We will cover the curriculum standards: exploring grammar, literature, and informal and informative texts. My expectation is that you will participate in your learning process with curiosity and authenticity. I will lead the class in instruction and lecture, we will also participate in group work and discussion, partner work, independent seat work, and project-based learning exercises. In various units, there will be an opportunity for student-led discussion and individual assignments to demonstrate understanding. Students will have the opportunity for self-assessment as well as for teacher guidance and assessment throughout the course.
The materials include texts that are high quality and engaging, and provide students opportunities to work with texts at the appropriate level of rigor with depth and complexity. Questions and tasks students work with are consistently linked to texts and provide ongoing practice in grade-level reading, writing, speaking and listening, and language. Throughout the units of study, students are exposed to a variety of texts that assist students in answering the unit’s Essential Question. This challenges the traditional use of text in specific grades and allows students to be exposed to a variety of subjects and themes. Genres include memoirs, blog posts, essays, short stories, novel excerpts, news articles, poems, and drama.
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April 8-May 24th
Post-Modern Era Literature Circles
Book Choices: -The Body by Stephen King
-The Alchemist by Paulo Coelho |
Objectives: Objectives:
Standards:
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Assigned Book Laptop
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Modern Era - Roaring 20s - Harlem Renaissance - The Great Gatsby Novel Study 6-8 Weeks |
CCSSRL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSSRL.9-10.2 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. CCSSRL.9-10.3 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. CCSSRL.9-10.4 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). CCSSRL.9-10.5 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. CCSSW.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSSW.9-10.1a 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. CCSSW.9-10.1b 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. CCSSW.9-10.1c 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. CCSSW.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
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- The Great Gatsby Novel - Laptop |
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Victorian Era 1 Week |
9-10.WHST.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. 9-10.WHST.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; integrating information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing
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Transcendentalism Literary Movement – 1-2 Weeks |
CCSSRL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSSRL.9-10.10 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.By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. CCSSL.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSSL.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSSL.9-10.4 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. CCSSL.9-10.4a 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. CCSSL.9-10.4c 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. CCSSL.9-10.6 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.
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Read “House Taken Over” by Julio Cortozar, identify gothic characteristics |
House Taken Over, comprehension questions and analysis |
House Taken Over, analyze craft and structure through elements |
Prep for Gothic Elements Essay to answer the question, “When does logic overcome reason?” |
No Class – Hogwarts Day |
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Tuesday |
Wednesday |
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Gothic Literature and Romanticism Review
Read:Fall of the House of Usher |
Annotate Fall of the House of Usher for Character/Mood |
Work Day |
Analyze Craft & Structure of Short Story |
Continue... Craft & Structure Activity |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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The Yellow Wallpaper – Art Assessment (due Thursday) |
TYW – Review Questions, prep for Socratic seminar |
TYW – Socratic Seminar Prep |
Socratic Seminar Assessment |
TYW - Quiz |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Romanticism Literature Movement Lecture “Go West&Prosper" Artistic Summary Activity |
Romanticism -Gothic Literature Lecture |
Gothic Literature The Yellow Wallpaper by Charlotte Perkins Gilman |
Gothic Literature The Yellow Paper Analysis |
Gothic Literature The Yellow Paper Character & Plot Inference Activity |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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The Hero’s Adventure and Archetype Lecture |
Enlightenment Literature Lecture and Guided Notes |
Group Project for Enlightenment Thinkers |
Enlightenment Group Project Presenters |
Medieval Era-Enlighten Era Quiz |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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No School |
The Canterbury Tales Excerpt and Analysis
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Renaissance Literature Lecture |
Greek and Roman Literature Lecture Greek Lit Activity |
Greek Lit Activity Continued |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Norse Mythology and Creation Myth Story with analysis questions |
Quiz on Ancient Literature |
Medieval Literature Lecture |
The Canerbury Tales Excerpt and Analysis |
No school |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Mahabharata Story & Questions |
What is An Epic Assignment on Teams |
Review All Early Epics |
Ancient Literature Epics and Understanding |
Quiz on Ancient Literature |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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- Review Syllabus and Class expectations |
- Lecture: Introduction to World Literature and its Cultural Significance |
Ancient Literature: [c. 2100 - 4th century BCE] |
Art Museum Field Trip |
Ancient Literature: [c. 2100 - 4th century BCE] |