Unit Activity Correlations to Common Core State Standards€¦ · 24-01-2011 · Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2,

Unit Activity Correlations to

Common Core State Standards

North Carolina Textbook AdoptionEnglish Language Arts Level 4

English I

Table of Contents

College and Career Readiness Anchor Standards for Reading 1Reading Standards for Literature 6–12 6Reading Standards for Informational Text 6–12 10College and Career Readiness Anchor Standards for Writing 15Writing Standards 6–12 19College and Career Readiness Anchor Standards for Speaking and Listening 26Speaking and Listening Standards 6–12 29College and Career Readiness Anchor Standards for Language 32Language Standards 6–12 36

ELA Level 4 – English I

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-9: Reflecting on Growth: Researching and Presenting

Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 2: Short Story Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Unit 1, Activity 1-1: Previewing the Unit Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-12: Viewing an Interview Unit 1, Activity 1-14: Interviewing Together Unit 2, Activity 2-1: Previewing the Unit Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 3, Activity 3-1: Previewing the Unit Unit 3, 3-8: Extending Metaphor and Symbol Unit 4, 4-1: Previewing the Unit

Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Unit 5, 5-28: Contextualizing Controversy Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 10: Research Unit 5, 5-21: Comparing Print and Film Text

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-2: An Eye for an Eye Unit 2, Activity 2-3: “A Poison Tree”

Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C


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Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-11: Odes to Someone Special Unit 3, 3-13: More Work with Connotation Unit 3, 3-15: Poetry Analysis of “Young” Unit 3, 3-16: Poetry Café Unit 3, 3-17: Getting Kidnapped by a Poet Unit 3, 3-18: Syntax Surgery Unit 3, 3-19: Generating a Rhetorical Plan Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene

Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Unit 5, 5-28: Contextualizing Controversy Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 5: Script Writing

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 3, 3-7: Exploring Diction and Imagery Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-4: I’d Like to Introduce Unit 1, Activity 1-5: Introduction to Learning Logs and Word Walls Unit 1, Activity 1-7: Defining Moments Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-4: Literary Devices Scavenger Hunt

Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-6: Structure in Poetry Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, 3-15: Poetry Analysis of “Young” Unit 4, 4-2: Mask Monologues Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, 5-28: Contextualizing Controversy Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 9: Response to Literary or Expository Text

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-16: Teens and Books: What Are the Influences?

Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-2: An Eye for an Eye Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”


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Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-11: Odes to Someone Special Unit 3, 3-13: More Work with Connotation Unit 3, 3-15: Poetry Analysis of “Young” Unit 3, 3-16: Poetry Café Unit 3, 3-17: Getting Kidnapped by a Poet Unit 3, 3-18: Syntax Surgery Unit 3, 3-19: Generating a Rhetorical Plan Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter

Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Unit 5, 5-28: Contextualizing Controversy Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 5: Script Writing

6. Assess how point of view or purpose shapes the content and style of a text. Unit 1, Activity 1-10: Conversations with Characters Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-28: Independent Viewing Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-2: What Is Poetry? Unit 5, 5-2: Exploring My Opinions Unit 5, 5-10: A Scouting Party Unit 5, 5-12: Making Connections Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird

Writing Workshop 2: Short Story Writing Workshop 10: Research Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 3, 3-6: Structure in Poetry Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-10: Conversations with Characters Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-16: Teens and Books: What Are the Influences?

Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-5: Opening the Cask Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado” Unit 2, Activity 2-9: Peer Interviews


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Unit 2, Activity 2-10: “The Stolen Party” – Close Reading Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-13: “The Stolen Party” Story Diagram Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-20: Revisiting “Wonka”: Application of Film Terms Unit 2, Activity 2-21: Working with Cinematic Techniques: Part 2 Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D Unit 2, Activity 2-28: Independent Viewing Unit 3, 3-2: What Is Poetry? Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-4: Literary Devices Scavenger Hunt Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-13: More Work with Connotation Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, 3-15: Poetry Analysis of “Young” Unit 3, 3-16: Poetry Café Unit 3, 3-17: Getting Kidnapped by a Poet Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene

Unit 4, 4-13: Poetry, Paraphrased Unit 4, 4-14: Foiled Again Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-16: Acting Companies Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-23: Shakespeare in Art Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-3: A Time and a Place Unit 5, 5-4: What Is Context? Unit 5, 5-5: Putting the Text in Context Unit 5, 5-10: A Scouting Party Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-16: Questioning the Text Unit 5, 5-17: Examining the Title Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Unit 5, 5-28: Contextualizing Controversy Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text


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8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-11: Visualizing Setting

Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 2: Short Story Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, Activity 1-17: Examining Ads and Reviewing Appeals Unit 3, 3-10: Exploring Theme

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-10: “The Stolen Party” – Close Reading

Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-9: Two Versions of One Memory Unit 5, 5-21: Comparing Print and Film Text

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-9: Two Versions of One Memory Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-5: Opening the Cask Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado” Unit 2, Activity 2-10: “The Stolen Party” – Close Reading Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-13: “The Stolen Party” Story Diagram Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-20: Revisiting “Wonka”: Application of Film Terms

Unit 2, Activity 2-21: Working with Cinematic Techniques: Part 2 Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-13: More Work with Connotation


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Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, 3-15: Poetry Analysis of “Young” Unit 3, 3-16: Poetry Café Unit 3, 3-17: Getting Kidnapped by a Poet Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-13: Poetry, Paraphrased Unit 4, 4-14: Foiled Again Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-16: Acting Companies Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-23: Shakespeare in Art Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-10: A Scouting Party

Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-16: Questioning the Text Unit 5, 5-17: Examining the Title Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 3, 3-3: A Writer Speaks About Poetry Unit 5, 5-5: Putting the Text in Context Unit 5, 5-28: Contextualizing Controversy Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research

Reading Standards for Literature 6–12 Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!”

Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies


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Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 2: Short Story

Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Unit 1, Activity 1-1: Previewing the Unit Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-12: Viewing an Interview Unit 1, Activity 1-14: Interviewing Together Unit 2, Activity 2-1: Previewing the Unit Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 3, Activity 3-1: Previewing the Unit Unit 3, 3-8: Extending Metaphor and Symbol Unit 4, 4-1: Previewing the Unit


3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 2, Activity 2-13: “The Stolen Party” Story Diagram Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-17: “A Plague o’ Both Your Houses!”

Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Unit 5, 5-28: Contextualizing Controversy Writing Workshop 2: Short Story Writing Workshop 3: Poetry

Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 3, 3-7: Exploring Diction and Imagery Writing Workshop 1: The Writing Process

Writing Workshop 2: Short Story Writing Workshop 3: Poetry Unit 1, Activity 1-3: What’s in a Name?


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Unit 1, Activity 1-4: I’d Like to Introduce Unit 1, Activity 1-7: Defining Moments Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-4: Literary Devices Scavenger Hunt Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, 3-15: Poetry Analysis of “Young” Unit 4, 4-2: Mask Monologues

Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, 5-28: Contextualizing Controversy Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 9: Response to Literary or Expository Text

5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-2: An Eye for an Eye Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 3, 3-19: Generating a Rhetorical Plan Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited

Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Unit 5, 5-28: Contextualizing Controversy Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 5: Script Writing

6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Unit 1, Activity 1-10: Conversations with Characters Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast

Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-14: Foiled Again Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-16: Acting Companies Unit 4, 4-17: “A Plague o’ Both Your Houses!”


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Integration of Knowledge and Ideas 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-20: Revisiting “Wonka”: Application of Film Terms Unit 2, Activity 2-21: Working with Cinematic Techniques: Part 2 Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D

Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-10: A Scouting Party Unit 5, 5-21: Comparing Print and Film Text

9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Unit 3, 3-12: Coming of Age in Sonnets Unit 4, 4-13: Poetry, Paraphrased Unit 4, 4-23: Shakespeare in Art

Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend lit Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-9: Two Versions of One Memory Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-5: Opening the Cask Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado” Unit 2, Activity 2-10: “The Stolen Party” – Close Reading Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-13: “The Stolen Party” Story Diagram Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-20: Revisiting “Wonka”: Application of Film Terms Unit 2, Activity 2-21: Working with Cinematic Techniques: Part 2 Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 2, Activity 2-23: Reading Film: Screening Day A

Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-13: More Work with Connotation Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, 3-15: Poetry Analysis of “Young” Unit 3, 3-16: Poetry Café Unit 3, 3-17: Getting Kidnapped by a Poet Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter


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Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-13: Poetry, Paraphrased Unit 4, 4-14: Foiled Again Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-16: Acting Companies Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-23: Shakespeare in Art Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”

Unit 5, 5-10: A Scouting Party Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-16: Questioning the Text Unit 5, 5-17: Examining the Title Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing

Reading Standards for Informational Text 6–12 Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood

Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 2: Short Story Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 2, Activity 2-5: Opening the Cask Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 2, Activity 2-21: Working with Cinematic Techniques: Part 2 Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 3, 3-8: Extending Metaphor and Symbol Unit 4, 4-22: “…I Needs Must Act Alone”


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2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Unit 1, Activity 1-1: Previewing the Unit Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-12: Viewing an Interview Unit 1, Activity 1-14: Interviewing Together Unit 2, Activity 2-1: Previewing the Unit Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 3, Activity 3-1: Previewing the Unit Unit 3, 3-8: Extending Metaphor and Symbol Unit 4, 4-1: Previewing the Unit


