9th-10th+English+Language+Arts+Honors

previous || How can I expand my mind, my world and my reading skills? How did the atom bomb affect those who actually lived through the catastrophe in Hiroshima.
 * ~ Unit ||~ Start Date (duration) ||~ Essential Questions ||~ Content / Concepts ||~ Skills ||~ Texts ||~ Supporting / Supplementary Materials ||~ **Assessment** ||~  ||
 * SUMMER READING || Summer

How does a personal perspective alter our perception of an event? || * Read //Hiroshima//
 * Read a book of choice from summer reading list || * Mind and world expansion
 * Reading comprehension
 * Vocabulary acquisition || //Hiroshima by John Hersey//

Student choices from guided list ||  || * Literary Data Form
 * In-class essay (diagnostic) || COMMONCORE

L4a, 4b, 4c, 4d

RL 1, RL 2, RL 3, RL 4

RI 1, RI 2, RI 3, RI 10 || What are genres in literature? What is a novel? What do I need to understand about novels to read them well? What are the components of a novel and how can they be identified and analyzed. What are themes and how can they be derived? What are symbols and how are they understood?
 * 1: Novel 1 || 8/15-9/15 || **__Literature__**

What is human nature really like (the default position) when not inhibited by cultural restraints and traditions?

How can I write effective summaries? How can I write effective statements of themes. What is exemplification. What are the basic steps in writing an expository essay? How can I use examples to make points in argument? How can I organize and compose an Essay of Exemplification
 * __Composition__**

__**Mechanics**__ How can I punctuate my writing correctly so that it is highly readable || __**Literature**__
 * Read //Lord of the Flies// (part of summer asssignment)
 * Discuss and contemplate the concept of human nature versus nurture and the roots of violence in human behavior
 * Understand novel as genre and basic components and terms
 * Fill out TASCPT: information re title, author, setting, characters, plot summary, themes
 * Understand symbols and allegory (systems of symbols)

__**Composition**__
 * Practice writing summaries of different lengths
 * Write an **Essay of Exemplification** on Lord of the Flies
 * Write strong topic sentences
 * Use transitions between paragraphs

__**Mechanics**__
 * Use of commas
 * Use of semi-colons
 * Comma splice
 * Comma splice with transitional adverbs
 * Transitional adverbs versus conjunctions
 * Colon || __**Literature**__
 * Reading comprehension
 * Understanding plot structure and characterization
 * Deriving theme
 * Recognizing symbols

__**Composition**__
 * Summarizing
 * Expressing theme
 * Writing 1-2 page expository essays
 * Using exemplification in argument

Using commas, semi-colons and colons correctly. || //Lord of the Flies// by William Golding
 * __Mechanics__**

//Warriner's English Grammar and Composition//, Second Course

//Easy Writer// || My handouts || * Content quiz W3, W4, W5, W6
 * TASCPTs
 * Accordian summaries
 * Unit Test
 * Essay
 * Grammar quizzes || W 2a, 2b, 2c, 2d, 2e, 2f

L 1a, 1b L 2a, 2b, 2c

RL 1, RL 2, RL 3, RL 4, RL 5, RL 6, RL 10

RI 1, RI 5, RI 6 || > movements in American literature: L 2a, 2b, 2c
 * 2: Genres and Movements || 10/1-10/5 || What is a literary style or movement? What literary movements have characterized American literature since Puritan times How can we characterize and differentiate the styles of different literary movements? || * Become familiar with philosophies, hallmarks and characteristic genres of the following styles/periods/
 * Puritan literature
 * Age of Enlightenment
 * Romantic Era
 * Realism
 * Modernism
 * Understand brief historical context of each movement/era
 * Classifying unfamiliar passages by identifying hallmarks of period/style || Learning to recognize hallmarks of literature from different movements and/or eras in American literature. ||  || My own materials || Ungraded group work || L1a, 1b

SL1 a, 1b, 1c, 1d,

RI 1, RI 5, RI 6 || 11/20 || **__Literature__** What do I need to understand about short stories to read them well? What are the components of a short story and how can they be identified and analyzed? What is the role of setting? How can I research historical context? What are themes and how can they be derived? What are symbols and how are they understood?
 * 3: Short Story || 10/5-

Essential life questions are also posed by every story we read.

