LASH, KAITLYN
Kaitlyn Lash
Hi! I am Ms. Kaitlyn Lash, an English teacher at Wall High School. This is my 8th year teaching, but my 2nd year at Wall. I am teaching English 9 CP, AP Research, and Study Skills. I am looking forward to the 2025-2026 school year!
Extra Help: B-Day during unit lunch in room C-12.
Supplies required for ALL English Classes
- School-issued Chromebook and charger
- School-issued Class Novel/Text that is being studied
- Pencils/Pens
- 3 Ring Binder & Lined Paper
- Spiral Notebook
- Folder with pockets
Some additional supplies may be required during the year for projects. Adequate notice will be provided.
Course Overview
English 9 CP
Course Overview
This English course exposes freshmen to various texts and writing modes while honing speaking and listening skills. Students garner and improve upon emerging critical thinking skills required at the secondary level by interacting with and producing a variety of texts around a “coming-of-age” theme. The units in this course alternate between reading-focused and writing-focused units. Reading units include literature, short stories, literary nonfiction, drama, and poetry. Writing units include process pieces in the argument (literary analysis), information (the research paper), and narrative (flash fiction) modes with attention to varying contexts and audiences. Vocabulary and grammar instruction are infused in the units of study.
|
Units of Study |
Marking Period 1*
|
Big Ideas |
Topics/Themes/Concepts |
Activities & Assessments |
Timeline (Estimated Number of Class Periods) |
|
Unit 1: “Like Being a Caterpillar in a Cocoon” |
NJSLS Reading Literature Domain To Kill a Mockingbird by Harper Lee and supplemental texts |
Reading, direct instruction whole class and small group discussions, Socratic Seminar, small group work, debate, film analysis, close reading and annotations, presentations, vocabulary and grammar work Traditional unit test Project-based assessment |
Estimated Instructional Periods: 25
|
|
Unit 2: “Finding Your Voice” - Writing Argument |
NJSLS Writing Argument Domain Read, analyze, and write about various short stories of student choice |
Writing Process Writer’s Workshop Individual and Peer Conferences Literary Analysis/ Argument Essay |
Estimated Instructional Periods: 15
|
*Subject to revision
Marking Period 2*
|
Big Ideas |
Topics/Themes/Concepts |
Activities & Assessments |
Timeline (Estimated Number of Class Periods) |
|
Unit 3: “Facing Adversity, Part 1” |
NJSLS Reading Information Domain Night by Elie Wiesel and supplemental texts |
Reading, direct instruction, whole class and small group discussions, Socratic Seminar, small group work, debate, close reading and annotations, presentations, vocabulary and grammar work Traditional unit test Project-based assessment |
Estimated Instructional Periods: 15
|
|
Unit 4: “Facing Adversity, Part 2” |
NJSLS Writing Information Domain Read, summarize, synthesize, and write about various informational texts around student-generated research questions. |
Writing Process Research Process Writer’s Workshop Library Media Center dates Individual and Peer Conferences The research-based informational essay |
Estimated Instructional Periods: 25
|
*Subject to revision
Midterm Exams: January 21 - January 27
Marking Period 3*
|
Big Ideas |
Topics/Themes/Concepts |
Activities & Assessments |
Timeline (Estimated Number of Class Periods) |
|
Unit 5: “The Journey to Self-Discovery” |
NJSLS Reading Literature Domain The House on Mango Street by Sandra Cisneros and supplemental materials. |
Reading, direct instruction, whole class and small group discussions, Socratic Seminar, small group work, debate, close reading and annotations, presentations, vocabulary and grammar work Traditional unit test Project-based assessment |
Estimated Instructional Periods: 25
|
|
Unit 6: “The Role of Imagination in Growing Up” |
NJSLS Writing Narrative Domain Read flash fiction mentor texts and write in the style of the genre. |
Writing Process Writer’s Workshop Individual and Peer Conferences Flash Fiction/ Narrative essay |
Estimated Instructional Periods: 15
|
*Subject to revision
Marking Period 4*
|
Big Ideas |
Topics/Themes/Concepts |
Activities & Assessments |
Timeline (Estimated Number of Class Periods) |
|
Unit 7: “Navigating Emotions” |
NJSLS Reading Literature Domain & Writing Narrative Domain Read, listen to, analyze, discuss, write, and perform in the style of myriad poems, both teacher and student-selected. |
Poetry reading, writing, and listening; direct instruction, whole class and small group discussions, Socratic Seminar, small group work, debate, performance, close reading and annotations, presentations, vocabulary and grammar work Poem Mimicry Project & Performance |
Estimated Instructional Periods: 15
|
|
Unit 8: “Forging Your Own Identity” |
NJSLS Reading Literature Domain The Tragedy of Romeo and Juliet by William Shakespeare and supplemental materials |
Reading, direct instruction, whole class and small group discussions, Socratic Seminar, small group work, debate, film analysis, performance, close reading and annotations, presentations, vocabulary and grammar work Traditional unit test Project-based assessment |
Estimated Instructional Periods: 25
|
*Subject to revision
Final Exams: TBD
https://docs.google.com/document/d/1qRck15Ujx9yutr--dmsseJsysi_xatXGnsR_E5tBsms/edit?tab=t.0
AP Research
Course Overview!
“AP Research, the second course in the AP Capstone experience, allows students to deeply explore an academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio. The course culminates in an academic paper of 4,000-5,000 words (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral defense” (Collegeboard).
Syllabus: https://docs.google.com/document/d/1IUaD0mlY9IKnLlDpDL9njULP_8RhfybjP8VTlHqqNFk/edit?tab=t.0