Curriculum Map ‐Sophomore ELA‐ LITERATURE General History of Virginia CCSS ­ 10.RI.1, 10.RI.2, 10.RI.3, 10.RI.5, ​
10.RI.6* Learning Goal ­ Analyze how an author uses rhetoric to advance his/her purpose. Essential Questions ­ How does the author use rhetoric? How does his/her use of rhetoric help them achieve their goal? Assessment ­ Rewrite from different POV, Quiz Instructional Strategies ­ Read, discuss, take notes together Of Plymouth Plantation CCSS ­ 10.RI.1, 10.RI.3, 10.RI.6, ​
10.RI.9* Learning Goal ­ Compare how two authors’ approaches differ while addressing similar topics. Essential Questions ­ How do different topics address related themes and concepts? How does the time period and author’s point of view affect his/her perspective on the subject? Assessment ­ Rewrite from different POV, Quiz Instructional Strategies ­ Read, discuss, take notes together To My Dear and Loving Husband CCSS ­ 10.RL.1, ​
10.RL.4*​
, 10.L.4, 10.L.5, 10.L.6 Learning Goal ­ Determine the meaning of figurative and connotative words and phrases within the text. Essential Questions ­ How are various forms of figurative language used? Assessment ­ Homecoming poem, Quiz Instructional Strategies ­ Read, discuss, take notes together Upon the Burning of our House CCSS ­ 10.RL.1, ​
10.RL.4​
*, 10.L.4, 10.L.5, 10.L.6 Learning Goal ­ Determine the meaning of figurative and connotative words and phrases within the text. Essential Question ­ How are various forms of figurative language used? Assessment ­ Homecoming poem, Quiz Instructional Strategies ­ Read, discuss, take notes together Sinners in the Hands of an Angry God CCSS ­ 10.RI.2, ​
10.RI.4*​
, 10.RI.5, 10.RI.6. 10.L.6 Learning Goal ­ Determine the meaning of figurative and connotative words and phrases within the text. Essential Question ­ What is the difference between the connotative and denotative meaning of words? How does word choice create a cumulative impact on the overall meaning and tone of the text? Assessment ­ Ballot Proposal Presentation, Quiz Instructional Strategies ­ Read, discuss, take notes together The Crucible​
Act I CCSS ­ ​
10.RL.1*​
, 10.RL.2, 10.RL.3, 10.RL.7 Learning Goal ­ Cite multiple pieces of textual evidence that strongly and thoroughly support explicit and inferential questions. Essential Question ­ What evidence is present in the text to support my answer to the question? Assessment ­ Character comprehension check, Quiz Instructional Strategies ­ Read, discuss, take notes together The Crucible ​
Act II CCSS ­ 10.RL.1, 10.RL.2, ​
10.RL.3*​
, 10.RL.7 Learning Goal ­ Identify cues in characters’ behaviors that give insight into their thoughts, feelings, and attitudes. Essential Question ­ What is the role of How do complex characters develop over the course of a text? How do characters develop through their interactions with other characters? Assessment ­ Quiz Instructional Strategies ­ Read, discuss, take notes together The Crucible ​
Act II Scene II CCSS ­ 10.RL.1, 10.RL.2, 10.RL.3, 10.RL.5, ​
10.RL.7* Learning Goal ­ Be aware that subtle changes or short scenes can drastically change the impression viewers/readers have of a character and influence his/her perceived goals. Essential Question ­ How does a key scene, done differently, change the impression the viewer has of characters? Assessment ­ Quiz Instructional Strategies ­ Read, discuss, take notes together The Crucible ​
Act III CCSS ­ 10.RL.1, 10.RL.2, ​
10.RL.3*​
, 10.RL.7 Learning Goal ­ How do characters with conflicting motivations develop over the course of a text, interact with other characters, and advance the plot and develop the theme? Essential Question ­ How do complex characters (Abigail, Elizabeth, Proctor) advance the plot and contribute to the development of theme of Reputation and motif of Accusations, Confessions, and Legal Proceedings? Assessment ­ Quiz Instructional Strategies ­ Read, discuss, take notes together The Crucible ​
Act IV CCSS ­ 10.RL.1, ​
10.RL.2*​
