english 1 v. 2016
TRANSCRIPT
2015 - 2016
English 1This English 1 course concentrates on developing reading, writing, speaking, listening, and study skills necessary for college. Students read and respond to various genres of literature (short story, novel, drama, mythology, and poetry) and informational texts through writing, oral discussions, projects, research, and presentations. Emphasis is placed throughout all studies on fostering skills in expository, persuasive, and narrative writing based on an analysis and interpretation of the fiction and nonfiction selections read. Learning, reviewing, and applying the Conventions of Standard English grammar and MLA writing style are integrated into this writing process. In order to pass this course, students must complete a research project that demonstrates proficiency in critical thinking, analysis, and writing skills learned and practiced throughout the year. Assessments include a variety of writing responses, quizzes, tests, projects, oral presentations, homework, and class participation.
Course Information:
Frequency & Duration: Daily for 42 minutes; year-long courseText: Elements of Fiction, Third Course. Ed. Laura Wood. New York: Holt, Rinehart and Winston, 2005. Print.Lowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print.Zindel, Paul. The Pigman. New York: Bantam, 1968. Print.
English 1 v. 2015 - 2016Unit 1: The Writing Process Duration: August/ September (6 weeks)
Writing/Speaking/Listening Grammar Fiction/Nonfiction
Content
Writing as a means of documenting thinking
Expository writing format and style
Narrative writing, format and style
Oral presentation verbal and nonverbal techniques and skills
Variation and clarity of sentence structure
Grade appropriate Standard English conventions in narrative writing
Development of theme in fiction Development of characters in
fiction Development, use, and structure
of plot in fiction Gathering evidence to support an
opinion Close reading techniques Enhancement of critical thinking
by comprehension
Essential Question:
To what extent does the writing process contribute to the quality of writing?
How does a writer create narrative and informational pieces that respond to topic, purpose and audience?
What role does writing play in our lives?
How does productive oral communication rely on speaking and listening?
How do we develop into effective writers?
How do we develop into effective writers?
How does interaction with text provoke thinking and response?
Skill: Develop real or imagined experiences or events in narrative writing.
Establish a conflict or complication in narrative writing.
Select and develop a point of view in narrative writing.
Introduce a narrator and/or
Demonstrate a grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in narrative writing.
Apply conventions of correct sentence formation in narrative writing.
Determine a theme or central idea of a text and analyze in detail its development in the text.
Cite textual evidence to support analysis and draw conclusions about an idea presented in the text (i.e.; utopia).
Analyze how characters develop 1
English 1 v. 2015 - 2016characters in narrative writing.
Use precise words and phrases in narrative writing.
Include details in narrative writing.
Apply sensory language to convey a vivid picture of the experiences, events, settings, and/or characters to narrative writing.
Provide a satisfactory conclusion that reflects on what is experienced, observed, or resolved in narrative writing.
Use narrative techniques such as dialogue, description, reflection, events, and characters in narrative writing.
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 in narrative writing.
Use active verbs in narrative writing.
Establish a clear topic or thesis with a judgment and criteria to guide organization and development of topic in creating an informative/expository text.
Write with a sharp, distinct focus identifying task and audience.
Evaluate a speaker’s perspective while critically listening.
Ensure presentation is appropriate to task.
Use effective delivery techniques of volume, pace, eye contact, enunciation, reflection, and meaningful gestures in an oral
Demonstrate a grade-appropriate command of conventions of Standard English grammar and usage when speaking.
Identify the 8 parts of speech and their usage.
Use descriptive adjectives to modify and clarify ideas.
Use active verbs in correct form. Use correct punctuation in writing
dialogue.
over the course of a text. Describe, analyze, and evaluate
how an author structures plot to clarify and advance the action of a narrative.
Determine how dialogue can develop character and plot.
Develop close reading skills by making predictions, looking for evidence, and drawing conclusions to help with close reading.
Use contextual clues to determine meaning of euphemisms essential to the understanding of the text.
Read and comprehend literary fiction on grade level, reading independently and proficiently.
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English 1 v. 2015 - 2016presentation.
Adapt an oral presentation to a variety of tasks.
Use technology, including the internet, to produce, publish, and update individual writing products
Cite strong, textual evidence to support an analysis.
Use of active verbs.
Assessment:
Creation and publication following the writing process of an autobiographical narrative based on a past memory that establishes a conflict, introduces a narrator and characters, has a reflective conclusion, and uses dialogue, details, and sensory language and demonstrates grade-appropriate command of the conventions of Standard English grammar, usage, capitalization, punctuation, and spelling, and sentence structure
Creation and publication following the writing process of an expository paragraph with clearly defined purpose and support based on the qualities of a utopia found in the novel.
Effective and clear participation in a collaborative discussion of memories and their significance based on critical listening
Peer evaluation of a student’s oral presentation
Oral presentation of autobiographical memory with visual aid
Creation and publication following the writing process of an autobiographical narrative based on a past memory that establishes a conflict, introduces a narrator and characters, has a reflective conclusion, and uses dialogue, details, and sensory language and demonstrates grade-appropriate command of the conventions of Standard English grammar, usage, capitalization, punctuation, and spelling, and sentence structure
Oral presentation of autobiographical memory with visual aid that demonstrates the conventions of Standard English grammar.
Objective/Subjective Evaluation based on character, plot, and theme
Objective quizzes on parts of speech and sentence structure
Objective/Subjective Evaluation based on character, plot, and theme
Creation and publication following the writing process of an autobiographical narrative based on a past memory that establishes a conflict, introduces a narrator, develops characters, has a reflective conclusion, and uses dialogue, details, and sensory language and demonstrates grade-appropriate command of the conventions of Standard English grammar, usage, capitalization, punctuation, and spelling, and sentence structure
Oral presentation of autobiographical memory with visual aid that demonstrates an understanding of symbolism
Analysis of a utopian society with textual evidence from the The Giver Worksheet
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English 1 v. 2015 - 2016 Responses to writing prompts
based on ideas established in reading selections in expository and argumentative/ persuasive formats in short time frames.
Analysis of a utopian society with textual evidence from the The Giver with a clearly stated topic and criteria that is supported with evidence from the novel
Resources:
Narrative Writing Assignment Procedure and Rubric
Memory Pre-writing worksheet Narrative Writing Assignment
Model TJHS Manuscript Format (MLA
based) Public Speaking Cues on Voice,
Rate/Pace, Articulation, Eye Contact, and Meaningful Gestures
Oral Presentation Rubric Peer Evaluation Checklist A Utopia Worksheet for citing
textual evidence of the novel’s proposed solutions to society’s problems.
Expository Writing Assignment Procedure and Rubric
Teacher generated Grammar Resources (on parts of speech and sentence structure)
The Giver Lois Lowry A Utopia Worksheet for citing
textual evidence of the novel’s proposed solutions to society’s problems
Optional: Capote, Truman. “A Christmas Memory.” (autobiographical story)
Review worksheets to prepare for unit assessment on concepts learned
Teacher generated worksheets/ exercises on creation and attention-getting opening, catchy and reflective title, public speaking techniques, brainstorming graphic organizer, and understanding euphemisms
Standards: CC.1.4.9-10. A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.CC.1.4.9-10.B Write with a sharp, distinct focus identifying topic, task, and audience.CC.1.4.9-10.C Develop and analyze
CC.1.4.9-10.F Analyze how words and phrases shape meaning and tone in texts. C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9-10.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC. 1.3.9-10 A Determine a central idea of a text and analyze its development overthe course of the text, includinghow it emerges and is shaped and refined by specific details; provide an objective summary of the text.L.F.1.1.2, L.F.1.3.1; L.F.1.3.2CC.1.3.9-10.B Cite strong and
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English 1 v. 2015 - 2016the 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 .C.E.1.1.2CC.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.C.E.1.1.3; C.E.1.1.5CC.1.4.9–10.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC. 1.4.9-10.M Write narratives to develop real or imagined experiences or events.CC.1.4.9-10.N Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters.CC.1.4.9-10.O Use narrative techniques such as dialogue, description, reflection,multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory
through textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.L.F.1.1.1; L.F.1.3.1; L.F.2.1.1; L.F.2.1.2C.C.1.3.9-10 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.L.F. 1.1.3; L.F.2.3.1; L.F.2.3.4
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English 1 v. 2015 - 2016language to convey a vivid picture of the experiences, events, settings, and/or characters.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.1.5.9-10.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.CC.1.5.9-20.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidenceCC.1.5.9-20.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. E Adapt a speech to a variety of contexts and tasks.CC.1.5.9-10.G Demonstrate command of the conventions of standard English when speaking based on Grades 9-10 level and content.
Comments:
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English 1 v. 2015 - 2016
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English 1 v. 2015 - 2016Unit 2: Short Story/ Expository – Informative Writing Duration: September/ October (4 weeks)
Writing/Speaking/Listening Grammar Fiction/Nonfiction
Content
Writing as a means of documenting thinking
Expository writing format, style and structure
Variation and clarity of proper sentence structure
Collaborative discussions on grade level topics, texts, and issues
Use of evidence and support of a topic, opinion, or judgment
Grade appropriate Standard English conventions in expository writing
Stylistic devices in fiction and nonfiction
Development of characters in fiction Development, use, and structure of
plot in fiction Central ideas of texts and their
development Making predictions based on
character and plot Authors’ influences in life and impact
on writing Definition and identification of basic
elements of literature in a work of fiction
Close reading techniques
Essential Question:
To what extent does the writing process contribute to the quality of writing?
