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2015 - 2016 Academic English 1 In this accelerated, college preparatory course, students concentrate on developing and refining reading, speaking, listening, and critical thinking skills that will enhance their writing. Students read, analyze, and respond to a variety of literary genres (short story, novel, drama, mythology, and poetry) and informational texts through writing, oral discussions, projects, presentations, and research. Students learn and practice strategies to analyze an author’s purpose, clarify vocabulary, interpret literature and nonfiction texts with textual evidence, and evaluate literary styles. Skills in writing in the expository, persuasive, and narrative styles following the writing process are emphasized as a means of clearly communicating the student’s opinions, interpretations, and analyses. Application of the Conventions of Standard English grammar and MLA writing style are integrated into the writing process. In order to pass this course, students must complete an extensive 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 course Text: Adventures in Reading. Athena ed. New York: Holt, Rinehart and Winston, 1996. Print Lowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print. Bradbury, Ray. Fahrenheit 451 and Related Readings. Literature Connections. Evanston, IL: McDougal Littell, 1998. Print.

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2015 - 2016

Academic English 1In this accelerated, college preparatory course, students concentrate on developing and refining reading, speaking, listening, and critical thinking skills that will enhance their writing. Students read, analyze, and respond to a variety of literary genres (short story, novel, drama, mythology, and poetry) and informational texts through writing, oral discussions, projects, presentations, and research. Students learn and practice strategies to analyze an author’s purpose, clarify vocabulary, interpret literature and nonfiction texts with textual evidence, and evaluate literary styles. Skills in writing in the expository, persuasive, and narrative styles following the writing process are emphasized as a means of clearly communicating the student’s opinions, interpretations, and analyses. Application of the Conventions of Standard English grammar and MLA writing style are integrated into the writing process. In order to pass this course, students must complete an extensive 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: Adventures in Reading. Athena ed. New York: Holt, Rinehart and Winston, 1996. PrintLowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print.Bradbury, Ray. Fahrenheit 451 and Related Readings. Literature Connections. Evanston, IL: McDougal Littell, 1998.

Print.

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Academic English 1 v. 2015 - 2016Unit 1: The Writing Process Duration: August/ September (3 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 characters in narrative writing.

Use precise words and phrases in

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.

Demonstrate a grade-appropriate command of conventions of

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 over the course of a text.

Describe, analyze, and evaluate

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Academic English 1 v. 2015 - 2016narrative 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 presentation.

Adapt an oral presentation to a variety of tasks.

Use technology, including the

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.

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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Academic English 1 v. 2015 - 2016internet, 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

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

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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Academic English 1 v. 2015 - 2016with 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 the 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,

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 ofstandard English grammar, usage,capitalization, punctuation, andspelling.

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 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.2.1.2

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Academic English 1 v. 2015 - 2016concepts, 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 language 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

C.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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Academic English 1 v. 2015 - 2016follows 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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Academic 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

Narrative 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

Grade appropriate Standard English conventions in expository writing

Sentence structure variety

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 development of topic in creating

Demonstrate a grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and

Analyze how characters develop over the course of a text.

Identify, describe, analyze, and evaluate the various components of a

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Academic English 1 v. 2015 - 2016an 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 informative/expository writing.

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.

plot construction and how an author structures plot to clarify and advance the action of a text.

Make predictions based on plot and character.

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 (framework story, detective story, episodic structure, flashback, suspense, foreshadowing).

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 setting and its contribution in developing plot, mood, and theme.

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.

Determine the characteristics of a detective story and analyze their use in a selected mystery.

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

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Academic English 1 v. 2015 - 2016 Follow the writing process of

prewriting, drafting, revising, editing, and publishing.

Apply new vocabulary to writing. Compare and contrast elements

of fiction and their development in a short story and film with detailed evidence from each genre.

Create a title for a composition that is original/unique, catches the reader’s attention, reflects the content of the writing and is punctuated correctly.

Cite a quote from a short story accurately and in correct format.

vocabulary to understanding of reading selections.

Identify and analyze how the use of irony, flashback, conflict, suspense, single effect, and foreshadowing as elements of fiction in stories enhance the story.

Analyze how an author constructs the plot of a short story (expositions, incentive moment, rising action, climax, falling action, and resolution).

Debate title’s proposed question on the lady or the tiger, using rhetoric and evidence from text.

Cooperate in a group to research topics presented in the period piece, “The Secret Life of Walter Mitty,” that aid in understanding and interpretation of the short 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.

Define and classify literature as escape or interpretative literature.

