Advanced: all advanced classes must get through all 5 units. Other classes may not get past the 4th unit. Writing Continuum: all embedded assessments must be completed; pieces to be collected for the Kenton County Writing Continuum are noted in teal. ELA SpringBoard Curriculum Map Duration: 27 ½ Days/ 19 Days Level 6, Unit 1: The American Dream Unit Overview Essential Question Academic AP College/Readiness Writing Vocabulary If asked to describe the essence and Survey 1. In what ways does the • Research and present • spirit Primary Source American Dream the influence of of America, you would probably refer manifest Secondary Source American to “the itself in American life? historical/philosophical American Dream.” First coined as a eras on America’s phrase 2. How does one create a literary and social in 1931, the phrase “the American personal definition of the history American Dream? Dream” • Develop a deep characterizes the unique promise understanding of that America rhetoric and how an has offered immigrants and author presents his/her residents for nearly argument through a 400 years. People have come to this variety of literary and country stylistic elements for adventure, opportunity, freedom, • Apply the elements of a and the strong argument chance to experience the particular including the hook, qualities of claim, support, the American landscape. concessions/refutations Consequently, different , and call to action groups of people have left their • Identify and apply imprint on the different syntactical philosophical foundations of this structures to writing country and • Extend knowledge of contributed to what has become a the writing types, or modern

American Dream. In this unit you will explore the foundations of the American Dream through literary movements and a variety of American voices. You will also investigate how this Dream might be realized in your own life and in the lives of those around you through a survey investigating assumptions about the American Dream. The unit will prepare you for a wide body of literature that continues to incorporate this idea and help you to synthesize this information into your own understanding of the concept. SpringBoard Activities Learning Focus: Making Text Come to Life 1.1 Previewing the Unit Duration: ½ class period

1.2 What Is the American Dream? Duration: ¼ class period

modes, to include an individual synthesis paper

Content Focus (Learning Objective) • contextualize prior knowledge about key ides and concepts • analyze the skills and knowledge necessary for success in the unit • anticipate themes and ideas relating to various beliefs • connect personal attitudes that contribute to one’s

Focus Standard

Comments

Writing

1.3 What Is Your Source? Duration: ¼ class period

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1.4 Coming to America Poetry: “Ellis Island,” by Joseph Bruchac Poetry: “Europe and America,” by David Ignatow Duration: 1 ¼ class period

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1.5 Historic Pathways to the American Dream Essay: “The Trial of Martha Carrier,” by Cotton Mather Essay: “Moral Perfection,” by Benjamin Franklin Aphorisms: “Sayings of Poor Richard,” from Poor Richard’s Almanack, by Benjamin Franklin Essay: Excerpt from “Self-Reliance,” by Ralph Waldo Emerson Essay: Excerpt from Walden, “Where I Lived and What I Lived For,” by Henry David Thoreau Duration: 3 class periods

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perception of the American Dream define and classify primary and secondary sources recognize situations that warrant specific sources develop a working definition of the American Dream apply knowledge of denotation and connotation demonstrate control and understanding of the effect of diction choices contrast past and present views of the American Dream identify and evaluate the philosophical, religious, ethical, and social influences that shaped the literature of a period extrapolate from primary sources to construct an understanding of a philosophical viewpoint analyze purpose and historical context in varied sources and

• Add in additional excerpts from “SelfReliance” and from “Walden” • Enhance quality of project using higher level expectations and rubric • Increase number of required sources

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1.6 America, the Beautiful Poetry: “America, the Beautiful,” by Katharine Lee Bates Poetry: “America,” by Claude McKay Poetry: “Shine, Perishing Republic,” by Robinson Jeffers Duration: 1 class period

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1.7 America’s Voices: Call and Response Poetry: “I Hear America Singing,” by Walt Whitman Poetry: “I, Too, Sing America,” by Langston Hughes Poetry: “Indian Singing in Twentieth-Century America,” by Gail Tremblay Poetry: “next to of course god america i,” by e.e. cummings Duration: 1 class period

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1.8 Getting to Know the American Dream

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evaluate the usefulness of those sources research and identify primary source documents that exemplify philosophical viewpoints communicate the significant points of a poem to classmates synthesize information from multiple poems and make a personal connection analyze elements of a poem and synthesize an interpretation recognize the juxtaposition of positive and negative attitudes toward America define and identify tone in a poem or song use speaking skills to clearly and effectively perform a poem develop a wellstructured original poem analyze aspects of the American Dream

Essay: “They Live the Dream,” by Dan Rather Article: “Lifelong Dreamer – Vietnam Boat Person,” by Mary-Beth McLaughlin Duration: 1 ¾ class periods

