English Language Arts – Quarter 1, Unit 1 (23 days)
Grade: English I
Unit of Study: Argument
Overarching Question: What are the characteristics of a hero?
Text: Holt McDougal Literature
Using valid reasoning and sufficient evidence from texts in this unit, support your claim.
Unit Power Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences from the text.
RL 1
RL 2
RL 3
22%
RL 5
RL 9
RI 2
RI 3
RI 5
RI 6
RI.8
RI 9
37%
Determine a theme or central idea of 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.
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time to create such effects
as mystery, tension, or surprise.
Analyze how an author draws on and transforms source material in a specific work. (Here: Use video American Experience -Scottsboro: An American Tragedy )
Determine theme/central idea and analyze in detail its development through the course of the text including how it emerges and is
shaped by details; provide objective summary of text.
Analyze how the author unfolds an analysis or series of events, including the order in which the points are made, how they are
introduced/developed, and the connections that are drawn between them.
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of
texts.
Determine an author’s view point or purpose and analyze the use of rhetoric to advance the point of view/purpose.
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.
Analyze seminal U.S. documents of historical and literary significance and include how they address related themes/concepts.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
L 1(A)
12%
Use parallel structure.
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. Write and edit work so that it conforms to the guidelines in a style
manual appropriate for the discipline and writing type.
L3
RL 4
13%
RI 4
W1
34%
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).
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).
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
a. Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear
relationships among claims, counterclaims, reasons, and evidence.
b. Develop claims 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 claims
and reasons, between reasons and evidence, and between claims 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.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
Instructional Strategies (See Appendix for graphic organizers and other resources.)
Close Reading of Text
Close reading is an
instructional routine in which
students critically examine a
text, especially through
repeated readings. The
specific reason for rereading
needs to be clear so the
reader is focused and
strategic. A close read should
ultimately lead students to an
understanding of the text as a
whole.
Citing Evidence and Analyzing
Test
Responding to text through
text-dependent questions
Students cite specific
evidence when offering an
oral or written interpretation
of a text. They use relevant
evidence when supporting
their own points in writing
and speaking, making their
reasoning clear to the reader
or listener, and they
constructively evaluate
others’ use of evidence.
Students are engaged and
open-minded—but
discerning—readers and
listeners. They work diligently
to understand precisely what
an author or speaker is saying,
but they also question an
author’s or speaker’s
assumptions and premises
and assess the veracity of
claims and the soundness of
reasoning.
Types of Text-Dependent
Questions:
 General
Understandings
 Key Details
 Vocabulary and Text
Structure
 Author’s Purpose
 Inferences
 Opinion, Arguments,
and Intertextual
Connections
Writing to Sources
For students, writing is a key
means of asserting and
defending claims, showing
what they know about a
subject, and conveying what
they have experienced,
imagined, thought, and felt.
To be college- and career
ready writers, students must
take task, purpose, and
audience into careful
consideration, choosing
words, information,
structures, and formats
Use this progression to
structure questions that move deliberately. Students should
write routinely over extended
students from explicit to
time frames (time for
implicit meaning and from
research, reflection, and
sentence level to whole level
revision) and shorter time
of a text.
frames (a single sitting or a
day or two) for a range of
tasks, purposes, and
audiences.
Vocabulary and Language
Development
To be college and career
ready in language, students
must have firm control over
the conventions of standard
English. At the same time,
they must come to appreciate
that language is at least as
much a matter of craft as of
rules and be able to choose
words, syntax, and
punctuation to express
themselves and achieve
particular functions and
rhetorical effects. They must
also have extensive
vocabularies, built through
reading and study, enabling
them to comprehend complex
texts and engage in
purposeful writing about and
conversations around
content.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
Instructional Unit
Instructional Texts
Extended Text
To Kill a Mockingbird by
Harper Lee
“I Have a Dream”
(speech) (660–669)
“Testimony Before the
Senate” (speech), (670–
679)
“How Private Is Your
Private Life?”/“The
Privacy Debate: One Size
Doesn’t Fit All” (magazine
article/newspaper
editorial), (680–693)
American Experience -Scottsboro: An American
Tragedy (video: YouTube)
Writing to Sources
Routine Writing includes short
constructed-responses to textdependent questions.
