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English II : Curriculum Map – Quarter 3 2015-2016

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

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This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

http://www.tncore.org/english_language_arts.aspx

http://achievethecore.org/page/1027/academic-word-finder



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Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Text Complexity in the Pearson Textbooks

Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as a TIER II instructional resource. TIER II is defined as meeting all non-negotiable criteria and some indicators of superior quality. Tier 2 ratings received a “Yes” for all non-negotiable criteria (Foundational Skills (as applicable), Complexity of Texts , Quality of Texts , and Text-Dependent Questions) , but at least one “No” for the remaining criteria.

All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:





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The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on

each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.

English II – Quarter 3

Third Quarter TN Ready Standards Text Support Content

Weeks 1-3

“Editorial on the anniversary of the Fall of the Berlin Wall””, pg. 403 “Voices from the Wall”, pg. 405“from Address to Students at Moscow State University”, pg. 449

http://tn.gov/assets/entities/education/attachments/tnready_ela_writing_types.pdf

http://tn.gov/education/article/tnready-blueprints

http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/

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“The American Idea” (pg. 559) Lexile - 1270“What Makes a Degas a Degas?” (pg. 567) Lexile - 1060

Focus question: What kind of knowledge changes our lives?

Week 5-7

Extended Text- - To Kill a Mockingbird, Harper Lee (this title is part of the novel selection that to your school at the beginning of this textbook adoption).

Performance Task:

Analyze an Author’s work through order and development of ideas- In an essay, offer a summary of the central ideas expressed in a work of your choice. Describe the overall structure of the text including how the ideas are introduced and then supported. Cite evidence when explaining how the author uses individual sentences to develop key points and logical flow of ideas.

Or

Analyze an Author’s argument-Write an essay in which you analyze the author’s argument, delineating both the author’s specific claims and his or her supporting evidence. Determine whether the author’s argument is sound by citing relevant and sufficient evidence from the text.

Weeks 1-3 “Editorial on the anniversary of the Fall of the Berlin Wall””, pg. 403 “Voices from the Wall”, pg. 405“from Address to Students at Moscow State University”, pg. 449 “The American Idea” (pg. 559) Lexile - 1270“What Makes a Degas a Degas?” (pg. 567) Lexile – 1060 Week 1 TN Ready Standards Text Support Content

Building

CC Literature and Informational Text(s)

RI. 9-10. 2 Determine a central idea of a text and analyze its development over the course of

Reading Informational Text

Evidence Statements Provides a statement of central idea(s) of a

text

Prentice Hall Literature, Pearson

Selection(s) for week 1

Analyzing Argumentative and Expository Texts:

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knowledge through content-rich nonfiction

and

Reading Complex Texts

the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI. 9-10. 3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

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).

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. 9 Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

RI.10.2 Provides an analysis of the development of

central idea(s)RI.10.2

Provides an analysis of the development of central idea(s) over the course of the text RI.10.2

Provides an analysis of how the author unfolds an analysis or series of ideas or events, including the order in which points are made. RI.10.3

Provides an analysis of how the author unfolds an analysis or series of ideas or events, including how they are introduced and developedRI.10.3

Provides an analysis of how the author unfolds an analysis or series of ideas or events, including the connections that are drawn between them. RI.10.3

Demonstrates the ability to determine the meaning of words and phrases as they are used in a textRI. 10.4

Demonstrates the ability to determine the meaning of figurative words and phrasesRI. 10.4

Demonstrates the ability to determine the meaning of connotative words and phrasesRI. 10.4

Demonstrates the ability to determine the meaning of technical words and phrasesRI. 10.4

Provides a detailed analysis of how an author’s ideas or claims are developed and refined