1.9 Sentence Structure: Let’s Mix It Up! Duration: ½ class period

1.10 Money and the American Dream Poetry: “Money,” by Dana Gioia Drama: Excerpt from A Raisin in the Sun, by Lorraine Hansberry Short Story: “Mammon and the Archer,” by O. Henry Duration: 1 ¾ class periods

• summarize texts and present findings to peers • connect newly learned information to personal experience • analyze the organization of a nonfiction text • evaluate text for correct use of verbs, including tense and voice • analyze an author’s syntactic choices, specifically sentence openings • practice a revision strategy for future writing • examine a single topic from multiple points of view • develop an expository text with a coherent point of view • manipulate language to reflect a particular tone and point of view • synthesize points of view about a topic

• Find an article discussing materialism in American culture • Discuss the change regarding the concept of money in our culture throughout the decades, from the turn of the century • Read “Harlem” poem and discuss connection to A Raisin in the Sun • Show clip of DVD from A Raisin in the Sun and discuss the visual aspect

of the play verse reading a play • Discuss white flight, creation of the suburb and ghettos • Read reviews of original play and/or DVD version 1.11 Listen While You Work Song Lyrics: “Harlan Man,” by Steve Earle Song Lyrics: “The Mountain,” by Steve Earle Duration: 1 class period

1.12 Working Toward the Dream Poetry: “Who Burns for the Perfection of Paper,” by Martin Espada Nonfiction: Excerpt from Working, “Roberto Acuna Talks About Farm Workers,” by Studs Terkel Duration: 1 class period

1.13 With Liberty and Access to All? Nonfiction: Excerpt from Nickel and Dimed: On (Not) Getting By in America, by Barbara Ehrenreich Duration: 1 ½ class periods

• analyze the purpose and context of two texts by the same author • compare speakers and their attitudes toward work • use textual evidence to make thematic generalizations • understand the relationship between work and selfunderstanding • synthesize information to make text-to-text connections • use textual evidence as the basis for inferences • make personal connections and textto-text connections with a literary nonfiction text • apply the elements of argumentation in a

1.14 Creating a Survey About the American Dream Duration: 2 class periods

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Embedded Assessment 1: Presenting Findings from a Survey Duration: 4 class periods

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Learning Focus: Defining Your American Dream 1.15 The Road to Success Speech: Excerpt from Keynote Address, 2004 Democratic National Convention, by Barack Obama Essay: “The Right to Fail,” by William Zinsser Duration: 2 ½ class periods 1.16 Defining the Dream Duration: ¾ class period

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letter of response to a text survey attitudes about aspects of the American Dream create questions, conduct interviews, and interpret findings from a survey appraise responses from a survey and understand the results as a functional text worthy of analysis work in pairs develop, conduct, interpret, and present the findings of a survey that is designed to prove or disprove an assumption about the American Dream revisit and revise the notion of the American Dream through a comparison of two texts analyze the types of arguments used by a speaker

• synthesize previous notions of the American Dream

Embedded Assessment 2: Synthesizing the American Dream Duration: 2 class periods

Unit Reflection Duration: ½ class period

• generate working definitions of the American Dream by function, classification, example, and negation • synthesize at least three to five sources and own observations to defend, challenge, or qualify the statement that America still provides access to the American Dream • integrate a variety of sources into a coherent, wellwritten argumentative essay • refer to the sources and employ observations to support the position • take the essay through all the stages of the writing process • monitor comprehension and growth through a reflective process • synthesize understanding of individual reading and writing processes

• Argumentative/Persuasive Essay

• passage-based persuasive On-Demand live scoring (department choose mode)

and strategies • self-assess mastery of key concepts and terms SpringBoard Online Unit One Assessment Duration: 1 class period Assessment and Performance Opportunities SpringBoard Online Writing Workshop 6: Expository Writing SpringBoard Portfolio

Additional Resources SpringBoard Grammar and Usage Handbook SpringBoard Literature Circles: Independent Reading – Focus: Nonfiction essays, memoirs, autobiographies, or biographies that will help students understand how others define the American Dream

Teacher Reflection

ELA SpringBoard Curriculum Map Duration: 29 ½ Days/ 20 Days Level 6, Unit 2: American Forums: The Marketplace of Ideas Unit Overview Essential Question Academic Vocabulary TV news, news magazines, newspapers, 1. How do newspapers Bias radio, and the Internet give us sometimes impact public opinion or Fallacy vital, sometimes trivial, facts and opinions, public perception? Editorial creating a swirling array of often conflicting Parody information. The resulting chaos of information 2. How does a writer use and perspectives can create an overwhelming tone to advance an presence in our lives, yet this information is also opinion? crucial to our ability to make informed decisions about everything from personal beliefs to public policy. Indeed, the ways in which these ideas and voices interact with each other create a marketplace of ideas—a forum through which we can shape, test, and revise our own perspectives on our society and the issues that dominate the day. One place in particular where opinions can be shared, heard, and responded to is the newspaper op-ed page. In this context, and in many others, satire is often used by social critics to challenge or comment upon prevailing attitudes. In this unit you will learn to discern a news story from an opinion piece and a satirical text, and you will be better prepared to know where to go when you want to find out what America is thinking—and to create texts that may influence that thinking. SpringBoard Activities Content Focus Focus Standard (Learning Objective) Learning Focus: Browsing in the Marketplace • contextualize prior 2.1 Previewing the Unit knowledge about key ides

