English 1 Curriculum: Identity
2015 – 2016
Lawrence High School
English 1 Curriculum Map: 2015-2016
Course Description:
9th Grade English is a yearlong course focused on the development of essential reading skills, the clear articulation of one’s ideas through
writing, and the language, speaking, and listening skills that provide a solid foundation for success in grades 10-12 as students progress
towards college and career readiness. Since the transition to high school and early adolescence in general are periods of great change,
inquiry, and self-exploration, the content of 9th Grade English will be oriented around the theme of identity—what it is, how it develops
and changes, and how it is expressed or communicated. The year will begin with a survey of identity, through which students will
enumerate the many factors that influence and shape an individual’s identity as they read short stories, poems, creative nonfiction, and
informational texts. Subsequent units will focus on exploring those factors in greater depth through the lens of extended works of fiction,
drama, and memoir. These include Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian, Arthur Miller’s The Crucible, William
Golding’s Lord of the Flies, and Ishmael Beah’s A Long Way Gone. The essential learning outcomes of 9th grade English correlate with those
outlined in the Common Core-aligned Massachusetts Curriculum Framework for English Language Arts and Literacy and with the
Lawrence High School Core Values and 21st Century Learning Expectations. By engaging students in thoughtful analysis of complex topics
and texts, the course ultimately endeavors to enable students with the essential skills necessary to be autonomous learners who can
access, interpret, and create information.
Overarching Essential Questions
 What is identity and how is it
constructed?
 How is identity expressed?
 What is a person’s role and
responsibility as an individual
in a larger community?
 How can the study of literature
shape identity?
Overarching Enduring Understandings
 Individual identity is constructed by a variety of factors, including but not limited to one’s
family, genetics, society/community, nationality, ethnicity, belief systems, experiences, and
choices.
 Expressions of individual identity are varied and can be both conscious and subconscious,
intentional and unintentional.
 Individuals have certain responsibilities to and roles within the communities they inhabit, and
these roles can shift over time.
 Through the exploration of universal human experiences and the examination of human
nature, the act of reading literature can bridge connections between human beings and help us
understand who we are, what motivates us, and what our responsibilities are to one another.
Unit Overview
 Unit 1: How Identity is Constructed and Expressed
 Unit 2: Cultural Identity and the Role of the Family
 Unit 3: The Intersection of Individuality and Social Norms
 Unit 4: Painted Masks: The Individual Without Civilization
 Unit 5: Dehumanization and the Reconstruction of Identity
English 1 Curriculum: Identity
2015 – 2016
Unit 1: How Identity is Constructed and Expressed
August 24th – October 23rd (42 instructional days)
Stage 1 Desired Results
ESTABLISHED GOALS
(2011 Common Core integrated Massachusetts
English Language Arts and Literacy Grades 9-10
Curriculum Frameworks)
Reading Standards for Literature
 RL.9-10.1
 RL.9-10.2
 RL.9-10.3
 RL.9-10.10
Writing Standards
 W.9-10.1a-e
 W.9-10.4
 W.9-10.5
 W.9-10.9a
 W.9-10.10
Speaking and Listening Standards
 SL.9-10.1.a-d
 SL.9-10.4
 SL.9-10.5
 SL.9-10.6
Language Standards
 L.9-10.1
 L.9-10.2
 L.9-10.4b
 L.9-10.4d
 L.9-10.6
Transfer
Students will be able to independently use their learning to…
 communicate effectively with diverse audiences for a variety of purposes.
 evaluate and synthesize information, utilizing that information effectively.
 collaborate effectively and actively with others to accomplish a wide array of goals and
objectives.
 support original claims and theses with logical arguments and evidence.
 utilize current technology to conduct research, support critical thinking, enhance
learning, and communicate with others.
 demonstrate the ability to monitor individual strengths and weaknesses.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
1. What is identity and how is it
1. individual identity is constructed by a
constructed?
variety of factors, including but not limited
2. How is identity expressed?
to one’s family, genetics,
3. How can the study of literature
society/community, nationality, ethnicity,
shape identity?
belief systems, experiences, and choices.
2. expressions of individual identity are
varied and can be both conscious and
subconscious, intentional and
unintentional.
3. through the exploration of universal
human experiences and the examination of
human nature, analysis of literature can
bridge connections between human beings
and help us understand who we are, what
motivates us, and what our responsibilities
are to one another.
Acquisition
Students will know…
Students will be skilled at…
1. course requirements in terms of the
1. organizational skills essential for
English 1 Curriculum: Identity
2015 – 2016
2.
3.
4.
5.
6.
7.
8.
organization of materials/notes/binder/
writing portfolio/vocabulary journal, etc.
the meaning of the following literary terms
as they apply to fiction and poetry:
character, characterization, dialogue, plot
(exposition, rising action, climax, falling
action, resolution), setting, theme, mood,
tone, and conflict.
the meaning and application of the terms
summarize, analyze, illustrate, main idea,
supporting detail, and evidence.
the structure of a paragraph that makes a
claim about a text/passage and supports it
with evidence (including how topic
sentences, transitions, evidence, and
conclusions function in a paragraph).
conventions of standard English
capitalization and punctuation when
writing.
basic rules for MLA parenthetical citation.
the use and function of nouns, pronouns,
prepositions, verbs, adjectives, and
adverbs, and word families.
the difference between positive,
comparative, and superlative
adjectives/adverbs.