“Editorial on the anniversary of the Fall of the Berlin Wall””, pg. 403

“Voices from the Wall”, pg. 405

Reading Skill:Paraphrase

1. Identify Main ideas(s)2. Synthesize content

Text Dependent Questions for selections 1 and 2 -

1. What is the argument in the editorial? (Opinions, Arguments, Intertextual Connections)

2. Is there a counter argument? (Opinions, Arguments, Intertextual Connections)

3. How does paraphrasing help you understand the main idea? (Vocabulary and Text Structure)

4. What are the text features of this editorial? (Vocabulary and Text Structure)

5. What is your reaction to the fall of the Berlin Wall? (Opinions, Arguments, Intertextual Connections)

6. Compare or contrast the author’s main idea from the last paragraph to the first paragraph in the “editorial” text.(Author’s Purpose and Text Structure)

7. What are the text features of the primary source, Voices from the Wall? (Vocabulary and Text Structure)

8. After reading the second text, when is it appropriate to use primary sources when writing? (Opinions, Arguments, Intertextual connections)

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RI.10.5 Provides a detailed analysis of 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). (1)RI.10.5

Provides an analysis of seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedom’s speech, King’s “Letter from Birmingham Jail”), including how they address related themes and conceptsRI.10.9

9. What are the benefits of using a primary source? (Text Structure)

10. Why was the fall of the “wall” significant? (Author’s Purpose / Intertextual Connections)

Close Reading Selection“from Address to Students at Moscow State University”, pg. 449

Purpose:Determining the development of the author’s ideas

Elements of effective expression:1. Central Idea and Point of View2. Methods of Development3. Figurative Language4. Tone and Word Choice5. Rhetorical Devices6. Organizational Structure

Text Dependent Questions for Close Reading Selection

1. Central Idea and Point of View What central idea does the author want me to

understand? (Author’s Purpose) Where does the writer first introduce the central

idea? (Text Structure)

2. Methods of Development How are the central ideas supported?

(Vocabulary and Text Structure) How does the author support the central ideas

to strengthen the claim? (Author’s Purpose)

3. Figurative Language Are there vivid descriptions you find appealing

to the senses? (Key Details)

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How does the author use figurative language? (Key Details)

4. Tone and Word Choice Does this text contain informal or formal

language? (Vocabulary and Text Structure) Does the tone fit the author’s purpose?

(Vocabulary and Text Structure)

5. Rhetorical Devices What rhetorical devices do you notice in this

text? (Vocabulary and Text Structure) Does the author use rhetorical devices to

strengthen the message? (Author’s Purpose) If so, how? (Opinions, Arguments, Intertextual Connections)

6. Organizational Structure What text structure does the author use with

this text? (Text Structure) What is the order of the supporting details

found in this text? (Text Structure)

Regular practice with complex text and its academic language

CCR Language

L.9-10.4b 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

L.9-10.6 Acquire and use accurately general academic and domain-specific words and

CCR Language – Academic Vocabulary

Primary SourceParaphraseMain IdeaCitingFormatCentral IdeaFigurative LanguageTone and Word ChoiceOrganizational StructureMethods of DevelopmentRhetorical Devices

Vocabulary

Newspaper EditorialConnectSynthesize

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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.

Writing to Texts

CCR 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.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims and create an organization that establishes clear relationships among claim(s), counterclaims, reasons and evidence. b. Develop claim(s) and counter claims 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. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.

CCR Writing

Written Expression:Development of Ideas

The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and /or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization The student response demonstrates

purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Clarity of Language The student response establishes and

maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

Writing Fundamentals

Informational Text

1. Determine the author’s claim

2. Use a graphic organizer to demonstrate the writer’s progression of ideas in the text.

3. Write an objective summary of each text.

4. Through writing, demonstrate a command of Standard written English.

5. List the claim(s)

6. List the counter-claim(s)

7. List the writer’s argument

8. List the figurative language that strengthens the writer’s claim(s).

9. How does the author transition from one central idea to another?

10. Provide a concluding statement.

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W.9-10. 4 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.a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic.

