Hamilton Central School District
Common Core Curriculum Mapping
Subject: English
Grade Level: 9
Teacher: Moren
Units of Study App time spent | Curricular Content | Learning Strategies/ Instruction | Common Core Standards | Enduring Understanding(s) | Essential Questions | Terminology |
Unit 1 - Diversity – Let’s Just All Get Along app 8 weeks Unit Goals- Identify and explain plot structure in a novel you read. Define the concept of theme and identify the theme(s) in the novel read. Identify and explain characterization techniques used in the novel. Identify the point of view in a novel and analyze how point of view affects the reader’s interpretation of the story. Write a coherent essay of literary analysis with a clear thesis statement, at least three pieces of evidence from texts, and a strong introduction and conclusion. Research and present information connected to the text to the class in an effective, interesting manner. Identify and research prejudice and the different ways it can appear in society. Identify how prejudice can affect the people it touches. | Full Class - Of Mice and Men by John Steinbeck Reading Groups - self selected Esperanza Rising by Pam Munoz Ryan A Small White Scar by K.A.Nuzum Anything But Typical by Nora Raleigh Baskin Firegirl by Tony Abbott The Absolutely True Diary of a Part Time Indian by Sherman Alexie Twisted by Laurie Halse Anderson Monster by Walter Dean Myers | Thinking Strategies: Sensory Imagery Prior Knowledge Questioning Problem Solving Activities/Assessments Group Discussion – student led in groups, with starting seminar questions/student questions Journals – reflective & guided Reading in class together/ independently 2 column notes gathering information on their thinking, questions, a-ha moments Reading and discussing/writing about articles related to thematic content of the novel Essay - Write an essay that analyzes how a theme plays a part in the understanding of the reader of the chosen novel. Issue project- research and present the disability/ prejudice/difference presented in the novel and present information to the class in a multi-media format. | Group Discussion – student led (SL.9-10.1) Journals – reflective & guided – daily (W.9-10.4, 5) Reading in class together/independently – daily (RL.9-10.9, 10,11) 2 column notes – daily, (RL.9-10.2,11; W.9-10.4, 5) Reading and discussing/writing about articles related to thematic content of the novel (RI.9-10.1,6,8,10) Essay - (RL.9-10.1, W.9-10.2,4,5,6; L.9-10.1,2,3,4,5) Media Research Project – (RL.9-10.1; W.9-10.2,4,5,6,8; SL4, 5) | Be able to recognize and react to prejudice and the treatment of other people. Recognize that there are many different kinds of prejudice and intolerance. Be willing to fight prejudice and bullying when you encounter it. Understand the way prejudice and intolerance affects the victims. | What attitudes or circumstances can cause prejudice? How can we understand and fight prejudice? What allows different prejudices to occur in society? How does fear affect a person’s judgment of other people? | Plot – Exposition, Rising Action, Climax (Turning Point), Falling Action, Resolution Character Characterization Setting Point of View - Narrator Conflict Structure Chronological Flashback Sensory Imagery Mood Theme Prejudice tolerance disability bystander |
Unit 2 - Reading Historical Fiction/Memoir - Why Bother? 7 weeks Unit Goals Identify and explain plot structure (i.e., exposition, rising action, crisis/climax, falling action, resolution) in novel read. Define the concept of theme and identify the theme(s) in novel read. Identify and explain characterization techniques used in the novel. Identify the point of view in a novel and analyze how point of view affects the reader’s interpretation of the story. Write a coherent essay of literary analysis with a clear thesis statement, at least three pieces of evidence from texts, and a strong introduction and conclusion. Identify and explain the use of figurative language in narratives. Identify the point of view in a story and analyze how point of view affects the reader’s interpretation of the story. | Works – Literary Texts - Ghost in the Tokaido Inn – Thomas and Dorothy Hoobler Eagle of the Ninth – Rosemary Sutcliff Homeless Bird – Gloria Whelan Blood on the River: James Town 1602 – Elisa Carbone Shadow Spinner – Susan Fletcher Pirates! – Celia Rees Leo Africanus – Amin Maalouf Facing the Lion: Growing Up Maasai on