2.
3.
4.
5.
6.
success in high school: organizing
notes/binders, taking notes,
annotating texts, keeping an agenda,
etc.
applying elements of fiction to short
stories, poems and short works of
literary nonfiction.
structuring paragraphs to support a
claim about what a text says and
using transitions cohesively.
incorporating properly cited
evidence from a text to support a
claim about what the text says
explicitly or inferences drawn from
the text.
applying the conventions of
standard English capitalization and
punctuation when writing.
using parts of speech effectively in
sentence writing and as a strategy
for inferring the meanings of
unfamiliar words.
Stage 2 - Evidence
Evaluative Criteria
1. Rubric for writing pre-assessment and
evaluation of objective academic/content
vocabulary questions
2. Rubric for reflective essay assignment
3. Rubrics for analytical paragraph writing that
assess topic sentence, inclusion of evidence,
transitions, and conclusion
4. Rubric for Group Project and Presentation
Assessment Evidence
PERFORMANCE TASK(S):
1. ELA skills and knowledge pre-assessment: analytical writing (paragraph
based on analysis of a passage) and academic/content vocabulary
(objective questions)
2. Reflective writing assignment on individual identity
3. 3 text-based analytical paragraphs
4. Small Group Short Story Project and Presentation
OTHER EVIDENCE:
English 1 Curriculum: Identity
2015 – 2016
1. Objective scoring of grammar pre-assessment
2. Rubric measuring note-taking and annotation
skills
3. Literary terms/academic vocabulary quiz that
incorporates selected response and short
answer application of terms
4. Objective grammar quiz
5. Objective scoring of vocabulary quiz
6. Participation rubric based on Speaking and
Listening Standards 9-10.1a–1d and 9-10.6
1. Short grammar pre-assessment focusing on parts of speech and their
function
2. Periodic submission of content notes and annotated passages
3. Quiz on literary terms and academic vocabulary
4. Grammar quiz: parts of speech
5. Creation of academic/content vocabulary journal with a post-unit
assessment on words generated from readings/analysis
6. Observation of individual participation in collaborative discussions in
which students build on others’ ideas and express their own ideas clearly
and persuasively.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Students will…
 complete a pre-assessment of their analytical writing skills and established understanding of academic/content vocabulary.
 set up writing portfolios and create first student-annotated entry using pre-assessment response.
 set up vocabulary journals in which they will compile definitions and examples of new vocabulary pulled from readings as well as
explicitly taught academic/content vocabulary. Lists of words will be generated by teacher and by students as they encounter
unknown words (quiz at end of unit).
 engage in course theme by reading, annotating, and responding to short texts oriented around the topic of one’s name, including:
o Sandra Cisneros’s “My Name” (short story)
o Marge Piercy’s “If I had been called Sabrina or Ann, she said” (poem)
o Jorje Chica’s “Jorje” (student model essay)
 participate in short lessons on annotation and the difference between summarizing, analyzing, evaluating, identifying, and
illustrating.
 practice close reading and annotation as they learn specific literary terms paired with analysis of the following short stories:
o Julia Alvarez’s “Snow” (skills focus: imagery and characterization)
o Junot Diaz’s “Fiesta, 1980” (skills focus: characterization, conflict, symbolism)
o Langston Hughes’s “Thank You, Ma’m” (skills focus: dialect, characterization, setting, and theme)
o Amy Tan’s “Rules of the Game” (skills focus: setting, characterization, narration, tone, and theme)
o Dave Eggers’s “After I Was Thrown in the River and Before I Drowned” (skills focus: tone, style, characterization,
inferencing)
o Francesca Lia Block’s “Glass” (skills focus: adaptation/allusion, symbolism, characterization, and theme)
o Alice Walker’s “Everyday Use” (skills focus: setting, inferencing, dialect, characterization)
o Richard Connell’s “The Most Dangerous Game” (skills focus: conflict, plot structure, suspense)
o Chinua Achebe’s “Dead Men’s Path” (skills focus: irony, characterization, and theme)
o James Hurst’s “The Scarlet Ibis” (Honors Portfolio reading assignment)
 engage in a small group short story project in which they analyze one of the short stories listed below, apply elements of fiction,
English 1 Curriculum: Identity
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2015 – 2016
and present their thoughtful analysis of theme to the class:
o Kurt Vonnegut’s “Harrison Bergeron” (skills focus: science fiction genre, characterization, conflict, and theme)
o Guy de Maupassant’s “The Necklace” (skills focus: irony, characterization, setting, and theme)
o Saki’s “The Interlopers” (skills focus: analyzing rising action/suspense, setting, mood, conflict, and irony)
o Isaac Bashevis Singer’s “The Washwoman” (skills focus: characterization, setting, tone, and theme)
o Ray Bradbury’s “All Summer in a Day” (skills focus: science fiction genre, characterization, conflict, setting, and mood)
practice close reading and annotation as they learn specific literary terms paired with analysis of the following poems:
o Julio Noboa Polanco’s “Identity” (poem)
o George Ella Lyon’s “Where I’m From” (poem)
o Chief the Poet’s “Where I’m From” (spoken word poem)
o Langston Hughes’s “Theme for English B” (poem)
o Billy Collins’s “On Turning Ten” (poem)
o Rod McKuen’s “Twenty-Five: The Coming of the Rain” (poem)
o Sarah Kay and Phil Kaye’s “When Love Arrives” (spoken word poem)
engage in lessons on the structure of an analytical/argumentative paragraph: topic sentence, transitions, examples, incorporating
direct evidence, citation, and conclusions.
