· web viewhonors english 10 focuses on fostering critical analysis and thinking skills through...

District Overview:Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Honors English 10 Description:Honors English 10 takes the basic framework of the Academic English 10 curriculum and augments and enhances it with additional readings, deeper readings, more in-depth Socratic discussion and more sophisticated writing instruction. It is expected that students entering Honors English 10 are able to manage a more intensive class, show critical thinking abilities and are comfortable with oral discourse. In all units the themes of social responsibility and social justice with its focus on the role of the individual in making positive change will be stressed. Through both guided and independent readings of novels, short stories, poems, drama and nonfiction texts, as well as analysis of primary source documents and media, students engage in critical reflection of what it means to be a citizen in and of the world. Rational and logical discourse will be fostered through Socratic discussions and reinforced in argumentative writing assignments, and academic, college-preparatory vocabulary study will be ongoing throughout the year. Exposure to increasingly sophisticated modes of written, oral and digital communications, as well as critical and reflective thinking, also form the foundation of creating and inspiring responsible, productive and empathetic world citizens.

Honors English 10 focuses on fostering critical analysis and thinking skills through interaction with literature, writing, technology and oral discourse. A wide variety of literary genres, including fiction, poetry, drama, and narrative nonfiction, are presented for discussion, analysis and critique. Strong focus will be placed on dystopian fiction in order for students to analyze and debate the components of both effective and ineffective societies and governments. The primary modes of writing will focus on literary analysis, creative writing, and argumentative writing. Students will be exposed to the Socratic Method of discussion and rhetorical devices in order to hone sharper communication skills and create coherent, powerful arguments.

Honors English 10 Units: Unit 1: Voices from the Past, Lessons for the Future – Stories from the Holocaust and Other World Conflicts Unit 2: Let Me Tell You a Story… Literary Elements and the Short Story Unit 3: Individuality, Conformity and Dysfunction – Dystopian Literature Unit 4: This is My Voice – Poetry Unit Unit 5: This I Believe – A Writing Unit Unit 6: Classic Literature, Current Connections Unit 7: Academic Vocabulary

* Units may not necessarily occur in this order.

Subject: Honors English 10 Grade: 10 Suggested Timeline: 8 - 10 weeks

Unit Title: Voices from the Past, Lessons for the Future – Stories from the Holocaust and Other World Conflicts

Unit Overview/Essential Understanding: Using the events leading up to, and the events of, the Holocaust and other pertinent conflicts, this unit utilizes primary sources (memoirs, autobiographies, diaries, video testimony, etc.) to examine issues such as prejudice, discrimination, propaganda, group think and hate groups. Primary focus is on the individual’s role in recognizing, addressing, and standing up to social injustices, both on a large scale and on a more personal level. The Socratic method will be reinforced in critical and reflective discussion of readings and testimony. Increasingly sophisticated writing techniques will be taught and reinforced, and argumentative writing will be stressed in response to various issues presented during this unit.

This unit will focus on the following essential questions: How do primary sources relate history in a manner different from secondary sources? How have concepts such as prejudice, discrimination, hatred, etc. impacted societies throughout history? What responsibilities do individuals have in addressing prejudice, discrimination, hatred, etc.? How do we know what we think we know? What is the Socratic Method of discussion? How do you effectively and rationally argue a point, both orally and in writing? How can syntax be altered to create powerful writing? What can YOU do to address injustices in your life?

Unit Objectives: Students will analyze the similarities and differences between hate, racism and prejudice. Students will recognize the difference between primary sources and secondary sources. Students will be able to utilize the Socratic method of discussion and learn to create logical, cogent arguments. Students will analyze how an amalgamation of events in Europe allowed for the Holocaust to occur. Students will demonstrate understanding of literature via a variety of lenses. Students will be able to identify the role of the individual in making positive changes in the world.

Students will be able to write text-dependent pieces utilizing sophisticated syntax and structure.