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:

Creation and publication following the writing process of comparison/ contrast paper

Writing and publishing, following the writing process, of a

Sentence construction that demonstrates understanding of usage and meaning of select vocabulary and correct punctuation

Variety of writing assignments with

Objective/Subjective evaluation based on character, plot, setting, and theme

Vocabulary quizzes based on meaning, usage, and application that

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Academic English 1 v. 2015 - 2016character analysis based on the characterization of a character in one of the short stories read in this unit

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 idea of text and personal evidence of ideas’ validity

Writing and publication following the writing process to variety of prompts based on themes and character traits exemplified in literary selections read

Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skills

Class debate answering proposed title on the lady or the tiger, using rhetoric and evidence from text

Comparison/contrast paper that analyzes the representation of character, plot, setting, point of view, and theme in a selected short story and film.

Creation of original examples of irony

evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement)

Creating vocabulary sentences that demonstrate understanding of words’ meanings and usage

Vocabulary quizzes that include identifying and correcting errors in sentence structure (fragments, run-ons, comma splices) and creating sentences with correct structure.

include synonyms, antonyms, analogies, and original 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, single effect, plot construction, and three types of irony

Reading guides for each selection read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas.

Reader’s Theater presentations

Resources:

Expository Writing Assignment Procedures, Guided Prewriting Worksheets, and Rubrics

Expository Writing Assignment Models

TJHS Manuscript Format (MLA

Sample vocabulary compound sentences with correct punctuation

Commonly Misspelled/Misused Words List

Teacher generated worksheets on dependent and independent

Short Story Unit I Syllabus Adventures in Reading, Athena

Edition (Holt, Rinehart and Winston, 1996) short story selections that can include:

1. Connell, Richard. “The Most

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Academic English 1 v. 2015 - 2016based)

Sample Vocabulary compound sentences

Powerpoint on critical analysis components and definitions and examples (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 comprehension, summarizing, drawing conclusions, and determining main ideas

clauses, compound and complex sentences, subject and verb agreement, and pronoun and antecedent agreement

Dangerous Game” (short story)2. Stockton, Frank. “The Lady, or the

Tiger?” (short story)3. London, Jack. “War.” (short story)4. Thurber, James. “The Secret Life

of Walter Mitty.” (short story)5. Doyle, Sir Arthur Conan. “The

Musgrave Ritual.” (detective story) 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”)

4. The Secret Life of Walter Mitty movie

5. Bascombe Valley Mystery movie Optional powerpoints that can

include:1. Direct and indirect

characterization2. Characteristics of a Detective

Story3. Background information on “The

Secret Life of Walter Mitty” period references

Teacher generated reading guides for each selection read to aid in

Teacher generated worksheets/ activities to define, apply, and analyze conflict, suspense, foreshadowing, detective story elements, irony, single effect, anonymity, plot construction, jargon, characterization, and universality

Crossword puzzles and other practice sheets for vocabulary definition and usage

Various contemporary song selections that demonstrate examples

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Academic English 1 v. 2015 - 2016of irony

Research topics for background of “The Secret Life of Walter Mitty”

Review 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.CCC.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.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 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

CC.1.4.9-10.DC.E.1.1.5CC.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.1.5.9-10.G Demonstrate command of the 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.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.AL.F.1.1.2; L.F.1.3.1; L.F.1.3.2CC.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.2.3.4C.C.1.3.9-10.D. Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.CC.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;

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Academic English 1 v. 2015 - 2016significant 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.C.C.1.4.9-10.V Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.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 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.C.C.1.5.9-10.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

CC.1.3.9–10.F Analyze how words and phrases shape meaning and tone in texts. L.F.2.3.5; L.F.2.5.1C.C.13.9-10.G Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.L.F.2.2.4CC.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.L.F.1.2.1; L.F.1.2.2; L.F.1.2.3; L.F.1.2.4C.C.1.3.9-10.K Read and comprehend literary fiction on grade level, reading independently and proficiently.C.C.1.4.9-10.V Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under

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Academic English 1 v. 2015 - 2016CC.1.5.9-10.G Demonstrate command of the conventions of standard English when speaking based on Grades 9-10 level and content.

investigation.

Comments:

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Academic English 1 v. 2015 - 2016Unit 3: Short Story/Expository-Informative/Persuasive Writing Duration: October/ November (4 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.

Complex sentences Pronoun/antecedent agreement Verb tense consistency

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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Academic 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 the 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 which includes phrases and clauses.

Use compound and complex sentences and their correct punctuation.

Recognize and correct inappropriate shifts in verb tense.

