Honors English I

PA Core Standards- ELA

• CC.1.3 Reading Literature
• CC.1.3.9-10.K Read and comprehend literary fiction on grade level, reading independently and proficiently.
• CC.1.4 Writing
• CC.1.4.9-10.B Write with a sharp distinct focus identifying topic, task, and audience.
• CC.1.4.9-10.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• CC.1.4.9-10.M Write narratives to develop real or imagined experiences or events.
• CC.1.4.9-10.P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
• CC.1.4.9-10.U Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
• CC.1.4.9-10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

• Syllabus and procedures of the classroom.
• Bellringer schedule to establish routine and structure.
• Selection criteria for an independent reading book of particular interest.
• Technology functions on school devices.
• Professional email etiquette for formal communication.
• Slideshow creation.
• Parts of speech and word parts/forms.
• Writing non-negotiables for 9th and 10th grade students.
• Narrative writing to share experiences.
• Stems and roots to vocabulary words.

• Classroom expectations, routines, and grading policies so students can successfully navigate the learning environment.
• How to select a meaningful independent reading book based on interest, reading level, and course goals.
• How to effectively use school-issued technology and digital tools to support their learning and manage coursework.
• Components of a professional email and how to tailor tone, format, and content to the appropriate audience and purpose.
• How to communicate key aspects of their identity and interests through a well-organized and visually engaging digital presentation.
• Importance of grammar, punctuation, spelling, and formatting conventions in producing clear and polished writing.
• How to organize and express personal experiences using narrative elements such as setting, conflict, and reflection.
• How prefixes, suffixes, and root words contribute to word meaning and can enhance vocabulary and reading comprehension.

• Review syllabus expectations as well as classroom procedures.
• Confirm personal independent reading book.
• Utilize technological features of school-issued devices.
• Compose a professional email with an intended purpose and audience.
• Create an introduction slideshow.
• Apply writing non-negotiables to in-class writing.
• Outline personal experiences through narrative writing.
• Develop an understanding of what makes up different parts of words.

• How can success be found in English 1?
• What are the routines and foundational structures of class?
• How can self-introductions be made through different mediums?
• What makes up a word and its meaning?
   

• Why is it important to understand classroom expectations, routines, and grading policies at the start of the school year?
• How can selecting the right independent reading book impact my engagement and growth as a reader?
• How can school-issued technology tools be effectively used to support learning and organization?
• What are the key elements of a professional email, and how do audience and purpose shape how they are written?
• How can visuals be used along with text to create an engaging and meaningful introduction of myself?
• How do grammar, punctuation, and formatting choices affect the clarity and professionalism of writing?
• What strategies can be used to turn personal experiences into a compelling and well-structured narrative?
• How can understanding prefixes, suffixes, and root words help improve vocabulary and reading comprehension?

• Syllabus
• Writing non-negotiables list
• MLA document lists
• Teacher created warm-up materials
   

• Proper nouns
• Capitalization rules
• Punctuation rules
• Modern Language Association
• Homophones
• Nouns
• Verbs
• Adjectives
• Adverbs
• Pronouns
• Conjunctions
• Prepositions
• Root words
• Affixes
• Prefix
• Suffix
• Word form
• Connotation
• Context Clues
• Synonyms
• Antonyms

• CDT (baseline test)
• English Autobiography
   

PA Core Standards- ELA

CC.1.2 Reading Informational Text

• CC.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
• CC.1.2.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
• CC.1.2.9.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.3 Reading Literature

• CC.1.3.9 Students read and respond to works of literature, with emphasis on comprehension, making connections among ideas and between texts with a focus on textual evidence.
• CC.1.3.9.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• CC.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.
• CC.1.3.9.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.
• CC.1.3.9-10.F Analyze how words and phrases shape meaning and tone in texts.
• CC.1.3.9-10.G Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

CC.1.4 Writing

• CC.1.4.9.G Write arguments to support claims in an analysis of substantive topics.
• CC.1.4.9.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary non-fiction.
• CC.1.4.9.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
• CC.1.4.9-10.H Write with a sharp distinct focus identifying topic, task, and audience. • Introduce the precise claim.
• CC.1.4.9-10.I Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
• CC.1.4.9-10.K Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
• CC.1.4.9-10.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.5 Speaking and Listening

• CC.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
• CC.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

• The standard literary elements of a drama.
• Direct and indirect characterization in drama.
• Effective reading strategies for Shakespearean works.
• Components of the sentence types.
• Argumentative writing characteristics (claim, counterclaim, refutation, evidence, reasoning).

