COURSE OF STUDY UNIT PLANNING GUIDE

FOR:

ENGLISH 1 H

5 CREDITS GRADE LEVEL: 9TH 1 FULL YEAR

PREPARED BY: FRAN CERONE CAROL MCDONOUGH, SUPERVISOR ENGLISH AND SOCIAL STUDIES

JULY 2017

DUMONT HIGH SCHOOL DUMONT, NEW JERSEY

ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

English 1 H - Grade 9 - Full Year - 5 Credits  (Weighted Course, Prerequisite: Meets admissions criteria) English 1 H provides students with a background in the form, content, and analysis of the various literary genres and preparation for relevant standardized testing. In addition to reading and analyzing poetry, classical mythology, Shakespearean drama, the short story, and the novel, students develop their writing, speaking, listening, and reading skills with greater independence and at an accelerated pace. Students will also use the computer as a tool for reading and writing. Major writing assignments include analytical, narrative, and expository tasks.   COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work. A grade of "D" or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course:

A. Class Participation/Class Work -10% of the grade Class Participation/Class Work will be evaluated a minimum of twice per marking period according to the departmental rubric. The grade is based on the student's participation/work during class. Thus, consistent attendance is imperative.

B. Homework -10% of the grade

Homework will be evaluated for completeness, neatness, and accuracy.

C. Quizzes -20% of the grade Quizzes (announced and unannounced) based on reading, class lessons, or homework assignments will be given frequently to test understanding of individual concepts. These may include alternative assessments that will count as quizzes.

D. Tests -30% of the grade Tests will be given periodically. These may include alternative assessments that will count as tests.

E. Writing – 30% of the grade

Writing pieces of different lengths will be evaluated for completeness, organization, accuracy, and effectiveness.

F. Final Examination Final examinations will count as follows: Full-Year Courses _ Weighting Semester Courses Weighting Quarter 1 22.5% of final grade Quarter 1 45% of final grade Quarter 2 22.5% of final grade Quarter 2 45% of final grade Quarter 3 22.5% of final grade Final Exam 10% of final grade Quarter 4 22.5% of final grade Final 10% of final grade

Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher.

Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.

D.H.S. ELA Class Participation & Class Work Rubric *Score of Zero Results from Limited or No Response to Class Participation/Class Work

1(50) Inadequate

2(60) Limited

3(70) Partial

4(80) Adequate

5(90) Strong

6(100) Superior

Attendance

-Struggles with attendance/tardy policies -Never makes up work in timely fashion -Always disruptive when tardy

-Struggles with attendance/tardy policies -Rarely makes up work in timely fashion -Usually disruptive when tardy

-Struggles with attendance/tardy policies -Sometimes makes up work in timely fashion -Sometimes disruptive when tardy

-Generally present and punctual -Generally makes up work in timely fashion -Not disruptive when tardy

-Usually present and punctual -Usually makes up work in timely fashion -Not disruptive when tardy

-Always present and punctual -Always makes up work in a timely fashion

Preparedness

-Almost never has pencil, books, notebooks, ID -Almost never completes assignments on time

-Rarely has pencil, books, notebooks, ID -Rarely completes assignments on time

-Sometimes has pencil, books, notebooks, ID -Sometimes completes assignments on time

-Generally has pencil, books, notebooks, ID -Generally completes assignments on time

-Usually has pencil, books, notebooks, ID -Usually completes assignments on time

-Always has pencil, books, notebooks, ID -Always completes assignments on time

Oral

Participation

-Almost never asks & answers questions without prompting -Almost never asks clarifying questions

-Rarely asks & answers questions without prompting -Rarely asks clarifying questions

-Sometimes asks & answers questions without prompting -Sometimes asks clarifying questions

-Generally asks & answers questions without prompting -Generally asks clarifying questions

-Usually asks & answers questions without prompting -Usually asks clarifying questions

-Always asks & answers questions without prompting (daily) -Always asks clarifying questions

Written

Participation

-Almost never takes notes -Almost never makes corrections on assignments

-Rarely takes notes -Rarely makes corrections on assignments

-Sometimes takes notes -Sometimes makes corrections on assignments

-Generally takes notes -Generally makes corrections on assignments

-Usually takes notes -Usually makes corrections on assignments

-Always takes notes -Always makes corrections on assignments

Cooperative

Learning

-Almost never provides meaningful input -Almost never focused on the assignment -Almost never manages time effectively -Almost never executes established roles -Almost never provides reflections -Almost never uses procedures to effectively create and manage your own learning teams

