Read Theme: text version

Grade 2

Essential Questions

Defining a community · What is a community? · How is school a community? · How are communities alike and different? · How do people & communities help each other? Mapping the Community · What is the purpose of maps? · What attributes on a map help us understand how to read it? · Are there different kinds of maps? Community Histories & Resources: · How have communities changed over time? · What is the difference between a want and a need? · What are the resources in the community? · How are needs & wants used to shape community life? What is citizenship? What is a citizen? What is citizenship? How do communities make decisions? Culmination: · How do citizens talk about their communities? · What stories do they tell, what info do they share? · How do they share that info & those stories with people from other communities?

Reading Experiences

Defining a community: · What is a Community from A-Z · A Bird's Eye View · Photos, posters, diagrams, charts on "Sights I saw" community wall · Photos & articles in local papers Mapping the Community: · Me on the Map · Mapping Penny's World · Map Scales · Maps & charts of all kinds · The Big Orange Splot Community Histories & Resources: · The Big Green Pocketbook · Ox Cart Man · The Ice House · Basket Moon · When I was Little · The House of Maple Street · Uncle Jed's Barbershop Folk tales, Native American histories What is citizenship? House Mouse, Senate Mouse Culmination: Analyze wide variety of informational brochures

Writing Experiences

· Complete Venn diagrams comparing characteristics of rural, urban & suburban communities · Construct map of room, to scale; create model houses · Make up riddles & songs of careers that provide goods & services · Lists of observations about different kinds of charts & maps · Create list poems of sights in certain areas or of goods & services provided by community · Explore concept of timeline by mapping months & holiday celebrations · Map Hudson's history on timeline displaying events & associated pictures · Chart differences between characters in a book · Chart essential elements of informational brochures · Create brochure for informational purposes

Listening/Speaking Experiences

· Take data-gathering community walks/field trips · Chart, analyze & discuss similarities & differences between communities · Discuss illustrations & ways they've changed over time · Discuss & analyze charts, starting with the phrase, "All maps have..." · Build maps & models in collaborative groups · Discuss concept of timeline · Discuss units of time & measurement · Hold Mock Debate over a "classroom law." · Brainstorm wants & needs & ways wants & needs are addressed (or not) by resources (or their scarcity) · Discuss roles of historic time & geographic circumstances in relation to wants, needs, & resources · Listen to & ask questions of guest speakers on Career Day

Fall 2006

Theme:

Hudson Community Time Frame: September

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Grade 2

Essential Questions

Oceans & Local Waters

· How do the oceans shape our lives? · Where is our water? Where is it going? Where has it been? Plants · How are plants important to us? · What are life cycle changes? · What is interdependency, and what does it have to do with plants & animals? Ecology · Why is it important to take care of our earth? · What have we done in the past that has been harmful to the earth? · How does recycling help? Geology & Physical Science · What is inside our earth? · What are rocks? · How were different landforms created? · How were rocks created? How can we classify rocks?

Reading Experiences

Common to all units: · Read alouds · Shared reading · Poetry: recitation, imagery, vocabulary building, word study · Explore informational texts for research report · Writer's workshop · Magic Bus series

Writing Experiences

Common to all units: · Projects at workboard centers: listening, art, science, social studies, poetry, writing, word study · Writer's workshop · Shared writing Oceans & Local Waters · Map of oceans & Hudson River · Classroom newspaper · Research report Plants · Classroom newspaper · Journal · Model · Record keeping (Measure & Graph, Chart, Tally, Label) · Diagram · Draw state stamp · Continue "Tiny Seed Travels" story

Listening/Speaking Experiences

Common to all units: · Read alouds · Shared reading · Poetry recitation · Shared writing

Time Frame: Ongoing through the year; includes units on Oceans & Local Waters, Plants, Ecology & Geology

The Environment

Resources: Oceans & Local Waters

Library books & videos, Internet

· Individual, partner & group listening & speaking activities at art, science, reading & math centers

Ecology

Whales Amazing Animals of the Sea Treasures in the Sea World of Jacque Cousteau

All About Turtles What do Sharks Do? Swimmy Strange Animals of the Sea House for Hermit Crab Deserts Beneath the Sea Thomas Locker books

· Report on recyclable object

Theme:

Plants

Jack's Garden Flower Garden Tops & Bottoms From Seed to Plant Red Leaf, Yellow Leaf Jack & the Beanstalk Predicting with Plants The Tiny Seed The Reason for a Flower Ms. Rumphius Growing Things Videos--plant series

Ecology

Ecology

Analyze characters in The Lorax Every Day is Earth Day Brother Eagle, Sister Sky Earth Day 50 Simple Things Kids Can The Lorax do to Save the World The Wump World The Great Kapok Tree A River Runs Wild On the Day You Were Born

· Classroom newspaper · Persuasive Letter · Alternative Ending story · Character grid

· Venn diagram to compare characters, actions, genres

Miss Rumphius

Earth Dance

Fall 2006

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Grade 2

Essential Questions

(see previous page)

Reading Experiences

Resources: Geology & Physical Sciences

Writing Experiences

Geology & Physical Sciences · Earth model · Poster & chart activity · Colored & labeled outline of earth's layers · Venn diagram comparing & contrasting two types of rocks

Listening/Speaking Experiences

(see previous page)

The Environment (continued)

Magic School Bus Inside the Earth Magic School Bus Inside a Volcano Magic School Bus Inside the Earth (CD ­ Perry) Earthquakes, Volcanoes

I Can Read About Fossils

Sun, Wind, Rain ­ McMillan (Geology)

Fall 2006

Theme:

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Grade 2

Essential Questions

Theme: Senses Addressed at various points throughout the year; includes units on Ecology, Weather, Senses, Geology

(for details on Ecology & Geology, see "The Environment" theme, above)

Reading Experiences

(for details on Ecology & Geology, see "The Environment" theme, above) Common to all units: · Read alouds · Shared reading · Poetry: recitation, imagery, vocabulary building, word study · Explore informational texts for research report · Writer's workshop · Magic School Bus Explores series

Writing Experiences

(for details on Ecology & Geology, see "The Environment" theme, above) Common to all units: · Projects at workboard centers: listening, art, science, social studies, poetry, writing, word study · Writer's workshop · Shared writing

Listening/Speaking Experiences

(for details on Ecology & Geology, see "The Environment" theme, above) Common to all units: · Read alouds · Shared reading · Poetry recitation · Shared writing

Senses

How do our senses help us in daily life? If you didn't have all five senses, how would your life be different?

Weather

How does weather affect our daily lives? What causes different kinds of weather?

Senses

List poem

Sketch of natural object & list of related sensory details

Resources: Senses

My Five Senses Owl Moon The Listening Walk Night in the Barn Seven Blind Mice Helen Keller Scholastic Series, Five Senses Sun Song (Kay and Deb) Shutterbug & Scholastic Series School Bus, poem by Kay Winters

· Individual, partner & group listening & speaking activities at art, science, reading & math centers

Weather

Weather The Cloud Book

The Storm Book

Time Frame:

Flash, Thunder, and Roll Why Does it Rain? Clouds Bringing the Rain to Kapiti Plain Magic School Bus in a Storm What Makes Day and Night Cloudy With a Chance of Meatballs Wind Thundercakes

Weather Words and Weather Forecasting

· Classroom newspaper: Students write short reports of several paragraphs · Comic · Art: Poster · Movement: 2 sentences for each type of cloud; background music · Rap ­ write a rap song, chart it · Research Report: 1) Students work in pairs, choose weather system to research 2) Work from pre-selected text; also get info from the internet 3) Read and record facts on strips of paper in own words 4) Categorize information 5) Order facts & paste on paper 6) Create rough draft, final copy & illustrate 7) Present project to class

Fall 2006

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Grade 2

Theme: Cultural Traditions, Cultural Change Time Frame: Addressed at various points throughout the year; includes units on Black History, Native Americans, and Folk Tales, Fairy Tales & Tall Tales; connections with larger thematic units on Community & on Environment

Essential Questions

· What people & cultures make up our communities today? How have these changed over time? Can we find traces of past cultures and traditions in our lives today? · What stories do people tell about themselves, their histories, & their communities? Why do they tell these stories? · What are the connections between a community's cultures, traditions, & resources? Black History · How have people in the past made a difference in our lives today? · What could you do that would change things for others now and in the future? Native Americans · How is life different now from long ago? What are differences in basic needs & wants? Folk Tales, Fairy Tales, Tall Tales · What is real, what is makebelieve? · How do you tell the difference between kinds of stories? · What might happen if you combined a few characters?

Reading Experiences

Common to all units: · Read alouds · Shared reading · Poetry: recitation, imagery, vocabulary building, word study · Explore informational texts for research report · Writer's workshop · Magic School Bus Explores series Resources: Black History, Biographies Library, Internet

Writing Experiences

Common to all units: · Projects at workboard centers: listening, art, science, social studies, poetry, writing, word study · Writer's workshop · Shared writing Black History, Biographies · T-Charts · Buddy report/Research Native Americans · Picture story · Reference Chart · Teach a craft with a written plan with directions Folk Tales, Fairy Tales, Tall Tales · Create own fairy tale containing character, simple plot, setting · Compare/contrast two stories · Use graphic organizer for story elements · Complete story web at independent listening center

Listening/Speaking Experiences

Common to all units: · Read alouds · Shared reading · Poetry recitation · Shared writing

· Individual, partner & group listening & speaking activities at art, science, reading & math centers

Harriet Tubman

Almost to Freedom Salt in His Shoes Boundless Grace Native Americans Dancing Teepees

Ruby Bridges

Follow the Drinking Gourd Happy Birthday Martin A Chair For My Mother Legend of Bluebonnet

My Brother Martin Martin's Big Words The Black Snowman More Than Anything Else Rough Faced Girl Americans

Buffalo Woman Corn is Maize Hiawatha

Discoveries ­ Native

How the Stars Fell into the Sky The Earth Under Sky Bears Feet The Girls Who Loved Wild Horses

Black History, Biographies · Oral reports (interview style) Native Americans · Teach craft w/ written plan & directions · Learn & practice sign language Folk Tales, Fairy Tales, Tall Tales

· Listen to stories in listening center & follow along with books · Read aloud/share with class original story. Respond to questions & comments · Compare story webs with those of others; discuss

Mud Pony Cinderella

Aesops Fables Rough Face Girls Paul Bunyan John Henry Frog Prince

The Gift of the Sacred Dog Goldilocks and the Three Bears

Somebody and the Three Blairs

Folk Tales, Fairy Tales, Tall Tales

Red Riding Hood

Lon Po Po

Anansi Stories Johnny Appleseed Pecos Bill Congo Boy

The Talking Eggs

Three Billy Goats Gruff

Snow White and the Seven Dwarfs Math Fables (Smith) Halloween Pigs (Drahushuk) Hudson City School District, Grade 2, Page 5

Fall 2006

Grade 2

Fall 2006

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Grade 3

Essential Questions

· How can I understand change? · How does change affect my life & the world around me? · Can I be the cause of change, or does it just "happen" to me? This theme, & in some cases the questions above, frames not only ELA conversations but also conversations around the following social studies, science, math & math/science/technology (MST) topics: 1. World government, economics, & geography 2. Changes in energy & matter, weather & living things 3. Multiple representations of key math ideas 4. Connections among MST & their application to patterns of change

Reading Experiences

· Guided reading · Interactive read alouds of picture books · Literature circles · Reader's notebook · Letters to teachers about reading (conversations between student & teacher about reading, in letter form) · Author study · Genre study Possible Texts: Fiction Thundercake Owl Moon -- Jane Yolen Crysanthemum The Doorbell Rang Great Kapok Tree Non-Fiction If I Lived... Lifecycle of a Butterfly Salt in His Shoes Anno's Counting Book Helen Keller ­ M. Davison Poetry [coming soon: titles of helpful collections]

Writing Experiences

Emphasis: Standards 1 & 2 · Writing about character change · Informational writing in content area · Personal poetry anthology (including acrostic poem & other pattern poems) · Writer's notebook · Book recommendations · Daily writing experiences representing variety of genre

Listening/Speaking Experiences

· Guest speakers (community members) · Author's chair: Student presentation of written products · Literature circles · Choral reading · Readers theatre · Lecturing, notetaking, summarizing, responding · Performance before an audience (e.g., other classmates, parents, faculty or other adults)--at least once during the school year, perhaps but not necessarily in connection with this particular theme

Fall 2006

Theme:

Change

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Grade 3

Essential Questions

· What is important about having the same rights for everyone (equality)? · If we believe that everyone is special in his or her own way, can we still believe that everyone is equal? · How does it feel when someone treats you as different, as an outsider?

