Professional Documents
Culture Documents
2nd Quarter
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further
described in our strategic plan, Destination 2025.
By 2025,
80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to
develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and
TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.
Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our
pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is
designed to reinforce the grade/course-specific standards and contentthe major work of the grade (scope)and provides a suggested sequencing and pacing and time frames, aligned resources
including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend
less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and
reflect with colleagues to continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to
merely cover the curriculum, but rather to uncover it by developing students deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and
intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support
student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment
aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each
teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigorhigh-quality teaching and learning to
grade level specific standards, including purposeful support of literacy and language learning across the content areas.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards
as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and
assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from
both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they
meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps, and additional information is cited, where available.
2nd Quarter
C o m p lex Text
B u ild in g K n o w led g e
Ra th er th a n focu sin g so le ly o n th e
skills o f rea d ing a n d w ritin g , th e
S ta n d a rd s h ig hlig h t th e g row ing
co m p lexity o f th e texts stud en ts
m u st re ad to be rea d y fo r th e
d em a n d s o f colle g e a n d care ers.
T h e sta n d a rd s b u ild a sta irca se o f
text co m p lexity so th a t a ll stu d e nts
a re rea d y fo r the d e m a n d s o f
co lle g e an d career-level rea d ing n o
la ter th a n th e en d o f th e h ig h
sch o o l.
Th e sta n d a rd s p la ce a p re m iu m o n
stu d e n ts w riting to s ou rce s. Ra th e r
th an a skin g stu d e n ts q u e stio n s
th ey ca n a n sw er so lely fro m th e ir
p rior k n o w le d ge o r exp erien ce , th e
S tan d a rd s exp ect stu de n ts to
a n sw e r q u estio n s th a t d e pen d o n
th eir h a vin g rea d th e text o r texts
w ith ca re.
Th e sta n d a rd s a lso req u ire th e
cu ltiva tio n o f na rra tive w ritin g
th rou g h o u t th e g ra d es, a n d in la ter
g rad e s a co m m a n d o f se q uen ce
w ill b e essen tia l fo r eff ective
a rg u m e n ta tive a n d in fo rm a tion a l
w ritin g .
2nd Quarter
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the
demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should
consistently access.
The Tennessee State Literacy Standards
The Tennessee State ELA Standards (also known as the College
and Career Ready Literacy Standards):
http://tn.gov/education/article/english-language-arts-standards
Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map
and represent college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
http://achievethecore.org/page/642/text-complexity-collection
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task
measures) using the resources in this collection.
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic
vocabulary contained within the text.
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on
their qualitative and reader/task measures text complexity analysis.
Teachers can use this resource to learn about how to sequence texts into expert packs to build student
knowledge of the world.
2nd Quarter
Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the big idea. (Note: Teachers should carefully review texts to
understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skillsincluding reading fluency, leverage student annotations, and
carefully sequence text-dependent questions leading to higher order thinking.)
Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.
Consult your Pearson Literature Teachers Edition (TE) and other cited references to map out your week(s) of instruction.
Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over
time.
Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.
Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall
meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.
Examine the other standards and skills you will need to addresswriting, vocabulary, language, and speaking and listening skills.
Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include differentiated
activities for teacher-led small group instruction and literacy stations.
Quarter 2 At-a-Glance
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2nd Quarter
Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 2, students will learn from two units, including a Shakespeare unit on
Romeo and Juliet. Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 2.
English III, Quarter 2
Weeks
1-3
Week 4
Anchor Texts
Recommendations
Instruction will routinely focus on close reading, annotation, modes of writing, critical
thinking, Accountable Talk, and POW+TIDE. Use the starter texts on the left to model
your expectations for students.
Writing Workshop
Writing should focus on the Performance Task, analyzing two themes in multiple texts
and how the themes interact and build upon one another.
Weeks
5-7
Week 8
2nd Quarter
Weeks 1-3
Text 1: from Sinner in the Hands of an Angry God by Jonathan Edwards (1210L)
Text 2: How Religion in the United States Avails Itself of Democratic Tendencies from Democracy in America by Alexis de Tocqueville (Appendix B, Text Exemplar)
http://xroads.virginia.edu/~hyper/detoc/ch1_05.htm
Text 3: The Ministers Black Veil by Nathaniel Hawthorne (1250L)
Text 4: The Devil and Tom Walker by Washington Irving (1130L)
Essential Question: How does the role of religion continue to shape society?
