English I Common Core Curriculum
Unit I
UNIT FOCUS / Text Set / Writing / Language / Academic VocabularyTHEME:
Vengeance versus Justice
ESSENTIAL QUESTIONS
1. What is the difference between revenge and justice?
2. What is the difference between a reliable and an unreliable narrator?
3. How does ambiguity affect the outcome of the text?
4. What plot elements exist in short stories? / ANCHOR TEXT:
“The Cask of Amontillado” -Poe (p. 221)
RELATED TEXT:
Literary:
“The Most Dangerous Game”
-Connell (p. 17)
“The Lady or the Tiger” –Stockton (packet)
“The Possibility of Evil” -Jackson
(packet)
Quotes from literature related to revenge and justice
Informational:
“The Futility of Vengeance’ –Murphy (packet)
“Justice? Vengeance? You Need Both”
-Rosenbaum (packet)
“Narrator and Voice” (p. 171)
“Poe’s Final Days” (p. 221)
“Poe’s Death…Rabies…Not Alcohol” (p. 225)
“If Only Poe…” (Letter to Editor) (p. 227)
“Rabies Death Theory” (Letter to Editor) (p. 228) / 6 Traits Rubric
Developing arguments in Essays
Response to Literature Essay / Main Parts of Speech
Conventions of grammar and punctuation in written responses
MLA heading format / Ambiguity
Annotation
Character
Elements of Plot
Foreshadow
Mood
Narrator
Points of view
Setting
Tone
Voice
Assessment
*Culminating Task: Response to Literature
Using your favorite quote about revenge, explain the difference between vengeance and justice. Use evidence from “The Cask of Amontillado”, “The Most Dangerous Game”, “The Possibility of Evil”, “The Futility of Vengeance”, and “Justice? Vengeance? You Need Both” to support your opinions.
*Cold Read Task:
Read and annotate “The Lady, or the Tiger” and respond to the following question:
At the end of the story, the author cautions the reader to carefully consider the question of whether it was the lady or the tiger that came out of the arena door. Although he never explicitly answers the question himself, he does provide evidence for both positions. Choose the outcome that you believe is best supported by the text, and compose an argument that includes at least three textual references to support your claim using direct quotes and page numbers.
*Extension Task:
What really happened to Poe? Create a timeline of Poe’s final days and/or write the last few paragraphs of his biography by forming an opinion based on readings. (Essay, Debate, or Presentation)
Unit I Focus Standards
Reading / *RL & RI.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.RL & RI.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.
RL.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.
RL & RI.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).
RL.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.
RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
RI.9.10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
*RL.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.
*RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking and Listening / *SL.9-10.1:Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.4:Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Writing / 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
W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research
*W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Language / L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing/speaking.
L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.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.
L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
*L.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.
*Designates standard with ongoing emphasis
English I Common Core Curriculum
Unit II
Unit Focus / Text Set / Writing / Language / Academic VocabularyTHEME:
Coming of Age: Multicultural Perspectives
ESSENTIAL QUESTIONS:
1. How does culture influence upbringing?
2. Is a person defined by his or her culture?
3. How does bias and stereotyping affect society?
4. What does it mean to be culturally tolerant? / ANCHOR TEXT:
“Marigolds” –Collier (p. 141)
RELATED TEXT:
Literary:
“Thank You Ma’am” –Hughes (p.109)
from The Lone Ranger and Tonto Fistfight it Heaven –Alexie (packet)
from The Absolutely True Diary of a Part-Time Indian – Alexie (packet)
“Mother to Son” – Hughes (packet)
from “Reservation Blues” –Alexie (packet)
from The House on Mango Street
“The House on Mango Street” (p.3)
“My Name” (p.11)
“No Speak English” (p. 76)
Informational:
“Multicultural World; Cultural Tolerance –Saeidzade (packet)
“How to Eat a Guava from When I Was Puerto Rican” (packet)
“I’m forgiving Matthew Stevens…and Here’s Why “ –Walker (packet)
“Teaching Chess, and Life” –Capellan (packet)
“NCAA takes Aim at Indian Mascots” -CBS(packet)
‘Sorry for not Being a Stereotype” –Pyrillis (packet)
“Topic of Debate” (Packet)
Non-Print Media:
http://espn1420.com/matthew-stevens-apologizes-for-lafayette-comments-in-emotional-interview-audio/ / Response to Literature
Personal Narrative
Argumentative Essay
Six Traits Rubric / Conventions of grammar and punctuation in written responses
Voice & Word Choice (sensory detail) / Annotation
Autobiography
Bias
Biography
Connotation
Culture
Oral Tradition
Perspective
Stereotype
Vignette
Assessment
*Culminating Writing Task:
In what ways does a person’s culture define that person? Are people able to be true to their culture and still define themselves personally? Use examples from unit texts to support your thesis.
*Cold Read Task:
Read and annotate “NCAA takes Aim at Indian Mascots,” Sorry for Not Being a Stereotype,” and “Topic of Debate.” Complete the pre-writing chart to help you prepare an argumentative essay that responds to the following question: Are sports teams with Native American nicknames and mascots degrading to Native Americans? Use textual evidence from the three articles to support your thesis.
*Extension Task:
Write an autobiographical narrative vignette about a turning point in your life, whether major or minor, happy or sad –that made you grow up a little. Use your own cultural setting as a background.
HINT: Sherman Alexie and Sandra Cisneros provide great examples of autobiographical narrative vignettes.
Unit II Focus Standards
Reading / *RL & RI.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.RL & RI.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.
RL.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.
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 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).
RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RL.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.
RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
RI.9.10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
*RL.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.
*RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking and Listening / *SL.9-10.1:Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.4:Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Writing / 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.
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
W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research
*W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Language / L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing/speaking.
L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.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.
L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
*L.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.
*Designates standard with ongoing emphasis