-Honors Instructional Unit Communications Communications The students will be -Utilize different strategies -prompts 1.1.11.F-G, -note-taking able to communicate for active listening. -essays 1.2.11.C, -wrap-around discussion effectively through -Plan writing through the -oral presentations 1.4.11.A-D, -brainstorming writing, speaking, steps of the writing process. -practice exercises 1.5.11.A-G, -prewriting and listening. -response group 1.6.11.A-F -drafting -Incorporate strategies that activities -peer editing address purpose and -outlines -revising audience. -journals/writers' -editing -Organize writing for unity notebooks (optional) -publishing and coherence. -working portfolios -audience -Outline content for written (optional) -purpose and spoken compositions. -jigsaw (optional) -introductions -Compose varied sentence -tests/quizzes -conclusions structures, utilizing grammar (optional) -transitions concepts. -writing contests -outlining and organizing -Demonstrate a knowledge (optional) -organizational patterns of mechanics and usage in -collaborative learning -paragraph development writing. (optional) -phrases -Write essays. -clauses -Give presentations. -sentence opening variety -Participate in discussions. -sentence structure variety -Respond to literature orally -verbs and in writing. -sentence base (complements) -subject/verb/pronoun agreement -pronoun case Monday, August 18, 2003 Page 1 of 19
Instructional Unit Communications -punctuation Monday, August 18, 2003 Page 2 of 19
Instructional Unit History of the English Language History of the English The students will be -Recognize specific periods -dictionary skills 1.2.11.A-B, Language able to evaluate the of the English language. (optional) 1.6.11.D-F, -language terms changing role and -Recognize influences on -discussion of 1.7.11.A-C -three periods of English (Old, influence of the the English language. language Middle, Modern) English language in -Determine the role of -practice exercises -three levels of English usage the world. English in the world today. -review of videos (formal, informal, substandard) -Distinguish different levels (optional) of English usage. -timelines (optional) -etymology of words -Differentiate levels of -creation of an ad or -connotation vs. denotation meanings and associations. commercial (optional) -influences on the English -Identify persuasive strategies in the media. -Recognize and give examples of language terms. -Differentiate between oral Monday, August 18, 2003 Page 3 of 19
Instructional Unit Literature 1: The Oral Tradition -Origins of Literature The students will be -Read a variety of Native -discussions various Native American able to examine American literature -reader response 1.1.11.A-E, legends elements of -Determine the author's journals (optional) G.1-4, G.6, various narrative accounts of literature purpose and the relationship -essays (optional) H.1-5, European explorers represented in oral between the author's work -projects (optional) 1.2.11.B.3, slave narrative (from The Life and the times in which he or -panels/presentation 1.3.11.A-B, she composed. (optional) C.1-3, D, F, -Respond to literature. -analytical questions 1.4.11.B.2, -Make connections between (optional) 1.5.11.A.1, literary works and their own -study guides B.1-3, C.1-2, experiences, ideas, and (optional) D.2, feelings. -oral reading (optional) 1.6.11.A.1-3, -Apply a variety of reading B.1-5, C.2, strategies. -tests and quizzes D.1-7, E.1, 6, -Recognize new vocabulary (optional) F.1, 3, in literature. -notetaking (optional) 1.7.11.A -Recognize and apply terms of literary analysis. -critical viewing -Demonstrate appreciation of literature for social value. -Engage in discussions productively. -Listen to selections of literature (fiction or nonfiction) critically or (optional) -critical listening (optional) Monday, August 18, 2003 Page 4 of 19
Instructional Unit Literature 2: Puritan Influence -Unit Introduction The students will be -Read a variety of Puritan -discussions 1.1.11.A-E, historic influences able to evaluate how works. -reader response G.1-7, H.1-5, literary perspectives the Puritan period -Determine the writer's journals (optional) 1.2.11.B.3, echoes of Puritanism in impacted American purpose and the relationship -essays (optional) 1.3.11.A-B, modern society society and culture. within the times he or she -projects (optional) C.1-3, D, F, -Puritan Work Ethic wrote. -panels/presentation 1.4.11.B.2, -American Dream -Distinguish between the (optional) 1.5.11.A.1, -attitudes toward poverty unique features of diverse -analytical questions B.1-3, C.1-2, -Contrast Between North and cultures of Northern and (optional) D.2, South Southern colonies. -study guides 1.6.11.A.1-3, from The General History of -Examine themes such as (optional) B.1-5, C.2, Virginia John Smith