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Unit 2: Collection 2: The Struggle for FreedomSuggested Time Frame: 6 weeksFall SemesterArgumentative Assessment Dates: November 3-December 11, 2014Academic Vocabulary: decline, enable, impose, integrate, revealReading LiteratureText: short story “The Censors” by Luisa ValenzuelaLexile: 1200Standards: RL.1, RL.2, RL3, RL.4, RL.5, RL.6, W.3, W.9, L.1, L.2a-b, L.4bCritical Vocabulary: staidness, negligence, subversiveNeed to Know Vocabulary: infer, analyze, cite, compare, interpretPage: 89Reading InformationalAnchor Text: speech “I Have a Dream” by Martin Luther King, Jr.Lexile: 1120Standards: RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.9, W.2, L.1aCritical Vocabulary: default, desolate, degenerate, inextricably, redemptiveNeed to Know Vocabulary: infer, analyze, interpret, evaluate, allusion, claim, argumentPage: 47Anchor Text: history writing from Nobody Turn me Around: A People’s History of the1963 March on Washington by Charles EuchnerVideo AMERICA The Story of Us: March on WashingtonLexile: 1030Standards: RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, W.3, W.3d, L.4cCritical Vocabulary: cadence, parallel, invocation, civic, revile, expanse, exhort, invokeNeed to Know Vocabulary: analyze, infer, evaluatePage: 55Text: diary from Cairo: My City, Our Revolution by Ahdaf SoueifLexile: 990Standards: RI.1, RI.3, RI.4, W.2b, W.2e, W.5, W.7, W.8, SL.4, L.1b, L.4c, L.4d, L.6Critical Vocabulary: opaque, reclaim, prism, intermittent, momentousNeed to Know Vocabulary: analyze, cite, infer, interpretPage: 73Text: memoir from Reading Lolita in Tehran by Azar Nafisigraphic novel from Persepolis 2 by Marjane SatrapiLexile: 1150Standards: RI.1, RI.2, RI.6, RI.7, W.3, W.6, L.3, L.4, L.5bCritical Vocabulary: segregate, allocate, irrelevant, convertNeed to Know Vocabulary: interpret, critique, infer, analyze, synthesize, memoir,symbolizePage: 8112

Texts found in Close Reader (CR)Text: short story “The Prisoner Who Wore Glasses” by Bessie HeadLexile: 970Standards: RL.1Critical Vocabulary: bedlam, pivotNeed to Know Vocabulary: cite, analyze, foreshadow, apartheidPage: CR 29, TE 96bText: speech by Robert F. Kennedy “A Eulogy for Dr. Martin Luther King, Jr.”Lexile: 1290Standards: RI.1Critical Vocabulary: n/aNeed to Know Vocabulary: cite, parallelism, rhetoric, eulogyPage: CR 25, TE 72bPossible Extended TextsCommon Core Assessment (CCA) ConnectionsUnit 1: Argumentative Essay (Page: CCA 2)Task 1 (Page: CCA 99)Task 2: Informative Essay (Page CCA: 111)Additional Resources“Conducting Research” page R8-9 (From textbook)“Collection 2 Performance Task: Writing an Argument” page 97 (From Textbook)“MLA Citation Guidelines” page R10-11 (From Textbook)“Reading Arguments” page R16-21Owl at Purdue (www.owl.english.purdue.edu)Son of Citation Machine (www.citationmachine.net)13

Essential QuestionsWhat makes a source reliable or credible?Why do we universally desire to be free?“The Censors”“The Prisoner Who Wore Glasses”“I Have a Dream”Nobody Turn me Around From Cairo: My City, Our RevolutionFrom Reading Lolita in TehranFrom Persepolis 2“A Eulogy for Dr. Martin Luther King, Jr.”Student Friendly ObjectivesTSW analyze a writer’s point of view and cultural background, and also analyze an author’s choices about style and structureTSW cite textual evidence to support inferences from the textTSW analyze a seminal U.S. document and the impact of its rhetoricTSW analyze connections between ideas and events and analyze accounts in different mediumsTSW analyze how an author unfolds events in a diary and analyze the impact of word choice on toneTSW determine author’s point of view and analyze accounts in different mediumsTSW cite textual evidence to support inferences from the text14