Focus Standards Addressed in this Unit: CC.1.2.9–10.A - Determine a central idea of a text and analyze 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 CC.1.2.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and

conclusions based on an author’s explicit assumptions and beliefs about a subject CC.1.2.9–10.D - Determine an author’s particular point of view and analyze how rhetoric advances the point of view CC.1.2.9–10.H - Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of

evidence CC.1.2.9–10.I - Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and

concepts CC.1.2.9–10.J - 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

CC.1.2.9–10.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC.1.3.9–10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text CC.1.3.9–10.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and

conclusions based on an author’s explicit assumptions and beliefs about a subject CC.1.3.9–10.D - Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text CC.1.3.9–10.E - Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create

an effect CC.1.3.9–10.H - Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from

source material in a specific work CC.1.3.9–10.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools CC.1.3.9–10.J - Acquire and use accurately grade appropriate general academic and domain-specific words and phrases CC.1.3.9–10.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.4.9–10.H - Write with a sharp, distinct focus identifying topic, task, and audience Introduce the precise claim CC.1.4.9–10.I - Distinguish the claim(s) from alternate or opposing claims; develop claim(s) 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 CC.1.4.9–10.J - Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; 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; provide a concluding statement or section that follows from and supports the argument presented

CC.1.4.9–10.K - Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to manage the complexity of the topic Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing

CC.1.4.9–10.L - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.9–10.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction

CC.1.4.9–10.T - 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

CC.1.4.9–10.U - 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

CC.1.4.9–10.V - 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

CC.1.4.9–10.W - 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; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

CC.1.4.9–10.X - 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 discipline-specific tasks, purposes, and audiences

CC.1.5.9–10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

CC.1.5.9–10.G - Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content

Important Standards Addressed in this Unit: CC.1.2.9–10.E - Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger

portions of a text CC.1.2.9–10.F - Analyze how words and phrases shape meaning and tone in texts CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,

development, substance, and style are appropriate to purpose, audience, and task

CC.1.5.11–12E - Adapt speech to a variety of contexts and task CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence

Misconceptions: Students may not see the power and influence that a single person can have in the world. Students may not see the relationship between past historical events and the present day. Students may not understand what the Socratic Method is and how it is used. Students may not understand what is meant by “syntax.” Students may not see the value in becoming a sophisticated, thinking writer.

Concepts/Content: Interpretation, analyzation, evaluation and

synthesis Effective note-taking skills Factors impacting social justice The role of the individual The Socratic Method Rational discourse (oral and written) Use of varied syntax in writing Writing effectively Speaking effectively

Competencies/Skills: Differentiate between interpretation,

analyzation, evaluation and synthesis Take notes in order to deepen understanding Understand the significance of primary

sources Effectively demonstrate use of the Socratic

Method in class discussions Effectively write argumentative pieces Speak and write effectively in formal and

informal situations

Description of Activities: Writing instruction in

context Annotated readings Text-dependent analysis Cross-curricular activities Oral presentations Argumentative paper Class debate Formative and summative

assessments

Assessments: Formal assessments – quizzes, tests, summative writing assignment Informal assessments – observation, participation in discussions, formative writing assignments, group project

Interdisciplinary Connections: This unit can be connected to both US History and World

History.

Additional Resources: Library resources Digital resources (examples: ushmm.org and other Holocaust

resources, video clips and testimony)

District approved materials


Unit Title: Let Me Tell You a Story… Literary Elements and the Short Story

Unit Overview/Essential Understanding: This unit will focus on literary elements and the short story. Students will analyze basic and advanced literary elements and how they combine to create depth and meaning within a short story. A variety of short story genres will be read, and routine textual analysis through a variety of lenses (political, feminist, sociocultural, etc.) will give outlet to Socratic discussion in order to provide insight and demonstrate comprehension of literature. As a capstone unit project, students will utilize the writing process to create an original short story of any genre in which they effectively combine literary elements in order to create a substantial piece of literary fiction. Creative writing games and exercises will accompany this process.

This unit will focus on the following essential questions: What makes a memorable short story? How can I combine literary elements in order to create my own memorable story? What is the writing process, and what is its value in creating literature? What is textual analysis? How does analyzing literature from various lenses give way to differing interpretations? What is the value of discussing literature?

Unit Objectives: Students will be able to identify literary elements in a piece of short fiction. Students will be able to recognize how literary elements combine to create meaning within a text. Students will be able to analyze literature. Students will utilize reflective and critical thinking skills in literary discussions. Students will demonstrate mastery of conventions of language in writing. Students will write a literary analysis of a selected piece of short fiction. Students will create an original short story.