What is a point by point essay and how can I learn to organize and write such an essay. How do I effectively introduce an expository essay
 * __Composition__**

How do I correctly integrate and punctuate quoted material when writing about literature || **__Literature__**
 * __Mechanics__**
 * Read assigned stories and selections.
 * Read "Rappaccini's Daughter" out loud in class to deal with difficulties in 19th century syntax; also paraphrasing text
 * Discuss various thematic issues raised by stories
 * Fill out TASCPTs: information re title, author, setting, characters, plot summary, themes
 * Understand symbols
 * For "Winter Dream" research and present to class information on historical context
 * Understand short story as genre and basic components and terms
 * Understand development of short story from origins in folk tales through Romanticism and Realism.


 * __Composition__**
 * Workshop on introductory paragraphs of essays
 * Write a **Point-by- Point Essay** on "Everything That Rises Must Converge"


 * __Mechanics__**
 * Practice exercises: integrating and punctuating quotation
 * Using quotations in an essay || **__Literature__**
 * Reading comprehension
 * Understanding plot structure, characterization, and setting
 * Deriving theme
 * Recognizing symbols
 * Learning to read with historical context in mind

__**Composition**__
 * Summarizing
 * Expressing theme
 * Writing a 2 page point-by-point essay
 * Writing effective introductions to essays

__**Mechanics**__ __Basic Model__ __Romanticism__ __Realism__ __Modernism__
 * Able to integrate and punctuate quotations. || //Elements of Literature// (USA) and hand outs for the following stories:
 * "The Monkey's Paw" by W.W. Jacobs
 * "Rappaccini's Daughter" by Nathaniel Hawthorne
 * "The Minister's Black Veil" by Nathaniel Hawthorne
 * Selections from //Huck Finn// by Mark Twain
 * "Desiree's Baby by Kate Chopin
 * "An Occurrence at Owl Creek Bridge" by Ambroise Bierce
 * "Breakfast" by John Steinbeck
 * "Winter Dreams" by F. Scott Fitzgerald
 * "The Key" by Isaac Singer

//Warriner's English Grammar and Composition//, Second Course

//Easy Writer// || Print outs of stories not in text

U-Tube short film version of "An Occurrence at Owl Creek Bridge"

Grammar exercises and worksheets of my own. || * Ungraded group paraphrasing W 5, W 6
 * Reading comprehension quizzes
 * Graded TASCPTs
 * Graded homework questions on reading
 * Graded context presentations on "Winter Dreams"
 * Unit Test
 * Point-by-Point Essay on O'Connor story || W 4,

L 1a, 1b L 2a, 2b, 2c L 3

SL 1a, 1b, 1 c, 1d

RL 1, RL 2, RL 3, RL 4, RL 5, RL 6, RL 10 || Exam Review || How can I approach and understand a play by Shakespeare when the language is so difficult to understand?
 * 4: Drama || 11/20 -

What can the old learn from the young and the young from the old?

To what extent is romantic love a blessing and to what extent pure folly? || **__Literature__**
 * Learn about Shakespeare's life and times (historical context)
 * Learn about Shakespearean theater
 * Study in detail the plot and cast of characters of //Romeo and Juliet//
 * Watch //Romeo and Juliet//
 * Paraphrase and study select speeches from //Romeo and Juliet//

L 2a, 2b, 2c
 * __Composition:__**
 * Paraphrasing
 * Essay: **Point-by-Point Analysis** with elements of **comparison/contrast** and **exemplification** || **__Literature__**
 * Experience //Romeo and Juliet// as drama
 * Achieve understanding of plot, characters, themes and symbols in play
 * Learn how to use paraphrase as a path to understanding complex texts
 * Gain first familiarity with Elizabethan English and theater || //Romeo and Juliet// by William Shakespeare (No Fear Shakespeare) || Franco Zeffirelli's //Romeo and Juliet// (film) || * Content quizzes
 * Context/Content Test
 * Paraphrasing of select speeches
 * Essay: Point-by-Point Analysis with elements of comparison/contrast and exemplification || L 1a, 1b

RL 1, RL 2, RL 3, RL 4, RL 5, RL 6, RL 10

RI 7 || BOOK REPORT || 9/15- 10/20 || **__Literature__** How can I learn to read well independently? What do I need to know about history when reading literature? What do I need to know abut the Russian Revolution to understand this book?
 * FALL

How can greed and the will to power pervert an idealistic revolution?

