English 7, Marking Period 1
Possible Texts:
Fiction:
The Picture of Dorian Gray
The Stranger
Henry V
Hamlet
Frankenstein
The Tempest
Jekyll and Hyde
Candide
Beloved
Breath, Eyes, Memory
Non-Fiction:
Biography of the Author(s)
“Leasing the Rain,” William
Finnegan, Frontline
Leviathan, Thomas Hobbes
Poetry:
“To a Mouse,” Robert Burns
“Dulce et Decorum Est,” Wilfred
Owen
Did I Miss Anything?,” Tom
Wayman
“The Tiger,” William Blake
“Fire and Ice,” Robert Frost
“Mirror,” Sylvia Plath
Short Stories:
“The Cask of Amontillado,” Edgar
Allan Poe
“The Masque of the Red Death,”
Edgar Allan Poe
English 7 Topic and Essential Question(s):
Good and Evil
Is humankind inherently good or evil?
Have the forces of good and evil changed over time and if so, how?
How do different cultures shape the definitions of good and evil?
Is there a universal understanding of good and evil?
Skills/Literary Elements:
Assessments:
Common Core Standards:
Students will perform all of the
Theme
following:
Reading Literature
Characterization
CCSS.ELA-LITERACY.RL.11-12.1
Unit
Exams
Paradox
CCSS.ELA-LITERACY.RL.11-12.2
Quizzes
Flashback
CCSS.ELA-LITERACY.RL.11-12.3
Vocabulary
MLA Format
CCSS.ELA-LITERACY.RL.11-12.4
Group work
Satire
Small group discussion CCSS.ELA-LITERACY.RL.11-12.5
Tone
CCSS.ELA-LITERACY.RL.11-12.6
Large Group
Irony
CCSS.ELA-LITERACY.RL.11-12.9
Discussion
CCSS.ELA-LITERACY.RL.11-12.10
Projects
CCSS.ELA-LITERACY.RI.11-12.1
Essays
CCSS.ELA-LITERACY.RI.11-12.2
Short writing
CCSS.ELA-LITERACY.RI.11-12.3
assignments
CCSS.ELA-LITERACY.RI.11-12.4
Research projects
CCSS.ELA-LITERACY.RI.11-12.5
Exit Slips
CCSS.ELA-LITERACY.RI.11-12.6
Writing Component:
College Essay/Personal
Statement
CCSS.ELA-LITERACY.RI.11-12.7
CCSS.ELA-LITERACY.RI.11-12.9
CCSS.ELA-LITERACY.RI.11-12.10
Reading Informational Text
CCSS.ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.SL.11-12.1.A
CCSS.ELA-LITERACY.SL.11-12.1.B
CCSS.ELA-LITERACY.SL.11-12.1.D
CCSS.ELA-LITERACY.SL.11-12.2
CCSS.ELA-LITERACY.SL.11-12.3
CCSS.ELA-LITERACY.SL.11-12.4
CCSS.ELA-LITERACY.SL.11-12.5
CCSS.ELA-LITERACY.SL.11-12.6
Common Core Standards:
Writing Standards
CCSS.ELA-LITERACY.W.11-12.1.D
CCSS.ELA-LITERACY.W.11-12.2
CCSS.ELA-LITERACY.W.11-12.2.A
CCSS.ELA-LITERACY.W.11-12.2.B
CCSS.ELA-LITERACY.W.11-12.2.C
CCSS.ELA-LITERACY.W.11-12.2.D
CCSS.ELA-LITERACY.W.11-12.2.E
CCSS.ELA-LITERACY.W.11-12.2.F
CCSS.ELA-LITERACY.W.11-12.3.A
CCSS.ELA-LITERACY.W.11-12.3.B
CCSS.ELA-LITERACY.W.11-12.3.C
CCSS.ELA-LITERACY.W.11-12.3.D
CCSS.ELA-LITERACY.W.11-12.3.E
CCSS.ELA-LITERACY.W.11-12.4
CCSS.ELA-LITERACY.W.11-12.5
CCSS.ELA-LITERACY.W.11-12.6
CCSS.ELA-LITERACY.W.11-12.7
CCSS.ELA-LITERACY.W.11-12.8
CCSS.ELA-LITERACY.W.11-12.9.A
CCSS.ELA-LITERACY.W.11-12.10
“The Black Cat,” Edgar Allan Poe
“The Interlopers,” Sake
SWD:
Mnemonic strategies
Spatial Organizers
Classroom Learning Strategies (e.g., study skills instruction, note-taking strategies)
Computer-Assisted Instruction
Peer Mediation
Differentiated Assessments
Extended time
Graphic organizers
Small group work (Heterogeneous groupings)
Video and audio assistance (readings)
ELL:
Use visuals/graphic organizer that reinforce spoken or written words.