-Rarely provides meaningful input -Rarely focused on the assignment -Rarely manages time effectively -Rarely executes established roles -Rarely provides reflections -Rarely uses procedures to effectively create and manage your own learning teams

-Sometimes provides meaningful input -Sometimes focused on the assignment -Sometimes manages time effectively -Sometimes executes established roles -Always provides reflections -Sometimes uses procedures to effectively create and manage your own learning teams

-Generally provides meaningful input -Generally focused on the assignment -Generally manages time effectively -Generally executes established roles -Generally provides reflections -Generally uses procedures to effectively create and manage your own learning teams

-Usually provides meaningful input -Usually focused on the assignment -Usually manages time effectively -Usually executes established roles -Usually provides reflections -Usually uses procedures to effectively create and manage your own learning teams

-Always provides meaningful input -Always focused on the assignment -Always manages time effectively -Always executes established roles -Always provides reflections -Always uses procedures to effectively create and manage your own learning teams

General Behavior

-Almost never shows respect for peers and teacher -Almost never remains focused on assignments -Almost never abides by all class & school rules -ALMOST NEVER FOLLOWS SCHOOL CELL PHONE POLICY

-Rarely shows respect for peers and teacher -Rarely remains focused on assignments -Rarely abides by all class & school rules -RARELY FOLLOWS SCHOOL CELL PHONE POLICY

-Sometimes shows respect for peers and teacher -Sometimes remains focused on assignments -Sometimes abides by all class & school rules -SOMETIMES FOLLOWS SCHOOL CELL PHONE POLICY

-Generally shows respect for peers and teacher -Generally remains focused on assignments -Generally abides by all class & school rules -GENERALLY FOLLOWS SCHOOL CELL PHONE POLICY

-Usually shows respect for peers and teacher -Usually remains focused on assignments -Usually abides by all class & school rules -USUALLY FOLLOWS SCHOOL CELL PHONE POLICY

-Always shows respect for peers and teacher -Always remains focused on assignments -Always abides by all class & school rules -ALWAYS FOLLOWS SCHOOL CELL PHONE POLICY

UNIT 1 UNIT TITLE: Self Discovery UNIT LENGTH: Marking Period 1

Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: -Students will be able to identify, interpret and analyze oral history and its importance as a secondary source. -Students will be able to identify, interpret and analyze how literature shapes and reflects society. -Students will be able to identify, interpret and analyze multicultural texts. -Students will be able to identify, interpret and analyze vocabulary through a systematic program of study using selected vocabulary words. NJSLS Standards: RL.9-10.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the

1) Why is it important for people/cultures to construct narratives about their experience? 2) What is the relevance of studying multicultural texts? 3) What can you learn about yourself by studying the lives of others? 4) What universal characteristics of belief systems are common across people and time? 5) How are belief systems represented and reproduced through history, literature, art, and music?

Journal Writing Silent Reading Reading Aloud Group assignments Class/Group Discussions Individual Assignments Research Project: Research Jim Crow, the Harlem Renaissance, the Civil Rights Movement, and other significant events (webquest). (2 days) Narrative Writing: Write a eulogy for a member of the Delaney family. (3 days) Writing Analyses: a) One of the greatest influences on a person’s actions and values is family. (1 day) b) Discrimination does or does not exist today. (1 day) c) The messages in Having

Selected words from texts Required Texts Having Our Say: The

Delany Sisters’ First 100 Years

10 days

“The Creation” (copies needed) 2 days

excerpt from King James Bible: Genesis Chapter I

(copies needed) 2 days

“The Drum Major”

(copies needed) 1 day

Additional Texts

“The Washwoman” pgs. 26-32 (textbook)

1 day

“Celebration of Grandfathers”

pgs. 444-452 (textbook) 1 day

The Catcher in the Rye

4 days

“Comin’ Thro the Rye”

course of the text, including how it emerges and is shaped and refined by specific details and provide an objective summary of the text. 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.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later

Our Say mirror those in King’s sermon “The Drum Major.” (1 day)

(copies needed) 1 day

“Yellow Woman” (copies needed)

“Rules of the Game”

(textbook)

“Phenomenal Woman” (copies needed)

author draws on a play by Shakespeare) RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed

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.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetorical devices to

advance that point of view or purpose.