3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-2: An Eye for an Eye Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-11: Odes to Someone Special Unit 3, 3-13: More Work with Connotation Unit 3, 3-15: Poetry Analysis of “Young” Unit 3, 3-16: Poetry Café Unit 3, 3-17: Getting Kidnapped by a Poet Unit 3, 3-18: Syntax Surgery

Unit 3, 3-19: Generating a Rhetorical Plan Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Unit 5, 5-28: Contextualizing Controversy Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 5: Script Writing


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Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion diff Unit 3, 3-7: Exploring Diction and Imagery Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-4: I’d Like to Introduce Unit 1, Activity 1-7: Defining Moments Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-4: Literary Devices Scavenger Hunt Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, 3-15: Poetry Analysis of “Young” Unit 4, 4-2: Mask Monologues Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, 5-28: Contextualizing Controversy Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 9: Response to Literary or Expository Text Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-5: Introduction to Learning Logs and Word Walls Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways

Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-28: Independent Viewing Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-18: Syntax Surgery Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-19: Emotional Roller Coaster Unit 5, 5-3: A Time and a Place Unit 5, 5-4: What Is Context? Unit 5, 5-5: Putting the Text in Context Unit 5, 5-7: Collecting Resources Unit 5, 5-8: Audience Analysis Unit 5, 5-10: A Scouting Party Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-20: Changing the Scene Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, Unit Reflection Unit 4, Unit Reflection Unit 3, Unit Reflection Unit 2, Unit Reflection Unit 1, Unit Reflection


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5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B

Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 3, 3-6: Structure in Poetry Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Unit 1, Activity 1-10: Conversations with Characters Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-28: Independent Viewing Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-2: What Is Poetry? Unit 5, 5-2: Exploring My Opinions Unit 5, 5-10: A Scouting Party Unit 5, 5-12: Making Connections Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird

Writing Workshop 2: Short Story Writing Workshop 10: Research Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 3, 3-6: Structure in Poetry Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

Integration of Knowledge and Ideas 7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-20: Revisiting “Wonka”: Application of Film Terms Unit 2, Activity 2-21: Working with Cinematic Techniques: Part 2 Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D

Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-10: A Scouting Party Unit 5, 5-21: Comparing Print and Film Text

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme

Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions


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Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes

Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 2: Short Story Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text

9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and Unit 5, 5-5: Putting the Text in Context Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-16: Poetry Café Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-13: Poetry, Paraphrased Unit 4, 4-14: Foiled Again Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-16: Acting Companies Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”

Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 5, 5-10: A Scouting Party Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-16: Questioning the Text Unit 5, 5-17: Examining the Title Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo

Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high e Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 3, 3-3: A Writer Speaks About Poetry Unit 5, 5-5: Putting the Text in Context

Unit 5, 5-28: Contextualizing Controversy Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, Activity 1-9: Two Versions of One Memory


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College and Career Readiness Anchor Standards for Writing Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-9: Reflecting on Growth: Researching and Presenting


2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-10: Conversations with Characters Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-12: Viewing an Interview Unit 1, Activity 1-14: Interviewing Together Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-13: More Work with Connotation Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry

Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-10: Developing Dramaturges Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 4, 4-27: Reflecting on Growth: Speaking and Listening Unit 4, 4-28: Reflecting on Growth: Reading and Writing Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 5, 5-2: Exploring My Opinions Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict


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Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 6: Expository Writing

Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-8: Extending Metaphor and Symbol

Unit 3, EA 3-1: Creating a Poetry Anthology Unit 4, 4-15: Short Shrift: A Quick Wedding Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-10: Conversations with Characters Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-12: Viewing an Interview Unit 1, Activity 1-14: Interviewing Together Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-13: More Work with Connotation Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-10: Developing Dramaturges Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”

Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 4, 4-27: Reflecting on Growth: Speaking and Listening Unit 4, 4-28: Reflecting on Growth: Reading and Writing Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 5, 5-2: Exploring My Opinions Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-8: Extending Metaphor and Symbol


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Unit 3, EA 3-1: Creating a Poetry Anthology Unit 4, 4-15: Short Shrift: A Quick Wedding Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story

Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research

Unit 1, EA 1-1: Presenting an Interview Narrative Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, EA 2-1: Creating a Storyboard Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-1: Creating a Poetry Anthology Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, EA 1-1: Presenting an Interview Narrative Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, EA 2-1: Creating a Storyboard Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-1: Creating a Poetry Anthology Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene

Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-16: Acting Companies Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-6: Preparing for Research Unit 5, 5-7: Collecting Resources Unit 5, 5-8: Audience Analysis Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-28: Contextualizing Controversy

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-16: Acting Companies Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-6: Preparing for Research

Unit 5, 5-7: Collecting Resources Unit 5, 5-8: Audience Analysis Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-28: Contextualizing Controversy Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 5, EA 5-1: Historical Investigation and Presentation Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research


