2014-2015 ESSENTIAL QUESTION: What values define America?
 
MARKING PERIOD 1 ESSENTIAL QUESTION: How do our time and place affect our thinking?
 
Grade Level Specific Understandings:

       About Essential Questions

  1. The way we view the world may change as our individual contexts change.
  2. Time and place influence both the reader and writer’s beliefs.
  3. Time and place affect behavior and action in both art and life.
  4. All art or literature occurs in multiple contexts, including the physical, the temporal, and the psycho-social dimensions.  (No art occurs in a vacuum.)
  5. Learning about different historical and geographical contexts help us understand ideologies that may be different from our own.
New Jersey Core Curriculum Content Standards for Language Arts Literacy 
  • 3.1.12 E. Reading Strategies (before, during, and after reading)
1. Identify, assess, and apply personal reading strategies that were most effective in previous learning from
a variety of texts.
2. Practice visualizing techniques before, during, and after reading to aid in comprehension. 
3. Judge the most effective graphic organizers to use with various text types for memory retention and
monitoring comprehension.
 
  • 3.5.12 C. Living with Media
1. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture
(e.g., racial prejudice, dating, marriage, family, and social institutions).
2. Determine influences on news media based on existing political, historical, economical, and social
contexts (e.g., importance of audience feedback).
3. Recognize that creators of media and performances use a number of forms, techniques, and
technologies to convey their messages.

Lesson 1:

Students will be able to --

·        Receive their seating assignments.

·        Review the course syllabus.

·        Examine the components of the teacher page.

·        Understand the requirements of the summer reading assessment.

·        View the Malala Yousafzai BBC video clip.

·        Reflection: What are three things that struck you about Malala Yousafzai's experience?  Aside from education, list three VALUES (principles, standards, judgments of what is important) that Yousafzai defends.

·        Engage in a whip discussion to briefly share either what struck them or the value Yousafzai defends.

·        Quick Write: List 3-5 values that are unique to the United States.

·        Share their American values, and narrow the list to three values. Partners should be prepared to develop ONE value and share it with the class.

 
Lesson 2:
Students will be able to --

DO NOW:

a.  Take out homework for submission.

b.  Answer "Upon the Burning of Our House" questions.

·  Review "Upon the Burning of Our House" questions and connect the concepts of the poem back to the Marking Period 1 essential question.

·  Underline the most important aspect of their paragraphs (homework), and share their values with the class.

·  Engage in a meditation exercise re: Carl Jung's concept of the collective unconscious to better understand the meaning of symbols.

Lesson 3:
Students will be able to --
-- take the summer reading assessment.

Lesson 4:

Students will be able to --
-- take notes and engage in a discussion on allegory.
-- understand the allegory and symbolism of early New England gravestones as a model for reading "Young Goodman Brown."
-- interpret two early New England gravestones.
-- sketch a gravestone for Young Goodman Brown that includes an appropriate epitaph and symbols.

Lesson 5:

Students will be able to --
-- engage in a whip discussion to share their Young Goodman Brown epitaphs and symbols.
-- work in cooperative groups on the allegorical interpretations of the characters, objects, settings, and actions in "Young Goodman Brown."
-- begin group presentations.

Lesson 6:

Students will be able to --
-- take a reading check quiz on The Scarlet Letter, Chapters 1-4.
-- finish the "Young Goodman Brown" group presentations.
-- discuss and take notes on American Romanticism to contextualize The Scarlet Letter.
-- screen the "Sandwich Board Kids" segment of ABC's "What Would You Do?" as a connection to The Scarlet Letter.
-- discuss the crime and punishment represented in the video and compare it to Hester Prynne's predicament.
 
Lesson 7:
Students will be able to --
-- describe the relationship between Hester Prynne and Roger Chillingworth up to and including Chapter 6 (as a Do Now/journal).
-- discuss their journal writing.
-- read aloud and discuss specific passages in Chapter 3: "The Recognition" to expound on the meaning of Chillingworth's transformation.
 
Lesson 8: 
Students will be able to --
-- write three images and one value represented in Rev. Jonathan Edwards's "Sinners in the Hands of an Angry God."
-- Examine the cover art of The Scarlet Letter and discuss the insight it adds to our knowledge of the text.
-- compare Hester Knocking at Mercy's Door to Christ Knocking at Heart's Door.
-- begin screening Dr. Ralph Greene's reenactment of Rev. Jonathan Edwards's "Sinners in the Hands of an Angry God."
-- observe the forensic elements of Dr. Greene's performance and assess its effectiveness in delivering the message of the sermon.
 
Lesson 9:
Students will be able to --
-- write a journal entry that responds to the following prompt (Do Now):
> Describe the Pearl's personality.
> Describe Pearl's relationship with:
a.  Hester
b.  Chillingworth
c.  Gov. Bellingham
d.  Rev. Dimmesdale
-- discuss their journal writing.
-- examine the Madonna and Child painting by Raphael as a model used by Nathaniel Hawthorne in describing the relationship between Hester and Pearl (allegory).
 
