W.S. Hart Instructional Guides for English Currently, guides exist for grades 9, 10, and 11. Scroll down for grades 10 and 11. 9th Grade Common Core Instructional Guide
Year-long essential question: How do people overcome obstacles?
Common Professional and Academic Expectations
In order to maintain the integrity of this instructional guide, as well as provide rigor and
equity across the district, it is expected that each quarter’s instruction will include a
comprehensive variety of texts (written, audio, and visual), at least one research
opportunity, various speaking and listening activities, and at least one formative and one
summative writing assignment. It is imperative that students have the opportunity to practice
the skills required to demonstrate mastery on cold assessments.
Language (conventions and vocabulary) Standards:
**Language standards should be addressed through process writing instruction, minilessons, and site-based daily warm-up activities. Examples include: Article of the Week,
Sentence of the Week, Classical Roots, Daily Language Practice, SAT Vocabulary,
rhetorical strategy instruction, etc.
Q1
Common Core Essential Questions

What choices do characters in literature and real life make when facing challenges?
Standards Addressed & Assessed
Reading Literature and Reading Informational Text all standards will be introduced in the
first quarter and will be consistently addressed every quarter. In regards to Speaking and
Listening Standards, implement informal speaking skills on a continual basis while striving
to have at least one formal assessment per semester.
Writing 3, 4, 6, 9, 10
Language 5 -- review parts of speech
Core Text
must use a minimum of three of the following - the site will decide on three core works
Short Stories:

Core work VHS: “The Most Dangerous Game” - Richard Connell (lexile 740)

Core work VHS: “The Cask of Amontillado” - Edgar Allan Poe (lexile 830)

Core work VHS: “The Scarlet Ibis” - James Hurst (lexile 1060)

“Gift of the Magi” - O.Henry (lexile 950)

“The Interlopers” - Saki (lexile 1230)

“The Secret Life of Walter Mitty” - James Thurber (lexile 720)

“The Necklace” - Guy de Maupassant (lexile 920)
Epic Narrative:

The Odyssey - Homer (lexile 1360)
Suggested Supplementary Works
Six supplementary works from three or more genres (e.g. video clips, poems, nonfiction texts, short stories, art and music selections)
Poems:

Hurst Connection Poem - “If There Be Sorrow” by Mari Evans
Non-Fiction:
“The Most Dangerous Game ”

Connell Connection Article - Eaton, Kristi. “Christopher Lane Murder: Teens Charged
in Shooting Death of Australian Baseball Player.”
http://www.huffingtonpost.com/2013/08/20/christopher-lane-murder-teens-chargedshooting-australian-baseball-player_n_3786739.html

Connell / Poe Connection Article - Shinkicichi Sugimori (Professor, Tokyo Gakugei
University). “Anatomy of Child Bullying in Japan 2: Bullying in different cultures Differences and similarities in bullying between countries.” 26 April 2013
http://www.tinyurl.com/bullyjapan

Connell / Poe Connection Article - Parker-Pope, Tara. “Web of Popularity, Achieved
by Bullying.” http://well.blogs.nytimes.com/2011/02/14/web-of-popularity-weaved-bybullying/?_php=true&_type=blogs&_r=1
“The Cask of Amontillado”

Poe Connection Article - Headley, Joel. Letters from Italy. “A Man Built in a Wall.”
http://books.google.com/books?id=ig8IAAAAQAAJ&pg=PA191&source=gbs_toc_r&c
ad=4#v=onepage&q&f=false

Connell / Poe Connection Article - Shinkicichi Sugimori (Professor, Tokyo Gakugei
University). “Anatomy of Child Bullying in Japan 2: Bullying in different cultures Differences and similarities in bullying between countries.” 26 April 2013
http://www.tinyurl.com/bullyjapan

Connell / Poe Connection Article - Parker-Pope, Tara. “Web of Popularity, Achieved
by Bullying.” http://well.blogs.nytimes.com/2011/02/14/web-of-popularity-weaved-bybullying/?_php=true&_type=blogs&_r=1
“The Scarlet Ibis”

Hurst Connection Article - Aicinena, Steven. “When Pride Goes Wrong”
http://thesportjournal.org/article/when-pride-goes-wrong/
“The Secret Life of Walter Mitty”

Thurber Connection Article - Fries, Amy. “The Power of Daydreaming: Wake your
Creative Abilities”. http://www.psychologytoday.com/blog/the-power-daydreaming

Thurber Connection Article - Sundell, Carl. "The Architecture of Walter Mitty's Secret
Life." EXPLORING Short Stories. Detroit: Gale, 2003. Student Resources In Context.
Web. 11 Oct. 2013.
The Odyssey

Odyssey Connection Article - “Back from War, but Not Really Home”: by Caroline
Alexander 7 November 2009
http://www.nytimes.com/2009/11/08/opinion/08alexander.html?pagewanted=all&_r=
0
Videos:
“The Most Dangerous Game”

Anti-bullying Poe and Connell - “Strength in Numbers” Dunsford Elementary School
www.youtube.com/watch?v=Fg8wxcepAxM

Anti-bullying Poe and Connell - “Defeat the
Label” www.youtube.com/watch?v=o7nxbULcaH4
“The Scarlet Ibis”

Bullied Boy Saved from Hurricane Raging Inside
http://www.cbsnews.com/news/bullied-boy-saved-from-hurricane-raging-inside/
Connection to The Scarlet Ibis- Outside the Lines
https://www.youtube.com/watch?v=GlKjRdTCKwc ,
 30 Days in a Wheelchair(http://www.amazon.com/Working-in-a-CoalMine/dp/B001AQBR0U/ref=sr_1_3?s=instantvideo&ie=UTF8&qid=1398791375&sr=1-3&keywords=30+days+morgan+spurlock),
 Team Long Brothers (https://www.youtube.com/watch?v=YHEBhOIL1TE)
 Connection to "Scarlet Ibis" Sports Illustrated Long Brothers
http://youtu.be/b_Lax4zFFoA
 Mike Smith, motivational speaker
http://mikesmithlive.com/
 Newspaper article “Smith delivers message of hope”
rthttp://mikesmithlive.com/wp-content/uploads/2014/03/FHS-Pleiades.pdf

“The Cask of Amontillado”

Anti-bullying Poe and Connell - “Strength in Numbers” Dunsford Elementary School
www.youtube.com/watch?v=Fg8wxcepAxM

Anti-bullying Poe and Connell - “Defeat the
Label” www.youtube.com/watch?v=o7nxbULcaH4
The Odyssey

Hero’s Journey - “Joseph Campbell and the Power of Myth with Bill Moyers”
https://www.youtube.com/watch?v=2F7Wwew8X4Y

Connection to The Odyssey - Star Wars, O Brother Where Art Thou? The Lightning
Thief, Harry Potter
“The Interlopers”

“The Interlopers” Video - https://www.youtube.com/watch?v=Upw0e5j2uJg
“Scarlet Ibis” Links for Webquest
http://whozoo.org/Intro98/tonytown/tontow2.htm
http://www.aqua.org/explore/animals/scarlet-ibis
http://library.thinkquest.org/10927/sumwwi.htm
http://www.associatedcontent.com/article/97897/why_are_some_babies_born
_with_a_caul.html (this article has two pages)
o http://kidshealth.org/parent/positive/family/sibling_rivalry.html
Miscellaneous:
o
o
o
o

Introduction to Narrative - Ang Lee
“Chosen” https://www.youtube.com/watch?v=dJrfcrAlEAQ

Article on annotation strategies http://learning.blogs.nytimes.com/2011/03/07/brieflynoted-practicing-useful-annotation-strategies/

Song - Taylor Swift: “Mean” http://blog.sfgate.com/mmagowan/2012/02/13/taylorswift-sings-her-way-from-victim-to-hero-triumphs-at-grammys/
Suggested Practice Performance Tasks

