SUN PRAIRIE AREA SCHOOL DISTRICT
COURSE SYLLABUS
Course Title:
Comprehensive English 10
Grade:
10
Curriculum Area: English
Course Length:
Year
Course Status:
Date Written:
7-09
Required
District Adopted Materials/Supplemental Materials:
Whole Class Works:
I Am the Messenger by Markus Zusak
Edith Hamilton’s Mythology
Macbeth by William Shakespeare
The Laramie Project
The Odyssey
Doctor Faustus by Christopher Marlowe
Night by Elie Wiesel
To Kill a Mockingbird by Harper Lee
Choice Novels:
First Semester–
Frankenstein
Speak
Persepolis
First Part Last
The Alchemist
Peeps
Troy
The Joy Luck Club
A Separate Peace
Second Semester Lord of the Flies
Please Stop Laughing at Me
Fences
Autobiography of My Dead Brother
Milkweed
A Lesson Before Dying
Twilight
I Know Why the Caged Bird Sings
Johnny Got His Gun
The Book Thief
Eclipse
Course Description and Purpose:
The Comprehensive English 10 course will provide a comprehensive study of language arts
skills. In this course the student will get opportunities for continued and intensive application of
these skills in assignments and projects combining literature, writing, and speaking. This
course will offer a review of language skills such as sentence structure and style, standard
usage, mechanics, vocabulary, and word choice. The student will work on strategies for the
successful planning, organizing, writing, and revising of writing assignments. These
assignments will include a persuasive essay, a persuasive research paper, literary essays,
expository essays, creative or narrative pieces, and a service learning project.
Prerequisite Requirements:
Exploring English
Expected Student Results:
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At the end of the course the student will be expected to:
1. Demonstrate understanding of main ideas and use critical thinking to analyze literary elements in
world literature. (A.12.1, A.12.2, A.12.3, A.12.4)
2. Articulate universal themes in world literature and relate to life through discussion, writing
assignments, and projects. (A.12.3, B.12.1, C.12.2)
3. Use the writing process to organize arguments effectively and produce a persuasive product.
(B.12.1, B.12.2, B.12.3)
4. Use basic research skills and appropriate technology to locate, evaluate, select, organize, and
convey information to produce an argumentative or persuasive research paper. ( E.12.1, E.12.2,
E.12.3, F.12.1)
5. Use the writing process to produce writing for a variety of purposes including creative pieces and
literary analysis. (B.12.1, B.12.2, B.12.3, E.12.1, E.12.2, E.12.3)
6. Use language effectively to achieve purpose in written and oral communication—correct and
varied sentence structure, agreement of subject and predicate, consistent verb tense, and
correct punctuation of sentence elements. (D.12.1, D.12.2)
7. Demonstrate effective speaking and listening skills through group discussions and presentations.
(C.12.1, C.12.2, C.12.3)
Wisconsin English Language Arts Academic Standards:
A.12.1 Use effective reading strategies to achieve their purposes in reading.
• Apply sophisticated word meaning and word analysis strategies, such as knowledge of roots, cognates,
suffixes, and prefixes, to understand unfamiliar words
• Gather information to help achieve understanding when the meaning of a text is unclear
• Apply knowledge of expository structures, such as the deductive or inductive development of an
argument, to the comprehension and evaluation of texts
• Identify propaganda techniques and faulty reasoning in texts
• Explain and evaluate the influence of format on the readability and meaning of a text
• Distinguish between fact and opinion in nonfiction texts
• Consider the context of a work when determining the meaning of abbreviations and acronyms as well as
the technical, idiomatic, and figurative meanings of term
A.12.2 Read, interpret, and critically analyze literature.
• Explain the structure of selected classical and contemporary works of literature, in whole and in part, from
various cultures and historical periods, and illustrate ways in which authors use syntax, imagery, figures
of speech, allusions, symbols, irony, and other devices in the context of history, culture, and style
• Draw on a broad base of knowledge about the universal themes of literature such as initiation, love and
duty, heroism, illusion and reality, salvation, death and rebirth, and explain how these themes are
developed in a particular work of literature
• Investigate and report on ways in which a writer has influenced or been influenced by historical, social,
and cultural issues or events
• Develop, explain, and defend interpretations of complex literary works
• Explain how details of language, setting, plot, character, conflict, point of view, and voice in a work of
literature combine to produce a dominant tone, effect, or theme
• Develop and apply criteria to evaluate the literary merit of unfamiliar works
A.12.3 Read and discuss literary and nonliterary texts in order to understand human experience.
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Examine, explain, and evaluate, orally and in writing, various perspectives concerning individual,
community, national, and world issues reflected in literary and nonliterary texts
Develop and articulate, orally and in writing, defensible points of view on individual, community, national,
and world issues reflected in literary and nonliterary texts
Identify the devices an author uses to influence readers and critique the effectiveness of their use
Identify philosophical assumptions and basic beliefs underlying selected texts
A.12.4 Students will read to acquire information.