Language and Vocabulary
Throughout the quarter, the
teacher will use the Holt
Literature textbook for vocabulary
study. Academic vocabulary is
provided for each unit, and every
Analyses should always
selection has a selected
emphasize the use of evidence
vocabulary list. Teachers may use
and demonstrate logical
integration and coherence. These alternate vocabulary programs to
teach the standard, especially in
can range in length from briefconjunction with outside novels.
question answers to multiparagraph responses. Analytic
Throughout the quarter, the
writing should also include
teacher will use various county
comparative analysis.
resources for language and
Use writing mnemonic
grammar study. According to the
instruction. (STOP+AIM+TREECL) Tennessee State ELA standard
See Appendix.
L.9.1, this grammar study should
emphasize the use of various
types of phrases and clauses in
writing and lead to a mastery of
using parallel structure in writing.
Speaking and Listening
Throughout the quarter,
students will initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners on
topics, and issues raised
within selective texts,
building on others’ ideas
and expressing their own
clearly and persuasively.
Suggested Assessments
Activities in bold are
common assessments,
required of each class.
SOAPSTone annotations
Graphic organizers
Multiple choice quizzes to
assess compression
Summary vs. analysis
paragraphs
Daily editing exercises
Assessment Practice (724735)
Argumentative essay:
What are the
characteristics of a hero?
Using valid reasoning and
sufficient evidence from
texts in this unit, support
your claim.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
“Always” Standards:
Always Standards: Each quarter, students are expected to look closely at texts, learning and demonstrating an ability to do the following: cite evidence, analyze
content, study and apply grammar, study and apply vocabulary, conduct discussions, and report findings. Standards RL.1, RL.10, RI.1, RI.10, L.1, L2, SL.1,
W7, and W.10 are the standards that target these skills. Some of these will appear as priority standards during quarters where they are to be particularly
emphasized, but they are to be a consistent part of instruction throughout the year. These standards are listed in full after the supporting standards below.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 1
RL 10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 1
RI 10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
SL 1
Initiate and participate effectively in a range of collaborative discussions (one-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.
L1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2
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.
W7
W 10
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.
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.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
English Language Arts – Quarter 1, Unit 2 (22 Days)
Grade: English I
Unit of Study: Informational Analysis
Text: Holt McDougal Literature
Overarching Question: How does an author reveal the central idea throughout the use of specific details within an informational text?
Unit Power Standards:
RL 1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
RL 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.
22%
RL 3
RL 6
RI.1
RI.2
37%
RI 3
L 1(B)
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a
wide reading of world literature.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
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.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they
are introduced and developed, and the connections that are drawn between them.
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.
12%
L3
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. Write and edit work so that it conforms to the guidelines in a style
manual appropriate for the discipline and writing type.
L.4 (a,
b)
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.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
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).
a.
13%
Analyze nuances in the meaning of words with similar denotations.
L 5 (b)
W2
34%
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.
Instructional Strategies (See Appendix for graphic organizers and other resources.)
Close Reading of Text
Close reading is an
instructional routine in which
students critically examine
a text, especially through
repeated readings. The
specific reason for
rereading needs to be clear
so the reader is focused
and strategic. A close read
should ultimately lead
students to an
understanding of the text
as a whole.
Citing Evidence and Analyzing
Test
Students cite specific evidence
when offering an oral or written
interpretation of a text. They use
relevant evidence when
supporting their own points in
writing and speaking, making
their reasoning clear to the
reader or listener, and they
constructively evaluate others’
use of evidence. Students are
engaged and open-minded—but
discerning—readers and
listeners. They work diligently to
understand precisely what an
author or speaker is saying, but
they also question an author’s or
speaker’s assumptions and
premises and assess the veracity
of claims and the soundness of
reasoning.
Responding to text through
text-dependent questions
Types of Text-Dependent
Questions:
 General
Understandings
 Key Details
 Vocabulary and Text
Structure
 Author’s Purpose
 Inferences
 Opinion, Arguments,
and Intertextual
Connections
Use this progression to
structure questions that move
students from explicit to
implicit meaning and from
sentence level to whole level
of a text.
Writing to Sources
For students, writing is a key
means of asserting and
defending claims, showing what
they know about a subject, and
conveying what they have
experienced, imagined, thought,
and felt. To be college- and
career ready writers, students
must take task, purpose, and
audience into careful
consideration, choosing words,
information, structures, and
formats deliberately. Students
should 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.
Vocabulary and Language
Development
To be college and career ready in
language, students must have
firm control over the conventions
of standard English. At the same
time, they must come to
appreciate that language is at
least as much a matter of craft as
of rules and be able to choose
words, syntax, and punctuation
to express themselves and
achieve particular functions and
rhetorical effects. They must also
have extensive vocabularies,
built through reading and study,
enabling them to comprehend
complex texts and engage in
purposeful writing about and
conversations around content.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
Instructional Unit
Instructional Texts
Writing to Sources
Language and Vocabulary
Speaking and Listening
The Scarlet Ibis/Woman
With Flower, (short story),
(460–479)
Routine Writing includes short
constructed-responses to textdependent questions.