TitleDOK1 – RecallPerformance Task and Depth of KnowledgeDOK2 – Skill ConceptDOK 3 – StrategicThinkingWriting Activity: Write a letterfrom the point of view of acharacterRL.1, W.9, L.1Page 94Writing Activity: Respond to aquestion citing textualevidence RL.1Page 96gWriting Activity: Write ananalysis to compare the ideasof two speechesW.2Page 53Writing Activity: Write anaccount to explain a historicaleventW.3Page 72Research Activity: Researchand write a brief report on theEgyptian Revolution of 2011SL4, W.2b, W.7, W.8,Page 78Media Activity: Create agraphic novelRI.7, W.3, W.6Page 86Writing Activity: Respond to aquestion citing textualevidence RL.1Page 72e“The Censors”“The Prisoner Who WoreGlasses”“I Have a Dream”Nobody Turn me Around From Cairo: My City, OurRevolutionFrom Reading Lolita in TehranFrom Persepolis 2“A Eulogy for Dr. MartinLuther King, Jr.”Full Collection15DOK 4 – Extended ThinkingWriting Activity: Write an argumentW.1a-e, W.4, W.5, W.9a-bPage 97

“The Censors”“The Prisoner Who Wore Glasses”“I Have a Dream”Nobody Turn me Around From Cairo: My City, Our RevolutionFrom Reading Lolita in TehranFrom Persepolis 2“A Eulogy for Dr. Martin Luther King, Jr.”Optional Language and Style ResourcesColons and semicolonsn/aRepetition and parallelismn/aNoun phrasesRhetorical questionsn/a16L.2a-bPage 96L.1aPage 54L.1bL.3Page 80Page 88

Unit 1: Collection 3: The Bonds Between UsSuggested Time Frame: 6 weeksFall SemesterNarrative Assessment Dates: September 26-October 17, 2014Academic Vocabulary: capacity, confer, emerge, generate, traceReading InformationalReading LiteratureAnchor Text: short story “When Mr. Pirzada Came to Dine”by Jhumpa LahiriLexile: 1170Standards: RL.1, RL.2, RL.3Critical Vocabulary: autonomy, compatriot, constitute, impeccably, imperceptible,succession, assail, reiteration, concede, commemorateNeed to Know Vocabulary: analyze, infer, interpret, citePage: 103Text: short story “The Grasshopper and the Bell Cricket”by Yasunari KawabataLexile: 1060Standards: RL.1, RL.2, RL.4, RL.6Critical Vocabulary: emanate, sheepish, discernible, theme, inferences,characters, symbol, tone, capacity, emerge, lozenge, loiterNeed to Know Vocabulary: interpret, infer, analyze, cite, comparePage: 133Text: poem “At Dusk” by Natasha TretheweyLexile: n/aStandards: RL.1, RL.4Critical Vocabulary: n/aNeed to Know Vocabulary: interpret, infer, analyze, generate, trace, imagery,tone, moodPage: 147Anchor Text: science writing “Monkey See, Monkey Do, Monkey Connect” by Frans deWaalLexile: 1160Standards: RI.1, RI.4, RI.5, RI.8Critical Vocabulary: Empathy, synchronization, contagion, cognition, implicationNeed to Know Vocabulary: analyze, cite, interpret, identify, infer, support, drawconclusions, allusion, tone, claimPage: 123Text: informational text “With Friends Like These” by Dorothy RoweLexile: 1070Standards: RI.1, RI.3, RI.4Critical Vocabulary: validate, derive, assessNeed to Know Vocabulary: infer, connect, analyze, cite, tone, transitions, repetitionPage: 141Text: Public Service Announcement (Video) “Count on Us”from Corporation for National and Community ServiceLexile: n/aStandards: RI.1, RI.2, RI.5, RI.6Critical Vocabulary: n/aNeed to Know Vocabulary: Draw conclusions, analyze, identifyPage: 151Texts Found in Close Reader (CR)Text: short story “And of Clay are we Created” by Isabel AllendeLexile: 1220Standards: RL.1, RL.4Critical Vocabulary: Subterranean, cataclysm, presentiment, equanimity, fictive,ingenuity, commiserate, bureaucratic, visceralNeed to Know Vocabulary: cite, summarize, inference, point of view, themePage: CR 39, TE 122bText: science writing From Animals in Translationby Temple Grandin and Catherine JohnsonLexile: 950Standards: RI.1, RI.4Critical Vocabulary: n/aNeed to Know Vocabulary: restate, claim, cite, analogyPage: CR 53, TE 132b17