AP College/Readiness • Address and appeal to audiences in a variety of persuasive genres • Analyze how writers effectively use rhetoric, include controlling tone, establish and maintain voice, and achieve appropriate emphasis through diction and sentence structure • Apply effective rhetorical strategies and techniques in their own writing

Comments

Duration: ½ class period •

2.2 Introducing the Media Editorial: “Oh my! The future of news,” by Jeremy Wagstaff Duration: 1 class period

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2.3 Consumer’s Report Informational Text: Excerpt from “A Day in the Life of the Media: Intro,” by The Project for Excellence in Journalism Duration: 2 class periods

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2.4 Debating the Newspaper: Part I Article: “How the Rise of the Daily Me Threatens Democracy,” by Cass Sunstein Duration: 1 ½ class periods

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2.5 Debating the Newspaper: Part II Editorial: “The Newspaper is Dying – Hooray for Democracy,” by Andrew Potter Duration: 1 class period

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and concepts analyze the skills and knowledge necessary for success in the unit identify and reflect on media habits and students’ feelings about the news analyze how an author appeals to multiple audiences identify an author’s purpose summarize and critique media channels students encounter in everyday life summarize and critique media channels students encounter in everyday life compare and contrast how different media cover the same issues/stories examine how media channels target specific audiences discuss the connection between editorials and the marketplace of ideas evaluate the role of newspapers in a democracy identify an author’s use of support (reasoning and evidence) review techniques for refuting an argument evaluate an author’s use of refutation

2.6 News or Views: A Closer Look Article: “Faceboo Photos Sting Minnesota High School Students” Article: “Federal Way Schools Restrict Gore Film,” by Robert McClure and Lisa Stiffler Duration: 1 class period 2.7 Fair and Balanced: Part I Duration: 1 class period

2.8 Fair and Balanced: Part II Editorial: “Abolish high school football!” by Raymond Schroth Duration: 1 class period

2.9 How to Read an Editorial Editorial: “Facing Consequences at Eden Prairie High” Duration: 1 class period

2.10 How to Write an Editorial Editorial: “Time to raise the bar in high schools,” by Jack O’Connell Editorial: “New Michigan Graduation Requirements Shortchange Many Students,” by Nick Thomas

• apply strategies of refutation to a set of persuasive elements • activate prior knowledge about objectivity and subjectivity in texts • develop questions for identifying bias • analyze a news story for evidence of bias • analyze how language can be used to manipulate readers • distinguish between biased and objective rhetoric • revise to eliminate loaded language • analyze a writer’s use of language to manipulate readers • distinguish between persuasion and propaganda • revise to eliminate loaded language/slanters • develop techniques for actively reading an editorial text • examine the impact of audience and context on rhetorical choices • apply the key elements of editorial writing • examine the impact of audience and context on rhetorical choices

Duration: 2 class periods

2.11 Where’s Your Proof? Duration: ¾ class period

2.12 Reading and Writing a Letter to the Editor Editorial: “Why I Hate Cell Phones,” by Sara Reihani Duration: 1 class period

2.13 Fallacies 101 Duration: 1 class period

2.14 How to Read and Write an Editorial Cartoon Informational Text: “An Inside Look at Editorial Cartoons,” by Bill Brennen Duration: 1 class period

Embedded Assessment 1: Creating an Op-Ed Page Duration: 3 class periods

• compare and contrast the persuasive elements of two editorials • craft a persuasive editorial • analyze the purpose of different types of evidence • identify the limitations of different types of evidence • evaluate an author’s use of evidence to justify claims • identify style, format, and genre conventions of letters to the editor • analyze an author’s rhetorical choices • evaluate the impact of tone in a letter • write a letter to the editor • identify fallacious logic, appeals, and rhetoric • evaluate the use of rhetorical devices to manipulate an audience • analyze the format, style, and conventions of editorial cartoons • interpret the significance of symbolism and caricature in visual texts • analyze a visual text for its tone and message • create an editorial cartoon • work in groups • plan, develop, write, revise, and present op-ed page as if

• Publish op-ed page on school website, or nky.com, etc.