How does a writer create informational and persuasive pieces that respond to topic, purpose and audience?
What role does writing play in our lives?
How does productive oral communication rely on speaking and listening?
How do we develop into effective writers?
How do we develop into effective writers?
How does interaction with text provoke thinking and response?
Skill: Establish a clear topic or thesis
with a judgment and criteria to guide organization and
Demonstrate a grade-appropriate command of conventions of Standard English grammar, usage,
Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and
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English 1 v. 2015 - 2016development of topic in creating an informative/explanatory text.
Write with a sharp, distinct focus identifying task and audience.
Draw evidence from literary or informational texts to support analysis and reflection.
Examine and convey complex ideas, concepts, and information clearly and accurately.
Analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and structure examples appropriate to the audience and subject.
Use parallel structure to clarify ideas.
Organize ideas logically to make important connections and distinctions in informative / expository writing.
Follow organizational principles that develop a criterion for the paper’s judgment that includes lead-ins, evidence, and explanations for each criterion.
Construct responses in a clear organizational format that includes an introduction, textual or support, and a conclusion.
Use transitional words to move clearly from one idea to the next.
Use precise language and domain-specific vocabulary to manage the presentation of the topics, its supports, and ideas.
Establish and maintain a formal style and language and an objective tone in the
capitalization, punctuation, and spelling in narrative writing.
Apply conventions of correct sentence structure in expository writing.
Use a variety of sentence structures.
Review commonly misspelled words in students’ writing and apply accurate spelling to all writing in class.
Use correct punctuation in compound sentences.
Use select vocabulary from text correctly in speaking and writing.
Apply quotation marks accurately in direct quotes.
Capitalize titles of compositions correctly.
evaluate) to the reading of the short stories selected.
Analyze how characters develop over the course of a text.
Identify, describe, analyze, and evaluate the various components of a plot construction (exposition, incentive moment, rising action, climax, falling action, and resolution) and how an author structures plot to clarify and advance the action of a text.
Make predictions based on plot and character.
Apply appropriate strategies to analyze, interpret and evaluate how an author unfolds an analysis or series of ideas or events.
Analyze the setting (time, place, mood/environment) and its contributions in developing plot, and theme.
Analyze various accounts of a subject told in different mediums.
Determine traits of characters using direct and indirect methods of characterization.
Determine types of characters as static or dynamic and round or flat.
Analyze authors’ biographies and their lives’ impacts on their writing.
Determine a central idea of a text and analyze in detail its development over the course of a text.
Analyze title’s proposed question on the lady or the tiger, using rhetoric and evidence from text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on
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English 1 v. 2015 - 2016informative/expository writing.
Follow the writing process of prewriting, drafting, revising, editing, and publishing.
Apply new vocabulary to writing.Create a title for a composition that is original/unique, catches the reader’s attention, reflects the content of the writing, and is correctly punctuated.
an author’s explicit assumptions and beliefs about a subject.
Determine word meaning based on grade-level reading and content.
Apply meaning and usage of select vocabulary to understanding of reading selections.
Identify and determine how the use of irony, flashback, conflict, and foreshadowing as elements of fiction in stories enhance the story.
Determine resources to aid in making decisions.
Support Poe’s definition of a short story with details and examples from selected short stories read.
Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.
Read and comprehend literary fiction on grade level, reading independently and proficiently.
Assessment:
Writing and publication following the writing process of comparison/contrast paper on philosophies of animal feelings and behaviors based on “The Most Dangerous Game,” “ Dog Star,” and “Can Animals Think?”.
Peer evaluation of a student’s writing
Writing and publication following the writing process of the analysis of character and prediction of actions The Lady, or the Tiger?”)
Writing and publication following the writing process of central
Sentence construction that demonstrates understanding of usage and meaning of select vocabulary and correct punctuation
Variety of writing assignments with evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement)
Vocabulary sentences correctly written and avoiding fragments, run-ons, and comma splices
Objective/Subjective evaluation based on character, plot, and theme
Vocabulary quizzes based on meaning, usage, and application in sentences with contextual clues
Sentence writing that demonstrates an understanding of vocabulary usage and meaning
Reading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections read
Teacher generated worksheets and application exercises on conflict, foreshadowing, flashback, suspense, and three types of iron.
Reading guides for each selection
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English 1 v. 2015 - 2016idea of text and personal evidence of ideas’ validity
Class debate on the lady or the tiger, using rhetoric and evidence from text
Writing and publication following the writing process of a poem using figurative language and plot to convey the feeling of guilt and correct conventions of Standard English.
Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skills
read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas
Resources: Expository Writing Assignment, Procedures, Prewriting worksheets, and Rubrics
Expository Writing Assignment Models
TJHS Manuscript Format (MLA based)
“Forgive My Guilt” Poem Model Sample poems Sample vocabulary compound
sentences
Sample Vocabulary compound sentences with correct punctuation
Commonly Misspelled/Misused Words List
Teacher generated worksheets Exercises on dependent and
independent clauses and compound and complex sentences and their punctuation
Teacher generated worksheets on dependent and independent clauses, compound and complex sentences and their format and punctuation
Elements of Literature, third course (Holt, Rinehart and Winston) short story selections that can include:
1. Connell, Richard. “The Most Dangerous Game” (short story)
2. Clarke, Arthur. “Dog Star” (short story)
3. Linden, Eugene. “Can Animals Think?” (magazine article)
4. Stockton, Frank. “The Lady, or the Tiger?” (short story)
5. Sunwon, Hwang. “Cranes” (short story)
6. Collier, Eugene. “Marigolds” (short story)
7. Coffin, Robert P. Tristram. “Forgive My Guilt” (poem)
8. Author biographies Optional videos that can include:
1. “The Most Dangerous Game”2. “The Lady, or the Tiger?”3. Beyond the Reach (modern
adaptation of “The Most Dangerous Game”)
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English 1 v. 2015 - 2016 Optional powerpoint that can
include:1. Direct and indirect
characterization Teacher generated reading guides
for selected short stories to aid in comprehension, summarizing, drawing conclusions, and determining main ideas
Teacher generated worksheets/ activities to define, apply, and analyze conflict, suspense, foreshadowing, irony, plot construction, direct and indirect characterization, and types of characters
Crossword puzzles and other practice sheets for vocabulary definition and usage
Various contemporary song selections that demonstrate examples of ironyReview sheets to prepare for unit assessments on concepts studied
Standards: CC.1.4.9-10.ACC.1.4.9-10.B.C.E.1.1.1CC.1.4.9-10.CC.E.1.1.2CC.1.4.9-10.D.C.E.1.1.3; C.E.1.1.5CC.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.C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6 ;C.E.2.1.7CC.1.4.9–10.F C.E.1.1.5; C.E.3.1.1;
CC.1.4.9-10.DC.E.1.1.5CC.1.4.9-10.FCC.1.5.9-10.G Demonstrate command of th conventions of Standard English when speaking based on Grades 9-10 level and content
CC.1.2.9–10.A Determine a central idea of a text and analyze 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. L.N.1.3.1; L.N.1.3.2; L.N.2.3.3CC.1.2.9–10.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. L.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.1.2.9–10.F Analyze how words and phrases shape meaning and tone in
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English 1 v. 2015 - 2016C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9–10.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. C.P.1.1.5; C.P.3.1.1; C.P.3.1.2 ;C.P.3.1.3 ; C.P.3.1.4; C.P.3.1.5CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.CC.1.4.9–10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.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.CC.1.5.9-10 ACC.1.5.9-10.G
texts. L.N.1.1.4CC.1.2.9–10.G Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.L.N.2.2.3CC.1.3.9-10.ACC.1.3.9–10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. L.F.1.1.3; L.F.2.3.1; L.F.2.3.4CC.1.3.9–10.E Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create an effect.L.F.1.1.3; L.F.2.3.2; L.F.2.3.3; L.F.2.5.3CC.1.3.9–10.F Analyze how words and phrases shape meaning and tone in texts. L.F.2.3.5; L.F.2.5.1CC.1.3.9–10.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.L.F.2.2.2; L.F.2.4.1CC.1.3.9–10.I 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.L.F.1.2.1 ;L.F.1.2.2; L.F.1.2.3; L.F.1.2.4CC.1.3.9–10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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English 1 v. 2015 - 2016L.F.1.2.1; L.F.1.2.2; L.F.1.2.3; L.F.1.2.4CC.1.3.9-10.K Read and comprehend literary fiction on grade level, reading independently and proficiently.
Comments:
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English 1 v. 2015 - 2016Unit 3: Short Story/Expository-Informative Writing/Persuasive Writing Duration: October/ November (6 weeks)
Writing/Speaking/Listening Grammar Fiction/Nonfiction
Content
Writing as a means of documenting thinking
Expository writing format, style, and structure
Persuasive/Argumentative writing format, style, and structure
Oral presentation verbal and nonverbal techniques and skills
Variation and clarity of sentence structure
Use of evidence and support of a topic, opinion, or judgment
Collaborative discussions on grade level topics, texts, and issues
Research to answer a question Use of parallel structure to clarify
ideas Creation of vivid images through
figurative language Citation format
Grade appropriate Standard English conventions in expository writing.
