English

Unit 1: "Against All Odds"

Learning Targets

• Students initiate and participate effectively in a range of collaborative discussions

• Students determine a theme or central idea of a text and analyze in detail its development over the course of the text

• Students analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States

 

Unit 2: "Breaking Down"

Learning Targets

• Students analyze the logic (including assumptions and beliefs) and use of evidence (existing and missing information, primary sources, and secondary sources) used by two or more authors presenting similar or opposing arguments (such as articles by two political columnists that address the same issue)

• Students demonstrate understanding of figurative language, word relationships, and nuances in word meanings. This includes, but is not limited to, similes, metaphors, characterization, and rhetorical devices

• Students demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. These include colons, semicolons, and clause

Unit 3: "Love and Loss"

Learning Targets

• Students determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies

• Students identify five elements of Shakespeare’s writing style

• Students verify the preliminary determination of the meaning of a word or phrase (for example: by checking the inferred meaning in context or in a dictionary)

Unit 4: "Freedom at All Costs"

Learning Targets

• Students develop claim(s) and counterclaims fairly and utilize a minimum of three pieces of evidence for each of these claims

• Students collaborate effectively as group members or leaders to engage in a class-long debate

• Students draw multiple pieces of evidence from literary or informational texts to support analysis, reflection, and research

Unit 5: "Epic Journeys"

Learning Targets

• Students use a variety of techniques to sequence events so that they build on one another to create a coherent whole

• Students write informative/explanatory texts to examine and convey complex ideas

• Students interpret information and draw conclusions based on the best analysis

Unit 1: Independent Study Novel

• Students can analyze the development of themes in their independent novel and explain how the author’s choices convey deeper meanings.
• Students can evaluate how an author develops characters and their interactions throughout the novel.
• Students can engage in meaningful book club discussions by using textual evidence to support their ideas.
• Students can compare and contrast the perspectives of multiple characters in their independent novel.
• Students can reflect on how the themes in their independent novel connect to real-world issues or my personal experiences.

 

Unit 2: Macbeth

• Students can evaluate how Shakespeare uses figurative language, word choices, and motifs to develop themes and tone in Macbeth.
• Students can analyze how Macbeth’s character evolves throughout the play and how his choices drive the plot forward.
• Students can collaborate with peers to analyze scenes and rehearse a performance that captures the play’s dramatic elements.
• Students can perform a scene with attention to character motivation, tone, and the context of the text.
• Students can draw connections between themes in Macbeth (e.g., ambition, fate, and guilt) and modern-day dilemmas.

Unit 3: Short Stories

Learning Targets

• Students can analyze how the structure of a short story contributes to its meaning and overall impact.
• Students can craft engaging narratives that include vivid descriptions, purposeful dialogue, and logical sequencing.
• Students can use mentor texts to develop unique and authentic writing styles for their short stories.
• Students can reflect on and revise their short stories to improve their clarity, coherence, and emotional impact.
• Students can explore themes relevant to my life and community through the process of storytelling.

 

Unit 4: Screenplay Writing

Learning Targets

• Students can write a screenplay that uses visual storytelling techniques to engage an audience.
• Students can integrate dialogue, action, and conflict into my screenplay to develop characters and plot.
• Students can revise my screenplay to ensure that it aligns with professional formatting standards.
• Students can analyze the techniques used in professional screenplays and apply them to their own writing.
• Students can evaluate how their screenplay reflects themes or issues relevant to today’s society.

Unit 5: The Other Wes Moore (Autobiography)

Learning Targets

• Students can evaluate how The Other Wes Moore explores the impact of choices and environment on identity.
• Students can analyze the author’s purpose and how his perspective shapes the narrative.
• Students can contribute to meaningful literature circle discussions by connecting the text to historical and social contexts.
• Students can compare the experiences of the two Wes Moores and explain how their choices shaped their lives.
• Students can apply themes from the book to real-world issues such as equity, opportunity, and personal responsibility.

 

Unit 6: Poetry & Songwriting

Learning Targets

• Students can analyze how poets use figurative language, tone, and structure to convey meaning.
• Students can create original poems and songs that use figurative language and sound devices to engage readers.
• Students can reflect on their own experiences and cultural background to inspire their creative writing.
• Students can use feedback from peers and mentors to revise their poems and songs for clarity and impact.
• Students can compile their poems and songs into an anthology that reflects their personal growth and creativity.

