Consensus Map Grade Level



English 1This English 1 course concentrates on developing reading, writing, speaking, listening, and study skills necessary for college. Students read and respond to various genres of literature (short story, novel, drama, mythology, and poetry) and informational texts through writing, oral discussions, projects, research, and presentations. Emphasis is placed throughout all studies on fostering skills in expository, persuasive, and narrative writing based on an analysis and interpretation of the fiction and nonfiction selections read. Learning, reviewing, and applying the Conventions of Standard English grammar and MLA writing style are integrated into this writing process. In order to pass this course, students must complete a 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 courseText: Elements of Fiction, Third Course. Ed. Laura Wood. New York: Holt, Rinehart and Winston, 2005. Print.Lowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print.Zindel, Paul. The Pigman. New York: Bantam, 1968. Print.Unit 1: The Writing Process Duration: August/ September (6 weeks)Writing/Speaking/ListeningGrammarFiction/NonfictionContentWriting as a means of documenting thinkingExpository writing format and styleNarrative writing, format and styleOral presentation verbal and nonverbal techniques and skillsVariation and clarity of sentence structureGrade appropriate Standard English conventions in narrative writingDevelopment of theme in fictionDevelopment of characters in fictionDevelopment, use, and structure of plot in fictionGathering evidence to support an opinionClose reading techniquesEnhancement of critical thinking by comprehensionEssential Question:To what extent does the writing process contribute to the quality of writing?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?How do we develop into effective writers?How does interaction with text provoke thinking and response?Skill: 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 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 productsCite strong, textual evidence to support an analysis.Use of active verbs.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.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 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.Assessment: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 structureCreation and publication following the writing 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 listeningPeer evaluation of a student’s oral presentationOral presentation of autobiographical memory with visual aidResponses 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 novelCreation 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 structureOral presentation of autobiographical memory with visual aid that demonstrates the conventions of Standard English grammar.Objective/Subjective Evaluation based on character, plot, and themeObjective quizzes on parts of speech and sentence structureObjective/Subjective Evaluation based on character, plot, and themeCreation 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, punctuation, and spelling, and sentence structureOral presentation of autobiographical memory with visual aid that demonstrates an understanding of symbolismAnalysis of a utopian society with textual evidence from the The Giver WorksheetResources:Narrative Writing Assignment Procedure and RubricMemory Pre-writing worksheetNarrative Writing Assignment ModelTJHS Manuscript Format (MLA based)Public Speaking Cues on Voice, Rate/Pace, Articulation, Eye Contact, and Meaningful Gestures Oral Presentation RubricPeer Evaluation ChecklistA Utopia Worksheet for citing textual evidence of the novel’s proposed solutions to society’s problems.Expository Writing Assignment Procedure and RubricTeacher generated Grammar Resources (on parts of speech and sentence structure)The Giver Lois LowryA Utopia Worksheet for citing textual evidence of the novel’s proposed solutions to society’s problemsOptional: Capote, Truman. “A Christmas Memory.” (autobiographical story)Review worksheets to prepare for unit assessment on concepts learnedTeacher generated worksheets/ exercises on creation and attention-getting opening, catchy and reflective title, public speaking techniques, brainstorming graphic organizer, and understanding euphemismsStandards:CC.1.4.9-10. A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and .1.4.9-10.B Write with a sharp, distinct focus identifying topic, task, and .1.4.9-10.C Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic .C.E.1.1.2CC.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.1.1.5CC.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.3.1.5CC. 1.4.9-10.M Write narratives to develop real or imagined experiences or .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 .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 .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 .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 .1.5.9-20.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidenceCC.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 .1.5.9-10. E Adapt a speech to a variety of contexts and .1.5.9-10.G Demonstrate command of the conventions of standard English when speaking based on Grades 9-10 level and .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.3.1.5CC.1.4.9-10.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and . 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.1.3.2CC.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.2.1.2C.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 Comments:Unit 2: Short Story/ Expository – Informative WritingDuration: September/ October (4 weeks)Writing/Speaking/ListeningGrammarFiction/NonfictionContentWriting as a means of documenting thinkingExpository writing format, style and structureVariation and clarity of proper sentence structure Collaborative discussions on grade level topics, texts, and issuesUse of evidence and support of a topic, opinion, or judgmentGrade appropriate Standard English conventions in expository writingStylistic devices in fiction and nonfictionDevelopment of characters in fictionDevelopment, use, and structure of plot in fictionCentral ideas of texts and their developmentMaking predictions based on character and plotAuthors’ influences in life and impact on writingDefinition and identification of basic elements of literature in a work of fictionClose reading techniquesEssential 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?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?How do we develop into effective writers?How does interaction with text provoke thinking and response?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.Use parallel structure to clarify anize 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.Create a title for a composition that is original/unique, catches the reader’s attention, reflects the content of the writing, and is correctly punctuated. 