Bethany Hamilton - Using the video on the Bethany Hamilton
(http://www.youtube.com/watch?v=ZfdRWp6kKng), the teacher invites students to
share knowledge of other people in the world who have overcome
obstacles. Through class discussion, students are reminded that obstacles can take
place in a variety of forms through the literary device of conflict and that obstacles
take place in literature and in real life.
Part 1 - Students examine and take notes on the video, a series of Internet
sources, and the stories they have encountered in class. Constructedresponse
questions call upon the students to summarize and evaluate the presented
sources.
Part 2 - Students refer to their notes as needed to compose a full-length
informative article. Students are allowed access to the stimuli they examined
in Part 1. Pre-writing, drafting, and revisions are involved.
Scorable Products
Student responses to the constructed-response research questions at the
end of Part 1 and the report completed in Part 2 will be scored. Notes
completed in Part 1 and pre-writing and drafting in Part 2 will not be scored.
More information available at
https://docs.google.com/document/d/1OhMcea0FTYuJGKwdmGKj_J45Ei_4NqshcNiVEu3BAg/edit?usp=sharing



Bullying Prezi (Last slide of prezi is the Performance task combining articles, videos
and short stories into a synthesized group project
http://prezi.com/msaxlqehmcds/?utm_campaign=share&utm_medium=copy&rc=ex0
share
Cold Performance Task Practice
https://docs.google.com/document/d/1Ym9FtmxCXYZol62m3scCecjtZLXKLEg1aFdGB2Ppmw/edit?usp=sharing
Process Writing - Narrative Essay
https://docs.google.com/document/d/1XiizLJqeHXQ299aOfTl8LtpehyB5MBP4cuCoif
2oRD0/edit?usp=sharing
Summative Performance Task
Prompt: We have looked at the choices characters in literature and real life make when
facing challenges, most prominently through the texts ______________ and
_______________. Select one text, and write an informative essay in which you identify the
obstacle, explain how the character overcame the obstacle, and analyze the effectiveness
of the character’s choice. Remember, this essay is NOT about summarizing each source.
Support your claim with details from what you have read.
Q2
Common Core Essential Questions

What are the individual’s responsibilities in regard to issues of social justice?

What principles are worth fighting for?
Standards Addressed & Assessed
Reading Literature and Reading Informational Text all standards will be introduced in the
first quarter and will be consistently addressed every quarter.
Writing 2, 5, 8
Speaking and Listening 2, 3, 6
Language 1, 2, 3, 4, 5, 6,
Core Text: To Kill a Mockingbird - Harper Lee
Suggested Supplementary Works
Six supplementary works from three or more genres (e.g. video clips, poems, nonfiction texts, short stories, art and music selections)
Great Depression Historical Background (Pre-Reading):
 Photos - “Women and Children”, “Life During the Depression”, Dorothea Lange
photos
http://history1900s.about.com/od/photographs/tp/greatdepressionpictures.htm
 Photos - John Gutmann, a German-born American photographer and painter who
captured life in the 1930s.
http://johngutmann.org/photographs/depression/depression.html
 Photos - Farm Security Administration-Office of War Information Collection from the
Library of Congress digital archives
http://memory.loc.gov/ammem/fsahtml/fagem1.html
http://memory.loc.gov/ammem/fsahtml/fatop1.html
 Photos - Library of Congress “ When They Were Young: A Photographic
Retrospective of Childhood.” Photos of images of children during the 1930s and
early 1940s. http://www.loc.gov/exhibits/young/young-exhibit.html
 Video - In Context: To Kill a Mockingbird (Part I-II Transition)
http://www.bbc.co.uk/learningzone/clips/harper-lees-to-kill-a-mockingbird-historicalcontext-pt-1-3/8174.html
Jim Crow Laws (Pre-Reading/Part I)

Nonfiction - “What was Jim Crow?” Jim Crow Museum (Signs, Artifacts)
http://www.ferris.edu/jimcrow/what.htm

Nonfiction - Martin Luther King, Jr., National Historic Site. “Jim Crow Laws.” 5 Jan.
1998. National Parks Service
http://www.nps.gov/malu/forteachers/jim_crow_laws.htm

Nonfiction - Sample of Jim Crow laws by state
http://americanradioworks.publicradio.org/features/remembering/laws.html

Nonfiction - Remembering Jim Crow
http://americanradioworks.publicradio.org/features/remembering/resources.html

Nonfiction - Lynching Statistics by State and Race
http://www.law.umkc.edu/faculty/projects/ftrials/shipp/lynchstats.html
Nonfiction - Jim Crow Stories: The Great Depression
http://www.pbs.org/wnet/jimcrow/stories_events_depression.html

Language (Part I)

Nonfiction - Winfrey, Oprah. Interview by Anderson Cooper. CNN - Anderson Cooper
360, 2013. http://ac360.blogs.cnn.com/2013/08/15/tonight-on-ac360-andersonspeaks-with-oprah-winfrey-and-forest-whitaker/

Nonfiction - Naylor, Gloria. “A Word’s Meaning Can Often Depend on Who Says it.”
The New York Times. 20 Feb. 1986.

Nonfiction - Lester, Neal. “Straight Talk about the N-Word.” Teaching Tolerance
Number 40: Fall 2011 http://www.tolerance.org/magazine/number-40-fall2011/feature/straight-talk-about-n-word
Civil Rights and Martin Luther King, Jr. (Part I)

Speech - FDR- The Only Thing We Have to Fear Speech (After Chapter 1)
http://www.youtube.com/watch?v=Lm3Bntsp2ck

Poem - “Ballad of Birmingham” - Dudley Randall (Around Chapter 12)
http://www.poetryfoundation.org/poem/175900

Nonfiction/Video - “One Man” by Jon Meacham Time Magazine August
26/September 2, 2013 (Entire Magazine issue dedicated to MLK with lots of great
articles)

Video - The March (PBS documentary) - Martin Luther King March on Washington
http://www.amazon.com/March/dp/B00DUX28RC/ref=sr_1_2?ie=UTF8&qid=139878
6298&sr=8-2&keywords=The+March
Scottsboro Boys (Part II - Chapters 20-24)

Video - American Experience - Scotsboro: An American Tragedy (PBS documentary,
After Chapter 16) http://www.amazon.com/American-Experience-Scottsboro-AnTragedy/dp/B000E0OBCO/ref=sr_1_1?ie=UTF8&qid=1398785943&sr=81&keywords=scottsboro+an+american+tragedy
or http://www.youtube.com/watch?v=yCBV-GhyINY

Poem - Langston Hughes on Scottsboro (After Chapter 18)
http://www.pbs.org/wgbh/amex/scottsboro/filmmore/ps_hughes.html

Nonfiction - “Posthumous Pardons in 1931 Scottsboro Boys Rape Cases” by Tom
Watkins and Marlena Baldacci CNN News
http://www.cnn.com/2013/11/21/justice/alabama-scottsboro-pardons/

Nonfiction - “Last of the Scottsboro Boys Get Justice Long Delayed: Pardons by LA
Times adapted by Newela staff https://newsela.com/articles/scottsboroboys/id/1957/#articles/scottsboro-boys/id/1957/

Video - To Kill a Mockingbird and the Scottsboro Boys Trial: Profiles in Courage
(After Chapter 23)
http://edsitement.neh.gov/lesson-plan/kill-mockingbird-and-scottsboro-boys-trialprofiles-courage

Nonfiction - Exonerated Brian Banks Signs with Atlanta Falcons (After Chapter 23)
http://www.cnn.com/2013/04/03/us/georgia-football-player-exonerated/
Emmett Till (Part II - Chapters 23-25):

Music - Dylan, Bob. “The Death of Emmett Till.”

