darul arqam north zone english i pre-ap (2017-18 ... · novel: to kill a mockingbird unit: the...

Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade

Darul Arqam North Zone English I Pre-AP (2017-18)

Assurances Semester 1, Quarter 1

• Students will use a flexible range of metacognitive reading skills to understand an author’s message. • Students will apply earlier standards with greater depth in increasingly more complex texts to become a self-directed and critical reader. • Students will reflect on understanding to monitor comprehension (asking questions, summarizing, synthesizing, making connections and creating sensory

images). • Students will make complex inferences about text and use textual evidence to support understanding. • Students will read and analyze at least one novel or major work. • Students will read from various genres including short stories with an emphasis on classical literature. • Students will read from varied sources emphasizing literary elements including theme, plot, allusions, setting, characterization, conflict, point of view, mood,

irony, sarcasm, paradox, author’s purpose, diction, and figurative language. • Students will apply analysis skills on AP-style M/C passages from LTF materials. • Students will focus on literary analysis with an emphasis on literary elements. • Students will strengthen vocabulary through direct word study from the district’s Greek and Latin vocabulary list. • Students will strengthen vocabulary through word study from literary sources in conjunction with class reading. • Students will use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part of speech of words. • Students will review the various steps of the writing process including planning, drafting, sharing, revising, editing and publishing. • Students will use a variety of sentence structures and transitions to create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one response to literature using textual evidence to support ideas. • Students will write an imaginative story. • Students will write an analytical essay. • Students will write one timed AP-style essay • Students will review the eight parts of speech. • Students will use and understand verbs, including gerunds, infinitives and participles. • Students will use and understand reciprocal pronouns. • Students will use a variety of correctly structured sentences. • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. • Students will critique the on-going research process to improve their product. • Students will use comprehension skills to listen attentively to others. • Students will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate productively in discussions.


1stQuarter(43Days)

Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ToKillaMockingbird/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresourcesWeek Unit/Lesson LearningObjectives Reporting

Categories(TEKSSEs)

Reading Grammar Writing Vocabulary

1st:Aug9-11(3days)

Courseintroduction:Rules,expectations,materials

Introductionofassignednovel'ToKillAMockingbird'

8PartsSpeech:Reviewallpartsofspeech*monitorunderstandingoftheappropriateidentificationandusageofthe8partsofspeech

GreekandLatinRootsPartI:nunc/nounce,voc/vok,fa,dic/dict,cant/chant,aud,son,log

1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26

2nd:Aug14-18(5days)

Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:MattersofLifeandDeathp.9Reading:“TheJump”p.4WritersonReadingp.6

*understandtheroleofconflictinastory*drawinferencesandsupportthemwithdetailsfromthetext.*skimtextforinformation*analyzetherelevanceofplotandsetting.


1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26

3rd:Aug21-25(5days)

Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:MattersofLifeandDeathp.9Reading:“TheCaskAmontillado”p.55

*analyzemoodandsuspense*paraphrase*understandandidentifyirony*analyzedialogue

AnImaginativeStory:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring


1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26

4th:Aug28-Sept8

(6days)

Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:MattersofLifeandDeathReading:“BluesAin’tNoMockingbird”p.67

*understandandanalyzetheuseofdialect*identifyandanalyzeconcretedetails*interpretsymbolsbydrawinginferencesfromthetext


1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26

5th:Sept11-15(5days)

Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:MattersofLifeandDeathReading:“TheInterlopers”p.79

*analyzetheuseofirony*analyzecause-and-effectrelationships*analyzeuseofdictiontoenhancemood*understandtheuseofdialogue

AnAnalyticalResponse:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring


1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26


Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:RewardsandSacrificesReading:intro:CharacterandThemep.106“RulesofTheGame”p.108

*understandandrecognizeliteraryelements*drawinferencesandsupportthemwithdetailsfromthetext*Identifytheprotagonistandantagonistinashortstory*makeinferencesaboutcharacters*previewastoryusingaquestioningstrategy