RI.9-10.7 Analyze various perspectives as presented in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. RI.9-10.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance, (e.g., Washington’s Farewell Address the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Declaration of the Rights of Man and Citizen, U.N. Universal Declaration of Human Rights, etc.), including how they relate in terms of themes and significant concepts. RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction at grade level text-complexity above with scaffolding as needed W.9-10.3 Write narratives to develop real or imagined

experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.). W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W.9-10.9 Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10

topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted evidence. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.

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 make effective choices for meaning, or style, and to comprehend more fully

when reading, writing, speaking or listening. L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

UNIT 2 UNIT TITLE: Tragic Consequences/Fate vs. Free Will UNIT LENGTH: Marking Period 2

Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: -Students will be able to identify, interpret and analyze the plot of Romeo and Juliet. -Students will be able to identify, interpret and analyze the structure of Romeo and Juliet. -Students will be able to identify, interpret and analyze concepts, ideas and themes in various texts. -Students will be able to identify, interpret and analyze vocabulary through a systematic program of study using new vocabulary words. NJSLS Standards: RL.9-10.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. 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,

1) What is the relationship between decisions and consequences? 2) What is Aristotle’s definition of tragedy? 3) How can a person's decisions and actions change his/her life? 4) How do the decisions and actions of characters reveal their personalities? 5) How do decisions, actions, and consequences vary depending on the different perspectives of the people involved?

Journal Writing Silent Reading Reading Aloud Group assignments Class/Group Discussions Individual Assignments Research Project: Research the life and times of William Shakespeare. (2 days) Narrative Writing: Write a letter to Juliet telling her she should or should not take part in Friar Lawrence’s plan to drink the sleeping potion. (2 days) Writing Analyses: a) DBQ: Who’s to Blame for the Tragic Deaths of Romeo and Juliet? (2 days) b) Make inferences and predictions about Romeo and Juliet’s relationship after they meet at the party based on details from the text. (1 day)

Selected words from texts Required Texts The Tragedy of Romeo and

Juliet Pgs. 807-930 (textbook) 22 days

Metamorphoses: “Orpheus

and Eurydice” 1 day

Metamorphoses: “Pyramus

& Thisbe” (handout) 1 day

Of Mice and Men

1 week

Additional Texts “To a Mouse” (copies

needed) 1 day

“The Shakespearean

Theater” Pgs. 798-799 textbook)

1 day

“Italy” Pgs. 939-942 (textbook)

1 day

“The Most Dangerous Game”

including how it emerges and is shaped and refined by specific details and provide an objective summary of the text. 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 specific effects (e.g. mystery, tension, or surprise). RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each work (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

c) Mythology Stories/Humanities Research information about the historical and cultural context of both texts. 1. Use 2-4 sources from the DHS databases ONLY from the following link: goo.gl/uFHJoe * Suggested Databases: JSTOR, World History: Ancient & Medieval Eras, EBSCO, and Blooms Literary Reference Online. d) Journals: After reading Of Mice and Men, complete the following assignment: Construct 10 dialectical journal entries, typed and in MLA format (see below), which will be graded according to the attached rubric (weight of 1 in Writing)

e) In a persuasive essay, prove that George’s actions at the end of the novel were or were not justified because he did or did not commit an act of mercy killing (euthanasia). Use three sources from the DHS Databases:

Pgs. 210-236 (textbook) 1 day

“The Shakespeare Stealer” Pgs. 785-796 (textbook)

1 day

“The Interlopers” Pgs. 270-278 (textbook)

1 day

“The Necklace” (textbook)

1 day

RL.9-10.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later author draws on a play by Shakespeare). RI.9-10.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. 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).

https://docs.google.com/document/d/1-M9MeSlDp90Rhp4sik36RDhTuRq37jum26csu1ceQ70/edit

RI.9-10.7 Analyze various perspectives as presented in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting,

trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W.9-10.7 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. W.9-10.9 Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research. W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10

topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted evidence. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance findings, reasoning, and evidence and to add interest. SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.

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 make effective choices for meaning, or style, and to comprehend more fully when reading, writing, speaking 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.9-10.4 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.

