Upload
others
View
0
Download
0
Embed Size (px)
Citation preview
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
Darul Arqam North Zone English I Pre-AP (2017-18)
Assurances Semester 1, Quarter 1
• Students will use a flexible range of metacognitive reading skills to understand an author’s message. • Students will apply earlier standards with greater depth in increasingly more complex texts to become a self-directed and critical reader. • Students will reflect on understanding to monitor comprehension (asking questions, summarizing, synthesizing, making connections and creating sensory
images). • Students will make complex inferences about text and use textual evidence to support understanding. • Students will read and analyze at least one novel or major work. • Students will read from various genres including short stories with an emphasis on classical literature. • Students will read from varied sources emphasizing literary elements including theme, plot, allusions, setting, characterization, conflict, point of view, mood,
irony, sarcasm, paradox, author’s purpose, diction, and figurative language. • Students will apply analysis skills on AP-style M/C passages from LTF materials. • Students will focus on literary analysis with an emphasis on literary elements. • Students will strengthen vocabulary through direct word study from the district’s Greek and Latin vocabulary list. • Students will strengthen vocabulary through word study from literary sources in conjunction with class reading. • Students will use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part of speech of words. • Students will review the various steps of the writing process including planning, drafting, sharing, revising, editing and publishing. • Students will use a variety of sentence structures and transitions to create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one response to literature using textual evidence to support ideas. • Students will write an imaginative story. • Students will write an analytical essay. • Students will write one timed AP-style essay • Students will review the eight parts of speech. • Students will use and understand verbs, including gerunds, infinitives and participles. • Students will use and understand reciprocal pronouns. • Students will use a variety of correctly structured sentences. • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. • Students will critique the on-going research process to improve their product. • Students will use comprehension skills to listen attentively to others. • Students will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate productively in discussions.
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
1stQuarter(43Days)
Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ToKillaMockingbird/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresourcesWeek Unit/Lesson LearningObjectives Reporting
Categories(TEKSSEs)
Reading Grammar Writing Vocabulary
1st:Aug9-11(3days)
Courseintroduction:Rules,expectations,materials
Introductionofassignednovel'ToKillAMockingbird'
8PartsSpeech:Reviewallpartsofspeech*monitorunderstandingoftheappropriateidentificationandusageofthe8partsofspeech
GreekandLatinRootsPartI:nunc/nounce,voc/vok,fa,dic/dict,cant/chant,aud,son,log
1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26
2nd:Aug14-18(5days)
Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:MattersofLifeandDeathp.9Reading:“TheJump”p.4WritersonReadingp.6
*understandtheroleofconflictinastory*drawinferencesandsupportthemwithdetailsfromthetext.*skimtextforinformation*analyzetherelevanceofplotandsetting.
GreekandLatinRootsPartI:nunc/nounce,voc/vok,fa,dic/dict,cant/chant,aud,son,log
1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26
3rd:Aug21-25(5days)
Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:MattersofLifeandDeathp.9Reading:“TheCaskAmontillado”p.55
*analyzemoodandsuspense*paraphrase*understandandidentifyirony*analyzedialogue
AnImaginativeStory:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartI:nunc/nounce,voc/vok,fa,dic/dict,cant/chant,aud,son,log
1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26
4th:Aug28-Sept8
(6days)
Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:MattersofLifeandDeathReading:“BluesAin’tNoMockingbird”p.67
*understandandanalyzetheuseofdialect*identifyandanalyzeconcretedetails*interpretsymbolsbydrawinginferencesfromthetext
GreekandLatinRootsPartI:nunc/nounce,voc/vok,fa,dic/dict,cant/chant,aud,son,log
1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26
5th:Sept11-15(5days)
Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:MattersofLifeandDeathReading:“TheInterlopers”p.79
*analyzetheuseofirony*analyzecause-and-effectrelationships*analyzeuseofdictiontoenhancemood*understandtheuseofdialogue
AnAnalyticalResponse:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartI:nunc/nounce,voc/vok,fa,dic/dict,cant/chant,aud,son,log