Review:Sentencestructurep.159,p.218Focus:Phrases-verbal,gerund,infinitive,participial

ALiteraryResponse:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts


1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26


1stQuarter(43Days)

Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ToKillaMockingbird/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresourcesWeek Unit/Lesson LearningObjectives Reporting

Categories(TEKSSEs)


Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:RewardsandSacrificesReading:“TheGiftoftheMagi”p.121

*identifytheproblemandsolutioninashortstory*analyzethemeaningofsymbolsinashortstory*examinethecauseandeffectofcharacters’emotions


1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26

8th:Oct2-6(5days)

Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:DreamsandRealityReading:intro:NarratorandVoice“TheSecretLifeofWalterMitty”p.208

*understandtheroleofnarratorandpointofviewinastory*makegeneralizationsandsupportthemwithdetailsfromthetext*experimentwithpointofview*recognizetheimpactofdiction*understandtransitions*visualizetoimprovecomprehension*usereviewingandquestioningtomonitorreadingcomprehension


1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26

9th:Oct10-13(4days)

Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:DreamsandRealityReading:“TheDrumsofWashington”p.243

*analyzetextforbias*interprettheinfluencesofhistoricalcontextonaliterarywork*applymeaningsofprefixesindecodingwords*analyzedetailswithintext

*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring


1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26




• Students will use a flexible range of metacognitive reading skills to understand an author’s message. • Students will apply earlier standards with greater depth in increasingly more complex texts to become self-directed and critical readers. • Students will make complex inferences about text and use textual evidence to support understanding. • Students will apply analytical skills on AP-style M/C passages from LTF materials. • Students will focus on rhetorical analysis with an emphasis on the appeals and syntactical elements. • Students will read and analyze at least one novel or major work. • Students will read from various genres including poetry. • Students will read from varied sources emphasizing literary elements including theme, plot, allusions, setting, characterization, conflict, point of view, mood,

diction, irony, sarcasm, paradox, author’s purpose and figurative language. • Students will build vocabulary through direct study from district’s Greek and Latin roots list and through word study from literary sources in conjunction with

class reading. • Students will use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part of speech of words. • Students will utilize the various steps of the writing process to create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one response to literature using textual evidence to support ideas. • Students will write a poem. • Students will write an analytical essay. • Students will write one timed AP-style essay. • Students will strengthen sentence skills with Killgallon Sentence Composing exercises. • Students will use and understand restrictive and nonrestrictive clauses. • Students will identify and use the subjunctive mood to express doubts, wishes and possibilities. • Students will use a variety of correctly structured sentences. • Students will use correct comma placement in nonrestrictive clauses and contrasting expressions. • Students will use quotation marks to indicate sarcasm or irony and dashes to emphasize parenthetical information. • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. • Students will critique the on-going research process to improve the product. • Students will use comprehension skills to listen attentively to others. • Students will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate productively in discussions, including at least one Socratic discussion or one graded/guided discussion. • Students will give a presentation.


2ndQuarter(41Days)

Resources:Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ALessonBeforeDying/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresources

Week Unit/Lesson LearningObjectives ReportingCategories(TEKS

SEs) Reading Grammar Writing Vocabulary

1st:Oct16-19(4days)

Novel:ALessonBeforeDyingbyEarnestGainesUnit:3GenreFocus-Poetryp.508-512Theme:NatureInspiresReading:introp.508/TheChargeoftheLightBrigadep.510/p.516-518FormandStructure

*identifythedistinguishingcharacteristicsofpoetry.*analyzehowpoeticelementsaffectthereader*recordobservationsonpoetry

AReflectiveEssay-*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring

GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/equi,son,log

1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/14a,b,c17/18/19/24a,b,c/25/26

2nd:Oct23-27(5days)

Novel:ALessonBeforeDyingbyE.GainesUnit:3GenreFocus-Poetryp.508-512Theme:NatureInspiresReading:IWonderedLonelyAsaCloudp.518/WhoAreYouLittleIp.524/ARedRedRosep.529