UNIT 3 UNIT TITLE: Dangers of Oppression UNIT LENGTH: Marking Period 3

Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: -Students will be able to identify, interpret and analyze the first-hand account of a boy soldier. -Students will be able to identify, interpret and analyze the human condition as reflected in a non-fiction text. -Students will be able to identify, interpret and analyze the author’s purpose for writing a piece of non-fiction. -Students will be able to identify, interpret and analyze vocabulary through a systematic program of study using new vocabulary words. NJSLS Standards: RL: 9/10.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RL: 9/10.5 Analyze how an author’s choices concerning how to

1) How does literature reflect the human condition? 2) How does literature provide a mirror to help us understand others and ourselves? 3) How does one grow from conflicts? 4) How has writing been a form of communication across the ages? 5) Do personal and cultural differences between people make it more or less easy to solve a problem?

Journal Writing Silent Reading Reading Aloud Group assignments Class/Group Discussions Individual Assignments Research Project: Research the historical and cultural context in which the setting of a text was written in order to understand the author’s purpose for writing (selected topics) Writing Analyses: a) Research current events that reflect or contradict the idea of “Big Brother” in modern day society. Does the concept of “Big Brother” exist in modern day culture? Use articles from EBSCO. b) Identify instances of violence-physical, psychological, and social-and reflect on what Winston and Elie’s many violent experiences taught you about the consequences or

Selected words from texts Required Texts Night 5 days

1984

10 days

“Speech at Berlin Wall” (copies needed)

2 days

Oedipus Rex 20 days

Additional Texts

“The Three Questions” (copies needed)

1 day

“The Seven Ages of Man” pgs. 734-735

1 day

Ordinary Men (copies needed)

2 days

structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create specific effects (e.g. mystery, tension, or surprise). RI: 9/10.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. 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: 9/10.5 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: 9/10.7 Analyze

aftereffects, both intended and unintended, of violence. c) Analyze how conformity dehumanizes the characters in Night and 1984. d) Oedipus calls himself an “abomination” for killing his father and marrying his mother. Even though he was aware of neither, he still calls himself evil. Should one be responsible for the evil of his actions if he is truly unaware that they are evil? Supplemental Analyses: Analysis 1: Choose a major theme from Night and explain how it appears in the text in no less than three separate points in the text. (2 days) Analysis 2: Argue whether Elie has to make a conscious decision to choose between his faith and his own personal survival. (2 days)

various perspectives as presented in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. W: 9/10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W: 9/10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W: 9/10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W: 9/10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific

purpose and audience. W: 9/10.6 Use technology, including the Internet, to produce, share, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W: 9/10.8 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 (MLA or APA Style Manuals). S/L: 9/10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S/L: 9/10.2 Integrate

multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. S/L: 9/10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance findings, reasoning, and evidence and to add interest. S/L: 9/10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English. 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 make effective choices for meaning, or style, and to

comprehend more fully when reading, writing, speaking or listening. L: 9/10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L: 9/10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L: 9/10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

UNIT 4 UNIT TITLE: Nature of Reality UNIT LENGTH: Marking Period 4

Performance Indicators (Standards and Objectives)

Essential Questions Activities (Approximate Time Frame)

Vocabulary Resources

Objectives: -Students will be able to identify, interpret and analyze the traditions of epic poetry as presented in The Odyssey. -Students will be able to identify, interpret and analyze literary elements to better understand the structure of an epic. -Students will be able to identify, interpret and analyze mythology and its influence in society today. -Students will be able to identify, interpret and analyze vocabulary through a systematic program of study using new vocabulary words. NJSLS Standards: RL: 9/10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL: 9/10.6 Analyze a particular point of view or cultural experience reflected in a work of

1) Do the attributes of a hero remain the same over time? 2) When does a positive personality trait become a tragic flaw? 3) What is the role of a hero in a culture? 4) How do various cultures reward / recognize their heroes? 5) Does a hero have a special responsibility because of his "hero" status?

