High School
High School ELA
Grade 9
Ninth Grade
- Unit 1 - Divided We Fall
- Unit 2 - The Call to Adventure
- Unit 3 - Declaring Your Genius
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Unit 4 - Thematic Pathway: The Art of Disguise
Novel Pathway: Romiette and Julio - Grade 9 Study Sync Course Overview
Unit 1 - Divided We Fall
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Unit Duration |
Quarter 1 August 27, 2025-November 4, 2025 |
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Unit Description / Summary |
Deep inside most individuals lurks a desire to belong to a group. The group might be one’s family, a circle of friends, a popular clique, a winning team, or a respected profession. The conflict caused by the desire to fit in and the wish to be an individual is a common theme in literature. Why do we feel the need to belong? Why does it often hurt to feel excluded from the group? What’s wrong with being an outsider? Is there value in the outsider’s perspective? What risks do outsiders take? This unit offers a wide variety of literature for your students to explore these questions while also exploring texts in the unit’s genre focus, fiction. The classic short story “The Necklace” by Guy de Maupassant, the short story “Marigolds” by Eugenia Collier, and the short story “St. Lucy’s Home for Girls Raised by Wolves” serve as examples of the genre focus. Selections such as the poem “Sure You Can Ask Me a Personal Question” by Diane Burns, the memoir “The Future in My Arms” by Edwidge Danticat, and Dr. Martin Luther King Jr.’s “I Have a Dream” speech allow students to read across genres. |
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Unit 2 - The Call to Adventure
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Unit Duration |
Quarter 2-November 5, 2025-January 27, 2026 |
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Unit Description / Summary |
Most of the greatest adventure stories are about a journey. In some cases, the journey is physical. Someone goes out into the world in search of something—a treasure or a truth. In others, the journey is figurative. Someone stays close to home but uses his or her imagination to go on inner journeys and overcome personal obstacles. What will you learn on your journey? How do real and imagined journeys help us investigate the world and understand ourselves? How does reading about journeys help us prepare for adventures of our own? This unit offers a wide variety of literature for your students to explore these questions while also exploring texts in the unit’s genre focus, informational. The autobiography Highest Duty: My Search For What Really Matters by Captain Chesley “Sully” Sullenberger, the NASA Kennedy Space Center report, “Apollo 13: Mission Highlights,” and the memoir Wild: From Lost to Found on the Pacific Crest Trail by Cheryl Strayed serve as examples of the genre focus. Selections such as the poems “Stopping by Woods on a Snowy Evening” by Robert Frost and “The Journey” by Mary Oliver as well as the short story “Volar” by Judith Ortiz Cofer allow students to read across genres. |
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Unit 3 - Declaring Your Genius
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Quarter 3 |
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Unit Description / Summary |
This unit offers a wide variety of literature for your students to explore these questions while also exploring selections in the unit’s genre focus, argumentative text. The open letter “An Indian Father’s Plea,” the excerpts from the theoretical texts The Singularity Is Near and Outliers: The Story of Success, the Point and Counterpoint essays in the article “The Origin of Intelligence,” the researched-based article “The Secret to Raising Smart Kids,” and “Convocation Remark at Harvard University,” serve as examples of the genre focus. Other selections, such as the poem “Señora X No More” by Pat Mora, the excerpt from a prose translation of Homer’s epic poem the Odyssey, and a graphic novel based on the same excerpt from Homer’s classic text, allow students to read across genres. |
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Unit 4 - Thematic Pathway: The Art of Disguise
Novel Pathway: Romiette and Julio
| Unit Name | Thematic Pathway: The Art of Disguise Novel Pathway: Romiette and Julio |
| SY25-26 Dates | April 7 - June 12 |
| Total School Days | 45 |
| # Lesson Days | 32 |
| # Flex Days | 9 |
| # Benchmark Days | 2 Benchmark; 2 District |
| Standards Addressed | RL.2, RL.3, RL.4, RL.5, RL.9, RI.3, RI.6, W.2 |
| Essential Questions or Unit focus | How do we perform for different audiences? Genre Focus: Drama |
| Optional Lessons | Independent and paired readings from the unit (Romiette and Julio, We Wear the Mask, The Pose, A Doll's House, A Story of Vengence, Eulogy for Mahatma Ghandi) Lessons and Blasts from StudySync Library as appropriate Self-Contained, ESL 1-2 classes have the option to utilize lessons from the ELL Resources tab for this unit. |
| Benchmarks | Mid-Unit Writing; End of Unit Assessment |
| District Assessments | iReady Diagnostic (EOY) |
Grade 9 Study Sync Course Overview
