OHIO COMMON CORE STATE STANDARDS … Arts 10.pdfSonnet Ballad Speaker Refrain Tone Rhyme Imagery...

Carrollton Exempted Village School District – Carrollton, Ohio

OHIO COMMON CORE STATE STANDARDS

Curriculum Map

Course Title: Career Unit Unit Lenth: 4 weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. What skills are essential for your desired profession? 2. What careers would match your personality? 3. What tools do you need to professionally apply for a job?

Vocabulary Core-Standards Instructional Strategies and Differentiation

Assessment Resources

SATSAT Vocabulary

Common Core Standards:

Presentation 4-6; Writing

Strand 3A-F&4-6;Range of

Writing 10; Comprehension

1A&D; Speaking and

Listening 2

Read “The Road Not Taken” by Robert Frost

Discuss how to appropriately complete a job application

We will read information over the purpose of a resume and how to write one

We will read information over the purpose of a cover letter and how to write one

We will look at examples of professional resumes and cover letters used

Research various careers that students are individually interested in

Research a chosen career in depth

Essay over the road students wish to take in the future

Essay reflecting on what is right in their world now

Job Application

Resume Cover letter Career board Career

pamphlet

Sophomore Career Booklet OCIS website





Curriculum Map

Course Title: Interpretation of a Major Literary Work Time: 1 month outside of class to read; 1 week in class

Academic Year: 2013-2014

Essential Questions for this Month: 1. What are the strengths and weaknesses of the novel? 2. What message does the author want to convey through the novel? 3. How do symbolism, setting, characterization, point of view, and plot contribute the theme?



Form,

Structure, Plot,

Point of view

(1st/2nd/3rd,

Reminiscence/R

ecent

Perspective),

Character

(Flat/Round,

Static/

Dynamic,

Major/

Minor),

Setting,

Theme,

Symbolism,

Present/Past

Tense


Presentation 4-6; Language

Strand 1-3; Vocabulary 1-6;

Reading for Literature 1-6&9;

Comprehension 1A&D;

Speaking and Listening 2&3;

Writing Strand 2A-F&4-6;

Research 7-9A; Range of

Writing 10

From a list of 50 major literary titles, students will choose one and read at their own pace outside of the classroom

Differentiation: the books should vary pending on student level; teacher will help each student in picking a book that they will like and should be on or slightly above their reading level

Differentiation: for presentation, students will have a choice of what type of presentation (Brown Bag, Writing an Alternate Ending, or Creating a Comic Strip) they would like to do

Differentiation: Students will have multiple options on what they would like to write about according to their novel choice and skills

Students will choose a type of presentation to present their book to the rest of the class Students will write a 3-5 page expository paper evaluating various aspects of their chosen novel

Teacher’s personal

book collection

Library



Curriculum Map

Course Title: Night 2-3 weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. How does Night address the subject of dignity in the face of inhuman cruelty? 2. Explain the two strategies of surviving in the camps (self-interest or by helping each other) in relation to Elie’s experience.

3. How does Elie’s relationship with God change throughout the book?



Cabbala Deportation

Embark Firmament

Hermetically sealed Iniquity Kapo

Lamentation Nocturnal Pestilential Anschluss

Entity Interlude Prostrate

Revelation Selection Talmud Torah

Truncheon Zionism


Presentation 4-6; Vocabulary

1-6; Reading for Literature 1-

6&9; Comprehension 1A,

B&D, Speaking and

Listening 2; Reading for

Information 1-8&10

Discuss Elie Wiesel Discuss the Holocaust Read memoir Analyze Wiesel’s Nobel Peace Prize

Acceptance Speech Research resistance Read Maus by Art Spiegelman, Read “But in the Night” by Nelly Sachs Read “Babii Yar” by Yevgeny A.

Yevtushenko Read “The Hangman” by Maurice

Ogden Research current day genocide Read “My Parents’ Bedroom” by Uwem

Akpan Students have a choice to either write a

500 word essay answering the question: Why is it important to still study the holocaust? or I will give students a real biography of someone who has been in the holocaust and then they will letter to future generations telling about themselves and what future generations could learn from them

Quizzes after each part

Final objective test

Essay or Letter

Night w/ connections

Copies of

Wiesel’s Nobel Peace Prize Acceptance

Speech

Holocaust Memorial Museum’s

website

Internet

Copies of “My Parents’

Bedroom” by Uwem Akpan

Copies of

biographies of people who

have been in the Holocaust



Curriculum Map

Course Title: Of Mice and Mice Time: 2-3 weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. What is the significance of the setting opening and ending with the same setting? 2. How does Steinbeck foreshadow the heartbreaking ending of the novel? 3. What similarities bring together Lennie, Candy and Crooks?