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Learning Focus: The Art of Indirect Persuasion 2.15 Introduction to Satire Satire: “Let’s Hear It for the Cheerleaders,” by David Bouchier Duration: 1 ½ class periods

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2.16 The Satirical Spectrum *Sample Editorial Cartoons Duration: ¾ class period

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2.17 The Satirical Critique Satire: “How to Poison the Earth,” by Linnea Saukko Satire: “Gambling in Schools,” by Howard Mohr Duration: 1 class period

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2.18 Satire and Society Satire: “Maintaining the Crime Supply”

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writing for an actual newspaper include at least two unsigned editorials that reflect the same perspective, at least three editorial cartoons that can represent a variety of viewpoints, at least two guest columnist editorials, two of which must be opposing viewpoints, and several letters to the editor final layout and design should reflect that of an actual newspaper identify elements of humor in writing recognize and analyze the elements of satire interpret an author’s use of humor to develop a position interpret tone in satirical texts (print and visual) distinguish among different purposes for satire identify elements of humor in writing interpret tone in satirical texts (print and visual) differentiate among different purposes for satire evaluate the effectiveness of satirical passages analyze an author’s use of irony

Duration: 1 ¼ class periods

2.19 Writing a Parody Parody: “In Depth, but Shallowly,” by Dave Barry Duration: 1 class period

2.20 Need Some Advice? Satire: “Advice to Youth,” by Mark Twain Duration: 1 ¼ class periods

2.21 Twain in Twain Satire: “The War Prayer,” by Mark Twain Duration: 1 class period

2.22 Peeling the Skin Satire: “Girl Moved to Tears by Of Mice and Men Cliff Notes,” from The Onion Duration: ½ class period

Embedded Assessment 2: Writing a Satirical Piece

• interpret the impact of diction and detail on tone • analyze how an author uses humor to comment on a serious social issue • analyze how parody is used to critique a subject • craft an original parody of a mass media program • interpret the relationship between tone and theme in a satirical piece • explore how authors subvert clichés • analyze how an author uses satire to critique social norms • examine how authors use syntax (loose or cumulative sentences) for effect • analyze the relationship between an author’s subject and tone • evaluate an author’s choice of tone to address a particular rhetorical context • examine an author’s use of a genre for satirical purposes • analyze how an author uses details for rhetorical effect • explore the impact of ridicule on the perception of a writer’s subject • write a satirical piece critiquing some aspect of

• Enhanced quality of finished product • Higher level expectations and rubric • Peer workshop

• Enhanced quality of finished piece

Duration: 1 class period

Unit Reflection Duration: ½ class period

SpringBoard Online Unit Two Assessment Duration:1 class period Assessment and Performance Opportunities SpringBoard Online Writing Workshop 8: Persuasive Writing SpringBoard Portfolio

our society • take the piece through all the stages of the writing process

• Higher level expectations and rubric • Satirical broadcast

• monitor comprehension and growth through a reflective process • synthesize understanding of individual reading and writing processes and strategies • self-assess mastery of key concepts and terms

Additional Resources SpringBoard Grammar and Usage Handbook SpringBoard Literature Circles: Independent Reading – Focus: Current-event articles, editorials, news publications, and satirical commentaries reporting on a topic of interest

passage-based informative On-Demand live scoring (department choose mode)

Teacher Reflection

Unit Overview America’s tradition of open debate and lively free speech was established in the early period of the fight for independence from British rule. Before that, the founding settlers had established the basis for a literate democratic society in its schools and system of justice. You have seen from the previous unit that persuasive, free speech is at the heart of our democracy’s vitality. Through a study of historic American speeches, this unit provides an opportunity to analyze models of effective persuasive speech in preparation for writing and delivering original speeches. Continuing the idea of free speech, this unit then delves into Arthur Miller’s play The Crucible and explores both the play itself as well as its relationship to the time period in which it was written.

SpringBoard Activities Learning Focus: Speaking with Confidence

ELA SpringBoard Curriculum Map Duration: 42 ¼ Days/ 28 Days Level 6, Unit 3: The Power of Persuasion Essential Question Academic Vocabulary 1. How are the components Rhetoric of rhetoric applied to the Rhetorical Devices creation and delivery of • repetition (anaphora) persuasive speeches? • aphorism • parallelism 2. How can artistic • allusion expression advance social • rhetorical question commentary? • argument by analogy • metaphor • simile Social Commentary Foil

Content Focus (Learning Objective) • contextualize prior

Focus Standard

AP College/Readiness • Close analysis of rhetorical devices and techniques used in creating persuasive speeches • Stylistic development, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure • Literary analysis of a dramatic work of lasting literary merit in order to arrive at multiple interpretations • Development of increasing maturity and complexity in both reading and writing • Analysis of the social, cultural, political, and historical contexts of a literary text and its contributions to society Comments

