.2.1 ;L.F.1.2.2; L.F.1.2.3; L.F.1.2.4
CC.1.3.9–10.J
L.F.1.2.1; L.F.1.2.2; L.F.1.2.3; L.F.1.2.4
C.C.1.4.9-10.V
17
Academic English 1
Unit 4: The Novel/Persuasive Writing & Expository-Informative Writing
Writing/Speaking/Listening
• Writing as a means of documenting thinking •
• Persuasive/Argumentative writing format,
style, and structure
• Variation and clarity in sentence structure
•
• Use of transitions, parallel structure, and
Content
topic sentences in multi-paragraph papers to
clarify ideas
•
• Collaborative discussions on grade level
•
topics, texts, and issues
• Use of evidence and support of a topic,
opinion, or judgment
To what extent does the writing process
contribute to the quality of writing?
Essential
Question:
v. 2015 - 2016
Duration: December (4 weeks)
Grammar
Fiction/Nonfiction
Grade-appropriate command of conventions • Stylistic devices in fiction and nonfiction
of Standard English grammar, usage,
• Development and determination of theme in a
capitalization, punctuation, and spelling in
fictional selection.
expository and persuasive writing
• Central ideas of texts and their development
Conventions of correct sentence structure in • Identification and use of symbolism and
expository and argumentative/persuasive
figurative language
writing
• Making predictions based on character and plot
Variety of sentence structure.
• Determination of mood and tone
Complex sentences and their correct
• Comparison of a novel and sh0rt story
punctuation
How do we develop into effective writers?
How does interaction with text provoke thinking
and response?
•
•
How does a writer create informational and
persuasive pieces that respond to topic, purpose
and audience?
What role does writing play in our lives?
How does productive oral communication rely
on speaking and listening?
How do we develop into effective writers?
•
•
Skill: •
•
•
Establish a clear topic or thesis with a
judgment and criteria to guide organization
and development of topic in creating an
informative/explanatory text.
Write with a sharp, distinct focus identifying
topic, task, and audience.
Write an argument to support a claim in
analyzing a topic.
Address counter claims clearly, pointing out
strengths and limitations of argument.
Create an organization for a
persuasive/argumentative piece of writing
that establishes clear relationships among
•
•
•
•
Demonstrate a grade-appropriate command
of conventions of Standard English
grammar, usage, capitalization, punctuation,
and spelling in expository writing.
Apply conventions of correct sentence
structure in expository and
argumentative/persuasive writing.
Use a variety of sentence structure.
Use compound and complex sentences and
their correct punctuation.
Follow spelling rules in writing for
clarification.
•
•
•
Determine an author’s point of view and analyze
its impact on the meaning of the reading
selection based on information disclosed,
interpretation by the reader, development of
character, subjective versus objective
information provided.
Analyze how elements of fiction in a story help
to determine the mood and tone.
Analyze in detail how an author’s ideas or claims
are developed by examining the means of
presentation through narration, dialogue,
sentences, and paragraphs
Analyze the author’s choice in structuring a text,
18
Academic English 1
•
•
•
•
•
•
•
•
•
•
•
•
•
•
claims, counter claims, reasons, and evidence
and provides a conclusion.
Draw evidence from literary or
informational texts to support analysis and
reflection.
Examine and convey complex ideas,
concepts, and information clearly and
accurately.
Analyze the topic with relevant, well-chosen,
and sufficient facts, extended definitions,
concrete details, quotations, or other
information and structure examples
appropriate to the audience and subject.
Organize ideas logically to make important
connections and distinctions.
Use formatting when helpful to aid in
comprehension.
Follow organizational principles that develop
a criterion for the paper’s judgment that
includes lead-ins, evidence, and explanations
for each criterion.
Use transitional words to move clearly from
one idea to the next.
Use precise language and domain-specific
vocabulary to manage the presentation of
the topics, its supports, and ideas.
Establish and maintain a formal style and
language and an objective tone in the
informative/explanatory writing.
Follow the writing process of prewriting,
drafting, revising, editing, and publishing.
Apply new vocabulary to writing.
Use parallelism and topic sentences to clarify
ideas.
Compare and contrast a short story and a
novel
Use technology, including the internet, to
produce, publish, and update individual
writing products.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
v. 2015 - 2016
ordering the events, and using time effect the
story.
Make predictions based on plot, character,
setting, mood, and tone.
Analyze how an author draws on and
transforms themes, topics, character types, and
other elements of fiction a novel.
Apply appropriate strategies to analyze, interpret
and evaluate how an author unfolds an analysis
or series of ideas or events.
Review and practice designated reading
strategies to help in recalling, citing, and
discussing specific information and literary
devices found in a novel.
Analyze various accounts of a theme told in
different genres.
Determine traits of characters and types of
characters using direct and indirect methods of
characterization
Identify and analyze how figurative language,
imagery, allusion, and symbolism enhance a
story’s telling and create a more vivid picture.
Analyze author’s biography and how his life and
beliefs impact on his writing
Determine a central idea(s) of a novel and
analyze in detail its development over the course
of the novel.
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly,
as well as inferences and conclusions based on
an author’s explicit assumptions and beliefs
about a subject.
Determine word meaning based on grade-level
reading and content.
Apply meaning and usage of select vocabulary
to understanding of reading selection.
Apply techniques of good/close reading
(preview, question, predict, infer, connect,
summarize, and evaluate) to the reading of the
novel.
Provide an objective summary of the novel, as a
19
Academic English 1
•
•
•
•
•
•
•
•
•
•
•
Assessment: •
Responses to Reading Guide questions that
show proficiency in writing clearly, with
focus, precision, supportive evidence, and
correct grammar skills
Peer evaluation of a student’s writing
Writing, following the writing process, of a
persuasive essay based on a theme presented
in the novel that follows writing skills
learned and practiced
Comparison/contrast expository essay
comparing OR contrasting theme in a short
story and the novel
•
•
Sentence construction that demonstrates
understanding of usage and meaning of
select vocabulary and correct punctuation
Variety of writing assignments with
evaluation points based on grammar
(sentence structure, spelling, punctuation,
capitalization, agreement)
•
•
•
•
•
•
•
v. 2015 - 2016
part or as a whole, giving key details
Identify and explain stated and implied main
ideas and relevant supporting details.