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8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-16: Acting Companies Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-6: Preparing for Research


9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-16: Acting Companies Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-6: Preparing for Research Unit 5, 5-7: Collecting Resources Unit 5, 5-8: Audience Analysis Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-28: Contextualizing Controversy Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 5, EA 5-1: Historical Investigation and Presentation Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party”

Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 2: Short Story

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-10: Conversations with Characters Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-12: Viewing an Interview Unit 1, Activity 1-14: Interviewing Together

Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-14: SIFTing through “Marigolds”


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Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-13: More Work with Connotation Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-10: Developing Dramaturges Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 4, 4-27: Reflecting on Growth: Speaking and Listening Unit 4, 4-28: Reflecting on Growth: Reading and Writing Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 5, 5-2: Exploring My Opinions Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions

Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, EA 3-1: Creating a Poetry Anthology Unit 4, 4-15: Short Shrift: A Quick Wedding Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing

Writing Standards 6–12 Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”

Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo


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Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 2: Short Story Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts

Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-9: Reflecting on Growth: Researching and Presenting


c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, 5-9: Reflecting on Growth: Researching and Presenting



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d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text

Writing Workshop 10: Research Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Unit 5, EA 5-1: Historical Investigation and Presentation Unit 3, EA 3-2: Analyzing and Presenting a Poet

e. Provide a concluding statement or section that follows from and supports the argument presented. Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text

Writing Workshop 10: Research Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Unit 5, EA 5-1: Historical Investigation and Presentation Unit 3, EA 3-2: Analyzing and Presenting a Poet

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird


b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird


c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird



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d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird


e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird


f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird


3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-8: Extending Metaphor and Symbol


b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-8: Extending Metaphor and Symbol



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c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-8: Extending Metaphor and Symbol


d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-8: Extending Metaphor and Symbol


e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-8: Extending Metaphor and Symbol


Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research



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5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research


6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, EA 1-1: Presenting an Interview Narrative Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, EA 2-1: Creating a Storyboard Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-1: Creating a Poetry Anthology Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene

Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-16: Acting Companies Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-6: Preparing for Research Unit 5, 5-7: Collecting Resources Unit 5, 5-8: Audience Analysis Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-28: Contextualizing Controversy

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understan Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-16: Acting Companies Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-6: Preparing for Research



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8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-16: Acting Companies Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-5: Putting the Text in Context Unit 5, 5-6: Preparing for Research


9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Sh Unit 3, 3-12: Coming of Age in Sonnets Unit 4, 4-13: Poetry, Paraphrased Unit 4, 4-23: Shakespeare in Art b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fa Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-2: Exploring My Opinions Unit 5, EA 5-1: Historical Investigation and Presentation

Unit 5, 5-9: Reflecting on Growth: Researching and Presenting Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 2: Short Story Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text


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Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-10: Conversations with Characters Unit 1, Activity 1-11: Creating a Playlist for a Novel Unit 1, Activity 1-12: Viewing an Interview Unit 1, Activity 1-14: Interviewing Together Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-13: More Work with Connotation Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-10: Developing Dramaturges Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”

Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 4, 4-27: Reflecting on Growth: Speaking and Listening Unit 4, 4-28: Reflecting on Growth: Reading and Writing Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 5, 5-2: Exploring My Opinions Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-27: Scout and Boo Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, EA 2-1: Creating a Storyboard Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, EA 3-1: Creating a Poetry Anthology Unit 4, 4-15: Short Shrift: A Quick Wedding Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing

College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Unit 1, Activity 1-1: Previewing the Unit Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-4: I’d Like to Introduce Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-10: Conversations with Characters

Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-14: Interviewing Together Unit 2, Activity 2-1: Previewing the Unit Unit 2, Activity 2-2: An Eye for an Eye Unit 2, Activity 2-5: Opening the Cask


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Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-10: “The Stolen Party” – Close Reading Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 3, Activity 3-1: Previewing the Unit Unit 3, 3-13: More Work with Connotation Unit 4, 4-1: Previewing the Unit Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges Unit 4, 4-13: Poetry, Paraphrased Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-24: “Then I Defy You, Stars!”

Unit 5, 5-1: Previewing the Unit Unit 5, 5-4: What Is Context? Unit 5, 5-8: Audience Analysis Unit 5, 5-12: Making Connections Unit 5, 5-20: Changing the Scene Unit 5, 5-26: Standing in Borrowed Shoes Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-10: Conversations with Characters Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-5: Opening the Cask Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado” Unit 2, Activity 2-9: Peer Interviews Unit 2, Activity 2-10: “The Stolen Party” – Close Reading Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-13: “The Stolen Party” Story Diagram Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-20: Revisiting “Wonka”: Application of Film Terms Unit 2, Activity 2-21: Working with Cinematic Techniques: Part 2 Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C