the Puritan Work Ethic, -oral reading (optional) D.1-7, E.1, 6, -Materialism vs. spiritualism materialism vs. spiritualism, F.1, 3, from Of Plymouth Plantation the Divine Mission, and the -tests and quizzes 1.7.11.A William Bradford American Dream. (optional) -City on the Hill -Respond to literature. -notetaking (optional) -Attitudes Toward Global -Make connections between Commitment literary works and their own -critical viewing To My Dear and Loving experiences, ideas, and (optional) Husband Anne Bradstreet feelings. -critical listening -Apply a variety of reading (optional) strategies. -Demonstrate appreciation of literature for social value. -Engage in discussions productively. -View a selection of literature (fiction or nonfiction) critically. -Engage in discussions productively. -Listen to selections of Monday, August 18, 2003 Page 5 of 19
Instructional Unit Literature 2: Puritan Influence literature (fiction or nonfiction) critically or emotionally. -Recognize new vocabulary in literature. -Recognize and apply terms of literary analysis. -collaborative learning (optional) Monday, August 18, 2003 Page 6 of 19
Instructional Unit Literature 3: The Revolutionary Period -Unit Introduction The students will be -Read a variety of -discussions historic influences able to evaluate the Revolutionary works. -reader response 1.1.11.A-E, classicism significance of the -Read a Greek tragedy. journals (optional) G.1-3, G.6, literary perspectives writing of the -Evaluate the influence of -essays (optional) H.1-5, political revolution Revolutionary Greek ideals on the -projects (optional) 1.2.11.B.3, role of public writing Period and correlate Revolutionary Period. -panels/presentation 1.3.11.A-B, role of persuasive writing the influence of -Determine the writer's (optional) C.1-3, D, F, -Impact of Classicism Greek classicism on purpose and the relationship -analytical questions 1.4.11.B.2, Antigone Sophocles this period. within the times he or she (optional) 1.5.11.A.1, -Rags to Riches wrote. -study guides B.1-3, C.1-2, from The Autobiography Ben -Analyze rhetoric for (optional) D.2, Franklin persuasion. -oral reading (optional) 1.6.11.A.1-3, -Rhetoric for Persuasion -Examine themes such as B.1-5, C.2, from The Crisis, Number 1 the Work Ethic, materialism -tests and quizzes D.1-7, E.1, 6, Thomas Paine vs. spiritualism, the (optional) F.1, 3 Speech in the Virginia Enlightenment, the melting -notetaking (optional) Convention Patrick Henry pot theory, individualism, -The Melting Pot democracy, and the -critical viewing from Letters From an American Dream. (optional) American -Respond to literature. -critical listening FarmerMichel-Guillaume Jean -Make connections between (optional) de Crevecoeur literary works and their own experiences, ideas, and feelings. -Apply a variety of reading strategies. -Demonstrate appreciation of literature for political value. -Engage in discussions productively. -Listen to selections of literature (fiction or Monday, August 18, 2003 Page 7 of 19
Instructional Unit Literature 3: The Revolutionary Period nonfiction) critically or -collaborative learning emotionally. (optional) -Recognize new vocabulary in literature. -Recognize and apply terms of literary analysis. Monday, August 18, 2003 Page 8 of 19
Instructional Unit Literature 4: The Romantic Period -Unit Introduction The students will be -Read a variety of -discussions historic influences able to determine Romantic works. -reader response 1.1.11.A-E, literary perspectives characteristics of -Determine the writer's journals (optional) G.1-3, G.6, -archetypes Romantic literature. purpose and the relationship -essays (optional) H.1-5, -gothic romance within the times he or she -projects (optional) 1.2.11.B.3, cultural revolution wrote. -panels/presentation 1.3.11.A-B, -New View of Man -Examine literature for (optional) C.1-3, D, F, The Devil and Tom Walker distinctive marks of -analytical questions 1.4.11.B.2, Washington Irving authors' styles. (optional) 1.5.11.A.1, Thanatopsis or To a -Examine concepts such as -study guides B.1-3, C.1-2, Waterfowl William Cullen the noble savage, (optional) D.2, Bryant materialism vs. spiritualism, -oral reading (optional) 1.6.11.A.1-3, -New View of Nature and the new views of man, B.1-5, C.2, Human Nature nature, and society, -tests and quizzes D.1-7, E.1, 6, The Fall of the House of transcendentalism, and the (optional) F.1, 3 Usher (or an equivalent work) American Dream. -notetaking (optional) Edgar Allan Poe -Respond to literature. The Last of the Mohicans -Make connections between -critical viewing James Fenimore Cooper literary works and their own (optional) -New View of Society experiences, ideas, and -critical listening The Minister's Black Veil (or feelings. (optional) an equivalent work) Nathaniel -Apply a variety of reading Hawthorne strategies. or from Moby Dick (or an -Demonstrate appreciation equivalent work) Herman of literature for personal, Melville political, and social value. from Self-Reliance Ralph -Engage in discussions Waldo Emerson productively. from Walden Henry David -View a selection of Thoreau literature (fiction or from Civil Disobedience nonfiction) critically. Henry David Thoreau -Recognize new vocabulary various poems Emily in literature. Monday, August 18, 2003 Page 9 of 19