Unit 7: Dystopian Novel Study

Learning Targets

• Students can analyze how themes in a dystopian novel reflect societal and governmental issues.
• Students can evaluate the author’s use of literary techniques (e.g., symbolism, tone, irony) to convey key ideas.
• Students can construct an argumentative essay that defends a claim about a theme in the novel using textual evidence and outside research.
• Students can compare and contrast the societal structures in the novel with modern-day systems to identify parallels and differences.
• Students can evaluate the reasoning and evidence presented by their peers during discussions or presentations on the dystopian novel.

 

Unit 8: Inquiry and Debate

Learning Targets

• Students can develop a research question on a contemporary issue and conduct a comprehensive investigation.
• Students can evaluate the credibility and relevance of sources to support my claims.
• Students can synthesize information from multiple sources into a coherent research paper that presents a well-supported argument.
• Students can create a multimedia presentation that integrates visuals, audio, and data to enhance my argument.
• Students can participate in a structured debate, using evidence and reasoning to support their position while responding thoughtfully to opposing viewpoints.

Unit 1: Rhetorical Analysis

Learning Targets

• Students analyze rhetorical situations

• Students define ethos, pathos, and logos in relation to rhetoric

• Students apply ethos, pathos, and logos to formulate a rhetorical analysis

• Students identify rhetorical appeals in visual texts

• Students analyze the pupose of specific diction to make rhetorical appeals

• Students revise my writing to heighten the sophistication and have a clear and identifiable line of reasoning

• Students defend a claim with relevant and specific evidence

• Students develop a thesis statement that conveys a defensible, interpretive claim

• Students identify tone and tone shifts and the purpose they serve

Unit 2: Argument

Learning Targets

• Students identify the difference between a claim and a statement

• Students identify various types of evidence and the purpose that each type serves

• Students implement logical reasoning and organization to formulate an effective argument

• Students use background knowledge to deduce fallacies when analyzing an argument

• Students provide reasoning to support their argument

• Students select relevant evidence to support my argument

• Students formulate my own conclusions based on information analyzed

• Students provide constructive feedback to their peers

Unit 3: Synthesis

Learning Targets

• Students create an annotated bibliography

• Students analyze from multiple perspectives

• Students analyze concepts of similarities and contrasts

• Students identify credibility within a source

• Students make analytical obervations of visual texts

• Students evaluate sources and determine their relevance to the theme

• Students formulate their argument based on conclusions from multiple sources

• Students use sources to formulate and support their argument

• Students implement relevant evidence to support their claim

• Students support their argument with a clear line of reasoning

Unit 4: Synthesis

Learning Targets

• Students craft a defensible thesis in response to a thematic prompt

• Students provide constructive feedback to their peers

• Students analyze and determine the author’s purpose

• Students analyze purposeful choices made by the author

• Students clearly articulate their argument and support their argument with evidence

• Students use their resources to locate and obtain information that further develops and supports their argument

• Students analyze the rhetorical situaion and provide an argument based on their analysis

• Students synthesize information

Unit 1: Rhetorical Analysis

Learning Targets

• Students analyze rhetorical situations

• Students define ethos, pathos, and logos in relation to rhetoric

• Students apply ethos, pathos, and logos to formulate a rhetorical analysis

• Students identify rhetorical appeals in visual texts

• Students analyze the pupose of specific diction to make rhetorical appeals

• Students revise my writing to heighten the sophistication and have a clear and identifiable line of reasoning

• Students defend a claim with relevant and specific evidence

• Students develop a thesis statement that conveys a defensible, interpretive claim

• Students identify tone and tone shifts and the purpose they serve

Unit 2: Argument

Learning Targets

• Students identify the difference between a claim and a statement

• Students identify various types of evidence and the purpose that each type serves

• Students implement logical reasoning and organization to formulate an effective argument

• Students use background knowledge to deduce fallacies when analyzing an argument

• Students provide reasoning to support their argument

• Students select relevant evidence to support my argument

• Students formulate my own conclusions based on information analyzed

• Students provide constructive feedback to their peers

Unit 3: Synthesis

Learning Targets

• Students create an annotated bibliography

• Students analyze from multiple perspectives

• Students analyze concepts of similarities and contrasts

• Students identify credibility within a source

• Students make analytical obervations of visual texts

• Students evaluate sources and determine their relevance to the theme

• Students formulate their argument based on conclusions from multiple sources

• Students use sources to formulate and support their argument

• Students implement relevant evidence to support their claim

• Students support their argument with a clear line of reasoning

Unit 4: Synthesis

Learning Targets

• Students craft a defensible thesis in response to a thematic prompt

• Students provide constructive feedback to their peers

• Students analyze and determine the author’s purpose

• Students analyze purposeful choices made by the author

• Students clearly articulate their argument and support their argument with evidence

