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Ms. Zablocki

Welcome to English Language Arts!

Name: Johanna Zablocki
Phone: 720-423-8000 


Please find a PDF of my syllabus below as an attachment.


Week of October 17th-21st
We are wrapping up our work with Fences this week and students need to be ready for a number of major deadlines.

Monday: Fences Essay Due at 8pm
Wednesday: Cornerstone Script Due at 8pm
Thursday: Cornerstone Storyboard Due
Friday: Socratic Seminar about Tension in Society 

Current Unit
Our first unit is entitled, "Tensions in Society."
Students examine the ways in which tension in society is conveyed through informational and literary texts. Students begin through close readings of Joyce Carol Oates’ short story, “Where Are You Going, Where Have You Been”, and Mara Bovsun’s article, “Pied Piper of Tuscon”, and analyze how Oates draws upon the real life events depicted in Bovsun’s article to create narrative elements such as tension, suspense, and characterization. Next, students read the play Fences by Pulitzer Prize winner August Wilson and deepen their understanding of character and plot developments in light of text structure, event sequencing, point of view, and the manipulation of time. Fences serves as inspiration for the unit’s cornerstone task, during which students create their own narratives. At the end of the unit, students analyze how literary elements are used to build tension in an unfamiliar text.

Upcoming Assessments

Unit 1 Assessment will Occur Monday 10/24-10/26

Writing and reading resources will be provided through my Google Classroom sites.


Reading: Literature

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Reading: Informational Texts

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.6 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.

W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.9-10.6 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.

Speaking and Listening

SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


Rubrics will be provided in class and via Google Classroom.

Students should be completed with their reading of August Wilson's Fences and preparing to write an essay. In addition to the essay, students will continue to work on a creative Cornerstone Project. See Google Classroom Site for details.
Sep 5, 2016, 10:00 AM