Groton Public Schools
Curriculum Map
INTRODUCTION
Course Title: Honors, College Prep, Basic English 10
Curriculum Area and Grade: Language Arts, 10
Course Purpose:
Building from the freshman level courses’ study of character, sophomore English will emphasize the role of the individual in society. Through
thematic essential questions, students will explore the impact that culture and environment play in defining the individual and his/her role in society.
Furthermore, the second semester study of good and evil will build upon first semester studies, serving to deepen the understanding of the
complexity inherent in moral choices. These themes will be explored through various literary genres, and students will demonstrate their
understanding and mastery of taught concepts through various modes of writing, presenting, both individually and collaboratively. Additionally,
students will continue their studies in vocabulary and standard grammar usage and mechanics. Through the themes studied in freshman and
sophomore English, students will be prepared to explore the individual’s unique role in American society.
Major Learning Goals and Understandings:
Student Learning Expectation(s):
FHS Student Learning Expectation(s):
SE1
SE2
SE3
SE4
SE5
SE6
Apply effective analysis, synthesis, and evaluative processes that enable productive problem solving.
Communicate information clearly and effectively using a variety of tools/media in varied contexts and for a variety of purposes.
Work independently and collaboratively to solve problems and accomplish goals.
Use real-world digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks.
Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.
Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior.
Common Core State Standards - Language Arts
Reading Standards for Literature
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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.
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.
9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or
the Bible or how a later author draws on a play by Shakespeare).
Reading Standards for Informational Text
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
(e.g., a section or chapter).
7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which
details are emphasized in each account.
9. Analyze seminal U.S. documents of historical and literary significance (e.g. Washington’s Farewell Address, the Gettysburg Address,
Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Writing Standards
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evident.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of
each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a
specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare]”).
b. Apply grades 9-10 Reading standards to literary nonfiction (e.g., “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”).
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
Speaking and Listening Standards
1. Initiate and participate effectively in a range of collaborative discussions (on-on-one, in groups, and teacher-led) with diverse partners on
grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and
preparation of alternate views), clear goals and deadlines, and individual roles as needed.)
c. Propel conversations by posing and responding to questions that’s relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
Language Standards
1. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
a. Use parallel structure
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis,
analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the inferred meaning in context or in a dictionary.
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at
the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
21st Century Learning Expectation(s): (see attached: P21 Framework: www.P21.org )
1.
2.
3.
4.
Collaborative Learning
Making Connections
Critical Thinking
Information/Media Literacy
THE INDIVIDUAL IN SOCIETY
(Two Frameworks Based on Thematic Essential Questions)
Units/Theme/Concept and # of Weeks
Quarter = 9 weeks, Semester=18 weeks, Trimester= 12 weeks, Year=36 weeks --- usually spread over 40 weeks
1. Environment and Culture (Semester 1, 18 weeks)
Mappers/Authors: C. Russo, A. MacLean, A. Smith
Date Approved: August 2012
2. Good versus Evil (Semester 2, 18 weeks)
Semester 1 Thematic Unit: Environment and Culture
Grade:
10
Subject:
Language Arts
Course:
Honors, College Prep, Basic English
10
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
The students will know:
1. Themes in Literature
Length of Unit:
18 Weeks
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will be able to:
1. Students will be able to determine a theme, and use evidence as support
2. Students will be able to connect and compare themes across literary pieces
and genres
3. Students will be able to apply literary themes to real-life
Evaluation, Analysis,
Identification, Application
2. Close Reading
1. Students will be able to analyze word choice for impact on meaning in a text Evaluation, Analysis,
Identification, Application
(including figurative language and rhetorical devices)
2. Students will be able to analyze textual structure for impact on meaning in a
text
3. Historical Influences on Texts
1. Students will be able to connect texts to show how universal meaning
transcends time or place of origin.
2. Students will be able to examine literary texts through the lens of important
cultural documents
Evaluation, Analysis,
Identification, Application
4. Citations
1. Students will be able to demonstrate close reading skills by drawing textual
inferences
2. Students will be able to appropriately cite resources utilized for an
assignment
Evaluation, Analysis,
Identification, Application
5. Academic Writing
1. Students will be able to write in a variety of modes while maintaining a
consistent and appropriately formal tone
Creation, Evaluation, Analysis,
Application, Understanding,
2. Students will be able to develop and support claims using textual support
with appropriate citations in MLA format.
3. Students will be able to recognize the importance of transitional words in
connecting their ideas to the thesis.
4. Students will be able to write in a variety of modes, including persuasive,
expository, and analytic.
5. Students will be able to effectively incorporate support (textual and
multimedia) in their writing order to validate the thesis.
6. Students will demonstrate the ability to write (prompt, question, journal,
CAPT) under time constraints.