Unit 2, Activity 2-27: Reading Film: Screening Day D Unit 2, Activity 2-28: Independent Viewing Unit 3, 3-2: What Is Poetry? Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-4: Literary Devices Scavenger Hunt Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-13: More Work with Connotation Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, 3-15: Poetry Analysis of “Young” Unit 3, 3-16: Poetry Café Unit 3, 3-17: Getting Kidnapped by a Poet Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-13: Poetry, Paraphrased Unit 4, 4-14: Foiled Again


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Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-16: Acting Companies Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-23: Shakespeare in Art Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-3: A Time and a Place Unit 5, 5-4: What Is Context? Unit 5, 5-5: Putting the Text in Context Unit 5, 5-10: A Scouting Party Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences

Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-16: Questioning the Text Unit 5, 5-17: Examining the Title Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Unit 5, 5-28: Contextualizing Controversy Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Unit 1, Activity 1-9: Two Versions of One Memory Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 2, Activity 2-26: Reading Film: Screening Day C

Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Writing Workshop 1: The Writing Process

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Unit 1, Activity 1-4: I’d Like to Introduce Unit 1, EA 1-1: Presenting an Interview Narrative Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, Activity 2-2: An Eye for an Eye Unit 2, Activity 2-3: “A Poison Tree” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 3, 3-16: Poetry Café

Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 3, EA 3-1: Creating a Poetry Anthology Unit 3, 3-16: Poetry Café Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-10: Developing Dramaturges Unit 4, 4-16: Acting Companies Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 4, 4-27: Reflecting on Growth: Speaking and Listening Unit 5, EA 5-1: Historical Investigation and Presentation

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 3, 3-16: Poetry Café Unit 4, 4-10: Developing Dramaturges Unit 4, 4-16: Acting Companies Unit 4, EA 4-1: Presenting a Shakespearean Scene

Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, EA 2-1: Creating a Storyboard


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6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Unit 1, Activity 1-4: I’d Like to Introduce Unit 1, EA 1-1: Presenting an Interview Narrative Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, Activity 2-2: An Eye for an Eye Unit 2, Activity 2-3: “A Poison Tree” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, Activity 2-18: Film in Context: An Authorial Study

Unit 3, 3-16: Poetry Café Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 3, EA 3-1: Creating a Poetry Anthology Unit 3, 3-16: Poetry Café Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-10: Developing Dramaturges Unit 4, 4-16: Acting Companies Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 4, 4-27: Reflecting on Growth: Speaking and Listening

Speaking and Listening Standards 6–12 Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuas a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Unit 1, Activity 1-1: Previewing the Unit Unit 1, Activity 1-2: Coming of Age: Let Me Count the Ways! Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-1: Previewing the Unit Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, EA 2-1: Creating a Storyboard Unit 2, EA 2-2: Writing a Style Analysis Essay

Unit 3, Activity 3-1: Previewing the Unit Unit 4, 4-1: Previewing the Unit Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 5, 5-1: Previewing the Unit Unit 5, 5-2: Exploring My Opinions Unit 5, 5-3: A Time and a Place Unit 5, 5-5: Putting the Text in Context

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. Unit 1, Activity 1-1: Previewing the Unit Unit 1, Activity 1-2: Coming of Age: Let Me Count the Ways! Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-1: Previewing the Unit Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, EA 2-1: Creating a Storyboard Unit 2, EA 2-2: Writing a Style Analysis Essay


c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Unit 1, Activity 1-1: Previewing the Unit Unit 1, Activity 1-2: Coming of Age: Let Me Count the Ways!

Unit 1, Activity 1-3: What’s in a Name?


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Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-1: Previewing the Unit Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, EA 2-1: Creating a Storyboard Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, Activity 3-1: Previewing the Unit

Unit 4, 4-1: Previewing the Unit Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 5, 5-1: Previewing the Unit Unit 5, 5-2: Exploring My Opinions Unit 5, 5-3: A Time and a Place Unit 5, 5-5: Putting the Text in Context

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Unit 1, Activity 1-1: Previewing the Unit Unit 1, Activity 1-2: Coming of Age: Let Me Count the Ways! Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-1: Previewing the Unit Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, EA 2-1: Creating a Storyboard Unit 2, EA 2-2: Writing a Style Analysis Essay


2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-10: Conversations with Characters Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-5: Opening the Cask Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado” Unit 2, Activity 2-9: Peer Interviews Unit 2, Activity 2-10: “The Stolen Party” – Close Reading Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-13: “The Stolen Party” Story Diagram Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-20: Revisiting “Wonka”: Application of Film Terms Unit 2, Activity 2-21: Working with Cinematic Techniques: Part 2

Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D Unit 2, Activity 2-28: Independent Viewing Unit 3, 3-2: What Is Poetry? Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-4: Literary Devices Scavenger Hunt Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-13: More Work with Connotation Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, 3-15: Poetry Analysis of “Young” Unit 3, 3-16: Poetry Café Unit 3, 3-17: Getting Kidnapped by a Poet Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events


