1 15164.docx · web viewenglish 1. this english . 1. course concentrates on developing reading,...

2015 - 2016

English 1This English 1 course concentrates on developing reading, writing, speaking, listening, and study skills necessary for college. Students read and respond to various genres of literature (short story, novel, drama, mythology, and poetry) and informational texts through writing, oral discussions, projects, research, and presentations. Emphasis is placed throughout all studies on fostering skills in expository, persuasive, and narrative writing based on an analysis and interpretation of the fiction and nonfiction selections read. Learning, reviewing, and applying the Conventions of Standard English grammar and MLA writing style are integrated into this writing process. In order to pass this course, students must complete a research project that demonstrates proficiency in critical thinking, analysis, and writing skills learned and practiced throughout the year. Assessments include a variety of writing responses, quizzes, tests, projects, oral presentations, homework, and class participation.

Course Information:

Frequency & Duration: Daily for 42 minutes; year-long courseText: Elements of Fiction, Third Course. Ed. Laura Wood. New York: Holt, Rinehart and Winston, 2005. Print.Lowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print.Zindel, Paul. The Pigman. New York: Bantam, 1968. Print.

English 1 v. 2015 - 2016Unit 1: The Writing Process Duration: August/ September (6 weeks)

Writing/Speaking/Listening Grammar Fiction/Nonfiction

Content

Writing as a means of documenting thinking

Expository writing format and style

Narrative writing, format and style

Oral presentation verbal and nonverbal techniques and skills

Variation and clarity of sentence structure

Grade appropriate Standard English conventions in narrative writing

Development of theme in fiction Development of characters in

fiction Development, use, and structure

of plot in fiction Gathering evidence to support an

opinion Close reading techniques Enhancement of critical thinking

by comprehension

Essential Question:

To what extent does the writing process contribute to the quality of writing?

How does a writer create narrative and informational pieces that respond to topic, purpose and audience?

What role does writing play in our lives?

How does productive oral communication rely on speaking and listening?

How do we develop into effective writers?


How does interaction with text provoke thinking and response?

Skill: Develop real or imagined experiences or events in narrative writing.

Establish a conflict or complication in narrative writing.

Select and develop a point of view in narrative writing.

Introduce a narrator and/or

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

Apply conventions of correct sentence formation in narrative writing.

Determine a theme or central idea of a text and analyze in detail its development in the text.

Cite textual evidence to support analysis and draw conclusions about an idea presented in the text (i.e.; utopia).

Analyze how characters develop 1

English 1 v. 2015 - 2016characters in narrative writing.

Use precise words and phrases in narrative writing.

Include details in narrative writing.

Apply sensory language to convey a vivid picture of the experiences, events, settings, and/or characters to narrative writing.

Provide a satisfactory conclusion that reflects on what is experienced, observed, or resolved in narrative writing.

Use narrative techniques such as dialogue, description, reflection, events, and characters in narrative writing.

Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole in narrative writing.

Use active verbs in narrative writing.

Establish a clear topic or thesis with a judgment and criteria to guide organization and development of topic in creating an informative/expository text.

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

Evaluate a speaker’s perspective while critically listening.

Ensure presentation is appropriate to task.

Use effective delivery techniques of volume, pace, eye contact, enunciation, reflection, and meaningful gestures in an oral

Demonstrate a grade-appropriate command of conventions of Standard English grammar and usage when speaking.

Identify the 8 parts of speech and their usage.

Use descriptive adjectives to modify and clarify ideas.

Use active verbs in correct form. Use correct punctuation in writing

dialogue.

over the course of a text. Describe, analyze, and evaluate

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

Determine how dialogue can develop character and plot.

Develop close reading skills by making predictions, looking for evidence, and drawing conclusions to help with close reading.

Use contextual clues to determine meaning of euphemisms essential to the understanding of the text.

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

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English 1 v. 2015 - 2016presentation.

Adapt an oral presentation to a variety of tasks.

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

Cite strong, textual evidence to support an analysis.

Use of active verbs.

Assessment:

Creation and publication following the writing process of an autobiographical narrative based on a past memory that establishes a conflict, introduces a narrator and characters, has a reflective conclusion, and uses dialogue, details, and sensory language and demonstrates grade-appropriate command of the conventions of Standard English grammar, usage, capitalization, punctuation, and spelling, and sentence structure

Creation and publication following the writing process of an expository paragraph with clearly defined purpose and support based on the qualities of a utopia found in the novel.

Effective and clear participation in a collaborative discussion of memories and their significance based on critical listening

Peer evaluation of a student’s oral presentation

Oral presentation of autobiographical memory with visual aid

Creation and publication following the writing process of an autobiographical narrative based on a past memory that establishes a conflict, introduces a narrator and characters, has a reflective conclusion, and uses dialogue, details, and sensory language and demonstrates grade-appropriate command of the conventions of Standard English grammar, usage, capitalization, punctuation, and spelling, and sentence structure

Oral presentation of autobiographical memory with visual aid that demonstrates the conventions of Standard English grammar.

Objective/Subjective Evaluation based on character, plot, and theme

Objective quizzes on parts of speech and sentence structure


Creation and publication following the writing process of an autobiographical narrative based on a past memory that establishes a conflict, introduces a narrator, develops characters, has a reflective conclusion, and uses dialogue, details, and sensory language and demonstrates grade-appropriate command of the conventions of Standard English grammar, usage, capitalization, punctuation, and spelling, and sentence structure

Oral presentation of autobiographical memory with visual aid that demonstrates an understanding of symbolism

Analysis of a utopian society with textual evidence from the The Giver Worksheet

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English 1 v. 2015 - 2016 Responses to writing prompts

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

Analysis of a utopian society with textual evidence from the The Giver with a clearly stated topic and criteria that is supported with evidence from the novel

Resources:

Narrative Writing Assignment Procedure and Rubric

Memory Pre-writing worksheet Narrative Writing Assignment

Model TJHS Manuscript Format (MLA

based) Public Speaking Cues on Voice,

Rate/Pace, Articulation, Eye Contact, and Meaningful Gestures

Oral Presentation Rubric Peer Evaluation Checklist A Utopia Worksheet for citing

textual evidence of the novel’s proposed solutions to society’s problems.

Expository Writing Assignment Procedure and Rubric

Teacher generated Grammar Resources (on parts of speech and sentence structure)

The Giver Lois Lowry A Utopia Worksheet for citing

textual evidence of the novel’s proposed solutions to society’s problems

Optional: Capote, Truman. “A Christmas Memory.” (autobiographical story)

Review worksheets to prepare for unit assessment on concepts learned

Teacher generated worksheets/ exercises on creation and attention-getting opening, catchy and reflective title, public speaking techniques, brainstorming graphic organizer, and understanding euphemisms

Standards: CC.1.4.9-10. A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.CC.1.4.9-10.B Write with a sharp, distinct focus identifying topic, task, and audience.CC.1.4.9-10.C Develop and analyze

CC.1.4.9-10.F Analyze how words and phrases shape meaning and tone in texts. C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9-10.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC. 1.3.9-10 A Determine a central idea of a text and analyze its development overthe course of the text, includinghow it emerges and is shaped and refined by specific details; provide an objective summary of the text.L.F.1.1.2, L.F.1.3.1; L.F.1.3.2CC.1.3.9-10.B Cite strong and

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English 1 v. 2015 - 2016the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic .C.E.1.1.2CC.1.4.9-10.D Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.C.E.1.1.3; C.E.1.1.5CC.1.4.9–10.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC. 1.4.9-10.M Write narratives to develop real or imagined experiences or events.CC.1.4.9-10.N Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters.CC.1.4.9-10.O Use narrative techniques such as dialogue, description, reflection,multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory

through textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.L.F.1.1.1; L.F.1.3.1; L.F.2.1.1; L.F.2.1.2C.C.1.3.9-10 C. Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.L.F. 1.1.3; L.F.2.3.1; L.F.2.3.4

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English 1 v. 2015 - 2016language to convey a vivid picture of the experiences, events, settings, and/or characters.CC.1.4.9-10.P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.CC.1.5.9-10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.CC.1.5.9-20.B Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidenceCC.1.5.9-20.D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.CC.1.5.9-10. E Adapt a speech to a variety of contexts and tasks.CC.1.5.9-10.G Demonstrate command of the conventions of standard English when speaking based on Grades 9-10 level and content.

