pitt county schools€¦ · web view1.01 narrate personal experiences that offer an audience:...

Pitt County Schools 10212C ENGLISH IInstructional Guide

The 21st century interdisciplinary themes of global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; health literacy; and environmental literacy should be interwoven as both a part of the essential tasks, strategies, projects, and connections as well as the media used in the recommended resources and assessments used to meet the SCOS goals and objectives.

Time Frame: First Marking PeriodGeneralizations: Effective narratives are located effectively in time and place. Good narrative writers develop a personal voice. Narratives exhibit a characteristic structure. An understanding of text structures leads to greater comprehension.

SCOS GOALS AND OBJECTIVES

21st CENTURY SKILLS(LEARNING AND

INNOVATION; INFORMATTION, MEDIA AND

TECHNOLOGY; LIFE AND CAREER)

ESSENTIAL QUESTIONS, BENCHMARKS, AND

SKILLS

ESSENTIAL TASKS, STRATEGIES, PROJECTS,

CONNECTIONS

RECOMMENDED RESOURCES AND

ASSESSMENT

1.01 Narrate personal experiences that offer an audience: scenes and incidents located effectively in time and place; vivid impressions of being in a setting and a sense of engagement in the events occurring; appreciation for the significance of the account; a sense of the narrator’s personal voice.

Think creatively Communicate clearly Create media

products Apply technology

effectively Manage goals and

time Work independently Be self-directed

learners Manage Projects Produce results

What are the procedures for Writer’s Workshop?

What are the steps of the writing process?

How do writers address audience?

What skills do writers use to locate narratives effectively in time and place?

How can a writer craft vivid impressions that create a sense of engagement?

What are some strategies for imparting a sense of the importance of

Establish Writer’s Workshop routine and procedures

Establish the Writing Process Prewriting Drafting Conferencing Revising Editing Publishing

Establish Writer’s Notebook procedures

Introduce Writing Rubrics

Introduce “snap shots, thought shots, heart

Writer’s Inc. Sourcebook

Daily Grammar Exercise (DGE)

Holt Elements of Literature (HEOL): Writing an Autobiographical Narrative

One-Stop Planner (OSP) – Rubrics, Test Generator, Planner

TR = Teacher Reference

TR: Barry Lane’s Reviser’s Toolbox

Modified July 2010 1

narrative events? How can writers express

personal voice in writing?

shots, slow motion replay, explode a moment” (Barry Lane) strategies

Write personal experience narratives, memoirs, vignettes, diaries

TR: Jim Burke’s Writing Reminders

1.02 Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience an understanding of the student’s personal reaction to the text; a sense of how reaction results from careful consideration of text; an awareness of how personal and cultural influences affect the response.

Think creatively Reason effectively Use systems thinking Make judgments and

decisions Collaborate with

others Communicate clearly Access and evaluate

information Use and manage

information. Analyze media Manage products Produce results Work effectively in

diverse teams

How does text shape personal responses to concepts expressed in the text? (Text to Self connections)

How do cultural influences affect personal responses?

What are the elements of a short story?

How do the elements of a short story impact the text and the reader?

Establish Reader Response Journal procedures.

review the characteristics of descriptive writing

choose vivid impressions of a setting

assess the scenes and incidents in a text

explore opportunities to identify the narrator’s voice

respond to a text or personal experiences

explore own personal voice

respond to a text or personal experiences

explore own personal voice

Writing Product - reading response journal entry

Teacher References should be located in your school’s Professional Library Reader Response

Journals HEOL: The Most

Dangerous Game by Richard Connell

HEOL: Elements of Literature – Putting Us There

OSP- Rubrics

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex

Think creatively Use systems thinking Make judgments and

decisions

What reading strategies do good readers use for expressive texts?

What text structures

Students engage in Literature Circles around books of their choice.

Rubrics for Literature Circle participation.

Rubrics for


print and non-print expressive texts appropriate to grade level and course literary focus, by: selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose; identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text; providing textual evidence to support understanding of and reader's response to text; demonstrating comprehension of main idea and supporting details; summarizing key events and/or points from text; making inferences, predicting, and drawing conclusions based on text; identifying and analyzing personal, social, historical or cultural influences, contexts, or biases; making connections between works, self and related topics; analyzing and evaluating the effects of author's craft and style; analyzing and evaluating

Solve problems Communicate clearly Access and evaluate


information Analyze media Be self-directed

learners Manage products Produce results

contribute to facility in determining main ideas and supporting details?