Interpret the relationship between the theme
and other components of the text.
Compare, analyze, describe how complex
characters develop over the course of a text,
interact with other characters, and advance the
plot or develop the theme
Use contextual clues to determine or clarify the
meaning of unfamiliar, multiple-meaning, or
ambiguous words
Draw conclusions about connotations of words.
Determine word meaning based on grade-level
reading and content.
Apply meaning and usage of select vocabulary
to understanding of reading selections.
Read and comprehend literary fiction on or
above grade level, reading independently and
proficiently.
Objective/Subjective evaluation based on
elements of fiction in the novel (quizzes, tests,
open- ended question responses)
Reading quiz on basic elements if fiction in a
short story with comparable theme
Vocabulary quiz based on meaning, usage, and
application of selected words
Sentence writing that demonstrates an
understanding of vocabulary usage and meaning
Reading quizzes that demonstrate an
understanding of the basic elements of fiction in
the novel
Worksheets on character, theme, allusion, and
symbolism
Completion of reading guides for each of the
three parts of the novel that indicate
proficiency in comprehension, summarizing,
drawing conclusions, and determining main
ideas
20
Academic English 1
•
•
•
•
Persuasive Writing Assignment Procedures,
Prewriting Worksheets, Rubrics, and
Assignment Models
TJHS Manuscript Format (MLA based)
Vocabulary lists and definitions
Graphic organizers for Introductory,
Developmental, Objection, and Concluding
Paragraphs for Persuasive/Argumentative
Writing
•
Sample Vocabulary compound sentences
with correct punctuation
•
•
•
Resources:
•
•
•
•
Standards:
CC.1.4.9-10.A
CC.1.4.9-10.B.
CC.1.4.9-10.C
C.E.1.1.2
CC.1.4.9-10.D.
C.E.1.1.3; C.E.1.1.5
CC.1.4.9–10.E
C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3;
C.E.2.1.4; C.E.2.1.6 ;C.E.2.1.7
CC.1.4.9–10.F
C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3;
C.E.3.1.4; C.E.3.1.5
CC.1.4.9-10.G Write arguments to support
claims in analysis of substantive topics.
CC.1.4.9-10.H Write with a sharp, distinct focus
identifying topic, task, and audience.
C.P 1.1.1
CC.1.4.9-10.F
CC.1.4.9–10.L
C.P.1.1.5; C.P.3.1.1; C.P.3.1.2; C.P.3.1.4;
C.P.3.1.5
CC.1.5.9-10.G
v. 2015 - 2016
Bradbury, Ray. Fahrenheit 451 and Related
Readings. (Literature Connections ed., McDougal
Littell, 2006) and Clark, Walter Van Tilburg.
“The Portable Phonograph.”
Optional: Clark, Walter Van Tilburg. “The
Portable Phonograph.” Adventures in Reading,
Athena Edition (Holt, Rinehart and Winston,
1996).
Optional powerpoint/video clips can include:
1. Time-line of Bradbury’s life and beliefs as
reflected in the novel
2. Interviews with Bradbury (neabigread.org)
3. Rajmon Jijmenez epigraph
4. Introduction to Fahrenheit 451 – concepts,
historical context, themes, setting, conflicts
and symbols
Reading guides for 3 designated parts of the
novel (“The Hearth and the Salamander,””The
Sieve and the Sand,” “Burning Bright”)
Teacher generated worksheets on theme and
symbolism
Review sheets to prepare for unit assessments
on concepts studied
Optional nonfiction readings on censorship
CC.1.2.9-10.A
L.N.1.3.1; L.N.1.3.2
CC.1.2.9-10 B.
L.N.1.3.1; L.N.2.1.1; L.N.2.1.2
CC.1.2.9-10.G
L.N.2.2.1
C.C.1.2.9-10.L Read an comprehend literary
nonfiction and informational text on grade level,
reading independently and proficiently.
CC.1.3.9-10.A
L.F.1.1.2; L.F.1.3.1; L.F.1.3.2; L.F.2.3.4
CC.1.3.9-10.B.
L.F.1.1.1.; L.F.1.3.1.; L.F.2.1.1.; L.F.2.1.2
CC.1.3.9-10.C.
L.F.1.1.3; L.F.2.3.1; L.F.2.3.4
CC.1.3.9-10.D
L.F.2.3.6
21
Academic English 1
CC.1.4.9-10.I Distinguish the claim(s) from
alternate or opposing claims; develop claim(s)
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.
C.P.1.1.1
CC.1.4.9-10.J Create organization that establishes
clear relationships among claim(s),
counterclaims, reasons, and evidence; 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 counterclaim(s); provide a
concluding statement or section that follows
from and supports the argument presented.
C.P.1.1.2; C.P.2.1.5; C.P.2.1.6
CC.1.4.9-10.K Write with an awareness of the
stylistic aspects of composition.
Use precise language and domain-specific
vocabulary to manage the complexity of the
topic.
Establish and maintain a formal style and
objective tone while attending to the norms of
the discipline in which they are writing.
C.P.2.1.1; C.P.2.1.2; C.P.2.1.3; C.P.2.1.4;
C.P.2.1.6; C.P.2.1.7
CC.1.4.9–10.L.
C.P.1.1.5; C.P.3.1.1; C.P.3.1.2; C.P.3.1.3
;C.P.3.1.4; C.P.3.1.5
CC.1.4.9–10.S
CC.1.4.9–10.T
CC.1.4.9–10.U
CC.1.4.9–10.X
CC.1.5.9-10 A.
CC.1.5.9-10.G
CC.1.3.0-10.E
L.F.1.1.3; L.F.2.3.2; L.F. 2.3.3
CC.1.3.9-10.F.
L.F.2.3.5; L.F. 2.5.1
CC.1.3.9-10.G.
L.F.2.2.1; L.F.2.2.3
CC.1.3.9-10 I.
