Subject:
|Subject: English II |Timeframe Needed for Completion: |
|Grade Level: 10th |4 weeks |
|Unit Title: Journey to Freedom and Discovery |Grading Period: |
| |
|Understandings: |
|Struggle is not necessarily a bad thing; it’s often necessary for success. |
|Life is comprised of journeys that teach us more than destinations. |
|Lies can imprison, but the truth will set you free. |
|“Forgiveness is giving up the hope for a better past.” -- Lama Sabachthani |
|Forgiveness is a choice. |
|Redemption begins with the epiphany that one needs redemption. |
|Essential Questions: |Curriculum Goals/Objectives (to be assessed at the end of the unit/quarter) |
| |1.01 Produce reminiscences. |
|Are individuals born innately evil or good? |1.02 Respond reflectively to texts by making connections between text and life and exhibiting awareness |
|Is a journey necessary to discover truth? |of one’s culture and other cultures. |
|Is hardship or challenge necessary for growth? |1.03 Read, listen to and view a variety of expressive texts. |
|Does truth lead to salvation? |2.01 Demonstrate ability to read, listen to and view variety of complex print and non-print |
|Is there one truth? |informational texts. |
|Can you be redeemed from all circumstances? |2.02 Create responses that examine a cause/effect relationship |
|Why and how does a person forgive? |2.03 Pose questions prompted by texts and research answers. |
|Does everyone deserve the opportunity for redemption? |5.01, 5.02, 5.03 – Interpret and analyze world literature. |
|What must be sacrificed for freedom? |6.01, 6.02 – Apply conventions of grammar and language usage. |
|Can a nation be saved/redeemed? | |
| |Common Core Standards |
| |RL- 1, 2, 3, 4, 5, 6, 7, 9, 10 |
| |RI- 1, 2, 3, 4, 10 |
| |W- 2, 3, 4, 5, 6, 7, 10 |
| |SL- 1 |
| |L- 1, 2, 3, 4, 5, 6 |
|Essential Skills/Vocabulary: |Assessment Tasks: |
|Use inquiry to explore and analyze.* | |
|Reflect on important moments in life and those people or events that shape us. |Benchmark |
|Use details to effectively create anecdotes and memoirs. |Teacher-made tests |
|Actively read by making connections (text to self, text and world) actively annotate. * |Reading checks (Annotation checks) |
|Examine author’s purpose.* |Mosaic quotes |
|Draw conclusions from what you read.* |Chalk Talks (Dante’s Inferno) |
|Make inferences about deeper meanings.* |Paideia Seminars |
|Examine the structure of a text.* |One-pagers |
|Summarize.* |Mandalas |
|Analyze character motivation. |Soundtrack of my Life Project (writing and music) |
|Examine multiple perspectives.* |Common Theme Charting |
|Examine cause/effect relationships.* |Forgiveness Essay (Informational) |
|Write to define. |Thematic Connection Chart between Kite Runner and Dante’s Inferno |
|Write to inform. | |
|Establish main idea and elaborate with details in writing. | |
| | |
|*Both literature and informational text | |
| | |
|Vocabulary | |
| | |
|Tier 2 | |
|Catholicism | |
|Shia | |
|Sunni | |
|Harelipped (cleft pallet) | |
|Buddhism | |
|Islam | |
|Ethnocentrism | |
|Forgiveness | |
|Redemption | |
|Mullah | |
|Pashtun | |
|Hazara | |
|Sin (Deadly Sins) | |
| | |
|Tier 3 | |
|Canto | |
|Slant Rhyme | |
|Apostrophe | |
|Foreshadowing | |
| | |
|Suggestions Anchor Literature: |Suggested Anchor Informational Text(s): |Suggested Mentor Text(s): |
| | | |
|Dante’s Inferno |Sunflower Essays | |
|Khaled Hosseini’s The Kite Runner |FDR’s “Four Freedoms” | |
| |Obama’s Speech at West Point Fall of 2009 on Afghanistan | |
|Tim Krabbe’s The Vanishing | | |
|Literature: |Informational Texts: |Poetry: |
|Paulo Coelho’s The Alchemist | |Chinese poetry |
|Herman Hesse’s Siddhartha | |“How Do We Forgive Our Fathers?” |
|Italo Calvino’s Baron in the Trees | | |
|Pär Lagerkvist’s The Dwarf | | |
|Sophocles’ Oedipus | | |
|Franz Kafka’s The Metamorphosis | | |
|Music: |TV/Film: |Art/Photography: |
|Dan Hill’s “I Am My Father’s Son” |Film Whale Rider | |
|Song Linkin Park’s song “What I’ve Done” |Film Rabbit-Proof Fences | |
| |Film In the Time of the Butterflies | |
| |Smoke Signals | |
| | | |
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