Knowledge of Language and Conventions The student response demonstrates

command of the conventions of Standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Reading, writing

CCR Speaking and Listening

SL.9-10.1. Initiate and participate effectively in


Accountable Talk

Speaking and Listening

During the ‘we do’ portion of this lesson, the teacher will:

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and speaking grounded in evidence from text, both literary and informational

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. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 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.

Students will be able to effectively participate in collaborative discussions (we do, they do)

Students will be able to refer to textual evidence as ideas are exchanged.

Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries.SL.10.1

Students will be able to draw on preparation and evidence from textsSL.10 1. a

Students will be able to relate discussions to broader themesSL.10.1. c

Students will be able to summarize texts

Students will be able to justify their own understandingsSL.10.1.d

Students will be able to evaluate the credibility of sources.SL.10.2

Students will be able to evaluate a speaker’s evidence and reasoning.SL.10.3

Students will build speaking and listening skills through Accountable Talk toward peer-led Socratic Seminars.

1. Work with students2. Provide additional modeling3. Provide interactive instruction4. Check prompts5. Meeting with groups not meeting proficiency

During the ‘we do’ portion of this lesson, the students will: 1. Work with Teacher2. Work with peers3. Ask and respond to questions4. Complete assignments and/or task alongside peers

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Week 2 TN Ready Standards Text Support Content

Building knowledge through content-rich nonfiction

and


CC Literature and Informational Text(s)Standards

RI.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. (Literary Analysis – Analytic and interpretive Essays).

CCR Literature and Informational Text(s)Evidence Statements

Provides a detailed analysis of how an author’s ideas or claims are developed and refined RI.10.5

Provides a detailed analysis of 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). (1)RI.10.5

Big Question: What kind of knowledge changes our lives?

Selection(s) for week 2“The American Idea” (pg. 559) Lexile - 1270

Set a Purpose for Reading: According to Thomas Jefferson, what three rights do all men have?

Reading Skill:Analyzing Persuasion

Text Dependent Questions:

1. What is the authors view? Summarize (Vocabulary and structure)

2. How does the author use the ideas of John Adams and Thomas Jefferson to strengthen his essay? (Vocabulary and Structure)

3. White talks about three groups hearing the call of the American idea. How did the call of the American Idea affect each of these groups? (Arguments and Opinions)

4. The American Idea means different things to different people. Explain your understanding. (Arguments and Opinions)

5. How might these ideas shape a person’s life? (Arguments and Opinions)

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CCR Language Standards

L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking (Conventions: Degrees of Adjectives)

L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (Vocabulary: Analogies).

CCR Language Evidence Statements

Students will be able to demonstrate degrees of adjectives L.10.1

Students will be able to demonstrate an understanding of figurative language

Students will be able to demonstrate an understanding of analogies

Students will be able to demonstrate an understanding of word relationships L.10.5

– Academic Vocabulary

Literary Analysis

Essay

Analytic

Interpretive

Types of Appeals

Fact and Opinion

Vocabulary

Word Study

The Greek prefix em-“em” means: in, into

In the selection, The American Idea, written as an essay, the writer discusses Jefferson’s ideas about liberty being “embodied”. The essay shows that “embodied” means: put into concrete form, using the example of the Statue of Liberty.

Also:EmpathyEmphasizeEmpower

Other Vocabulary:

EmigrantsSuccessiveSubversion

Writing CCR Writing CCR Writing Writing Fundamentals

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to Texts Standards

W.9-10.7: Conduct short as well as more sustained research projects to answer a 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 (Research and Technology: Cover Letter and Resume)

Evidence Statements

Students will be able to conduct research by demonstrating the subject under investigation

Students will be able to answer research questions

W.10.7

- Write an objective summary of each text- Ask students to write about one fact and one

opinion from the text.- What does the author think are the most

important idea(s) in the text?

Reading, writing and speaking grounded in evidence from text, both literary and informational

CCR Speaking and ListeningStandard

SL.9-10. 1Initiate 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.