• Apply tests of logic and reasoning to informational and persuasive texts
• Analyze and synthesize the concepts and details encountered in informational texts such as reports,
technical manuals, historical papers, and government documents
• Draw on and integrate information from multiple sources when acquiring knowledge and developing a
position on a topic of interest
• Evaluate the reliability and authenticity of information conveyed in a text, using criteria based on
knowledge of the author, topic, and context and analysis of logic, evidence, propaganda, and language
B.12.1 Create or produce writing to communicate with different audiences for a variety of purposes.
• Write a coherent argument that takes a position, accurately summarizes an opposing position, refutes
that position, and cites persuasive evidence
• Compose and publish analytic and reflective writing that conveys knowledge, experience, insights, and
opinions to an intended audience
• Use rhetorical structures that divide complex thoughts into simpler ones, logical transitions from one
thought to another, and language appropriate to the intended audience
• Write creative fiction that includes an authentic setting, discernible tone, coherent plot, distinct characters,
effective detail, believable dialogue, and reasonable resolution of conflict
• Write summaries of complex information (such as information in a lengthy text or a sequence of events),
expand or reduce the summaries by adding or deleting detail, and integrate appropriately summarized
information into reviews, reports, or essays, with correct citations
• Write autobiographical and biographical narratives in a mature style characterized by suitable vocabulary,
descriptive detail, effective syntax, an appropriate voice, a variety of sentence structures, clear
coordination and subordination of ideas, and rhetorical devices that help establish tone and reinforce
meaning
• Prepare and publish technical writing such as memos, applications, letters, reports and resumes for
various audiences, attending to details of layout and format as appropriate to purpose
• Write in a variety of situations (impromptu, over time, in collaboration or alone) and adapt strategies, such
as revision, technology, and the use of reference materials, to the situation
• Use a variety of writing technologies, including pen and paper as well as computers
• Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and
structure to audience and situation
B.12.2 Plan, revise, edit, and publish clear and effective writing.
• Write essays demonstrating the capacity to communicate knowledge, opinions, and insights to an
intended audience through a clear thesis and effective organization of supporting ideas
• Develop a composition through a series of drafts, using a revision strategy based on purpose and
audience, personal style, self-awareness of strengths and weaknesses as a writer, and feedback from
peers and teachers
• Given a writing assignment to be completed in a limited amount of time, produce a well developed, well
organized, clearly written response in effective language and a voice appropriate for audience and
purpose
B.12.3 Understand the function of various forms, structures, and punctuation marks of standard American English
and use them appropriately in oral and written communications.
• Understand the form and function of words, phrases, and clauses, including inter-related clauses in
complex sentences, and use them effectively
• Use correct tenses, including conditionals, to indicate the relative order and relationship of events,
• Employ principles of agreement, including subject-verb, pronoun-noun, and preposition-pronoun
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Punctuate compound, complex, and compound-complex sentences correctly, including appropriate use
of dialogue, citations, colons, hyphens, dashes, ellipses, and italics
Employ the conventions of capitalization
Spell frequently used words correctly and use effective strategies for spelling unfamiliar words
Recognize common errors in the use of language and know how (and when) to correct them
C.12.1 Prepare and deliver formal oral presentations appropriate to specific purposes and audiences.
• Develop and deliver a speech that conveys information and ideas in logical fashion for a selected
audience, using language that clarifies and reinforces meaning
• Construct and present a coherent argument, summarizing then refuting opposing positions, and citing
persuasive evidence
• Participate effectively in question-and-answer sessions following presentations
• Summarize narrative and numerical information accurately and logically in presentations
• Demonstrate confidence and poise during presentations, interacting effectively with the audience, and
selecting language and gestures mindful of their effect
• Demonstrate the ability to debate an issue from either side
• Interpret literary works orally, citing textual data in support of assertions
• Synthesize and present results of research projects, accurately summarizing and illustrating the main
ideas, using appropriate technological aids, and offering support for the conclusions
• Speak fluently with varied inflection and effective eye contact, enunciating clearly at an appropriate rate
and volume
• Observe the appropriate etiquette when expressing thanks and receiving praise
C.12.2 Listen to, discuss, and comprehend oral communications.
• Attend to both literal and connotative meanings
• Distinguish between relevant and irrelevant information
• Distinguish fact from opinion, evaluate logic, and identify manipulative techniques
• Analyze messages for their accuracy and usefulness
• Evaluate a speaker's use of diction, tone, syntax, rhetorical structure, and conventions of language
considering the purpose and context of the communication
• Relate a speaker's ideas and information to prior knowledge and experience
• Consider the specific situation and current conditions when responding to instructions
C.12.3 Participate effectively in discussion.
• Detect and evaluate a speaker's bias
• Consider the ideas and opinions of other speakers thoughtfully before responding
• Evaluate the validity and adequacy of ideas, arguments, hypotheses, and evidence
• Be aware of and try to control counterproductive emotional responses to a speaker or ideas conveyed in
a discussion
• Appraise the purpose of discussions by examining their context and the motivation of participants
• Perform various roles in a discussion, including leader, participant, and moderator
• Demonstrate the ability to extend a discussion by adding relevant information or asking pertinent
questions
• Explain and advance opinions by citing evidence and referring to authoritative sources
• Employ strategies such as summarizing main ideas or identifying areas of agreement to solve problems,
resolve conflicts, and conclude discussions
• Convey criticism in a respectful and supportive way
D.12.1 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as
a means of improving communication.
