English I Course
Overview
2023-2024
DEPARTMENT OF CURRICULUM & INSTRUCTION 2023-2024
Contact: Rebecca A. Huggins, 6-12 ELA Content Coordinator
ABOUT THE COURSE
English I focuses on genre study
with literature from around the
world that provides readers with
opportunities to engage in a wide
range of high-quality, increasingly
challenging literary and
informational texts. Students
acquire the habits of reading
closely and independently for
sustained periods of time, while
making connections to prior
knowledge and experiences in
text. In the course, students
continue to explore the recursive
nature of the writing process,
through argumentative,
informative/explanatory, and
narrative writing opportunities.
Developing focused research
questions, students conduct short
as well as more sustained
research projects, using a variety
of print and digital resources.
Students in English I are
introduced to a standard
formatting for citation (MLA), to
avoid plagiarism, and learn to
assess sources for credibility and
accuracy. They will also continue
to demonstrate command of the
conventions of English grammar,
while developing their oral
communication skills, and ability
to use rhetoric in their
collaborations with diverse
groups. Course material may be
grouped thematically or by genre.
Anchor Standards Grade English I
Craft and Structure
Enduring Understandings
Readers can interpret the strategic & stylistic
choices writers make when structuring texts
through words and phrases, sentences, paragraphs,
and larger portions of a text, while assessing point
of view, perspective, tone, purpose and context of
a literary work.
Integration of Ideas and
Analysis
Enduring Understandings
Reader/writers can integrate and evaluate content
in a variety of media formats (i.e., visual,
quantitative & verbal), delineate and evaluate
arguments and claims in a text, including validity of
reasoning, and analyze how two or more texts
address similar themes or topics to build knowledge
or compare approaches author’s take.
Text Complexity
Enduring Understandings
Readers can understand complex literary and
informational texts independently and proficiently,
connecting prior knowledge and experiences to text.
Key Ideas and Evidence
Enduring Understandings
Readers can determine what the text says explicitly
and make logical inferences from the text to
determine central ideas (RI) or themes (RL), and
how individuals, events or ideas develop and
interact over the course of the text, while
summarizing key supporting details and ideas in a
text.
COURSE SKILLS
▪ Supporting ideas through
textual evidence and
analysis
▪ Interpreting claims, author’s
style, craft, themes, points
of view, central ideas and
purpose
▪ Integrating and evaluating
arguments in literary and
informational texts
▪ Building on text complexity
throughout grade 9
▪ Writing narratives,
expository texts, and
argumentative writings,
building on stages of the
writing process
▪ Conducting short as well as
more sustained research
based on focused questions,
using a variety of print and
digital sources
▪ Engaging in a variety of
conversations (whole and
small group and evaluating
speaker’s points of view)
▪ Presenting information,
findings, and sequencing
ideas logically using digital
tools
KIE
C&S
I &A
TC
Purpose of this Guide
This guide is designed to provide an overview of the general pacing and expectations of
instructional units within the grade band and content area for English I, that adheres to the NC
Standard Course of Study (NCSCOS) and the Literacy Instructional Standards for grades 9-12 (LIS).
Each unit consists of reading, writing, language and literacy instructional focuses, divided into four,
consecutive units that build in both complexity of text and rigor throughout the course of the
academic year. Each unit provides common formative assessments which should be used by teams
of teachers to collect data for the purpose of analysis and informing instructional practices.
Writing assignments are another form of summative and formative assessment that should be
taken by the teacher throughout the year to inform instruction.
Core/Anchor Texts:
Anchor texts are provided for each unit and are core texts that must be taught within that unit of
study. These texts match the qualitative as well as quantitative measures of text complexity for
the associated grade band, and meet the rigor of the standard course of study in preparing
students for college and career readiness, and support the expectations of reading materials for
the Literacy Instructional Standards (LIS, p. 3). These texts may be taught in any order, but must
be taught within the timeframe of the units listed below. Additional, suggested texts may also be
taught within the unit of study, which adhere to the measures of text complexity explained in the
link above and that complement the genre of study for the unit. Suggested text options are
included at the end of this pacing guide.
CommonLit
Each text in this document is hyperlinked to either a PDF, online resource, or a resource in
CommonLit for teachers. Teachers and students may access CommonLit starting in the 2023-2024
school year via Clever single sign-on. Suggested novels and plays are accessible also through
downloadable hyperlinks, though not all novels. Teachers may use the already created CommonLit
guiding questions, targeted lessons, discussion prompts, or multiple choice questions to monitor
student comprehension and attainment of standards or skills in each unit.
Writing Tasks:
Units come with targeted writing tasks which are designed to complement or to give student
exposure to writing in the genre or mode of the mentor/anchor texts that have been utilized
throughout the unit. The writing tasks listed below are required assessments to measure student’s
progress towards proficiency of the instructional learning or task, and follow the NC Standard
Course of Study. All writing tasks come with descriptions of tasks, rubrics, and possible pre -
writing/graphic organizers, in the addendum to this guide.
Writing Portfolios
Students should maintain writing portfolios throughout the school year that provide a sampling of
their writing and projects. They should also record their reflection experiences throughout the
year, by going back and reviewing their writing and seeking areas of continued improvement to
their craft. Portfolios may be physical folders in the classroom or online portfolios. Either way, a
Portfolio should allow students to:
• Store all their work in preparation for stopping midyear to revisit selected work, reflect
on their growth, and perhaps revise one of their products
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• Keep selected work, and any of the process pieces leading up to the final essay that you
and/or your students consider important
Whatever the form of the Portfolio, the important idea is to give students an opportunity to pause
at certain selected times during the year to revisit their work and reflect on their academic growth
over time. This revisiting, reviewing, and reflecting could be done at the end of each unit or at the
halfway point of the year and then again at the end of the year in preparation for the next year. Its
purpose is to primarily be self-evaluative.
Language:
Each unit includes a language/grammar focus that adheres to the NCSCOS, and complements the
instructional expectations for the unit of study. Teachers may incorporate the targeted language
skills at any point during the unit, but it is recommended that teachers focus on language as they
are instructing students prior and during their writing task.
LIS Focus:
The LIS focus for each unit describes expected teacher actions for implementing effective
instruction for the unit of study. Teachers should use these as a guide to help inform their
practices throughout the duration of a unit of study.
Self-Selected Texts:
In reflection of the emphasis on self-selected texts in the LIS, each unit comes with suggested self-
selected texts that: (1) complement the genre of focus for the unit and (2) offer opportunities for
teachers to provide targeted choice to students to read independently. These texts may be used in
literature circles, or in conjunction with a double-entry journal activity throughout the course of
the unit. Teachers should encourage a variety of self-selected texts throughout the school year.
These are simply a sampling of possible texts that teachers may use in conjunction with a unit of
study.
Additional Suggested Texts:
A list of additional suggested text options is also provided in this guide to help teachers select
appropriately complex texts to use in conjunction with a genre unit of study. Each item is linked to
a website or online material to be utilized in the instruction of the text. These materials are not
required to be taught, but may be used to help provide students with a model text to use in
conjunction with the writing task or activity.
Assessments:
Each unit of study comes with a common writing assignment, which should serve as an assessment
of students’ mastery of content covered in the unit. Teachers should create Common Formative
Assessments (CFAs) that match the skill and task of the unit, to be used to inform their
instructional practices throughout the course of the unit. While teachers may create as many CFAs
as they deem fit, there should be a minimum of two per unit of study, and they should be given
with enough time between them to help teachers reflect on the results and make appropriate
adjustments to their instruction. Ongoing observation and assessment of students’ language and
literacy skills to design responsive instruction is part of the Literacy Instructional Standard (LIS)
expectations for teacher actions (LIS p. 9). Summative Assessments are optional and may be given
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at the conclusion of each unit of study.
Addendum:
The final pages of this pacing guide provide the teacher with some teaching tools that may be
utilized in conjunction with any of the activities listed in the guide. Tools are provided for
differentiation, reading and writing instructional activities, questioning strategies, vocabulary
instruction, and collaboration and discussion activities.
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How to Use this Guide
Begin with the End in Mind
Begin by reviewing the summative assessment, or the essay assignment, with students.
✓ Review assignment sheet and rubric with students
✓ Have a discussion about the rubric, and what differentiates the levels of mastery
o Consider highlighting verbs in the rubric to determine what the expectations are
in the assignment or have students create a one-pager reviewing the activities
✓ Design a pre-assessment (i.e., short writing task) to see where students currently are in their
understanding of the learning task and domain-specific vocabulary
✓ Review data and determine focus areas for instruction
Review Learning Targets
Select learning targets for the anchor texts. Note that all texts will address the following standards:
RL/RI.2, 3, 4 & 6
Click the hyperlink to
open the assignment
sheet and rubric for
the assignment in the
document.
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✓ Determine instructional strategies for reading the text & review LIS Focus in the pacing guide
✓ Questions to ask about a text: What does it say, how do we know, what does it mean, why does
it matter?
Pacing & Time Management
Be mindful of your pacing for instruction.
Utilize the gradual release model in your
lesson design, allowing time for each stage.
Recall that the GRM is not always linear.
Suggested pacing is flexible, based on
student needs. For example, language skills
can be taught in conjunction with the
reading and/or writing tasks within the
unit, or separately, based on teacher discretion.
Differentiation & Scaffolding:
Allow students the opportunity to try the anchor texts prior to differentiating the course materials.
Introduce possible scaffolding and differentiation strategies as you are assessing student learning needs.
Students should all be exposed to anchor texts during core instruction. Provide scaffolding where
needed to help students access the text materials.
What learning target
will be focused on in
the instructional
period?
What LIS Strategy will
you be focusing on
during your
instruction?
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Sample Pacing for Unit 4
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Intro to
Shakespeare
(Romeo and
Juliet)
“Should we Scoff
at the Idea of
Love at First
Sight” Kuzner
1
st
Scene and
intro activity
Act 1
Quote summary
with each act
Act 2
Quote analysis
Content
questions based
on standards
Act 3
“The Lure of
Shakespeare” -
Butler
Intro to Research
paper
Pre-writing
activity
Week 2
Act 4
Quote analysis
Pyramus and
Thisbe
Act 5
Content
questions based
on standards
Research Day
Quote collection
and/or sources
Thesis creation
MLA
Choose and
practice scene
for the dramatic
performance
“On Tragedy” -
Aristotle
Whole class
discussion
Week 3
Sonnet 43
“Seven ages of
Man” -
Shakespeare
Peer Editing of
the research
paper using the
rubric
Present Scene
Research Paper
work day
Research Paper
Due
Share Activity
Other sources:
Who Said It? Intro Activity and Answer Key
6
th
Grade
7
th
Grade
8
th
Grade
English I
English II
English III
English IV
Objective
Summary
Objective
Summary
Objective
Summary
Objective
Summaries
Personal Narrative
Definition Essay:
What Does it
Mean to Be an
American?