Grade 10
Tenth Grade
- Unit 1 - The Power of Communication
- Unit 2 - Thematic Pathway: Moving Forward
- Unit 3 - The Persistence of Memories
- Unit 4 - Thematic Unit: Chopped, Stirred, and Blended
- Grade 10 StudySync Course Overview
Unit 1 - The Power of Communication
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Unit Duration |
Quarter 1 August 27, 2025-November 4, 2025 |
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Unit Description / Summary |
In this unit, students will think about the theme and essential question as they focus on the literary periods of modernist and postmodernist literature, analyzing excerpts from Heart of Darkness and Things Fall Apart. They will also study the genre of fiction while reading stories such as “The Refusal” by Franz Kafka and “She Unnames Them” by Ursula K. Le Guin. Selections such as Martin Luther King, Jr.’s “Letter from Birmingham Jail” and Patrick Henry’s “Speech to the Second Virginia Convention” allow students to read across genres and experience seminal argumentative texts that deeply influenced the course of American history. |
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Unit 2 - Thematic Pathway: Moving Forward
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Unit Duration |
Quarter 2-November 5, 2025-January 27, 2026 |
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Unit Description / Summary |
In this unit, students will think about the theme and essential question as they focus on the literary period of ancient and classical literature, analyzing excerpts from the Rámáyana and the Republic. They will also study the genre of argumentative texts while reading speeches such as “The Perils of Indifference” and two texts that present opposing views on the topic of motivation. In addition, students will read across genres. The poem “The Gathering Place,” the short story “Civil Peace,” and the excerpt from the memoir "Night" will encourage students to think about how history and culture imprint each new generation. |
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Unit 3 - The Persistence of Memories
| Unit Name | The Persistence of Memories |
| SY25-26 Dates | January 28 - April 6 |
| Total School Days | 45 |
| # Lesson Days | 35 |
| # Flex Days | 6 |
| # Benchmark Days | 2 Benchmark; 2 District |
| Standards Addressed | RL.3, RL.4, RL.5, RI.2, RI.4, RI.5, W.3 |
| Essential Questions or Unit focus | How does the past impact the future? How does a person’s childhood shape the adult he or she becomes? What can we learn about ourselves by recollecting our memories and childhood dreams? Can we avoid certain mistakes in the future by learning about the past? |
| Optional Lessons | Independent and paired readings from the unit (By Any Other Name, From Behind a Covered Window, Dream Psychology: Psycoanalysis for Beginngers, The Secret Life of Salvidor Dali, Rock, Ghost, Willow, Deer: A Survival Story, The God of Small Things, The Immortal Life of Henrietta Lacks) Lessons and Blasts from StudySync Library as appropriate Self-Contained, ESL 1-2 classes have the option to utilize lessons from the ELL Resources tab for this unit. |
| Benchmarks | Mid-Unit Writing; End of Unit Assessment |
| District Assessments | SAT Readiness (EOY) PSAT 10 |
Unit 4 - Thematic Unit: Chopped, Stirred, and Blended
| Unit Name | Thematic Unit: Chopped, Stirred, and Blended Novel Pathway: How the Garcia Girls Lost their Accents |
| SY25-26 Dates | April 7 - June 12 |
| Total School Days | 45 |
| # Lesson Days | 31 |
| # Flex Days | 12 |
| # Benchmark Days | 2 Benchmark |
| Standards Addressed | RL.1, RL.2, RL.4, RL.9, RI.3, RI.4, W.1 |
| Essential Questions or Unit focus | What are the ingredients of culture? Why do people feel strongly about the food they eat? Are we sometimes eating memories of long-ago meals rather than the actual food on the plate in front of us? What can our food choices and preferences tell us about ourselves and our cultures? |
| Optional Lessons |
Independent and paired readings from the unit (Melons, Curry: A Tale of Cooks and Conquerers, Chinese Cooking, Lines Written in Early Spring, Florida's Edible Wild Plants, Ethiopia) Lessons and Blasts from StudySync Library as appropriate Self-Contained, ESL 1-2 classes have the option to utilize lessons from the ELL Resources tab for this unit. |
| Benchmarks | Mid-Unit Writing; End of Unit Assessment |
| District Assessments |
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Grade 10 StudySync Course Overview
Grade 11
Eleventh Grade
- Unit 1 - "Thematic Pathway: Breaking Away Novel Pathway: The Crucible "
- Unit 2 - The Highway
- Unit 3 - Thematic Pathway: No Strangers Here Novel Pathway: Their Eyes were Watching God
- Unit 4 - Living the Dream
- Grade 11 StudySync Course Overview
Unit 1 - "Thematic Pathway: Breaking Away Novel Pathway: The Crucible "
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Unit Overview |
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Unit Duration |
Quarter 1 - August 27, 2025 - November 4, 2025 |
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Unit Description / Summary |