Employ gestures for added emphasis
Read Aloud
Adjust your speech: Speak slowly; enunciate; use longer natural pauses; repeat words or phrases; include shorter sentences, fewer pronouns, and simpler syntax
Partner Work
Stress high-frequency vocabulary words.
Use fewer idioms and clarify the meaning of words or phrases in context.
Dictionaries available
Thesaurus available
Small group work (Heterogeneous groupings)
Video and audio assistance (readings)
HIGH PERFORMANCE:
Accelerate Pacing – allow more time for student investigations and in‐depth work
Eliminate‐repetition
Flexible timelines – allow for greater independence enabling students to go beyond or deeper into their work
Research assignments
Independent reading assignments
Flexibility with creative assignments
Small Group work/ Discussion
Socratic Seminar
English 7, Marking Period 2
English 5 Topic and Essential Question
The Purpose of Life
In the face of adversity, what causes some individuals to prevail while others fail?
What is the meaning of life?
What is the meaning of life and does that shape our beliefs regarding death?
Benchmark Writing Assignments 
Possible Texts:
Fiction:
The Stranger
Macbeth
Waiting for Godot
The Picture of Dorian Gray
Frankenstein
Slaughterhouse-Five
Gulliver's Travels
Beloved
Great Expectations
Beowulf
The Stranger
Non-Fiction:
Biography of the Author(s)
“The Data Driven Life,” Gary
Wolf, The NY Times
The Social Contract, Jean-Jacques
Rousseau
“I Am Very Real,” Kurt Vonnegut
“The Most Annoying
Facebookers,” Brandon Griggs
“The Myth of Sisyphus,” Albert
Camus
Poetry:
“This is Just to Say,” William
Carlos Williams
“Ode to a Grecian Urn,” John Keats
“Workshop,” Billy Collins
“Nothing Gold Can Stay,” Robert
Frost
“The Purpose of Time is to Prevent
Are we governed/guided by fate, free will, a greater power, or do we fall somewhere on the spectrum between?
Marking Period 2: Literary Analysis
Marking Period 4: Critical Lens
Marking Period 6: Argumentative Essay
Skills/Literary Elements:
Assessments:
Common Core Standards:
Common Core Standards:
Students will be able to:
Students will perform all of the
following:
Reading Literature
Writing Standards
Theme
CCSS.ELA-LITERACY.RL.11-12.1
CCSS.ELA-LITERACY.W.11-12.1.D
Unit
Exams
Characterization
CCSS.ELA-LITERACY.RL.11-12.2
CCSS.ELA-LITERACY.W.11-12.2
Quizzes
Paradox
CCSS.ELA-LITERACY.RL.11-12.3
CCSS.ELA-LITERACY.W.11-12.2.A
Vocabulary use
Flashback
CCSS.ELA-LITERACY.RL.11-12.4
CCSS.ELA-LITERACY.W.11-12.2.B
Group work
Making Inferences
CCSS.ELA-LITERACY.RL.11-12.5
CCSS.ELA-LITERACY.W.11-12.2.C
Small group discussion
Satire
CCSS.ELA-LITERACY.RL.11-12.6
CCSS.ELA-LITERACY.W.11-12.2.D
Questioning
CCSS.ELA-LITERACY.RL.11-12.9
CCSS.ELA-LITERACY.W.11-12.2.E
Projects
CCSS.ELA-LITERACY.RL.11-12.10
CCSS.ELA-LITERACY.W.11-12.2.F
Essays
CCSS.ELA-LITERACY.RI.11-12.1
CCSS.ELA-LITERACY.W.11-12.3.A
Short writing
CCSS.ELA-LITERACY.RI.11-12.2
CCSS.ELA-LITERACY.W.11-12.3.B
assignments
CCSS.ELA-LITERACY.RI.11-12.3
CCSS.ELA-LITERACY.W.11-12.3.C
Paragraph reflections
CCSS.ELA-LITERACY.RI.11-12.4
CCSS.ELA-LITERACY.W.11-12.3.D
Research projects
CCSS.ELA-LITERACY.RI.11-12.5
CCSS.ELA-LITERACY.W.11-12.3.E
Exit Slips
CCSS.ELA-LITERACY.RI.11-12.6
