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Unit 1 introduces students to the genre of short story literature. Students will focus their attention on the collections of short stories relating to plot and setting, as well as character. The first collection regarding plot and setting will help students understand aspects of flashbacks, foreshadowing, and conflict. Students will also learn from this collection how setting is used to develop characters and how to make predictions within a story. Finally, in this first collection, students will learn how to identify and analyze the main ideas and supporting details in an informational text. In the second collection based upon character, the students will analyze characters, their interactions, and their motivations. Students will also make inferences about characters and make connections with characters. Finally, the students will learn how to analyze the main idea, audience, and purpose within informational texts. Within both collections, students will be gathering information on grammar and writing skills. Essential Content and Skills The learner will: Answer questions to demonstrate understanding of selection on short stories by Joyce Carol Oates. Examine plot structure: exposition, rising action, climax, resolution. Examine elements of plot such as conflict, flashback, and foreshadowing. Demonstrate understanding of plot and setting by completing assessment. Apply the concepts of plot and setting to stories read in the past. Download Language Handbook for grammar and writing. Preview vocabulary: receding, disarming, imprudent, surmounted, invariably. Use a chart to make plot predictions using key elements from the story “The Most Dangerous Game.” Make predictions while reading using foreshadowing and suspense clues in a story. Demonstrate understanding of verb tenses and powerful verbs by completing assessment. Use examples from the story to identify powerful verbs. Preview vocabulary: lurched, rancid, compassion, desolate, insistently. Chart the sequence of events while reading the story “Disguises.” Ask questions while reading to increase comprehension. Review the four stages of the writing process: prewriting, writing a draft, evaluating and revising, proofreading and publishing. Demonstrate understanding of flashback, sequence of events, and conflict by completing assessment. Preview vocabulary: elect, distracted, admonitions, impression, inconsolable, resort. Use a graphic organizer to record and analyze details of the story “Liberty.” Identify conflict in the story by using details in the graphic organizer. Ask questions while reading to increase comprehension. Use examples from the story to evaluate the use of pronouns and antecedents for clarity. Preview vocabulary: insensible, imposing, conspicuous, chronic, transmitted. Use a graphic organizer to record information about an informational text. Demonstrate ability to identify main ideas and supporting details by completing a worksheet. Demonstrate understanding of literary skills by reading “Caline,” answering questions, and checking responses. Demonstrate understanding of informational skills by reading “Travis’s Dilemma,” answering questions, and checking responses. Demonstrate understanding of Unit 1 vocabulary skills by answering questions and checking responses. Demonstrate understanding of characters, characterization, and character motivation by completing assessment. Examine how to make connections between oneself and characters. Preview vocabulary: permit, frail, barren. Use a chart to track inferences about characters while reading “Thank You, M’am” and check answers after reading. Self-question after reading to check comprehension. Use examples from the story to evaluate the use of adverb and adjective modifiers for clarity. Preview vocabulary: unrelenting, apprehensive, perennial, menacing. Chart characters’ actions from the story “To Da-Duh, in Memoriam.” Use the chart to make inferences about characters’ motivations. Self-question after reading to check comprehension. Demonstrate understanding of coordinating conjunctions in assessment. Review elements of a good paragraph. Preview vocabulary: chronic, indifferently, austere. Record character details in a chart while reading three selections. Determine similarities and differences between characters and check answers. Self-question after reading to check comprehension. Use a chart to generate ideas about characters and implement them into the prewriting stage of a compare-contrast essay. Ask questions while reading to evaluate audience, author’s purpose, and main idea. Create a chart to compare similarities and differences between articles. Demonstrate ability to synthesize information in informational texts by completing an assessment. Preview vocabulary: unconventional, enabled, matured, mentorship. Unit 2 Description Unit 2 focuses students’ attention to the collections of short stories relating to narrator and voice, as well as symbolism and irony. The first collection regarding narrator and voice will help students understand aspects of point of view, tone, and voice. Students will also learn from this collection how to question certain texts and draw conclusions from what they read. This will enable them to analyze a narrator’s perspective. Students will also be building upon their knowledge of synthesizing sources based upon informational texts. Finally, students will be introduced to autobiographical narrative writing. In the second collection based upon symbolism and irony, the students will be analyzing literary devices, such as irony, symbols, allegory, and ambiguity. Students will also be using active reading strategies, including making predictions, re-reading selections, reading aloud, and asking questions. In addition to this, they will continue to build upon the skills they learned in the first half of the unit regarding autobiographical narrative writing. At the end of the unit, students will be constructing an autobiographical narrative. Within both collections students will be gathering information on grammar and writing skills. Essential Content and Skills The learner will: Review types of narrator: omniscient, first-person, unreliable, third-person limited. Review author’s use of tone and voice. Review reading skills: asking questions, drawing conclusions, analyzing narrator’s perspectives. Demonstrate understanding of narrator by completing assessment. Preview vocabulary: disputed, marauders, exasperation, condolences, reconciliation. Use a graphic organizer to track important details of “The Interlopers” while reading. Draw conclusions based on information in the text then check answers. Self-question after reading to check comprehension. Demonstrate understanding of autobiographical narratives by completing assessment. Choose a topic for an autobiographical narrative essay. Review prewriting strategies for an autobiographical narrative. Preview vocabulary: futile, impoverished, inciting, malicious, contrition. Identify perspectives of the first-person narrator in a chart while reading “Marigolds.” Self-question after reading to check comprehension. Correctly identify prepositional phrases, verbal phrases, and appositive phrases in an assessment. Preview vocabulary: unalterable, aspired, eminence, caprice, comply. Create a comparison chart to identify key features of two works by Edgar Allen Poe. Use the chart to compare and contrast the works then check responses. Self-question after reading to check comprehension. Preview vocabulary: impunity, retribution, impose, implore, obstinate. Create a chart of details and conclusions about the narrator and a character while reading “The Cask of Amontillado” and then check responses. Research biographical information about Edgar Allan Poe and answer specific questions about his life, work, and legacy. Use research to construct a journal entry from Poe’s point of view. Preview vocabulary: insensible, imposing, conspicuous, chronic, transmitted. Use a chart to identify and separate ideas found in multiple texts about Poe’s death. Synthesize information from multiple sources and draw a conclusion. Self-question to form connection with the text. Demonstrate understanding of symbolism by completing assessment. Review three types of irony: verbal, situational, dramatic. Review skills for recognizing symbolism and irony: analyzing details, analyzing cause and effect, reading actively. Preview vocabulary: imminent, iridescent, infallibility, reiterated, mar. Create