Recognize and correct inappropriate use of pronoun number and person

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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Academic English 1 v. 2015 - 2016organizational format that includes an introduction, textual evidence or anecdotal/individual ideas 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, tone, 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. Respond to writing prompts based

on ideas established in reading selections in expository and argumentative/persuasive formats in short time frames.

Use technology to produce and publish writing.

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

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.

Support Poe’s definition of a short story with details and examples from selected short stories read.

Identify and trace Poe’s idea of single effect and its effect on a short story.

Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.

Cooperate in a group to research topics presented in “The Cask of Amontillado” that aid in understanding and interpretation of the short story.

Read and comprehend literary fiction on grade level, reading independently and proficiently.

Use technology to conduct a short

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Academic English 1 v. 2015 - 2016presentations to add interest and enhance understanding of findings and reasoning.

Cite a quote from a short story accurately and in correct format.

Write and publish following the writing process a format poem that uses figurative language to create vivid images (personification, metaphor, simile), a clear point of view, and writing skills learned and practiced.

research project that demonstrates an understanding of the subject under investigation and provide information that will enhance understanding of a reading selection.

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 based on skills learned and practiced

2. A character analysis based on the characterization of a character in one of the short stories read in this unit based on skills learned and practiced

3. A critical analysis based on the development of single effect in “The Cask of Amontillado” and writing skills learned and practiced

4. A persuasive paper on own opinion and opinions of other writers on the death of Edgar Allan Poe based on writing skills learned and practiced

Class cooperative writing of poster that demonstrates an understanding of an element of fiction in “The Cask of Amontillado” (theme, setting, point

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

Student created compound sentences with correct punctuation

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 story 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

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

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Academic English 1 v. 2015 - 2016of view, character, irony, or symbolism), its contribution to the creation of a single effect, and symbolism as well as correct writing skills

Peer evaluation of a student’s writing

Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skills

Original examples of metaphor, simile, and personification based on definitions and format learned and writing format learned and practiced

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 and Rubrics Assignment Models

Writing prompts based on ideas established in reading selections in expository and argumentative/ persuasive formats in short time frames.

TJHS Manuscript Format (MLA based)

Single effect graphic organizer Models of single effect posters Figurative Language Poem

Assignment, Rubric, and Models that demonstrate application of figurative language to enhance or make more vivid ideas and feelings

Sample Vocabulary compound sentences with correct punctuation

Short Story Unit II Syllabus Adventures in Reading, Athena

Edition (Holt, Rinehart and Winston, 1996) 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”5. Silverman, Kenneth. “Poe’s Final

Days.” The New York Times6. “Rabies Death Theory.” The New

York Times.7. “If Only Poe Had Succeeded When

He Said Nevermore to Drink.” The New York Times.

8. Selections from Aesop’s Fables Reading guides for each selection

read to aid in comprehension, summarizing, drawing conclusions,

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Academic English 1 v. 2015 - 2016and 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 effect

Review 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.1.1.5CC.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.2.1.7

CC.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.3.1.5

CC.1.4.9–10.L. C.P.1.1.5; C.P.3.1.1;

CC.1.4.9-10.FCC.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.3.1.4; C.P.3.1.5

CC.1.5.9-10.G

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 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.1.1.3

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Academic English 1 v. 2015 - 2016C.P.3.1.2; C.P.3.1.3 ;C.P.3.1.4; C.P.3.1.5

CC.1.4.9–10.SCC.1.4.9–10.TCC.1.4.9–10.UCC.1.4.9–10.XCC.1.5.9-10 A.CC.1.5.9-10.G

CC.1.2.9–10.F. Analyze how words and phrases shape meaning and tone in texts.

L.N.1.1.4CC.1.2.9–10.GL.N.2.2.3CC.1.3.9-10.ACC.1.3.9–10.C L.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.1.2.4C.C.1.4.9-10.V

Comments:

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Academic English 1 v. 2015 - 2016Unit 4: The Novel/Persuasive Writing & Expository-Informative Writing Duration: December (4 weeks)

Writing/Speaking/Listening Grammar Fiction/Nonfiction

Content

Writing as a means of documenting thinking

Persuasive/Argumentative writing format, style, and structure

Variation and clarity in 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

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. 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

Making predictions based on character and plot

Determination of mood and tone Comparison of a novel and sh0rt

story

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 development of topic in creating

Demonstrate a grade-appropriate command of conventions of Standard English grammar, usage, capitalization,

Determine an author’s point of view and analyze its impact on the meaning of the reading selection based on information disclosed,

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Academic English 1 v. 2015 - 2016an informative/explanatory text.