Reading Experiences

· Guided reading · Interactive read alouds of picture books · Literature circles · Reader's notebook · Letters to teachers about reading (conversations between student & teacher about reading, in letter form) · Author study · Genre study Possible Texts: Fiction · Goin' Someplace Special · Angel Child, Dragon Child · Hundred Penny Box · Mr. Lincoln's Way · The Brand New Kid Non-Fiction · I Have a Dream Martin Luther King Jr. · If I Lived... · Harriet Tubman · Stand Up Rosa Parks · Jackie Robinson · Apple Fractions Poetry [coming soon: titles of helpful collections] Magazine Storyworks

Writing Experiences

Emphasis: Standard 1 · "I am the person who" poem · Posters & cartoons · Biographical essay · Oral history (write up of interview)

Listening/Speaking Experiences

· Guest speakers (community members) · Author's chair: Student presentation of written products · Literature circles · Choral reading · Readers theatre · Lecturing, notetaking, summarizing, responding · Interview for oral history · Performance before an audience (e.g., other classmates, parents, faculty or other adults)-- at least once during the school year, perhaps but not necessarily in connection with this particular theme

Equality/Fairness

This theme, & in some cases the questions above, frames not only ELA conversations but also conversations around the following social studies, science, math & math/science/technology (MST) topics: 1. Discussing fairness of cultures & civilizations--meeting needs & wants 2. Living & non-living things are both similar & different & depend on each other to sustain life 3. Use mathematical operations & relationships among them to understand math 4. Understand the relationships & common themes that connect MST & apply to equilibrium & stability

Fall 2006

Theme:

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Grade 3

Fall 2006

Hudson City School District, Grade 3, Page

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Grade 3

Essential Questions

· How is life enhanced by opportunity? What would a world without opportunity be like? · What opportunities are so important or so exciting that you're willing to risk something for them? · What is so important to you that you would not want to risk losing it or missing it or being without it? · What would a world without risk be like? This theme, & in some cases the questions above, frames not only ELA conversations but also conversations around the following social studies, science, math & math/science/technology (MST) topics: 1. World Communities government & geography 2. Community & population of living things & choices made 3. Use mathematical reasoning to make conjectures, gather evidence & to illustrate exactness in everyday life (i.e., probability) 4. Understand the relationships & common themes of math, science, & technology & apply to optimization

Reading Experiences

· Guided reading · Interactive read-alouds of picture books · Literature circles · Reader's notebook · Letters to teachers about reading (conversations between student & teacher about reading, in letter form) · Author study · Genre study Fictional · More Than Anything Else · John Henry · Owl Moon · Pepe the Lamplighter · Sarah, Plain & Tall · The Secret Soldier · Redcoats & Petticoats · Little Match Girl · Paper Bag Princess Non-Fiction · Immigration · Coming to America--B.Wolf · A Boy Called Slow · Ruby's Wish Poetry · Celebrations--Byrd Bayller

Writing Experiences

Emphasis: Standards 1, 2 & 3 · Report news story that highlights risks & opportunities · Find news photo & describe risks & opportunities pictured · Construct timelines that highlight connections between historical periods, key events & specific risks & opportunities · Write original story, creating simple plot & setting, with characters who have to make a decision about risks & opportunities

Listening/Speaking Experiences

· Guest speakers (community members) · Author's chair: Student presentation of written products · Literature circles · Choral reading · Readers theatre · Lecturing, notetaking, summarizing, responding · Performance before an audience (e.g., other classmates, parents, faculty or other adults)-- at least once during the school year, perhaps but not necessarily in connection with this particular theme

Fall 2006

Theme:

Opportunity & Risk

Hudson City School District, Grade 3, Page 10

Grade 3

Essential Questions

· How could I use knowledge of relationships to help me understand the world? · What personal qualities help or hurt attempts to form or keep a relationship? · How do you get from here to there? How did we get from there to here? · Are conflicts & tensions necessary parts of relationships? · What effects do time & space have on relationships? This theme, & in some cases the questions above, frames not only ELA conversations but also conversations around the following social studies, science, math & math/science/technology (MST) topics: 1. My community & communities around the world. Comparison of my community & the relationship with communities around the world 2. Relationship between living things & non-living (i.e., life cycle, solar system) 3. Relationship of numbers & their use in the real world (i.e., measurement operations) 4. Understand the relationships & concepts of math, science, & technology to solve real life problems

Reading Experiences

· Read & interpret graphs & charts · Guided reading · Interactive read-alouds of picture books · Literature circles · Reader's notebook · Letters to teachers about reading (conversations between student & teacher about reading, in letter form) Fiction · Tar Beach-- Faith Ringold · Game Day -- Tiki & Ronde Barber · Mr. Lincoln's Way--P. Pollaco · Frog & Toad · Sister Anne's Hands · Lily's Crossing · Amos & Boris · My Rotten, Red-Headed Older Brother Non-Fiction · Big Fish, Little Fish · Holidays Around the World · Teammates · China the Culture · Recipes Poetry · Heartsongs--Matti Steparek

Writing Experiences

Emphasis: Standards 1, 2 &3 · Create original text: a dramatic dialogue that shows a relationship either as it is changing or as it is about to change · Write or draw a story map · Analyze & make a judgment about a character on the basis of that character's relationships with other characters in the story · As part of an informational text for one of the content areas, draw or construct a graph &/or chart that helps illustrate relationships

Listening/Speaking Experiences

· Role play dialogue between two characters · Author's chair: Student presentation of written products · Literature circles · Choral reading · Readers theatre · Performance before an audience (e.g., other classmates, parents, faculty or other adults)-- at least once during the school year, perhaps but not necessarily in connection with this particular theme

Fall 2006

Theme:

Relationships

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Grade 3

Fall 2006

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Grade 3

Essential Questions

· How does choice influence responsibility? · What's the relationship between freedom & responsibility? · What is your (or any individual's) responsibility to "the community", & what is the community's responsibility to you & other individuals? · Is education a right or a responsibility?

Reading Experiences

· Guided reading · Interactive read-alouds of picture books · Literature circles · Reader's notebook · Letters to teachers about reading (conversations between student & teacher about reading, in letter form) · Author study · Genre study Fiction · Patchwork Quilt--V. Flornoy · Brave Irene--W. Steig · Blue Bonnet · Fireflies · Morgan's Zoo · Miss Rumphius · Keep the Lights Burning, Abbie Non-Fiction · Sarah Morton's Day--Kate Waters · America's War of· Independence · Simple Things Kids Can Do to Save the Earth · So You Want to be President · Five True Dog Stories Margaret Davidson

Writing Experiences

Emphasis: Standards 1 & 3 · Persuasive writing · Autobiography

Listening/Speaking Experiences

· Guest speakers (community members) · Author's chair: Student presentation of written products · Literature circles · Choral reading · Readers theatre · Lecturing, notetaking, summarizing, responding · Performance before an audience (e.g., other classmates, parents, faculty or other adults)--at least once during the school year, perhaps but not necessarily in connection with this particular theme

Responsibility

This theme, & in some cases the questions above, frames not only ELA conversations but also conversations around the following social studies, science, math & math/science/technology (MST) topics: 1. Citizenship, economic decision making, governments & law 2. Environmental awareness & the continuity of life & connection with living things 3. Mathematical reasoning & operations employed to analyze situations 4. Use of appropriate technologies to access, generate, process, & transfer information

Fall 2006

Theme:

Hudson City School District, Grade 3, Page 13

Grade 4

Essential Questions

· How can I understand change? How can I interpret and analyze change? · How does change affect my life & the world around me? · Can I be the cause of change, or does it just "happen" to me? This theme, & in some cases the questions above, frames not only ELA conversations but also conversations around the following social studies, science, math & math/science/technology (MST) topics: 5. Colonial and Revolutionary periods, Industrialization and urbanization using scientific process 6. Hypotheses about changes and experiments with energy & matter 7. Multiple representations of key math ideas 8. Connections among MST & their application to patterns of change

Reading Experiences

· Guided reading · Interactive read alouds of picture books · Literature circles · Reader's notebook · Letters to teachers about reading (conversations between student & teacher about reading, in letter form) · Author study · Genre study Possible Texts: Fiction · Shoeshine Girl--Clyde Robert Bulla · Hundred Penny Box-Sharon Bell Mathis · Wumpworld--Bill Deet · Walking for Freedom--Richard Kelso · Justin and the Best Biscuits in the World · My Name is Maria Isabel Non-Fiction · I Have a Dream: The Story of Martin Luther King--Margaret Davidson · A Pocketful of Goobers--Barbara Mitchell · History Happened Here · Every Living Thing

Writing Experiences

Emphasis: Standards 1, 2 & 3 · Literary analysis paper comparing and contrasting different characters' reactions to change · Informational writing in content area · Story map · Writer's notebook · Book recommendations · Daily writing experiences representing variety of genre · Living History project

Listening/Speaking Experiences

· Guest speakers (community members) · Author's chair: Student presentation of written products · Literature circles · Choral reading · Readers theatre · Lecturing, notetaking, summarizing, responding · Performance before an audience (e.g., other classmates, parents, faculty or other adults)--at least once during the school year, perhaps but not necessarily in connection with this particular theme

Fall 2006

Theme:

Change

Hudson City School District, Grade 4, Page 14

Grade 4

Essential Questions

· What is important about having the same rights for everyone (equality)? · If we believe that everyone is special in his or her own way, can we still believe that everyone is equal? · How does it feel when someone treats you as different, as an outsider?

Reading Experiences

· Guided reading · Interactive read alouds of picture books · Literature circles · Reader's notebook · Letters to teachers about reading (conversations between student & teacher about reading, in letter form) · Author study · Genre study Possible Texts: Fiction · F is for Freedom--Ronni Schottr · In the Year of the Boar and Jackie Robinson--Bette Bao Lord · Saving Skye--Jenny Dale · Thank You, Mr. Falker Non-Fiction · If Your Name was Changed at Ellis Island--Ellen Levine · Susan B. Anthony--Lucile Davis

Writing Experiences

Emphasis: Standard 1 & 3 · Form an opinion or judgment about one of the characters in your reading and support that opinion with evidence from the book · Formulate 4 types of questions about books read · Biographical essay

Listening/Speaking Experiences

· Guest speakers (community members) · Author's chair: Student presentation of written products · Literature circles · Choral reading · Readers theatre · Lecturing, notetaking, summarizing, responding · Performance before an audience (e.g., other classmates, parents, faculty or other adults)-- at least once during the school year, perhaps but not necessarily in connection with this particular theme

Equality/Fairness

This theme, & in some cases the questions above, frames not only ELA conversations but also conversations around the following social studies, science, math & math/science/technology (MST) topics: Evaluation of fairness in local history and government ii. Particles of matter, continuity of structure and function iii. Math operations such as inverse equivalent operations, fractions, division 5. Relationships and common themes that connect math, science, and technology and apply to equilibrium and stability i.

