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JPPSS ELA COURSE GUIDE2011-2012

ENGLISH III

JPPSS Instructional Sequence Guides are aligned with theLouisiana Comprehensive Curriculum.

FIRSTTERM

English III American Literature FIRST TERMFALL (Aug 15-Oct 14)

SPRING (Jan 6-Mar 14) 2011-2012

End-of-Course Testing Test Dates: Dec. 1-16Test Dates: April 23–May 18Beginning in December 2011, operational tests will be administered to all public school students upon their completion of an English III or AP English Language and Composition course. The English III EOC test is an online assessment that will be administered each May for students on traditional schedules, with an additional administration each December for students on block schedules. Exact dates for administration will be published in the EOC Test Administration Manual as well as on the home page for EOC testing, www.louisianaeoc.org. English III (course code 120333)

How Is the English III EOC Test Related to the Louisiana Comprehensive Curriculum? Teachers should focus on the Comprehensive Curriculum and not rely exclusively on the textbook.The GLEs and the Louisiana Comprehensive Curriculum for English III were used as resources to determine the appropriate content and coverage for the test. However, other curricula developed by local districts and approved by the state that address all GLEs at the appropriate level of rigor will also suitably prepare students for the test.Writing scored with a new rubric on these two dimensions, referred to as sets of traits: 1) Ideas, Content, and Organization; 2) Voice, Word Choice, and Sentence Fluency. Writing prompt asks students to synthesize information from given sources. The written composition may receive a maximum of 4 points per set of traits and 8 points total. Test items that assess a student’s knowledge of proper formatting of bibliographic entries and parenthetical citations will reference the seventh edition of the Modern Language Association Handbook.Test DesignThe English III EOC test includes three sessions, all of which will be administered online: ●1 writing session, which requires a response to a prompt using the provided resources as support●2 sessions with multiple-choice itemsThe writing session consists of a single writing prompt to which students respond using the provided resources as support. Students are expected to type the final draft of their response in the online testing environment using standard typing skills. They are encouraged to use a pen or pencil and scratch paper provided by the test administrator to plan their response and compose a rough draft. Students are allowed to use a dictionary and thesaurus and will have access to the Writer’s Checklist for this session of the test only.The two multiple-choice sessions consist of four reading passages and their related items. The passages selected for the test will come from the following periods of American literature that are emphasized in the English III curriculum:●the Colonial Period or Revolutionary Period●the National Period or the Civil War Period ●the Rise of Realism and Naturalism●the Early Years of the Twentieth Century A range of genres will be used to accurately reflect the dominant literature in each time period.The multiple-choice sessions will also include discrete items. These items are not related to a passage but will relate to the American literary periods. The discrete items will assess using information resources and proofreading skills.Reading SelectionsThe majority of the test items are based on reading selections from traditional literature. Reading selections reflect the breadth and depth of the Louisiana content standards and GLEs for English III and range from 600 to 1,500 words. The reading passages are selected from the American literary periods studied by students in English III.Table 1: English III EOC Coverage by Focus AreaFocus Area Approximate PercentageReading and Responding (1, 6,7) 50Writing (2) 17Proofreading (3) 13Using Information Resources (5) 21TOTAL 100

ENGLISH III FIRST TERM 2011-2012 2

http://www.louisianaeoc.org/


SPRING (Jan 6-Mar 14) 2011-2012

JPPSSImplementation of Activities in the Classroom

Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one

way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as

defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs,learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities.

English III American LiteratureUnit Title LCC Approx.

TimeJPPSS Approx.Time

1 Colonial Period in American Literature 6 Wks. 3 Wks.2 The Revolutionary Period in American Literature 6 Wks. 3 Wks.3 National Period in American Literature 4 Wks. 2 Wks.4 The Civil War Period in American Literature 3 Wks. 1.5 Wks.5 The Rise of Realism and Naturalism in American Literature 5 Wks. 2.5 Wks.6 The Early Years of the Twentieth Century in American

Literature6 Wks. 3 Wks.

7 The Mid/Late Twentieth Century and Beyond in American Literature

4 Wks. 2 Wks.


HIGH SCHOOL Two Intervals (semester courses) Testing WindowInterval 1FALL

September 26, 2011 – September 30, 2011

Interval 2FALL

November 14, 2011 – November 18, 2011

Interval 1SPRING

February 13, 2012- February 17, 2012

Interval 2SPRING

April 16, 2012-April 20, 2012(Statewide testing will not affect ELA or Math courses and therefore does not present a scheduling conflict.)


SPRING (Jan 6-Mar 14) 2011-2012

HOLT TEXTBOOK INFORMATIONAt the time of the initial textbook adoption, schools were provided with student textbooks and teacher resources from district funds according to student enrollment and teacher count. Unfortunately our office does not have the funds for replacement of these items. Please check with your school in regard to the resources. Should a school now require additional textbooks and/or teacher resources, these should be purchased using the school’s funds. Please contact our Holt representative-Michael Sims.

LANGUAGE HOLT Elements of Language-Textbook Resources Student Resources:

Student Textbook Think as a Writer Interactive Workbook ( consumable)

for the life of adoptionTeaching Resources (one per teacher)Textbook –Teacher’s EditionTeacher One-Stop Planner dvd with Test GeneratorStudent One-Stop Planner dvdGrammar Notes cdInteractive Speller cdWordsharp cdWriting Notes cdWriting & Research in a Digital Age dvdProfessional Learning dvdWriteSmart cdAssessment Chapter TestsAssessment Chapter Tests in Standardized FormatDaily Language TransparenciesTeaching Strategies for English Language LearnersVocabulary Workshop/ Answer KeyDevelopmental Language Skills, Teacher's Notes/Answer KeyInternet Resources at www.thinkcentral.com (code required)

LITERATURE HOLT Elements of Literature-Textbook Resources Student Resources:

Student Textbook The Holt Reader Selection (Workbook)

(consumable)for the life of adoption Preparing for the SAT & ACT (consumable) for the life

of adoption 11th& 12th LA Practice and Enrichment Booklet (non-consumable)

Holt Leveled Library 9th & 10th (one time only)Holt Novels: (one time only)

11th- Book of Plays & The Scarlet Letter Teaching Resources (one per teacher)Textbook –Teacher’s EditionOne-Stop Planner CD-ROM with Test Generator The Holt Reader /Teacher’s ManualSix Traits for Writing BookletAudio CD LibraryDaily Language ActivitiesVocabulary DevelopmentWorkshop Resources: Writing, Listening, and SpeakingHolt Adapted Reader/ Answer KeyHolt Multicultural Reader/Teacher’s GuideHolt Reader SolutionsHolt Assessment: Literature, Reading, and VocabularyInternet Resources at http//: go.hrw.com (code required)

ELEMENTS of LANGAUGEStudent Edition Prices Include:Grade 11-Fifth Course: $67.95Think As a Writer Interactive Worktext (consumable) $12.20

ELEMENTS of LITERATURE Student Edition Prices Include:Grade 11-Fifth Course: $77.95 Holt Reader (consumable) $11.15 LA Practice & Enrichment $5.50

Michael SimsHolt McDougal Service Rep

504 [email protected]

http://customercare.hmhco.com Customer service 800 462-6595


http://customercare.hmhco.com/

mailto:[email protected]

http://www.thinkcentral.com/


SPRING (Jan 6-Mar 14) 2011-2012

JPPSS ENGLISH III INSTRUCTIONAL SEQUENCE GUIDELCC may be accessed@http://www.louisianaschools.net/topics/comprehensive_curriculum.htmlContent Area Literacy Strategies (view literacy strategy descriptions) are an integral part of LCC activities. Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm. Blackline Masters (BLMs) for each course are provided to assist in the delivery of activities or to assess student learning. The teacher should preview websites before students access them.

INTERVAL ASSESSMENTEach interval assessment is an integrated reading, writing, using information resources test

written in the End of Course Test format.Interval Assessment 1 (Fall – Week of Sept 26) or (Spring – Week of Feb 14).Interval Assessment 2 (Fall – Week of Nov 14) or (Spring – Week of Apr 16).

LITERATURE : Organizational Procedural Activities Administer/Model: Reading Interest Inventory, Reading Strategy Survey, Reading Skills Pretest (Gates MacGinitie), Textbook Analysis (organizational features of text), Cooperative Group Structures & Process, Reading LogENGLISH: Organizational Procedural Activities Administer/Model: Writing Interest Inventory, Baseline Writing Assessment w/EOC Rubric, Teacher Modeling of Daily Edit/Proofreading Process, Reading/Writing Portfolio Creation Writing Overview & Basic Writing Craft Skills Holt Six Traits Booklet: Descriptive Attributes; Organizational Techniques; Techniques for Beginnings/Endings; Writing Process: 6-Traits of Effective Writing: Idea Development, Organization, Voice, Word Choice, Sentence Fluency, ConventionsFIRST TERM includesLCC UNIT 1 : Puritanism: THEISM: The Shaping of National Ideals (1620s-1730s) LCC UNIT 2: Colonialism: DEISM: The American Enlightenment (1750-1800) LCC UNIT 3: The National Period: Romanticism to Transcendentalism (1800-1870)

TIME FRAME: Approximately 3 weeksLCC UNIT 1: The Colonial Period in American Literature: This unit focuses on responding to the primary genres of the colonial period of American literature, such as myths, journals, historical accounts, and early poetry. Analysis will lead to a discovery of how each text relates to the historical context of the time. Activities will include a variety of comprehension strategies to analyze the effects of literary elements and devices and to connect these texts to real-life experiences in both short responses and multi-paragraph compositions. Vocabulary study will occur through defining words within the context of the literature. The writing focus on a personal narrative will include a study of the proper use of the conventions of grammar in the writing process.One of the essential goals of this unit is for students to identify how social and historical context has always helped to define Americans. This process is displayed in the written and visual communications from each time period. Students will analyze the literature of the colonial period to recognize that the literature, like the nation itself, was in the earliest stage of development and will realize that the literature reflects the diversity of each of the colonies. Students will provide supported responses to the texts and identify the effects of the literary elements and devices, particularly those related to histories, journals, and early poems. Explorers, colonists and Puritans wrote of their experiences and philosophy/theology. Although not acknowledged by the European settlers, the Native Americans also recorded their experiences in poem, story and song.HOLT Literature: Collection 1 Encounters and Foundations to 1800 FOCUS: Searching Print Texts and the Web for Significant Facts on a Native American Tribe; The Age of Revolution: An Overview; Analyzing Historical Accounts and Journals of Early Explorers; Analyzing the Journey Theme; Historical Accounts and Journals of the Colonial Period; Colonial Life from the View of a Settler; Colonial Poet Anne Bradstreet; Analyzing Sermons; Jonathan Edwards; Edward Taylor and Metaphysical Poetry; Connecting Events Across Decades with Arthur Miller’s play The Crucible


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http://www.vrml.k12.la.us/cc/18str/18str.htm

http://www.louisianaschools.net/lde/uploads/11056.doc

http://www.louisianaschools.net/topics/comprehensive_curriculum.html


SPRING (Jan 6-Mar 14) 2011-2012

Holt Elements of Literature correlation to the LA comprehensive CurriculumElements of Literature