Remembering
6. Presenting, Discussing, and
Collaborating
1. Students will be able to effectively participate in classroom discussions,
both student and teacher led.
2. Students will be able to work collaboratively to engage the text beyond the
literal understanding.
3. Students will be able to meaningfully debate on textual meaning to deepen
understanding and make connections
4. Students will be able to effectively research and present material to
classmates through a variety of mediums
Creation, Evaluation, Analysis,
Application, Understanding
7. Standard English language
conventions
1. Students will be able to demonstrate standard English grammar and usage
conventions in their writing.
2. Students will be able to demonstrate use of grade-level appropriate
vocabulary (as prescribed by Sadlier-Oxford Vocabulary Workshop,
Level E
Creation, Analysis, Application,
Understanding, Remembering
Big Idea and Essential Questions

Big Idea
If everyone were the same, the notion of individual identity would be lost.
Our environment shapes us into what we become.
You can be from two different cultures at once, but you also will be neither, but rather a blend of the two.
People feel like outsiders when they won’t/can’t conform to societal expectation.
People are popular when they successfully conform and represent standards of society.
Separating appearance from reality requires introspection and an awareness of the power of stereotypes.

Essential Questions
What fundamental characteristics form the identity of the individual, creating a distinction between one and all others raised in the same
environment and/or culture? What environmental factors directly impact the identity of the individual in society, and how do they do so?
a. What if everyone were the same?
b. How are you a reflection of your environment?
c. Can you be from two different cultures at once?
By what factors do individuals judge one another? Does the individual select which traits will be compared, or does bias predispose the
individual to examine certain traits over others?
a. What makes you feel like an outsider?
b. What makes someone popular?
c. How good are you at judging people?
Part 3 – Common Unit Assessments
Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening,
speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific
technologies and technology applications. Assessments must be common to teachers of this unit.
All assignments are recommended as preparation for summative assessments.
Quarter 1 Assessments
1. Vocabulary (Sadlier-Oxford Vocabulary Workshop), Units 1-4 with unit quizzes, given every two weeks (Appendix D)
2. Journal prompts / timed writes thematically linked to unit (daily, first five-ten minutes of class)
3. Grammar – review of freshman level grammatical concepts (types of verbs, prepositions and prepositional phrases, conjunctions, pronouns),
two-three times a week (Appendix D)
4. Reading Assessments –
a. Close reading – application of literary terms and rhetorical devices to draw deeper meaning from the text
b. Reading check quizzes – based upon comprehension, checking for assignment completion and understanding of deeper meaning
(inferences, ability to relate quotes to themes/character development)
c. Presentations – speaking, listening, and presenting on topics and information derived from text (some presentations multimedia)
researched during webquest for short story literary analysis essay information
5. Writing Assessments a. Practice timed writing prompts – CAPT RTL, practice for prompts 1 & 2, biweekly (Appendix A)
b. Journal prompts thematically linked to unit and text, daily
c. Annotated bibliography with MLA format with webquest (Appendix A)
Summative (Required): Short story literary analysis essay (quarter culminating assignment).
Students will be required to compose a literary analysis piece, focused on a short story analyzing characterization, the use of figurative
language and rhetorical devices employed to shape the author's message.
Required: working knowledge of literary terms and rhetorical devices, MLA format citations w/ annotated bibliography, two pages minimum
typed (excluding bibliography). (Appendix A)
*Appendices include sample assessments for Quarter 1, and are provided as models to help students effectively achieve proficiency in the skills
required by the CCCT.
Quarter 2 Assessments
1.
2.
3.
4.
Vocabulary (Sadlier-Oxford Vocabulary Workshop), Units 5-8 with unit quizzes
Journal prompts / timed writes thematically linked to unit
Grammar – parts of a sentence (subject/verb/complements), and phrases (appositives, participial, etc.)
Reading Assessments –
a. Close reading – application of literary terms and rhetorical devices to draw deeper meaning from the text
b. Reading check quizzes – based upon comprehension, checking for assignment completion and understanding of deeper meaning
(inferences, ability to relate quotes to themes/character development)
c. Presentations –speaking, listening, presenting, and viewing topics and information derived from text (some presentations multimedia)
5. Writing Assessments –
a. Practice timed prompts – CAPT RTL, practice for prompts 3 & 4
b. Journal prompts thematically linked to unit and text
c. 1-2 page informal practice prompts on thematic comparisons among studied texts
Summative (Required): Research based persuasive essay (quarter culminating assignment)
Students will be required to compose a persuasive essay that will serve to deepen insight into the essential questions asked for the overarching
unit. Using at least two previously studied pieces of literature from the "Environment and Culture" unit, students will base their essays on a selfcreated thesis that provides a compelling moral argument. The argument should be supported with textual evidence and supplemented by thorough
commentary as it relates to the thesis. Required: working knowledge of the structure and function of a persuasive essay, literary analysis, literary
terms and rhetorical devices, MLA format and citations, three pages minimum typed (excluding cited works page).