Lesson 10:
Students will be able to --
-- assess Dimmesdale as a minister. Do Now/Journal: How would Rev. Jonathan Edwards evaluate Dimmesdale as a minister? Refer to passages in the novel and the sermon to support your ideas.
-- discuss their journal writing.
 
Lesson 11:
Students will be able to --
-- write a journal entry on the following topic: Describe the relationship between Dimmesdale and Chillingworth. Provide textual evidence to support your ideas.
-- engage in a whip discussion to share their journal writing.
 
Lesson 12:
Students will be able to --
-- engage in a second reading of The Scarlet Letter, Chapter 13.
-- engage in a literary analysis of Chapter 13, using the "Hawthorne and Hester" handout.
-- work in assigned cooperative groups on the "Hawthorne and Hester" handout.
-- present their group work to the class. 
 
Lesson 13:
Students will be able to -- 
-- finish their "Hawthorne and Hester" group presentations.
-- screen the Scarlet Letter film to reinforce and visualize the novel.
 
Lesson 14:
Students will be able to --
-- understand the requirements of the personal narrative themed autobiography assignment.
-- review the formatting of dialogue.
-- review the difference between active and passive voice. 
-- engage in silent, sustained free-writing to begin the personal narrative themed autobiography assignment. 
 
Lesson 15:
Students will be able to --
-- set up their TurnItIn.com accounts in the computer lab.
-- review how to set up a document in MLA format.
-- write a draft of their personal narrative themed autobiography in the computer lab
-- submit the first page of their personal narrative themed autobiography for preliminary feedback.
 
Lesson 16: 
Students will be able to --
-- engage in mini individual writing conferences with Dr. Sunga re: their personal narrative themed autobiography draft.
-- silently work on a close reading of Dimmesdale's transformation.
 
Lesson 17:
Students will be able to --
-- present their Dimmesdale transformation close readings. 
 
Lesson 18:
Students will be able to -- 
-- understand the requirements of the Socratic Seminar.
-- discuss the different levels of questions on Bloom's Taxonomy as models.
-- work in cooperative groups to create higher-level thinking questions their assigned chapters.
-- begin the Socratic Seminar. 
 
Lesson 19:
Students will be able to --
-- continue the Scarlet Letter (Chapters 16-21) Socratic Seminar.
 
Lesson 20:
Students will be able to --
-- finish  the Scarlet Letter (Chapters 16-21) Socratic Seminar.
-- discuss the overarching issues that emerged from the Socratic Seminar. 
 
Lesson 21:
Students will be able to --
-- understand the requirements of the Spoon River Anthology dramatic monologue project. 
-- juxtapose the three scaffold scenes as a way to put closure to The Scarlet Letter.
-- utilize the graphic organizer to summarize the scenes, gather textual evidence, and draw conclusions.
 
Lesson 22:
Students will be able to --
-- select their Spoon River Anthology monologues. 
-- finish discussing the juxtaposition between the scaffold scenes.
-- screen the Scarlet Letter film, if time permits. 
 
Lesson 23:
Students will be able to --
-- discuss The Scarlet Letter, Chapters 22-24. 
-- review the study guide for the Scarlet Letter final test.
-- practice their Spoon River Anthology monologues. 
 
Lesson 24:
Students will be able to --
-- continue screening the Scarlet Letter film to reinforce and visualize the novel.
 
Lesson 25:
Students will be able to -- 
-- take the final test on The Scarlet Letter (summative assessment).
 
Lesson 26:
Students will be able to --
-- write a journal entry that connects "Half-Hanged Mary" to The Scarlet Letter and explicates a stanza they find shocking or intriguing.
-- discuss "Half-Hanged Mary" in conversation with the Puritan-themed texts that they have read.
 
Lesson 27:
Students will be able to --
-- takes notes and engage in a discussion on the Puritans and the Salem Witch Trials as a context for reading The Crucible.
-- engage in a close reading of Thompkins H. Matteson's painting, The Trial of George Jacobs, August 5, 1692.
-- discuss what the details/action in the painting suggest about the nature of a "crucible" and the mass hysteria that swept Salem during the Salem Witch Trials.
 
Lesson 28:
Students will be able to --
-- screen the introduction of the Crucible film to further discuss the onset of mass hysteria in Salem.
-- take notes on their observations and discuss their insights.
-- discuss/brainstorm what they know about terrorism.
-- understand the requirements of the "Acts of Terror" group work.
-- engage in group work in preparation for oral presentations about the acts of terror that have occurred in America.
 
Lesson 29:
Students will be able to --
-- continue the group work in preparation for oral presentations about the acts of terror that have occurred in America.
 
Lesson 30:
Students will be able to --
-- present their "Acts of Terror" group work.
-- create a US Terrorism timeline on the bulletin board to help them visually connect the events.
-- write a concise definition of terrorism on an index card, based on the presentations.
-- focus on how the Salem Witch Trials can be considered an event of terror.
-- begin reading aloud The Crucible, Act One, while stopping at critical points in the text to discuss and take notes.
 
