Grade 9 - American Literature Course Description The study of American Literature is an essential experience for a high school student. In this course, students will read some of the most revered authors in American Literature while looking at their works through the lens of what it means to be American. Several issues in American society (race, identity, war and gender) are examined through an exploration of literature written about or through those issues. Students will revisit the theme of what it means to be American throughout this entire course and will evaluate how the literature they have read has helped them answer this question for themselves. Units of Study Required Units: Teachers must teach all four units. Each unit is designed to take approximately one academic quarter to complete (9-10 weeks).
Unit 1 Defining the American Dream Unit 2 American Philosophies Romanticism and Realism Unit 3 - Justice for All - Race, Gender, and/or Class Struggle in America Unit 4 America in the Modern Context
Additional Information: Teachers must use a variety of literary and informational texts in each unit. Texts should be of appropriate and increasing complexity throughout each unit. Teachers should incorporate both print texts and non-print texts (media, works of art) in each unit. Students must complete one drafted, polished process piece of writing per quarter. Students should complete pieces in each of the three writing modes argumentative, informational, and narrative/creative within each unit. These anchor activities are guaranteed experiences every student must have. Provided prompts are for example purposes. Students should complete a range of response types in each Students should engage in the types of formative assessments that will lead them towards mastery of skills assessed in each units summative assessments. While teachers are free to shift the thematic sequence of units, skills sequences should be followed in the order in which they are prescribed in each unit.
Overall Course Goals (Umbrella Standards) Reading CCSS.ELA-LITERACY.RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CREC Grade 9 American Literature
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CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-LITERACY.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Language CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Speaking and Listening CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.SL.9-10.1.A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-LITERACY.SL.9-10.1.B: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. CCSS.ELA-LITERACY.SL.9-10.1.C: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. CCSS.ELA-LITERACY.SL.9-10.1.D: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. CCSS.ELA-LITERACY.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CREC Grade 9 American Literature
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Unit 1 Defining the American Dream
Pacing: 9-10 weeks
Stage 1 Desired Results Unit Overview Thematic Focus (suggested): In this opening unit, students will consider the American Dream as both a geographic destination and a complex, symbolic concept. Students will work to recognize how America has and continues to serve people as both a nation and an intangible set of ideals related to freedom, opportunity, and success. Students will generate and support their own ideas about America as well as examine texts whose authors are making related claims.
Reading Focus: In response to a broad range of increasingly complex literary and informational texts, students will analyze and evaluate authors uses of texts to develop and communicate ideas both explicitly and implicitly. Students will develop skills of drawing conclusions and inferences about text and supporting such ideas with relevant, important, specific details. Students will also develop important skills for summarizing and paraphrasing what they read. Additionally, students will consider how and why authors deliberately structure text to both suit their purposes and achieve intended effects. Finally, in analyzing text-driven arguments, students will become critical evaluators of what authors are trying to claim and the effectiveness with which they develop and communicate their intended positions.
Writing Focus: Students will improve their abilities to introduce, develop, support, and conclude their thoughts for a variety of purposes, audiences, and tasks. Students will produce original pieces in a variety of modes argumentative, informative, and narrative/creative. As students become skilled evaluators of author craft particular to unit standards, they should attempt to employ the techniques about which they are learning into their own writing.
Language Focus: Students will solidify their knowledge of basic grammar rules and conventions in order to avoid mistakes such as misspellings, incomplete sentences, and inconsistent verb tense. Students will learn how to use context clues to approach, process, and understand challenging words encountered in text. Students will also work to develop a writing process that will help them to strengthen their own work.
Speaking and Listening Focus: Students will develop skills that will enable them to produce dynamic, structured, logical presentations that appeal to their audiences needs and which suit the purposes and tasks for which they are presenting.
Thematic Essential Questions (Suggested) Corresponding Thematic Big Ideas (Suggested) What is America?
What does it mean to be an American? America, as both a place and a concept, means different things to different people. There is no single or standard definition of what it means to be an American. CREC Grade 9 American Literature
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Content Standards Reading:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
How has the definition or concept of America changed over time? In what ways has it remained the same?
Throughout history, America has been and continues to be associated with ideals of freedom, democracy, opportunity, individuality, and success. The definition of America has changed and expanded over time.