Abruptly Aloof

Anguish Bindle

Complacently Lashed

Morosely Skeptical Receptive Appraised

Apprehensive Bemused

Contemptuously Cower

Derogatory Mollified

Reprehensible Rheumatism

Squirmed Wheeler


Vocabulary 1-6; Reading for

Literature 1-5&9;

Comprehension 1A, B&D;

Speaking and Listening 2;

Reading for Information 1-6,

8&10

Review the Great Depression Discuss John Steinbeck Read novel Read articles from current

magazines discussing mental disorders in our society

Quizzes after each chapter

Final Objective Test

Novel

Biography video of

John Steinbeck

Magazine

articles from Newsweek

and National Geographic



Curriculum Map

Course Title: Poetry Time: 3 weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. What is an example of personification? Simile? Metaphor? Imagery? Onomatopoeia? 2. What are the different types of metaphors? 3. What are the various forms of meter a poet uses?



Rhythm Onomatopoeia

Iambic pentameter Alliteration

Simile Metaphor

Direct metaphor Implied metaphor

Extended metaphor

Personification Symbol Sonnet Ballad

Speaker Refrain Tone

Rhyme Imagery

Lyric Meter

Free Verse Stress

Couplet Scanning

Foot Iamb

Trochee Anapest Dactyl

Spondee


Presentation 4-6; Vocabulary

1-6; Reading for Literature 1,

2, 4, 6, 9&10;

Comprehension 1A-D;

Speaking and Listening 2&3

Students will learn various elements of poetry such as figurative language, symbolism, theme, imagery, rhythm, meter, alliteration, and onomatopoeia

Students will read and analyze various poems from authors throughout the world (“Mother to Son” by Langston Hughes, “Courage” by Anne Sexton, “Stopping by Woods on a Snowy Evening” & “Mending Wall” by Robert Frost, “Loveliest of Trees” by A. E. Housman, “George Gray” by Edgar Lee Masters, “The Legend” by Garrett Hongo, “Miss Rosie” by Lucille Clifton, “I Am Offering This Poem” by Jimmy Santiago Baca, “since feeling is first” by e. e. cummings, “Shall I Compare Thee to a Summer’s Day?” by William Shakespeare, “Bonny Barbara Allan”, “Heart! We Will Forget Him!” Emily Dickinson, “Three Japanese Tankas” by Ono Komachi, “Hanging Fire” by Audre Lorde, “Sea Fever” by John Masefield, “Ex-Basketball Player” John Updike, “The Bean Eaters” & “We Real Cool” by Gwendolyn Brooks, “A Voice” by Pat Mora, “Aunt Fammie Fixes Bison Bourguignon” by Diane Glancy, “Tony Went to the Bodega but He Didn’t Buy Anything” by Martin Espada,

Students will memorize one poem (at least 12 lines) and recite it to the class and the class will evaluate each performance

Assessment: Final test over elements of poetry and analyzing poetry

Textbook

Internet



Curriculum Map

Course Title: Research Paper Unit Length: 2 weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. How do you create a works cited entry for an online journal article? 2. What determines if a website includes credible information? 3. How would you structure a compare/contrast research paper?



Research Paper Sources Works Cited Page Parenthetical Citation Periodical Parenthesis Topic Rough Draft Thesis Statement Plagiarism Summarize Paraphrase Direct Quote Quotation Marks Introduction Conclusion

Common Core

Standards: Language Strand

1-3; Writing Strand 1A-E&4-

6; Research 7-9B; Range of

Writing 10

Discuss the purpose of a research paper in comparison to a report

Discuss the purpose of a thesis statement

Discuss how to write a outline Discuss the purpose to an

introduction paper Discuss organization throughout a

paper Discuss the purpose of a conclusion Discuss credibility when researching

from the Internet Master writing a paper in MLA

format, including parenthetical citations and the correct format

Master creating works cited entries for print and electronic material

Master creating a works cited pages

Students will write a 4 page research paper comparing/contrasting a school related issue

MLA Citations quiz

MLA handbook from Purdue’s Owl Website Internet EBSCO Host



Curriculum Map

Course Title: The Tragedy of Julius Caesar by William

Shakespeare

Time: Eight Weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. How does the characterization of major characters change throughout the play once they have acquired power? 2. What comments on women is Shakespeare making through the characters of Portia and Calpurnia? 3. How do you think Elizabethans responded to the conspirators attempting to save their country from a dictatorship?