Fall 2006

Theme:

Hudson City School District, Grade 4, Page 15

Grade 4

Essential Questions

· How is life enhanced by opportunity? What would a world without opportunity be like? · What opportunities are so important or so exciting that you're willing to risk something for them? · What is so important to you that you would not want to risk losing it or missing it or being without it? · What would a world without risk be like? This theme, & in some cases the questions above, frames not only ELA conversations but also conversations around the following social studies, science, math & math/science/technology (MST) topics: 6. New nation and industrial growth with urbanization 7. Matter and energy-opportunity to create it 8. Application of ideas of uncertainty to illustrate math involves more than exactness 9. Application of math, science, and technology knowledge and thinking skills to address real life problems

Reading Experiences

· Guided reading · Interactive read-alouds of picture books · Literature circles · Reader's notebook · Letters to teachers about reading (conversations between student & teacher about reading, in letter form) · Author study · Genre study · Possible Texts: Fiction · Peppe the Lamp Lighter--Elisa Bartane · Red Coats and Petticoats--Katherine Kirkpatrick · A Boy Called Slow--Joseph Brucha · Fantastic Mr. Fox · Her Seven Brothers · Dream Wolf ·Why the Sun & the Moon Live in the Sky Non-Fiction · Simple Things Kids Can do to Save the Earth · Beat the Story Drum · Underground Railroad · Behind the Bedroom Wal

Writing Experiences

Emphasis: Standards 2 & 3 · Create an original "pourquoi" tale · Compare and evaluate the ways that a literary text and an informational text treat the same historical figure or event

Listening/Speaking Experiences

· Guest speakers (community members) · Author's chair: Student presentation of written products · Literature circles · Choral reading · Readers theatre · Lecturing, notetaking, summarizing, responding · Performance before an audience (e.g., other classmates, parents, faculty or other adults)-- at least once during the school year, perhaps but not necessarily in connection with this particular theme

Fall 2006

Theme:

Opportunity & Risk

Hudson City School District, Grade 4, Page 16

Grade 4

Essential Questions

· How could I use knowledge of relationships to help me understand the world? · What personal qualities help or hurt attempts to form or keep a relationship? · How do you get from here to there? How did we get from there to here? · Are conflicts & tensions necessary parts of relationships? · What effects do time & space have on relationships? This theme, & in some cases the questions above, frames not only ELA conversations but also conversations around the following social studies, science, math & math/science/technology (MST) topics: 1. Three worlds meet in America (Europe, Native Americans, Africa) 2. Relationships between physical sciences i.e., matter, force, gravity, buoyancy, energy and motion, food chain 3. More complex relationship of numbers and their use in the real world i.e., inverse, properties, how decimal relates to fractions 4. Understanding the concepts of math, science, and technology more complex systems of thinking, magnitude and scale, equilibrium and stability

Reading Experiences

· Read & interpret graphs & charts · Guided reading · Interactive read-alouds of picture books · Literature circles · Reader's notebook · Letters to teachers about reading (conversations between student & teacher about reading, in letter form) Possible Texts: Fiction · Sarah Plain & Tall · Amber Brown · Dear Mr. Henshaw · My Rotten, Red Headed Older Brother · Shoeshine Girl · All Together, One at a Time Non-Fiction · Big Friend, Little Friend · Symbiosis Tale · Squanto Clyde Bulla · Grace the Pirate · Stone Fox

Writing Experiences

Emphasis: Standards 1, 2 &3 · Write a review of a book or movie; be sure to support you judgment with details from the book or movie · Write a how-to paper, explaining a process or procedure · Analyze & make a judgment about a character on the basis of that character's relationships with other characters in the story · As part of an informational text for one of the content areas, draw or construct a graph &/or chart that helps illustrate relationships

Listening/Speaking Experiences

· Role play dialogue between two characters · Author's chair: Student presentation of written products · Literature circles · Choral reading · Readers theatre · Performance before an audience (e.g., other classmates, parents, faculty or other adults)-- at least once during the school year, perhaps but not necessarily in connection with this particular theme · Science Fair exhibition and demonstration

Fall 2006

Theme:

Relationships

Hudson City School District, Grade 4, Page 17

Grade 4

Fall 2006

Hudson City School District, Grade 4, Page 18

Grade 4

Essential Questions

· How does choice influence responsibility? · What's the relationship between freedom & responsibility? · What is your (or any individual's) responsibility to "the community", & what is the community's responsibility to you & other individuals? · Is education a right or a responsibility? This theme, & in some cases the questions above, frames not only ELA conversations but also conversations around the following social studies, science, math & math/science/technology (MST) topics: 1. Citizenship of NYS government past and present 2. Human decisions and activities 3. Utilization of patterns and functions to develop mathematical power 4. Application of knowledge of Math, Science, Technology to connect and strategize

Reading Experiences

· Guided reading · Interactive read-alouds of picture books · Literature circles · Reader's notebook · Letters to teachers about reading (conversations between student & teacher about reading, in letter form) · Author study · Genre study Possible Texts: Fiction · Secret School · The Graduation of Jake Moon · Thank Mr. Falker · Stone Fox · Lon Po Po · Teammates · Fantastic Fox · Justin and the Best Biscuits · Cricket in Times Square Nonfiction · Five True Dog Stories Margaret Davison · The Story of Balto · Young Clara Barton · You Want to Vote Lizzie Stanton Jean Fritz

Writing Experiences

Emphasis: Standards 2&3 · Persuasive writing · Memoir · Letter to the editor

Listening/Speaking Experiences

· Guest speakers (community members) · Author's chair: Student presentation of written products · Literature circles · Choral reading · Readers theatre · Lecturing, notetaking, summarizing, responding · Performance before an audience (e.g., other classmates, parents, faculty or other adults)--at least once during the school year, perhaps but not necessarily in connection with this particular theme

Fall 2006

Theme:

Responsibility

Hudson City School District, Grade 4, Page 19

Grade 5

Essential Questions · Who are we? What makes us who we are? · What makes us unique? · What characteristics and perspectives do we seem to share with others? · What is "culture" and how does it influence who we are?

Reading Experiences · Touchstone Text: Dear Mr. Henshaw · Selected poems · Suggested theme-related titles for independent & smallgroup reading: -Stargirl -Because of Winn Dixie -Strider -Our Only May Amelia -Joey Pigza Swallows the Key -The Great Gilly Hopkins -Pedro's Journal -The Sign of the Beaver -Indian and the Cupboard · Begin annotated reading log

Writing Experiences Emphasis: Standard 2 (a bit of 1 & 3) · Literary Response & Reflection: Personal narrative. Reflection on key moment; inspired by Dear Mr. Henshaw discussion & activities · Literary Response & Reflection: Timed writing focused on self-reflection; prompt: "If you overheard people (e.g., parents, friends, teachers) talking about you, what do you imagine they would say? How would they describe what you used to be like, and who you might become?" · Information & Understanding; Critical Analysis & Evaluation: Expository writing integrating Social Studies and ELA: Document-based Question focused on national &/or regional identities (e.g., consider the ways that historical figures & cultural groups have contributed to & challenged what it means to be "American") · Literary Response & Reflection: Poetry writing ("Who Am I" poems; seasonal poems; bio-poems, theme shape poems)

Listening/Speaking Experiences · Presentation of projects (poetry and narrative) · Large- and small-group discussions · Author's Chair · Interviews with family &/or community members about themerelated questions developed by students

Fall 2006

Time Frame:

Theme:

Identity 1st Quarter

Hudson City School District, Grade 5, Page 20

Grade 5

Essential Questions · What drives you to succeed? · What obstacles get in the way of success? · How do people overcome obstacles and challenges? How can we explain the fact that some people persevere in the face of great odds or even tragedy? Reading Experiences · Touchstone text: Hatchet · Selected poems, including some on the theme of survival and perseverance, of success arising out of conflict and struggle · Independent reading & guided reading groups; suggested theme-related titles: -The River -Just Juice -Island of the Blue Dolphins -Julie of the Wolves · Maintain annotated reading log Writing Experiences Emphasis: Standard 2 · Literary Response & Expression: Retell a story or a portion of a story from another character's perspective · Social Interaction: Friendly letter · Literary Response & Expression: Poetry writing and sharing: Acrostic poems & list poems; emphasize sound to convey mood, rhythm, or to define a situation · Literary Response & Expression: Timed writing focused on becoming successful, overcoming obstacles. Prompt: "Based on the stories we have read, how would you define success? Tell about someone who you think is successful: Who is it; what did this person do or have to overcome; how did this person become successful; what characteristics does this person possess that have helped him/her to become successful?" Listening/Speaking Experiences · Presentation of projects (poetry and narrative) · "Lend an ear" listening activity · Genre study: Discussion of "survival" or "success" stories as a "type" or genre. What are the distinguishing features of this genre? What is the range of "types" within the survival genre? · Conflict resolution skit · Character analysis discussion: Compare characters in literature to people in own lives. Identify the ways that characters change & develop throughout a story.

Theme:

Fall 2006

Time Frame:

Success 2nd Quarter

Hudson City School District, Grade 5, Page 21

Grade 5

Essential Questions · What are different types of changes that people and communities face? · What makes some change feel like "loss" and other change feel like "progress"? · What prompts or helps bring about change in people, places, ideas? · What causes people to change or not to change?

Reading Experiences · Touchstone text: Watsons Go to Birmingham--1963 · Selected poetry · Suggested theme-related titles for self-selected & guided reading: - Out of The Dust - On My Honor - When Zachary Beaver Came to Town - Tuck Everlasting - Walk Two Moons - Frindle - The Landry News - Queenie Peavy · Maintain annotated reading log · Author's study

Writing Experiences · Emphasis: Standards 1, 2 & 3 · Information & Understanding: Newspaper article about a significant moment in the civil rights movement · Critical analysis & evaluation: Retell a story from another character's perspective · Critical analysis & evaluation: Timed writing comparing & contrasting aspects of American life, as revealed in their guided reading & touchstone texts. Prompt will focus either on different social or cultural dimensions of modern American life, or on differences and similarities between historical and contemporary American life. Prompt will encourage students to respond in part by making references to their touchstone text as well as their independent & guided reading. · Literary Response & Expression: Outline or otherwise organize notes on focal author in preparation for Author Study/Author's Craft discussion in guided-reading group

Listening/Speaking Experiences · Presentation of projects (poetry and newspaper articles) · Large and small group discussions about readings · Sharing of drafts in peerediting groups · Large & small group discussions about author's craft, including attention to the ways different authors treat the same (or at least similar) theme · Guided-reading group discussions of a focal author whose work the student has studied closely (i.e., has read and examined at least 2 different books and has looked up biographical information

Theme:Transformation/Change

Fall 2006

Time Frame:

3rd Quarter

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Grade 5

Essential Questions · How do the things we learn and experience in our lives influence our judgments about the people, places, ideas, and things around us? · How do values define who we are and the actions we take? · What people and events inspire us to try to change ourselves &/or others? Reading Experiences · Touchstone text: Through My Eyes: The Story of Ruby Bridges · Selected poetry relating to the theme of protest and to various philosophies of life · Suggested theme-related titles for self-selected & guided reading: - Civil War Almanac - The Uninvited Guest - Coral Reef - The Fighting Ground - Sadako - Morning Girl -Weasel - Across Five Aprils · Maintain annotated reading log Writing Experiences Emphasis: Standards 1 & 3 · Critical analysis & evaluation: Write from the two different view points debated in Ruby Bridges, those in favor of her attendance at school, and those opposed · Information & Understanding: Using at least 3 sources of information, write a biographical account of a person who has had an impact on local, national or world history ­ someone who has helped bring about noticeable change in people, places, ideas or practices. Prompt for timed writing: "What do you think is the most important invention? How has it influenced lives? What would life be like without it now?" · Literary Response & Expression: Poetry: Write & share poems that rhyme, synonym & antonym poems Listening/Speaking Experiences · Presentation of projects (biography and poetry) · Large and small group discussion · In groups, debate points of view from persuasive writing

Fall 2006

Theme:

Inquiry/Discovery th Time Frame: 4 Quarter

Hudson City School District, Grade 5, Page 23

Grade 6

Essential Questions

How do I decide what to read? What makes a good story? How do stories relate to my own life?