Selection Title Skill/Literary Focus SE pages LCC Act #

GLEs

Collection 1 The Sky Tree (Huron Myth) Understanding Cultural Characteristics/ Archetypes

21-26 2, 3, 4 5, 6, 7a, 8d, 9d, 20a

The Earth Only (Teton Sioux Myth)Coyote Finishes His Work (Nez Perce Myth)Here Follow Some Verses upon the Burning of our House, July 10, 1666 (Poem)

Text Structure/ Plain Style 28-30 10 2c, 3b, 5, 7c, 12, 20a, 29a, 29b, 29c

World, in hounding me . . . (Sonnet) Characteristics of Sonnet 32-34 6 2b, 3b, 6, 7c, 9a, 9e

from A Narrative of the Captivity (Personal Narrative)

Text Structure/ Allusions 35-43 8 1b, 3a, 5, 9a, 9c, 20a

from Sinners in the Hands of an Angry God (Sermon)

Figures of Speech 44-51 9 1a, 1b, 3c, 9c, 12, 20a

from La Relación (Travel Journal) Compare and Contrast/Theme and Tone (p. 136)

116-118 5 3a, 3b, 4, 5, 6, 7a, 8a, 9a, 9d

From Of Plymouth Plantation (Chronicle) 119-127 7Huswifery (Poem) 129 11From The History of the Dividing Line (History)

131-135 7

Skills Review:To My Dear and Loving Husband (Poem)Love is not all (Poem)

Compare and Contrast works from different time periods

150-153 10 3b, 5, 9e

LCC UNIT 1 Activity 1: Ongoing Independent Reading

GLE #

GLE/RESOURCES

Materials List: teacher-provided independent reading lists; reading logs

Throughout each of these units, students should explore a wide range of authors and texts, with a focus on American authors, in addition to the readings required in the whole- class activities. To encourage students to be independent and thoughtful readers, they should investigate subjects and ideas that matter to them through their own choices in independent reading activities. This will show them that reading can be useful, enjoyable, and relevant in their everyday lives. This practice may be especially important if students are reluctant readers or are not accustomed to reading independently. The teacher should monitor this reading, making sure to incorporate both oral and written responses to the text.

03a Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including fiction/nonfiction

07e Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including e. short stories, novellas, and novels

9a Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including interpreting and evaluating presentation of events and information

LCC UNIT 1 Activity 2: Ongoing Vocabulary Study GLE # GLE/RESOURCESMaterials List: student vocabulary logs, Checklist of Common Errors BLMAccess BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/

01abc Extend basic and technical vocabulary using a variety of strategies, includinga. analysis of an author’s word choice b. use of related forms of words c. analysis of analogous statementsHolt WordSharp dvd

21 Apply standard rules of sentence formation, including parallel


http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/



SPRING (Jan 6-Mar 14) 2011-2012

HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

To extend basic and technical vocabulary, students will record both student- and teacherselected new and unfamiliar vocabulary in an ongoing vocabulary log. This log should include a definition, the part of speech, and a sentence for each word. Sentences should contain appropriate context and enough detail to convey the meaning of the word. Students should refer to the Checklist of Common Errors BLM to apply the standard rules of mechanics and punctuation, including parallel structure, no split infinitives, commas after introductory adverb clauses, and commas after long introductory phrases.

Holt Language: Parallel structure pp. 486-48723d Apply standard rules of mechanics and punctuation for

commas after introductory adverb clauses and long introductory phrasesHolt GrammarNotes dvd

24 Use a variety of resources (e.g., dictionaries, thesauruses, glossaries, technology) and textual features (e.g., definitional footnotes, sidebars) to verify word spellings

LCC UNIT 1 Activity 3: Ongoing Writing Prompts to Make Real-Life Connections and to Assess Understanding

GLE # GLE/RESOURCES

Materials List: prompts, note cards

Students will use writing-for-understanding strategies such as the following:

entrance cards as a lesson initiation activity “Stop and Writes” as a comprehension, reflection,

or prediction activity during reading annotated text as a during-reading activity exit cards as a lesson closure activity

Prompts should address comprehension, higher-order thinking, and connections between text and real-life experiences. Prompts can be used to begin discussions or for assessments. During discussion, students will use active listening strategies, including monitoring messages for clarity and selecting and organizing essential information.

The Quick Write is a literacy strategy that is designed to give students the opportunity to reflect upon their learning. This writing assignment can be used at the beginning, middle, or end of a lesson and takes only about three to five minutes. Short, open-ended statements are usually given.

05 Analyze and critique the impact of historical periods, diverse ethnic groups, and major influences (e.g., philosophical, political, religious, ethical, social) on American, British, or world literature in oral and written responses

09 Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example:a. interpreting and evaluating presentation of events and

informationc. making inferences and drawing conclusionsd. evaluating the author’s use of complex literary

elements, (e.g., symbolism, themes, characterization, ideas)

e. comparing and contrasting major periods, themes, styles, and trends within and across texts

f. making predictions and generalizations about ideas and information

20a Write for various purposes, including interpretations/explanations that connect life experiences to works of American, British, and world literature

30b Use active listening strategies, including: selecting and organizing information



http://hlla.hrw.com/hlla/

http://go.hrw.com/eolang/modbank/

http://my.hrw.com/nsmedia/intgos/html/igo.htm


SPRING (Jan 6-Mar 14) 2011-2012

LCC UNIT 1 Activity 4: Ongoing Grammar Study GLE # GLE/RESOURCES

Materials List: mini-lesson activities, student writing samples, practice exercises, Checklist of Common Errors BLM Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/

HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/

The teacher will facilitate a classroom discussion during the drafting/revising process of any composition on sentence formation problems (i.e., fragments, run-ons, or syntax problems) or standard rules of usage or mechanics (i.e., subject/verb agreement, appropriate verb tense, pronoun/antecedent agreement, appropriate pronoun case, comparative forms of adjectives, avoidance of double negatives, and appropriate punctuation/capitalization). Discussion will be based on the common errors in student writing samples using the Checklist of Common Errors BLM. Mini-lesson activities will be from student-generated examples and will be ongoing and skill specific. Ideally, the mini-lessons will become differentiated for students’ specific needs and will be integrated within student writing assignments and not taught in isolation.

21 Apply standard rules of sentence formation, including parallel structure Holt Language: Parallel structure pp. 486-487

22a Apply standard rules of usage, for example: avoiding split infinitives Holt Language: Split Infinitives p. 112

22b Apply standard rules of usage, for example: using the subjunctive mood appropriately Holt Language:Subjunctive mood pp. 245-246

23d Apply standard rules of mechanics and punctuation for commas after introductory adverb clauses and long introductory phrasesHolt GrammarNotes dvdHolt Literature: Language Handbook pp. 1411Holt Language: Commas pp. 347-362; Ch.3-The Phrase pp. 98-116; Ch. 4-The Clause pp. 120-136

LCC UNIT 1 Activity 5: Analyzing the American Identity

GLE # GLE/RESOURCES

Materials List: contemporary photos or collages, student journals

The teacher will display a series of visual images that prompt discussion of the varied identities of contemporary Americans. Suggested images are collages from Photomosaics by Robert Silvers or a series of photographs that display Americans in various occupations, leisure activities, or landscapes. The students should then:

Create a list in their journals of the various individual identities or personal qualities depicted in the photos.

Create a list in their journals of those influences that can shape any individual, such as family, schooling, politics, economics, etc.

Review these lists in small groups and then whole-

03d Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses - film/visual texts

13ab Analyze information within and across grade-appropriate print and non-print texts using various reasoning skills, including identifyinga. cause-effect relationshipsb. raising questions

20a Write for various purposes, including interpretations/explanations that connect life experiences to works of American, British, and world literature

27c Listen to detailed oral instructions and presentations and carry out complex procedures - forming groups








SPRING (Jan 6-Mar 14) 2011-2012

class discussion. Write a journal entry that describes the type of

identity they would like to have for their school year and the various factors that will help to shape it.

In closing, the teacher should review relevant points of the discussion, explaining that the texts students will study in this course are reflective of the defining factors for each successive generation in the development of our nation.

LCC UNIT 1 Activity 6: Searching Print Texts and the Web for Significant Facts on a Native American Tribe

GLE #

GLE/RESOURCES

Materials List: portraits by George Catlin, student guides for gathering and synthesizing resource information, guide to formatting a bibliography, Researching a Native American Tribe BLMAccess BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/


The teacher will provide a brief background of the 18th century artist George Catlin and display several of his Native American portraits, which can be accessed on many museum web sites. In small groups, students should discuss and record a physical description of each subject. Students should then brainstorm ideas about the subject’s personal qualities, life, and times. Groups should present their views in whole-class discussion. Each student will then choose and research a different Native American tribe from a teacher-provided list by using a variety of print and electronic resources. Students will note significant aspects of this tribe (e.g., location, history, famous members, lifestyle, unique customs, belief system, and contemporary life). The students will then use this information to complete the following activities which may be assessed with the Researching a Native American Tribe BLM:

Locate three credible sources and evaluate the sources for validity.

03d Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses - film/visual texts

23g Apply standard rules of mechanics and punctuation- manuscript form

25 Use standard English grammar, diction, and syntax when speaking in formal presentations and informal group discussions

26a S elect language appropriate to specific purposes and audiences for speaking- delivering informational/book reports in class

27c Listen to detailed oral instructions and presentations and carry out complex procedures, including: forming groups

29a Deliver presentations that include the following: language, diction, and syntax selected to suit a purpose and impact an audience

31b Deliver oral presentations, including: speeches that use appropriate rhetorical strategies

34ab Select and critique relevant info for a research project using the organizational features of a variety resources, including a. print texts (e.g., prefaces, appendices, annotations,

citations, b. bibliographic references electronic texts (e.g., database

keyword searches, search engines, e-mail addresses) 35abc Locate, analyze, and synthesize information from a variety of

complex resources, including a. multiple print texts (e.g., encyclopedias, atlases, library

catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals)

b. electronic sources (e.g., Web sites or databases) c. other media (e.g., community and government data,

television and radio resources, and audio and visual materials )

36 Analyze the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) (ELA-5-H2)

37bc Access information and conduct research using various data-gathering strategies/tools, including: b. evaluating the validity and/or reliability of primary

and/or secondary sources c. using graphic organizers (e.g., outlining, charts,

timelines, webs)40b Use selected style guides to produce complex reports that

include the following: standard formatting for source acknowledgment









SPRING (Jan 6-Mar 14) 2011-2012

Summarize and outline the main or most relevant points.

Organize information in the format of a news magazine with a collection of brief articles and illustrations, a detailed children’s book with text and illustrations, or a PowerPoint®

presentation using print and graphics. Use standard formatting to acknowledge

sources of information. Present findings to class in a presentation of

approximately five minutes.

Following the presentations, students should read a translation of Chief Seattle’s Oration of 1854. http://www.indigenouspeople.net/seattle.htm Students should then choose a quote from the speech to discuss in a journal entry. The comments should include what they have learned from the various presentations on Native American tribes.