Bondsman Commons

Consul Dictator Plebeian Praetor

Rabblement/Rout

Senate Senator Tribune

Triumvirate Alarum Battle Battles

Charges Cohort Ensign Legion Parley

Tributaries


Reading for Information 1-

8&10; Reading for Literature

1-7, 9&10; Comprehension

1A, B&D, Speaking and

Listening 2&3; Writing

Strand 1&4-6; Range of

Writing 10; Presentation 4-6;

Language Strand 1-3;

Vocabulary 1-6

Students will be assigned parts and as a class, we will read the entire play out loud

Students will study the life of Julius Caesar and Ancient Roman History

Students will study William Shakespeare

Quizzes after each act Final objective test Final memorization test of key lines in the play Create a collage of a major character 500 word essay responding to a student chosen from a list of possible essay prompts

Textbook

Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS

Curriculum Map Course Title: Language Arts 10 – 12 (elective class) Unit: Creative Writing (18

weeks) Academic Year: 2013-2014

Essential Questions for this Unit: 1. How can you become an expert writer by being an expert reader? 2. How can you be a self-aware, craft conscious, and self-critical writer? 3. How can you go beyond writing as simply descriptive or imaginative?

Common Core Standards

Vocabulary Instructional Strategies and Differentiation


No standards Memoir Creative fiction Motivation Story patterns Verisimilitude Dialogue Travel/place

essays One-act play Peer review Creative nonfiction Drama basics Writing process

Notes Class discussion Model essays Peer review Group stories Brainstorming activities Story prompts

Various stories Peer reviews Activity

participation Class discussion

Sample essays Peer review forms Notes over short

story, character development, secondary characters, story patterns, setting, conflict, verisimilitude, theme, leads, descriptive language, dialogue, creative nonfiction, memoir, one-act plays


Curriculum Map Course Title: World Religions Unit: World Religions Academic Year: 2013-2014

Essential Questions for this Unit: 1. What are the historical origins of each of the major world religions? 2. What are the current practices and traditions of the major world religions? 3. How do the major world religions view some current political and social conflicts?

Unit/ Time

Frame

Core-Standards Instructional Strategies and Differentiation


90 Days

Early Civilizations 2. Early civilizations (India, Egypt, China and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Human Systems 6. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism).

1 Historical events provide opportunities to examine alternative courses of action. 2 The use of primary and secondary sources of information includes an examination of the credibility of each source. 3 Historians develop theses and use evidence to support or refute positions. 4 Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causal relations.

Learning Stations

Primary Source Analysis

Graphic Organizers

Discussion/Notes

Collaborative Group

Project

Peer Review

Video Viewing/ Discussion

Multimedia

Presentations

Standardized Quizzes

Final Unit Standardized Test

Weekly Discussion

Forum

Unit Projects

Class Participation

United Streaming

YouTube

Schoolhistory.uk

Powerpoint/Prezi/

GoogleDocs

Examview

Google Sites

A Concise Introduction to World Religions

World Religions

Empires: Great Religions: People and Passions that Changed

the World



Curriculum Map Course Title: Language Arts 10 Unit: Mercy Killing

Persuasive Paper (4 weeks) Academic Year: 2013-2014

Essential Questions for this Unit: 1. How should people change how they present arguments based on the audience they are trying to persuade?




Writing Standards: 1, 4, 5, 6, 7, 8, 9, 10

Main ideas Supporting details In-text citations Thesis statement MLA format Works Cited

Lecture over MLA format Lecture over Mercy Killing Persuasion activity (You are the

Jury) Teacher led instruction over how to

outline, write a thesis, support main ideas with details, etc)

Independent writing time Writing conferences Peer Review

Thesis statement worksheet

You are the Jury participation

Introduction Body Paragraph

Organization sheets

Conclusion Writing

Conferences Rough drafts Progress points

while in Comp. Lab

Final copy

Mercy Killing packet of worksheets

Computer lab In-text citations

worksheet using The Cat in the Hat

ELMO and projector The Cat in the Hat Of Mice and Men

novel


Curriculum Map Course Title: Language Arts 10 Unit: Night Unit (5 weeks) Academic Year: 2013-2014

Essential Questions for this Unit: 1. To what extent are we all witnesses of history and messengers to humanity? 2. What is the relationship between our identity and our stories? 3. How does what we experience make us into who we are?