the African Savanna -Joseph Lemasolai Lekuton and Herman Viola Out of the Dust by Karen Hesse | Thinking Strategies: Sensory Imagery Prior Knowledge Questioning Problem Solving Group Discussion – student led Journals – reflective & guided Reading in class together/ independently 2 column notes Reading and discussing/writing about articles related to thematic content of the novel Booktalk Essay | Group Discussion – (SL.9-10.1, 5, 7) Journals – reflective & guided – daily (W.9-10.4, 5) Reading novel in class together/independently (RL.9-10.1, 2, 3, 4, 5, 11) 2 column notes – daily, gathering information on their thinking, questions, a-ha moments (RL.9-10.2,11; W.9-10.4, 5) Book talks – Present the book you read in multi-media (RL.9-10.1; W.9-10.2,4,5,6,8; SL4, 5) (see rubric) Essay - Write an essay that analyzes how point of view and setting (time, place(s), culture) play a part in the understanding of the reader of the chosen novel. State thesis clearly and include at least three pieces of evidence to support the thesis. (RL.9-10.1, W.9-10.2, 4, 5, 6) | Historical Fiction can give the modern reader a new and different perspective. In order to understand our present we have to understand the past. | How does a reader formulate and notate questions, ideas and thoughts about a text? How does a reader discuss deeply their questions, ideas and thoughts about a text? How can this discussion help the reader? Why is time period important in setting? How does your knowledge about a time period/ society/ culture affect the way you read? How does what you read affect your knowledge of a time period/society/culture? What can a modern reader take away from reading historical fiction? How can historical fiction relate to modern day readers and their society? What kinds of prejudice do people encounter in other countries/cultures? | Setting - Time period society culture multi-cultural narrator narrative historical fiction |
Unit 3 - How culture and prejudice affect society and its members App 10 weeks Unit Goals - Recognize the importance of historical context to the appreciation of setting and character. -Recognize the importance of historical context to the understanding of how people and society are affect by beliefs from the culture. -Identify and analyze major and minor characters. -Analyze and explain characterization techniques. -Understand that novels may have more than one plot and explain the use of multiple plots in To Kill A Mockingbird. -Recognize the importance of point of view in To Kill A Mockingbird and why it wouldn’t be the same story told from someone else’s point of view. | Literary Texts To Kill a Mockingbird – Harper Lee Poetry Informational Texts“Background to Hatred” “Growing up Black in the 40’s” Art, Music, and Media MediaFilm – To Kill a Mockingbird 1962 Great Depression clips/photos - “America from the Great Depression to World War II: Photographs from the FSA-OWI, 1935-1945” (Library of Congress) Selected photographs by Dorothea Lange, taken for the Farm Security Administration (Library of Congress) Additional Resources – Famous American Trials: “The Scottsboro Boys” Trials (1931-37) (University of Missouri-Kansas School of Law) To Kill a Mockingbird and the Scottsboro Boys Trial: Profiles in Courage (National Endowment for the Humanities) | Thinking Strategies: Sensory Imagery Prior Knowledge Questioning Problem Solving -Group Discussion – student led -Journals – reflective & guided -Reading in class together/ independently -2 column notes - daily, gathering information on their thinking, questions, a-ha moments -Reading and discussing/writing about articles related to thematic content of the novel -Essays - What would the prosecution say in their closing argument, given what we have read and understood about the culture of Maycomb County? How would he appeal to the jury to convict Tom Robinson? - When a major event occurs in a small, closed community, it often reveals that people have contrasting views, despite being part of the same community. Using 2 characters, such as Atticus and Bob Ewell in the trial of Tom Robinson, show what contrasting viewpoints about society and equality are present in Maycomb. | Group Discussion – student led in groups, with starting seminar questions/student questions (SL.9-10.1, 5, 7) Journals – reflective & guided – daily (W.9-10.4, 5,9) 2 column notes – (RL.9-10.2,11; W.9-10.4, 5) Class discussion (RL.9-10.1, 2, 3, 4, 5, 11; SL.9-10.1) Reading