Reading Experiences

Begin Annotated Reading Log Touchstone texts: Read (Prentice Hall) (short stories) "The Sound of Summer Running" R. Bradbury "The Drive In Movies" Soto (Non fict. / Soc. St. integration) "Human Footprints At Chauvet Cave" Introduction to Poetry: read, analyze, discuss variety of poems from poetry collections and Prentice Hall including: "Dust of Snow" Frost "Adventures of Isabel" Nash "Dream Dust" Hughes "The Open Road" Whitman "Who Knows" cummings "Spring and Fall" Millay "Dream Within Dream" Poe "Abuelito Who" Cisneros Introduction to non fiction/content area texts Other Possible Touchstone Texts: The Gift Giver Hausen Banana Twist Maniac Magee Spinelli

Writing Experiences

Emphasis: Standards 1 & 2 Information & Understanding: · Keep planner, organizer (Agenda Book) · DBQ (document based question: Soc./St. integration) Literary Response & Expression: · Write Autobiography (long personal narrative) · Personal response essay: Respond to literary text(s) by connecting the response to personal experience &/or to the lives of others.

Listening/Speaking Experiences

Begin Class Discussion model: · Share stories of personal experiences with classmates · "Who Am I?" posters · Poetry Circle: Sharing original and published poetry · Student discussion of independent reading in literature circles or guided reading groups · Brief student-teacher conferences about student's independent reading, with at least part of conversation built around annotated reading log · Students sharing drafts of autobiography and personal response essay in peer-editing groups

Theme: Exploring My Identity Time Frame: 1st Quarter

Fall 2006

How do I best learn? Who am I as a reader? As a writer? How can I communicate with others?

Hudson City School District, Grade 6, Page 24

Grade 6

Essential Questions

What mysteries of the world are revealed to me in stories of history and science? Other people can be a mystery to me. What can I learn by reading their stories? What mysteries of today's world are revealed to me in the news media?

Reading Experiences

·Self select one or more biographies (compare literary works) · Prentice Hall selections: "Jackie Robinson" "A Backwoods Boy" "The Loch Ness Monster" "Why Tortoise Shell" A Christmas Carol Dickens "Gift of Magi" O Henry "Newspapers in Education" After familiarization with newspaper format, students will select, read, take notes, write summaries of articles of interest and paraphrase the information orally for the class. Practice format, test taking skills for January Grade 6 NYS Assessment Other Possible Texts (touchstone?? suggestions for indep rdg??) Sadako & Thousand Paper Cranes Ghosts and More Ghosts R. Arthur (library) ­ stories "Country of the Blind" HG Wells The Breadwinner Ellis Maintain Annotated Reading Log

Writing Experiences

Emphasis: Standards 1 & 3 Information & Understanding: · Science-related report in which student connects, compares & contrasts ideas & information from two or more sources · Compose answers to questions about informational text in short and expanded form. At least a few of the informational texts students respond to here will be presented orally, in the style of the NYSED ELA exams Critical Analysis & Evaluation: · Various short writing pieces in response to literature, including at least one timed, on-demand literary analysis essay. Example of this type of timed writing prompt: Compare & contrast information & perspectives from different sources

Listening/Speaking Experiences

Emphasis: Standards 1 & 2 Large and small group discussion of texts Information & Understanding: "Listening tasks" of the type found on NYSED ELA exams (read-alouds of short informational texts, to which students respond in short and expanded form) Literary Response & Expression: Teacher-student conferences about independent reading

Fall 2006

Theme: Exploring Mysterious Worlds Time Frame: 2nd Quarter

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Grade 6

Essential Questions

How does reading drama, poetry, myths, fables, and legends open one's mind to new ideas? How can I express my own thoughts and ideas through these types of writing? What can be learned about cultures through their literature?

Reading Experiences

Myths: selected from Social Studies Curriculum Fables: (Prentice Hall) "The Tiger Who Would Be King"; "The Lion and the Bulls" Tons of independent reading, with author study in mind: Students will give special attention to multiple works by a favorite author Small-group reading, with genre study in mind Maintain Annotated Reading Log, noting insights into craft & tendencies of favorite author, as well as insights into genre features

Writing Experiences

Emphasis: Standards 1, 2 & 3 Information & Understanding: Multi-paragraph research report (Soc. St./Sci. focus) drawing on at least 3 sources Literary Response & Expression: Original poetry A short myth Critical Analysis & Evaluation: Essay comparing & contrasting different authors' or poets' treatment of a particular subject or theme.

Listening/Speaking Experiences

Emphasis: Standards 2 & 3 Literary Response & Expression: Participate in class presentation of original myth/skit Participate in "Poetry Corner" by selecting and preparing a poem to present to the group Literary Response & Expression; Critical Analysis & Evaluation:

Genre study discussions in small groups (lit circles or guidedreading groups) and as a whole class: Discussion of group-selected stories as "types" or genres (or perhaps subgenres).

Theme: Exploring the Imagination Time Frame: 3rd Quarter

Author study discussions in small groups and as whole class, discuss distinguishing features of favorite authors, including their ways with words and the ways they handle plot, setting, characterization, themes, etc

Fall 2006

Hudson City School District, Grade 6, Page 26

Grade 6

Essential Questions

Looking back: How have I grown and changed this year? Have I met my goals for the year?

Reading Experiences

Prentice Hall Selections "How to Write a Letter" (Keillor) "Preserving A Great American Symbol" Read "The Fun They Had" (Asimov) "Letter to Scottie" (F. Scott Fitzgerald) "Oh The Places You'll Go" (Suess) Read, listen to & view various samples (student & professional) of persuasive texts: letters to editor, speeches, advertisements. Analyze in order to understand how language & image do their work Conclude/Share Reading Log for year Other Possible Texts Phantom Toll Booth Yellow Bird and Me (Hansen) "October Sky" (Play) Going Through the Gate (Anderson)

Writing Experiences

Emphasis: Standards 2 & 3 Persuasive Essay/Letter Student selected topics Class Literary Magazine Critical Analysis & Evaluation: Compare characters in literature to people in own lives. Identify the ways that characters change & develop throughout a story. Share Writing Portfolio

Listening/Speaking Experiences

Persuasive Speech Prepare for and participate in a Class Debate based on persuasive writing Share Final "Travel Project" with class: (Select cruise destination from places studied during year. Make brochure to present/persuade class to visit)

Theme: Exploring the Future Time Frame: 4th Quarter

Fall 2006

Looking forward: Where do I think I'm going in my life? What are my goals now? The power of persuasion ­ how does it work?

Hudson City School District, Grade 6, Page 27

Grade 7

Essential Questions

· Who am I & who am I becoming? · What "tools" & "materials" do people use to "build" an identity, a sense of who they are? · Who are the influential people in my life? · What key moments, challenges or turning points have helped shape my life?

Reading Experiences

Emphasis: Standard 2 · Touchstone Texts may include: - Light in the Forest - I Know Why the Caged Bird Sings - "Eleven" - "Thank You, M'am" - "The Necklace" - Selected poems from Prentice Hall anthology · Suggested texts for smallgroup & independent reading: - Native American myths & legends - assorted poetry & short stories from Prentice Hall anthology · Begin Reader's Response Journal

Writing Experiences

Emphasis: Standard 2 Literary Response & Expression: · Personal narrative (narrating & reflecting on defining or pivotal moments, key influences) · Reader's Response Journal Social Interaction: · Friendly letters

Listening/Speaking Experiences

· Small-group sharing of narratives (early drafts & final version) · Whole-class & small-group discussion

Theme:

Fall 2006

Time Frame:

Identity September/October

Hudson City School District, Grade 7, Page 28

Grade 7 Essential Questions

· What can we know about the past?

Reading Experiences

Emphasis: Standards 1 & 2 Touchstone texts may include:

Writing Experiences

Emphasis: Standards 1, 2, 3 & 4 Critical Analysis & Evaluation: · Character analysis essay tied to touchstone text Information & Understanding; Literary Response & Expression; Social Interaction: · Oral history focused on family or community · Critical Analysis & Evaluation; Literary Response & Expression: On-demand writing. Timed writing prompt will ask students to compare & contrast information & perspectives from different sources. In responding, students will be expected to make reference to their touchstone texts & independent readings, & they will be encouraged to reference sources from the oral history projects, as well.

Listening/Speaking Experiences

· Whole-class & small-group discussion of readings · Interviews with family &/or community members · Small-group sharing of oral history drafts · Presentation of final oral history projects

Looking Back, Thinking Ahead Time Frame: November/December

· What can the challenges of an earlier generation offer us in terms of understanding & direction? · How do we evaluate competing stories about the past? What can we learn from competing perspectives on past events? · How can crisis or conflict become an opportunity for growth? What does it take to turn something especially difficult, challenging or negative into something positive?

· Trapped Between the Lash & the Gun · The Cay Optional resources for discussion will include, but not be limited to: · The Narrative of Frederick Douglass · "The Day I Died was Just Another Day" · "Harriett Tubman Biography" Maintain Reader's Response Journal

Fall 2006

Theme:

Hudson City School District, Grade 7, Page 29

Grade 7

Essential Questions

· Birthdays are one obvious way to think about "coming of age": Many people, for instance, see their 16th and 21st birthdays as special reasons to celebrate, as marking passage into new phases of life. But what besides birthdays--what moments, events, changes, or insights--can signal a person's coming of age? · To what extent are "rites of passage" or "coming of age" experiences universal (that is, are they pretty much the same for everyone everywhere), and to what extent are they likely to be different for people from different backgrounds? For instance, in what ways do you think things like culture, race, religion, gender, & social class might affect the way people understand or experience rites of passage or coming of age? · What does it mean to be a teenager today? How is being a teen different today from when your parents were your age? What pathways into adulthood are open to you? Which seem closed? What pathways to adulthood were open or closed to people of your parents' and grandparents' age? · As you read this group of stories & poems, ask yourself what connections (& what differences) you see between the characters' coming of age experiences & your own.

Reading Experiences

Emphasis: Standards 1, 2 & 3 Required Poetry: · "Phenomenal Woman" · "Still I Rise" · "Mother to Son" · "Dream Deferred" · "As I Grew Older" Print & web-based informational texts for cross-cultural perspectives on "coming of age" (students to search & select informational texts in consultation with librarian) Suggested theme-related titles for independent reading & literature circles: · Nineteen Varieties of Gazelle: Poems of the Middle East · Cool Salsa: Bilingual Poems on Growing Up Latino in the United States · Ask Me No Questions · Black Diamond · Baseball Saved Us · The Roller Birds of Rampur · Friedrich · Under the Blood-Red Sun Maintain Reader's Response Journal

Writing

Experiences

Emphasis: Standards 2 & 3 Literary Response & Expression: Short personal narratives, poems & "think" pieces (reflections on growing up, musings on what lies ahead; explorations of connections between literary text & personal experience or knowledge) Literary Response & Expression; Critical Analysis & Evaluation: Essay examining one character & his or her growth &/or change over the course of the book (may be based on touchstone text or a book for independent or small-group reading) Literary Response & Expression; Critical Analysis & Evaluation: Essay comparing & contrasting different authors' or poets' representations of youth, adulthood & the trials & tribulations associated with coming of age

Listening/Speaking Experiences

· Whole-class & smallgroup discussion of readings · Small-group sharing of essay drafts & short narratives/think pieces · Presentation/sharing of information on crosscultural perspectives on coming of age · "Spoken word" event: Students' interpretive performances of poetry (their own &/or favorites from those studied)

Theme:

Fall 2006

Time Frame:

Coming of Age January/February

Hudson City School District, Grade 7, Page 30

Grade 7

Essential Questions

·What is my idea of a perfect world? ·What do people mean when they talk about "culture"? What is a good working definition of the term? ·What are some cultural traditions that I participate in, and how do these both reflect and shape my identity? ·How do I feel about cultures other than my own? ·What are some traditional practices that some cultures may consider odd or even "wrong"? ·What cultural assumptions or beliefs do these stories and novels challenge me to think about or question?

