MADISON PUBLIC SCHOOL DISTRICT GRADE 10 ENGLISH€¦ · MADISON PUBLIC SCHOOL DISTRICT GRADE 10...

MADISON PUBLIC SCHOOL DISTRICT

GRADE 10 ENGLISH

Authored by: Ann Vilarino and Nancy Brzozowski

Reviewed by: Lee Nittel

Director of Curriculum and Instruction Mark DeBiasse,

Supervisor of Humanities

Updated with Common Core State Standards: Fall, 2012

Members of the Board of Education: Lisa Ellis, President

Patrick Rowe, Vice-President David Arthur Kevin Blair

Shade Grahling Linda Gilbert

Thomas Haralampoudis James Novotny

Superintendent: Dr. Michael Rossi

Madison Public Schools

359 Woodland Road, Madison, NJ 07940

www.madisonpublicschools.org

I. OVERVIEW

Sophomore English is the second in a sequence of four English classes. The course takes a thematic

approach to the study of American literature. The NJ Core Curriculum Content Standards provide the basis for the course objectives and “The American Dream and Its Legacies” forms the thematic overview of the literature. A diversity of authors, their modes of discourse and writing styles, genres and literary contributions has determined the origin of study and provided the means by which students will trace the evolution of the American Dream and identify how this theme emerges in a range of American Literature.

One of the primary expectations of the course is to enable students to read and comprehend complex

literature and informational text of high quality. Students in English 10 are expected to participate freely in class activities, take risks, and demonstrate leadership skills as they articulate aspects of the human condition and the themes of individualism, social injustice, identity and the American Dream as they apply socially, culturally and personally to their lives. Along with the required texts, students will be offered the opportunity to engage in literature circles. Students’ comprehension and interpretations will also be evaluated through writing assignments, projects, reading quizzes and unit tests.

After reading, comprehending and analyzing novels, short stories, nonfiction, informational texts,

poetry and drama, students will be expected to produce both timed and processed expressive, transactional and creative writing by synthesizing their thoughts and feelings with the ideas presented in the literature. The outcome of student writing should be mature and reflect continued progress in original thinking, revising and editing.

II. Goals (Common Core Standards)

College and Career Readiness Anchor Standards for Reading

The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. *Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

Reading Standards for Literature The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students: Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze in detail 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. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Integration of Knowledge and Ideas 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of

Icarus).

8. (Not applicable to literature) 8. (Not applicable to literature) 9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Range of Reading and Level of Text Complexity

10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Standards for Informational Text The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students: Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. 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. 3. Analyze how the 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. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Integration of Knowledge and Ideas 7. 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. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

College and Career Readiness Anchor Standards for Writing The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.

The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. 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 tasks, purposes, and audiences. *These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Writing Standards The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students: Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Writing Standards

Grades 9–10 students: Grades 11–12 students: Text Types and Purposes (continued) 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades

9–10 on page 54.) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an

author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate

and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). Range of Writing 10. 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 tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Speaking and Listening

The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding

of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening Standards The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students: Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10

topics, texts, and issues, building on others’ ideas and expressing their own

clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)

College and Career Readiness Anchor Standards for Language

The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.

The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Language Standards 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students: Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the

discipline and writing type.

9–10 students: Grades 11–12 students: Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 9–10 reading and content, choosing flexibly from a

range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,

advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

III. SCOPE AND SEQUENCE/ESSENTIAL QUESTIONS

A. MARKING PERIOD 1: PURSUING THE AMERICAN DREAM (about 9 weeks)

Essential Questions for “Pursuing the American Dream” Unit:

• Where does the concept the “American Dream” come from?

• What does the American Dream mean to those included from within the culture? What does it mean to those excluded from the culture?

• What are the obstacles that prevent people from achieving their dream?

• Where does “success” fit in with the “American Dream?”

• How does one’s family create one’s concept of success and self-worth?

• What does the modern “American Dream” look like? Does it exist?

• Do the factors of success, family, inclusion, and self-worth still affect the American Dream as they have in the past?