Write with a sharp, distinct focus identifying topic, task, and audience.

Write an argument to support a claim in analyzing a topic.

Address counter claims clearly, pointing out strengths and limitations of argument.

Create an organization for a persuasive/argumentative piece of writing that establishes clear relationships among claims, counter claims, reasons, and evidence and provides a conclusion.

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.

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.

Use transitional words to move clearly from one idea to the next.

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 compound and complex sentences and their correct punctuation.

Follow spelling rules in writing for clarification.

interpretation by the reader, development of character, 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 a novel.

Apply appropriate strategies to analyze, interpret and evaluate how an author unfolds an analysis or series of ideas or events.

Review and practice designated reading strategies to help in recalling, citing, and discussing specific information and literary devices found in a novel.

Analyze various accounts of a theme told in different genres.

Determine traits of characters and 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 author’s biography and how

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Academic English 1 v. 2015 - 2016 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.

Apply new vocabulary to writing. Use parallelism and topic

sentences to clarify ideas. Compare and contrast a short

story and a novel Use technology, including the

internet, to produce, publish, and update individual writing products.

his life and beliefs impact on his writing

Determine a central idea(s) of a novel and analyze in detail its development over the course of the novel.

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 selection.

Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the novel.

Provide an objective summary of the novel, as a part or as a whole, giving key details

Identify and explain stated and implied main ideas and relevant supporting details.

Interpret the relationship between the theme and other components of the text.

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

Use contextual clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words

Draw conclusions about connotations of words.

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Academic English 1 v. 2015 - 2016 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 or above grade level, reading independently and proficiently.

Assessment:

Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skills

Peer evaluation of a student’s writing

Writing, following the writing process, of a persuasive essay based on a theme presented in the novel that follows writing skills learned and practiced

Comparison/contrast expository essay comparing OR contrasting theme in a short story and the novel

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 elements of fiction in the novel (quizzes, tests, open- ended question responses)

Reading quiz on basic elements if fiction in a short story with comparable theme

Vocabulary quiz based on meaning, usage, and application of selected words

Sentence writing that demonstrates an understanding of vocabulary usage and meaning

Reading quizzes that demonstrate an understanding of the basic elements of fiction in the novel

Worksheets on character, theme, allusion, and symbolism

Completion of reading guides for each of the three parts of the novel that indicate proficiency in comprehension, summarizing, drawing conclusions, and determining main ideas

Resources: Persuasive Writing Assignment Procedures, Prewriting Worksheets, Rubrics, and Assignment Models

TJHS Manuscript Format (MLA based)

Sample Vocabulary compound sentences with correct punctuation

Bradbury, Ray. Fahrenheit 451 and Related Readings. (Literature Connections ed., McDougal Littell, 2006) and Clark, Walter Van Tilburg. “The Portable Phonograph.”

Optional: Clark, Walter Van Tilburg.

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Academic English 1 v. 2015 - 2016 Vocabulary lists and definitions Graphic organizers for

Introductory, Developmental, Objection, and Concluding Paragraphs for Persuasive/Argumentative Writing

“The Portable Phonograph.” Adventures in Reading, Athena Edition (Holt, Rinehart and Winston, 1996).

Optional powerpoint/video clips can include:1. Time-line of Bradbury’s life and

beliefs as reflected in the novel2. Interviews with Bradbury

(neabigread.org)3. Rajmon Jijmenez epigraph4. Introduction to Fahrenheit 451 –

concepts, historical context, themes, setting, conflicts and symbols

Reading guides for 3 designated parts of the novel (“The Hearth and the Salamander,””The Sieve and the Sand,” “Burning Bright”)

Teacher generated worksheets on theme and symbolism

Review sheets to prepare for unit assessments on concepts studied

Optional nonfiction readings on censorship

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.1.1.5CC.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.G Write arguments to support claims in analysis of

CC.1.4.9-10.FCC.1.4.9–10.LC.P.1.1.5; C.P.3.1.1; C.P.3.1.2; C.P.3.1.4; C.P.3.1.5CC.1.5.9-10.G

CC.1.2.9-10.AL.N.1.3.1; L.N.1.3.2CC.1.2.9-10 B.L.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.GL.N.2.2.1C.C.1.2.9-10.L Read an comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.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.B.L.F.1.1.1.; L.F.1.3.1.; L.F.2.1.1.; L.F.2.1.2

