Greenville Public School District
Recommended Grade: 10th/ English II Curriculum MAP
2015-2016
Content:
Topic:
Time
Frame
Term
1
College and Career
Readiness
Standards
Essential
Questions
RL.9-10.1Cite 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.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
plot or develop the
theme.
Big Question:
Can progress be
made without
conflict?
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Genre:
short story
The teacher will (1) give the following
example of progress resulting from
compromise: Two friends want to use
the same idea for a science competition.
They discuss other topics until they think
of a different idea for one friend to use
(2) ask, “How did the confrontation in
this example bring about progress?” (3)
ask students the Big Question (4) tell
students that the stories in this unit
involve conflicts people faced in order to
make progress and as they read have
tem reconsider their answers to the Big
Question
The teacher will (1) introduce the group
activity (2) have students work
individually to list examples for each
circumstance that can lead to progress
(3) review the Big Question vocabulary
and have students use the vocabulary
as they complete (4) have students
The teacher will (1) have students to
complete the Close Reading: short
story workshop (2) have them use the
features of this genre to help them
access the text (3) explain to students
that close reading works best when they
read a text multiple times, focusing on
different aspects of the text each time.
“Early Autumn” &
“The Leap”
SL1, L6, SL9-10.4,
W9-10.8, W.9-10.9,
W.9-10.10
Student Companion
All-in-One
Workbook, Teacher
Resources Sampler,
Close Reading
Notebook, Reading
Kit Reading and
Literacy Intervention
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
Assess
comprehension
and mastery of
the skills by
having them
answer the
literary
analysis
questions,
vocabulary
activities, and
word study
activities (2)
Administer the
selection test
or open book
test
First reading: Students should read
Page 1 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
RL9-10.4,
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
RL9-10.5, 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.
RL1 Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL2/RI2 Determine
a central idea of a
text and analyze its
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
independently to unlock the basic
meaning of the text.
Second reading: Students should focus
on analyzing key ideas and details and
the craft and structure of the text.
Third reading: Students should focus
on integrating knowledge and ideas by
connecting the text to the essential
question.
 Why do good
readers make,
confirm, and
adjust
predictions?
 How does
making
predictions
enhance
comprehension
?
The teacher will (1) explain to students
that the annotations in the reading
model call out important points in the
poem related to Key Ideas and Details,
Craft and Structure, and Integration of
Knowledge and ideas (2) tell them that
their understanding and interpretation of
the text should not be limited by existing
annotations but they should use them as
a starting point to help them analyze the
poem further(3) pose questions to help
(1) Assess
comprehension
and mastery of
the skills by
having them
answer the
literary
analysis
questions,
vocabulary
activities, and
Page 2 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
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.
RL5, 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.
RL10, By the end of
grade 10, read and
comprehend
literature, including
stories, dramas, and
poems, at the high
end of the grades 910 text complexity
band independently
and proficiently.
RI8, Delineate and
evaluate the
argument and
specific claims in a
text, assessing
whether the
 Can and how
do predictions
change?
 Why is making
inferences
referred to as
“reading
between the
lines”?
 Why do good
readers look for
the hidden
message(s)?
 How do you
find the
message that is
not directly
stated in the
text?
 Why do good
readers look for
answers to
questions left
unanswered by
the text?
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
them deepen their understanding of how
the poem relates to the Big Question
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
word study
activities (2)
Administer the
selection test
or open book
test
Page 3 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
reasoning is valid
and the evidence is
relevant and
sufficient; identify
false statements and
fallacious reasoning.
RL1, Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL4, 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
RL6 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.
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
 Why do good
readers make,
confirm, and
adjust
predictions?
 How does
making
predictions
enhance
comprehension
?
 Can and how
do predictions
change?
 Why is making
inferences
referred to as
“reading
between the
lines”?
 Why do good
readers look for
the hidden
message(s)?