Required Texts: Of Mice and Men by John Steinbeck

Death of a Salesman by Arthur Miller

Fences by August Wilson

A Raisin in the Sun by Lorraine Hansberry

Choice Ancillary Readings: Jefferson: Declaration of Independence Whitman: “I Hear America Singing”, “I Sit and Look Out”

Hughes: “What Happens to a Dream Deferred?” Hughes: “Let America Be America Again” Henry: Speech in the Virginia Convention Wheatly: “Letter to the Rev. Samson Occom” Adams: “Letter to John Adams” Yezierska “America and I Jen “In the American Society” Soto “Mexicans Begin Jogging” Mora “Legal Alien” Ortiz Cofer “The Latin Deli: An Ars Poetica” Cisneros “Straw into Gold: The Metamorphosis of the Everyday” De Crevecoeur – “What is an American?”

Films: Of Mice and Men Death of a Salesman A Raisin in the Sun

1. FOUNDATIONS OF THE AMERICAN DREAM (2 Weeks)

Essential Questions Addressed: Where does the concept the “American Dream” come from?

Required Texts: Jefferson: Declaration of Independence Henry: Speech in the Virginia Convention Wheatly: “Letter to the Rev. Samson Occom” Adams: “Letter to John Adams” De Crevecoeur – “What is an American?”

Sample Discussion Questions:

• What are the ideals America is founded on and how do those ideals become part of the concept of “The American Dream?”

Skills:

• Persuasive Rhetoric

• Metaphor

• Parallelism

• Allusion

• Metaphor and Simile

• Rhetorical Question

• Audience and Purpose

• Persuasive Writing

• Vocabulary Unit 1, Level F

Writing Instruction:

• Stems from the literature

• Persuasive support: emotional appeals, logic, facts

• Persuasive structure

• Audience

Possible Evaluations:

• HSPA Persuasive Essay

• Expressive Journaling

• Open-Ended Responses

• Vocabulary Quiz

• HSPA Persuasive Reading – Multiple Choice and Open-Ended Responses

2. OBSTACLES TO ATTAINING PERSONAL DREAMS (3 weeks)

Essential Questions Addressed: What does the American Dream mean to those included from within the culture? What does it mean to those excluded from the culture? What are the obstacles that prevent people from achieving their dream?

Required Texts: Of Mice and Men by John Steinbeck

Langston Hughes: “What Happens to a Dream Deferred?” Film Of Mice and Men


• What does the American Dream mean to those included from within the culture? What does it mean to those excluded from the culture?

• How do the characters as individuals serve as an obstacle to their attainment of their dream?

• How does society act as an obstacle to the achievement of the American Dream?

Skills:

• Characterization

• Conflict

• Foreshadowing

• Theme




• Expository

• Pulling meaningful quotes from the text

• Blending quotes

• Audience


• HSPA Expository Prompt

• Vocabulary Quiz

• Written character analysis

• Reading questions

• Reading quizzes

• Mock trial of George

• A resume for one of the characters

• Personal response paper

• Poster highlighting a character’s traits

• Re-write an event in the novel from a particular character’s point of view

3. THE CONCEPT OF SUCCESS (3.5 weeks)

Essential Questions Addressed: Where does “success” fit in with the “American Dream?”

How does one’s family create one’s concept of success and self-worth?

Texts *Teacher will decide on one text for a class read; the other two texts will become literature circle choices:




Films: Death of a Salesman Raisin in the Sun

Sample Discussion Questions: Death of a Salesman

• What is Willy’s dream? How has his family and early life experiences helped to create his version of “The American Dream?”

• What is Willy’s concept of success and how does Willy’s concept of success affect his sons’ concepts of success and their dreams?

Fences

• What are the similarities and differences between Willy’s and Troy’s dreams and their parenting styles? What are the effects on their sons?

• How do his experiences with his father help construct Corey’s view of himself and his own dream?

A Raisin in the Sun

• Compare Mama to Troy and d Willy in terms of dreams and relationships with their children.

• Compare Linda, Rose, Mama, and Ruth in the plays.