• Examine the origin, history, denotation, connotation, and usage of English words and phrases by
consulting dictionaries, thesauruses, handbooks, and other sources of information about the language
• Evaluate the effects of different types of language, such as literary and technical, formal and informal, in
communications designed to narrate, inform, explain, persuade, and entertain
• Use language appropriate to the background, knowledge, and age of an audience
• Recognize and exercise options in modes of expression and choice of words when speaking and writing,
especially when revising written work
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D.12.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and
professional situations, and learn to be flexible and responsive in their use of English.
• Evaluate the use of standard American English in public contexts, such as school and work
• Evaluate the choice of words, expressions, and style considering the purpose and context of a
communication
• Analyze and explain how immediate context and broader social, cultural, regional, and professional
variables influence the use of language, citing characteristics such as level of formality, slang, jargon, and
emotional impact
• Draw inferences about values, attitudes, and points of view by analyzing a writer's or speaker's use of
English
• Compare form, meaning, and value of different symbol systems--such as alphabets, signs, symbols--and
of expressions commonly used in another language
E.12.1 Use computers to acquire, organize, analyze, and communicate information.
• Design, format, and produce attractive word-processed documents for various purposes
• Incorporate information from databases and spreadsheets into reports
• Integrate graphics appropriately into reports, newsletters, and other documents
• Retrieve and reproduce documents across various platforms
• Use on-line sources to exchange information
E.12.2 Make informed judgments about media and products.
• Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs
• Recognize and explain the impact of various media on daily life
• Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print
media
• Develop and apply criteria for evaluating broadcast programming
E.12.3 Create media products appropriate to audience and purpose.
• Create multimedia presentations in connection with major projects, such as research reports or
exhibitions
• Develop various media products to inform or entertain others in school or the community such as slide
shows, videos, newspapers, sound recordings, literary publications, and brochures
F.12.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an
appropriate form to communicate their findings.
• Formulate questions addressing issues or problems that can be answered through a well defined and
focused investigation
• Use research tools found in school and college libraries, take notes, collect and classify sources, and
develop strategies for finding and recording information
• Conduct interviews, taking notes or recording and transcribing oral information, then summarizing the
results
• Develop research strategies appropriate to the investigation, considering methods such as
questionnaires, experiments, and field studies
• Organize research materials and data, maintaining a note-taking system that includes summary,
paraphrase, and quoted material
• Evaluate the usefulness and credibility of data and sources by applying tests of evidence, including bias,
position, expertise, adequacy, validity, reliability, and date
• Analyze, synthesize, and integrate data, drafting a reasoned report that supports and appropriately
illustrates inferences and conclusions drawn from research
• Present findings in oral and written reports, correctly citing sources
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Course Outline:
First Semester
Introductory Grammar Unit:
Correct use of commas,
apostrophes, and quotation
marks
Greek Mythology
Subject-verb agreement
Creative/narrative piece
w/revisions
Speaking and listening within
group discussions and group
presentations (ongoing)
Presentation of individual
projects
Persuasive Research Paper
(includes RD, peer
conferencing/editing, self-editing,
and process reflection)
Instruction and practice in the
rhetoric of persuasion
Instruction and practice in
summarizing and
paraphrasing
Speaking and listening within
group discussions and group
presentations (ongoing)
Presentation of individual
projects
Instruction and practice in
evaluating sources and
documenting sources; proper
use of quotation marks
I Am the Messenger
Pronoun agreement
Creative/reflective piece
w/revisions
Speaking and listening within
group discussions and group
presentations (ongoing)
Presentation of individual
projects
Choice Novels: (if time)
Frankenstein
Speak
Persepolis
First Part Last
The Alchemist
Peeps
Troy
The Joy Luck Club
A Separate Peace
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Appropriate writing piece
Speaking and listening within
group discussions and group
presentations (ongoing)
Presentation of individual
projects
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Second Semester
Night/The Laramie Project
Macbeth
Verb Usage: correct tense
and troublesome verbs
Speaking and listening within
group discussions and group
presentations (ongoing)
Expository/reflective piece
tied to the “Activist Project”
with revisions
Presentation of individual
projects
Review of punctuation as
needed
Speaking and listening within
group discussions and group
presentations (ongoing)
Focus on literary elements
Literary analysis or
persuasive piece with
revisions
To Kill a Mockingbird
Sentence work: sentence
combining,
coordination/subordination,
parallel structure, sentence
variety
Presentation of individual
projects
Speaking and listening within
group discussions and group
presentations (ongoing)
Presentation of individual
projects
Literary analysis or
persuasive piece with
revisions
Choice novels (if time):
Appropriate writing piece
Please Stop Laughing at Me
Lord of the Flies
Fences
Autobiography of My Dead Brother
Milkweed
Twilight
A Lesson Before Dying
I Know Why the Caged Bird Sings
Johnny Got His Gun
The Book Thief
Eclipse
Speaking and listening within
group discussions and group
presentations (ongoing)
Presentation of individual
projects
Unit Expectations, Assignments, and Assessments
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Unit 1: Greek Mythology
Expectations:
Students will •
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Apply reading strategies, background knowledge, questioning, and predicting to create meaning
and gain understanding.