*readandunderstandvarioustypesofpoetry*recognizeelementsofpoeticformandstructure,includingmeterandrhymescheme*analyzespeakerofthepoem*makeinferencesaboutaspeaker



3rd:Oct30-Nov3(5days)

Novel:ALessonBeforeDyingbyE.GainesUnit:3GenreFocus-Poetryp.508-512Theme:NatureInspiresReading:TheIslandWithinp.537/AMysteriousPoeticEffectp.561/Haikup.566

*readforavarietyofpurpose,usingappropriatestrategiestoaidcomprehension*identifyhistoricalandculturalcontextofatext*monitorreadingcomp.bysummarizingandaskingquestions*identifyandanalyzeahaiku*interpretimagery

Review:ConcreteandAbstractnounsp.510/Subject-VerbAgreementp.565Focus:RestrictiveandNon-restrictiveclauses



4th:Nov6-10(5days)

Novel:ALessonBeforeDyingbyE.GainesUnit:3GenreFocus-Poetryp.508-512Theme:LifeLessonsReading:intro-Languageofpoetryp.575/“IWasaSkinnyTomboyKid”p.581“TheWorldIsNotaPleasantPlacetoBe”p.585/“Hope”/I'mNobodyp.593/“Sympathy”p.602

*recognizeandinterpretimageryandfigurativelanguage*recognizethecharacteristicsoffreeverse*analyzesensorydetails*recognizeandunderstandpersonification*analyzetone*recognizeandanalyzemetaphors*identifyandanalyzespeaker*recognizeandunderstandsymbol.

APoem*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring

GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/equi


5th:Nov13-17(5days)

Novel:ALessonBeforeDyingby.E.GainesUnit:3GenreFocus-Poetryp.508-512

*recognizeandinterpretsounddevicessuchasalliteration,assonance,consonance,onomatopoeiaandrepetition*identifyand

Review:Coherence-HandlingDialoguep.350/SentenceStructure:UsingAdverbclausesp.408Focus:Restrictiveandnon-restrictiveclauses

GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/

1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/


2ndQuarter(41Days)

Resources:Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ALessonBeforeDying/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresources


SEs)Theme:TheStrengthofFamilyp.619Reading:SoundDevicesp.620-21/'TheBells'p.621/'TheGoodNight'p.629/'BeyondtheBedroomWall'p.633/'TheDeathofMyFather'p.639

analyzetheeffectofsounddevicesinpoetry*understandepiphany*makegeneralizations*makeinferences*understandsentencestructure*analyzeauthor’spurpose*monitorreadingcomprehension*compareauthor’spurposes*analyzeuseofsounddevices*comparetextsacrossgenres

equi 14a,b,c17/18/19/24a,b,c/25/26

6th:Nov20-21(2days)

Novel:ALessonBeforeDyingE.GainesUnit:2-Nonfiction(AutobiographyandBiography)Theme:LookingIntoLivesReading:introp.300/FindingaLatinoVoicep.302/“OfDryGoodsandBlackBowTies”p.311

*understandformsofnonfiction*distinguishfactfromopinion*understandcharacteristicsofautobiographyandbiography*recognizeauthor’spurpose*describeandevaluatepersonalpreferencesregardingnonfiction*understandsequenceofeventsinabiography*analyzingcauseandeffect

AnAPStyleTimedEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



7th:Nov27-Dec1(5days)

Novel:ALessonBeforeDyingE.GainesUnit:2-Nonfiction(AutobiographyandBiography)Theme:LookingIntoLivesReading:“TheMurderofAbrahamLincoln”p.335/“TheStoryofMyLife–HelenKeller”p.340

*understandthecharacteristicsofagraphicnovel*applycriticalviewingskillstonon-printmedia*understandanecdotes*maketexttoselfconnections*identifyanauthor’spurpose



8th:Dec4-8(5days)

