Syllabus-+English+I


 * = WEEK ||= DATES || COURSE WORK || COMMON CORE STANDARDS ||= Vocab || HOMEWORK ||
 * = 1

Basic Skills and Narrative Writing ||= JANUARY 22-25 || Exploring the Human Experience- Overarching Theme for English I

Dialectical Journals Explained and Practiced Look Fors for Analyzing a Text

Literary Terminology- Review from previous years

"I AM" Poem Activities

Blogging

Free-writing Activity

CDT (Classroom Diagnostic Tool) || CYCCLA.1.4.9.B Write with a sharp distinct focus identifying topic, task, and audience.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ||= Journaling Dialectical Rhetoric

Literary Terms: plot setting mood conflict theme tone characters theme irony foreshadow || "I AM" Poem

Bring in a photo of yourself or email me a wallet sized photo of yourself

Ask your parents/guardians why they named you what they named you. Find out any family history, meanings, etc... behind your first, middle, last name. ||
 * = 2

Basic Skills and Narrative Writing ||= JANUARY 28-FEBRUARY 1 || Overview of John Collins Writing

Power of Literature Discussion

"The Story of an Hour" Kate Chopin

Mrs. Anderson's Annotated Version:

"Jabberwocky" Lewis Carroll

Figurative Language- imagery, simile, metaphor, personification

Introduction to John Collins Type Two: Today's Jabberwocky- Write your own using slang and terms only today's teens would know and understand (similar to the child in Jabberwocky). Identify an adolescent fear today within your poem or story.

//House on Mango Street// "My Name" excerpt Sandra Cisneros

"My Name is Esperanza" Poem

Narrative Writing- "What's in a Name?"- brainstorm activity

Goal Setting

Mini-Lesson- reading for meaning and reading with meaning- "acting out" appropriately

//A Raisin in the Sun// excerpt Lorraine Hansburry Mr. Lindner vs. Walter Lee- Social Experience Beneatha- Cultural Experience || CYCCLA.1.2.9.A 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.

CYCCLA.1.2.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CYCCLA.1.3.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.G Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

CYCCLA.1.3.9.J Demonstrate understanding across content areas within grade appropriate level texts of figurative language, word relationships, and the shades of meaning among related words.

CYCCLA.1.4.9.B Write with a sharp distinct focus identifying topic, task, and audience.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ||= Course Terminology- Revenge Regret Passion Perception Honor Journey Hero Reflection

Figurative Language- imagery, simile, metaphor, personification, allusion || "What's in a Name?"- brainstorm and family research on first, middle, last name

Ask your family why you were named what you were named? What is the story behind your name? What is the meaning behind your last name? Heritage? You may always do a Google Search to determine the meaning behind your first, middle, last name. You should also use your resources of family folklore and/or ancestry.com

Write your own "Jabberwocky" poem using "teen speak"- whatever your version may be. Your "teen speak" may be today's slang, a particular subject of interest (band "talk," science "talk," etc...) assigned: 8/30 due 8/31 ||
 * = 3

Revenge and Regret ||= FEBRUARY 4-8 || Political Moments reflected in Literature: "The Story of an Hour" "A Raisin in the Sun" "We Didn't Start the Fire"- allusion study "Imagine"

Introduction to John Collins Type Three: Name Narrative

WRITING PROMPT: Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class, or creed. Choose a novel or a play in which such a character plays a significant role and show how that character's alienation reveals the surrounding society's assumptions or moral values. Stories read in class may be used.

Introduction of Unit Essential Questions:

1. What is the relationship between decisions and consequences?

2. How do we know how to make good decisions?

3. How can a person's decisions and actions change his/her life? 4. How do the decisions and actions of characters reveal their personalities?

5. How do decisions, actions, and consequences vary depending on the different perspectives of the people involved

Read "The Most Dangerous Game" Richard Connell Read Aloud: Part One Part Two Part Three

"The Most Dangerous Game" text

Companion Text Handouts:

Expectations for effective group work/whole class work

Note-taking Strategies Modeled and Practiced

Dialectical Journal Entry

Literature Circle Introductions and Selections- Round One

Introduction to John Collins Type Four: FCAs- all names included, figurative language within each paragraph (3-5 examples at least), modeled off in-class exemplars Narrative Writing- What's in a Name?- Writing with Figurative Language

Review of "What's in a Name?" exemplars

Literature Circle Meeting #1- focus on- exposition, protagonist, character analysis: round, flat, static, dynamic; Text "look fors" || CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.G Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

CYCCLA.1.3.9.J Demonstrate understanding across content areas within grade appropriate level texts of figurative language, word relationships, and the shades of meaning among related words.

CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ||= Plot-

Exposition: setting (time, place, social context),characters, mood, tone, theme, point of view

Conflict Rising Action Climax Falling Action Resolution

Figurative Language-

Metaphor Simile Imagery Flashback Foreshadow Personification

Connotation Point of View

Grammar:

Pronoun Antecedent Fragment Complete Sentences || What's in a Name Narrative- Create an example of simile, metaphor, and personification for each of your names

What's in a Name Narrative-Model your rough draft after exemplars shared in class today

"What's in a Name?" Narrative Due- Friday ||
 * = 4

Revenge and Regret ||= FEBRUARY 19-22 || Read "The Cask of Amontillado" Edgar Allan Poe

Search and Find Activity: which words/phrases from the text build the mood? (dialectical journal)

How to annotate poetry: SOAPSTone, marking a text, connections, questions, connotation; "Sweet Revenge" Matt Pyke- connections to "Cask of Amontillado"- similarities, differences, author's purpose: http://www.poems-and-quotes.com/dark/poems.php?id=264118

Read "The Sniper" Liam O'Flarhetry Companion Texts and Review SOAPSTone "The Man He Killed" Thomas Hardy //All is Quiet on the Western Front// excerpt Erich Maria Remarque "In Binh (Peace) Province" Denise Levertov Identifying a thesis for writing activity Companion Text Handouts:


 * Types of Plot-** happily ever after, unhappy, fork in the road, quest, rescue, pursuit, revenge, maturation, sacrifice, transformation

John Collins Type Three: FCAs- characterization, plot, figurative language (3 examples) Writing a Short Story- brainstorm a plot for a short story 1-2 pages typed


 * If time allows, read "The Bet" Anton Chekhov and analyze for direct/indirect characterization** || CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.G Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

CYCCLA.1.3.9.J Demonstrate understanding across content areas within grade appropriate level texts of figurative language, word relationships, and the shades of meaning among related words.

CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ||= Cask Amontillado Fortunado (fortune) irony mood tone setting direct characterization

inference conflict antagonist protagonist point of view irony- situational dramatic, verbal

SOAPSTone- speaker, occasion, audience, purpose, subject, tone

thesis theme companion text || FORMATTING MLA PAPERS: Video Tour Google media type="custom" key="20801230" MS Word

http://www.screenr.com/gUQ8 media type="custom" key="20804496"

Short Story- Type 3- To be written on days you do not attend the Get Real program || Perception ||= FEBRUARY 25-March 1 || Personal Lens Activity
 * = 5

Library Visit- Resources, Materials, and Research

Introduction of Unit Essential Questions:

1. Why is it important for people and cultures to construct narratives for their cultures?

2. How can you use language to empower yourself?

3. Is it possible to have culture without language?

4. How can one utilize life experiences as a foundation for creative and expressive thinking?

Introduce Research Project John Collins Type Five Inquiry-Based Learning- What does the text tell us about science (complexity of humans), social studies (culture & society), and math (economy & social status)? What does this text have in common with other literature?

Read and Annotate "My Papa's Waltz" Theodore Roethke- imagery and connotation

Viewing from different lenses Re-read and analyze for other poetry terminology that can be identified within the text

Companion Texts: "Those Winter Sundays" Robert Hayden "Dance with My Father" Luther Vandross- video annotate for structure/diction, style, free verse

Li-Young Lee. "The Gift."
 * @http://www.poetryfoundation.org/poem/171752**

Giovanni, Nikki. "Love Is."
 * @http://www.afropoets.net/nikkigiovanni6.html**


 * SOAPSTone for all texts read this week**


 * Blogging**


 * Read Around of various poetry to identify types and rules**

CYCCLA.1.2.9.F Analyze how words and phrases shape meaning and tone in texts.
 * Complete any outstanding work from other previous units** || CYCCLA.1.2.9.A 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.

CYCCLA 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.3.9.F Analyze how words and phrases shape meaning and tone in texts.

CYCCLA.1.4.9.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CYCCLA.1.5.9.E Adapt speech to a variety of contexts and tasks.

CYCCLA.1.5.9.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. ||= Elements of Poetry: mood tone connotation point of view lyrical poetry hiaku assonance consonance dramatic poetry enjambment alliteration analogy assonance ballad blank verse consonance diction free verse heroic couplet imagery meter narrative poetry octet ode rhyme rhyme scheme rhythm sestet sonnet (Petrarchan, Shakespearean) || Short Story- To be written on the days you do not attend the Get Real program Due next Friday

Research Paper- Research one poet. Identify how that poet and his/her background influences the poetry written. Must analyze 3 or more poems. Incorporate all your ideas and use the terminology studied in class for your research analysis.

