Camden City School District



|English I |

|Unit 2: The Good, the True, and the Beautiful |

|38 days |

|Students grapple with the classic themes of the good, the true and the beautiful through poetry, memoirs, fiction and literary criticism. Students examine the role of figurative and literal language to evoke |

|emotion, create imagery, and deepen comprehension in texts from a variety of cultures. Evidence based writing focuses on explaining how authors use juxtaposition and style to convey a message. |

|Stage 1: Desired Results |

|(both skills-based and concept-based) |

|Big Ideas: |Essential Questions: |

|Authors’ word choice and style has an impact on meaning and tone |How does literature depict the good, the true, or the beautiful? |

|Figurative language (and/or rhetoric) is used to evoke emotion, create imagery, and deepen readers’ |What is the role of the bad, the false, or the ugly in literature? |

|understanding of texts |How do authors present compelling arguments to readers? |

|Authors present valid and sufficient evidence to support arguments | |

|Students Will Know… |Students Will Be Able To… |

|Depictions of the good, the true and the beautiful in different genres of texts |Analyze how an author’s techniques and writing styles contribute to the meaning and tone of a text |

|Examples of figurative and literal language used in poetry, memoir and fiction |Explain the role of juxtaposition in literature and the impact it has on the development of a text’s |

|Impacts of author’s word choice and style on texts |central ideas |

|Various cultural points of view presented in different texts |Evaluate evidence presented to advance an argument or point of view |

|Syntax Work |

|Quick Outlines |

|Paragraph Writing |

|Multiple Paragraph Outlines (MPOs) |

| |

|Goals: RL.9.1, RL.9.2, RL.9.4 , RL.9.6, RI.9.1 , RI.9.2 , RI.9.8, RI.9.9, W.9.2, W.9.4, W.9.5, W.9.9, W.9.10, SL.9.1, SL.9.3 , SL.9.6, L.9.1, L.9.2, L.9.4 (a), (b), L.9.5 (see also Critical Knowledge and Sub-Skills |

|for Focus Standards in unit Appendix) |

|Note: This unit overview focuses primarily on the reading standards for this unit. Teacher will find however, there are logical extensions to be made in order to integrate all standards listed for this instructional |

|window. |

| |

|Culminating Reading Comprehension Task: |Formative Checkpoints: |

| | |

|After re-reading selected excerpts from the unit, students will write |Identify point of view and cultural influences as evidenced in the literature |

|evidence-based responses that describe a particular point of view or | |

|cultural experience reflected in world literature. In their writing, |Identify examples of figurative language |

|students will examine the figurative and connotative meanings used in | |

|the text and explain the impact of the author’s word choice on meaning |Make connections between figurative language, meaning, and tone of a text |

|and tone. | |

|OR |Make connections between figurative language and cultural point of view |

|Students will explain the merits of a particular argument including | |

|whether the reasoning is valid and the evidence is relevant and |Trace evidence and reasoning in an argument to determine efficacy of both the argument and the evidence presented |

|sufficient. | |

| | |

| |Other Types of Evidence to Collect During the Unit: |

| |Jots (sticky notes) |

| |Reader’s Notebook |

| |Journals |

| |Graphic Organizers |

| |Conferring Notes |

|Unit Suggested Readings |

|Anchor Text |Author |Text Type |Lexile Level (Suggested |Source |

| | | |Range: 950L to 1115L)* | |

|The Bluest Eye |Toni Morrison |Novel |920 |Need to purchase () |

|Teaching Notes: |Synthesis Task: |

|The close reading module should be used to develop awareness of society’s expectations for female appearance, a theme that is central to The Bluest Eye. |Compare and contrast the |

| |central ideas about the truth |

| |about beauty presented in each |

| |text. Cite the most important |

| |details each author uses to |

| |develop his/her central idea. |

| Close Reading Module Text |Author |Text Type |Lexile Level |Source | |

|Wintergirls |Laurie Halse Anderson |Novel |730 |ISBN13: 978-0142415573 | |

|Uglies |Scott Westerfeld |Novel |770 |ISBN13: 978-1442419810 | |

|Wonder |R.J. Palacia |Novel |790 |ISBN13: 978-0375869020 | |

|“Harrison Bergeron” |Kurt Vonnegut |Short Story |810 |Achieve the Core module | |

| | | | | | |

|Audio Recording | | | | | |

|The Picture of Dorian Gray |Oscar Wilde |Novel |880 |ISBN13: 978-0486278070 | |

|Survival of the Prettiest: The Science of|Nancy Etcoff |Nonfiction |1170 |ISBN-13: 978-0385479424 | |

|Beauty | | | | | |

*Although this is the suggested lexile range, lexiles are only one measure of text complexity, and text choices should be based on qualitative measures, and reader and task considerations as well.