L.F.1.2.1; L.F.1.2.4
CC.1.3.9-10.J
CC.1.3.9-10.K.
v. 2015 - 2016
Comments:
22
Academic English 1
Unit 5: Research/Expository - Informative Writing & Midterm
Writing/Speaking/Listening
• Expository writing format, style, and
structure
• Interpretation, evaluation, and analysis
of information critically
• Focus, content, style, and conventions
working together to impact writing
quality
• Variation and clarity in sentence
structure
• Use of transitions, parallel structure, and
topic sentences in multi-paragraph
papers to clarify ideas
• Use of evidence and support of a topic,
opinion, or judgment
• Creation of a thesis statement
Content • Organization principles for creating a
research project
• Proper citation format
• Application of the Writing Process
• Clear explanation of ideas
• Support of ideas with relevant evidence
• Creation of an outline to organize ideas
as an aid to writing and correct outline
format
• Creation of clear research questions
• Application of rules in formal writing
• MLA Citation Format and Works Cited
page(s)
• Research techniques
• Midterm preparation
Use of the library
Essential
Question:
To what extent does the writing process
contribute to the quality of writing?
How does a writer create informational and
persuasive pieces that respond to topic,
purpose and audience?
•
•
•
•
•
•
•
•
Duration: January/ February (8 weeks)
Grammar
Review and application of comma rules
Use of parallelism
Punctuation, capitalization as used in various
sentence structures
Use of strong adjectives and adverbs
Grade-appropriate conventions of Standard
English grammar, usage, capitalization,
punctuation, and spelling.
Correct sentence structure
Effective sentences
Midterm preparation
How do we develop into effective writers?
v. 2015 - 2016
•
•
•
•
•
•
Fiction/Nonfiction
Use of primary and secondary sources in the
research process
Reading informational texts on grade level with
proficiency
Use of strong and thorough textual evidence to
support an opinion or idea
Analysis of different accounts on a research
subject
Collaborative discussions on grade level topics,
texts, and issues
Midterm preparation
Where do I find and how do I use sources of
information for research?
How does interaction with text provoke thinking and
response?
23
v. 2015 - 2016
How can we read effectively form multiple sources of
information to gain and expand our knowledge on a
topic?
Academic English 1
What role does writing play in our lives?
How do we develop into effective writers?
How can our knowledge and use of the
research process promote lifelong learning?
How do we use information gained through
research to expand knowledge?
•
•
•
•
•
Skill:
•
•
•
•
•
Develop a clear research question and
thesis statement.
Construct parallel structures within
statements, between sentences and
between paragraphs.
Incorporate appropriate transitions to
move clearly and smoothly between
ideas, examples, sentences, and
paragraphs.
Develop an organizational format
appropriate to mode and purpose that
sustains writing in a logical order.
Establish a clear topic or thesis with a
judgment and criteria to guide
organization and development of topic
in creating an informative/expository
text.
Write with a sharp, distinct focus
identifying task and audience.
Examine and convey complex ideas,
concepts, and information clearly and
accurately.
Analyze the topic with relevant, wellchosen, and sufficient facts, extended
definitions, concrete details, quotations,
or other information and structure
examples appropriate to the audience
and subject.
Use formatting when helpful to aid in
comprehension.
Follow organizational principles that
develop a criterion for the paper’s
•
•
Demonstrate a grade-appropriate command of
the conventions of Standard English grammar,
usage, capitalization, punctuation, and spelling.
Demonstrate commands of Standard English
when speaking based on grade9-10 level and
content.
•
•
•
•
•
•
•
•
•
•
•
Complete a library search to locate various sources
of information, learn how to use the online card
catalog, and how to find research information
related to the topic.
Determine the main ideas of texts.
Find and cite strong, supportive, and thorough
textual evidence to support the thesis statement,
its judgment and criteria as well as student’s
analysis and reflection.
Analyze various accounts of a subject told in
various sources, ie., biographies, magazines,
newspapers, databases, websites, reference
sources.
Establish and opinion (judgment) on a research
subject based on reading information.
Determine criteria that will support the judgment
for a research paper.
Determine validity and reliability of internet
resources.
Develop search procedures to locate and gather
information from traditional sources as well as
electronic databases.
Analyze and evaluated information from sources
for relevance to the research question, topic, and
thesis.
Analyze the topic with relevant, well-chosen, and
sufficient facts, extended definitions, concrete
details, quotations, or other information and
structure examples appropriate to the audience
and subject.
Read and comprehend nonfiction on or above
grade level, reading independently and proficiently.
24
Academic English 1
•
•
•
•
•
•
•
•
•
•
•
•
judgment that includes lead-ins,
evidence, and explanations for each
criterion.
Construct responses in a clear
organizational format that includes an
introduction, textual or support, and a
conclusion.
Use precise language and domainspecific vocabulary to manage the
presentation of the topics, its supports,
and ideas.
Establish and maintain a formal style
and language and an objective tone in
the informative/explanatory writing.
Follow the writing process of
prewriting, drafting, revising, editing,
and publishing to construct a final
research project
Apply new vocabulary to writing.
Evaluate a speaker’s perspective while
critically listening.
Use technology, including the internet,
to produce, publish, and update
individual writing products
Make use of digital media in
presentations to add interest and
enhance understanding of findings and
reasoning.
Integrate multiple sources of
information presented in diverse media
or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and
accuracy of each source.
Present information, findings, and
supporting evidence clearly, concisely,
and logically so that listeners can follow
the line of reasoning.
Construct an outline that will provide an
organization for the paper.
Construct a Works Cited Page that
follows proper MLA form and content
and reflects sources used in the final
•
v. 2015 - 2016
Prepare and review for the Midterm examination.
25
Academic English 1
•
•
•
•
•
•
•
•
Assessment: •
•
•
•
v. 2015 - 2016
research paper.
Establish a title for the work that is
reflective of the paper’s content and
captures the reader’s attention as well as
follows the established standards of a
formal paper’s title.
Optional: Present orally findings and
conclusions of research project clearly
and logically making adaptations for the
audience and using command of the
conventions of Standard English.