Read for literal and inferential comprehension, developing a basic knowledge of Greek gods
and goddesses.
Identify and infer character traits, motivation, and change within characters.
Identify and interpret conflict.
Identify details that support symbolism.
Read to integrate ideas from several sources.
Analyze and interpret universal themes reflected in literature from diverse cultures.
Analyze and interpret literature in terms of historical periods.
Discuss and explain connections between literature and self, connecting students’ personal
attributes to those of gods and goddesses as well as finding shared experiences.
Define and identify elements of mythology.
Develop vocabulary through understanding of myths.
Participate in small and large group discussions about literature.
Write to reflect on and react to myths.
Organize ideas and information clearly to accomplish purpose.
Use correct format, a variety of sentences types, correct punctuation, and Standard English in
the creation of a creative or narrative piece.
Assignments:
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Background activities: Agree/disagree debates, Introduction to Mythology lecture (give lecture
notes for modification), Mythology is Everywhere Competition (ongoing throughout unit)
Introducing the gods/goddesses: readings about main Olympians (various text options: Echos,
Hamilton, Mytho Analogy Reader), Who’s Who on Mount Olympus Jigsaw (individually or in
groups – partial or all of readings), God and Goddess posters, Zeus Let Me In, Arianna’s Greek
God Guide (vary length of assignments as needed), Council of 13 Gods Illustration.
Read and analyze examples of myths (see various text options above).
Discuss elements of myths.
View videos of various myths.
Focus on Explanatory and Creation Stories:
This addresses the question, “How do these myths explain nature?”
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Reading various myths the creation of something in nature
Comprehension Questions to accompany individual readings
Skits or presentations to present a myth.
Writing Assignment:
o Comic Assignment
o Students create a story to explain something in nature
Plato’s Symposium on Gender
Focus on Love Stories, Heroes & Monsters, Trojan War, and the Odyssey:
This addresses the question, “How do these myths explain human nature?”
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Edith Love Stories with Jigsaw Activity
“Extra, Extra Who’s In Love” – students write a newspaper article about one of the readings, proving
their level of comprehension
Monster Readings: Minotaur and Medusa with comprehension questions
Hero Lecture on the Heroic Pattern
Jim Hensen Movies: Perseus, Theseus, Orpheus and Erydice, Daedalus and Icarus
Questions for Perseus and Medusa, Orpheus and Eurydice, and Daedalus and Icarus
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Writing Assignment: Monsters on Parade – students illustrate, describe, and present their own
monster
Hero Readings: Perseus, Theseus, and Hercules
Do These Heroes Measure Up worksheet, 12 Labors of Hercules worksheet with present day labors
he can perform
Hero Assignment
Trojan War Agree/Disagree
Trojan War Lecture
Trojan War Reading Options: Comic book, Troy excerpts, Edith
Odyssey Reading Options: Play, Edith, 9th grade textbook, or The Odyssey (full text)
Is Odysseus a Hero debate
Odyssey Storyboard
Odyssey Part 1: The Epic Hero
Odyssey Part 1: Quiz
Odyssey Part 2: Epic Simile
Odyssey Part 2: Quiz
Your Personal Odyssey Assignment
Complete study guide questions to aid in comprehension (WKCE style questions, Echoes
questions, or Hamilton questions).
Discuss language and myth’s influence on vocabulary.
Small and large group discussions.
Participate in discussion of mortals vs. gods/goddesses – strengths, weaknesses, activities, and
responsibilities.
Find modern examples of influence of mythology.
Skits or presentations of myths (re-enact with props, create a poster or mural, write a children’s
book and read it to class, put on a puppet show, put story to music or make it into a poem,
student choice).
Plan and draft a creative piece/final project: mythology newspaper, revise previous work and
publish in class, mythology text, Odyssey literary analysis essay, Reduced Homer activity).
Peer edit and conference for problem-solving, sharing, and evaluating.
Revise using peer and or teacher evaluation/feedback.
Assessments:
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Journal responses.
Reading quizzes to check comprehension.
Objective and short answer questions.
Checklists for essays/projects/presentations.
Self and or peer evaluations.
Rubric evaluation of essays/project/presentations.
Written pieces or projects/presentations
Objective and short answer quizzes or test
Questions on final exam.
Unit 2: Persuasive Research Paper
Expectations:
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Write a research paper using the research process and the writing process.
Choose and narrow a topic.
Focus on a specific thesis.
Use prewriting, graphic organizers, outlining to plan.
Locate and survey sources to identify relevant and reliable sources.
Record accurate bibliographic information for selected sources.
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Take notes from sources identifying and summarizing main points and pertinent details.
Integrate ideas from sources with student’s ideas.
Support position with pro points that consist of reliable evidence.
Develop evidence with specific and concrete facts and examples.
Organize logically with appropriate structure.
Use MLA parenthetical references correctly.
Complete a Works Cited page using MLA bibliographic form correctly.
Complete a rough draft.
Participate in self, peer, and or teacher evaluation.