• How does Walter’s ability to achieve his dream affect his self-worth?

Skills:


• Conflict

• Symbolism

• Flashback




• Quote blending and developing support from the text

• Structure of compare/contrast essay

• Developing strong thesis statements


• Compare/Contrast Literary Analysis


• Literature circle folders

• Unit Test

• Reading quizzes

• Letter from one character to another after the drama ends

• Vocabulary Quiz

• Create a poster to represent a character’s vision of the “American Dream”

END OF MARKING PERIOD ONE

B. MARKING PERIODS 2 and 3: AMERICAN INDIVIDUALISM AND PERSONAL

IDENTITY (about 18 weeks)

Essential Questions for “American Individualism and Personal Identity” Unit:

• What are the defining aspects of identity?

• How can one change his or her identity?

• How do society’s expectations influence individuality?

• How does self-perception affect one’s identity?

• How do internal struggles help shape identity?

• Does society embrace individuals or exclude them?

• How do how others’ perceptions affect how we see ourselves?

• Required Texts: Teacher may choose required text based on knowledge of the class. Unused text may be included in literature circle choices.

The Great Gatsby by F. Scott Fitzgerald

or Catcher in the Rye by JD Salinger

Choice Texts (Literature Circles) Bean Trees – Barbara Kingsolver

Absolutely True Story of a Part Time Indian – Sherman Alexie

Reservation Blues – Sherman Alexie

The Color of Water – James McBride

Caucasia – Danzy Senna

When I Was Puerto Rican- Esmeralda Santiago

I Know Why the Caged Bird Sings – Maya Angelou

Choice Ancillary Readings: Poe: “The Raven” King: from “Danse Macabre” Faulkner: “A Rose for Emily” Dickinson: “Success is counted sweetest,” “This is my letter to the World,” “‘Hope’ is a thing with feathers” Chopin: “The Story of an Hour” Olsen: “I Stand Here Ironing” Plath –“Mirror” Sexton – “Self in 1958” Dove: “Adolescence – III” Robinson: “Richard Corey” and “Miniver Cheevy” Dunbar: “We Wear the Mask” Alexie: “Indian Education” Porter “The Jilting of Granny Weatherall” Wright “The Man Who Was Almost a Man”

Films: The Great Gatsby

1. ELEMENTS OF THE MODERN AMERICAN DREAM (1 week)

Essential Questions Addressed: What does the modern “American Dream” look like? Does it exist? Do the factors of success, family, inclusion, and self-worth still affect the American Dream as they have in the past?

Choice Texts (Literature Circles with poems and short stories) Whitman: “I Hear America Singing”, “ I Sit and Look Out” Yezierska “America and I Jen “In the American Society” Soto “Mexicans Begin Jogging” Mora “Legal Alien” Ortiz Cofer “The Latin Deli: An Ars Poetica” Cisneros “Straw into Gold: The Metamorphosis of the Everyday”


• What is the appearance of the “American Dream” to the speaker of poem/narrator of story? What is the reality?

• Do the benefits of the American Dream outweigh the drawbacks or vice versa?

Skills:

• Identifying purpose

• Perspective


• Conflict

• Theme




• Structuring open-ended responses

• Topic Sentences



• Synthesis essay

• Expressive journaling

• Literature circle folders

• Vocabulary Quiz

• Create a poster to represent a character’s vision of the “American Dream”

• Open Ended Responses

• HSPA Persuasive Reading – Multiple Choice and Open-Ended Responses

2. EXPERIENCE AND IDENTITY (1 week)

Essential Questions Addressed: What are the defining aspects of identity? How do society’s expectations influence individuality? How do how others’ perceptions affect how we see ourselves?

Choice Short Stories (Literature Circles): Alexie: “Indian Education”

Olsen: “I Stand Here Ironing” Wright “The Man Who Was Almost a Man” Porter “The Jilting of Granny Weatherall” Chopin: “The Story of an Hour”

Choice Poems (Literature Circles): Dickenson: “This is my letter to the World” Robinson: “Richard Corey” and “Miniver Cheevy”


• What is the power of memory in shaping people’s lives?