CCR Speaking and ListeningEvidence Statement




DiscussionAccountable Talk


During the ‘we do’ portion of this lesson, the teacher will:1. Work with students2. Provide additional modeling3. Provide interactive instruction4. Check prompts5. Meeting with groups not meeting proficiency


During the “they do” portion of this lesson, the teacher will: 1. Provides like-type peer groups support.2. Move among groups3. Clarify confusion During the ‘they do’ portion of this lesson, the students will: 1. Collaborate on authentic task2. Work with peer group

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3. Share outcome4. Consolidate learning5. Complete process in small group



and


CCR Literature and Informational Text(s)Standards

RI.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. (Literary Analysis – Analytic and interpretive Essays).

CCR Literature and Informational Text(s)Evidence Statements

Provides a detailed analysis of how an author’s ideas or claims are developed and refined RI.10.5

Provides a detailed analysis of 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). (1)RI.10.5

Big Question: What kind of knowledge changes our lives?

Selection(s) for Week 3

“What Makes a Degas a Degas?” (pg. 567) Lexile - 1060

Set a Purpose for Reading: To analyze the development of ideas through persuasive appeals in an interpretive essay.

Reading Skill: Understand persuasion

Text Dependent Questions:1. Why does Degas outline his dancers in black?

2. How does Degas focus attention in his work, Carriage at the Races? (Key Details)

3. Was Degas ever a good photographer? Explain. (Opinions, Arguments)

4. As Degas gained knowledge, his paintings changed. What do you think influenced these changes? (Argument and Opinion)

5. What materials did Degas use to execute Dancers, Pink and Green? (Key Details)

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6. Reread the final two paragraphs of the section of the essay. Explain why Muhlberger presents ideas in the order in which he does.(Argument and Opinion)


CCR Language

L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking (Conventions: Degrees of Adjectives)

L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (Vocabulary: Analogies).

CCR Language – Academic Vocabulary

Students will be able to demonstrate degrees of adjectives L.10.1

Students will be able to demonstrate an understanding of figurative language

Students will be able to demonstrate an understanding of analogies

Students will be able to demonstrate an understanding of word relationships L.10.5

AnalyzeAnalyticInterpretiveCompareContrastAnalogy Conventions

Vocabulary

Word StudyThe Latin prefix im-“im” means: Not, opposite of

In the selection, What Makes a Degas a Degas, written as an essay, the writer discusses people’s perceptions when viewing fine art. During his discussion, the writer talks about the immaterial quality of landscapes.

Also:ImbalanceImmoderateImpudent

Other Vocabulary:

SilhouetteSimulatingLacqueredImpressionism

Writing to Texts

CCR WritingStandards

W.9-10.7: Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate, synthesize

CCR WritingEvidence Statements

Students will be able to conduct research by demonstrating the subject under investigation

Students will be able to answer research questions

Writing Fundamentals

Write an objective summary of the text.

Ask students to write about one fact and one opinion from the text.

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multiple sources on the subject, demonstrating understanding of the subject under investigation (Research and Technology: Cover Letter and Resume)

W.10.7What does the author think are the most important idea(s) in the text?



StandardSL.9-10. 1Initiate 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.


Evidence Statement




Discussion

Accountable Talk




During the “they do” portion of this lesson, the teacher will: 1. Provides like-type peer groups support.2. Move among groups3. Clarify confusion

During the ‘they do’ portion of this lesson, the students will: 1. Collaborate on authentic task2. Work with peer group3. Share outcome4. Consolidate learning5. Complete process in small group

Weeks 1-3

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Sample MICA Items on RI 9-10.2, RI 9-10.3, RI 9-10.5, L.9-10.5https://micatime.com/Create an exam using “The Four Freedoms,” Franklin D. Roosevelt’s State of the Union Address, January 6, 1941. Include question IDs 44783, 44948, 44956, and 44953.