3.1 Previewing the Unit Duration: ½ class periods •

3.2 Fears and Expectations Duration: ¾ class period

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3.3 Quotables Duration: ¾ class period

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3.4 A Presidential Beginning Speech: “Inaugural Address,” by John F. Kennedy Duration: 2 class periods

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3.5 Reviewing Rhetoric Duration: ¾ class period

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knowledge about key ides and concepts analyze the skills and knowledge necessary for success in the unit establish classroom norms of effective behavior for speakers and listeners explore the role of the audience in an oral presentation demonstrate effective oral literacy skills within the confines of a familiar text demonstrate appropriate inflection for an oral presentation interpret a variety of quotations incorporate quotations into speaking consider effective styles of oral presentations and deliver an oral statement read, interpret, and analyze a challenging historical document examine the role of syntax in a text select an appropriate style and deliver an oral presentation define and apply rhetorical appeals write a persuasive essay

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3.6 Using Rhetorical Devices Sermon: From “Sinners in the Hands of an Angry God,” by Jonathan Edwards Duration: 1 class period

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3.7 “Give Me Liberty!” Speech: “Speech to the Virginia Convention,” by Patrick Henry Duration: 1 ¼ class periods

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• 3.8 It’s All in the Delivery Duration: 1 class period

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Embedded Assessment 1: Creating and Presenting a Persuasive Speech Duration: 3 class periods

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Learning Focus: Speaking Your Conscience 3.9 Preparing to Read The Crucible Article: “The Lessons of Salem,” by Laura Shapiro Duration: 1 ½ class periods

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that uses rhetorical appeals apply knowledge of rhetorical devices, syntax, and rhetorical appeals to analyze a speech employ a variety of strategies to make meaning from text apply knowledge of rhetorical devices, syntax, and rhetorical appeals to understand a speech employ a variety of strategies to make meaning from a text prepare and present a brief oral presentation examine and evaluate a variety of delivery styles for oral presentations identify and explain the effect of specific components of oral presentations write and deliver a two- to three-minute persuasive speech that addresses a contemporary issue utilize rhetorical appeals and devices, syntax, and effective delivery notes analyze the title of the play make predictions about the play create a historical context

• Discuss the seven deadly sins and why they are sins, etc. • Discuss the seven virtues and why they are virtues, etc.

• Add embedded narrative as a portfolio piece

for the action of the play 3.10 A Salem Tea Party Duration: 2 class periods

3.11 Beginnings *Drama: The Crucible (Act One), by Arthur Miller Duration: 2 class periods

3.12 Key Scene 1: Proctor and Abby Duration: 1 class period

3.13 Defining Hysteria Fable: “The Very Proper Gander,” by James Thurber Duration: 1 class period 3.14 Conflicts in Salem Duration: ½ class period

3.15 Speaking Like a Puritan *Drama: The Crucible (Act Two), by Arthur Miller

• identify the main characters of the play • understand relationships among characters • preview Miller’s invented Puritan diction and sentence structure • examine Miller’s attitude toward his characters and events • recognize characteristics of the setting and time period • recognize the attributes of a foil • keep track of character development • imagine different readings of the text • interpret the meaning of specific theatrical choices • make directional choices that lead to a specific interpretation • understand the definition of hysteria and how it applies in The Crucible • understand and identify the conflicts in the community • make connections between dramatic conflict and real issues • diffuse vocabulary by context

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Duration: 2 ½ class periods

• examine language

3.16 Key Scene 2: Proctor and Elizabeth Duration: ¾ class period

• illustrate and evaluate how performance choice affects meaning • demonstrate the purpose of characterization techniques

3.17 Character Metaphors Duration: 1 class period 3.18 Proof and Confessions *Drama: The Crucible (Act Three), by Arthur Miller Duration: 3 class periods

3.19 Fearful Consequences Duration: 2 class periods

3.20 Speaking Out Speech: Excerpt from “Declaration of Conscience,” by Margaret Chase Smith Essay: “Why I Wrote The Crucible: An artist’s answer to politics,” by Arthur Miller Duration: 2 ½ class periods 3.21 A Matter of Integrity *Drama: The Crucible (Act Four), by Arthur Miller Duration: 3 class periods

3.22 Final Verdicts

• Write metaphors that describe the essence of each character

• recognize how proof and confessions worked during the witch trials • understand the implications of the choices faced by the characters • create original scripts illuminating a conflict on an ethical issue • recognize a character’s choices as an element of characterization • recognize situational irony in the characters’ choices • understand an author’s purpose • recognize a second layer of meaning in a play

• understand that characters can represent a point of view • examine the relationship between character and thematic statement • recognize how character

• Analyze how the seven deadly sins and virtues were present in the play. Possibly have students pull quotes from the play to support their analysis