 How do you
find the
message that is
not directly
stated in the
Predictions,
inferences,
conclusions
The teacher will (1) administer the
reading and vocabulary warm-ups, as
necessary (2) introduce the key ideas
and details skills: make predictions,
make inferences, and draw conclusions
(3) introduce the craft and structure
skills: plot and plot devices, setting,
theme, characters, and characterization
(4) use the close reading model to
demonstrate the application of the skills
(5) review the selection vocabulary, as
necessary with students who need
additional support (6) prepare students
to read the selection by reviewing with
them the multi-draft reading strategies
Pearson Common
Core Literature: “The
Monkey’s Paw,”
W3 W3b W3c W3d,
SL1b, L2, L5
The teacher will (1) informally monitor
comprehension while students read (2)
use the comprehension questions to
confirm understanding (3) develop
students ability to make inferences and
analyze setting using the side note
questions (4) reinforce vocabulary with
the vocabulary notes (5) reinforce unit
focus standards using the spiral review
prompts
iPads, Close reading
notebook, video,
close reading tool for
annotating texts,
grammar tutorials @
pearsonrealize.co
m
“The Street of the
Canon,” W1, W4,
SL6, L1, L4
“Civil Peace,”
W2a, W2b,
W2f,Sl1c, SL1d, L1
“A Problem”
W3a, W2b, W2d,
W8, L1, L4
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Answer literary
analysis
questions,
complete
vocabulary
activities,
complete word
study activities
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
Culture: “The
Street of the
Cañon,” and
explain the
importance of
dance to the
story. Describe
how Josephina
Niggli
incorporates
descriptions of
dance into the
conversation
between Sarita
and Pepe. How
do the dance
movements
contrast with
the relationship
the two are
supposed to
have, given they
are from
feuding
villages?
Page 4 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
text?
 Why do good
readers look for
answers to
questions left
unanswered by
the text?
 How and why
do good
readers draw
conclusions?
 How do
authors
develop
characterization
?
 How does the
characterization
enhance the
reader’s
understanding
of a character’s
personality?
L1, Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
L2, Demonstrate
command of the
conventions of
standard English
capitalization,
Nouns,
pronouns,
degrees of
adjectives &
adverbs,
verb tenses
The teacher will (1) build students ability
to master grammar concepts and
conventions by having them complete
the conventions lesson (2) have
students complete the writing sources
activities and write a sequel, write a
letter and literary review, and write a
character analysis (3) extend learning by
having students complete the speaking
and listening activities: an interview, an
oral reading, and a group discussion
iPads
Assess
activities
completed on
iPads
Page 5 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
punctuation, and
spelling when writing
L4, Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
based on grades 910 reading and
content, choosing
flexibly from a range
of strategies.
L5 Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.
RL1 Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL2/RI2 Determine
a central idea of a
text and analyze its
development over
the course of the
text, including how it
emerges and is
shaped and refined
by specific details;
Conflict,
author’s
perspective,
dialogue,
central idea,
anecdote,
tone
The teacher will (1) introduce the topic
of the text set and its relationship to the
Big Question (2) discuss the quotation
and the critical viewing question (3) use
comprehension questions to confirm
students understanding of the text (4)
develop analytic ability by review the
literary analysis questions and
instruction (5) assign the group
discussion and monitor responses to
discussion questions
(6) assign the writing to sources activity,
distributing copies of the take notes
worksheet to help students organize
their thoughts and information
Anchor Texts: (1)
“Contents of a Dead
Man’s Pockets and
W2, W4, W5,W7,
W8, W9a, W10,
SL1, SL4, SL6, L2a
L3,, L4, L6
The teacher will (1) review the topic of
Occupation:
Administer the
selection test
or the open
book test to
monitor
student
progress
(2)Excerpts from the
following texts:
Swimming to
Antarctica,
W2, W4m W7, W9,
W10, SL1, SL4,
SL6, L1, L4, L6
Page 6 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
provide an objective
summary of the text.
RL5, 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.
RL10, By the end of
grade 10, read and
comprehend
literature, including
stories, dramas, and
poems, at the high
end of the grades 910 text complexity
band independently
and proficiently.
RI8, Delineate and
evaluate the
argument and
specific claims in a
text, assessing
whether the
reasoning is valid
and the evidence is
relevant and
sufficient; identify
false statements and
fallacious reasoning.
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
the text set and what they have learned
from the previous readings (2) build
knowledge of the topic by directing
students to read the text independently
(3) develop vocabulary by reviewing the
Language Study activities
(4) build students’ ability to think
critically using the Literary Analysis
questions (5) extend exploration of the
text through the discuss, research, and
write activities.
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
Conductorette,
W3, W5, W7, W9,
W10, SL1, SL4,
SL6, L1, L4, L6
The Upside of
Quitting, W3, W4,
W7, W8, W9, W10,
SL1, SL6, L4, L6
The Winning Edge,
W1, W4, W6,W7,
SL1, L3, L4, L6
Science Fiction and
the Future,
WI, W4, W7, W9,
W10, SL1, SL6, L4,
L6
LCD projector,
iPads, video, audio,
vocabulary
development online
writer’s notebook @
pearsonrealize.co
m
Science:
LeGuin objects
to science
fiction in which
“space and the
future are
synonymous.”