write 3 text-based analytical/argumentative paragraphs based on unit readings listed above, with a different literary focus for
each (characterization, theme, setting, tone, etc.)
engage in grammar lessons reviewing/teaching parts of speech (nouns, pronouns, prepositions, verbs, adjectives, and adverbs);
the difference between positive, comparative, and superlative adjectives/adverbs; how an awareness of parts of speech leads to an
understanding of word families; and using understanding of how words function in a sentence to infer the meanings of unfamiliar
words in context (followed by quiz).
English 1 Curriculum: Identity
2015 – 2016
Unit 2: Cultural Identity and the Role of the Family
October 26th – January 8th (42 instructional days)
Stage 1 Desired Results
ESTABLISHED GOALS
(2011 Common Core integrated Massachusetts
English Language Arts and Literacy Grades 910 Curriculum Frameworks)
Reading Standards for Literature
 RL.9-10.1
 RL.9-10.2
 RL.9-10.3
 RL9-10.4*
 RL9-10.5*
 RL.9-10.10
Reading Standards for
Informational Texts
 RI.9-10.1*
 RI.9-10.2*
 RI.9-10.9*
Writing Standards
 W.9-10.1a-e
 W.9-10.4
 W.9-10.5
 W.9-10.6*
 W.9-10.9a
 W.9-10.10
Speaking and Listening Standards
 SL.9-10.1.a-d
 SL.9-10.4
 SL.9-10.6
Language Standards
 L.9-10.1
Transfer
Students will be able to independently use their learning to…
 communicate effectively with diverse audiences for a variety of purposes.
 evaluate and synthesize information, utilizing that information effectively.
 collaborate effectively and actively with others to accomplish a wide array of goals and
objectives.
 support original claims and theses with logical arguments and evidence.
 exhibit empathy and compassion towards others.
 act with resiliency and persistence when facing challenging tasks.
 demonstrate the ability to monitor individual strengths and weaknesses.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
1. What is culture?
1. culture is established by and within different
2. How does culture shape identity in
communities and is a term with myriad
the modern world?
connotations and representations.
3. How do family structures impact
2. cultural identities and their implications on
one’s identity?
the identity of the individual have changed
4. How does one express one’s identity
over the course of modern history and taken
in different communities and
on new meaning in a globalized world.
contexts?
3. the role of the family is one of the most
formative and foundational factors that shapes
an individual’s identity.
4. just as identity is shaped by different
communities and experiences, so too does the
individual express his or her identity
differently within different contexts.
Acquisition
Students will know…
Students will be skilled at…
1. the meaning of the following literary terms as
1. reading and analyzing a novel.
they apply to the novel: character,
2. applying elements of fiction to
characterization, dialogue, plot (exposition,
interpretation of the text, with a
rising action, climax, falling action, resolution),
focus on characterization, conflict,
English 1 Curriculum: Identity
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
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
L.9-10.2
L.9-10.3*
L.9-10.4a*
L.9-10.4d
L.9-10.5a*
L.9-10.5b*
L.9-10.6
*denotes newly introduced
standards
2015 – 2016
setting, theme, mood, tone, and conflict.
2. elements of informational texts: author’s
purpose, main ideas, argument, supporting
details, structure/organization, and tone.
3. elements of poetry: line, stanza, mood, tone,
rhythm, imagery, and figurative language
(including similes, metaphors, and
personification).
4. how the structure of a body paragraph mirrors
the overall structure of a multi-paragraph
essay (eg connections between topic sentence
and theme).
5. the structure of introductory paragraphs, body
paragraphs, and a conclusion paragraph in an
argumentative essay.
6. conventions of standard English capitalization
and punctuation when writing.
7. the structure of an MLA works cited page.
8. the six different types of context clues.
and theme.
3. reading and analyzing short
informational texts.
4. reading and analyzing poetry.
5. making thematic connections
between different texts and
identifying how text type influences
meaning.
6. transitioning from single paragraph
argumentative writing to multiparagraph compositions.
7. using graphic organizers and
outlines to write a 5-paragraph
essay that includes a strong thesis
and supports that thesis with
relevant evidence from the text
broken into 3 body paragraphs, each
oriented around a distinct idea.
8. incorporating properly cited
evidence from a text to support a
claim about what the text says
explicitly or inferences drawn from
the text.
9. applying the conventions of
standard English capitalization and
punctuation when writing.
10. creating an MLA works cited page
aligned with correct parenthetical
citation.
11. using context clues to determine the
meanings of unfamiliar words.