How does power corrupt?

How do peer pressure and propaganda work to keep people in line?

How can I organize and write an **Essay of Comparison** || **__Literature__**
 * __Composition__**
 * Learn about Russian Revolution as context for //Animal Farm//
 * Read //Animal Farm//

__**Composition**__
 * Book Report: write **Essay of Comparison** comparing two main characters || **__Literature__**
 * Independent reading comprehension
 * Understanding role of historical context in reading
 * Understanding allegory


 * __Composition__**
 * Ability to organize and write Essay of Comparison
 * Learn to do in-class timed writing. || //Animal Farm// by George Orwell ||  || * Essay of Comparison: in-class timed writing || W 1a, 1b, 1c, 1d, 1e

L 1a, 1b L 2a, 2b, 2c

RL 1, RL 2, RL 3, RL 4, RL 5, RL 10 ||
 * 6: Poetry || 1/3- 3/1 || What is poetry? How is poetry different from prose? How are poems and songs related? What are the elements of a poem? How can I use paraphrase to make sense of the literal level of a poem? What is the difference between denotation and connotation? How can I "read" for tone and emotional affect? How are symbols different from images? How can I venture and justify an interpretation of a poem? How can I recognize and analyze musical effects in a poem?

Essential life questions are posed by every poem we read (well, almost...) || **__Literature__** __Puritanism__ __Romanticism__ __Modernism__
 * Song lyrics as poems: analyzing meaning
 * Edward Taylor's "Upon the Spider and the Fly." Reading for syntax: paraphrasing. Parable, inversion, rhyme scheme. Puritan mentality
 * Longfellow: Reading for syntax. Paraphrasing. Meter in poetry. Iambic pentameter.Sonnets: Italian and English, octet, sestet, rhymed couplet. Analyzing structure of poem. Logical and associative structures.
 * Whitman: rhythm, meter, cadence, alliteration, repetition, parallel structure, catalogue, traditional verse, blank verse, free verse
 * Dickinson
 * Frost
 * Bishop
 * Ferlinghetti


 * __Composition__**
 * Paraphrasing
 * writing iambic pentameter
 * Writing explications of familiar and unfamiliar poems
 * Creative Writing Option: I will critique and provide feed-back to any student who wishes to submit original poems
 * Personal Essay of Classification || **__Literature__**
 * Exposure to well known poems of high quality from the American cannon
 * Ablity to read these poems and unfamiliar poems more accurately
 * Ability to recognize types of poems and know what kinds of approaches to apply
 * Ability to analyze structure, rhetorical and musical properties of poems
 * Ability to recognize poems from different periods of American history and read them in context

__**Composition**__ > || Youtube for perfomances of "Thank You," "Parking Lot," and "Sympathy for the Devil"
 * Ability to explain in clear language what a poem might mean
 * Ability to create a logical system of classification and write an expository essay using classification to elucidate a topic || //Elements of Literature// (USA) and hand-outs for the following poems:
 * "Thank You" by Alannis Morrisette
 * "Parking Lot" by Joni Mitchell
 * " Sympathy for the Devil" by the Rolling Stones
 * "Upon the Spider and the Fly" by Edward Taylor
 * "The Cross of Snow," "The Tide Rises, the Tide Falls" and "The Ropewalk" by Henry Wadsworth Longfellow
 * "O Captain My Captain," I Hear America Singing" and "When I Heard the Learned Astronomer" by Walt Whitman
 * "Love is anterior to life," "A word is dead," "If I can stop one heart from breaking: "I'm nobody! Who are you?" "My life closed twice before its close," "I Heard a Fly Buzz," "If You Were coming in the Fall," "Apparently with no surprise," and "To make a prairie it takes a clover and one bee" by Emily Dickinson
 * "Neither Out Far Nor In Deep" and "Fire and Ice" by Robert Frost
 * "The Fish" by Elizabeth Bishop
 * "O the World Is a Beautiful Place" by Lawrence Ferlinghetti