Rhetorical
Analysis Essay:
Literary Criticism
Personal Narrative
Personal Narrative
A Hero’s Narrative
Personal
Narratives: Writing
about Real or
Imagined Events
Lit Analysis:
Things Fall Apart
Argumentative
Writing:
Synthesizing the
American Dream
Personal
Narrative: Being
an Outsider
Expository Essay
Informational
Writing
Definition Essay
Definition Essay:
the Epic Hero
Rhetorical
Analysis and
Argumentation
Op-Ed News
Article: Debatable
Issues
Pygmalion: Re-
Writing a Scene
Informative
Writing
Argumentative
Writing
Informational
Essay
Literary Analysis:
Examining
Author’s Style
Lit Analysis of
Tragic Hero
Satirical Writing
Analytical Writing:
Applying a
Feminist
Perspective
Argumentative
Writing
Informative –
Responding to Lit
Argumentative
Writing
Argumentative
Essay: The
Dangers of
Following the
Crowd
Research Writing
– Roles of Women
Presenting a
Literary
Movement: The
Harlem
Renaissance
Literary Analysis:
Character in
Othello
Summary Writing
Responding to
Poetry
Researching
Voices
Research Writing:
Shakespeare
Writing an
Analytical Essay:
Their Eyes Were
Watching God
Examining Issues
in Media Texts
Comparative
Analysis
Responding to
Literature-Literary
Analysis
Presenting an
Argument
Writing Assessment, Vertical Progression 6-12
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Units and Standards Overview
Unit of Study
Standards Addressed
Assessments
Unit 1: Narrative Fiction & Nonfiction
(5 Weeks)
Reading for
Literature
Reading for
Information
Language
Writing
Speaking &
Listening
Objective Summaries
Personal Narratives: Writing about Real or
Imagined Events
August 28-September 29
G1
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.6
RI.9-10.1
RI.9-10.2
RI.9-10.3
RI.9-10.4
RI.9-10.5
RI.9-10.6
RI.9-10.8
RI.9-10.9
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
L.9.-106
W.9-10.3
W.9-10.4
SL.9-10.1
Unit 2: Author’s Style & Diction: Poetry &
Prose
(5 Weeks)
Reading for
Literature
Reading for
Information
Language
Writing
Speaking &
Listening
Assessments
October 2-November 3
G1-G2
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.6
RI.9-10.1
RI.9-10.2
RI.9-10.4
RI.9-10.5
RI.9-10.6
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
L.9-10.6
W.9-10.2
W.9-10.4
SL.9-10.1
SL.9-10.2
SL.9-10.5
Definition Essay: the Epic Hero
Literary Analysis: Examining Author’s Style
Presenting Poetry Project
Unit 3: Compelling Evidence &
Argumentation
(4 Weeks)
Reading for
Literature
Reading for
Information
Language
Writing
Speaking &
Listening
Assessments
November 6-December 1
G2-G3
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.6
RL.9-10.7
RI.9-10.1
RI.9-10.2
RI.9-10.3
RI.9-10.4
RI.9-10.5
RI.9-10.7
RI.9-10.8
RI.9-10.9
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
L.9-10.6
W.9-10.1
W.9-10.4
W.9-10.5
W.9-10.6
SL.9-10.1
SL.9-10.2
SL.9-10.3
SL.9-10.4
SL.9-10.5
Argumentative Essay: The Dangers of Following
the Crowd
Presenting Research: Findings
Unit 4: Drama
(4 Weeks)
Reading for
Literature
Reading for
Information
Language
Writing
Speaking &
Listening
Assessments
December 4-January 12
G3-G4
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.6
RL.9-10.7
RL.9-10.9
RI.9-10.1
RI.9-10.2
RI.9-10.3
RI.9-10.4
RI.9-10.5
RI.9-10.6
RI.9-10.8
L.9-10.1
L.9-10.2
L.9-10.3
L.9-10.4
L.9-10.5
L.9-10.6
W.9-10.2
W.9-10.4
W.9-10.5
W.9-10.6
SL.9-10.1
RL.9-10.2
RL.9-10.5
Research Writing: Shakespeare
Presenting a Dramatic Interpretation
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Course at a Glance
Unit Study
Academic & Domain
Specific Vocabulary
Focus Standards: Reading,
Writing, Language & Literacy
Core/Anchor Texts*
Assessments
Unit 1:
Narrative
Fiction &
Nonfiction
(Weeks 1-3)
Thematic Study:
Youth, Prejudice &
Justice
Students will study aspects of
the narrative genre, to include
autobiographies and memoirs,
as well as making connections to
real or historical characters,
situations, or events. Identifying
elements of narration and
author’s stylistic choices,
students will analyze how
characters develop over the
course of the text, analyze point
of view and dialogue, and apply
their knowledge of the genre
into a personal narrative.
Audience
Characterization
Plot (exposition, rising action,
climax,
denouement/resolution)
Conflict
Dramatic irony
Syntax
Dialect/dialogue
Point of View (i.e., 1
st
, 2
nd
, 3
rd
,
omniscient)
Flashforward/flashback
Narrative techniques
Narration (Chronological &
Non-Linear)
Word Choice
Resource
L.9-10.6:
✓ I can acquire and use
general academic and
discipline-specific
vocabulary words and
phrases in English
Language Arts.
RL.9-10.1/RI.9-10.1:
✓ I can analyze a text, citing strong textual
evidence to support my analysis
RL.9-10.2/RI.9-10.2:
✓ I can analyze the development of a theme
or central idea in a text
✓ I can provide an objective summary
RL.9-10.3:
✓ I can analyze how complex characters
develop over the course of a text
✓ I can analyze how characters interact and
advance the plot or develop the theme
RI.9-10.3:
✓ I can analyze how the author unfolds an
analysis or series of ideas or events
RL.9-10.5:
✓ I can analyze how an author’s organization
of a text creates mystery, tension or
surprise
RI.9-10.5:
✓ I can analyze how an author’s ideas or
claims are developed by sentences or
portions of a text
RL.9-10.6:
✓ I can analyze a perspective or cultural
experience
RI.9-10.6:
✓ I can determine an author’s point of view
or purpose in a text
RI.9-10.8:
✓ I can delineate and evaluate an argument
and specific claims in a text
RI.9-10.9:
✓ I can analyze influential documents of
historical and literary significance
SL.9-10.1:
✓ I can participate in a range of collaborative
discussions
To Kill a Mockingbird by Harper
Lee* (RL) (790 L)—Whole novel
or excerpts
Paired Texts: “In Defense of a
Loaded Word” Ta-Nehisi Coates
“An Overview of the Great
Depression,” by Jessica
McBirney and/or “FDR and the
New Deal,” by Mike Kubic*
“The Scottsboro Boys,” by
Jessica McBirney*
“Marigolds” by Eugenia Collier*
“Sympathy,” by Paul Laurence
Dunbar*
“I, Too,” by Langston Hughes*
“The Ethics of Living Jim Crow:
An Autobiographical Sketch” by
Richard Wright*
Paired Texts: “The Scarlet Ibis”
by James Hurst
“To a Mouse” by Robert Burns
“Excerpt from The Harvest
Writing a Personal Narrative
Writing an Objective Summary
Optional Assignment:
Compare and contrast primary and
secondary sources (TKAM & Richard
Wright) to increase audience’s
understanding of living in the south
under Jim Crow Law.
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Language
(Week 4)
• Subject-verb agreement
• Conjunctions
• Sentence types
(compound, complex,
simple, compound-
complex)
RL.9-10.4/RI.9-10.4:
✓ I can determine the meaning of words as
they are used in a text /
✓ I can analyze the impact of word choice on
meaning and tone
L.9-10.1:
✓ I can demonstrate command of the
conventions of standard English grammar
L.9-10.2:
✓ I can demonstrate command of
conventions of standard English
punctuation, capitalization and spelling
when writing
L.9-10.3:
✓ I can apply knowledge of language to
understand how language functions in
different contexts
L.9-10.4:
✓ I can determine meaning of unknown and
multiple meaning words and phrases
L.9-10.5:
✓ I can demonstrate understanding of
figurative language and nuances in word
meanings
Gypsies” by John Steinbeck
From “Notes of a Native Son” by
James Baldwin (1150 L)
“Learning to Read” by Frederick
Douglass (1040 L)
Alice Walker, “Everyday Use”
(730L)*
“Koloman Running,” by Tom
Weiser
Informational Text Connection:
“Equal Rights and the New Deal”
(americanyawp.com)
Writing
Writing a
Personal
Narrative
(Week 5)
formal vs informal writing
transition/transitional phrase
word Choice
voice
linear vs nonlinear plot line
(chronological order)
Thesis
Hook
Transitions
Audience
L.9-10.6:
I can acquire and use general
academic and discipline-
specific vocabulary words and
phrases in English Language
Arts.
Resource
W.9-10.3:
✓ I can write narratives to develop real or
imagined experiences or events
W.9-10.4:
✓ I can use digital tools to produce, publish
and update writing products
Writing a Personal Narrative
Writing an Objective Summary
Introduce Writing Portfolios
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Self-Selected
Text Options
Catalyst by Laurie Halse Anderson
And Then There Were None by Agatha Christie
The Chocolate War by Robert Cormier
The Umbrella Man and Other Stories by Roald Dahl
The Secret Life of Bees by Sue Monk Kid
A Separate Peace by John Knowles
Tortilla Flats by John Steinbeck
The Joy Luck Club by Amy Tan
Eragon by Christopher Paolini
Everything I Never Told You by Celeste Ng
Once Upon a Quincenera: Coming of Age in America by Julia Alvarez
Of Mice and Men by John Steinbeck
LIS Focus:
Strategy
Instruction,
Academic
Vocabulary,
Comprehension &
Writing
The teacher: (1) explicitly teaches and supports students to flexibly use a repertoire of reading comprehension strategies; (2)
describes, models and provides opportunities for students to practice identifying a variety of text structures and features of
increasingly complex text; (3) engages students to become actively involved in monitoring their comprehension. The teacher: (1)
engages students in meaningful writing opportunities and (2) provides explicit writing instruction. The teacher (1) provides
multiple opportunities for students to encounter and actively engage with new vocabulary; (2) explicitly teaches high-quality
academic and domain-specific words.
Possible Extension Activities: (1) Conduct a sustained research project on the Great Depression and its effects on America’s south; (2) Complete
a character analysis on one of the primary characters in the novel (i.e., Jem, Scout, Boo Radley, etc.) and how their character developed over the
course of the text; (3) Write a fictional narrative from the viewpoint of one of the characters in the novel; (4) Consider the author’s “lens” or
“viewpoint” in a comparative essay between two literary works; (5) Write an analysis on the concept of the American Dream as presented in Of
Mice and Men; (6) Conduct a Socratic Seminar on any of the novel texts.
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Unit Study
Academic & Domain
Specific Vocabulary
Focus Standards: Reading, Writing,
Language & Literacy
Core/Anchor Texts*
Assessments
Unit 2: Author’s
Style: Poetry &
Prose
(Week 6-7)
Thematic Study: Identity,
Nature, Society and Self
In this unit, students analyze a variety
of poetry and prose while exploring
concepts of (1) diction, (2) use of
figurative devices and (3) author’s style
and craft. Paying particular attention to
themes, sounds, rhythm and structure
in poetry, students will analyze how
author’s word choice and style impacts
the tone and purpose in poetry.
Students will apply their knowledge of
poetic devices to a poetry project, and
will write a literary analysis in which
they examine elements of the epic hero.
Blank Verse
Free Verse
Speaker vs Narrator
Stanza
Refrain
Rhyme Scheme
Meter
Couplet
Literary terms: metaphors &
extended metaphors, irony,
motifs, paradoxes, personification
and apostrophe, symbolism,
alliteration, allusions, allegory,
similes, metonymy, assonance
and consonance, imagery
L.9-10.6:
✓ I can acquire and use general
academic and discipline-
specific vocabulary words
and phrases in English
Language Arts.
Resource
RL.9-10.1/RI.9-10.1:
✓ I can analyze a text, citing strong textual
evidence to support my analysis
RL.9-10.2/RI.9-10.2:
✓ I can analyze the development of a theme
or central idea in a text
✓ I can provide an objective summary
RL.9-10.3:
✓ I can analyze how complex characters
develop over the course of a text
✓ I can analyze how characters interact and
advance the plot or develop the theme
RL.9-10.4/RI.9-10.4
✓ I can determine the meaning of words as
they are used in a text /
✓ I can analyze the impact of word choice on
meaning and tone
RL.9-10.5:
✓ I can analyze how an author’s organization
of a text creates mystery, tension or
surprise
RI.9-10.5:
✓ I can analyze how an author’s ideas or
claims are developed by sentences or
portions of a text
RL.9-10.6:
✓ I can analyze a perspective or cultural
experience
RI.9-10.6:
✓ I can determine an author’s point of view
or purpose in a text
SL.9-10.1:
✓ I can participate in a range of collaborative
discussions
SL.9-10.2:
✓ I can integrate multiple sources of
information in diverse media or formats
✓ I can evaluate credibility and accuracy of
each source
SL.9-10.5:
✓ I can make use of digital media in a
presentation to enhance findings, reasoning
and give evidence
Homer’s, The Odyssey (1050 L)
(Excerpts) Paired Text: “Excerpt
from the ‘Lotos-Eaters’” by
Alfred Lord Tennyson
Paired Text: “Greek Society,” by
Mark Cartwright
Joseph Campbell’s The Hero’s
Journey & “The Hero’s Journey,”
by Jessica McBirney
“I’m Happiest When Most
Away,” by Emily Bronte
“The Ocean,” by Nathaniel
Hawthorne*
“There’s a Certain Slant of
Light,” by Emily Dickinson*
“Butterfly,” by Chinua Achebe*
“All-American Girl,” by Julia
Alvarez*
“The New Colossus,” by Emma
Lazarus*
“Sonnet 5,” by William
Shakespeare*
Presenting a Poetry
Project
Writing a Definition Essay:
the Epic Hero
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Language
(Week 8)
• Shifts in Verbs
• Subordinating and
Coordinating Conjunctions
• Sentence structure
• Pronouns & Antecedents
• Commonly Confused Words
L.9-10.1:
✓ I can demonstrate command of the
conventions of standard English grammar
L.9-10.2:
✓ I can demonstrate command of
conventions of standard English
punctuation, capitalization and spelling
when writing
L.9-10.3:
✓ I can apply knowledge of language to
understand how language functions in
different contexts
L.9-10.4:
✓ I can determine meaning of unknown and
multiple meaning words and phrases
L.9-10.5:
✓ I can demonstrate understanding of
figurative language and nuances in word
meanings
Writing
(Week 9)
Audience
Background knowledge
Central ideas
Clarity
Cohesion
Evidence/Support
Formal/informal
Purpose
Hooks/Anecdotes
Negation strategy
Transitions
Thesis Statements
Strategies of Definition (i.e.,
function, example, negation)
MLA Standard Formatting
Resource
W.9-10.2:
✓ I can write an informative/explanatory
text to examine a topic
W.9-10.4:
✓ I can use digital tools to produce, publish
and update writing products
Writing a Definition Essay:
the Epic Hero
Update Writing
Portfolio
Self-Selected Text
The Fault in Our Stars by John Green
The Complete Poems of Emily Dickinson, by Emily Dickinson
Selected Poems by Langston Hughes by Langston Hughes
Here in Harlem: Poems in Many Voices by Walter Dean Myer
Buried Onions by Gary Soto
Brown Girl Dreaming by Jacqueline Woodson
I Know Why the Caged Bird Sings by Maya Angelou
A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
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LIS Focus:
Comprehension,
Discussion,
Academic
Vocabulary &
Writing
The teacher: (1) creates and maintains a positive literacy learning environment; (2) facilitates student use of
metacognitive strategies to support independence; and (3) provides authentic and relevant literacy experiences.
