Advanced English 10 year long:
    Building even stronger readers and writers
    as we explore INDIVIDUALITY, ADVERSITY and DIVERSITY through ...
    ... careful independent reading of a text
    ... appreciation of classic drama
    ... tolerance, through examining events of the past
    ... the individual experience and voice
    ...  understanding other cultures and what happens in others' homelands
    ... my own opinions and writing style 
    Early Unit Title:   Becoming a better reader and writer 
    Essential questions:
    What do careful readers do to interpret/understand various texts?
    What archetypes recur in literature and the arts, pop culture and even dreams?
    What can I personally/individually take away from a text?
    How is every human story the same story and thus about me?
    How can I seriously reflect on and then communicate about personal experience?

    Required Readings: 
    selections from Thomas C. Foster's How to Read Literature; choice of one of twelve classic novels; various short stories and poems to support close/careful reading

    Activities and assessments:
    metaphorical and critical thinking activities; exploration of human life (through short stories, poetry and essays) as it parallels the seasons of nature; small group presentation on a chapter from Foster; independent novel reading and application what we have learned about close study for archetypes, cultural truths, thematic concerns;  oral vocabulary word presentation; myth word vocabulary quiz; writer's notebook entries; recognition of archetypes; contemporary short stories to which we apply the concepts introduced in this first unit; discussion of heroes/courage in real life, classical literature and pop culture
    Core Unit Title: Shakespeare: The Art and Craft of the Playwright 

     Essential Questions:

    • How can dramatic performance/non-written communication enhance understanding of a text?
    • What author/director/actor decisions can make plays engaging?
    • How do an author’s choices (concerning how to structure a text, order events within it, and manipulate time) create an effect that can be analyzed?
    • How can you communicate things beyond simply the written word?
    • What is the enduring impact of Shakespeare’s works?  How can we learn to recognize it?
    • What makes an admirable man or woman?    What makes an effective leader?
    • How can our piece be classified as hero quest?
    • How and when can war be justified?
    • What rhetorical devices are evident in the many motivational speeches in the piece?

    Core Text:  A Shakespeare play (Henry V this year) in the original text and various film versions.

    Assessments and activitiesCore assessment on a detailed scene analysis, including careful consideration of dramatic irony, plot, conflict, etc.; "Expert group" scene presentation to the class; modern day vocabulary still in use from the text; examination of persuasive appeals; camparisons of various speech deviveries for effectiveness; just/holy war debate; final writing-on-demand (modified); "early summer" or summer hero quest analysis


    Core Unit Title: Analyzing and Crafting Effective Rhetorical Argument     

     Essential Questions:

    • How do writers craft claims to support an argument effective for a targeted audience?
    • How does author’s bias impact the efficacy of a text?
    • How can the evidence in a text be used to support an analysis and understanding of an author’s argument and/or views?


    • What strategies do writers use to maintain focus throughout their writing?
    • How can writers manipulate their audience?
    • When are ethos, pathos, and logos appropriate appeals for purpose?
    • What counterarguments could be considered to my own?

    Texts:  Various. Will be paired with several units. 

    Activities and Assessments: Core assessement on rhetorical triangle and appeals; position papter/persuasive essay which carefully considers the elements of the rhetorical situation (speaker, audience, purpose) ; careful research techniques and acknowledgment of sources; discerning between hasty generalizations, logical fallacies, and well-founded conclusions; anticipating and addressing counter arguments to your opinion; considering parallel structure to improve arguments; avoiding overuse of passive voice

    Core Unit Title: Examining Societal Conflict 
     Essential Questions:
    • How do authors craft their writing to demonstrate awareness of purpose and audience?

    • How do we evaluate the credibility of sources, and, when presenting information, avoid plagiarism by citing and documenting information accurately?

    • How do we effectively present what we know for the benefit of others?
    •  How do psychology and texts help us understand human nature?

    • What is the source of human morality; in other words, how are the concepts of “good” and “evil” constructed, and are all individuals capable of good and bad actions?

    • What qualities promote survival under hostile conditions? [ hope, faith, family, etc.]

    • Why and how are certain people singled out for oppression?

    • How does the quality of communication/discourse affect and challenge relationships?

    • What are our responsibilities to others, ourselves, our government, our culture?

    • What holds society together and what tears it apart?


    Core Text (read by all 10th grade English 10 students): Night by Elie Wiesel, his memoir of his time as a 15-year old in Auschwitz.

    Activities and Assessments: Core assessment: genocide research project; rights/privileges and other topics for small and large group discussion; propaganda examination; continued examination of rhetoric; video of Elie's last visit to Auschwitz; bystander/upstander consideration.

    Core Unit Title: Developing Empathy in the Face of a Single Story 
    Essential Questions:
    • How does the context of a text inform the message?

    • How do authors use specific language to craft a claim?

    • What strategies help presenters effectively inform and engage their audience(s)?


    • What are culture and cultural identity, and how are they determined?

    • Why and how do people/society dehumanize/stereotype each other?


      What stereotypes are present in our texts?
    • How do writers craft their memoirs to create an intriguing autobiography? 
    • How do our experiences shape beliefs, which might lead to single stories?

    • What is the benefit of understanding more than just a “single story”?

    • What is justice? How are justice and fairness affected by prejudice?

    • How can a story written in a different time and place relate to me?


    Core Text (read by all 10th grade students):   Chimamanda Adichie’s TEDtalk The Danger of a Single Story.  Likely paired with Marjane Satrapi's graphic memoir Persepolis and possibly Gene Lang's graphic novel American Born Chinese; independent choice read from other multi-cultural choice memoirs from a teacher-approved list of twelve.


    Activities and Assessments:  Core assessment on Persepolis concerning argument, bias, perspective; view Adichie's TedTalk; exploration of the "graphic memoir"; share "single stories" of ourselves; examination of our "social worlds";  comparisons of the father in Persepolis and in various poems and short stories; CDW essay on the value of multicultural literature; thematic and character analyses on your choice memoir;  appreciation of the individual experience and voice

    Unit Title:  Honing Tools for Communication: Yearlong Vocabulary and Grammar      
    Essential Questions:
    • How is acquiring and correctly using  new vocabulary beneficial in communication?

    • How does having a large vocabulary help in reading and writing across the curriculum?

    • How does familiarity with Latin/Greek roots, help us understand unfamiliar words?

    • How do writers employ the conventions of standard English to communicate most effectively in writing?

    • Why is the editing/revision process (including careful attention to conventions) critical to writing?
    Text:  Vocabulary from Greek and Latin Roots Book IV 
    Various other "texts" for grammar, sentence structure, and style study 
    Activities and Assessments:  Core assessments:  Pre- and Post- test on grammar concepts; various writing strategy practice througout the year; regular vocabulary instruction and quizzes.

    Possible Units for additional exploration:
    Unit Title:  What has happened in the homeland of others?

    Our Essential Questions:
    How does the past affect the present?
    What causes citizens to revolt?
    How far are individuals willing to go to achieve their purpose?
    How does world literature make us rethink our assumptions about the human experience?
    What are the consequences of invading a native culture and trying to "fix" it?
    How might it be possible for history to be recorded without any bias?

    Texts:  A Tale of Two Cities by Charles Dickens
    and/or Things Fall Apart by Chinua Achebe

     Activities and Assessments:  Reading quizzes, vocabulary study, poetry examination and related activities,
     novel-related and time-period related research
Last Modified on August 14, 2018