Stage 2 - Evidence
Evaluative Criteria
1. Rubric for reflective essay
assignment
2. Rubrics for analytical paragraph
writing
Assessment Evidence
PERFORMANCE TASK(S):
1. Pre-reading narrative essay on cultural identity
2. Two text-based analytical paragraphs (one on conflict; one on characterization)
3. Multiple identities mask project
English 1 Curriculum: Identity
3. Rubric for mask project
4. Rubric for multi-paragraph
argumentative essay
1. Rubric measuring note-taking and
annotation skills
2. TPCASTT rubric
3. Objective scoring of vocabulary quiz
4. Objective scoring of context clues
quiz
5. Participation rubric based on
Speaking and Listening Standards 910.1a–1d and 9-10.6
2015 – 2016
4. Post-reading 5-paragraph argumentative essay based on prompt connected to the
novel and unit essential questions
OTHER EVIDENCE:
1. Periodic submission of content notes, annotated pre-reading articles, and
annotated passages
2. Poetry TPCASTT for one assigned poem
3. Quiz on types and application of context clues
4. Periodic review of academic/content vocabulary journal with a post-unit
assessment on words generated from readings/analysis
5. Observation of individual participation in collaborative discussions in which
students build on others’ ideas and express their own ideas clearly and
persuasively.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Students will…
 write a pre-reading narrative essay on the student’s cultural identity.
 read and annotate short informational texts that build background on topics related to the novel, such as early interactions
between European colonists and Native Americans, the Indian Removal Act, the establishment of reservations, and life on modern
day reservations. The skill focus will be on identifying main ideas and author’s purpose. Readings pulled from the following list:
o “Blankets for the Dead” from Us and Them
o “Columbus and the Indians” from Howard Zinn’s A Young People’s History of the United States
o Andrew Jackson’s Message to Congress “On Indian Removal” (supplemented with the History channel’s video on Andrew
Jackson’s Indian Removal Act)
o Benjamin Franklin’s “Remarks Concerning the Natives of North America”
o Speech made by Chief Ten Bears in October of 1867: “Where the Wind Blew Free…”
o New York Times article “On the Reservation and Off, Schools See a Changing Tide” by Kirk Johnson (May 25, 2008)
o ABC News video “Battling Alcohol on the Pine Ridge Reservation” (October 13, 2011)
 write a one paragraph response to a prompt requiring them to incorporate evidence from one or more of the above-mentioned
articles.
 read and analyze the novel The Absolutely True Diary of a Part-Time Indian by Sherman Alexie, with close reading strategies
employed to practice targeted literary analysis skills such as evaluating tone, identifying the impact of mood, the importance of
setting, how characters are developed, etc.
 continue adding to vocabulary journal.
 write two formal text-based analytical paragraphs in response to questions about specific literary elements (one on conflict; one
on characterization).
 engage in short lessons on poetry using Native American poets. Teacher will use TPCASTT approach to poetry analysis and model
English 1 Curriculum: Identity
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2015 – 2016
for the class how to use the organizer using one poem. Students will then independently complete one TPCASTT of a poem not
read together as a class. Possible poets:
o Chief Joseph’s “I Shall Fight No More Forever”
o Joy Harjo (selected poems)
o Diane Burns’s “Sure You Can Ask Me a Personal Question”
o Santee Frazier (selected poems)
o Adrian Louis’s “The Sacred Circle”
engage in short lessons on the six different types of context clues (definition, example, synonym, antonym, inference, and
punctuation) with follow up activities in which students practice and apply this skill (practice followed by quiz).
complete a project that builds off the novel’s thematic preoccupation with struggling to maintain conflicting identities at the same
time. Students will design a two-sided mask that uses symbols and images to relay two different identities or roles they
simultaneously maintain (eg: identity as a student vs identity in the home/family, internal/private identity vs external
public/identity, two different national or cultural identities, etc.). Students will write a short reflection that explains the
differences between these two aspects of their identity and the symbolism of the images they chose to include in their depiction.
engage in writing lessons that bridge paragraph and multi-paragraph writing with graphic organizers provided to illustrate the
structure and organization of each paragraph.
engage in lessons on writing a strong thesis statement and corresponding topic sentences for body paragraphs.
engage in a short lesson on how to create an MLA works cited page.
write a summative argumentative essay assignment on the novel with a prompt tied to unit essential questions (direct instruction
provided throughout the brainstorming, planning, drafting, and revision process).
English 1 Curriculum: Identity
2015 – 2016
Unit 3: The Intersection of Individuality and Social Norms
January 19th – February 12th (24 instructional days)
Stage 1 Desired Results
ESTABLISHED GOALS
(2011 Common Core integrated Massachusetts English
Language Arts and Literacy Grades 9-10 Curriculum
Frameworks)
Reading Standards for Literature
 RL.9-10.1
 RL.9-10.2
 RL.9-10.3
 RL.9-10.4
 MA.8.A*
 RL.9-10.10
Reading Standards for Informational Texts
 RI.9-10.1
 RI.9-10.2
 RI.9-10.3*
 RI.9-10.4*
 RI.9-10.5*
 RI.9-10.8*
 RI.9-10.10*
Writing Standards
 W.9-10.1a-e
 W.9-10.4
 W.9-10.5
 W.9-10.6
 W.9-10.7*
 W.9-10.8*
 W.9-10.9a
 W.9-10.10
Transfer
Students will be able to independently use their learning to…
 Communicate effectively with diverse audiences for a variety of purposes
 Evaluate and synthesize information, utilizing that information effectively
 Collaborate effectively and actively with others to accomplish a wide array of goals
and objectives
 Support original claims and theses with logical arguments and evidence
 Utilize current technology to conduct research, support critical thinking, enhance
learning, and communicate with others
 Exhibit empathy and compassion towards others
 Act with resiliency and persistence when facing challenging tasks
 Demonstrate the ability to monitor individual strengths and weaknesses
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
1. How does one’s community or
1. individual identity is shaped by the
society shape one’s identity?