The teacher: (1) continues to provide explicit instruction and opportunities for extended discussion on text
meaning and interpretation and (2) engages and supports students in writing to analyze, interpret, and apply
content information.
Possible Extension Activities: (1) Create a poetry booklet, collecting definitions for literary devices and examples; (2) Maintain a poetry journal,
where students have opportunities to be creative with their own poetry (3) Complete “Black out” poetry activities; (4) Incorporate visual arts
into an analysis of one or more of the poems read during the unit (5) Students write their own blazons, mimicking Shakespeare’s style; (1)
Research and present on one or more of the Greek mythological gods/goddesses or heroes in The Odyssey; (2) Research in small groups ancient
Greek traditions and customs, including (a) burial and death rituals; (b) roles of women and men; (c) belief in fate vs freewill; (d) animal
sacrifices; ( e) daily life and hospitality; (3) Make a travel brochure of Odysseus’ journey; (4) Make trading cards of main heroes, gods/goddesses.
(1) Create plot analysis of one or more of the short fiction works read over the course of the unit; (2) analyze conflict, and author’s craft, point
of view and style in one or more of the literary works read in the unit; (3) Analyze literary devices or techniques as used throughout the works;
(4) Write a creative piece mimicking the style or structure of one of the literary works or authors read in the unit; (5) Write an expository essay
(i.e., comparative analysis, cause and effect, definition essay) using one of the literary works in the unit, analyzing plot structure, themes, and/or
craft and structure of the work
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Unit Study
Academic &
Domain Specific
Vocabulary
Focus Standards: Reading, Writing,
Language & Literacy
Core/Anchor Texts*
Assessments
Unit 3:
Argumentation
(Week 10-11)
Thematic Study:
Compelling Evidence,
Taking Action & Causing
a Change
In this unit, students will explore the
difference between what authors are
saying in their arguments and what
they are doing as writers. Students
will examine arguments, stated and
implied, look for logical reasoning,
supporting evidence and stylistic
elements, analyze characteristics of
texts, conduct research to gain and
synthesize information to present
findings, and write an argument
using reasoning and evidence that
supports a claim.
logical fallacies
rhetorical devices (ethos,
pathos, logos)
bias
credibility
objective
plagiarism
rebuttal
claims/counterclaims
Evidence
audience
literal language
Perspective
Point of view
Resources
L.9-10.6:
✓ I can acquire and use
general academic and
discipline-specific
vocabulary words and
phrases in English
Language Arts.
RL.9-10.1/RI.9-10.1:
✓ I can analyze a text, citing strong textual
evidence to support my analysis
RL.9-10.2/RI.9-10.2:
✓ I can analyze the development of a theme
or central idea in a text
✓ I can provide an objective summary
RI.9-10.3:
✓ I can analyze how the author unfolds an
analysis or series of ideas or events
RL.9-10.3:
✓ I can analyze how complex characters
develop over the course of a text
✓ I can analyze how characters interact and
advance the plot or develop the theme
RL.9-10.4RI.9-10.4
✓ I can determine the meaning of words as
they are used in a text /
✓ I can analyze the impact of word choice on
meaning and tone
RI.9-10.5:
✓ I can analyze how an author’s ideas or
claims are developed by sentences or
portions of a text
RL.9-10.5:
✓ I can analyze how an author’s organization
of a text creates mystery, tension or
surprise
RL.9-10.6:
✓ I can analyze a perspective or cultural
experience
RL.9-10.7/RI.9-10.7:
✓ I can analyze various accounts of a subject
told in different mediums
RI.9-10.8:
✓ I can delineate and evaluate an argument
and specific claims in a text
RI.9-10.9:
✓ I can analyze influential documents of
historical and literary significance
“The Hangman,” by Maurice
Ogden*
Paired Text: “Nazi Germany’s
‘Euthanasia’ Program,” by the
United States Holocaust
Memorial Museum
“The Third Wave,” by
CommonLit Staff*
“The Manipulation of the
American Mind: Edward Bernays
and the Birth of Public
Relations,” by Richard
Gunderman
“Milgram Experiment on
Obedience,” by Kahn* Academy
Paired Text: Excerpts from “The
Perils of Obedience,” by Stanley
Milgram*
“It’s No One’s Fault When It’s
Everyone’s Fault,” by Shelby
Ostergaard*
“The Lottery,” by Shirley
Jackson*
Elie Wiesel, “Remarks at the
Dedication of Yad Vashem
Holocaust History Museum,” by
Elie Wiesel*
Writing an Argumentative Essay
Language
(Week 12)
• Phrases and clauses
• Syntax and Diction
• Capitalization,
Punctuation
L.9-10.1:
✓ I can demonstrate command of the
conventions of standard English grammar
L.9-10.2:
✓ I can demonstrate command of
Writing Samples
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conventions of standard English
punctuation, capitalization and spelling
when writing
L.9-10.3:
✓ I can apply knowledge of language to
understand how language functions in
different contexts
L.9-10.4:
✓ I can determine meaning of unknown and
multiple meaning words and phrases
L.9-10.5:
✓ I can demonstrate understanding of
figurative language and nuances in word
meanings
SL.9-10.1:
✓ I can participate in a range of collaborative
discussions
Writing
(Week 13)
Rhetorical Appeals
Stance/Position
Bias
Claims/Counterclaims
Evidence
Audience
Literal Language
Perspective
Formal vs informal
Point of view
Rhetorical appeals: ethos,
pathos, logos
Logical Fallacies
MLA Formatting
Primary & secondary
sources
W.9-10.1:
✓ I can write an argumentative text that
supports claims using valid reasoning.
W.9-10.4:
✓ I can use digital tools to produce, publish
and update writing products
W.9-10.5:
✓ I can conduct short as well as more
sustained research projects to answer a
question
W.9-10.6:
✓ I can gather relevant information from
multiple sources, print and digital
SL.9-10.1:
✓ I can participate in a range of collaborative
discussions
SL.9-10.2:
✓ I can integrate multiple sources of
information in diverse media or formats
SL.9-10.3:
✓ I can evaluate a speaker’s point of view,
reasoning and evidence
SL.9-10.4:
✓ I can present information, findings and
evidence clearly
✓ I can follow line of reasoning and
organization, using style that is appropriate
to purpose, audience and task
SL.9-10.5:
✓ I can make use of digital media in a
presentation to enhance findings,
reasoning and give evidence
Argumentative Essay &
Presenting Research
Update Writing Portfolio
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Self-Selected
Texts Options
1984 by George Orwell
Fahrenheit 451 by Ray Bradbury
The Pianist by Władysław Szpilman
The Omnivore’s Dilemma by Michael Pollan
Hidden Figures: The Untold True Story of Four African-American Women Who Launched Our Nation into Space by Margot Lee
Shetterly
Most Dangerous: Daniel Ellsberg and the Secret History of the Vietnam War by Steve Sheinkin
Divergent by Veronica Roth
Plot to Kill Hitler: Diertrich Bonhoeffer, Pastor, Spy, Unlikely Hero by Patricia McCormick
LIS Focus:
Comprehension,
Discussion,
Academic
Vocabulary &
Writing
The teacher: (1) provides explicit instruction and opportunities for extended discussion on text meaning and interpretation; (2)
engages and supports students in writing to analyze, interpret and apply content information.
The teacher: (1) continues to engage students in meaningful writing opportunities and (2) provides explicit writing instruction.
The teacher: (1) provides multiple opportunities for students to encounter and actively engage with new vocabulary; (2)
explicitly teaches high-utility academic and domain-specific words
Possible Extension Activities:
(1) Complete a Socratic Seminar or Conversation Roundtable on “The Lottery;” (2) Have students complete a Literature Circle using the novels in
the self-selected text options; (3) Have students view and analyze a variety of propaganda posters from WWII and other time periods to
compare/discuss; (4) have students create their own propaganda posters, based on viewed propaganda posters, or to support their
arguments in their argumentative research papers
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Unit Study
Academic & Domain
Specific Vocabulary
Focus Standards: Reading, Writing,
Language & Literacy
Core/Anchor Texts*
Assessments
Unit 4: Drama
(Week 14-16)
Thematic Study:
Family and
Obligation
In this unit, students will study
elements of Ancient Greek and
Shakespearean drama/theatre.
Analyzing Aristotle’s vision of
tragedy, students will begin their
analysis of Shakespeare’s Romeo
and Juliet. They will complement
their analysis with paired
viewings of the play, (i.e., video
reproductions, live-action plays,
etc.) exploring the rhetorical
situation, and aspects of the
tragic hero. Students will
continue to hone researching
skills to identify and evaluate
resources for research, while
integrating source information
into their writing.
Monologues
Soliloquy
Prologues
Aside
Foil
Stage Directions
irony (dramatic & situational)
dialect
hyperbole
allusion
alliteration
understatement
pun/comic relief
Euphemism
anecdotes
tragedy
tragic hero
blank verse
Iambic pentameter
multiple points of view
Resource
L.9-10.6:
✓ I can acquire and use
general academic and
discipline-specific
vocabulary words and
phrases in English Language
Arts.
RL.9-10.1/RI.9-10.1:
✓ I can analyze a text, citing strong textual
evidence to support my analysis
RL.9-10.2/RI.9-10.2:
✓ I can analyze the development of a theme
or central idea in a text
✓ I can provide an objective summary
RL.9-10.3:
✓ I can analyze how complex characters
develop over the course of a text
✓ I can analyze how characters interact and
advance the plot or develop the theme
RI.9-10.3:
✓ I can analyze how the author unfolds an
analysis or series of ideas or events
RL.9-10.5:
✓ I can analyze how an author’s organization
of a text creates mystery, tension or
surprise
RI.9-10.5:
✓ I can analyze how an author’s ideas or
claims are developed by sentences or
portions of a text
RL.9-10.6:
✓ I can analyze a perspective or cultural
experience
RI.9-10.6:
✓ I can determine an author’s point of view
or purpose in a text
RL.9-10.7
✓ I can analyze the representation of a
subject or key scene in two, artistic
mediums
RI.9-10.8:
✓ I can delineate and evaluate an argument
and specific claims in a text
RL.9-10.9:
✓ I can analyze how an author adopts or
adapts source material
SL.9-10.1:
✓ I can participate in a range of collaborative
discussions
SL.9-10.2:
✓ I can integrate multiple sources of
information in diverse media or formats
✓ I can evaluate credibility of sources
SL.9-10.5:
✓ I can make use of digital media in a
William Shakespeare’s Romeo
and Juliet* (NP), Excerpts or
Whole Play
Watch Film excerpts from
Romeo & Juliet
Complimentary Texts: from
Ovid’s Metamorphoses:
“Pyramus & Thisbe” *
“On Tragedy,” by Aristotle*
“Should We Scoff at the Idea of
Love at First Sight?” by James
Kuzner
“The Lure of Shakespeare,” by
Robert W. Butler *
Percy Shelley, “Queen Mab”
Elizabeth Barret Browning,
“Sonnet 43: How Do I Love
Thee?”