Instructional Unit Literature 4: The Romantic Period Dickinson -Recognize and apply terms -collaborative learning various poems Walt of literary analysis. (optional) Whitman Monday, August 18, 2003 Page 10 of 19
Instructional Unit Literature 5: Realism and Naturalism -Unit Introduction The students will be -Read a variety of works of -discussions historic influences able to assess this period. -reader response 1.1.11.A-E, literary perspectives distinguishing -Evaluate the influence of journals (optional) G.1-3, G.6, African American Perspective characteristics of Naturalism on works of the -essays (optional) H.1-5, from My Bondage and My Realism and Modern period -projects (optional) 1.2.11.B.3, Freedom Frederick Douglass Naturalism in -Determine the writer's -panels/presentation 1.3.11.A-B, -Literature from a Northern literature. purpose and the relationship (optional) C.1-3, D, F, Perspective of Civil War within the times he or she -analytical questions 1.4.11.B.2, Various wrote. (optional) 1.5.11.A.1, -Literature from a Southern -Analyze literature for -study guides B.1-3, C.1-2, Perspective of Civil War distinctive marks of (optional) D.2, Various authors' styles. -oral reading (optional) 1.6.11.A.1-3, -Development of Realism -Examine concepts such as B.1-5, C.2, An Episode of War Stephen the voices of the Civil War -tests and quizzes D.1-7, E.1, 6, Crane - Northern, Southern, (optional) F.1, 3 or An Occurrence at Owl African-American, -notetaking (optional) Creek Bridge Ambrose Bierce regionalism, materialism vs. spiritualism, influences -critical viewing -The Western Experience of science and technology, (optional) from Life on the Mississippi and the American Dream. -critical listening Mark Twain -Appraise the responses of (optional) or The Outcasts of Poker Flat marginalized voices in Bret Harte society: distinctions of -Development of Naturalis To class, gender, and ethnicity. Build a Fire Jack London -Influence of Naturalism on -Respond to literature. Modern Period -Make connections between The Grapes of Wrath John Steinbeck literary works and their own experiences, ideas, and feelings. -Apply a variety of reading strategies. -Demonstrate appreciation Monday, August 18, 2003 Page 11 of 19
Instructional Unit Literature 5: Realism and Naturalism of literature for personal, -collaborative learning political, and social value. (optional) -Engage in discussions productively. -Listen to selections of literature (fiction or nonfiction) critically or emotionally. -Recognize new vocabulary in literature. -Recognize and apply terms of literary analysis. Monday, August 18, 2003 Page 12 of 19
Instructional Unit Literature 6: The Modern Period -Unit Introduction The students will be -Read a variety of works of -discussions historic influences able to evaluate this period. -reader response 1.1.11.A-E, literary perspectives distinguishing -Determine the writer's journals (optional) G.1-3, G.6, -Disillusionment as theme features of the purpose and the relationship -essays (optional) H.1-5, Modern period. within the times he or she -projects (optional) 1.2.11.B.3, The Great Gatsby F. Scott wrote. -panels/presentation 1.3.11.A-B, Fitzgerald -Examine literature for (optional) C.1-3, D, E, In Another Country Ernest distinctive marks of -analytical questions F, 1.4.11.B.2, Hemingway authors' styles. (optional) 1.5.11.A.1, -Modern Conventions: Stream -Analyze literature for -study guides B.1-3, C.1-2, of Consciousness techniques such as stream (optional) D.2, The Love Song of J. Alfred of consciousness. -oral reading (optional) 1.6.11.A.1-3, Prufrock T.S. Eliot -Examine literature for B.1-5, C.2, or The Jilting of Granny concepts such as alienation -tests and quizzes D.1-7, E.1, 6, Weatherall Katherine Anne and isolation, (optional) F.1, 3, Porter disillusionment, materialism -notetaking (optional) 1.7.11.B -Connections to Earlier vs. spiritualism, influences Movements of science and technology, -critical viewing Race at Morning (or an and the American Dream. (optional) equivalent work) William -Identify literary -critical listening Faulkner movements within the (optional) or Nobel Prize Speech period such as the Harlem William Faulkner Renaissance and the -Isolation and Alienation as Southern Renaissance. themes -Appraise the reclamation of Mending Wall Robert Frost marginalized voices in or Stopping by Woods society. Robert Frost -Respond to literature. -Harlem Renaissance -Make connections between from Dust Tracks on the literary works and their own Road Zora Neale Hurston experiences, ideas, and or The Negro Speaks of feelings. Rivers Langston Hughes -Apply a variety of reading Monday, August 18, 2003 Page 13 of 19