What are the features of effective summaries?

How do the skills of drawing inferences, making predictions, and drawing conclusions impact reading comprehension?

How does the technique of “close reading” support a reader’s responses to texts?

What insights are gained when readers make text-to-self, text-to-text, and text-to-world connections?

What text elements contribute to the connection and relationship of ideas within a text?

What criteria are used to evaluate the effects of authors’ craft?

How do purpose, audience, and context shape text elements?

Students analyze elements of text structures.

Respond to readings and monitor reading strategies in Reader Response Journals.

provide textual evidence for reader’s understanding and respond to different genres

analyze elements in light of purpose, audience, and context

evaluate the elements of the expressive environment as they relate to personal, social, historical or cultural influences, contexts, or biases

analyze connections between author’s craft and style and reader’s response to text

Reading Response Journal feedback.

HEOL: The Necklace by Guy de Maupassant

Holt Reading Solutions


the connections or relationships between and among ideas, concepts, characters and/or experiences; identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.5.01 Read and analyze literary works by: using effective reading strategies for preparation, engagement, reflection; recognizing and analyzing the characteristics of literary genres, including fiction (e.g., short stories), nonfiction (e.g., biographies, autobiographies), interpreting literary devices such as allusion, symbolism, figurative language, flashback, and imagery; understanding the importance of tone, mood, diction, and style; explaining and interpreting themes, settings; explaining how point of view is developed and its effect on literary texts; determining a character's traits from his/her actions, speech, appearance, or what

Think creatively Implement

innovations Reason effectively Use systems

thinking Make judgments and

decisions Communicate

clearly Access and evaluate

information Analyze media Create media

products Manage goals and

time Work independently Be self-directed

learners Manage products Produce results

How do authors use setting vivid impressions, and voice to make narratives significant to reader?

What thematic connections can readers make to their own lives?

How do writers establish setting?

What are the conflict, exposition, rising action, resolution, and denouement?

What audience does the author appeal to?

What is the impact of the stylistic and literary devices used?

How does the author’s grammar and vocabulary coincide with the grammar and vocabulary usage in society?

Establish Reader’s Workshop or Literature Circles procedures.

Establish Reading Response Journal procedures

Analyze narrative strategies

Read and analyze short stories

Create plot graph Create a plot summary Evaluate authors’

reasons for writing Use “Questioning the

Author” strategies to determine impact of literary devices and grammar and vocabulary

Employ pre-reading strategies such as predicting, skimming, vocabulary, etc.

review the elements of fiction

analyze how the type of genre may impact

HEOL: Cask of Amontillado by Edgar Allan Poe

Literature Circles: http://

www.mcps.k12.md.us/curriculum/english/elg_lit_circles.htm

DGE HEOL: The Scarlet

Ibis by James Hurst HEOL: Evaluating

Style – The Writer’s Personal Stamp

HEOL: Writing Workshop- Analyzing a Short Story

HEOL: Symbolism and Allegory – Layers of Meaning

HEOL: (Index)


http://www.mcps.k12.md.us/curriculum/english/elg_lit_circles.htm



others say about him or her; explaining how the writer creates character, setting, motif, theme, and other elements; making thematic connections among literary texts and media and contemporary issues; understanding the importance of cultural and historical impact on literary texts; producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre.

the meaning of the selection

review tone, mood, and style

define diction identify the tone,

mood, style, and diction of a literary piece

demonstrate an understanding of the importance of these elements to the literary piece

define archetype use archetype to

analyze/interpret character, themes, and settings

review the three points of view

analyze how the point of view is developed and its effect on the text

understand aspects of character as a literary element

define motif analyze and explain

how the writer developed character, setting, motif, theme, and other story elements

analyze the relationship between literature and life


define culture and history

determine the influences of culture and history on literature

create a piece of writing for each of the following genres (paying close attention to the specific devices for each genre): fiction,

4.01 Evaluate the effectiveness of communication by: examining the use of strategies in a presentation or product; applying a set of predetermined standards; creating an additional set of standards and applying them to the presentation or product; comparing effective strategies used in different presentations/products.

Think creatively Reason effectively Use systems

thinking Make judgments and

decisions Solve problems Communicate

clearly

How does the setting play an important role in a story?

What structure does narrative plot exhibit?

How can readers improve comprehension by using reading strategies?

To what audience does the author appeal?


How does the author’s grammar and vocabulary usage coincide with the grammar and vocabulary usage in society?

Analyze narrative strategies.