Reading Experiences

Emphasis: Standards 1 & 3 Touchstone Texts may include: The Giver "The Lottery" Optional Literature Circle Texts: Gathering Blue The Messenger Genre study Maintain Reader's Response Journal

Writing Experiences

Emphasis: Standards 1, 2 & 3 Literary Response & Expression: Creative writing: Creating a Utopia Information & Understanding: Short essays and constructed responses to short nonfiction pieces (follow-up to ELA-ish "listening tasks"), including at least one timed, on-demand response Critical Analysis & Evaluation: Various short writing pieces in response to literature, including at least one timed, on-demand literary analysis essay

Listening/Speaking

Experiences

Emphasis: Standard 1 & 2 Information & Understanding: ELA-ish "listening tasks" built around short nonfiction pieces focused on culture, tradition and change. Literary Response & Expression: · Genre study: Discussion of "Utopia" and "Dystopia" stories as a "type" or genre (or perhaps a subgenre of fantasy & science fiction). What are the distinguishing features of this (sub)genre? What is the range of "types" within this genre?

Fall 2006

Theme:

Culture & Tradition Time Frame: March/April

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Grade 7

Essential Questions

(These are just "getting started" questions; questions to help narrow topic, direct search, & guide analysis will come later) · What topic, issue or idea are you genuinely interested in and would like to know more about or would like to see in a new light? ·What controversy or problem would you like to get to the heart of? Is there something that you wonder deeply about and maybe even argue over, something that raises questions you'd like to know the answers to? ·What topics do you find most provocative, enticing or engaging? Imagine a topic you could be immersed in for a couple of weeks and still find interesting.

Reading Experiences

Emphasis: Standards 1 & 3 Information & Understanding; Critical Analysis & Evaluation: · Consult several sources, including print, web-based & other electronic texts as well as real people, in order to frame and carry out a research project Continue independent reading, giving special attention to multiple works by a favorite author Maintain Reader's Response Journal, noting insights into craft & tendencies of favorite author (refer to journal notes in group discussions about favorite authors)

Writing Experiences

Emphasis: Standards 1 & 3 Information & Understanding; Critical Analysis & Evaluation:

Develop a research report using several sources. Along the road to the final project, students will:

Listening/Speaking Experiences

Emphasis: Standard 1 & 3 Information & Understanding: · participate in whole-class and small-group discussions to get started; · consult closely with teacher, librarian and peers in framing & narrowing the topic, and in selecting appropriate sources · conduct interviews (face-toface, telephone or electronic) with experts for at least one source for the project · presentations to peers and adults Literary Response & Expression: · in small groups and as whole class, discuss distinguishing features of favorite authors, including the ways they handle plot, setting, characterization, themes, etc.

I Want to Know Why...: Focus on Research Time Frame: May

- write generative questions to get started & to give the project direction & focus; - take copious notes, distinguishing between relevant and irrelevant details; - write précis;

condense, combine, or categorize new info from the many sources;

- develop graphic organizers to help make sense of all the info, all the research data; - draw conclusions & make inferences on the basis of explicit & implied info - incorporate graphics into written products to enhance communication of information - paraphrase & use quotations correctly. Include footnotes, citations, bibliography

Fall 2006

Theme:

Hudson City School District, Grade 7, Page 32

Grade 7

Essential Questions

· What are some methods advertisers use to sell their products? · What is the difference between fact and opinion? · What makes an argument compelling? · Why must a writer anticipate opposition to his or her argument? · What are the appropriate structures to present an argument? · What are some techniques people use to try to persuade others? · Why is it important to understand propaganda techniques? · Why must a speaker know his or her audience?

Reading Experiences

Emphasis: Standard 3

Critical Analysis & Evaluation:

Writing

Experiences

Emphasis: Standard 3 Critical Analysis & Evaluation: ·With a partner or small group, develop and present an advertisement for a real or imagined product ·Carefully craft an effective, multi-paragraph persuasive letter directed at an actual person (or persons) and dealing with a topic you actually care about, something where you would like to see results Enrichment activity: Using iMovie, MovieMaker, Adobe Premiere or similar multimodal, multimedia composing software, create a compelling advertisement or public service announcement, making effective use of persuasive strategies or propaganda techniques

Listening/Speaking Experiences

Emphasis: Standards 1, 3 &4 Critical Analysis & Evaluation; Information & Understanding; Social Interaction:

·Listen to and view various forms of text and media in order to gather and share information, persuade others, and express and understand ideas ·Share (with peer editing group) advertisements &/or public service announcements, as well as drafts of persuasive letter

Believe Me! Exploring the Powers of Persuasion Time Frame: June

Theme:

Using rubrics as assessment tools, read and critically analyze a wide range of persuasive texts, including: - political speeches - samples of print and electronic advertisements - current & compelling op-ed pieces and letters to editor (from local & national papers) - assorted rants (from blogs, talk radio, tv) - video clips - persuasive exemplars from students & professionals - Web resources: http://www.americanrhetoric.com/ (phenomenal site, with links to audio clips and transcripts of thousands of speeches, including some by FDR, JFK, MLK, Malcolm X, Reagan, Carter, Obama...) http://www.ipl.org/div/teen/browse/rw8000/ (Internet Public Library site, with tons-o-links to student writing of every type on every topic) http://www.sourcewatch.org/index.php?title=Propag anda_techniques (site sponsored by the Center for Media & Democracy; plenty of links, definitions & examples of propaganda techniques) Maintain Reader's Response Journal

Fall 2006

Hudson City School District, Grade 7, Page 33

Grade 8

Essential Questions

· How can we know, as we plunge ahead through life, that we're making good, sound decisions? When life seems to speed up and push us along at such a fast pace, how is it possible to reflect on our decisions and get a sense of where we are headed? · What can our struggles teach us about others and ourselves? · In what ways and to what extent do other people influence who we are, who we might become? · How do you think about your identity, your "self"? Do you think of "the self" as something solid and stable, a kind of core, unchanging over time, pretty much the same wherever you are and no matter whom you're with? Or do you think of "the self" as something more fluid, more likely to change, something that can be revised or rewritten by experience? Or maybe you see it not as a single thing but as a multi-faceted thing, something that has many different aspects or sides that come forward at different times, depending on where you are, who you're with, what you're doing, what others are expecting, and so on. As you read these stories and poems, think about identity. What can these characters and these stories teach you about the notion of "the self" in general, and about your self in particular.

Reading Experiences

Touchstone texts may include the following titles: -Novels: Tangerine Surviving the Applewhites The Pigman -Selected short stories, poetry & nonfiction from anthology; selected nonfiction pieces from Scope Magazine: Reading, Writing, & Reality for Teens Students will read self-selected texts independently, keeping a list of that reading in literacy portfolio & keeping track of their thoughts about the reading in their reader's response journal Possible theme-related titles for independent reading: The Curious Incident of the Dog in the Night-time Feed Freak the Mighty Hoot How I Live Now I Am the Cheese The Secret Life of Bees

Writing Experiences

Emphasis: Standard 2 Literary Response & Expression: · Essay recalling & reflecting on a pivotal moment or an influential person in your life. In rich detail, describe that moment or person, then discuss the difference that the person or moment seems to have made in your life. · Essay that looks closely at and makes judgments about the decisions a character makes and about the consequences of those decisions. These judgments will be supported with clear references to the texts. · Timed writing prompt: Literary analysis essay responding to two short readings, one fiction and one nonfiction Maintain reader's response journal

Listening/ Speaking Experiences

· Whole-class & small-group discussion of readings · Small-group sharing of essay drafts & excerpts from reading response journals · Performance of dramatic dialogue · Readers Theatre

Theme:

Sept 2006

Time Frame:

Forging a Self September/October

Hudson City School Districct Grade 8, Page34

Grade 8

Essential Questions

· What role does conflict play in our lives? Are conflict and tension necessary and unavoidable aspects of relationships?

Reading Experiences

Touchstone texts may include the following titles: -Novels: Touching Spirit Bear The Skin I'm In The Pictures of Hollis Woods Hatchet -Selected short stories, poetry & nonfiction from anthology -Selected nonfiction pieces from Scope Magazine: Reading, Writing, & Reality for Teens Students will continue reading selfselected texts independently, keeping a list of that reading in literacy portfolio & keeping track of their thoughts about the reading in their reader's response journal Possible theme-related titles for independent reading: The Chocolate War The City of Ember Dough Boy Falcondance: The Kiesha'ra, Vol 3

Writing Experiences

Emphasis: Standards 2 & 3 Critical Analysis & Evaluation: Essay examining one character & his or her growth &/or change over the course of the book (may be based on touchstone text or a book for independent or small-group reading) Critical Analysis & Evaluation: Essay comparing characters from two or more stories. Essay might focus on characters' decisions, motivations, or growth over time. Literary Response & Expression; Critical Analysis & Evaluation: Various short writing pieces in response to informational & literary texts. Include at least one timed, ondemand essay. [suggested topic: Consider how different authors handle similar topic or theme.]

Listening/Speaking Experiences

Sharing of drafts in peer ediing goups. ELA-ish listening task with short informational and literary texts Whole-class & small-group discussions of readings

Meeting Challenges Time Frame: November/December

Theme:

· In a world that is forever changing, how do we keep an eye on and some control over who we are and who we might become? · How do you deal with pressure to conform? Is it possible to conform to the expectations of others (friends, family, church, school, bullies) without losing sight of who you are or who you hope to be?

The Northern Lights

Sept 2006

Hudson City School Districct Grade 8, Page35

Grade 8

Essential Questions

· Where and in what shapes & sizes can we find dignity, respect & honor? · What is social justice? · Is it ever right to betray a confidence or to betray a friend? If so, when and under what circumstances? · - As we become responsible citizens in society should we protect those who cannot protect themselves? · - What can we do as a society to be more considerate and courteous?

Reading Experiences

Touchstone texts may include the following titles: -Novels: Hush Parrot in the Oven: Mi Vida A Day No Pigs Would Die -Selected short stories, poetry & nonfiction from anthology -Selected nonfiction pieces from Scope Magazine: Reading, Writing, & Reality for Teens Students will continue reading selfselected texts independently, keeping a list of that reading in literacy portfolio & keeping track of their thoughts about the reading in their reader's response journal Possible theme-related titles for independent reading: Miracle's Boys

Writing Experiences

Emphasis: Standard 3 Information & Understanding: Short essays and constructed responses to short nonfiction pieces (follow-up to ELA-ish "listening tasks"), including at least one timed, on-demand response · Critical Analysis & Evaluation; Literary Response & Expression: On-demand writing. Timed writing prompt will ask students to compare & contrast information & perspectives from different sources. In responding, students will be expected to make reference to their touchstone texts & independent readings

Listening/Speaking

Experiences

Emphasis: Standards 1 & 2

Information & Understanding: ELA-ish "listening tasks" built around short nonfiction pieces focused on culture, tradition and change. Whole-class & small-group discussion of readings Critical Analysis & Evaluation: Small-group sharing of essay drafts & excerpts from reading response journals · Performance of dramatic dialogue · Readers Theatre

Theme:

Personal Dignity & Social Justice Time Frame: January/February

Shooter

Somewhere in the Darkness other titles by the likes of J. Woodson, S. Draper & A. Johnson, W.D. Myers, G. Soto

Sept 2006

Hudson City School Districct Grade 8, Page36

Grade 8

Essential Questions

How is friendship similar to and different from an alliance? How do friendships start? How do they grow, and why are they important to us?