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Academic English 1 v. 2015 - 2016substantive topics.CC.1.4.9-10.H Write with a sharp, distinct focus identifying topic, task, and audience.C.P 1.1.1CC.1.4.9-10.I Distinguish the claim(s) from alternate or opposing claims; develop claim(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 concerns.C.P.1.1.1CC.1.4.9-10.J Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s0 and reasons, between reasons and evidence, and between claim(s) and counterclaim(s); provide a concluding statement or section that follows from and supports the argument presented.C.P.1.1.2; 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.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.2.1.2; C.P.2.1.3; C.P.2.1.4; C.P.2.1.6; C.P.2.1.7

CC.1.3.9-10.C.L.F.1.1.3; L.F.2.3.1; L.F.2.3.4CC.1.3.9-10.DL.F.2.3.6CC.1.3.0-10.EL.F.1.1.3; L.F.2.3.2; L.F. 2.3.3CC.1.3.9-10.F.L.F.2.3.5; L.F. 2.5.1CC.1.3.9-10.G.L.F.2.2.1; L.F.2.2.3CC.1.3.9-10 I.L.F.1.2.1; L.F.1.2.4CC.1.3.9-10.JCC.1.3.9-10.K.

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Academic English 1 v. 2015 - 2016CC.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 A.CC.1.5.9-10.G

Comments:

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Academic English 1 v. 2015 - 2016Unit 5: Research/Expository - Informative Writing & Midterm Duration: January/ February (8 weeks)

Writing/Speaking/Listening Grammar Fiction/Nonfiction

Content

Expository writing format, style, and structure

Interpretation, evaluation, and analysis of information critically

Focus, content, style, and conventions working together to impact writing quality

Variation and clarity in 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 Midterm preparation

Use of the library

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 Midterm preparation

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

Midterm preparation

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Academic English 1 v. 2015 - 2016

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 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?

How do we develop into effective writers?

Where do I find and how do I use sources of information for research?

How does interaction with text provoke thinking and response?

How can we read effectively 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

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

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Academic English 1 v. 2015 - 2016and development of topic in creating an 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 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 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

information. Determine criteria that will support

the 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.

Read and comprehend nonfiction on or above grade level, reading independently and proficiently.

Prepare and review for the Midterm examination.

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Academic English 1 v. 2015 - 2016writing.

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 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 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

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Academic English 1 v. 2015 - 2016reader’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 English.

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

All components of research project with evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement).

Midterm Examination that assesses depth of knowledge in applying grammar skills covered during first semester of the course

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

Midterm Examination that assesses depth of knowledge of literary concepts covered during first semester of the course

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Academic English 1 v. 2015 - 2016included and evaluated according to speaking skills, evidence presented, and clarity of presentation

Midterm Examination that assesses level of writing skills covered during first semester of the course

Resources: “The Spirit of Pittsburgh” Research Project Overview, Requirements, Terms, and Topics packet

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)

Encyclopedia Data Sheet for Individual Research Project

Research Handbook-Ninth Grade (MLA based)

Comma Review Packet Sentence Structure Worksheets Midterm examination review sheets

on grammar emphasized first semester of the course

Primary and secondary nonfiction sources in TJ Library

TJ Library Databases Reliable and valid internet sources Cart of teacher resources Research Guidelines Worksheets Research Handbook – Ninth Grade

(MLA based) “The Spirit of Pittsburgh” Research

Project Overview, Requirements, Terms, and Topics packet

Midterm Examination Review sheets and practices

Fiction Literary Terms Sheet with terms and definitions (based on Keystones Glossary) in preparation for Midterm Examination

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Academic English 1 v. 2015 - 2016 Citation Practice exercises TJHS Library Mrs. Barker’s cart of

supplementary books Preliminary Outline Checklist Outline with Citation Checklist Models – Outlines, Paper, Bib

Cards, Topic Card, Note Cards, Internet Printouts, Encyclopedia Printouts

Research Evaluation Sheet Midterm examination practice

essays

Standards: CC.1.4.9-10.ACC.1.4.9-10.BC.E.1.1.1CC.1.4.9-10.C.C.E.1.1.2CC.1.4.9-10.DC.E.1.1.3; C..1.1.5CC.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.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.SCC.1.4.9-10.TCC.1.4.9-10.UCC.1.4.9-10.VCC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and

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.1.2.9-10AL.N.1.3.1CC.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.

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Academic English 1 v. 2015 - 2016following a standard format for citation.CC.1.4.9-10.X

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Academic English 1 v. 2015 - 2016Unit 6: Romeo and Juliet/Poetry/Expository- Informative Writing Duration: March/ April (8 weeks)

Writing/Speaking/Listening Grammar Fiction/Nonfiction

Content

Variation and clarity in Proper Sentence Structure

Collaborative discussions on grade level topics, texts, and issues

Use of evidence and support of a topic, opinion, or judgment

Paraphrasing techniques Effective listening 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

Grade-appropriate conventions of Standard English grammar, usage, capitalization, punctuation, and spelling.