communities one inhabits and the
2. What happens when individual
social norms of those communities.
identity conflicts with the norms of a
2. at times, a person’s expression of his
community or society?
or her individuality comes into
3. What are the dangers of a “mob” or
conflict with the rules or norms of
“herd” mentality?
society and the individual must
decide whether to conform or take a
stand against the norms.
3. mob mentality behavior can result
in many individuals mimicking the
actions of those with whom they
may not agree, which can lead to
unfair victimization,
marginalization, and targeting of
those who refuse to follow along.
Acquisition
English 1 Curriculum: Identity
Speaking and Listening Standards
 SL.9-10.1.a-d
 SL.9-10.3*
 SL.9-10.4
 SL.9-10.5*
 SL.9-10.6
Language Standards
 L.9-10.1
 L.9-10.2
 L.9-10.3
 L.9-10.4a
 L.9-10.4d
 L.9-10.5a
 L.9-10.5b
 L.9-10.6
*denotes newly introduced standards
2015 – 2016
Students will know…
Students will be skilled at…
1. the different types of databases and
1. using databases and credible
other library/media center
sources to conduct short research
resources available to them and the
tasks on an assigned topic, citing
differences between credible and
findings correctly using MLA
unreliable sources
citation, compiling the most
2. the historical context of both Salem
important information about a topic
in the 17th century and the United
into a presentation that utilizes
States in the 1950s, and that there
multimedia components, and
are often different accounts of the
articulately presenting research to
same events/subjects, with certain
an audience of their peers
accounts lending themselves to
2. identifying how an author can use
specific text types and mediums
historical settings to convey ideas
3. elements of modern drama (how
about present social issues
characterization differs in drama
3. applying elements of drama to their
than in the novel, the function of
reading and understanding of the
stage directions and dialogue, the
genre
application of Freytag’s pyramid,
4. identifying symbolism,
etc).
characterization, conflict, and theme
4. the elements of a persuasive essay
in a work of drama
5. the difference between connotative
5. constructing a convincing argument
and denotative meaning, homonyms,
within a persuasive essay by
and homophones
incorporating properly cited textual
evidence as well as non-textual
methods of persuasion
6. applying the conventions of
standard English capitalization and
punctuation when writing
7. distinguishing between multiple
meaning words, shades of meaning,
connotative/denotative meanings,
and commonly confused words
Stage 2 - Evidence
Evaluative Criteria
1. Rubric for mini-research project
that includes scoring of annotated
articles/collected evidence,
Assessment Evidence
PERFORMANCE TASK(S):
1. Mini-research project and presentation
2. 2-3 analytical paragraphs based on prompts about the text
English 1 Curriculum: Identity
synthesis of information, citation,
and presentation skills
2. Rubric for analytical paragraphs
3. Rubric for
characterization/costuming project
4. Rubric for persuasive essay
1. Rubric measuring note-taking and
annotation skills
2. Objective scoring of quiz on
connotative vs denotative meaning,
homonyms, homophones, and
commonly confused words
3. Objective scoring of vocabulary quiz
4. Participation rubric based on
Speaking and Listening Standards 910.1a–1d and 9-10.6
2015 – 2016
3. Characterization/Costuming Project
4. Post-reading persuasive essay
OTHER EVIDENCE:
1. Periodic submission of content notes and annotated passages
2. Quiz on connotative vs denotative meaning, homonyms, homophones, and
commonly confused words
3. Periodic review of academic/content vocabulary journal with a post-unit
assessment on words generated from readings/analysis
4. Observation of individual participation in collaborative discussions in which
students build on others’ ideas and express their own ideas clearly and
persuasively
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Students will…
 complete a pre-reading mini-research project that introduces them to library resources and credible sources found via online
database searches while helping them build background on topics related to the play, such as McCarthyism/The Red Scare, black
listing, Puritan culture, the Salem Witch Trials, and the life and work of Arthur Miller. Small groups will each be given a different
research question, will use online library resources to conduct research that answers their question (with support from teacher
and library specialists), and will present their research to the class, who will take notes on the topic.
 engage in lessons on elements of drama (Freytag’s pyramid, characterization in drama, author’s notes, stage directions, etc.).
 read and analyze The Crucible by Arthur Miller (audio disc available to listen to actors’ portrayal of key scenes).
 continue adding to vocabulary journal.
 complete characterization charting (paying attention to how characterization in drama differs from characterization in
novels/short stories) and create modern character posters with explanation of costuming choices.
 explore symbolism and theme in The Crucible, with clear distinctions between thematic preoccupations (topics) and statements of
theme.
 write 2-3 text-based analytical/argumentative paragraphs based on unit readings.
 watch an interview of Miller discussing connections between The Crucible and McCarthyism/The Red Scare.
 watch, analyze, and discuss the 1991 film Guilty by Suspicion, making connections to the play.
 watch and discuss all or parts of the 1996 film The Crucible.
 engage in lessons on connotative versus denotative meaning, homonyms, homophones, and commonly confused words.