Reading Strategy: Think Aloud

Reading Strategy: DRTA

Reading Strategy: Read-And-Say Something

examine communication models

distinguish between sender, receiver, distractions

identify methods of effective communication

understand how the following strategies contribute to effective communication: eye contact, body language, pitch, tone, volume, posture

use effective communication

HEOL: various selections

Reading Strategies Handout

Periodicals: includes news articles, magazine columns, editorials, etc.

HEOL: Analyzing and Evaluating Speeches

Communications Triangle


standards/strategies to present to an audience

develop a list of criteria to evaluate the effectiveness of presentation/product

develop another list of standards based on the specifics of the presentation/product

identify and critique the use of these standards

analyze strategies used by different presenters

determine the effectiveness of these strategies

6.01 Demonstrates an understanding of conventional written and spoken expression that uses varying sentence types for specific effect.

Think creatively Reason effectively Make judgments and

decisions Communicate clearly

How can simple sentences be used effectively in narratives?

What is the process for sentence combining?

How can simple sentences be combined to form effective complex and compound sentences?

What marks of punctuation are used when combining simple sentences to form complex and compound sentences?

Examine models of effective simple sentences.

Sentence combining exercises using complex & compound sentences

Writer’s Inc . – Sentence Combining Exercises

Writer’s Inc. Sourcebook

HEOL: (Index) DGE

6.01 Selects verb tense to show an appropriate sense of time; applies parts of


What tools do authors use to make dialects sound realistic in

Use “Question the Author” strategies to analyze text.

HEOL: (Index) Writer’s Inc . DGE


speech to clarify and edit language; analyzes the place and role of dialects and standard/nonstandard English;

decisions Communicate clearly Analyze media

novels? What effect does the use

of dialects have on literary works?

How do purpose, audience, and context influence the tone of a personal letter?

Writing Product - Personal Letter.

6.01 Uses vocabulary strategies such as roots and affixes, word maps, and context clues to discern the meanings of words.



How can learning roots and affixes strengthen vocabulary development?

Which word roots, affixes are to be studied in the context of the present readings?

Students find words in personal readings and construct a “vocabulary tree” based on roots.

Writing Product: Definition Essay

Vocabulary Wheels: define, illustrate, analyze, and apply vocabulary terms

HEOL: Context Clues

HEOL: (Index) Holt Vocabulary

Development (HVD)

Time Frame: Second Marking PeriodGeneralizations: Audiences understand procedures best when they are properly sequenced. Definitions of terms and concepts can be developed through anecdotes and vignettes. Informational texts employ various text structures to improve comprehension. Ideas can be evaluated against objective criteria.


21st CENTURY SKILLS ESSENTIAL QUESTIONS, BENCHMARKS, AND

SKILLS


CONNECTIONS

RECOMMENDED RESOURCES

AND ASSESSMENT

2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by: selecting, monitoring,

Access and evaluate information

Use and manage information

Analyze media Create media products Apply technology

effectively Adapt to change

What reading strategies do good readers use for informational texts?

What text structures contribute to facility in determining main ideas and supporting details?


Using a topic from a content course such as social studies or science, students write an article or an informational brochure about a topic from that subject.

connect structures and

HEOL: Index Periodicals:

includes news articles, magazine columns, editorials, etc

Writer’s Inc . – various selections


and modifying as necessary reading strategies appropriate to readers' purpose; identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text; providing textual evidence to support understanding of and reader's response to text; demonstrating comprehension of main idea and supporting details; summarizing key events and/or points from text; making inferences, predicting, and drawing conclusions based on text; identifying and analyzing personal, social, historical or cultural influences, contexts, or biases; making connections between works, self and related topics; analyzing and evaluating the effects of author's craft and style; analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences; identifying and analyzing elements of informational environment

Be flexible Manage goals and time Work independently Be self-directed learners Manage projects Produce results







elements to an evaluation of their impact on the text

understand the concept of textual evidence

identify the textual evidence within the text

provide main idea and supporting details to demonstrate comprehension of the text

identify various personal biases

analyze cultural and historical influences in informational texts

identify and evaluate the effects of author’s style on writing

relate text to relationships among ideas, concepts, and/or experiences

identify the terms, purpose, audience, and context of the informational environment

analyze and evaluate the informational environment in light of purpose, audience, and


found in text in light of purpose, audience, and context.2.03 Instruct an audience in how to perform specific operations or procedures by: considering the audience's degree of knowledge or understanding; providing complete and accurate information; using visuals and media to make presentations/products effective; using layout and design elements to enhance presentation/product.