, 10.RL.3, 10.RL.7 Learning Goal ­ Determine the theme of a text and, looking back, analyze its development over the course of the text. Essential Question ­ How do authors manipulate the events that happen within a text to get across their overall message? Assessment ­ Quiz Instructional Strategies ­ Read, discuss, take notes together Timebends CCSS ­ 10.RI.1, 10,RI.6, ​
10.RI.8* Learning Goal ­ Evaluate an argument and assess whether the reasoning is valid and the evidence is relevant and sufficient.. Essential Question ­ What are logical fallacies, how are they identified, and how does it affect the effectiveness of an article? Assessment ­ Jigsaw assignment, Focus Questions, Quiz Instructional Strategies ­ Individual Reading, Class Reading, Focus Questions, Guided Notes, Jigsaw assignment, Talk to the Text The Death of Emmett Till CCSS ­ 10.RI.1, 10.RI.7. 10.RL.7, 10.SL.2, ​
10.SL.3* Learning Goal ­ Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Essential Question ­ How can an author use evidence and/or rhetoric to strengthen his/her point of view and/or purpose? Assessment ­ Song elements and interpretation worksheet, Quiz (over all of Emmett Till pieces) Instructional Strategies ­ Listen to the song multiple times, each time targeting a particular aspect of the song. Guided notes for each iteration Mississippi 1955 CCSS ­ 10.RI.1, ​
10.RI.7*​
, 10,RL.4, 10.RL.7, 10.SL.2, 10.SL.5 Learning Goal ­ Analyze various accounts of a subject told in different mediums and determine which details are emphasized in each account. Essential Question ­ How can looking at the same subject presented in multiple versions either strengthen or weaken my understanding of the subject. Assessment ­ Evidence Citation Worksheet, Quiz (over all of Emmett Till pieces) Instructional Strategies ­ Y­Charts, Discussion, Guided Notes The Money Mississippi Blues CCSS ­ ​
10.RI.7*​
, 10.RL.4, 10.RL.7, 10.SL.2, 10.SL.5 Learning Goal ­ Analyze various accounts of a subject told in different mediums and determine which details are emphasized in each account. Essential Question ­ How can looking at the same subject presented in multiple versions either strengthen or weaken my understanding of the subject. Assessment ­ Evidence Citation Worksheet, Quiz (over all of Emmett Till pieces) Instructional Strategies ­ Y­Charts, Discussion, Guided Notes Letter to Martin Luther King Jr. CCSS ­ 10.RI.5, ​
10.RI.8*​
, 10.RI.9 Learning Goal ­ Delineate and evaluate an argument using the evidence an author provides and determine if the evidence provided is relevant and sufficient enough to support the claim. Essential Question ­ What claims are supported by opinions rather than facts? Assessment ­ formative through class discussion and talk to the text Instructional Strategies ­ Independent reading utilizing the talk to the text strategy, class discussion, notes Letter from Birmingham Jail CCSS ­ 10.RI.1, 10.RI.2, 10.RI.4, 10.RI.6, 10.RI.8, ​
10.RI.9*​
, 10.SL.1 Learning Goal ­ Understand how ethos, logos, and pathos can be used to persuade an audience. Essential Question ­ How did Martin Luther King Jr. use Aristotle’s three pillars of persuasion to create a document that was highly influential. Assessment ­ Quiz Instructional Strategies ­ Read and discuss together, partner and individual identification of persuasive techniques To Kill a Mockingbird CCSS ­ 10.RL.1, 10.RL.2, ​
10.RL.3*​
, 10.RL.4, 10.RL.5, 10.RL.7, 10.RL.9, 10.L.4 Learning Goal ­ How do events and lessons learned from other characters help a dynamic character develop throughout the text? Essential Question ­ What is the difference between a dynamic character and a static character? Assessment ­ formative assessment through discussion and writing tasks, summative assessment through presentation, quizzes, and tests. Instructional Strategies ­ Individual, small group, and whole class readings; guided notes sheets, comprehension quizzes, writing prompts, diversified presentation from groups of similar multiple intelligence strengths. Dry September CCSS ­ 10.RL.1, 10.RL.3, ​
10.RL.9*​