Reading Experiences

Touchstone texts may include the following titles: -Plays: Driving Miss Daisy West Side Story -Selected short stories, poetry & nonfiction from anthology -Selected nonfiction pieces from Scope Magazine: Reading, Writing, & Reality for Teens Students will continue reading self-selected texts independently, keeping a list of that reading in literacy portfolio & keeping track of their thoughts about the reading in their reader's response journal Possible theme-related titles for independent reading: From Lincoln: A Photobiography Not to Go with the Others Stephen King: His books, His Life, His Wife

Writing Experiences

Emphasis: Standards 1 & 2

Information & Understanding: Biographical essay Critical Analysis & Evaluation: · Form opinions & make judgments about literary works; support these judgments with references from the text, from other texts, from the world beyond the text. Emphasis here may be on analysis of character & setting, author's craft, etc Literary Response & Expression: · With a partner, write & perform dramatic dialogue

Listening/Speaking Experiences

Readers Theatre Performance of dramatic dialogue Sharing draft of biographical essay in peer editing groups

Friendships & Alliances Time Frame: March/April

Sept 2006

What kind of a friend are you? What's the difference between relying on a friend and using a friend? Have you ever become close friends with someone who never thought you would be friends with? Have you ever experienced divided loyalties?

Theme:

Hudson City School Districct Grade 8, Page37

Grade 8

Essential Questions

-What changes do you see in yourself as a writer? Which aspects of writing are your strengths and which need most attention? -What has been most helpful in your development as a writer?

Reading Experiences

Touchstone texts may include the following titles: -Prentice Hall Anthology Timeless Voices, Timeless Themes Dear Fellow Writer -A Community of Writers by Peter Elbow -Teacher-selected poetry -Selected nonfiction pieces from Scope Magazine: Reading, Writing, & Reality for Teens Continue independent reading, giving special attention to multiple works by a favorite author

Writing Experiences

Emphasis: Standard 3

Critical Analysis & Evaluation: Persuasive essay or persuasive letter Portfolio project: Reflection letter on work represented in literacy portfolio; critical selfevaluation of progress as a reader & a writer over the year Critical Analysis & Evaluation: -Introduction to the Critical Lens essay (With Assistance) -

Listening/Speaking

Experiences

Discussion of author study in small groups; presentation by group to class Discussion/presentation of genre study in book groups & whole class Literary Response & Expression; Author study discussions in small groups and as whole class; discuss distinguishing features of favorite authors, including their ways with words and the ways they handle plot, setting, characterization, themes, etc

Coming of Age Time Frame: May/June

Sept 2006

-What do you find helpful as you approach a new writing project? -How does writing help explore personal experiences?

Theme:

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Grade 9

Essential

Questions

Reading Experiences

Touchstone texts may include: Romeo & Juliet (sacred text) Fried Green Tomatoes at the Whistle Stop Café (9E) Where the Lilies Bloom (9e) The Outsiders Selected short stories from anthology Texts for Reading Groups may include: The Watcher--J. Howe The Wave--T. Strasser Keesha's House--H. Frost Nothing to Lose--Alex Finn Kira Kira--C. Kodohata Radiance Descending--P. Fox Selected short stories from anthology Possible Theme-Related Titles & Authors for Independent Reading: Kite Runner--K. Hosseini Margaux with an X--R. Koertge Private Peaceful--M. Morpurgo Can't Get There From Here--T. Strasser Elsewhere--G. Zevin Chandra's Secret--A. Stratton Refugees--C. Stine Brimstone Journals--R. Koertge Locomotion--J. Woodson

Writing Experiences

Emphasis: Standards 1 & 2 Information & Understanding: · Newspaper article Literary Response & Expression: · Journal entry from character's point of view · Write & share/perform dialogues & interior monologues Critical Analysis & Evaluation: · Form opinions & make judgments about literary works; support these judgments with references from the text, from other texts, from the world beyond the text. Emphasis here may be on analysis of character & setting, author's craft, etc · ELA Practice Part 1 (Listening) & Part 4 (Critical Lens) Social Interaction: · Letter writing

Listening/Speaking Experiences

· Large group & small group discussions · Sharing drafts in peerediting groups · Readers theatre · Role playing · Note taking on listening passage

Loyalty & Betrayal, Acceptance & Mistrust st Time Frame: 1 Quarter

Sept 4 2006 Theme:

· What role does loyalty play in your life? · What benefits come from loyalty? Is there a dark side to it? For instance, what kind of difficulties can people find themselves in because of especially strong and unquestioning loyalty--the kind that some people would call "blind loyalty"? · How are loyalties earned? How do you decide who deserves your loyalty? Have you ever found your loyalties divided, pulled in opposite directions? How do you prioritize your loyalties? · Is there a distinction between loyalty and trust? Between trust and acceptance? Acceptance and tolerance? · What are ways people can become more tolerant and accepting of others? · What roles do acceptance and loyalty play in efforts to build a more peaceful world? Can you imagine any circumstances where acceptance and loyalty work against those efforts?

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Grade 9

Essential Questions

· What makes someone a survivor? · To what extent does our ability to adapt to change affect your chances of being a survivor? · To what extent is facing or dealing with struggle likely to change you and your relationships with others?

Reading Experiences

Touchstone texts may include: Most Dangerous Game (sacred) Monster (sacred) Animal Farm (optional) Devil's Arithmetic (optional) Texts for Reading Groups may include: Speak--Anderson Inside Out--Trueman First Part Last--Johnson Crank--Hopkins Behind You--Johnson Bottled Up--Murray Possible Theme-Related Titles & Authors for Independent Reading: Shades of Simon Gray--McDonald Splintering--Corrigan The Trial--Bryant Worlds Afire--Janeczko Genre study/Author study maintain literacy portfolio, including log of reading (volume & genre)

Writing Experiences

Emphasis: Standards 3 Critical Analysis & Evaluation: · Editorial/persuasive writing · Critical analysis: Critically reflect on characters' choices, make connections with and discuss ramifications of own personal choices maintain literacy portfolio

Listening/Speaking Experiences

· Large group & small group discussions · Sharing drafts in peer-editing groups · Role playing/mock trial · Readers theatre · Interviews · Poetry presentation/open mics · Note taking on listening passage · Genre study/Author study: In literature circles and as a whole class, discuss "survival" stories as a "type" or genre. Define the distinguishing features of this genre and discuss the range of "types" within the survival genre. Also, offer a carefully formed and wellsupported assessment or critique of the different ways that the authors you have read handle the genre.

Survival

Theme:

Sept 4 2006

Time Frame:

2nd Quarter

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Grade 9

Essential Questions

Hurricane Katrina,, global warming, Terri Schiavo, stem cell research, genetically modified food-- almost daily, examples such as these force us to sit up and wonder, What is and what should be mankind's "proper" place in or relationship to the natural world? Is nature, as Francis Bacon claimed some 400 years ago, "our slave"? And if so, is that a good thing, or is that the problem? · How can literature help us consider questions of this sort? What, for instance, does the poetry of Robert Frost or of Emily Dickinson have to tell us about humanity's place in the natural world? · And what do we mean by "natural"? One definition of "natural" is "having a normal character." But what is "normal"? How do some things (or people, behaviors, abilities) get "normalized"--how do they get named "normal," "natural," or "able" while others get marked as "abnormal," "unnatural," or "disabled"? What are the consequences off naming or categorizing people and things in this way?

Reading Experiences

Touchstone texts might include: Good Earth (9E) Old Man & Sea (9E) Robert Frost Poetry Unit Emily Dickinson Poetry Unit Out of the Dust Selected short stories may include: "Call of the Wild" "Flowers for Algernon" Texts for Reading Groups may include: Historical fiction that correlate with the touchstone texts Poetry (besides Dickinson & Frost) that takes nature as the subject, or at least as the occasion for the poem Nonfiction works (web, newspapers, magazines, professional journals) focused on disability Possible titles for themerelated independent reading: Double Helix--Werlin Supernaturalist--Colter

Writing Experiences

Emphasis: Standards 2 & 3 Literary Response & Expression: Creative writing: · Poetry writing (haikus, tankas, limericks) Critical Analysis & Evaluation: · Practice parts 1 & 4 · Opinion writing on "GordonAlgernon Experiment" Maintain literacy portfolio

Listening/Speaking Experiences

Whole-class & book-group discussions on themes Notetaking on listening passage Discussions on euthanasia, life support machines, other instances of what people might refer to as "life interventions" or "messing with nature"

Sept 4 2006

Theme: Nature/Experimenting With rd Time Frame: 3 Quarter

Nature

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Grade 9

Essential Questions

· Why are dreams so important? Why do people follow dreams? · What happens to a dream that is unfulfilled?

Reading Experiences

Focus on Harlem Renaissance: The Time, the Place & the People. Touchstone texts: Raisin in the Sun Langston Hughes Poetry The Miracle Worker Readings to prep for oral history: Gig (excerpts) Working (excerpts) Selected other oral histories of working men & women Possible titles for theme-related independent reading: · Northern Light · The Stories: Collected Works of Langston Hughes · I Wonder as I Wander · Dream Keeper and Other Poems · Poetry for Young People · Work by Countee Cullen, Richard Wright, Zora Neale Hurston, Jean Toomer, others · Images from Jacob Lawrence's "Migration" series

Writing Experiences

Emphasis: Standards 1, 2, 3 & 4 Critical Analysis & Evaluation: Author study: 5-page paper based on the life and work of an author Practice Regents parts 1 & 4 Information & Understanding; Literary Response & Expression; Social Interaction: · Oral history focused on dreams and aspirations of family or community member (students are encouraged to digitize this project using Windows MovieMaker, iMovie, Adobe Premiere or other multimodal, multimedia composing software; help is available for those interested but with little or no experience)

Listening/Speaking Experiences

· Oral report based on author study · Classroom discussion · Role-play · Interview · Presentation of profiled person

Follow Your Dream

· How do dreams influence your life, your options, your decisions? · How do people in the everyday world talk about dreams, hopes, options? What dreams do they hold onto, and what dreams have they let go? How do they account for the hanging on, the letting go?

Sept 4 2006

Theme:

Time Frame:

4th Quarter

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Grade 10

Essential Questions

"Adults are not born but made." · If "adults" and "adulthood" are not natural categories but instead are "made" or "constructed," then what about "adolescence" and the transition from adolescence into adulthood? Is there anything universal about that transition? In other words, how do social, cultural, & historical factors shape what it means to "come of age"? Is there anything universal about adolescence, or about paths into adulthood? · How do people, places and events influence who you are or who you might become? What difference does it make, for instance, that you're growing up in the Northeast and not the Southwest? Or that you're growing up on a farm and not in the city, or vice versa?

Reading Experiences

Touchstone texts will include: Novels: Bless the Beasts and Children (option) I Know Why the Caged Bird Sings (10E) The Contender (sacred)

Writing Experiences

Emphasis: Standards 2 & 3 Literary Response & Expression: · Autobiographical essay · Persona Essay (written in voice of character) Critical Analysis & Evaluation: · Character Analysis Essay · Reader Response Journals

Listening/Speaking Experiences

· Whole-class & small-group discussions · Sharing of essay drafts in peer-editing groups · Poetry memorization and performance · Character silhouettes

Selected short stories

Possible titles for theme-related small-group & independent reading: Great Expectations When the Legends Die Stargirl The Game of Silence The Crossing Smoke Signals (movie) The Whistling Season

Coming of Age st Time Frame: 1 Quarter

The Last Gentleman Adventurer: Coming of Age in the Arctic

The Pact

Theme:

Go Ask Alice Beet Fields

Perks of Being a Wallflower Keeping the Moon The Color of Absence The Schwa Was Here Lemonade Trilogy The Game of Silence Selected poetry, including that found on the following site: http://www.thescreamonline.com/poetry/poetry2-4/coming.html ["Coming of Age: A Poetic Anthology" from the writers of TheScreamOnline.com] Selected images of childhood & adolescence, such as: http://ecole.orange.fr/college.saintebarbe/victoria/children.htm, http://www.historyplace.com/unitedstates/lange/index.html http://www.historyplace.com/unitedstates/childlabor/index.html http://www.childlaborphotoproject.org/index.html

Sept 4 2006

Hudson City School District Grade 10, Page 43

Grade 10

Essential Questions

· When and under what circumstances might it be appropriate or even necessary to question authority? · We often hear that ours is a nation of laws. If so, is "civil disobedience" ever okay or appropriate? What about violent protest? · When is obedience to authority more important than acting on personal preference? · In this country, is there such thing as an "appropriate balance" between personal freedom & civic responsibility? How can we know where that balance might be? · Can one voice make a difference? How?