Week 4 TN Ready Standards Text Support CONTENT

Writing Workshop

CCR Standards

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.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims and create an organization that establishes clear relationships among claim(s), counterclaims, reasons and evidence. b. Develop claim(s) and counter claims 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. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.

Performance Task writing

Evidence Statements


The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and /or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.




maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive

Outcomes for Writing Workshop

Performance Task:

Analyze an Author’s work through order and development of ideas- In an essay, offer a summary of the central ideas expressed in a work of your choice. Describe the overall structure of the text including how the ideas are introduced and then supported. Cite evidence when explaining how the author uses individual sentences to develop key points and logical flow of ideas.

Or

Analyze an Author’s argument-Write an essay in which you analyze the author’s argument, delineating both the author’s specific claims and his or her supporting evidence. Determine whether the author’s argument is sound by citing relevant and sufficient evidence from the text.

https://micatime.com/Exam/Create

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W.9-10. 4 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.a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic.

words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.



Third Quarter TN Ready Standards Text Support Content

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Week 5-7

Extended Text- - To Kill a Mockingbird, Harper Lee

Performance Task:

Before you begin the novel, ask your students the following:1. What factors influence our moral growth? 2. What kinds of experiences help us learn how to judge right from wrong?

What is identity? To what extent do we determine our own identities? What influence does society have? What are stereotypes, and how do they affect how we see ourselves and how others see us? How does our need to belong influence our identity? How does identity lead to the formation of “in” groups and “out” groups in our society?

Essay 1 – Innocence and Experience – What are the major life-lessons that the younger characters in the novel (Scout, Jem and Dill) absorb as part of their coming-of-age in Maycomb, Alabama in the 1930s? You may pick one or more of these young people to write about and you may want to mention other kids in the story as well such as Walter Cunningham, Little Chuck Little, Burris Ewell, Cecil Jacobs and Francis Hancock.

Essay 2 – Dimensions of Social Inequality – What does this novel have to teach us about the problem of human inequality and the divisions within human society? Write about specific dimensions of inequality in Maycomb, Alabama – i.e. the advantages and disadvantages that certain characters experience. Try to identify an underlying common lesson that unites each of these characters. Your paper may choose to focus on characters such as Boo Radley, Tom Robinson, Bob Ewell, Mayella Ewell, Burris Ewell, Mr. Cunningham, Walter Cunningham, Dill Harris, Dolphus Raymond or any of the other characters mentioned above.

Essay 3 – CharacterChoose a character from the novel, To Kill a Mockingbird, and write an essay in which you analyze that character through his or her words and actions, any changes he or she goes through and his/her role in conveying the themes in the novel. (To help students with this task, start by showing them the difference between static and dynamic characters. Have students to 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. Students may

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choose one of the following characters or choose another from the novel. )

Although some of the characters in Harper Lee’s To Kill a Mockingbird appear to be static, Aunt Alexendra is one example of a dynamic character. OrAlthough some of the characters in Harper Lee’s To Kill a Mockingbird appear to be static, Scout Finch is one example of a dynamic character. OrAlthough some of the characters in Harper Lee’s To Kill a Mockingbird appear to be static, Jem Finch is one example of a dynamic character.

CHARACTER, THEME, and STRUCTURE

In this unit’s work, students are supported to develop academic skills and habits. For example, they will comprehend the elements of a novel independently and then delve more deeply in classroom conversations. Students will learn to analyze literature to understand how complex characters develop, advance plot, or drive theme. They will also learn to develop, support, and defend text-based interpretations and arguments. Coupled with those challenging expectations, however, are more basic, discipline-appropriate skills, like note taking to ensure that the students have tools to organize their thoughts.

Week 5 - 7 TN Ready Standards Text Support Content


and


CCR Literature Standards

RL.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.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

CCR Literature Evidence Statements

Provides strong and thorough textual evidence to support analysis of what the text says explicitly and / or inferences drawn from the text.

RL.10.1

Provides a statement of a theme or central idea of a text.

Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text.

Provides an objective summary of a text. RL.10.2

Provides an analysis of how complex

Pearson Novel (with textbook adoption)

Character, Theme, and Structure in -

To Kill a Mockingbird, by Harper Lee

See TNCore.org for the Unit plans and the User guide.

http://tncore.org/english_language_arts/instructional_resources/9-12/text_unit_9-12.aspx

ThemeWhat are the themes/central ideas of the text?How do the themes/central ideas interact or build on each other?

SettingHow does the setting, order of events, and/or characters



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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).

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.

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. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

characters (those with multiple or conflicting motivations) develop over the course of a text.

Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text.

Provides an analysis o how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text.

Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text.

RL.10.3

Demonstrates the ability to determine the

meaning of words and phrases as they are

used in a text

RI. 10.4 Demonstrates the ability to determine the

meaning of figurative words and phrases


meaning of connotative words and phrases


meaning of technical words and phrases

RI. 10.4 Provides an analysis of how an author’s

choices concerning how to structure a text, order events within it (e.g., parallel plots),

impact the story or drama? How do key elements interact and change over the course of the text?

Characterization: What the characters say, do, and think.

Cultural Conflict

Symbolism and Allegory

Dialogue

Plot

Focus Questions

1. What do the characters’ words and actions reveal about them in To Kill a Mockingbird?

2. What is the relationship between the characters’ development and the big ideas/themes in To Kill a Mockingbird?

3. What does the structure of To Kill a Mockingbird reveal about Harper Lee’s purposes?

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and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.10.5

Provides a baseline for reading and comprehending grade level text, literature genre, both independently and proficiently.

RL.10.10

Writing to TextsThe students work to develop the academic habits and skills necessary to complete a culminating writing assessment. In this case, students choose a character and analyze his/her development over the course of the text, including how the development emerges and is shaped and refined by specific details. While essay writing is not taught explicitly in this unit, there are embedded options for using student and teacher models to demonstrate planning, drafting, and revising an essay.

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.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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.9–10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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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.


CCR Language Standards

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or 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.9-10.6 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.

CCR LanguageEvidence Statements

– Academic Vocabulary1. Character2. Theme3. Structure4. Static5. Dynamic6. Plot7. Cite8. Analyze9. Cultural Conflict 10. Dialogue

Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L.10.4.

Provides a statement demonstrating accurate meaning and use of grade-

VocabularyAssuage, apothecary, chattel, unusually, detention, tyrannical, morbid, profane, compel, scrawl, entailment, vexation, mortification, speculation amiable, truant, judiciously, auspicious, sluggish, unanimous, dreary, scowl, quell, pursuit, incomprehensible, inquisitive, quibble, ramshackle, malignant, hover,

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appropriate general academic words and phrases.

L.10.6

baffle, meditative, perpetrate, ingenuous, diversion, guileless, provocation, evasion, feeble, inconspicuous, simultaneous, jubilant, bedecked, inaudible, undulate, propensity

Vocabulary – Chapters 1-6http://www.vocabulary.com/lists/234859#view=notes Vocabulary – Chapters 7-11http://www.vocabulary.com/lists/234876#view=notes Vocabulary – Chapters 12-15 http://www.vocabulary.com/lists/235206#view=notes Vocabulary – Chapters 16-19 http://www.vocabulary.com/lists/235210#view=notes


CCR Speaking and Listening Standards

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


Teachers will have many opportunities to look at students’ work and thinking: in pair/shares, individually, in groups, and on paper. For example, routines like Quick Writes, journal entries, essays, inquiry-based discussions, etc. allow students to show their understanding in a myriad of ways.