Pronoun/antecedent agreement
Stylistic devices in fiction and nonfiction
Development and determination of theme in a fictional selection.
Identification, development, and useof point of view in a reading selection
Central ideas of texts and their development
Identification and use of symbolism and figurative language in fiction and nonfiction
Use of setting as symbols Making predictions based on
character and plot Authors’ influences in life and impact
on writing Determination of mood and tone Impact of point of view in a narrative
Essential Question:
How do we use information gained through research to expand knowledge?
To what extent does the writing process contribute to the quality of writing?
How does a writer create informational and persuasive pieces that respond to topic, purpose and audience?
What role does writing play in our lives?
How does productive oral
How do we develop into effective writers?
How does interaction with text provoke thinking and response?
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English 1 v. 2015 - 2016communication rely on speaking and listening?
How do we develop into effective writers?
Skill: Establish a clear topic or thesis with a judgment and criteria to guide organization and development of topic in creating an informative/explanatory text.
Write with a sharp, distinct focus identifying task and audience.
Draw evidence from literary or informational texts to support analysis and reflection.
Examine and convey complex ideas, concepts, and information clearly and accurately.
Analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and structure examples appropriate to the audience and subject.
Analyze format of a critical analysis for format, organization, and content.
Organize ideas logically to make important connections and distinctions in informative/ explanatory writing.
Use formatting when helpful to aid in comprehension.
Follow organizational principles that develop a criterion for the paper’s judgment that includes lead-ins, evidence, and explanations for each criterion.
Construct responses in a clear
Demonstrate a grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository and persuasive writing.
Apply conventions of correct sentence structure in expository and argumentative/persuasive writing.
Use a variety of sentence structure.
Recognize and correct inappropriate use of pronouns and antecedent agreement.
Determine an author’s point of view and analyze its impact on the meaning of the reading selection based on information disclosed, interpretation by the reader, development of character, and subjective versus objective information provided.
Analyze how elements of fiction in a story help to determine the mood and tone.
Analyze in detail how an author’s ideas or claims are developed by examining the means of presentation through narration, dialogue, sentences, and paragraphs.
Analyze the author’s choice in structuring a text, ordering the events, and using time effect the story.
Make predictions based on plot, character, setting, mood, and tone.
Analyze how an author draws on and transforms themes, topics, character types, and other elements of fiction in a specific story.
Generate research questions based on content and plot.
Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events.
Analyze various accounts of a subject told in different mediums.
Determine traits of characters and
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English 1 v. 2015 - 2016organizational format that includes an introduction, textual or support, and a conclusion.
Use transitional words to move clearly from one idea to the next.
Use precise language and domain-specific vocabulary to manage the presentation of the topics, its supports, and ideas.
Establish and maintain a formal style and language and an objective tone in the informative/expository writing.
Follow the writing process of prewriting, drafting, revising, editing, and publishing.
Apply new vocabulary to writing. Use parallelism to clarify ideas. Write in a formal style tone in
expository writing and argumentative writing.
Respond to writing prompts based on ideas established in reading selections in expository and argumentative/persuasive formats in short time frames.
Apply knowledge of figurative language, theme, point of view, and symbolism to creating a poem based on the theme of guilt found in “The Scarlet Ibis.”
Use technology to produce and publish writing.
Use technology to conduct a short research project that demonstrates an understanding of the subject under investigation and provide information that will enhance understanding of a reading selection.
Evaluate a speaker’s perspective
types of characters using direct and indirect methods of characterization.
Identify and analyze how figurative language, imagery, allusion, and symbolism enhance a story’s telling and create a more vivid picture.
Analyze authors’ biographies and how their lives impact on their writing.
Determine a central idea of a text and analyze in detail its development over the course of a text.
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.
Determine word meaning based on grade-level reading and content.
Apply meaning and usage of select vocabulary to understanding of reading selections
Identify and trace Poe’s idea of single effect and its effect on a short story
Support Poe’s definition of a short story with details and examples from selected short stories read.
Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.
Read and comprehend literary fiction on grade level, reading independently and proficiently.
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English 1 v. 2015 - 2016while critically listening.
Ensure presentation is appropriate to task.
Adapt an oral presentation to a variety of tasks.
Use technology, including the internet, to produce, publish, and update individual writing products
Demonstrate command of the conventions of Standard English when speaking based on Grades 9-10 level and content.
Make use of digital media in presentations to add interest and enhance understanding of findings and reasoning.
Cite a quote from a short story accurately.
Assessment:
Writing and publishing following the writing process that can include:
1. A critical analysis based on the development of theme in one of the short stories read in this unit
2. A character analysis based on the characterization of a character in one of the short stories read in this unit
3. A critical analysis based on the development of single effect in
“The Cask of Amontillado”4. A persuasive paper on own
opinion and opinions of other writers on the death of Edgar Allan Poe
Class cooperative writing of poster that demonstrates an understanding of an element of fiction in “The Cask of Amontillado,” its contribution to
Sentence construction that demonstrates understanding of usage and meaning of select vocabulary and correct punctuation
Variety of writing assignments that uses grade appropriate Standard English conventions, sentence structure variety, pronoun-antecedent agreement, and verb tense consistency
Class cooperative writing in a poster that demonstrates grade appropriate Standard English conventions, sentence structure variety, pronoun-antecedent agreement, and verb tense consistency
Teacher generated worksheets for application practice of pronoun/antecedent agreement
Objective/Subjective Evaluation based on character, plot, and theme
Vocabulary quizzes based on meaning, usage, and application
Sentence writing that demonstrates an understanding of vocabulary usage and meaning
Reading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections read
Reading guides for each selected short stories to aid in comprehension, summarizing, drawing conclusions, and determining main ideas.
Graphic organizers to determine use of elements of fiction to create a single effect
Creation of a poster that identifies various elements of fiction found in “The Cask of Amontillado” and creates a symbolic representation of that element
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English 1 v. 2015 - 2016the creation of a single effect, and symbolism as well as correct writing skills
Write and publish following the writing process of
Peer evaluation of a student’s writing
Presentation to class researched findings of components in “The Cask of Amontillado” as background information for the understanding of the reading selection and use of symbolism.
Responses to prompts based on ideas established in reading selections using expository and argumentative/ persuasive formats and skills learned and practiced in short time frames.
Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skillsOriginal examples of metaphor, simile, and personification
Research of basic components of setting, plot, and character that will aid in understanding of the reading selection “The Cask of Amontillado
Teacher generated worksheets/ activities to define, apply, and analyze point of view, literal and figurative language, simile/ metaphor/personification, denotation and connotation, dialect, dialogue, character types (round/flat/ static/dynamic), objective and subjective, implicit and explicit themes, symbolism, and single effect
Presentation to class of researched findings on components in “The Cask of Amontillado” as background information for the understanding of the reading selection and use of symbolism
Resources: Expository Writing Assignment Procedures, Guided Prewriting Worksheets, Rubrics Assignment Models
TJHS Manuscript Format (MLA based)
Single effect graphic organizer Vocabulary flashcards Various theme songs from popular
television shows Aesop’s Fables Models Single Effect Posters Powerpoint on critical analysis
components and definitions and
Sample Vocabulary compound sentences with correct punctuation
Elements of Literature, third course (Holt, Rinehart and Winston) short story selections that can include:
1. Hurst, James. “The Scarlet Ibis”2. Poe, Edgar Allan. “The Cask of
Amontillado”3. O. Henry. “The Gift of the Magi”4. De Maupassant, Guy. “The
Necklace” Nonfiction selections that can
include:1. Silverman, Kenneth. “Poe’s Final
Days.” The New York Times2. “Rabies Death Theory.” The New
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English 1 v. 2015 - 2016examples (critical analysis, criteria, thesis statement, judgment, proof, citation format, thesis restatement, conclusions)
Teacher generated worksheets/ activities on parallelism practice, creating titles, copying and citing quotes, and self-editing writing
York Times.3. “If Only Poe Had Succeeded When
He Said Nevermore to Drink.” The New York Times.
4. Selections from Aesop’s Fables Reading guides for each selection
read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas.