English 1 Curriculum: Identity
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2015 – 2016
engage in lessons on elements of persuasion, including ethos, pathos, logos, and other marketing and persuasive techniques (with
connections to the play and in preparation for final essay).
write a post-reading persuasive essay with a prompt tied to unit essential questions and events of the play; direct instruction
provided throughout the brainstorming, planning, drafting, and revision process.
English 1 Curriculum: Identity
2015 – 2016
Unit 4: Painted Masks: The Individual Without Civilization
February 22nd – April 8th (34 instructional days)
Stage 1 Desired Results
ESTABLISHED GOALS
(2011 Common Core integrated Massachusetts English
Language Arts and Literacy Grades 9-10 Curriculum
Frameworks)
Reading Standards for Literature
 RL.9-10.1
 RL.9-10.2
 RL.9-10.3
 RL.9-10.4
 MA.8.A
 RL.9-10.10
Writing Standards
 W.9-10.1a-e
 W.9-10.3a-e*
 MA.3.A*
 W.9-10.4
 W.9-10.5
 W.9-10.6
 W.9-10.9a
 W.9-10.10
Speaking and Listening Standards
 SL.9-10.1.a-d
 SL.9-10.4
 SL.9-10.6
Language Standards
 L.9-10.1
 L.9-10.2
 L.9-10.3
 L.9-10.4a
 L.9-10.4d
Transfer
Students will be able to independently use their learning to…
 Communicate effectively with diverse audiences for a variety of purposes
 Evaluate and synthesize information, utilizing that information effectively
 Collaborate effectively and actively with others to accomplish a wide array of goals
and objectives
 Support original claims and theses with logical arguments and evidence
 Act with resiliency and persistence when facing challenging tasks
 Demonstrate the ability to monitor individual strengths and weaknesses
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
1. What happens to individuals and
1. civilization and laws are human
their identities in the absence of
constructs meant to maintain order
civilization?
and protect the rights and safety of
2. How does one’s power (or lack of
individuals.
power) within a group impact one’s
2. power can have a significant impact
identity?
on a person’s identity, behavior, and
3. How does collective identity impact
role within a group.
the identity of the individual?
3. the individual is often shaped and
4. Why is it important to examine the
influenced by the behavior and
historical context within which a
collective identity of a group, but can
text is written?
also stand up to or impact said
group.
4. understanding the historical context
of a novel can shape the reader’s
understanding of its characters,
themes, and the author’s purpose
for writing.
Acquisition
Students will know…
Students will be skilled at…
1. the difference between
1. reflecting on their own identity and
internal/private identity and
identifying the aspects they express
English 1 Curriculum: Identity
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L.9-10.5a
L.9-10.5b
L.9-10.6
2015 – 2016
external/public identity.
2. all literary terms/elements of fiction
learned in previous units and their
application to a new novel.
3. the four different types of conflict
encountered in modern fiction
(person vs. self, person vs. person,
person vs. society, person vs.
nature).
4. elements of allegory and its reliance
on symbolism.
5. that the same themes can be relayed
by texts with vastly different plots,
settings, and conflicts.
6. the elements of an argumentative
essay and how to employ them
independently.
7. the difference between simple
subjects, simple predicates,
complete subjects, and complete
predicates.
8. what constitutes a sentence
fragment and a run-on sentence and
how to correct both.
2.
3.
4.
5.
6.
7.
8.
publicly versus those they maintain
privately.
applying elements of fiction to the
reading of a novel with greater
independence and less teacher
scaffolding than in previous units.
identifying how an author’s
integration of different types of
conflict within a novel relays
complex themes.
identifying allegorical elements of
the novel and the author’s
corresponding use of symbolism.
making connections between
multiple works and evaluating how
authors relay themes differently.
writing a multi-paragraph
argumentative essay with greater
independence and with greater
sophistication and insight in regard
to the incorporation of direct
evidence from a text.
identifying simple subjects, simple
predicates, complete subjects, and
complete predicates, and applying
this awareness of structure to their
own sentence writing.
identifying and correcting sentence
fragments and run-on sentences in
their own writing and the writing of
their peers.
Stage 2 - Evidence
Evaluative Criteria
1. Rubric for Short Narrative Writing
Task
2. Rubric for Conflict and Theme
Project
Assessment Evidence
PERFORMANCE TASK(S):
1. Short Narrative Writing Task
2. Conflict and Theme Project
3. 2-3 one-paragraph responses based on specific prompts related to the novel or
English 1 Curriculum: Identity
3. Rubric for one-paragraph responses
4. Rubric for argumentative essay
1. Rubric measuring note-taking and
annotation skills
2. Objective scoring of quiz on simple
subjects, simple predicates,
complete subjects, complete
predicates, sentence fragments, and
run-on sentences
3. Objective scoring of vocabulary quiz
4. Participation rubric based on
Speaking and Listening Standards 910.1a–1d and 9-10.6
2015 – 2016
supplementary texts
4. Multi-paragraph argumentative essay on the novel
OTHER EVIDENCE:
1. Periodic submission of content notes and annotated passages
2. Quiz on simple subjects, simple predicates, complete subjects, complete predicates,
sentence fragments, and run-on sentences
3. Periodic review of academic/content vocabulary journal with a post-unit
assessment on words generated from readings/analysis
4. Observation of individual participation in collaborative discussions in which
students build on others’ ideas and express their own ideas clearly and
persuasively
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Students will…
 build background knowledge by pre-reading non-fiction articles on William Golding and his experiences during World War II, with
a complementary short video on the evacuation of children during the war.