Holt Language: Ch. 26 Exploring Historical Research pp. 760-817

LCC UNIT 1 Activity 7: Myths across Centuries and Cultures

GLE #

GLE/RESOURCES

Materials List: various Native American myths, teacher’s display chart with three columns

Students will read a selection of Native American myths, such as “The Chief’s Daughters,” that contain strong life lessons.

During reading, students will record a selected number of “life lessons” displayed in each myth. As they finish, the students will work in small groups to compare and list their findings. Students will develop a chart with three columns. They should list varied examples of life lessons in the first column. Then they should include support for each from a text in the second column. Finally, they will list a corresponding contemporary example, possibly from a story, a film, or a television show, in the third column. When the list is completed, each group will give an example during whole-class discussion. In closing, students should select one of the life lessons and use it as a topic for a journal entry, discussing how they could apply it to their personal lives or to a time when they learned this lesson the hard way.

06 Analyze and explain the significance of literary forms, techniques, characteristics, and recurrent themes of major literary periods in ancient, American, British, or world literatureHolt Literature: Myths pp. 21-26 The Sky Tree (Huron Myth); The Earth Only (Teton Sioux Myth); Coyote Finishes His Work (Nez Perce Myth)Native American mythshttp://www.angelfire.com/ca/Indian/stories.html.

09aceh

Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example:a. interpreting and evaluating presentation of events and

informationc. making inferences and drawing conclusionse. comparing and contrasting major periods, themes,

styles, and trends within and across textsh. synthesizing

20a Write for various purposes – interpretations or explanations that connect life experiences to works of American, British, and world literature

LCC UNIT 1 Activity 8: Analyzing Historical Accounts and Journals of Early Explorers

GLE #

GLE/RESOURCES

Materials List: text by an explorer such as Christopher 01a Extend basic and technical vocabulary using a variety of strategies analysis of an author’s word choice


http://www.angelfire.com/ca/Indian/stories.html

http://www.indigenouspeople.net/seattle.htm


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Columbus or Cabeza de Vaca, list of DR-TA prompts, plan for stopping points during reading, list of qualities for bias, Analyzing an Explorer’s Historical Account BLM.

Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/


The teacher should employ the strategy of DR-TA or directed reading-thinking activity (view literacy strategy descriptions) in this activity. This instructional approach involves students directly in prediction and self-monitoring during reading. Begin by asking students to share their own knowledge of the period of exploration in the late fifteenth and early sixteenth centuries. The students should note the detail as it is charted during whole-class discussion. The teacher should build on that knowledge with a brief author’s biography and details of the time, place, and expedition of the specific text. Then the teacher should point out the title and ask students to record a list of predictions about the text. These predictions should be prompted with questions such as:

What unexpected difficulties do you believe this explorer’s journal will describe?

What successes will this account describe? How do you think this explorer will portray himself? How do you think he will portray his men? What attitude do you expect this explorer to take toward

the natives his expedition encounters? The students will read through a section of the text, stopping at several predetermined places. At each stopping point, the students should reread their predictions and revise them, if necessary. Any new predictions and relevant evidence should be noted as well. This cycle should be repeated throughout the text, and periodically the teacher should model the process of predicting and supplying evidence during reading. EXAMPLE:

Student prediction: I expect that Columbus will describe the natives as frightening and maybe hostile or dangerous.Student revision: Since Columbus refers to the natives as “timid” and says they do not have guns, he does not seem to be

03a Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including fiction/nonfiction


08a Analyze in oral and written responses the ways in which works of ancient, American, British, or world literature represent views or comments on life, for example: an autobiography/diary gives insight into a particular time and placeHolt Literature: from La Relación (Travel Journal) pp. 116-118Christopher Columbus’ Journal Excerpts: http://www.eyewitnesstohistory.com/columbus.htm

09 Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example: b. evaluating the credibility of arguments in nonfiction

worksf. making predictions and generalizations about ideas and

information12 Analyze and evaluate works of American, British, or world

literature in terms of an author’s life, culture, and philosophical assumptions

13 Analyze information within and across print and nonprint texts using various reasoning skills- a. identifying cause-effect relationshipsb. raising questionsf. distinguishing facts from opinions and probability

14 Develop complex compositions, essays, and reports that include the following:

a. a clearly stated central idea/thesis statementb. a clear, overall structure (e.g., introduction, body,

appropriate conclusion)27 Listen to detailed oral instructions and presentations and

carry out complex procedures, including:a. reading and questioningb. writing responsesd. taking accurate, detailed notes


http://www.eyewitnesstohistory.com/columbus.htm










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afraid of them or expect them to attack.

When the process is complete, the teacher should display a list of the characteristics of bias that includes:

Exaggeration or oversimplification Emotionally charged words An author’s special interest in an issue Unreliable evidence Evidence of stereotyping

The class should discuss and note how this text might display bias on the part of the author. The students should then use their notes from the text to form a composition that compares and/or contrasts their initial predictions with their findings during reading. The composition should also include a discussion of how the piece displays any bias on the part of the author. The composition may be assessed using the Analyzing an Explorer’s Historical Account BLM.

LCC UNIT 1 Activity 9: Historical Accounts and Journals of the Colonial Period

GLE # GLE/RESOURCES

Materials List: student journals, author’s biography, historical background notes, excerpt from a text by William Bradford or John Smith, RAFT Writing Assessment BLMAccess BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/


Students should reflect in a journal on how they might feel when they first leave home to live on their own, including problems or emotions they might experience. Their ideas should be shared in a whole-class discussion.The discussion should be expanded with an analysis of the recurrent theme of the journey in literature. The class should list fictional journeys they may be familiar with, such as The Odyssey. Students should then note that a historical primary source provides first-hand evidence or an eyewitness account of a real event and usually reflects the individual viewpoint or bias of the recorder. The class should then list realistic journeys, such as those of the explorers, the Pilgrims, or Lewis and Clark, noting the

03a Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including: a. fiction/nonfiction

06 Analyze and explain the significance of literary forms, techniques, characteristics, and recurrent themes of major literary periods in ancient, American, British, or world literature

09abc Demonstrate understanding of information inAmerican, British, and world literature using a varietyof strategies, for example:a. interpreting and evaluating presentation of events and

informationb. evaluating the credibility of arguments in nonfiction

worksc. making inferences and drawing conclusions

12 Analyze and evaluate works of American, British, or world literature in terms of an author’s life, culture, and philosophical assumptions

15abd Develop complex compositions on student- or teacherselected topics that are suited to an identifiedaudience and purpose and that include thefollowing:a. word choices appropriate to the identified audience

and/or purposeb. vocabulary selected to clarify meaning, create images,

and set a tone d. clear voice (individual personality)

20a Write for various purposes, including:a. interpretations/explanations that connect life

experiences to works of American, British, and world literature

26c Select language appropriate to specific purposes and audiences for speaking, including:c. participating in class discussions









SPRING (Jan 6-Mar 14) 2011-2012

primary sources that describe them.Next, students will note biography and brief historical background for the author and the situation in the excerpt. After completing either oral or silent reading, students should work in small groups to create a timeline of events in the text.

The teacher will then review the RAFT (view literacy strategy descriptions) writing process which helps students display understanding and make new learning permanent. Students create a composition that retells an event by taking on the voice of another participant in the situation besides the narrator. This composition includes:

Role (one who has observed the new settlers) Audience (his fellow observers) Format (a narration in the observer’s voice) Topic (the situation described in the excerpt)

Students will remain in their small groups to create a RAFT composition for the excerpt. As a role, groups might choose one of the Mayflower sailors, one of the Native American observers, or one of the other settlers. They should use the timeline they have already made to recreate the situation in the text from the new character’s point of view. The composition should reflect the diction, tone, and voice of the new speaker with chronologically organized support. As each group reads the composition aloud, the class should evaluate each for accuracy and logic based on the text. These compositions should be assessed with the RAFT Writing Assessment BLM.

30a Use active listening strategies, including:a. monitoring messages for clarity

LCC UNIT 1 Activity 10: Colonial Poet Anne Bradstreet

GLE #

GLE/RESOURCES

Materials List: copies of song lyrics, Bradstreet’s poems, student journals, organizer for essay of compare/contrast, Connecting Music Lyrics and Poetry BLMAccess BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm

The teacher should provide students with a copy of contemporary song lyrics http://www.lyrics.com/.

03b Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including:b. drama/poetry



07c Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including:c. forms of lyric and narrative poetry such as the ballad,

sonnets, pastorals, elegies, and the dramatic monologue

09de Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example


http://www.lyrics.com/










SPRING (Jan 6-Mar 14) 2011-2012

Students should mark examples of language devices and personal thoughts or conflict. Students should share their findings in a whole-class discussion that leads to a consensus of the definition of lyric poetry. Students should then note the biography of Anne Bradstreet and a review of the Puritan lifestyle. As small groups read Bradstreet’s selected poems, they should mark language devices and evidence of Bradstreet’s personal thoughts and conflicts. Each student should then use the markings from the song lyrics and the poems to write a composition that compares and/or contrasts one of Bradstreet’s poems to the lyrics of a contemporary piece of music. The composition should include a main idea supported by clearly organized support that includes:

Discussion of the use of figurative language Discussion of the display of personal reflection Any noted differences or similarities in tone or

voice of the speakerThe composition may be assessed using the Connecting Music Lyrics and Poetry BLM.

d. evaluating the author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas)



14a-d Develop complex compositions, essays, and reports that include the following:a. a clearly stated central idea/thesis statementb. a clear, overall structure (e.g., introduction, body,

appropriate conclusion)c. supporting paragraphs organized in a logical sequence

(e.g., spatial order, order of importance, ascending/descending order, chronological order, parallel construction)

d. transitional words, phrases, and devices that unify throughout

15d Develop complex compositions on student- or teacher-selected topics that are suited to an identified audience and purpose and that include the following d. clear voice (individual personality)

20a Write for various purposes, including:interpretations/explanations that connect life experiences to works of American, British, and world literature

LCC UNIT 1 Activity 11: Connecting Events Across Decades with Arthur Miller’s play The Crucible

GLE # GLE/RESOURCES

Materials List: Introductory Opinionnaire for The Crucible BLM; background notes on Salem, Arthur Miller, and the McCarthy Era; vocabulary logs; student journals; copies of The Crucible; Analyzing a Dynamic Character BLMAccess BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

As introduction, the teacher should present the opinionnaire (view literacy strategy descriptions) statements using the Introductory Opinionnaire for The Crucible BLM. Students should work in small groups to discuss, mark each statement, and fill in support. A representative from each group should report the findings for whole-class discussion. The teacher should facilitate the following for students to note before reading the play:

03b Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including:b. drama/poetry



07d Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, d. drama, including ancient, Renaissance, and modern comedies and tragedies

09a-h Demonstrate understanding of information inAmerican, British, and world literature using a varietyof strategies, for example:a. interpreting and evaluating presentation of events and


worksc. making inferences and drawing conclusionsd. evaluating the author’s use of complex literary



f. making predictions and generalizations about ideas and










SPRING (Jan 6-Mar 14) 2011-2012

Review of the theocracy and lifestyle of Puritans in Salem Village in the late 17th century, including events leading up to and surrounding the Salem Witchcraft trials of 1692.