Inspired by the “Constitution of the Iroquois Nations,” the founding fathers established the United States on the principles of equality and the right to life, liberty, and the pursuit of happiness. From the first days of the United States though the present day, the American spirit continues to be independent and sovereign. How did independence drive the American spirit throughout history? What moments in history contradict this spirit? How has the scope of independence evolved in American society? This unit offers a wide variety of literature for your students to explore these questions while also exploring texts in the unit’s genre focus, fiction. The historical documents “Constitution of the Iroquois Nations” and the Declaration of Independence lay the foundation on which the United States was founded. Then several literary works of fiction explore the American spirit, such as the classic story “Bartleby, the Scrivener: A Story of Wall Street,” and the novel The Scarlet Letter. Selections such as The Namesake, “Verses upon the Burning of Our House,” “On Being Brought from Africa to America,” and “Indian Boarding School: The Runaways” allow students to read across genres. Students will begin this unit as readers, and they will finish as writers, as they apply what they have learned about story elements to their own narrative writing projects. |
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Unit 2 - The Highway
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Unit Duration |
November 5- January 29 |
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Unit Description / Summary |
Leaving the comfort and familiarity of our usual surroundings to experience new places can broaden our understanding of the world and our place in it. Whether recounting family road trips or solo travels to other countries, narratives about journeys invite readers along for the ride and offer them an opportunity to witness how a journey can shape, and even change, the way the traveler sees the world. In this unit, students will think about the theme and essential question as they focus on the literary periods of Transcendentalism and Romanticism, analyzing excerpts from Walden and poems by Emily Dickinson. They will also study the genre of fiction while reading excerpts and stories such as Adventures of Huckleberry Finn and “A Good Man Is Hard to Find.” In addition, nonfiction texts, such as Mississippi Solo by Eddy Harris and The Warmth of Other Suns by Isabel Wilkerson, will encourage students to think about life-changing journeys as they read across genres. |
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Unit 3 - Thematic Pathway: No Strangers Here Novel Pathway: Their Eyes were Watching God
| Unit 3 | |
| Unit Name | Thematic Pathway: No Strangers Here Novel Pathway: Their Eyes were Watching God |
| SY25-26 Dates | January 28 - April 6 |
| Total School Days | 45 |
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# Lesson Days |
36 |
| # Flex Days | 6 |
| # Benchmark Days | 2 Benchmark; 2 District |
| Standards Addressed | RL.4, RL.5, RL.7, RL.9, RI.2, RI.4, RI.8, W.1 |
| Essential Questions or Unit focus | How does place shape the individual? What makes a place so influential? How have these places influenced who we are? How have they shaped how we view the world and ourselves? |
| Optional Lessons |
Independent and paired readings from the unit ("What to the Slave is Fourth of July," "As I Lay Dying," "Flowering Judas," "Their Eyes Were Watching God," "South," "'N'em," "We Contain Muiltitudes," "Bertram's Travels,") Lessons and Blasts from StudySync Library as appropriate Self-Contained, ESL 1-2 classes have the option to utilize lessons from the ELL Resources tab for this unit. |
| Benchmarks | Mid-Unit Writing; End of Unit Assessment |
| District Assessments | SAT Readiness (EOY) |
Unit 4 - Living the Dream
| Unit 4 | |
| Unit Name | Living the Dream |
| SY25-26 Dates | April 7 - June 12 |
| Total School Days | 41 |
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# Lesson Days |
30 |
| # Flex Days | 8 |
| # Benchmark Days | 2 Benchmark |
| Standards Addressed | RL.2, RL.3, RL.4, RL.5, RL.7, RL.9, RI.2, RI.4, RI.6, RI.8, W.2 |
| Essential Questions or Unit focus | What does home mean to you?What emotional and physical needs must a place satisfy in order to be considered a home? Is home something you need to “own”? What conflicts arise when a home means different things for the people living there? |
| Optional Lessons |
Independent and paired readings from the unit ("The Negro Speaks of Rivers," "The Old Cabin," "Dream House," "The Fall of the House of Usher," "In Our Neighborhood," "Eat, Memory: Orange Crush") Lessons and Blasts from StudySync Library as appropriate Self-Contained, ESL 1-2 classes have the option to utilize lessons from the ELL Resources tab for this unit. |
| Benchmarks | Mid-Unit Writing; End of Unit Assessment |
Grade 11 StudySync Course Overview
Grade 12
Grade 12 ELA
- Unit 1 - What’s Next?
- Unit 2 - Uncovering Truth
- Unit 3 - Thematic Pathway: Fractured Selves(#5) Novel Pathway: 1984
- Unit 4 - Thematic Pathway:Times of Transition(#6) Novel Pathway: Kite Runner
- Grade 12 StudySync Course Overview
Unit 1 - What’s Next?