Conduct
research to
determine what
futurologist are
predicting about
space travel,
technology and
attitudes that
shape life in the
future.
Page 7 of 25
Content:
Topic:
Time
Frame
Term
1
College and Career
Readiness
Standards
Essential
Questions
RL1, Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL4, 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
RL6 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.
Big Question:
What kind of
knowledge
changes our
lives?
RL1, Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
What is the topic
of the passage
(2) What key
idea does the
author explore in
the passage?
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Context
clues,
Cause/effect
problem/
solution,
comparison/
contrast.
Literary
techniques,
rhetorical
devices
The teacher will (1) guide students in a
discussion of how they might acquire
new knowledge in their daily lives (2)
ask students what kind of knowledge
changes their lives? (3) tell students that
the stories in this unit involve knowledge
that has changed lives (4) have students
work in small groups to discuss what
kinds of knowledge people accumulate
in their daily lives (4) review the Big
Question vocabulary and have students
use the vocabulary words to complete
designated activities (5) introduce the
academic vocabulary words in the first
word bank on the student page
The teacher will (1) have students to
complete the Close Reading: Nonfiction
workshop (2) explain to students that the
annotations in the reading model call out
important points in the stories related to
Key Ideas and Details, Craft and
Structure, and Integration of Knowledge
and ideas
Main idea,
expository
essay,
summarize,
diction, tone,
reflective
The teacher will (1) administer the
reading and vocabulary warm-ups, as
necessary (2) introduce the key ideas
and details skills: main idea, evaluate
persuasion, distinguishing fact from
opinion (3) introduce the craft and
From “Address to
Students at Moscow
State University,”
W2, W7, W9B, SL1,
L4d, L6
Ronald Reagans
Argument in Favor
of the U.S. System
of Government, &
Everest from Touch
the Top of the World
Close reading tool
and student audio @
pearsonrealize.co
m, iPads
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
1) Assess
responses to
the close
reading
activities
(2) Use close
reading rubrics
Student Companion
All-in-One
Workbook, Teacher
Resources Sampler,
Close Reading
Notebook, Reading
Kit Reading and
Literacy Intervention
Excerpt from
Longitude, W2e,
SL4, SL6
“The Sun Parlor,”
W3a, W3d, W3e,
Assess
students’
comprehension
and mastery of
skills by having
them answer
Social Studies:
review longitude
and latitude
skills and
research John
Harrison’s
Page 8 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
inferences drawn
from the text.
RL2, 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
RL3/RI3, 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.
RL4/RI4, 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
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Which details in
the text relate to
the key idea?
Who does each
idea connect to
the one that
precedes and
follows it?
essay,
structure skills: expository essay,
reflective essay (4) use the close
reading model to demonstrate the
application of the skills (5) review the
selection vocabulary, as necessary with
students who need additional support
(6) prepare students to read the
selection by reviewing with them the
multi-draft reading strategies
The teacher will (1) informally monitor
comprehension while students read (2)
use the comprehension questions to
confirm understanding (3) develop
students ability to identify main idea,
analyze an expository and reflective
essay, evaluate persuasion and analyze
persuasive writing and rhetorical
devices, distinguish fact form opinion
and analyze analytic and interpretive
essays (4) reinforce vocabulary with the
vocabulary notes (5) reinforce unit focus
standards using the spiral review
prompts
The teacher will (1) build students ability
to master grammar concepts and
conventions by having them complete
the conventions lesson (2) have
students complete the writing sources
activities and write a business letter, a
memoir, a letter, a critique (3) extend
learning by having students complete
the speaking and listening activities: a
humorous persuasive speech, an oral
recollection, a debate, a cover letter and
SL4, L3, L6
“Keep Memory
Alive,”
W1d, SL3, L5
“The American
Idea,”
W1, W1a, W1e, W7,
L1, L5
“The Weather,”
W2, W2a, W10, L5b
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
the literary
analysis
questions,
complete the
vocabulary
activities,
complete the
writing to
sources
activity,
administer the
selection test
or open book
test
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
influence on
navigation
Astronomy:
research the
discoveries of
Galileo,
Newton, and
Haley to
determine the
effect they had
on longitude
and latitude
“The Dog That Bit
People,”
W2, W2a, W10, L5b
Audio selections,
video, vocabulary
development, online
writer’s notebook @
pearsonrealize.co
m
Assess students’
mastery of grammar
and conventions by
checking activities
for accuracy
Page 9 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
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).
