Units of Study
Unit 1: Informational Texts
In this unit, students will read a variety of informational texts (both from the textbook and various district approved sources). Students will also read the narrative non-fiction text A Child Called It by David Peltzer. Students will use their knowledge of the LEQs to help them analyze this text in more depth.
LEQ 1: What makes a sentence the basic unit of thought?
LEQ 2: How do I write in CSET form?
LEQ 3: How does an author use text features to deliver a message?
LEQ 4: How do I answer the LEQ?
LEQ 5: What choices do authors make to organize their information to best meet the needs of the readers?
LEQ 6: How does a writer of a text control word choice to best meet the needs of the readers?
LEQ 7: How can a reader differentiate between an informational text and an argumentative text?
Culminating Project: Career Project
Students will do extensive research on a career that they are interested in pursuing. Students will become familiar with all aspects of this career from entry level requirements and education to salaries and benefits. This project will help students become more focused on a future beyond high school and show them the steps that they need to take in order to reach their career goals. For some students, this project has been extremely important in helping them rethink their "dream job." Students will either create a brochure, write an essay, or develop and present a speech to showcase their learning.
Unit 2: Persuasive/Argumentative texts
In this unit, students will begin by reviewing the basics of persuasion (emotional appeals vs. logical appeals) and examine how authors manage to convince others to see their viewpoints. We will look at sources that are reliable, credible and valid and discuss the importance of being an informed audience.
LEQ 1: How does an author fully support a claim?
LEQ 2: How and why is it effective to use emotional appeals?
LEQ 3: How and why do authors control language and word choice to have the maximum impact on their audience?
LEQ 4: How does an author's argument determine organization?
Culminating Project: Debate
Students will do research on a topic and prepare for a very structured debate. Students will be responsible for presenting their issue and proving why their belief is correct. They must have relevant, valid, and sufficient data and support to prove their case. Students will not be permitted to debate their topic without doing quality research before their presentation.
Unit 3: Fictional Texts
This unit is a study of short stories. In this unit, students read several short stories and analyze how authors use organization and word choice (like in non-fiction) to get a message across to the reader.
LEQ1: How do authors structure a text using mystery, tension, and suspense?
LEQ2: How do authors create different characters to serve a story and develop a theme?
LEQ3: Why do authors carefully control word choice?
LEQ 4: How do authors use subtext to enhance fiction?
Culminating Project: Horror Story
Students will follow the writing process to construct a unique fictional horror story. Students must show an understanding of the unit's focus on word choice, organization and overall story structure. This is often the students' favorite assignment of the year.
Unit 4: Poetry (mini-unit)
This mini-unit is a broad overview of various types of poetry and poetic elements. The purpose of this mini-unit is to make the bridge between fictional texts and Shakespearean drama.
Unit 5: Shakespearean Drama
In this unit, our LEQs shift from a skill based question to a more thematic based question. Each act is focused around a central idea. Act I-passion, Act II-haste, Act III-hate, Act IV-independence, Act V-death
This unit ends with the final exam at the end of the year.
In this unit, students will read a variety of informational texts (both from the textbook and various district approved sources). Students will also read the narrative non-fiction text A Child Called It by David Peltzer. Students will use their knowledge of the LEQs to help them analyze this text in more depth.
LEQ 1: What makes a sentence the basic unit of thought?
LEQ 2: How do I write in CSET form?
LEQ 3: How does an author use text features to deliver a message?
LEQ 4: How do I answer the LEQ?
LEQ 5: What choices do authors make to organize their information to best meet the needs of the readers?
LEQ 6: How does a writer of a text control word choice to best meet the needs of the readers?
LEQ 7: How can a reader differentiate between an informational text and an argumentative text?
Culminating Project: Career Project
Students will do extensive research on a career that they are interested in pursuing. Students will become familiar with all aspects of this career from entry level requirements and education to salaries and benefits. This project will help students become more focused on a future beyond high school and show them the steps that they need to take in order to reach their career goals. For some students, this project has been extremely important in helping them rethink their "dream job." Students will either create a brochure, write an essay, or develop and present a speech to showcase their learning.
Unit 2: Persuasive/Argumentative texts
In this unit, students will begin by reviewing the basics of persuasion (emotional appeals vs. logical appeals) and examine how authors manage to convince others to see their viewpoints. We will look at sources that are reliable, credible and valid and discuss the importance of being an informed audience.
LEQ 1: How does an author fully support a claim?
LEQ 2: How and why is it effective to use emotional appeals?
LEQ 3: How and why do authors control language and word choice to have the maximum impact on their audience?
LEQ 4: How does an author's argument determine organization?
Culminating Project: Debate
Students will do research on a topic and prepare for a very structured debate. Students will be responsible for presenting their issue and proving why their belief is correct. They must have relevant, valid, and sufficient data and support to prove their case. Students will not be permitted to debate their topic without doing quality research before their presentation.
Unit 3: Fictional Texts
This unit is a study of short stories. In this unit, students read several short stories and analyze how authors use organization and word choice (like in non-fiction) to get a message across to the reader.
LEQ1: How do authors structure a text using mystery, tension, and suspense?
LEQ2: How do authors create different characters to serve a story and develop a theme?
LEQ3: Why do authors carefully control word choice?
LEQ 4: How do authors use subtext to enhance fiction?
Culminating Project: Horror Story
Students will follow the writing process to construct a unique fictional horror story. Students must show an understanding of the unit's focus on word choice, organization and overall story structure. This is often the students' favorite assignment of the year.
Unit 4: Poetry (mini-unit)
This mini-unit is a broad overview of various types of poetry and poetic elements. The purpose of this mini-unit is to make the bridge between fictional texts and Shakespearean drama.
Unit 5: Shakespearean Drama
In this unit, our LEQs shift from a skill based question to a more thematic based question. Each act is focused around a central idea. Act I-passion, Act II-haste, Act III-hate, Act IV-independence, Act V-death
This unit ends with the final exam at the end of the year.