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.Use select vocabulary from text correctly in speaking and writing.Apply quotation marks accurately in direct quotes.Capitalize titles of compositions correctly.Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.Analyze how characters develop over the course of a text.Identify, describe, analyze, and evaluate the various components of a plot construction (exposition, incentive moment, rising action, climax, falling action, and resolution) and how an author structures plot to clarify and advance the action of a text.Make predictions based on plot and character.Apply appropriate strategies to analyze, interpret and evaluate how an author unfolds an analysis or series of ideas or events.Analyze the setting (time, place, mood/environment) and its contributions in developing plot, and theme. 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 authors’ biographies and their lives’ impacts on their writing.Determine a central idea of a text and analyze in detail its development over the course of a text.Analyze title’s proposed question on the lady or the tiger, using rhetoric and evidence from 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.Determine word meaning based on grade-level reading and content. Apply meaning and usage of select vocabulary to understanding of reading selections.Identify and determine how the use of irony, flashback, conflict, and foreshadowing as elements of fiction in stories enhance the story.Determine resources to aid in making decisions.Support Poe’s definition of a short story with details and examples from selected short stories read.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.Assessment:Writing and publication following the writing process of comparison/contrast paper on philosophies of animal feelings and behaviors based on “The Most Dangerous Game,” “ Dog Star,” and “Can Animals Think?”.Peer evaluation of a student’s writingWriting 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’ validityClass debate on the lady or the tiger, using rhetoric and evidence from textWriting and publication following the writing process of a poem using figurative language and plot to convey the feeling of guilt and correct conventions of Standard English.Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skillsSentence construction that demonstrates understanding of usage and meaning of select vocabulary and correct punctuationVariety of writing assignments with evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement)Vocabulary sentences correctly written and avoiding fragments, run-ons, and comma splicesObjective/Subjective evaluation based on character, plot, and themeVocabulary quizzes based on meaning, usage, and application in sentences with contextual cluesSentence writing that demonstrates an understanding of vocabulary usage and meaningReading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections readTeacher generated worksheets and application exercises on conflict, foreshadowing, flashback, suspense, and three types of iron.Reading guides for each selection read to aid in comprehension, summarizing, drawing conclusions, and determining main ideasResources:Expository Writing Assignment, Procedures, Prewriting worksheets, and RubricsExpository Writing Assignment ModelsTJHS Manuscript Format (MLA based)“Forgive My Guilt” Poem ModelSample poemsSample vocabulary compound sentencesSample Vocabulary compound sentences with correct punctuationCommonly Misspelled/Misused Words ListTeacher generated worksheets Exercises on dependent and independent clauses and compound and complex sentences and their punctuationTeacher generated worksheets on dependent and independent clauses, compound and complex sentences and their format and punctuationElements of Literature, third course (Holt, Rinehart and Winston) short story selections that can include:Connell, Richard. “The Most Dangerous Game” (short story)Clarke, Arthur. “Dog Star” (short story)Linden, Eugene. “Can Animals Think?” (magazine article)Stockton, Frank. “The Lady, or the Tiger?” (short story)Sunwon, Hwang. “Cranes” (short story)Collier, Eugene. “Marigolds” (short story)Coffin, Robert P. Tristram. “Forgive My Guilt” (poem)Author biographiesOptional 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”)Optional powerpoint that can include: 1. Direct and indirect characterization Teacher generated reading guides for selected short stories to aid in comprehension, summarizing, drawing conclusions, and determining main ideasTeacher generated worksheets/ activities to define, apply, and analyze conflict, suspense, foreshadowing, irony, plot construction, direct and indirect characterization, and types of charactersCrossword puzzles and other practice sheets for vocabulary definition and usageVarious contemporary song selections that demonstrate examples of ironyReview sheets to prepare for unit assessments on concepts studiedStandards:CC.1.4.9-10.A CC.1.4.9-10.B. C.E.1.1.1CC.1.4.9-10.C C.E.1.1.2CC.1.4.9-10.D. C.E.1.1.3; C.E.1.1.5CC.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.2.1.7CC.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.3.1.5CC.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.3.1.5CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary .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 .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 .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 .1.5.9-10 ACC.1.5.9-10.G CC.1.4.9-10.DC.E.1.1.5CC.1.4.9-10.FCC.1.5.9-10.G Demonstrate command of th conventions of Standard English when speaking based on Grades 9-10 level and contentCC.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.2.3.3CC.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.2.1.2CC.1.2.9–10.F Analyze how words and phrases shape meaning and tone in texts. L.N.1.1.4CC.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.2.2.3CC.1.3.9-10.ACC.1.3.9–10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. L.F.1.1.3; L.F.2.3.1; L.F.2.3.4CC.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; L.F.2.5.3CC.1.3.9–10.F Analyze how words and phrases shape meaning and tone in texts. L.F.2.3.5; L.F.2.5.1CC.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.2.4.1CC.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 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.1.2.4CC.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.1.2.4CC.1.3.9-10.K Read and comprehend literary fiction on grade level, reading independently and ments: Unit 3:Short Story/Expository-Informative Writing/Persuasive WritingDuration: October/ November (6 weeks) Writing/Speaking/ListeningGrammarFiction/NonfictionContentWriting as a means of documenting thinkingExpository writing format, style, and structurePersuasive/Argumentative writing format, style, and structureOral presentation verbal and nonverbal techniques and skillsVariation and clarity of sentence structure Use of evidence and support of a topic, opinion, or judgmentCollaborative discussions on grade level topics, texts, and issuesResearch to answer a questionUse of parallel structure to clarify ideasCreation of vivid images through figurative languageCitation formatGrade appropriate Standard English conventions in expository writing.Pronoun/antecedent agreementStylistic devices in fiction and nonfictionDevelopment and determination of theme in a fictional selection.Identification, development, and use of point of view in a reading selectionCentral ideas of texts and their developmentIdentification and use of symbolism and figurative language in fiction and nonfictionUse of setting as symbolsMaking predictions based on character and plotAuthors’ influences in life and impact on writingDetermination of mood and toneImpact of point of view in a narrativeEssential Question:How do we use information gained through research to expand knowledge?