 read and analyze William Golding’s novel Lord of the Flies with close reading strategies employed to practice targeted literary
analysis skills such as identifying conflicts, analyzing imagery and setting and its impact on mood, characterization, etc.
 continue adding to vocabulary journal.
 complete a short narrative writing task for which they will assume the role of one of the characters and write a letter home to a
friend or family member describing life on the island and emerging conflicts (they will tie in appropriate details from the text and
mirror the tone and personality of the character based on existing characterization within the novel).
 watch excerpts of Philip Zimbardo’s TED Talk on “The Psychology of Evil” and supplement with readings on The Milgram
Experiment, The Stanford Prison Experiment, and The Abu Ghraib torture and prisoner abuse of the early 2000s. Students make
connections between the ideas presented in these real events and themes of the novel.
 write 2-3 text-based analytical/argumentative paragraphs based on unit readings.
 read an excerpt from Stephen King’s “Introduction to the Centenary Edition of Lord of the Flies” (wait until about 2/3 of the way
through the novel or later) and write an analysis of King’s perspective on the universality of the novel.
 chart conflicts while reading (person vs. self, person vs. person, person vs. society, person vs. nature) and complete a post-reading
project in which they artistically represent one example of each type of conflict, identify one quote that represents each conflict,
and articulate one overarching theme the author is developing through all of the identified conflicts.
 watch key scenes from the 1963 film Lord of the Flies and/or the 1990 film adaptation, identifying and evaluating differences in
plot, characterization, and overall effects on the audience’s understanding of the work as a whole.
 engage in lessons on simple subjects, simple predicates, complete subjects, complete predicates, fragments, and run-on sentences.
 write a summative argumentative essay on the novel based on a prompt tied to a unit essential question (limited scaffolding
English 1 Curriculum: Identity
provided throughout the planning, drafting, and revision stages).
2015 – 2016
English 1 Curriculum: Identity
2015 – 2016
Unit 5: Dehumanization and the Reconstruction of Identity
April 11th – May 31st (31 instructional days)
Stage 1 Desired Results
ESTABLISHED GOALS
(2011 Common Core integrated Massachusetts English
Language Arts and Literacy Grades 9-10 Curriculum
Frameworks)
Reading Standards for Literature
 RL.9-10.1
 RL.9-10.2
 RL.9-10.3
 RL.9-10.4
 RL.9-10.5*
 RL.9-10.6*
 MA.8.A
 RL.9-10.9*
 RL.9-10.10
Reading Standards for Informational Texts
 RI.9-10.1
 RI.9-10.2
 RI.9-10.3
 RI.9-10.4
 RI.9-10.5
 RI.9-10.7*
 RI.9-10.8*
 RI.9-10.10
Writing Standards
 W.9-10.1a-e
 W.9-10.4
 W.9-10.5
 W.9-10.6
 W.9-10.7
 W.9-10.8
Transfer
Students will be able to independently use their learning to…
 Communicate effectively with diverse audiences for a variety of purposes
 Evaluate and synthesize information, utilizing that information effectively
 Collaborate effectively and actively with others to accomplish a wide array of goals
and objectives
 Support original claims and theses with logical arguments and evidence
 Utilize current technology to conduct research, support critical thinking, enhance
learning, and communicate with others
 Exhibit empathy and compassion towards others
 Act with resiliency and persistence when facing challenging tasks
 Demonstrate the ability to monitor individual strengths and weaknesses
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
1. What is dehumanization and how
1. dehumanization is the refusal to
does it occur?
acknowledge a person’s dignity,
2. Are there factors that can destroy a
worth, and individuality, and it is
person’s identity or humanity?
especially prevalent in times of war
3. Once destroyed, can identity be
or other extreme conflict.
reconstructed?
2. severe trauma and exposure to
4. What can reading literature about
dehumanization can destroy a
real life experiences vastly different
person’s individuality and
from our own teach us about our
fundamentally change his or her
own lives?
behavior.
3. the process of reconstructing
identity or ‘becoming human’ again
after extreme trauma is an arduous
one but is possible with the right
supports.
4. reading memoirs can teach us more
about the human experience, our
own culture and identity, and how
English 1 Curriculum: Identity
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
W.9-10.9a
W.9-10.10
Speaking and Listening Standards
 SL.9-10.1.a-d
 SL.9-10.3
 SL.9-10.4
Language Standards
 L.9-10.1
 L.9-10.2
 L.9-10.3
 L.9-10.4a
 L.9-10.4d
 L.9-10.5a
 L.9-10.5b
 L.9-10.6
*denotes newly introduced standards
2015 – 2016
to overcome challenges we may
encounter in our lives.