Duration: 1 class period •

3.23 Timed Writing Duration: 2 class periods

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Embedded Assessment 2: Creating and Performing a Dramatic Scene Duration: 4 class periods

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Unit Reflection Duration: ½ class period

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• SpringBoard Online Unit Three Assessment Duration: 1 class period Assessment and Performance Opportunities SpringBoard Online Writing Workshop 8: Persuasive Writing

action affects theme and audience response compare and contrast drama and film versions o evaluate the resolution of the conflict demonstrate an understanding of the significant elements of the play and/or the film version analyze a writing prompt and plan a response synthesize knowledge of dramatic elements into an essay of analysis work with a group write and perform an original dramatic script including a statement about a conflict that faces society take the script through all the stages of the writing process monitor comprehension and growth through a reflective process synthesize understanding of individual reading and writing processes and strategies self-assess mastery of key concepts and terms

Additional Resources SpringBoard Grammar and Usage Handbook SpringBoard Literature Circles: Independent Reading –

passage-based narrative OnDemand live scoring Writing Workshop 4

Teacher Reflection

SpringBoard Online Writing Workshop 5: Script Writing SpringBoard Portfolio

Focus: Allegorical literary fiction, nonfiction books, or a collection of essays on a related topic that is of interest to them

Unit Overview Ever since the Pilgrims traveled to America, the concept of the “journey” has been part of the American experience. In this unit you will study the novel Their Eyes Were Watching God, which traces the physical and emotional journey of a woman striving for self-expression. You will then examine the ways that you present yourself in a variety of situations on your own journey to selfexpression.

SpringBoard Activities Learning Focus: Journey of Discovery 4.1 Previewing the Unit Duration: ½ class periods

4.2 Who Was Zora Neale Hurston? *Teleplay: Zora Is My Name, directed by Neema Barnette Memoir: “How It Feels to Be Colored Me,” by Zora

ELA SpringBoard Curriculum Map Duration: 36 ½ Days/ 24 Days Level 6, Unit 4: An American Journey Essential Question Academic Vocabulary 1. How can an author’s style Motif construct and reflect identity? Resume 2. How do communication skills enhance self-expression?

Content Focus (Learning Objective) • contextualize prior knowledge about key ides and concepts • analyze the skills and knowledge necessary for success in the unit • identify and infer biographical knowledge about an author • recognize how an author’s

Focus Standard

AP College/Readiness • Study a work of literary merit to analyze its structure, style, and themes • Analyze a writer’s rich and complex writing style and use that analysis to refine their own writing style • Employ strategies for active independent reading and sophisticated literary analysis • Write and speak confidently in academic, social, and professional situations Comments

Neale Hurston Duration: 2 class periods •

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4.3 The Harlem Renaissance Duration: 2 ½ class periods

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• 4.4 Hurston’s Colorful Language *Teleplay: Zora Is My Name, directed by Neema Barnette Short Story: “Sweat,” by Zora Neale Hurston Duration: 3 class periods

4.5 Janie’s Return Home *Novel: Their Eyes Were Watching God, by Zora Neale Hurston Duration: 1 class period 4.6 Nanny’s Life Poetry: “Mother to Son,” by Langston Hughes Duration: 1 class period

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personal experiences inform writing identify and analyze the features of a memoir (optional) identify diction and figurative language and their effect on tone situate a novel in its historical, cultural, and geographical context derive information from a media production and relate it to the author’s biography create an informational media production analyze diction integrate quotes in literary writing discuss how symbols, images, and figurative language affect tone and theme in a short story interpret the author’s imagery analyze an author’s characterization analyze audience examine figurative language and motifs recognize the frame story as a structural/ organizational pattern distinguish among varying

4.7 Nanny, Janie, and Logan Duration: ½ class period

4.8 Janie’s New Life Duration: 1 class period

4.9 The Two Sides of Janie Duration: 2 class periods

4.10 Discussion Groups Duration: 3 class periods

4.11 The End of a Long Journey Excerpts from critical reviews Duration: 3 class periods

points of view within the text • analyze characters, plot, and irony • identify the effect of diction on tone • differentiate between different points of view • recognize motifs and their purposes • dramatize elements of humor in the text • trace how a motif evolves and develops significance • analyze the effect of setting on characters • analyze how figurative language, syntax, and diction reinforce tone and key themes • analyze character and voice • evaluate how a motif contributes to the meaning of a text • read independently and monitor comprehension and reading strategies • work collaboratively to synthesize understanding of multiple stylistic and literary elements • analyze Hurston’s use of figurative language and its effect • analyze organizational

• • • 4.12 Oprah Winfrey Presents *Film: Their Eyes Were Watching God, directed by Darnell Martin Duration: 1 ½ class periods Embedded Assessment 1: Writing an Analytical Essay Duration: 2 class periods