“Math and Aftermath”
(essay) (480-489)
Analyses should always
emphasize the use of evidence
and demonstrate logical
integration and coherence.
These can range in length from
brief-question answers to
multi-paragraph responses.
Analytic writing should also
include comparative analysis
Throughout the quarter, the teacher
will use the Holt Literature textbook
for vocabulary study. Academic
vocabulary is provided for each unit,
and every selection has a selected
vocabulary list. Teachers may use
alternate vocabulary programs to
teach the standard, especially in
conjunction with outside novels.
Throughout the quarter,
students will initiate and
participate effectively in a
range of collaborative
discussions (one-on-one,
in groups, and teacher-led)
with diverse partners on
topics, and issues raised
within selective texts,
building on others’ ideas
and expressing their own
clearly and persuasively.
“The Future in My Arms”
(essay) (492-497)
“Poem On Returning to
Dwell in the
Country”/“My Heart Leaps
Up”/“The Sun” (poems),
(500–505)
Writing Workshop:
Informative Text:
Analysis of Literary
(Non)fiction, (524–533)
Use writing mnemonic
instruction.
POW+TREE/POW+TIDE (See
Appendix)
Throughout the quarter, the teacher
will use various county resources for
language and grammar study.
According to the Tennessee State
ELA standard L.9.1, this grammar
study should emphasize the use of
various types of phrases and clauses
in writing and lead to a mastery of
using parallel structure in writing.
Suggested Assessments
Activities in bold are
common assessments,
required of each class.
SOAPSTone annotations
Graphic organizers
Multiple choice quizzes to
assess compression
Summary vs. analysis
paragraphs
Daily editing exercises
Assessment Practice
(536-547)
Informative/Explanatory
Essay using the Writing
Workshop (524-533)
Every unit should provide the
opportunity for students to
produce one extended project
that uses research to address a
significant topic, problem, or
issue. These projects should be
agreed upon at the school level
and should build in complexity.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
“Always” Standards:
Always Standards: Each quarter, students are expected to look closely at texts, learning and demonstrating an ability to do the following: cite evidence, analyze
content, study and apply grammar, study and apply vocabulary, conduct discussions, and report findings. Standards RL.1, RL.10, RI.1, RI.10, L.1, L2, SL.1,
W7, and W.10 are the standards that target these skills. Some of these will appear as priority standards during quarters where they are to be particularly
emphasized, but they are to be a consistent part of instruction throughout the year. These standards are listed in full after the supporting standards below.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 1
RL 10
RI 1
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
SL 1
Initiate and participate effectively in a range of collaborative discussions (one-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.
L1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2
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.
W7
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.
W 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.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
English Language Arts – Quarter 2, Unit 1 (30 days)
Grade: English I
Unit of Study: Literary Analysis
Text: Holt McDougal
Overarching Question: How do authors use literary devices in their craft?
Unit Power Standards:
RL.1
Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from text.
RL.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
22%
RL 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.
RL 6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 1
RI 2
37%
RI 5
L 1 (b)
12%
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.
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).
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.
L4
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.
L 4(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.
L 5 (a,
b)
13%
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a.
b.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
RL 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).
RI 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).
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
W 3 (b)
34%
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
Each Instructional Unit should focus on:
Close Reading of Text
Close reading is an
instructional routine in which
students critically examine
a text, especially through
repeated readings. The
specific reason for
rereading needs to be clear
so the reader is focused
and strategic. A close read
should ultimately lead
students to an
understanding of the text
as a whole.
Citing Evidence and Analyzing
Test
Students cite specific
evidence when offering an
oral or written interpretation
of a text. They use relevant
evidence when supporting
their own points in writing
and speaking, making their
reasoning clear to the reader
or listener, and they
constructively evaluate
others’ use of evidence.
Students are engaged and
open-minded—but
discerning—readers and
listeners. They work diligently
to understand precisely what
an author or speaker is saying,
but they also question an
author’s or speaker’s
assumptions and premises
and assess the veracity of
claims and the soundness of
reasoning.
Responding to text through
text-dependent questions
Types of Text-Dependent
Questions:
 General
Understandings
 Key Details
 Vocabulary and Text
Structure
 Author’s Purpose
 Inferences
 Opinion, Arguments,
and Intertextual
Connections
Writing to Sources
For students, writing is a key
means of asserting and
defending claims, showing
what they know about a
subject, and conveying what
they have experienced,
imagined, thought, and felt.