• Drama is a unique literary genre that tells a story primarily through dialogue and stage directions, while other genres—such as prose and poetry—use narration, description, and figurative language to develop plot, characters, and themes. 
• Authors reveal character traits through clues such as actions, dialogue, thoughts, and reactions from others. By analyzing these techniques, inferences about a character’s motivations, personality, and development can be made, leading to a deeper understanding of the text.
• Using specific reading strategies assists in the comprehension of complex language, themes, and structure of Shakespearean drama. These strategies allow readers to engage more deeply with the text and interpret character motivations, plot development, and literary devices.
• Collaborative interpretation of a dramatic scene requires thoughtful communication, creative decision-making, and close analysis of character, tone, and staging.
• Components and structure of different sentence types in order to improve clarity, variety, and effectiveness in their writing.
• An effective literary claim is specific, arguable, and grounded in textual evidence. 
• How to develop a strong thesis, support it with well-chosen examples, explain how evidence reinforces a claim to build a clear, persuasive analysis, while writing with formal writing conventions.

• Compare and contrast drama with other genres of literature.
• Identify elements of drama within a classical work.
• Analyze direct and indirect characterization examples to draw inferences about characters.
• Utilize reading strategies to comprehend a Shakespearean drama.
• Develop an understanding of a central theme within a dramatic work.
• Produce, in collaboration with peers, an interpretation of a dramatic scene.
• Develop skills to write more formally using sentence structure rules.
• Create and support an effective claim regarding a work of literature.
• Evaluate claims and counterclaims for an argumentative stance.
• Apply expected argumentative conventions to a formal writing assessment.

• What are the different ways that challenges can be handled?
• How can passion lead to tragedy and downfall?
• Does power always corrupt those who have it?
• How can those around you influence the challenges you may face?
• Where are literary elements used within a piece of classical, dramatic literature?
• How is an argumentative stance developed concerning a work of literature?
   

• How is Macbeth different from other forms of literature?
• In what ways does drama uniquely convey meaning compared to other literary genres like poetry and narrative fiction?
• What key elements define classical drama, and how do they contribute to the overall meaning and impact of the work?
• How do authors use direct and indirect characterization to reveal a character’s personality, motivations, and development?
• What strategies help readers understand the language, themes, and structure of Shakespearean drama?
• How can collaboration enhance the interpretation and performance of a dramatic scene?
• What makes a literary claim effective, and how can evidence be used to support it?
• How does understanding different sentence types help improve the clarity and variety of my writing?
• How can analyzing claims and counterclaims strengthen an argument in literary and real-world contexts?
• What conventions define effective argumentative writing, and how do they help communicate ideas clearly and persuasively?
   

• Macbeth by William Shakespeare
• Sonnets 18 and 130 by William Shakespeare
• One additional sonnet (teacher selected): "Ozymandias" by Shelley; "The Silken Tent" by Frost; "As Is" by Nicholas Friedman; "Butchering" by Rhina Espaillat; "High Octane Blockbuster Sonnet With an Ending You Won't Forget" by Austin Allen.
• Student choice of annotated article (students choose one from the following on CommonLit):
  • Corrupt Leadership: “Watergate: Undoing a President” by USHistory.org 
  • Gender Roles: “Our Deportment, or the Manners, Conduct, and Dress of Refined Society” by John H. Young 
  • Peer Pressure: “It’s No One’s Fault When It’s Everyone’s Fault” by Shelby Ostergaard and “Students’ Work Ethic Affected by Peer Groups, Desire to Be Popular” by Shankar Vedantam
  • Ambition: “Grit: The Power of Passion and Perseverance” by Angela Lee Duckworth
  • Guilt: “How Small Fibs Lead to Big Lies” by Rebecca Hersher
  • Fate vs Free Will: “How Do We Tell Right From Wrong?” by Anne-Marie Reidy
• Quizlet
• Teacher-created vocabulary, grammar, and writing instructional content

• Stage Directions
• Sonnet
• Argument            
• Playwright
• Iambic Pentameter
• Claim                
• Act
• Couplet
• Counterclaim
• Scene
• Quatrain
• Refutation
• Tragic Hero
• Stanza
• Evidence
• Tragic Flaw
• Metaphor
• Appeal
• Tragedy
• Extended Metaphor
• Author's Purpose
• Drama
• Simile
• Script
• Prologue
• Dialogue
• Monologue
• Soliloquy
• Aside
• Dramatic Irony
• Motif

• Annotated article
• Annotated poem
• Constructed Response Answers
• Argumentative Essay
   

PA Core Standards- ELA
CC.1.2 Reading Informational Text

• CC.1.2.9 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
• CC.1.2.9.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
• CC.1.2.9.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.3 Reading Literature

• CC.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
• CC.1.3.9.A Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
•  CC.1.3.9-10.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
• CC.1.3.9.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• CC.1.3.9-10.D Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.
• CC.1.3.9-10.F Analyze how words and phrases shape meaning and tone in texts.
• CYCCLA.1.3.9.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

CC.1.4 Writing

• CC.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
• CYCCLA.1.4.9.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
• CC.1.4.9-10.C Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
• CC.1.4.9-10.D Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.
• CC.1.4.9-10.E Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
• CC.1.4.9-10.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.5 Speaking and Listening

• CC.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
• CC.1.5.9-10.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
• CC.1.5.9-10.F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.