Skill-based Essential Questions Corresponding Skill-Based Big Ideas Reading: How do readers find meaning a text? How do readers support their interpretations, opinions, and ideas about a text?
Writing: How and why do writers organize text? What is a good argument? How do writers create good stories?
Speaking and Listening: What is a good presentation?
Language: Why is it important to follow language rules and conventions when communicating? Why is it important to edit and revise writing?
Reading: Readers closely examine a text for what it says and what it suggests. Readers support their interpretations about a text with relevant evidence.
Writing: Writers use structure and sequence organize text so that readers can follow their ideas. A good argument includes a strong central claim supported with valid reasons and sufficient evidence. A good argument is one that addresses counter-claims and opposing viewpoints. Writers use specific techniques to create memorable stories.
Speaking and Listening: A good presentation has organized evidence that appeals to the knowledge and needs of the audience.
Language: Following rules and conventions willj help my ideas to be heard without distraction or confusion. Good writers strengthen their writing through editing and revising. CREC Grade 9 American Literature
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CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Writing:
CCSS.ELA-LITERACY.W.9-10.1.A: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-LITERACY.W.9-10.2.A: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.9-10.3.A: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.1.B: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. CCSS.ELA-LITERACY.W.9-10.2.B: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. CCSS.ELA-LITERACY.W.9-10.3.B: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.1.E: Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-LITERACY.W.9-10.2.F: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). CCSS.ELA-LITERACY.W.9-10.3.E: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Language:
CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CREC Grade 9 American Literature
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CCSS.ELA-LITERACY.L.9-10.4.A: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
Speaking and Listening:
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Integrated Standards
Skills (students need to be able to do) Knowledge (students need to know)
Reading Skills: Effectively annotate a text. Differentiate between implied and explicit information in a text. Make credible inferences and draw supportable conclusions about a text. Select and cite relevant details to support my inferences and conclusions. Use explicit information to support implied ideas in a text. Analyze a text in order to determine the theme or central idea. Explain how specific details in a text contribute to its theme or central idea. Objectively summarize a text. Paraphrase significant parts or details from a text. Identify an argument and its claims. Make and support judgments about the validity of an argument. Explain whether an author provides effective evidence (relevant, sufficient) to support an argument. Recognize an illogical point and/or logical fallacy and explain its flaws.
Reader Knowledge of Annotation Inferences Conclusions Implicit vs. explicit information Relevant, appropriate information Citation techniques and rules Theme and central idea Argument Claim Validity Logical and illogical points Paraphrase Summary
CREC Grade 9 American Literature
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Writing Skills: Format a paper with appropriate headings, graphics, and multimedia when useful and/or required. Write an effective introduction in which the student o Answers important, immediate questions for the reader (who, what, why, when, where, how, etc.). o Presents a topic, problem, situation, or cause. o Defines a point(s) of view or perspective. o Establishes purpose, premise, or central claim. o Distinguishes his or her claim(s) from alternate or opposing claims. o Introduces a narrator and/or important characters (narrative). o Orders ideas and details in a smooth, sequential, and logical manner. Develop a piece of writing in which the student o Anticipates and accommodates the audiences knowledge of the topic. o Gives balanced coverage to his or her claim(s) and counterclaims and/or his or her perspectives and other perspectives. o Points out the strengths and limitations of his or her position and other positions. o Provides relevant and sufficient evidence (facts, statistics, quotes, definitions, examples, etc.) to support his or her purpose and/or claim. o Uses narrative elements effectively (i.e. dialogue, pacing, description, reflection, and plot lines) to tell and enhance a story. Write an effective conclusion in which the student o Provides a summary of his or her central and supporting claims and/or key pieces of information covered earlier in the piece. o Supports the argument and/or information presented previously in the Writer Knowledge of Proper paper format (MLA) Visual and informational enhancements Writing types as relates to purpose, task, and audience Effective organization and development, including o introduction purposes and techniques o body paragraph purposes and techniques o conclusion purposes and techniques o appropriate text evidence to support claim(s) Appropriate or necessary vocabulary complexity Proper grammar conventions Proper revision and editing techniques
CREC Grade 9 American Literature
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piece. o Logically concludes a story by offering resolution and/or reflection. o Explicitly articulates or implicitly suggests the implications or significance of the topic, argument, or story.