Video - The Untold Story of Emmett Louis Till by Keith Beauchamp
http://www.amazon.com/Untold-Story-Emmett-LouisTill/dp/B00177YG2S/ref=sr_1_2?ie=UTF8&qid=1398785838&sr=82&keywords=untold+story+of+emmett+till
Miscellaneous:

Music - Strange Fruit (After Chapter 9)
http://www.youtube.com/watch?v=h4ZyuULy9zs

Short Story - "The Man in the Water” - Roger Rosenblatt (Connection to Atticus,
courage theme, Chapter 11)

Nonfiction - Harper Lee: Profiles in Courage (After Chapter 21)
http://edsitement.neh.gov/lesson-plan/harper-lees-kill-mockingbird-profiles-courage

Nonfiction - How a Southerner Licked Intolerance (After Chapter 24)
http://www.oldmagazinearticles.com/1940s_anti-jim-crow-article_pdf

Music - Muse. “United States of Eurasia.” (Theme connection)

Cold Read Assessment Practice - Chapter 11
https://docs.google.com/document/d/1vXbbiO2aS3vA6YTinXIqey0TuIcr9zdrYX6lgN
ZTe2c/edit?usp=sharing
Suggested Practice Performance Tasks
o
Option 1
Social Injustices in To Kill a Mockingbird Digital Project - Compare and
Contrast the Scottsboro Boys, Emmett Till and Mayella Ewell’s case in
Mockingbird to create a group website answering central
questions. https://docs.google.com/a/hartdistrict.org/file/d/0ByVycRENrqSFM
kJJX1N4a1BBYVU/edit?usp=drive_web\
o
Option 2
Argument Performance Task: Persuade someone to agree with an unpopular
opinion you hold using TKAM, web research and nonfiction.
More detailed instructions available at
https://docs.google.com/document/d/1LEUf6B1SiWHbjWLACIyRlwaSopYQG
MdCy0ehvkqqyt0/edit?usp=sharing
o
Option 3
Despite the American philosophy that “all men are created equal,” historically,
this statement has not rung true for everyone.
Choose three individuals (or families) from all of the reading we have
completed and explain how their poor social standing directly affects or
informs their actions, circumstances, or experiences. What factors contribute
to their inferior status?
Why might these factors influence what they say or do, how they treat others,
or why they end up in certain situations?
You should have at least 2 sources for this essay- the novel and one of the
nonfiction pieces we have read/viewed.
More detailed instructions available at
https://docs.google.com/document/d/1aZrQ5JrKgPHEdPRjHG3TUtTbRCQRVFn53LzvlnziJs/edit?usp=sharing
Summative Performance Task
Prompt: We have looked at the individual’s responsibilities in regard to issues of social
justice (or the principals worth fighting for), most prominently through the texts
______________ and _______________. Write an informative essay in which you analyze
and compare the various view points discussed in each text. Remember, this essay is NOT
about summarizing each source. Support your claim with details from what you have read.
**Q2 COLD INFORMATIVE PERFORMANCE TASK**
Students analyze how Abraham Lincoln in his Second Inaugural Address unfolds his
examination of the ideas that led to the Civil War, paying particular attention to the order in
which the points are made, how Lincoln introduces and develops his points, and the
connections that are drawn between them.
[Reading Informational 9-10.3]
The site will determine the common rubric used to assess the Performance Task.
Q3
Common Core Essential Questions
How does society impact our hopes and dreams?
How important in life are hopes and dreams?
o What is the American Dream?
o To what extent does society shape an individual’s pursuit of the American
Dream?
Themes: Dreams, Discrimination (ability, intellect, gender, socioeconomics, and race),
Historical Context, Society’s Impact, human rights


Standards Addressed & Assessed
Reading Literature and Reading Informational Text all standards will be introduced in the
first quarter and will be consistently addressed every quarter. In regards to Speaking and
Listening Standards, implement informal speaking skills on a continual basis while striving
to have at least one formal assessment per semester.
Writing 1, 5, 6
Language 1, 3, 5
Core Text: Of Mice and Men - John Steinbeck
Suggested Supplemental Texts
Six supplementary works from three or more genres (e.g. video clips, poems, nonfiction texts, short stories, art and music selections)
Poems:

“I Know Why the Caged Bird Sings” - Maya Angelou

“To a Mouse” - Robert Burns

“Dream Deferred,” “Dreams,” and “Let America be America Again” (SUMMATIVE) Langston Hughes

“If I Fail,” and “The Rose that Grew from Concrete,”- Tupac Shakur
Art:

Dorothea Lange Great Depression photographs
http://www.loc.gov/rr/print/list/128_migm.html

Civil Rights images (Dr. King’s speech)
http://www.loc.gov/rr/print/list/084_civil.html?loclr=blogtea
Non-Fiction:

Research Opportunity (Pre-Reading):
Dustbowl, Women’s Rights, The Great Depression, Migrant Workers in California,
Intellectual Disabilities, Racism in the 1930s, John Steinbeck, Civil Rights
(MLK)American Dream Connection

Meacham, Jon. “Keeping the Dream Alive.” Time.com. Time Magazine, 21 Jun.
2012.
http://content.time.com/time/specials/packages/article/0,28804,2117662_2117682_2
117680,00.html

MLK - “I Have a Dream”
http://learning.blogs.nytimes.com/2013/12/03/text-to-text-i-have-a-dream-and-thelasting-power-of-dr-kings-dream-speech/

From scrubbing floors to Ivy League: Homeless student to go to dream college

The Epic of America excerpt by James Truslow Adams
http://mankel.free.fr/AmericanDream/adams.html SUMMATIVE

Will the Millennial Generation Achieve the American Dream
http://learning.blogs.nytimes.com/2010/07/13/will-the-millennial-generation-achievethe-american-dream/

2 in 5 American Households Live Paycheck to Paycheck
http://www.learnvest.com/2012/07/2-in-5-american-households-live-paycheck-topaycheck-123/

How Attainable is the American Dream, Really?
http://www.learnvest.com/2012/07/how-attainable-is-the-american-dream-really/
Intellectually Disabled Connection

Steinbeck Family Outraged That Texas Judge Cited ‘Of Mice and Men’ in Execution
Ruling

Discriminating Issues http://learning.blogs.nytimes.com/2003/03/31/discriminatingissues/?_r=0
Migrant Workers Connection

Lange, Dorothea. "The Assignment I'll Never Forget: Migrant Mother." Popular
Photography. Feb. 1960.

Steinbeck, John. "Death in the Dust.” Of Men and Their Making: The Non-Fiction Of
John Steinbeck. Editors Susan Shillinglaw and Jackson J Benson. Guardian
Unlimited Books. 2 February 2005.

The Migrant Experience

“Harvest of Shame” 50 Years Later
Gender Discrimination Connection
 Sheryl Sandberg’s “Lean In” http://www.nytimes.com/2013/02/22/us/sherylsandberg-lean-in-author-hopes-to-spurmovement.html?pagewanted=all&_r=0 SUMMATIVE
Euthanasia/Capital Punishment Connection
 Who Decides Who Dies http://learning.blogs.nytimes.com/2002/06/24/who-decideswho-dies/?_r=0
 Where do you stand? http://learning.blogs.nytimes.com/2005/03/22/where-do-youstand/
 A Doctor’s Dilemma http://learning.blogs.nytimes.com/2003/07/15/a-doctorsdilemma/
 Life and Death Decision http://learning.blogs.nytimes.com/2002/03/19/life-and-deathdecisions/
Videos:

Of Mice and Men. Dir. Gary Sinise. Perf. Gary Sinise, John Malkovich. MGM, 1992.
DVD

“The Children’s March” from Teaching Tolerance (Birmingham Jail from children’s
perspective) http://www.tolerance.org/kit/mighty-times-childrens-march (ask your
librarian)

“Harvest of Shame” http://www.youtube.com/watch?v=yJTVF_dya7E (migrant
workers’ plight) SUMMATIVE
The Long Walk Home (about the Montgomery bus boycott; Whoopi Goldberg and
Sissy Spacek)
The Dustbowl Episode (PBS) https://www.youtube.com/watch?v=ClyBKz4sQ28



Riding the Rails
https://www.youtube.com/watch?v=pIblZmwvGww
https://www.youtube.com/watch?v=AFEr4Ee6uPE
https://www.youtube.com/watch?v=3tprtq3VB4E
https://www.youtube.com/watch?v=Q5_IUP7cPgA
https://www.youtube.com/watch?v=7mAIF2yfgpU
Music:

“You’ve Got a Friend” - James Taylor

1930s music https://www.youtube.com/watch?v=DAyT8XUSEDU (setting
development)

“God Bless America” (American Dream)
Audio:

“I Have a Dream” by Martin Luther King Jr. SUMMATIVE

MLK Eulogy by Robert Kennedy (https://www.youtube.com/watch?v=j6mxL2cqxrA)
Miscellaneous
Suggested Practice Performance Tasks
o
Option 1
Argumentative Prompt: Some individuals believe that dreams cannot be
achieved by all people. Those who believe this say that roadblocks and
obstacles, such as prejudice, poverty, and social inequality prevent dreams
from becoming a reality. Others believe that if you dream it, you can achieve
it. They cite the various “rags to riches” stories in our society, as well as the
numerous individuals who have stumbled upon success or have worked hard
to rise to the top.
Prompt: In your essay, take a position on this question. You may write about
either one of the two points of view given, or you may present a different point
of view on the question. Use specific reasons and examples to support your
position.
o
Option 2
Informational/Explanatory Prompt: According to the texts we have explored,
individual dreams are not always accessible. Define and explain two factors
that impede one’s actualization of a dream. Provide a solution using textual
evidence for support that allows a person to overcome obstacles and achieve
his/her dream. (This option uses the articles and resources noted with
SUMMATIVE above)
Graphic Organizer: https://docs.google.com/document/d/1alj8hlIs9zoUt8bHQVAPRdAxq8HnDOIpE5qpoLuAOg/edit?usp=sharing
o
Practice Cold Read Assessment
https://docs.google.com/document/d/1UnczpXyCrUa0bQsEYhexnI6_e814Bd
Sgm0YGsuBeYEw/edit?usp=sharing
Summative Performance Task
Argumentative Prompt: Using your materials from this unit, write an argument
supporting, rejecting, or qualifying the statement “All your dreams can come true if you
have the courage to pursue them.”- Walt Disney.
https://docs.google.com/document/d/1b6NtJkjT0cCAj3orMaklj6FAMxXYGDwXYISqmXlmIc/edit?usp=sharing
Q4
Common Core Essential Questions

How does society impact our hopes and dreams?

To what extent are we responsible for our own actions?

How do societal forces impact group dynamics?

Are we governed by fate or free will?
Themes: Self Determination vs. External Forces
Standards Addressed & Assessed
Reading Literature and Reading Informational Text all standards will be introduced in the
first quarter and will be consistently addressed every quarter. In regards to Speaking and
Listening Standards, implement informal speaking skills on a continual basis while striving
to have at least one formal assessment per semester.
Writing 1,7, 8
Speaking and Listening 4
Language 5
Core Text: Romeo and Juliet by William Shakespeare
Suggested Supplementary Texts
Six supplementary works from three or more genres (e.g. video clips, poems, nonfiction texts, short stories, art and music selections)
Research Opportunity (Pre-Reading):
Elizabethan Era: Religion and Superstition, Marriage and Family, Society and Daily Life,
New Ideas in Arts and Science, Theater and Entertainment
Poems:

“Sonnet 55” (Pre-reading)

“Sonnet 130” (before Act II Scene II)

“Sonnet 18” (before Act Ii Scene II)
Non-Fiction Articles:
Act I
 Montague and Capulet as Shiite and Sunni (after prologue)
http://www.nytimes.com/2012/04/29/world/middleeast/in-iraq-romeo-and-julietportrays-montague-and-capulet-as-shiite-and-sunni.html
 Michigan Teens o Michigan authorities seek runaway Romeo-and-Juliet teens in a black SUV
http://www.nydailynews.com/news/national/runaway-teen-couple-focusmichigan-manhunt-article-1.1447170#ixzz2uwOr9y9D
o Mid-Michigan Teens Caught On The Run Will Be Monitored
http://detroit.cbslocal.com/2013/09/10/mid-michigan-teens-caught-on-the-runwill-be-monitored/
 The Brain on Love (Act I Scene II)
http://opinionator.blogs.nytimes.com/2012/03/24/the-brain-on-love/
 Love and Pain Relief - (Act I Scene V)
http://well.blogs.nytimes.com/2010/10/13/love-and-pain-relief/
 How Good Are You at Waiting for What You Really Want? (after Act I)
http://learning.blogs.nytimes.com/2013/11/18/how-good-are-you-at-waiting-for-whatyou-really-want/
Act II

Brabcová, Alice. “Marriage in Seventeenth-Century England: The Woman’s Story”
http://www.phil.muni.cz/angl/thepes/thepes_02_02.pdf

Room for Debate- When Do Kids Become Adults? (Act II Scene VI)

http://www.nytimes.com/roomfordebate/2012/05/28/do-we-need-to-redefineadulthood

Is Hookup Culture Leaving Your Generation Unhappy and Unprepared for Love?
(Act II Scene III)
http://learning.blogs.nytimes.com/2014/02/12/is-hookup-culture-leaving-yourgeneration-unhappy-and-unprepared-for-love/?_php=true&_type=blogs&_r=0

What Were They Thinking? Exploring Teenage Brain Development (Act II Scene II,
Act III Scene III, Act IV Scene III or Act V Scene I
http://learning.blogs.nytimes.com/2009/12/02/what-were-they-thinking-exploringteen-brain-development/ )
Act III






Wolner, Marty. "Teenagers – Inside the Teenage Brain.” ezinearticles. 17 Jun. 2008.
http://ezinearticles.com/?Teenagers---Inside-the-Teenage-Brain&id=1256530
The Teen Brain: It's Just Not Grown Up Yet (after Act III Scene I)
http://www.npr.org/templates/story/story.php?storyId=124119468
Versions of Romeo and Juliet (after Act III Scene I) http://historicalfiction.com/versions-of-romeo-juliet-throughout-history/
One Reason Teens Respond Differently to the World: Immature Brain Circuitry
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/work/onereason.html
How Impulsive are You? (Act III Scene I, Act IV Scene V or Act V)
http://learning.blogs.nytimes.com/2011/09/22/how-impulsive-are-you/
Do You Have a Hard Time Making Decisions? (Act III Scene I, Act IV Scene , or Act
V)
http://learning.blogs.nytimes.com/2011/08/18/do-you-have-a-hard-time-makingdecisions/
Act IV






Carey, Benedict. "Watching New Love as It Sears the Brain.” New York Times. 31
May. 2005.
http://www.nytimes.com/2005/05/31/health/psychology/31love.html?pagewanted=all
&_r=0
When He Was Seventeen (Act IV Scene II)
http://www.nytimes.com/learning/teachers/featured_articles/20070917monday.html
All You Need is Love (use after Act IV Scene II)
http://learning.blogs.nytimes.com/2007/02/12/all-you-need-is-love/
Vows: Sharon Drager and Wyit Wright (Act IV Scene II)
http://www.nytimes.com/learning/teachers/featured_articles/20070212monday.html
I am 17 Going On... (Act IV Scene II)
http://learning.blogs.nytimes.com/2007/09/17/i-am-seventeen-going-on/
Act V


Rowe, Helen. "Teen Couple Executed by their Parents…for Daring to Fall in Love.”
Sunday Mirror. 12 Aug. 2001.
http://www.thefreelibrary.com/Teen+couple+executed+by+their+parents+..+for+darin
g+to+fall+in+love%3B...-a077121942
"Six Wounded in Fla. ‘Romeo and Juliet’ Firefight.” Foxnews. 11 Apr. 2011.
http://www.foxnews.com/story/2005/04/11/six-wounded-in-fla-romeo-and-julietfirefight/
Post-Reading:

"Archaeologists Find Prehistoric Romeo and Juliet Locked in Eternal Embrace.” USA
Today. 2007. http://usatoday30.usatoday.com/tech/science/discoveries/2007-02-07neolithic-love_x.htm

Seriously - Romeo and Juliet are Troubled Kids
http://www.psychologytoday.com/blog/addiction-in-society/200902/taking-wordsseriously-romeo-and-juliet-are-troubled-kids

How Shakespeare Invented Teenagers
http://www.nytimes.com/2011/03/27/magazine/mag-27Riffsidebar-t.html
Lust or Love
https://docs.google.com/a/hartdistrict.org/document/d/18bm9v4dFLfw6M1ZnrynEgkn
CfNV19beaRAyli2jZ_us/edit


Other topics:
 To Renovate or Not to Renovate (after viewing Baz Luhrman movie or clips)
http://www.nytimes.com/2013/09/25/theater/to-renovate-or-not-to-renovate.html
 Same City, New Story (after viewing West Side Story)
http://www.nytimes.com/learning/teachers/featured_articles/20090319thursday.html
 Text to Text | ‘Romeo and Juliet’ and ‘Montague and Capulet as Shiite and Sunni’
http://learning.blogs.nytimes.com/2013/11/21/text-to-text-romeo-and-juliet-andmontague-and-capulet-as-shiite-and-sunni/?_php=true&_type=blogs&_r=0
 Our City/Nuestra Ciudad (use in conjunction with West Side Story)
http://learning.blogs.nytimes.com/2009/03/19/our-citynuestra-ciudad/
Videos:


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





Romeo and Juliet - Franco Zefferilli Film
NOTE: Teachers please prescreen for scenes with nudity (Act III, Scene IV)
Romeo + Juliet - Baz Lurhman Film
NOTE: Teachers please prescreen for scenes with nudity (Act III, Scene IV)
The Shakespeare Mystery (PBS)
http://www.pbs.org/wgbh/pages/frontline/shakespeare/
Romeo and Juliet in Sarajevo (Frontline)
NOTE: Teachers please prescreen as some content is violent
o Part 1: https://www.youtube.com/watch?v=gl5uww_qDAs (0-5:28 minutes)
o Part 2: https://www.youtube.com/watch?v=TWbmc-fgYB0 (5:55-10 minutes)
o Part 3: https://www.youtube.com/watch?v=-ucPwFAvgRA (3:35-7:45 minutes)
o Part 7: https://www.youtube.com/watch?v=fx-KAZIcJVo (0-2:45; 5:40-7:22
minutes)
Romeo and Juliet: A Love Song http://www.romeoandjulietalovesong.com/
Shakespeare’s Globe http://youtube.com/watch?v=b9uDK3xsLYk
Last Will and Testament (PBS) http://video.pbs.org/video/2365080219/
West Side Story (comparison with Act II, Scene II)
Wild at Heart and Seventeen (Act IV, Scene II)
http://youtube.com/watch?v=n9tSG0wU_RY
http://www.nytimes.com/interactive/2007/09/15/nyregion/thecity/20070916_SEVENT
EEN_GRAPHIC.html

The Brain in Love (TED)
http://www.ted.com/talks/helen_fisher_studies_the_brain_in_love.html
Music:

Maroon 5 “Daylight” (Act III Scene V)

Third Eye Blind “Jumper” (Act IV Scene III)

Taylor Swift “Love Story” (Act IV or V)
Miscellaneous:

Interactive Folio: http://www.canadianshakespeares.ca/folio/folio.html
Suggested Practice Performance Task
In your study of Romeo and Juliet, you have focused on key scenes that highlight the many
obstacles Romeo and Juliet faced. You have analyzed the reasons for their choices based
on the many factors that influenced them. You have read others’ opinions and related
readings to better understand these factors. In consideration of what these many sources
communicate about Romeo and Juliet’s end, who or what is to blame for Romeo and
Juliet’s death? Write an argument making a case for the factors you feel caused their
deaths.
https://docs.google.com/document/d/1jy8pZXKqoiMYEfsZYc7aN5YkwU7OwtRaGfbcHceR8Q/edit?usp=sharing
Summative Performance Task
The legal age for adulthood should be changed from 18 years old to 14 years old. Write an
argument supporting or opposing this statement. Think about the brain research on
teenagers and how it can affect rules and responsibilities for this age group. Use three of
the sources listed to make your case. Be sure to address the counterargument.
https://docs.google.com/document/d/1D9S6OKn5V0DFilbkKnM1TwVmAeNjO8vosJxCQfLaao/edit?usp=sharing
https://docs.google.com/document/d/1ab7PMULILqaIJe15MjlIWJHPJlK8dWfx4huvHUPoIw/edit?usp=sharing
**NEEDED: Q4 COLD INFORMATIVE PERFORMANCE TASK**
10th Grade Common Core Instructional Guide Year‐Long Essential Question: What is the nature of humanity? What happens to humanity in the face of challenge? Common Core Essential Questions Q1. What does it mean to be an individual in society? How do our actions impact others? Q2.What are the individual’s rights and responsibilities? In the absence of rules, what is the nature of humanity? Q3. How does man respond to adversity? Q4. To what extent should we practice tolerance in an increasingly diverse world? Language (conventions and vocabulary) Standards: Language 1‐6 **Language standards should be addressed through process writing instruction, mini‐lessons, and site‐based daily warm‐up activities. Examples include: Article of the Week, Sentence of the Week, Classical Roots, Daily Language Practice, SAT Vocabulary, rhetorical strategy instruction, etc. Common Professional and Academic Expectations In order to maintain the integrity of this instructional guide, as well as provide rigor and equity across the district, it is expected that each quarter’s instruction will include a comprehensive variety of texts (written, audio, and visual), at least one research opportunity, various speaking and listening activities, and at least one formative and one summative writing assignment. It is imperative that students have the opportunity to practice the skills required to demonstrate mastery on cold assessments. Q1. Quarter 1 Essential Questions: What does it mean to be an individual in society? How do our actions impact others? Guided Sub Questions: 




What does it mean to be an individual in society? What is more important—belonging to a group or being an individual? What is the responsibility of the individual? Which takes precedence—the rights of the individual or one’s responsibility toward society? How do our actions impact others? Standards Addressed/Assessed throughout Q1: Reading for Literature 1, 2, 4, 5, 6, 7, 10 Reading for Informational Texts 1‐8, 10 Writing 1 (a, b, d, e), 2, 4, 5, 7, 9, 10 Speaking and Listening 1, 2, 4a Language 2, 3, 4, 5, 6—Review parts of speech Standards Assessed through performance task(s) Q1: Reading for Literature 1, 5, 7 Reading for Information 1, 3, 4, 5, 6, 7, 8 Writing 2, 4, 5, 8, 9 Language 2, 3, 6 Core Text(s) (Choose one or more): 

“The Sociology of Leopard Man” (ERWC UNIT) Antigone and/or Oedipus (drama) Suggested Supplementary Works Six supplementary works from three or more genres (e.g. video clips, poems, nonfiction texts, short stories, art and music selections) ERWC Units: 
The Age of Responsibility Novels: 


Anthem (novel excerpt) Two‐Minutes Hate (excerpt 1984—chapter 1) Colonel Sherburn and the Mob (excerpt from Huck Finn) Poems: 



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
“The Road Not Taken”—Robert Frost poem “The Journey” “The Unknown Citizen” “The Soul Selects Her Own Society” “Much Madness is Divinest Sense” “Mending Wall”—Robert Frost Nonfiction: 

“You are a Conformist—That is You are Human” http://www.psychologytoday.com/blog/insight‐therapy/201012/you‐are‐conformist‐is‐you‐
are‐human (article on the science behind conformity and examples of social experiments) “Bullying a Rational Choice” and activities (identifying and challenging claims) Short Stories: 

The Lottery—Shirley Jackson Ms Found in an Anthill—Ursula LeGuin Videos: 



Dead Poets Society (dangers of conformity) http://www.youtube.com/watch?v=SnAyr0kWRGE(video) “The Leopard Man” YouTube “Larry Da’ Leopard” Stanley Milgram Experiment, The Hunger Games—The Reaping (Youtube) Art/ Images: 


Picasso (nonconformity) Google images “Leopard Man” The New York Times—http://learning.blogs.nytimes.com Music: 

Primus “To Defy the Laws of Tradition” “Little Boxes” Misc: 
Understanding Rhetoric—A Graphic Guide to Writing (publisher Bedford St. Martins. bedfordstmartins.com) (Comic Book) Q1 Summative Performance Task/ Process Essay: Informative Informative Essay based on the unit themes: (Suggested prompt template, Conformity Performance Task in Google docs) Prompt: We have looked at conformity in a number of ways, most prominently through the texts ______________ and _______________. Write an informative essay in which you analyze how each author addresses the topic of conformity and compare the various viewpoints discussed in each text. Remember, this essay is NOT about summarizing each source. Support your claim with details from what you have read. Q2. Quarter 2 Essential Questions: What are the individual’s rights and responsibilities? In the absence of rules, what is the nature of humanity? Guided Sub Questions: 