Comments:

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English 1 v. 2015 - 2016

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English 1 v. 2015 - 2016Unit 2: Short Story/ Expository – Informative Writing Duration: September/ October (4 weeks)


Content


Expository writing format, style and structure

Variation and clarity of proper sentence structure

Collaborative discussions on grade level topics, texts, and issues

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

Grade appropriate Standard English conventions in expository writing

Stylistic devices in fiction and nonfiction

Development of characters in fiction Development, use, and structure of

plot in fiction Central ideas of texts and their

development Making predictions based on

character and plot Authors’ influences in life and impact

on writing Definition and identification of basic

elements of literature in a work of fiction

Close reading techniques

Essential Question:


How does a writer create informational and persuasive pieces that respond to topic, purpose and audience?






Skill: Establish a clear topic or thesis

with a judgment and criteria to guide organization and

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

Apply techniques of good/close reading (preview, question, predict, infer, connect, summarize, and

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English 1 v. 2015 - 2016development of topic in creating an informative/explanatory text.


Draw evidence from literary or informational texts to support analysis and reflection.

Examine and convey complex ideas, concepts, and information clearly and accurately.

Analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and structure examples appropriate to the audience and subject.

Use parallel structure to clarify ideas.

Organize ideas logically to make important connections and distinctions in informative / expository writing.

Follow organizational principles that develop a criterion for the paper’s judgment that includes lead-ins, evidence, and explanations for each criterion.

Construct responses in a clear organizational format that includes an introduction, textual or support, and a conclusion.

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

Use precise language and domain-specific vocabulary to manage the presentation of the topics, its supports, and ideas.

Establish and maintain a formal style and language and an objective tone in the

capitalization, punctuation, and spelling in narrative writing.

Apply conventions of correct sentence structure in expository writing.

Use a variety of sentence structures.

Review commonly misspelled words in students’ writing and apply accurate spelling to all writing in class.

Use correct punctuation in compound sentences.

Use select vocabulary from text correctly in speaking and writing.

Apply quotation marks accurately in direct quotes.

Capitalize titles of compositions correctly.

evaluate) to the reading of the short stories selected.

Analyze how characters develop over the course of a text.

Identify, describe, analyze, and evaluate the various components of a plot construction (exposition, incentive moment, rising action, climax, falling action, and resolution) and how an author structures plot to clarify and advance the action of a text.

Make predictions based on plot and character.

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

Analyze the setting (time, place, mood/environment) and its contributions in developing plot, and theme.

Analyze various accounts of a subject told in different mediums.

Determine traits of characters using direct and indirect methods of characterization.

Determine types of characters as static or dynamic and round or flat.

Analyze authors’ biographies and their lives’ impacts on their writing.

Determine a central idea of a text and analyze in detail its development over the course of a text.

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

Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on

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

Follow the writing process of prewriting, drafting, revising, editing, and publishing.

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

an author’s explicit assumptions and beliefs about a subject.

Determine word meaning based on grade-level reading and content.

Apply meaning and usage of select vocabulary to understanding of reading selections.

Identify and determine how the use of irony, flashback, conflict, and foreshadowing as elements of fiction in stories enhance the story.

Determine resources to aid in making decisions.

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

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


Assessment:

Writing and publication following the writing process of comparison/contrast paper on philosophies of animal feelings and behaviors based on “The Most Dangerous Game,” “ Dog Star,” and “Can Animals Think?”.

Peer evaluation of a student’s writing

Writing and publication following the writing process of the analysis of character and prediction of actions The Lady, or the Tiger?”)

Writing and publication following the writing process of central

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

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

Vocabulary sentences correctly written and avoiding fragments, run-ons, and comma splices

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

Vocabulary quizzes based on meaning, usage, and application in sentences with contextual clues

Sentence writing that demonstrates an understanding of vocabulary usage and meaning

Reading quizzes that demonstrate an understanding of the basic elements of fiction in fictional selections read

Teacher generated worksheets and application exercises on conflict, foreshadowing, flashback, suspense, and three types of iron.

Reading guides for each selection

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English 1 v. 2015 - 2016idea of text and personal evidence of ideas’ validity

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

Writing and publication following the writing process of a poem using figurative language and plot to convey the feeling of guilt and correct conventions of Standard English.

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

read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas

Resources: Expository Writing Assignment, Procedures, Prewriting worksheets, and Rubrics

Expository Writing Assignment Models

TJHS Manuscript Format (MLA based)

“Forgive My Guilt” Poem Model Sample poems Sample vocabulary compound

sentences

Sample Vocabulary compound sentences with correct punctuation

Commonly Misspelled/Misused Words List

Teacher generated worksheets Exercises on dependent and

independent clauses and compound and complex sentences and their punctuation

Teacher generated worksheets on dependent and independent clauses, compound and complex sentences and their format and punctuation

Elements of Literature, third course (Holt, Rinehart and Winston) short story selections that can include:

1. Connell, Richard. “The Most Dangerous Game” (short story)

2. Clarke, Arthur. “Dog Star” (short story)

3. Linden, Eugene. “Can Animals Think?” (magazine article)

4. Stockton, Frank. “The Lady, or the Tiger?” (short story)

5. Sunwon, Hwang. “Cranes” (short story)

6. Collier, Eugene. “Marigolds” (short story)

7. Coffin, Robert P. Tristram. “Forgive My Guilt” (poem)

8. Author biographies Optional videos that can include:

1. “The Most Dangerous Game”2. “The Lady, or the Tiger?”3. Beyond the Reach (modern

adaptation of “The Most Dangerous Game”)

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English 1 v. 2015 - 2016 Optional powerpoint that can

include:1. Direct and indirect

characterization Teacher generated reading guides

for selected short stories to aid in comprehension, summarizing, drawing conclusions, and determining main ideas

Teacher generated worksheets/ activities to define, apply, and analyze conflict, suspense, foreshadowing, irony, plot construction, direct and indirect characterization, and types of characters

Crossword puzzles and other practice sheets for vocabulary definition and usage

Various contemporary song selections that demonstrate examples of ironyReview sheets to prepare for unit assessments on concepts studied

Standards: CC.1.4.9-10.ACC.1.4.9-10.B.C.E.1.1.1CC.1.4.9-10.CC.E.1.1.2CC.1.4.9-10.D.C.E.1.1.3; C.E.1.1.5CC.1.4.9–10.E Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to manage the complexity of the topic.C.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6 ;C.E.2.1.7CC.1.4.9–10.F C.E.1.1.5; C.E.3.1.1;