Read several (3 or more) poems on the website- Poetry Out Loud. Then, in that same way, write your own poem (10-20 lines in length) to present to the class. This counts as your first Listening and Speaking benchmark grade. || Perception ||= March 4-8 || **Writing an introduction to a paper. Strategies and format- Hook/Attention Grabber, Broad Statement, Narrow Statement, and Thesis.-**
 * = 6


 * Letter Writing Format**


 * Introduction to Shakespeare**


 * Shakespearean Sonnets**

CYCCLA.1.2.9.F Analyze how words and phrases shape meaning and tone in texts.
 * Introduction to "Romeo and Juliet"** || CYCCLA.1.2.9.A 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.

CYCCLA 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.

CYCCLA.1.3.9.F Analyze how words and phrases shape meaning and tone in texts.

CYCCLA.1.4.9.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CYCCLA.1.5.9.E Adapt speech to a variety of contexts and tasks.

CYCCLA.1.5.9.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. ||= Elements of Poetry: mood tone connotation point of view lyrical poetry hiaku assonance consonance dramatic poetry enjambment alliteration analogy assonance ballad blank verse consonance diction free verse heroic couplet imagery meter narrative poetry octet ode rhyme rhyme scheme rhythm sestet sonnet (Petrarchan, Shakespearean) || Persuasive Letter Writing Project- what you perceive to be an issue within the school/district ||
 * = 7

Passion ||= MARCH 11-15 || Unit Vocabulary:

"Romeo and Juliet" by William Shakespeare

Need Extra Help? Go Here: No Fear Shakespeare

Introduction of Essential Questions:

1. When does a passion or positive personality trait become a tragic flaw?

2. How do authors use the resources of language to impact an audience?

Literature Circle Meeting Day || CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work. CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.G Write arguments to support claims in an analysis of substantive topics.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CYCCLA.1.5.9.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. ||= aside blank verse classical allusions comedy dialogue dramatic irony foil Greek chorus heroic couplet iambic pentameter monologue protagonist soliloquy sonnet (Petrarchan, Shakespearean) tragedy tragic hero tragic flaw tragic illumination ||  || Passion ||= MARCH 18-22 || "Romeo and Juliet" Act One and Act Two
 * = 8

Weekly Project: Task One Audio of Text

Nonfiction Connection- from //Black Boy// Richard Wright pg. 654- autobiography

Literary Elements common to fiction and nonfiction- inference, figurative language, characterization || CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work. CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.G Write arguments to support claims in an analysis of substantive topics.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CYCCLA.1.5.9.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. ||= aside blank verse classical allusions comedy dialogue dramatic irony foil Greek chorus heroic couplet iambic pentameter monologue protagonist soliloquy sonnet (Petrarchan, Shakespearean) tragedy tragic hero tragic flaw tragic illumination ||  || Passion ||= MARCH 25-29 || "Romeo and Juliet" Acts Two and Three
 * = 9

Weekly Project: Task Two

Audio of Text

Writing Prompt: A recurring theme in literature is the classic war between a passion and responsibility. For instance, a personal cause, a love, a desire for revenge, a determination to redress a wrong, or some other emotion or drive may conflict with moral duty. Explain how Shakespeare does this in "Romeo and Juliet" in which a character confronts the demands of a private passion that conflicts with his or her responsibilities. In a well-written essay show clearly the nature of the conflict, its effects upon the character, and its significance to the work. || CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work. CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.G Write arguments to support claims in an analysis of substantive topics.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CYCCLA.1.5.9.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. ||= aside blank verse classical allusions comedy dialogue dramatic irony foil Greek chorus heroic couplet iambic pentameter monologue protagonist soliloquy sonnet (Petrarchan, Shakespearean) tragedy tragic hero tragic flaw tragic illumination ||  || Passion ||= APRIL 1-5 || "Romeo and Juliet" Acts Three and Four
 * = 10

Weekly Project: Task Three Audio of Text

Critical Lens Prompt:

"One meets his destiny often in the road he takes to avoid it." -French Proverb

|| CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work. CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.G Write arguments to support claims in an analysis of substantive topics.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CYCCLA.1.5.9.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. ||= aside blank verse classical allusions comedy dialogue dramatic irony foil Greek chorus heroic couplet iambic pentameter monologue protagonist soliloquy sonnet (Petrarchan, Shakespearean) tragedy tragic hero tragic flaw tragic illumination ||  || Passion ||= APRIL 8-12 || "Romeo and Juliet" Acts Four and Five
 * = 11

Weekly Project: Tasks Four and Five

Audio of Text

Nonfiction Connection- Martin Luther King's Speech "I Have a Dream"- Comparison between MLK and Prince at the end of Act V || CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.