Possible Extended TextsTo Kill a Mockingbird by Harper Lee (protected novel)*Great Expectations by Charles Dickens (protected novel)*Wuthering Heights by Emily Bronte (protected novel)*Honors level choicesCommon Core Assessment (CCA) ConnectionsAdditional Resourcesmy.hrw.comAdditional short stories to consider:“Thank you, Ma’am”“The Necklace”“The Gift of the Magi”“Black Boy”“When I Lay my Burden Down”“The Loophole of Retreat”“Sound of Thunder”“The Scarlet Ibis”“Harrison Bergeron”18

Essential QuestionsWhat links us to family, friends, and community?What characteristics set us apart as individuals?“When Mr. Pirzada Came to Dine”“The Grasshopper and the Bell Cricket”“At Dusk”“And of Clay are we Created”“Monkey See, Monkey Do, MonkeyConnect”“With Friends Like These”“Count on Us”From Animals in TranslationStudent Friendly ObjectivesTSW cite textual evidence to analyze character and theme in a short story and to support inferences about themesTSW analyze the impact of cultural background on point of view and also analyze the impact of word choice on toneTSW interpret figurative languageTSW cite strong and thorough textual evidence to support what the text says explicitly, as well as inferences drawn from the textTSW delineate and evaluate an author’s claims and determine the technical meanings of words used in the textTSW analyze how an author unfolds a series of ideas in an informational textTSW analyze the purpose and development of ideas in a public service announcementTSW cite strong and thorough textual evidence to support what the text says explicitly, as well as inferences drawn from the text19

TitleDOK1 – RecallPerformance Task and Depth of KnowledgeDOK2 – Skill ConceptDOK 3 – StrategicThinkingWriting Activity: Write a letterfrom a character’s point ofview W.3Page 120Writing Activity: Write a letterto a characterW.3Page 138“When Mr. Pirzada Came toDine”“The Grasshopper and theBell Cricket”“At Dusk”Speaking Activity:Reading or reciting a piece ofpoetry with focus on pitch,tempo, and volumeRL.4, L.5aPage 150Writing Activity: Respond to aquestion citing textualevidenceRL.1Page 122jSpeaking Activity: Debate aPoint of View and supportposition with evidenceSL.1d, SL.3Page 130“And of Clay are we Created”“Monkey See, Monkey Do,Monkey Connect”“With Friends Like These”Speaking Activity: Discussion toagree or disagree with pointsmade in the textSL.1Page 144Media Activity: Create a Public ServiceAnnouncementW.6Page 152“Count on Us”From Animals in TranslationDOK 4 – Extended Thinking20Writing Activity: Respond to aquestion citing textual

evidenceRL.1Page 132eWriting Activity: Write a fictionalnarrative essayW.3a-e, W.4, W.5, W.9a-bPage 153Media Activity: Create a group multimedia presentationW.6, SL.1a-d, SL.2, SL.4, SL.5, SL.6Page 157Full CollectionFull Collection21

“When Mr. Pirzada Came to Dine”“The Grasshopper and the Bell Cricket”“At Dusk”“And of Clay are we Created”“Monkey See, Monkey Do, Monkey Connect”“With Friends Like These”“Count on Us”From Animals in TranslationOptional Language and Style ResourcesAdverbial clausesUsing verb phrasesInterpreting figurative languagen/aColonsAdjective and adverb phrasesn/an/a22L.1bL.1bL.5aPage 122Page 140Page 149L.2bL.1bPage 132Page 146