To be college and career
ready writers, students must
take task, purpose, and
audience into careful
consideration, choosing
words, information,
structures, and formats
Use this progression to
structure questions that move deliberately. Students should
write routinely over extended
students from explicit to
time frames (time for
implicit meaning and from
research, reflection, and
sentence level to whole level
revision) and shorter time
of a text.
frames (a single sitting or a
day or two) for a range of
tasks, purposes, and
audiences.
Vocabulary and Language
Development
To be college and career
ready in language, students
must have firm command of
the conventions of standard
English. At the same time,
they must come to appreciate
that language is at least as
much a matter of craft as of
rules and be able to choose
words, syntax, and
punctuation to express
themselves and achieve
particular functions and
rhetorical effects. They must
also have extensive
vocabularies, built through
reading and study, enabling
them to comprehend complex
texts and engage in
purposeful writing about and
conversations around
content.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
Instructional Unit
Instructional Texts
Extended Text
Night – Elie Wiesel
“The Most Dangerous
Game” (short story), (58-83)
“The Gift of the Magi” (short
story), (100-111)
from Horse of the Century
(magazine article, timeline,
radio transcript) (138-143)
“The Raven”/“Incident in a
Rose Garden”
(narrative
poems),
(144-153)
Comparing Texts: “The
Necklace” (short story),
“Spending Spree” (magazine
article), and “Is Debt
Dragging You Down?” (flier),
(222-239)
Writing to Sources
Language and Vocabulary
Speaking and Listening
Suggested Assessments
Routine Writing includes
short constructedresponses to text
dependent questions.
Throughout the quarter, the
teacher will use the Holt
Literature textbook for
vocabulary study. Academic
vocabulary is provided for
each unit, and every selection
has a selected vocabulary list.
Teachers may use alternate
vocabulary programs to teach
the standard, especially in
conjunction with outside
novels.
Throughout the quarter,
students will initiate and
participate effectively in a range
of collaborative discussions
(one-on-one, in groups, and
teacher led) with partners on
topics, and issues raised within
selected texts, building on
others’ ideas and expressing
their own clearly and
persuasively.
Activities in bold are common
assessments, required of
each class.
Analyses should always
emphasize the use of
evidence and
demonstrate logical
integration and
coherence. These can
range in length from brief
question answers to
multi-paragraph
responses. Analytic
writing should also
include comparative
analysis.
Throughout the quarter, the
teacher will use various
county resources for language
and grammar study.
According to the Tennessee
State ELA standard L.9.1, this
grammar study should
emphasize the use of various
types of phrases and clauses
in writing and lead to a
mastery of using parallel
structure.
SOAPSTone annotations
Graphic organizers
Multiple choice quizzes to
assess compression
Summary vs. analysis
paragraphs
Daily editing exercises
Assessment Practice (314325)
Narrative essay: Write a
fictional personal narrative
about arriving at Auschwitz.
from I Know Why The Caged
Bird Sings (autobiography)
and Caged Bird (poem), (254267)
from Rosa Parks/“Rosa”
(biography/poem), (292-301)
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
“Always” Standards:
Always Standards: Each quarter, students are expected to look closely at texts, learning and demonstrating an ability to do the following: cite evidence, analyze
content, study and apply grammar, study and apply vocabulary, conduct discussions, and report findings. Standards RL.1, RL.10, RI.1, RI.10, L.1, L2, SL.1,
W7, and W.10 are the standards that target these skills. Some of these will appear as priority standards during quarters where they are to be particularly
emphasized, but they are to be a consistent part of instruction throughout the year. These standards are listed in full after the supporting standards below.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 1
RL 10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 1
RI 10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
SL 1
Initiate and participate effectively in a range of collaborative discussions (one-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.
L1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2
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.
W7
W 10
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.
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.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
English Language Arts – Quarter 2, Unit 2 (15 days)
Grade: English I
Overarching question:
Unit of Study: The Tragedy of Romeo and Juliet
Text: Holt McDougal Literature
Which is stronger – fate or free will?
Unit Power Standards:
RL.1
Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from text.
RL.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.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
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.
RL.3
RL 5
RL 6
22%
Analyze how an author draws on and transforms source material in a specific work
RL 9
RI.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2
RI 3
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
37%
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.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
RI.8
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.
RL 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).
L 4 (c)
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).
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.
L5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RI.4
14%
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
Instructional Strategies (See Appendix for graphic organizers and other resources.)