John Donne, “A Valediction:
Forbidden Mourning”
Shakespeare’s, “Seven Ages of
Man”
“Federigo’s Falcon” by Giovanni
Boccaccio
Researching Shakespeare
Presenting a Dramatic
Interpretation
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presentation to enhance findings, reasoning
and give evidence
Language
Language of Shakespeare
Writing
(Week 17)
W.9-10.2:
✓ I can write an informative/explanatory
text to examine a topic
W.9-10.4:
✓ I can use digital tools to produce, publish
and update writing products
W.9-10.5:
✓ I can conduct short as well as more
sustained research projects to answer a
question
W.9-10.6:
✓ I can gather relevant information from
multiple sources, print and digital
Researching Shakespeare
Update Writing Portfolio
Self-Selected
Text Options
The Importance of Being Earnest by Oscar Wilde
Our Town by Thornton Wilder
Fences by August Wilson
I am Not Your Perfect Mexican Daugther by Erika L. Sanchez
Shakespeare: The Biography by Peter Ackroyd
LIS Focus:
Engagement,
Discussion &
Writing
The teacher: (1) creates and maintains a positive literacy learning environment; (2) facilitates student use of metacognitive strategies
to support independence; and (3) provides authentic and relevant literacy experiences.
The teacher: (1) continues to provide explicit instruction and opportunities for extended discussion on text meaning and
interpretation and (2) engages and supports students in writing to analyze, interpret, and apply content information.
Possible Extension Activities: (1) Research Shakespearean England in small groups to include: (a) the globe theater, (b) marriage in Elizabethan
England, (b) actors during Shakespeare’s time, (c) influence of Shakespeare on modern culture or other enduring impacts; (d) Shakespeare’s
language; (2) Re-write in small groups a scene from the play, using modern language and references to then present to the class; (3) Write a
comparison between other treatments of the literary work, examining the rhetorical situation (i.e., visual representations, plays, or other texts
such as “Pyramus and Thisbe”; (4) Analyze Juliet’s role in her relationship with Romeo, and how it contradicts societal expectations for her time
period
Week 18
Review for finals/complete presentations for course/finalize writing portfolios
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Additional Suggested Text Options*
Text
Genre
“What do you want (really, really want) out of your
college Education?” by Richard Gunderman
Opinion
“Want to Get Into College? Learn to Fail,” by Angel
B. Perez
Opinion
“Why Do People Follow the Crowd?” by ABC News
Informational Text
“Conformity,” by Charlotte Harrison
Informational Text
“The Stanford Prison Experiment,” by Saul McCleod
Informational Text
“Excerpt from ‘A Time for Choosing’ Speech,” by
Ronald Reagan
Speech
“Excerpt from ‘On Drought Conditions,’” by
President Franklin D. Roosevelt
Speech
“Introduction to World War II,” by USHistory.org
Informational Text
“The Rush of Immigrants,” by USHistory.org
Informational Text
“Ancient Greece: The Birthplace of Western
Individualism,” by USHistory.org
Informational Text
“Auschwitz,” by the United States Holocaust
Museum
Informational Text
“Diversity of Juries May Lead to Fairer Verdicts,
Study Says,” by Hilary McGregor
Informational Text
“The Necklace,” by Guy de Maupassant
Short Story
“The Treasure in the Forest,” by H.G. Wells
Short Story
“The Storyteller,” by Saki
Short Story
“Two Kinds,” by Amy Tan
Short Story
“The Model Millionaire,” by Oscar Wilde
Short Story
“The Story of an Hour,” by Kate Chopin
Short Story
“To Build a Fire,” by Jack London
Short Story
“The Devil,” by Guy de Maupassant
Short Story
“The Machine that Won the War,” by Isaac Asimov
Short Story
“An Obstacle,” by Charlotte Perkins Gilman
Poem
“No Man Is An Island,” by John Donne
Poem
“America,” by Claude McKay
Poem
“Sadie and Maud,” by Gwendolyn Brooks
Poem
“A Bird, came down the Walk,” by Emily Dickinson
Poem
“What Slaves Are Taught to Think of the North,” by
Harriet Ann Jacobs
Memoir
“The Narrative of the Life of Frederick Douglass,”
Excerpt from Chapter 1, by Frederick Douglass
Autobiography
“The Legend of Oedipus,” by CommonLit Staff
Myth
“Athena and Poseidon’s Contest for Athens,” by
AthenaEurope.org
Myth
“Orpheus and Eurydice,” by Ovid
Myth
“Arachne,” by Olivia E. Coolidge
Myth
*These texts may be taught in addition to anchor texts, should the teacher choose to do so. They are not meant to
replace anchor or core texts in a unit.
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23
Creating a Narrative: Assignment Sheet
For this assignment, you will be writing an essay about an original story from real or imagined
experiences or events. Your story must include a variety of narrative techniques—such as
foreshadowing, point of view, figurative language, imagery, symbolism, and/or irony—as well as
telling details and a well-structured sequence of events.
Planning and Prewriting:
As you begin to draft your narrative, considering each of the following questions to organize your
thinking.
1. What type of plot development will you use? Linear or non-linear? Why?
2. What are the essential elements of a narrative that you will need to include?
3. How will you introduce characters, context, and setting and establish a point of view?
4. How will you provide a conclusion or resolution that follows from and reflects on the
events of the narrative?
Beginning Your Draft:
Directions: Use the Freytag pyramid below to begin considering the organization for your story.
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Brainstorm details of the events. Record descriptive language (connotative diction, sensory details,
vivid verbs) and dialogue. Use the questions in the boxes to guide your thoughts.
Beginning Details
✓ What was the time and
place? (setting)
✓ Who was there?
(characters)
✓ What were you (the
narrator) doing, thinking,
and feeling?
Middle Details
✓ Describe events in
chronological order.
Include dialogue.
✓ What happened?
(conflict)
✓ What were you and
others doing?
✓ What were you thinking
and feeling?
Ending Details
✓ How did it end?
✓ What did you learn,
discover, or realize? How
did you grow?
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Planning a Narrative
Prewriting: Using the topic from your memory map, or another topic of your choice, think about whether
there are additional questions you might ask. Use the reporter’s questions (who, what when, where, why,
and how) to fill in the details of the narrative plan.
Planning: Organize your answers to your questions in a graphic organizer such as the one below.
Incident
Cause
Effect
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Characterization: Plan the characters by deciding what they say and do.
What the Character Says
What Others Say
What the Character Does
Descriptions of Character’s Appearance
What the Character Thinks
Language Techniques
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Scoring Guide, Narrative Writing
Scoring Criteria
Exemplary
(3)
Proficient
(2)
Emerging
(1)
Incomplete
(0)
Ideas
The narrative:
✓ Presents a clearly focused and
significant topic sentence, that
states the theme/main idea.
✓ Addressed the prompt directly
and uses at least three supporting
details from the text.
✓ Describes the writer’s use of
descriptive language to include
similes, metaphors, vivid verbs
and sensory language.
The narrative:
✓ Presents a focused topic sentence
that states the theme/main idea.
✓ Addressed the prompt and uses at
least two supporting details from
the text.
✓ Describes the writer’s use of
descriptive language to include
similes and metaphors, but fails
to describe vivid verbs and/or
sensory language
The narrative:
✓ Presents an inconsistently
focused topic sentence, that may
or may not present the theme or
main idea.
✓ May address the prompt directly,
but only uses one supporting
detail from the text.
✓ May describe vaguely the
writer’s use of descriptive
language, but does not clearly
identify the types of devices used
OR only addresses one
The narrative:
✓ Presents an unfocused topic
sentence, that does not present a
correct theme or main idea found
in the text.
✓ May fail to address the prompt
directly, and does not use any
supporting details from the text
✓ Does not identify writer’s use of
descriptive language
Structure
The narrative:
✓ Engages and orients the reader
with a clear topic sentence.
✓ Sequences events in the
response logically and naturally
✓ Uses at least three supporting
points found in the text
✓ Uses a variety of transitional
strategies effectively
✓ Provides an insightful reflective
concluding sentence
The narrative:
✓ Orients the reader with an
adequate topic sentence.
✓ Sequences events in the response
logically.
✓ Uses at least two supporting
points found in the text
✓ Uses some transitional words,
phrases, and clauses to link
events and signal shifts
✓ Provides a reflective concluding
sentence.
The narrative:
✓ Provides a weak or unrelated
topic sentence.
✓ Sequences events unevenly
✓ Uses only one supporting point
found in the text
✓ Uses inconsistent, repetitive, or
basic transitional words, phrases,
and clauses.
✓ Provides a weak or disconnected
concluding sentence.
The narrative:
✓ Lacks a clear topic sentences.
✓ Sequences events illogically.
✓ Does not provide support from
the text
✓ Uses few or no transitional
strategies.
✓ Lacks a concluding sentence.
Use of
Language
The narrative:
✓ Avoids bias and writes
objectives
✓ Demonstrates a command of the
conventions of standard English
capitalization, punctuation,
spelling, grammar, and usage
(including pronoun use, sentence
variety, direct quotes, and
punctuation).
The narrative:
✓ Uses generally precise words
and avoids bias.
✓ Demonstrates adequate
command of the conventions of
standard English capitalization,
punctuation, spelling, grammar,
and usage (including pronoun
use, sentence variety, direct
quotes, and punctuation).
The narrative:
✓ Uses few precise words may be
biased.
✓ Demonstrates partial or
inconsistent command of the
conventions of standard English
capitalization, punctuation,
spelling, grammar, and usage
(including pronoun use, sentence
variety, direct quotes, and
punctuation).
The narrative:
✓ Uses limited, vague, and unclear
words and language, and uses
bias.
✓ Lacks a command of the
conventions of standard English
capitalization, punctuation,
spelling, grammar, and usage;
frequent errors obscure meaning.
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The Adventure of the Hero
Joseph Campbell was an American author and teacher best known for his work in the field of
comparative mythology. He introduced the notion of the Hero’s Journey, a universal motif of
adventure and transformation that runs through virtually all of the world’s mythic traditions. As we
read the hero journey texts, consider how each hero fits into these archetypes.
1.
Call to Adventure—an individual is drawn into a relationship with forces that are not
rightly understood.
2.
Refusal of the Call—Refusal of the summons converts the adventure into its negative; he
becomes a victim to be saved.
3.
Supernatural Aid—having responded to his own call, the hero finds all the forces of the
unconscious at his side; a figure which represents the benign, protecting power of destiny
4.
Crossing of the First Threshold—Beyond them is darkness, the unknown, and danger
5.
The Belly of the Whale—The hero, instead of conquering or conciliating the power of the
threshold, is swallowed into the unknown, and would appear to have died
Initiation
1.
The Road of Trials—Once having traversed the threshold, the hero moves in a dream
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landscape of curiously fluid, ambiguous forms, where he must survive a succession of trials.
2.
The Meeting with the Goddess—The ultimate adventure, when all the barriers have been
overcome, is represented as a mystical marriage of the triumphant hero with the Queen
Goddess of the fictional world. Often a crisis of nadir, the lowest point in the fortunes of a
person
3.
Woman as the Temptress—women no longer become symbols of victory, but of defeat
4.
Atonement with the Father—Atonement consists in no more than the abandonment of
that self-generated double monster—the dragon thought to be God (superego) and the
dragon thought to be sin (repressed id—or the disorganized part of the personality structure
that contains a human’s basic, instinctual drives).
5.
Apotheosis—the highest point in the development of something; culmination or climax.
Oftentimes, this has to do with elevating an individual to the divine level
6.
The Ultimate Boon—the climax of the story, where the major tension of the story is
resolved. Whereas the previous steps have tested and purified, the hero is now ready to
receive the great gift of the Ark, the Grail, the Elixir or other such “ultimate boon.”
Return
1.
Refusal of the Return—When the hero-quest has been accomplished, the adventurer still
must return with his trophy; he must bring his “runes of wisdom” back into the kingdom of
humanity.
2.
The Magic of Flight—If the hero wins the blessing of the goddess or god and is explicitly
commissioned to return to the world with some elixir for the restoration of society, the final
stage of his adventure is supported by all the power of his supernatural patron.
3.
Rescue from Without—The hero may have to be brought back from his supernatural
adventure by assistance from without. For instance, the bliss of the deep abode is not lightly
abandoned in favor of the self-scattering of the wakened state.
4.
The Crossing of the Return Threshold—The two worlds, divine and human, can be
pictured only as distant from each other—different as life and death. The hero adventures
out of the land we know into darkness; there accomplishes his adventure, or again is simply
lost to us, imprisoned, or in danger; and his return is described as a coming back out of that
yonder zone.
5.
Master of the Two Worlds—In regards to the spiritual worlds, a hero is a master when he
or she has conquered the fears of their quest and they become a master of the world inside of
them as well as the outside. Becoming A Master — Inner Self: The hero’s inner conscience
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where he or she has to overcome his or her fears.
6.
Freedom to Live—What is the result of the passage? Freedom to live means freedom from
negative emotions which pull the hero away from living in the moment. Negative emotions
such as frustration, sadness, shame, fear, depression, doubt and despair are banished and
instead he is able to celebrate the victory.