Practice Bib Cards for accuracy, format,
and content
Practice Note Cards for accuracy,
format, and content
Bib Card Quiz for accuracy, format and
content of writing bibliography
information for research project
Research Bib Cards for accuracy,
format, and content
Research Note Cards for accuracy,
format, and content
Formation of Research Questions in
clear and parallel format to guide
research process
Preliminary Outlines for format,
content, organization, and accuracy
Final Research Paper (Introductory,
Developmental, and Concluding
Paragraphs), Title Page, Final Outline,
and Works Cited Page for content,
format, and mechanics
Optional: If enough time, and oral
presentation of the final research project
should be included and evaluated
according to speaking skills, evidence
presented, and clarity of presentation
Midterm Examination that assesses level
of writing skills covered during first
semester of the course
•
•
All components of research project with
evaluation points based on grammar (sentence
structure, spelling, punctuation, capitalization,
agreement).
Midterm Examination that assesses depth of
knowledge in applying grammar skills covered
during first semester of the course
•
•
•
•
•
•
•
•
Content and clarity of evidence to support
research project thesis in notes
Final research Project
Practice Note Cards Format and Content
Research General Instructions Quiz
Formation of Research Questions in clear and
parallel format to guide research process
Final Research Paper (Introductory,
Developmental, and Concluding Paragraphs), Title
Page, Final Outline, and Works Cited Page for
content, format, and mechanics
Preliminary Outlines for format, content,
organization, and accuracy
Midterm Examination that assesses depth of
knowledge of literary concepts covered during
first semester of the course
26
v. 2015 - 2016
Academic English 1
•
•
•
Resources:
•
•
•
•
•
•
•
•
•
•
•
“The Spirit of Pittsburgh” Research
Project Overview, Requirements,
Terms, and Topics packet
Research Guidelines: Preparing Bib
Cards, Library Procedures for Creating
Bib Cards for Research Project, Taking
Notes, Creating a Question Card,
Possible Areas of Background
Information, Taking Notes Procedures
for Library, Creating a Preliminary
Outline, Constructing the Final Outline
with Citation, Citing a Quote,
Constructing an Outline with Correct
Citation, Writing the bibliography and
Title Page
Practice Bib Card Information for a
variety of sources (books with authors,
Books with no authors, databases,
online magazines/ newspapers,
websites, magazines, newspapers,
pamphlets
Practice Taking Notes Exercises
Research Handbook – Ninth Grade
(MLA based)
Encyclopedia Data Sheet for Individual
Research Project
Citation Practice exercises
TJHS Library
Mrs. Barker’s cart of supplementary
books
Preliminary Outline Checklist
Outline with Citation Checklist
Models – Outlines, Paper, Bib Cards,
Topic Card, Note Cards, Internet
Printouts, Encyclopedia Printouts
Research Evaluation Sheet
Midterm examination practice essays
•
•
•
•
Research Handbook-Ninth Grade (MLA
based)
Comma Review Packet
Sentence Structure Worksheets
Midterm examination review sheets on
grammar emphasized first semester of the
course
•
•
•
•
•
•
•
•
•
Primary and secondary nonfiction sources in TJ
Library
TJ Library Databases
Reliable and valid internet sources
Cart of teacher resources
Research Guidelines Worksheets
Research Handbook – Ninth Grade (MLA based)
“The Spirit of Pittsburgh” Research Project
Overview, Requirements, Terms, and Topics
packet
Midterm Examination Review sheets and practices
Fiction Literary Terms Sheet with terms and
definitions (based on Keystones Glossary) in
preparation for Midterm Examination
27
Academic English 1
CC.1.4.9-10.A
CC.1.4.9-10.B
C.E.1.1.1
CC.1.4.9-10.C.
C.E.1.1.2
CC.1.4.9-10.D
C.E.1.1.3; C..1.1.5
CC.1.4.9-10.E
C.E.1.1.4; C.E.2.1.1; C.E.2.1.3; C.E.2.1.4;
C.E.2.1.7; C.E.2.1.7
C.C.1.4.9-10.F
C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3;
C.E.3.1.4; C.E.3.1.5
Standards: CC.1.4.9-10.S
CC.1.4.9-10.T
CC.1.4.9-10.U
CC.1.4.9-10.V
CC.1.4.9-10.W 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.
CC.1.4.9-10.X
Comments:
CC.1.4.9-10.F
C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4;
C.E.3.1.5
CC.1.4.9-10.K
CC.1.2.9-10A
L.N.1.3.1
CC.1.2.9-10.B
CC.1.2.9-10.C
L.N.1.1.2, L.N.2.4.3
CC.1.2.9-10.G
L.N.2.3.3.
CC.1.2.9-10.J
L.N.1.2.3.
CC.1.2.9-10.L
CC.1.
v. 2015 - 2016
28
Academic English 1
Unit 6: Romeo and Juliet/Poetry/Expository- Informative Writing
Writing/Speaking/Listening
• Variation and clarity in Proper
•
Sentence Structure
•
• Collaborative discussions on grade
•
level topics, texts, and issues
•
• Use of evidence and support of a topic,
opinion, or judgment
Content
•
• Paraphrasing techniques
• Effective listening
• Expository writing format, style, and
•
structure
•
To what extent does the writing process
contribute to the quality of writing?
Essential
Question:
How does a writer create informational and
persuasive pieces that respond to topic,
purpose and audience?
Duration: March/ April (8 weeks)
Grammar
Agreement of subject and antecedent
Consistency in verb tense
Application of comma rules
Punctuation, capitalization as used in various
sentence structures
Grade-appropriate conventions of Standard
English grammar, usage, capitalization,
punctuation, and spelling.
Correct sentence structure
Effective sentences
How do we develop into effective writers?
How do we clearly communicate our ideas?
v. 2015 - 2016
•
•
•
•
•
•
•
•
Fiction/Nonfiction
Drama Literary terms
Development of character, theme, plot, point of view,
setting
Stylistic approaches and styles used by authors and
their impact on the story
Identification, use and analysis of various drama and
poetry devices
Determination of author’s purpose
Understanding Shakespearean language
Strategies to construct meaning of text
Poetry format
How does interaction with text provoke thinking and
response?
What role does writing play in our lives?
How does productive oral communication
rely on speaking and listening?
How do we develop into effective writers?
•
•
Skill:
•
•
Establish a clear topic or thesis with a
judgment and criteria to guide
organization and development of topic
in creating an informative/explanatory
text.