1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26
6th:Sept18-22(5days)
Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:RewardsandSacrificesReading:intro:CharacterandThemep.106“RulesofTheGame”p.108
*understandandrecognizeliteraryelements*drawinferencesandsupportthemwithdetailsfromthetext*Identifytheprotagonistandantagonistinashortstory*makeinferencesaboutcharacters*previewastoryusingaquestioningstrategy
Review:Sentencestructurep.159,p.218Focus:Phrases-verbal,gerund,infinitive,participial
ALiteraryResponse:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts
GreekandLatinRootsPartI:nunc/nounce,voc/vok,fa,dic/dict,cant/chant,aud,son,log
1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
1stQuarter(43Days)
Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ToKillaMockingbird/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresourcesWeek Unit/Lesson LearningObjectives Reporting
Categories(TEKSSEs)
7th:Sept25-29(5days)
Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:RewardsandSacrificesReading:“TheGiftoftheMagi”p.121
*identifytheproblemandsolutioninashortstory*analyzethemeaningofsymbolsinashortstory*examinethecauseandeffectofcharacters’emotions
GreekandLatinRootsPartI:nunc/nounce,voc/vok,fa,dic/dict,cant/chant,aud,son,log
1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26
8th:Oct2-6(5days)
Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:DreamsandRealityReading:intro:NarratorandVoice“TheSecretLifeofWalterMitty”p.208
*understandtheroleofnarratorandpointofviewinastory*makegeneralizationsandsupportthemwithdetailsfromthetext*experimentwithpointofview*recognizetheimpactofdiction*understandtransitions*visualizetoimprovecomprehension*usereviewingandquestioningtomonitorreadingcomprehension
GreekandLatinRootsPartI:nunc/nounce,voc/vok,fa,dic/dict,cant/chant,aud,son,log
1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26
9th:Oct10-13(4days)
Novel:ToKillAMockingbirdUnit:TheShortStoryp.2Theme:DreamsandRealityReading:“TheDrumsofWashington”p.243
*analyzetextforbias*interprettheinfluencesofhistoricalcontextonaliterarywork*applymeaningsofprefixesindecodingwords*analyzedetailswithintext
*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartI:nunc/nounce,voc/vok,fa,dic/dict,cant/chant,aud,son,log
1.a,b,e/2.a,c/5/6/12/13.a,b,c,d,e14.a/18.a,b/20.a/24/25/26
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
Darul Arqam North Zone English I Pre-AP (2017-2018)
Assurances Semester 1, Quarter 2
• Students will use a flexible range of metacognitive reading skills to understand an author’s message. • Students will apply earlier standards with greater depth in increasingly more complex texts to become self-directed and critical readers. • Students will make complex inferences about text and use textual evidence to support understanding. • Students will apply analytical skills on AP-style M/C passages from LTF materials. • Students will focus on rhetorical analysis with an emphasis on the appeals and syntactical elements. • Students will read and analyze at least one novel or major work. • Students will read from various genres including poetry. • Students will read from varied sources emphasizing literary elements including theme, plot, allusions, setting, characterization, conflict, point of view, mood,
diction, irony, sarcasm, paradox, author’s purpose and figurative language. • Students will build vocabulary through direct study from district’s Greek and Latin roots list and through word study from literary sources in conjunction with
class reading. • Students will use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part of speech of words. • Students will utilize the various steps of the writing process to create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one response to literature using textual evidence to support ideas. • Students will write a poem. • Students will write an analytical essay. • Students will write one timed AP-style essay. • Students will strengthen sentence skills with Killgallon Sentence Composing exercises. • Students will use and understand restrictive and nonrestrictive clauses. • Students will identify and use the subjunctive mood to express doubts, wishes and possibilities. • Students will use a variety of correctly structured sentences. • Students will use correct comma placement in nonrestrictive clauses and contrasting expressions. • Students will use quotation marks to indicate sarcasm or irony and dashes to emphasize parenthetical information. • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. • Students will critique the on-going research process to improve the product. • Students will use comprehension skills to listen attentively to others. • Students will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate productively in discussions, including at least one Socratic discussion or one graded/guided discussion. • Students will give a presentation.