CYCCLA.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.

CYCCLA.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work. CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.G Write arguments to support claims in an analysis of substantive topics.

CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CYCCLA.1.5.9.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. ||= aside blank verse classical allusions comedy dialogue dramatic irony foil Greek chorus heroic couplet iambic pentameter monologue protagonist soliloquy sonnet (Petrarchan, Shakespearean) tragedy tragic hero tragic flaw tragic illumination ||  || Journey of the Hero ||= APRIL 15-19 || "The Odyssey" by Homer
 * = 12

Pass It On Activity- an exploration of Oral and Literate Tradition- Fairy Tales, Tall Tales, Fables, and Myths

Journey of the Hero

Visual Presentation- Hero's Journey

Introduction of Essential Questions:

1. Are we guided by fate, free will, a greater power, or do we fall somewhere else on the spectrum?

2. How do the attributes of a hero change or remain the same over time? || CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. CYCCLA.1.2.9.G Analyze various accounts of a subject told in different mediums (e.g.a person's life story in both print and multimedia), determining which details are emphasized in each account. CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.A 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.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.B Write with a sharp distinct focus identifying topic, task, and audience. CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.C Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CYCCLA.1.5.9.G Demonstrate command of the conventions of standard English when speaking based on grade 9 level and content. ||= the classical epic poem archetype arete epic poetry epic/Homeric simile epithet hero heroic couplet iambic pentameter invocation oral tradition chronological order || Begin Reading //To Kill a Mockingbird// Chapters 1-5 || Journey of the Hero ||= APRIL 22-26 || "The Odyssey"
 * = 13

"My Epic Hero" poem

Gallery of Heroes || CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. CYCCLA.1.2.9.G Analyze various accounts of a subject told in different mediums (e.g.a person's life story in both print and multimedia), determining which details are emphasized in each account. CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.A 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.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.B Write with a sharp distinct focus identifying topic, task, and audience. CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.C Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CYCCLA.1.5.9.G Demonstrate command of the conventions of standard English when speaking based on grade 9 level and content. ||= the classical epic poem archetype arete epic poetry epic/Homeric simile epithet hero heroic couplet iambic pentameter invocation oral tradition chronological order || //To Kill a Mockingbird//

Chapters 6-10

Research Paper- Poet- growth and influences over the years || 29-MAY 3 || "The Odyssey"
 * = 14 ||= APRIL

Star Wars Connection- Media today

Poetry Connection: "The Road Not Taken" Robert Frost pg. 288 || CYCCLA.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. CYCCLA.1.2.9.G Analyze various accounts of a subject told in different mediums (e.g.a person's life story in both print and multimedia), determining which details are emphasized in each account. CYCCLA.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CYCCLA.1.3.9.A 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.

CYCCLA.1.3.9.C Analyze how complex characters develoo over the course of a text, interact with other characters, and advance the plot or develop the theme.

CYCCLA.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CYCCLA.1.4.9.B Write with a sharp distinct focus identifying topic, task, and audience. CYCCLA.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

CYCCLA.1.5.9.C Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CYCCLA.1.5.9.G Demonstrate command of the conventions of standard English when speaking based on grade 9 level and content. ||= the classical epic poem archetype arete epic poetry epic/Homeric simile epithet hero heroic couplet iambic pentameter invocation oral tradition chronological order || //To Kill a Mockingbird//

Chapters 11-15 || 15 ||= MAY 6-10 || //To Kill A Mockingbird// Harper Lee ||  ||=   || //To Kill a Mockingbird//
 * = Honor

Chapters 16-20 || 16 ||= MAY 13-17 || //To Kill A Mockingbird// Harper Lee ||  ||=   || //To Kill a Mockingbird//
 * = Honor

Chapters 21-end || 17 ||= MAY 20-24 || //To Kill A Mockingbird// Harper Lee ||  ||=   ||   || 18 ||= MAY 27-31 || Reflection Unit ||  ||=   ||   || AND EXAMS 19 ||= JUNE 3-7 || Revisit entire semester of the Human Experience ||  ||=   ||   ||
 * = Honor
 * = Honor
 * = Reflection