Journal Writing Silent Reading Reading Aloud Group assignments Class/Group Discussions Individual Assignments Research Projects: Research the role of the Greek gods in the lives of the Greeks. Writing Analyses: a) Is Odysseus a puppet of the gods or master of his own fate? b) In the Myth of Perseus, the central character seems to get a lot of help when he needs it most. Hermes and Athena show up just as he has taken on an impossible task. Is Perseus still heroic? Explain why you think Perseus is heroic or not heroic and identify at least three classic hero traits that he does or does not exemplify. Use examples from the myth to support your ideas. c) Using events from The

Selected words from texts Required Texts The Odyssey

Pgs. 1044-1111 15 days

“Myth of Perseus”

Pgs. 1225-1232 (textbook)

1 day

Excerpt from The Aeneid: Book II - The Trojan Horse

Works and Days (excerpt)

2 days

“Ulysses” copies needed

1 day

Additional Texts Eumenides

(make copies from Humanities I textbook)

literature from outside the United States, drawing on a wide reading of world literature. RL: 9/10.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later author draws on a play by Shakespeare). RI: 9/10.2 Determine a central idea of a text and analyze how it is developed and refined by specific details; provide an objective summary of the text. RI: 9/10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetorical devices to advance that point of view or purpose. RI: 9/10.8 Describe and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and

Odyssey and today, respond to the following statement: Revenge is or is not an acceptable and justified means of justice. d) Who had the more difficult time during Odysseus’s 20 year absence? Odysseus or Penelope?

sufficient; identify false statements and reasoning.

W: 9/10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W: 9/10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W: 9/10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.

S/L: 9/10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted evidence.

S/L: 9/10.5 Make strategic

use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance findings, reasoning, and evidence and to add interest. 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 make effective choices for meaning, or style, and to comprehend more fully when reading, writing, speaking or listening. L: 9/10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L: 9/10.5 Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings. L: 9/10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Modifications/Strategies for Student Populations: MS/HS ELA & SS *Interdisciplinary

**21st Century Themes and Skills

21st Century Themes & Skills**

Special Education/Gifted

ELL

At Risk of School Failure

Benchmarking

Career Skills

1. Guest Speakers* 2. Multimedia/Videos 3. Interviews* 4. Resumes* 5. Letters 6. Public Speaking 7. Naviance

Communication

1. Presentations w/Visuals 2. Debates* 3. Speeches* 4. Dramatic Readings 5. Socratic Seminar 6. Rhetoric & Figurative

Language 7. Think-Pair-Share

Collaboration 1. Cooperative Projects 2. Peer Editing 3. Jig Saw 4. Reading Groups 5. Socratic Seminar

Creativity

1. Visual Interpretations 2. Dramatic Readings 3. Creative Writing

Special Education 1. Providing Notes/Modified

Notes a. PowerPoints b. Text with

Annotations 2. Providing Anchor Copies

with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Conferencing

a. Student b. Parent c. Guidance

1. Word to Word Dictionaries

2. Bilingual Dictionaries

3. Total Physical Response

4. Native/Non-Native Speaker Groupings

5. Providing Notes/Modified Notes

a. PowerPoints b. Text with

Annotations 6. Providing Anchor

Copies with Rubrics 7. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

8. Audio Books 9. Enhanced Digital

Texts 10. Modeling 11. Chunking 12. Scaffolding 13. Repeat/Rephrase 14. Manipulatives/

1. Providing Notes/ Modified Notes

a. PowerPoints b. Text with

Annotations 2. Providing Anchor

Copies with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital

Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Priority Seating 17. Checking Assignments

Pads 18. Conferencing

1. Pre and Post SGO Assessments

2. Study Island

a. Modernized Versions of Text

b. Narratives c. Poems d. Drama

Critical Thinking

1. DBQs* a. SS in ELA* b. ELA in SS*

2. Text Analysis a. SS in ELA* b. ELA in SS*

3. Peer Review 4. Reading & Writing

a. Evaluate b. Compare c. Contrast d. Analyze e. Synthesize f. Create

Technology

1. PARCC Practice 2. SMART Board 3. iPads 4. SMART Response

Technology 5. Text to Speech 6. Podcasts 7. Virtual Field Trips 8. Quizlet 9. Socrative 10. Kahoot 11. Flubaroo 12. Wikis 13. Google Drive 14. Turnitin

d. Administration e. CST

17. Tutoring/Extra Help Gifted

1. Self-Directed Learning Independent Research*

2. Individualized Pacing 3. Supplemental Texts (Higher

Lexile Levels)* 4. Virtual High School (HS

Only)

Visuals 15. Realia 16. Graphic Organizers 17. Study Guides 18. Portfolios 19. Modified Texts 20. Conferencing

a. Student b. Parent c. Guidance d. Administrati

on e. CST

21. Tutoring/Extra Help

a. Student b. Parent c. Guidance d. Administration e. CST

19. Tutoring/Extra Help

15. Study Island 16. Virtual High School

(HS Only)