Thematic Essential Question How do authors use their writing to comment on their society? What techniques do writers use to accomplish this?

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1 Title Unit 1 Unit 2 Unit 3 Unit 4 Close to Learn Working With Evidence Understanding Perspectives Decision Making and Forming Arguments End of Unit Performance Task(s) Essential Questions/Essential Understandings Narrative (1) Write a short interview between a newspaper reporter and Kit. In your interview use our unit theme as a lens for the questions the reporter asks and the answers Kit gives. Use your understanding of setting, character, plot development, and conflict to demonstrate our unit theme the fear-scapegoat connection. How can societal fear or stress precipitate conflict, a search for a scapegoat, or a full blown witch hunt? Thematic Understandings -Stress can bring to the surface irrational fears based on superficial differences, i.e. religious, racial, etc. -Fear can cause people to search against all reason for a scapegoat. -Fear has led to tragedy throughout history, like the witch trials of the 1600 s or similar witch hunts held during the 20th century. Understandings -Close reading includes multiple readings of a text. -Annotation promotes better comprehension by increasing engagement with the text. -Conflict and tragedy are common topics of fiction and nonfiction. -Conflict is essential for story development; without it plot, character development, and theme are lacking. -Character and conflict develop the theme in a story. -People learn from historic or fictionalized conflicts and tragedies, expanding their own wisdom and understanding of the world (this is largely why we study literature, history, and current events). - Authors use their writing to help people Literary Essay Using the works of Hughes, Twain, and Dickens, write an essay explaining how authors use their writing to express criticism of society in an effort to make a positive change. How do authors use their writing to comment on their society? What techniques do writers use to accomplish this? Thematic Students will understand that: -A writer s perspective on his/her society is informed by his/her personal life experiences. -Some writers use their writing to express their criticisms of society. -Writers like Dickens and Hughes gave voice to social plight and sought to reform the wrongs of society through their words. Students will understand that: -The structure of a literary piece can help express the meaning of it. -Like other forms of fiction, plays rely on character and conflict to convey theme/s. -A poet uses poetic devices to form and convey meaning. -Word choice is of paramount importance in poetry, because poets need to say a great deal with few words. -Poets must give careful consideration to the words they select for their poems, and readers of poetry must give careful consideration to each word they read in a poem to reach an accurate interpretation and thorough understanding. -Evidence is crucial to creating a strong Nonfiction, Research Oriented Essay Use the varied perspectives and accounts of survivors, Walter Lord s commentary on the changes wrought by the sinking of the Titanic, and class research of the era to explain how the tragedy of the Titanic changed the collective consciousness of an entire society. How can a great tragedy change the consciousness or climate of an entire society? Thematic Students will understand that: -The sinking of the Titanic has many characteristics of a classic Greek Tragedy, like overconfidence and fate. -A feeling of invulnerability and overconfidence in human technology ("God could not sink this ship") contributed to the sinking of the ship. -The events leading up to the sinking of the Titanic transpired in a "fateful" way. -The Titanic may be viewed as a microcosm of Industrial America during the Gilded Age, where wealthy individuals enjoyed privileges while the poor were an afterthought. -After the sinking of the Titanic, Americans never again felt fully secure and invulnerable. -Tragedy reminds us of our own fragility, touching us deeply and remaining in our consciousness, when other memories fade away and become forgotten. Nonfiction -Walter Lord uses accounts of survivors from different walks of life to recreate the night the Titanic sunk. -Reading different perspectives in nonfiction, helps the reader understand Argument Formulate a thesis or an argument about character or theme development. Support your claims with relevant evidence from the text. How does conflict shape or promote character development? Literature Students will understand that: -Bildungsroman is a literary genre that focuses on the psychological and moral growth of the protagonist from youth to adulthood. -Achieving maturity can be a difficult and challenging journey. -Dynamic characters transform from the beginning of the novel to the end. -Dialect serves an important purpose: it conveys the character's attitude, education, and society. Understandings Pertaining to The Adventures of Tom Sawyer: Students will understand: -The author's purpose is to satirize hypocrisy, small mindedness and conventionality. - It is Tom s conflicts and adventures that push him to mature. -Twain structures his story to express the development of Tom as a character and the deeper themes of the novel. -Twain criticizes his society but also shows through Tom and Huck's struggles, the need for membership within a society. Understandings Pertaining to Roll of Thunder, Hear My Cry: Students will understand:

2 learn about and understand the social issues of different time periods. literary essay. - Selected evidence in essays should be given careful consideration. Essays should include the strongest examples, not simply any example. -In essays, evidence from the text requires context and explanation to successfully support a writer s argument. events more fully. -Through the use of varied perspectives, Walter Lord develops his themes about (1) the Titanic as a metaphor for the Gilded Age and its ending (2) the sense of overconfidence in technology. -The author's purpose is to help students today appreciate the struggles their forefathers endured. -Cassie grows when she is forced to come to terms with the realities of living as an African-American in a racist society. -In coming-of-age novels, a character is often pushed to develop through the conflicts he or she faces. -Character and conflict are crucial to the development of a theme in a coming-ofage novel. -The formation of a strong argument requires many things: a strong, clear thesis, relevant context, relevant and strong examples, and clear explanation of examples. - A strong argument also may include dissenting opinions or ideas that the writer argues against or disproves in the light of his or her evidence. Content Connections(SS, Science, Math, World Lang, Art, Music, Other Social Studies Topics: 13 Colonies, Puritans, King James, Quakers, Witches/Witch Trials, Native American Conflicts Social Studies Topics: Civil Rights Movement, Industrial Revolution, Jim Crow Laws, Victorian Era, Child Labor Laws Science Topics: Environmental Pollution and the Health Issues Associated with Pollution Social Studies Topics: Gilded Age Society, the Titanic, September 11th Science Topics: Atmospheric Conditions, Optical Illusions -nature/did-the-titanic-sink-because-ofan-optical-illusion.htmlengineering, Engineering Issues Social Studies Topics: Slavery, depression, agriculture, Jim Crow Laws Reading Standards Across Units CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. Reading Standards Central to Unit RL/RI 7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL 7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes RL/RI 7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RI7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RL7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