CC.1.4.9-10.DC.E.1.1.5CC.1.4.9-10.FCC.1.5.9-10.G Demonstrate command of th conventions of Standard English when speaking based on Grades 9-10 level and content

CC.1.2.9–10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. L.N.1.3.1; L.N.1.3.2; L.N.2.3.3CC.1.2.9–10.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject. L.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.1.2.9–10.F Analyze how words and phrases shape meaning and tone in

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English 1 v. 2015 - 2016C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9–10.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. C.P.1.1.5; C.P.3.1.1; C.P.3.1.2 ;C.P.3.1.3 ; C.P.3.1.4; C.P.3.1.5CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.CC.1.4.9–10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.CC.1.4.9–10.U Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.CC.1.4.9–10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.CC.1.5.9-10 ACC.1.5.9-10.G

texts. L.N.1.1.4CC.1.2.9–10.G Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.L.N.2.2.3CC.1.3.9-10.ACC.1.3.9–10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. L.F.1.1.3; L.F.2.3.1; L.F.2.3.4CC.1.3.9–10.E Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create an effect.L.F.1.1.3; L.F.2.3.2; L.F.2.3.3; L.F.2.5.3CC.1.3.9–10.F Analyze how words and phrases shape meaning and tone in texts. L.F.2.3.5; L.F.2.5.1CC.1.3.9–10.H Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.L.F.2.2.2; L.F.2.4.1CC.1.3.9–10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.L.F.1.2.1 ;L.F.1.2.2; L.F.1.2.3; L.F.1.2.4CC.1.3.9–10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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English 1 v. 2015 - 2016L.F.1.2.1; L.F.1.2.2; L.F.1.2.3; L.F.1.2.4CC.1.3.9-10.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

Comments:

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English 1 v. 2015 - 2016Unit 3: Short Story/Expository-Informative Writing/Persuasive Writing Duration: October/ November (6 weeks)


Content


Expository writing format, style, and structure

Persuasive/Argumentative writing format, style, and structure





Research to answer a question Use of parallel structure to clarify

ideas Creation of vivid images through

figurative language Citation format

Grade appropriate Standard English conventions in expository writing.

Pronoun/antecedent agreement


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?




How does productive oral



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English 1 v. 2015 - 2016communication rely on speaking and listening?


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.





Analyze format of a critical analysis for format, organization, and content.

Organize ideas logically to make important connections and distinctions in informative/ explanatory writing.

Use formatting when helpful to aid in comprehension.


Construct responses in a clear

Demonstrate a grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository and persuasive writing.

Apply conventions of correct sentence structure in expository and argumentative/persuasive writing.

Use a variety of sentence structure.

Recognize and correct inappropriate use of pronouns and antecedent agreement.

Determine an author’s point of view and analyze its impact on the meaning of the reading selection based on information disclosed, interpretation by the reader, development of character, and subjective versus objective information provided.

Analyze how elements of fiction in a story help to determine the mood and tone.

Analyze in detail how an author’s ideas or claims are developed by examining the means of presentation through narration, dialogue, sentences, and paragraphs.

Analyze the author’s choice in structuring a text, ordering the events, and using time effect the story.

Make predictions based on plot, character, setting, mood, and tone.

Analyze how an author draws on and transforms themes, topics, character types, and other elements of fiction in a specific story.

Generate research questions based on content and plot.

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

Analyze various accounts of a subject told in different mediums.

Determine traits of characters and

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English 1 v. 2015 - 2016organizational format that includes an introduction, textual or support, and a conclusion.



Establish and maintain a formal style and language and an objective tone in the informative/expository writing.


Apply new vocabulary to writing. Use parallelism to clarify ideas. Write in a formal style tone in

expository writing and argumentative writing.

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

Apply knowledge of figurative language, theme, point of view, and symbolism to creating a poem based on the theme of guilt found in “The Scarlet Ibis.”

Use technology to produce and publish writing.

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

Evaluate a speaker’s perspective

types of characters using direct and indirect methods of characterization.

Identify and analyze how figurative language, imagery, allusion, and symbolism enhance a story’s telling and create a more vivid picture.

Analyze authors’ biographies and how their lives impact on their writing.

Determine a central idea of a text and analyze in detail its development over the course of a text.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.


Apply meaning and usage of select vocabulary to understanding of reading selections

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

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



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English 1 v. 2015 - 2016while critically listening.




Demonstrate command of the conventions of Standard English when speaking based on Grades 9-10 level and content.

Make use of digital media in presentations to add interest and enhance understanding of findings and reasoning.

Cite a quote from a short story accurately.

Assessment:

Writing and publishing following the writing process that can include:

1. A critical analysis based on the development of theme in one of the short stories read in this unit

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

3. A critical analysis based on the development of single effect in

“The Cask of Amontillado”4. A persuasive paper on own

opinion and opinions of other writers on the death of Edgar Allan Poe

Class cooperative writing of poster that demonstrates an understanding of an element of fiction in “The Cask of Amontillado,” its contribution to


Variety of writing assignments that uses grade appropriate Standard English conventions, sentence structure variety, pronoun-antecedent agreement, and verb tense consistency

Class cooperative writing in a poster that demonstrates grade appropriate Standard English conventions, sentence structure variety, pronoun-antecedent agreement, and verb tense consistency

Teacher generated worksheets for application practice of pronoun/antecedent agreement


Vocabulary quizzes based on meaning, usage, and application



Reading guides for each selected short stories to aid in comprehension, summarizing, drawing conclusions, and determining main ideas.

Graphic organizers to determine use of elements of fiction to create a single effect

Creation of a poster that identifies various elements of fiction found in “The Cask of Amontillado” and creates a symbolic representation of that element

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English 1 v. 2015 - 2016the creation of a single effect, and symbolism as well as correct writing skills

Write and publish following the writing process of


Presentation to class researched findings of components in “The Cask of Amontillado” as background information for the understanding of the reading selection and use of symbolism.

Responses to prompts based on ideas established in reading selections using expository and argumentative/ persuasive formats and skills learned and practiced in short time frames.

Responses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skillsOriginal examples of metaphor, simile, and personification

Research of basic components of setting, plot, and character that will aid in understanding of the reading selection “The Cask of Amontillado

Teacher generated worksheets/ activities to define, apply, and analyze point of view, literal and figurative language, simile/ metaphor/personification, denotation and connotation, dialect, dialogue, character types (round/flat/ static/dynamic), objective and subjective, implicit and explicit themes, symbolism, and single effect

Presentation to class of researched findings on components in “The Cask of Amontillado” as background information for the understanding of the reading selection and use of symbolism

Resources: Expository Writing Assignment Procedures, Guided Prewriting Worksheets, Rubrics Assignment Models


Single effect graphic organizer Vocabulary flashcards Various theme songs from popular

television shows Aesop’s Fables Models Single Effect Posters Powerpoint on critical analysis

components and definitions and

Sample Vocabulary compound sentences with correct punctuation

Elements of Literature, third course (Holt, Rinehart and Winston) short story selections that can include:

1. Hurst, James. “The Scarlet Ibis”2. Poe, Edgar Allan. “The Cask of

Amontillado”3. O. Henry. “The Gift of the Magi”4. De Maupassant, Guy. “The

Necklace” Nonfiction selections that can

include:1. Silverman, Kenneth. “Poe’s Final

Days.” The New York Times2. “Rabies Death Theory.” The New

19

English 1 v. 2015 - 2016examples (critical analysis, criteria, thesis statement, judgment, proof, citation format, thesis restatement, conclusions)

Teacher generated worksheets/ activities on parallelism practice, creating titles, copying and citing quotes, and self-editing writing

York Times.3. “If Only Poe Had Succeeded When

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

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

read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas.