Collection 4: Sweet SorrowSuggested Time Frame: 6 weeksSpring SemesterLiterary Analysis Assessment Dates: January 12-February 3, 2015Academic Vocabulary: attribute, commit, expose, initiate, underlieReading LiteratureAnchor Text: drama Romeo and Juliet by William ShakespeareLexile: N/AStandards: RL.1, RL.2, RL.3, RL.4, RL.5Critical Vocabulary: n/aNeed to Know Vocabulary: puns, dramatic irony, hyperbole, soliloquy, tragedy,motif, foreshadow, situational irony, tragedy, theme, point of view, complexcharacter, parallel structure, protagonist, antagonist, foil, comic relief, allusion,blank verse, iambic pentameter, motivation, figurative language, metaphor,conflict, oxymoron, chorus, prologue, motif, idioms, syntax, interpret, analyze,predict infer, evaluate, cite comparePage: 177Text: poem/video “My Shakespeare” by Kate TempestLexile: n/aStandards: RL.1, RL.2, RL.4, RL.7, RL.9Critical Vocabulary: n/aNeed to Know Vocabulary: infer, cite, analyze, figurative language, alliteration,rhyme, sound, devices, theme, cliché, adage, idiomPage: 173Text: myth “Pyramus and Thisbe” by OvidLexile: n/aStandards: RL.1-5, RL.9Critical Vocabulary: n/aNeed to Know Vocabulary: cite, connect, compare, proverb, foreshadow, imagery,denotation, connotationPage: 283Reading InformationalText: essay From “Love’s Vocabulary” by Diane AckermanLexile: 1020Standards: RI.1-5Critical Vocabulary: intangible, guise, increment, supple, gradationNeed to Know Vocabulary: infer, evaluate, cite, analyze, interpret, tone, transitions,repetitionPage: 16323

Text: short story “Duty” by Pamela Rafael BerkmanLexile: 940Standards: RL.2, RL.3, RL.4, RL.5, RL.7, RL.9Critical Vocabulary: bereaved, afflict, succumb, delude, repulseNeed to Know Vocabulary: Infer, identify, analyze, interpret, compare, mood,point of viewPage: 289Texts Found in Close Reader (CR)Text: from The Tragedy of Romeo and Juliet – Prologue Act II, scene iiby William ShakespeareLexile: n/aStandards: RL.1Critical Vocabulary: mutinyNeed to Know Vocabulary: cite, theme, soliloquyPage: CR 63, TE 282bPossible Extended TextsRomeo and Juliet by William Shakespeare (protected novel)Common Core Assessment (CCA) ConnectionsUnit 3 – Literary AnalysisUnit 4 – Task 3: Literary Analysis24

Essential QuestionsWhy do modern audiences still relate to Shakespeare’s work?What is the nature of love?Romeo and Juliet“My Shakespeare”“Pyramus and Thisbe”From “Love’s Vocabulary”“Duty”From The Tragedy of Romeo and Juliet –Prologue Act II, scene iiStudent Friendly ObjectivesTSW analyze character motivations and parallel plotsTSW analyze how a modern artist draws on and transforms source material for a new artistic expressionTSW analyze source materialTSW analyze ideas presented in an essay and determine word meaningsTSW analyze how an author draws on and transforms source material and how an author’s choice of point of view createsdesired effectsTSW cite evidence from the text to support inferences25

TitleDOK1 – RecallPerformance Task and Depth of KnowledgeDOK2 – Skill ConceptDOK 3 – StrategicThinkingSpeaking Activity (Act I):Identify passages that expresslove or hateSL.1Page 206Speaking & Writing Activity(Act IV): Perform a dramaticreading of a scene and write aletter that explains charactermotivationsW.10Page 165Romeo and Juliet“My Shakespeare”“Pyramus and Thisbe”From “Love’s Vocabulary”“Duty”Media Activity: Use technologyto reflect on a poemRL.9Page 176Writing Activity: Compare“Pyramus and Thisbe” toRomeo and JulietW.9aPage 288Speaking Activity: Discuss thensummarize the main idea of thetextW.10, SL.1Page 17026Speaking Activity (Act II):Debate motivations from acharacter’s point of viewSL.1Page 227Writing Activity (Act III):Explore the parallel feelings ofdespair by writing a journalentry from the point of view ofa characterW.10Page 252Writing Activity (Act V):Write a eulogy for a characterW.3Page 280Writing Activity: Write ajournal entry from the point ofDOK 4 – Extended Thinking

view of a characterW.3Page 298Writing Activity: Write aresponse citing textualevidence a supportRL.1Page 282iFrom The Tragedy of Romeoand Juliet – Prologue Act II,scene iiRomeo and Juliet“My Shakespeare”“Pyramus and Thisbe”From “Love’s Vocabulary”“Duty”From The Tragedy of Romeo and Juliet –Prologue Act II, scene iiOptional Language and Style ResourcesParallel structuren/an/aParticipial phrasesIndependent and dependent clausesn/a27L.1aPage 282L.1bL.1b, L.3Page 172Page 300