An overview of the life of Arthur Miller, including his reasons for writing the play The Crucible.

General teacher-provided background on the McCarthy Era and the hearings of the House Un-American Activities Committee.

A discussion of contemporary “witch hunts” and the meaning of the word.

A review of the character list from the play and a description of the setting.

The students should read the play aloud with assigned parts or listen to an audio recording as they follow in the text and complete the following:

Record written responses to questions that guide their understanding of characters and events at the end of each act.

Follow Act II with description for the major characters by using a modified version of the split-page notetaking (view literacy strategy descriptions) technique. The double-entry chart should incorporate a quote on the left that displays a strong trait or dramatic response from each character and the student’s personal opinions, reactions, judgments, or predictions on the right.

Split-page Notetaking ExampleHale: If Rebecca Nurse be tainted, then nothing’s left to stop the whole green world from burning. Let you rest upon the justice of the court... (949)

Rev Hale seems to have a lot of faith in the Puritan system of justice, and he is asking Rebecca’s husband to trust this. He also seems to be a compassionate man.

These charts may be used to develop character analysis compositions with properly documented quotes or as a part of a study guide for a test.

Compose the following journal entries at the end of each act: Act I: a journal from the viewpoint of one of the

major characters. Act II: discuss a time when they were accused

of something they did not do, including a description of the situation, their feelings, and how the situation was resolved.

Act III: a reaction to the events and a prediction of what will happen to John Proctor and his family.

informationg. critiquing the strengths and weaknesses of ideas and

informationh. synthesizing

11 Analyze and evaluate the philosophical arguments presented in literary works, including American, British, or world literature






20a Write for various purposes, including:interpretations/explanations that connect life experiences to works of American, British, and world

23g Apply standard rules of mechanics and punctuation, includingg. manuscript form

24 Use a variety of resources (e.g., dictionaries, thesauruses, glossaries, technology) and textual features, (e.g., definitional footnotes, sidebars) to verify word spellings

27abc Listen to detailed oral instructions and presentations and carry out complex procedures, including:a. reading and questioningb. writing responsesc. forming groups

40a Use selected style guides to produce complex reports that include the following:a. credit for sources





SPRING (Jan 6-Mar 14) 2011-2012

Act IV: reactions to the final episode in the play.

Work in small groups at the end of Act III to chart the similarities between the Salem trials and the McCarthy hearings, based on the interaction between the judges and the accused or their families. Each group should then present any findings to the class.

Review the general qualities of a dynamic character and discuss those dynamic characters in the play. Students should then use a writing process to publish a detailed description of the changes that occur in one of the play’s characters and incorporate quotations with proper parenthetical documentation as support. The composition may be assessed using the Analyzing a Dynamic Character BLM.

Close with a discussion of the connections between the introductory opinionnaire statements and the situation for the accused during the Salem trials.

LCC UNIT 1 Activity 12: Using the Writing Process: A Personal Narrative of a Defining Moment

GLE #

GLE/RESOURCES

Materials List: model narrative essay, Topic Evaluation for a Personal Narrative BLM , notes and exercises for review of pronouns, writing samples for refining descriptive language, Assessing the Personal Narrative BLMHolt Language: Ch. 21 Sharing Experiences pp. 546-585Literature: Writing Narration pp. 1060-1061, 426-433Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

The class should chart how each text from Unit I in some way depicts a defining moment for an individual or group, and the class should make the connection to the overall concept of identity.The teacher should next provide a list of the qualities of the narrative mode, a review of imagery and figurative language, and a brief discussion of how these devices can be used to develop a personal narrative. Students should receive a copy of a model personal narrative essay to

01a Extend basic and technical vocabulary using a variety of strategies, including:a. analysis of an author’s word choice

03a Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including: a. fiction/nonfiction





15a-d Develop complex compositions on topics that aresuited to an identified audience and purpose and thatinclude the following:a. word choices appropriate to the identified audience

and/or purposeb. vocabulary selected to clarify meaning, create images,

and set a tone c. information/ideas selected to engage the interest of the

readerd. clear voice (individual personality)

16a-g Develop complex compositions using writing processes such as the following:a. selecting topic and form (e.g., determining a purpose

and audience)b. prewriting (e.g., brainstorming, clustering, outlining,









SPRING (Jan 6-Mar 14) 2011-2012

analyze. Examples are The Chase by Annie Dillard or A Ride Through Spain by Truman Capote. The class should read the opening paragraphs of the essay together as the teacher models how to “mark up” a text. During reading, the students should mark or annotate:

the structure of the essay and the function of major paragraphs

any use of imagery or figurative language used to illustrate a situation

examples of how tone and voice are established and maintained by the speaker

points where the speaker acknowledges how the experience provided personal growth in some way

Next, each student should create a personal timeline, highlighting those events they might consider defining or life changing using the Evaluating Experiences for a Narrative BLM. Students may then choose a topic for a personal narrative based on one of these defining moments. A pre-write should develop both narrative and descriptive details in a list or web format. The teacher should then provide an outlined overview of how to plan an essay that includes:

how to develop an introduction and a conclusion how to structure a body with both general discussion

and specific details that include imagery and figurative language for illustration

how to address an audience with proper tone and voice As rough drafts are completed, students should work through a lesson on correct use of pronoun case and agreement that includes reinforcement exercises and identifying errors in context. Students should highlight the pronouns in their own drafts and correct any errors in pronoun use. After completing revisions that include conferencing with peers or the teacher, students should use available technology to publish a final draft of the paper.

generating main idea/thesis statements)c. drafting d. conferencing with peers and teacherse. revising for content and structure based on feedback f. proofreading/editing to improve conventions of

languageg. publishing using available technology

18 Develop writing/compositions using a variety of complex literary and rhetorical devices

19a-d Extend development of individual style to include the following:a. avoidance of overused words, clichés, and jargonb. a variety of sentence structures and patternsc. diction that sets tone and mood d. vocabulary and phrasing that reflect the character and

temperament (voice) of the writer

21 Apply standard rules of sentence formation, including parallel structure

22ab Apply standard rules of usage, for example:a. avoid splitting infinitivesb. use the subjunctive mood appropriately

TIME FRAME: Approximately 3 weeksLCC UNIT 2: The Revolutionary Period in American Literature - This unit focuses on responding to the historical documents, speeches, and autobiography of the Revolutionary Period in American literature and how the literature relates to the historical context of the time. Interpreting the literature will include a variety of reading and comprehension strategies to analyze the effects of the literary elements and devices and how they are used effectively to achieve a purpose in persuasive writing. A variety of responses will address aspects of the literature and explain its relationship to real-life experiences. There is a continuation of the study of vocabulary through defining words within the context of the literature. The grammar and composition focus is a persuasive essay that reflects the study of persuasive language used in the speeches and essays studied in the unit. The essential goals of this unit are for students to interpret and analyze the literature of the Revolutionary Period, recognizing that the literary works reflect the political temperament of the period. Student analysis of the documents of the time will show that the literature is evolving into a national literature. Students will express supported responses to the texts and interpret the effects of the literary elements and devices, particularly those related to speeches, essays, and autobiography. Students will use these aspects of persuasive writing to develop a complex composition.



SPRING (Jan 6-Mar 14) 2011-2012

HOLT Literature: Collection 1 Encounters and Foundations to 1800 Literature of this time period reflects a change in the social structure from one which was largely influenced by Protestant theology to one which is centered on a respect for the common man and a move toward democracy.FOCUS SKILLS: The Age of Revolution; Benjamin Franklin’s Poor Richard’s Almanac; Benjamin Franklin’s Autobiography; Analysis of Patrick Henry’s Speech; Figurative Language in the Essays of Thomas Paine; Olaudah Equiano; Comparing/Contrasting Revolutionary Writers; Using the Techniques of Persuasive Writing

Holt Elements of Literature correlation to the LA comprehensive CurriculumElements of Literature, Fifth Course © 2007

Selection Title Skill/Literary Focus SE pages

LCC Activity

#

GLEs

Collection 1 From The Interesting Narrative of the Life of Olaudah Equiano (Autobiography)

Making Inferences/ Autobiography 52-66 1, 10 1b, 3a, 3b, 4, 6, 7c, 7f, 8a, 9a, 9c, 12, 13c

from The Autobiographyfrom Poor Richard’s Almanack (Aphorisms)

Making Inferences/ Aphorisms 67-79 4, 5 2d, 3a, 4, 7a, 7f, 8a, 9a, 9c, 9d, 9e, 12, 13c

Speech to the Virginia Convention Recognizing Modes of Persuasion 80-86 6, 9 2b, 3a, 3c, 3e, 7g, 9a, 9b, 9c, 9d, 9g, 11, 13f

From The Crisis, No. 1 (Political Essay) Recognizing Modes of Persuasion/ Style

87-95 7, 9 1a, 1c, 3a, 3c, 3e, 4, 9a, 9c, 9d, 11

Comparing Points of View: from The Autobiography: The Declaration of Independence (Autobiograpy/Policy Statement)from The Iroquois Constitution (Policy)Letter to John Adams (Letter)From Declaration of Sentiments of the Seneca Falls Woman’s Rights Convention (Policy Statement/Speech)

Comparing Main Ideas Across Texts/ Parallelism

96-114

1, 8, 9, 11

3a, 3c, 3e, 4, 5, 7f, 7g, 8a, 9a, 9b, 9c, 9d, 9e, 9g, 9h, 11, 12, 17g

LCC UNIT 2 Activity 1 Ongoing Independent Reading GLEs: 03a, 07e, 09a

LCC UNIT 2 Activity 2 Ongoing Vocabulary Study GLEs: 01a, 01b, 01c, 21, 23d, 24

LCC UNIT 2 Activity 3 Ongoing Writing Prompts to Make Real-Life Connections and to Assess Understanding

GLEs: 05, 09a, 09c, 09d, 09f, 20a, 30b

LCC UNIT 2 Activity 4 Ongoing Grammar Study GLEs: 21, 22a, 22b, 23d

LCC UNIT 2 Activity 5: The Age of Revolution: An Overview and Search

GLE #

GLE/RESOURCES

Materials List: timeline of major events, instructions for research process, notes on standard formatting for resources, student generated rubricBrief Timeline of American Literature and Eventshttp://public.wsu.edu/~campbelld/amlit/timefram.html

The teacher will display a general timeline of major events in the development of the nation from the French and Indian War (1754-63) to the Constitutional Convention (1787). As students discuss their knowledge of these

10a-d Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including:

a. school library catalogsb. online databasesc. electronic resourcesd. Internet-based resources

Holt Language: Ch. 26 Exploring Historical Research pp. 760-817

13ae Analyze information within and across print and nonprint texts using various reasoning skills, including:


http://public.wsu.edu/~campbelld/amlit/timefram.html


SPRING (Jan 6-Mar 14) 2011-2012

events, the teacher should fill in any gaps that are pertinent to their understanding of the time and the writing to follow.