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
2ndQuarter(41Days)
Resources:Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ALessonBeforeDying/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresources
Week Unit/Lesson LearningObjectives ReportingCategories(TEKS
SEs) Reading Grammar Writing Vocabulary
1st:Oct16-19(4days)
Novel:ALessonBeforeDyingbyEarnestGainesUnit:3GenreFocus-Poetryp.508-512Theme:NatureInspiresReading:introp.508/TheChargeoftheLightBrigadep.510/p.516-518FormandStructure
*identifythedistinguishingcharacteristicsofpoetry.*analyzehowpoeticelementsaffectthereader*recordobservationsonpoetry
AReflectiveEssay-*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/equi,son,log
1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/14a,b,c17/18/19/24a,b,c/25/26
2nd:Oct23-27(5days)
Novel:ALessonBeforeDyingbyE.GainesUnit:3GenreFocus-Poetryp.508-512Theme:NatureInspiresReading:IWonderedLonelyAsaCloudp.518/WhoAreYouLittleIp.524/ARedRedRosep.529
*readandunderstandvarioustypesofpoetry*recognizeelementsofpoeticformandstructure,includingmeterandrhymescheme*analyzespeakerofthepoem*makeinferencesaboutaspeaker
GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/equi,son,log
1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/14a,b,c17/18/19/24a,b,c/25/26
3rd:Oct30-Nov3(5days)
Novel:ALessonBeforeDyingbyE.GainesUnit:3GenreFocus-Poetryp.508-512Theme:NatureInspiresReading:TheIslandWithinp.537/AMysteriousPoeticEffectp.561/Haikup.566
*readforavarietyofpurpose,usingappropriatestrategiestoaidcomprehension*identifyhistoricalandculturalcontextofatext*monitorreadingcomp.bysummarizingandaskingquestions*identifyandanalyzeahaiku*interpretimagery
Review:ConcreteandAbstractnounsp.510/Subject-VerbAgreementp.565Focus:RestrictiveandNon-restrictiveclauses
GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/equi,son,log
1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/14a,b,c17/18/19/24a,b,c/25/26
4th:Nov6-10(5days)
Novel:ALessonBeforeDyingbyE.GainesUnit:3GenreFocus-Poetryp.508-512Theme:LifeLessonsReading:intro-Languageofpoetryp.575/“IWasaSkinnyTomboyKid”p.581“TheWorldIsNotaPleasantPlacetoBe”p.585/“Hope”/I'mNobodyp.593/“Sympathy”p.602
*recognizeandinterpretimageryandfigurativelanguage*recognizethecharacteristicsoffreeverse*analyzesensorydetails*recognizeandunderstandpersonification*analyzetone*recognizeandanalyzemetaphors*identifyandanalyzespeaker*recognizeandunderstandsymbol.
APoem*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/equi
1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/14a,b,c17/18/19/24a,b,c/25/26
5th:Nov13-17(5days)
Novel:ALessonBeforeDyingby.E.GainesUnit:3GenreFocus-Poetryp.508-512
*recognizeandinterpretsounddevicessuchasalliteration,assonance,consonance,onomatopoeiaandrepetition*identifyand
Review:Coherence-HandlingDialoguep.350/SentenceStructure:UsingAdverbclausesp.408Focus:Restrictiveandnon-restrictiveclauses
GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/
1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
2ndQuarter(41Days)
Resources:Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ALessonBeforeDying/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresources
Week Unit/Lesson LearningObjectives ReportingCategories(TEKS
SEs)Theme:TheStrengthofFamilyp.619Reading:SoundDevicesp.620-21/'TheBells'p.621/'TheGoodNight'p.629/'BeyondtheBedroomWall'p.633/'TheDeathofMyFather'p.639
analyzetheeffectofsounddevicesinpoetry*understandepiphany*makegeneralizations*makeinferences*understandsentencestructure*analyzeauthor’spurpose*monitorreadingcomprehension*compareauthor’spurposes*analyzeuseofsounddevices*comparetextsacrossgenres
equi 14a,b,c17/18/19/24a,b,c/25/26
6th:Nov20-21(2days)
Novel:ALessonBeforeDyingE.GainesUnit:2-Nonfiction(AutobiographyandBiography)Theme:LookingIntoLivesReading:introp.300/FindingaLatinoVoicep.302/“OfDryGoodsandBlackBowTies”p.311
*understandformsofnonfiction*distinguishfactfromopinion*understandcharacteristicsofautobiographyandbiography*recognizeauthor’spurpose*describeandevaluatepersonalpreferencesregardingnonfiction*understandsequenceofeventsinabiography*analyzingcauseandeffect
AnAPStyleTimedEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/equi
1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/14a,b,c17/18/19/24a,b,c/25/26