“Optional videos that can include:1. “The Cask of Amontillado”2. “The Necklace”3. “The Gift of the Magi”
Vocabulary list and flashcards of words from reading selections
Various theme songs from popular television shows
Scieszka, Jon. The True Story of the Three Little Pigs. (youtube.com)
Optional powerpoints can include:1. Point of View2. Unlocking Theme
Teacher generated worksheets/ graphic organizers/activities to define, apply, and analyze point of view, literal and figurative language, simile/ metaphor/personification, denotation and connotation, dialect, dialogue, character types (round/flat/ static/dynamic), objective and subjective, implicit and explicit themes, symbolism, and single effectReview sheets to prepare for unit assessments on concepts studied
Standards: CC.1.4.9-10.ACC.1.4.9-10.B.CC.1.4.9-10.CC.E.1.1.2CC.1.4.9-10.D.C.E.1.1.3; C.E.1.1.5
CC.1.4.9-10.FCC.1.4.9-10.RCC.1.5.9-10.GCC.1.4.9–10.L
CC.1.2.9–10.A.L.N.1.3.1; L.N.1.3.2; L.N.2.3.3CC.1.2.9–10.B.L.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.C Apply appropriate strategies to analyze, interpret, and
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English 1 v. 2015 - 2016CC.1.4.9–10.EC.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6 ;C.E.2.1.7CC.1.4.9–10.F C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9–10.L. C.P.1.1.5; C.P.3.1.1; C.P.3.1.2; C.P.3.1.3 ;C.P.3.1.4; C.P.3.1.5CC.1.4.9–10.SCC.1.4.9–10.TCC.1.4.9–10.UCC.1.4.9–10.XCC.1.5.9-10.ACC.1.5.9-10.G
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.L.N.1.1.2; L.N.1.1.3CC.1.2.9–10.F.L.N.1.1.4CC.1.2.9–10.GL.N.2.2.3CC.1.3.9-10.ACC.1.3.9–10.CL.F.1.1.3; L.F.2.3.1; L.F.2.3.4CC.1.3.9–10.EL.F.1.1.3; L.F.2.3.2; L.F.2.3.3; L.F.2.5.3CC.1.3.9–10.F.L.F.2.3.5; L.F.2.5.1CC.1.3.9–10.HL.F.2.2.2; L.F.2.4.1CC.1.3.9–10.IL.F.1.2.1 ;L.F.1.2.2; L.F.1.2.3; L.F.1.2.4CC.1.3.9–10.JL.F.1.2.1; L.F.1.2.2; L.F.1.2.3; L.F.1.2.4
Comments:
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English 1 v. 2015 - 2016Unit 4: An Introduction to Mythology/Expository-Informative Writing Duration: December (4 weeks)
Writing/Speaking/Listening Grammar Fiction/Nonfiction
Content
Research to answer a question Use of transitions, parallel
structure, and topic sentences in multi-paragraph papers to clarify ideas
Writing as a means of documenting thinking
Expository writing format, style, and structure
Oral presentation verbal and nonverbal techniques and skills
Variation and clarity of sentence structure
Use of evidence and support of a topic, opinion, or judgment
Collaborative discussions on grade level topics, texts, and issuesCitation format
Grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository and persuasive writing.
Conventions of correct sentence structure in expository and argumentative/persuasive writing.
Variety of sentence structure. Use complex sentences and their
correct punctuation.
Stylistic devices in fiction and nonfiction
Development and determination of theme in a fictional selection.
Central ideas of texts and their development
Identification and use of symbolism and figurative language in mythology
Use of setting as symbols Making predictions based on
character and plot Determination of mood and tone Analysis of characteristics of a myth Relationship between myth and
historical period
Essential Question:
To what extent does the writing process contribute to the quality of writing?
How does a writer create informational and persuasive pieces that respond to topic, purpose and audience?
What role does writing play in our lives?
How does productive oral communication rely on speaking and listening?
How do we develop into effective writers?
How do we develop into effective writers?
How does interaction with text provoke thinking and response?
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English 1 v. 2015 - 2016Skill: Establish a clear topic or thesis
with a judgment and criteria to guide organization and development of topic in creating an informative/expository text.
Write with a sharp, distinct focus identifying task and audience.
Draw evidence from literary or informational texts to support analysis and reflection.
Examine and convey complex ideas, concepts, and information clearly and accurately.
Analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and structure examples appropriate to the audience and subject.
Organize ideas logically to make important connections and distinctions in informative/explanatory writing.
Use formatting when helpful to aid in comprehension.
Follow organizational principles that develop a criterion for the paper’s judgment that includes lead-ins, evidence, and explanations for each criterion.
Construct responses in a clear organizational format that includes an introduction, textual or support, and a conclusion.
Use transitional words to move clearly from one idea to the next.
Use precise language and domain-specific vocabulary to manage the presentation of the topics, its supports, and ideas.
Demonstrate a grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository writing.
Apply conventions of correct sentence structure in expository and argumentative/persuasive writing.
Use a variety of sentence structure.
Use complex sentences and their correct punctuation.
Follow basic spelling rules in writing for clarification.
Review parts of speech to aid in detecting writing errors.
Understand, identify, and discuss the characteristics and types of myths – explanatory and creation.
Analyze the way a myth relates to the themes, culture, and issues of its historical period.
Provide an objective summary of the myth, as a part or as a whole, giving key details.
Explain, describe, and analyze examples from the text that support the author’s intended purpose.
Identify and memorize the domains of the major Greek deities.
Identify and explain stated and implied main ideas and relevant supporting details.
Interpret the relationship between the theme and other components of the text.
Cite strong and thorough textual evidence to support analysis of generalizations and what the text says explicitly.
Compare, analyze, describe how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how words and phrases shape meaning and tone in text.
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatments.
Identify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, foreshadowing, flashback, imagery, allegory, and allusion in a myth.
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English 1 v. 2015 - 2016 Establish and maintain a formal
style and language and an objective tone in the informative/explanatory writing.
Follow the writing process of prewriting, drafting, revising, editing, and publishing.
Apply new vocabulary to writing. Use parallelism and topic
sentences to clarify ideas. Respond to writing prompts
based on ideas established in reading selections in expository and argumentative/persuasive formats in short time frames.
Compare and contrast creation myths from different cultures.
Find evidence and record and cite in proving cultural beliefs based on myths read.
Use technology to conduct a short research project that demonstrates an understanding of the subject under investigation and provides information that will enhance understanding of a reading selection.
Evaluate a speaker’s perspective while critically listening.
Ensure presentation is appropriate to task.
Adapt an oral presentation to a variety of tasks.
Use technology, including the internet, to produce, publish, and update individual writing products
Demonstrate command of the conventions of Standard English when speaking based on Grades 9-10 level and content.
Identify and apply a synonym or antonym of a word used in a myth.
Identify how a meaning of a word is changed when an affix is added.
Use contextual clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.
Draw conclusions about connotations of words.
Determine word meaning based on grade-level reading and content.
Apply meaning and usage of select vocabulary to understanding of reading selections.
Read and comprehend literary fiction on grade level, reading independently and proficiently.
Determine meanings of words based on Greek roots.
Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.
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English 1 v. 2015 - 2016 Make use of digital media in
presentations to add interest and enhance understanding of findings and reasoning.
Assessment:
Writing and publishing following the writing process a critical analysis thta develops a thesis (i.e., discussing the importance of fire to mankind) based on personal opinion and evidence provided by the early myths
Writing and publishing following the writing process an informative essay (e.g., why we study myths today)
Writing cooperatively as a class, a genealogy of the beginning of the world and deities according to Greek mythology
Peer evaluation of a student’s writing
Responses to writing prompts based on ideas established in reading selections using expository and argumentative/ persuasive formats and skills learned and practiced in short time frames.
Sentence writing that demonstrates clarity of ideas a s well as variety and correct structure and punctuationResponses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skills
Sentence construction that demonstrates understanding of usage and meaning of select vocabulary and correct punctuation
Variety of writing assignments with evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement)
Objective/Subjective evaluation based on character, plot, setting, and theme
Vocabulary quizzes based on meaning, usage, and application
Sentence writing that demonstrates an understanding of vocabulary usage and meaning
Reading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections read
Worksheets on conflict, foreshadowing, flashback and three types of ironyReading guides for each selection read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas
Resources: Expository Writing Assignment, Procedures, Rubrics, and
Sample Vocabulary compound sentences with correct
Sherman, Marilyn. Reading Literature. Orange Level. Evanston,
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English 1 v. 2015 - 2016Assignment Models
TJHS Manuscript Format (MLA based)
Character traits graphic organizer
punctuation IL: McDougal, Littell, 1990 selections that can include:1. Greek Myth – “The Beginning of a
World”2. Greek Myth-“The First Man”3. Greek Myth – “Pandora, the First
Woman”4. Greek Mythology Introduction5. “Pyramus and Thisbe” Myth
Teacher generated reading guides:1. An Introduction to Myths Reading
Guide2. “The Beginning of the World”
Reading Guide3. The First Man” Reading Guide
4. “Pandora, the First Woman” Reading Guide
Teacher generated worksheets that can include:1. Mythological terms2. The Value of Myths3. Recognizing Myths and Folktales4. Characteristics of Myths Handout5. “How the Greek Deities Came to
Be” Handout6. “Who’s Who on Mt. Olympus”
Handout7. “Additional Greek Mythological
Figures, Places, and Terms” Handout
8. “Recognizing Myths and Tales” Worksheet
9. Greek Deities, Figures, and Places Crossword Puzzle
Characteristics of Myths powerpoint Greek Mythology Viewing Guide:
Part I: “From Chaos to Cosmos” Greek Mythology Video – From
Chaos to Cosmos Lecture notes on historical
background myth
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English 1 v. 2015 - 2016 Vocabulary flashcards
Review sheets to prepare for unit assessments on concepts studied
Standards:
CC.1.4.9-10.ACC.1.4.9-10.BCC.1.4.9-10.CC.E.1.1.2CC.1.4.9-10.DC.E.1.1.3; C.E.1.1.5CC.1.4.9–10.EC.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6 ;C.E.2.1.7CC.1.4.9–10.FC.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9–10.L.C.P.1.1.5; C.P.3.1.1; C.P.3.1.2; C.P.3.1.3 ;C.P.3.1.4; C.P.3.1.5CC.1.4.9–10.SCC.1.4.9–10.TCC.1.4.9–10.UCC.1.4.9–10.XCC.1.5.9-10. ACC.1.5.9-10.G
CC.1.4.9-10.FCC.1.4.9-10.RCC.1.5.9-10.GCC.1.4.9–10.L
CC.1.2.9-10 BL.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.AL.N.1.3.1CC.1.2.9-10 BL.N.1.3.1; L.N.2.1.2CC.1.2.9-10.CCC.1.2.9-10.FL.N.1.1.4CC.1.2.9-10.GCC.1.3.9-10.ACC.1.3.9-10.BL.F.1.1.1.; L.F.1.3.1.; L.F.2.1.1.; L.F.2.1.2CC.1.3.9-10.C.CC.1.3.9-10.F.CC.1.3.9-10.G.L.F.2.2.3CC.1.3.9-10 I.CC.1.3.9-10.JCC.1.3.9-10.K. Read and comprehend literary fiction on grade level, reading independently and proficiently.