Next, small groups of students should be assigned the name of a writer from this unit (Jonathan Edwards, Benjamin Franklin, Thomas Paine, Thomas Jefferson, Abigail Adams, John Adams, Patrick Henry, etc). (It may be necessary to split Ben Franklin’s life and work between two groups.)

Each group should: Locate relevant information in online electronic

resources, web databases, and print sources that include biography and involvement in the significant events of the Revolutionary Period.

Use processes such as skimming/scanning, note taking, outlining, and summarizing to gather and organize the information.

Use standard formatting for source acknowledgement. Make a brief presentation of findings at the beginning of

the selected activity using a visual aid, such as a PowerPoint® presentation, poster, or transparency.

Help the class record pertinent notes.

The class should also devise a rubric for evaluating the effectiveness of other participants’ presentations that includes evaluation of organization, delivery techniques, and summary of the topic.

a. identifying cause-effect relationshipse. skimming/scanning



27cd Listen to detailed oral instructions and presentationsand carry out complex procedures, including:c. forming groupsd. taking accurate, detailed notes

29ab Deliver presentations that include the following:a. language, diction, and syntax selected to suit a

purpose and impact an audienceb. delivery techniques including repetition, eye

contact, and appeal to emotion suited to a purpose and audience

34ab Select and critique relevant information for a research project using the organizational features of a variety resources, including:a. print texts (e.g., prefaces, appendices,

annotations, citations, bibliographic references)b. electronic texts (e.g., database keyword searches,

search engines, e-mail addresses)35ab Locate, analyze, and synthesize information from a

variety of complex resources, including:a. multiple print texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals)b. electronic sources (e.g., Web sites or databases)

37c Access information and conduct research using various data-gathering strategies/tools, including:c. using graphic organizers (e.g., outlining, charts, timelines, webs)

40a Use selected style guides to produce complex reports that include the following:a. credit for sources (e.g., appropriate parenthetical documentation and notes)

LCC UNIT 2 Activity 6: The Life and Work of Benjamin Franklin

GLE #

GLE/RESOURCES

Materials List: excerpts from Franklin’s Autobiography and Poor Richard’s Almanac, Questioning the Author BLM Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/

03a Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including: a. fiction/nonfictionHolt Literature: pp. 67-79-from The Autobiographyfrom Poor Richard’s Almanack (Aphorisms)Questioning the Author BLMFranklin’s Autobiography online at www.gutenberg.net)


07f Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types – biographies/autobiographies

08a Analyze in oral and written responses the ways inwhich works of ancient, American, British, or world


http://www.gutenberg.net/







SPRING (Jan 6-Mar 14) 2011-2012

Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

Student groups should present an overview of Franklin’s life (from Activity 5) that includes when and why Franklin wrote his Autobiography. The entire class should note pertinent facts during the presentation.

Students should then read a passage from Franklin’s Autobiography such as the description of his trip to Philadelphia or his explanation of his “Plan for Moral Perfection.” As students read a selected passage from Franklin’s Autobiography, they should use a modified form of the reading strategy of Questioning the Author (QtA) (view literacy strategy descriptions) to interact with the information and build real-life connections to the text. QtA encourages readers to analyze the author’s purpose as they form questions about the author’s meaning while the teacher facilitates discussion to further build understanding. The teacher should begin the lesson by displaying the Questioning the Author BLM and modeling an example of how to adapt the questions to Franklin’s text. During reading, each student should stop at the end of pre-selected segments and record two questions that examine the link between text and historical background, question the meaning of Franklin’s message, or elicit a possible connection to their personal lives. Each student should also question the author’s purpose by using two unfamiliar words in the passage.

EXAMPLES:-How does this part of Franklin’s autobiography relate a lesson about courage?-Does Franklin’s discussion in this passage have any connection to my life today?-What message is Franklin trying to convey about his personal character in this segment?-What does Franklin mean by the word _______?

Students should then discuss their work in pairs or small groups to come up with the best two questions for each segment. Each pair should then display their questions to one segment for class discussion, and the teacher should help students through a discussion of possible responses. As the presenters record these responses, the rest of the class should also note the information. These notes should be used to draft a composition that discusses what the autobiography shows about Franklin as a person, how his stories about himself serve as advice for

literature represent views or comments on life – anautobiography/diary gives insight into a particular timeand place

09abcdfgh

Demonstrate understanding of information inAmerican, British, and world literature using a varietyof strategies, for example:a. interpreting and evaluating presentation of events and





g. critiquing the strengths and weaknesses of ideas and information

h. synthesizing 11 Analyze and evaluate the philosophical arguments presented

in literary works, including American, British, or world literature


13a Analyze information within and acrossgrade-appropriate print and nonprint texts usingvarious reasoning skills, including:identifying cause-effect relationships

20a Write for various purposes – interpretations and explanations that connect life experiences to works of American, British, and world literature

25 Use standard English grammar, diction, and syntax when speaking in formal presentations and informal group discussions

26ac Select language appropriate to specific purposes andaudiences for speaking, including:a. delivering informational/book reports in classc. participating in class discussions

29a Deliver presentations that include the following:a. language, diction, and syntax selected to suit a

purpose and impact an audience

30b Use active listening strategies - selecting and organizing information





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good living, and how the messages conveyed in the text can relate to their personal lives today. Students’ original questions may be attached to the composition for informal assessment.As a closing journal, students should write an “autobiographical” narrative about an incident in their lives that could be used as a lesson for a sibling or a friend. They should use first person and discuss the incident in the past tense.

LCC UNIT 2 Activity 7: Analyzing the Persuasive Rhetoric of a Sermon

GLE #

GLE/RESOURCES

Materials List: excerpt from Edwards’s sermon, list of rhetorical devices

The class should research and note a brief review of the significant aspects of the Puritan lifestyle before students present a biography of Jonathan Edwards (from Activity 5) and his connection to the “Great Awakening” of the early 1700s. Students should follow the text as they listen to an audio version of an excerpt from Edwards’s “Sinners in the Hands of an Angry God.”

They should then note this list of rhetorical devices and strategies used in persuasion, along with their definitions:

bandwagon effect time pressure imagery figurative language.

The class should brainstorm contemporary examples to illustrate each device, then return to Edwards’s sermon and locate examples of each device within the text. These should be charted to include a quote, the device, and an explanation of its intended purpose.

Working in small groups, students should then create an ad for a political candidate that includes each of the four devices. Each group should present the ad to the whole class.

03ad Draw conclusions and make inferences about ideasand information in complex texts in oral and writtenresponses, including:a. fiction/nonfictiond. film/visual textsHolt Literature: from Sinners in the Hands of an Angry God (Sermon) pp. 80-86


07g Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types - speeches

09ag Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example:a. interpreting and evaluating presentation of events and informationg. critiquing the strengths and weaknesses of ideas and information




26c Select language appropriate to specific purposes andaudiences for speaking - participating in classdiscussions

31b Deliver oral presentations, including:b. responses that analyze information in texts and media

32a Give oral and written analyses of media information,a. identifying logical fallacies (e.g., attack ad hominem,false causality, overgeneralization, bandwagon effect)used in oral addresses

LCC UNIT 2 Activity 8: Analysis of Patrick Henry’s GLE #

GLE/RESOURCES

02b Analyze the significance of complex literary andrhetorical devices in American, British, or world texts,including - rhetorical questionsHolt Literature: Patrick Henry’s Speech to the Virginia Convention pp. 80-86



SPRING (Jan 6-Mar 14) 2011-2012

Materials List: copy of Patrick Henry’s speech, student journals, list of rhetorical devices and definitions

After the group presentation of Patrick Henry’s biography (from Activity 5), students should read Patrick Henry’s “Speech to the Second Virginia Convention.” After reading, the class should review the definition for each of the following rhetorical devices.

rhetorical question emotional appeal connotative language literary/historical allusion extended metaphor

Students should then use the strategy of split-page notetaking to create a chart that analyzes at least one example of each of these rhetorical devices used as persuasive techniques in Henry’s speech. The chart should include a quote from the piece on the left side of the line. On the right side of the line the students should identify the rhetorical device and explain its purpose.

Split-page notetaking Example“I have but one lamp by which my feet are guided; and that is the lamp of experience.”

Henry uses this metaphor to influence listeners to trust the lessons learned from their experiences with the King.

In closing students should answer this question in a journal: “What political or social causes in today’s society are as important to citizens of our country as freedom was to Patrick Henry, and how is that passion expressed?” The class should then discuss their responses.

03e Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses – debates and speeches


07g Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of speeches

09bd Demonstrate understanding of info in American,British, and world literature using a variety ofstrategies, for example:b. evaluating the credibility of arguments in nonfiction worksd. evaluating the author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas)

11 Analyze and evaluate the philosophical arguments presented in literary works, including American, British, or world lit


13a Analyze information within and across print and nonprint texts using various reasoning skills identifying cause-effect relationships

20a Write for various purposes, including: interpretations and explanations that connect life experiences to works of American, British, and world literature

26a Select language appropriate to specific purposes andaudiences for speaking, including: delivering informational and book reports in class

30a Use active listening strategies, including: monitoring messages for clarity

31a Deliver oral presentations, including:a. speeches that use appropriate rhetorical strategies

LCC UNIT 2 Activity 9: Figurative Language in the Essays of Thomas Paine

GLE #

GLE/RESOURCES

Materials List: presentation rubric, Analyzing Paine’s Essay BLMAccess BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

After a group presentation of Thomas Paine’s biography (from Activity 5), students should read one of Paine’s essays

02b Analyze the significance of complex literary andrhetorical devices in American, British, or world texts,including - rhetorical questionsHolt Literature: From The Crisis, No. 1 (Political Essay) pp. 87-95



07a Analyze and synthesize in oral and written responsesdistinctive elements (e.g., structure) of a variety ofliterary forms and types - essays and memoirs by earlyand modern essay writers

09ace Demonstrate understanding of info in American,British, and world literature bya. interpreting/evaluating presentation of events/ info









SPRING (Jan 6-Mar 14) 2011-2012

from The American Crisis. Then in small groups, students should locate five significant quotes from the essay that contain figurative language. The groups will use the graphic organizer (view literacy strategy descriptions ) in the Analyzing Paine’s Essay BLM to record the quote, identify the type of figurative language, relate the quote’s literal meaning, and explain how the quote helps convey the purpose of the piece. Each group should then present this work to the class. Each student should next choose one quote to be used as the topic for a journal entry. The journal will mention the quote’s significance to the Revolutionary Period, its relevance to the personal life of the student, and its relevance in today’s world.

c. making inferences and drawing conclusionse. comparing and contrasting major periods, themes, styles, and trends within and across texts



13a Analyze information within and across print andnonprint texts by identifying cause-effect relationships

20a Write for various purposes interpretations orexplanations that connect life experiences to works ofAmerican, British, and world literature

LCC UNIT 2 Activity 10: Analyzing Organization and Support in a Historical Document

GLE #

GLE/RESOURCES

Materials List: copies of the Declaration of Independence, list of questions for analysis

After a group presentation of the life and work of Thomas Jefferson (from Activity 5), students should participate in an oral reading of the Declaration of Independence. After reading, students should analyze the essay by answering the following:

What is the document’s overall purpose? What is the document’s thesis? What form of organization does the document use? What supporting details does the document use to

develop the thesis? In what way is this support effective? How does the conclusion effectively restate the

thesis? List and define specific words that convey a strong

negative connotation. What is the tone of the document? How does this tone add to the overall strength of

the document?Students should then share their answers in whole-class discussion.In closing, students should reflect on the significance of freedom in their lives in a journal entry. The entry should include a discussion of what conditions might require members of our society to sacrifice freedom or when it might be necessary to declare independence in today’s society, perhaps as a family member or a student.