Novel:ALessonBeforeDyingE.GainesUnit:2-Nonfiction(PersonalandExpositoryEssay)Theme:OnTheMoveReading:introp.380-81/“FieldTrip”p.395/IntoThinAirp.417

*understandthecharacteristicsofanessay*understanddifferenttypesofessays*analyzethemainidea*recognizeauthor’spurpose*recognizeandanalyzestructure*monitorcomprehension



9th:Dec11-15(5days)

Novel:ALessonBeforeDyingE.GainesUnit:2-NonfictionTheme:FindingCommonGroundReading:introp.436/“ANewGeneration”p.438/“TheAmericanCause”p.459

*understandthecharacteristicsofpersuasivewriting*recognizeanopinionandsupportfortheopinion*recognizeandevaluateandargument*analyzerhetoricaldevices*recognizebias*identifystructureofaspeech*recognizeandanalyzecharacteristicsofapersuasiveessays*identifytone

AnAutobiographicalEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring






• Students will use a flexible range of metacognitive reading skills to understand an author’s message. • Students will apply earlier standards with greater depth in increasingly more complex texts to become self-directed and critical readers. • Students will make complex inferences about text and use textual evidence to support understanding. • Students will read from varied sources emphasizing literary elements and syntactical techniques from the LTF skills progression chart. • Students will apply analytical skills on AP-style M/C passages from LTF materials. • Students will focus on continuing to strengthen their literary and rhetorical analysis skills. • Students will read and analyze at least one novel or major work (could be the play). • Students will read from various genres including a play. • Students will read from varied sources emphasizing literary elements including theme, plot, allusions, setting, characterization, conflict, point of view, mood,

irony, sarcasm, paradox, author’s purpose and figurative language. • Students will build vocabulary through direct word study from district’s Greek and Latin roots list and through word study in conjunction with class reading. • Students will use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part of speech of words. • Students will complete analogies. • Students will utilize the various steps of the writing process to create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one response to literature using textual evidence to support ideas. • Students will write a script or an imaginative story, if a story was not written first quarter. • Students will write an analytical essay. • Students will write one timed AP-style essay. • Students will strengthen sentence skills with Killgallon Sentence Composing exercises. • Students will use a variety of correctly structured sentences. • Students will continue to apply earlier oral and written conventions standards with greater complexity. • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. • Students will critique the on-going research process to improve the product. • Students will use comprehension skills to listen attentively to others. • Students will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate productively in discussions, including at least one Socratic discussion or one graded/guided discussion. • Students will listen and take notes. • Students will give a presentation.


3rdQuarter(45Days)

Resources:Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ThingsFallApart/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresources


SEs) Reading Grammar Writing Vocabulary

1st:Jan3-11(7days)

Novel:ThingsFallApartby:ChinuaAchebeUnit:4GenreFocus:DramaTheme:ThePowerofLoveReading:introp.682-83&p.686,RomeoandJulietp.696

*understandthecharacteristicsofdifferenttypesofdrama*identifyandexploreliteraryelementsofdrama*makeconnectionsthroughperformance*understandcharacteristicsofShakespeareantheatre8connecthistoricalcontexttoliterature

GreekandLatinRootsPartIII:Ben/cord/anim/mal/sequi,sec/cur,cour/grad/ambl,ambul

1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26

2nd:Jan16-19(4days)


*recognizeandanalyzethedramaticuseofafoil*summarizetoimprovecomprehension*performoralinterpretationsofliterarytexts*improvecomprehensionbyrereadingandnotetaking*appreciatetheimagescreatedbyvividlanguage



3rd:Jan22-26(5days)


*Understand,identifyandanalyzefigurativelanguageindrama*establishapurposeforreading*makeinferencesaboutcharacters*useacharacter’sactionsandstatementstoinferpersonalitytraits

Review:Languageusage:usingcorrectverbtensesp.812Focus:Killgallonsentencecomposition



4th:Jan29-Feb2(5days)