Speaking and Listening Skills: Craft and deliver a presentation appropriate to my purpose and/or task. Account for and accommodate the audiences knowledge of the topic. Present work in such a way that the audience can follow along. Present in organized, concise, and logical ways.
Language Skills: Use increasingly complex vocabulary correctly according to its part of speech and definition. Avoid fragments and run-on sentences by demonstrating an understanding of dependent and independent clauses. Write increasingly complex sentences in which student uses and demonstrates understanding of simple and complete subjects and predicates. Use context clues such as surrounding language, word position, and word function to comprehend and include new and complex vocabulary. Establish and maintain an appropriate and consistent verb tense in writing. Avoid misspelling words in writing, including both complex and commonly misspelled words. Recognize, edit, and revise texts, including students own, wherein grammatical and usage errors or weaknesses are present.
Presenter knowledge of Audience, task, and purpose Effective presentation techniques Organization Clarity Conciseness
Language knowledge of Parts of speech Complex vocabulary Fragments and run-on sentences Dependent and independent clauses Complex sentences (simple and complete subjects and predicates) Context clues Consistent verb tense Correct spelling, esp. commonly misspelled words Appropriate grammar conventions Proper revision and editing techniques
Content and Academic Vocabulary annotation inference implicit explicit introduction conclusion body paragraphs CREC Grade 9 American Literature
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text evidence
Stage 2- Assessment Evidence Summative Assessments Performance Tasks 1. Particular to unit themes and/or texts, produce and self-assess a drafted, polished piece of writing. Students must select a new type of writing to polish each quarter (quarters 1-3).
2. Particular to unit themes and/or texts, participate in a presentation in which students will: gather evidence through research. craft an effective presentation with audience in mind. present an informational topic or argument. provide specific evidence to support claims. use technology to strengthen presentation, when appropriate. formally reflect as an individual on the presentation and process. Options - Whole class or small group presentation, student-teacher conference, gallery walk, Socratic seminar, online writing group, debate.
Unit Assessment 1. CREC District Quarterly Assessment
Formative Assessments Through these assessments, students will demonstrate mastery of the learning objectives. Teachers will assess and provide feedback to students about the following: After reading O. Henrys Mammon and the Archer, students will draw conclusions about the authors theme in the story. Students will use a graphic organizer to compile textual details that support their idea of the authors theme. While reading Of Mice and Men, students will rewrite a significant passage from the novel in first-person narration as told through the perspective of one of the books characters. Students will discuss how narrative perspective influences the reader and how Steinbecks use of third person narration affects the novel. After reading/listening to The Star Spangled Banner and reading/listening to MLKs I Have a Dream speech, students will compare and contrast the different ways in which each piece speaks to the notion of the American Dream. Students will then research and present a third non-fiction piece (news story or magazine article) and analyze its relevance to either Keys or Kings vision of an American Dream. CREC Essential Skills for Student Success *Identify the essential skills demonstrated by students through the assessment evidence. CREC Grade 9 American Literature
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Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation Self-Direction& Resourcefulness
*All units do not have to include a unit assessment in addition to a performance tasks. Stage 3 Learning Plan and Resources Anchor Activities (guaranteed experiences, include scaffolding and enrichment) 1. Argumentative writing Focus: authors definition of abstract idea (i.e. justice, freedom, America, heroism, etc). o Ex: In Of Mice and Men, how does Steinbeck define freedom? Are his ideas about freedom logical and/or plausible? Use specific details from the novel to support your claims regarding Steinbecks definition. Be sure to address opposing viewpoints or counterclaims to your arguments. 2. Informational writing Focus: Theme or central idea in a text/story o Ex: What is a theme Hansberry suggests or develops in A Raisin in the Sun? Use specific details from the play to support your conclusions about theme. 3. Narrative/creative writing Focus: student definition (implied) of an abstract idea o Ex: Write a creative short story told through a first-person narrator whose experiences lead to or suggest a definition of what it means to be American. Resources (specific to the unit anchor activities, additional strategies or supplemental resources) Novels/Plays Of Mice and Men - John Steinbeck A Raisin in the Sun Lorraine Hansberry Short Stories Mammon and the Archer O. Henry CREC Grade 9 American Literature