Performance Task:
Write an essay in which you analyze two themes in a text by noting ways in which the themes interact and build on one another. Discuss how this interaction creates a complex account or deeper
meaning of theme for the reader. (W.11-12.9.a)
Week 1
Tennessee State Standards
Evidence Statements
Content
Building
knowledge
through contentrich nonfiction
Reading Selections
Text 1: from Sinner in the Hands of an Angry God by
Jonathan Edwards (1210L)
Text 2: How Religion in the United States Avails Itself of
Democratic Tendencies from Democracy in America by
Alexis de Tocqueville (Appendix B, Text Exemplar)
http://xroads.virginia.edu/~hyper/detoc/ch1_05.htm
Pre-Reading Video / Prediction Task
Jonathan Edwards and the Great Awakening: Sermons &
Biography
https://www.schooltube.com/video/5c3d5c285205491b849
3/Jonathan%20Edwards%20and%20the%20Great
%20Awakening
Jonathan Edwards is one of the leaders of The Great
Awakening. Before reading the text, determine the
historical context of Edwards speech and what Edwards
hope to accomplish with this sermon.
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2nd Quarter
Please write a response in 3-5 sentences
1.
2.
3.
4.
2.
3.
2nd Quarter
Regular practice
with complex text
and its academic
language
1.
Prudence
1.
Imagery
2.
Omnipotent
2.
Connotation
3.
Mediator
3.
Ethos
4.
Induce
4.
Pathos
5.
Dogmatic
5.
Logos
6.
Emanates
7.
inculcated
2nd Quarter
Writing
Writing Content
Writing
Writing to Texts
W. 11-12.4: Produce clear and coherent writing in
which the development, organization and style are
appropriate to task, purpose and audience.
W. 11-12.9: Draw evidence from literary or
informational texts to support analysis, reflection
and research.
a. Apply grades 910 Reading standards to
literature (e.g., Analyze how an author draws on
and transforms source material in a specific work
[e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a
play by Shakespeare]).
b. Apply grades 910 Reading standards to literary
nonfiction (e.g., Delineate and evaluate the
argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and
fallacious reasoning).
2nd Quarter
the writers progression of ideas.
Accountable Talk
Class discussion
2nd Quarter
http://viewpure.com/YDP75I1b5Do?start=0&end=0
Pinwheel Discussion: Texts in Conversation
https://www.teachingchannel.org/videos/high-schoolliterature-lesson-plan
W
I
D
A
Week 2
Building
knowledge
through contentrich nonfiction
Evidence Statements
Provides strong and thorough textual evidence to support
analysis of what the text says explicitly and/or inferences
drawn from the text. RL.1
Provides a statement of a theme or central idea of a text.
RL.2
Content
Reading Selections
The Ministers Black Veil by Nathaniel Hawthorne
(1250L)
Pre-Reading
Have the song below to play as the students enter class in
2nd Quarter
emerges and is shaped and refined by specific details
over the course of the text. RL.2
and
Reading Complex
Texts
1.
2.
3.
4.
5.
6.
2nd Quarter
Creating Text Dependent Questions (achievethecore.org)
http://achievethecore.org/category/1158/ela-literacytext-dependent-questions
Graphic Organizer:
Symbolism
http://www.bcsoh.org/cms/lib3/OH01001261/Centricity/
Domain/720/symbolism%20in%20black%20veil.pdf
A Readers Guide to Annotation
http://www.dsisd.txed.net/DocumentCenter/Home/View/140
72
Regular practice
with complex text
and its academic
language
Language
Inanimate
Pathos
Impertinent
Imperceptible
Obstinacy
2nd Quarter
impact of specific word choice on meaning and/or tone.
L.4
Provides a statement demonstrating accurate meaning
and use of grade-appropriate general academic words
and phrases. L.6
Writing
to Texts
Writing Fundamentals
-
2nd Quarter
words to indicate tone6, and/or domain-specific
vocabulary.
revise, make sure that you have followed the style and
manner of speech common to the Puritan period. Finally,
proofread your speech and prepare a final draft.
Explanatory Writing: Write an interpretive essay in which
you explore the veils significance. Explain the ambiguity
that surrounds the veil, and give your own interpretation of
its meaning.