Be responsible to others Guide and lead others Communicate clearly Collaborate effectively

with others

What information does an audience need to follow procedures?

How can instructions on procedures be sequenced for best effect on the reader/listener?

Write process analysis (“How to”) paragraph/essay/speech.

assess audience’s knowledge

provide complete and accurate information using visuals and/or media effectively

examine layout designs to enhance presentation/product

select effective layout and design elements

OSP: Rubrics Writer’s Inc . –

Preparing a Speech

HEOL: (Index) TR = Teacher

Reference TR: Writing

Reminders Jim Burke

Reading Strategies Handbook

Teacher References should be located in your school’s Professional Library

5.01 Read and analyze literary works (novels)

2.02 Explain commonly used terms and concepts by: clearly stating the subject to be defined; classifying the terms and identifying distinguishing characteristics; organizing ideas and details effectively; using description, comparison, figurative language, and

Reason effectively Analyze media Etc (see other skills with

specific goals elsewhere)



Interact effectively with others

Manage projects Produce results

What are the conflict, exposition, rising action, resolution, and denouement?

What audience does the author appeal to?


How do reader-friendly explanatory texts make information more accessible to the reader?

Model how to analyze the importance of setting in a story. Have students conduct Literature Circle activities analyzing setting in stories of their choice.

Demonstrate using before, during and after reading strategies using a “Think Aloud” activity.

state subject to be examined

identify characteristics/meanings of commonly used terms

HEOL: (Index)

Supplemental Novels: may include The Contender, Animal Farm, Walking Across Egypt, To Kill a Mockingbird

TR: Thinking Maps (Tools for Learning)

TR: Handouts Notes, Think-


other appropriate strategies purposefully to elaborate ideas; demonstrating a clear sense of audience and purpose.

and concepts in informational text

identify ideas and details in text

use appropriate strategies to elaborate on ideas

analyze how the writer’s style changes as the audience changes

Writing Product: Cause/Effect Essay

Graphic Organizers Two-Column Notes Think-Pair-Share Summarizing

Pair-Share

3.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by: selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose; identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text; providing textual evidence to support understanding of and reader's response to text;


decisions Use and manage

information Access and evaluate

information

What reading strategies do good readers use for argumentative texts?





What insights are gained when readers make text-to-self, text-

Students read and analyze argumentative texts from various sources (letters to the editor, persuasive texts, etc.).

read, listen and view a variety of print and non-print texts

understand that there are different ways to read different types of texts

develop appropriate reading strategies for different genres

identify and evaluate all parts of the text (such as organizational structures, story elements, organizational features)

evaluate the impact of

Newspapers In Education (NIE) supplied by local Daily Reflector

TR: Reading Strategies


demonstrating comprehension of main idea and supporting details; summarizing key events and/or points from text; making inferences, predicting, and drawing conclusions based on text; identifying and analyzing personal, social, historical or cultural influences, contexts, or biases; making connections between works, self and related topics; analyzing and evaluating the effects of author's craft and style; analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences; identifying and analyzing elements of argumentative environment found in text in light of purpose, audience, and context.

to-text, and text-to-world connections?




the theme of the text locate main idea and

identify supporting details in relation to the theme of a text

use evidence to support understanding of the text

define inferences make inferences,

predictions and draw conclusions from a text

make outside connections (such as personal, social, historical or cultural influences, contexts, or biases)

identify and evaluate the effects of the author’s style of

writing relate text to other

works, self, and related topics

identify and evaluate the argumentative elements found in a text

6.02 Correct fragments, run-ons, comma splices, using and placing modifiers

Make judgments and decisions

Solve problems Communicate clearly

What are the typical sentence patterns that cause student writers to produce sentence fragments?

How can sentence fragments be corrected?

What common sentence patterns cause student writers to use run-ons

Conduct sentence recombining activities using sentence strips

Free Write Writing Product:

illustrates competency using editing marks and skills

HEOL: (Index)

Writer’s Inc. DGE

(various)


and comma splices? How can they be corrected?

How do misplaced modifiers affect clarity?

Time Frame: Third Marking PeriodGeneralizations: Readers use different criteria to judge different genres. Text is made more comprehensible to readers when terms are defined. Poetry and drama can be examined for elements that contribute to informational writing/presentations. Effective arguments exhibit certain characteristics that can be imitated. Informational writings can be synthesized for presentation.