, 10.SL.1 Learning Goal ­ Critique various works that have drawn on the same material and explain varied interpretations of different authors. Essential Question ­ What similarities and difference can be found in the two texts and what conclusion can therefore be drawn about that time period because of it? Assessment ­ Character and Event Comparison Summative Instructional Strategies ­ Whole class reading as well as individual reading, Y­Charts to compare, guided notes, class discussions LANGUAGE Compound Sentences CCSS ­ ​
10.L.1* Learning Goal ­ Have the ability to compose more detailed sentences that are more interesting to the reader. Essential Question ­ What are the ways independent clauses can be combined into a single sentence? Assessment ­ three to five tiered activities, the first of which is accompanied by an extra credit activity to earn back any missed points. A final summative assessment to check for understanding. Instructional Strategies ­ Notes and discussion to go into our flip charts, worksheets that progress from identifying to composition. Complementary Elements CCSS ­ ​
10.L.1* Learning Goal ­ Have the ability to compose more detailed sentences that are more interesting to the reader. Essential Question ­ How can complementary elements be used to vary the sound and appearance of my sentences to my reader while providing them with additional information? Assessment ­ three to five tiered activities, the first of which is accompanied by an extra credit activity to earn back any missed points. A final summative assessment to check for understanding. Instructional Strategies ­ Notes and discussion to go into our flip charts, worksheets that progress from identifying to composition. Parenthetical Information CCSS ­ ​
10.L.1* Learning Goal ­ Have the ability to compose more detailed sentences that are more interesting to the reader. Essential Question ­ What is the difference between a non restrictive and restrictive clause and how can restrictive clauses be used to vary the sound and appearance of my sentences to my reader while providing them with additional information? Assessment ­ three to five tiered activities, the first of which is accompanied by an extra credit activity to earn back any missed points. A final summative assessment to check for understanding. Instructional Strategies ­ Notes and discussion to go into our flip charts, worksheets that progress from identifying to composition. Adjective Clauses CCSS ­ ​
10.L.1* Learning Goal ­ Have the ability to compose more detailed sentences that are more interesting to the reader. Essential Question ­ How do adjective clauses help make writing more informative as well as more interesting? Assessment ­ three to five tiered activities, the first of which is accompanied by an extra credit activity to earn back any missed points. A final summative assessment to check for understanding. Instructional Strategies ­ Notes and discussion to go into our flip charts, worksheets that progress from identifying to composition. Adverb Clauses CCSS ­ ​
10.L.1* Learning Goal ­ Have the ability to compose more detailed sentences that are more interesting to the reader. Essential Question ­ How do adverb clauses help make writing more informative as well as more interesting? Assessment ­ three to five tiered activities, the first of which is accompanied by an extra credit activity to earn back any missed points. A final summative assessment to check for understanding. Instructional Strategies ­ Notes and discussion to go into our flip charts, worksheets that progress from identifying to composition. Noun Clauses CCSS ­ ​
10.L.1* Learning Goal ­ Have the ability to compose more detailed sentences that are more interesting to the reader. Essential Question ­ What is the function of a noun clause and how do they differ from the other types of dependent clauses? Assessment ­ three to five tiered activities, the first of which is accompanied by an extra credit activity to earn back any missed points. A final summative assessment to check for understanding. Instructional Strategies ­ Notes and discussion to go into our flip charts, worksheets that progress from identifying to composition. Homophones CCSS ­ 10.L.1, ​
