Unit & Timeline 

Objectives 

Materials 

April 8-May 24th  

Dystopian Literature Circles 

Book Choices: 

-Brave New World by Aldous Huxley  

-1984 by George Orwell 

- Fahrenheit 451 by Ray Bradbury 

Objectives: 

Objectives: 

• Selecting novels for literature circles 
• Assigning roles for literature circle meetings 
• Reading assigned chapters independently 
• Analyzing characters and themes 
• Discussion of character development 
• Writing character analyses 
• Analyzing author's style and tone 
• Comparing themes across different texts 
• Presenting findings to the class 
• Peer feedback and revision 
• Finalizing projects and reflections 
• Culminating literature circle celebration 

Standards: 

• RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly and to make inferences. 
• RL.9-10.2: Determine a theme or central idea of a text and analyze its development over the course of the text. 
• RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band. 
• RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 
• RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. 
• W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. 
• RL.9-10.6: 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. 
• RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work. 
• SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically. 
• W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 
• RL.9-10.10: Read and comprehend literature independently and proficiently. 
• SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions. 

Assigned Book 

Laptop  

Unit & Timeline

Objectives/Standards

Materials

Lord of the Flies Novel Study

6-7 Weeks

CCSS.ELA-LITERACY.CCRA.R.1, 2, 5, 6, 7, 9

CCSS.ELA-LITERACY.CCRA.W.2, 3, 7, 9

CCSS.ELA-LITERACY.CCRA.SL.1, 2, 4, 5

Students will be able to:

-Make inferences based on the text, and explain these by citing evidence in support of their opinions.

-Determine a theme or central idea of the text and analyze its development over the course of the novel.

-Analyze the impact of the author’s choices regarding how to develop elements of the novel (particularly characterization).

-Engage effectively in collaborative discussions, posing meaningful questions to others, connecting opinions, and articulating thoughts, backed up with evidence and examples.

-Write fluent, well-structured paragraphs of literary analysis, making strong claims backed up with direct evidence.

-       Lord of the Flies Novel

-       Laptop

-       Pen/Pencil

Unit & Timeline

Objectives

Materials

Rhetorical Analysis

Tone & Diction

Rhetorical Devices

5 Weeks

Reading Standards:

RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.9-10.6: Analyze a case in which grasping the point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Writing Standards:

W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

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 or supports the argument presented.

Speaking and Listening Standards:

SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

These standards address various aspects of analyzing text, understanding point of view, and writing arguments with valid reasoning and evidence. Students will engage in the analysis of texts, including the use of rhetorical devices and the evaluation of arguments presented by authors and speakers. These skills are foundational for developing critical thinking and argumentation skills.

Readings:

-        John F Kennedy Speech, “An Immigrant Contribution”

-        Martin Luther King Jr.’s “Letter to Birmingham Jail”

-        Henry David Thoreau, “Civil Disobedience”

-"Crip Camp" Documentary 

Unit & Timeline

Objectives

Materials

Of Mice and Men Novel Analysis – MLA Writing

2 Weeks

CCSS

W.9-10.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS

W.9-10.2

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.

CCSS

W.9-10.2a

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.

CCSS

W.9-10.2b

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.

CCSS

W.9-10.2c

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS

W.9-10.2d

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

CCSS

W.9-10.2e

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS

W.9-10.2f

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).

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

-       Of Mice and Men Novel

-       Theme Tracker

-       Essay

Tuesday

Thursday

Friday

Writing a Conclusion Review for MLA Format

Continue writing paper, finish conclusion & peer edit, complete editing checklist

Continue to work on the paper, reading and sharing in small groups

No Class – Hogwarts Day

Tuesday 

Thursday 

Friday 

Review the Plot & Theme of Of Mice and Men  

Theme Posters 

Character Posters  

Introduction to MLA Writing  

Theme Analysis Choice Paper  

Continue to follow the writing formula  

Tuesday

Thursday

Friday

Of Mice and Men – Chapter 4 Character Analysis of Crooks

- Finish Chapters 5 & 6 in class

Of Mice and Men – Movie Interpretation

Finish movie and quiz

Tuesday

Thursday

Friday

-Chapters 1-2 Plot and Character Analysis

-Chapter 3 Read in Class

-Chapter 3 Study Guide

Home:

Due at the beginning of class:

Chapter 2 Study Guide

-Analysis Passage Worksheet due at end of class

-Analysis Paragraph due at end of class 

-QPA: Quick Passage Analysis :

CONFLICT/COMPARISON between CHARACTERS create THEME in Of Mice and Men

Tuesday 

Thursday 

Friday 

Start Of Mice and Men  
Review of Dehumanizing Language  

Of Mice and Men  
Introduce Themes  
and theme tracker for Novel 

Of Mice and Men Reading 

Tuesday 

Thursday 

Friday 

Cask of Amontillado 

 
Review Questions in Seminar Format (two circles)  

The Most Dangerous Game  

Review Questions in Fishbowl Seminar Format  

Socratic Seminar Review and Leveled Question Creation Worksheet  

Tuesday

Thursday

Friday

Review Harrison Bergeron Questions and prep in a Socratic seminar – Socratic seminar introduction worksheet

Short Story: The Cask of Amontillado

-questions

No school

Tuesday 

Thursday 

Friday 

MAPS Testing 

Short Story: Harrison Bergeron 

Questions  

Short Story: Thank You Ma’am  
Questions 

Tuesday

Thursday

Friday

MAPS Testing

MAPS Testing

MAPS Testing