LW English - District Curriculum: Reading for Literature Strand
Department: English
Understanding by Design
Course: English I Honors
Standard(s): Common Core Standards ELA
LA.9-10.RL.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
LA.9-10.RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
LA.9-10.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.
LA.9-10.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).
LA.9-10.RL.9-10.5 - Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Stage 1: Desired Results
Understandings
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Students will understand how analysis of literature is supported by strong textual evidence.
Students will understand the impact of word choice on meaning and tone.
Students will analyze how an author’s choices create meaning.
Essential Questions
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How does the text support our analysis of what we
read?
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How does the figurative and connotative meaning of
words affect the cumulative impact of the text?
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Knowledge & Skill
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How do the author’s choices affect the meaning of the
text?
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Students will be able to find textual evidence to
support their analysis.
Students will be able to understand the meaning and
impact of words from the context.
Students will be able to make inferences about an
author’s intentions.
LITERARY TERMS/DEVICES:
- Their Eyes Were Watching God - frame device,
symbolism, metonymy, synecdoche, chiasmus, simile,
metaphor, personification, alliteration, irony, sensory
details, dialect, antithesis, motif, theme, tone, allusion,
imagery, foreshadowing, parallelism, aphorism
- Animal Farm - parallelism, anaphora, satire,
allegory, fable, tone, irony, point of view, maxim,
symbolism, simile, metaphor, alliteration,
onomatopoeia, allusion, oxymoron
- Oedipus/Antigone - structure of Greek tragedy
(prologue, parados, episodes/scenes, odes/stasimons,
exodos), role of the chorus, steps of the hero's
journey, tragic hero, irony, theme, foreshadowing,
conflict, tone, reversal of fortune, hubris
- Romeo & Juliet - sonnet, iambic pentameter, irony,
pun, simile, metaphor, symbolism, end-stopped line,
run-on line, enjambment, alliteration, couplet, aside,
soliloquy, allusion, oxymoron, foreshadowing, rhyme
scheme (great vowel shift), imagery, structure
- To Kill A Mockingbird - metaphor, simile, hyperbole,
diction, syntax, concrete details, paradox, repetition,
parallelism, synecdoche, metonymy, dialect, point of
view, flashback, foreshadowing, irony, allusion. idiom,
symbol, tone, author’s purpose, theme, defend,
challenge, qualify
- 1984 - setting, mood, paradox, allusion, characters,
foreshadowing, figurative language, symbolism,
theme, author's purpose, irony, propaganda, point of
view, metaphor, simile, onomatopoeia, anaphora
- Propaganda techniques: emotional appeal, name
calling, rhetorical questions, slogans, repetition, loaded
words, powerful images, appeals to our fears, appeals
to our basic desires and needs
Stage 2: Assessment Evidence
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Performance Task Summary
Rubric Titles
AP passages
Socratic Seminar
In-class writing
Formal Writing Assignments
Self-Assessments
Reviewing AP passages
Reviewing graded paper
Developing goals for improvement for future
assignments
Other Evidence, Summarized
Stage 3: Learning Activities
Example Activities (will vary by teacher and class/student needs):
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Socratic Seminar
Small group discussion
whole class discussion
modeling
reading with think-aloud
short stories (Best Short Stories series) connected thematically
Activities as shared in other curricular strands:
Writing and Research
Language
Speaking and Listening