7th:Nov27-Dec1(5days)
Novel:ALessonBeforeDyingE.GainesUnit:2-Nonfiction(AutobiographyandBiography)Theme:LookingIntoLivesReading:“TheMurderofAbrahamLincoln”p.335/“TheStoryofMyLife–HelenKeller”p.340
*understandthecharacteristicsofagraphicnovel*applycriticalviewingskillstonon-printmedia*understandanecdotes*maketexttoselfconnections*identifyanauthor’spurpose
GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/equi,son,log
1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/14a,b,c17/18/19/24a,b,c/25/26
8th:Dec4-8(5days)
Novel:ALessonBeforeDyingE.GainesUnit:2-Nonfiction(PersonalandExpositoryEssay)Theme:OnTheMoveReading:introp.380-81/“FieldTrip”p.395/IntoThinAirp.417
*understandthecharacteristicsofanessay*understanddifferenttypesofessays*analyzethemainidea*recognizeauthor’spurpose*recognizeandanalyzestructure*monitorcomprehension
GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/equi
1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/14a,b,c17/18/19/24a,b,c/25/26
9th:Dec11-15(5days)
Novel:ALessonBeforeDyingE.GainesUnit:2-NonfictionTheme:FindingCommonGroundReading:introp.436/“ANewGeneration”p.438/“TheAmericanCause”p.459
*understandthecharacteristicsofpersuasivewriting*recognizeanopinionandsupportfortheopinion*recognizeandevaluateandargument*analyzerhetoricaldevices*recognizebias*identifystructureofaspeech*recognizeandanalyzecharacteristicsofapersuasiveessays*identifytone
AnAutobiographicalEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartII:ped/vest/corpor,corpu/unni/mono/homo/equi,son,log
1.a,b,c,d/2.a,b,c/5.a,b,c,d/7/8/11a,b/13a,b,c,d/14a,b,c17/18/19/24a,b,c/25/26
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
Darul Arqam North Zone English I Pre-AP (2017-18)
Assurances Semester 2, Quarter 3
• Students will use a flexible range of metacognitive reading skills to understand an author’s message. • Students will apply earlier standards with greater depth in increasingly more complex texts to become self-directed and critical readers. • Students will make complex inferences about text and use textual evidence to support understanding. • Students will read from varied sources emphasizing literary elements and syntactical techniques from the LTF skills progression chart. • Students will apply analytical skills on AP-style M/C passages from LTF materials. • Students will focus on continuing to strengthen their literary and rhetorical analysis skills. • Students will read and analyze at least one novel or major work (could be the play). • Students will read from various genres including a play. • Students will read from varied sources emphasizing literary elements including theme, plot, allusions, setting, characterization, conflict, point of view, mood,
irony, sarcasm, paradox, author’s purpose and figurative language. • Students will build vocabulary through direct word study from district’s Greek and Latin roots list and through word study in conjunction with class reading. • Students will use a dictionary or thesaurus to determine the meaning, syllabication, pronunciation, and part of speech of words. • Students will complete analogies. • Students will utilize the various steps of the writing process to create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one response to literature using textual evidence to support ideas. • Students will write a script or an imaginative story, if a story was not written first quarter. • Students will write an analytical essay. • Students will write one timed AP-style essay. • Students will strengthen sentence skills with Killgallon Sentence Composing exercises. • Students will use a variety of correctly structured sentences. • Students will continue to apply earlier oral and written conventions standards with greater complexity. • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. • Students will critique the on-going research process to improve the product. • Students will use comprehension skills to listen attentively to others. • Students will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate productively in discussions, including at least one Socratic discussion or one graded/guided discussion. • Students will listen and take notes. • Students will give a presentation.