|Stage 3 – Learning Plan |

|Text Set 1: “Barbie Doll”( Marge Piercy); “The Beguiling Truth about Beauty” (Carlin Flora); “Going for the Look but Risking Discrimination,”(Steven Greenhouse) |

| |

|Literary Criticism: ”Are We All Really Just Barbie Dolls?” (Heather Dunlevy-Scheerer) |

|Brief synopsis of texts: |Alignment to the Big Ideas: |

|In the poem "Barbie Doll," Marge Piercy provides a scathing critique of the cultural and societal | |

|expectations placed on American youth, particularly girls. The poem’s speaker surveys her life, |Authors’ word choice and style has an impact on meaning and tone |

|beginning at birth and ending with a sad picture of her funeral (or figurative death). The poem’s |Figurative language (and/or rhetoric) is used to evoke emotion, create imagery, and deepen readers’ understanding of|

|critical, even sarcastic, tone captures the young girl “[going] to and fro apologizing," about her |texts |

|unacceptable body image. |Authors present valid and sufficient evidence to support arguments |

| | |

|In her essay, “The Beguiling Truth about Beauty,” Carlin Flora critically reflects on the | |

|relationship between self-perception and appearance. | |

| | |

|Greenhouse’s article, “Going for the Look but Risking Discrimination” discusses Abercrombie & | |

|Fitch’s discriminatory retail practices that favor young, white beauties. | |

|Goals (NJSLSA) to Address: Goals will be finalized at the module level based on student data |

| |

|RI.9-10.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as |

|inferentially, including determining where the text leaves matters uncertain. |

| |

|W.9.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and issues, building on others’ ideas and |

|expressing their own clearly and persuasively. |

| |

|L.9.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling with writing. (See CCSS for sub-bullets) |

| |

|RI.9-10.2. Determine a central idea of a text and analyze how it is developed and refined by specific details; provide an objective summary of the text. |

| |

|W.9.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. |

|RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details, and provide an |

|objective summary of the text. |

| |

| |

| |

|L.9.4: 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. (See CCSS for sub-bullets) |

| |

|W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |

|W.9.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. |

|RL.9.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the|

|language evokes a sense of time and place; how it sets a formal or informal tone). |

|L.9.5: Demonstrate understandings of figurative language, word relationships, and nuances in word meanings. (See CCSS for sub-bullets) |

| |

| |

|Suggested Instructional Routines and Engagement Methods: |

|Shared reading |

|Active reading strategies (e.g., turn and talk, stop and jot, targeted task) |

|Text-dependent questions that lead to key understandings |

|Text-dependent tasks |

|Explicit and incidental academic vocabulary instruction |

|Evidence-based oral and/or written responses |

| |

| |

|Academic Tier 2 Vocabulary (At least 5 target words per week, selected from standards and/or text) |

|Dexterity |

|Objective |

|Subjective |

|Aesthetic |

|Pervasive |

| |

|Inadvertent |

|Incompetent |

|Innate |

|Discriminate |

| |

| |

|Content-based vocabulary to address during the unit: figurative, literal, connotative, denotative, central idea, theme, juxtaposition, cite, textual evidence, tone, supporting idea |

|Learning Tasks and Formative Checkpoints: *See module for Grade 9, unit 2 |

| |

|Focusing question for module essay: |

|Drawing on the authors’ key ideas from the three assigned texts and your own experience, what is the truth about beauty? How do the authors develop their messages? Cite specific word choice (including figurative and |

|connotative meanings) that impact tone and convey the authors’ central idea(s). Capture your analysis in a well-developed, evidenced-based essay. |

| |

|Extension: After completing the module, lead a shared reading of Heather Dunlevy-Scheerer’s literary criticism ”Are We All Really Just Barbie Dolls?” Before reading, provide students with the following background |