Correct sentence structure Effective sentences

Drama 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 drama and poetry devices Determination of author’s purpose Understanding Shakespearean language Strategies to construct meaning of text Poetry format

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 development of topic in creating an informative/explanatory text.

Demonstrate a grade-appropriate command of the conventions of Standard English grammar, usage, capitalization, punctuation, and spelling.

Demonstrate commands of

Provide an objective summary of the play, as a part or as a whole, giving key details

Explain, describe, and analyze examples from the novel that support the author’s intended purpose

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Academic English 1 v. 2015 - 2016 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 evidence or anecdotal/individual ideas or support, and a conclusion.

Use transitional words to move clearly from one idea to

Standard English when speaking based on grade 9-10 level and content.

Write with agreement between subject and verbs.

Use commas correctly in compound sentences, complex sentences, introductory phrases and clauses, interrupters direct address, and appositives.

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.

Determine how history impacts on writing.

Analyze how the structure of the story influences its elements of fiction.

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 play and their impact on other elements of fiction in the story.

Determine the impact of the author’s life on his writing.

Use contextual clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.

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Academic English 1 v. 2015 - 2016the 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, tone, 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 to clarify ideas.

Collaboratively discuss topics, specific texts, and issues, expressing ideas clearly.

Apply speaking skills learned and practiced to reading the play aloud in Reader’s Theater format, adjusting voice, volume, rate, and enunciation to aid in the understanding of the drama.

Create an original couplet in iambic pentameter that exhibits correct format and clarity of meaning with correct grammar and sentence structure.

Optional: Memorize and recite a monologue from Romeo and Juliet.

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.

Draw conclusions about the 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 the metrical pattern (scansion) of lines of poetry in iambic pentameter.

Analyze a Shakespearean sonnet’s scansion and meaning.

Research the derivations of entire name. Analyze the importance of names based

on the play, nonfiction reading selections, and research determine the importance of names.

Analyze Tchaikovsky’s interpretation of Romeo and Juliet and how it compares to Shakespeare’s play.

Paraphrase lines and passages from the play as it is read to check for understanding and meaning.

Optional: memorize and recite a monologue from Romeo and Juliet.

Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the drama.Read and comprehend literary fiction on or above grade level, reading independently and proficiently.

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Academic English 1 v. 2015 - 2016

Assessment:

Original Iambic Pentameter couplet with focus, clarity, cohesiveness, and correct grammar

“What’s in a Name?” Essay in clear expository format

Writing and publishing of a paraphrase of an excerpt from the play that clearly clarifies meaning of text

Respond with coherency and clarity to reading questions on Study Guides

Peer evaluation of expository writing assignment

Expository paragraph on outstanding character trait of one of the main characters in Romeo and Juliet (Romeo, Julie, Friar Laurence, Nurse, Benvolio, or Mercutio)

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 writing and paraphrasingSentence construction that demonstrates understanding of usage and meaning of select vocabulary and correct punctuation

Objective/Subjective evaluation based on background information (Shakespeare’s life, his times, and his drama/poetry), character, plot, literary devices, quotes, 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 and poetic devices used in the play

Reading guides for each act and scene to check on comprehension, summarizing, drawing conclusions, and determining main ideasParaphrasing activities that check for accuracy and meaning

Resources: Reading guides for each act and scene with clear responses with evidence that demonstrates writing skills practiced this year.

Iambic Pentameter Writing Assignment, procedures, models, and rubric

“What’s in a Name?” Writing Assignment, Procedures, Rubric, Model, Peer Evaluation, and Prewriting Worksheets

Paraphrase Writing Assignment, Procedures, Model, Rubric

Comma Review Packet (compound sentences, complex sentences, introductory phrases and clauses, interrupters direct address, appositives)

Comma Practice Worksheets

Romeo and Juliet. Adventures in Reading, Athena Edition (Holt, Rinehart and Winston, 1996).

Optional: “Shakespeare, William. “Sonnet 55.” Adventures in Reading, Athena Edition (Holt, Rinehart and Winston, 1996).

Optional: Tchaikovsky’s Romeo and Juliet Fantasy Overture. Gergiev. London Symphony Orchestra.