• How do stereotypes and assumptions shape how individuals see themselves?

• How do appearance and reality come in to play with identity?

• How do life’s disappointments shape identity?

Skills:

• Stream of Consciousness

• Symbolism

• Point of View

• Interior Monologue



• Structuring open-ended responses

• Clinchers

• Transitions



• Literature Circle folders


• Open-ended Responses

• Reading Quizzes

• Vocabulary Quiz

• HSPA Narrative Reading – Multiple Choice and Open-Ended Responses

3. REIMAGINING PERSONAL IDENTITY (4 weeks) • Unit will vary depending on teacher’s choice (Gatsby or Catcher) for the required class read.

Option 1 – The Great Gatsby

Essential Questions Addressed: How can one change his or her identity? How do society’s expectations influence individuality? How do internal struggles help shape identity? Does society embrace individuals or exclude them? How do how others’ perceptions affect how we see ourselves?

Required Text: The Great Gatsby by F. Scott Fitzgerald

Film:

The Great Gatsby


• Which characters have difficulty distinguishing between what is reality and what is illusion? How does this affect their perceptions of themselves and the people around them?

• How do the characters in the novel represent or fail to represent the American Dream in The Great

Gatsby?

• Is the idea of the American Dream destructive or empowering (or both) in the novel?

Skills:

• Structure

• Reliability of narrator


• Conflict

• Theme

• Symbols

• Vocabulary drawn from text




• Structuring a literary analysis essay

• Topic Sentences



• Literary essay


• HSPA preparation

• Persuasive Essay

• Expository Essay

• Reading Quizzes

• Vocabulary Quiz

• Tests

• Blog discussion

• Responding to advertisements from the 1920s and connecting them to the societal values presented in Gatsby

• Create a soundtrack for the novel and provide rationale for choices

• Create a visual representation or multi-media presentation to represent a character’s identity.

Option 2 – The Catcher in the Rye

Essential Questions Addressed: What are the defining aspects of identity? How do society’s expectations influence individuality? How does self-perception affect one’s identity? How do internal struggles help shape identity? Does society embrace individuals or exclude them? How do how others’ perceptions affect how we see ourselves?

Texts: The Catcher in the Rye by J.D. Salinger


• What is the power of memory in shaping people’s lives?

• How do characters embrace Holden and his struggles with his identity?

• Why doesn’t Holden have any dreams or desires for the future?

• How does Phoebe’s perception of Holden ultimately affect Holden’s perception of himself?

Skills:

• Reliability of narrator

• Point of view


• Conflict

• Setting

• Irony

• Symbol

• Vocabulary drawn from text




• Structuring a literary analysis essay

• Topic Sentences




• Open-ended Responses

• Persuasive Essay

• Expository Essay

• Reading Quizzes

• Vocabulary Quiz

• Tests

• Blog discussion

• Create a soundtrack for the novel and provide rationale for choices

• Create a visual representation or multi-media presentation to represent a Holden’s perception of himself or another character’s perception of Holden.

• Write a letter from Holden to Phoebe at the end of the novel.

4. THE INTERNAL STRUGGLE (1 week)

Essential Questions Addressed: How do internal struggles help shape identity? How do individuals pose obstacles to themselves?

Choice Poems: Poe: “The Raven” Plath –“Mirror” Sexton – “Self in 1958” Robinson: “Richard Corey” and “Miniver Cheevy” Dickinson: “Much Madness is Divinest Sense”

Choice Short Stories: King: from “Danse Macabre” Faulkner: “A Rose for Emily” Poe: “The Fall of the House of Usher”


How do these texts show what goes on within the human mind? What do these works say about loss and its effect on the human psyche? How do these works comment on illusion and reality? How do these works comment on the effect society have on self-perception?

Skills:


• Foreshadowing

• Imagery

• Mood



• Reading Quizzes

• Vocabulary Quiz

• HSPA Narrative Reading – Multiple Choice and Open-Ended Responses

5. UNDERSTANDING IDENTITY (2 weeks)

Essential Questions Addressed: What are the defining aspects of identity? Does society embrace individuals or exclude them? How do how others’ perceptions affect how we see ourselves? How do society’s expectations influence individuality? How does self-perception affect one’s identity?