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Summarizing with the 5 C’s
Comprehend
In your own words, write what you think the
passage is mostly about in two sentences or
less.
Chunk
Divide the text reading into parts. Look for
specific places the author draws your attention or
repeats key ideas or phrases. Write those words or
phrases here. You may try chunking by
paragraphs at first.
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
Compact
Make each chunk smaller. Try to limit these to
two words or less.
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
Conceptualize
Think of a key word for each chunk. Look for
topics that are used in the author’s topic
sentences.
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
Connect
Use the key words you have identified in a summary of the text.
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Paragraph Frame for Sequenced Writing
Sequence Words and Phrases
at the beginning
in the first place
as a result
later
eventually
in the end
lastly
In __________________________________ (title) by
___________________________________ there are three important events, that
contribute to the (theme/main idea) of
_____________________________________________________________.
First,________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________
Second,______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________Third,__________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________Finally,____________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________.
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Scoring Guide, Objective Summary
Scoring Criteria
Exemplary
(3)
Proficient
(2)
Emerging
(1)
Incomplete
(0)
Ideas
The written response:
✓ Presents a clearly focused and
significant topic sentence, that
states the theme/main idea.
✓ Addressed the prompt directly
and uses at least three supporting
details from the text.
✓ Describes the writer’s use of
descriptive language to include
similes, metaphors, vivid verbs
and sensory language.
The written response:
✓ Presents a focused topic sentence
that states the theme/main idea.
✓ Addressed the prompt and uses at
least two supporting details from
the text.
✓ Describes the writer’s use of
descriptive language to include
similes and metaphors, but fails
to describe vivid verbs and/or
sensory language
The written response:
✓ Presents an inconsistently
focused topic sentence, that may
or may not present the theme or
main idea.
✓ May address the prompt directly,
but only uses one supporting
detail from the text.
✓ May describe vaguely the
writer’s use of descriptive
language, but does not clearly
identify the types of devices used
OR only addresses one
The written response:
✓ Presents an unfocused topic
sentence, that does not present a
correct theme or main idea found
in the text.
✓ May fail to address the prompt
directly, and does not use any
supporting details from the text
✓ Does not identify writer’s use of
descriptive language
Structure
The written response:
✓ Engages and orients the reader
with a clear topic sentence.
✓ Sequences events in the
response logically and naturally
✓ Uses at least three supporting
points found in the text
✓ Uses a variety of transitional
strategies effectively
✓ Provides an insightful reflective
concluding sentence
The written response:
✓ Orients the reader with an
adequate topic sentence.
✓ Sequences events in the response
logically.
✓ Uses at least two supporting
points found in the text
✓ Uses some transitional words,
phrases, and clauses to link
events and signal shifts
✓ Provides a reflective concluding
sentence.
The written response:
✓ Provides a weak or unrelated
topic sentence.
✓ Sequences events unevenly
✓ Uses only one supporting point
found in the text
✓ Uses inconsistent, repetitive, or
basic transitional words, phrases,
and clauses.
✓ Provides a weak or disconnected
concluding sentence.
The written response:
✓ Lacks a clear topic sentences.
✓ Sequences events illogically.
✓ Does not provide support from
the text
✓ Uses few or no transitional
strategies.
✓ Lacks a concluding sentence.
Use of
Language
The written response:
✓ Avoids bias and writes
objectives
✓ Demonstrates a command of the
conventions of standard English
capitalization, punctuation,
spelling, grammar, and usage
(including pronoun use, sentence
variety, direct quotes, and
punctuation).
The written response:
✓ Uses generally precise words
and avoids bias.
✓ Demonstrates adequate
command of the conventions of
standard English capitalization,
punctuation, spelling, grammar,
and usage (including pronoun
use, sentence variety, direct
quotes, and punctuation).
The written response:
✓ Uses few precise words may be
biased.
✓ Demonstrates partial or
inconsistent command of the
conventions of standard English
capitalization, punctuation,
spelling, grammar, and usage
(including pronoun use, sentence
variety, direct quotes, and
punctuation).
The written response:
✓ Uses limited, vague, and unclear
words and language, and uses
bias.
✓ Lacks a command of the
conventions of standard English
capitalization, punctuation,
spelling, grammar, and usage;
frequent errors obscure meaning.
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Guided Peer Review
Directions: Complete the following guided peer review sheet as you are reading through your peer’s
essay.
Writer’s name: ___________________________________________________________________
Did the writer answer the prompt? yes no
Explain: ______________________________________________________
Did the writer use appropriate details or evidence to develop their writing? Yes no
Is the writing organized in a way that makes sense? Yes no
Did the writer use a variety of sentence types to make the writing more interesting? yes no
Are there any spelling or punctuation mistakes? yes no
Are there any grammar errors? yes no
Two things I really liked about the writer’s piece:
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__
One thing I think the writer could do to improve the writing:
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___
Other comments or notes:
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Comparative Analysis, Point-by-Point
Directions: Complete the graphic organizer below for a point-by-point analysis of the texts.
In the text, “______________________________________________________” by
_______________________________ and the text “______________________________________” by
___________________________________________________, both authors explore the theme of
______________________________________________________________. _____________________
explores this theme in paragraph # ___________ of his work, where he states:
“_____________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________.” In contrast, Kowalski explores this theme in paragraph # _________,
where she states: “
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________. This theme is further expressed in ___________________’s work, where
it states: “________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
___________________.” This illustrates the author’s feelings
about________________________________________________________________________________
_____________________________________________________________________________________________
_____. In comparison, Kowalski demonstrates this concept in the text when
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________________. This conveys the author’s
feelings regarding
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________. In conclusion, both works look
at the central idea of
______________________________________________________________________, in unique ways.
Introduce the
texts that you
will be
comparing.
Identify
examples from
the text that
support your
points.
Analyze the
effect of these
comparisons on
the theme of
the text.
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Comparative Analysis, Block Method
Directions: Complete the graphic organizer below for a block method analysis of the texts.
In the text, “______________________________________________________” by
_______________________________ and the text “______________________________________” by
___________________________________________________, both authors explore the central idea
of ______________________________________________________________, in different ways.
In ________________’s work, the author explores this concept in paragraph #
________ when he states:
“_____________________________________________________________________________________________
______________________________________________________________________________________________
____________________________________________________________________________________. He
further explores this in paragraph # ________ when he writes: “
______________________________________________________
______________________________________________________________________________________________
_______________________________________________________________________________. This conveys
the messages of ____________________________________________________________________________
to the audience, and is reinforced when the author elaborates:
“_____________________________________________________________________________________________
______________________________________________________________________________________________
______.”
In contrast, __________________________ explores this central idea in paragraph #
_________ when they state: “_____________________________________________________________
______________________________________________________________________________________________
_____________________________.” They further explores this concept in paragraph #
_____________ when the text states: “ ________________________________
______________________________________________________________________________________________
______________________________. This conveys the message of __
_________________________________________________________________________ to the audience,
and is reinforced in the text when _________________________________
______________________________________________________________________________________________
____________________________________________________.
In conclusion, both works look at the central concept of
______________________________________________________________________, in unique ways
Introduce the
texts that you
will be
comparing.
Identify
examples
from Text #1
that
supports
your points.
Identify
examples
from Text #2
that
supports
your points.
Analyze the
effect of
these
comparisons
on the
theme of the
text.
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Scoring Guide, Comparing Texts
Scoring Criteria
Exemplary
(3)
Proficient
(2)
Emerging
(1)
Incomplete
(0)
Ideas
The written response:
✓ Presents a clearly focused and
significant topic sentence.
✓ Addressed the prompt directly
and uses at least three supporting
details from the text.
✓ Describes the writer’s use of
descriptive language to include
similes, metaphors, vivid verbs
and sensory language.
The written response:
✓ Presents a focused topic sentence.
✓ Addressed the prompt and uses at
least two supporting details from
the text.
✓ Describes the writer’s use of
descriptive language to include
similes and metaphors, but fails
to describe vivid verbs and/or
sensory language
The written response:
✓ Presents an inconsistently
focused topic sentence.
✓ May address the prompt directly,
but only uses one supporting
detail from the text.
✓ May describe vaguely the
writer’s use of descriptive
language, but does not clearly
identify the types of devices used
OR only addresses one
The written response:
✓ Presents an unfocused topic
sentence.
✓ May fail to address the prompt
directly, and does not use any
supporting details from the text
✓ Does not identify writer’s use of
descriptive language
Structure
The written response:
✓ Engages and orients the reader
with a clear topic sentence.
✓ Sequences events in the
response logically and naturally
✓ Uses a variety of transitional
strategies effectively.
✓ Provides an insightful reflective
concluding sentence
The written response:
✓ Orients the reader with an
adequate topic sentence.
✓ Sequences events in the response
logically.
✓ Uses some transitional words,
phrases, and clauses to link
events and signal shifts.
✓ Provides a reflective concluding
sentence.
The written response:
✓ Provides a weak or unrelated
topic sentence.
✓ Sequences events unevenly
✓ Uses inconsistent, repetitive, or
basic transitional words, phrases,
and clauses.
✓ Provides a weak or disconnected
concluding sentence.
The written response:
✓ Lacks a clear topic sentences.
✓ Sequences events illogically.
✓ Uses few or no transitional
strategies.
✓ Lacks a concluding sentence.
Use of
Language
The written response:
✓ Uses precise words and sensory
language effectively to convey
the speaker’s tone.
✓ Demonstrates a command of the
conventions of standard English
capitalization, punctuation,
spelling, grammar, and usage
(including pronoun use, sentence
variety, direct quotes, and
punctuation).
The written response:
✓ Uses generally precise words
and sensory language to convey
the speaker’s tone.
✓ Demonstrates adequate
command of the conventions of
standard English capitalization,
punctuation, spelling, grammar,
and usage (including pronoun
use, sentence variety, direct
quotes, and punctuation).
The written response:
✓ Uses few precise words and little
sensory language.
✓ Demonstrates partial or
inconsistent command of the
conventions of standard English
capitalization, punctuation,
spelling, grammar, and usage
(including pronoun use, sentence
variety, direct quotes, and
punctuation).
The written response:
✓ Uses limited, vague, and unclear
words and language.
✓ Lacks a command of the
conventions of standard English
capitalization, punctuation,
spelling, grammar, and usage;
frequent errors obscure meaning.
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Presenting a Poetry Project
Your assignment is to create a poetry project that will include original works and analytical reviews of
published works. Each group member must contribute three items to the project: either two original pieces and
one analytical review or one original piece and two analytical reviews. Original works can include poems,
illustrations of poems, or recorded spoken performances of original or published poems. Use multimedia to
create your project and preset it in a polished format.
Pre-Writing Analytical Review
Using the TP-CASTT strategy, analyze one of the poems from this unit of your choosing. Once you have
identified the different elements of the poem, organize the textual evidence you have found to include in your
analysis. Use the following chart to organize your notes. Then, write a draft of your analysis.
Title
What do you think the title means
(prior to you reading the poem)?
Paraphrase
What is the poem about?
Translate the poem in your own
words.
Connotation
What is the association of key
words beyond their literal
meanings?
Attitude
How does the author feel about
the speaker, other characters, or
the subject?
Shifts
Where do shifts in tone, setting,
voice, etc., occur? Look for
keywords, punctuation, stanza
divisions and changes in line
length or rhyme. What is the
purpose of the shift? How does
the shift contribute to effect and
meaning?
Theme
What overall message or idea
comes through the literal and
metaphorical layers of the poem?
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Title (again)
What do you think it means now,
after reading the poem?
Original Poem
Choose a topic that interests you and works with your group topic or theme. Then, review the different poetic
structures and forms you have read and choose one that works with your topic and message. Decide how you
will incorporate characteristics of the form into your poem. Draft your poem or poems in your notebook.
Illustration of Poem
Revisit poems that you have read in the past or find a new one that addresses your group’s topic or theme and
that creates a vivid mental image for you. Use that image to create a piece of art that illustrates the meaning
and/or tone of the poem. Include the text of the poem next to or within your illustration.
Recorded or Spoken Performance of Poem
Revisit poems that you have read in this unit and find a new poem or use an original poem that addresses your
group’s topi or theme and that appeals to you when read aloud. Use a dictionary to confirm the pronunciation
of any unfamiliar words. Practice reading the poem aloud in a manner that expresses your interpretation of it,
using punctuation as a guide. Practice reading it again with appropriate speaking rate, volume and enunciation
before completing your recording.
As a group, decide which additional pieces will benefit from being presented with illustrations, recorded
spoken pieces or other kinds of multimedia. Discuss the imagery presented in each piece and how it can best
be translated into a multimedia format.
Piece
Imagery
Presentation
Method
Reason
Resources Needed
Checklist
▪ How will you incorporate characteristics of genre into your creative and analytical writing?