a chart to track details while reading “The Scarlet Ibis.” Analyze details to determine larger meanings in the text. Self-question after reading to check comprehension. Review the writing process to prepare for writing an autobiographical narrative: drafting, evaluating, revising. Preview vocabulary: agile, prudence, scrutiny, coveted, ardent. Create a chart to track details and their significance while reading “The Gift of the Magi.” Demonstrate comprehension of situational irony by completing assessment. Recognize the correct use of possessive pronouns and pronoun contractions in assessment. Preview vocabulary: agitation, turmoil, appease, trepidation, articulate. Record predictions, observations, and questions about a story, poem, and photograph, then check responses. Self-question after reading to determine theme. Review the writing process of the narrative essay. Submit a rough draft of an autobiographical narrative. Preview vocabulary: eradicate, conceivable, radical. Review skills for synthesizing sources: paraphrase, compare and contrast, connect, synthesize. Use a graphic organizer to keep track of Einstein’s ideas while reading four selections, then check responses. Paraphrase ideas from “Weapons of the Spirit,” “Letter to President Roosevelt,” “On the Abolition of the Threat of War,” and “The Arms Race” using notes from the graphic organizer. Use the paraphrases to examine and compare themes between selections. Construct a final draft of an autobiographical narrative, using feedback and a rubric. Unit 3 Description In Unit 3, students will be building upon the skills they have already learned in the first two units, as well as learning new skills. This unit will no longer focus on the genre of shorts stories. The focus in this unit will be based upon nonfiction. The concepts learned will consist of elements of form and style. Students will learn to distinguish between different forms of nonfiction as well as explore elements of style, including diction, sentence structure, imagery, figurative language, tone, and mood. This unit will also allow students to analyze an author’s purpose, visualize, make generalizations, and read aloud and paraphrase texts. Finally, students will also be introduced to functional documents to learn how to analyze the structure and format of these documents. Essential Content and Skills The learner will: Review different forms of nonfiction: personal essay, expository essay, autobiography, memoir, biography. Analyze elements of style: diction, tone, and mood. Review techniques for understanding elements of style in paintings. While reading “How to Eat a Guava,” use skills to understand form and style: analyzing author’s purpose, reading aloud and paraphrasing, visualizing, making generalizations. Self-question after reading to identify writer’s style. Preview vocabulary: transient, judicious, inoffensive, indulgent, confronted. Read “Cub Pilot on the Mississippi” aloud to help “hear” the writer’s voice. Paraphrase an author’s statements to find meaning behind the text. Self-question after reading to check comprehension. Review structure and punctuation of complex sentences. Review the structure of informal letter writing: address and date, salutation, body, closing, and signature. Demonstrate understanding of subjects and predicates in sentences through assessment. Preview vocabulary: gurgle, hovered, sulked, meager. Gather details in a chart while reading to make generalizations about the author’s style. Self-question after reading to check comprehension. Review the use of parallel structure in a sentence. Review figurative language: similes, metaphors, personification as elements of style. Preview vocabulary: intact, isolated, forging, enlisted. Log author’s opinions or ideas while reading to identify the author’s purpose. Review fragments and complete sentences in order to improve writing. Preview vocabulary: loathsome, tramp, desperados, malignant, cross. Track character’s traits while reading to determine author’s tone. Self-question after reading to check comprehension. Preview vocabulary: affluent, sparse. Analyze multiple works by one author by tracking elements of each text then comparing them. Evaluate the function of dialogue in “I Know Why the Caged Bird Sings.” Examine the use of metaphor in “Caged Bird.” Preview vocabulary: meticulously, ominous, resolve. Analyze multiple works by one author by tracking elements of each text then comparing them. Read with a purpose: how does work transform the life of Maya Angelou’s grandmother? Using the graphic organizer, draw conclusions about the author’s life and style of writing. Write a letter to Maya Angelou using guidelines and rubric. Review definition and features of a functional document. Preview vocabulary: facilitator, collective, sacred, constrain. Track the formatting, graphic, and design elements of functional documents while reading, and check responses. Self-question after reading to check comprehension. Unit 4 Description In Unit 4, students will be building upon the skills they have already learned in the first three units, as well as learning new skills. This unit will focus on evaluating arguments. Students will again be reading nonfiction. They will learn the new concept of persuasion. While studying this unit, students will understand, analyze, and evaluate characteristics of persuasion, as well as learn to question texts, summarize for comprehension, draw conclusions, and demonstrate knowledge of the literal meanings of words. This unit will also allow students to learn various aspects of persuasive writing, such as using active voice and recognizing the use of passive-voice construction in writing. Finally, students will be introduced to using effective speaking strategies and preparing a persuasive speech. Essential Content and Skills The learner will: Analyze the importance of belief in persuasion. Examine persuasive techniques used by writers. Review skills for recognizing and responding to persuasion. Recognize the structure and tone of an argument while reading the text “An Indian’s Views of Indian Affairs” by Chief Joseph. Recognize and appeal to emotion. Preview vocabulary: influence, counter, valid, verify. Review the use of complements within a sentence. Preview dialect: “out of kilter,” “twixt,” “in a fix,” “ain’t,” “they is asking.” Identify main ideas and supporting details while reading a speech by Sojourner Truth. Review ways of combining sentences to improve writing. Analyze techniques for writing a good persuasive essay. Preview topics for writing an original persuasive essay and a public service campaign. Review prewriting strategies for persuasive writing. Analyze appropriate use of active and passive voice in writing. Preview vocabulary: abundance, innovative, sustainable, unmitigated, ingenuity. Complete a chart in order to draw reasonable conclusions from a persuasive text. Self-question after reading to check comprehension. Draft an original persuasive essay using structure from the lesson and textbook. Self-question while reading to compare forms of persuasion. Preview vocabulary: justifying, evolved, pacifist, stark. Examine specific passages of text and create a chart while reading “Why I Wrote Persepolis” to question the text and determine the author’s purpose. Preview vocabulary: encompass, arbitrary, tenuous, compelling. Use a chart to note details and draw conclusions about persuasive techniques while reading two texts. Preview techniques for evaluating arguments. Preview vocabulary: internalized, perseverance, inadvertent. Complete a chart to evaluate arguments while reading two selections: “Kaavya Viswanathan: Unconscious Copycat or Plagiarist?” and “Kaavya Syndrome.” Determine what claim and evidence is provided in an argument. Understand and identify logical fallacies. Examine the comprehensiveness of support within an argument. Evaluate and revise the persuasive essay using guidelines from the lesson and textbook. Proofread the persuasive essay using guidelines from the lesson and textbook. Review proper use of citations. Examine the use of parenthetical citations following MLA guidelines. Review the purpose of the Works Cited page. Review MLA formatting for various source types. Review techniques for turning a persuasive argument into a speech. Write a Public Service Announcement based on the persuasive essay. Record the Public Service Announcement. Develop a Mission Statement. Create a flyer for the Public Service Campaign.