Revise based on purpose/audience; awareness of personal style and strengths/weaknesses;
and feedback from evaluations.
Complete a title page.
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Brainstorming of ideas/use of graphic organizers.
Review and discuss requirements of writing assignment.
Spend class periods in IMC using a variety of resource materials.
Review of organizing information and documenting sources.
Teacher and peer conferences during drafting, revising, and editing.
Use of rubrics, checklists, and other feedback for communication of progress and explanation of
evaluation.
Revise research paper.
Differentiation Options for Assignments:
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Unit Expectations
o By Readiness:
• Purpose and Skills (B24)
• Individual goal sheet (B25)
• Requirements Sheet (C14)
• Introduction to Research (C15)
• The Research Paper, pp. 2-3 (V1)
o By Scaffolding:
• Persuasive Research Project (all steps) “Homework” topic (A2)
Selecting and Focusing on a Topic
o By Student Choice/Interest:
• Topic List (C12)
• The Research Paper, pp. 3-6 (V1)
• Research/Persuasive Essay (C13)
• “Choosing a Topic” (B22)
• Topic Selection: “Odyssey topic” (B23)
• Agree/Disagree “Homework” Topic (A1 and A2)
Accessing and Choosing Sources
o By Scaffolding:
• “Search Tips” “Key Word Search” (B20)
• “Evaluating Sources” (B21)
• The Research Paper, p. 8 (V1)
o By Content/Scaffolding:
• Articles for “Homework” paper (A2 and A3)
Preparing Source Cards
o By Content/Scaffolding:
• See B11 and A2
• The Research Paper, p. 9-11 (V1)
Taking Notes
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By Scaffolding:
• “Taking Notes” and “Note taking by Question Template” (B19)
• The Research Paper, p.13-14 (V1)
• See also A2
Developing an Outline and Writing an Organized and Well-Developed Paper
o By Scaffolding:
• “Research Paper Outlining” and template (C12)
• “Research Paper Planning Sheet” template 5 paragraph format; Con/rebuttal argument
format template (B15)
• The Research Paper, p. 16 (V1)
• Outline (B17)
• Basic Outline Template (B18)
• The Research Paper: Writing the First Draft, p. 17-19 (V1)
• “Using Quotations” (B16)
• See also A2
Giving Credit to Sources: Parenthetical Citations and Works Cited Page
o By Scaffolding:
• The Research Paper: Avoiding Plagiarism, p. 15 (V1)
• “What is Plagiarism?” Examples of Plagiarism, Document or Not to Document (B14)
• The Research Paper, p. 19-20, 22-23 (V1)
• Source Citations Done Right template; “Works Cited” template (B11)
o By Learning Style
• Works Cited video questions (C11)
• Sample Citation page (B12)
• Acknowledging Sources (B13)
• See also A2
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Evaluating , Editing, Revising
o By Learning Preference:
• “Research Paper Self-Evaluation” (C7)
• “Research Paper Peer Evaluation” (C8)
• “Research Paper Checklist” (C9)
• Research Paper Self-edit Sheet (B16)
• Peer Edit Sheet (B16)
• Self-Editing (C11)
• The Research Paper, p. 24 (V1)
• Research Paper Rubric (C10)
Assessments:
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Teacher observation of steps in the research process .
Checklist for
steps completed.
Assessment of bibliographic information based on accurate use of MLA format.
Checklist for note taking.
Self/peer evaluations.
Self/peer review items on rubric.
Rubric items for overall evaluation of research paper.
Unit 3: I Am the Messenger
Expectations:
Students will •
Use critical thinking in reading to obtain meaning.
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Respond to literature in both writing and discussion.
Read and discuss literature to understand self and others.
Define and identify elements of novel.
Recognize and react to irony, both verbal and situational.
Recognize and analyze the use of theme.
Determine the effect of setting on plot, meaning, and character.
Determine the effect of point of view on character.
Relate the resolution of the story to theme.
Understand the use of irony and symbolism and its relationship to theme.
Interpret the effect of the author’s language, subject, and style.
Identify formal and informal language.
Analyze and evaluate the author’s use of literary devices.
Analyze how the development of character, plot, and setting contribute to the overall impact.
Organize ideas and information clearly to enhance audience understanding of creative or
reflective piece.
Properly use correct format, a variety of sentences types, proper punctuation, and Standard
English in the creative/narrative piece.
Understand the following terms:
Allusion
Characterization
Figurative language
Imagery
Narrative voice
Setting
Symbolism
Archetypes
Conflict
Flashback
Irony
Plot
Theme
Character/Character development
Dialogue
Foreshadowing
Mood
Point of view
Tone
Assignments
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Participate in pre-reading discussion and discuss reading strategies.
Apply reading strategies.
Develop vocabulary.
Write personal responses to literature in journals.
Use graphic organizers to identify elements of novel.
Discuss piece in large and small groups.
Discuss ideas/issues of the following: what is a hero, what is courage, can one person really
change the world, what factors form our individual identities, how far would you go to help
someone in need.
Participate in group activities to complete projects.
Complete study questions for selected stories.
Objective and short answer test questions.
Write a creative or reflective piece.