Comments:
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English 1 v. 2015 - 2016Unit 5: Greek Mythology: The Hero/Expository & Persuasive Writing/Midterm Examination Duration: January (4 weeks)
Writing/Speaking/Listening Grammar Fiction/Nonfiction
Content
Expository writing format, style, and structure
Persuasive writing format, style, and structure
Focus, content, style, and conventions working together to impact writing quality
Variation and clarity of sentence structure Use of transitions, parallel structure, and topic sentences in multi-paragraph papers to clarify ideas
Collaborative discussions on grade level topics, texts, and issues
Use of evidence and support of a topic, opinion, or judgment
Midterm Examination preparation
Proper writing conventions Variety in sentence structure Use of strong verbs and nouns Midterm Examination preparation
Development and determination of central ideas or themes of texts
Identification and use of symbolism and figurative language in mythology
Use of symbols Making predictions based on
character and plot Determination of mood and tone Analysis of characteristics of a myth Relationship between myth and
historical period Definition of a hero Midterm Examination preparation
Essential Question:
To what extent does the writing process contribute to the quality of writing?
How does a writer create informational and persuasive pieces that respond to topic, purpose and audience?
What role does writing play in our lives?
How does productive oral communication rely on speaking and listening?
How do we develop into effective writers?
What can we learn about different cultures’ values and beliefs in studying their myths, folktales, and legends?
How does interaction with text provoke thinking and response?
What is a hero?
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English 1 v. 2015 - 2016How do we develop into effective writers?
Skill: Establish a clear topic or thesis with a judgment and criteria to guide organization and development of topic in creating an informative/explanatory text.
Write with a sharp, distinct focus identifying task and audience.
Draw evidence from literary or informational texts to support analysis and reflection.
Examine and convey complex ideas, concepts, and information clearly and accurately.
Analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and structure examples appropriate to the audience and subject.
Organize ideas logically to make important connections and distinctions in informative/ explanatory writing.
Use formatting when helpful to aid in comprehension.
Follow organizational principles that develop a criterion for the paper’s judgment that includes lead-ins, evidence, and explanations for each criterion.
Demonstrate a grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository writing.
Apply conventions of correct sentence structure in expository and argumentative/persuasive writing.
Use a variety of sentence structure. Use complex sentences and their
correct punctuation. Follow basic spelling rules in
writing for clarification. Review parts of speech to aid in
detecting writing errors. Place commas correctly in
compound sentences.
Determine the theme of the heroic myth and analyze in detailits development in the myth.
Summarize the plot of the myth. Cite strong and thorough textual
evidence to support the heroic qualities of the Greek heroes studied.
Establish the qualities of a Greek hero based on myths read.
Analyze the heroic myth character’s development and interactions with other characters and how it advances the plot and helps develop the theme or message.
Analyze the subject in two artistic mediums determining similarities and differences.
Gather vocabulary knowledge that will help determine word meaning based on Greek mythology.
Analyze and evaluate author’s use of literary elements in the chosen myth.
Summarize, draw conclusions, and make generalizations about character and theme
Identify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, foreshadowing, flashback, imagery, allegory, and allusion in a myth.
Determine what can be learned about the values of the Greek culture by examining its heroes.
Cite evidence from the text that supports explicitly what the text’s message is.
Read and comprehend literary fiction on grade level, reading independently
29
English 1 v. 2015 - 2016 Construct responses in a clear
organizational format that includes an introduction, textual evidence or support, and a conclusion.
Use transitional words to move clearly from one idea to the next.
Use precise language and domain-specific vocabulary to manage the presentation of the topics, its supports, and ideas.
Establish and maintain a formal style and language and an objective tone in the informative/expository writing.
Follow the writing process of prewriting, drafting, revising, editing, and publishing.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Apply new vocabulary to writing.
Use parallelism and topic sentences to clarify ideas.
Develop an organizational format appropriate to mode and purpose that sustains writing in logical order.
Respond to writing prompts based on ideas established in reading selections in expository and argumentative/persuasive formats in short time frames.
Write a persuasive paper that has a thorough argument with relevant support using
and proficiently. Determine meanings of words based
on Greek roots. Apply techniques of good/close
reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.
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English 1 v. 2015 - 2016persuasive strategies and addressing opposing viewpoints.
Evaluate a speaker’s perspective while critically listening.
Ensure presentation is appropriate to task.
Adapt an oral presentation to a variety of tasks.
Use technology, including the internet, to produce, publish, and update individual writing products.
Demonstrate command of the conventions of Standard English when speaking based on Grades 9-10 level and content.
Make use of digital media in presentations to add interest and enhance understanding of findings and reasoning.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Present information, findings, and supporting evidence clearly, concisely, and logically so that listeners can follow the line of reasoning.
Make strategic use of digital media to add interest and enhance understanding.
Assessment:
Responses to Reading Guide questions that show proficiency in writing clearly,
Vocabulary quizzes to check knowledge of meaning and usage of select vocabulary and application
Objective/Subjective evaluation based on character, plot, setting, and theme
Vocabulary quizzes based on meaning,
31
English 1 v. 2015 - 2016with focus, precision, supportive evidence, and correct grammar skills
Responses to writing prompts based on ideas established in reading selections in expository and argumentative/persuasive formats in short time frames
Collaborative group poster that explains, using the writing process, a labor of the Greek hero Heracles, Heracles’ problem, solution, and heroic qualities demonstrated in the labor with addition of symbolic representation.
Peer evaluation of a student’s writing
Presentation of group’s findings on themes and heroic qualities demonstrated in a specifically assigned labor of Heracles
Writing and publishing following the writing process:1. A critical analysis proving
with supportive evidence from the reading selection that Perseus or Heracles are heroes based on selected hero qualities established in class
2. A persuasive essay that addresses an opinion (i.e., on the heroic status of Daedalus, the Greek architect) and opposing viewpoints
Sentences that demonstrate
to writing Application of vocabulary to writing
assignments and evaluated skills Demonstration of a grade-
appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository writing
Application of conventions of correct sentence structure in expository and argumentative/persuasive writing
Sentence construction that demonstrates understanding of usage and meaning of correct format and correct punctuation
Midterm Examination that assesses depth of knowledge in applying grammar skills covered during first semester of the course
usage, and application. Sentence writing that demonstrates
an understanding of vocabulary usage and meaning
Reading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections read
Reading guides for each selection read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas.
Poster that represents understanding of character, plot, and theme of one of Heracles labors
Midterm Examination that assesses depth of knowledge of literary concepts covered during first semester of the course
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English 1 v. 2015 - 2016an understanding of correct format and clarity of meaning.
Midterm Examination that assesses level of writing skills covered during first semester of the course
Resources: Heroic Qualities Powerpoint Model posters A critical analysis (i.e., A
Comparison of “Perseus Slays the Gorgon” reading selection and Clash of the Titans film interpretations of the myth)
Writing prompts Qualities of a Hero Expository
Writing Assignment (analysis), Peer Evaluation, Rubric, and Model
Midterm examination practice essays
Vocabulary lists Copy of students’ sentences to
correct for errors Midterm examination review sheets
on grammar emphasized first semester of the course
Elements of Literature, third course (Holt, Rinehart and Winston) nonfiction selections that can include:1. Douglas, Kirk. “Heroes with Solid
Feet”2. Stone, Oliver . “Where I Find My
Heroes” Heroic Qualities Powerpoint Sherman, Marilyn. Reading
Literature. Orange Level. Evanston, IL: McDougal, Littell, 1990 selections that can include:1. “Perseus Slays the Gorgon”
Reading Selection2. The Labors of Heracles” Reading
Selection3. “The Flight of Icarus” Reading
Selection Teacher generated reading guides:
1. “The Flight of Icarus” Reading Guide
2. “The Labors of Heracles” Reading Guide
3. “Perseus Slays the Gorgon” Reading Guide
Clash of the Titans DVDA Comparison of “Perseus Slays the
Gorgon” (reading selection) and Clash of the Titans interpretations of the myth.