• Students use their resources to locate and obtain information that further develops and supports their argument

• Students analyze the rhetorical situaion and provide an argument based on their analysis

• Students synthesize information

Unit 1: Introduction to Literature

Learning Targets

• Students explain the function of structure in a poem

• Students explain the function of diction, imagery, and symbolism

• Students develop textually substantiated arguments

• Students implement relevant and sufficient evidence to develop and support a line of reasoning

• Students identify and distinguish between literal and figurative language

• Students identify the details of a literary analysis that enable a writer to defend a claim

• Students develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the claim

Unit 2: Verisimilitude - The Misconceptions of Reality

Learning Targets

• Students analyze the techniques that authors use to ground the audience in the reality of the text (verisimilitude)

• Students explain how a character’s choices, actions, and language contribute to depth and complexity

• Students ​​​​​​​identify and explain contrast and the purpose it serves to the text

• Students ​​​​​​​identify and explain metaphors, similes, and allusions and the purpose they serve to the text

• Students ​​​​​​​craft a line of reasoning through commentary and explain the logical relationship between the claims/evidence

• Students ​​​​​​​identify and explain the purpose of tone and tone shifts

Unit 3: Identify: Part I - The Constraints of Worldview

Learning Targets

• Students analyze thematic complexities

• Students apply sociological lenses when analyszing thematic complexities

• Students develop a thesis statement that conveys a defensible, interpretive claim and establishes a clear and supportive line of reasoning

• Students develop a quick write comprised of 1) a claim that requires relevant/supportive textual evidence and 2) the evidence itself

• Students formulate inferences based on evidence

• Students identify text-to-text, text-to-self, and text-to-world comparisons and the purpose they serve

Unit 3: Identify: Part II - The Constraints of Worldview

Learning Targets

• Students engage in discussion with logical reasoning to support a claim

• Students identify and describe specific textual details about a character, that character’s perspective, and that character’s motives

• Students develop a thesis statement that conveys a defensible, interpretive claim and establish a clear supporting line of reasoning

• Students identify and explain irony and the purpose it serves the text

• Students identify and annotate a text for literary devises 

• Students identify and claim the author's purpose

Unit 1: Baseline Topics Include: Norms, Behavior & Routine

Learning Targets - 

• Students feel confident in their ability to accomplish their ACCESS Goal for the school year and know what the standards are to reach that goal

• Students communicate their needs to their teachers either in person or via email

• Students contribute to their class as a community member, respect boundaries, and keep their classroom clean

• Students access their resources, know how to use Schoology, and organize their classwork in their binder

 

Unit 2: Identity Topics Include: Displacement, Traditions, and Heritage

Learning Targets

• Students analyze the important parts of a text and understand the basis of the story using a plot chart

• Students identify new vocabulary, use the words in a sentence, and use a graphic organizer to comprehend information

• Students discuss my identity using the English I know 

• Students analyze how my identity impacts my life

Unit 3: Screen Time, Rules, and Bottled Water

Learning Targets

• Students write a formal summary of a text

• Students use Citation Verbs, Nouns, and Pronouns to credit an author

 

Unit 4: Education, Robots, and Sports

Learning Targets

• Students write an opinion paragraph responding to a prompt

• Students write and present an opinion speech while delivering some eye contact

• Students ​​​​​​​use modal verbs, simple present and past tense in my speech and writing

Unit 5: Gaming, Health, and Street Art

Learning Targets - 

• Students write a justification (argumentative) paragraph

• Students write and present an argumentative speech with minimal hesitation over vocabulary words

• Students ​​​​​​​accurately use homophones and pronouns in their writing and speech

Unit 6: Drought, Bullying, and Image

Learning Targets - 

• Students further develop their writing, speaking, and reading skills by interacting with more complex texts

• Students express their confidence by delivering a speech on a topic of their choice

 

Unit 7: Sleep, Driving, and Money

Learning Targets - 

• Students access new vocabulary in English

• Students analyze a text and provide evidence to support or discredit an argument

Unit 1: "The Foundation"

Learning Targets

• Students initiate and participate effectively in a range of collaborative discussions

• Students determine a theme or central idea of an article on hip hop and analyze in detail its development over the course of the text