▪ How will you incorporate adequate, relevant evidence from the text in your reviews?
▪ How will you analyze published poems to create illustrations and/or perform and record them?
▪ Which digital tools will you use to compile the pieces of the art?
How will you make the project cohesive and visually appealing?
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Scoring Guide: Poetry Project
Scoring
Criteria
Exemplary
Proficient
Emerging
Incomplete
Ideas
The project
▪ represents a thorough
comprehension of the source
texts
▪ is free from errors of
interpretation
▪ includes a perceptive analysis
of the explicit and implicit
meanings of the texts.
The project
▪ represents an effective
comprehension of the source
texts
▪ is free from significant errors
of interpretation
▪ includes a reasonable
analysis of the explicit and
implicit meanings of the
texts.
The project
▪ shows a very basic or general
comprehension of the source
texts
▪ shows possible errors of
interpretation
▪ shows a limited analysis of
the explicit and implicit
meanings of the texts.
The project
• shows little to no
comprehension of the
source texts
• shows numerous errors of
interpretation
• shows little or no analysis
of the explicit and
implicit meanings of the
texts.
Structure
The project
▪ is effectively organized and
cohesive, and shows evidence
of a high degree of
collaboration
▪ includes multimedia resources
that are used creatively to
enhance understanding of the
topic.
The project
▪ is organized and cohesive,
and shows evidence of
collaboration
▪ uses multimedia effectively
to support information about
the topic.
The project
▪ is loosely organized and
shows minimal evidence of
collaboration
▪ uses multimedia choices that
are distracting and do not
serve the project's purpose.
The project
• is not organized and
shows little to no
evidence of
collaboration
• does not use multimedia
Use of
Language
The project
▪ demonstrates a creative and
effective logical order through
the use of introductions and
transitions.
The project
▪ demonstrates appropriate
logical order through the use
of introductions and
transitions.
The project
▪ attempts a logical order
through the use of
introductions and transitions.
The project
• lacks introductions and
transitions and has an
illogical order.
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Writing a Definition Essay
Consider the attributes of a hero, from literature, history, past and the present. Write a multi-paragraph
essay that develops your definition of heroism. Be sure to use strategies of definition (function, example,
and negation) to guide your writing.
Part of defining a concept is finding ways to describe the concept to make it clear to others. The logical
structure of an informational definition essay consists of an introduction, a body, and a conclusion. To
clarify, develop, and organize ideas, body paragraphs often use three definition strategies: (1) function, (2)
example, (3) negation.
Definition by Function:
Paragraphs use the function strategy to explain how the concept functions or operates in the real world.
Definition by Example:
Paragraphs using the example strategy use specific examples of the concept from texts or life.
Definition by negation:
Paragraphs using the negation strategy explain what something is by describing what it is not. For
example, an author may state, “Although tomatoes are often included in vegetable salads, a tomato is a
fruit, not a vegetable.” In this example, the negation is saying what a tomato is not, as well as what a
tomato is.
Prewriting:
Generate a list of—
o Adjectives that could describe what a hero is
o Nouns that could define what a hero shows
o Verbs that could define what a hero does
After generating your list, use the graphic organizer below to begin organizing your definition of a hero,
according to the three strategies for definition: function, example, and negation.
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Reviewing & Extending Transitions
You have already learned that transitions connect ideas. Writers use transitional words and phrases to
create coherence and help readers move smoothly through the essay. In formal writing, transitions
establish relationships between one thought and the next, but within and across body paragraphs.
To offer evidence:
To introduce an interpretation:
To compare and contrast:
Most important,
For example,
For instance,
According to ,
To illustrate,
In this case,
Therefore,
For these reasons,
Consequently,
Furthermore,
In addition,
Moreover,
Thus,
Although ,
Fven though ,
Instead,
On the other hand,
On the contrary,
Rather,
Yet,/But,/However,
Still,
Nevertheless,
In contrast,
Similarly,
Likewise,
In the same way,
To add information:
To clarify:
To conclude:
How does it function?
Heroism
What are some examples?
What is it not?
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To offer evidence:
To introduce an interpretation:
To compare and contrast:
Additionally,
In addition,
For example,
For instance,
Likewise,
Finally,
Equally important,
Again,
In other words,
For instance,
That is,
Put another way,
As a result,
Therefore,
Thus,
Finally,
Providing Support
Supporting details can be paraphrased or directly quoted, depending on the writer’s purpose and intended
effect. Examine the difference between a paraphrase and an embedded quotation.
Paraphrase: Early in the story Mulan reveals that she knows she will hurt her family if she is true to herself
(Mulan).
Embedded Quotation: Early in the story, Mulan reveals her fears when she sings, “Now I see, that if I were
truly to be myself, I would break my family’s heart” (Mulan 5).
Note that the embedded quotation shows a more detailed and precise knowledge of the text.
A direct quotation should not:
✓ Contain a simple idea that a writer could easily paraphrase
✓ Repeat an idea that has already been said
✓ Stand alone
✓ Be lengthy
A direct quotation should:
✓ Contain a complex idea that is thought-provoking
✓ Add another layer of depth to the writing
✓ Be smoothly embedded into the writing; begin with a transition and lead-in
✓ Be no more than three lines
Use the acronym, TLQC to help you remember how to embed a quotation smoothly. The letters stand for
Transition, Lead-in, Quote, Citation.
Element
Definition/Purpose
Example
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Transition
Use as a bridge to link ideas and strengthen cohesion
and uency.
Early in the story, Mulan reveals her fears
when she sings, “Now I see, that if I were
truly to be myself, I would break my family’s
heart.”
Lead-in
Use to set the context for the information in the quote
(complex sentences work well).
Early in the story, Mulan reveals her fears
when she sings, “Now I see, that if I were
truly to be myself, I would break my family’s
heart.”
Quote
Use ideas from a credible source to strengthen your
ideas, illustrate a point, and/or support your controlling
idea.
Early in the story, Mulan reveals her fears
when she sings, “Now I see, that if I were
truly to be myself, I would break my
family’s heart.”
Citation
Include author’s last name or the title of the work, if the
author is unknown, and page number to give credit to
the author and to make your writing credible to the
reader.
Early in the story, Mulan reveals her fears
when she sings, “Now I see, that if I were
truly to be myself, I would break my family’s
heart” (Mulan 5).
Planning a Definition Essay
Review the scoring criteria for the Definition Essay. Use it and the outline below to consider how to draft
your essay.
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Outline, Definition Essay
1. Introduction
Hook: (what would make an effective hook?):
Bridge: (background information and connections)
Thesis: (state your original definition)
2. Body Paragraph 1 (Function/Example/Negation)
Topic Sentence: (connect to thesis)
Supporting detail: (list source)
Paraphrase, quotations, examples with commentary
Supporting detail: (list source)
3. Body Paragraph 2 (Function/Example/Negation)
Topic Sentence: (connect to thesis)
Supporting detail: (list source)
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Paraphrase, quotations, examples with commentary
Supporting detail: (list source)
4. Body Paragraph 3 (Function/Example/Negation)
Topic Sentence: (connect to thesis)
Supporting detail: (list source)
Paraphrase, quotations, examples with commentary
Supporting detail: (list source)
5. Conclusion (What would make an effective conclusion?)
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Scoring Rubric, Definition Essay
Scoring
Criteria
Exemplary
Proficient
Emerging
Incomplete
Ideas
The essay
▪ uses all three strategies of
definition effectively to define
a hero
▪ maintains a precise and
original thesis
▪ integrates relevant supporting
details and evidence (quotes
and paraphrases) with citations
and commentary.
The essay
▪ uses strategies of definition
(function, example, negation)
to define a hero
▪ maintains a clear thesis
▪ includes adequate supporting
details and evidence (quotes
and paraphrases) with citations
and commentary.
The essay
▪ uses insufficient strategies of
definition to define a hero
▪ has an unclear or unfocused
thesis
▪ includes inadequate
supporting details and
evidence; may have
inconsistent citations and/or
weak commentary.
The essay
▪ does not define a hero
using strategies of
definition
▪ has no discernible thesis
▪ lacks supporting details,
citations, and/or
commentary.
Structure
The essay
▪ introduces the central idea
with an engaging hook,
bridge, and thesis
▪ organizes ideas into focused
support paragraphs that
progress smoothly
▪ creates coherence with the
purposeful use of a variety of
transitions and topic sentences
▪ provides an insightful
conclusion.
The essay
▪ introduces the topic with a
hook, bridge, and thesis
▪ organizes ideas into support
paragraphs that progress
logically
▪ creates coherence with the
use of transitions and topic
sentences
▪ provides a conclusion that
follows from the ideas
presented.
The essay
▪ includes an ineffective or
partial introduction
▪ has unrelated, undeveloped,
or insufficient support
paragraphs
▪ uses transitions and topic
sentences ineffectively or
inconsistently
▪ provides a weak, illogical,
or repetitive conclusion.
The essay
▪ lacks an introduction
▪ has minimal, absent, or
flawed support paragraphs
▪ uses few or no transitions
and topic sentences
▪ lacks a conclusion.
Use of
Language
The essay
▪ uses consistent diction and
style appropriate for an
academic audience
The essay
▪ uses diction and style that is
generally appropriate for an
academic audience
The essay
▪ uses diction or a style that
is basic or inappropriate to
an academic audience
The essay
▪ uses flawed diction
▪ lacks command of the
conventions of standard
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Scoring Rubric, Definition Essay
Scoring
Criteria
Exemplary
Proficient
Emerging
Incomplete
▪ demonstrates command of the
conventions of standard English
capitalization, punctuation,
spelling, grammar, and usage
(including complex sentences).
▪ demonstrates adequate
command of the conventions of
standard English capitalization,
punctuation, spelling, grammar,
and usage (including complex
sentences).
▪ demonstrates partial or
inconsistent command of
the conventions of standard
English capitalization,
punctuation, spelling,
grammar, and usage.
English capitalization,
punctuation, spelling,
grammar, and usage; frequent
errors obscure meaning.
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Writing Argumentative Texts
For this assignment, you are to write an essay in which you use compelling evidence to convince your
reader of the dangers of silence, obedience, and following the crowd, particularly in times of historical
significance, such as during WWII and the Holocaust. Using the various readings you studied in this unit,
consider how the texts highlight the dangers of following the crowd.
Arguments consist of several parts, which include the following elements:
Parts of an Argument
Explanation
Helpful Questions
Claims
✓ offer solutions to problems
✓ try to convince a reader to
change his thoughts or
actions related to a problem
✓ based on reasons
What do you think about this
problem?
Reasoning
✓ logical grounds that show
that your claim is important
✓ link between the claim and
evidence
Why do you believe this?
Evidence
✓ data or facts that support
your claim
How do you know your idea is
right?
Counterclaims
✓ an alternate point of view
that challenges your claim
What other solutions to the
problem are possible?
Pre-Writing/Idea Gathering:
Begin by selecting one of the works from this unit and complete the SMELL strategy below. SMILL is an
acronym for sender, message, emotional strategies, logical strategies, and language.
Sender-Receiver Relationship: Who are the senders
(speaker/writer) and receivers (audience) of the
message, and what is their relationship (consider
what different audiences the text may be
addressing)? How does the sender attempt to
establish his/her ethos?
Message: What is a literal summary of the context?
What is the meaning/significance of this
information?
Emotional and Logical Strategies: What emotional
(pathos) and logical arguments/appeals (logos) are
included? What is their effect?
Language: What specific language supports the
message? How does it affect the text’s
effectiveness? Consider both images(if
appropriate) and actual words. What is the
speaker’s voice in the text?
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Rhetorical Appeals
Consider each of the three rhetorical appeals and how they can support your argument or claim.
Appeal
Evidence to support claim
Logos
Pathos
Ethos
Claims and Counterclaims
In strong argumentative writing, you always want to recognize and acknowledge counterclaims or opposing
arguments. What might someone say against your claim or topic?
Consider Your Claims:
Use the chart below to consider what your reasons are for why one should not follow the crowd, and the
dangers of obedience. What might someone say against your claims?
Reason #1
Evidence
Appeals
Reason #2
Evidence
Appeals
Reason #3
Evidence
Appeals
Counterargument:
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Planning Your Argument:
Start a multi-paragraph outline for your argumentative essay. Use the following frame to keep your ideas
organized and clear.
Main Idea
Details
Introduction (Paragraph #1)
Point A (Paragraph #2)
Point B (Paragraph #3)
Point C (Paragraph #4)
Counterclaim: (Paragraph #5)
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Conclusion: (Paragraph #6)
Begin to Construct an Argument
Topics:
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________________________________________________________
Claims:
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________
Conducting Effective Research
Once you have chosen your topic and created a claim, and considered possible counterclaims, you are
ready to conduct a more extensive process of gathering information to support your own ideas. You should
begin by developing an effective research question, that is open-ended, directly related to a claim, and
purposeful. Once you have developed a main question, begin to break it down into a subset of related
questions.