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Link: http://www.ciudadseva.com/sevacity/stories/en/henry/mammon_and_the_archer.htm Winter Dreams F. Scott Fitzgerald Link: http://mrgunnar.net/files/Winter%20Dreams%20Text.pdf A Wagner Matinee Willa Cather Link: http://cather.unl.edu/ss011.html Poetry I Hear America Singing Walt Whitman Link: http://www.poets.org/poetsorg/poem/i-hear-america-singing Harlem Langston Hughes Link: http://www.poetryfoundation.org/poem/175884 I am an American Steve Connell Link: https://www.youtube.com/watch?v=cLHdSovhzcA&safe=active Those Winter Sundays Robert Hayden Link: http://www.poets.org/poetsorg/poem/those-winter-sundays Dreaming America Joyce Carol Oates Link: http://teacherweb.com/ME/SanfordHighSchool/BradleyChiasson/Dreaming-America-by-Joyce-Carol-Oates.pdf Burning the Christmas Greens William Carlos Williams Link: http://www.poetryfoundation.org/poetrymagazine/browse/63/4#!/20583707 Non-Fiction/Informational Excerpts from Letters from an American Farmer Crevecoeur Excerpts from Narrative life of Frederick Douglass Douglass Excerpts from Benjamin Franklins Autobiography Franklin Declaration of Independence Link: http://www.archives.gov/exhibits/charters/declaration_transcript.html America and I - Anzia Yezierska America and I - Yezierska.docx
The Right to Fail William Zinsser Link: http://teacherweb.com/CA/ACE/Betzel/TheRightToFail.pdf Art, Music, and Media Star Spangled Banner Francis Scott Key Link: http://amhistory.si.edu/starspangledbanner/the-lyrics.aspx Dear Mr. President Pink Link: https://www.youtube.com/watch?v=wmMS9XVIa00&safe=active I Have a Dream Dr. Martin Luther King Jr. Link: http://www.americanrhetoric.com/speeches/mlkihaveadream.htm View from Mount Holyoke, Northampton, Massachusetts (The Oxbow) Thomas Cole Link: http://www.metmuseum.org/collection/the-collection-online/search/10497 CREC Grade 9 American Literature
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The Veteran in a New Field Winslow Homer Link: http://www.metmuseum.org/toah/works-of-art/67.187.131 Four Freedoms Norman Rockwell Link: http://www.nrm.org/2013/08/norman-rockwells-four-freedoms/ Nighthawks Edward Hopper Link: http://www.artic.edu/aic/collections/artwork/111628 Christinas World Andrew Wyeth Link: http://www.moma.org/collection/object.php?object_id=78455
CREC Essential Skills for Student Success *Identify the essential skills demonstrated by students during anchor activities. Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation Self-Direction& Resourcefulness
CREC Grade 9 American Literature
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Unit 2: Early American Perspectives Romanticism and Realism
Pacing: 9-10 weeks
Stage 1 Desired Results Unit Overview Thematic Focus (suggested): In this unit, students will work to gain foundational understandings of Americas two first literary movements, romanticism and realism. Through research and a rich variety of texts representing both schools, students will study core principles of romanticism and realism and trace these principles through critical works of each movement. Students will work to understand the value romantics placed on the five Is (imagination, intuition, idealism, inspiration, and individuality) and how Americas development in the early-mid 1800s supported such notions. Students will study how changing events in American history in the mid-late 1800s gave rise to realism as a contrast and response to romantic ideals. Students will evaluate and create texts in such ways as to demonstrate a solid grasp of the tenets and hallmarks of both philosophies.
Reading Focus: In response to a broad range of increasingly complex literary and informational texts, students will analyze and evaluate some of the specific techniques authors use to organize and develop writing. Within literary texts, students will analyze how authors use specific details and sections of text to develop both characters and themes. In informational texts, students will analyze how authors use specific details and sections of text to develop or suggest a perspective as well as to advance a central idea or claim. Additionally students will consider work in which authors manipulate time and sequence to create such effects as mystery, tension, and surprise.