RL5, 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
RI6, Determine an
author's point of
view or purpose in a
text and analyze
how an author uses
rhetoric to advance
that point of view or
purpose.
RI8, Delineate and
evaluate the
argument and
specific claims in a
text, assessing
whether the
reasoning is valid
and the evidence is
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
a resume
Page 10 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
relevant and
sufficient; identify
false statements and
fallacious reasoning.
RI.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.
RI.9-10.2
Determine a central
idea of a text and
analyze its
development over
the course of the
text, including how it
emerges and is
shaped and refined
by specific details;
provide an objective
summary of the text.
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
Are most people
unable to
distinguish what
is real from what
is imaginary on
TV?
Why might it be
a bad idea to
deal with serious
issues as they
are dealt with on
TV?
Does “reality TV’
influence the
way we see
reality?
Summary,
main ideas,
details, tone,
interpret,
diction,
style,
argumentati
ve text,
The teacher will (1) introduce the topic
of the text set and its relationship to the
Big Question (2) discuss the quotation
and the critical viewing question (3) use
comprehension questions to confirm
students understanding of the text (4)
develop analytic ability by review the
literary analysis questions and
instruction (5) assign the group
discussion and monitor responses to
discussion questions
(6) assign the writing to sources activity,
distributing copies of the take notes
worksheet to help students organize
their thoughts and information
The teacher will (1) review the topic of
the text set and what they have learned
from the previous readings (2) build
knowledge of the topic by directing
students to read the text independently
(3) develop vocabulary by reviewing the
Language Study activities
(4) build students’ ability to think
critically using the Literary Analysis
questions (5) extend exploration of the
text through the discuss, research, and
write activities.
How to React to
Familiar Faces,
W1a, W1c, W4, W5,
W6,W7, W8, SL1,
SL4, SL5,
L1a, L3, L3a, L4, L5,
L6
excerpt from
Magdalena Looking,
W2, W4, W7, W9,
SL1, SL4, L6
excerpt from The
Statue That Didn’t
Look Right,
W3,W4, W7, W9,
SL1, SL4,
L4, L6
excerpt from The
Shape of the World,
W2, W4, W7, W9b,
SL1, L4, L6
Administer the
selection test
or the open
book test to
monitor
student
progress, iPad
Background
video, online
writer’s
notebook,
selection
audios,
vocabulary
development
available at
pearsonrealiz
e.com
Social Studies:
Research the
origin of the
Statue of
Liberty
Seeing Things, How
to Look at Nothing,
W2, W3, W4, W7,
W9, SL1, L4, L5, L6
Car Reflections,
1970
W2, W7
Page 11 of 25
Content:
Topic:
Time
Frame
Term
2
College and Career
Readiness
Standards
drawn between
them.
RL4, 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
RL7, Analyze the
representation of a
subject or a key
scene in two
different artistic
mediums, including
what is emphasized
or absent in each
treatment.
RL9-10.1Cite
strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL9-10.2,
Determine a theme
or central idea of a
text and analyze in
detail its
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Big Question:
Does all
communication
serve a
positive
purpose?
Metaphors,
write literary
analysis
essay,
figurative
language
interpreting
poems,
The teacher will (1) cite examples of
both positive and negative
communication, such as a love letter or
a letter enumerating the reasons for
breaking up with someone (2) call on
students to give their own examples of
different forms of communication (3) ask
students the Big Question (4) tell
students the readings in this unit explore
different purposes of communication
“I Am Offering this
Poem,”
W1,W7, W9, SL1,
SL1b, L3,L5, L6
“The Poetic
Interpretation of the
Twist,”
W1,W7, W9, SL1,
SL1b, L3,L5, L6
The teacher will introduce the group
discussion activity (2) have students
work in small groups to list situations
“The Empty Dance
Shoes
W1,W7, W9, SL1,
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Monitor
students’
responses and
engagement
Administer the
selection test
or the open
book test
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
Music:
Research Jazz
music and the
Twist
Page 12 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
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.
RL9-10.5, 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.