21ST CENTURY SKILLS ESSENTIAL QUESTIONS, BENCHMARKS, AND

SKILLS


CONNECTIONS

RECOMMENDED RESOURCES

AND ASSESSMENT

3.01 Study argument by: examining relevant reasons and evidence; noting the progression of ideas that substantiate the proposal; analyzing style, tone, and use of language for a particular effect; identifying and analyzing personal, social, historical, or cultural influences contexts, or biases; identifying and analyzing rhetorical strategies that support proposals.3.02 Express an informed opinion that: states clearly a personal view; is logical and coherent; engages the reader's interest or curiosity.



Analyze media Manage goals and time Work independently Be self-directed

learners

Communicate effectively

Interact effectively with others

How do mentor texts demonstrate effective ways to support arguments?

What kinds of style, language and tone are most effective in arguments?

What effect do personal, social, historical, and cultural elements have on arguments?

What rhetorical devices and strategies do mentor texts exhibit and to what effect?

How do purpose, audience, and context help shape an argument?

Explore the use of rhetorical devices and their effect on the reader/listener.

Research a topic and conduct a debate as a class or in small groups.

Engage in Literature Circles and evaluate an argument using pre-determined criteria.

understand how to state an opinion in clear terms

distinguish between a “personal view” and a fact

develop opinions using logic

define coherence identify the audience express an opinion by

HEOL: Various Selections

DGE Writer’s Inc .


3.03 Support that informed opinion by: providing relevant and convincing reasons; using various types of evidence, such as experience or facts; using appropriate and effective language, reasons, and organizational structure for the audience and purpose; demonstrating awareness of the possible questions, concerns, or counterarguments of the audience.

Communicate effectively

Adapt to change Be flexible Manage goals and time Be self-directed Manage projects Produce results Be responsible to others

using language that is clear and engaging

Writing Product – Argumentative Essay

1.02 Respond reflectively to expressive texts

5.02 Demonstrating increasing comprehension and ability to respond personally to texts by selecting and exploring a wide range of genres

4.02 Read and critique various genres by: using preparation, engagement, and reflection strategies appropriate for the text; identifying and using standards to evaluate aspects of the work or the work as a whole; judging the impact of different stylistic and literary devices on the work.

See 1st marking period

Reason effectively Access and evaluate


information Analyze media Communicate clearly

Reason effectively Use systems thinking Make judgments and

decisions Solve problems Access and evaluate

information Analyze media

How do authors use setting, vivid impressions, and voice to make narratives significant to the reader?

How do writers establish setting?

What effect does the use of figurative language have on a work?

How do authors use flashbacks and what effect is achieved?

What connections does a reader make when reading?

What impact does a close reading of text have on personal responses?

How do individual life circumstances influence responses to text?

In Literature Circle groups, students choose a particular section of the work to dramatize

In groups, students identify the passages in the work that can be used as a metaphor in a speech and deliver a speech using the allusion (for example “caught between a rock and a hard place” or “between Scylla and Charybdis”).

TR: Reading Strategies Handbook


2.04 Form and refine a question for investigation, using a topic of personal choice, and answer that question by: deciding upon and using appropriate methods such as interviews with experts, observations, finding print and non-print sources, and using interactive technology or media; prioritizing and organizing the information; incorporating effective media and technology to inform or explain; reporting (in written and/or presentational form) the research in an appropriate form for a specified audience.



Apply technology effectively

Adapt to change Be flexible Manage goals and time Work independently Be self-directed learners Interact effectively with

others Manage products Produce results

What are various sources of information for reports?

How can information for reports be “clustered” and classified for the most effective delivery?

How can media/technology contribute to the effectiveness of a report?

How do purpose, audience, and context impact the format and delivery of a report?

review steps for the interview process

analyze the methods for answering questions for investigation

choose a topic for research

prioritize information for investigation

incorporate media sources to inform

identify a specific audience

present research in a form appropriate for specific audience

OSP – Rubric,

4.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose; identifying and analyzing text components (such as organizational structures, story elements,

Think creatively Work creatively with

others Reason effectively Use systems thinking Make judgments and

decisions Solve problems Communicate clearly Access and evaluate


information Analyze media Create media products

What reading strategies do good readers use for critical texts?




read, listen and view a variety of print and non-print texts

understand that there are different ways to read different types of texts

develop appropriate reading strategies for different genres

identify and evaluate all parts of the text (such as organizational structures, story elements,

OSP: Rubrics to evaluate performances.


organizational features) and evaluating their impact on the text; providing textual evidence to support understanding of and reader's response to text; demonstrating comprehension of main idea and supporting details; summarizing key events and/or points from text; making inferences, predicting, and drawing conclusions based on text; identifying and analyzing personal, social, historical or cultural influences, contexts, or biases; making connections between works, self and related topics; analyzing and evaluating the effects of author's craft and style; analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences; identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.