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Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-13: Poetry, Paraphrased Unit 4, 4-14: Foiled Again Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-16: Acting Companies Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-23: Shakespeare in Art Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished” Unit 5, 5-3: A Time and a Place Unit 5, 5-4: What Is Context? Unit 5, 5-5: Putting the Text in Context

Unit 5, 5-10: A Scouting Party Unit 5, 5-11: Visualizing Setting Unit 5, 5-12: Making Connections Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-16: Questioning the Text Unit 5, 5-17: Examining the Title Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo Unit 5, 5-28: Contextualizing Controversy Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Unit 1, Activity 1-9: Two Versions of One Memory Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 2, Activity 2-26: Reading Film: Screening Day C

Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Writing Workshop 1: The Writing Process

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Unit 1, Activity 1-4: I’d Like to Introduce Unit 1, EA 1-1: Presenting an Interview Narrative Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, Activity 2-2: An Eye for an Eye Unit 2, Activity 2-3: “A Poison Tree” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 3, 3-16: Poetry Café



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5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 3, 3-16: Poetry Café Unit 4, 4-10: Developing Dramaturges Unit 4, 4-16: Acting Companies Unit 4, EA 4-1: Presenting a Shakespearean Scene

Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, EA 2-1: Creating a Storyboard

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Unit 1, Activity 1-4: I’d Like to Introduce Unit 1, EA 1-1: Presenting an Interview Narrative Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, Activity 2-2: An Eye for an Eye Unit 2, Activity 2-3: “A Poison Tree” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 3, 3-16: Poetry Café


College and Career Readiness Anchor Standards for Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Unit 1, Activity 1-4: I’d Like to Introduce Unit 1, EA 1-1: Presenting an Interview Narrative Unit 1, Activity 1-19: Sampling Ads and Planning a Campaign Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, Activity 2-2: An Eye for an Eye Unit 2, Activity 2-3: “A Poison Tree” Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-16: Applying Cinematic Techniques Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 3, 3-16: Poetry Café Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 3, EA 3-1: Creating a Poetry Anthology Unit 3, 3-16: Poetry Café Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-10: Developing Dramaturges Unit 4, 4-16: Acting Companies Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 4, 4-27: Reflecting on Growth: Speaking and Listening Unit 5, EA 5-1: Historical Investigation and Presentation Writing Workshop 1: The Writing Process

Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, EA 1-1: Presenting an Interview Narrative Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, EA 2-1: Creating a Storyboard Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-1: Creating a Poetry Anthology Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird


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2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research


Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-9: Two Versions of One Memory Unit 2, Activity 2-3: “A Poison Tree” Unit 2, Activity 2-5: Opening the Cask Unit 2, Activity 2-6: “The Cask of Amontillado” Story Diagram Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado” Unit 2, Activity 2-10: “The Stolen Party” – Close Reading Unit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-13: “The Stolen Party” Story Diagram Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-20: Revisiting “Wonka”: Application of Film Terms Unit 2, Activity 2-21: Working with Cinematic Techniques: Part 2 Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-25: Director’s Chair: Visualizing a Scene Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-27: Reading Film: Screening Day D Unit 3, 3-3: A Writer Speaks About Poetry Unit 3, 3-5: A Catalogue of Coming-of-Age Experiences Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-10: Exploring Theme Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets

Unit 3, 3-13: More Work with Connotation Unit 3, 3-14: Tone-Deaf — Exercises on Tone in Poetry Unit 3, 3-15: Poetry Analysis of “Young” Unit 3, 3-16: Poetry Café Unit 3, 3-17: Getting Kidnapped by a Poet Unit 4, 4-2: Mask Monologues Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-5: A Sorrowful Son, a Dutiful Daughter Unit 4, 4-6: A Timeline of Events Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges Unit 4, 4-11: I Pray You, Speak Plainly, Please Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-13: Poetry, Paraphrased Unit 4, 4-14: Foiled Again Unit 4, 4-15: Short Shrift: A Quick Wedding Unit 4, 4-16: Acting Companies Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-19: Emotional Roller Coaster Unit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl” Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy” Unit 4, 4-22: “…I Needs Must Act Alone” Unit 4, 4-23: Shakespeare in Art Unit 4, 4-24: “Then I Defy You, Stars!” Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die” Unit 5, 5-10: A Scouting Party Unit 5, 5-11: Visualizing Setting