Strategies:
1. Model Think-Aloud (www.pearson.com )
2. Using SRSD
-POW
-POW+TIDE (www.tncore.org )
3. SOAPSTone (www.tncore.org )
Reading, writing
and speaking
grounded in
evidence from text,
both literary and
informational
2nd Quarter
Accountable Talk
Class discussion
Group Activities:
1.This story, like many of Hawthornes works, contains
some very dramatic moments. Your job is to perform the
final scene from Hawthornes Ministers Black Veil. You
will need at least three characters (Reverend Mr. Hooper,
Reverend Mr. Clark, narrator). Remember, this is to be a
performance, not just a reading, which means youll have
to block out movement and make choices with the dialogue
(volume, tempo, pauses, etc.). In a one-page essay write
down at least three choices that you make with the text
things that are the result of your groups interpretation, and
not necessarily visible in the story itself. Explain these
three choices your group made, why you felt they were
necessary, and how they relate to the Hawthornes choices
about how to develop the character of Mr. Hooper.
2. At the beginning, Hawthorne labels the story A
Parable. What is a parable? Write and provide a source
for the definition. Compile and cite evidence from the text
that both supports and opposes the idea that this story is a
parable - including Hawthorne's assertion that the story is
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2nd Quarter
taken from a true incident with a Joseph Moody. As a
group, come to a conclusion about whether Hawthorne's
story is in fact a parable, and if so, what lesson (or
lessons) is it teaching? Write an essay to support your
conclusion and explain the lesson(s) it is teaching. Cite
evidence from the text.
Week 3
Building
knowledge
through contentrich nonfiction
and
Evidence Statements
Socratic Seminar
http://viewpure.com/YDP75I1b5Do?start=0&end=0
Pinwheel Discussion: Texts in Conversation
https://www.teachingchannel.org/videos/high-schoolliterature-lesson-plan
Content
Reading Selections
The Devil and Tom Walker by Washington Irving (1130L)
Pre-Reading
Listen to (and read along with) Charlie Daniels Bands The
Devil Went Down to Georgia and respond in writing to the
following prompts.
http://www.songfacts.com/detail.php?lyrics=6547
a.
b.
Reading Complex
Texts
1.
2.
3.
4.
2nd Quarter
with multiple or conflicting motivations) advance the plot
over the course of the text. RL.3
Provides an analysis of a case in which grasping a point
of view requires distinguishing what is directly stated in a
text from what is really meant (e.g. satire, sarcasm, irony,
or understatement). RL.6
5.
Language
Regular practice
with complex text
and its academic
language
Characterization
2.
Direct characterization
3.
Indirect characterization
4.
Symbolism
1.
Prevalent
2.
Discord
3.
Treacherous
4.
Extort
5.
Ostentation
6.
Parsimony
2nd Quarter
L.4
http://www.verbalworkout.com/b/b1839p.htm
2nd Quarter
ACT Vocabulary Practice Test
https://www.myvocabulary.com/act-vocabulary/
Writing
Writing
to Texts
Evidence Statements
Writing Content
-
Week 4
Writing Workshop
2nd Quarter
The response uses precise language
consistently, including descriptive words and
phrases, sensory details, linking and
transitional words, words to indicate tone6,
and/or domain-specific vocabulary.
Strategies:
1.
2.
Using SRSD
-POW
-POW+TIDE (www.tncore.org )
3.
SOAPSTone (www.tncore.org )
Evidence Statements
Written Expression Evidence Statements
Content
Writing Task
Students will produce coherent writings in response to the
performance task prompt.
Students will:
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2nd Quarter
purpose, and audience.
1.
2.
3.
4.
5.
6.
Performance Tasks
Knowledge of Language and Conventions: The
student response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a few
minor errors in grammar and usage
2nd Quarter
-POW+TIDE (www.tncore.org )
SOAPSTone (www.tncore.org )
When students are finished writing, have them swap
their essay with a peer, who will review the written
response for the following:
a.
b.
c.
d.
e.
f.
g.
2nd Quarter
text and note any unnecessary
repetitions.
h.