Write with a sharp, distinct focus
identifying task and audience.
Draw evidence from literary or
informational texts to support analysis
and reflection.
Examine and convey complex ideas,
concepts, and information clearly and
accurately.
•
•
•
•
Demonstrate a grade-appropriate command
of the conventions of Standard English
grammar, usage, capitalization, punctuation,
and spelling.
Demonstrate commands of Standard
English when speaking based on grade 9-10
level and content.
Write with agreement between subject and
verbs.
Use commas correctly in compound
sentences, complex sentences, introductory
phrases and clauses, interrupters direct
address, and appositives.
•
•
•
•
•
•
•
Provide an objective summary of the play, as a part or
as a whole, giving key details
Explain, describe, and analyze examples from the
novel that support the author’s intended purpose
Identify and explain stated and implied main ideas
and relevant supporting details.
Determine and analyze the theme of the novel.
Interpret the relationship between the theme and
other components of the text.
Cite strong and thorough textual evidence to support
analysis of generalizations and what the text says
explicitly.
Evaluate how the author’s point of view or purpose
29
Academic English 1
•
•
•
•
•
•
•
•
•
•
•
•
•
Analyze the topic with relevant, wellchosen, and sufficient facts, extended
definitions, concrete details,
quotations, or other information and
structure examples appropriate to the
audience and subject.
Organize ideas logically to make
important connections and distinctions
in informative/ explanatory writing.
Use formatting when helpful to aid in
comprehension.
Follow organizational principles that
develop a criterion for the paper’s
judgment that includes lead-ins,
evidence, and explanations for each
criterion.
Construct responses in a clear
organizational format that includes an
introduction, textual evidence or
anecdotal/individual ideas or support,
and a conclusion.
Use transitional words to move clearly
from one idea to the next.
Use precise language and domainspecific vocabulary to manage the
presentation of the topics, its supports,
and ideas.
Establish and maintain a formal style,
tone, and language and an objective
tone in the informative/explanatory
writing.
Follow the writing process of
prewriting, drafting, revising, editing,
and publishing.
Apply new vocabulary to writing.
Use parallelism to clarify ideas.
Collaboratively discuss topics, specific
texts, and issues, expressing ideas
clearly.
Apply speaking skills learned and
practiced to reading the play aloud in
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
v. 2015 - 2016
shapes the content and style of the text especially in
the selective first person point of view.
Analyze how a writer’s structure of the story
manipulates its effect.
Compare, analyze, describe how complex characters
develop over the course of a text, interact with other
characters, and advance the plot or develop the
theme.
Determine how history impacts on writing.
Analyze how the structure of the story influences its
elements of fiction.
Analyze how words and phrases shape meaning and
tone in text.
Identify, explain, interpret, describe, and analyze the
effects of Identify the components of the plot
construction.
Identify and analyze the external and internal conflicts
in the story.
Analyze symbols found in the play and their impact
on other elements of fiction in the story.
Determine the impact of the author’s life on his
writing.
Use contextual clues to determine or clarify the
meaning of unfamiliar, multiple-meaning, or
ambiguous words.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly, as well as
inferences and conclusions based on an author’s
explicit assumptions and beliefs about a subject.
Draw conclusions about the connotations of words.
Determine word meaning based on grade-level
reading and content.
Apply meaning and usage of select vocabulary to
understanding of reading selections.
Read and comprehend literary fiction on grade level,
reading independently and proficiently.
Determine the metrical pattern (scansion) of lines of
poetry in iambic pentameter.
Analyze a Shakespearean sonnet’s scansion and
meaning.
Research the derivations of entire name.
30
Academic English 1
•
•
Reader’s Theater format, adjusting
voice, volume, rate, and enunciation to
aid in the understanding of the drama.
Create an original couplet in iambic
pentameter that exhibits correct format
and clarity of meaning with correct
grammar and sentence structure.
Optional: Memorize and recite a
monologue from Romeo and Juliet.
•
•
•
•
•
•
•
•
Assessment: •
•
•
•
Resources:
•
•
Original Iambic Pentameter couplet
with focus, clarity, cohesiveness, and
correct grammar
“What’s in a Name?” Essay in clear
expository format
Writing and publishing of a paraphrase
of an excerpt from the play that clearly
clarifies meaning of text
Respond with coherency and clarity to
reading questions on Study Guides
Peer evaluation of expository writing
assignment
Expository paragraph on outstanding
character trait of one of the main
characters in Romeo and Juliet (Romeo,
Julie, Friar Laurence, Nurse, Benvolio,
or Mercutio)
•
Reading guides for each act and scene
with clear responses with evidence that
demonstrates writing skills practiced
this year.
Iambic Pentameter Writing
Assignment, procedures, models, and
rubric
“What’s in a Name?” Writing
•
•
•
•
•
Vocabulary quizzes to check knowledge of
meaning and usage of select vocabulary and
application to writing
Application of vocabulary to writing
assignments and evaluated skills.
Demonstration of a grade-appropriate
command of conventions of Standard
English grammar, usage, capitalization,
punctuation, and spelling in expository
writing
Application of conventions of correct
sentence structure in expository writing and
paraphrasing
Sentence construction that demonstrates
understanding of usage and meaning of
select vocabulary and correct punctuation
•
Comma Review Packet (compound
sentences, complex sentences, introductory
phrases and clauses, interrupters direct
address, appositives)
Comma Practice Worksheets
•
•
•
•
•
•
•
•
v. 2015 - 2016
Analyze the importance of names based on the play,
nonfiction reading selections, and research determine
the importance of names.
Analyze Tchaikovsky’s interpretation of Romeo and
Juliet and how it compares to Shakespeare’s play.
Paraphrase lines and passages from the play as it is
read to check for understanding and meaning.
Optional: memorize and recite a monologue from
Romeo and Juliet.
Apply techniques of good/close reading (preview,
question, predict, infer, connect, summarize, and
evaluate) to the reading of the drama.
Read and comprehend literary fiction on or above
grade level, reading independently and proficiently.