• Students analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States

 

Unit 2: "The Underground to the Mainstream"

Learning Targets

• Students analyze the logic (including assumptions and beliefs) and use of evidence (existing and missing information, primary sources, and secondary sources) used by two or more artists presenting similar or opposing arguments (such as articles by two political columnists that address the same issue)

• Students demonstrate understanding of figurative language, word relationships, and nuances in word meanings. This includes, but is not limited to, similes, metaphors, characterization, and alliteration in songs

Unit 3: "The New Squad"

Learning Targets

• Students determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies

• Students identify five elements of both New York and Los Angeles hip hop style

• Students verify the preliminary determination of the meaning of a word or phrase (for example: by checking the inferred meaning in context or in a rap lyrics database)

Unit 4: "West Coast-Gangsta Rap & Beyond"

Learning Targets

• Students develop claim(s) and counterclaims fairly and utilize a minimum of three pieces of evidence for each of these claims with regards to an element of hip hop

• Students collaborate effectively as group members or leaders to engage in a class-long debate

• Students draw multiple pieces of evidence from musical review texts to support analysis, reflection, and research

Unit 5: "The Rise of Personas-Wu Tang Clan, Outkast, Alternative Hip Hop"

Learning Targets

• Students use a variety of techniques to sequence events so that they build on one another to create a coherent whole

• Students respond to the allusions and references in the canon of these hip hop artists

 

Unit 6: "The Global Phenomenon"

Learning Targets

• Students analyze a particular point of view or cultural experience reflected in a variety of hip hop work  from outside the United States

• Students compare and contrast the hip hop styles of a chosen country with the United States

Unit 1: Improv

Learning Targets

• Students apply active listening
• Students deliver an impromptu speech
• Students organize my argument effectively
• Students support my claim with reasoning
• Students state a position and make a definitive claim
• Students adapt to the topic provided 
• Students apply appropriate hand gestures and body language 
• Students articulate when speaking
• Students project my voice when speaking
• Students ​​​​​​​make eye contact with the audience

 

Unit 2: Demonstration

Learning Targets

• Students propel conversations by posing and responding to questions
• Students ​​​​​​​deliver a demonstrative speech
• Students ​​​​​​​demonstrate command of the audience’s attention
• Students ​​​​​​​demonstrate command of the English language when writing or speaking
• Students ​​​​​​​present information clearly and concisely for the audience
• Students ​​​​​​​make strategic use of digital media in presentations to enhance audience understanding

 

Unit 3: Special Occasion

Learning Targets

• Students identify the tone and context of an occasion to appropriately deliver a toast
• Students ​​​​​​​collaborate with peers to conduct interviews
• Students ​​​​​​​initiate and participate in a range of collaborative discussions
• Students ​​​​​​​introduce a topic and organize storytelling inform my audience
• Students ​​​​​​​respond to diverse perspectives and respectfully agree or disagree
• Students ​​​​​​​produce a written speech with clear thematic purpose
• Students deliver a special occasion speech

Unit 3: Special Occasion

Learning Targets

• Students identify the tone and context of an occasion to appropriately deliver a toast
• Students collaborate with peers to conduct interviews
• Students initiate and participate in a range of collaborative discussions
• Students introduce a topic and organize storytelling inform my audience
• Students respond to diverse perspectives and respectfully agree or disagree
• Students ​​​​​​​produce a written speech with clear thematic purpose
• Students deliver a special occasion speech

 

Unit 4: Informative

Learning Targets

• Students ​​​​​​​use technology to produce a relevant informative presentation
• Students ​​​​​​​synthesize relevant and appropriate information from multiple digital sources
• Students ​​​​​​​integrate multiple sources and compile information in a digital format
• Students ​​​​​​​deliver factual information on a topic with relevant, and sufficient evidence, that is appropriately adapted to the audience
• Students ​​​​​​​deliver an informative speech

 

Unit 5: Persuasive

Learning Targets

• Students ​​​​​​​implement strategic use of language to add interest and persuade the audience
• Students deliver information and evidence clearly, logically and persuasively
• Students evaluate a speaker’s point of view, use of evidence and reasoning to formulate a logical counterargument
• Students determine my position on an argument and effectively articulate my claim and reasoning
• Students deliver a persuasive speech

Craft arguments using techniques specific to the discipline (e.g., deliberative rhetoric, digital media, visual rhetoric)

Learning Targets

• Students can create persuasive content, headlines, and layout designs for the  yearbook
• Students can use digital tools to edit photographs, design layouts, and produce professional-quality pages for publication.