Star ChartVocabulary ListsMidterm Examination Review Sheets and
Practices
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English 1 v. 2015 - 2016Fiction Literary Terms Sheet with terms
and definitions (based on Keystones Glossary) in preparation for Midterm Examination
Review sheets to prepare for unit assessments on concepts studied
Standards: CC.1.4.9-10.ACC.1.4.9-10.BCC.1.4.9-10.CCC.1.4.9-10.DCC.1.4.9-10.ECC.1.4.9-10.FC.E.1.1.5; C.E.3.1.1.; C.E.3.1.2.; C.E. 3.1.3.; C.E.3.1.4.; C.E.3.1.5CC.1.4.9-10.G Write arguments to support claims in an analysis of substantive topics.C.E.1.1.4; C.E.2.1.1.; C.E.2.1.2.; C.E.2.1.3.; C.E.2.1.4.; C.E.2.1.6.; C.E.2.1.7CC1.4.9-10.H Write with a sharp, distinct focus identifying topic, task, and audience.C.P 1.1.1.CC.1.4.9-10.I Distinguish the claims from alternate or opposing claims; develop claims(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 concernsC.P 1.1.2; C.P.1.1.3CC.1.4.9-10.J Create organization that establishes clear relationships among claims, counterclaims, reasons, and evidence; use words, phrases, and clauses to link the major sections of the text, create
CC.1.4.9-10.FC.E.3.1.4.; C.E.3.1.5C.E.1.1.5.; C.E.,3.1.1.; C.E.3.1.2.;
CC.1.2.9-10.BL.N.1.3.1;L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.A.L.N.1.3.1CC.1.2.9-10 BL.N.1.3.1; L.N.2.1.2CC.1.2.9-10.CCC.1.2.9-10.FL.N.1.1.4CC.1.2.9-10.GCC.1.3.9-10.ACC.1.3.9-10.BL.F.1.1.1.; L.F.1.3.1.; L.F.2.1.1.; L.F.2.1.2CC.1.3.9-10.CCC.1.3.9-10.FCC.1.3.9-10.GL.F.2.2.3CC.1.3.9-10 I.CC.1.3.9-10.JCC.1.3.9-10.K.
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English 1 v. 2015 - 2016cohesions, and clarify relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows form and supports the argument presented.C.P.1.1.2;C.P.1.1.3; C.P.2.1.5; C.P.2.1.6CC.1.4.9-10.K Write with an awareness of the stylistic aspects of composition.C.P.1.1.4; C.P.2.1.1; C.P.2.1.3; C.P 2.1.4; C.P.2.1.6; C.P.2.1.7CC.1.4.9-10.LC..P. 3.1.1; C.P.3.1.2; C.P 3.1.3; C.P.3.1.4; C.P.3.1.5CC.1.4.9-10.SCC.1.4.9-10.TCC.1.5.9-10.ACC.1.5.9-10.DCC.1.5.9-10.ECC.1.5.9-10.G
Comments:
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English 1 v. 2015 - 2016Unit 6: The Odyssey/Epic/Expository- Informative Writing & Persuasive Writing Duration: February/ March (5 weeks)
Writing/Speaking/Listening Grammar Fiction/Nonfiction
Content
Expository writing format, style, and structure
Focus, content, style, and conventions working together to impact writing quality
Variation and clarity of sentence structure
Use of transitions, parallel structure, and topic sentences in multi-paragraph papers to clarify ideas
Collaborative discussions on grade level topics, texts, and issues
Use of evidence and support of a topic, opinion, or judgment
Proper writing conventions
Review and application of comma rules
Use of parallelism Derivations of words from Greek
and Roman myths Variety in sentence structure Use of strong adjectives and
adverbs Sentence structure and
punctuation
Derivations of words from Greek and Roman myths
Use of affixes to derive meaning Analysis of characteristics of a legend Relationship between legends and
historical period events and people Development of theme Figurative
Language for Vividness Use of poetic devices in an epic poem Derivations of words from Greek and
Roman legends
Essential Question:
To what extent does the writing process contribute to the quality of writing?
How does a writer create informational and persuasive pieces that respond to topic, purpose and audience?
What role does writing play in our lives?
How does productive oral communication rely on speaking and listening?
How do we develop into effective writers?
How do we develop into effective writers?
What can we learn about different cultures’ values and beliefs in studying their myths, folktales, and legends?
How does interaction with text provoke thinking and response?
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English 1 v. 2015 - 2016Skill: Establish a clear topic or
thesis with a judgment and criteria to guide organization and development of topic in creating an informative/explanatory text.
Write with a sharp, distinct focus identifying task and audience.
Draw evidence from literary or informational texts to support analysis and reflection.
Examine and convey complex ideas, concepts, and information clearly and accurately.
Analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and structure examples appropriate to the audience and subject.
Organize ideas logically to make important connections and distinctions in informative/ explanatory and persuasive writing.
Use formatting when helpful to aid in comprehension.
Follow organizational principles that develop a criterion for the paper’s judgment that includes lead-ins, evidence, and explanations for each criterion.
Construct responses in a clear organizational format
Review and practice using 14 specific comma rules.
Apply 14 rules of comma usage to writing.
Demonstrate a grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository writing.
Apply conventions of correct sentence structure in expository and argumentative/persuasive writing.
Use a variety of sentence structure.
Use complex sentences and their correct punctuation.
Follow basic spelling rules in writing for clarification.
Review parts of speech to aid in detecting writing errors.
Place commas correctly in compound sentences.
Use sentence construction that demonstrates understanding of usage and meaning of select
Use of agreement between pronouns and antecedents
Analyze organization of plot and use of flashbacks to tell the story
Determine how epithets are used to create character.
Determine how dialogue helps develop character, plot, and setting in a narrative.
Analyze character based on methods of characterization
Paraphrase Homer’s original invocation in his epic poem into modern English.
Analyze the development of themes based on the early Greeks religion and code of hospitality, moderation, loyalty, love of home, and relationship with the gods
Analyze the subject in two artistic mediums determining similarities and differences.
Gather and apply vocabulary knowledge that will help determine word meaning based on Greek legends.
Analyze and evaluate author’s use of literary elements in the chosen myth.
Summarize, draw conclusions, and make generalizations about character and theme.
Identify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, foreshadowing, flashback, imagery, allegory, epithets, and allusion in a legend.
Determine what can be learned about the values of the Greek culture by examining its heroes.
Cite evidence from the text that supports explicitly what the text’s message is.
In collaboration analyze character, themes, and heroic qualities in a specific adventure of Odysseus.
Compare and contrast the director’s
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English 1 v. 2015 - 2016that includes an introduction, textual or support, and a conclusion.
Use transitional words to move clearly from one idea to the next.
Establish and maintain a formal style and language and an objective tone in the informative/explanatory writing.
Follow the writing process of prewriting, drafting, revising, editing, and publishing.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Apply new vocabulary to writing.
Use parallelism and topic sentences to clarify ideas.
Develop an organizational format appropriate to mode and purpose that sustains writing in logical order.
Respond to writing prompts based on ideas established in reading selections in expository and argumentative/persuasive formats in short time frames.
Evaluate a speaker’s perspective while critically listening.
Use technology, including the internet, to produce, publish, and update individual writing products
Make use of digital media in presentations to add interest
interpretation of the legend as seen in The Odyssey and “O Brother Where Art Thou?” with the one read.
Trace Odysseus’ journey on an ancient map of the Mediterranean.
Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the epic poem.
Determine what can be learned about the values of the Greek culture by examining its heroes.
Read and comprehend literary fiction on grade level, reading independently and proficiently.
Determine meanings of words based on Greek roots.
Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.
Define and identify literary terms specific to the study of a legend and epic narrative.
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English 1 v. 2015 - 2016and enhance understanding of findings and reasoning.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Present information, findings, and supporting evidence clearly, concisely, and logically so that listeners can follow the line of reasoning.
Assessment:
Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skills
Collaborative group work to research, write and present: a time line of stages of developmental of ancient Greece, marking major historical, cultural, and literary events; conducting war in the twelfth century B.C.; a soldier’s diet during the Trojan War
Responses to writing prompts based on ideas established in reading selections in expository and argumentative/persuasive formats in short time frames
Writing sentences using selected vocabulary that demonstrates clear structure
Vocabulary quizzes to check knowledge of meaning and usage of select vocabulary and application to writing
Variety of writing assignments with evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement)
Comma Quiz based on recognition of punctuation errors and application of comma rules to writing
A time line that accurately traces the events of Odyssey’s wanderings.
Objective/Subjective evaluation based on character, plot, setting, and theme
Vocabulary quizzes based on meaning, usage, and application.
Sentence writing that demonstrates an understanding of vocabulary usage and meaning
Reading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections read
Reading guides for each selection read that demonstrate skills in comprehension, summarizing, drawing conclusions, and determining main ideas.