Objective/Subjective evaluation based on background
information (Shakespeare’s life, his times, and his
drama/poetry), character, plot, literary devices,
quotes, and theme
Vocabulary quizzes based on meaning, usage, and
application
Sentence writing that demonstrates an understanding
of vocabulary usage and meaning
Reading quizzes that demonstrate an understanding
of the basic elements of fiction and poetic devices
used in the play
Reading guides for each act and scene to check on
comprehension, summarizing, drawing conclusions,
and determining main ideas
Paraphrasing activities that check for accuracy and
meaning
Romeo and Juliet. Adventures in Reading, Athena Edition
(Holt, Rinehart and Winston, 1996).
Optional: “Shakespeare, William. “Sonnet 55.”
Adventures in Reading, Athena Edition (Holt, Rinehart
and Winston, 1996).
Optional: Tchaikovsky’s Romeo and Juliet Fantasy
Overture. Gergiev. London Symphony Orchestra.
“Pyramus and Thisbe” myth
31
Academic English 1
•
Assignment, Procedures, Rubric,
Model, Peer Evaluation, and
Prewriting Worksheets
Paraphrase Writing Assignment,
Procedures, Model, Rubric
•
•
•
•
•
•
•
Standards:
CC.1.4.9-20.A
CC.1.4.9-10.B
C.E.1.1.1
CC.1.4.9-10.C
C.E 1.1.2
CC.1.4.9-10.D
C.E.1.1.3; C.E.1.1.5
CC.1.4.9-10.E
C.E.1.1.4; C.E.2.1.1; C.E.2.1.3; C.E.2.1.4;
C.E.2.1.6; C.E.2.1.7
CC.1.4.9-10.F
C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3;
C.E.3.1.4; C.E.3.1.5
v. 2015 - 2016
Selected vocabulary lists
Teacher generated worksheets on Shakespeare’s
language, rhyme and meter, the Shakespearean
theater, Shakespeare’s Stratford, vocabulary anagrams,
poetic techniques, play timeline, literary terms, plot
structure of Shakespeare’s tragedies
Powerpoint on Unlocking the Truths about the
Immortal Bard ( his life, his time, his theater, drama
and tragedy, Romeo and Juliet)
Romeo and Juliet/Drama/Poetry Literary Term
Worksheet including verse, pun, iambic pentameter,
blank verse, aside, oxymoron, foil, juxtaposition,
technical and dramatic climaxes,
Optional videos/movies can include:
1. Leonardo DeCaprio’s Romeo and Juliet
2. Zeferelli’s Romeo and Juliet
3. Standard Deviants William Shakespeare
4. Shakespeare in Love
5. Shakespeare’s Stratford
6. Shakespeare’s Biography (A & E)
7. Nomeo and Juliet
Nonfiction selections can include:
1. David, Ariel. “Digs Uncovered.”
2. Deary, Terry. Top Ten Shakespeare’ s Stories.
3. Leon, Masha. “What’s in a Name?” Small Miracles
of the Holocaust.
4. Wach, Bonnie. “What’s in a Name?” Health
Magazine.
5. Natural remedies to ailments
Review sheets to prepare for unit assessments on
concepts studied
CC.1.2.9-10.A
L.N.1.3.1; L.N.1.3.2; L.N.2.3.3
CC.1.2.9-10.B
L.N.1.3.1; L.N.2.1.1; L.N.2.1.2
CC.1.2.9-10.C
L.N.1.1.2; L.N.1.1.3; L.N.1.3.3; L.N.2.3.3; L.N.2.3.5
CC.1.2.9-10.D
L.N.2.3.6
CC.1.2.9-10.E
L.N.1.1.1;L.N.1.1.3; L.N.2.4.1
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Academic English 1
CC.1.4.9-10.F
C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3;
C.E.3.1.4; C.E.3.1.5
CC.1.4.9-10.S
CC.1.4.9-10.T
CC.1.4.9-10.U
CC.1.4.9-10.V
CC.1.4.9-10.W
CC.1.4.9-10.X
CC.1.5.9-10.A
CC.1.5.9-10.C
CC.1.5.9-10.E
CC.1.5.9-10.G
Comments:
CC.1.2.9-10.G
L.N.2.2.1; L.N.2.2.2; L.N.2.2.3
C.1.2.9-10.L
CC.1.3.9-10.A
L.F.1.1.2; L.F.1.3.1; L.F.1.3.2; L.F.2.3.4
CC.1.3.9-10.B
L.F.1.1.1; L.F.1.3.1; L.F.2.1.1; L.F.2.1.2
CC.1.3.9-10.C
L.F.1.1.3; L.F.2.3.1; L.F.2.3.4
CC.1.3.9-10.D
L.F.2.3.6
CC.1.3.9-10.E
L.F.1.1.3; L.F.2.3.2; L.F.2.3.3;
CC.1.3.9-10.F
L.F.2.3.5; L.F.2.5.1; L.F.2.5.2
CC.1.3.9-10.G
L.F.2.2.1; L.F.2.3.3; L.F.2.2.4
CC.1.3.9-10.H
L.F.2.2.2; L.F.2.4.1
CC.1.3.9-10.I
L.F.1.2.1; L.F.1.2.3; L.F.1.2.4
CC.1.3.9-10.J
L.F. 1.2.1; L.F.1.2.3; L.F.1.2.4
CC.1.3.9-10.K
v. 2015 - 2016
33
Academic English 1
v. 2015 - 2016
Unit 7: The Odyssey/Epic/Expository-Informative Writing/Final Examination
Duration: May/ June (5 weeks)
Writing/Speaking/Listening
Grammar
Fiction/Nonfiction
• Expository writing format, style, and
• Review and application of comma rules
• Derivations of words from Greek and Roman myths
structure
• Use of parallelism for clarity
• Use of affixes to derive meaning
• Focus, content, style, and conventions
• Variety in sentence structure
• Analysis of characteristics of a legend
working together to impact writing quality • Grade-appropriate command of the
• Relationship between legends and historical period
• Conventions of proper sentence structure,
conventions of Standard English grammar,
events and people
sentence variety, and punctuation
usage, capitalization, punctuation, and
• Development of themes, character, and plot in an epic
spelling.
poem
Content • Use of transitions, parallel structure, and
topic sentences in multi-paragraph papers • Grade-appropriate command of the
• Use of poetic devices in an epic poem
to clarify ideas
conventions of Standard English grammar in • Comparison of play and epic poem as a narrative
• Collaborative discussions on grade level
speaking
• Derivations of words from Greek and Roman legends
topics, texts, and issues
• Agreement between subject and verbs and
• Use of evidence and support of a topic,
pronouns and antecedents.
opinion, or judgment
Proper writing conventions
To what extent does the writing process
contribute to the quality of writing?
