RE10 Curriculum Map
From Brush Schools Wiki
Go back to main Reading page.
Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
Skills
Assessment
Resources
Optional
October
Content and Essential Skills
Skills
Assessment
Resources
Optional
November
Content and Essential Skills
Skills
Assessment
Resources
Optional
December
Content and Essential Skills
Skills
Assessment
Resources
Optional
January
Content and Essential Skills
- Unit 1: Hard Choices
In this unit, students will read a selection of short stories in which the characters face difficult choices. We will focus on several literary elements as well as any universal truths or "life lessons" we may identify.
-Essential Questions:
°In life, how do we look beyond the decision itself to the person we'd like to be.
°What do your choices reveal about your character?
Skills
°Students will read and write responses to three short stories: The Cold Equations; The Bass, the River, and Sheila Mant; and Everyday Use.
°Students will be able to define and identify the literary elements plot and setting.
°Students will identify suspense in their reading.
°Students will identify and use subject/verb agreement.
°Students will practice attentive reading techniques, making predictions, and reading to locate information.
°Students will analyze the narrators' external and internal conflicts.
°Students will identify imagery and use imagery in writing.
°Students will understand and use new words.
Assessment
Various quizzes, response to literature writing assignments, and a unit test.
Resources
Holt, Reinhart, and Winston's Elements of Literature fourth course
Optional
February
Content and Essential Skills
- Unit 2: Exiles, Castaways, & Strangers
Students will read two short stories (The Bet by Anton Chekov, Where Have You Gone, Charming Billy? by Tim O'Brien) and the novel Fallen Angels by Walter Dean Myers.
Essential Questions:
-Where do I belong?
-What makes me feel at home?
-How do the characters relate to their environment both at home and after they are in Viet Nam?
-How do the characters change?
Skills
Students will
•Recognize the historical significance of Viet Nam as it relates to them and their families.
•Learn how the Vietnam experience affects our lives and perspectives
•Interpret the effect of different point of view in a narrative
•Identify and interpret a story's theme
•Interpret literary elements including characterization, symbolism, irony, and point of view.
Assessment
Resources
Optional
March
Content and Essential Skills
- Unit 3: Breakthroughs/Becoming Myself
Students will read a variety of short stories, poetry and autobiographical sketches. Selections include: Trap of Gold by Louis L'Amour, Hair by Malcolm X, and Typhoid Fever by Frank McCourt, and Theme for English B by Langston Hughes.
We will focus on the turning points in our lives as well as the individual search for identity.
Essential Questions:
-How far are you willing to go to get what you want?
-What risks are you willing to take in order to get ahead or to fit in?
-What makes you YOU?
- Unit 4: Being There (historical non-fiction)
Students will read three short historical accounts: R.M.S. Titanic by Hanson W. Baldwin, No News From Auschwitz by A.M. Rosenthal, and Into Thin Air by Jon Krakauer.
Essential Questions:
-What makes people take outrageous risks?
-Is it right to place others in danger in order to fulfill your own goals and dreams?
-What can we learn from historical accounts?
Skills
-Students will analyze setting, motives, and author's tone.
-Students will identify comic relief.
-Students will evaluate credibility and analyze symbolic meaning.
-Students will identify and analyze dramatic, situational and verbal irony.
-Students will identify narration and exposition and locate examples of author's techniques.
-Students will identify objective and subjective writing and analyze an author's use of subjective writing.
-Students will identify sensory imagery and analyze its use.
-Students will use context to determine meanings of technical vocabulary.
Assessment
Resources
Optional
April
Content and Essential Skills
- Unit 5: Ambition or Honor?
The Tragedy of Julius Caesar
We will study Shakespeare's life, the Elizabethan theater, and the types of plays.
Essential Questions:
-How can we reconcile the conflict between power politics and personal conscience?
-Why do we still read and study Shakespeare?
-What is honor?
- Unit 6: Making a Point
Students will read 3 persuasive essays and identify each author's methods of persuasion. The Lowest Animal by Mark Twain, The Man in the Water by Roger Rosenblatt, and Now you take 'Bambi' or 'Snow White' - That's Scary! by Stephen King
Essential Questions:
- How can we use emotion and logic to persuade others?
- How can you distinguish between what's fair and reasonable and what's manipulative?
Skills
Students will:
-Interpret literary elements used in the play.
-Apply a variety of reading strategies, particularly those that apply to reading Shakespeare.
-Respond to the literature in a variety of modes.
-Write sentences with parallel structure.
-Demonstrate the ability to analyze persuasive techniques in advertising.
-Define the concept of honor and explore how it applies to modern life.
-Write a persuasive essay on an issue that they consider important.
Assessment
Resources
Optional
May
Content and Essential Skills
- Unit 7: Sources of Wisdom
Students will read selections from traditional literature including The Bible, The Koran, The Rubaiyat, and the Tao Te Ching.
Students will be expected to interpret these religious texts in terms of their literary aspects. We will read to determine how different cultures/societies have answered the questions listed below.
Essential Questions:
-Who are we?
-How should we live?
-What, in the long run, really matters?
-What is wisdom?
-What is the difference between wisdom and knowledge?
-Where shall wisdom be found?
-How do literary works and religious texts reveal a society's view of wisdom?
Skills
Students will:
Read traditional literature on the theme "Sources of Wisdom."
Interpret literary elements used in the literature with a special emphasis on didactic literature.
Apply a variety of reading strategies.
Respond to the literature in a variety of modes.
Learn and use new words.
Identify parallel structure and use correct parallel structure.
State and support a generalization.
Recognize a parable.
Define works that are called didactic.
Recognize characteristics of didactic works, including parable, anecdote, maxim and fable.
Assessment
Resources
Optional