Reading Experiences

Touchstone texts will include: Antigone (sacred) Julius Caesar (sacred) Inherit the Wind (optional) A Gathering of Old Men (10E) In the Time of Butterflies

Writing Experiences

Emphasis: Standard 3 Critical Analysis & Evaluation: Several short writing assignments in response to provocative passages, including at least one timed writing that mirrors the critical lens task

Listening/Speaking Experiences

· Participation in debates sparked by readings · Discussion of readings in light of current political scene · Memorization, performance & interpretation of key passages from plays &/or especially dramatic scenes from novels & newspapers ("plays & poems ripped from the headlines...") · Presentation of opinion, judgments, ideas, info, and experience in whole-class and small-group discussions and in teacher-student conferences · Participation in debates

Government, Politics & Authority nd Time Frame: 2 Quarter

Selected short stories

Historical documents, Internet &DVD/VHS resources, such as: http://www.pbs.org/pov/pov2005/thefirenexttime/ [PBS documentary (with written synopsis), "The Fire Next Time," follows a deeply divided group of Flathead Valley, Montana citizens caught in a web of conflicts intensified by rapid growth and the power of talk radio. Site contains summary of the documentary, which filmed over two years. Also featured on this site: "The Rise of Talk Radio", w/ case studies] http://www.pbs.org/wgbh/amex/mlk/sfeature/sf_video.html [Archived footage, transcripts, etc of "Citizen King: 3 Perspectives" on MLK Jr. The 3 perspectives? Dr. Kenneth Clark, James Baldwin, & Malcolm X. Fantastic.] http://www.pbs.org/wgbh/amex/archives_th_war_01.html Link to PBS site on the theme of "War & Politics"

http://www.americanrhetoric.com/speeches/malcolmxballot.htm [Malcolm X's "Ballot or Bullet" speech. This is an excellent cite for exploring many of the high points in American rhetoric] Possible titles for theme-related small-group & independent reading:

Theme:

The Fire Next Time, James Baldwin

The Words of Cesar Chavez

In The Shadow of Wounded Knee: The Untold Final Chapter of the Indian Wars

Critical analysis & evaluation: Extended essay closely analyzing tensions & contradictions in American political discourse & political life, as revealed in touchstone texts, class discussions, & independent & group readings

Interpretive essay, focusing on characterization, theme, or different authors' handling of similar topics, etc

With Courage and Cloth: Winning the Fight for a Woman's Right to Vote

A Dream of Freedom: The Civil Rights Movement from 1954 to 1968 Carry Me Home

Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940

Stonewall: The Riots That Sparked The Gay Revolution

Sept 4 2006

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Grade 10

Essential Questions

How do we account for humanity's short memory? In spite of all the museums & bumper stickers dedicated to the "Lest We Forget" message, our distant and present histories are stained with pogrom after pogrom, holocaust after holocausts, genocide after genocide, war after war. Does that actually say something about humanity's memory, or about its soul?

Reading Experiences

Touchstone texts: Lord of the Flies (sacred, all) Night (sacred, all) A Tale of Two Cities (10E option) Othello (Sacred 10E)

Writing Experiences

Emphasis: Standards 1 & 3

Information & Understanding; Critical Analysis & Evaluation:

Listening/Speaking Experiences

· Poetry memorization/perform · Persuasive Speeches · Character Silhouettes · Large and small group discussions about readings & about research topic · Sharing of drafts in peerediting groups · Large & small group discussions about author's craft, including attention to the ways different authors treat the same (or at least similar) theme · Book- group discussions of and report to whole class on a focal author whose work the student has studied closely (i.e., has read and studied at least 3 different books and has looked up biographical information and some criticism)

Best of Times, the Worst of Times rd Time Frame: 3 Quarter

Selected short stories Multiple works by author of student's choice for author study

Possible titles for theme-related small-group & independent reading:

Develop a research report using several sources. Along the road to the final project, students will:

Anton and the Dove Fancier

Dawn Stealing Freedom Postcard from No Man's Land Breathing Underwater Rag & Bone Shop Zlata's Diary Freedom Writers Diary Red Scarf Girl Rifka's Diary Middle Passage Dessa Rose: A Novel In the Lake of the Woods This is the Way the World Ends Selected poets & poems, for instance: the poetry of Wilfred Owen http://www.poetsagainstthewar.org/ Historical speeches: http://www.americanrhetoric.com/speeches/malcolmx ballot.htm Primary documents DVD/VHS resources Internet/WebQuest Newspapers & magazines

· write generative questions to get started & to give the project direction & focus; · take copious notes, distinguishing between relevant and irrelevant details; · write précis;

· condense, combine, or categorize new info from the many sources;

· develop graphic organizers to help make sense of all the info, all the research data; · draw conclusions & make inferences on the basis of explicit & implied info · incorporate graphics into written products to enhance communication of information · paraphrase & use quotations correctly. Include footnotes, citations, bibliography Critical Analysis & Evaluation: Several short thesis-support papers, including at least one timed

Sept 4 2006

Theme: The

Hudson City School District Grade 10, Page 45

Grade 10

Essential Questions Quotations

Touchstone texts:

Reading Experiences

Tons-o-poetry--Students will be immersed in poetry as preparation for the writing of poetry

Independent & small-group reading; focus on works of student-selected author for author-study discussions & presentation Maintain literacy portfolio: Independent & small-group reading, with an eye on author-study project; also read to fill in gaps in genres, according to student's records in literacy portfolio Read various samples of persuasive writing from wordsmiths old & new. A few suggestions: Thomas Payne Abraham Lincoln Victoria Earle Matthews Martin Luther King, Jr. Jonathan Kozol George Will Paul Krugman Bob Hebert Maureen Dowd Stephen Colbert Aristotle & other old Greek dudes Essays on reading images, as background for digital storytelling project. Suggested readings include essays by the likes of: Robert Coles, "The Tradition: Fact and Fiction" W.E.B. Du Bois, The Souls of Black Folks (excerpt) W.J.T. Mitchell, "The Photographic Essay" John Berger, Ways of Seeing (excerpt) Walker Percy, "Loss of the Creature"

Writing Experiences

Emphasis: Standards 1, 2 & 3 Critical Analysis & Evaluation: Carefully craft effective, multi-paragraph persuasive letter or essay directed at an actual person (or persons) and dealing with a topic you actually care about, something where you would like to see results Literary Expression: Poetry & short fiction Write original literary texts with increasing sophistication & attention to voice & organizational structures

Listening/Speaking Experiences

Genre study in book groups: Decide on & explore particular genre as a group; discuss often; prepare & deliver presentation to whole class Author study: In small groups

Power of the Word: Poetry & Persuasion th Time Frame: 4 Quarter

"Poetry is when an emotion has found its thought and the thought has found words." Robert Frost "Not brute force but only persuasion and faith are the kings of this world." Thomas Carlyle

and as whole class, discuss distinguishing features of favorite authors, including the ways they handle plot, setting, characterization, themes, etc.

Presentation of digital projects Role playing as preparation for persuasive writing Whole-class & small-group discussions of readings & issues Spontaneous readings of "poems you've just gotta hear" Spoken word event: presentation/sharing of students' poetry

· use literary devices, such as figurative language, allegory, irony, symbolism, & stream of consciousness · create multiple levels of meaning, with assistance · use language & sentence structure creatively to elicit reader's emotional response

Theme: The

Information & Understanding or Literary Expression: Using iMovie, MovieMaker, Adobe Premiere or similar multimodal, multimedia composing software, create a "digital text", either an informational text (e.g., community profile, biographical sketch, or how-to), narrative text (e.g., pivotal moment), or literary text (e.g., graphically enhanced poem or song)

Sept 4 2006

Hudson City School District Grade 10, Page 46

Grade 11

Essential Questions

Why is it important for people and cultures to construct narratives about their experiences? How does literature reveal the values of Native Americans and the Puritans?

Reading Experiences

Touchstone texts will include: "The Navajo Origin Legend" "The Iroquois Constitution" "Of Plymouth Plantation" "To My Dear and Loving Husband" "Sinners in the Hands of an Angry God" "Upon the Burning of My House" Touchstone texts will include at least one of the following: The Crucible

Writing Experiences

Emphasis: Standard 3

Critical Analysis & Evaluation:

Listening/Speaking Experiences

Dramatic readings Whole-class & small-group discussions of touchstone & independent readings Discussion of essay drafts in peer-editing groups

Early Literary Stirrings st Time Frame: 1 Quarter

How did Native Americans explain their existence? How do different cultures shape definitions of good and evil? How have Native Americans and the Puritans helped to form and shape our collective identity as Americans? How does the literature of this period represent the relationship between freedom and responsibility?

· Essay analyzing & evaluating the social, cultural, historical &/or political context in which the text was written

· Essay articulating opinions & judgments about literary works and supporting these judgments with references from the text, from other texts, from the world beyond the text. Emphasis here may be on analysis of character & setting, author's craft, etc. May also compare works from different cultural traditions · Assorted short writing assignments in response to provocative passages, including at least one timed writing that mirrors the critical lens task

The Scarlet Letter

Begin independent reading; track quantity & type of reading in literacy portfolio Maintain Reader's Response Journal

Sept 4 2006

Theme:

Hudson City School District Grade 11, Page 47

Grade 11

Essential Questions Reading Experiences

Touchstone texts may include: "The Gettysburg Address" "Second Inaugural Address: "Letter to His Son" "The Raven" "Fall of the House of Usher" "Civil Disobedience" Huckleberry Finn

Writing Experiences

Emphasis: Standards 2 & 3

Critical Analysis & Evaluation:

Listening/Speaking Experiences

Poetry recitation Interpretive readings of dramatic passages Whole-class & small-group discussions Discussions about drafts in peer-editing groups

A Growing Nation, A Changing Literature nd Time Frame: 2 Quarter

· What's "American" about American literature? Does American literature represent in some way a national character? Is there something that holds various regional literatures and ethnic literatures together in ways that seems distinctly American? Or is it a mix of multiple regional literatures that exists as an "American" literature only in the minds of some literary critics & teachers? · What is the place of "place" in American literature? · How does literature reflect the political, social and historical nature of a time & a place? What are the special qualities of literature that transcends historical time & place?

