Reading Elective Curriculum Mrs. J.M. Biddle
Reading Elective Curriculum – Mrs. J.M. Biddle
Unit: NightEstimated Time Frame: 3-4 weeks
ELA Common Core Standards / RI.12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI. 12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI. 12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI. 12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI. 12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
L. 12.3 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.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
W. 12.4 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.)
Learning Targets / I will understand prejudice and discrimination in its many forms.
I will develop a mini research project on a topic concerning the Holocaust.
I will compare Elie Wiesel’s memoir to Steven Spielberg’s interpretation of the Holocaust.
Learning Activities / Connections game
Vocabulary activities (FRAYER model)
Conflict Analysis
Formative Assessments / Daily “thought provoking” journals with a direct connection to what they are reading
Vocabulary quizzes
Comprehension quizzes over the reading content
Anticipation guide
High Level Thought / Is prejudice and discrimination ever okay?
Resources / Night by Elie Wiesel; Schlinder’s List (movie)
Technology / Computer for mini research project, clips of the movie Schlinder’s List
Assessments / Mini Research project on topics surrounding the Holocaust, essay comparing the movie and text, comprehension assessment
Key Vocabulary / Plot (including exposition, rising action, climax, falling action and resolution), imagery, memoir, point of view, conflict, character development, content specific vocabulary from the text, compare/contrast
Unit: The PearlEstimated Time Frame: 3-4 weeks
ELA Common Core Standards / W. 12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
L. 12.6 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.
RL. 12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL. 12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL. 12.4 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.)
Learning Targets / I will defend why I think money is or isn’t important to be happy.
I will write a parable with a life lesson that I have learned.
I will find examples of personification and irony within the text.
Learning Activities / Connections game
Collecting Evidence from the text
Formative Assessments / Journal/response writing before and at the end of each chapter
In class debate
High Level Thought / What is a parable? Are parables relatable today?
Why do some people not trust doctors?
What role does money play in life?
Resources / The Pearl
Technology / Smartboard
Assessments / Impromptu paper
Parable
Key Vocabulary / Symbolism, personification, plot, irony, allegory, theme, character development, suspense
Unit: Ethan FromeEstimated Time Frame: 3-4 weeks
ELA Common Core Standards / RL. 12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL. 12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL. 12.4 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. 12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
W. 12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Learning Targets / I will analyze a situation from a limited perspective.
I will defend a statement made about a character.
I will decipher a theme and find support from the novel for it.
Learning Activities / Perspective activity
Create a fake Facebook page for a character
Defend a quote from a character
Formative Assessments / Class Discussion
Find the support (students given statement about a character or the play and has to find quotes from the text to support or go against it)
High Level Thought / How much control do we have over the choices we make?
Is suicide a solution or a “cop out”?
Do people really need other people?
What is personal responsibility?
Resources / Ethan Frome, “From Mother With Love” by Zoa Sherburne, “Shaving” by Leslie Norris, or The Glass Menagerie by Tennessee Williams.
Technology / Smartboard, video clips
Assessments / Differentiation assessment (student choice)
Reflection paper (If I were Ethan Frome…)
Key Vocabulary / plot, setting, character, theme, point of view, tone, theme, sacrifice
Unit: Death of a SalesmanEstimated Time Frame: 3-4 weeks
ELA Common Core Standards / RL. 12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL. 12.4 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. 12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL. 12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
L. . 12.4 Determine or clarify the meaning of unknown and multiple meaningwords and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. 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.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
c. 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, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L. 12.6 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.
W. 12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Learning Targets / I will use context clues to discover the meaning of unknown words.
I will develop different levels of questions over the content.
I will define the “American Dream”.
Learning Activities / Students will learn to read and act out stage directions.
Students will play drama games with sections/lines of the play.
Students will debate “parenting techniques”.
Formative Assessments / Comprehension questions
Vocabulary Activities
Levels of questions (students writing questions themselves)
Research and discovery of what the “American Dream” is
High Level Thought / 1. How is the American Dream characteristic of American ideals and philosophy? What are the differences between the materialistic and the idealistic values associated with the American Dream?
2. What was happening economically and socially in the United States in 1949? Was it fairly easy or difficult to get a job? What was America’s standing in the world?
3. What is your definition of salesman? How is a salesman different from someone in another occupation? What attitudes do you think a salesman should have to be successful? What attitudes would hinder him?
4. What effect do the expectations of parents have on the behavior of their children? In what ways might parental expectations be beneficial? In what ways might they be detrimental?
Resources / Death of a Salesman (movie and play versions)
Technology / Research on computers, Smartboard resources
Assessments / Presentation of definition of the “American Dream”
Written Review of the movie version of Death of a Salesman
Key Vocabulary / Stage directions, context clues, theme, evidence, materialistic, idealistic, salesman, detrimental