“Optional videos that can include:1. “The Cask of Amontillado”2. “The Necklace”3. “The Gift of the Magi”

Vocabulary list and flashcards of words from reading selections

Various theme songs from popular television shows

Scieszka, Jon. The True Story of the Three Little Pigs. (youtube.com)

Optional powerpoints can include:1. Point of View2. Unlocking Theme

Teacher generated worksheets/ graphic organizers/activities to define, apply, and analyze point of view, literal and figurative language, simile/ metaphor/personification, denotation and connotation, dialect, dialogue, character types (round/flat/ static/dynamic), objective and subjective, implicit and explicit themes, symbolism, and single effectReview sheets to prepare for unit assessments on concepts studied

Standards: CC.1.4.9-10.ACC.1.4.9-10.B.CC.1.4.9-10.CC.E.1.1.2CC.1.4.9-10.D.C.E.1.1.3; C.E.1.1.5

CC.1.4.9-10.FCC.1.4.9-10.RCC.1.5.9-10.GCC.1.4.9–10.L

CC.1.2.9–10.A.L.N.1.3.1; L.N.1.3.2; L.N.2.3.3CC.1.2.9–10.B.L.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.C Apply appropriate strategies to analyze, interpret, and

20

English 1 v. 2015 - 2016CC.1.4.9–10.EC.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6 ;C.E.2.1.7CC.1.4.9–10.F C.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9–10.L. C.P.1.1.5; C.P.3.1.1; C.P.3.1.2; C.P.3.1.3 ;C.P.3.1.4; C.P.3.1.5CC.1.4.9–10.SCC.1.4.9–10.TCC.1.4.9–10.UCC.1.4.9–10.XCC.1.5.9-10.ACC.1.5.9-10.G

evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.L.N.1.1.2; L.N.1.1.3CC.1.2.9–10.F.L.N.1.1.4CC.1.2.9–10.GL.N.2.2.3CC.1.3.9-10.ACC.1.3.9–10.CL.F.1.1.3; L.F.2.3.1; L.F.2.3.4CC.1.3.9–10.EL.F.1.1.3; L.F.2.3.2; L.F.2.3.3; L.F.2.5.3CC.1.3.9–10.F.L.F.2.3.5; L.F.2.5.1CC.1.3.9–10.HL.F.2.2.2; L.F.2.4.1CC.1.3.9–10.IL.F.1.2.1 ;L.F.1.2.2; L.F.1.2.3; L.F.1.2.4CC.1.3.9–10.JL.F.1.2.1; L.F.1.2.2; L.F.1.2.3; L.F.1.2.4

Comments:

21

English 1 v. 2015 - 2016Unit 4: An Introduction to Mythology/Expository-Informative Writing Duration: December (4 weeks)


Content

Research to answer a question Use of transitions, parallel

structure, and topic sentences in multi-paragraph papers to clarify ideas






Collaborative discussions on grade level topics, texts, and issuesCitation format

Grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository and persuasive writing.

Conventions of correct sentence structure in expository and argumentative/persuasive writing.

Variety of sentence structure. Use complex sentences and their

correct punctuation.


Development and determination of theme in a fictional selection.

Central ideas of texts and their development

Identification and use of symbolism and figurative language in mythology

Use of setting as symbols Making predictions based on

character and plot Determination of mood and tone Analysis of characteristics of a myth Relationship between myth and

historical period

Essential Question:








22

English 1 v. 2015 - 2016Skill: Establish a clear topic or thesis

with a judgment and criteria to guide organization and development of topic in creating an informative/expository text.





Organize ideas logically to make important connections and distinctions in informative/explanatory writing.






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



Use complex sentences and their correct punctuation.

Follow basic spelling rules in writing for clarification.

Review parts of speech to aid in detecting writing errors.

Understand, identify, and discuss the characteristics and types of myths – explanatory and creation.

Analyze the way a myth relates to the themes, culture, and issues of its historical period.

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

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

Identify and memorize the domains of the major Greek deities.

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

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

Cite strong and thorough textual evidence to support analysis of generalizations and what the text says explicitly.

Compare, analyze, describe how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Analyze how words and phrases shape meaning and tone in text.

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatments.

Identify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, foreshadowing, flashback, imagery, allegory, and allusion in a myth.

23

English 1 v. 2015 - 2016 Establish and maintain a formal

style and language and an objective tone in the informative/explanatory writing.


Apply new vocabulary to writing. Use parallelism and topic

sentences to clarify ideas. Respond to writing prompts

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

Compare and contrast creation myths from different cultures.

Find evidence and record and cite in proving cultural beliefs based on myths read.

Use technology to conduct a short research project that demonstrates an understanding of the subject under investigation and provides information that will enhance understanding of a reading selection.






Identify and apply a synonym or antonym of a word used in a myth.

Identify how a meaning of a word is changed when an affix is added.

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

Draw conclusions about connotations of words.


Apply meaning and usage of select vocabulary to understanding of reading selections.


Determine meanings of words based on Greek roots.


24

English 1 v. 2015 - 2016 Make use of digital media in

presentations to add interest and enhance understanding of findings and reasoning.

Assessment:

Writing and publishing following the writing process a critical analysis thta develops a thesis (i.e., discussing the importance of fire to mankind) based on personal opinion and evidence provided by the early myths

Writing and publishing following the writing process an informative essay (e.g., why we study myths today)

Writing cooperatively as a class, a genealogy of the beginning of the world and deities according to Greek mythology


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

Sentence writing that demonstrates clarity of ideas a s well as variety and correct structure and punctuationResponses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skills



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




Worksheets on conflict, foreshadowing, flashback and three types of ironyReading guides for each selection read to aid in comprehension, summarizing, drawing conclusions, and determining main ideas

Resources: Expository Writing Assignment, Procedures, Rubrics, and

Sample Vocabulary compound sentences with correct

Sherman, Marilyn. Reading Literature. Orange Level. Evanston,

25

English 1 v. 2015 - 2016Assignment Models


Character traits graphic organizer

punctuation IL: McDougal, Littell, 1990 selections that can include:1. Greek Myth – “The Beginning of a

World”2. Greek Myth-“The First Man”3. Greek Myth – “Pandora, the First

Woman”4. Greek Mythology Introduction5. “Pyramus and Thisbe” Myth

Teacher generated reading guides:1. An Introduction to Myths Reading

Guide2. “The Beginning of the World”

Reading Guide3. The First Man” Reading Guide

4. “Pandora, the First Woman” Reading Guide

Teacher generated worksheets that can include:1. Mythological terms2. The Value of Myths3. Recognizing Myths and Folktales4. Characteristics of Myths Handout5. “How the Greek Deities Came to

Be” Handout6. “Who’s Who on Mt. Olympus”

Handout7. “Additional Greek Mythological

Figures, Places, and Terms” Handout

8. “Recognizing Myths and Tales” Worksheet

9. Greek Deities, Figures, and Places Crossword Puzzle

Characteristics of Myths powerpoint Greek Mythology Viewing Guide:

Part I: “From Chaos to Cosmos” Greek Mythology Video – From

Chaos to Cosmos Lecture notes on historical

background myth

26

English 1 v. 2015 - 2016 Vocabulary flashcards

Review sheets to prepare for unit assessments on concepts studied

Standards:

CC.1.4.9-10.ACC.1.4.9-10.BCC.1.4.9-10.CC.E.1.1.2CC.1.4.9-10.DC.E.1.1.3; C.E.1.1.5CC.1.4.9–10.EC.E.1.1.4; C.E.2.1.1; C.E.2.1.2; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6 ;C.E.2.1.7CC.1.4.9–10.FC.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9–10.L.C.P.1.1.5; C.P.3.1.1; C.P.3.1.2; C.P.3.1.3 ;C.P.3.1.4; C.P.3.1.5CC.1.4.9–10.SCC.1.4.9–10.TCC.1.4.9–10.UCC.1.4.9–10.XCC.1.5.9-10. ACC.1.5.9-10.G

CC.1.4.9-10.FCC.1.4.9-10.RCC.1.5.9-10.GCC.1.4.9–10.L

CC.1.2.9-10 BL.N.1.3.1; L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.AL.N.1.3.1CC.1.2.9-10 BL.N.1.3.1; L.N.2.1.2CC.1.2.9-10.CCC.1.2.9-10.FL.N.1.1.4CC.1.2.9-10.GCC.1.3.9-10.ACC.1.3.9-10.BL.F.1.1.1.; L.F.1.3.1.; L.F.2.1.1.; L.F.2.1.2CC.1.3.9-10.C.CC.1.3.9-10.F.CC.1.3.9-10.G.L.F.2.2.3CC.1.3.9-10 I.CC.1.3.9-10.JCC.1.3.9-10.K. Read and comprehend literary fiction on grade level, reading independently and proficiently.

Comments:

27

English 1 v. 2015 - 2016Unit 5: Greek Mythology: The Hero/Expository & Persuasive Writing/Midterm Examination Duration: January (4 weeks)


Content


Persuasive writing format, style, and structure

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

Variation and clarity of sentence structure Use of transitions, parallel structure, and topic sentences in multi-paragraph papers to clarify ideas



Midterm Examination preparation

Proper writing conventions Variety in sentence structure Use of strong verbs and nouns Midterm Examination preparation

Development and determination of central ideas or themes of texts

Identification and use of symbolism and figurative language in mythology

Use of symbols Making predictions based on

character and plot Determination of mood and tone Analysis of characteristics of a myth Relationship between myth and

historical period Definition of a hero Midterm Examination preparation

Essential Question:






What can we learn about different cultures’ values and beliefs in studying their myths, folktales, and legends?


What is a hero?

28

English 1 v. 2015 - 2016How do we develop into effective writers?

Skill: Establish a clear topic or thesis with a judgment and criteria to guide organization and development of topic in creating an informative/explanatory text.










Use a variety of sentence structure. Use complex sentences and their

correct punctuation. Follow basic spelling rules in

writing for clarification. Review parts of speech to aid in

detecting writing errors. Place commas correctly in

compound sentences.

Determine the theme of the heroic myth and analyze in detailits development in the myth.

Summarize the plot of the myth. Cite strong and thorough textual

evidence to support the heroic qualities of the Greek heroes studied.

Establish the qualities of a Greek hero based on myths read.

Analyze the heroic myth character’s development and interactions with other characters and how it advances the plot and helps develop the theme or message.

Analyze the subject in two artistic mediums determining similarities and differences.

Gather vocabulary knowledge that will help determine word meaning based on Greek mythology.

Analyze and evaluate author’s use of literary elements in the chosen myth.

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

Identify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, foreshadowing, flashback, imagery, allegory, and allusion in a myth.

Determine what can be learned about the values of the Greek culture by examining its heroes.

Cite evidence from the text that supports explicitly what the text’s message is.

Read and comprehend literary fiction on grade level, reading independently

29

English 1 v. 2015 - 2016 Construct responses in a clear

organizational format that includes an introduction, textual evidence or support, and a conclusion.



Establish and maintain a formal style and language and an objective tone in the informative/expository writing.


Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Apply new vocabulary to writing.

Use parallelism and topic sentences to clarify ideas.

Develop an organizational format appropriate to mode and purpose that sustains writing in logical order.


Write a persuasive paper that has a thorough argument with relevant support using

and proficiently. Determine meanings of words based

on Greek roots. Apply techniques of good/close

reading (preview, question, predict, infer, connect, summarize, and evaluate) to the reading of the short stories selected.

30

English 1 v. 2015 - 2016persuasive strategies and addressing opposing viewpoints.




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.

Make strategic use of digital media to add interest and enhance understanding.

Assessment:

Responses to Reading Guide questions that show proficiency in writing clearly,

Vocabulary quizzes to check knowledge of meaning and usage of select vocabulary and application


Vocabulary quizzes based on meaning,

31

English 1 v. 2015 - 2016with focus, precision, supportive evidence, and correct grammar skills

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

Collaborative group poster that explains, using the writing process, a labor of the Greek hero Heracles, Heracles’ problem, solution, and heroic qualities demonstrated in the labor with addition of symbolic representation.


Presentation of group’s findings on themes and heroic qualities demonstrated in a specifically assigned labor of Heracles

Writing and publishing following the writing process:1. A critical analysis proving

with supportive evidence from the reading selection that Perseus or Heracles are heroes based on selected hero qualities established in class

2. A persuasive essay that addresses an opinion (i.e., on the heroic status of Daedalus, the Greek architect) and opposing viewpoints

Sentences that demonstrate

to writing Application of vocabulary to writing

assignments and evaluated skills Demonstration of a grade-

appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository writing

Application of conventions of correct sentence structure in expository and argumentative/persuasive writing

Sentence construction that demonstrates understanding of usage and meaning of correct format and correct punctuation

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

usage, and application. Sentence writing that demonstrates

an understanding of vocabulary usage and meaning


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

Poster that represents understanding of character, plot, and theme of one of Heracles labors

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

32

English 1 v. 2015 - 2016an understanding of correct format and clarity of meaning.

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

Resources: Heroic Qualities Powerpoint Model posters A critical analysis (i.e., A

Comparison of “Perseus Slays the Gorgon” reading selection and Clash of the Titans film interpretations of the myth)

Writing prompts Qualities of a Hero Expository

Writing Assignment (analysis), Peer Evaluation, Rubric, and Model

Midterm examination practice essays

Vocabulary lists Copy of students’ sentences to

correct for errors Midterm examination review sheets

on grammar emphasized first semester of the course

Elements of Literature, third course (Holt, Rinehart and Winston) nonfiction selections that can include:1. Douglas, Kirk. “Heroes with Solid

Feet”2. Stone, Oliver . “Where I Find My

Heroes” Heroic Qualities Powerpoint Sherman, Marilyn. Reading

Literature. Orange Level. Evanston, IL: McDougal, Littell, 1990 selections that can include:1. “Perseus Slays the Gorgon”

Reading Selection2. The Labors of Heracles” Reading

Selection3. “The Flight of Icarus” Reading

Selection Teacher generated reading guides:

1. “The Flight of Icarus” Reading Guide

2. “The Labors of Heracles” Reading Guide

3. “Perseus Slays the Gorgon” Reading Guide

Clash of the Titans DVDA Comparison of “Perseus Slays the

Gorgon” (reading selection) and Clash of the Titans interpretations of the myth.