Collection 5: A Matter of Life or DeathSuggested Time Frame: 6 weeksSpring SemesterAcademic Vocabulary: dimension, external, statistic, sustain, utilizeReading LiteratureAnchor Text: poem “The End and the Beginning”by Wislawa SzymborskaLexile: n/aStandards: RL.1, RL.2, RL.4, RL.5, RL.6Critical Vocabulary: n/aNeed to Know Vocabulary: infer, analyze, interpret, draw conclusions, tone,imagery, denotative, connotative, symbolize connectPage: 351Text: short story “The Leap” by Louise ErdrichLexile: 1260Standards: RL.1, RL.2, RL.3, RL.4, RL.5Critical Vocabulary: encroach, extricate, constrict, comply, tentativeNeed to Know Vocabulary: interpret, infer, analyze, compare, draw conclusions,flashback, tension, themePage: 339Text: poem “The Survivor” by Marilyn ChinPoem “Who Understands Me, but Me?” by Jimmy Santiago BacaLexile: n/aStandard: RL.1Critical Vocabulary: render, incur, goadNeed to Know Vocabulary: interpret, citePage: CR 92, TE 354cReading InformationalAnchor Text: memoir From Night by Elie WieselLexile: 440Standards: RI.1, RI.2, RI.4, RI.5, RI.6Critical Vocabulary: reprieve, emaciated, execute, decisive, dinNeed to Know Vocabulary: infer, cite, analyze, interpret, draw conclusions rhetoric, memoir,denotation, connotation, verbal irony, tone, allusion, parallelismPage: 307Text: argument “Is Survival Selfish?” by Lane WallaceLexile: 1140Standards: RI.2, RI.4, RI.6, RI.8Critical Vocabulary: laud, transfix, consume, berate, edictNeed to Know Vocabulary: delineate, evaluate, argument, summarize, critique, analyze,interpret, claim, reasons, evidence, synonymsPage: 317Text: science writing From Deep Survival by Laurence GonzalesLexile: 960Standards: RI.1-6Critical Vocabulary: disintegration, deduce, conversely, distill, demeanorNeed to Know Vocabulary: cite, analyze, interpret, draw conclusions, context clues, centralidea, objective, anecdotes, argumentPage: 325Texts Found in Close Reader (CR)Text: memoir from An Ordinary Man by Paul RusesabaginaLexile: 980Standards: RI.1Critical Vocabulary: eloquent, prevailed, alliance, exhortation, arsenalNeed to Know Vocabulary: cite, tone, purposePage: CR 77, TE 316bText: speech “Truth at all Costs” by Marie Colvin28 1080Lexile:

Standards: RI.1Critical Vocabulary: propaganda, bravado, repatriateNeed to Know Vocabulary: contradiction, citePage: CR 85, TE 324bPossible Extended TextsThe Pearl by John SteinbeckInto Thin Air by John KrakauerCommon Core Assessment (CCA) ConnectionsUnit 2 – Informative EssayUnit 4 – Task 2: Informative EssayAdditional Resourceshttp://my.hrw.com29

Essential QuestionsHow do humans endure in the face of adversity?Why do individuals have different perspectives of survival?“The End and the Beginning”“The Leap”“The Survivor”From Night“Is Survival Selfish?”Deep SurvivalFrom An Ordinary Man“Truth at all Costs”Student Friendly ObjectivesTSW determine the meanings of figurative language and how it influences tone in poetryTSW analyze the impact of an

Book Thief, Animal Farm, A Midsummer Night’s Dream. 9. th. Grade *Romeo and Juliet To Kill a Mockingbird . . Instructions for finding online supplemental materials. . Bless Me, Ultima . by Rudolfo Anaya . Th