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Unit 5, 5-12: Making Connections Unit 5, 5-13: Making Predictions Unit 5, 5-14: Drawing Inferences Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-16: Questioning the Text Unit 5, 5-17: Examining the Title Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-19: Exploring the Issues in To Kill a Mockingbird Unit 5, 5-20: Changing the Scene Unit 5, 5-21: Comparing Print and Film Text Unit 5, 5-22: Analyzing Atticus’s Closing Argument Unit 5, 5-23: Reflection on the Verdict Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-25: Exploring Insights Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, 5-27: Scout and Boo

Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-16: Teens and Books: What Are the Influences? Unit 2, Activity 2-18: Film in Context: An Authorial Study Unit 3, 3-3: A Writer Speaks About Poetry Unit 5, 5-5: Putting the Text in Context Unit 5, 5-28: Contextualizing Controversy Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-5: Introduction to Learning Logs and Word Walls Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-28: Independent Viewing Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-18: Syntax Surgery Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet

Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-19: Emotional Roller Coaster Unit 5, 5-3: A Time and a Place Unit 5, 5-4: What Is Context? Unit 5, 5-5: Putting the Text in Context Unit 5, 5-7: Collecting Resources Unit 5, 5-8: Audience Analysis Unit 5, 5-10: A Scouting Party Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-20: Changing the Scene Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, Unit Reflection Unit 4, Unit Reflection Unit 3, Unit Reflection Unit 2, Unit Reflection Unit 1, Unit Reflection


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5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-5: Introduction to Learning Logs and Word Walls Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-28: Independent Viewing Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-18: Syntax Surgery Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt

Unit 4, 4-10: Developing Dramaturges Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-19: Emotional Roller Coaster Unit 5, 5-3: A Time and a Place Unit 5, 5-4: What Is Context? Unit 5, 5-5: Putting the Text in Context Unit 5, 5-7: Collecting Resources Unit 5, 5-8: Audience Analysis Unit 5, 5-10: A Scouting Party Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-20: Changing the Scene Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, Unit Reflection Unit 4, Unit Reflection Unit 3, Unit Reflection Unit 2, Unit Reflection Unit 1, Unit Reflection Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 3, 3-7: Exploring Diction and Imagery Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-5: Introduction to Learning Logs and Word Walls Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-26: Reading Film: Screening Day C

Unit 2, Activity 2-28: Independent Viewing Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-18: Syntax Surgery Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-8: Comparing Film Interpretations: An Old Accustomed Feast Unit 4, 4-9: Persuasive Prompt Unit 4, 4-10: Developing Dramaturges


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Unit 4, 4-12: Comparing Film Interpretations: The Balcony Scene Unit 4, 4-17: “A Plague o’ Both Your Houses!” Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now” Unit 4, 4-19: Emotional Roller Coaster Unit 5, 5-3: A Time and a Place Unit 5, 5-4: What Is Context? Unit 5, 5-5: Putting the Text in Context Unit 5, 5-7: Collecting Resources Unit 5, 5-8: Audience Analysis Unit 5, 5-10: A Scouting Party

Unit 5, 5-11: Visualizing Setting Unit 5, 5-13: Making Predictions Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-20: Changing the Scene Unit 5, 5-24: The World of Fragrant Ladies Unit 5, 5-26: Standing in Borrowed Shoes Unit 5, Unit Reflection Unit 4, Unit Reflection Unit 3, Unit Reflection Unit 2, Unit Reflection Unit 1, Unit Reflection

Language Standards 6–12 Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 5, 5-22: Analyzing Atticus’s Closing Argument Grammar Handbook, Part 7: Parallel Structure

Writing Workshop 6: Expository Writing Writing Workshop 9: Response to Literary or Expository Text

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, Activity 1-10: Conversations with Characters Unit 1, Activity 1-13: Reading an Interview Narrative Unit 2, Activity 2-10: “The Stolen Party” – Close Reading Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 2, Activity 2-30: Creating a Draft Unit 3, 3-2: What Is Poetry?

Unit 3, 3-18: Syntax Surgery Unit 5, 5-10: A Scouting Party Unit 5, 5-18: Pin the Quote on Atticus Unit 5, 5-22: Analyzing Atticus’s Closing Argument Grammar Handbook, Part 6: Identifying Independent and Dependent Clauses Grammar Handbook, Part 8: Introduction and General Usage in Defi ning Clauses

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. Unit 2, Activity 2-30: Creating a Draft Unit 5, 5-17: Examining the Title Unit 5, 5-18: Pin the Quote on Atticus

Grammar Handbook, Part 6: Identifying Independent and Dependent Clauses Grammar Handbook, Part 13: Capitalization and Punctuation

b. Use a colon to introduce a list or quotation. Unit 5, 5-17: Examining the Title Grammar Handbook, Part 13: Capitalization and Punctuation


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c. Spell correctly. Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research


Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Unit 2, Activity 2-30: Creating a Draft Unit 5, 5-17: Examining the Title Unit 5, 5-18: Pin the Quote on Atticus Grammar Handbook, Part 6: Identifying Independent and Dependent Clauses Grammar Handbook, Part 13: Capitalization and Punctuation Unit 5, 5-17: Examining the Title Grammar Handbook, Part 13: Capitalization and Punctuation Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing

Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research Unit 1, EA 1-1: Presenting an Interview Narrative Unit 1, EA 1-2: Creating an Ad Campaign for a Novel Unit 2, EA 2-1: Creating a Storyboard Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 3, EA 3-1: Creating a Poetry Anthology Unit 3, EA 3-2: Analyzing and Presenting a Poet Unit 4, EA 4-1: Presenting a Shakespearean Scene Unit 4, EA 4-2: Writing a Metacognitive Reflection Unit 5, EA 5-1: Historical Investigation and Presentation Unit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-5: Opening the Cask

Unit 2, Activity 2-22: Reading Film: Edward Scissorhands Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-22: “…I Needs Must Act Alone”

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-5: Opening the Cask

Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-14: SIFTing through “Marigolds” Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-7: You Are Cordially Invited


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Unit 4, 4-9: Persuasive Prompt Unit 4, 4-22: “…I Needs Must Act Alone” Unit 5, 5-2: Exploring My Opinions

Unit 5, 5-5: Putting the Text in Context Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-20: Changing the Scene

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard Way Unit 1, EA 1-1: Presenting an Interview Narrative Unit 2, EA 2-2: Writing a Style Analysis Essay Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-22: “…I Needs Must Act Alone” Unit 5, 5-4: What Is Context? Grammar Handbook, Part 13: Capitalization and Punctuation Writing Workshop 1: The Writing Process Writing Workshop 2: Short Story

Writing Workshop 3: Poetry Writing Workshop 4: Reflective Essay Writing Workshop 5: Script Writing Writing Workshop 6: Expository Writing Writing Workshop 7: Procedural Texts Writing Workshop 8: Persuasive Writing Writing Workshop 9: Response to Literary or Expository Text Writing Workshop 10: Research

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-5: Introduction to Learning Logs and Word Walls Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-28: Independent Viewing Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-18: Syntax Surgery Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet



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5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. Writing Workshop 9: Response to Literary or Expository Text Unit 4, 4-2: Mask Monologues Writing Workshop 3: Poetry Unit 1, Activity 1-10: Conversations with Characters Unit 4, 4-19: Emotional Roller Coaster Unit 3, 3-7: Exploring Diction and Imagery

Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-4: Literary Devices Scavenger Hunt Unit 3, 3-10: Exploring Theme Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets

b. Analyze nuances in the meaning of words with similar denotations. Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-6: Introducing Independent Reading Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-5: Opening the Cask Unit 2, Activity 2-7: Irony in “The Cask of Amontillado” Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-14: SIFTing through “Marigolds”

Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-7: You Are Cordially Invited Unit 4, 4-9: Persuasive Prompt Unit 4, 4-22: “…I Needs Must Act Alone” Unit 5, 5-2: Exploring My Opinions Unit 5, 5-5: Putting the Text in Context Unit 5, 5-15: Lessons from the Neighborhood Unit 5, 5-20: Changing the Scene

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when consi Unit 1, Activity 1-3: What’s in a Name? Unit 1, Activity 1-5: Introduction to Learning Logs and Word Walls Unit 1, Activity 1-7: Defining Moments Unit 1, Activity 1-9: Two Versions of One Memory Unit 1, Activity 1-13: Reading an Interview Narrative Unit 1, Activity 1-18: Using Rhetoric and Persuading an Audience Unit 2, Activity 2-4: Catacombs and Carnival Unit 2, Activity 2-12: Point of View in “The Stolen Party” Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1 Unit 2, Activity 2-19: Setting the Mood: Wonka Two Ways Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2, Activity 2-24: Reading Film: Screening Day B Unit 2, Activity 2-26: Reading Film: Screening Day C Unit 2, Activity 2-28: Independent Viewing Unit 2, Activity 2-29: Portfolio Activity: Film Style Unit 3, 3-6: Structure in Poetry Unit 3, 3-7: Exploring Diction and Imagery Unit 3, 3-8: Extending Metaphor and Symbol Unit 3, 3-9: Hyperbolic Me with Allusions Unit 3, 3-11: Odes to Someone Special Unit 3, 3-12: Coming of Age in Sonnets Unit 3, 3-18: Syntax Surgery Unit 4, 4-3: Who’s Who in Verona Unit 4, 4-4: The Prologue: So Much from One Sonnet


Documents

Unit Activity Correlations to Common Core State Standards€¦ · 24-01-2011 · Unit 2, EA 2-1: Creating a Storyboard Unit 2, Activity 2-23: Reading Film: Screening Day A Unit 2,