Unit 1: Essential Content and Skills

Examine the elements of plot structure, including exposition, rising action, climax, and resolution.
Examine elements of plot such as conflict, flashback, and foreshadowing.
Create plot predictions using key elements of narrative.
Explore characters, characterization, and character motivation.
Review the four stages of the writing process.
Unit 2: Essential Content and Skills

Review the types of narrator including omniscient, first-person, unreliable, and third-person limited.
Review author’s use of tone and voice.
Synthesize information from multiple sources and draw a conclusion.
Use active reading strategies, including making predictions, re-reading selections, reading aloud, and asking questions.
Analyze details to determine larger meanings in the text.
Demonstrate an understanding of symbolism and irony, allegory, and ambiguity.
Construct a final draft of an autobiographical narrative.
Unit 3: Essential Content and Skills

Review different forms of nonfiction.
Analyze elements of style, including diction, tone, and mood.
Demonstrate active engagement with texts by analyzing an author’s purpose, visualizing, making generalizations, and paraphrasing elements of texts.
Review figurative language elements.
Modify writing by gaining a deeper understanding of sentence structure, fragments, complete sentences, complex sentences, and parallel structures.
Review the definition and features of functional documents.
Review the structure of informal letter writing.
Unit 4: Essential Content and Skills

Examine persuasive techniques used by writers and evaluate arguments.
Analyze appropriate use of active and passive voice in writing.
Compose an original persuasive essay.
Review ways of combining sentences to improve writing.
Examine the use of parenthetical citations and create a Works Cited page following MLA guidelines.
Utilize public speaking strategies in a persuasive speech by creating a public service announcement.

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