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Unit Duration |
Quarter 1 - August 27, 2025 - November 4, 2025 |
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Unit Description / Summary |
For high school seniors, the future seems closer than ever. In a matter of months, these students will make major decisions about their lives. Will they go to college or get a job? Will they move away or stay close to home? Will they stay close to their friends or will they branch out and meet new people? Every choice they make will affect their future in ways they cannot yet imagine. How can we make sure that we make the right choices? How much does a person’s individual choices affect his or her future? Can we make sure our choices have a positive impact on ourselves and on society? This unit offers a wide variety of literature that will encourage students to consider these questions and more while also exploring texts in the unit’s genre focus, informational text. There is a wide variety of nonfiction selections in this unit, beginning with the newspaper article “Are the New ‘Golden Age’ TV Shows the New Novels?” The speeches “We Choose to Go to the Moon” and “Commencement Address at Wellesley College” as well as personal essays Bird by Bird: Some Instructions on Writing and Life, and “How Much Indian Was I?, My Fellow Students Asked” model for students how to use language to express a personal point of view. The informational texts “Community Colleges vs. Technical Schools,” “Overcoming Impostor Syndrome,” and “Booster Staff Investigates” illustrate how to share information from an objective viewpoint. The United States Supreme Court opinions in “Plessy v. Ferguson” offer students strong examples of arguments supported by rhetorical appeals and strong evidence. The excerpt from the classic novella The Metamorphosis allows students to read across genres as well. |
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Unit 2 - Uncovering Truth
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Unit Duration |
November 5 - January 29 |
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Unit Description / Summary |
Everybody loves a good hero story. From Beowulf to the Avengers, audiences clamor for these tales of good versus evil. It’s exhilarating to follow along as a hero saves the day, and it’s a comfort to know that someone is always there to protect us. In this unit, students will think about the theme and essential question as they focus on the medieval period and English renaissance literature, analyzing excerpts from Beowulf and Sir Gawain and the Green Knight, among others. They will also study the genre of fiction while reading the short story “The Postmaster,” and dramas such as Richard III and Hamlet. In addition, nonfiction texts, such as “A Letter to NFL GMs” by Shaquem Griffin and Men We Reaped by Jesmyn Ward, will encourage students to think about how real-life individuals deal with challenges, and discover their true selves in the process. |
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Unit 3 - Thematic Pathway: Fractured Selves(#5) Novel Pathway: 1984
| Unit 3 | |
| Unit Name | Thematic Pathway: Fractured Selves(#5) Novel Pathway: 1984 |
| SY25-26 Dates | January 28 - April 6 |
| Total School Days | 45 |
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# Lesson Days |
40 |
| # Flex Days | 3 |
| # Benchmark Days | 2 Benchmark |
| Standards Addressed | RL.2, RL.3, RL.4, RL.5, RL.7, RL.9, RI.2, RI.4, RI.5, RI.6, W.1 |
| Essential Questions or Unit focus | What causes individuals to feel alienated? What does more realistic literature tell us about modern life? How did World War I and World War II change the way people viewed and experienced life? What causes individuals to feel alienated? How does Modernist art and literature explore the theme of alienation? |
| Optional Lessons | Independent and paired readings from the unit ("The Great Figure," "miss rosie," "The Idler," "A Room of One's Own," "The New Dress," "Hurricane Season," "The Pearl Divers' Daughter," "Killers of the Dream") Lessons and Blasts from StudySync Library as appropriate Self-Contained, ESL 1-2 classes have the option to utilize lessons from the ELL Resources tab for this unit. |
| Benchmarks | Mid-Unit Writing; End of Unit Assessment |
Unit 4 - Thematic Pathway:Times of Transition(#6) Novel Pathway: Kite Runner
| Unit 4 | |
| Unit Name | Thematic Pathway:Times of Transition(#6) Novel Pathway: Kite Runner |
| SY25-26 Dates | April 7 - June 12 |
| Total School Days | 45 |
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# Lesson Days |
26 |
| # Flex Days | 17* |
| # Benchmark Days | 2 Benchmark |
| Standards Addressed | RL.1, RL.2, RL.3, RL.4, RL.5, RI.1, RI.2, RI.3, RI.4, RI.7, W.1 |
| Essential Questions or Unit focus | How are we shaped by change? What happens when life changes? How can outside forces change who we are inside? What can we learn from reading about how other people respond to significant changes in their own lives? |
| Optional Lessons |
Independent and paired readings from the unit ("Love After Love," "The Museum," "Tryst with Destiny," "A Small Place," "ARK," "Blindspot: The Hidden Bias of Good People," "News Literacy in the Misinformation Age," "Dawn Revisited") Lessons and Blasts from StudySync Library as appropriate Self-Contained, ESL 1-2 classes have the option to utilize lessons from the ELL Resources tab for this unit. |
| Benchmarks | Mid-Unit Writing; End of Unit Assessment |