Sheena Washington Scenario: new character in need of help; students draft ending to her story
by deciding how they could best help Sheena.
o Final project: Students create their own playing card with the name of a person/character that is
need of help. Using the pre-writing sheet for guidance, students write about who needs help,
why, and what he or she is going to do to help this person.
o Video Project: Create a trailer for the book/movie.
See http://www.listal.com/video/3860710
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Reading check quizzes.
Participation in discussion.
Teacher observation.
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Written assignments evaluated through rubric.
Final objective and written test or project.
Final Exam questions.
Unit 4 - Night/The Laramie Project
Expectations:
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Use reading strategies: apply background knowledge, use questioning and predicting, use
graphic organizers.
Develop vocabulary.
Read for literal and inferential comprehension.
Review the limitations of first person narration and discuss elements of non-fictional novels.
Identify and analyze setting.
Identify and interpret conflict.
Identify and analyze characterization and motivation.
Identify and interpret thematic ideas.
Examine the effects of intolerance in situations depicted in literature and found in real life.
Promote activism within the school community or other identified communities.
Assignments:
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Read with a variety of approaches: teacher read aloud, student read aloud, read silently in and
out of class.
Use critical thinking in reading to obtain meaning.
Use study questions for individual and group work.
Read and discuss literature to understand self and others.
Write responses to discussions in journals or reader response logs.
Recognize and analyze the use of theme.
Identify common themes across a variety of written materials and authors.
Make connections among literary themes and historical, social, and cultural issues or events.
Discuss and explain connections between literature and self.
Organize ideas and information clearly to enhance audience understanding of
expository/reflective piece tied to the project.
Use correct format, a variety of sentences, correct punctuation, and Standard English in written
work.
Teacher and peer conferences during drafting, revising, and editing.
Identify issue in community.
Develop product to address societal issue showing attention to audience, purpose, format, and
structure (Activism Project).
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Possible differentiation ideas for the Activism Project:
ƒ Exploring Issues of Human Suffering
• Differentiate by reading assignment:
o Readings from Night unit
o Video: The Laramie Project
o Article related to video (B17)
o Packet Scavenger Hunt (relating to video) (P15)
• Tiered assignment:
o http://tolerance.org
o other internet sources
ƒ Problem Solving
• Tiered assignment:
o Ten Ways to Fight Hate Brainstorm (B9)
• Differentiate by simple to complex, concrete to abstract, information to
transformational:
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Identify Issues and Chose Product to Address: Step Two – Planning”
(B9)
Creating a Product and Accomplishing Purpose
• Differentiate by simple to complex, concrete to abstract, information to
transformational:
o Step Two: “Making a Difference” (V1)
o Tolerance Project (P16)
o Rubric (P17)
Service Learning
• Differentiate by simple to complex, concrete to abstract, information to
transformational:
o Present product to target audience and reflect
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Possible differentiation strategies throughout the unit:
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Historical Context
ƒ Flexible Grouping:
• Historical Summary Article & Questions (P2)
• Biogram Article (P3)
ƒ Differentiated reading assignment/content:
• Preface Questions (C1)
• Prelude: Abridged version (P4)
• Outside Articles (B1)
ƒ Choice/tiered assignments:
• Research Assignment (C3) – (Alternative assignment)
• “Rise & Fall of the Third Reich” and “Dr. Josef Mengele” and questions (P16)
• Oprah Winfrey video & questions (C2)
• Journal prompts (P5)
Literal Comprehension: Main Ideas and Details
ƒ Choice/Tiered assignments:
• Chapter questions (P1)
ƒ Flexible Grouping:
• Study questions (B4)
• Reading Guide questions (C5)
• Discussion questions (P10)
• Reciprocal teaching/Lit Circles template (C6)
ƒ Choice:
• Journal prompts (P7)
• Personal Connections
ƒ Learning Styles:
• Schindler’s List: Video segments – 1) evacuation of ghetto (start with cataloging
luggage) – 30 minutes; 2) transporting/arrival at Auschwitz – 20 minutes; 3)
selection process – 20 minutes (B3)
ƒ Scaffolding:
• Character description graphic organizer (P8)
ƒ Tiered assessment:
• Character development quote sheet (P9)
Vocabulary development
ƒ Differentiation based on readiness:
• List of terms – no definitions (C4)
• Comprehensive list of terms with definitions (P6)
• List of terms with context and definitions (B2)
ƒ Tiered assignment:
• 3 Vocabulary quizzes (B8)
Inferential Comprehension: Literary Elements and Character Development
ƒ Think/pair/share:
• Literary analysis – symbolism (B5)
• Extra: Create a Visual Metaphor/Simile (B6)
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• Irony with Quotes (B7)
Tiered assignment:
• Character development quote sheet (P9)
ƒ Choice/learning styles:
• Imagery Visualization assignment (P13)
• Poetry writing activity (P14)
Inferential Comprehension: Universal Themes
ƒ Anchor activity:
• “Green Hair” article and journal prompts (P12)
• Reading anticipation guide (B)
ƒ Choice/tiered assignment:
• Double entry journal assignment (P1)
• Journal prompts (P7)
• Personal connections
ƒ Choice/learning styles:
• Timeline on response to Holocaust (P11)
ƒ Flexible grouping/Differentiated reading assignment:
• Opinion survey & readings on contemporary examples of genocide and hate
crimes (P17)
• Related readings on Apathy to Human Suffering and Need with pre-reading and
post-reading questions and prompts (P15)
• Obedience & Immorality reading with post-reading questions (P15)
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Assessments:
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Teacher observation of small and large group discussions.