CCSS.ELA-LITERACY.W.11-12.4
CCSS.ELA-LITERACY.RI.11-12.7
CCSS.ELA-LITERACY.W.11-12.5
Writing Components:
CCSS.ELA-LITERACY.RI.11-12.9
CCSS.ELA-LITERACY.W.11-12.6
Short writing
CCSS.ELA-LITERACY.RI.11-12.10
CCSS.ELA-LITERACY.W.11-12.7
assignments
CCSS.ELA-LITERACY.W.11-12.8
Paragraph reflections
CCSS.ELA-LITERACY.W.11-12.9.A
Reading Informational Text
Research Paper
CCSS.ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.W.11-12.10
CCSS.ELA-LITERACY.SL.11-12.1.A
CCSS.ELA-LITERACY.SL.11-12.1.B
CCSS.ELA-LITERACY.SL.11-12.1.D
CCSS.ELA-LITERACY.SL.11-12.2
CCSS.ELA-LITERACY.SL.11-12.3
CCSS.ELA-LITERACY.SL.11-12.4
CCSS.ELA-LITERACY.SL.11-12.5
CCSS.ELA-LITERACY.SL.11-12.6
Everything from Happening at
Once,” X.J. Kennedy
“Mirror,” Sylvia Plath
Short Stories:
“The Bet,” Anton Chekhov
“The Falcon,” Giovanni Boccaccio
“The Pedestrian,” Ray Bradbury
“A Perfect Day for Bananafish,”
J.D. Salinger
“Who’s There,” Arthur C. Clarke
SWD:
Mnemonic strategies
Spatial Organizers
Classroom Learning Strategies (e.g., study skills instruction, note-taking strategies)
Computer-Assisted Instruction
Peer Mediation
Differentiated Assessments
Extended time
Graphic organizers
Small group work (Heterogeneous groupings)
Video and audio assistance (readings)
ELL:
Use visuals/graphic organizer that reinforce spoken or written words.
Employ gestures for added emphasis
Read Aloud
Adjust your speech: Speak slowly; enunciate; use longer natural pauses; repeat words or phrases; include shorter sentences, fewer pronouns, and simpler syntax
Partner Work
Stress high-frequency vocabulary words.
Use fewer idioms and clarify the meaning of words or phrases in context.
Dictionaries available
Thesaurus available
Small group work (Heterogeneous groupings)
Video and audio assistance (readings)
HIGH PERFORMANCE:
Accelerate Pacing – allow more time for student investigations and in‐depth work
Eliminate‐repetition
Flexible timelines – allow for greater independence enabling students to go beyond or deeper into their work
Research assignments
Independent reading assignments
Flexibility with creative assignments
Small Group work/ Discussion
Socratic Seminar
English 7, Marking Period 3
Possible Texts:
Fiction:
Like Water for Chocolate
In the Time of the Butterflies
The Picture of Dorian Gray
The Tempest
Frankenstein
Jekyll and Hyde
Beloved
Macbeth
Dreaming in Cuban
The Bluest Eye
A Lesson Before Dying
The Importance of Being Ernest
Breath, Eyes, Memory
Slaughterhouse-Five
Non-Fiction:
Biography of the Author(s)
“Rich and Poor People Cheat for
Different Reasons,” Matthew
Hutson, NY Magazine
“On Covers of Many Magazines, a
Full Racial Palette is Still Rare,”
David Carr, NY Times
“We’ll Have Digital Twins in Five
Years,” John Smart, Metro News
The Allegory of the Cave, Plato
“I Am Very Real,” Kurt Vonnegut
‘Pretend You’re Count Dracula,”
Kurt Vonnegut
English 7 Topic and Essential Question
Defining Reality
Are there certain truths that can be considered universal or absolute?
How does perspective shape or alter truth?
How do our personal experiences shape our view of others?
What is reality and how is it constructed?
What tools can the individual use to judge the difference, or draw a line between, illusion and reality?