My handouts || * Group and individual paraphrasing
 * Written answers to homework questions on assigned poetry
 * Blog post explications of unfamiliar poems
 * Unit Test on Poetry: application of technical terms; interpretation of poems discussed in class; explication of unfamiliar poems
 * Personal Essay of Classification || W2a, 2b, 2c, 2d, 2e, 2f

W 9

L 1a, 1b L 2a, 2b, 2c L5 a, 5b L 6 || 4/30 || What's in a word? What words are interesting to me? Why do I care about the word I picked? Do words have histories? How much can one word mean? Who else has used this word and how? How can I research references in print and on line? How can I correctly do research according to MLA standards? How can I produce an essay in accordance with MLA standards of presentation. || Student must pick an abstract noun of interest to him/her and conduct the following research: explore the word in each of the following contexts, documenting everything, and then write an essay of 6-10 page on the findings: unabridged dictionary; thesaurus; famous quotation; Bible; poem; magazine article; as exemplified by a fictional character, media icon or famous person alive or deceased; interviews with friends and/or relatives. Students must then write a research essay reporting and documenting their finding according to MLA protocol. This essay is both personal and formal ... personal in terms of content and formal in terms of format. || * Insight into self
 * 7: I-Search || 3/1 -
 * Insight into the complexity of language
 * Practice researching
 * Practice writing and documenting a research essay following MLA format
 * Practice in explication
 * Practice in interpretation || //Easy Writer//

Assorted on- line search engines, reference sites, web sites and publications || Numerous hand-outs of mine || * Research compliance checks W 8
 * Exercises on correctform in quotation and citation
 * I-Search Essay || W 7,

L 1a, 1b L 2a, 2b, 2c L 4a, 4b, 4c, 4d

SL 2, SL 3

RI 1, RI 2, RI 4 || How can I write an effective speech?
 * 8: Oratory || 5/1 - 5/25 || What makes a public speech effective? How can we gauge audience, diction, and tone of voice for maximum persuasive effect? How can we analyze the structure of a speech? What kinds of rhetorical devices to eloquent speakers use to hold and sway audiences?

__Mechanics__ What common errors in writing can I practice correcting? || __Analyzing Speeches__
 * Read (and if possible listen to) of four famous speeches.
 * Be familiar with the context of each speech so as to assess the speaker's goals and strategies.
 * Analyze the structure of the argument.
 * Analyze the speaker's realtionship to his audience and his tone of voice and choice of diction.
 * Analyze rhetorical flourishes such as the use of parallelism, alliteration, repetition.

__Composition__ Write a speech in response to the situation described in prompt.

__Mechanics__ who/whom pronoun agreement correct placement of modifiers correct parallel structure || * Listening skills Lou Gehrig's "Farewell Speech" Ronald Reagan's "Challenger Speech" Martin Luther King, Jr's "I Have a Dream" || YouTube clips of Gehrig, Reagan, and King || * Unit Test: Tests student comprehension of unfamiliar speech L 2a, 2b, 2c L 5 a, 5b L 6
 * Understanding of oratorical skills
 * Analytic and interpretive skills
 * More grammatical prose style || Abraham Lincoln, "Gettysburg Address"
 * Composition: Compose a speech to address a given situation
 * Presentation: present in front of peers. || L 1a, 1b

SL 4

SL 5

SL 6

RI 9 ||
 * SPRING BOOK REPORT ||  || How can I expand my mind, my world and my reading skills? || __**Literature**__
 * Choose and read book
 * Fill out Literary Data Form

__**Composition**__
 * Personal Essay: thoughts spurred by the reading of book report book || **__Literature__**
 * Mind and world expansion
 * Reading comprehension
 * Vocabulary acquisition

L 2a, 2b, 2c L 3 L 4a, 4b, 4c, 4d
 * __Composition__**
 * Brainstorming for topic of personal significance
 * Envisioning and organizing the free-form personal essay
 * Writing the personal essay || Book of choice subject to approval ||  || * Personal Essay || L 1a, 1b

W 3, W 4, W 5

RL 1, RL 2, RL 3, RL 4, RL 5, RL 6

RI 10 ||
 * Vocabulary || Ongoing all year || How can I improve my vocabulary? || Lessons 16-30 ||  || //Vocabulary for Achievement 4// ||   || Quizzes || L 4a, 4b, 4c, 4d ||