03c Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses - public documentsDeclaration of Independence:http://www.earlyamerica.com

04 Evaluate ways in which the main idea, rationale or thesis, and information in complex texts, including consumer, workplace, public, and historical documents, represent a view or comment on life

09abg Demonstrate understanding of information inAmerican, British, and world literature using a varietyof strategies, for example:a. interpreting and evaluating presentation of events and informationb. evaluating the credibility of arguments in nonfiction worksg. critiquing the strengths and weaknesses of ideas and information

13a Analyze information within and across print andnonprint texts by identifying cause-effect relationships


http://www.earlyamerica.com/


SPRING (Jan 6-Mar 14) 2011-2012

LCC UNIT 2 Activity 11: Analyzing Contemporary Editorials

GLE #

GLE/RESOURCES

Materials List: teacher’s editorial example, instructions for the assignment, Assessment for an Editorial Analysis BLMOnline versions of newspapers from around the world are available at http://www.onlinenewspapers.com/ Internet Public Library at http://www.ipl.org/div/news/

Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

Students will locate a prearranged number of editorials by nationally syndicated columnists or local editorialists to analyze. They should annotate and note each of the following:

Title, author, source, date Structure of the article, including the main idea and

an outline of its support The author’s tone A list of rhetorical or language devices with a quote

and the purpose for each A paragraph of analysis that includes the truth the

piece conveys, questions the piece evokes, effectiveness of the piece, and a personal reaction

Students should share these in small-group or whole-class discussion. They may be assessed with the Assessment for an Editorial Analysis BLM.

09 Demonstrate understanding of info in American, British, and world literature througha. interpreting and evaluating presentation of events and






g. critiquing the strengths and weaknesses of ideas and information

h. synthesizing13f Analyze information within and across print and nonprint

texts using various reasoning skills – distinguishing facts from opinions

32ab Give oral and written analyses of media information,including:a. identifying logical fallacies (e.g., attack ad hominem,

false causality, overgeneralization, bandwagon effect) used in oral addresses

b. analyzing the techniques used in media messages for a particular audience

LCC UNIT 2 Activity 12: Reading and Responding to a Slave Narrative

GLE # GLE/RESOURCES

Materials List: excerpt from Equiano’s Narrative, list of SQPL questionsAccess BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/

07f Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types – biographies and autobiographiesHolt Literature: From The Interesting Narrative of the Life of Olaudah Equiano (Autobiography) pp.52-66

08a Analyze in oral and written responses the ways inwhich works of ancient, American, British, or worldliterature represent views or comments on life, forexample:












http://www.ipl.org/div/news/

http://www.onlinenewspapers.com/


SPRING (Jan 6-Mar 14) 2011-2012

HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

Students will read an excerpt from a slave’s autobiography or narrative, such as The Interesting Narrative of the Life of Olaudah Equiano or The African, Written by Himself by Gustavus Vassa. Before reading, students will employ the literacy strategy of SQPL – Student Questions for Purposeful Learning (view literacy strategy descriptions) as a pre-reading activity to create interest and provoke questions on the subject. Based on the excerpt, the teacher should prepare a statement that would cause students to wonder about the reality of being kidnapped and sold into slavery. Examples might be:

Many African children who were kidnapped and sold as slaves had never seen a boat or the ocean.

White slave traders were neglectful in the care of their cargo.

Children who were kidnapped often never saw their families again.

This narrative was written by a slave who gained freedom.

After the statement has been displayed for the class, ask students in small groups to generate 2-3 questions related to the statement. The questions should be recorded, and any that are repeated should be starred. The teacher should then add any questions that may be necessary to complete students’ understanding of the main ideas of the excerpt. As the students read the excerpt, they should record the answers to the posted questions in a learning log, and their responses should be shared in whole-class discussion. As closure, students should write a journal entry that discusses a contemporary situation similar to the suffering Equiano describes with a personal reaction. If students are unaware of such a situation, they might search through magazines or news databases to locate a story.

a. an autobiography/diary gives insight into aparticular time and place

09a Demonstrate understanding of information inAmerican, British, and world literature using a varietyof strategies, for example:a. interpreting and evaluating presentation of events

and information09c Demonstrate understanding of information in

American, British, and world literature using a varietyof strategies, for example:c. making inferences and drawing conclusions



20a Write for various purposes – interpretations andexplanations that connect life experiences to works ofAmerican, British, and world literature

LCC UNIT 2 Activity 13: Using the Techniques of Persuasive Writing

GLE # GLE/RESOURCES

Materials List: editorials for journal prompts, media presentations on controversial issues, examples of logical fallacies, examples of inductive and deductive reasoning, Assessment for the Persuasive Essay BLM, Peer Evaluation Form BLM

Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @

13abcd

Analyze information within and acrossprint and nonprint texts usingvarious reasoning skills, including:a. identifying cause-effect relationshipsb. raising questionsc. reasoning inductively and deductivelyd. generating a theory or hypothesis

14abcd

Develop complex compositions, essays, and reportsthat include the following:a. a clearly stated central idea/thesis statement








SPRING (Jan 6-Mar 14) 2011-2012

http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

The students will use the writing process to complete a multi-paragraph persuasive essay using the following steps: Prewriting

Analyze the structure, tone, diction, and techniques of a variety of current editorials from magazines, newspapers and brief media presentations that discuss varied viewpoints on contemporary issues; discuss personal views in journals

In small groups and then whole-class, brainstorm and discuss lists of issues that have two sides or problems that need solutions in various categories such as school, local, national, or global issues:

o Choose and narrow a topic for a persuasive essay with special attention to a clearly defined purpose and audience

o Write a thesis or controlling statement for the paper

o Chart both support and opposition for the thesis

Drafting Note various ways to structure a persuasive essay,

including order of importance, acknowledgment and rebuttal of the opposition, and using inductive or deductive reasoning.

Review examples of logical fallacies, such as overgeneralization, false causality, and ad hominem.

Review list of rhetorical devices or strategies used to inform and persuade.

Choose a method of organization, such as order of importance, and draft an outline.

Use any brainstorming notes or charts and the outline to compose first and possibly second rough drafts.

Revising and Editing Review the correct use of parallel structure in a

mini lesson. Note examples of how to eliminate unnecessary

language and redundancy. Review the standard rules of mechanics and

b. a clear, overall structure (e.g., introduction, body, appropriate conclusion)

c. supporting paragraphs organized in a logical sequence (e.g., spatial order, order of importance, ascending/descending order, chronological order, parallel construction)


15abcd

Develop complex compositions on student- orteacher-selected topics that are suited to an identifiedaudience and purpose and that include the following:a. word choices appropriate to the identified

audience and/or purposeb. vocabulary selected to clarify meaning, create

images, and set a tone c. information/ideas selected to engage the interest

of the readerd. clear voice (individual personality)

16a-g

Develop complex compositions using writing processes such as the following:a. selecting topic and form (e.g., determining a

purpose and audience)b. prewriting (e.g., brainstorming, clustering,

outlining, generating main idea/thesis statements)c. drafting d. conferencing with peers and teacherse. revising for content and structure based on

feedback f. proofreading/editing to improve conventions of

languageg. publishing using available technology

17g Use the various modes to write complex compositions – persuasive essays


19abcd

Extend development of individual style to include the following:a. avoidance of overused words, clichés, and jargonb. a variety of sentence structures and patternsc. diction that sets tone and mood d. vocabulary and phrasing that reflect the character

and temperament (voice) of the writer21 Apply standard rules of sentence formation, including

parallel structure23dg Apply standard rules of mechanics and punctuation,

including:d. commas after introductory adverb clauses and

long introductory phrases g. manuscript form

31c Deliver oral presentations, including: persuasive arguments that clarify or defend positions

32abd

Give oral and written analyses of media information, including:a. identifying logical fallacies (e.g., attack ad







SPRING (Jan 6-Mar 14) 2011-2012

punctuation, including the use of commas after introductory adverb clauses and long introductory phrases.

Conference with peers using the Peer Evaluation Form BLM for feedback to be used in revision and editing.

Conference with teacher using the Assessment for the Persuasive Essay BLM as a guide to revising and editing

Publishing Type the final draft using available technology and

correct manuscript form. Share papers orally either in a small group or

whole-class setting; use diction that sets tone and mood and phrasing that reflects the voice of the writer.

hominem, false causality, overgeneralization, bandwagon effect) used in oral addresses

b. analyzing the techniques used in media messages for a particular audience

d. critiquing strategies (e.g., advertisements, propaganda techniques, visual representations, special effects) used by the media to inform, persuade, entertain, and transmit culture

TIME FRAME: Approximately 4 weeksLCC UNIT 3 : The National Period in American Literature - This unit focuses on responding to the primary genres of the National Period of American Literature, such as short stories, novels, essays, and poetry, to discover how the literature relates to the historical context of the time. Interpreting the literature will include a variety of comprehension strategies, including questions requiring higher-order thinking skills. A variety of written responses and compositions will analyze the effects of literary elements and devices and explain the relationship of the literature to real-life experiences. Grammar review will be embedded in the writing process, and vocabulary study will continue through defining words within the context of the literature. The essential goals of this unit are for students to interpret and analyze the literature of the National Period and to note its relevance to contemporary life. Students should recognize that the writing reflects the culture and philosophies of the time and the literature itself is a reflection of a growing national identity. Other critical goals are for students to express supported responses to texts with focus on the effects of literary elements and devices, particularly in short stories and essays.