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Learning Focus: Communicating Myself to Others 4.13 My Communication Skills Duration: 1 class period

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4.14 Career Search Duration: 3 class periods

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structure synthesize connections among motifs and themes evaluate critical reviews of a text support an interpretation of a text with textual evidence infer a media producer’s point of view analyze film production elements critique a media production write an analytical essay that illuminates how a key theme in Their Eyes Were Watching God is expressed through her style and use of literary elements take the essay through all the stages of the writing process reflect on and categorize means of communication determine the qualities of good communication evaluate personal communication skills identify, evaluate, and analyze a variety of sources to answer a research question prepare for an interview conduct research on careers collaborate in evaluating and applying interviewing

• Porfolio Piece

4.15 Creating a Resume Duration: 1 class period

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4.16 Social Networking Article: “Narcissism on the Internet isn’t risk-free,” by Eric Gwinn Article: “Web of Risks,” by Brad Stone with Robbie Brown Article: Excerpt from “Potential employers monitoring student social networking Web sites,” by Matt McGowan Duration: 2 class periods 4.17 Practicing for a Job Interview Duration: 2 class periods

Embedded Assessment 2: Using Communication Skills to Present Myself Duration: 3 class periods

Unit Reflection Duration: ½ class period

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techniques investigate the resume as a self-presentation tool evaluate information sources refine and edit a resume establish criteria for evaluating social networking sites evaluate social networking and potential audiences

• generate and refine interview questions • participate in a panel interview • listen and take notes during an interview • showcase the communication skills you have developed in an interview with a panel of peers • present resume and media presentation about yourself • monitor comprehension and growth through a reflective process • synthesize understanding of individual reading and writing processes and strategies • self-assess mastery of key

concepts and terms SpringBoard Online Unit Four Assessment Duration: 1 class period Assessment and Performance Opportunities SpringBoard Online Writing Workshop 9: Response to Literary and Expository Text SpringBoard Online Writing Workshop 4: Reflective Essay SpringBoard Portfolio

Additional Resources SpringBoard Grammar and Usage Handbook SpringBoard Literature Circles: Independent Reading – Focus: Novels, plays, nonfiction books or collections of essays or short stories exploring the American experience and journey of discovery

Teacher Reflection

Unit Overview The pursuit of happiness is an integral part of the American Dream and part of the foundation of this country. Many people think that the fulfillment of the American Dream centers on financial success; however, riches are not the path to happiness for everyone. In this unit, you will examine how one person rejected wealth in favor of a different pathway to happiness; you will also look at how others have found enlightenment in everyday experiences. Next, you will research the American Dream and the pursuit of happiness and articulate what that dream means to you and your fellow Americans.

SpringBoard Activities Learning Focus: The Search for Self 5.1 Previewing the Unit Duration: ½ class period

ELA SpringBoard Curriculum Map Duration: Level 6, Unit 5: The Pursuit of Happiness Essential Question Academic Vocabulary 1. What does it mean to pursue Coherence happiness? Genre Conventions Discourse 2. How does a writer represent research through multiple texts?

Content Focus (Learning Objective) • contextualize prior knowledge about key ides and concepts

Focus Standard

AP College/Readiness • Analyze and interpret good writing for rhetorical strategies and techniques in order to employ them in their own writing • Create and sustain arguments, interpretations, and reflection based on readings, research, and/or personal experience • Analyze the conventions of genre in order to write in a variety of modes • Independently use the stages of the writing process with careful attention to inquiry, drafting, revising, editing and review • Apply close reading strategies to a nonfiction text of literary merit Comments

5.2 Searching for Meaning Essay: Excerpt from Walden, by Henry David Thoreau Essay: Excerpt from Self-Reliance, by Ralph Waldo Emerson Poetry: “In the Depths of Solitude,” by Tupac Duration: ¾ class period 5.3 My Credo Nonfiction: Credo from All I Really Need to Know I Learned in Kindergarten, by Robert Fulghum Duration: 1 ½ class periods

5.4 Just the Facts Duration: 1 class period

5.5 Looking at Structure Biography: “Author’s Note,” from Into the Wild, by Jon Krakauer Duration: ½ class period

5.6 Meeting Christopher McCandless *Biography: Into the Wild, by Jon Krakauer Duration: 1 ½ class periods

5.7 Literary Connections Duration: 1 ¼ class periods

• analyze the skills and knowledge necessary for success in the unit • place texts in a historical and a philosophical context • draft an original piece on the thematic concept of happiness • examine and critique a personal statement (credo) • analyze the function and effect of tone, diction, syntax, and punctuation • write a personal credo employing stylistic techniques • preview the biography • establish a context and purpose for reading • identify and use slant in writing • analyze the stylistic techniques used in an expository essay • investigate and identify the author’s purpose and bias in writing the biography • analyze elements of characterization • write an interpretive paragraph analyzing character • analyze epigrammatic texts to make a thematic