Main research question:
Sub-questions:
Locating and Evaluating Sources
To find relevant sources to support your research, try to choose terms that narrow your results. Evaluate
both print and internet sources, using six separate criteria listed below. Begin by defining each of the terms
using a dictionary, or with a partner.
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Source Criteria
Definition
Questions to Consider
1. Authority
Who is the audience? What organization is
behind this information? What are the
qualifications of the author or organization to
write about this topic?
2. Accuracy
Determine if the content of the source is fact,
opinion, or propaganda. If you think the
source is offering facts, are the sources
clearly indicated? Is any information omitted
from the source?
3. Credibility
Is the information trustworthy? Does it show
any biases for or against the topic, including
the omission of relevant details? Is the
source using faulty reasoning such as
bandwagon appeals, repetition, or loaded
language?
4. Reliability
Can you verify the information presented?
Are there other sources that contradict or
confirm the source? Is information omitted?
5. Timeliness
How old is the source? Some sources
become dated when new research is
available, but other sources of information
can remain quite sound.
6. Purpose/Audience
What is the purpose of this information? To
whom is it directed?
Primary and Secondary Sources
When choosing credible and reliable sources, you will find primary and secondary sources. Primary are
original documents and are often used in historical research, and generally are written through first-hand
experience. Secondary sources are sources are written about a time period or event using primary source
texts, and sometimes other sources, and are written about a primary source.
Researching and Reading Academic Texts
Much research information is taken from academic texts, which can be challenging to read. An effective
strategy for reading these texts is to pay attention to their text features. There are five broad categories of
graphical and print features found in academic texts:
✓ Text organization: identifies text divisions (introductions, chapters, sections, summaries, and author
information)
✓ Headings: help readers understand the information (titles, labels, and subheadings)
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✓ Graphics: show information visually to add or clarify information (diagrams, charts, tables, graphs,
maps, photographs, captions, etc.)
✓ Format and font size: signal to the reader that certain words are importance (boldface, italics, or
change in font)
✓ Layout: includes aids such as insets, bullets and numbers that point readers to important
information
Reliability & Credibility
When we are evaluating arguments, we want to consider whether the sources are credible. Evaluating a
source’s reliability and credibility will help you determine if you should use the information as part of your
evidence when you communicate your findings. A few guiding questions to determine credibility include:
✓ Who is the author? Can the author be trusted? Credible sources are written by authors respected in
their fields of study
✓ How recent is the source? The choice to seek recent sources depends on topics.
✓ What is the author’s purpose and who is the intended audience? Is the author presenting an
objective view of a topic, or does the author have a bias toward a certain point of view?
Conducting Research When using someone else’s ideas in your writing, it is critical that you give proper
credit to the person who first stated the idea. Plagiarism occurs when you use someone else’s writing in
your own as if you came up with the idea. Properly cite your sources to help you avoid plagiarism.
Using Sources Ethically
To use sources ethically, do the following:
✓ Properly quote and cite all language that is directly picked up from another source
✓ Give proper credit to the originators of all ideas or concepts that you have paraphrased in your
writing
For the purposes of this lesson, you should include the author’s name and title of their source within your
writing. Your bibliographic information should follow the models shown below of MLA standard formatting
for citing basic bibliographic information for common source types.
Book
Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.
Example: Gleick, James. Chaos: Making a New Science. Penguin, 1987.
Website
Last name, First Name. “Title of page.” Website, URL. Accessed date.
Example: Lundman, Susan. “How to Make Vegetarian Chili.” eHow, www.ehow.com/how_10727_make-
vegetarian-chili.html. Accessed 6 July 2015
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Scoring Guide, Argumentative Writing
Scoring Criteria
Exemplary
Proficient
Emerging
Incomplete
Ideas
The essay
✓ includes a well-developed
explanation of the issue, a claim,
and a thesis statement
✓ presents strong support for the
central claim with relevant details
and commentary
✓ presents counterarguments and
clearly refutes them with relevant
reasoning and evidence
✓ concludes by summarizing the
main points and providing an
effective call to action.
The essay
✓ includes an explanation of the
issue, a claim, and a thesis
statement
✓ presents support for the central
claim but may not fully develop
all evidence
✓ presents and acknowledges
counterarguments and offers
some evidence to refute them
✓ concludes by summarizing the
main points and offering a call
to action.
The essay
✓ states the thesis but does not
adequately explain the
problem
✓ includes some support for the
claim, but it is not developed
and does not provide relevant
evidence or commentary
✓ describes some
counterarguments, but they are
vague and are not clearly
refuted
✓ concludes by repeating main
topics but ends without a
suggestion for change.
The essay
✓ states a vague or unclear
thesis
✓ contains ideas that are
poorly developed or not
developed at all
✓ provides vague or no
descriptions of
counterarguments and
refutations
✓ concludes without
summarizing main points
or suggesting change.
Structure
The essay
✓ follows a clear multiple-
paragraph argumentative essay
structure with a logical
progression of ideas
✓ showcases central points and uses
effective transitions.
The essay
✓ follows a multiple paragraph
argumentative structure but
may not have a clearly logical
progression of ideas
✓ develops central points and
uses transitions.
The essay
✓ demonstrates an awkward,
unstructured progression of
ideas
✓ spends too much time on some
irrelevant details and uses few
transitions.
The essay
✓ does not follow the
organization of an
argumentative essay
✓ includes some details, but
the writing lacks direction
and uses no transitions.
Use of Language
The essay
✓ uses a formal style
✓ smoothly integrates credible
source material into the text (with
accurate citations)
✓ demonstrates excellent command
of standard English conventions.
The essay
✓ uses a formal style
✓ integrates credible source
material into the text (with
accurate citations)
✓ demonstrates general
command of standard English
conventions.
The essay
✓ uses both informal and
formal styles
✓ may be missing citations or
contain inaccurate citations
✓ includes some grammatical
weaknesses that interfere
with meaning.
The essay
✓ uses inappropriate
informal style
✓ does not include source
material citations
✓ includes several
grammatical weaknesses
that interfere with
meaning.
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Presenting a Dramatic Interpretation
Your assignment is to work collaboratively with your group to interpret, rehearse, and perform a scene from
William Shakespeare’s Romeo and Juliet. In preparation, each member of the group will create a staging
notebook providing textual evidence and commentary on the planned interpretation. Finally, you will write a
reflection evaluating your final performance.
Scoring Guide
Scoring
Criteria
Exemplary
Proficient
Emerging
Incomplete
Performance
The performance
• represents an
insightful
interpretation of
the scene and
clearly
communicates the
intended effect to
the audience
• includes a
reflection that
represents the
creative thinking
of the entire acting
company, with
insightful
commentary on
the challenges and
the final
performance.
The performance
• represents a clear
interpretation of
the scene and
communicates it
effectively to the
audience
• includes a
reflection on the
process of
preparing for and
performing the
scene, including
commentary on
challenges faced
and an evaluation
of the final
performance.
The performance
• shows an attempt
to interpret the
scene
• may not clearly
communicate the
scene to the
audience
• includes a
reflection that
summarizes the
process rather
than the thinking
behind the
interpretation and
the performance.
The performance
• is not coherent
and does not
clearly
communicate
the scene to
the audience
• includes a
reflection that
is minimal and
simply lists
the steps in the
process; it
does not
reflect the
thinking of the
group or the
effect of the
performance.
Staging
Notebook
The staging notebook
• is detailed and
shows evidence of
a high degree of
collaboration
• thoroughly reflects
a high degree of
planning for visual
and vocal delivery.
The staging notebook
• is detailed and
shows evidence of
an adequate
degree of
collaboration
• adequately reflects
planning for visual
and vocal
delivery.
The staging notebook
• shows little
evidence of
collaboration
• reflects a limited
amount of
planning for
visual and vocal
delivery.
The staging notebook
• is sparse and
does not show
evidence of
collaboration
• does not
adequately
reflect prior
planning for
visual and
vocal delivery.
Delivery
The delivery
• demonstrates a
creative use of
diction to
communicate the
scene
• demonstrates
skillful use of
speaking rate,
volume,
enunciation, and
purposeful
gestures.
The delivery
• includes
appropriate and
effective vocal and
visual delivery of
dialogue
• demonstrates
effective use of
speaking rate,
volume,
enunciation, and
gestures.
The delivery
• includes some
appropriate vocal
and visual
delivery of
dialogue
• demonstrates
uneven use of
speaking rate,
volume,
enunciation, and
gestures.
The delivery
• lacks
appropriate
vocal and
visual delivery
of dialogue
• lacks
appropriate
speaking rate,
volume,
enunciation,
or gestures.
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Researching Shakespearean Times
Your assignment is to research the historical, cultural, social or geographical context in which the play
Romeo and Juliet was written. You will investigate how one of the following items presents itself in the play,
and its significance to the time period in which the play was written. Your research must include outside
sources and information from credible websites or databases, with clear connections to the play itself.
✓ Marriage and love
✓ Role of Women
✓ Religion and/or Pagan Belief Systems
✓ Justice, the Law and Revenge
✓ Death & Suicide in Elizabethan Times
Scoring Guide
Scoring
Criteria
Exemplary
Proficient
Emerging
Incomplete
Ideas
The essay
• includes a well-
developed
explanation of the
issue, a claim, and
a thesis statement
• presents strong
support for the
central claim with
relevant details
and commentary
• presents
counterarguments
and clearly refutes
them with
relevant
reasoning and
evidence
• concludes by
summarizing the
main points and
providing an
effective call to
action.
The essay
• includes an
explanation of the
issue, a claim, and
a thesis statement
• presents support
for the central
claim but may not
fully develop all
evidence
• presents and
acknowledges
counterarguments
and offers some
evidence to refute
them
• concludes by
summarizing the
main points and
offering a call to
action.
The essay
• states the thesis
but does not
adequately explain
the problem
• includes some
support for the
claim, but it is not
developed and
does not provide
relevant evidence
or commentary
• describes some
counterarguments,
but they are vague
and are not clearly
refuted
• concludes by
repeating main
topics but ends
without a
suggestion for
change.
The essay
• states a vague or
unclear thesis
• contains ideas
that are poorly
developed or not
developed at all
• provides vague or
no descriptions of
counterarguments
and refutations
• concludes without
summarizing main
points or
suggesting
change.
Structure
The essay
• follows a clear
multiple-
paragraph
argumentative
essay structure
with a logical
The essay
• follows a multiple
paragraph
argumentative
structure but may
not have a clearly
logical
The essay
• demonstrates an
awkward,
unstructured
progression of
ideas
• spends too much
time on some
The essay
• does not follow
the organization
of an
argumentative
essay
• includes some
details, but the
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Scoring
Criteria
Exemplary
Proficient
Emerging
Incomplete
progression of
ideas
• showcases central
points and uses
effective
transitions.
progression of
ideas
• develops central
points and uses
transitions.
irrelevant details
and uses few
transitions.
writing lacks
direction and uses
no transitions.
Use of
Language
The essay
• uses a formal style
• smoothly
integrates
credible source
material into the
text (with
accurate citations)
• demonstrates
excellent
command of
standard English
conventions.
The essay
• uses a formal style
• integrates
credible source
material into the
text (with
accurate citations)
• demonstrates
general command
of standard
English
conventions.
The essay
• uses both informal
and formal styles
• may be missing
citations or
contain inaccurate
citations
• includes some
grammatical
weaknesses that
interfere with
meaning.
The essay
• uses
inappropriate
informal style
• does not include
source material
citations
• includes several
grammatical
weaknesses that
interfere with
meaning.
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Some resources modified from KIPP Teacher Resource Guide .
Phases of Close Reading
Below is a visual aid that may help in guiding the process of close reading through a text. The phases below describe
the progress of instruction within close reading. Each phase is essential to help move students from literal to
conceptual understanding of texts. Additional information regarding close reading, questions asked and answered at
each stage, as well as student and teacher moves, refer to this chart.
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Close Reading Strategies
Step 1
Initial Reading: Read through text one time,
circling any unknown vocabulary
Step 2
Monitor & clarify as you read: stop and jot
down questions that you have as you go
Step 3
Main Ideas & Themes: Highlight main
ideas/themes in the text and/or author’s
claims
Step 4
Supporting Details: Underline details that
support the author’s claims, main ideas, or
themes in the text
Step 5
Comprehending Text: Write short summaries of
what you read in the sidebars/margins of the
text to help clarify comprehension of text
Step 6
Reflection: Write brief reflection on the
reading after you have finished. Be sure to
draw any connections you can to previously
read works or personal connections you can
make.