10.L.5* Learning Goal ­ Know the appropriate usage of the most common homophone mistakes Essential Question ­ What is a homophone? Assessment ­ Formative as I walk around and check for understanding and completion; one summative assessment towards the end Instructional Strategies ­ Completed as daily sparks WRITING / COMPOSITION Explorer Research Paper CCSS ­ ​
10.W.2*​
, 10.W.4, 10.W.5, 10.W.6, 10.W.7, 10.W.8, 10.L.2, 10.L.3 Learning Goal ­ Students’ writing will be purposely focused, detailed, organized, and sequenced in a way that clearly communicated the idea to the reader. Essential Question ­ What are the steps used to compose a research paper, beginning with the identifying a topic through the composition of the final draft? Assessment ­ Formative assessment throughout the process, especially at checkpoints and milestones throughout the process. Final draft is printed and uploaded to turnitin.com Instructional Strategies ­ Student checklists and rubrics, MLA format review discussions, evaluation web sources lesson, highlighting of sources, bib. sheets, and rough draft graphic organizers. Homecoming Poem CCSS ­ ​
10.W.4*​
, 10.L.3 Learning Goal ­ compose a piece of literary art that includes various forms of figurative language. Essential Question ­ How can I use various forms of figurative language? Assessment ­ final draft of handwritten poetry. Instructional Strategies ­ Read and identify figurative language in existing poems, model the creation of poem and emphasize the figurative language included, give assistance as needed during the composition process. Narrative CCSS ­ ​
10.W.3*​
, 10.W.4, 10.W.5, 10.W.6, 10.L.2, 10.L.3 Learning Goal ­ Incorporate well­chosen details into a narrative of a imagined experience that is symbolic of an event occurring in the world today. Essential Question ­ How can I utilize dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and characters within my narrative? Assessment ­ Formative assessment throughout the process, especially at checkpoints and milestones throughout the process. Final draft is printed and uploaded to turnitin.com Instructional Strategies ­ Utilizing the strategy of divide and conquer, review and break down the stages of plot and create the narrative though a series of mini projects/writing assignments that will be combined to create a complete story. Persuasives CCSS ­ ​
10.W.1*​
, 10.W.4, 10.W.5, 10.W.6, 10.W.9, 10.L.2, 10.L.3 Learning Goal ­ Utilize ethos, pathos, and logos, as well as all the tools in our writing toolbox, to compose an essay that is interesting to read and effective in its goal. Essential Question ­ What is my purpose and how to do I most effectively develop it? Assessment ­ Tiered FCA’s increasing in sophistication as we progress from the first through the fifth writing prompt. Instructional Strategies ­ Tiered writing activities (roughly five each) broken down into (1) Introductions, (2) Supporting Body Paragraphs, (3) Counter­Argument Body Paragraphs, and (4) Concluding Paragraphs. Topics tbd by student interests, current events, classroom discussions, etc. Proposal Commercial CCSS ­ 10.W.1, ​
10.W.6*​
, 10.SL.5, 10.SL.6, 10.L.1, 10.L.3 Learning Goal ­ Essential Question ­ What is the difference between connotation and denotation? What are the types of connotations? How can they be used in my writing to help persuade my audience? Assessment ­ video presentation to the class. Instructional Strategies ­ Notes and discuss on connotation and denotation; worksheets to identify and improve, and final :30 political ballot proposal commercial. Racial Turmoil Research and Presentation CCSS ­ 10.SL.2, ​
10.SL.4*​
, 10.LS.5, 10.SL.6, 10.L.1, 10.L.3 Learning Goal ­ Have a solid understanding of the Jim Crow Laws around the time of the depression so they can better understand the context of ​
To Kill a Mockingbird Essential Question ­ How were racial minorities unfairly treated in the southern states by those in power? Assessment ­ Presentation to the class Instructional Strategies ­ Webquest modified from (https://mrbe9.wikispaces.com/To+Kill+a+Mockingbird+Background mrbe9’s website)