“Pyramus and Thisbe” myth Selected vocabulary lists Teacher generated worksheets on

Shakespeare’s language, rhyme and meter, the Shakespearean theater, Shakespeare’s Stratford, vocabulary anagrams, poetic techniques, play

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Academic English 1 v. 2015 - 2016timeline, literary terms, plot structure of Shakespeare’s tragedies

Powerpoint on Unlocking the Truths about the Immortal Bard ( his life, his time, his theater, drama and tragedy, Romeo and Juliet)

Romeo and Juliet/Drama/Poetry Literary Term Worksheet including verse, pun, iambic pentameter, blank verse, aside, oxymoron, foil, juxtaposition, technical and dramatic climaxes,

Optional videos/movies can include:1. Leonardo DeCaprio’s Romeo and

Juliet2. Zeferelli’s Romeo and Juliet3. Standard Deviants William

Shakespeare4. Shakespeare in Love5. Shakespeare’s Stratford6. Shakespeare’s Biography (A & E)7. Nomeo and Juliet

Nonfiction selections can include:1. David, Ariel. “Digs Uncovered.”2. Deary, Terry. Top Ten Shakespeare’ s

Stories.3. Leon, Masha. “What’s in a Name?”

Small Miracles of the Holocaust.4. Wach, Bonnie. “What’s in a Name?”

Health Magazine.5. Natural remedies to ailments

Review sheets to prepare for unit assessments on concepts studied

Standards: CC.1.4.9-20.ACC.1.4.9-10.BC.E.1.1.1CC.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.E

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.3.1.5

CC.1.2.9-10.AL.N.1.3.1; L.N.1.3.2; L.N.2.3.3CC.1.2.9-10.BL.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.CL.N.1.1.2; L.N.1.1.3; L.N.1.3.3; L.N.2.3.3; L.N.2.3.5CC.1.2.9-10.D

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Academic English 1 v. 2015 - 2016C.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.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.SCC.1.4.9-10.TCC.1.4.9-10.UCC.1.4.9-10.VCC.1.4.9-10.WCC.1.4.9-10.XCC.1.5.9-10.ACC.1.5.9-10.CCC.1.5.9-10.ECC.1.5.9-10.G

L.N.2.3.6CC.1.2.9-10.EL.N.1.1.1;L.N.1.1.3; L.N.2.4.1CC.1.2.9-10.GL.N.2.2.1; L.N.2.2.2; L.N.2.2.3C.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.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.2.3.3;CC.1.3.9-10.FL.F.2.3.5; L.F.2.5.1; L.F.2.5.2CC.1.3.9-10.GL.F.2.2.1; L.F.2.3.3; L.F.2.2.4CC.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.1.2.3; 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

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Academic English 1 v. 2015 - 2016Unit 7: The Odyssey/Epic/Expository-Informative Writing/Final Examination Duration: May/ June (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

Conventions of proper sentence structure, sentence variety, and punctuation

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 judgmentProper writing conventions

Review and application of comma rules

Use of parallelism for clarity Variety in sentence structure Grade-appropriate command of

the conventions of Standard English grammar, usage, capitalization, punctuation, and spelling.

Grade-appropriate command of the conventions of Standard English grammar in speaking

Agreement between subject and verbs and pronouns and antecedents.

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 themes, character, and

plot in an epic poem Use of poetic devices in an epic poem Comparison of play and epic poem as a

narrative 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?

Skill: Establish a clear topic or thesis Demonstrate a grade-appropriate Analyze organization of plot and use of

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Academic English 1 v. 2015 - 2016with 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 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

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.

Place commas correctly in compound sentences.

Use sentence construction that demonstrates understanding of usage and meaning of select

Use subject and verb agreements and pronoun and antecedent agreement.

flashbacks to tell the story. 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, subjective versus objective information provided.

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.

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.

Paraphrase Homer’s original epic poem lines 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 epic poem.

Summarize, draw conclusions, and make generalizations about character and theme.

Identify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, foreshadowing,

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Academic English 1 v. 2015 - 2016domain-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.

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.

Use technology, including the internet, to produce, publish, and update individual writing products

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.

Apply speaking skills learned and practiced to reading the epic poem aloud, adjusting

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 messages are.

Identify and memorize the domains of the various Greek deities in The Odyssey.

Compare and contrast the director’s interpretation of the legend as seen in The Odyssey and “O Brother Where Art Thou?” with the one read.

Establish the qualities of a Greek hero. Trace Odysseus’s journeys 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.

Read, analyze and interpret a myth alluded to in The Odyssey determining characters and traits, plot construction, setting, point of view, and theme and other essential information for understanding the myth.

Determine a symbolic representation of the final Mythological Allusions and References Project.