Acquisition
Students will know…
Students will be skilled at…
1. background information about the
1. independently using databases and
civil war in Sierra Leone (1991credible sources to conduct short
2002) and its use of child soldiers.
research tasks on an assigned topic
2. elements of the memoir genre and
and compiling the most important
its parallels to fiction.
information about a topic.
3. various structural elements of a
2. identifying elements of the memoir
narrative, such as flashback, tension,
genre, including its subjectivity, and
suspense, etc.
how it often parallels the format of a
4. what a motif is and how authors use
novel in its plot structure and
them to reveal theme.
inclusion of tension, conflict,
5. how the events depicted in the
symbolism, themes, and other
memoir A Long Way Gone parallel
literary techniques.
themes studied in other works read
3. evaluating an author’s manipulation
this year as well as similar world
of structure and sequencing within a
events.
narrative, especially the effects of
6. the structure of a well-written
flashback.
argumentative essay.
4. identifying motifs while reading,
7. how modifiers function in a
making meaning out of their
sentence.
recurrence, and articulating how
8. what parallel structure and
they reveal specific themes.
parallelism are.
5. making connections between events
that happen in multiple texts,
historical events, and their own
lives.
6. independently writing an
argumentative essay that supports
an original thesis tied to a text.
7. identifying and correcting misplaced
and dangling modifiers, and using
modifiers correctly in their own
writing.
8. appropriately using parallel
structure and parallelism in their
English 1 Curriculum: Identity
2015 – 2016
writing.
Stage 2 - Evidence
Evaluative Criteria
1. Rubric for research/webquest
2. Rubrics for analytical paragraphs
3. Rubric for music project
4. Rubric for motif presentation
5. Rubric for argumentative essay
1.
2.
3.
4.
Assessment Evidence
PERFORMANCE TASK(S):
1. Background research/webquest on Sierra Leonean civil war, blood diamonds, child
soldiers, and the life and work of Ishmael Beah
2. 2-3 one paragraph analytical responses to questions about pre-reading articles and
the memoir
3. Music Project
4. Motif Presentation
5. Multi-paragraph argumentative essay
Rubric measuring note-taking and
OTHER EVIDENCE:
annotation skills
1. Periodic submission of content notes and annotated passages
Objective scoring of vocabulary quiz
2. Periodic review of academic/content vocabulary journal with a post-unit
Objective scoring of quiz on dangling
assessment on words generated from readings/analysis
modifiers, misplaced modifiers,
3. Quiz on dangling modifiers, misplaced modifiers, parallelism, and parallel structure
parallelism, and parallel structure
4. Observation of individual participation in collaborative discussions in which
Participation rubric based on
students build on others’ ideas and express their own ideas clearly and
Speaking and Listening Standards 9persuasively
10.1a–1d and 9-10.6
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Students will…
 conduct pre-reading background research/webquest that includes resources from multiple outlets and in a variety of textual
forms (articles, websites, videos, interviews, etc.) including:
o Gale Database reference materials on Sierra Leone and blood diamonds
o Biography in Context entry on Ishmael Beah
o Errol Barnett’s “Ex-child-soldier: ‘Shooting became just like drinking a glass of water’” (CNN online article)
o Excerpt of talk given by Beah posted on SchoolTube
o Iquo B. Essien’s “Five Questions for Ishmael Beah” (The African Online interview with Beah)
o Nick Tattersall’s “War Was Classroom for Sierra Leone Child Soldiers” (Reuters online article)
 watch the film Hotel Rwanda to preview the concept of modern civil war and visualize the type of brutality exhibited in the Sierra
Leone civil war around the same time (maps and enough context will be provided to students to distinguish the two countries and
types of conflicts).
 read and analyze the memoir A Long Way Gone by Ishmael Beah, with particular focus on how the author plays with structure and
sequencing in his narrative, incorporates motifs and symbols, and relays graphic/sensitive real events from his own life.
English 1 Curriculum: Identity
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2015 – 2016
continue adding to vocabulary journal.
engage in lessons on dangling modifiers, misplaced modifiers, parallelism, and parallel structure.
engage in a mini-lesson on motif and its connection to symbolism and theme; then assign roles for tracking different motifs over
the course of the novel.
watch various interviews with Beah, including his appearance on The Daily Show with Jon Stewart.
read short informational texts about the Egyptian Revolution/Arab Spring to help them understand how social media and
technology has changed the level of power and agency of an individual citizen, including:
o Sam Gustin‘s “Social Media Sparked, Accelerated Egypt’s Revolutionary Fire” (from Wired Magazine Online, 2/11/11)
o Jose Antonio Vargas’s “Spring Awakening: How an Egyptian Revolution Began on Facebook” (from The New York Times
Sunday Book Review, February 2012)
complete an independent project through which they apply Beah’s emphasis on music as a humanizing force to their own lives by
selecting a song they find inspiring/impactful and making connections between the song, their lives, and Beah’s story.
write 2-3 text-based analytical/argumentative paragraphs based on unit readings.
create a motif presentation in which they synthesize their notes on the motif they tracked and present their analysis to the class
using digital media to relay the most important information and ideas.
write a summative argumentative essay on the novel with a prompt tied to unit essential questions (planning, drafting, writing,
and revision process completed independently).