English I 14 2015

http://secondaryliteracy.dmschools.org Revised: 09/22/2014

English I

2014-2015

English I 2014-2015

Unit Content Standards Reporting Cluster(s) Content Topics Year-Long & Supporting Standards

Unit One: Narrative Elements 9 Weeks

• Reading Literature 2 • Reading Literature 3

• Analyzing Literary Devices

• Themes • Characters and Conflicts

• Mastering Vocabulary • Constructing Writing • Applying Grammar

and Mechanics • Comprehending Text

• Writing 3 • Writing Narratives • Narrative Writing

Unit Two: Complex Fiction 9 Weeks

• Reading Literature 1 • Reading Informational Text 1 • Reading Literature 6

• Analyzing Character Point of View

• Questioning, Inference, and Interpretation

• Point of View

• Mastering Vocabulary • Constructing Writing • Applying Grammar


• Reading Literature 5 • Reading Informational Text 5

• Analyzing Text Structure • Text Structures and Features

Unit Three: Research and Argument 9 Weeks

• Reading Informational Text 8 • Evaluating Arguments in Text

• Argument and Reasoning • Writing 1 • Mastering Vocabulary • Constructing Writing • Applying Grammar


• Writing 7 • Writing 8

• Synthesizing Information • Research • Access and Organize

Information

Unit Four: Connections Across Texts 9 Weeks

• Reading Informational Text 3 • Analyzing Text Connections

• Connections • Mastering Vocabulary • Constructing Writing • Applying Grammar


• Reading Literature 9 • Reading Informational Text 9

• Integrating Multiple Texts

• Literary Comparisons and Source Material

• Rhetorical Criticism

Grade Unit 1 Unit 2 Unit 3 Unit 4 Writing

9 3 Topics Deadline

3 Topics Deadline

3 Topics Deadline

3 Topics Deadline

Unit 1 Deadline

Grade Fall SRI Winter SRI Spring SRI 9 September 19 January 16 May 15

English I 2014-2015

Year-Long Language Arts Reporting Clusters

Reporting Cluster: Mastering Vocabulary Topic RL9.4, RI9.4 Knowledge: Assessments:

Voc

abul

ary

4 Students demonstra te they have the ab i l i t y to : • Analyze the cumulative impact of specific word choices on meaning and tone in a text (for example, how the language evokes a

sense of time and place; how it sets a formal or informal tone)

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze nuances in the meaning of words with similar denotations in a text • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings

2

Students demonstra te they have deve loped the ab i l i t y to : • Identify specific words that impact meaning and tone in a text • Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and

listening.

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Reporting Cluster: Comprehending Text Topic RL9.10,

RI9.10 Knowledge: Assessments:

Tex

t C

ompl

exit

y

4

Students demonstra te they have the ab i l i t y to : • Read text at the 1300+ Lexile Level (Advanced)

3.5 Students demonstra te they have the ab i l i t y to : • Read text at the 1225-1299 Lexile Level (Proficient)

3 Proficient

Students demonstra te they have the ab i l i t y to : • Read text at the 1150-1224 Lexile Level (Proficient)

2.5 Students demonstra te they have the ab i l i t y to : • Read text at the 1075-1149 Lexile Level (Basic)

2

Students demonstra te they have the ab i l i t y to : • Read text at the 1000-1074 Lexile Level (Basic)

1.5 Students demonstra te they have the ab i l i t y to : • Read text at the 500-999 Lexile Level (Below Basic)

1 Students demonstra te they have the ab i l i t y to : • Read text at the BR-499 Lexile Level (Below Basic)

English I 2014-2015

Year-Long Language Arts Reporting Clusters (Continued)

Reporting Cluster: Constructing Writing Topic W9.4 Knowledge: Assessments:

Tas

k, P

urpo

se, a

nd

Aud

ienc

e

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. 3 Proficient

Students demonstra te they have the ab i l i t y to : • Produce clear and coherent writing in which the development, organization, and style are appropriate the task, purpose, and audience

(for example, opinion, informative/explanatory, narrative, and research writing)