Star ChartVocabulary ListsMidterm Examination Review Sheets and

Practices

33

English 1 v. 2015 - 2016Fiction Literary Terms Sheet with terms

and definitions (based on Keystones Glossary) in preparation for Midterm Examination

Review sheets to prepare for unit assessments on concepts studied

Standards: CC.1.4.9-10.ACC.1.4.9-10.BCC.1.4.9-10.CCC.1.4.9-10.DCC.1.4.9-10.ECC.1.4.9-10.FC.E.1.1.5; C.E.3.1.1.; C.E.3.1.2.; C.E. 3.1.3.; C.E.3.1.4.; C.E.3.1.5CC.1.4.9-10.G Write arguments to support claims in an analysis of substantive topics.C.E.1.1.4; C.E.2.1.1.; C.E.2.1.2.; C.E.2.1.3.; C.E.2.1.4.; C.E.2.1.6.; C.E.2.1.7CC1.4.9-10.H Write with a sharp, distinct focus identifying topic, task, and audience.C.P 1.1.1.CC.1.4.9-10.I Distinguish the claims from alternate or opposing claims; develop claims(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concernsC.P 1.1.2; C.P.1.1.3CC.1.4.9-10.J Create organization that establishes clear relationships among claims, counterclaims, reasons, and evidence; use words, phrases, and clauses to link the major sections of the text, create

CC.1.4.9-10.FC.E.3.1.4.; C.E.3.1.5C.E.1.1.5.; C.E.,3.1.1.; C.E.3.1.2.;

CC.1.2.9-10.BL.N.1.3.1;L.N.2.1.1; L.N.2.1.2CC.1.2.9-10.A.L.N.1.3.1CC.1.2.9-10 BL.N.1.3.1; L.N.2.1.2CC.1.2.9-10.CCC.1.2.9-10.FL.N.1.1.4CC.1.2.9-10.GCC.1.3.9-10.ACC.1.3.9-10.BL.F.1.1.1.; L.F.1.3.1.; L.F.2.1.1.; L.F.2.1.2CC.1.3.9-10.CCC.1.3.9-10.FCC.1.3.9-10.GL.F.2.2.3CC.1.3.9-10 I.CC.1.3.9-10.JCC.1.3.9-10.K.

34

English 1 v. 2015 - 2016cohesions, and clarify relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows form and supports the argument presented.C.P.1.1.2;C.P.1.1.3; C.P.2.1.5; C.P.2.1.6CC.1.4.9-10.K Write with an awareness of the stylistic aspects of composition.C.P.1.1.4; C.P.2.1.1; C.P.2.1.3; C.P 2.1.4; C.P.2.1.6; C.P.2.1.7CC.1.4.9-10.LC..P. 3.1.1; C.P.3.1.2; C.P 3.1.3; C.P.3.1.4; C.P.3.1.5CC.1.4.9-10.SCC.1.4.9-10.TCC.1.5.9-10.ACC.1.5.9-10.DCC.1.5.9-10.ECC.1.5.9-10.G

Comments:

35

English 1 v. 2015 - 2016Unit 6: The Odyssey/Epic/Expository- Informative Writing & Persuasive Writing Duration: February/ March (5 weeks)


Content




Use of transitions, parallel structure, and topic sentences in multi-paragraph papers to clarify ideas



Proper writing conventions

Review and application of comma rules

Use of parallelism Derivations of words from Greek

and Roman myths Variety in sentence structure Use of strong adjectives and

adverbs Sentence structure and

punctuation

Derivations of words from Greek and Roman myths

Use of affixes to derive meaning Analysis of characteristics of a legend Relationship between legends and

historical period events and people Development of theme Figurative

Language for Vividness Use of poetic devices in an epic poem Derivations of words from Greek and

Roman legends

Essential Question:









36

English 1 v. 2015 - 2016Skill: Establish a clear topic or

thesis with a judgment and criteria to guide organization and development of topic in creating an informative/explanatory text.





Organize ideas logically to make important connections and distinctions in informative/ explanatory and persuasive writing.



Construct responses in a clear organizational format

Review and practice using 14 specific comma rules.

Apply 14 rules of comma usage to writing.




Use complex sentences and their correct punctuation.

Follow basic spelling rules in writing for clarification.

Review parts of speech to aid in detecting writing errors.

Place commas correctly in compound sentences.

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

Use of agreement between pronouns and antecedents

Analyze organization of plot and use of flashbacks to tell the story

Determine how epithets are used to create character.

Determine how dialogue helps develop character, plot, and setting in a narrative.

Analyze character based on methods of characterization

Paraphrase Homer’s original invocation in his epic poem into modern English.

Analyze the development of themes based on the early Greeks religion and code of hospitality, moderation, loyalty, love of home, and relationship with the gods

Analyze the subject in two artistic mediums determining similarities and differences.

Gather and apply vocabulary knowledge that will help determine word meaning based on Greek legends.

Analyze and evaluate author’s use of literary elements in the chosen myth.

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

Identify, explain, interpret, describe, and analyze the effects of personification, simile, metaphor, foreshadowing, flashback, imagery, allegory, epithets, and allusion in a legend.


Cite evidence from the text that supports explicitly what the text’s message is.

In collaboration analyze character, themes, and heroic qualities in a specific adventure of Odysseus.

Compare and contrast the director’s

37

English 1 v. 2015 - 2016that includes an introduction, textual or support, and a conclusion.


Establish and maintain a formal style and language and an objective tone in the informative/explanatory writing.




Use parallelism and topic sentences to clarify ideas.

Develop an organizational format appropriate to mode and purpose that sustains writing in logical order.




Make use of digital media in presentations to add interest

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

Trace Odysseus’ journey on an ancient map of the Mediterranean.

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



Determine meanings of words based on Greek roots.


Define and identify literary terms specific to the study of a legend and epic narrative.

38

English 1 v. 2015 - 2016and enhance understanding of findings and reasoning.



Assessment:

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

Collaborative group work to research, write and present: a time line of stages of developmental of ancient Greece, marking major historical, cultural, and literary events; conducting war in the twelfth century B.C.; a soldier’s diet during the Trojan War

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

Writing sentences using selected vocabulary that demonstrates clear structure

Vocabulary quizzes to check knowledge of meaning and usage of select vocabulary and application to writing


Comma Quiz based on recognition of punctuation errors and application of comma rules to writing

A time line that accurately traces the events of Odyssey’s wanderings.


Vocabulary quizzes based on meaning, usage, and application.



Reading guides for each selection read that demonstrate skills in comprehension, summarizing, drawing conclusions, and determining main ideas.