 

Demonstrate mastery of the recursive writing process to create high-quality, publishable work

Learning Targets

• Students can edit, revise, and produce a yearbook.
• Students can use the recursive writing process to create polished and engaging yearbook captions, articles, and headlines.
• Students can analyze and apply feedback from my peers and instructors to improve the clarity and quality of my work.

 

Use the accepted rules of grammar and punctuation consistently for clarity in writing and communication

Learning Targets

• Students can use the accepted rules of grammar and punctuation to ensure clarity and professionalism in my writing.
• Students can revise and edit yearbook or publication content to ensure it is high-quality, accurate, and engaging for readers.
• Students can analyze and apply feedback from my peers and instructors to improve the clarity and quality of my work.

 

Use digital media strategically to enhance understanding of findings, reasoning, and evidence.

Learning Targets

• Students can evaluate and integrate digital media tools to effectively communicate key findings, reasoning, and evidence, enhancing the impact of visual and textual elements.
• Students can design and refine layouts and digital components to strategically convey complex ideas and engage the intended audience.
• Students can critically analyze the use of design elements and digital media to ensure they align with the purpose and message of the yearbook content.
• Students can synthesize textual and visual elements to create cohesive, compelling narratives using digital tools.
• Students can assess the effectiveness of multimedia components in supporting the yearbook's themes and purpose, making data-informed adjustments as needed.

 

Collaboration

Learning Targets

• Students can collaborate with my team to design yearbook pages that are visually appealing and reflective of our school community.

 

Self-Direction

Learning Targets

• Students can manage my yearbook projects, meet deadlines, and taking ownership of specific yearbook sections or tasks.

Unit 1: What is Travel Writing?

Learning Targets

• Students define travel writing

• Students implement sensory details to create imagery within my writing

• Students implement descriptive adjectives to enhance my writing and further immerse the audience 

• Students budget for a two week vacation including transportation, accommodations, activities, meals and incidentals

• Students design an extended vacation that requires planning and researching specific destination and locations 

• Students communicate with others about a cultures different than my own

• Students identify elements of what defines culture and analyze my culture

• Students ​​​​​​​explore and promote enticing qualities of a location

• Students ​​​​​​​use digital resources to research cultural differences of specific locations

 

Unit 2: The Enticement of Travel

Learning Targets

• Students identify qualities that make a destination valuable

• Students ​​​​​​​compare contrast cultures

• Students ​​​​​​​discuss similarities and differences in personal culture and identity

• Students ​​​​​​​respectfully identify differences in beliefs and cultures

• Students ​​​​​​​identify a contrast within writing and expand on the purpose that the contrast serves

• Students ​​​​​​​provide my peers with constructive feedback to aid in the revision process

• Students ​​​​​​​use descriptive language to immerse the audience in my story

• Students ​​​​​​​collaborate effectively with a peer to design the perfect destination

• Students ​​​​​​​collaborate with a peer to research various destinations

• Students ​​​​​​​shift conversation from surface culture to shallow culture

• Students ​​​​​​​define elements of shallow culture

Unit 2: The Enticement of Travel

Learning Targets

• Students identify qualities that make a destination valuable

• Students compare contrast cultures

• Students discuss similarities and differences in personal culture and identity

• Students respectfully identify differences in beliefs and cultures

• Students ​​​​​​​identify a contrast within writing and expand on the purpose that the contrast serves

• Students ​​​​​​​provide my peers with constructive feedback to aid in the revision process

• Students ​​​​​​​use descriptive language to immerse the audience in my story

• Students ​​​​​​​collaborate effectively with a peer to design the perfect destination

• Students ​​​​​​​collaborate with a peer to research various destinations

• Students ​​​​​​​shift conversation from surface culture to shallow culture

• Students ​​​​​​​define elements of shallow culture

 

Unit 3: The Little Moments

Learning Targets

• Students appreciate my surrounding

• Students journal about my past experiences

• Students select especially well-chosen words to use to be concise, yet impactful in my writing

• Students assess my budget and plan accordingly

• Students review and assess the final budget for a year abroad

• Students record and journal about what it would be like to live in a different country

• Students research the housing market for a year abroad and plan accordingly

• Students research the cultures of a country and how to assimilate into a year abroad

• Students research the extensiveness of planning for a year abroad

• Students research and various forms of travel writing and the means in which are profitable