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
when communicating is helpful or
necessary in their lives and have them
discuss the following questions (a) what
are some forms of communication that
can reach the most people? (b) How can
these forms of communication be a
cause of conflict or help clear up
confusion? (3) review the Big Question
vocabulary (4) introduce the academic
vocabulary words in the first word bank
and have students preview the words (5)
have students say each word aloud and
then use the work in a sentence that
defines it
SL1b, L3,L5, L6
The teacher will (1) have students to
complete the Close Reading: Poetry
workshop (2) have them use the
features of this genre to help them
access the text (3) explain to students
that close reading works best when they
read a text multiple times, focusing on
different aspects of the text each time.
First reading: Students should read
independently to unlock the basic
meaning of the text.
Second reading: Students should focus
on analyzing key ideas and details and
the craft and structure of the txt.
Third reading: Students should focus
on integrating knowledge and ideas by
connecting the text to the essential
question.
Student Companion
All-in-One
Workbook, Teacher
Resources Sampler,
Close Reading
Notebook, Reading
Kit Reading and
Literacy Intervention
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
Close reading tool,
Student eText,
Online Writer’s
notebook,
Vocabulary
development @
pearsonrealize.com
The teacher will (1) explain to students
that the annotations in the reading
Page 13 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
model call out important points in the
poem related to Key Ideas and Details,
Craft and Structure, and Integration of
Knowledge and ideas (2) tell them that
their understanding and interpretation of
the text should not be limited by existing
annotations but they should use them as
a starting point to help them analyze the
poem further(3) pose questions to help
them deepen their understanding of how
the poem relates to the Big Question
RL1, Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL2, 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.
RL4, Determine the
meaning of words
 What do good
readers
sounds like?
 How does
reading
fluently help
me
understand
what I read?
 How can I
improve my
speed,
accuracy, and
expression
when I read?
 How can
paraphrasing
in writing help
us understand
complex text?
 What is the
Poetic
devices,
tone, mood,
theme,
imagery,
paraphrase,
narrative
poem, lyric
poem,
complex
sentence
structure,
reading
fluency,
Italian
sonnets,
Petrarchan
sonnets
The teacher will (1) administer the
reading and vocabulary warm-ups, as
necessary (2) introduce the key ideas
and details skills: read fluently and
paraphrase (3) introduce the craft and
structure skills: the speaker in the
poetry, poetic forms, and figurative
language (4) use the close reading
model to demonstrate the application of
the skills (5) review the selection
vocabulary, as necessary with students
who need additional support (6) prepare
students to read the selection by
reviewing with them the multi-draft
reading strategies
The teacher will (1) informally monitor
comprehension while students read (2)
use the comprehension questions to
confirm understanding (3) develop
students ability to make inferences and
analyze setting using the side note
Poetry Collection 1:
W4, W5,W9a, SL6,
L1b, L2, L4,L5
“Making a Fist,”
“The Fish,”
“The Guitar,”
Poetry Collection 2:
W4, SL1, L1,L1b, L6
Sonnet 18,
“Do Not Go Gentle
Into That Good
Night,”
“My City,”
“One Cannot ask
Loneliness,”
“Was it that I Went
to Sleep,”
Poetry Collection 3:
W1, W6,W9, L1b,
L4c, L5a, L6
Assess
comprehension
and mastery of
the skills by
having them
answer the
literary
analysis
questions,
vocabulary
activities, and
word study
activities (2)
Administer the
selection test
or open book
test
Music: Use
resources in
your local
library to obtain
cassettes or
CDs with the
following
musical pieces:
(1) a rendition
of “The
Wedding
March’; (2)
George
Harrison’s
“While My
Guitar Gently
Weeps”; (3)
something from
the soundtrack
from the movie
Big Fish; and
(4) a military
Page 14 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
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).
RL9, 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.
intended
purpose of a
speaker in a
poem?
 How do poetic
elements and
structures
contribute to
the meaning
and
appreciation of
a poem?
 How does
understanding
figurative
language
enhance our
understanding
of a poem?
 How do
authors use
figurative
language to
affect their
craft?