Skills/Literary Elements:
Assessments:
Common Core Standards:
Common Core Standards:
Students will be able to:
Students will perform all of the
following:
Reading Literature
Writing Standards
Theme
CCSS.ELA-LITERACY.RL.11-12.1
CCSS.ELA-LITERACY.W.11-12.1.D
Unit Exams
Characterization
CCSS.ELA-LITERACY.RL.11-12.2
CCSS.ELA-LITERACY.W.11-12.2
Quizzes
Paradox
CCSS.ELA-LITERACY.RL.11-12.3
CCSS.ELA-LITERACY.W.11-12.2.A
Vocabulary use
Flashback
CCSS.ELA-LITERACY.RL.11-12.4
CCSS.ELA-LITERACY.W.11-12.2.B
CCSS.ELA-LITERACY.RL.11-12.5
CCSS.ELA-LITERACY.W.11-12.2.C
Group
work
Syntax
CCSS.ELA-LITERACY.RL.11-12.6
CCSS.ELA-LITERACY.W.11-12.2.D
Small group discussion
Tone
CCSS.ELA-LITERACY.RL.11-12.9
CCSS.ELA-LITERACY.W.11-12.2.E
Questioning
Claim/Counterclaim
CCSS.ELA-LITERACY.RL.11-12.10
CCSS.ELA-LITERACY.W.11-12.2.F
CCSS.ELA-LITERACY.RI.11-12.1
CCSS.ELA-LITERACY.W.11-12.3.A
Projects
In Text Citations
CCSS.ELA-LITERACY.RI.11-12.2
CCSS.ELA-LITERACY.W.11-12.3.B
Essays
Satire
CCSS.ELA-LITERACY.RI.11-12.3
CCSS.ELA-LITERACY.W.11-12.3.C
Short writing
MLA Format
CCSS.ELA-LITERACY.RI.11-12.4
CCSS.ELA-LITERACY.W.11-12.3.D
assignments
CCSS.ELA-LITERACY.RI.11-12.5
CCSS.ELA-LITERACY.W.11-12.3.E
Revision
CCSS.ELA-LITERACY.RI.11-12.6
CCSS.ELA-LITERACY.W.11-12.4
Paragraph reflections
Point of View
CCSS.ELA-LITERACY.RI.11-12.7
CCSS.ELA-LITERACY.W.11-12.5
Research projects
CCSS.ELA-LITERACY.RI.11-12.9
CCSS.ELA-LITERACY.W.11-12.6
Exit Slips
CCSS.ELA-LITERACY.RI.11-12.10
CCSS.ELA-LITERACY.W.11-12.7
Writing Components:
Literary analysis essay
Short writing
assignments
Paragraph reflections
Research Paper
Reading Informational Text
CCSS.ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.SL.11-12.1.A
CCSS.ELA-LITERACY.SL.11-12.1.B
CCSS.ELA-LITERACY.SL.11-12.1.D
CCSS.ELA-LITERACY.SL.11-12.2
CCSS.ELA-LITERACY.SL.11-12.3
CCSS.ELA-LITERACY.SL.11-12.4
CCSS.ELA-LITERACY.SL.11-12.5
CCSS.ELA-LITERACY.SL.11-12.6
CCSS.ELA-LITERACY.W.11-12.8
CCSS.ELA-LITERACY.W.11-12.9.A
CCSS.ELA-LITERACY.W.11-12.10
Poetry:
“The Mother,” Gewndolyn Brooks
“Nostalgia,” Billy Collins
“The Love Song of J. Alfred
Prufrock,” T.S. Eliot
“Nothing Gold Can Stay,” Robert
Frost
“Mirror,” Sylvia Plath
Short Stories:
“How to Date a Brown Girl, Black
Girls, White Girl or Halfie” Junot
Diaz
“The Cask of Amontillado,” Edgar
Allan Poe
“Who’s There,” Arthur C. Clarke
“All Summer in a Day,” Ray
Bradbury
“A Clean Well-Lighted Place,”
Ernest Hemingway
“The Open Window,” Sake
“War,” Luigi Pirandello
SWD:
Mnemonic strategies
Spatial Organizers
Classroom Learning Strategies (e.g., study skills instruction, note-taking strategies)
Computer-Assisted Instruction
Peer Mediation
Differentiated Assessments
Extended time
Graphic organizers
Small group work (Heterogeneous groupings)
Video and audio assistance (readings)
ELL:
Use visuals/graphic organizer that reinforce spoken or written words.