Weeks 5-7
Text: The Scarlet Letter by Nathaniel Hawthorne(1420L) Chapter 1-8
Performance Task:
(Opinion 1) The Scarlet Letter makes heavy use of a number of different, powerful symbols. Craft an essay that provides an analysis of one of the novels major symbols which connects the symbols to
Hawthornes purpose in writing
(Opinion 2) Choose a character from The Scarlet Letter write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the
character is affected by and responds to those standards. In your essay do not merely summarize the plot.
Week 5
Tennessee State Standards
Evidence Statements
Content
RL. 11-12.1: Cite strong and thorough textual
Provides strong and thorough textual evidence to support
Reading Selection
evidence to support analysis of what the text says
analysis of what the text says explicitly and/or inferences
explicitly as well as inferences drawn from the text,
drawn from the text. RL.1
Building
The Scarlet Letter by Nathaniel Hawthorne
knowledge
Provides a statement of a theme or central idea of a text.
through contentRL.2
Chapters 1-3
RL.11-12.2: Determine a theme or central ideas of a
rich nonfiction
Audiobook:
text and analyze its development over the course of
http://etc.usf.edu/lit2go/127/the-scarlet-letter/2265/chapterProvides
an
analysis
of
how
a
theme
or
central
idea
the text, including how it emerges and is shaped
1-the-prison-door/
emerges
and
is
shaped
and
refined
by
specific
details
and refined by specific details; provide an objective
summary of the text.
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Reading Complex
Texts
2nd Quarter
over the course of the text. RL.2
Provides an objective summary of a text. RL.2
2.
2.
3.
4.
2nd Quarter
however vaguely?
Chapter 3: The Recognition
1. Describe the stranger standing next to the Indian
during Hester's punishment. What signal passes
between him and Hester? What emotional affect
does his presence have on Hester?
2.
3.
4.
5.
6.
Close Reading
Double Entry Journal
http://graphics8.nytimes.com/images/blogs/learning/p
df/2013/13-1553_K12_DoubleEntry_LearnNet_RP2_1.pdf
Graphic Organizer
Record examples of symbolism in The Scarlet Letter on a
three-column graphic organizer (1) List the symbols found
in The Scarlet Letter, (2) provide proper citation information
(page number, paragraph number, etc.), and (3) describe
Shelby County Schools
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2nd Quarter
the meaning of the symbols in The Scarlet Letter.
Language
Regular practice
with complex text
and its academic
language
1.
Imagery
2.
Symbolism
3.
Point of View
4.
Word Choice
5.
Setting
1.
2.
3.
4.
5.
6.
7.
8.
9.
2nd Quarter
Chapter 2: The Market Place
1.
2.
AUGURED: foretold.
3.
4.
5.
INDUBITABLY: unquestionably
6.
7.
8.
9.
2nd Quarter
13. MEAGRE: lacking desirable qualities; meager.
Chapter 3: The Recognition
1.
FURROWS: wrinkles
2.
3.
4.
5.
6.
7.
INIQUITY: wickedness.
8.
PERADVENTURE: perhaps.
9.
BETWIXT: between.
2nd Quarter
Writing
Writing
Writing
to Texts
Week 6
Building
knowledge
through contentrich nonfiction
Evidence Statements
Provides strong and thorough textual evidence to support
analysis of what the text says explicitly and/or inferences
drawn from the text. RL.1
Provides a statement of a theme or central idea of a text.
RL.2
Provides an analysis of how a theme or central idea
emerges and is shaped and refined by specific details
over the course of the text. RL.2
Provides an objective summary of a text. RL.2
and
Reading Complex
Texts
2nd Quarter
Content
Reading Selections
The Scarlet Letter by Nathaniel Hawthorne
Chapters 4-6
Audiobook:
http://etc.usf.edu/lit2go/127/the-scarlet-letter/2265/chapter1-the-prison-door/
2.
3.
4.
2nd Quarter
society? What is the one job she is never asked
to do and why?
5.
6.
Chapter 6: Pearl
1.
2.
3.
4.
Close Reading
Double Entry Journal
http://graphics8.nytimes.com/images/blogs/learning/p
df/2013/13-1553_K12_DoubleEntry_LearnNet_RP2_1.pdf
Graphic Organizer
Record examples of symbolism in The Scarlet Letter on a
three-column graphic organizer (1) List the symbols found
in The Scarlet Letter, (2) provide proper citation information
(page number, paragraph number, etc.), and (3) describe
Shelby County Schools
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2nd Quarter
the meaning of the symbols in The Scarlet Letter.