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
questions (4) reinforce vocabulary with
the vocabulary notes (5) reinforce unit
focus standards using the spiral review
prompts
“Pride,” “
The Wind,”
“Tapped like a tired
Man,”
“Glory,”
“Metaphor,”
Poetry Collection 4:
W2, W4, W6,
W7, L1, L1b, L6
“Jazz Fantasia,”
“Meeting at Night,”
“The Weary Blues,”
“Reapers”
Commas
and dashes,
adverb
phrases,
adjective
phrases,
infinitive and
infinitive
phrases,
participles,
gerunds,
participial
phrases,
and gerund
phrases
The teacher will (1) build students ability
to master grammar concepts and
conventions by having them complete
the conventions lesson (2) have
students complete the writing sources
activities and write a lyric poem, write a
tanka, and write a critical essay (3)
extend learning by having students
complete the speaking and listening
activities: an oral interpretation, a poetry
reading discussion (4) extend learning
by having students complete the
research and technology activity: a
literary history report, a cause and effect
essay, and a group discussion
Background video,
selection audio,
vocabulary
development, etc.
available at
pearsonrealize.co
m
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
anthem such as
“The Battle
Hymn of the
Republic.” Lead
students in a
discussion
about tone,
mood, and
message in
each song.
Have students
comment on
connections
between music
and poetry.
Humanities:
Research Pablo
Picasso’s “The
Old Guitarist
and discuss the
mood of the
painting
The teacher will (1) remind students to
keep the following tips in mind as they
conduct research (a) gather information
Page 15 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
from multiple authoritative print and
digital sources (b) access the usefulness
of each source (c) synthesize
information from multiple sources (d)
avoid plagiarism € use a standard
format for citations (2) introduce the
prewriting/planning strategies (3) bring
newspapers and magazines to class for
students to use in choosing a topic (4)
model making a cause-and effect chart
(5) introduce drafting strategies (6)
explain and model the use of transitions
in writing (7) introduce organizational
strategies (8) model choosing a logical
organization (9) introduce and model
revising strategies
RL1 Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL2, 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
understanding
lost civilizations
can we make a
better future for
our own? What
can we learn
from the past
How does the
past
communicate
with the
present?
What can we
learn about a
past civilization
through physical
Clarify
details,
diction,
style,
persuasive/a
rgumentativ
e essay
The teacher will (1) introduce the topic
of the text set and its relationship to the
Big Question (2) discuss the quotation
and the critical viewing question (3) use
comprehension questions to confirm
students understanding of the text (4)
develop analytic ability by review the
literary analysis questions and
instruction (5) assign the group
discussion and monitor responses to
discussion questions
(6) assign the writing to sources activity,
distributing copies of the take notes
worksheet to help students organize
their thoughts and information
The teacher will (1) review the topic of
A Tree Telling of
Orpheus,
W3a–e, W4, W5,
W6, W7, W8, W9a,
SL1, SL2, SL4,
SL5, L1b, L2, L3,
L3a, L4,L4d, L5, L6
By the Waters of
Babylon,
W1, W1b–e, W4,
W7, W9a, SL1, SL4,
L4, L6
Administer the
selection test
or the open
book test to
monitor
student
progress
History: What
is the purpose
for building
Stonehenge?
Conduct
research to
determine the
connection
between
Stonehenge
and astronomy.
There Will Come
Soft Rains, W2,
W7, W9, SL1, L4b,
Page 16 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
by specific details;
provide an objective
summary of the text.
RL3, 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.
RL4, 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)
RL5, Analyze how
an author's choices
concerning how to
structure a text,
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
evidence?
How are moral
and cultural
values of the
past preserved
for the present?
What can the
past teach us
about
responding to
change?
the text set and what they have learned
from the previous readings (2) build
knowledge of the topic by directing
students to read the text independently
(3) develop vocabulary by reviewing the
Language Study activities
(4) build students’ ability to think
critically using the Literary Analysis
questions (5) extend exploration of the
text through the discuss, research, and
write activities.
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
L5,L6
excerpt from The
Way to Rainy
Mountain,
W3, W3d, W4, W7,
SL1, SL4,SL5, L4,
L5a–b, L6
Understanding
Stonehenge,
W3, W3a, W3c, W4,
W6, W7, SL1, SL3,
L4a,L6
excerpt from
Collapse, How
Societies Choose to
Fall or Succeed
W1,W4, W7, W9b,
SL1, L3, L4,L4c–d,
L6
Page 17 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
order events within it
(e.g., parallel plots),
and manipulate time
(e.g., pacing,
flashbacks) create
such effects as
mystery, tension, or
surprise.
RL1 Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL2, 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
Big Question:
To what extent
does experience
determine what
we perceive?
 How do text
aids help us
understand
what we read?
 Why do we
still study
Shakespeare’s
tragedies?