Reading Standards for Literature: 1 – 7, 10 Writing Standard: 1, 4, 5

The Holocaust holocaust Kristallnacht Hasid Auschwitz Capo Gestapo Kosher Rabbi Emigration Truncheons Self-preservation Gallows selection

Most Important Word exercise Chunking exercise ABCs Comprehension exercise Letter Writing Activity Holocaust simulation Self-monitored reading for

comprehension Group reading for comprehension PowerPoint presentation over the

History of the Holocaust Guided reading questions Holocaust Memorial Museum

Virtual Field Trip

Guided reading questions

Group discussion questions

Pop quiz Google Doc

Journal Final test

Night novel Night packet Holocaust

powerpoint Elements of

Literature textbook (“The Arrogance and Cruelty of Power”)

Unsent Letter activity

Various Holocaust documentaries and films

Various supplies for Holocaust simulation



Curriculum Map

Course Title: Language Arts 10 Unit: The Hunger Games (5 weeks)


Essential Questions for this Unit: 1. Why do people act morally? How do they decide what is right or wrong? 2. Who generates the power in a society? How do they generate or come to power? 3. If we don’t take action to create a socially just society, who will?




Reading Standards for Literature 1, 2, 3, 4, 5, 10

Speaking and Listening 1a, 1b, 1c, 1d

Language Standards 3, 4a, 4c, 4d

Reading Standards for Information 1, 2, 3, 4, 5, 6

Dystopia

Totalitarianism

Utopia

Reaping

Tributes

Cornucopia

Mutation

Districts

Gamemaker

Oppression

Rebellion

Independent reading with self-monitored comprehension

Guided reading with comprehension checks

Active reading strategies

Anticipation/Reaction guide

Map making

Artistic renditions of images from the novel

Class discussion

Comprehension questions over novel

Anticipation/ reaction guides

Maps

Written responses

Quizzes

Final test

The Hunger Games

CD recordings of the story

Notes over totalitarianism and dystopia

Comprehension questions packet

Movie

“What Makes Us Moral?” article



Curriculum Map

Course Title: Language Arts 10 Unit: Short Story Unit (3 Weeks)


Essential Questions for this Unit: 1. How are characters portrayed in literature and what motivates characters to act how they do? 2. How does setting affect the plot of a story and sometimes serve as a character itself? 3. How does an author convey a message to the reader through his or her story? 4. How do short stories follow the plot diagram or go against it?







Plot

Exposition

Rising Action

Climax

Falling Action

Resolution

Character

Setting

Unreliable narrator

Foil character

Theme

Conflict

suspense




Anticipation/ Reaction Guide

Notes over Vietnam War

Plot Diagram quiz

Story comprehension quizzes

Comprehension questions over story

“X” Character Poster

Short story study guide

CD recordings of the stories

Notes over the literary terms

Man vs. Wild: Vietnam Jungle

Elements of Literature 4

th course

Short stories (“The Bass, the River, and Sheila Mant”; “Where Have You Gone, Charming Billy?”; “X”; “A&P”; “The Cold Equations”; “Contents of a Dead Man’s Pockets”



Curriculum Map

Course Title: Language Arts 10 Unit: Process Essay/ Presentation (4 weeks)


Essential Questions for this Unit: 1. How difficult is it to describe to someone how to do something? 2. How do transition words aid in describing a process?




Writing Standards: 2, 4-8, 10

Speaking and Listening Standards: 2, 4, 5, 6

Various transition words

Second person

Model sample Process Essay and Presentation (Kool-Aid)

Self-guided independent work on introductions, outlines, rough drafts, conclusions

Guided instruction in the computer lab to set paper in MLA format

Guided instruction of various ways to present the information (You Tube video, PowerPoint presentation, in person, etc)

Introduction completion

Outline completion

Conclusion completion

Final copy of paper

Presentation

Process Essay packet with instructions, outline handouts, transition words and example essay

Process Presentation video

ELMO

DVD player

Projector with internet capabilities

AV cables

Plates, forks, napkins



Curriculum Map

Course Title: Language Arts 10 Unit: Poetry Unit (4 weeks) Academic Year: 2013-2014

Essential Questions for this Unit: 1. How do various authors address common poetic themes, such as love, life, and dreams? 2. Can reading poetry be enjoyable? 3. How can poetry be interpreted to mean different things by different readers?