Is the essence of man good or evil? What is the role of the leader and citizens in maintaining order? Is there a right and wrong? Who determines what is right from wrong? Standards Addressed/Assessed throughout Q2: Reading for Literature 1, 2, 3, 4, 5, 7, 9, 10 Reading for information 1, 2, 3, 4, 5, 6, 10 Writing 2, 4, 5, 6, 7, 9, 10 Speaking and Listening 1, 2, 5, 6 Language 2, 3, 4, 5, 6 Standards Assessed through performance task (s) Q2: Reading for Literature 1, 2 Reading for Information 1, 5, 6 Writing 2, 4, 5, 8, 9 Language 2, 3, 6 Core Text: 
Lord of the Flies—Golding Suggested Supplementary Works Six supplementary works from three or more genres (e.g. video clips, poems, nonfiction texts, short stories, art and music selections) Novels: 


Brave New World Animal Farm Anthem (novel excerpts) Poems: 


“If”—Kipling “The Tyger”—Blake “The Lamb”—Blake Nonfiction: 



Why Boys Become Vicious—William Golding The Impact of a Good Leader and Good Leadership in Society (article) The Preamble Pamela Paul’s “From Students, Less Kindness for Strangers?” (New York Times article) http://www.nytimes.com/2010/06/27/fashion/27StudiedEmpathy.html and the psychology study to which Paul refers “Changes in Dispositional Empathy in American College Students Over Time: A Meta‐Analysis” (psychological study text) by Sara H. Konrath http://www.sitemaker.umich.edu/eob/files/konrathetal2011.pdf Short Stories: 
Before the Law (Kafka—in Lit. book) Videos: 
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
Nuclear fallout videos Milgrim Experiment (youtube) Stanford Prison Experiment (edit for content) Objective Morality (TED talk) Music: 
American Dream—Fable http://www.youtube.com/watch?v=zJgLJROpcJQ Art/Images: 
Garden of Eden images Misc: 



Link to New York Times resources http://learning.blogs.nytimes.com/2010/08/05/teaching‐
the‐lord‐of‐the‐flies‐with‐the‐new‐york‐times/?_r=0 John Locke quote: “Wherever law ends, tyranny begins.” Genesis (Chapters 1‐3) “Prometheus and Pandora” excerpt http://ancienthistory.about.com/library/bl/bl_text_bullfinch_2.htm Q2 Process Essay/ Summative Performance Tasks: Informative Informative essay based on unit themes: (Suggested prompt template) What is the importance of rules in civilization and what happens to humankind in the absence of rules? Write an informative essay in which you address both parts of this question. Use examples from the novel Lord of the Flies, the text ________________, and at least one other source we have read and discussed in class. QTR 2 COLD Performance Task: Informative Introduction: Leadership is essential in all aspects of life. However, the characteristics of good leadership have been up for debate for many years. Some are natural born leaders while others have to work at being a leader. So, what does a good leader look like? Assignment: Read three sources about historic leaders. Then write an informative essay on the characteristics of good leaders. Sources: “Suleiman the Magnificent”,”Nelson Mandela Inaugurated President of South Africa”, “Queen Elizabeth I” Q3. Quarter 3 Essential Question: How does humankind respond to adversity? Guided Sub Questions: 



What are the different meanings and sources of “happiness”? Which are most worthwhile? Where do people look for happiness and/or hope? What is the best way to handle adversity? How do people manifest fortitude and perseverance? Standards Addressed/Assessed throughout Q3: Reading for Literature 1, 2, 3, 4, 5, 6, 7, 10 Reading for Information 1, 2, 3, 4, 5, 6, 7, 8, 10 Writing 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Speaking and Listening 1, 2, 3, 6 Language 1 , 3, 4 , 5, 6 Standards Assessed through the performance task (s) Q3: Reading for Literature 1, 2, 3, 6 Reading for Information 1, 2, 6, 7, 8 Writing 1, 4, 5, 7 Speaking and Listening 1, 2, 3, 6 Language 1, 3, 4, 5, 6 Core Text: 
Memoir: Night—Wiesel Suggested Supplementary Works Six supplementary works from three or more genres (e.g. video clips, poems, nonfiction texts, short stories, art and music selections) ERWC Unit: 
In Pursuit of Unhappiness Novels: 

Saint Iggy (novel excerpt) The Absolutely True Diary of a Part‐Time Indian (novel excerpt) Drama: 
The Tempest Art: 


Maus by Art Spiegelman (graphic novel) “To the Little Polish Boy Standing with His Hands Up” by Yala Korwin (image) Zen Pencils—Sophie Scholl Poems: 



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“The Hangman”—Maurice Ogden “To the Little Polish Boy Standing with His Hands Up” by Yala Korwin (poem) “First They Came for the Jews” “Hymn to the Night” Holocaust poetry Nonfiction: 
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“For the Dead and the Living” (Elie Wiesel—speech) “The Nobel Peace Prize Acceptance Speech” Delivered by Elie Wiesel in Oslo on December 10, 1986 “Keep Memory Alive” (speech—Elie Wiesel) “Proudly Bearing Elders’ Scars, Their Skin Says ‘Never Forget’” Man’s Search for Meaning—Viktor Frankl (novel excerpt) “Perils of Indifference” (Elie Wiesel speech) “Malala Yousafzai’s Speech to the UN” “A Symbol of Hatred Pleads Not Guilty”—New York Times article “Numbed by Numbers” “Importance of Resilience” “Can You Instill Mental Toughness” “The Road to Psychological Resilience” “Universal Declaration of Human Rights” Short Stories: 
Content of a Dead Man’s Pocket Essays: 

“A God Who Remembers”—Elie Wiesel (essay with audio) “We Choose Honor” Videos: 
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Oprah: Auschwitz Death Camp (video) Milgrim Experiment, What Would You Do? (t.v. show), President Bush’s response to 911 Malala’s interview with John Stewart Life is Beautiful Happy Audio: 
http://www.npr.org/templates/story/story.php?storyId=89357808 (A God Who Remembers) Research Opportunity 

Night Webquest/Brochure Research one person who overcame adversity Q3 Performance Tasks: Socratic Seminar on Adversity prior to the essay. Performance Task/Process Essay: Argumentative Argumentative Essay based on the unit themes: (Adversity Performance Task in Google docs) Prompt: What is the best way to handle adversity? Write an argumentative essay in which you summarize the various methods people use to handle adversity discussed in this unit, and then argue which strategy is best. Utilize the memoir Night, the text ______________, at least one other source we have read/viewed and discussed in class, and at least one person that you researched. Q4. Q4 Essential Question: To what extent should we practice tolerance in an increasingly diverse world? Guided Sub Questions: 


How does our moral code impact our ideas, beliefs, and the way we interact with others? How is culture defined? What role does culture play in who we are and how we respond to others? 
How should we respond to those who are different from ourselves? Standards Addressed/Assessed throughout Q4: Reading for Literature 1, 2, 3, 4, 5, 6 Reading for Information 1, 2, 3, 4, 5, 6, 8 , 9, 10 Writing 1, 2, 3, 4, 7 Speaking and Listening 1, 3, 4, 6 Language 1, 3, 4, 5, 6 Standards Assessed through the performance task (s) Q4: Reading for Literature 1, 3, 6 Reading for Information 1, 6, 8 , 9, 10 Writing 1, 2, 4, 7 Language 1, 3a, 6 Core Text (choose one or more): 


“Texas v. Johnson Majority Opinion” and “American Flag Stands for Tolerance” (articles) Things Fall Apart (novel) Ender’s Game (novel) Suggested Supplementary Works Six supplementary works from three or more genres (e.g. video clips, poems, nonfiction texts, short stories, art and music selections) Poems: 
“Without Title” Drama: 
Macbeth Nonfiction: 

“Universal Declaration of Human Rights” (preamble) “Towards a True Refuge” Short Stories: 
“The Lottery” 



“What, of This Goldfish, Would You Wish?” “Born of Man and Woman” “The Wife’s Story” “War Prayer”—Mark Twain Videos: 