 How can
paraphrasing
help us
understand
complex
Drama,
tragedy,
causes,
effects,
comparisons
, contrasts,
dialogue,
stage
directions,
characterizat
ion, conflict,
text
aids,
paraphrase,
blank verse,
imagery,
dramatic
speeches,
inferring,
external and
The teacher will (1) give the example
that an outgoing person might view
moving as an opportunity for making
new friends while a shy person might be
nervous about moving and being with
new people (2) invite students to give
examples of how people’s different
outlooks can shape their perspectives
(3) ask students the Big Question (4) tell
students that the characters in this unit’s
stories act based on their perceptions
about themselves and the world
The teacher will introduce the group
discussion activity (1) have students
work in small groups to list examples for
each circumstance (3) review the Big
Question vocabulary (4) introduce the
academic vocabulary words in the first
Pearson Literature
textbook, excerpt
from A Doll House,
excerpt from An
Enemy of the People
W1, W7, W9, SL1,
L6
Monitor
students’
responses and
engagement
Student eText and
Hear It! CD-ROM,
Student Companion
All-in-One
Workbook, Teacher
Resources Sampler,
Close Reading
Notebook, Reading
Kit Reading and
Literacy Intervention
Page 18 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
summary of the text.
RL3, 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.
RL1 Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL2, 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.
RL3, Analyze how
complex characters
(e.g., those with
texts?
 How does
blank verse
impact the
reader’s
understanding
and/or
appreciation of
a poem?
 How does a
poet’s use of
imagery affect
the overall
impact of a
poem?
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
internal
conflict,
tragic
heroes
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
word bank and have
students preview the words (5) have
students say each word aloud and then
use the work in a sentence that defines
it
The teacher will (1) have students to
complete the Close Reading: Drama
workshop (2) have them use the
features of this genre to help them
access the text (3) explain to students
that close reading works best when they
read a text multiple times, focusing on
different aspects of the text each time.
First reading: Students should read
independently to unlock the basic
meaning of the text.
Second reading: Students should focus
on analyzing key ideas and details and
the craft and structure of the txt.
Third reading: Students should focus
on integrating knowledge and ideas by
connecting the text to the essential
question.
The teacher will (1) explain to students
that the annotations in the reading
model call out important points in the
play related to Key Ideas and Details,
Craft and Structure, and Integration of
Knowledge and ideas (2) tell them that
their understanding and interpretation of
the text should not be limited by existing
annotations but they should use them as
a starting point to help them analyze the
Page 19 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
multiple or
conflicting
motivations) develop
over the course of a
text, interact with
other characters,
and advance the
plot or develop the
theme.
RL9-10.6, 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.
RL1 Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL2, 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
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
poem further(3) pose questions to help
them deepen their understanding of how
the poem relates to the Big Question
 What are the
unique
elements of
drama and
theater and
how did each
evolve?
 How does
drama
compare to
other genres
in form,
reading
strategies, and
theme?
 How does the
playwright’s
The teacher will (1) administer the
reading and vocabulary warm-ups, as
necessary (2) introduce the key ideas
and details skills: use text aids,
paraphrase, analyze imagery, read
between the lines, and compare and
contrast characters (3) introduce the
craft and structure skills: Shakespeare’s
Tragedies, blank verse, dramatic
speeches, external and internal conflict,
tragic heroes (4) use the close reading
model to demonstrate the application of
the skills (5) review the selection
vocabulary, as necessary with students
who need additional support (6) prepare
students to read the selection by
reviewing with them the multi-draft
The Tragedy of
Julius Caesar
W1,W1a, W1b,
W1e, W4,
W6, W7, SL1c,
SL1d,SL4, L1, L1b
Assess
comprehension
and mastery of
the skills by
having them
answer the
literary
analysis
questions
vocabulary
activities, and
word study
activities
Social Studies:
Research the
real Julius
Caesar,
Pompey the
Great, The
Renaissance, &
Elizabethan
England
Humanities:
Research and
analyze Fresco
as an art form
Administer the
selection test
or open book
Page 20 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
by specific details;
provide an objective
summary of the text.
RL3, 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.
RL4, 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)
RL5, Analyze how
an author's choices
concerning how to
structure a text,
society affect
his/her
writings?
How do the
character’s
conflicts
influence the
progression
and resolution
of the plot?
How are tragic
heroes
different from
traditional
heroes?
How do we
identify
contemporary
tragic heroes?
What lessons
can we learn
from tragic
heroes?