Reading Standard for Literature: 2, 4, 6, 10

Alliteration

Ballad

Couplet

Figurative language

Figures of speech

Foot

Free verse

Iambic pentameter

Imagery

Metaphor (direct, implied, extended)

Meter

Onomatopoeia

personification

guided reading with comprehension questions

independent reading

graphic organizers

baby food imagery brainstorming

listening to recorded poetry

worksheets over poetic devices



Graphic organizers

Elements of Literature textbook

Poetry packet of worksheets

Baby food to teach imagery

Rap as Poetry video

Dead Poets Society video

OGT packet over poetry



Curriculum Map

Course Title: Language Arts 10 Unit: Of Mice and Men (6 weeks)


Essential Questions for this Unit: 1. How does the world prey on the weak and marginalize those that are different? 2. In order to survive, should a person seek out friendships or remain isolated?

3. How was the American Dream attained during the Great Depression and what factors could kill the Dream?







Foreshadowing

Theme

Conflict




Anticipation/ Reaction Guide

Then/Now Venn Diagram and Exit Ticket

The Dust Bowl: A Ken Burns film ODAR (Observe Describe Analyze Reflect)

Chapter Review Gapfills

Reading guide questions


Chapter quizzes

Video Exit Ticket

Final exam over novel

Reading Guide for each student

Copies of novel

Discovery Education video – Reemergence of Modern America: The Great Depression

Exploring the Context of Of Mice and Men PowerPoint Presentation

The Great Depression Simulation game

CD recording of the novel

Dialect examples from websites

Notes over the chapters

OMAM video starring John Malkovich and Gary Sinese

The Dust Bowl: A Ken Burns Film ODAR



Curriculum Map

Course Title: Language Arts 10 Unit: Nonfiction Unit (3 weeks)


Essential Questions for this Unit: 1. How do readers determine the author’s credibility? 2. How do readers determine the author’s motivation? 3. How is the cause and effect pattern an effective motivational tool?

4. How do authors use different persuasive techniques to convince readers to think like they do?




Reading Standards for Information Text: 1, 2, 3, 4, 5, 6

Motivation

Credibility

Tone

Cause and effect

Main idea

Supporting details

Bandwagon

Logical fallicy

Autobiography

R.A.C.E

ABC News Hour video clip (Climbing K2)

Quickwrites

BDA reading questions

Guided reading questions with comprehension strategies

Independent reading with self-monitoring comprehension checks

Quizzes over the essays

Words To Own worksheets

Mini-test worksheets


Into Thin Air: Death on Everest (Netflix)

ABC Newshour clip about climbing K2


Nonfiction worksheet packet

OGT readings



Curriculum Map

Course Title: Language Arts 10 Unit: Night Unit (5 weeks) Academic Year: 2013-2014






The Holocaust

holocaust

Kristallnacht

Hasid

Auschwitz

Capo

Gestapo

Kosher

Rabbi

Emigration

Truncheons

Self-preservation

Gallows

selection

Most Important Word exercise

Chunking exercise

ABCs Comprehension exercise

Letter Writing Activity

Holocaust simulation

Self-monitored reading for comprehension

Group reading for comprehension

PowerPoint presentation over the History of the Holocaust


Holocaust Memorial Museum Virtual Field Trip



Pop quiz

Google Doc Journal

Final test

Night novel

Night packet

Holocaust powerpoint

Elements of Literature textbook (“The Arrogance and Cruelty of Power”)





Curriculum Map Course Title: World Religions Unit: World Religions Academic Year: 2013-2014

Essential Questions for this Unit: 1. What are the historical origins of each of the major world religions? 2. What are the current practices and traditions of the major world religions? 3. How do the major world religions view some current political and social conflicts?

Unit/ Time

Frame

Core-Standards Instructional Strategies and Differentiation


90 Days

Early Civilizations 2. Early civilizations (India, Egypt, China and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Human Systems 6. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism).