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
3rdQuarter(45Days)
Resources:Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ThingsFallApart/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresources
Week Unit/Lesson LearningObjectives ReportingCategories(TEKS
SEs) Reading Grammar Writing Vocabulary
1st:Jan3-11(7days)
Novel:ThingsFallApartby:ChinuaAchebeUnit:4GenreFocus:DramaTheme:ThePowerofLoveReading:introp.682-83&p.686,RomeoandJulietp.696
*understandthecharacteristicsofdifferenttypesofdrama*identifyandexploreliteraryelementsofdrama*makeconnectionsthroughperformance*understandcharacteristicsofShakespeareantheatre8connecthistoricalcontexttoliterature
GreekandLatinRootsPartIII:Ben/cord/anim/mal/sequi,sec/cur,cour/grad/ambl,ambul
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
2nd:Jan16-19(4days)
Novel:ThingsFallApartby:ChinuaAchebeUnit:4GenreFocus:DramaTheme:ThePowerofLoveReading:introp.682-83&p.686,RomeoandJulietp.696
*recognizeandanalyzethedramaticuseofafoil*summarizetoimprovecomprehension*performoralinterpretationsofliterarytexts*improvecomprehensionbyrereadingandnotetaking*appreciatetheimagescreatedbyvividlanguage
GreekandLatinRootsPartIII:Ben/cord/anim/mal/sequi,sec/cur,cour/grad/ambl,ambul
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
3rd:Jan22-26(5days)
Novel:ThingsFallApartby:ChinuaAchebeUnit:4GenreFocus:DramaTheme:ThePowerofLoveReading:introp.682-83&p.686,RomeoandJulietp.696
*Understand,identifyandanalyzefigurativelanguageindrama*establishapurposeforreading*makeinferencesaboutcharacters*useacharacter’sactionsandstatementstoinferpersonalitytraits
Review:Languageusage:usingcorrectverbtensesp.812Focus:Killgallonsentencecomposition
GreekandLatinRootsPartIII:Ben/cord/anim/mal/sequi,sec/cur,cour/grad/ambl,ambul
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
4th:Jan29-Feb2(5days)
Novel:ThingsFallApartby:ChinuaAchebeUnit:4GenreFocus:DramaTheme:ThePowerofLoveReading:introp.682-83&p.686,RomeoandJulietp.696
*Monitorcomprehensionthroughsummarizing,rereadingandquestioning*usedescriptivedetailstoelaborategeneralstatements*practicetechniquesoforalinterpretationsinreader’stheatre*compareandcontrastscenes*analyzetone8identifyandanalyzemonologues,soliloquies,andasides
LiteraryAnalysisEssayAnalyzingDrama:p.926*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartIII:Ben/cord/anim/mal/sequi,sec/cur,cour/grad/ambl,ambul
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
5th:Feb5-9(5days)
Novel:ThingsFallApartby:ChinuaAchebeUnit:4GenreFocus:DramaTheme:AwkwardEncountersReading:introp.820-21,TheBearp.822
*readandrespondcriticallytodifferenttypesofliterature*analyzedramaticelementssuchasstagedirections,dialogue,irony,andtone*readtoappreciateauthor’scraft*recognizecharacteristicsofafarce*analyzedialogue*analyzecauseandeffectrelationships
Review:Languageusage:usingcorrectverbtensesp.812Focus:KillgallonsentencecompositionTestPrepandPractice:p.938Review:Coherence:Usingtransitionalexpressionsp.1087Focus:KillgallonsentencecompositionTestPrepandPracticep.1106
AnAPStyleTimedEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughall
GreekandLatinRootsPartIII:Ben/cord/anim/mal/sequi,sec/cur,cour/grad/ambl,ambul
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
3rdQuarter(45Days)
Resources:Resources:GlencoeLiteratureTheReader’sChoiceCourse4/ThingsFallApart/GreekandLatinRootsStudyList/TEAResources/additionalsupplementalresources
Week Unit/Lesson LearningObjectives ReportingCategories(TEKS
SEs)
6th:Feb12-16(5days)
Novel:ThingsFallApartby:ChinuaAchebeUnit:5GenreFocus:EpicsandMythsTheme:JourneysReading:introp.945-949/TheWeddingfromtheRamayana/TheOdysseyp.960
*understandcharacteristicsofepicsandmyths*identifyandexploretheliteraryelementsofepicsandmyths*recognizerecurringcharactertypesinliterature*recognizetheimportanceofcharacter’sessentialqualities*compareworksthatexpressauniversaltheme*researchoralliterature
stepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartIII:Ben/cord/anim/mal/sequi,sec/cur,cour/grad/ambl,ambul
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
7th:Feb20-23(4days)