Collaborate chart of the characters, themes, and heroic qualities of Odysseus for a particular adventure
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English 1 v. 2015 - 2016 Writing and publishing
following the writing process a critical analysis (i.e., proving with supportive evidence from the reading selections that the Greek heroes Odyssey and either Perseus or Heracles are similar because they share specific heroic qualities in common)
Peer evaluation of a student’s writing
Resources: The Odyssey Writing Assignment: Comparing Two Greek Heroes
The Odyssey Writing Assignment: Comparing Two Greek Heroes – The Thesis
The Odyssey Writing Assignment: Comparing Two Greek Heroes – Prewriting
The Odyssey Writing Assignment Model
Comma rule packet Comma Application Practice
Worksheet Comma Review and Practice for
Comma QuizEnrichment Comma Review Packet
Sherman, Marilyn. Reading Literature. Orange Level. Evanston, IL: McDougal, Littell, 1990 selections that can include:1. ” The Trojan War”2. “ Voyage of Odysseus”3. “Circe the Enchantress”4. “The Perils of Odysseus”5. “The End of the Voyage”6. “The Fate of the Suitors”
Teacher generated reading guides that can include:1. The Odyssey: “Greek Legend”
Reading Guide2. ” The Trojan War” Reading Guide3. “ Voyage of Odysseus” Reading Guide4. “Circe the Enchantress” Reading
Guide5. “The Perils of Odysseus” Reading
Guide6. “The End of the Voyage” Reading
Guide7. “The Fate of the Suitors” Reading
Guide Viewing Guide: Homer’s Mythology:
Tracing a Tradition Homer’s Tradition: Tracing a Tradition
DVD
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English 1 v. 2015 - 2016 Map of the Ancient Mediterranean
Region Optional videos that may include:
1. O Brother Where Art Thou? film selections
2. Homer’s Tradition: Tracing a Tradition DVD
3. Troy film/DVD4. The Odyssey film/DVD
Nonfiction reading selections that can include:1. “Troy: It Casts a Spell”( Legendary
fact)2. Welcome: A Religious Duty”
(Hospitality) The Odyssey: People and Places The Odyssey Invocation The Odyssey Literary Terms The Odyssey Vocabulary Flashcards Review sheets to prepare for unit
assessments on concepts studied
Standards: CC.1.4.9-10.ACC.1.4.9-10.BCC1.4.9-10.CC.E.1.1.2CC.1.4.9-10E.CC.1.4.9-10.FCC.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.C.P.2.1.1; C.P.2.1.1;
CC.1.4.9-10.L CC.1.2.9-10ALN.1.3.1;L.N.1.3.2.; L.N.2.3.3CC.1.2.9-10.BCC.1.2.9-10.GCC.1.2.9-10.LCC.1.3.9-10.AL.F.1.1.2; L.F.1.3.1; L.F.1.3.2; L.F.2.3.4CC.1.3.9-10.B – L.F.1.1.1; L.F.1.3.1; L.F.2.1.2CC.1.3.9-10.GCC.1.3.9-10.JCC.1.3.9-10.K
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English 1 v. 2015 - 2016C.P.2.1.2; C.P.2.1.3; C.P.2.1.4; C.P 2.1.6; C.P 2.1.7C.1.4.9-10.SCC.1.4.9-10.TCC.1.4.9-10.UCC.1.4.9-10.X
Comments:
42
English 1 v. 2015 - 2016Unit 7: Research/Expository-Informative Writing Duration: March/ April (6 weeks)
Writing/Speaking/Listening Grammar Fiction/Nonfiction
Content
Expository writing format, style, and structure
Focus, content, style, and conventions working together to impact writing quality
Variation and clarity of proper sentence structure
Use of transitions, parallel structure, and topic sentences in multi-paragraph papers to clarify ideas
Use of evidence and support of a topic, opinion, or judgment
Creation of a thesis statement Organization principles for
creating a research project Proper citation format Application of the Writing
Process Clear explanation of ideas Support of ideas with relevant
evidence Creation of an outline to
organize ideas as an aid to writing and correct outline format
Creation of clear research questions
Application of rules in formal writing
MLA Citation Format and Works Cited page(s)Research techniques
Review and application of comma rules
Use of parallelism Punctuation, capitalization as used
in various sentence structures Use of strong adjectives and
adverbs Grade-appropriate conventions of
Standard English grammar, usage, capitalization, punctuation, and spelling.
Correct sentence structure Effective sentences
Use of primary and secondary sources in the research process
Reading informational texts on grade level with proficiency
Use of strong and thorough textual evidence to support an opinion or idea
Analysis of different accounts on a research subject
Collaborative discussions on grade level topics, texts, and issues
Essential Question:
To what extent does the writing process contribute to the quality of writing?
How does a writer create
How do we develop into effective writers?
What can we learn about different cultures’ values and beliefs in studying their myths, folktales, and legends?
How does interaction with text provoke
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English 1 v. 2015 - 2016informational and persuasive pieces that respond to topic, purpose and audience?
What role does writing play in our lives?
How does productive oral communication rely on speaking and listening?
How do we develop into effective writers?
How can our knowledge and use of the research process promote lifelong learning?
How do we use information gained through research to expand knowledge?
thinking and response?
How can we read effectively to form multiple sources of information to gain and expand our knowledge on a topic?
Skill: Develop a clear research question and thesis statement.
Construct parallel structures within statements, between sentences and between paragraphs.
Incorporate appropriate transitions to move clearly and smoothly between ideas, examples, sentences, and paragraphs.
Develop an organizational format appropriate to mode and purpose that sustains writing in a logical order.
Establish a clear topic or thesis with a judgment and criteria to guide organization and development of topic in creating
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
Demonstrate commands of standard English when speaking based on grade9-10 level and content.
Complete a library search to locate various sources of information, learn how to use the online card catalog, and how to find research information related to the topic.
Determine the main ideas of texts. Find and cite strong, supportive, and
thorough textual evidence to support the thesis statement , its judgment and criteria as well as student’s analysis and reflection
Analyze various accounts of a subject told in various sources, ie., biographies, magazines, newspapers, databases, websites, reference sources.
Establish and opinion (judgment) on a research subject based on reading information.
Determine criteria that will support the
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English 1 v. 2015 - 2016an informative/expository text.
Write with a sharp, distinct focus identifying task and audience.
Examine and convey complex ideas, concepts, and information clearly and accurately.
Analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and structure examples appropriate to the audience and subject.
Use formatting when helpful to aiding comprehension.
Follow organizational principles that develop a criterion for the paper’s judgment that includes lead-ins, evidence, and explanations for each criterion.
Construct responses in a clear organizational format that includes an introduction, textual or support, and a conclusion.
Use precise language and domain-specific vocabulary to manage the presentation of the topics, its supports, and ideas.
Establish and maintain a formal style and language and an objective tone in the informative/explanatory writing.
Follow the writing process of prewriting, drafting, revising, editing, and publishing to construct a final research project
Apply new vocabulary to writing.
Evaluate a speaker’s
judgment for a research paper. Determine validity and reliability of
internet resources Develop search procedures to locate and
gather information from traditional sources as well as electronic databases.
Analyze and evaluated information from sources for relevance to the research question, topic, and thesis
Analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and structure examples appropriate to the audience and subject.
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English 1 v. 2015 - 2016perspective while critically listening.
Use technology, including the internet, to produce, publish, and update individual writing products
Make use of digital media in presentations to add interest and enhance understanding of findings and reasoning.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Present information, findings, and supporting evidence clearly, concisely, and logically so that listeners can follow the line of reasoning.
Construct an outline that will provide an organization for the paper.
Construct a Works Cited Page that follows proper MLA form and content and reflects sources used in the final research paper.
Establish a title for the work that is reflective of the paper’s content and captures the reader’s attention as well as follows the established standards of a formal paper’s title.Optional: Present orally findings and conclusions of research project clearly and logically making adaptations for the audience and using command of the conventions of Standard
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English 1 v. 2015 - 2016English
Assessment:
Practice Bib Cards for accuracy, format, and content
Practice Note Cards for accuracy, format, and content
Bib Card Quiz for accuracy, format and content of writing bibliography information for research project
Research Bib Cards for accuracy, format, and content
Research Note Cards for accuracy, format, and content
Formation of Research Questions in clear and parallel format to guide research process
Preliminary Outlines for format, content, organization, and accuracy
Final Research Paper (Introductory,Developmental, and Concluding Paragraphs), Title Page, Final Outline, and Works Cited Page for content, format, and mechanics
Optional: If enough time, and oral presentation of the final research project should be included and evaluated according to speaking skills, evidence presented, and clarity of presentation
All components of research project with evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement).