2

Students demonstra te they have deve loped the ab i l i t y to : • Describe the task, purpose, and audience for a given writing task • Describe how to modify samples of writing for a specific task, purpose, and audience • Produce writing appropriate to task, purpose, and audience using a template or graphic organizer

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic W9.5 Knowledge: Assessments:

Rev

ise

and

Edit


Students demonstra te they have the ab i l i t y to s t r eng then wr i t ing by : • Planning • Revising • Editing

2

Students demonstra te they have deve loped the ab i l i t y to : • Plan writing using a template or graphic organizer • Revise and edit writing based on teacher and peer feedback

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic W9.6 Knowledge: Assessments:

Tec

hnol

ogy

Use


Students demonstra te they have the ab i l i t y to use t e chno logy , in c lud ing the int erne t , to : • Produce, publish, and update individual or shared writing products • Link to other information and display information flexibly and dynamically

2

Students demonstra te they have deve loped the ab i l i t y to : • Demonstrate the features of various technologies (for example, word processor, blog, presentation software) • Describe the ethical use of various technologies


English I 2014-2015

Year-Long Language Arts Reporting Clusters (Continued)

Reporting Cluster: Applying Grammar and Mechanics Topic L9.1 Knowledge: Assessments:

Gra

mm

ar

4 Students demonstra te they have command o f the convent ions o f s tandard Engl i sh grammar and usage in context when wr i t ing or speaking to :

• Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested • Resolve issues of complex or contested usage, consulting references as needed

3 Proficient

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh grammar and usage in context when wr i t ing or speaking to :

• Use parallel structure • Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent,

dependent, noun, relative, adverbial) to convey specific meanings

2

Students demonstra te they have deve loped the ab i l i t y to : • Use grammar and usage in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic L9.2 Knowledge: Assessments:

Cap

ital

izat

ion

and

Pun

ctua

tion

4 Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion and punc tuat ion in context when wr i t ing to :

• Observe hyphenation conventions

3 Proficient

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion and punc tuat ion in context when wr i t ing to :

• Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses • Use a colon to introduce a list or quotation

2 Students demonstra te they have deve loped the ab i l i t y to : • Use conventions in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic L9.3 Knowledge: Assessments:

Lang

uage

Con

vent

ions

4 Students app ly knowledge o f language to unders tand how language func t ions in d i f f e r en t contexts , to make to make e f f e c t i v e cho i c e s fo r meaning or s ty l e , and to comprehend more fu l l y when read ing or l i s t en ing to :

• Vary syntax for effect, consulting references for guidance as needed • Apply an understanding of syntax to the study of complex texts when reading

3 Proficient

Students app ly knowledge o f language to unders tand how language func t ions in d i f f e r en t contexts , to make to make e f f e c t i v e cho i c e s fo r meaning or s ty l e , and to comprehend more fu l l y when read ing or l i s t en ing to :

• Write and edit work so that it conforms to the guidelines in a style manual (for example, MLA Handbook) appropriate for the discipline and writing type

2

Students demonstra te they have deve loped the ab i l i t y to : • Demonstrate the use of a style manual


English I 2014-2015 UNIT ONE: Elements of Narrative 9 weeks

Organizing Principles: A unit focused on the narrative process. Students will read model narratives and construct their own narratives throughout this unit, giving teachers ample opportunity to engage with short stories or modest-duration novels.

Overview of Unit Materials Textbook Resources Commonly Used Full-Length

Texts Uncommonly Used Full-Length

Texts Supplemental Material

Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.

No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.

• Speak • Freedom Writer’s Diary

A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and

Mechanics Comprehending Text

• Story-specific vocabulary from short stories and full-length texts read throughout the unit

• Writing tasks that support Writing Narratives

• Writing tasks that support Analyzing Literary Devices

• Revision of significant tasks

• [PENDING] • Fall SRI administered during this unit.