· Essay comparing and evaluating the ways different authors treat a subject or a common theme · Essay analyzing "regional flavor" (or lack thereof) in authors' writings · Assorted short writing assignments in response to provocative passages, including at least one timed writing that mirrors the critical lens task Maintain Reader's Response Journals

Red Badge of Courage

Just a few of the possible authors for themerelated small-group & independent reading: Washington Irving Edgar Allan Poe Bret Harte Willa Cather Kate Chopin Flannery O'Connor Amy Tan William Faulkner Annie Proulx Eudora Welty Ole Edvart Rolvaag Richard Ford Zora Neal Hurston Gwendolyn Brooks Larry McMurtry Toni Morisson Louise Erdrich Judith Ortiz Cofer Richard Russo Sandra Cisneros Alice Hoffman Anne Pachett Alexie Sherman Philip Roth Isaac Beshevis Singer Barnard Malamud Jane Yolen Ana Castillo Julia Alvarez Richard Ford Raymond Carver August Wilson Ellen Wittlinger Nancy Werlin

Theme:

Poets

Robert Hass Philip Levine Maxine Kumin David Lee Richard Hugo Emily Dickinson Lucille Clifton Robert Pinsky Billy Connor Langston Hughes Tupac Shakur Robert Frost Elizabeth Bishop Audrey Lourde

Sept 4 2006

Hudson City School District Grade 11, Page 48

Grade 11

Essential Questions

What is a "human right"? What is "The American Dream"? Is it achievable? What's the relationship between Power and Justice? If you could "speak truth to power," what truth would you try to speak? Must a book have a social conscience in order to be "Literature" (as opposed to "just a book")?

Reading Experiences

Touchstone texts may include:

The Pearl Death of a Salesman Ethan Frome

Writing Experiences

Emphasis: Standards 2 & 3

Critical Analysis & Evaluation: · Form opinions & make judgments about literary works; support these judgments with references from the text, from other texts, from the world beyond the text. Emphasis here may be on analysis of character & setting, author's craft, etc

Literary Response & Expression:

Listening/Speaking Experiences

Poetry Recitation Interpretive readings of dramatic passages Whole-class & small-group discussions Discussions about drafts in peerediting groups

Discontent in the Land of Plenty rd Time Frame: 3 Quarter

Of Mice and Men

Selected short stories from anthology Texts for Reading Groups may include: Invisible Man The Jungle Selected short stories from anthology Possible Theme-Related Titles & Authors for Independent Reading:

o Essay analyzing the relevance of literature to contemporary &/or personal events & situations o Assorted short writing assignments in response to provocative passages, including at least one timed writing that mirrors the critical lens task Maintain Readers Response Journals

Sept 4 2006

Theme:

Hudson City School District Grade 11, Page 49

Grade 11

Essential Questions

"What quality of will must a Negro possess to live and die with dignity in a country that denied his humanity?" Richard Wright in Black Boy What tensions exist between the needs of individuals and the needs of society writ large? How has our government's role in mediating those tensions changed since the time of the New Deal and the Great Society?

Reading Experiences

Touchstone texts: To Kill a Mockingbird (sacred, all) The Grapes of Wrath (11E) Our Town (optional) A Streetcar Named Desire Tuesdays With Morrie (optional, all) Fences (optional, all) Hamlet (sacred, all) Selected Short Stories & Poetry

Writing Experiences

Emphasis: Standards 2 & 3 Critical Analysis & Evaluation: · Form opinions & make judgments about literary works; support these judgments with references from the text, from other texts, from the world beyond the text. Emphasis here may be on analysis of character & setting, author's craft, etc

Literary Response & Expression:

Listening/Speaking Experiences

Poetry recitation Debates Interpretive readings of dramatic passages Whole-class & small-group discussions Discussions about drafts in peerediting groups

Life Lessons Time Frame: 4h Quarter

What can we learn from adversity?

What can the pain of others teach us? How do people deal with loss?

Theme:

o Essay analyzing the relevance of literature to contemporary &/or personal events & situations o Assorted short writing assignments in response to provocative passages, including at least one timed writing that mirrors the critical lens task Maintain Readers Response Journals

Sept 4 2006

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Grade 12

Essential Questions

What cultural values are reflected in the quests of literature's epic heroes and modern anti-heroes? What is a hero? An epic hero? An epic? Are epic heroes still relevant in contemporary literature? How are heroes defined in various modern texts (e.g. in film, online games, literature) What "counts" as a quest in contemporary literature?

Reading Experiences

Touchstone texts may include two of the following:

Writing Experiences

Emphasis: Standards 2 & 3

Critical Analysis & Evaluation: · Make judgments about the quality of literary texts & performances by applying personal & academic criteria, such as that found in literary criticism

Literary Response & Expression:

Listening/Speaking Experiences

Discussions (whole-class & small-group) of readings Discussions of drafts in peerediting group Presentation of original stories

Long Journey Home: · Epic Quests, Heroes & Anti-Heroes st Time Frame: 1 Quarter

Beowulf (Sacred text) Sir Gawain & the Green Knight Le Morte D'Arthur Possible Theme-Related Texts for Reading Groups or Independent Reading:

Straight Story, D. Lynch (movie) Native Son, R. Wright The Bluest Eye, T. Morrison Omeros, D. Wolcott Huckleberry Finn, M. Twain

·

Catch 22, J. Heller Going After Cacciato, T. O'Brien

On the Road, J. Kerouac The Adventures of Augie March, S. Bellow The Painted Bird, J. Kozinsky The Divine Comedy, Dante Moby Dick, H. Melville Lord of the Rings, JRR Tolkien Invisible Man, R. Ellison A Doll's House, H. Ibsen Waiting for Godot, S. Beckett The Red and the Black, Stendhal Saving Fish from Drowning, A. Tan Joy Luck Club, A. Tan On the Road to Baghdat, G. Gun In Our Time, Hemingway Smoke Signals, A. Sherman (movie) Ten Little Indians, A. Shernan As I Lay Dying, W. Faulkner The Invisible Man, R. Ellison

Theme: The

Write an imaginative text that incorporates in some way the idea of a quest, as understood from this unit's readings. Settle on and maintain an appropriate and consistent point of view: 1st, 2nd, 3rd person, omniscient narrator. Extra challenge: Offer this up in some alternative form, such as a digital story (e.g., iMovie), a graphic novel, a video

Sept 4 2006

·

Maintain Reader's Response Journals

Hudson City School District Grade 12, Page 51

Grade 12

Essential Questions

· What do characters learn from life experiences? · · What kind of conflicts, difficulties or challenges seem especially helpful for youth on the road to adulthood? · What key moments, events or

Reading Experiences

Touchstone Texts may include: Ordinary People Catcher in the Rye Ellen Foster Brighton Beach Memoirs The Glass Menagerie "I Stand Here Ironing", T. Olsen Strangers in the House: Coming of Age in Occupied Palestine, R. Shehadeh Excerpts from Into the Widening World: International Coming-Of-Age Stories, J. Loughery (Ed.) Possible Theme-Related Texts for Reading Groups or Independent Reading: American Pastoral, P. Roth The Sky Fisherman, C. Lesley The Game of Silence, L. Erdrich Zorro, I. Allende All the Pretty Horses, C. McCarthy Song of Solomon, T. Morrison Sula, T. Morrison Davita's Harp, C. Potok Bastard Out of Carolina, D. Allison

Writing Experiences

Emphasis: Standards 2 & 3

· Creative Writing: Vignettes, dialogues, interior monologues, etc · Media Review/Critique · Character Analysis · Character Sketches Maintain Reader's Response Journals

Listening/Speaking Experiences

Discussions (whole-class & smallgroup) of readings Discussions of drafts in peer-editing group Presentation/sharing of character sketch Display or publication of reviews

Sept 4 2006

Theme:

Coming of Age nd Time Frame: 2 Quarter

Hudson City School District Grade 12, Page 52

Grade 12

Essential Questions

· Why is it important to understand and defend one's civil rights? · Discuss the way characters teach us about societal issues · Why is it important to be an informed, participating member of society? · What motivates man to act in selfish self-destructive ways? · How does a character's tragic flaw influence his/her decisions and ultimately their destiny?

Reading Experiences

Touchstone texts will include two of the following:

Writing Experiences

Emphasis: Standards 1, 2 & 3 Information and Understanding:

· Research on topic related to independent or group reading, with connections to touchstone text · Charts, graphs, diagrams to support and illustrate text

Literary Response & Expression:

Listening/Speaking Experiences

· Debates · Present opinions, judgments, ideas, info, experiences · Share research w/ the aid of presentation software (e.g., PowerPoint, iWork Keynote) · Present poetry · Whole-class & small-group discussions · Discussions of drafts in perediting groups

Political/Social Issues rd Time Frame: 3 Quarter

Macbeth (sacred, all) The Great Gatsby (optional) Fahrenheit 451 (optional) One Flew Over the Cuckoo's Nest (optional) Dead Man Walking (optional) Brave New World (optional) Various Short Stories Possible Theme-Related Texts for Reading Groups or Independent Reading: The Human Stain, P. Roth Operation Shylock: A Confession, P. Roth The Plot Against America, P. Roth Diary of an Undocumented Immigrant, R.T. Perez The Travels of a T-Shirt in the Global Economy: An Economist Examines the Markets, Power, and Politics of World Trade, P. Rivoli The Yes Men: <http://www.theyesmen.org/> Sister Light, Sister Dark, J. Yolen Wild Seed, O. Butler

· Write original and imaginative texts, including poems

Critical Analysis & Evaluation:

Theme:

· Develop critiques from one or more perspectives such as historical, cultural, social, psychological · Character analysis Maintain Reader's Response Journals

"Nobel Prize Speech," W. Faulkner

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Hudson City School District Grade 12, Page 53

Grade 12

Essential Questions Reading Experiences

Independent & small-group reading from one or a mix of the following groups of writers (feel free to add names!):

Writing Experiences

Emphasis: Standards 1, 2 & 3

Critical Analysis & Evaluation: · Analyze & evaluate nonfiction texts, including professional journals, technical manuals, & position papers, to determine the writer's perspectives, purposes, & intended audience · Make judgments about the quality of literary texts & performances by applying personal & academic criteria, such as that found in literary criticism

Literary Response & Expression:

Listening/Speaking Experiences

Interviews Discussions (whole-class & small-group) of readings Discussions of drafts in peerediting group

Literary Nonfiction: How the Other Half Writes th Time Frame: 4 Quarter

What does literary nonfiction demand of a writer that is different from fiction? How does literary nonfiction ask the writer to "be" in the world or to attend to the world? What does literary nonfiction ask of a reader that is different from fiction or from more "mundane" or "pedestrian" nonfiction? What are the literacy demands of the worlds of work?

The Natural World

John McPhee (Pine Barrens) Diane Ackerman (Moon by Whalelight) Robert Sullivan (Meadowlands) Aldo Leopold (Sand County Almanac) Henry David Thoreau (Walden) Adventure/Anthrop/Travel Journalism/Social-

Political Commentary Piers Vitebsky

Mike Royko Maureen Dowd Hunter S. Thompson Dannie M. Martin Edward R. Murrow Ernie Pyle Michael Herr Bruce Chatwin Jonathan Raban Gerald Conaty Literary & Cultural Criticism Ruben Martinez Hilary Masters George Orwell Jane Kramer

· Write original and imaginative nonfiction text in the style of one of the authors studied

Information & Understanding:

Sports

Roger Angell Thomas Boswell George Plimpton Joyce Carol Oates

belle hooks

Robert Hass John Updike Ralph Ellison Audrey Lorde Nelson George

Science

Stephen Jay Gould Harold J. Morowitz Charles Darwin Oliver Sacks Lewis Thomas

Michael E. Dyson

Sister Souljah Joan Didion Joseph Mitchell Autobio/Education/Misc. Tracy Kidder Nathan McCall Keith Gilyard Rural Life/Environment Verlyn Klinkenborg Jonathan Kozol Gretel Ehrlich Annie Dillard Wendell Berry Molly Ivins Edward Abbey Mike Rose

· Interview adult in a professional field (e.g., business, academics, law, medicine, engineering) about the role of writing in that profession. Write up interview, include samples of written work from the field, discuss differences & similarities between writing in school and writing in the world.

Maintain Reader's Response Journals

Sept 4 2006

Topic:

Hudson City School District Grade 12, Page 54

Grade 12

Sept 4 2006

Hudson City School District Grade 12, Page 55

Information

Theme:

55 pages

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