Writing Focus: Building on unit 1 skills, students will continue to work on structural aspects of writing, improving their abilities to introduce, develop, support, and conclude their thoughts for a variety of purposes, audiences, and tasks. Students will produce original pieces in a variety of modes argumentative, informative, and narrative/creative. As students become skilled evaluators of author craft particular to unit standards, they should attempt to employ the techniques about which they are learning into their own writing.
Language Focus: Through knowledge of dependent and independent clauses, students will learn to avoid writing fragments and run-on sentences. Students will enhance the quality and specificity of their sentences by using appositive, adverb, and adjective phrases. They will demonstrate understanding of conventional rules for capitalizing, quoting, and italicizing as well as how to appropriately use end punctuation, commas, italics, and quotation marks. Students will learn how word endings change parts of speech and word meaning and will continue to develop a writing process that will help them to strengthen their own work.
Speaking and Listening Focus: As both audience members and presenters, students will learn to evaluate and employ the use of rhetoric, reasoning, and evidence to support a position.
Thematic Essential Questions Corresponding Thematic Big Ideas What were the values of the Romantics, and how did these values affect American Romantics valued the five Is: imagination, intuition, idealism, inspiration, individuality CREC Grade 9 American Literature
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Content Standards Reading: imagination? What is American Individualism and how does it align to fundamental American principles? What conditions gave rise to and are reflected in the literary movement known as American romanticism in the years 1800-1865? Who were the transcendentalists and how do their beliefs still influence American life?
American individualism is an ideology that values a persons moral worth, goals, and desires. America was founded on the principle that any man or women can and should succeed as an upstanding citizen, a key principle of American individualism. Westward expansion and moral debates over Native American relations, land acquisition, and slavery gave rise to and are reflected in American romanticism. The transcendentalists were a group of writers and thinkers who extended romantic thought to include spiritual ideas, an insistence of self-reliance, and a value in spontaneous feeling. Skill-based Essential Questions Corresponding Skill-Based Big Ideas Reading: How does character development occur throughout a text? How does authors craft impact the audience?
Writing: How and why do writers organize text? What is a good argument? How do writers create good stories?
Language Why is it important to edit and revise writing?
Speaking and Listening: What is a good presentation?
Reading: Good readers identify and explain how a character develops throughout the course of a text. Good readers can identify relevance of authors craft.
Writing: Writers use structure and sequence organize text so that readers can follow their ideas. Good arguments include strong claim, sufficient evidence and counter-claim Writers use specific techniques to create memorable stories.
Language: Good readers/writers identify and use proper grammar and appropriate grade level vocabulary.
Speaking and Listening: A good presentation has organized evidence that appeals to the knowledge and needs of the audience.
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CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-LITERACY.RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Writing: CCSS.ELA-LITERACY.W.9-10.1.A: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-LITERACY.W.9-10.2.A: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.9-10.3.A: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.1.B: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. CCSS.ELA-LITERACY.W.9-10.2.B: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. CCSS.ELA-LITERACY.W.9-10.3.B: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.1.E: Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-LITERACY.W.9-10.2.F: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). CCSS.ELA-LITERACY.W.9-10.3.E: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
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Language: CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.9-10.4.B: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
Speaking and Listening: CCSS.ELA-LITERACY.SL.9-10.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Integrated Standards
Skills (students need to be able to do) Knowledge (students need to know)
Reading Skills: Explain how and why a character develops and changes over the course of a text (conflict, motivation). Discuss the significance of characterizing details in a text as they advance the plot and/or develop character(s) and/or theme(s). Explain how and why a text is organized. Explain how ideas connect to one another in a text. Explain how an author uses structure (time and order of events) to affect the reader (incl. mystery, tension, surprise). Explain the importance of a part of text in relation to the texts central ideas, claims, or themes.