Reading quizzes.
Objective and short answer questions.
Journals and reading logs.
Checklists & rubrics.
Unit test.
Expository or reflective piece.
Activism Project product.
Unit 5 - Novel – Macbeth
Expectations:
Students will •
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Use reading strategies: apply background knowledge, use questioning and predicting, use
graphic organizers.
Use critical thinking to construct meaning.
Use word structure, word origin, context clues, and the dictionary to improve vocabulary.
Respond to Macbeth in writing and discussion.
Read and discuss Macbeth to understand universal themes and make connections to modern
day.
Relate drama to historical period and geographical location.
Identify and analyze the use of literary techniques such as figurative language, irony, allusion,
and symbolism.
Show awareness of Shakespeare’s theater and Elizabethan drama.
Show awareness of Shakespeare’s use of storytelling techniques including puns and figurative
language.
Understand poetic dialogue structure of inversion, use of “thou,” etc.
Understand the use of blank verse, foil, soliloquy, and aside.
Understand and identify the elements of dramatic structure: plot, characterization, conflict,
turning point, resolution, theme, and setting.
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Locate information in play to support ideas and examples of dramatic structure.
Examine character traits, especially foils and tragic flaws
Analyze the internal and external conflicts of the characters of Macbeth
Form opinions on characters’ behaviors and their reactions to events.
Identify and analyze characterization and motivation.
Identify and interpret thematic ideas.
Participate in small and large group discussions.
Assignments:
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View AV presenting background information on Macbeth.
Read play orally and individually.
Complete short writing activities following each act.
Have students complete reading questions individually, in small groups, or in large group
discussions.
Discuss tragic elements of the play.
Differentiation Options for Assignments:
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Language and Vocabulary
o Use with Shakespeare Made Easy
o More advanced students work with figurative language; less accomplished students work with
literal meanings and “insult hurler”
o Include fewer words for each act or quiz
Story Comprehension and Quizzes
o Provide plot summaries (p. 5-6 Birkrem packet) before reading
o Watch movie version (in entirety, or by act) before reading
o Assign fewer questions in review packets
Analysis of Theme, Character, and Imagery
o Provide quotes from original text
o Use of Shakespeare Made Easy
o Assign multiple images from “Night and Blood Visualizations”
Writing Topics and Final Projects
o Modify length for “Macbeth retold”
o Select 3 acts for “Soundtrack Project”
o Encourage ESL/ELL students to rewrite passages in their native language
Assessments:
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Teacher observation of reading and discussion.
Reading checks over reading assignments.
Objective and short answer test questions.
Rubric for writing assignment: literary analysis or persuasive piece.
Final exam questions.
Unit 6 - To Kill a Mockingbird
Expectations:
Students will •
Apply reading strategies: apply background knowledge, use questioning and predicting, use
graphic organizers.
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Read for literal and inferential comprehension.
Develop vocabulary.
Identify setting and its purpose/effect
Identify and discuss elements of the novel.
Identify and analyze conflict.
Identify and analyze point of view.
Analyze character traits, motivation, and change.
Identify and interpret theme.
Identify and analyze the use of foreshadowing.
Identify and analyze the use of imagery and literary devices.
Participate in small and large group discussions.
Use prewriting, graphic organizers, outlining to plan literary analysis or persuasive piece.
Use logical and appropriate structure and specific details in literary or persuasive piece.
Participate in self, peer, and or teacher evaluation/feedback.
Revise based on feedback from evaluations.
Assignments:
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Background information about time period, author, society, etc.
• Possible background building activities:
• Jim Crow Narratives with questions
• Lecture Notes on 1930’s and Great Depression
• Jigsaw Activity with varied readings on segregation and racism
• Telegraph Article – “Top Book of All Time”
• New York Times article – “Chicago Reads To Kill a Mockingbird Together”
• Language Activity
• Agree/Disagree Debate
• Differentiation ideas:
1. Combine the Jim Crow Narratives with the Jigsaw Activity. Students may choose their
own readings, but try to guide lower readers towards the narratives because of their
length and the questions are provided for them. All students would then share the
important information from their reading.
2. For the Lecture Notes on 1930’s and Great Depression, allow students that need it to use
the notes handout.
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Direct instruction with vocabulary words/vocabulary assignment.
Read novel with a combination of approaches: teacher read aloud, students read aloud, read
silently in class and out of class.
o Possible reading activities:
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Chapter 1-4: Group work
Chapter 3: Main Idea
Chapter 5: In Your Own Words
Chapter 8: Read aloud Activity with Questions
Chapter 10: Read aloud Activity with Questions
Chapter 11: The Wise Words of Atticus Finch with free writes
Chapter 11: Discussion Questions
Chapter 13: Figures of Speech
Chapters 17-22 Reading Guide
“Performed” Chapter Summaries
Chapters 22 & 23: Fact and Reaction Questions
Chapters 23-31 Reading Guide
Chapters 24, 26, & 27: Chapter Summaries and Comprehension Questions
Trial Scene Script (Modified Version available)
Study Guides for Part 1 & Part 2
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Differentiation ideas:
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Use study questions for individual and group work.