English I 2014-2015

Topic Scales (2 clusters, 3 topics)

Reporting Cluster: Writing Narratives Topic W9.3 Knowledge: Notes:

Nar

rati

ve W

riti

ng


Students demonstra te they have the ab i l i t y to wr i t e narra t iv e s to deve lop r ea l or imagined exper i ences or events us ing e f f e c t i v e t e chnique , we l l - chosen de ta i l s , and we l l - s t ruc tured event s equences that :

• Engage the reader by setting out a problem, situation, or observation • Orient the reader by establishing one or multiple points of view and introducing a narrator and/or characters • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events,

and/or characters • Use a variety of techniques to sequence events so they build on one another to create a coherent whole • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,

and/or characters • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

2

Students wi l l r e cogn ize or r e ca l l : Specific vocabulary such as:

• Coherent, narrative, organize, reflection, sensory detail Students wi l l per form bas i c proce s s e s , such as :

• Planning and organizing a narrative • Identify targeted characteristics in a sample narrative • Write a brief, single-episode narrative


English I 2014-2015

Reporting Cluster: Analyzing Literary Devices Topic RL9.2, RI9.2 Knowledge: Notes:

The

mes


Students demonstra te they have the ab i l i t y to : • Analyze the development of a theme over the course of a text, including how it is shaped and refined by specific details • Provide an objective summary of a text

2


• Analyze, objective, summarize, theme Students demonstra te they have deve loped the ab i l i t y to :

• Determine theme of a text • Summarize a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic RL9.3, RI9.3 Knowledge: Notes:

Cha

ract

ers

and

Con

flic

ts 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze how complex characters develop over the course of a text • Analyze how complex characters interact with other characters in a text • Analyze how complex characters advance the plot of a text

2


• Complex character, conflict, interact, motivation, plot Students demonstra te they have deve loped the ab i l i t y to :

• Describe the complex characters in a text


English I 2014-2015 UNIT TWO: Complex Fiction 9 weeks

Organizing Principles: A unit focused on complex fictional texts and anchored on a study of Romeo & Juliet. There is ample room for poetry and supplemental texts throughout, but this is the place where students dig deep into analysis of a rich piece of literature.






• Romeo & Juliet [REQUIRED]





• Story-specific vocabulary from short stories and full-length texts read throughout the unit

• Strategies employed to support unfamiliar vocabulary in Romeo & Jul i e t

• Writing tasks that support Analyzing Text Structure

• Writing tasks that support Analyzing Character Point of View


• [PENDING] • Winter SRI administered by the end of this unit.

English I 2014-2015


Reporting Cluster: Analyzing Text Structure Topic RL9.5, RI9.5 Knowledge: Notes:

Tex

t St

ruct

ures

and

Fea

ture

s


Students demonstra te they have the ab i l i t y to : • Analyze how an author’s choices concerning how to structure a text, order events within it (for example, parallel plots), and

manipulate time (for example, pacing, flashbacks) create such effects as mystery, tension, or surprise • Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of

a text (for example, a section or chapter)

2


• Analysis, analyze, author, chapter, claim, detail, develop, event, flashback, idea, manipulate, mystery, pacing, paragraph, parallel, plot, refine, section, sentence, series, structure, surprise, tension, text

Students demonstra te they have deve loped the ab i l i t y to : • Describe how an author chooses to structure a text, order events, and manipulate time • Describe how the author lays out an analysis or series of ideas in a text


English I 2014-2015

Reporting Cluster: Analyzing Character Point of View Topic RL9.1, RI9.1 Knowledge: Notes:

Que

stio

ning

, Inf

eren

ce,

and

Inte

rpre

tati

on


Students demonstra te they have the ab i l i t y to : • Cite textual evidence to support analysis of what a text says explicitly • Cite textual evidence to support inferences drawn from the text

2


• Cite, inference, textual evidence Students demonstra te they have deve loped the ab i l i t y to :

• Describe what a text says explicitly • Draw logical inferences

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic RL9.6 Knowledge: Notes:

Poi

nt o

f Vie

w


Students demonstra te they have the ab i l i t y to : • Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on

a wide reading of world literature

2


• Analyze, cultural experience, literature, point of view Students demonstra te they have deve loped the ab i l i t y to :

• Describe how a particular point of view or cultural experience is reflected in a work of literature


English I 2014-2015 UNIT THREE: Research and Argument 9 weeks

Organizing Principles: An exploration into non-fiction text, argumentative analysis, shorter research writing.