Focus Standards Addressed in this Unit: CC.1.3.11–12.A - Determine and analyze the relationship between two or more themes or central ideas of a text, including the

development and interaction of the themes; provide an objective summary of the text CC.1.3.11–12.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and

conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.E - Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to

each other and the whole CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.J - 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

CC.1.3.11–12.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.4.11–12.K - Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary,

and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing


CC.1.4.11–12.M - Write narratives to develop real or imagined experiences or events CC.1.4.11–12.N - Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or

multiple points of view, and introducing a narrator and/or characters CC.1.4.11–12.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop

experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters

CC.1.4.11–12.P - Create a smooth progression of experiences or events using 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; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

CC.1.4.11–12.Q - Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey specific meanings and add variety and interest. Use precise language, domain specific vocabulary, and techniques

CC.1.4.11–12.R - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.11–12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level

reading standards for literature and literary nonfiction CC.1.4.11–12.T - 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 CC.1.5.11–12.A - Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues,

building on others’ ideas and expressing their own clearly and persuasively CC.1.5.11–12.B - Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an

argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,

development, substance, and style are appropriate to purpose, audience, and task CC.1.5.11–12.G - Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level and

content

Important Standards Addressed in this Unit: CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence

Misconceptions: Students may not understand that literary deconstruction is more than just taking text apart and discussing. Students may not understand the importance of examining a text from various lenses.

Concepts/Content: Literary interpretation, evaluation

and synthesis Textual analysis Literary elements Author’s purpose Writing skills Editing and revision skills Speaking skills

Competencies/Skills: Analyze literature through

different lenses and from different perspectives

Identify how looking at literature from different viewpoints gives new insights or meaning into the literature

Analyze how literary elements combine to create a memorable story

Description of Activities: Text-dependent analysis practice Creative writing exercises Literary elements scavenger hunt Creation of original short story utilizing literary

elements Engaging in writing process Formative and summative assessments

Write an original short story utilizing literary elements

Contribute to Socratic discussions

Assessments: Formal assessments – tests, quizzes, summative writing assignments Informal assessments – observations, participation in discussion, summative writing assignments and activities

Interdisciplinary Connections: This unit can be connected to any discipline based upon the

selection of short stories to be analyzed in class.

Additional Resources: Digital resources (Ex: World News Services print and online) Literary magazines and journal Library resources District approved materials


Unit Title: Individuality, Conformity and Dysfunction – Dystopian Literature

Unit Overview/Essential Understanding: Drawing from both classic and modern dystopian novels, this unit will focus on dystopian literature as a means of identifying the components of a functional society. Students will identify and analyze characteristics of both dystopias and utopias and, utilizing credible research sources, will conduct and present research findings on actual dystopian societies throughout history. The literary elements of point-of-view, theme and conflict will be highlighted throughout the unit, and students will utilize critical thinking skills to analyze how conflict can be a positive agent for change. The author’s background will be studied in order to place literature in proper historical and social context, and students will utilize textual analysis to deconstruct dystopian literature in order to unveil themes. Mode of writing featured in this unit will be expository, and students will learn and demonstrate proper citation techniques in order to avoid plagiarism and give credit to sources.

This unit will focus on the following essential questions: What is the purpose of dystopian literature? How does conflict make societies and cultures stronger? How does studying dystopian literature teach about functional societies? Is “the pen mightier than the sword?” How are the elements of theme, conflict and point-of-view developed in selected pieces of dystopian literature? How does an author’s background affect his or her work? What makes a research source credible?

Objectives: Students will be able to identify components of dystopian literature. Students will analyze the role of conflict in literature. Students will analyze how conflict can create stronger societies. Students will utilize reflective and critical thinking skills in class discussions. Students will demonstrate mastery of conventions of language in writing assignments.