Part 4 - Common/Assured Learning Experiences
Includes a description of what all students will have experienced in this unit district-wide, such as critical projects, readings, field trips, or
experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences.
The effective teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured
learning experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes.
Teacher and student led discussions
Paired/small groupings
Collaborative/individual activities
Written/oral presentations with a focus on multimedia
Webquest
Textual analysis
Contextual research
Part 5-Teacher Notes
Texts for Semester 1 - Bolded items are required
* Appropriate for basic level courses
**Appropriate for honors level courses
Short Stories –
“Tomorrow, Tomorrow, and Tomorrow” (Vonnegut)
All of the following can be found in the
McDougall Littell Literature anthology:
“Everyday Use” (Walker)
“A Visit to Grandmother” (Kelley)
“The Doll’s House” (Mansfield)
“The Interlopers” (Saki)
“When Mr. Pirzada Came to Dine” (Lahiri)
“On the Sidewalk Bleeding” (Hunter)
“Only Daughter” (Cisneros)
Poetry“Mother to Son” (Hughes)
“My Papa’s Waltz” (Roethke)
“Strange Fruit” (Holliday)
Full-Length TextsAntigone (Sophocles) IN ANTHOLOGY
Excerpts from Hiroshima (Hersey)
Native Son (Wright)**
Nightjohn (Paulsen)*
The Contender (Lipsyte)*
Primary DocumentsPoetics (Aristotle)
World War II/Atomic bomb documents
FilmsWhite Light, Black Rain (Hiroshima companion)
Grave of the Fireflies (Hiroshima companion)
John Q (Antigone companion)
Part 1 - Semester 2 Thematic Unit: Good versus Evil
Grade:
10
Subject:
Language Arts
Course:
Honors, College Prep, Basic English
10
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
Length of Unit:
18 Weeks
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
The students will be able to:
1. Themes in Literature
1. Students will be able to determine a theme, and use evidence as support
2. Students will be able to connect and compare themes across literary pieces and
genres
3. Students will be able to apply literary themes to real-life
2. Close Reading
Evaluation, Analysis,
1. Students will be able to analyze word choice for impact on meaning in a text
Identification, Application
(including figurative language and rhetorical devices)
Students will be able to analyze textual structure for impact on meaning in a text
2. Students will be able to paraphrase selected passages from a Shakespearean works
(plays and sonnets) in order to demonstrate understanding of content.
3. Students will be able to recognize character use of ethos, pathos, and logos in a text.
3. Historical Influences
on Texts
1. Students will be able to connect texts to show how universal meaning transcends
Evaluation, Analysis,
Identification, Application
time or place of origin.
2. Students will be able to examine literary texts through the lens of important cultural
documents
4. Citations
1. Students will be able to demonstrate close reading skills by drawing textual
inferences
2. Students will be able to appropriately cite resources utilized for an assignment
Evaluation, Analysis,
Identification, Application
Evaluation, Analysis,
Identification, Application
5. Academic Writing
1. Students will be able to write in a variety of modes while maintaining a consistent
and appropriately formal tone
2. Students will be able to develop and support claims using textual support with
appropriate citations in MLA format.
3. Students will be able to recognize the importance of transitional words in
connecting their ideas to the thesis.
4. Students will be able to effectively write an analysis of theme and character as they
relate to the text.
5. Students will be able to effectively incorporate support (textual and multimedia) in
their writing order to validate the thesis.
6. Students will demonstrate the ability to write (prompt, question, journal, CAPT)
under time constraints.
Creation, Evaluation, Analysis,
Application, Understanding,
Remembering
6. Presenting, Discussing,
and Collaborating
1. Students will be able to effectively participate in classroom discussions, both
student and teacher led.
2. Students will be able to work collaboratively to engage the text beyond the literal
understanding.
3. Students will be able to meaningfully debate on textual meaning to deepen
understanding and make connections
4. Students will be able to analyze and give an effective oral presentation analyzing
theme and character.
Creation, Evaluation, Analysis,
Application, Understanding
7. Standard English
language conventions
1. Students will be able to demonstrate standard English grammar and usage
conventions in their writing.
2. Students will be able to demonstrate use of grade-level appropriate vocabulary (as
prescribed by Sadlier-Oxford Vocabulary Workshop, Level E
Creation, Analysis, Application,
Understanding, Remembering
Big Idea and Essential Questions

Big Idea
Good and evil rely on the standard by which they are being judged.
The definitions of good and evil are mutually codependent. Value systems and morals shape perceptions of what good and evil are.