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?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?How do we develop into effective writers?How does interaction with text provoke thinking and response?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 format of a critical analysis for format, organization, and anize 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 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. Use parallelism to clarify ideas.Write in a formal style tone in expository writing and argumentative writing.Respond to writing prompts based on ideas established in reading selections in expository and argumentative/persuasive formats in short time frames.Apply knowledge of figurative language, theme, point of view, and symbolism to creating a poem based on the theme of guilt found in “The Scarlet Ibis.”Use technology to produce and publish writing.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.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 productsDemonstrate 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.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.Recognize and correct inappropriate use of pronouns and antecedent agreement.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.Determine word meaning based on grade-level reading and content. Apply meaning and usage of select vocabulary to understanding of reading selectionsIdentify and trace Poe’s idea of single effect and its effect on a short storySupport Poe’s definition of a short story with details and examples from selected short stories read.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.Assessment: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 unit2. A character analysis based on the characterization of a character in one of the short stories read in this unit3. A critical analysis based on the development of single effect in “The Cask of Amontillado” 4. A persuasive paper on own opinion and opinions of other writers on the death of Edgar Allan PoeClass cooperative writing of poster that demonstrates an understanding of an element of fiction in “The Cask of Amontillado,” its contribution to the creation of a single effect, and symbolism as well as correct writing skillsWrite and publish following the writing process of Peer evaluation of a student’s writingPresentation to class researched findings of components in “The Cask of Amontillado” as background information for the understanding of the reading selection and use of symbolism.Responses to prompts based on ideas established in reading selections using expository and argumentative/ persuasive formats and skills learned and practiced in short time frames.Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skillsOriginal examples of metaphor, simile, and personificationSentence construction that demonstrates understanding of usage and meaning of select vocabulary and correct punctuationVariety of writing assignments that uses grade appropriate Standard English conventions, sentence structure variety, pronoun-antecedent agreement, and verb tense consistencyClass cooperative writing in a poster that demonstrates grade appropriate Standard English conventions, sentence structure variety, pronoun-antecedent agreement, and verb tense consistencyTeacher generated worksheets for application practice of pronoun/antecedent agreementObjective/Subjective Evaluation based on character, plot, and themeVocabulary quizzes based on meaning, usage, and applicationSentence writing that demonstrates an understanding of vocabulary usage and meaningReading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections readReading guides for each selected short stories to aid in comprehension, summarizing, drawing conclusions, and determining main ideas.Graphic organizers to determine use of elements of fiction to create a single effectCreation of a poster that identifies various elements of fiction found in “The Cask of Amontillado” and creates a symbolic representation of that elementResearch of basic components of setting, plot, and character that will aid in understanding of the reading selection “The Cask of AmontilladoTeacher 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 effectPresentation 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 symbolismResources:Expository Writing Assignment Procedures, Guided Prewriting Worksheets, Rubrics Assignment ModelsTJHS Manuscript Format (MLA based)Single effect graphic organizerVocabulary flashcards Various theme songs from popular television showsAesop’s FablesModels Single Effect PostersPowerpoint 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 writingSample Vocabulary compound sentences with correct punctuationElements of Literature, third course (Holt, Rinehart and Winston) short story selections that can include:Hurst, James. “The Scarlet Ibis”Poe, Edgar Allan. “The Cask of Amontillado”O. Henry. “The Gift of the Magi”De Maupassant, Guy. “The Necklace”Nonfiction selections that can include:1. Silverman, Kenneth. “Poe’s Final Days.” The New York Times2. “Rabies Death Theory.” The New York Times.3. “If Only Poe Had Succeeded When He Said Nevermore to Drink.” The New York Times.4. Selections from Aesop’s FablesReading guides for each selection read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas.“Optional videos that can include:1. “The Cask of Amontillado” 2. “The Necklace” 3. “The Gift of the Magi” Vocabulary list and flashcards of words from reading selectionsVarious theme songs from popular television showsScieszka, Jon. The True Story of the Three Little Pigs. ()Optional powerpoints can include:Point of View Unlocking ThemeTeacher 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 effectReview sheets to prepare for unit assessments on concepts studiedStandards:CC.1.4.9-10.A CC.1.4.9-10.B. CC.1.4.9-10.C C.E.1.1.2CC.1.4.9-10.D.C.E.1.1.3; C.E.1.1.5CC.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.2.1.7CC.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.3.1.5CC.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.3.1.5CC.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.ACC.1.5.9-10.GCC.1.4.9-10.FCC.1.4.9-10.RCC.1.5.9-10.GCC.1.4.9–10.L CC.1.2.9–10.A. L.N.1.3.1; L.N.1.3.2; L.N.2.3.3CC.1.2.9–10.B. L.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.