• Article-specific vocabulary from short passages and full-length texts read throughout the unit

• Writing tasks that support Evaluating Arguments in Text

• Writing tasks that support Synthesizing Information


• [PENDING] • Any student without 2 SRI scores by this point should take the test between February 15th and March 15th

English I 2014-2015


Reporting Cluster: Evaluating Arguments in Text Topic RI9.8 Knowledge: Notes:

Arg

umen

t an

d R

easo

ning


Students demonstra te they have the ab i l i t y to : • Evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and

sufficient • Identify false statements and fallacious reasoning in a text

2


• Argument, claim, evidence, fallacious reasoning, reasoning, relevant, sufficient, text, valid Students demonstra te they have deve loped the ab i l i t y to :

• Delineate the argument and specific claims in a text • Identify examples of false statements and fallacious reasoning in isolation


English I 2014-2015

Reporting Cluster: Synthesizing Information Topic W9.7 Knowledge: Notes:

Res

earc

h


Students demonstra te they have the ab i l i t y to : • Conduct short as well as more sustained research projects to answer a question or solve a problem • Narrow or broaden the inquiry when appropriate • Synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation

2


• Broaden, citation, information, inquiry, investigation, narrow, notes, organize, problem, question, research, research project, source, synthesize, topic Students demonstra te they have deve loped the ab i l i t y to :

• Select a topic • Write and revise a grade-appropriate research question • Strategically read grade-appropriate resources • Take effective notes • Organize and synthesize information collected from more than one source • Write a research composition with appropriate citations utilizing a teacher-provided template

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic W9.8 Knowledge: Notes:

Acc

ess

and

Org

aniz

e In

form

atio

n


Students demonstra te they have the ab i l i t y to : • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively • Assess the usefulness of each source in answering a research question • Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for

citation

2


• Authoritative, citation format, digital, flow of ideas, information, integrate, paraphrase, plagiarism, print, question, relevant, research, search, source, text Students demonstra te they have deve loped the ab i l i t y to :

• Use a teacher-provided template or process to gather information • Describe the characteristics of a useful source • Paraphrase and incorporate information from three or more sources into written notes, a graphic organizer, or outline using explicit

teacher direction or a teacher-provided template


English I 2014-2015 UNIT FOUR: Connections Across Texts 9 weeks

Organizing Principles: A unit comparing multiple texts that have elements in common and the ways that authors transform and reveal ideas.










• Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

• Writing tasks that support Analyzing Text Connections

• Writing tasks that support Integrating Multiple Texts


• [PENDING] • Spring SRI administered during this unit.

English I 2014-2015


Reporting Cluster: Analyzing Text Connections Topic RI9.3 Knowledge: Notes:

Con

nect

ions


Students demonstra te they have the ab i l i t y to : • Analyze how the author unfolds an analysis or series of ideas or events in a text, including the order in which the points are made,

how they are introduced and developed, and the connections that are drawn between them

2


• Analysis, analyze, author, connection, develop, event, idea, introduce, point, series Students demonstra te they have deve loped the ab i l i t y to :

• Describe how the author unfolds the analysis or series of ideas or events in a grade-appropriate text


English I 2014-2015

Reporting Cluster: Integrating Multiple Texts Topic RL9.9 Knowledge: Notes:

Lite

rary

Com

pari

sons

an

d So

urce

Mat

eria

ls 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze how an author draws on and transforms source material in a specific work (for example, how Shakespeare treats a theme or

topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

2


• Analyze, author, source, theme, topic, transform Students demonstra te they have deve loped the ab i l i t y to :

• Identify examples of the use of source materials in a specific work

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic RI9.9 Knowledge: Notes:

Rhe

tori

cal C

riti

cism


Students demonstra te they have the ab i l i t y to : • Analyze the rhetorical features of seminal U.S. documents of historical and literary significance (for example, Washington’s Farewell

Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts

2


• Analyze, concept, historical, literary, rhetorical feature, seminal, significance, theme Students demonstra te they have deve loped the ab i l i t y to :

• Identify rhetorical features of seminal U.S documents of historical and literary significance • Identify themes and concepts from seminal U.S documents of historical and literary significance


Documents

English I 14 2015