*Monitorcomprehensionthroughsummarizing,rereadingandquestioning*usedescriptivedetailstoelaborategeneralstatements*practicetechniquesoforalinterpretationsinreader’stheatre*compareandcontrastscenes*analyzetone8identifyandanalyzemonologues,soliloquies,andasides

LiteraryAnalysisEssayAnalyzingDrama:p.926*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



5th:Feb5-9(5days)

Novel:ThingsFallApartby:ChinuaAchebeUnit:4GenreFocus:DramaTheme:AwkwardEncountersReading:introp.820-21,TheBearp.822

*readandrespondcriticallytodifferenttypesofliterature*analyzedramaticelementssuchasstagedirections,dialogue,irony,andtone*readtoappreciateauthor’scraft*recognizecharacteristicsofafarce*analyzedialogue*analyzecauseandeffectrelationships

Review:Languageusage:usingcorrectverbtensesp.812Focus:KillgallonsentencecompositionTestPrepandPractice:p.938Review:Coherence:Usingtransitionalexpressionsp.1087Focus:KillgallonsentencecompositionTestPrepandPracticep.1106

AnAPStyleTimedEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughall




3rdQuarter(45Days)

Resources:Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ThingsFallApart/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresources


SEs)

6th:Feb12-16(5days)

Novel:ThingsFallApartby:ChinuaAchebeUnit:5GenreFocus:EpicsandMythsTheme:JourneysReading:introp.945-949/TheWeddingfromtheRamayana/TheOdysseyp.960

*understandcharacteristicsofepicsandmyths*identifyandexploretheliteraryelementsofepicsandmyths*recognizerecurringcharactertypesinliterature*recognizetheimportanceofcharacter’sessentialqualities*compareworksthatexpressauniversaltheme*researchoralliterature

stepsoftheprocesstoafinaldraftforscoring



7th:Feb20-23(4days)

Novel:ThingsFallApartby:ChinuaAchebeUnit:5GenreFocus:EpicsandMythsTheme:JourneysReading:introp.945-949/TheWeddingfromtheRamayana/TheOdysseyp.960

*understandtheepicandtheepichero*analyzefigurativelanguage*identifyauthor’spurpose*evaluatetheepichero*understandspatialorder**identifycauseandeffectrelationships*understandforeshadowing*identifypersonification*identifysequenceofevents*analyzeconflict*understandproblem-solvingstrategies*makeaconnectionswithliterarycharacters



8th:Feb26-Mar2(5days)

Novel:ThingsFallApartby:ChinuaAchebeUnit:5GenreFocus:EpicsandMythsTheme:JourneysReading:TheHobbitp.1048

*analyzeimplicitrelationships,suchascompareandcontrastrelationships*relatetotextthroughthegraphicnovel*



9th:Mar5-9(5days)

Novel:ThingsFallApartby:ChinuaAchebeUnit:5GenreFocus:EpicsandMythsTheme:ArchetypesReading:TheFenrisWolfp.1067

*understandandidentifycharacteristicsofmyth*recognizeandinterpretimportantsymbols*recognizeandanalyzeplotpatternarchetypes*usepre-readingstrategiessuchaspredicting*makeconnectionsacrosstexts*analyzemythologicalcharacters

ResearchPaper:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring




Darul Arqam North Zone

English I Pre-AP (2017-2017) Assurances

Semester 2, Quarter 4

• Students will use a flexible range of metacognitive reading skills to understand an author’s message and will reflect on understanding to monitor comprehension. • Students will apply earlier standards with greater depth in increasingly more complex texts to become self-directed and critical readers. • Students will make complex inferences about text and use textual evidence to support understanding. • Students will read and analyze at least one novel or major work. • Students will read from various genres including nonfiction and persuasive pieces and a speech, with an emphasis on media literacy and persuasion / rhetoric. • Students will continue to emphasize literary elements but will focus on persuasive techniques. • Students will analyze nonfiction: analyze pieces for bias and credibility of evidence; differentiate between substantiate and unsubstantiated opinions; and