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.1.1.3CC.1.2.9–10.F. L.N.1.1.4CC.1.2.9–10.G L.N.2.2.3CC.1.3.9-10.ACC.1.3.9–10.C L.F.1.1.3; L.F.2.3.1; L.F.2.3.4CC.1.3.9–10.E L.F.1.1.3; L.F.2.3.2; L.F.2.3.3; L.F.2.5.3CC.1.3.9–10.F. L.F.2.3.5; L.F.2.5.1CC.1.3.9–10.H L.F.2.2.2; L.F.2.4.1CC.1.3.9–10.I L.F.1.2.1 ;L.F.1.2.2; L.F.1.2.3; L.F.1.2.4CC.1.3.9–10.J L.F.1.2.1; L.F.1.2.2; L.F.1.2.3; L.F.1.2.4Comments: Unit 4: An Introduction to Mythology/Expository-Informative WritingDuration: December (4 weeks)Writing/Speaking/ListeningGrammarFiction/NonfictionContentResearch to answer a questionUse of transitions, parallel structure, and topic sentences in multi-paragraph papers to clarify ideasWriting as a means of documenting thinkingExpository writing format, style, and structureOral presentation verbal and nonverbal techniques and skillsVariation and clarity of sentence structure Use of evidence and support of a topic, opinion, or judgmentCollaborative discussions on grade level topics, texts, and issuesCitation formatGrade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository and persuasive writing.Conventions of correct sentence structure in expository and argumentative/persuasive writing.Variety of sentence structure.Use complex sentences and their correct punctuation.Stylistic devices in fiction and nonfictionDevelopment and determination of theme in a fictional selection.Central ideas of texts and their developmentIdentification and use of symbolism and figurative language in mythologyUse of setting as symbolsMaking predictions based on character and plotDetermination of mood and toneAnalysis of characteristics of a mythRelationship between myth and historical periodEssential 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?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?How do we develop into effective writers?How does interaction with text provoke thinking and response?Skill: 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.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 anize 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 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.Respond to writing prompts based on ideas established in reading selections in expository and argumentative/persuasive formats in short time pare and contrast creation myths from different cultures.Find evidence and record and cite in proving cultural beliefs based on myths read.Use technology to conduct a short research project that demonstrates an understanding of the subject under investigation and provides information that will enhance understanding of a reading selection.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 productsDemonstrate 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.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.Follow basic spelling rules in writing for clarification.Review parts of speech to aid in detecting writing errors.Understand, identify, and discuss the characteristics and types of myths – explanatory and creation. Analyze the way a myth relates to the themes, culture, and issues of its historical period.Provide an objective summary of the myth, as a part or as a whole, giving key details.Explain, describe, and analyze examples from the text that support the author’s intended purpose.Identify and memorize the domains of the major Greek deities.Identify and explain stated and implied main ideas and relevant supporting details.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 pare, analyze, describe how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.Analyze how words and phrases shape meaning and tone in text.Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatments.Identify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, foreshadowing, flashback, imagery, allegory, and allusion in a myth.Identify and apply a synonym or antonym of a word used in a myth.Identify how a meaning of a word is changed when an affix is added.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 grade level, reading independently and proficiently.Determine meanings of words based on Greek roots.Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.Assessment:Writing and publishing following the writing process a critical analysis thta develops a thesis (i.e., discussing the importance of fire to mankind) based on personal opinion and evidence provided by the early mythsWriting and publishing following the writing process an informative essay (e.g., why we study myths today)Writing cooperatively as a class, a genealogy of the beginning of the world and deities according to Greek mythologyPeer evaluation of a student’s writingResponses to writing prompts based on ideas established in reading selections using expository and argumentative/ persuasive formats and skills learned and practiced in short time frames.Sentence writing that demonstrates clarity of ideas a s well as variety and correct structure and punctuationResponses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skillsSentence construction that demonstrates understanding of usage and meaning of select vocabulary and correct punctuationVariety of writing assignments with evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement)Objective/Subjective evaluation based on character, plot, setting, and themeVocabulary quizzes based on meaning, usage, and applicationSentence writing that demonstrates an understanding of vocabulary usage and meaningReading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections readWorksheets on conflict, foreshadowing, flashback and three types of ironyReading guides for each selection read to aid in comprehension, summarizing, drawing conclusions, and determining main ideasResources:Expository Writing Assignment, Procedures, Rubrics, and Assignment ModelsTJHS Manuscript Format (MLA based)Character traits graphic organizerSample Vocabulary compound sentences with correct punctuationSherman, Marilyn. Reading Literature. Orange Level. Evanston, IL: McDougal, Littell, 1990 selections that can include:1. Greek Myth – “The Beginning of a World”2. Greek Myth-“The First Man”3. Greek Myth – “Pandora, the First Woman”4. Greek Mythology Introduction5. “Pyramus and Thisbe” MythTeacher generated reading guides:1. An Introduction to Myths Reading Guide2. “The Beginning of the World” Reading Guide3. The First Man” Reading Guide4. “Pandora, the First Woman” Reading Guide Teacher generated worksheets that can include:1. Mythological terms2. The Value of Myths3. Recognizing Myths and Folktales4. Characteristics of Myths Handout5. “How the Greek Deities Came to Be” Handout6. “Who’s Who on Mt. Olympus” Handout7. “Additional Greek Mythological Figures, Places, and Terms” Handout8. “Recognizing Myths and Tales” Worksheet9. Greek Deities, Figures, and Places Crossword PuzzleCharacteristics of Myths powerpointGreek Mythology Viewing Guide: Part I: “From Chaos to Cosmos”Greek Mythology Video – From Chaos to CosmosLecture notes on historical background mythVocabulary flashcardsReview sheets to prepare for unit assessments on concepts studied Standards:CC.1.4.9-10.A CC.1.4.9-10.BCC.1.4.9-10.C C.E.1.1.2CC.1.4.9-10.DC.E.1.1.3; C.E.1.1.5CC.