Close Reading of Text
Close reading is an
instructional routine in which
students critically examine
a text, especially through
repeated readings. The
specific reason for
rereading needs to be clear
so the reader is focused
and strategic. A close read
should ultimately lead
students to an
understanding of the text
as a whole.
Citing Evidence and Analyzing
Test
Students cite specific
evidence when offering an
oral or written interpretation
of a text. They use relevant
evidence when supporting
their own points in writing
and speaking, making their
reasoning clear to the reader
or listener, and they
constructively evaluate
others’ use of evidence.
Students are engaged and
open-minded—but
discerning—readers and
listeners. They work diligently
to understand precisely what
an author or speaker is
saying, but they also question
an author’s or speaker’s
assumptions and premises
and assess the veracity of
claims and the soundness of
reasoning.
Responding to text through
text-dependent questions
Types of text-dependent
questions:
 General
Understandings
 Key Details
 Vocabulary and Text
Structure
 Author’s Purpose
 Inferences
 Opinion, Arguments,
and intertextual
Connections
Writing to Sources
For students, writing is a key
means of asserting and
defending claims, showing
what they know about a
subject, and conveying what
they have experienced,
imagined, thought, and felt.
To be college- and career
ready writers, students must
take task, purpose, and
audience into careful
consideration, choosing
words, information,
structures, and formats
Use this progression to
structure questions that move deliberately. Students should
write routinely over extended
students from explicit to
time frames (time for
implicit meaning and from
research, reflection, and
sentence level to whole level
revision) and shorter time
of a text.
frames (a single sitting or a
day or two) for a range of
tasks, purposes, and
audiences.
Vocabulary and Language
Development
To be college and career
ready in language, students
must have firm control over
the conventions of standard
English. At the same time,
they must come to appreciate
that language is at least as
much a matter of craft as of
rules and be able to choose
words, syntax, and
punctuation to express
themselves and achieve
particular functions and
rhetorical effects. They must
also have extensive
vocabularies, built through
reading and study, enabling
them to comprehend complex
texts and engage in
purposeful writing about and
conversations around
content.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
Instructional Unit
Instructional Texts
Extended Text:
The Tragedy of Romeo
and Juliet (1034–1147)
“Great Movies: Romeo
and Juliet” Critical
review by Roger Ebert
(1152 – 1156)
*“Teenage Brains Are
Malleable” – Jon
Hamilton (NPR article)
*“Teen Brain Under
Construction” (National
Institute of Mental
Health study)
*“Teenage Brains” –
David Dobbs (National
Geographic article)
Writing to Sources
Routine Writing includes
short constructedresponses to textdependent questions.
Analyses should always
emphasize the use of
evidence and
demonstrate logical
integration and
coherence. These can
range in length from
brief-question answers
to multi-paragraph
responses. Analytic
writing should also
include comparative
analysis
Language and Vocabulary
Throughout the quarter, the
teacher will use the Holt Literature
textbook for vocabulary study.
Academic vocabulary is provided
for each unit, and every selection
has a selected vocabulary list.
Teachers may use alternate
vocabulary programs to teach the
standard, especially in conjunction
with outside novels.
Throughout the quarter, the
teacher will use various county
resources for language and
grammar study. According to the
Tennessee State ELA standards
L.9.1, this grammar study should
emphasize the use of various types
of phrases and clauses in writing
and lead to a mastery of using
parallel structure in writing.
Speaking and Listening
Throughout the quarter,
students will initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on topics and
issues raised within selective
texts, building on others’ ideas
and expressing their own
clearly and persuasively.
Suggested Assessments
Activities in bold are
common assessments,
required of each class.
SOAPSTone annotations
Graphic organizers
Multiple choice quizzes to
assess compression
Summary vs. analysis
paragraphs
Daily editing exercises
Assessment Practice (11781183)
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015
“Always” Standards:
Always Standards: Each quarter, students are expected to look closely at texts, learning and demonstrating an ability to do the following: cite evidence, analyze
content, study and apply grammar, study and apply vocabulary, conduct discussions, and report findings. Standards RL.1, RL.10, RI.1, RI.10, L.1, L2, SL.1,
W7, and W.10 are the standards that target these skills. Some of these will appear as priority standards during quarters where they are to be particularly
emphasized, but they are to be a consistent part of instruction throughout the year. These standards are listed in full after the supporting standards below.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 1
RL 10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 1
RI 10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
SL 1
Initiate and participate effectively in a range of collaborative discussions (one-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.
L1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2
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.
W7
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.
W 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.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf
June 2015