Novel:ThingsFallApartby:ChinuaAchebeUnit:5GenreFocus:EpicsandMythsTheme:JourneysReading:introp.945-949/TheWeddingfromtheRamayana/TheOdysseyp.960
*understandtheepicandtheepichero*analyzefigurativelanguage*identifyauthor’spurpose*evaluatetheepichero*understandspatialorder**identifycauseandeffectrelationships*understandforeshadowing*identifypersonification*identifysequenceofevents*analyzeconflict*understandproblem-solvingstrategies*makeaconnectionswithliterarycharacters
GreekandLatinRootsPartIII:Ben/cord/anim/mal/sequi,sec/cur,cour/grad/ambl,ambul
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
8th:Feb26-Mar2(5days)
Novel:ThingsFallApartby:ChinuaAchebeUnit:5GenreFocus:EpicsandMythsTheme:JourneysReading:TheHobbitp.1048
*analyzeimplicitrelationships,suchascompareandcontrastrelationships*relatetotextthroughthegraphicnovel*
GreekandLatinRootsPartIII:Ben/cord/anim/mal/sequi,sec/cur,cour/grad/ambl,ambul
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
9th:Mar5-9(5days)
Novel:ThingsFallApartby:ChinuaAchebeUnit:5GenreFocus:EpicsandMythsTheme:ArchetypesReading:TheFenrisWolfp.1067
*understandandidentifycharacteristicsofmyth*recognizeandinterpretimportantsymbols*recognizeandanalyzeplotpatternarchetypes*usepre-readingstrategiessuchaspredicting*makeconnectionsacrosstexts*analyzemythologicalcharacters
ResearchPaper:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartIII:Ben/cord/anim/mal/sequi,sec/cur,cour/grad/ambl,ambul
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
Darul Arqam North Zone
English I Pre-AP (2017-2017) Assurances
Semester 2, Quarter 4
• Students will use a flexible range of metacognitive reading skills to understand an author’s message and will reflect on understanding to monitor comprehension. • Students will apply earlier standards with greater depth in increasingly more complex texts to become self-directed and critical readers. • Students will make complex inferences about text and use textual evidence to support understanding. • Students will read and analyze at least one novel or major work. • Students will read from various genres including nonfiction and persuasive pieces and a speech, with an emphasis on media literacy and persuasion / rhetoric. • Students will continue to emphasize literary elements but will focus on persuasive techniques. • Students will analyze nonfiction: analyze pieces for bias and credibility of evidence; differentiate between substantiate and unsubstantiated opinions; and
analyze for clarity of objective. • Students will build vocabulary through direct word study from the district’s Greek and Latin roots list and through word study from literary sources in
conjunction with class reading. • Students will describe the origins and meanings of foreign words or phrases used frequently in written English. • Students will utilize the various steps of the writing process to create effective writing. • Students will produce one multi-paragraph composition, which has been taken through all of the steps of the writing process. • Students will write one response to literature using textual evidence to support ideas. • Students will write a persuasive essay. • Students will produce a multimedia presentation. • Students will write a work-related document. • Students will write one timed AP-style essay. • Students will strengthen sentence skills with Killgallon Sentence Composing exercises. • Students will understand and use the conventions of academic language when speaking and writing. • Students will explore relevant sources, analyze sources, and collect information on varied topics. • Students will organize, synthesize and present ideas and information according to the purpose of the research and the audience. • Students will critique the on-going research process to improve the product. • Students will use comprehension skills to listen attentively to others. • Students will speak clearly and to the point, using the conventions of language. • Students will work productively with others in teams. • Students will participate in at least one Socratic discussion or one graded/guided discussion. • Students will evaluate the effectiveness of a speech. • Students will give a presentation.