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.2.1.7CC.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.3.1.5CC.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.3.1.5CC.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. ACC.1.5.9-10.G CC.1.4.9-10.FCC.1.4.9-10.RCC.1.5.9-10.GCC.1.4.9–10.LCC.1.2.9-10 B L.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.AL.N.1.3.1CC.1.2.9-10 BL.N.1.3.1; L.N.2.1.2CC.1.2.9-C.1.2.9-10.FL.N.1.1.4CC.1.2.9-10.GCC.1.3.9-10.ACC.1.3.9-10.B L.F.1.1.1.; L.F.1.3.1.; L.F.2.1.1.; L.F.2.1.2CC.1.3.9-10..1.3.9-10..1.3.9-10.G.L.F.2.2.3CC.1.3.9-10 .1.3.9-10.JCC.1.3.9-10.K. Read and comprehend literary fiction on grade level, reading independently and ments: Unit 5:Greek Mythology: The Hero/Expository & Persuasive Writing/Midterm ExaminationDuration: January (4 weeks)Writing/Speaking/ListeningGrammarFiction/NonfictionContentExpository writing format, style, and structurePersuasive writing format, style, and structureFocus, content, style, and conventions working together to impact writing qualityVariation and clarity of sentence structure Use of transitions, parallel structure, and topic sentences in multi-paragraph papers to clarify ideasCollaborative discussions on grade level topics, texts, and issuesUse of evidence and support of a topic, opinion, or judgmentMidterm Examination preparationProper writing conventionsVariety in sentence structureUse of strong verbs and nounsMidterm Examination preparationDevelopment and determination of central ideas or themes of textsIdentification and use of symbolism and figurative language in mythologyUse of symbolsMaking predictions based on character and plotDetermination of mood and toneAnalysis of characteristics of a mythRelationship between myth and historical periodDefinition of a heroMidterm Examination preparationEssential 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?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?How do we develop into effective writers?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?What is a hero?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 anize 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 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.Use precise language and domain-specific vocabulary to manage the complexity of the topic.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.Write a persuasive paper that has a thorough argument with relevant support using persuasive strategies and addressing opposing viewpoints. 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.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.Make strategic use of digital media to add interest and enhance understanding.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.Follow basic spelling rules in writing for clarification.Review parts of speech to aid in detecting writing errors.Place commas correctly in compound sentences.Determine the theme of the heroic myth and analyze in detailits development in the myth.Summarize the plot of the myth.Cite strong and thorough textual evidence to support the heroic qualities of the Greek heroes studied. Establish the qualities of a Greek hero based on myths read.Analyze the heroic myth character’s development and interactions with other characters and how it advances the plot and helps develop the theme or message.Analyze the subject in two artistic mediums determining similarities and differences.Gather vocabulary knowledge that will help determine word meaning based on Greek mythology.Analyze and evaluate author’s use of literary elements in the chosen myth.Summarize, draw conclusions, and make generalizations about character and themeIdentify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, foreshadowing, flashback, imagery, allegory, and allusion in a myth.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 message is.Read and comprehend literary fiction on grade level, reading independently and proficiently.Determine meanings of words based on Greek roots.Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.Assessment:Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skillsResponses to writing prompts based on ideas established in reading selections in expository and argumentative/persuasive formats in short time framesCollaborative group poster that explains, using the writing process, a labor of the Greek hero Heracles, Heracles’ problem, solution, and heroic qualities demonstrated in the labor with addition of symbolic representation.Peer evaluation of a student’s writingPresentation of group’s findings on themes and heroic qualities demonstrated in a specifically assigned labor of HeraclesWriting and publishing following the writing process: 1. A critical analysis proving with supportive evidence from the reading selection that Perseus or Heracles are heroes based on selected hero qualities established in class2. A persuasive essay that addresses an opinion (i.e., on the heroic status of Daedalus, the Greek architect) and opposing viewpointsSentences that demonstrate an understanding of correct format and clarity of meaning.Midterm Examination that assesses level of writing skills covered during first semester of the courseVocabulary quizzes to check knowledge of meaning and usage of select vocabulary and application to writingApplication of vocabulary to writing assignments and evaluated skillsDemonstration of a grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository writingApplication of conventions of correct sentence structure in expository and argumentative/persuasive writingSentence construction that demonstrates understanding of usage and meaning of correct format and correct punctuationMidterm Examination that assesses depth of knowledge in applying grammar skills covered during first semester of the courseObjective/Subjective evaluation based on character, plot, setting, and themeVocabulary quizzes based on meaning, usage, and application.Sentence writing that demonstrates an understanding of vocabulary usage and meaningReading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections readReading guides for each selection read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas.Poster that represents understanding of character, plot, and theme of one of Heracles laborsMidterm Examination that assesses depth of knowledge of literary concepts covered during first semester of the courseResources:Heroic Qualities PowerpointModel postersA critical analysis (i.e., A Comparison of “Perseus Slays the Gorgon” reading selection and Clash of the Titans film interpretations of the myth)Writing promptsQualities of a Hero Expository Writing Assignment (analysis), Peer Evaluation, Rubric, and ModelMidterm examination practice essaysVocabulary listsCopy of students’ sentences to correct for errorsMidterm examination review sheets on grammar emphasized first semester of the courseElements of Literature, third course (Holt, Rinehart and Winston) nonfiction selections that can include:Douglas, Kirk. “Heroes with Solid Feet”Stone, Oliver . “Where I Find My Heroes”Heroic Qualities PowerpointSherman, Marilyn. Reading Literature. Orange Level. Evanston, IL: McDougal, Littell, 1990 selections that can include:1. “Perseus Slays the Gorgon” Reading Selection2. The Labors of Heracles” Reading Selection3. “The Flight of Icarus” Reading SelectionTeacher generated reading guides:1. “The Flight of Icarus” Reading Guide2. “The Labors of Heracles” Reading Guide3. “Perseus Slays the Gorgon” Reading GuideClash of the Titans DVDA Comparison of “Perseus Slays the Gorgon” (reading selection) and Clash of the Titans interpretations of the myth.Star ChartVocabulary ListsMidterm Examination Review Sheets and PracticesFiction Literary Terms Sheet with terms and definitions (based on Keystones Glossary) in preparation for Midterm ExaminationReview sheets to prepare for unit assessments on concepts studiedStandards:CC.1.4.9-10.ACC.1.4.9-10.BCC.1.4.9-C.1.4.9-10.DCC.1.4.9-10.ECC.