Unit 1: Introduction to Nonfiction and Fiction with a focus on Close Reading and Analyzation of Historical Documents and Speeches
Narrative Writing / Students will learn close reading, to evaluate vocabulary in context from Tier I, Tier II, and Tier II, and will culminate with an objective summary of an historical document.
This unit focuses on the basics of writing and elements of writing an argumentative piece as well as creative writing (vignette).
Literature: examples of vignettes from the New York Times
Texts and Formative Assessments
● Academic Vocabulary Graphic Organizer
●Close Reading Graphic Organizer
●Analyzation of an Argument Graphic Organizer
Texts and Summative Assessments
●Written Objective Summary of an Historical
Document
/ MP 1
Martin: Unit 2: Short Stories with a focus on The Gothic Tradition of the Romantic Movement /
Dystopia / Texts and Formative Assessments
● Indirect and Direct Characterization Graphic Organizer- “A Visit to Grandmother” by William Melvin Kelley
●Theme Graphic Organizer- “Civil Peace” by Chinua Achebe
●Context Clues Written Paragraph- “The Pit and the Pendulum” by Edgar Allan Poe
●Paraphrasing Graphic Organizer- “The Pit and the Pendulum
●Imagery and Sensory Details Graphic Organizer- “The Pit and the Pendulum”
●Analyzing Suspense Graphic Organizer- “The Pit and the Pendulum”
●American Romanticism Graphic Organizer- “The Pit and the Pendulum”
●Show Not Tell Writing Graphic Organizer - “The Pit and the Pendulum”
●Unreliable Narrator Graphic Organizer- “The Pit and the Pendulum”
Texts and Summative Assessments
●Analytical Essay on Theme for “There Will Come Soft Rains”
●Literary Analysis Essay for “The Pit and the Pendulum”
●Final Test on The Gothic Tradition and “The Pit and the Pendulum”
This unit focuses on the concept of Dystopias, as an alternative or eventual development of a Utopia. Students will be looking at “How fiction is used to offer criticism of society”. Students will read a variety of dystopian literature to look at the criticism of society through literature. Students then choose an issue that they would like to solve, research, develop a “utopia” in which they solve the problem.
●Literature: excerpt of The Handmaid’s Tale, Harrison Bergeron, The Ones Who Walk Away from Omelas, The Lottery, There Will Come Soft Rains / MP 1
Unit 3: Coming of Age Novel (Bildungsroman) / Texts and Formative and Summative Assessments
Students will read The Catcher in the Rye by J.D. Salinger and will build on their knowledge of characterization, theme, and argumentation. / MP 2
Unit 4: Nonfiction with focus on The Holocaust / ●This unit focuses on the theme of genocide and our understanding of literature, historical documents all rooted in the Holocaust (anchor text). Students will then approach additional genocides via historic texts, videos, personal narratives, and full length films to develop a clear understanding. Students will then produce a PowerPoint presentation to teach others about their genocide. As a result of a well-developed understanding of past genocides, students will apply their understanding to the current genocide in Syria. They will write persuasive letters to a variety of audiences.
●Literature: Night, various non-fiction articles, historical documents, The Book Thief, various full length films for individual genocides / MP 3
Unit 5:Hamlet / Text and Formative Assessments
Students will read Hamlet by William Shakespeare
●Interactive PPT for an introduction to William Shakespeare and Elizabethan England
●Pre-reading Activity: Students will read lines that come from Act I of William Shakespeare's Hamlet. They will read each line aloud and respond to their reaction to the quote underneath. There is no right or wrong answer at this point, so they will need to consider some of the following questions:
○What do you think the line means?
○Who do you imagine is speaking the line—a man or woman, someone old or young, powerful or weak, good or evil? Human or supernatural?
○To whom (or what) is he or she speaking?
●Act and Scene Readings/Viewings
○Side-by-side version of play at No Fear Shakespeare
○Hamlet - PBS
●Quotation Scavenger Hunt●Dare to Compare: Students will choose two characters from Hamlet and compare their character traits. They will consider choosing two distinct characters like Hamlet and Laertes, or King Hamlet and Claudius and will make reference to the text in their answers and provide evidence for their claims.