Focus Standards Addressed in this Unit: CC.1.2.11–12.A - Determine and analyze the relationship between two or more central ideas of a text, including the development and

interaction of the central ideas; provide an objective summary of the text CC.1.2.11–12.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and

conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.2.11–12.C - Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the

course of the text CC.1.2.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.2.11–12.G - 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 CC.1.2.11–12.H - Analyze seminal texts based upon reasoning, premises, purposes, and arguments CC.1.3.11–12.A - Determine and analyze the relationship between two or more themes or central ideas of a text, including the



each other and the whole CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.G - 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)

CC.1.3.11–12.H - Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics

CC.1.3.11–12.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.4.11–12.A - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and

accurately CC.1.4.11–12.B - Write with a sharp, distinct focus identifying topic, task, and audience CC.1.4.11–12.C - Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension

CC.1.4.11–12.D - Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.

CC.1.4.11–12.E - Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing

CC.1.4.11–12.F - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.11–12.K - Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing


CC.1.5.11–12.A - Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task


Important Standards Addressed in this Unit: CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence

Misconceptions: Students may not realize the relevant connections between literature (especially classic literature) and reality. Students may view all conflict as “bad”; they may not realize that some conflict is necessary in order to effect positive change. Students often are not able to identify themes in literature. Students do not understand the citation process in order to give credit to sources and avoid plagiarism. Students have difficulty separating credible research sources from dubious research sources.

Concepts/Content: Literary interpretation,

analyzation, evaluation and

Competencies/Skills: Identify elements of

dystopian/utopian

Description of Activities: Socratic discussions Formal and informal debates

synthesis Types of conflict Theme Point-of-view Author’s background and purpose Inferences Research skills Citation skills Writing skills Speaking skills

societies Compare dystopian

societies in literature to modern societies

Conduct credible research on a selected topic

Properly cite sources within body of paper

Contribute to Socratic discussions

Demonstrate comprehension of literature using text-based evidence

Analyze an author’s background

Deconstruct a piece of literature to reveal theme

Research paper on a selected topic Writing instruction in context Annotated readings Multimedia presentation based on research Text-dependent analysis Formative and summative assessments

Assessments: Formal assessments – tests, quizzes, summative writing assignment Informal assessments – observation, class participation, formative writing assignments and activities

Interdisciplinary Connections: Dependent upon literature studied, this unit may intersect with

both History and Science classes.

Additional Resources: Digital resources Library resources and databases District approved materials


Unit Title: This I Believe - A Narrative Writing Unit

Unit Overview/Essential Understanding: Based on the classic NPR series, “This I Believe,” this unit will utilize NPR guidelines in order to create a significant narrative essay in which students create personal credos. Through reflective and critical discussion, participation in surveys and exposure to the core beliefs of well-known people, students will identify and expand upon a core belief of their own, drawing on personal experiences to do so. Internal journeys and the power of writing will be explored as students recognize the importance of personal narratives as a means of self-expression. Writing instruction will focus on organizational structure and tools to help writing maintain its unity and coherence. Students will illustrate their final copy of essay.

This unit will focus on the following essential questions: What do I believe? What life experiences have formed my beliefs? How do I know what I know? What are the elements of a strong narrative essay?

Unit Objectives: Students will understand the nature of narrative writing Students will engage in critical and reflective discussions. Students will analyze diaries, biographies and memoirs as a mode of self-expression Students will utilize conventions of language and sophisticated syntax and structure in order to create a personal narrative. Students will explore avenues of publication and learn about the publishing process.

Focus Standards Addressed in this Unit: CC.1.2.11–12.A - Determine and analyze the relationship between two or more central ideas of a text, including the development and

interaction of the central ideas; provide an objective summary of the text

CC.1.2.11–12.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs

CC.1.2.11–12.C - Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text

CC.1.2.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.4.11–12.L - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling CC.1.4.11–12.M - Write narratives to develop real or imagined experiences or events CC.1.4.11–12.N - Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or

multiple points of view, and introducing a narrator and/or characters CC.1.4.11–12.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences,

events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters


CC.1.4.11–12.Q - Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey specific meanings and add variety and interest. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic


CC.1.4.11–12.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information

CC.1.4.11–12.X - 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 discipline-specific tasks, purposes, and audiences

CC.1.5.11–12.B - Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone

CC.1.5.11–12.C - Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data

CC.1.5.11–12.G - Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level and contentImportant Standards Addressed in this Unit:

CC.1.2.11–12.E - 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

CC.1.2.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,

development, substance, and style are appropriate to purpose, audience, and task

CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence

Misconceptions: There is no value in diary and journal writing. I do not have a personal story to tell. Misunderstanding of the nuances between creative writing and narrative writing.