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.3.1.5CC.1.4.9-10.G Write arguments to support claims in an analysis of substantive topics.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.2.1.7CC1.4.9-10.H Write with a sharp, distinct focus identifying topic, task, and audience.C.P 1.1..1.4.9-10.I Distinguish the claims from alternate or opposing claims; develop claims(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 concernsC.P 1.1.2; C.P.1.1.3CC.1.4.9-10.J Create organization that establishes clear relationships among claims, counterclaims, reasons, and evidence; use words, phrases, and clauses to link the major sections of the text, create cohesions, and clarify relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows form and supports the argument presented.C.P.1.1.2;C.P.1.1.3; C.P.2.1.5; C.P.2.1.6CC.1.4.9-10.K Write with an awareness of the stylistic aspects of composition.C.P.1.1.4; C.P.2.1.1; C.P.2.1.3; C.P 2.1.4; C.P.2.1.6; C.P.2.1.7CC.1.4.9-10.L C..P. 3.1.1; C.P.3.1.2; C.P 3.1.3; C.P.3.1.4; C.P.3.1.5CC.1.4.9-10.SCC.1.4.9-10.TCC.1.5.9-10.ACC.1.5.9-10.D CC.1.5.9-10.ECC.1.5.9-10.GCC.1.4.9-10.F C.E.3.1.4.; C.E.3.1.5C.E.1.1.5.; C.E.,3.1.1.; C.E.3.1.2.; CC.1.2.9-10.BL.N.1.3.1;L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.A.L.N.1.3.1CC.1.2.9-10 BL.N.1.3.1; L.N.2.1.2CC.1.2.9-C.1.2.9-10.FL.N.1.1.4CC.1.2.9-10.GCC.1.3.9-10.ACC.1.3.9-10.BL.F.1.1.1.; L.F.1.3.1.; L.F.2.1.1.; L.F.2.1.2CC.1.3.9-C.1.3.9-10.FCC.1.3.9-10.GL.F.2.2.3CC.1.3.9-10 .1.3.9-10.JCC.1.3.9-10.K. Comments: Unit 6:The Odyssey/Epic/Expository- Informative Writing & Persuasive Writing Duration: February/ March (5 weeks)Writing/Speaking/ListeningGrammarFiction/NonfictionContentExpository writing format, style, and structureFocus, content, style, and conventions working together to impact writing qualityVariation and clarity of sentence structure Use of transitions, parallel structure, and topic sentences in multi-paragraph papers to clarify ideasCollaborative discussions on grade level topics, texts, and issuesUse of evidence and support of a topic, opinion, or judgmentProper writing conventionsReview and application of comma rulesUse of parallelismDerivations of words from Greek and Roman mythsVariety in sentence structureUse of strong adjectives and adverbsSentence structure and punctuationDerivations of words from Greek and Roman mythsUse of affixes to derive meaningAnalysis of characteristics of a legendRelationship between legends and historical period events and peopleDevelopment of theme Figurative Language for VividnessUse of poetic devices in an epic poemDerivations of words from Greek and Roman legendsEssential 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?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?How do we develop into effective writers?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?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 anize 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 or support, and a conclusion.Use transitional words to move clearly from one idea to the next.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.Use precise language and domain-specific vocabulary to manage the complexity of the topic.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.Evaluate a speaker’s perspective while critically listening.Use technology, including the internet, to produce, publish, and update individual writing productsMake 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.Review and practice using 14 specific comma rules.Apply 14 rules of comma usage to writing.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.Follow basic spelling rules in writing for clarification.Review parts of speech to aid in detecting writing errors.Place commas correctly in compound sentences.Use sentence construction that demonstrates understanding of usage and meaning of select Use of agreement between pronouns and antecedentsAnalyze organization of plot and use of flashbacks to tell the storyDetermine how epithets are used to create character.Determine how dialogue helps develop character, plot, and setting in a narrative.Analyze character based on methods of characterizationParaphrase Homer’s original invocation in his epic poem 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 godsAnalyze 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 chosen myth.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 message is.In collaboration analyze character, themes, and heroic qualities in a specific adventure of Odysseus. 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.Trace Odysseus’ journey 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.Determine what can be learned about the values of the Greek culture by examining its heroes.Read and comprehend literary fiction on grade level, reading independently and proficiently.Determine meanings of words based on Greek roots.Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.Define and identify literary terms specific to the study of a legend and epic narrative.Assessment:Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skillsCollaborative group work to research, write and present: a time line of stages of developmental of ancient Greece, marking major historical, cultural, and literary events; conducting war in the twelfth century B.C.; a soldier’s diet during the Trojan WarResponses to writing prompts based on ideas established in reading selections in expository and argumentative/persuasive formats in short time framesWriting sentences using selected vocabulary that demonstrates clear structureWriting and publishing following the writing process a critical analysis (i.e., proving with supportive evidence from the reading selections that the Greek heroes Odyssey and either Perseus or Heracles are similar because they share specific heroic qualities in common)Peer evaluation of a student’s writingVocabulary quizzes to check knowledge of meaning and usage of select vocabulary and application to writingVariety of writing assignments with evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement)Comma Quiz based on recognition of punctuation errors and application of comma rules to writingA time line that accurately traces the events of Odyssey’s wanderings.Objective/Subjective evaluation based on character, plot, setting, and themeVocabulary quizzes based on meaning, usage, and application.Sentence writing that demonstrates an understanding of vocabulary usage and meaningReading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections readReading guides for each selection read that demonstrate skills in comprehension, summarizing, drawing conclusions, and determining main ideas.Collaborate chart of the characters, themes, and heroic qualities of Odysseus for a particular adventureResources:The Odyssey Writing Assignment: Comparing Two Greek HeroesThe Odyssey Writing Assignment: Comparing Two Greek Heroes – The ThesisThe Odyssey Writing Assignment: Comparing Two Greek Heroes – PrewritingThe Odyssey Writing Assignment ModelComma rule packetComma Application Practice WorksheetComma Review and Practice for Comma QuizEnrichment Comma Review PacketSherman, Marilyn. Reading Literature. Orange Level. Evanston, IL: McDougal, Littell, 1990 selections that can include:1. ” The Trojan War” 2. “ Voyage of Odysseus” 3. “Circe the Enchantress” 4. “The Perils of Odysseus” 5. “The End of the Voyage” 6. “The Fate of the Suitors”Teacher generated reading guides that can include:1. The Odyssey: “Greek Legend” Reading Guide2. ” The Trojan War” Reading Guide 3. “ Voyage of Odysseus” Reading Guide4. “Circe the Enchantress” Reading Guide5. “The Perils of Odysseus” Reading Guide6. “The End of the Voyage” Reading Guide7. “The Fate of the Suitors” Reading GuideViewing Guide: Homer’s Mythology: Tracing a TraditionHomer’s Tradition: Tracing a Tradition DVDMap of the Ancient Mediterranean RegionOptional videos that may include:1. O Brother Where Art Thou? film selections2. Homer’s Tradition: Tracing a Tradition DVD3. Troy film/DVD4. The Odyssey film/DVDNonfiction reading selections that can include:1. “Troy: It Casts a Spell”( Legendary fact)2. Welcome: A Religious Duty” (Hospitality)The Odyssey: People and PlacesThe Odyssey InvocationThe Odyssey Literary TermsThe Odyssey Vocabulary FlashcardsReview sheets to prepare for unit assessments on concepts studiedStandards:CC.1.4.9-10.ACC.1.4.9-10.BCC1.4.9-10.C C.E.1.1.2CC.1.4.9-.1.4.9-10.FCC.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.2.1.1; C.P.2.1.2; C.P.2.1.3; C.P.2.1.4; C.P 2.1.6; C.P 2.1.7C.1.4.9-10.SCC.1.4.9-10.TCC.1.4.9-10.UCC.1.4.9-10.XCC.1.4.9-10.LCC.1.2.9-10ALN.1.3.1;L.N.1.3.2.; L.N.2.3.3CC.1.2.9-10.BCC.1.2.9-10.GCC.1.2.9-10.LCC.1.3.9-10.AL.F.1.1.2; L.F.1.3.1; L.F.1.3.2; L.F.2.3.4CC.1.3.9-10.B – L.F.1.1.1; L.F.1.3.1; L.F.2.1.2CC.1.3.9-10.GCC.1.3.9-10.JCC.1.3.9-10.KComments: Unit 7: Research/Expository-Informative WritingDuration: March/ April (6 weeks)Writing/Speaking/ListeningGrammarFiction/NonfictionContentExpository writing format, style, and structureFocus, content, style, and conventions working together to impact writing qualityVariation and clarity of proper sentence structure Use of transitions, parallel structure, and topic sentences in multi-paragraph papers to clarify ideasUse of evidence and support of a topic, opinion, or judgmentCreation of a thesis statementOrganization principles for creating a research projectProper citation formatApplication of the Writing ProcessClear explanation of ideasSupport of ideas with relevant evidenceCreation of an outline to organize ideas as an aid to writing and correct outline formatCreation of clear research questionsApplication of rules in formal writingMLA Citation Format and Works Cited page(s)Research techniquesReview and application of comma rulesUse of parallelismPunctuation, capitalization as used in various sentence structuresUse of strong adjectives and adverbsGrade-appropriate conventions of Standard English grammar, usage, capitalization, punctuation, and spelling.Correct sentence structureEffective sentencesUse of primary and secondary sources in the research processReading informational texts on grade level with proficiencyUse of strong and thorough textual evidence to support an opinion or ideaAnalysis of different accounts on a research subjectCollaborative discussions on grade level topics, texts, and issuesEssential 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?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?How can our knowledge and use of the research process promote lifelong learning?How do we use information gained through research to expand knowledge?How do we develop into effective writers?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?How can we read effectively to form multiple sources of information to gain and expand our knowledge on a topic?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, well-chosen, 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 aiding 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 or support, and a conclusion.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 to construct a final research projectApply new vocabulary to writing. Evaluate a speaker’s perspective while critically listening.Use technology, including the internet, to produce, publish, and update individual writing productsMake 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 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 EnglishDemonstrate 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 plete 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 reflectionAnalyze 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 resourcesDevelop 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 thesisAnalyze 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.Assessment:Practice Bib Cards for accuracy, format, and contentPractice Note Cards for accuracy, format, and contentBib Card Quiz for accuracy, format and content of writing bibliography information for research projectResearch Bib Cards for accuracy, format, and contentResearch Note Cards for accuracy, format, and contentFormation of Research Questions in clear and parallel format to guide research processPreliminary Outlines for format, content, organization, and accuracyFinal Research Paper (Introductory, Developmental, and Concluding Paragraphs), Title Page, Final Outline, and Works Cited Page for content, format, and mechanicsOptional: 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 presentationAll components of research project with evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement).Content and clarity of evidence to support research project thesis in notesFinal research ProjectPractice Note Cards Format and ContentResearch General Instructions QuizFormation of Research Questions in clear and parallel format to guide research processFinal Research Paper (Introductory, Developmental, and Concluding Paragraphs), Title Page, Final Outline, and Works Cited Page for content, format, and mechanicsPreliminary Outlines for format, content, organization, and