Employ gestures for added emphasis
Read Aloud
Adjust your speech: Speak slowly; enunciate; use longer natural pauses; repeat words or phrases; include shorter sentences, fewer pronouns, and simpler syntax
Partner Work
Stress high-frequency vocabulary words.
Use fewer idioms and clarify the meaning of words or phrases in context.
Dictionaries available
Thesaurus available
Small group work (Heterogeneous groupings)
Video and audio assistance (readings)
HIGH PERFORMANCE:
Accelerate Pacing – allow more time for student investigations and in‐depth work
Eliminate‐repetition
Flexible timelines – allow for greater independence enabling students to go beyond or deeper into their work
Research assignments
Independent reading assignments
Flexibility with creative assignments
Small Group work/ Discussion
Socratic Seminar
English 8, Marking Period 1
English 8 Topic and Essential Question
Gender in Society
How has society dictated beauty and acceptance?
What is the role of a hero or heroines in a culture?
How do various cultures reward / recognize their heroes and heroines
How do we form and shape our identities through gender?
In a culture where we are bombarded with ideas and images of “what we should be,” how does one form an identity that remains true and
authentic for her/himself?
What role do social constructs play in our understanding of gender?
Possible Texts:
Skills/Literary Elements:
Assessments:
Common Core Standards:
Common Core Standards:
Students will perform all of the
Fiction:
Theme
following:
Reading Literature
Writing Standards
Beloved
Characterization
CCSS.ELA-LITERACY.RL.11-12.1
CCSS.ELA-LITERACY.W.11-12.1.D
Unit
Exams
Macbeth
Syntax
CCSS.ELA-LITERACY.RL.11-12.2
CCSS.ELA-LITERACY.W.11-12.2
Quizzes
The Importance of Being Ernest
Tone
CCSS.ELA-LITERACY.RL.11-12.3
CCSS.ELA-LITERACY.W.11-12.2.A
Vocabulary use
Breath, Eyes, Memory
Claim/Counterclaim
CCSS.ELA-LITERACY.RL.11-12.4
CCSS.ELA-LITERACY.W.11-12.2.B
Group work
The Picture of Dorian Gray
In Text Citations
CCSS.ELA-LITERACY.RL.11-12.5
CCSS.ELA-LITERACY.W.11-12.2.C
Small group discussion
Dreaming in Cuban
Satire
CCSS.ELA-LITERACY.RL.11-12.6
CCSS.ELA-LITERACY.W.11-12.2.D
Questioning
A Lesson Before Dying
MLA Format
CCSS.ELA-LITERACY.RL.11-12.9
CCSS.ELA-LITERACY.W.11-12.2.E
Projects
The Bluest Eye
Revision
CCSS.ELA-LITERACY.RL.11-12.10
CCSS.ELA-LITERACY.W.11-12.2.F
Essays
Great Expectations
Point of View
CCSS.ELA-LITERACY.RI.11-12.1
CCSS.ELA-LITERACY.W.11-12.3.A
Short writing
Beowulf
Making Inferences
CCSS.ELA-LITERACY.RI.11-12.2
CCSS.ELA-LITERACY.W.11-12.3.B
assignments
The Stranger
CCSS.ELA-LITERACY.RI.11-12.3
CCSS.ELA-LITERACY.W.11-12.3.C
Paragraph reflections
Candide
CCSS.ELA-LITERACY.RI.11-12.4
CCSS.ELA-LITERACY.W.11-12.3.D
Research projects
The Tempest
CCSS.ELA-LITERACY.RI.11-12.5
CCSS.ELA-LITERACY.W.11-12.3.E
Exit Slips
CCSS.ELA-LITERACY.RI.11-12.6
CCSS.ELA-LITERACY.W.11-12.4
Non-Fiction:
CCSS.ELA-LITERACY.RI.11-12.7
CCSS.ELA-LITERACY.W.11-12.5
Writing Components:
Biography of the Author(s)
CCSS.ELA-LITERACY.RI.11-12.9
CCSS.ELA-LITERACY.W.11-12.6
Short writing
“Harvey Fierstein, 'Casa Valentina,'
CCSS.ELA-LITERACY.RI.11-12.10
CCSS.ELA-LITERACY.W.11-12.7
assignments
and gender-blurring roles on
CCSS.ELA-LITERACY.W.11-12.8
Paragraph reflections
Broadway,” Liz Smith, Chicago
CCSS.ELA-LITERACY.W.11-12.9.A