How do
authors
develop
characterizatio
n, and how
does the
characterizatio
n enhance the
reader’s
understanding
of a
character’s
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)



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reading strategies
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
test
The teacher will (1) informally monitor
comprehension while students read (2)
use the comprehension questions to
confirm understanding (3) develop
students ability to use aforementioned
skills using the sidenote questions (4)
reinforce vocabulary with the vocabulary
notes (5) develop students’
understanding of roots and affixes by
having them complete the word study
activities (6) have students extend
learning by having the complete the
writing to sources activities that appear
at the end of Act V
Page 21 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
order events within it
(e.g., parallel plots),
and manipulate time
(e.g., pacing,
flashbacks) create
such effects as
mystery, tension, or
surprise.
RL7, Analyze the
representation of a
subject or a key
scene in two
different artistic
mediums, including
what is emphasized
or absent in each
treatment
RL10, By the end of
grade 10, read and
comprehend
literature, including
stories, dramas, and
poems, at the high
end of the grades 910 text complexity
band independently
and proficiently.
personality?
L1 Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
The teacher will (1) build students ability
to master grammar concepts and
conventions by having them complete
the conventions lesson (2) have
students complete the writing sources
activities and an editorial and an
obituary (3) extend learning by having
students complete the speaking and
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
vocabulary
development
available at
pearsonrealize.co
m
Page 22 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
listening activities: an oral interpretation,
a poetry reading discussion (4) extend
learning by having students complete
the research and technology activity: a
women’s history, an autobiographical
narrative essay, and a group discussion
The teacher will (1) remind students to
keep the following tips in mind as they
conduct research (a) gather information
from multiple authoritative print and
digital sources (b) access the usefulness
of each source (c) synthesize
information from multiple sources (d)
avoid plagiarism & use a standard
format for citations (2) introduce the
prewriting/planning strategies (3) bring
newspapers and magazines to class for
students to use in choosing a topic (4)
model making a cause-and effect chart
(5) introduce drafting strategies (6)
explain and model the use of transitions
in writing (7) introduce organizational
strategies (8) model choosing a logical
organization (9) introduce and model
revising strategies
RL1, Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as
inferences drawn
from the text.
RL2, Determine a
Summarize,
analyze,
infer,
interpret,
evaluate,
narrative
essay,
research
report
The teacher will (1) introduce the topic
of the text set and its relationship to the
Big Question (2) discuss the quotation
and the critical viewing question (3) use
comprehension questions to confirm
students understanding of the text (4)
develop analytic ability by review the
literary analysis questions and
instruction (5) assign the group
Atigone Part I,
Antigone Part II,
close reading tool,
background video,
selection audio
W2a–b, W4, W5,
W7, W8, W9a, SL1,
SL4,L1a–b, L2, L3,
L3a, L4, L6
Page 23 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
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.
RL3, 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.
RL4, 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
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Absolute
phrases,
dramatic
readings,
theme,
character’s
motivation,
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
discussion and monitor responses to
discussion questions
(6) assign the writing to sources activity,
distributing copies of the take notes
worksheet to help students organize
their thoughts and information (7)
preview the research activity, distributing
copies of the take notes worksheet to
help students plan their note-taking
strategy
The teacher will (1) review the topic of
the text set and what they have learned
from the previous readings (2) build
knowledge of the topic by directing
students to read the text independently
(3) develop vocabulary by reviewing the
Language Study activities
(4) build students’ ability to think
critically using the literary analysis
questions (5) extend exploration of the
text through the discuss, research, and
write activities.(6) administer the
selection test or the open book test to
monitor student progress
“Conscientious
Objector,”
W2, W3,W4, W7,
SL1, L4, L5a,
L6
excerpt from “Nobel
Lecture,”
W2,W2d, W4, W6,
W7, SL1,L4b, L6
“The Censors,”
W1,W4, W7, W9,
SL1, L4, L6
“Culture Shock,”
W2, W4,W7, W9,
SL1, SL1a, SL3,
L3, L4, L6
Social Studies:
conduct
research on the
influence of a
notable
conscientious
objector in
American
history
Conscientious
Objector Policy,
W2c,W2f, W4, W7,
SL1, SL4,L4,
Land Tiananmen
Square “Tank Man”
W1, W7
Page 24 of 25
Content:
Topic:
Time
Frame
College and Career
Readiness
Standards
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What MATERIALS will
you need?)
Assessment
(How will you know
that you have
achieved the
desired student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT AREAS
into LITERACY core
content?)
sense of time and
place; how it sets a
formal or informal
tone).
RL5, 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.
Page 25 of 25