Twilight Zone “Monsters are Due on Maple Street” https://www.youtube.com/watch?v=IrV8QPQAhxo#aid=P8ad0SOqUTw Greatest Play in Baseball—Rick Monday Saves the US Flag “My So‐Called Enemy”—Movie Trailer Freedom Riders (PBS documentary) Q4 Performance Tasks: Speech prior to the essay. Performance Tasks/Process Essay: Informative Informative Essay based on the unit themes: (“Ourselves and Others” Performance Task in Google docs) Prompt: This collection focuses on the way we relate to and interact with others, both individuals and groups. Look back at the texts you have read—particularly the anchor selection _________, and texts___________, and __________. Synthesize your ideas about how the texts explore the idea of accepting others by writing an informative essay. QTR 4 COLD Benchmark Performance Task: Argumentative Introduction: This year we have discussed the rights and responsibilities of the individual in society. To what extent should individuals be allowed to decide for themselves how best to maintain their personal health? Assignment: Read three articles about government regulation of food and drink. Then write an argumentative essay on which you take a position on whether or not this type of regulation is fair. Sources: “Sugary Drinks Over 16‐Ounces Banned in New York City, Board of Health Votes”, “Food Politics”, “Should the Government Regulate What We Eat?” 11th Grade Common Core Instructional Guide
Year long essential question: What does it mean to be an American?
Common Core Essential Questions
Q1. What factors have and continue to influence the identity of America? Q2. What is the price of freedom?
Q3. Is the American dream possible or elusive? Q4. How has the role of the individual evolved in American Society?
Language (conventions and vocabulary) Standards:
Language 1-6
**Warm up or other procedure to be determined by site. Examples include: Article of the Week,
Sentence of the Week, Classical Roots, Daily Language Practice, SAT Vocabulary, etc
Common Professional and Academic Expectations
In order to maintain the integrity and the rigor of this instructional guide, it is expected that each
quarter’s instruction will include a comprehensive variety of texts, including visual, auditory (e.g.
speeches), nonfiction, and fiction, for example, to support student mastery of reading, writing,
speaking, and listening standards.
Q1. What factors have and continue to influence the identity of America?
Guided Sub Questions: ●
●
●
●
●
●
●
●
How do you see America? How do writers persuade their audience? How has fear shaped American freedom? How can you be persuaded? Which rhetorical devices affect you the most? What is the role of faith in America? How has the power of words changed America? What are the elements of persuasion? ethos, logos, pathos, counterargument What tools does the author use to persuade an audience (in all types of texts including narrative, literary non‐fiction, etc.)? (resource for rhetorical devices: http://rhetoric.byu.edu/) ● What is an individual’s role in a democracy? Standards:
RL.11‐12.1,2,3,4,5,7,9,10
RI.11‐12.1,2,3,4,5,6,7,9,10
W.11‐12.1a,b,c,d,e (argument) and W.11‐12. 2a‐f (explanatory: arg./lit. analysis)
SL.11‐12.1a‐d (class discussions/socratic seminar); 3 (evaluating speaker)
L.11‐12. 5‐6 (academic vocabulary: elements of persuasion, rhetorical devices)
Major Works
Novels: other Novels
Drama: The Crucible, other dramas
Suggested Supplementary Works
Six supplementary works from three or more genres (e.g. video clips, poems, non-fiction
texts, short stories, art and music selections)
Poems: Selected poems by Anne Bradstreet and Phillis Wheatley
Non‐Fiction: ●
●
●
●
●
●
●
●
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●
●
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●
●
The UN Bill of Rights Speech at the Convention of Virginia The Iroquois Constitution Declaration of Independence Sex, Drugs, Disaster, and the Extinction of the Dinosaurs‐Gould The Allegory of the Cave‐Plato Ain’t I a Woman ‐‐ Sojourner Truth Letters from the Birmingham Jail Frederick Douglass Give Me Liberty or Give Me Death ‐‐Patrick Henry The American Promise, 1965 ‐‐ Lyndon Johnson From the Interesting Narrative of Olaudah Equiano Sinners in the Hands of an Angry God Samuel Sewall ●
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Thomas Paine Obama’s 2009 Inauguration Speech Eisenhower “D‐Day” Speech Bush’s speech on 9/11: http://archives.cnn.com/2001/US/09/11/bush.speech.text/ Video of Bush’s speech on 9/11: http://www.youtube.com/watch?v=XbqCquDl4k4 “Salvation” by Langston Hughes JFK address to the Greater Houston Ministerial Association 1960: http://www.npr.org/templates/story/story.php?storyId=16920600 Videos: Amistad, Greatest Speeches DVD
Other Sources:
‐persuasive speech that we can watch on youtube ‐American Rhetoric ●
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Helen Keller Patrick Henry “Give me Liberty” Jonathan Edwards "Sinners in the Hands of an Angry God" Obama Nobel Pro War speech http://www.huffingtonpost.com/2009/12/10/obama‐
nobel‐peace‐prize‐a_n_386837.html, http://www.youtube.com/watch?v=AORo‐YEXxNQ ● Bush’s speech on 9/11 http://archives.cnn.com/2001/US/09/11/bush.speech.text/ ● Video of Bush’s speech on 9/11 http://www.youtube.com/watch?v=XbqCquDl4k4, ● Bush declares war on Iraq http://www.cnn.com/2003/US/03/19/sprj.irq.int.bush.transcript/, ● Bush senior’s Desert Storm speech http://www.historyplace.com/speeches/bush‐
war.htm ● FDR Pearl Harbor speech http://www.let.rug.nl/usa/presidents/franklin‐delano‐
roosevelt/pearl‐harbor‐speech‐december‐8‐1941.php, ● Mary McLeod Bethune “What is Democracy to me?”http://americanradioworks.publicradio.org/features/sayitplain/mmbethune.html) ● Eisenhower, http://www.kansasheritage.org/abilene/ikespeech.html ● Women’s Speeches throughout history. http://www.infoplease.com/spot/whmspeeches.html Sample Performance Tasks and Assessments
Optional Research Opportunity: SPAR (Spontaneous Argument) Research and Debate Activity
Formative Assessment:
‐Writing process tasks: e.g. Create a Movie Poster or advertisement that utilizes Rhetorical Devices learned from the past 4 weeks. Include in writing an explanation of each element and how it pertains to each Rhetorical Device.
Performance Task:
‐Analyze the use of rhetorical devices in these speeches (choose one above that fits your class) to defend freedom ‐Identify, evaluate, and analyze the persuasive techniques in a single text. ‐identify and analyze two effective rhetorical strategies from a text used by the speaker to persuade their audience.
‐mini performance task at the end of Q1 with excerpts of speeches QTR 1 COLD Benchmark Performance Task: Informative (week 8). In an essay identify the author’s purpose in the text provided (cold read). What strategies are used to achieve that purpose? (Text should be a cold read that is site consistent)
Q2. What is the price of freedom?
Sub Questions:
● When our choices are taken from us how do we rise above it? ● Do we take our freedom for granted? ● How can our actions and words enslave others? ● How can our actions or words free others? Standards:
RL.11‐12.1,2,3,4,5,6,9,10
RI.11‐12.1,2,3,4,5,6,7,8,9,10
W.11‐12.1a,b,c,d,e,f (argument); 7,8,9,10
SL.11‐12.1a‐d (class discussions/socratic seminar); 2 (integrating and evaluation multiple sources); 3 (evaluating speaker)
L.11‐12. 3‐6 (academic vocabulary: elements of persuasion)
Major Works
Novels: Huck Finn or Narrative of the Life of Frederick Douglass, An American Slave
Suggested Supplementary Works
Poems:
● Song of Myself ● Langston Hughes ● “Still I Rise,” by Maya Angelou Non‐Fiction: ●
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The Emancipation Proclamation Frederick Douglass Civil Disobedience, Walden, Transcendentalists Olaudah Equiano Dubois “Of our spiritual strivings” Booker T. Washington Malcolm X (Greatest American Speeches) Malala Yousafzai speech MLK (Letter from a Birmingham Jail) excerpt The Crisis by Thomas Paine I will fight no more forever, Chief Joseph Dubose and Washington Malcolm X (Speech to Oxford Union Club) excerpt Short Stories:
● The Wife of His Youth ‐‐ Charles Chesnutt ● Disgraceful Persecution of a Boy‐‐ Mark Twain ● Desiree’s Baby ‐‐ Kate Chopin ● Excerpts from Invisible Man ‐‐ Ellison ● Story of an Hour‐‐Kate Chopin Videos: MLK speech vs Malcom X speech vs Ghandi speech
Music: Slave spirituals