Choice Texts (Students pick one text): Bean Trees - Barbara Kingsolver


When I Was Puerto Rican – Esmeralda Santiago





The Great Gatsby – F. Scott Fitzgerald*

The Catcher in the Rye – J. D. Salinger *

*May be added to literature circle choices if not selected for class read in Unit 3

Discussion Questions:

• What are the defining aspects of identity?

• How can one change his or her identity?

• How do society’s expectations influence individuality?

• How does self-perception affect one’s identity?

• How do internal struggles help shape identity?


• How do how others’ perceptions affect how we see ourselves?

Skills

• Cooperative group-work

• Literary Analysis

• Identifying literary techniques


• Narration

• Structure and Plot

• Theme

• Vocabulary drawn from literature




• Literature Circle Folder

• Student generated questions and vocabulary lists

• Peer assessment

• Self assessment

• HSPA reading assessments

• Literary Analysis Quiz

• Group multi-media presentation on literature circle choice

6. RESEARCH PAPER (4 weeks)

Texts: Students will research in the library for one primary text on topic and 6-8 secondary sources (this can be modified for English 10 curriculum)

Possible Topic: What are some modern obstacles to achieving the American Dream present in society today? Can individuals overcome these obstacles to achieve success?


• What does the “American Dream” encompass today? Is the “dream” only financial stability and success, or is it more than that like having the perfect home, family, car, etc?

• What is your PERSONAL version of the “American Dream”?

• What are some obstacles that individuals pose to their own attainment of the American Dream? In other words, how do people get in their own way of being successful? (Ex: addictions, self-destruction, greed, loss of perspective, family, etc.)

• What are some obstacles that society poses to the individual’s attainment of the American Dream? In other words, there are some things that seem out of control of the individual. What are those obstacles created by society that individuals must overcome to achieve success? (racism, prejudice, healthcare inequalities, education inequalities, sexism, class structure, poverty)

Process:

• Brainstorming in response to discussion questions

• Selecting a topic

• Researching primary and secondary sources and create a working bibliography

• Journaling on primary and secondary sources

• Taking notes on sources

• Drafting the paper

• Conferencing and peer-editing

• Polishing the final copy

Skills:

• Synthesis

• MLA citation

• Process writing

• Paraphrasing

• Blending quotes

• Researching on data bases and in media center


• Paper benchmarks

• Use of MLA format

• Sustaining an argument

• Multi-media presentation on topic

• Final research paper

7. READING AND WRITING FOR TESTING GENRE (3 weeks)

Texts:

• Barron’s HSPA New Jersey Language Arts Literacy (Barron’s How to Prepare for the New Jersey Language Arts Literacy Hspa Exam)

• Roadmap to the New Jersey HSPA Language Arts Literacy by Princeton Review

Skills:

• Subject verb agreement

• Run-on sentences

• Fragments

• Pronoun/antecedent

• Verb tense

• Topic Sentences

• Persuasive writing

• Expository writing



• Grammar exercises

• HSPA exercises

Resources:

• www.studyisland.com

• http://www.state.nj.us/education/njpep/assessment/TestSpecs/LangArts/TOC.html

8. JOURNEY AND COURAGE (2 weeks)

Essential Questions Addressed: How does self-perception affect one’s identity? How do internal struggles help shape identity? What are the defining aspects of identity? What defines a hero? How do society’s expectations influence individuality? How do internal struggles help shape identity? How do how others’ perceptions affect how we see ourselves?

Texts: Oates “Journey” Crane “A Mystery of Heroism” Bierce “An Occurrence at Owl Creek Bridge” Wilson “Wandering” Tyler “Teenage Wasteland” Updike “Separating”


• How can a journey be symbolic?

• What does one learn about oneself on a physical journey?

• What are the characteristics of a hero?

• How can one follow their individual beliefs without being swayed by society?