●Hamlet Fakebook: Students will make a Facebook page for one of the characters in Hamlet. They will draw a picture of them, update their status, write information about them, choose a quote, and get other characters to write on their wall.
●Quotation Query: Students will choose three direct quotations from Hamlet they think are really important. They will need to make sure the quotes reflect something related to plot, characterization, theme, or setting, and explain why they think these are important quotations.
Text and Summative Assessments
Writing/Essay Topics
1) Conflict is essential to drama. Demonstrate that Hamlet presents both an outward and inward conflict.
2) How do Hamlet's soliloquies reveal his character?
3) Discuss Hamlet's relationship with Gertrude.
4) Of what significance is Ophelia to Hamlet? How truly was Hamlet in love with Ophelia?
5) Compare and contrast the characters of Hamlet and Horatio. How alike or dislike are they and why?
6) Discuss Shakespeare's use of images from nature (weeds, worms, et al.) or of sickness, rot and contagion.
7) Discuss Hamlet's "antic disposition." Is his madness feigned or real?
8) Compare Laertes with Hamlet. Demonstrate how they are foils to one another.
9) Hamlet's flaw is that he fails to act on instinct - he thinks too much. True or False?
Prove your choice with evidence from the text.
10) Is something rotten in the state of Denmark? If so, what precisely is it? Is anyone in particular responsible or is the rottenness simply a condition of life? / MP 4
Optional Unit 6: Classic Greek Literature: Antigone by Sophocles
/ Students imagine themselves as time-traveling reporters sent to the time of Sophocles to report on the opening of his new play, Antigone. Working in small groups, they will use the Perseus Project website ( and resources in the computer lab to learn about aspects of Athenian life in the 5th century BC. / MP 4: If time allows
Unit / 10th grade Honors ELA
Overview / Time Line
Unit 1: House on Mango Street (Language Analysis)
How did these authors develop theme and characterization through diction? / Students will read House on Mango Street as their anchor text and additional fiction and non-fiction. This unit revolves around the Big Question, “How did these authors develop theme and characterization through diction?” Students read various texts to help them evaluate and respond to this question. Students will know and understand diction, connotation, denotation, characterization. They will write a variety of essays, short answer responses. They will also use their speaking and listening skills during Socratic Seminars
Literature: Only Daughter, Dyaspora, Sixty-Nine Cents / August-October
Unit 2: I Know Why the Caged Bird Sings (Author’s Voice/Tone)
How do we examine an author’s voice through their overcoming of adversity? / Students will read I Know Why the Caged Bird Sings as their anchor text and additional fiction and non-fiction. This unit revolves around the Big Question, “ How do we examine an author’s voice through their overcoming of adversity?” Students read various texts to help them evaluate and respond to this question. Students will know and understand diction, connotation, denotation, characterization,inferencing, and tone. They will write a variety of essays, short answer responses. They will also use their speaking and listening skills during Socratic Seminars
Literature: Indian Education, Mother Tongue, Through the Tunnel, Secret Life of Bees (film), and The Good Lie (film) / November-December
Unit 3: To Kill a Mockingbird (characterization/theme)How can literature define courage and help the reader to become courageous themselves? / Students will read To Kill a Mockingbird as their anchor text and additional fiction and non-fiction. This unit revolves around the Big Question, “How can literature define courage and help the reader to become courageous themselves?” Students will continue to build on their knowledge on characterization, theme, argumentation, and persuasion. They will also use their speaking and listening skills during Socratic Seminars.
Literature: Excerpts from Why Courage Matters, Araby, The Red Dress, Scarlet Ibis / January-March
Unit 4: Demian
(bildungsroman)
How does literature reflect and impact the growth of the reader? / Students will read Demian as their anchor text and additional fiction of their choice. The unit revolves around the Big Question, “How does literature reflect and impact the growth of the reader?” Students will continue to build on the prior knowledge throughout the year. Speaking and Listening skills will be used during group presentations. Students will develop a literary analysis paper focusing on theme, characterization, and symbolism. Students will also complete a final vignette focusing on the theme.
Literature: excerpts from Into the Widening World: International Coming-of-Age Stories, The Jacket, The Haunted Boy,The Book Thief, Whalerider
Final Exam: A.P. Synthesis Essay / April-June