How do we develop into effective writers?
How does a writer create informational and
persuasive pieces that respond to topic,
purpose and audience?
What can we learn about different cultures’ values and
beliefs in studying their myths, folktales, and legends?
How does interaction with text provoke thinking and
response?
Essential
Question: What role does writing play in our lives?
How does productive oral communication
rely on speaking and listening?
How do we develop into effective writers?
•
Skill:
•
•
•
Establish a clear topic or thesis with a
judgment and criteria to guide
organization and development of topic in
creating an informative/explanatory text.
Write with a sharp, distinct focus
identifying task and audience.
Draw evidence from literary or
informational texts to support analysis and
reflection.
Examine and convey complex ideas,
•
•
•
•
Demonstrate a grade-appropriate command
of conventions of Standard English grammar,
usage, capitalization, punctuation, and
spelling in expository writing.
Apply conventions of correct sentence
structure in expository and
argumentative/persuasive writing.
Use a variety of sentence structure.
Use complex sentences and their correct
punctuation.
•
•
•
•
Analyze organization of plot and use of flashbacks to
tell the story.
Determine an author’s point of view and analyze its
impact on the meaning of the reading selection based
on information disclosed, interpretation by the reader,
development of character, subjective versus objective
information provided.
Determine how epithets are used to create character.
Determine how dialogue helps develop character, plot,
and setting in a narrative.
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Academic English 1
•
•
•
•
•
•
•
•
•
•
•
•
•
concepts, and information clearly and
accurately.
Analyze the topic with relevant, wellchosen, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and structure examples
appropriate to the audience and subject.
Organize ideas logically to make important
connections and distinctions in
informative / explanatory and persuasive
writing.
Use formatting when helpful to aid in
comprehension.
Follow organizational principles that
develop a criterion for the paper’s
judgment that includes lead-ins, evidence,
and explanations for each criterion.
Construct responses in a clear
organizational format that includes an
introduction, textual evidence or support,
and a conclusion.
Use transitional words to move clearly
from one idea to the next.
Use precise language and domain-specific
vocabulary to manage the presentation of
the topics, its supports, and ideas.
Establish and maintain a formal style and
language and an objective tone in the
informative/explanatory writing.
Follow the writing process of prewriting,
drafting, revising, editing, and publishing.
Apply new vocabulary to writing.
Use parallelism and topic sentences to
clarify ideas.
Develop an organizational format
appropriate to mode and purpose that
sustains writing in logical order.
Respond to writing prompts based on
ideas established in reading selections in
expository and argumentative/persuasive
formats in short time frames.
•
•
•
•
Follow basic spelling rules in writing for
•
clarification.
Place commas correctly in compound
•
sentences.
Use sentence construction that demonstrates
understanding of usage and meaning of select
•
Use subject and verb agreements and
pronoun and antecedent agreement.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
v. 2015 - 2016
Analyze character based on methods of
characterization.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly, as well as
inferences and conclusions based on an author’s
explicit assumptions and beliefs about a subject.
Paraphrase Homer’s original epic poem lines into
modern English.
Analyze the development of themes based on the early
Greeks religion and code of hospitality, moderation,
loyalty, love of home, and relationship with the gods.
Analyze the subject in two artistic mediums
determining similarities and differences.
Gather and apply vocabulary knowledge that will help
determine word meaning based on Greek legends.
Analyze and evaluate author’s use of literary elements
in the epic poem.
Summarize, draw conclusions, and make
generalizations about character and theme.
Identify, explain, interpret, describe, and analyze the
effects of personification, simile, metaphor,
foreshadowing, flashback, imagery, allegory, epithets,
and allusion in a legend.
Determine what can be learned about the values of the
Greek culture by examining its heroes.
Cite evidence from the text that supports explicitly
what the text’s messages are.
Identify and memorize the domains of the various
Greek deities in The Odyssey.
Compare and contrast the director’s interpretation of
the legend as seen in The Odyssey and “O Brother
Where Art Thou?” with the one read.
Establish the qualities of a Greek hero.
Trace Odysseus’s journeys on an ancient map of the
Mediterranean.
Apply techniques of good/close reading (preview,
question, predict, infer, connect, summarize, and
evaluate) to the reading of the epic poem.
Read, analyze and interpret a myth alluded to in The
Odyssey determining characters and traits, plot
construction, setting, point of view, and theme and
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Academic English 1
• Use technology, including the internet, to
produce, publish, and update individual
writing products
• Integrate multiple sources of information
presented in diverse media or formats
(e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of
each source.
• Present information, findings, and
supporting evidence clearly, concisely, and
logically so that listeners can follow the
line of reasoning.
• Apply speaking skills learned and practiced
to reading the epic poem aloud, adjusting
voice, volume, rate, and enunciation to aid
in the understanding of the narrative
poem.
• Collaboratively create a play based on a
mythical character alluded to in The Odyssey
that demonstrates proficiency in writing
meaningful dialogue in correct format and
follows conventions of the drama format.
•
•
Assessment:
•
•
•
•
Responses to writing prompts based on
ideas established in reading selections in
expository and argumentative/ persuasive
formats in short time frames
Responses to Reading Guide questions
that show proficiency in writing clearly,
with focus, precision, supportive evidence,
and correct grammar skills
Writing sentences that demonstrate an
understanding of vocabulary usage and
meaning and clarity in structure
A critical analysis (i.e., proving that the
Odyssey is a hero based on criteria
established for a hero and his journey in
becoming one)
Peer evaluation of a student’s writing.
