Weeks | Concept Matched to Standards | Benchmarks Students will be able to: | Activities Students will: | Assessments |
Week 1 “Thank You M’am” By Langston Hughes p. 108 Plot elements Setting Characters Grace | Read and respond to literature 9.3.3-4, 7, 12 Write using Standard English conventions 9.6.1-2, 9.2-9.7 | Identify plot elements, characters, setting. Write a topic sentence, support with evidence from the story. Develop voice, ideas, fluency, word choice, organization through regular journal writing and mechanics through Mentor Sentences | Make introductions, be advised of class procedure. 6 Active Reading Skills 6 Traits of Writing Read “Thank You M’am” Discuss Journal and D.O.L. on alternating days. | Quiz (objective and paragraph response). Journal and Mentor Sentences graded each quarter. Vocabulary quiz each Friday |
Week 2 “The Most Dangerous Game” By Richard Connell p. 16 Plot Setting and Imagery Conflict Foreshadowing Suspense Characterization Protagonist Antagonist Historical allusion Civilization vs Savagery, fear | Core Standard 1 Vocabulary and Concept Development Core Standard 3 Literary text: Comprehension and Analysis | Identify plot elements, characterization, setting and imagery, internal and external conflict. Support theme statements with evidence from the story. | Active reading for characterization, setting, plot, internal and external conflict. AC: Read “Can Animals Think” p.39 | Story and literary terms quiz Journal and Mentor Sentences graded each quarter. Vocabulary quiz each Friday |
Week 3 “A Christmas Memory” By Truman Capote p. 62 And ”My Father is a Simple Man” By Luis Omar Salinas p. 74 Simile Metaphor Tone / Mood Friendship Mortality | Core Standard 1 Vocabulary and Concept Development Core Standard 3 Literary text: Comprehension and Analysis | Identify figurative language, distinguish tone and mood, and compare themes across genre. | Read the narrative, notice use of literary devices, and discuss the authors’ purpose. | Story quiz, including theme analysis. Journal graded each quarter. D.O.L. graded each three weeks Vocabulary quiz each Friday |
Week 4 “Marigolds” By Eugenia Collier p. 140 evidence/inference setting and imagery mood Simile Metaphor Motivation and conflict Dialogue The Great Depression Beauty, innocence, guilt, compassion, rite of passage | Core Standard 1 Vocabulary and Concept Development Core Standard 2 Informational Text: Structure, comprehension, and Analysis Core Standard 3 Literary text: Comprehension and Analysis | Connect history and literature, analyze the concepts of innocence, maturity, compassion, and rites of passage, identify and explain usage of literary device, use examples of personal narrative to inform their own writing projects (personal narrative). | Research background and context of The Great Depression, choose a picture and do evidence/inference T chart and journal. Discuss rites of passage. Read story aloud and discuss all elements of narrative. | Story quiz including short essay options. Journal graded each quarter. D.O.L. graded each three weeks Vocabulary quiz each Friday |
Week 5 Personal Narratives p. 78 | Core Standard 5 Writing Literary Text Core Standard 6 English Language Conventions Core standard 8 Workplace Skills | Use the writing process to develop a literary text of high quality and correctness. Use dialogue to promote characterization. Develop a theme within creative writing. Edit and collaborate with others to perfect writing. | Writing Process: Brainstorm topics, Pre-write, compose, evaluate, edit, revise, peer-conference, revise, edit, publish. | Personal narrative rubric. Journal graded each quarter. D.O.L. graded each three weeks Vocabulary quiz each Friday |
Week 6 Personal narratives Oral presentations p. 86 Begin reading “Liberty ” | Core Standard 5 Writing Literary Text Core Standard 6 English Language Conventions Core Standard 7 Listening and Speaking Core standard 8 Workplace Skills | Use the writing process to develop a quality piece and share it with peers. Listen to other students work and make informed responses. | Final drafts, moodle share, read alouds | Personal narrative rubric. Journal graded each quarter. D.O.L. graded each three weeks Vocabulary quiz each Friday |
Week 7 Comparison Contrast Essay Comparing a theme across genres Short story “ Liberty ” by Julia Alvarez, poem “Exile” by Julia Alvarez, and non-fiction news feature “An American Story” by Anthony Lewis p. 294 | Core Standards 1-3 and 7 | Think critically while reading to understand how an author’s purpose can best be served through different genres. | Present oral projects on the theme of liberty drawing on the three readings and personal experience. Advanced students will do additional research on immigration policy and the effect of immigration on culture, economy, and politics. | Oral presentation rubric. Journal graded each quarter. D.O.L. graded each three weeks Vocabulary quiz each Friday |
Week 8 Author Study: Ray Bradbury “A Sound of Thunder” p. 580 and “The Golden Kite, the Silver Wind” p. 437 and Einstein readings p. 446 Science fiction, the butterfly effect, allegory, historical connections to the Cold War | Core Standards1-3, 6, and 8 | Identify an author’s unique style through reading multiple works. Understand the use of allegory and the allegorical quality of science fiction. | Read p. 572 on Evaluating Style. Read text selections and use terms discussed in class to identify and describe Bradbury’s style. | Refelective writing post on Moodle. Journal graded each quarter. D.O.L. graded each three weeks Vocabulary quiz each Friday |
Week 9 Review for First Quarter Test | Core Standards 1-3 and 5-8 | Review and demonstrate mastery of literary terms, comprehension skills, and analysis skills. | Use moodle glossary to make review posts. Take comprehensive test. | First Quarter test |