Collaborate chart of the characters, themes, and heroic qualities of Odysseus for a particular adventure

39

English 1 v. 2015 - 2016 Writing and publishing

following the writing process a critical analysis (i.e., proving with supportive evidence from the reading selections that the Greek heroes Odyssey and either Perseus or Heracles are similar because they share specific heroic qualities in common)


Resources: The Odyssey Writing Assignment: Comparing Two Greek Heroes

The Odyssey Writing Assignment: Comparing Two Greek Heroes – The Thesis

The Odyssey Writing Assignment: Comparing Two Greek Heroes – Prewriting

The Odyssey Writing Assignment Model

Comma rule packet Comma Application Practice

Worksheet Comma Review and Practice for

Comma QuizEnrichment Comma Review Packet

Sherman, Marilyn. Reading Literature. Orange Level. Evanston, IL: McDougal, Littell, 1990 selections that can include:1. ” The Trojan War”2. “ Voyage of Odysseus”3. “Circe the Enchantress”4. “The Perils of Odysseus”5. “The End of the Voyage”6. “The Fate of the Suitors”

Teacher generated reading guides that can include:1. The Odyssey: “Greek Legend”

Reading Guide2. ” The Trojan War” Reading Guide3. “ Voyage of Odysseus” Reading Guide4. “Circe the Enchantress” Reading

Guide5. “The Perils of Odysseus” Reading

Guide6. “The End of the Voyage” Reading

Guide7. “The Fate of the Suitors” Reading

Guide Viewing Guide: Homer’s Mythology:

Tracing a Tradition Homer’s Tradition: Tracing a Tradition

DVD

40

English 1 v. 2015 - 2016 Map of the Ancient Mediterranean

Region Optional videos that may include:

1. O Brother Where Art Thou? film selections

2. Homer’s Tradition: Tracing a Tradition DVD

3. Troy film/DVD4. The Odyssey film/DVD

Nonfiction reading selections that can include:1. “Troy: It Casts a Spell”( Legendary

fact)2. Welcome: A Religious Duty”

(Hospitality) The Odyssey: People and Places The Odyssey Invocation The Odyssey Literary Terms The Odyssey Vocabulary Flashcards Review sheets to prepare for unit

assessments on concepts studied

Standards: CC.1.4.9-10.ACC.1.4.9-10.BCC1.4.9-10.CC.E.1.1.2CC.1.4.9-10E.CC.1.4.9-10.FCC.1.4.9-10.K Write with an awareness of the stylistic aspects of composition.


Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.C.P.2.1.1; C.P.2.1.1;

CC.1.4.9-10.L CC.1.2.9-10ALN.1.3.1;L.N.1.3.2.; L.N.2.3.3CC.1.2.9-10.BCC.1.2.9-10.GCC.1.2.9-10.LCC.1.3.9-10.AL.F.1.1.2; L.F.1.3.1; L.F.1.3.2; L.F.2.3.4CC.1.3.9-10.B – L.F.1.1.1; L.F.1.3.1; L.F.2.1.2CC.1.3.9-10.GCC.1.3.9-10.JCC.1.3.9-10.K

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English 1 v. 2015 - 2016C.P.2.1.2; C.P.2.1.3; C.P.2.1.4; C.P 2.1.6; C.P 2.1.7C.1.4.9-10.SCC.1.4.9-10.TCC.1.4.9-10.UCC.1.4.9-10.X

Comments:

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English 1 v. 2015 - 2016Unit 7: Research/Expository-Informative Writing Duration: March/ April (6 weeks)


Content



Variation and clarity of proper sentence structure

Use of transitions, parallel structure, and topic sentences in multi-paragraph papers to clarify ideas


Creation of a thesis statement Organization principles for

creating a research project Proper citation format Application of the Writing

Process Clear explanation of ideas Support of ideas with relevant

evidence Creation of an outline to

organize ideas as an aid to writing and correct outline format

Creation of clear research questions

Application of rules in formal writing

MLA Citation Format and Works Cited page(s)Research techniques

Review and application of comma rules

Use of parallelism Punctuation, capitalization as used

in various sentence structures Use of strong adjectives and

adverbs Grade-appropriate conventions of

Standard English grammar, usage, capitalization, punctuation, and spelling.

Correct sentence structure Effective sentences

Use of primary and secondary sources in the research process

Reading informational texts on grade level with proficiency

Use of strong and thorough textual evidence to support an opinion or idea

Analysis of different accounts on a research subject


Essential Question:


How does a writer create



How does interaction with text provoke

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English 1 v. 2015 - 2016informational and persuasive pieces that respond to topic, purpose and audience?




How can our knowledge and use of the research process promote lifelong learning?

How do we use information gained through research to expand knowledge?

thinking and response?

How can we read effectively to form multiple sources of information to gain and expand our knowledge on a topic?

Skill: Develop a clear research question and thesis statement.

Construct parallel structures within statements, between sentences and between paragraphs.

Incorporate appropriate transitions to move clearly and smoothly between ideas, examples, sentences, and paragraphs.

Develop an organizational format appropriate to mode and purpose that sustains writing in a logical order.

Establish a clear topic or thesis with a judgment and criteria to guide organization and development of topic in creating

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

Demonstrate commands of standard English when speaking based on grade9-10 level and content.

Complete a library search to locate various sources of information, learn how to use the online card catalog, and how to find research information related to the topic.

Determine the main ideas of texts. Find and cite strong, supportive, and

thorough textual evidence to support the thesis statement , its judgment and criteria as well as student’s analysis and reflection

Analyze various accounts of a subject told in various sources, ie., biographies, magazines, newspapers, databases, websites, reference sources.

Establish and opinion (judgment) on a research subject based on reading information.

Determine criteria that will support the

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English 1 v. 2015 - 2016an informative/expository text.




Use formatting when helpful to aiding comprehension.





Follow the writing process of prewriting, drafting, revising, editing, and publishing to construct a final research project


Evaluate a speaker’s

judgment for a research paper. Determine validity and reliability of

internet resources Develop search procedures to locate and

gather information from traditional sources as well as electronic databases.

Analyze and evaluated information from sources for relevance to the research question, topic, and thesis


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English 1 v. 2015 - 2016perspective while critically listening.





Construct an outline that will provide an organization for the paper.

Construct a Works Cited Page that follows proper MLA form and content and reflects sources used in the final research paper.

Establish a title for the work that is reflective of the paper’s content and captures the reader’s attention as well as follows the established standards of a formal paper’s title.Optional: Present orally findings and conclusions of research project clearly and logically making adaptations for the audience and using command of the conventions of Standard

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English 1 v. 2015 - 2016English

Assessment:

Practice Bib Cards for accuracy, format, and content

Practice Note Cards for accuracy, format, and content

Bib Card Quiz for accuracy, format and content of writing bibliography information for research project

Research Bib Cards for accuracy, format, and content

Research Note Cards for accuracy, format, and content

Formation of Research Questions in clear and parallel format to guide research process

Preliminary Outlines for format, content, organization, and accuracy

Final Research Paper (Introductory,Developmental, and Concluding Paragraphs), Title Page, Final Outline, and Works Cited Page for content, format, and mechanics

Optional: If enough time, and oral presentation of the final research project should be included and evaluated according to speaking skills, evidence presented, and clarity of presentation

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

Content and clarity of evidence to support research project thesis in notes

Final research Project Practice Note Cards Format and Content Research General Instructions Quiz Formation of Research Questions in clear

and parallel format to guide research process

Final Research Paper (Introductory,Developmental, and Concluding Paragraphs), Title Page, Final Outline, and Works Cited Page for content, format, and mechanics

Preliminary Outlines for format, content, organization, and accuracy

Resources:

General Instructions for Research Project: The Nature of Heroism

The Nature of Heroism Research Topics

Research Handbook-Ninth Grade (MLA based)

Comma Review Packet Sentence Structure Worksheets

Primary and secondary nonfiction sources in TJ Library

TJ Library Databases Reliable and valid internet sources Cart of teacher resources

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English 1 v. 2015 - 2016 Research Guidelines: Preparing