HOLT Literature: Collection 2 American Romanticism 1800-1860 These writers infused their writing with “fancy, imagination, emotion, nature, individuality and exotica” (The American Experience). Transcendentalism and anti-transcendentalism are hallmarks of this era as many of these writers explored man’s relationship to nature and his desire to reach a higher consciousness outside traditional theology.FOCUS SKILLS: Researching The National Period; Washington Irving; William Cullen Bryant’s Thanatopsis; Transcendentalism; Emerson and Transcendentalism; Henry David Thoreau and Walden Pond; Henry David Thoreau’s Of Civil Disobedience; Nathaniel Hawthorne’s Short Stories; Hawthorne’s The Scarlet Letter; Poetry of Edgar Allan Poe; Edgar Allan Poe and the Gothic Tradition

Holt Elements of Literature correlation to the LA comprehensive CurriculumElements of Literature, Fifth Course © 2007,

Selection Title Skill/Literary Focus SE pages

LCC Activity

#

GLEs

Collection 2 American Romanticism (Essay)(Philosophical, political, religious, ethical, and social influences)

Analyze/contrast literary periods

162-173 2, 5 5

The Devil and Tom Walker (Short Story) Making Predictions/ Mood 174-188 1, 3 1a, 1b, 3a, 5, 6, 7e, 9a, 9c, 9d, 9f, 12, 20a

Thanatopsis (Poem) Reading Inverted 189-193 4 3b, 6, 7c, 8b, 9a, 9d



SPRING (Jan 6-Mar 14) 2011-2012

Sentences/ThemeThe Tide Rises, the Tide Falls/The Cross of Snow (Poem/Sonnet)

Meter/Sonnet 194-202 3b, 6, 7c, 8b, 9a

from Nature (Essay)from Self-Reliance (Essay)

Monitoring Your Reading/ Imagery, Figures of Speech

203-212 6 1a, 3a, 4, 7a, 8b, 9a, 9c, 12

from Walden, or Life in the Woods (Essay) Making Generalizations/ Metaphor

213-231 7 3a, 4, 6, 7a, 9a, 9c, 9d, 9f, 11, 12, 13c

Comparing Points of View:from Resistance to Civil Government (Essay)from On Nonviolent Resistance (Speech)from Letter from Birmingham City Jail ( Letter)

Recognizing Persuasive Techniques/ Paradox

232-242

243-248

8, 13 3a, 3c, 3e, 4, 5, 7a, 7g, 9a, 9b, 9c, 9d, 9e, 9g, 9h, 11, 12, 13f, 17g, 20a, 37c

Dr. Heidegger’s Experiment (Short Story) Identifying Details/Allegory 249-261 9 1b, 3a, 7e, 8d, 9c, 9d, 20a

The Minister’s Black Veil (Short Story) Drawing Inferences/ Symbol 262-276The Pit and the Pendulum (Short Story) Retelling/ Symbolic Meaning 277-296 1, 12 1b, 3a, 3b, 6, 7c, 7e,

9a, 9c, 9d, 9e, 17d, 38a, 38b, 38c, 39c

The Raven (Poem) Sound Effects 297-303 11

Eldorado (Poem) Archetype 304-306

LCC UNIT 3 Activity 1 Ongoing Independent Reading GLEs: 03a, 07e, 09aLCC UNIT 3 Activity 2 Ongoing Vocabulary Study GLEs: 01a, 01b, 01c, 21, 23d, 24LCC UNIT 3 Activity 3 Ongoing Writing Prompts to Make Real-Life Connections and to Assess Understanding

GLEs: 05, 09a, 09c, 09d, 09f, 20a, 30b

LCC UNIT 3 Activity 4 Ongoing Grammar Study GLEs: 21, 22a, 22b, 23d

LCC UNIT 3 Activity 5: Understanding the National Period GLE # GLE/RESOURCES

Materials List: folder of items for group work, brief biography for each author, historical overview of 1800-1850

The teacher should divide the class into groups and give each group a folder on a different author from this unit containing items such as maps or photographs of relevant locations, quotes by the author, copies of paintings, and a short biography for each.Information can be found at http://classicauthors.net or:

Irving http://www.hudsonvalley.org/education/Links/links.html

Bryant http://www.npg.si.edu/exh/brady/gallery/70gal.html;

Poe http://www.poemuseum.org/

Emerson http://www.cas.sc.edu/engl/emerson/

Thoreau http://www.vcu.edu/engweb/transcendentalism/authors/thoreau/

Hawthorne


09afh Demonstrate understanding of information inAmerican, British, and world literature using a varietyof strategies, for example:a. interpreting and evaluating presentation of events and informationf. critiquing the strengths and weaknesses of ideas and informationh. synthesizing

25 Use standard English grammar, diction, and syntaxwhen speaking in formal presentations and informalgroup discussions

26a Select language appropriate to specific purposes andaudiences for speaking, including:a. delivering informational/book reports in class

27cd Listen to detailed oral instructions and presentations and carry out complex procedures, including:c. forming groupsd. taking accurate, detailed notes

29a Deliver presentations that include the following:a. language, diction, and syntax selected to suit a purpose

and impact an audience


http://www.vcu.edu/engweb/transcendentalism/authors/thoreau/

http://www.vcu.edu/engweb/transcendentalism/authors/thoreau/

http://www.cas.sc.edu/engl/emerson/

http://www.poemuseum.org/

http://www.npg.si.edu/exh/brady/gallery/70gal.html

http://www.npg.si.edu/exh/brady/gallery/70gal.html

http://www.hudsonvalley.org/education/Links/links.html

http://www.hudsonvalley.org/education/Links/links.html

http://classicauthors.net/


SPRING (Jan 6-Mar 14) 2011-2012

http://hawthorneinsalem.org/Introduction.html

Each group should review the information and then create a skit or “infomercial” to present the author and his locale to the class by using some of the information in the folder as visuals during the presentation. The class should note significant detail from each author.To wrap up the activity, the teacher should facilitate a discussion of changes in America during this time period, including brief details of westward expansion, population growth, and the prevailing philosophies of the time.

LCC UNIT 3 Activity 6: Washington Irving GLE #

GLE/RESOURCES

Materials List: posted list of folktale characteristics, copy of “The Devil and Tom Walker,” Analysis of a Folktale BLMHolt Literature: The Devil and Tom Walker pp.174-188

Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

Before a reading of Washington Irving’s short story “The Devil and Tom Walker,” students should note the characteristics of a folktale including:

stereotypical characters usually a humorous tone unrealistic or unlikely situations lesson of a general truth about life

The teacher should then demonstrate the use of a graphic organizer that will help students connect characters and events to the elements of a traditional folk tale. The teacher should distribute copies of the Analysis of a Folktale BLM, read the first paragraph of the story aloud, and demonstrate how to summarize briefly the description in the box labeled “Unrealistic Situations.” Students should then continue reading the story, filling in the boxes with examples for each category. Next, support from the chart should be used by students in developing a brief

06 Analyze and explain the significance of literary forms, techniques, characteristics, and recurrent themes of major literary periods in ancient, American, British, or world literatureHolt Literature: The Devil and Tom Walker pp.174-188

07e Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including:e. short stories, novellas, and novels

09acdh

Demonstrate understanding of info in American, British, and world literature througha. interpreting and evaluating presentation of events and

informationc. making inferences and drawing conclusionsd. evaluating the author’s use of complex literary


h. synthesizing27ac Listen to detailed oral instructions and presentations

and carry out complex procedures, including:a. reading and questioningc. forming groups








http://hawthorneinsalem.org/Introduction.html


SPRING (Jan 6-Mar 14) 2011-2012

composition that explains how the author uses these elements to develop a general truth about life. These might be shared in whole-class discussion.The class should then work in small groups to modernize the story, rewriting it with the same general plot and a similar theme adapted to a contemporary setting and characters. After an oral reading by each group, the class might discuss the nature of greed both past and present. As closure, students should reflect on this topic in a journal or learning log.

LCC UNIT 3 Activity 7: William Cullen Bryant’s “Thanatopsis”

GLE #

GLE/RESOURCES

Materials List: notes on the Romantic Movement, Analysis of “Thanatopsis” BLM, “Thanatopsis” Composition Rubric BLMHolt Literature: Thanatopsis pp.189-193Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

In a journal entry, students should describe the most beautiful or “restorative” place they have ever been, including a detailed description of the time and how the natural setting was soothing or inspiring. Students should then note a description of the Romantic literary movement that includes the following characteristics:

deep appreciation for nature awareness of and respect for the past celebration of the individual focus on emotional, spiritual, and imaginative

experiences

Class discussion that includes a connection to students’ journals should call attention to landscapes that inspired the writers of this time.

The teacher will next provide a brief overview of the poem “Thanatopsis” and a review of iambic pentameter. Students

03b Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses – drama/poetryHolt Literature: Thanatopsis pp.189-193



07c Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and types, including: c. forms of lyric and narrative poetry such as the ballad, sonnets, pastorals, elegies, and the dramatic monologue

09ac Demonstrate understanding of information inAmerican, British, and world literature using a varietyof strategies, for examplea. interpreting and evaluating presentation of events and informationc. evaluating the author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas)

14abcd

Develop complex compositions, essays, and reports that include the following:a. a clearly stated central idea/thesis statementb. a clear, overall structure (e.g., introduction, body,




16abcf

Develop complex compositions using writing processes such as the following:a. selecting topic and form (e.g., determining a purpose

and audience)b. prewriting (e.g., brainstorming, clustering, outlining,

generating main idea/thesis statements)c. drafting d. conferencing with peers and teacherse. revising for content and structure based on feedback









SPRING (Jan 6-Mar 14) 2011-2012

should be directed to scan the poem silently before an oral reading by the teacher or selected students. During reading, the teacher should stop to paraphrase key lines for general understanding and point out that the poem has two different speakers and four sections. Students should then work in pairs using the Analysis of “Thantopsis” BLM to create an outline and summary of each section.

Finally, students should use these notes and a writing process to draft a composition that explains how this poem displays the qualities of Romantic writing. The discussion should include specific support and quotes from the poem and an analysis of the theme with a personal reaction.

f. proofreading/editing to improve conventions of language



26c Select language appropriate to specific purposes andaudiences for speaking, including:c. participating in class discussions

27b Listen to detailed oral instructions and presentationsand carry out complex procedures, including:b. writing responses

LCC UNIT 3 Activity 8: Works of Edgar Allan Poe GLE #

GLE/RESOURCES

Materials List: selection of Poe’s stories, SPAWN prompt

The teacher should engage the students in a discussion of Poe’s life, which includes how an author’s work can be a reflection of a difficult personal life. The discussion should lead to contemporary examples of musicians, actors, or writers whose art or public life may exhibit their private problems. Students should next write a journal entry discussing why they think famous people such as those they have discussed sometimes “self-destruct” and whether or not they deserve sympathy.Students should then be allowed to choose from several of Poe’s short stories. Suggested titles are “The Fall of the House of Usher,” “The Black Cat,” or “The Pit and the Pendulum.” During reading, students should note or chart similarities between what happens to the characters in the story and what they have learned of Poe’s life and the early 19th century.Students should reflect further on how the story connects to the author’s life by using the literacy strategy of SPAWN writing (view literacy strategy descriptions). After reading, the teacher should have the students use the S- Special Powers aspect of SPAWN writing to focus on the concept of whether or not a person who might regret serious mistakes has the power to change. The teacher should provide the class with the following prompt:

You now have the power to change actions of a character in the story you have just read so that the outcome of the situation will change. Start by briefly summarizing the plot and explaining how you believe it relates to Poe’s life. Then describe what choices or actions of the character you would change, the reasons for these changes, and how you believe this would change the outcome.