Content and clarity of evidence to support research project thesis in notes
Final research Project Practice Note Cards Format and Content Research General Instructions Quiz Formation of Research Questions in clear
and parallel format to guide research process
Final Research Paper (Introductory,Developmental, and Concluding Paragraphs), Title Page, Final Outline, and Works Cited Page for content, format, and mechanics
Preliminary Outlines for format, content, organization, and accuracy
Resources:
General Instructions for Research Project: The Nature of Heroism
The Nature of Heroism Research Topics
Research Handbook-Ninth Grade (MLA based)
Comma Review Packet Sentence Structure Worksheets
Primary and secondary nonfiction sources in TJ Library
TJ Library Databases Reliable and valid internet sources Cart of teacher resources
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English 1 v. 2015 - 2016 Research Guidelines: Preparing
Bib Cards, Library Procedures for Creating Bib Cards for Research Project, Taking Notes, Creating a Question Card, Possible Areas of Background Information, Taking Notes Procedures for Library, Creating a Preliminary Outline, Constructing the Final Outline with Citation, Citing a Quote, Constructing an Outline with Correct Citation, Writing the bibliography and Title Page
Practice Bib Card Information for a variety of sources (books with authors, Books with no authors, databases, online magazines/ newspapers, websites, magazines, newspapers, pamphlets
Practice Taking Notes Exercises Research Handbook – Ninth
Grade (MLA based) List of Heroic Qualities Encyclopedia Data Sheet for
Individual Research Project TJHS Library Mrs. Barker’s cart of books Research Topic Internet Heroic
Quality Direct Quote Worksheet Preliminary Outline Checklist Outline with Citation Checklist Models – Outlines, Paper, Bib
Cards, Topic Card, Note Cards, Internet Printouts, Encyclopedia PrintoutsResearch Evaluation Sheet
Research Guidelines Worksheets Research Handbook – Ninth Grade (MLA
based)
Standards:
CC.1.4.9-10.ACC.1.4.9-10.B
CC.1.4.9-10.FC.E.1.1.5; C.E.3.1.1; C.E.3.1.2;
CC.1.2.9-10AL.N.1.3.1
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English 1 v. 2015 - 2016CC.1.4.9-10.CCC.1.4.9-10.DCC.1.4.9-10.EC.E.1.1.4; C.E.2.1.1; C.E.2.1.3; C.E.2.1.4; C.E.2.1.7; C.E.2.1.7C.C.1.4.9-10.H C.C.1.4.9-10.KCC.1.4.9-10.L CC.1.4.9-10.SCC.1.4.9-10.UCC.1.4.9-10.TCC.1.4.9-10.V CC.1.4.9-10.WCC.1.4.9-10.X
C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9-10.K
CC.1.2.9-10.BCC.1.2.9-10.CL.N.1.1.2, L.N.2.4.3CC.1.2.9-10.GL.N.2.3.3.CC.1.2.9-10.JL.N.1.2.3.CC.1.2.9-10.LCC.1.
Comments:
49
English 1 v. 2015 - 2016Unit 8: The Novel (The Pigman)/Expository - Informative Writing /Final Examination Duration: May/ June (5 weeks)
Writing/Speaking/Listening Grammar Fiction/Nonfiction
Content
Conventions of proper sentence structure, paragraphs, and multi-paragraph papers
Collaborative discussions on grade level topics, texts, and issues
Use of evidence and support of a topic, opinion, or judgment
Expository writing format, style, and structure
Agreement of subject and antecedent
Consistency in verb tense Application of Comma Rules Punctuation, capitalization as
used in various sentence structures
Use of strong adjectives and adverbs
Grade-appropriate conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
Correct sentence structureEffective sentences
Novel Literary terms Development of character, theme, plot,
point of view, setting Stylistic approaches and styles used by
authors and their impact on the story Identification, use and analysis of
various stylistic devices and figurative language
Determination of author’s purpose
Essential Question:
To what extent does the writing process contribute to the quality of writing?
How does a writer create informational and persuasive pieces that respond to topic, purpose and audience?
What role does writing play in our lives?
How does productive oral communication rely on speaking and listening?
How do we develop into effective writers?
How do we develop into effective writers?
How do we clearly communicate our ideas?
How does interaction with text provoke thinking and response?
Skill: Establish a clear topic or thesis with a judgment and criteria to guide organization and
Demonstrate a grade-appropriate command of the conventions of Standard English grammar,
Provide an objective summary of the novel, as a part or as a whole, giving key details
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English 1 v. 2015 - 2016development of topic in creating an informative/explanatory text.
Write with a sharp, distinct focus identifying task and audience.
Draw evidence from literary or informational texts to support analysis and reflection.
Examine and convey complex ideas, concepts, and information clearly and accurately.
Analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and structure examples appropriate to the audience and subject.
Organize ideas logically to make important connections and distinctions in informative/ explanatory writing.
Follow organizational principles that develop a criterion for the paper’s judgment that includes lead-ins, evidence, and explanations for each criterion.
Construct responses in a clear organizational format that includes an introduction, textual evidence or support, and a conclusion.
Use transitional words to move clearly from one idea to the next.
Use precise language and domain-specific vocabulary to manage the presentation of the
usage, capitalization, punctuation, and spelling.
Demonstrate commands of Standard English when speaking based on grade 9-10 level and content.
Write with agreement between subject and verbs.
Explain, describe, and analyze examples from the novel that support the author’s intended purpose
Identify and explain stated and implied main ideas and relevant supporting details.
Determine and analyze the theme of the novel.
Interpret the relationship between the theme and other components of the text.
Cite strong and thorough textual evidence to support analysis of generalizations and what the text says explicitly.
Evaluate how the author’s point of view or purpose shapes the content and style of the text especially in the selective first person point of view.
Analyze how a writer’s structure of the story manipulates its effect.
Compare, analyze, describe how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how words and phrases shape meaning and tone in text.
Identify, explain, interpret, describe, and analyze the effects of Identify the components of the plot construction.
Identify and analyze the external and internal conflicts in the story.
Analyze symbols found in the novel and their impact on other elements of fiction in the story.
Determine the impact of the author’s life on is writing.
Use contextual clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.
Draw conclusions about connotations of
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English 1 v. 2015 - 2016topics, its supports, and ideas.
Establish and maintain a formal style and language and an objective tone in the informative/explanatory writing.
Follow the writing process of prewriting, drafting, revising, editing, and publishing.
Apply new vocabulary to writing.
words. Determine word meaning based on
grade-level reading and content. Apply meaning and usage of select
vocabulary to understanding of reading selections.
Read and comprehend literary fiction on grade level, reading independently and proficiently.
Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.
Assessment:
Work in small collaborative groups to create a poster that clearly explains an theme in the novel (i.e., Communication, Loneliness, Death, Alienation, Games, Compassion, Guilt)
Write and publish following the writing process a critical analysis proving with supportive evidence a theme found in The Pigman.
Responses with cohesiveness and clarity to reading questions on Study Guides
Final Examination that assesses level of writing skills covered during the courseResponses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skills
Vocabulary quizzes to check knowledge of meaning and usage of select vocabulary and application to writing
Application of vocabulary to writing assignments and evaluated skills.
Demonstration of a grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository writing
Application of conventions of correct sentence structure in expository and argumentative/persuasive writing.
Sentence construction that demonstrates understanding of usage and meaning of select vocabulary and correct punctuation
Final Examination that assesses depth of knowledge in applying grammar skills covered during the course
Objective/Subjective evaluation based on character, plot, and theme
Vocabulary quizzes based on meaning, usage, and application
Sentence writing that demonstrates an understanding of vocabulary usage and meaning
Reading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections read
Worksheets on conflict, foreshadowing, flashback and three types of irony
Study guides for each reading section (chapters 1-7 and 8-15) to aid in comprehension, summarizing, drawing conclusions, and determining main ideas
Poster based on a group determined theme, quote support, and symbol of theme
Final Examination that assesses depth of knowledge of literary concepts covered during the course
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English 1 v. 2015 - 2016
Resources:
Chapter Study Guide Questions Themes in The Pigman Data
Sheet Themes in the The Pigman
Essay Assignment Sample essays ad practices for
preparation for the Final Examination
Comma Review Packet Sentence Structure Worksheet Practice prompts to prepare for
the Final Examination
Powerpoint on Novel Literary Terms Novel Literary tem Worksheet Biography of Paul Zindel Powerpoint on Background on The
Pigman Introduction to Paul Zindel and The
Pigman Worksheet The Pigman Character Worksheet The Pigman Study Guides Themes in The Pigman Data Sheet Themes in The Pigman Group
Assignment Poster supplies Group Theme Data Sheet in The Pigman People, Places, Things, and Events in
The Pigman Theme Presentation Evaluation Sheet Review Worksheets and Practices for
Final Examination
Standards:
CC.1.4.9-10.ACC.1.4.9-10.BCC.1.4.9-10.CCC.1.4.9-10.DCC.1.4.9-10.EC.E.1.1.4; C.E.2.1.1; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7CC.1.4.9-10.SCC.1.4.9-10.UCC.1.4.9-10.TCC.1.4.9-10.VCC.1.4.9-10.WCC.1.4.9-10.X
CC.1.4.9-10.FC.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9-10.K
CC.1.3.9-10.AL.F.1.1.2; L.F.1.3.1; L.F.1.3.2; L.F.2.3.4CC.1.3.9-10.BL.F.1.1.1; L.F.1.3.1; L.F.2.1.1; L.F.2.1.2CC.1.3.9-10.CL.F.1.1.3; L.F.2.3.1; L.F.2.3.4CC.1.3.9-10.DL.F.2.3.6CC.1.3.9-10.EL.F.1.1.3; L.F.2.3.2; L.F.2.3.3CC.1.3.9-10.FL.F.2.3.5; L.F.2.5.1CC.1.3.9-10.IL.F.1.2.1; L.F.1.2.3; L.F.1.2.4CC.1.3.9-10.JL.F. 1.2.1; L.F.1.2.3; L.F.1.2.4CC.1.3.9-10.K
Comments:
53