3 and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. RL7.5: Analyze how a drama s or poem s form or structure (e.g., soliloquy, sonnet) contributes to its meaning RL7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. RL7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.7.6: Determine an author s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. RI7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Writing Standards Across Units CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Writing Standards Central to Unit W7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W7.3a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. W7.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.7.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W7.3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. W7.3e: Provide a conclusion that follows from and reflects on the narrated experiences or events. W7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics and multimedia when useful to aiding comprehension. W7.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W7.2c: Use appropriate transitions to create cohesion and clarify relationships among ideas and concepts. W7.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic. W7.2e: Establish and maintain a formal style. W.7.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented. W7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. W7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W7.1: Write arguments to support claims with clear reasons and relevant evidence. W7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. W7.1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W7.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. W7.1d: Establish and maintain a formal style. W7.1e: Provide a concluding statement or section that follows from and supports the argument presented.

4 Speaking/Listening Standards Across Units CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Speaking/Listening Standards Central to Unit SL7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. SL7.3: Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. SL7.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. SL7.3: Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Language Standards Across Units CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Language Standards Central to Unit L7.2a: Use a comma to separate coordinate adjectives L7.2b: Spell correctly. L7.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L7.1b: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. L7.5a: Interpret figures of speech in context. L7.5c: Distinguish among the connotations (associations) of words with similar denotations L.7.3a: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* L7.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. L7.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). L.7.4c: 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 or its part of speech.

5 Texts MAIN TEXT The Witch of Blackbird Pond by Elizabeth Speare (novel) "Why We Fear the Unknown" by Jeffery Winters (Psychology Today article) The Monsters are Due on Maple Street by Rod Serling (grade-level anthology drama) Harrison Bergeron by Kurt Vonnegut, Jr. (anthology-short story) All Summer in a Day by Ray Bradbury (anthology-short Story) MAIN TEXTS A Christmas Carol by Charles Dickens (drama) Harlem by Hughes (poem) I Too by Hughes (poem) "America by Whitman (poem) "Advice to Youth" by Mark Twain (satirical speech) My Most Humiliating Jim Crow Experience by Langston Hughes (nonfiction) Christmas Day in the Workhouse by George R. Sims (poem) MAIN TEXT A Night to Remember by Walter Lord (nonfiction) The Gilded Age, pbs.org Carnivals of Revenge, pbs.org Gallery: Millionaire s Row, pbs.org Andrew Carnegie, pbs. org Jenny Cunningham Croly Relates the Story of a Working Girl and A Polish Girl Writes Home to Her Family, 1914 from Major Problems in the Gilded Age and Progressive Era MAIN TEXTS: The Adventures of Tom Sawyer by Mark Twain (novel) OR Roll of Thunder, Hear My Cry by Mildred Taylor ADDITIONAL RESROURCES Through the Tunnel, by Doris Lessing The Outsiders, by S.E. Hinton People & Events: Sharecropping in Mississippi, PBS.org Jim Crow, amistadresource.org The Great Depression, amistadresource.org The ADHD Ventures of Tom Sawyer, by Anne Applebaum Increasing Text Complexity (Lexile Bands) The Witch of Blackbird Pond by Elizabeth Speare- 900L, "Why We Fear the Unknown"- 1090L " Harrison Bergeron by Kurt Vonnegut, Jr. 750L All Summer in a Day by Ray Bradbury - 910L "Why We Fear the Unknown" by Jeffery Winters, 1070L A Christmas Carol, by Charles Dickens 1080L My Most Humiliating Jim Crow Experience by Langston Hughes 1060L Advice to Youth, by Mark Twain 1030L A Night to Remember by Walter Lord- 950L Gilded Age, pbs.org - 970L Carnivals of Revenge, pbs.org L Gallery: Millionaire s Row, pbs.org L Andrew Carnegie, pbs.org L A Polish Girl Writes Home to Her Family 1090L Jenny Cunningham Croly Relates the Story of a Working Girl 1210L 9/11 Left a Permanent Scar on the American Psyche" (article), 1360L The Adventures of Tom Sawyer, by Mark Twain 970L Roll of Thunder, Hear My Cry 920L Through the Tunnel, by Doris Lessing - 960L Jim Crow, amistadresource.org 1290 People & Events: Sharecropping in Mississippi, pbs.org 1260L The Great Depression, amistadresource.org 1350L The ADHD Adentures of Tom Sawyer, by Anne Applebaum 1140L