Reading Informational Text
Research Paper
Tribune
CCSS.ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.W.11-12.10
Annotated
CCSS.ELA-LITERACY.SL.11-12.1.A
The Social Contract, Jean-Jacques
Bibliography
CCSS.ELA-LITERACY.SL.11-12.1.B
Rousseau
CCSS.ELA-LITERACY.SL.11-12.1.D
“Gender Roles Sow The Seeds Of
CCSS.ELA-LITERACY.SL.11-12.2
Violence, Researchers Say,” Etelka
CCSS.ELA-LITERACY.SL.11-12.3
Lehoczky, Chicago Tribune
CCSS.ELA-LITERACY.SL.11-12.4
“Does Science Really Say That Hot
CCSS.ELA-LITERACY.SL.11-12.5
Guys Are Jerks? Our new study
CCSS.ELA-LITERACY.SL.11-12.6
suggests that better-looking men
are more selfish,” Michael E Price
Ph.D., From Darwin to Eternity
Poetry:
“Mirror,” Sylvia Plath
“The Mother,” Gwendolyn Brooks
“Girl,” Jamaica Kincaid
“Dulce et Decorum Est,” Wilfred
Owen
“What’s Love got to Do With It,”
Tina Turner
Short Stories:
“The Falcon,” Giovanni Boccaccio
“The Lottery Ticket,” Anton
Chekhov
“The Story of an Hour,” Kate
Chopin
SWD:
Mnemonic strategies
Spatial Organizers
Classroom Learning Strategies (e.g., study skills instruction, note-taking strategies)
Computer-Assisted Instruction
Peer Mediation
Differentiated Assessments
Extended time
Graphic organizers
Small group work (Heterogeneous groupings)
Video and audio assistance (readings)
ELL:
Use visuals/graphic organizer that reinforce spoken or written words.
Employ gestures for added emphasis
Read Aloud
Adjust your speech: Speak slowly; enunciate; use longer natural pauses; repeat words or phrases; include shorter sentences, fewer pronouns, and simpler syntax
Partner Work
Stress high-frequency vocabulary words.
Use fewer idioms and clarify the meaning of words or phrases in context.
Dictionaries available
Thesaurus available
Small group work (Heterogeneous groupings)
Video and audio assistance (readings)
HIGH PERFORMANCE:
Accelerate Pacing – allow more time for student investigations and in‐depth work
Eliminate‐repetition
Flexible timelines – allow for greater independence enabling students to go beyond or deeper into their work
Research assignments
Independent reading assignments
Flexibility with creative assignments
Small Group work/ Discussion
Socratic Seminar
English 8, Marking Period 3
Possible Texts:
Fiction:
Any 12th Grade Approved Text
Non-Fiction:
“The Dog Ate my Flashdrive, and
Other Tales of Woe” Carolyn
Foster Segal
“Not all College Majors are
Created Equal,” by Michelle
Singletary from The Washington
Post
“The Pursuit of Getting By,” Amy
Widner, The Echo, University of
Central Arkansas
“’Freshman 15’, Myth?”
“My First Year: Two Semesters in
New York,” various authors, from
The New York Times
“Message to my Freshman
Students,” Keith M. Parsons, from
The Huffington Post
“The New Literacy,” Clive
Thompson, from Wired
“Is Technolofy Destrpyng Social
Bonds?,” Shawn Ghuman, from
Collegiate Time, Virginia Tech
Poetry:
“Did I Miss Anything?,” Tom
Wayman
“Workshop,” Billy Collins
“Where I Loved, & What I Lived
For,” Thoreau
“The Perimeter of Ignorance,” Neil
Degrasse Tyson
English 8 Topic and Essential Question
Where Do We Go From Here?
How have we grown as students and people?
How can we use the skills and content from this course to prepare us for college and/or the work force?
How can we further examine concepts like cultural identity, gender roles, good and evil and the purpose of life?