• Literary elements that constitute fictional literature.
• Speech, thoughts, and actions create indirect characterization.
• Words and phrases shape meaning and tone in texts. 
• The author's choices build the theme of a fictional text. 
• Setting provides social context in fiction. 
• Credible sources support an informative claim. 
• Transitions are used to organize complex ideas within a text. 
• Formal writing conventions and MLA standard formatting expectations. 
• Effective presentation techniques for presenting personal research.

• Literary elements such as plot, character, setting, theme, point of view, and symbolism work together to shape meaning in a short story.
• Authors reveal characters through indirect means—such as actions, dialogue, thoughts, and interactions with others—and that analyzing this evidence allows readers to make deeper, text-based inferences about a character’s traits, motivations, and development.
• An author's tone reflects their attitude toward the subject or audience, and analyzing specific diction helps reveal this tone.
• Theme is developed through various literary elements such as character, setting, plot, conflict, and symbolism.
• Characters' decisions are often influenced by the social, historical, and cultural environments in which they live.
• How to evaluate the credibility and relevance of sources, and how to integrate evidence effectively to strengthen and support their informational writing. This includes proper citation, paraphrasing, and synthesizing information to build logical and well-supported claims.
• How transitional words and phrases create logical flow, clarify relationships between ideas, and guide the reader through the structure of an informative essay. They will learn to choose transitions that match the purpose (e.g., compare/contrast, cause/effect, sequence) and enhance coherence within and between paragraphs.
• The purpose of using formal tone, structure, and language in academic writing, and will learn how to properly format and cite sources according to MLA guidelines.
• How to effectively communicate information to an audience by applying clear speech, purposeful body language, visual aids, and an organized structure.

• Identify specific literary elements within a short story.
• Analyze indirect characterization evidence to support inferences.
• Determine an author's tone by evaluating diction.
• Explore the storytelling tactics used within a nonfiction text.
• Explain the impact a specific historical time period has on social context and the character choices in a work of nonfiction.
• Examine the impact that the characters' choices have on their identity.
• Track the sequence of events to determine recurring themes within a nonfiction text.
• Investigate and apply credible sources to support claims within an informative essay. 
• Incorporate transitional words and phrases within an informative essay to appropriately guide readers.
• Apply formal writing and MLA standard conventions to an informative essay. 
• Demonstrate presentation techniques through a whole-class informative presentation.

• How do our choices impact our identity?
• How much of your identity is contrived through the choices you make?
• What are the pros and cons of using humor to highlight historical societal concerns or controversies?
• How does a historical time period impact social context?
• How does social context create conflict and influence characters?
• How do our choices impact our lives and the lives of others?
• How can personal research be presented in an effective manner?
   

• How does Trevor Noah use literary elements such as irony, imagery, and symbolism to enhance his storytelling in specific chapters of Born a Crime?
• What can we infer about Trevor’s identity and values based on his actions, dialogue, and the way others react to him throughout Born a Crime?
• How does Trevor Noah’s choice of words shape the tone of his memoir, and how does this tone shift across different chapters or topics?
• How do literary elements like plot, setting, and characterization contribute to the themes in Born a Crime?
• What storytelling strategies does Noah use to develop major themes such as identity, race, and resilience?
• How did apartheid and post-apartheid South Africa influence the decisions Trevor and his mother made, and what do these decisions reveal about their values and struggles?
• How can reliable sources be used in research to deepen our analysis of prominent figures of history and the ethical decisions they had to make?
• How do transitions improve the clarity and flow of an informative essay?
• What are the key components of formal writing and MLA formatting for an informative essay?
• What presentation strategies best convey personal research of an influential figure to a live audience?
   