Concepts/Content: Modes of writing Narrative v. creative writing Effective note-taking skills Writing skills Speaking skills

Competencies/Skills: Speak effectively Listen effectively Analyze reflective writing Write a narrative piece Take notes in order to

deepen understanding Succinctly relay main

points of a text

Description of Activities: Writing instruction in context (narrative writing) Annotated readings Text-dependent analysis Cross-curricular activities Oral presentation Narrative essay

Assessments: Formal assessments – formal, substantial personal narrative Informal assessments – observation, participation in discussions, writing and self-expression activities.

Interdisciplinary Connections: This unit intersects with Psychology, Sociology, US History and

World History.

Additional Resources: Digital resources Library resources and databases District approved resources

Subject: Honors English 10 Grade: 10 Suggested Timeline: 3 - 4 Weeks

Unit Title: This is My Voice - Poetry Unit

Unit Overview/Essential Understanding: This unit will focus on poetry with strong emphasis on modern and spoken word poetry as a vehicle for communication. Students will analyze

poetic devices and figurative language within poems and articulate how such devices and elements add or detract from selected poems. In addition to classic poems, experimental forms will also be analyzed, and students will write a literary analysis paper on a selected poem. Major focus will be placed on spoken word poetry as a vehicle for communication; students will view video clips of spoken word performances and analyze both the form and the function of the poems. Students will analyze how spoken word poetry can communicate ideas and emotions in ways that traditional prose cannot. Students will compose their own original spoken word poems with the option of performing them.

This unit will focus on the following essential questions: What is the purpose of poetry? How can poetry convey ideas and emotions in ways that traditional prose cannot? How does the combination of poetic devices and figurative language enhance a poem? What can I learn about myself by writing poetry?

Unit Objectives: Students will analyze a poet’s purpose Students will be able to recognize and identify poetic elements. Students will be able to examine how poetic elements contribute to a poems meaning and/or theme Students will explore the genre of spoken word poetry as a means of self-expression Students will create and perform and original spoken word poem.


development and interaction of the themes; provide an objective summary of the text

CC.1.3.11–12.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs

CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.E - Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to


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.)

CC.1.3.11–12.H - Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics

CC.1.3.11–12.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools

CC.1.3.11–12.J - 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







CC.1.4.11–12.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters




CC.1.4.11–12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction


CC.1.5.11–12.B - Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone

CC.1.5.11–12.C - Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data


Important Standards Addressed in this Unit: CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,

development, substance, and style are appropriate to purpose, audience, and task CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence

Misconceptions: Students often think that poetry is difficult to analyze and understand. Students may not view poetry as an effective mode of communication. Students think they “cannot” write poetry.

Concepts/Content: Literary interpretation, analysis,

evaluation and synthesis Poetic devices

Competencies/Skills: Identify poetic devices and

figurative language in a poem

Description of Activities: Informal “poetry slam” Literary analysis paper Creation of original poem

Figurative language Writing skills Speaking skills

Convey how devices and language impact a poem

Analyze a poem for its effectiveness

Create poetry Listen effectively Understand difference

between summarizing and analyzing

Optional performance of poem Participation in Socratic discussions about poetry Formative and summative assessments

Assessments: Formal assessments – tests, quizzes, original spoken word poem and performance Informal assessments – observation, participation in activities, formative writing assignments and activities

Interdisciplinary Connections: Dependent upon the poetry studied, this unit may intersect

with any major discipline.

Additional Resources: Digital resources Literary magazines and journals Library resources and databases District approved materials

Subject: Honors English 10 Grade: 10 Suggested Timeline: 2 - 4 Weeks

Unit Title: Classic Literature, Current Connections

Unit Overview/Essential Understanding: This unit will utilize classic texts in order understand the universality and timelessness of classic themes, motifs and issues that affect both students and the world around them. Students will read, analyze and discuss classic texts (may vary from year-to-year) while concurrently analyzing their own lives and issues in the modern world and will seek meaningful connections between the two. Focus will be placed on

literary analysis, both in discussion and in writing, and students will compose a significant written literary analysis in which they draw connections between the text and a specific modern event or occurrence in their lives.