1 Historical events provide opportunities to examine alternative courses of action. 2 The use of primary and secondary sources of information includes an examination of the credibility of each source. 3 Historians develop theses and use evidence to support or refute positions. 4 Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causal relations.

Learning Stations

Primary Source Analysis

Graphic Organizers

Discussion/Notes

Collaborative Group

Project

Peer Review

Video Viewing/ Discussion

Multimedia

Presentations

Standardized Quizzes

Final Unit Standardized Test

Weekly Discussion

Forum

Unit Projects

Class Participation

United Streaming

YouTube

Schoolhistory.uk

Powerpoint/Prezi/

GoogleDocs

Examview

Google Sites

A Concise Introduction to World Religions

World Religions

Empires: Great Religions: People and Passions that Changed

the World



Curriculum Map Course Title: Language Arts 10 Unit: Mercy Killing

Persuasive Paper (4 weeks) Academic Year: 2013-2014

Essential Questions for this Unit: 1. How should people change how they present arguments based on the audience they are trying to persuade?




Writing Standards: 1, 4, 5, 6, 7, 8, 9, 10

Main ideas Supporting details In-text citations Thesis statement MLA format Works Cited

Lecture over MLA format Lecture over Mercy Killing Persuasion activity (You are the

Jury) Teacher led instruction over how to

outline, write a thesis, support main ideas with details, etc)

Independent writing time Writing conferences Peer Review

Thesis statement worksheet

You are the Jury participation

Introduction Body Paragraph

Organization sheets

Conclusion Writing

Conferences Rough drafts Progress points

while in Comp. Lab

Final copy

Mercy Killing packet of worksheets

Computer lab In-text citations

worksheet using The Cat in the Hat

ELMO and projector The Cat in the Hat Of Mice and Men

novel


Curriculum Map Course Title: Language Arts 10 Unit: Night Unit (5 weeks) Academic Year: 2013-2014






The Holocaust holocaust Kristallnacht Hasid Auschwitz Capo Gestapo Kosher Rabbi Emigration Truncheons Self-preservation Gallows selection

Most Important Word exercise Chunking exercise ABCs Comprehension exercise Letter Writing Activity Holocaust simulation Self-monitored reading for

comprehension Group reading for comprehension PowerPoint presentation over the

History of the Holocaust Guided reading questions Holocaust Memorial Museum

Virtual Field Trip



Pop quiz Google Doc

Journal Final test

Night novel Night packet Holocaust

powerpoint Elements of

Literature textbook (“The Arrogance and Cruelty of Power”)





Curriculum Map Course Title: Language Arts 10 Unit: Nonfiction Unit (3


Essential Questions for this Unit: 1. How do readers determine the author’s credibility? 2. How do readers determine the author’s motivation? 3. How is the cause and effect pattern an effective motivational tool?

4. How do authors use different persuasive techniques to convince readers to think like they do?




Reading Standards for Information Text: 1, 2, 3, 4, 5, 6

Motivation Credibility Tone Cause and effect Main idea Supporting details Bandwagon Logical fallicy Autobiography R.A.C.E

ABC News Hour video clip (Climbing K2)

Quickwrites BDA reading questions Guided reading questions with

comprehension strategies Independent reading with self-

monitoring comprehension checks

Quizzes over the essays

Words To Own worksheets

Mini-test worksheets


Into Thin Air: Death on Everest (Netflix)

ABC Newshour clip about climbing K2


Nonfiction worksheet packet

OGT readings


Curriculum Map Course Title: Language Arts 10 Unit: Of Mice and Men (6


Essential Questions for this Unit: 1. How does the world prey on the weak and marginalize those that are different? 2. In order to survive, should a person seek out friendships or remain isolated?

3. How was the American Dream attained during the Great Depression and what factors could kill the Dream?







Foreshadowing Theme Conflict


Active reading strategies Independent reading with self-

monitored comprehension Anticipation/ Reaction Guide Then/Now Venn Diagram and Exit

Ticket The Dust Bowl: A Ken Burns film

ODAR (Observe Describe Analyze Reflect)


Reading guide questions


Chapter quizzes Video Exit Ticket Final exam over

novel

Reading Guide for each student

Copies of novel Discovery Education

video – Reemergence of Modern America: The Great Depression

Exploring the Context of Of Mice and Men PowerPoint Presentation

The Great Depression Simulation game

CD recording of the novel

Dialect examples from websites

Notes over the chapters

OMAM video starring John Malkovich and Gary Sinese

The Dust Bowl: A Ken Burns Film ODAR


Curriculum Map Course Title: Language Arts 10 Unit: Poetry Unit (4 weeks) Academic Year: 2013-2014

Essential Questions for this Unit: 1. How do various authors address common poetic themes, such as love, life, and dreams? 2. Can reading poetry be enjoyable? 3. How can poetry be interpreted to mean different things by different readers?