Manage goals and time Work independently Be self-directed learners






organizational features) evaluate the impact of

the theme of the text locate main idea and

identify supporting details in relation to the theme of a text

use evidence to support understanding of the text

define inferences make inferences,

predictions and draw conclusions from a text

make outside connections (such as personal, social, historical or cultural influences, contexts, or biases)

identify and evaluate the effects of the author’s style of writing

relate text to other works, self, and related topics

identify and evaluate the elements of a critical environment found in a text

Students find reviews of various books, movies, multi-media, products and analyze the strategies used to construct the review.

5.01 Read and analyze various literary works

Self Discovery: Poetry How do we read

Model a close reading of poetry using a “Think

HEOL: Various


(Poetry). poetry? How do we analyze

poetry? How does poetry relate

to our lives? What literary devices

does the author use? How does the author

present his or her poem?

What are the different functions of a poem?

How do we judge the stylistic approach of the author?

Aloud” strategy to show students how to read a poem

Write entries in Reader’s Response Journals

Study lyric, narrative, concrete, haiku, sonnets, ballads, and epic poems

Have students choose a type of poem to serve as a model for writing their own poetry

Writing Products: Poetry

selections HEOL:

Elements (Index)

Writer’s Inc .

5.01 Read and analyze various literary works (Drama)

5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literary texts appropriate to grade level and course literary focus, by: selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose; identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text; providing textual evidence to support

See 1st marking period for 21st century skills


decisions Solve problems Communicate clearly Access and evaluate


information Analyze media Work independently Be self-directed learners Be responsible to others

What role does the audience play in dramatic works?

What strategies best allow analysis of drama?

What evidence supports personal point of view?

How does the author incorporate literary elements such as characterization, setting, motif, etc. and what effect do these tools have on the work?

What can be learned from the author’s adaptation of grammatical rules?

What reading strategies do good readers use for literary texts?

What text structures

Journal topics with peer responses

Create news report of opening scenes using comprehension of main ideas and details effectively

Vocabulary quizzes Research of time

period/culture using Shakespearean Festival

Excerpts from play using word trees to identify prefixes and suffixes

Literary Analysis on the effects of characterization, setting, motif, and other tools have on the work.

Writing Product: Literary Analysis

HEOL: The Tragedy of Romeo and Juliet by William Shakespeare

Graphic Organizers

No Fear Shakespeare

Journal Entries

DGE Writer’s Inc .

– Components of a Literary Analysis Paper


understanding of and reader's response to text; demonstrating comprehension of main idea and supporting details; summarizing key events and/or points from text; making inferences, predicting, and drawing conclusions based on text; identifying and analyzing personal, social, historical or cultural influences, contexts, or biases; making connections between works, self and related topics; analyzing and evaluating the effects of author's craft and style; analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences; identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context.

contribute to facility in determining main ideas and supporting details?








6.01 Address clarity and style through such strategies as parallelism; appropriate coordination and subordination; variety and details; appropriate and exact words; and



How does the student writer accomplish conciseness?

Conduct minilessons on “cutting dead wood.”

Conduct peer editing for dead wood

Find touchstone texts illustrating parallelism and analyze their

DGE HEOL:

(Index)


conciseness. impact. Students revise essays

for parallelism Conduct sentence

combining exercises for coordination and subordination

Students revise essays for coordination and subordination

6.02 Discern and correct errors in spoken and written English by avoiding fragments, run-ons, and comma splices; selecting correct subject-verb agreement, consistent verb tense, and appropriate verbs; using and placing modifiers correctly; editing for spelling and mechanics (punctuation and capitalization).

Make judgments and decisions

Solve problems Communicate clearly

How do editing skills enhance clarity, coherence, and readability and impact student writing?

Conduct editing minilessons

Conduct peer editing for clarity, fragments, run-ons, comma splices, subject-verb agreement, verb tense, appropriate verbs, modifiers, spelling, and mechanics before students submit final drafts for their Writing Portfolios.

Reflective Essay analyzing student choice for a particular essay in their Writing Portfolios.

Writing Product: Reflective Essay

DGE


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