Mythological Allusions and References
Project that demonstrates writing skills
•
•
•
•
•
•
Vocabulary quizzes to check application to
writing
Variety of writing assignments with
evaluation points based on grammar
(sentence structure, spelling, punctuation,
capitalization, agreement)
Application of verb tense consistency to all
writing
Final Examination that assesses depth of
knowledge in applying grammar skills
covered during the course
•
•
•
•
•
•
•
v. 2015 - 2016
other essential information for understanding the
myth.
Determine a symbolic representation of the final
Mythological Allusions and References Project.
Read and comprehend literary fiction on or above
grade level, reading independently and proficiently.
Objective/Subjective evaluation based on character,
plot, setting, and theme
Vocabulary quizzes based on meaning, usage, and
application.
Sentence writing that demonstrates an understanding
of vocabulary usage and meaning
Reading quizzes that demonstrate an understanding of
the basic elements of fiction in fictional selections read
Quizzes that demonstrate understanding of terms,
Greek deities’ domains, and background information
Reading guides for each selection read to aid in
comprehension, summarizing, drawing conclusions,
and determining main ideas.
Final Examination that assesses depth of knowledge
of literary concepts covered during the course
36
Academic English 1
•
•
•
•
•
v. 2015 - 2016
practiced in writing a narrative
Presentation of Mythological Allusions
and References Play
Final Examination that assesses level of
writing skills covered during the course
The Odyssey Writing Assignment: Defining
a Hero, Procedures, Pre-writing, Rubric,
Peer Evaluation, and Model
The Odyssey Writing Assignment: The
Hero’s Journey Worksheet
Mythological Allusions Writing
Assignment, Procedures, Rubric, and
Models
•
All worksheets from year on grammar and
usage
•
•
Resources:
•
•
•
•
•
Standards:
CC.1.4.9-10.A
CC.1.4.9-10.B
C.E.1.1.1
CC1.4.9-10.C
C.E.1.1.2
CC.1.4.9-10.D
C.E.1.1.3; C.E.1.1.5
CC.1.4.9-10.E
CC.1.4.9-10.F
CC.1.4.9-10.R
Adventures in Reading, Athena Edition (Holt, Rinehart
and Winston, 1996).
1. An Epic Poem: The Odyssey
2. The Odyssey Invocation
3. Guidelines for Close Reading of The Odyssey
4. People and Places in The Odyssey
5. A Map of the Journeys of Odysseus
Teacher generated worksheets, practices and activities
on people and places in The Odyssey, background
information from The Iliad, the major Greek deities
(Who’s Who on Mt. Olympus), Homer’s Mythology
viewing guide, literary terms important to epic poetry
(epic, Homeric simile/metaphor, oral tradition,
invocation, epithet, polytheistic, anthropomorphic,
legend, rhapsodes), and the hero’s journey.
Optional videos that may include:
1. O Brother Where Art Thou? film selections
2. Homer’s Tradition: Tracing a Tradition DVD
3. Troy film/DVD
4. The Odyssey film/DVD
Nonfiction reading selections that can include:
1. “Troy: It Casts a Spell”( Legendary fact)
2. Welcome: A Religious Duty” (Hospitality)
3. “Trojan World.” The World Bok Encyclopedia.
Reading Guides: Invocation, Part I., and Part II
The Odyssey Vocabulary List
Final Examination Review Sheets and Practices
CC.1.2.9-10.A
L.N.1.3.1; L.N.1.3.2; L.N.2.3.3
CC.1.2.9-10.B
L.N.1.3.1; L.N.2.1.1; L.N.2.1.2
CC.1.2.9-10.C
L.N.1.1.2; L.N.1.1.3; L.N.1.3.3; L.N.2.3.3; L.N.2.3.5
CC.1.2.9-10.D
L.N.2.3.6
37
Academic English 1
C.E.1.1.4; C.E.2.1.1; C.E.2.1.3; C.E.2.1.4;
C.E.2.1.6; C.E.2.1.7
CC.1.4.9-10.F
C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3;
C.E.3.1.4; C.E.3.1.5
CC.1.4.9-10.M
CC.1.4.9-10.N
CC.1.4.9-10.O
CC.1.4.9-10.P
CC.1.4.9-10.Q Write with an awareness of the
stylistic aspects of writing.
Use parallel structure.
Use various types of phrases and clause to
convey meaning and add variety and interest
CC.1.4.9-10.R Demonstrate a gradeappropriate command of the conventions of
Standard English grammar, usage,
capitalization, punctuation, and spelling.
CC.1.4.9-10.S
CC.1.4.9-10.T
CC.1.4.9-10.U
CC.1.4.9-10.V
CC.1.4.9-10.W
CC.1.4.9-10.X
CC.1.5.9-10.A
CC.1.5.9-10.C
CC.1.5.9-10.D
CC.1.5.9-10.E
CC.1.5.9-10.G
Comments:
CC.1.2.9-10.E
L.N.1.1.1;L.N.1.1.3; L.N.2.4.1
CC.1.2.9-10.G
L.N.2.2.1; L.N.2.2.2; L.N.2.2.3
C.1.2.9-10.L
CC.1.3.9-10.A
L.F.1.1.2; L.F.1.3.1; L.F.1.3.2; L.F.2.3.4
CC.1.3.9-10.B
L.F.1.1.1; L.F.1.3.1; L.F.2.1.1; L.F.2.1.2
CC.1.3.9-10.C
L.F.1.1.3; L.F.2.3.1; L.F.2.3.4
CC.1.3.9-10.D
L.F.2.3.6
CC.1.3.9-10.E
L.F.1.1.3; L.F.2.3.2; L.F.2.3.3;
CC.1.3.9-10.F
L.F.2.3.5; L.F.2.5.1; L.F.2.5.2
CC.1.3.9-10.G
L.F.2.2.1; L.F.2.3.3; L.F.2.2.4
CC.1.3.9-10.H
L.F.2.2.2; L.F.2.4.1
CC.1.3.9-10.I
L.F.1.2.1; L.F.1.2.2; L.F.1.2.3; L.F.1.2.4
CC.1.3.9-10.J
L.F. 1.2.1; L.F.1.2.3; L.F.1.2.4
CC.1.3.9-10.K
v. 2015 - 2016
38