06 Analyze and explain the significance of literary forms, techniques, characteristics, and recurrent themes of major literary periods in ancient, American, British, or world literatureHolt Literature: Edgar Allan Poe pp. 297-298The Pit and the Pendulum pp. 280-292; The Raven pp. 298-301; Eldorado p. 305Poe online:www.poestories.com/www.online-literature.com/poe/

09d Demonstrate understanding of information inAmerican, British, and world literature using a varietyof strategies, for example:d. evaluating the author’s use of complex literary



20a Write for various purposes, including:a. interpretations/explanations that connect life experiences to works of American, British, and world literature

26c Select language appropriate to specific purposes andaudiences for speaking, including:c. participating in class discussions


http://www.online-literature.com/poe/

http://www.poestories.com/


SPRING (Jan 6-Mar 14) 2011-2012

When students have completed their writing, they should share their responses in small group or whole-class discussion. The compositions can be assessed further as an informal writing that has obvious connections to the text.

LCC UNIT 3 Activity 9: Understanding Transcendentalism

GLE #

GLE/RESOURCES

Materials List: varied news articles on modern innovators, Contemporary Nonconformists and Transcendentalism BLM, notes on TranscendentalismAccess BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

To introduce the concept of Transcendentalism, students should work in small groups with a variety of news articles that describe contemporary inventors, scientists, political activists, artists, or business innovators who are modern nonconformists. Possible sources are http://www.time.com/time/ or http://www.ted.com/. TED (Technology, Entertainment, and Design) is an annual conference where presenters make 18-minute talks pitching their innovative ideas. After reviewing an article, each group should complete Section One of the Contemporary Nonconformists and Transcendentalism BLM.

The teacher should then facilitate a discussion of how these contemporary innovators have relied on their own instincts and intuition in their accomplishments. Students should then note the characteristics of Transcendentalism. Information can be found at http://www.vcu.edu/engweb/transcendentalism. After a class discussion of these characteristics, students should fill in Section Two of the BLM. Each group should then present their findings to the class.

03d Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including: d. film/visual texts



09aceh


informationc. making inferences and drawing conclusionse. evaluating the author’s use of complex literary


h. synthesizing27cd Listen to detailed oral instructions and presentations

and carry out complex procedures, includingc. forming groupsd. taking accurate, detailed notes

31b Deliver oral presentations, including:b. responses that analyze information in texts andmedia


http://www.vcu.edu/engweb/transcendentalism

http://www.ted.com/

http://www.time.com/time/








SPRING (Jan 6-Mar 14) 2011-2012

LCC UNIT 3 Activity 10: The Writings of Ralph Waldo Emerson and Transcendentalism

GLE #

GLE/RESOURCES

Materials List: excerpt from “Self Reliance”, list of quotes from “Self Reliance” Access BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

The teacher should facilitate an oral reading and discussion of an excerpt from Emerson’s essay “Self Reliance.” Students will then use split page note-taking (view literacy strategy descriptions ) to analyze several of Emerson’s quotes from the essay that give insight or advice. These quotes may be teacher- or student-selected. The quotes should be recorded on the left side of the page. On the right side, students should discuss their meaning and relevance to contemporary life. The following is an example of the entry format:

Split page note-taking ExampleQuote Student Response

“We are always getting ready to live but never living.”

This means that people have great ideas but never seem to do anything with them. They always think they will act on them later. Many want to take time for travel or writing or playing music; but they just don’t get started, or they let other things get in the way.

Volunteers should then read their responses as the teacher facilitates a class discussion of each. Students should next choose one quote from their notes to relate to their personal lives in a learning log entry or journal.As an additional activity, students can write a dialogue between a teenager and a parent or other authority figure that concerns a disagreement over some issue such as grades, curfews, friends, clothes, music, or a job. The dialogue should contain several quotes from Emerson included in the teen’s responses.

03a Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including:a. fiction/nonfictionHolt Literature: Emerson- from Nature from Self-Reliance pp.303-212



07a Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and typesa. essays and memoirs by early and modern essay writers

09aceh




h. synthesizing11 Analyze and evaluate the philosophical arguments presented



20a Write for various purposes, including:a. interpretations/explanations that connect lifeexperiences to works of American, British, and worldliterature











SPRING (Jan 6-Mar 14) 2011-2012

LCC UNIT 3 Activity 11: Henry David Thoreau and Walden Pond

GLE # GLE/RESOURCES

Materials List: excerpt from Walden, Using QtA to Analyze Thoreau BLMAccess BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

Students will first review a biography of Henry David Thoreau including the influences of Emerson, Transcendentalism, and his “experiment” at Walden Pond. To help students reflect on the ideas in Thoreau’s Walden, the teacher should involve the class in the QtA (view literacy strategy descriptions ) collaborative process of building understanding during reading. In an introduction to an excerpt from Walden, the teacher should make the students aware of the idea that the reading process should involve close questioning of the author’s ideas. The teacher should then display the Using QtA to Analyze Thoreau BLM and discuss the list of questions that can be used in this process. Students should then participate in an oral reading of the entire excerpt from Walden to become accustomed to Thoreau’s structure and tone. Then the teacher should reread the first paragraph and demonstrate the questioning technique by involving the class in a discussion of these questions:

What is Thoreau talking about here? Does this idea make sense to you? Does Thoreau make his reasons clear to you? Why or

why not?The students should record one question and a personal response in their notebooks for paragraph one. The response should include the students’ reasons as support. This process of one question and a response for each paragraph should continue as students work in pairs to engage in the QtA process throughout the rest of the excerpt. When pairs have completed this, students should come together in larger groups of 6-8 to discuss their questions and responses. Group members should participate in this session by adding one new question and response to their notes for each paragraph. The teacher

03a Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including:a. fiction/nonfictionHolt Literature: Thoreau - from Walden, or Life in the Woods pp.213-231




09aceh




h. synthesizing11 Analyze and evaluate the philosophical arguments presented




27a Listen to detailed oral instructions and presentationsand carry out complex procedures, including:a. reading and questioning











SPRING (Jan 6-Mar 14) 2011-2012

should move around to monitor and help facilitate the discussion in each group. Finally, each student should choose a significant quote from the excerpt and develop a journal or learning log entry that introduces the quote and applies it to contemporary life and their personal situations.

LCC UNIT 3 Activity 12: Henry David Thoreau’s “Of Civil Disobedience”

GLE #

GLE/RESOURCES

Materials List: photographs of contemporary civil disobedience, essay describing the civil disobedience of Dr. Martin Luther King, teacher’s notes on Thoreau’s night in jail, excerpt from Thoreau’s “Of Civil Disobedience”

The teacher should display photographs of contemporary examples of civil disobedience, such as a sit-in or a protest walk (http://www.history.com/ ), and encourage the class to discuss the purpose of civil disobedience and the differences between violent and peaceful protest.

Students should next read and annotate an essay that describes the civil disobedience of Dr. Martin Luther King. Examples might be:

“Letter from a Birmingham Jail” “Choice: A Tribute to Dr. Martin

Luther King Jr.” (Alice Walker)

The teacher should then give students an overview of Thoreau’s night in jail that prompted his essay “Of Civil Disobedience.” After reading an excerpt from his essay, students should complete one or more of the following:

Identify two of Thoreau’s topics and list his supporting reasons or evidence for each.

Choose one quote or position from the piece and take a stand for or against it in an editorial.

Write an “unsent letter” to a government official or political candidate that uses one of Thoreau’s statements in a request or discussion of advice.

Write a short composition explaining how the essay displays the philosophy of Transcendentalism, using specific support from the excerpt.

Explore in a small group discussion what Thoreau would have thought about contemporary issues such as government deficits, modern taxes, or the Internet.

As closure, students should write a journal entry discussing any situations where civil disobedience might be necessary. Volunteers might read their journals for class discussion.

03a Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including:a. fiction/nonfictionHolt Literature: Thoreau - Comparing Points of View:from Resistance to Civil Government p.234from On Nonviolent Resistance p. 243from Letter from Birmingham City Jail p. 245




09abce

Demonstrate understanding of info in American, British, and world literature througha. interpreting and evaluating presentation of events and informationb. evaluating the credibility of arguments in nonfiction worksc. making inferences and drawing conclusionse. comparing and contrasting major periods, themes, styles, and trends within and across texts




27a Listen to detailed oral instructions and presentationsand carry out complex procedures, including:a. reading and questioning


http://www.history.com/


SPRING (Jan 6-Mar 14) 2011-2012

LCC UNIT 3 Activity 13: The Fiction of Nathaniel Hawthorne

GLE #

GLE/RESOURCES

Materials List: Opinionnaire for Hawthorne’s Fiction BLM, copies of a short story by Hawthorne or the novel The Scarlet Letter, selected vocabulary for log, guided-reading questions, topics for journal entries or RAFT writing, portfolio research topics, graphic organizer materials to analyze story elementsAccess BLMs at http://secondaryela.jppss.k12.la.us/secondaryela-mscurriculum/HOLT Interactive Graphic Organizers @ http://my.hrw.com/nsmedia/intgos/html/igo.htmHolt Writing Models @ http://go.hrw.com/eolang/modbank/ HOLT Literature & Language Arts http://hlla.hrw.com/hlla/Content Literacy Strategies Interactive http://www.vrml.k12.la.us/cc/18str/18str.htm.

An introduction to Hawthorne’s work should begin with the opinionnaire BLM that involves the students with the concept of keeping secrets. The teacher should provide small groups with a list of modern situations that illustrate the concept.

An example of this would be: You and a best friend cheat on a test. However, only your friend is caught by the teacher and receives a failing grade for both the test and the course. He or she does not mention your involvement. Should you mention it now?

Groups should discuss/debate each statement, survey members, and record an explanation for their choices. Each group should then explain the results to the class. This should lead to a class discussion about when it is justifiable to keep a secret and the possible results of such a situation. The teacher will then connect students’ discussion to a general overview of Hawthorne’s writing.Before working with one of Hawthorne’s short stories, such as “The Minister’s Black Veil” or his novel The Scarlet Letter, the class should note a description of the work of the author in a teacher-facilitated overview.

Students should then read the short story or novel and complete any of the following activities. In the case of the novel, these activities may be used as an ongoing portfolio to be checked during and after reading:

ongoing vocabulary log of new or unfamiliar words

03a Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including:a. fiction/nonfictionHolt Literature: Hawthorne - Dr. Heidegger’s Experiment pp.249-251; The Minister’s Black Veil pp. 262-276



07e Analyze and synthesize in oral and written responses distinctive elements (e.g., structure) of a variety of literary forms and typese. short stories, novellas, and novels

8d Analyze in oral and written responses the ways in which works of ancient, American, British, or world literature represent views or comments on life, for example:d. an allegory uses fictional figures to express truths about human experiences

09a Demonstrate understanding of info in American, British, and world literature througha. interpreting and evaluating presentation of events and information









SPRING (Jan 6-Mar 14) 2011-2012

guided reading questions artwork depicting dramatic scenes RAFT writing from the viewpoint of various characters graphic organizers, such as word webs or charts to

analyze story elements such as characters, theme, symbolism, and irony (e.g., a word web that contains the word hypocrisy at the center)

split note-taking to analyze quotes that express the author’s views on human nature

character descriptions a composition that discusses any of the major themes

As a closing activity, students should write a journal entry in which they discuss what they have learned about the American identity from this unit overall and how it compares and/or contrasts with our society today.


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