Instructional Unit Literature 6: The Modern Period -Southern Renaissance strategies. -collaborative learning The Life You Save May Be -Respond to literature by (optional) Your Own Flannery O'Connor making connections to previous literary -Celebration of Literary movements. Diversity -Demonstrate appreciation Selections from Native of literature for personal, American, African American, political, and social value. Jewish, Asian, Hispanic, -Engage in discussions Feminist perspectives productively. -Modern Drama -Listen to selections of Death of a Salesman Arthur literature (fiction or Miller nonfiction) critically or emotionally. -Recognize new vocabulary in literature. -Recognize and apply terms Monday, August 18, 2003 Page 14 of 19
Instructional Unit Literature 6: The Modern Period -Unit Introduction The students will be -Integrate clues from roots -writing exercises 1.1.11.C, historic influences able to formulate a and affixes to develop -practice exercises 1.1.11.E-F literary perspectives more extensive vocabulary. (optional) -Disillusionment as theme working vocabulary. -Determine the logical -analogies (optional) relationships between words. -cartoons (optional) The Great Gatsby F. Scott -word games Fitzgerald -Demonstrate knowledge of (optional) In Another Country Ernest vocabulary terms through -tests and quizzes Hemingway use in context. -vocabulary project -Modern Conventions: Stream -Complete vocabulary of Consciousness exercises as assigned. The Love Song of J. Alfred -Utilize required vocabulary Prufrock T.S. Eliot in writing. or The Jilting of Granny -Develop and practice word Weatherall Katherine Anne analysis skills, fluency, and Porter systemic vocabulary. -Connections to Earlier Movements Race at Morning (or an equivalent work) William Faulkner or Nobel Prize Speech William Faulkner -Isolation and Alienation as themes Mending Wall Robert Frost or Stopping by Woods Robert Frost -Harlem Renaissance from Dust Tracks on the Road Zora Neale Hurston or The Negro Speaks of Rivers Langston Hughes Monday, August 18, 2003 Page 15 of 19
Instructional Unit Literature 6: The Modern Period -Southern Renaissance The Life You Save May Be Your Own Flannery O'Connor (optional) -Celebration of Literary Diversity Selections from Native American, African American, Jewish, Asian, Hispanic, Feminist perspectives -Modern Drama Death of a Salesman Arthur Miller Monday, August 18, 2003 Page 16 of 19
Instructional Unit Literature 7: Personal and Independent Reading Patterns of Personal and The students will be -Self select and read one or -discussions 1.1.11.B-D, Independent Reading: able to value more works. -journals/writers' 1.1.11.G-H, -self-selected and teacher patterns of personal -Independently read notebooks (optional) 1.2.11.B, selected works and independent numerous teacher selected -reader response 1.3.11.A-F, -classification of personal reading in their daily works. (optional) 1.4.11.A, readings -Compare film to text. -essays 1.6.11.B-F -a reading component to the -Reframe works to make -projects working portfolio individual connections -panels/presentations -comparison of film to text between reading and life. -tests and quizzes (optional) -analytical questions (optional) -study guides (optional) Monday, August 18, 2003 Page 17 of 19
Instructional Unit Research Research The students will be -Incorporate sources -note-taking 1.2.11.A-B, -note-taking able to synthesize correctly to support an -research 1.4.11.B, -paraphrasing information in order appropriate thesis -topic selection 1.1.11.A, -direct quoting (long and short) to create a formal statement. -process writing 1.1.11.D, research paper. -Distinguish between public -practice exercises 1.1.11.F-G, -summary domain and copyrighted -use of technology 1.5.11.A-G, -transition techniques material. -MLA format 1.8.11.A-C -parenthetical documentation -Determine effective -research paper -works cited note-taking strategies. -tests/quizzes -bibliography -Assess validity of various -thesis statement sources. -research style of writing -Follow MLA format and -plagiarism standards as stated in the -use of technology DTSD Writing Style Guide. -evaluation of sources -Write research paper. -MLA style -final research paper Monday, August 18, 2003 Page 18 of 19
Instructional Unit Vocabulary Vocabulary Study -definitions and meanings -inflectional endings -analogies -roots and affixes -words often confused -homophones -contextual applications Monday, August 18, 2003 Page 19 of 19