Read and comprehend literary fiction on or above grade level, reading independently and proficiently.

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Academic English 1 v. 2015 - 2016voice, volume, rate, and enunciation to aid in the understanding of the narrative poem.

Collaboratively create a play based on a mythical character alluded to in The Odyssey that demonstrates proficiency in writing meaningful dialogue in correct format and follows conventions of the drama format.

Assessment:

Responses to writing prompts based on ideas established in reading selections in expository and argumentative/ persuasive formats in short time frames

Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skills

Writing sentences that demonstrate an understanding of vocabulary usage and meaning and clarity in structure

A critical analysis (i.e., proving that the Odyssey is a hero based on criteria established for a hero and his journey in becoming one)

Peer evaluation of a student’s writing.

Mythological Allusions and References Project that demonstrates writing skills practiced in writing a narrative

Presentation of Mythological Allusions and References Play

Final Examination that assesses

Vocabulary quizzes to check application to writing

Variety of writing assignments with evaluation points based on grammar (sentence structure, spelling, punctuation, capitalization, agreement)

Application of verb tense consistency to all writing

Final Examination that assesses depth of knowledge in applying grammar skills covered during the course

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

Quizzes that demonstrate understanding of terms, Greek deities’ domains, and background information

Reading guides for each selection read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas.

Final Examination that assesses depth of knowledge of literary concepts covered during the course

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Academic English 1 v. 2015 - 2016level of writing skills covered during the course

Resources:

The Odyssey Writing Assignment: Defining a Hero, Procedures, Pre-writing, Rubric, Peer Evaluation, and Model

The Odyssey Writing Assignment: The Hero’s Journey Worksheet

Mythological Allusions Writing Assignment, Procedures, Rubric, and Models

All worksheets from year on grammar and usage

Adventures in Reading, Athena Edition (Holt, Rinehart and Winston, 1996).1. An Epic Poem: The Odyssey2. The Odyssey Invocation3. Guidelines for Close Reading of The

Odyssey4. People and Places in The Odyssey5. A Map of the Journeys of Odysseus

Teacher generated worksheets, practices and activities on people and places in The Odyssey, background information from The Iliad, the major Greek deities (Who’s Who on Mt. Olympus), Homer’s Mythology viewing guide, literary terms important to epic poetry (epic, Homeric simile/metaphor, oral tradition, invocation, epithet, polytheistic, anthropomorphic, legend, rhapsodes), and the hero’s journey.

Optional videos that may include:1. O Brother Where Art Thou? film

selections2. Homer’s Tradition: Tracing a Tradition

DVD3. 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)3. “Trojan World.” The World Bok

Encyclopedia. Reading Guides: Invocation, Part I., and

Part II The Odyssey Vocabulary List Final Examination Review Sheets and

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Academic English 1 v. 2015 - 2016Practices

Standards:

CC.1.4.9-10.ACC.1.4.9-10.BC.E.1.1.1CC1.4.9-10.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.2.1.3; 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.MCC.1.4.9-10.NCC.1.4.9-10.OCC.1.4.9-10.PCC.1.4.9-10.Q Write with an awareness of the stylistic aspects of writing.Use parallel structure.Use various types of phrases and clause to convey meaning and add variety and interestCC.1.4.9-10.R Demonstrate a grade-appropriate command of the conventions of Standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.9-10.SCC.1.4.9-10.TCC.1.4.9-10.UCC.1.4.9-10.VCC.1.4.9-10.WCC.1.4.9-10.XCC.1.5.9-10.ACC.1.5.9-10.CCC.1.5.9-10.DCC.1.5.9-10.E

CC.1.4.9-10.FCC.1.4.9-10.R

CC.1.2.9-10.AL.N.1.3.1; L.N.1.3.2; L.N.2.3.3CC.1.2.9-10.BL.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.CL.N.1.1.2; L.N.1.1.3; L.N.1.3.3; L.N.2.3.3; L.N.2.3.5CC.1.2.9-10.DL.N.2.3.6CC.1.2.9-10.EL.N.1.1.1;L.N.1.1.3; L.N.2.4.1CC.1.2.9-10.GL.N.2.2.1; L.N.2.2.2; L.N.2.2.3C.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.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.2.3.3;CC.1.3.9-10.FL.F.2.3.5; L.F.2.5.1; L.F.2.5.2CC.1.3.9-10.GL.F.2.2.1; L.F.2.3.3; L.F.2.2.4CC.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.1.2.3; L.F.1.2.4CC.1.3.9-10.K

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Academic English 1 v. 2015 - 2016CC.1.5.9-10.G

Comments:

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