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     English 10 Year Long:
     Exploring INDIVIDUALITY, ADVERSITY & DIVERSITY as we build bridges to...

     
     
    ... appreciation of modern and classic drama 
    ... understanding other cultures
    ... self-awareness
    ... tolerance, through events of the past
    ... an acceptance of death 
    ... my own voice, style, and opinion
     

     

    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 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?

     

    Core Text (read by all 10th grade students):

    Chimamanda Adichie’s TEDtalk The Danger of a Single Story paired with Marjane Satrapi's graphic memoir Persepolis and possibly Gene Lang's graphic novel American Born Chinese

     

    Activities and Assessments: View Adichie's TedTalk; share "single stories" of ourselves; examination of our "social worlds"; core assessment on Persepolis:  argument, bias, perspective; comparisons of the father in Persepolis and in various poems and short stories; CDW essay on the value of multicultural literature.

     
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    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?
    • What is the enduring impact of Shakespeare’s works?  How can we learn to recognize it?
    • How can you communicate things beyond simply the written word? 
    • How does power and ambition influence decisions?
    • To what extent can we blame others for negative consequences in our lives?

    Core Text:  Macbeth texts in the original, parallel/modern day, and graphic versions.

    Activities and Assessments:  Core assessment on a detailed scene analysis including careful consideration of dramatic irony, plot, conflict; in-class performance of the play; examination of various film versions; examination of gender roles; continued consideration of rhetoric, particularly in Lady Macbeth's persuasion.

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    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?

     

    • What stereotypes are present in our texts?
    • As teenagers, what are our responsibilities to ourselves, our familes, our community?
    • How can we ensure just trials and fair verdicts?
    • What is truth/perception of truth?

      

     Texts:

    • Monster, by Walter Dean Myers is our longer piece.  Supplemental texts include Bryan Stephenson's TEDtalk Let's Talk About an Injustice; selected pieces from David Chura's I Don't Wish Nobody to Have a Life Like Mine, a book of essays detailing his experiences with incarcerated youth; as well as many other articles and essays.

    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

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    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, the infamous concentration camp in Poland.

    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.

     
     

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     (continuing) 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.
     
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Last Modified on August 14, 2018