Language
Regular practice
with complex text
and its academic
language
Tier 2 - Vocabulary
Chapter 4: The Interview
Imagery
2.
Symbolism
3.
Point of View
4.
Word Choice
5.
Setting
1.
2.
3.
4.
5.
6.
7.
1.
2.
2nd Quarter
of a population or group.
3.
4.
UNCONGENIAL: unfriendly.
5.
6.
FAIN: rather.
7.
8.
9.
EMOLUMENT: advantage.
2.
3.
4.
2nd Quarter
5.
6.
REGIMEN: to organize.
7.
8.
9.
2nd Quarter
4.Use all the words in a brief paragraph
Writing
to Texts
Writing
Writing
https://www.myvocabulary.com/act-vocabulary/
Writing Content
Cite strong and thorough textual evidence
Select and integrate quotations, details, and
examples
Use appropriate organizational pattern
Write strong thesis statements
Plan, draft, revise, edit, and rewrite
Use appropriate style and tone for purpose
2nd Quarter
Knowledge of Language and Conventions: The
student response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a few
minor errors in grammar and usage
Week 7
Building
knowledge
through contentrich nonfiction
and
Reading Complex
Texts
Evidence Statements
Provides strong and thorough textual evidence to support
analysis of what the text says explicitly and/or inferences
drawn from the text. RL.1
Content
Reading Selections
The Scarlet Letter by Nathaniel Hawthorne
Chapters 7-8
Audiobook
http://etc.usf.edu/lit2go/127/the-scarlet-letter/2272/chapter7-the-governors-hall/
Text Dependent Questions
Chapter 7: The Governors Hall
1.
2nd Quarter
df/2013/13-1553_K12_DoubleEntry_LearnNet_RP2_1.pdf
Graphic Organizer
Record examples of symbolism in The Scarlet Letter on a
three-column graphic organizer (1) List the symbols found
in The Scarlet Letter, (2) provide proper citation information
(page number, paragraph number, etc.), and (3) describe
the meaning of the symbols in The Scarlet Letter
Language
Regular practice
with complex text
and its academic
language
1.
Imagery
2.
Symbolism
3.
Point of View
4.
Word Choice
5.
Setting
Tier 2 - Vocabulary
2.
3.
4.
5.
IMPERIOUS: commanding
6.
7.
2nd Quarter
8.
9.
2.
ANTIQUATE: obsolete.
3.
4.
5.
6.
7.
8.
WARILY: cautiously.
9.
2nd Quarter
The tools and strategies intended to be used to build
students' vocabulary during reading instruction.
http://www.greececsd.org/district.cfm?subpage=2140
Reading, writing
and speaking
grounded in
evidence from text,
both literary and
informational
Discussion
Accountable Talk
Peer-led Socratic Seminars
Performance Task:
Conduct a Socratic Seminar
Participants will take a clear, well -defined and well
-supported stance in each response. They may connect
personal experiences, hypothetical scenarios, and other
firsthand accounts to justify your response; however, the
responses must be supported with textual evidence from
the novel.
Discussion Prompts:
1.
2.
2nd Quarter
hurt him/her in the first place.
3.
4.
5.
6.
Writing
Writing
to Texts
Writing
2nd Quarter
2.
Using SRSD
-POW
-POW+TIDE (www.tncore.org )
3.
SOAPSTone (www.tncore.org )
2nd Quarter
fallacious reasoning).
W. 11-12.10: Write routinely over extended time
frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
Week 8
Writing Workshop
Evidence Statements
Written Expression Evidence Statements
Content
Students complete work on Performance Task by
revising previous writings.
Performance Task:
The Scarlet Letter makes heavy use of a number of
different, powerful symbols. Craft an essay that provides
an analysis of one of the novels major symbols which
connects the symbols to Hawthornes purpose in writing
OR
Choose a character from The Scarlet Letter write an essay
in which you (a) briefly describe the standards of the
fictional society in which the character exists and (b) show
how the character is affected by and responds to those
standards. In your essay do not merely summarize the
plot.
Writing Workshop
1.
2nd Quarter
Knowledge of Language and Conventions: The
student response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a few
minor errors in grammar and usage
2.
3.
Peer-review/peer exchange
4.
5.
Revisions
6.
7.
8.
9.
Week 9
Comprehensive
Assessment