• When is it time for an individual to give up their beliefs?

Skills

• Point of view

• Irony

• Symbolism

• Character: Protagonist and Antagonist

• Dialogue

• Tone



• Write an alternate ending

• Comparison writing assignment

• Reading quizzes

• Write an journal entry from the perspective of a character in one of the stories

• Write a persuasive speech about the issues of parental control brought up in the stories

• Act out a dramatic scene from either the play or from one of the short stories

END OF MARKING PERIOD TWO AND THREE

C. MARKING PERIOD 4: BREAKING TIES (CHOICES AND CONSEQUENCES)

Essential Questions for “Breaking Ties” Unit:

• To what extent does society shape our morals and values?


• What role does fear play in society’s intolerance of difference?

• What is the value of freedom?

• Why does society stereotype individuals and what are the risks of not fitting into those expectations?

• What are the risks of following an individual moral code rather that one established by society?

• What is the importance of friendship and family on an individual’s development?

Required Text: The Adventures of Huckleberry Finn by Mark Twain (excerpted)

Choice Texts: Black and White –Volponi

My Jim – Nancy Rawles

Finn: A novel – Matthew Olshen

Having Our Say – Delaney Sisters

The Gathering of Old Men- Ernest Gaines

The Color of Water – James McBride *

Caucasia – Danzy Senna *

I Know Why the Caged Bird Sings – Maya Angelou*

*May be added to literature circle choices if not selected by students in previous literature circle unit.

Choice Ancillary Readings: Excerpts from “Incidents of a Slave Girl” Excerpts from “The Narrative of the Life of Frederick Douglass”

Robert Hayden “Frederick Douglass” James Russell Lowell “Stanzas on Freedom” Langston Hughes “Harlem,” and “I, Too” Countee Cullen – “Any Human to Another” Anne Moody - From “Coming of Age in Mississippi” James Baldwin – “My Dungeon Shook – Letter to My Nephew on the One Hundredth Anniversary of the Emancipation” Claude McKay –“If We Must Die” Gwendolyn Brooks – “Life for My Child is Simple”

Film: PBS video Born to Trouble

1. PREJUDICE AND INJUSTICE (1 week)

Essential Questions Addressed: Does society embrace individuals or exclude them? What role does fear play in society’s intolerance of difference? What is the value of freedom?

Choice Texts: Excerpts from “Incidents of a Slave Girl” Excerpts from “The Narrative of the Life of Frederick Douglass”

Robert Hayden “Frederick Douglass” James Russell Lowell “Stanzas on Freedom” Langston Hughes “Harlem,” and “I, Too” Countee Cullen – “Any Human to Another” Anne Moody - From “Coming of Age in Mississippi” James Baldwin – “My Dungeon Shook – Letter to My Nephew on the One Hundredth Anniversary of the Emancipation” Claude McKay –“If We Must Die” Gwendolyn Brooks – “Life for My Child is Simple”


• What are the effects of slavery on both slaves and masters?

• What is a Human Right?

• Why is it important to fight against injustice?

• How is fear related to racism?

• How important is it to develop self-esteem and a racial pride?

• What racial issues still exist in America today?

Skills:

• Style

• Diction

• Structure

• Mood

• Figurative language



• Compare themes across texts – Moody and Douglass

• Personal journal reflection

• Blog discussion

• Discussion questions

2. CONSCIENCE, FREEDOM, AND FRIENDSHIP (4 weeks)

Texts: The Adventures of Huckleberry Finn by Mark Twain (excerpted)

Essential Questions Addressed: To what extent does society shape our morals and values? What role does fear play in society’s intolerance of difference? What is the value of freedom? Why does society stereotype individuals and what are the risks of not fitting into those expectations? What are the risks of following an individual moral code rather that one established by society? What is the importance of friendship and family on an individual’s development?

Discussion Questions

• Should students read The Adventures of Huckleberry Finn?

• What were the issues of the time? Are the issues faced then still faced today?

• Does Mark Twain do justice to the issues of slavery in the novel?

• Is Huck and Jim’s friendship real?