Content


During the ‘we do’ portion of this lesson, the students will: 1. Work with Teacher

http://www.vocabulary.com/lists/235210#view=notes




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logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

2. Work with peers3. Ask and respond to questions4. Complete assignments and/or task alongside peers

During the “they do” portion of this lesson, the teacher will: 1. Provides like-type peer groups support.2. Move among groups3. Clarify confusion

During the ‘they do’ portion of this lesson, the students will: 1. Collaborate on authentic task2. Work with peer group3. Share outcome4. Consolidate learning5. Complete process in small group

Weeks 5-7Sample MICA Items on RL 9-10.2, 9-10.3, 9-10.4, and 9-10.5 https://micatime.com/Create an exam using the excerpt of “Fathers and Sons,” including question IDs 44656, 44657, 44658, 44662, and 44663.


Writing Workshop

CCR Standards

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.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims and create an organization that establishes clear relationships among claim(s), counterclaims, reasons and evidence.

Performance Task writing

Evidence Statements


The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and /or narrative elements by using clear and convincing reasoning, details,

Writing Workshop

1. Review task and rubric2. Reflect and Attend3. Peer-review/peer exchange4. Edits: thesis/introduction, development,

conventions, conclusions, sources and documentation

5. Revisions6. Publish (type) writings


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b. Develop claim(s) and counter claims 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. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10. 4 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.a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.

text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.




maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.



You will find several essay choices at the beginning of this novel unit.

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d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic.

Week 9Comprehensive Assessment

In addition to an essay completed during Writing Workshop, have students to engage with the text through a culminating project. Use a rubric or a check off sheet for point value.

Culminating Performance TaskStudents prepare and present a project pertaining to the unit. Have students to choose from the following selection:

To Kill a Mockingbird – Projects for Presentation

1. Express your ideas about the meaning of the book’s title in a poster, suitable to hang in a book store or movie theater. 2. Write an obituary for Atticus, Tom Robinson, or Bob Ewell. An obituary is a notice of someone’s death; it usually includes a brief summary of the person’s life and accomplishments.3. Create the front page of the Maycomb weekly newspaper during Tom Robinson’s trial. Include coverage of the trial and other articles that reflect the attitudes and lifestyle of the townspeople.4. Lee describes several places in Maycomb, such as the Radley house and the courtroom. Make a map of Maycomb, or create a drawing or model of one specific location. Then, create a script as if you were a tour guide for Maycomb Courtroom Tour Trolley.5. Draw a graphic novel: Take the most important chapter from the book and turn it into a comic book. On a separate sheet of paper, explain why you chose that particular chapter as the most important chapter of the book.6. Compare an incident in To Kill a Mockingbird with a current event. You might explain the similarities in an essay.7. Compare an incident in To Kill a Mockingbird with a current event. You can show the similarities with a poster along with written dialogue in the style of a newscaster. Present a dramatic monologue based on a passage from the novel. You may need to summarize or otherwise adapt parts of the passage so that it can be presented by a single actor. Your presentation should begin with a brief explanation of why you chose this passage and how it fits into the novel..8. Design a new front and back cover for To Kill a Mockingbird. Include a summary overview for the book jacket and your opinion about its meaning on the back cover.9. Create a diagram or visual organizer that shows the main events in the novel and the relationships among them. Present to the class.

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10. Write the script for a television newsmagazine feature on the trial of Tom Robinson. You might model your script on 60 Minutes or 20/20. (You may also record and bring your feature and bring it to class so that we can watch.)11. In Chapter 3, Atticus tells Scout, “You never really understand a person until you consider things from his point of view—until you climb into his skin and walk around in it.” Make a collection of the wise sayings of Atticus Finch. Illustrate his sayings in collage style. 12. View the movie To Kill a Mockingbird. Then write a report comparing and contrasting the movie to the book. Were any scenes changed or deleted? Did the characters in the movie match your image of them from the book? Is one version more dramatic or emotional than the other? Which version do you prefer, and why?

Students must specify which project you have chosen to do on presentation day.

Weeks 8-9For writing practice, MICA only currently provides a sample for W 9.2. https://micatime.com/

Question IDs 44829 and 43904 provide editing items.


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