This unit will focus on the following essential questions: What relevance do classic texts have to my life? What relevance do classic texts have to the modern world? How does one analyze literature for meaning? What are universal themes and motifs? What is the difference between summary and analysis?

Unit Objectives: Students will be able define and identify themes and motifs in literature. Students will demonstrate the ability to differentiate between analysis and summary. Students will analyze a classic text in order to make meaningful connections to the modern world. Students will critically, reflectively and articulately contribute to class discussions. Students will demonstrate mastery of sophisticated writing skills.





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.)

CC.1.3.11–12.H - Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major

periods of literature, including how two or more texts from the same period treat similar themes or topics CC.1.3.11–12.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading

and content, choosing flexibly from a range of strategies and tools CC.1.3.11–12.J - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,








CC.1.4.11–12.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters




CC.1.4.11–12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level

reading standards for literature and literary nonfiction CC.1.4.11–12.T - 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 CC.1.5.11–12.B - Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an

argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone CC.1.5.11–12.C - Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitative, orally) in

order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data


Important Standards Addressed in this Unit: CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,


and evidence

Misconceptions: Students view the classics as boring. Students do not see a connection between the classic stories and modern day pop culture.

Concepts/Content: Literary interpretation, analysis,

evaluation and synthesis Theme Motif Writing skills Speaking skills

Competencies/Skills: Identify thematic

messages Analyze the author’s

message Write a literary analysis Read critically Understand difference

between summarizing and

Description of Activities: Text discussions Literary analysis paper Participation in Socratic discussions about poetry Formative and summative assessments

analyzing

Assessments: Formal assessments – tests, quizzes, original spoken word poem and performance Informal assessments – observation, participation in activities, formative writing assignments and activities

Interdisciplinary Connections: Dependent upon the poetry studied, this unit may intersect

with any major discipline.

Additional Resources: Digital resources Literary magazines and journals Library resources and databases District approved materials

Subject: Honors English 10 Grade: 10 Suggested Timeline: Ongoing throughout school year

Unit Title: Academic Vocabulary

Unit Overview/Essential Understanding: Throughout this year-long unit, students will demonstrate mastery of new vocabulary, be able to identify synonyms and antonyms for vocabulary words, be able to identify the part of speech for each vocabulary work, understand how to use and create analogies, spell vocabulary words correctly, and effectively utilize vocabulary words in sentences, written work and communication, and oral communication.

This unit will focus on the following essential questions: Why is it important to have a wide, sophisticated vocabulary? How can a strong vocabulary positively impact a student’s future?

Unit Objectives: Students will be able to utilize higher-level vocabulary in speaking and writing.

Focus Standards Addressed in this Unit: CC.1.2.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.2.11–12.J - 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

CC.1.2.11–12.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools

CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.J - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,


CC.1.3.11–12.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Important Standards Addressed in this Unit: CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,


and evidenceMisconceptions:

Students often think vocabulary words are meant to be memorized, then forgotten after the test. Students do not understand how possessing and using a sophisticated vocabulary can positively impact their futures both in the world of

higher education and in the work force. Students do not understand how understanding parts of speech can help them utilize vocabulary words more effectively.

Concepts/Content: Synonyms, antonyms, parts of

speech, and analogies Proper word usage Proper spelling

Competencies/Skills: Demonstration of proper

vocabulary usage Effectively use new

vocabulary in academic environment and daily life

Understand how analogies work

Learn spelling techniques

Description of Activities: Regular vocabulary instruction and practice Regular vocabulary tests Required new vocabulary usage in writing assignments

Assessments: Formal assessments - vocabulary tests Informal assessments – vocabulary exercise checks.

Interdisciplinary Connections: It is expected that students will demonstrate mastery of

vocabulary words by utilizing new words in all classes.

Additional Resources: Digital resources District approved resources

· web viewhonors english 10 focuses on fostering critical analysis and thinking skills through...

Documents