• How does his experience on the river with Jim help Huck develop an understanding of his beliefs and morals?

• In what ways is Huck a product of his society?

Skills

• Satire

• Character development

• Exploring stereotypes

• Point of view

• Dialect

• Symbolism



• Literary analysis essay

• Open –ended response

• Write an alternate ending

• Keep a journal from Jim’s perspective reflecting his thoughts and insights on events in the novel

• Create a graphic novel

• Create a website dedicated to the novel

• Write a personal narrative (using Huck’s narration as a model)

• Sample Prompts: o Tell a story about a friend or family member who had a profound influence on you. o Tell a story about a journey (literal or figurative) and its importance. o Tell a story about a moment when you stood up for something you believed in.

3. SELF, SOCIETY, AND THE AMERICAN DREAM (3 weeks)

Essential Questions Addressed: To what extent does society shape our morals and values? Does society embrace individuals or exclude them? What role does fear play in society’s intolerance of difference? Why does society stereotype individuals and what are the risks of not fitting into those expectations? What are the risks of following an individual moral code rather that one established by society?

What is the importance of friendship and family on an individual’s development?

Choice Texts (Students pick one work) Black and White –Volponi





The Color of Water – James McBride *

Caucasia – Danzy Senna *

I Know Why the Caged Bird Sings – Maya Angelou*

*May be added to literature circle choices if not selected by students in previous literature circle unit.


• How are the themes in The Adventures of Huckleberry Finn relevant to the literature circle texts?

• What obstacles often prevent people from different backgrounds, cultures, or races from becoming friends?

• How is one’s identity often sculpted by his or her race or ethnicity?

• How do the characters in the literature circle texts pursue their own version of the American Dream?

Skills:

• Cooperative group-work

• Literary Analysis



• Narration

• Structure and Plot

• Theme

• Vocabulary drawn from literature




• Literature Circle Folder

• Student generated questions and vocabulary lists

• Peer assessment

• Self assessment

• Group multi-media presentation on literature circle choice

IV. EVALUATION In addition to those activities and assessments noted in the curriculum, further assessments of students may include

• reading quizzes

• unit tests with essay responses

• essay responses to open-ended questions

• vocabulary tests

• class participation

• homework assignments

• student presentation

• peer evaluations

V. REQUIRED RESOURCES

Texts:

• The Language of Literature, McDougal Littell

• American Literature: A Chronological Approach, McGraw, Hill

• Sadlier Oxford Vocabulary Workshop, Level F

Writing Manual Resources:

• The Elements of Style by William Strunk, Jr. and E. B. White

• The Lively Art of Writing by Lucile Vaughan

• The Writing Life by Annie Dillard

• On Writing Well by William K. Zinsser

• MLA Handbook

• Barron’s HSPA New Jersey Language Arts Literacy (Barron’s How to Prepare for the New Jersey Language Arts Literacy Hspa Exam)

• Roadmap to the New Jersey HSPA Language Arts Literacy by Princeton Review

Novels Of Mice and Men by John Steinbeck





Catcher in the Rye by JD Salinger

Bean Trees – Barbara Kingsolver







The Adventures of Huckleberry Finn by Mark Twain (excerpted)

Black and White –Paul Volponi





Films Of Mice and Men Death of a Salesman A Raisin in the Sun The Great Gatsby

PBS video Born to Trouble

Novel List: English 10

Author, Title CLASS

NOVEL

LIT CIRCLE MARKING

PERIOD

COPY

COUNT

Of Mice and Men by John Steinbeck





Catcher in the Rye by JD Salinger

Bean Trees – Barbara Kingsolver

Absolutely True Story of a Part Time Indian –

Sherman Alexie





I Know Why the Caged Bird Sings – Maya

Angelou

The Adventures of Huckleberry Finn by Mark

Twain (excerpted)

Black and White –Paul Volponi




The Gathering of Old Men-Ernest Gaines

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MADISON PUBLIC SCHOOL DISTRICT GRADE 10 ENGLISH€¦ · MADISON PUBLIC SCHOOL DISTRICT GRADE 10...

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