Skills/Literary Elements:
Assessments:
Common Core Standards:
Common Core Standards:
Students will perform all of the
Theme
following:
Reading Literature
Writing Standards
Characterization
CCSS.ELA-LITERACY.RL.11-12.1
CCSS.ELA-LITERACY.W.11-12.1.D
Unit
Exams
Syntax
CCSS.ELA-LITERACY.RL.11-12.2
CCSS.ELA-LITERACY.W.11-12.2
Quizzes
Tone
CCSS.ELA-LITERACY.RL.11-12.3
CCSS.ELA-LITERACY.W.11-12.2.A
Vocabulary use
Claim/Counterclaim
CCSS.ELA-LITERACY.RL.11-12.4
CCSS.ELA-LITERACY.W.11-12.2.B
Group work
In Text Citations
CCSS.ELA-LITERACY.RL.11-12.5
CCSS.ELA-LITERACY.W.11-12.2.C
Small group discussion
Satire
CCSS.ELA-LITERACY.RL.11-12.6
CCSS.ELA-LITERACY.W.11-12.2.D
Questioning
MLA Format
CCSS.ELA-LITERACY.RL.11-12.9
CCSS.ELA-LITERACY.W.11-12.2.E
Projects
Revision
CCSS.ELA-LITERACY.RL.11-12.10
CCSS.ELA-LITERACY.W.11-12.2.F
Essays
Point of View
CCSS.ELA-LITERACY.RI.11-12.1
CCSS.ELA-LITERACY.W.11-12.3.A
Short writing
Making Inferences
CCSS.ELA-LITERACY.RI.11-12.2
CCSS.ELA-LITERACY.W.11-12.3.B
assignments
CCSS.ELA-LITERACY.RI.11-12.3
CCSS.ELA-LITERACY.W.11-12.3.C
Paragraph reflections
CCSS.ELA-LITERACY.RI.11-12.4
CCSS.ELA-LITERACY.W.11-12.3.D
Research projects
CCSS.ELA-LITERACY.RI.11-12.5
CCSS.ELA-LITERACY.W.11-12.3.E
Exit Slips
CCSS.ELA-LITERACY.RI.11-12.6
CCSS.ELA-LITERACY.W.11-12.4
CCSS.ELA-LITERACY.RI.11-12.7
CCSS.ELA-LITERACY.W.11-12.5
Writing Components:
CCSS.ELA-LITERACY.RI.11-12.9
CCSS.ELA-LITERACY.W.11-12.6
Short writing
CCSS.ELA-LITERACY.RI.11-12.10
CCSS.ELA-LITERACY.W.11-12.7
assignments
CCSS.ELA-LITERACY.W.11-12.8
Paragraph reflections
CCSS.ELA-LITERACY.W.11-12.9.A
Reading Informational Text
Research Paper
CCSS.ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.W.11-12.10
Annotated
CCSS.ELA-LITERACY.SL.11-12.1.A
Bibliography
CCSS.ELA-LITERACY.SL.11-12.1.B
CCSS.ELA-LITERACY.SL.11-12.1.D
CCSS.ELA-LITERACY.SL.11-12.2
CCSS.ELA-LITERACY.SL.11-12.3
CCSS.ELA-LITERACY.SL.11-12.4
CCSS.ELA-LITERACY.SL.11-12.5
CCSS.ELA-LITERACY.SL.11-12.6
“What Do Sumo Wrestlers and
Schoolteachers Have in
Common?,” Dubner and Levitt,
from Freakonomics
SWD:
Mnemonic strategies
Spatial Organizers
Classroom Learning Strategies (e.g., study skills instruction, note-taking strategies)
Computer-Assisted Instruction
Peer Mediation
Differentiated Assessments
Extended time
Graphic organizers
Small group work (Heterogeneous groupings)
Video and audio assistance (readings)
ELL:
Use visuals/graphic organizer that reinforce spoken or written words.
Employ gestures for added emphasis
Read Aloud
Adjust your speech: Speak slowly; enunciate; use longer natural pauses; repeat words or phrases; include shorter sentences, fewer pronouns, and simpler syntax
Partner Work
Stress high-frequency vocabulary words.
Use fewer idioms and clarify the meaning of words or phrases in context.
Dictionaries available
Thesaurus available
Small group work (Heterogeneous groupings)
Video and audio assistance (readings)
HIGH PERFORMANCE:
Accelerate Pacing – allow more time for student investigations and in‐depth work
Eliminate‐repetition
Flexible timelines – allow for greater independence enabling students to go beyond or deeper into their work
Research assignments
Independent reading assignments
Flexibility with creative assignments
Small Group work/ Discussion
Socratic Seminar