novel in class together/independently (RL.9-10.1, 2, 3, 4, 5, 11) Reading articles (RI.9-10.1, 2, 3) Writing piece after trial – Present your argument to the class. (RL.9-10.1, 2, 3, 4, 5, 11; W.9-10.1a,1c,1d,1e, 2, 4,5,6,10, 11; SL.9-10.4;L.9-10.1,2,3,4,5) Final Essay - Construct a well-developed essay of 4 -5 paragraphs to respond to this task. (RL.9-10.1, 2, 3, 4, 5, 11; W.9-10.1a, 1c,1d,1e, 2, 4,5,6,10, 11; L.9-10.1,2,3,4,5) | Stand up for what you believe in, even if you are the only one. Understand that what has always been done does not have to be what continues to be done. Stand in another person’s shoes before you judge them. | What makes up a society’s ethical culture? How does racial prejudice affect a society? What, in a culture, promotes prejudice? How does an author use a character to present a particular point of view on a subject? How does the understanding of a time period change or help the reader’s understanding of a text? How does being part of a hierarchy or class in a society affect an individual? How are social structures related to cultural expectations? | Ethical Culture Ethics Morality Point of View Hierarchy Segregation Jim Crow Class System Coming of Age Great Depression |
Unit 4 - How does what I do today affect me (and others) tomorrow? app 8 weeks Unit Goals - Identify and explain the elements of drama in general and Shakespearean drama in particular (see terminology). -Explain the structure of the plot(s) and describe the dramatic techniques the playwright uses to advance them. -Trace the development of major and minor characters and explain how characterization advances the plot or theme. -Understand Aristotle’s definitions of comedy and tragedy and explain how the work studied exemplifies the term “tragedy.” -Analyze the playwright’s use of irony. -Identify the poetic devices used in Romeo and Juliet and explain their effect. -Identify and discuss two specific themes in Romeo and Juliet – Decisions and their Consequences and Society’s expectations for people affecting their behavior. | Literary Texts Romeo and Juliet by William ShakespeareSonnetsInformational Texts Excerpt on comedy and tragedy from Poetics (Aristotle) Art, Music, and MediaArtPrompt: What similarities exist between how playwrights and painters depict tragedy? Pablo Picasso, The Tragedy (1903)MediaRomeo and Juliet – Franco Zeferelli, 1962Romeo and Juliet – Baz Luhrman – 1986Romeo and Juliet - Live in the Globe Theater - 2002 | Thinking Strategies: Sensory Imagery Prior Knowledge Questioning Problem Solving -Group Discussion – student led -Journals – reflective & guided -Reading in class together -2 column notes - daily, gathering information on their thinking, questions, a-ha moments -Reading and discussing/ writing about articles related to thematic content of the play -Memorize/recite - Select a one-minute passage from the play and recite it from memory. Include an introduction that states: What the excerpt is (i.e., cite play and place the passage in context). Why the passage is significant. How the passage exemplifies one of the play’s themes. -Essay - Society’s role in decision making | Group Discussion – student led in groups, with starting seminar questions/student questions (SL.9-10.1, 5, 7) Journals – reflective & guided – daily (W.9-10.4, 5,9) 2 column notes (RL.9-10.2,11; W.9-10.4, 5) Class discussion (RL.9-10.1, 2, 3, 4, 5, 11; SL.9-10.1) Reading play in class together (RL.9-10.1, 2, 3, 4, 5, 11) Reading articles (RI.9-10.1, 2, 3) Speech - Select a one-minute passage from the play and recite it from memory. (RL.9-10.2, SL.9-10.4, 6) Essay - Society’s role in decision making - Construct a well-developed essay of 4 -5 paragraphs to respond to this task. (RL.9-10.1, 2, 3, 4, 5, 11; W.9-10.1a, 1c,1d,1e, 2, 4,5,6,10, 11; L.9-10.1,2,3,4,5) | Your decisions can have far-reaching consequences for others as well as yourself. | What are the characteristics of a Shakespearean tragedy? How do different performances present the play? Why do the productions differ? What do we learn about the culture of the playwright from the text of the play? What is the tragic flaw in our protagonists? How do people’s decisions affect their own lives and the lives around them? How does a society/culture influence people’s choices? | antagonist aside blank verse conflict comedy dialogue foil irony: dramatic, situational, verbal monologue protagonist soliloquy tragedy tragic hero tragic flaw |