accuracyResources:General Instructions for Research Project: The Nature of HeroismThe Nature of Heroism Research TopicsResearch 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 PagePractice Bib Card Information for a variety of sources (books with authors, Books with no authors, databases, online magazines/ newspapers, websites, magazines, newspapers, pamphletsPractice Taking Notes ExercisesResearch Handbook – Ninth Grade (MLA based)List of Heroic QualitiesEncyclopedia Data Sheet for Individual Research ProjectTJHS LibraryMrs. Barker’s cart of booksResearch Topic Internet Heroic Quality Direct Quote WorksheetPreliminary Outline ChecklistOutline with Citation ChecklistModels – Outlines, Paper, Bib Cards, Topic Card, Note Cards, Internet Printouts, Encyclopedia PrintoutsResearch Evaluation SheetResearch Handbook-Ninth Grade (MLA based)Comma Review PacketSentence Structure WorksheetsPrimary and secondary nonfiction sources in TJ LibraryTJ Library DatabasesReliable and valid internet sourcesCart of teacher resourcesResearch Guidelines WorksheetsResearch Handbook – Ninth Grade (MLA based)Standards:CC.1.4.9-10.ACC.1.4.9-10.BCC.1.4.9-C.1.4.9-10.DCC.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.2.1.7C.C.1.4.9-10.H C.C.1.4.9-10.KCC.1.4.9-10.L CC.1.4.9-10.SCC.1.4.9-10.UCC.1.4.9-10.TCC.1.4.9-10.V CC.1.4.9-10.WCC.1.4.9-10.XCC.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.3.1.5CC.1.4.9-10.KCC.1.2.9-10AL.N.1.3.1CC.1.2.9-10.BCC.1.2.9-10.CL.N.1.1.2, L.N.2.4.3CC.1.2.9-10.GL.N.2.3..1.2.9-10.JL.N.1.2..1.2.9-10.LCC.ments: Unit 8: The Novel (The Pigman)/Expository - Informative Writing /Final ExaminationDuration: May/ June (5 weeks)Writing/Speaking/ListeningGrammarFiction/NonfictionContentConventions of proper sentence structure, paragraphs, and multi-paragraph papersCollaborative discussions on grade level topics, texts, and issuesUse of evidence and support of a topic, opinion, or judgmentExpository writing format, style, and structureAgreement of subject and antecedentConsistency in verb tenseApplication of Comma RulesPunctuation, capitalization as used in various sentence structuresUse of strong adjectives and adverbsGrade-appropriate conventions of standard English grammar, usage, capitalization, punctuation, and spelling.Correct sentence structureEffective sentencesNovel Literary termsDevelopment of character, theme, plot, point of view, settingStylistic approaches and styles used by authors and their impact on the storyIdentification, use and analysis of various stylistic devices and figurative languageDetermination of author’s purposeEssential 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?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?How do we develop into effective writers?How do we clearly communicate our ideas?How does interaction with text provoke thinking and response?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 anize ideas logically to make important connections and distinctions in informative/ explanatory 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 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.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.Provide an objective summary of the novel, as a part or as a whole, giving key detailsExplain, describe, and analyze examples from the novel that support the author’s intended purposeIdentify 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 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 pare, analyze, describe how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.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 novel and their impact on other elements of fiction in the story.Determine the impact of the author’s life on is writing.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 grade level, reading independently and proficiently.Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.Assessment:Work in small collaborative groups to create a poster that clearly explains an theme in the novel (i.e., Communication, Loneliness, Death, Alienation, Games, Compassion, Guilt)Write and publish following the writing process a critical analysis proving with supportive evidence a theme found in The Pigman.Responses with cohesiveness and clarity to reading questions on Study GuidesFinal Examination that assesses level of writing skills covered during the courseResponses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skillsVocabulary quizzes to check knowledge of meaning and usage of select vocabulary and application to writingApplication 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 writingApplication of conventions of correct sentence structure in expository and argumentative/persuasive writing.Sentence construction that demonstrates understanding of usage and meaning of select vocabulary and correct punctuationFinal Examination that assesses depth of knowledge in applying grammar skills covered during the courseObjective/Subjective evaluation based on character, plot, and themeVocabulary quizzes based on meaning, usage, and applicationSentence writing that demonstrates an understanding of vocabulary usage and meaningReading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections readWorksheets on conflict, foreshadowing, flashback and three types of ironyStudy guides for each reading section (chapters 1-7 and 8-15) to aid in comprehension, summarizing, drawing conclusions, and determining main ideasPoster based on a group determined theme, quote support, and symbol of themeFinal Examination that assesses depth of knowledge of literary concepts covered during the courseResources:Chapter Study Guide QuestionsThemes in The Pigman Data SheetThemes in the The Pigman Essay AssignmentSample essays ad practices for preparation for the Final ExaminationComma Review PacketSentence Structure WorksheetPractice prompts to prepare for the Final ExaminationPowerpoint on Novel Literary TermsNovel Literary tem WorksheetBiography of Paul ZindelPowerpoint on Background on The PigmanIntroduction to Paul Zindel and The Pigman WorksheetThe Pigman Character WorksheetThe Pigman Study GuidesThemes in The Pigman Data SheetThemes in The Pigman Group AssignmentPoster suppliesGroup Theme Data Sheet in The PigmanPeople, Places, Things, and Events in The PigmanTheme Presentation Evaluation SheetReview Worksheets and Practices for Final ExaminationStandards:CC.1.4.9-10.ACC.1.4.9-10.BCC.1.4.9-C.1.4.9-10.DCC.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.2.1.7CC.1.4.9-10.SCC.1.4.9-10.UCC.1.4.9-10.TCC.1.4.9-10.VCC.1.4.9-10.WCC.1.4.9-10.XCC.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.3.1.5CC.1.4.9-10.KCC.1.3.9-10.AL.F.1.1.2; L.F.1.3.1; L.F.1.3.2; L.F.2.3.4CC.1.3.9-10.BL.F.1.1.1; L.F.1.3.1; L.F.2.1.1; L.F.2.1.2CC.1.3.9-10.C L.F.1.1.3; L.F.2.3.1; L.F.2.3.4CC.1.3.9-10.D L.F.2.3.6CC.1.3.9-10.E L.F.1.1.3; L.F.2.3.2; L.F.2.3.3CC.1.3.9-10.FL.F.2.3.5; L.F.2.5.1CC.1.3.9-10.IL.F.1.2.1; L.F.1.2.3; L.F.1.2.4CC.1.3.9-10.JL.F. 1.2.1; L.F.1.2.3; L.F.1.2.4CC.1.3.9-10.KComments: ................
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