Lesson 31:
Students will be able to --
-- screen the introductory scene of the Crucible film, starring Daniel Day-Lewis and Winona Ryder.
-- identify the central conflict using evidence from the film.
-- discuss their observations as a whole class.
-- discuss the causes of mass hysteria and scapegoating.
 
Lesson 32:
Students will be able to --
-- discuss the first half of The Crucible, Act One.
-- continue screening the film to reinforce and visualize the text.
 
Lesson 33:
Students will be able to --
-- take a reading check quiz on The Crucible, Act One.
-- discuss the American values at stake in The Crucible, Act One.
-- begin acting out The Crucible, Act Two, while stopping at critical points in the text to discuss and take notes.
 

MARKING PERIOD TWO ESSENTIAL QUESTION: Is "liberty and justice" attainable for all? How can we balance everyone's rights?

Grade Level Specific Understandings:

About Essential Questions

  1. There are different notions of freedom, liberty, and justice.
  2. Culture defines liberty and justice.
  3. Authors respond to and are informed by notions about liberty and justice in their works.
  4. Nations are governed by notions of liberty and justice.
  5. There is an American tradition and heritage that emphasizes liberty and justice.

CCR/Grade Specific Standards:

Reading Standards for Literature

R.CCR.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.

R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

R.CCR.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.

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing Standards

W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

W.11-12.1c Use words, phrases, and clauses as well as varied syntax 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.

W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented. 

Speaking and Listening Standards

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Lesson 1:

Students will be able to --
-- discuss McCarthyism, hysteria, tragedy, and staging to expound on the critical issues espoused in The Crucible.  
 
Lesson 2:
Students will be able to --
-- continue acting out The Crucible, Act Two, while stopping at critical points in the text to discuss and take notes. 
 
Lesson 3:
Students will be able to --
-- take a reading check quiz on The Crucible, Act Two.
-- begin acting out The Crucible, Act Three, while stopping at critical points in the text to discuss and take notes. 
 
Lesson 4:
Students will be able to --
-- discuss The Crucible, Act Three.
-- begin acting out The Crucible, Act Four, while stopping at critical points in the text to discuss and take notes. 
 
Lesson 5:
Students will be able to --
-- discuss The Crucible, Act Four.
-- discuss screen key scenes in the film to reinforce and visualize the text.
 
Lesson 6:
Students will be able to --
-- take the final test on The Crucible
 
Lesson 7:
Students will be able to --
-- write a journal entry about what it means to "transcend" something."
-- discuss their journal entries, while noting the salient points on the blackboard.
-- discuss the transcendental concepts of Tao or the Over-soul.
-- read the Tao Te Ching by Lao Tzu, Poems 1 and 23.
-- discuss the categories that emerge from the Tao Te Ching in developing a working definition of transcendentalism.
-- screen selected excerpts from the film, Seven Years in Tibet, to reinforce the concepts that inspired Emerson and Thoreau's development of American transcendentalism. The students must note specific scenes that reflect the unique aspects of Tibetan values.
-- discuss their observations.
 
Lesson 8:
Students will be able to --
-- understand the requirements of the Declaration of Independence rhetorical analysis SOAPS assignment.
-- take notes on the basic elements of transcendentalism.
-- read aloud the poem, "The Rhodora" by Ralph Waldo Emerson.
-- discuss the transcendental ideas that emerge from the poem.
 
Lesson 9:
Students will be able to --
-- begin screening The Great Debaters by Denzel Washington as a connection to the Marking Period Two essential question and as a model for debate (argumentation).
 
Lesson 10:
Students will be able to --
-- continue screening The Great Debaters
 
Lesson 11:
Students will be able to --
-- finish screening The Great Debaters
 
Lesson 12:
Students will be able to --
-- create a character list for The Great Debaters.
-- write a journal entry about the struggles each character had to overcome in order to meet his or her goals and the unique talents each characters possessed to empower the community.
 
Lesson 13:
Students will be able to --
-- understand the requirements of the debate/argument essay.
-- develop a list of possible resolutions for the debate/argument essay. 
 
Lesson 14:
Students will be able to --
-- select their debate partners.
-- select their debate opponents.
-- draft possible debate resolutions.
-- share their debate resolution drafts with the class, as it is typed on the LCD screen, and solicit advice from the class.
 
Lesson 15:
Students will be able to --
-- navigate the online databases. using the Lenovo ThinkPads, to research articles written about their debate topics.
-- develop three contentions.
-- continue refining the language of their resolutions.
-- begin drafting their constructive speeches. 
 
Lesson 16:
Students will be able to --
-- share their debate contentions with their opponents.
-- develop questions for crossfires.
-- continue navigating the online databases for counter-evidence.
-- begin drafting their rebuttal speeches.
Last Modified on Monday at 12:10 PM