• Born a Crime by Trevor Noah
• Short story - “The Sniper” (open to teacher discretion)
• Two poems to annotate that support unit goals (teacher choice from the following):  "Invictus" by William Ernest Henley; "I Am Offering This Poem" by Jimmy Santiago Baca; "Still I Rise" by Maya Angelou; "The Raincoat" by Ada Limon; "Those Winter Sundays" by Robert Hayden
• CommonLit nonfiction articles: “South African Apartheid” by Mike Kubic, “Nelson Mandela’s Nobel Peace Prize Lecture” by Nelson Mandela, and “Conformity” by Charlotte Harrison
• Teacher-created vocabulary, grammar, and writing instructional content

• Setting
• Apartheid
• Author's purpose    
• Social Context
• Xhosa
• Hook
• Dramatic Irony
• Zulu
• Background
• Situational Irony
• Tswana
• Thesis
• Verbal Irony
• Sotho
• Topic sentence
• Point of View
• Venda
• Evidence
• Internal Conflict
• Ndebele
• Objective fact
• External Conflict
• Tsonga
• Conclusion
• Freytag's Pyramid
• Pedi
• Transitions
• Narrator
• Dependent clause
• Protagonist
• Compound sentence
• Antagonist
• Complex sentence
• Direct Characterization
• Primary source
• Indirect Characterization
• Secondary source
• Diction
• Text structure
• Tone
• Objective Summary

• Informative Essay and Presentation
• Constructed Response Answers
• Socratic Seminar
• Close reading annotations

PA Core Standards- ELA
CC.1.3 Reading Literature

• CC.1.3.9 Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
• CC..1.3.9.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
• CC 1.3.9.D Determine an author's particular point of view and analyze how rhetoric advances the point of view.
• CC.1.3.9.E Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create an effect.
• CC.1.3.9.G Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
• CC.1.3.9.J Demonstrate understanding across content areas within grade-appropriate level texts of figurative language, word relationships, and the shades of meaning among related words.

CC.1.4 Writing

• CC.1.4.9 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.1.5 Speaking and Listening

• CC.1.5.9 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions 
• CC.1.5.9.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

• Literary elements are used to create short stories.
• The direct and indirect characterization within a short story.
• The elements of Freytag's Pyramid.
• Strategies to determine the theme in a short story. 
• Narrative structures in fiction. 
• Open-ended question structure. 
• Effective listening techniques. 

• Different short stories offer unique themes, styles, and levels of complexity, and evaluating these differences helps readers make purposeful and personally meaningful choices for independent reading.
• Short stories are built using specific literary elements—such as character, setting, plot, conflict, and theme—and recognizing these elements helps readers better comprehend, analyze, and appreciate the text.
• Developing open-ended discussion questions encourages deeper thinking, invites multiple perspectives, and promotes meaningful dialogue when discussing a text.
• Engaging in collaborative peer discussions about a literary text helps build deeper comprehension, encourages multiple interpretations, and strengthens communication and critical thinking skills.
• Summarizing a fiction text involves identifying and clearly expressing its key elements—such as characters, setting, plot, conflict, and theme—to demonstrate comprehension and convey the essence of the story.
• Collaborating with peers to develop a written response allows them to share ideas, build on one another’s thinking, and create clearer, stronger writing through cooperative effort.
• Utilizing text evidence effectively in a constructed response strengthens
   

• Differentiate between short story options to select an appropriate independent reading experience. 
• Identify specific literary elements within a short story.
• Determine a universal theme of their chosen short story. 
• Develop open-ended discussion questions for a Socratic Seminar. 
• Generate collaborative peer discussions about a literary text. 
• Summarize key elements of a fiction text. 
• Collaborate on developing a written response with peers.
• Utilize text evidence effectively within a constructed response. 

• How does change impact personal identity?
• What factors create change within a person?
• How can collaborative discussion deepen your understanding of a literary text?

• How can identifying personal interests, themes, and literary elements help in selecting a short story that is meaningful and engaging?
• How do authors use literary elements such as setting, conflict, and symbolism to shape a short story’s meaning and emotional impact?
• What makes a question truly open-ended and thought-provoking, and how can such questions deepen our understanding of a story's themes or characters?
• How can respectful, evidence-based discussion with peers enhance our understanding of a text’s deeper meaning and multiple interpretations?
• How can summarizing a story’s key elements—such as plot, character, and theme—help us make sense of its overall message or purpose?
• In what ways does working with peers improve the writing process and lead to stronger, more thoughtful literary responses?
• What strategies help us select and explain strong textual evidence to support our ideas about a story?
   

• Students will select from the following list of stories in order to participate in their lit circle:
• “Two Kinds” by Amy Tan
• “Marigolds” by Eugenia Collier
• "Safety of Numbers" by Lucy Tan
• "Through the Tunnel" by Doris Lessing
• "American History" by Judith Ortiz Cofer
• "Eraser Tattoo" by Jason Reynolds
• "What's the Worst That Could Happen" by Bruce Coville
   

• Analyze
• Interpret
• Compare
• Contrast
• Perspective
• Summarize
• Contextualization

• Constructed Response: individual short story
• Socratic Seminar participation (small group)
• Objective summary creation
• CDT (final assessment)