● The Night Thoreau Spent in Jail ● JFK address to the Greater Houston Ministerial Association 1960: http://www.npr.org/templates/story/story.php?storyId=16920600 Optional Research Opportunity: e.g. Webquest‐‐Slavery, Civil War, Declaration of Independence Fact Find
Formative Assessment:
‐Writing process tasks: e.g. [argument] Throughout history, Americans have, and continue to, pay high prices for freedom. Drawing evidence from the texts we have read this quarter, write a multi‐paragraph essay proving how Americans have paid this price of freedom. Conclusively, upon researching these sources, explain if the price paid was worth it. Performance Task:
QTR 2 COLD Benchmark Performance Task: Argumentative (week 16)
In an essay synthesizing multiple texts construct an argument in response to the following question: “What is the true price of freedom?” Consider actions and words that enslave or free others using the provided “cold read” texts (site consistent). Q3. Is the American Dream possible or elusive?
Sub Questions:
● How is the American dream interpreted and refined throughout history? ● What values/philosophies have shaped the American dream? ● Do all Americans share the same American dream (alternative viewpoints)? ● What is the American dream (Today)? ● Has the American Dream sustained its desire and hype over the last century? Socratic seminar questions: ●
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what is the measure of success? what is happiness? does environment impact upward mobility? what does it mean to be a self made American? how has American pop culture influenced our idea of the American Dream? how does the American dream corrupt people? what is the correlation between hard work and success? what obstacles interfere with or prevent you from achieving the American Dream? Standards: RL.11‐12.1,2,3,4,5,6,9,10
RI.11‐12.5,6,7,8,9,10
W.11‐12.1a,b,c,d,e,f (argument) SL.11‐12.1a‐d (class discussions/socratic seminar); 2 (integrating and evaluation multiple sources); 3 (evaluating speaker); 5; 6
L.11‐12. 3‐6 academic vocabulary: elements of persuasion)
Suggested Works:
Novels: Great Gatsby, On the Road (alternative), Poems: ● Miniver Cheevy ● Richard Corey ● American Haikus by Jack Kerouac ● San Francisco Scene by Jack Kerouac ● On the Road (excerpts) by Jack Kerouac ● Dream Deferred ● The Love Song of J. Alfred Prufrock by T.S. Eliot ● The Hollow Men by T.S. Eliot ● The Man with the Hoe by Edwin Markham, ● "Baby Picture (edited!)" By Anne Sexton ● "Death Baby" Anne Sexton ● "Mirror ● "Daddy" ● "Colossus" ● Sylvia Plath Non‐Fiction: ● Of Plymouth Plantation, A Moveable Feast ● The Other Wes Moore (NF book) Short Stories: To Serve Man, Winter Dreams
Essays/Articles: ● http://learning.blogs.nytimes.com/2013/04/25/teaching‐the‐great‐gatsby‐with‐the‐
new‐york‐times‐2/ (resources for teaching Gatsby related w/ American Dream) ● http://www.nytimes.com/2009/04/15/us/15land.html?pagewanted=all‐ (There are 10+ essays in this link based on decades of America) ● “Rethinking the American Dream” (Vanity Fair), http://www.vanityfair.com/culture/features/2009/04/american‐dream200904 ● Mother Tongue by Amy Tan, ● “This Land: At an Age for Music and Dreams, Real Life Intrudes” Videos: ● Elon Musk 60 Minutes clip ● Joseph McCarthy, ● Raisin in the Sun, ● Inequality for All (Documentary), ● Midnight in Paris Music: ● "I need a dollar" Aloe Blacc ● "Richard Corey" Simon & Garfunkel Audio: ● NPR “American Dream: Then and Now” http://www.npr.org/series/153503213/american‐dreams‐lost‐and‐found ● NPR “Success” (redefinitions) http://www.npr.org/2013/10/25/240777690/success ● NPR with Leonardo DiCaprio http://www.kcrw.com/etc/programs/tt/tt140115leonardo_dicaprio_th Additional Text/Source
● http://americanradioworks.publicradio.org/features/americandream/ Webquest handout to use w/ American Radio Works:
❖ http://sharepoint.mvla.net/teachers/Caitlinh/American%20Lit/Docs/Unit%201%20‐
%20Eras%20of%20American%20Lit/AmRadioWebquest.pdf Optional Research Opportunity: e.g. Research Paper‐‐ You will research one of the aspects of America during the Twenties and write 3‐5 page paper that argues how that aspect contributed to the atmosphere of the Roaring Twenties. Consider how beneficial or detrimental this aspect was to society during the twenties. Your paper should argue how the aspect contributed to the atmosphere during the Roaring Twenties and reveal how beneficial or detrimental it was to society.
Formative Assessment: Writing process tasks.
Performance Task:
Quarter 3 Performance Task (Argumentative):
In an essay synthesizing multiple texts construct an argument in response to the following question: “Is the American Dream possible or elusive? Corrupt or plausible?" Use the provided “cold read” texts (site consistent) and consider arguments and counter arguments.
Q4. How has the role of the individual evolved in American Society?
Sub Questions:
● How can one experience change your views and perspective? ● Identity...E Pluribus Unum (Out of many, one) ● Psychological aspect of identity‐what does it mean to be an individual? What is the definition of of identity? ● How have individual gender roles shifted through American society? ● Relationships with / Relationships in general ● How has power shifted from the government to the people/individual? Or has it not? ● What kinds of rights have individuals gained throughout American history? ● At what cost did the role of the individual evolve in American society? ● How has pop culture/social media influenced the role of the individual in American society? ● How has surveillance culture affected American Identity? ● How has American society evolved the role of the individual? Standards:
RL.11‐12.5, 6, 9, 10 W.11‐12.3a‐e, 7,8,9,9a/b, 10
SL.11‐12.1a‐d, 2, 3, 4, 5, 6
Suggested Works Novels: ● The Catcher in the Rye ● Other available narrative full length works (TBD by site) Poems: ● Mother to Son ● Dream Deferred ● Song of Myself by Walt Whitman ● The Road not Taken by Robert Frost ● Birches by Robert Frost ● “The Hollowmen,” TS Eliot ● Love song of J. Alfred Prufrock TS Eliot ● Sylvia Plath ● “Comin’ Thro the Rye,” Robert Burns Non‐Fiction: ●
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Letter from Salinger to Mr. Herbert (Studio rights and his refusal) "What it Means to be American" James Baldwin "How it Feels to be Colored Me" Zora Neale Hurston "Why Don't People Help?" Bibb Latane and John Darley Keeping The Dream Alive http://content.time.com/time/specials/packages/article/0,28804,2117662_2117682_21
17680‐2,00.html Short Stories: ●
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The Flowers by Alice Walker The Jilting of Granny Weatherall A Clean, Well‐lighted Place by Ernest Hemingway Two Ways to Belong to America When the Dancer is the Self Self‐Reliance View from a Bridge (used for common formative assessment COLD assessment) Practice common assessment piece for COLD assessment: View from the bridge http://academic.luzerne.edu/shousenick/101‐‐NARRATION_ViewfromaBridge.doc
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Dead Poets Society Modern Times (Charlie Chaplin) https://archive.org/details/ShyGuy1947 http://youtu.be/R66eQLLOins John Green Crash Course in Catcher "More" Short Film by Mark Osborne http://youtu.be/cCeeTfsm8bk Charlie Rose interview about Salinger https://www.youtube.com/watch?v=zqc0Gn5Yb90 Music: ●
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Boulevard of Broken Dreams by Green Day Man in the Mirror by Michael Jackson The Wall by Pink Floyd Welcome to the Machine by Pink Floyd Misc: ● JFK address to the Greater Houston Ministerial Association 1960: http://www.npr.org/templates/story/story.php?storyId=16920600 Optional Research Opportunity: e.g.Multi‐Media Presentation Research one of the decades of American society from the twentieth century. Identify what it means to be an American and an individual. How is the individual revealed in that decade based on categories of American culture? How has the individual evolved from that decade? Present research findings in multi‐media presentation/project.
Formative Assessment: Writing process tasks.
Performance Task:
Q4 Performance Task(Narrative) : Part 1‐Write a personal narrative and snapshot of who you are right now so that your future self can see how American society has shaped your current individual identity? Consider your American Literature experience and utilize the effective styles of the authors as you construct your response.