Morals and judgments are artificial measures on which good and evil may be judged, created by society. Circumstance can alter morality and
support morally reprehensible behavior.
It is possible to be morally ambiguous given the right circumstances.

Essential Questions
What is good and evil? What constitutes an act of good, or an act of evil, and by what criterion would one make such a judgment?
What shapes our (and society’s) thoughts, feelings, and perceptions of good and evil? Can one exist independently of the other?
What are morals and judgments? Does understanding their nature rely on one’s beliefs about good and evil? Can morals and judgments be
definitively supported or defended?
When making moral judgments, does something have to be either absolutely good or absolutely evil? Is it possible to be morally ambiguous?
Why, or why not?
Part 3 – Common Unit Assessments
Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening,
speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific
technologies and technology applications. Assessments must be common to teachers of this unit.
All assignments are recommended as preparation for summative assessments.
Quarter 3 Assessments
1.
2.
3.
4.
Vocabulary (Sadlier-Oxford Vocabulary Workshop), Units 9-11 with unit quizzes
Journal prompts / timed writes thematically linked to unit
Grammar –independent and dependent clauses, misplaced modifiers, parallel structure
Reading Assessments –
a. Close reading – application of literary terms and rhetorical devices to draw deeper meaning from the text
b. Reading check quizzes – based upon comprehension, checking for assignment completion and understanding of deeper meaning
(inferences, ability to relate quotes to themes/character development)
c. Presentations – Shakespeare character analysis
5. Writing Assessments –
a. Practice timed prompts – CAPT RTL, practice for prompts 1- 4
b. Journal prompts thematically linked to unit and text
c. Paraphrasing of selected passages
Summative (Required): Shakespeare – Scene Reinterpretation (quarter culminating assignment).
Students will be required to rewrite a scene from the studied Shakespeare play, incorporating same themes, plot, and character traits, while
remaining faithful to the original text in tone and character motivation. Characters will be based on Shakespeare character analysis presentations
done earlier in the quarter. A companion written piece is also required, examining the chosen character’s role within the scene, and supported
with textual evidence.
Required: play script format, close reading to interpret Shakespeare’s language, understanding of the dynamics of the work (character
motivation, tone, underlying themes, symbols, imagery), close reading, literary analysis.
Quarter 4 Assessments
1.
2.
3.
4.
Vocabulary (Sadlier-Oxford Vocabulary Workshop), Units 12-15 with unit quizzes
Journal prompts / timed writes thematically linked to unit
Grammar – active and passive voice, unclear pronoun references, syntax errors
Reading Assessments –
a. Close reading – application of literary terms and rhetorical devices to draw deeper meaning from the text
b. Reading check quizzes – based upon comprehension, checking for assignment completion and understanding of deeper meaning
(inferences, ability to relate quotes to themes/character development)
5. Writing Assessments –
a. Practice timed prompts
b. Journal prompts thematically linked to unit and text
c. Informal time writes
Summative (Required): Close reading essay – Final Exam (quarter culminating assignment)
Students will be required to compose an analytic close reading essay thematically comparing elements of the studied Shakespeare play, the
studied novel, and short story.
Required: a functional thesis statement, close readings and commentary supported through textual evidence, and MLA citations. Prompt will
address an aspect of the unit’s theme and essential questions.
Part 4 - Common/Assured Learning Experiences
Includes a description of what all students will have experienced in this unit district-wide, such as critical projects, readings, field trips, or
experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences.
The effective teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured
learning experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes.
Teacher and student led discussions
Paired/small groupings
Collaborative/individual activities
Written/oral presentations with a focus on multimedia
Webquest
Textual analysis
Contextual research
Dramatic performances
Part 5-Teacher Notes
Texts for Semester 2 - Bolded items are required
* Appropriate for basic level courses
**Appropriate for honors level courses
Short Stories –
“The Pit and the Pendulum” (Poe)**
“The Black Cat” (Abridged) (Poe)*
“Harrison Bergeron” (Vonnegut)
“The Possibility of Evil” (Jackson)
“Miss Brill” (Mansfield)
PoetryShakespearean Sonnets
#18, 29, 54, 116, 130
Langston Hughes’ selections
“Mending Wall” – Robert Frost
Full-Length TextsThe Hobbit (Tolkien)
A Separate Piece (Knowles)
Black Boy (Wright)
Heroes (Cormier)*
I Will Plant You A Lilac Tree (Hillman)*
Plays –
Shakespearean Tragedy
Othello
Julius Caesar
Adapted or Abridged version of a Shakespearean tragedy*
Primary DocumentsPoetics (Aristotle)
World War II and Civil Rights movement primary source documents
FilmsShakespearean Film Adaptations
A&E Biography: William Shakespeare
The Hobbit
Ghosts of Mississippi (companion to Black Boy)