Small and large group discussion on various conflicts and issues in the novel.
Small and large group discussion of character motivation/conflicts.
Discussion of universal themes of
Discussion of connection
Discussion comparing and contrasting
Writing responses to discussions in journals or reader response logs.
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Offer chapter summaries for students that need them. Use auto summarize under
tools to highlight key points for those who need further modifications (you can choose
the percentage that is highlighted).
Trial Scene – allow students to choose the roles they’d like. The modified
assignment is a great option for students who miss these days but won’t realistically
read all of this on their own (can be completed with chapter summaries).
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Journals
Chapter 11 Journal
Persuasive in-class, on demand Essay
Thematic Essay
Prewriting activities to provide stimulus to written pieces/projects.
Opportunities for planning (brainstorming, outlining, free-writing, mapping, etc.) and drafting.
Use of rubrics, checklists, and other feedback for communications of progress and explanation
of evaluation.
Opportunities for revision.
Presentation of ideas.
Assessments:
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Teacher observation of reading and discussion.
Reading checks over reading assignments.
Objective and short answer test questions.
Rubric for writing assignment.
Create a final project:
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Character Posters
Scout Character Sociogram
Book 1 Thematic Review
A Map of Maycomb
Symbolism: Group Visual for Looking Beyond the Title
Movie Assignment: Where I’m From Poem
Movie Assignment: To Kill a Mockingbird Compare/Contrast Writing
Final exam questions.
Unit - Grammar/Usage/Mechanics (completed throughout the year)
Expectations:
Students will •
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Understand and use correctly these punctuation marks: comma, semicolon, colon, quotation
marks, and apostrophes.
Distinguish main clauses from dependent/subordinate clauses.
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Recognize and correct sentence errors such as fragments, run-on sentences, and comma
splices.
Create compound and complex sentences showing correct coordination and subordination.
Punctuate compound and complex sentences correctly.
Use parallel structure in coordination of ideas.
Apply the concepts of correct subject-verb agreement.
Understand and apply verb usage: correct verb tense and form, consistency of tenses.
Understand and apply the following concepts of pronoun usage: correct use of nominative or
objective case, especially with compound elements; pronoun-antecedent agreements with
indefinite and compound antecedents; clear reference to antecedent.
Assignments:
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Complete guided, small group, and individual practice in sentence structure.
Model examples of correct usage.
Complete guided, small group, and individual practice in correct usage and punctuation
application.
Examine writing examples to locate and correct usage errors: student’s own writing, whole
class sample, daily oral language, etc.
Revise and edit for correct usage and conventions.
Assessments:
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Teacher observation during guided and small group practice.
Completion of individual assignments with teacher feedback.
Short check quizzes to monitor progress; major quiz for assessment in each area.
Analysis within student writing.
Item on all writing rubrics throughout course.
Questions on final exam.
Unit - Choice Novels (done each semester, time permitting)
Expectations:
Students will •
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Apply reading strategies: apply background knowledge, use questioning and predicting, use
graphic organizers.
Read for literal and inferential comprehension.
Use word structure, word origin, context clues, and dictionary to develop vocabulary.
Analyze language, setting, plot, character, conflict, point of view, voice, and literary technique.
Use analysis to understand and interpret novels.
Apply criteria to evaluate the literary merit of works.
Draw on broad base of knowledge about universal themes and explain how they are developed
in a particular piece of literature.
Read to understand human experience.
Develop, explain, and defend interpretations of literary works.
Assignments:
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Read novel independently.
Complete cooperative assignments with other students: exchanged quizzes, dialogue journals,
literature circles, etc.
Complete graphic organizers and study questions on literary elements.
Appropriate writing piece.
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Presentations analyzing literary merit of novels.
Assessments:
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Journals and reading logs.
Graphic organizers, summaries, study guide questions or literary explications focusing on
elements of the novel
Evaluation of written assignments through rubrics.
Quiz on selected novel.
Teacher observation of small group discussions.
Major Assignments and Activities:
(Listing of assignments/activities that will demonstrate skills and concepts addressed in course outline)
Included within units.
Major Assessments and Tests:
(Listing of assessments that will demonstrate student achievement in course standards)
Included within units.
Grading Procedures:
(Aspects of student performance to be graded as well as grade standards/scale)
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Journals: Checklists and rubrics
Writing Assignments and Essays: Rubrics
Presentations: Checklists and rubrics
Group Discussions: Checklists and rubrics
Essay Tests: References to requirements of task – addresses question, provided required
number of pertinent points, includes number of relevant examples for support, uses topic
sentences and transitions, if required, etc.
Objective Tests: School grading scale
Final Projects: References to requirements; rubrics
Final Exams: References to requirements of tasks; school grading scale.
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