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5.8 Shedding Light Duration: 1 class period

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5.9 Many Ways of Showing Duration: 1 ½ class periods

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• 5.10 A Personal Perspective Duration: 1 ½ class periods

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5.11 The Pursuit of Happiness Duration: 1 class period

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5.12 At What Cost? Duration: 1 class period

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5.13 Searching for the Author

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connection to a larger work analyze a text for the core tenets of Transcendentalism examine textual elements of a nonfiction text and consider their effects analyze how character is revealed in an extended work understand the connection between research and the construction of a nonfiction work identify and examine the purpose of genres used to convey information write a draft adhering to conventions of a genre compare and contrast character traits examine the organization of a text analyze diction signaling reflection conduct and present research on comparable and conflicting perspectives of happiness conduct a close reading to analyze a literary passage engage in a Socratic Seminar exploring different perspectives on a thematic concept analyze and critique the

Duration: 1 ½ class periods

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5.14 Turning Life into Story Essay: “Straw into Gold: The Metamorphosis of the Everyday,” by Sandra Cisneros Duration: 1 class period

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5.15 A Snowball of Happiness Essay: “The Chase,” by Annie Dillard Duration: 1 class period

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• • 5.16 Reflecting on Life Experiences Essay: “A View from Mount Ritter,” by Joseph T. O’Connor Duration: 1 class period

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5.17 Making Your Choice Duration: 1 class period

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Embedded Assessment 1: Writing a Personal Essay Duration: 2 class periods

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stylistic techniques by which an author brings closure to a book write a response to an author’s development of a story and its effect on readers analyze elements of style in relation to a whole work examine an author’s use of allusion to convey meaning and create cohesion analyze a personal essay for language use and character development analyze a personal essay for organizational elements conduct a syntactical analysis of a portion of text examine the stylistic characteristics of a personal essay review and identify the elements of the organizational structure of a personal essay generate text in preparation for a draft of an expository text write a multi-paragraph reflective essay about a significant personal experience describe the experience and your immediate response to it

Learning Focus: Creative Research 5.18 The Nuts and Bolts of the Multi-Genre Research Project Multi-Genre Research Project: Student Sample Duration: 1 ¾ class periods 5.19 Exploring, Recording, and Imagining Research Biographical Sketch: “Sparky,” by Earl Nightingale Duration: 1 ¼ class periods

5.20 Melding Facts, Interpretation, and Imagination Biography: “Charles M. Schulz,” from Notable Biographies Duration: 1 class period

5.21 Meeting in the Middle Duration: 2 class periods

5.22 Thematic Threads to Create Flow

• reflect on the significance of the experience • take the essay through all the stages of the writing process • understand the components of a multi-genre research project • analyze a student sample in preparation to create a multi-genre research project • examine tools for exploring, recording, and interpreting research • apply knowledge of the components of MGR • write an MGR in small groups • analyze multiple research resources to extract significant facts • explore, record, interpret information and represent ideas in creative genres • cite sources correctly • examine how purpose and audience shape genre selection • examine genre conventions and generate drafts that adhere to them • create genres that blend fact and imagination to support the thesis • revise the rhetorical plan to

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5.23 Introducing and Concluding the Multi-Genre Research Project Duration: 1 class period

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5.24 Creative Packaging Duration: 1 class period

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• 5.25 Care Enough to Really Search Duration: 1 ½ class periods

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Embedded Assessment 2: Writing a Multi-Genre Research Project Duration: 5 days

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Unit Reflection Duration: ½ class period

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create unity and coherence among the genres examine techniques to link genres and sequence ideas for the readers write an introduction that leads readers into the paper write a conclusion that reflects on learning and brings a finished feeling to the paper create a cover page, table of contents, and reflective end notes present the multi-genre research project select a topic that is appropriate for a multigenre research project write a multi-genre research project on a person, event, movement, or topic of interest as it relates to the American Dream take the project through all the stages of the writing process monitor comprehension and growth through a reflective process synthesize understanding of individual reading and writing processes and strategies self-assess mastery of key concepts and terms

SpringBoard Online Unit Five Assessment Duration: 1 class period Assessment and Performance Opportunities SpringBoard Online Writing Workshop 4: Reflective Essay SpringBoard Online Writing Workshop 10: Research SpringBoard Portfolio

Additional Resources SpringBoard Grammar and Usage Handbook SpringBoard Literature Circles: Independent Reading – Focus: Biography, autobiography, memoir, or collection of essays or short stories that address the concept of the American Dream and the pursuit of happiness

Teacher Reflection