HPISD CURRICULUM (ENGLISH I PRE-AP, GRADE 9)

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1 HPISD CURRICULUM (ENGLISH I PRE-AP, GRADE 9) EST. NUMBER OF DAYS: 3RD 6 WEEKS UNIT NAME Unit Overview Generalizations/Enduring Understandings Concepts Guiding/Essential Questions REVENGE AND REDEMPTION Revenge can be both redemptive and destructive Writing Focus: Expository Writing 1. Vengeance can be mistaken for justice 2. The need for revenge can destroy a person or redeem him, based on how he handles it. 3. Epic Poetry shares many characteristics with shorter poetic works. 4. Elements of Poetry 5. Expository writing skills Analyzing Ancient Greek Literature: Epic Poetry, Archetypes, and the Hero s Journey, connections between epic poetry and shorter poemsanalyzing the elements of Poetry; Differentiating between the author and the speaker/narrator of a poem; Understanding the cultural backgrounds of several poets; crafting original poetry in various modes; crafting an expository piece 1. What is the difference between justice and vengeance? 2. How can seeking revenge be personally destructive? 3. Can seeking revenge have a positive outcome? 4. What are the elements of poetry? 5. What effect do poetic elements have on the overall meaning of the poem?

2 6. How can we use poetry as a way of expressing feelings about a topic? 7. What can imagery do to enhance poetry and writing? 8. How can we use themes of poems to connect poetry to the real world? 9. How are short poems similar to an epic poem? How are they different? Learning Targets 1. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry 2. Students will craft original poems using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads, odes, etc.) 3. Students will draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience. 4. Students should move beyond their basic understanding of a text to demonstrate a deeper more complete understanding of what they have read. 5. Students will compare and contrast short poetic works with an epic poem. 6. Students will craft and revise an expository essay Formative Assessments Grammar practice Small group discussions STAAR Short Answer Practice Journal entries related to the literature and students personal experiences Notes on Epic Poetry/Epic Hero Finding Themes in curriculum texts

3 Study Guide Questions Class discussion Reading checks Mapping/chronological ordering of the journey Review of basic literary elements (theme, symbol, etc.) Lecture on advanced literary elements (epic simile, epithet, heroes journey, etc.) Group work protocols Peer and self-editing Notes on Poetic Elements: structure, meter, rhyme scheme, sound devices Notes on analyzing poetry Group poetry analysis Individual poetry analysis Poem emulation Original poem creations Summative Assessments Graded Discussion over curriculum text Multiple Choice Test over curriculum text Vocabulary Quizzes Grammar Quizzes Complete an individual analysis of a poem complete with tone, diction, poetic devices, speaker, and imagery analysis using SIFTT, TPCASTT, and annotating. Expository Essay TEKS (Grade Level) / Specifications TEKS See Scope and Sequence Documents Specifications See Scope and Sequence Documents

4 Processes and Skills Topics The Writing Process; Identify the tone of the piece through the analysis of diction, imagery, figurative language, and symbolism; Character Analysis; Making Inferences; Creating a thematic statement; Recognizing literary devices within a text; Relating conflict/theme in a short story to the real world; Short Answer Practice; Using the Elements of Poetry to determine the deeper meaning of the poem; Using annotating techniques to understand a poem; Using examples from a poem to connect to the poem s theme/deeper meaning; Finding poetic elements within a poem; crafting a thesis statement; supporting a thesis statement; editing and revising an essay The Writing Process, Making Inferences, Recognizing Allusions, Short Answer (STAAR prep), Self and peer-editing, oral discussion of literature, oral presentation of information Facts Language of Instruction Poetry Poem Rhythm Meter Rhyme Scheme Alliteration Assonance Consonance Onomatopoeia Denotation Connotation Symbolism Imagery Lyric Poetry Ballad

5 Epic Simile Metaphor Diction Tone Speaker/Narrator Epic Hero Epic Poem Exposition State Assessment Connections Fig.19.B (Fiction) E1.1.A E1.1.B E1.1.C E1.2.A E1.2.B E1.6.A E1.10.A E1.10.B E1.13.A E1.13.B E1.13.C E1.13.D E1.13.E E1.15.B (i, ii) E1.15.D E1.17.A (II) E1.17.B E1.17.C E1.18.A E1.18.B (ii, iii) E1.19.A E1.23.A E1.23.B E1.23.E

6 E1.24.A E1.24.B E1.24.C E1.25.A E1.26.A RC(A) RC(B) National Assessment Connections Resources National Assessment Connections are embedded in the new STAAR and EOC Standards (see above) Diana Hacker MLA Handbook Laying the Foundation Sadler/Oxford Vocabulary Units Holt/McDougal Literature Selected Poems The Odyssey by Homer (Fagles Ed.)

HPISD CURRICULUM (ENGLISH I PRE-AP, GRADE 9)

HPISD CURRICULUM (ENGLISH I PRE-AP, GRADE 9) EST. NUMBER OF DAYS: 2ND 6 WEEKS UNIT NAME Unit Overview Generalizations/Enduring Understandings SELF-RELIANCE AND SURVIVAL Self-reliance is integral to a hero