Writing Skills: Format a paper with appropriate headings, graphics, and multimedia when useful and/or required. Write an effective introduction in which the student o Answers important, immediate Reader Knowledge of Close reading skills Character development Characterization Theme(s) Text organization/structure Effects of text organization/structure Plot development
Writer Knowledge of Proper paper format (MLA) Writing organization o introduction o body paragraphs o conclusion o appropriate text evidence/ claim CREC Grade 9 American Literature
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questions for the reader (who, what, why, when, where, how, etc.). o Presents a topic, problem, situation, or cause. o Defines a point(s) of view or perspective. o Establishes purpose, premise, or central claim. o Distinguishes his or her claim(s) from alternate or opposing claims. o Introduces a narrator and/or important characters (narrative). o Orders ideas and details in a smooth, sequential, and logical manner. Develop a piece of writing in which the student o Anticipates and accommodates the audiences knowledge of the topic. o Gives balanced coverage to his or her claim(s) and counterclaims and/or his or her perspectives and other perspectives. o Points out the strengths and limitations of his or her position and other positions. o Provides relevant and sufficient evidence (facts, statistics, quotes, definitions, examples, etc.) to support his or her purpose and/or claim. o Uses narrative elements effectively (i.e. dialogue, pacing, description, reflection, and plot lines) to tell and enhance a story. Write an effective conclusion in which the student o Provides a summary of his or her central and supporting claims and/or key pieces of information covered earlier in the piece. o Supports the argument and/or information presented previously in the piece. o Logically concludes a story by offering resolution and/or reflection. o Explicitly articulates or implicitly suggests the implications or significance of the topic, argument, or Audience Vocabulary complexity Grammar conventions Proper revision and editing techniques
CREC Grade 9 American Literature
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story. Use technology to o Produce, update, and share writing pieces. o Publish my writing. o Enhance my writing and to connect my own writing to the larger world of information and ideas.
Language Skills: Use increasingly complex vocabulary correctly according to its part of speech and definition. Avoid fragments and run-on sentences by demonstrating an understanding of dependent and independent clauses. Write increasingly complex sentences in which student uses and demonstrates understandings of appositive, adverb, and adjective phrases. Follow conventional rules for capitalization, quotations, and italicization. Employ appropriate and varied punctuation, including end punctuation, commas, Italics, and quotation marks. Use and identify variations of words as to demonstrate understanding of word endings, parts of speech, and differences in meaning. Recognize, edit, and revise texts, including students own, wherein grammatical and usage errors or weaknesses are present. Speaking and Listening Skills: Analyze and evaluate a speakers position. Identify and critique a speakers use of rhetoric, reasoning, and evidence.
Language Knowledge of Parts of speech Complex vocabulary Complex sentence structures Appositive phrases Adverb phrases Adjective phrases Prepositional phrases Independent and dependent clauses Capitalization rules Quotation rules Italicization purposes and rules End punctuation Comma usage rules Word endings and their effects Proper revision and editing techniques
Presenter Knowledge of Claims Reasoning and Evidence Rhetoric
Vocabulary
Stage 2- Assessment Evidence Summative Assessments CREC Grade 9 American Literature
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Performance Tasks 1. Particular to unit themes and/or texts, produce and self-assess a polished, drafted piece of writing. Step 1 - After seeking out feedback, revise and polish a piece of writing. Step 2 - Reflect on work and the writing and presentation processes. Students should: o Discuss or reflect on choices as an author particular to unit standards/skills. o Discuss use of peer feedback to enhance writing process and pieces. Students must select a new type of writing to polish each quarter (quarters 1-3).
2. Student-Teacher Conference - Students provide a reflection about their growth as a writer on one or more polished pieces of writing of students choosing. o Student discusses specific ways in which they have grown particular to curriculum-based standards and learning targets for the specific piece o Student discusses how they will continue to grow particular to curriculum-based standards and learning targets. o Student points to specific examples from their polished piece and rough draft of the piece that demonstrate specific growth and room for continued improvement.
Unit Assessment 1. CREC District Quarterly Assessment
Formative Assessments Through these assessments, students will demonstrate mastery of the learning objectives. Teachers will assess and provide feedback to students about the following: After learning the basic tenets and hallmarks of the romanticism movement, students will study paintings from the Hudson River School and draw connections between the ways in which the artists depicted landscapes and the ideals towards which Romantics strove.
After reading Stephen Cranes poem, I Saw a Man Pursuing the Horizon, students will analyze how the poem does or does not qualify as a work of realism. Students will create original response poems, written from the perspective of the pursuer in which they establish a perspective particular to the ideals of the realism movement.