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
4thQuarter(47Days)
Week Unit/Lesson LearningObjectives ReportingCategories(TEKSSEs)
Reading Grammar Writing Vocabulary
1st:Mar19-23(5days)
Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:OurWorldandBeyondp.1121Reading:BuyJupiterp.1116/HistoricalPerspective:2001:ASpaceOdysseyp.1138
*interpreteventsandcharacters’responsesto*setapurposeforreadingbasedonauthor’spurpose*analyzeanauthor’suseofdescription*recognizeandinterpretimageryandfigurativelanguage,suchasmetaphor,simile,andpersonification
GreekandLatinRootsPartIV:Cogn/soph/nomen/onym/matr/part/fil/gen/magn/maxim/min/micro/mega
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
2nd:Mar26-29(4days)
Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:OurWorldandBeyondp.1121Reading:TheRuleofNamesp.1150/TheGoldenKite,theSilverWind
*examinerelationshipsbetweenauthor’sstyle,literaryform,andintendedimpactonthereader*identifyandanalyzeauthor’suseofhumor*analyzesensorydetails*understandauthor’suseofdialect*identifyallegory*identifyamoral
GreekandLatinRootsPartIV:Cogn/soph/nomen/onym/matr/part/fil/gen/magn/maxim/min/micro/mega
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
3rd:Apr2-6(5days)
Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:RevealingtheConcealedReading:StyleandTonep.1189/TheMysteryoftheHunter’sLodgep.1193
*understandandanalyzeavarietyofliterarytexts*examinetherelationshipsbetweenanauthor’sstyle,literaryform,andintendedimpactonthereader*identifytheeffectofartisticelementswithinatextsuchasstyleandwordchoice
GreekandLatinRootsPartIV:Cogn/soph/nomen/onym/matr/part/fil/gen/magn/maxim/min/micro/mega
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
4th:Apr9-13(5days)
Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:RevealingtheConcealedReading:LostApesoftheCongop.1224/
*identifyandanalyzecharactermotivation*analyzedetails*understandauthor’sstyle*analyzeandevaluatelogicanduseofevidenceinawriter’sargument*evaluateawriter’sargumentordefenseofaclaimbyevaluatingthecomprehensivenessofevidence
Editorial:SupportinganOpinionPaper:*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartIV:Cogn/soph/nomen/onym/matr/part/fil/gen/magn/maxim/min/micro/mega
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
5th:Apr16-20(5days)
Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:RevealingtheConcealedReading:TheRedHeadedLeaguep.1229
*Makeinferencesaboutcharacters*understandtheuseofforeshadowing
Review:Languageusage:usingcorrectverbtenses/8partsofspeech/YearlyReviewFocus:KillgallonsentencecompositionTestPrepandPractice:p.938Review:Coherence:Usingtransitionalexpressionsp.1087Focus:KillgallonsentencecompositionTestPrepandPracticep.1106
AnAPStyleTimedEssay*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*producea
GreekandLatinRootsPartIV:Cogn/soph/nomen/onym/matr/part/fil/gen/magn/maxim/min/micro/mega
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
Darul Arqam 2017-18 Scope and Sequence Revised 5 June 2017 English 9th Grade
4thQuarter(47Days)
Week Unit/Lesson LearningObjectives ReportingCategories(TEKSSEs)
6th:April23-27(5days)
Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:FictionTheme:RevealingtheConcealedReading:TheStolenCigarCasep.1248
*recognizeandinterpretparody*recognizeauthor’spurpose*previewatexttoimprovecomprehension
GreekandLatinRootsPartIV:Cogn/soph/nomen/onym/matr/part/fil/gen/magn/maxim/min/micro/mega
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
7th:Apr30-May4(5days)
Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:Fiction
*identifyandanalyzecharactermotivation*analyzedetails*understandauthor’sstyle*analyzeandevaluatelogicanduseofevidenceinawriter’sargument*evaluateawriter’sargumentordefenseofaclaimbyevaluatingthecomprehensivenessofevidence
pieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartIV:Cogn/soph/nomen/onym/matr/part/fil/gen/magn/maxim/min/micro/mega
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
8th:May7-11(5days)
Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:Fiction
*identifyandanalyzecharactermotivation*analyzedetails*understandauthor’sstyle*analyzeandevaluatelogicanduseofevidenceinawriter’sargument*evaluateawriter’sargumentordefenseofaclaimbyevaluatingthecomprehensivenessofevidence
GreekandLatinRootsPartIV:Cogn/soph/nomen/onym/matr/part/fil/gen/magn/maxim/min/micro/mega
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
9th:May14-18(5days)
Novel:Fahrenheit451/IKnowWhytheCagedBirdSings/JaneEyreUnit:5GenreFocus:Fiction
*identifyandanalyzecharactermotivation*analyzedetails*understandauthor’sstyle*analyzeandevaluatelogicanduseofevidenceinawriter’sargument*evaluateawriter’sargumentordefenseofaclaimbyevaluatingthecomprehensivenessofevidence
Portfolio-*utilizethevariousstepsofthewritingprocesstoproducevariousdrafts*produceapieceofwritingthroughallstepsoftheprocesstoafinaldraftforscoring
GreekandLatinRootsPartIV:Cogn/soph/nomen/onym/matr/part/fil/gen/magn/maxim/min/micro/mega
1.a,b,c,d/2.a,b,c/3/4/5.a,b,c,d/7/8//13a,b,c,d/14a,b,c16//19/20/2124a,b,c/25/26
10thMay21-24
Graduation