Bib Cards, Library Procedures for Creating Bib Cards for Research Project, Taking Notes, Creating a Question Card, Possible Areas of Background Information, Taking Notes Procedures for Library, Creating a Preliminary Outline, Constructing the Final Outline with Citation, Citing a Quote, Constructing an Outline with Correct Citation, Writing the bibliography and Title Page

Practice Bib Card Information for a variety of sources (books with authors, Books with no authors, databases, online magazines/ newspapers, websites, magazines, newspapers, pamphlets

Practice Taking Notes Exercises Research Handbook – Ninth

Grade (MLA based) List of Heroic Qualities Encyclopedia Data Sheet for

Individual Research Project TJHS Library Mrs. Barker’s cart of books Research Topic Internet Heroic

Quality Direct Quote Worksheet Preliminary Outline Checklist Outline with Citation Checklist Models – Outlines, Paper, Bib

Cards, Topic Card, Note Cards, Internet Printouts, Encyclopedia PrintoutsResearch Evaluation Sheet

Research Guidelines Worksheets Research Handbook – Ninth Grade (MLA

based)

Standards:

CC.1.4.9-10.ACC.1.4.9-10.B

CC.1.4.9-10.FC.E.1.1.5; C.E.3.1.1; C.E.3.1.2;

CC.1.2.9-10AL.N.1.3.1

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English 1 v. 2015 - 2016CC.1.4.9-10.CCC.1.4.9-10.DCC.1.4.9-10.EC.E.1.1.4; C.E.2.1.1; C.E.2.1.3; C.E.2.1.4; C.E.2.1.7; C.E.2.1.7C.C.1.4.9-10.H C.C.1.4.9-10.KCC.1.4.9-10.L CC.1.4.9-10.SCC.1.4.9-10.UCC.1.4.9-10.TCC.1.4.9-10.V CC.1.4.9-10.WCC.1.4.9-10.X

C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9-10.K

CC.1.2.9-10.BCC.1.2.9-10.CL.N.1.1.2, L.N.2.4.3CC.1.2.9-10.GL.N.2.3.3.CC.1.2.9-10.JL.N.1.2.3.CC.1.2.9-10.LCC.1.

Comments:

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English 1 v. 2015 - 2016Unit 8: The Novel (The Pigman)/Expository - Informative Writing /Final Examination Duration: May/ June (5 weeks)


Content

Conventions of proper sentence structure, paragraphs, and multi-paragraph papers




Agreement of subject and antecedent

Consistency in verb tense Application of Comma Rules Punctuation, capitalization as

used in various sentence structures

Use of strong adjectives and adverbs

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

Correct sentence structureEffective sentences

Novel Literary terms Development of character, theme, plot,

point of view, setting Stylistic approaches and styles used by

authors and their impact on the story Identification, use and analysis of

various stylistic devices and figurative language

Determination of author’s purpose

Essential Question:







How do we clearly communicate our ideas?


Skill: Establish a clear topic or thesis with a judgment and criteria to guide organization and

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

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

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English 1 v. 2015 - 2016development of topic in creating an informative/explanatory text.







Construct responses in a clear organizational format that includes an introduction, textual evidence or support, and a conclusion.


Use precise language and domain-specific vocabulary to manage the presentation of the

usage, capitalization, punctuation, and spelling.

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

Write with agreement between subject and verbs.

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

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

Determine and analyze the theme of the novel.

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

Cite strong and thorough textual evidence to support analysis of generalizations and what the text says explicitly.

Evaluate how the author’s point of view or purpose shapes the content and style of the text especially in the selective first person point of view.

Analyze how a writer’s structure of the story manipulates its effect.

Compare, analyze, describe how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Analyze how words and phrases shape meaning and tone in text.

Identify, explain, interpret, describe, and analyze the effects of Identify the components of the plot construction.

Identify and analyze the external and internal conflicts in the story.

Analyze symbols found in the novel and their impact on other elements of fiction in the story.

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

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

Draw conclusions about connotations of

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English 1 v. 2015 - 2016topics, its supports, and ideas.




words. Determine word meaning based on

grade-level reading and content. Apply meaning and usage of select

vocabulary to understanding of reading selections.



Assessment:

Work in small collaborative groups to create a poster that clearly explains an theme in the novel (i.e., Communication, Loneliness, Death, Alienation, Games, Compassion, Guilt)

Write and publish following the writing process a critical analysis proving with supportive evidence a theme found in The Pigman.

Responses with cohesiveness and clarity to reading questions on Study Guides

Final Examination that assesses level of writing skills covered during the courseResponses to Reading Guide questions that show proficiency in writing clearly, with focus, precision, supportive evidence, and correct grammar skills

Vocabulary quizzes to check knowledge of meaning and usage of select vocabulary and application to writing

Application of vocabulary to writing assignments and evaluated skills.

Demonstration of a grade-appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling in expository writing

Application of conventions of correct sentence structure in expository and argumentative/persuasive writing.


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

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




Worksheets on conflict, foreshadowing, flashback and three types of irony

Study guides for each reading section (chapters 1-7 and 8-15) to aid in comprehension, summarizing, drawing conclusions, and determining main ideas

Poster based on a group determined theme, quote support, and symbol of theme

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

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English 1 v. 2015 - 2016

Resources:

Chapter Study Guide Questions Themes in The Pigman Data

Sheet Themes in the The Pigman

Essay Assignment Sample essays ad practices for

preparation for the Final Examination

Comma Review Packet Sentence Structure Worksheet Practice prompts to prepare for

the Final Examination

Powerpoint on Novel Literary Terms Novel Literary tem Worksheet Biography of Paul Zindel Powerpoint on Background on The

Pigman Introduction to Paul Zindel and The

Pigman Worksheet The Pigman Character Worksheet The Pigman Study Guides Themes in The Pigman Data Sheet Themes in The Pigman Group

Assignment Poster supplies Group Theme Data Sheet in The Pigman People, Places, Things, and Events in

The Pigman Theme Presentation Evaluation Sheet Review Worksheets and Practices for

Final Examination

Standards:

CC.1.4.9-10.ACC.1.4.9-10.BCC.1.4.9-10.CCC.1.4.9-10.DCC.1.4.9-10.EC.E.1.1.4; C.E.2.1.1; C.E.2.1.3; C.E.2.1.4; C.E.2.1.6; C.E.2.1.7CC.1.4.9-10.SCC.1.4.9-10.UCC.1.4.9-10.TCC.1.4.9-10.VCC.1.4.9-10.WCC.1.4.9-10.X

CC.1.4.9-10.FC.E.1.1.5; C.E.3.1.1; C.E.3.1.2; C.E.3.1.3; C.E.3.1.4; C.E.3.1.5CC.1.4.9-10.K

CC.1.3.9-10.AL.F.1.1.2; L.F.1.3.1; L.F.1.3.2; L.F.2.3.4CC.1.3.9-10.BL.F.1.1.1; L.F.1.3.1; L.F.2.1.1; L.F.2.1.2CC.1.3.9-10.CL.F.1.1.3; L.F.2.3.1; L.F.2.3.4CC.1.3.9-10.DL.F.2.3.6CC.1.3.9-10.EL.F.1.1.3; L.F.2.3.2; L.F.2.3.3CC.1.3.9-10.FL.F.2.3.5; L.F.2.5.1CC.1.3.9-10.IL.F.1.2.1; L.F.1.2.3; L.F.1.2.4CC.1.3.9-10.JL.F. 1.2.1; L.F.1.2.3; L.F.1.2.4CC.1.3.9-10.K

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