Working in small groups, students will find current news stories that they feel would, given their subject matter, particularly resonate with romantics and/or realists. Students will present their found stories and explain their selections given the relevancy they find to either or both literary movements.
CREC Essential Skills for Student Success *Identify the essential skills demonstrated by students through the assessment evidence. Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation Self-Direction& Resourcefulness
CREC Grade 9 American Literature
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*All units do not have to include a unit assessment in addition to a performance tasks. Stage 3 Learning Plan and Resources Anchor Activities (guaranteed experiences, include scaffolding and enrichment) 1. Argumentative writing Focus: Character development, developing a position, citing evidence, supporting inferences and conclusions o Ex: In The Adventures of Huckleberry Finn, does Twain develop Huck as a character who more so embodies the ideals or romanticism or realism? Use your knowledge of both literary movements and specific details from the novel to support your position. Be sure to address opposing arguments or counterclaims. 2. Informational writing Focus: Author craft and structure o Ex: Analyze Poes use of suspense in The Black Cat. How does he use structure, sequence, and plot to create an effect for the reader of anxious curiosity or questioning? Use specific details from the story to support your analysis. 3. Narrative writing Focus: Craft and structure, point of view o Ex: Write a creative short story in which you use structure and/or sequence to create an effect of mystery, tension, or surprise and in which you demonstrate how a characters point of view influences tone and mood. Resources (specific to the unit anchor activities, additional strategies or supplemental resources) Novels/Plays Romanticism titles o Moby Dick Herman Melville o The Scarlet Letter Nathaniel Hawthorne Realism titles o The Adventures of Huckleberry Finn Mark Twain o Ethan Frome Edith Wharton o Red Badge of Courage Stephen Crane CREC Grade 9 American Literature
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Short Stories The Black Cat Edgar Allan Poe Link: http://poestories.com/print/blackcat Ministers Black Veil Nathaniel Hawthorne Link: http://www.eldritchpress.org/nh/mbv.html The Devil and Tom Walker Washington Irving Link: http://classiclit.about.com/od/devilandtomwalker/a/aa_deviltomwalker.htm Poetry Romanticism poems o The Raven Edgar Allan Poe Link: http://www.poetryfoundation.org/poem/178713 o A Psalm of Life Henry Wadsworth Longfellow Link: http://www.poetryfoundation.org/poem/173910 o Inscription for the Entrance to a Wood William Cullen Bryant Link: http://www.poemhunter.com/poem/inscription-for-the-entrance-to-a-wood/ o Pioneers! O Pioneers! Walt Whitman Link: http://www.bartleby.com/142/153.html o Beat! Beat! Drums! Walt Whitman Link: http://www.poetryfoundation.org/poem/174737 o Hope is the thing with feathers (314) Emily Dickinson Link: http://www.poetryfoundation.org/poem/171619 o Success is Counted Sweetest (112) Emily Dickinson Link: http://www.poetryfoundation.org/poem/174990 o Because I could not Stop for Death (712) Emily Dickinson Link: http://www.poets.org/poetsorg/poem/because-i-could-not-stop-death-712 Realism poems o I saw a Man Pursuing the Horizon Stephen Crane Link: http://www.poetryfoundation.org/poem/180805 o Spoon River Anthology Edgar Lee Masters Link: http://spoonriveranthology.net/spoon/river/ o Richard Cory Edward Arlington Robinson Link: http://www.poetryfoundation.org/poem/174248 o Hot Afternoons Have Been in Montana Eli Siegel Link: http://www.aestheticrealism.net/poetry/HotAfternoons.htm o The Man with the Hoe Edwin Markham Link: https://www.ischool.utexas.edu/~wyllys/manwhoe.html Non-Fiction/Informational Walden; or, Life in the Woods Henry David Thoreau Self-Reliance Ralph Waldo Emerson Link: http://www.emersoncentral.com/selfreliance.htm CREC Grade 9 American Literature
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Art, Music, and Media Hudson River School Paintings Link: http://www.metmuseum.org/toah/hd/hurs/hd_hurs.htm Photography Ansel Adams, Margaret Bourke-White, Alfred Stieglitz CREC Essential Skills for Student Success *Identify the essential skills demonstrated by students during anchor activities. Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation Self-Direction& Resourcefulness