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Tools for Differentiation
Skill
Strategy to Consider
Function of the Strategy
Independent Reading of
Complex Text
Pre-read text, or read an additional
text on same topic or theme
Supports:
• vocabulary development
• literal comprehension of
complex text
• fluency
• scaffolds abstract
ideas/concepts
• is useful when text is
multiple grades above
reading level
Pre-teach Critical Vocabulary
Teach, Tell, Text: Consider what
words need to be taught prior to
reading to help students
comprehension, which you can tell
students the meaning of, and
which can be inferred using context
clues in the text
• Tier 1 words are most
frequently used in
everyday speech
• Tier 2 words are used in
many different contexts
and subjects
• Tier 3 words are subject-
specific and are used in
particular classes
Chunk text (identify shorter
excerpts but keep objective
constant)
Supports:
• Fluency
• Weak working memory
(and attention/stamina)
Buddy/Paired Reading
• Builds motivation
• Supports fluency
• Supports learners whose
comprehension improves
when text is read and/or
heard aloud
• Oral language
development
Reformat texts to include
embedded definitions or picture
cues
Supports:
• vocabulary development
• English language learners
• scaffolds abstract
ideas/concepts
Provide structured overviews for
some sections of text
Supports weak working memory
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Teacher reads aloud to a small
group (read aloud could also be
provided via technology)
Supports:
• Vocabulary development
• Decoding
• Fluency
• Increased focus
• Learners whose
comprehension improves
when text is read and/or
heard aloud
• Is useful when text is
multiple grades above
reading level
Answering Text-Dependent
Questions
Add literal level text-dependent
questions before moving to higher
levels of critical thinking
• Scaffolds abstract
ideas/concepts
• is useful when students
lack background
knowledge on topic
Tackle small sections at a time to
provide small wins
Supports:
• Slow readers
• Easily overwhelmed
readers
• Aids in retaining
information
Provide additional modeling once
students have tried the task
Consider strategic partnerships of
students
• Aids in locating textual
evidence
Provide sentence stems or frames
Supports:
• task initiation
• Aids in moving beyond
literal phase of
understanding
Highlight key ideas or details in the
text
• aids in distinguishing key
details from main ideas
Modify graphic organizers to
include picture cues or additional
step-by-step directions
Aids:
• those lacking flexible
thinking
• Planning and prioritizing
Supports:
• Weak working memory
• English language learners
Post directions & anchor charts
Supports all students, particularly
visual learners
Provide “hint cards” that give
students more support with text-
Supports:
• Those easily overwhelmed
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dependent questions
• Those who are
unmotivated to read
Indicate where students may find
key information
Aids locating textual evidence
Writing
Modify graphic organizers to
include picture cues or additional
step-by-step directions
Aids those lacking flexible thinking
Supports:
• weak working memory
• planning and prioritizing
• English language learners
Provide sentence starters &
sentence frames
• Supports task initiation
• aids in moving beyond
literal phases of
understanding
Tools for Engaging Students with Texts
Buddy/Partner Read
Strategically pair students to practice and model with each other
Call and Response Read
Read some parts alone and have students read connected parts chorally.
Choral Reading
In the choral reading routine, the teacher and class read a passage aloud
together, minimizing struggling readers’ public exposure. Students who
feel self-conscious about reading aloud also have built-in support. Choral
reading builds fluency and self-confidence. To use this routine, read a
text aloud as students track it silently, then reread chorally with students
(everyone together). Alternatively, have students join chorally for certain
parts, such as a refrain.
Craft
Authors use many different techniques and make countless choices as
they create a text. These choices and techniques form what is called
author’s craft. This examination calls student attention to the language,
format, organization, and points of view in a text.
Echo Reading
Read a portion of text aloud, then pause at logical points for the students
to echo. They should mimic your phrasing, intonation, and emphasis to
build both fluency and understanding of the text.
Notice and Wonder
Partners preview the text before an oral read to notice details that
interest them or that they wonder about. They record on sticky notes.
After a read aloud, students read the text and find a new detail to notice
or wonder about beyond what has been read, using sticky notes
Read an Image
Use images/art/videos to help students practice closely reading other
forms of “text.” You may use these as prompts to guide students into a
closer analysis of a story or the engage their interest in a read.
Read with a Question in Mind
After previewing a text or topic, have students generate questions
individually, in pairs, groups, or as a class. Then have students read or
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reread the text to answer the questions they identified.
Reading with Expression or
Intonation or Prosody
Expression, intonation, and prosody all capture a reader’s capacity to
recognize and reflect the correct expression in a text, to pause
appropriately, and to emphasize appropriately. In poetry this action
might involve reading according to punctuation to show expression, such
as excitement. In dialogue it might involve changing intonation for
questions or raising one’s voice to show yelling. Model and share these
ideas to support students’ reading with expression:
• Use Reader’s Theater and other dramatization activities to
provide opportunities for authentic reading with expression.
• Provide repeated practice with targeted passages containing
opportunities for reading with expression, e.g. dialogue, poetry,
persuasive speeches.
• Challenge students to read a passage with different assigned
emotions, such as happiness, excitement, frustration, etc.
• Use read-aloud routines, such as choral or echo reading, during
classroom reading to provide regular opportunities for students
to hear and mirror fluent expression.
• Reinforce punctuation clues to expression, such as exclamation
marks or all capital letters.
Tools for Annotation & Notetaking While Reading Texts
Annotate and Note-Take
Provide students with sticky notes, highlighter tape, bookmarks,
highlighter pen (for consumable texts), and ask them to annotate
something as they read. To vary methods, increase engagement, and
get potentially restless students moving, offer or direct students to
use the following ways to annotate and note-take. Students can use
these methods to answer Text-Dependent Questions (TDQs) and for
evidence collection of any kind. Students should:
• Place sticky flags where they find evidence for the answer.
• Write responses on sticky notes and post on a large shared
chart.
Check for Gist
Have students answer the five W and H questions about the text
(who, what, when, where, why, how). Ask questions to help students
determine gist, especially with poetry.
Organize Ideas/Graphic Organizer
Provide students with a graphic organizer on paper (e.g. on a handout), on
the board, or on a classroom anchor chart. Have students use the organizer to
record specific information from the text. Example While they read, have
students complete the inferences chart to identify details that support the
inferences they draw.
Quick Draw/Quick Write/Jot the Gist
Prompt students to use words or images to make notes about something
specific in the text. Example During or after reading, have students quick-
write or quick-draw to help them remember details that support the
inferences they draw.
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Tools for Writing
OREO
This acronym stands for Opinion, Reason, Evidence, Opinion. Students
can use this routine to develop their ideas for opinion writing of many
kinds.
Painted Essay
This tool gives readers a way to see how informational or
argumentative essays are organized. Model how to “paint” or highlight
the first paragraph, and then lead students in marking the rest of the
essay. Tell students you will use the following colors to mark the essay:
• Red = Introduction/conclusions
• Yellow = Point #1
• Blue = Point #2
• Green = Thesis/thesis restated (opinion for an argumentative
essay)
Sentence Frames
Sentence frames help language learners to construct more complex
sentences than they can create independently. This is also a good way
to help students get started on a writing task.
Talk First
This is a good strategy to help students organize and develop their
ideas, get comfortable with new vocabulary and practice sentence
structure.
Author’s Chair
Have students take turns reading or sharing their work with the class.
Invite or prompt them to identify particular aspects that reflect their
writing choices
Peer Feedback
Incorporate opportunities where students can engage in reflection and
discussion on one another’s writing. Strategically pair up students to
perform reviews of one another’s work. Consider utilizing a rubric, with
instructions on how to conduct a peer review, particularly if this is the
first time implementing this strategy.
Collaborative/Shared Writing
Some students need additional support writing essays, so it is good to
begin with writing a class essay or in partners/small groups. This is
particularly useful for ELL students who may struggle with writing in
English.
Tools for Questioning to Guide Instruction
Effective Questioning Strategies
The most effective questions require students to consolidate
learning and use higher-order critical thinking skills. Teachers
can support these goals in various ways:
• Frequently elicit students’ questions. These will often
lead to interesting inquiry and new understanding for
all students.
• Listen to student questions, and allow for student-led
inquiry, even if it takes class time. Sometimes the
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most important learning is not about the intended
topic.
• Answer student questions with new questions, such as
about how to find an answer. This questioning allows
inquiry to continue rather than ending with an answer
you provide. Help students find their own answer.
• Use open-ended questions without “correct” answers,
and be willing to use questions you will work with
students to answer. This questions show students that
inquiry is ongoing and should be encouraged.
• Build new questions from students’ answers, prior
knowledge, or shared experiences.
• Encourage students to answer each other’s questions
and to be each other’s teachers.
• Ask follow-up questions to extend discussion,
encourage analytical thinking, and promote active
learning.
• Use Wait Time to encourage and support critical
thinking
Tools for Collaboration & Discussion
There are many ways to ensure collaboration and discourse are part of your daily instructional practices. Additional
collaborative techniques can be found here.
Back to Back and Face to Face
This routine is helpful to support wait time, movement, and
collaboration with a new partner. The routine is best suited for
questions requiring some thought. Direct students to find
someone new to work with and then to stand “back to back”
until you tell them to turn. Give them the prompt or question
to think about. After a few seconds of thinking time, direct
them to turn “Face to Face” and share their responses. Make
sure students know who will speak first, and how long they will
each have to speak. When time is up, direct them to return
“Back to Back” and await the next prompt. Repeat the
procedure with however many prompts there are; usually two
or three times is a good number of times to go through the
sequence.
Corners
Assign each corner of the room a part of a topic. Allow students
to think or write independently about the top-level topic. Then
have them congregate in the corner of their choice: the part,
aspect, view, that interests them. Students in a corner share
ideas. Then one student shares the discussion output with the
class. This routine allows students to take a position through
their movements and then to explore their ideas in discussion
with those with common views. Subsequent discussion with the
whole class promotes a range of views and even subtle aspects
of generally similar views. Corners and sides is an adaptation
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allowing for additional locations/continuum between corners.
Fishbowl
Organize students in two large and equal groups. Students in
the inner face each other and discuss the assigned topic.
Students in the outer circle face inward to observe and listen to
the fishbowl discussion. Prompt the outer circle students with a
specific purpose for listening, such as to identify new
information or evaluate the discussion against provided criteria.
When time allows, reverse the roles and positions. This routine
is particularly useful for Socratic seminar lessons.
Gallery Walk
Post student work or content you want students to analyze on
classroom walls. Have students circulate alone, in pairs, in
groups, and so on. Direct students toward the specific desired
response, such as to annotate classmates’ work with a Star and
a Step or to write a question about the posted content. This
routine can be endlessly adapted. Be creative!
Inside-Outside Circle
Organize two large and equal groups. Groups face each other in
concentric circles, each student paired with a partner from the
opposite group. Have students in the outer circle ask a
question; students in the inner circle answer. Signal students to
rotate the circle and create new pairings. You can also signal
students to reverse asking and answering roles
Jigsaw
Organize expert groups and assign topics. Students will become
the expert on their topic. Then reorganize new collaborative
groups including an “expert” from each original group. In the
new collaborative group, students share their expertise with
each other. This activity facilitates research, analysis, reading,
and so on in an efficient manner, builds student accountability
and confidence, and reinforces effective discussion habits.
Reader’s Theater
Have students perform a portion of a text in play format. This
routine works well for texts with rich dialogue and provides an
authentic reason for reading aloud and practicing basic
comprehension/fluency skills.
Conversation Roundtable
Organize groups of 3-5 around a table. Ask a question likely to
yield multiple answers. Invite each student to answer in turn.
This collaboration facilitates a range of opinions and ideas and
supports students in exploring and testing their own views.
Socratic Seminar
A Socratic seminar is a structured discussion that supports
students with critical and creative thinking, synthesizing and
developing deep comprehension of texts, and refining their
thinking in preparation for writing. Socratic seminar features
extend student-to-student discussion of ideas, rather than a
teacher-driven question and answer format. Socratic seminars
can come early in a module, to support inquiry and a purpose
for reading, or after reading one or more texts, to support
synthesis and create a foundation for writing.
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Think-Pair-Share
Organize pairs and assign a topic. Students first think
independently about the topic, then they discuss with their
partner. Finally, students individually share their ideas with the
class. This routine allows students time to develop their own
ideas and then exchange feedback on those ideas. It is
particularly useful for determining one’s opinion and testing
one’s assumptions, but it can be used to brainstorm and collect
ideas in many ways.
Whip-Around
Use this routine to collect information and formatively assess
students’ knowledge. Share a question or prompt with many
answers. Have students list all the possible answers. Then
rapidly call on students one at a time to share one response,
reminding them not to repeat any already shared. When
everyone has shared, challenge students to identify most
common ideas and themes.