|information (if necessary). Literary works do not contain fixed meaning but are open to interpretation. Literary criticism is an informed analysis and evaluation of a work of literature. |

|During the second reading, engage students in discussing relevant text dependent questions including: |

|How is Piercy’s message interpreted by Dunlevy-Scheerer? |

|What textual evidence does Dunlevy-Scheerer use to support her interpretation? |

|Do you agree with Dunlevy-Scheerer ‘s assertion that the poem is a “statement against the traditional roles of women in society”? Cite textual evidence to support your assertion. |

|Use textual evidence to defend or refute Dunlevy-Scheerer ‘s assertion that the girl in the poem “has plastic surgery to change her image to conform to what is expected.” |

|Use textual evidence to “agree and expand” on or “differ and defend” against Dunlevy-Scheerer‘s assertion that Piercy uses Christ imagery as a literary device? |

Unit 2: Students grapple with the classic themes of the good, the true and the beautiful through poetry, memoirs, fiction and literary criticism. Students examine the role of figurative and literal language to evoke emotion, create imagery, and deepen comprehension in texts from a variety of cultures. Evidence based writing focuses on explaining how authors use juxtaposition and style to convey a message.

|Stage 3 – Learning Plan |

|Text Set: "Barbie Doll," Marge Piercy; “The Beguiling Truth about Beauty,” Carlin Flora; “Going for the Look but Risking Discrimination” Steven Greenhouse |

|Brief synopsis of texts: |Alignment to the Big Ideas and/or Essential Questions: |

| | |

|In the poem "Barbie Doll," Marge Piercy provides a scathing critique of the cultural and societal |Authors’ word choice and style has an impact on meaning and tone |

|expectations placed on American youth, particularly girls. The poem’s speaker surveys her life, |Figurative language (and/or rhetoric) is used to evoke emotion, create imagery, and deepen readers’ understanding of|

|beginning at birth and ending with a sad picture of her funeral (or figurative death). The poem’s |texts |

|critical, even sarcastic, tone captures the young girl “[going] to and fro apologizing," about her |Authors present valid and sufficient evidence to support arguments |

|unacceptable body image. | |

| | |

|In her essay, “The Beguiling Truth about Beauty,” Carlin Flora critically reflects on the | |

|relationship between self-perception and appearance. | |

| | |

|Steven Greenhouse’s article, “Going for the Look but Risking Discrimination” discusses Abercrombie &| |

|Fitch’s discriminatory retail practices that favor young, white beauties. | |

|Goals (NJSLSA) to Address: |

|RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |

| |

|RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details, and provide an |

|objective summary of the text. |

| |

|RL.9.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the|

|language evokes a sense of time and place; how it sets a formal or informal tone). |

| |

|RI.9-10.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as |

|inferentially, including determining where the text leaves matters uncertain. |

| |

|RI.9-10.2. Determine a central idea of a text and analyze how it is developed and refined by specific details; provide an objective summary of the text. |

| |

|RI.9.8 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. |

| |

| |

|W.9.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |

| |

|SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and issues, building on others’ ideas and |

|expressing their own clearly and persuasively. |

| |

|L.9.5: Demonstrate understandings of figurative language, word relationships, and nuances in word meanings. (See CCSS for sub-bullets) |

| |

|L.9.1: Demonstrate command of the convention of standard English grammar and |

|usage when writing and speaking. |

| |

|Suggested Instructional Routines and Engagement Methods: |

|Shared reading |

|Active reading strategies (e.g., turn and talk, stop and jot, targeted task) |

|Text-dependent questions that lead to key understandings |

|Graphic organizers to record and track textual evidence |

|Explicit and incidental vocabulary instruction |

|Evidence-based oral and/or written responses |

|Text-dependent tasks |

| |

| |

|Academic Vocabulary (At least 5 target words per week, selected from standards and/or text) |

|Dexterity Objective Aesthetic Pervasive |

|Inadvertent Incompetent Innate Discriminate |

|Learning Tasks and Formative Checkpoints: *See module for Grade 9, unit 2 |

|Culminating question for module writing exercise: |

|Compare and contrast the central idea of two texts that you have read regarding the truth about beauty. Cite the most important details each author uses to develop his/her central idea. |

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