Reading Standard for Literature: 2, 4, 6, 10

Alliteration Ballad Couplet Figurative

language Figures of speech Foot Free verse Iambic pentameter Imagery Metaphor (direct,

implied, extended) Meter Onomatopoeia personification

guided reading with comprehension questions

independent reading graphic organizers baby food imagery brainstorming listening to recorded poetry worksheets over poetic devices



Graphic organizers


Poetry packet of worksheets

Baby food to teach imagery

Rap as Poetry video Dead Poets Society

video OGT packet over

poetry


Curriculum Map Course Title: Language Arts 10 Unit: Process Essay/

Presentation (4 weeks) Academic Year: 2013-2014

Essential Questions for this Unit: 1. How difficult is it to describe to someone how to do something? 2. How do transition words aid in describing a process?




Writing Standards: 2, 4-8, 10

Speaking and Listening Standards: 2, 4, 5, 6

Various transition words

Second person

Model sample Process Essay and Presentation (Kool-Aid)

Self-guided independent work on introductions, outlines, rough drafts, conclusions

Guided instruction in the computer lab to set paper in MLA format

Guided instruction of various ways to present the information (You Tube video, PowerPoint presentation, in person, etc)

Introduction completion

Outline completion

Conclusion completion

Final copy of paper

Presentation

Process Essay packet with instructions, outline handouts, transition words and example essay

Process Presentation video

ELMO DVD player Projector with

internet capabilities AV cables Plates, forks,

napkins


Curriculum Map Course Title: Language Arts 10 Unit: Short Story Unit (3

Weeks) Academic Year: 2013-2014

Essential Questions for this Unit: 1. How are characters portrayed in literature and what motivates characters to act how they do? 2. How does setting affect the plot of a story and sometimes serve as a character itself? 3. How does an author convey a message to the reader through his or her story? 4. How do short stories follow the plot diagram or go against it?







Plot Exposition Rising Action Climax Falling Action Resolution Character Setting Unreliable narrator Foil character Theme Conflict suspense


Active reading strategies Independent reading with self-

monitored comprehension Anticipation/ Reaction Guide Notes over Vietnam War

Plot Diagram quiz

Story comprehension quizzes

Comprehension questions over story

“X” Character Poster

Short story study guide

CD recordings of the stories

Notes over the literary terms

Man vs. Wild: Vietnam Jungle

Elements of Literature 4th course

Short stories (“The Bass, the River, and Sheila Mant”;; “Where Have You Gone, Charming Billy?”;; “X”;; “A&P”;; “The Cold Equations”;; “Contents of a Dead Man’s Pockets”


Curriculum Map Course Title: Language Arts 10 Unit: The Hunger Games (5


Essential Questions for this Unit: 1. Why do people act morally? How do they decide what is right or wrong? 2. Who generates the power in a society? How do they generate or come to power? 3. If we don’t take action to create a socially just society, who will?







Reading Standards for Information 1, 2, 3, 4, 5, 6

Dystopia Totalitarianism Utopia Reaping Tributes Cornucopia Mutation Districts Gamemaker Oppression Rebellion



Active reading strategies Anticipation/Reaction guide Map making Artistic renditions of images from

the novel Class discussion

Comprehension questions over novel

Anticipation/ reaction guides

Maps Written

responses Quizzes Final test

The Hunger Games CD recordings of the

story Notes over

totalitarianism and dystopia

Comprehension questions packet

Movie “What Makes Us

Moral?” article

OHIO COMMON CORE STATE STANDARDS … Arts 10.pdfSonnet Ballad Speaker Refrain Tone Rhyme Imagery...

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Transcript of OHIO COMMON CORE STATE STANDARDS … Arts 10.pdfSonnet Ballad Speaker Refrain Tone Rhyme Imagery...