analyze for clarity of objective. • Students will build vocabulary through direct word study from the district’s Greek and Latin roots list and through word study from literary sources in

conjunction with class reading. • Students will describe the origins and meanings of foreign words or phrases used frequently in written English. • Students will utilize the various steps of the writing process to create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one response to literature using textual evidence to support ideas. • Students will write a persuasive essay. • Students will produce a multimedia presentation. • Students will write a work-related document. • Students will write one timed AP-style essay. • Students will strengthen sentence skills with Killgallon Sentence Composing exercises. • Students will understand and use the conventions of academic language when speaking and writing. • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. • Students will critique the on-going research process to improve the product. • Students will use comprehension skills to listen attentively to others. • Students will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate in at least one Socratic discussion or one graded/guided discussion. • Students will evaluate the effectiveness of a speech. • Students will give a presentation.


4thQuarter(47Days)

Week Unit/Lesson LearningObjectives ReportingCategories(TEKSSEs)

Reading Grammar Writing Vocabulary

1st:Mar19-23(5days)

Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:OurWorldandBeyondp.1121Reading:BuyJupiterp.1116/HistoricalPerspective:2001:ASpaceOdysseyp.1138

*interpreteventsandcharacters’responsesto*setapurposeforreadingbasedonauthor’spurpose*analyzeanauthor’suseofdescription*recognizeandinterpretimageryandfigurativelanguage,suchasmetaphor,simile,andpersonification

GreekandLatinRootsPartIV:Cogn/soph/nomen/onym/matr/part/fil/gen/magn/maxim/min/micro/mega


2nd:Mar26-29(4days)

Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:OurWorldandBeyondp.1121Reading:TheRuleofNamesp.1150/TheGoldenKite,theSilverWind

*examinerelationshipsbetweenauthor’sstyle,literaryform,andintendedimpactonthereader*identifyandanalyzeauthor’suseofhumor*analyzesensorydetails*understandauthor’suseofdialect*identifyallegory*identifyamoral



3rd:Apr2-6(5days)

Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:RevealingtheConcealedReading:StyleandTonep.1189/TheMysteryoftheHunter’sLodgep.1193

*understandandanalyzeavarietyofliterarytexts*examinetherelationshipsbetweenanauthor’sstyle,literaryform,andintendedimpactonthereader*identifytheeffectofartisticelementswithinatextsuchasstyleandwordchoice



4th:Apr9-13(5days)

Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:RevealingtheConcealedReading:LostApesoftheCongop.1224/

*identifyandanalyzecharactermotivation*analyzedetails*understandauthor’sstyle*analyzeandevaluatelogicanduseofevidenceinawriter’sargument*evaluateawriter’sargumentordefenseofaclaimbyevaluatingthecomprehensivenessofevidence

Editorial:SupportinganOpinionPaper:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



5th:Apr16-20(5days)

Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:RevealingtheConcealedReading:TheRedHeadedLeaguep.1229

*Makeinferencesaboutcharacters*understandtheuseofforeshadowing

Review:Languageusage:usingcorrectverbtenses/8partsofspeech/YearlyReviewFocus:KillgallonsentencecompositionTestPrepandPractice:p.938Review:Coherence:Usingtransitionalexpressionsp.1087Focus:KillgallonsentencecompositionTestPrepandPracticep.1106

AnAPStyleTimedEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*producea




4thQuarter(47Days)

Week Unit/Lesson LearningObjectives ReportingCategories(TEKSSEs)

6th:April23-27(5days)

Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:RevealingtheConcealedReading:TheStolenCigarCasep.1248

*recognizeandinterpretparody*recognizeauthor’spurpose*previewatexttoimprovecomprehension



7th:Apr30-May4(5days)

Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:Fiction


pieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



8th:May7-11(5days)





9th:May14-18(5days)



Portfolio-*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring



10thMay21-24

Graduation

darul arqam north zone english i pre-ap (2017-18 ... · novel: to kill a mockingbird unit: the...

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