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English/language arts Memphis City Schools, PreK-12 Literacy

NEW! Curriculum Guide – 2012 - 2013

ENGLISH I - Quarter 3

Instructional Planning – English I, 2012-2013

Writing Workshop Research Writing …..pg, 1002

1. Defining the Form 2. Prewriting / Planning Strategies a. My Research Plan b. Possible sources 3. Drafting Strategies 4. Writers on Writing 5. Revising Strategies 6. Documenting Sources 7. Sentence Fluency 8. Student Model 9. Editing and Proofreading 10. Publishing and Presenting

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Q3 - Week 1 (Jan 2-4) (3 day week)

1. Defining the Form 2. Prewriting / Planning Strategies a. My Research Plan b. Possible sources

Common Core State Standards State Performance Indicators (SPIs) Content 9-10.W.2. Write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10. W. 2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions. 9-10. W. 2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotation, or other information and examples appropriate to the audience’s knowledge of the topic. 9-10. W. 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9-10. W. 8 Gather relevant information from multiple

Research

SPI 3002.4.1 Select the research topic with the highest

degree of focus.

SPI 3002.4.2 Differentiate between primary and

secondary sources.

SPI 3002.4.3 Evaluate the reliability and credibility of

sources for use in research.

Informational Text

SPI 3002.6.1 Discern the stated or implied main idea and

supporting details of informational and technical

passages.

SPI 3002.6.2 Use the graphics of informational and

technical passages to answer questions.

SPI 3002.6.3 Determine the appropriateness of a graphic

used to support an informational or technical passage.

Start this unit with the requirements for a research

paper

Begin with a start to finish Research Paper Calendar

Explain to students the Research Paper Rubric

Students should cite no fewer than five sources for

their research papers.

1. Getting Started

2. Topic

3. Forming a Focus

4. Finding Sources

5. Taking Notes

6. Forming a Thesis Statement

7. Organized Note-taking

8. Rough Draft

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authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question.

SPI 3002.6.4 Identify the organizational structure of an

informational or technical text (e.g., sequential, problem-

solution, comparison-contrast, cause-effect).

Writing

SPI 3002.3.7 Select the thesis statement in a writing

sample or passage.

Language

SPI 3002.1.8 Recognize correct subject-verb

agreement with intervening elements.

SPI 3002.1.9 Recognize a shift in either verb tense or

point or view within a writing sample.

9. Revision of Paper

10. Present Research

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Q3 - Week 2 (Jan 7-11)

1. Defining the Form 2. Prewriting / Planning Strategies a. My Research Plan b. Possible sources

Common Core State Standards State Performance Indicators (SPIs) Content 9-10.W.2. Write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10. W. 2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions. 9-10. W. 2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotation, or other information and examples appropriate to the audience’s knowledge of the topic. 9-10.W. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10. W. 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow

Research


degree of focus.

SPI 3002.4.2 Differentiate between primary and secondary

sources.

SPI 3002.4.3 Evaluate the reliability and credibility of sources

for use in research.

Informational Text


supporting details of informational and technical passages.

SPI 3002.6.2 Use the graphics of informational and technical

passages to answer questions.



Start this unit with the requirements for a research

paper

Begin with a start to finish Research Paper Calendar

Explain to students the Research Paper Rubric

Students should cite no fewer than five sources for

their research papers.

1. Getting Started

2. Topic

3. Forming a Focus

4. Finding Sources

5. Taking Notes

6. Forming a Thesis Statement

7. Organized Note-taking

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or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9-10. W. 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question.




Writing

SPI 3002.3.7 Select the thesis statement in a writing sample

or passage.

Language

SPI 3002.1.8 Recognize correct subject-verb agreement

with intervening elements.

SPI 3002.1.9 Recognize a shift in either verb tense or point

or view within a writing sample.

8. Rough Draft

9. Revision of Paper

10. Present Research

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Q3 - Week 3 (Jan 14-18)

3. Drafting Strategies 4. Writers on Writing

Common Core State Standards State Performance Indicators (SPIs) Content 9-10.W.2. Write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10. W. 2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions. 9-10. W. 2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotation, or other information and examples appropriate to the audience’s knowledge of the topic. 9-10.W. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10. W. 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Research


degree of focus.


sources.



SPI 3002.4.4 Evaluate the validity of Web pages as

sources of information.

SPI 3002.4.5 Determine which statement presents an

opposing view from those stated on a Web page.

SPI 3002.4.6 Identify information that must be cited or

attributed within a writing sample.

Informational Text





Evaluate Resources

Explain the characteristics of a thesis statement

Example: have students research an author.

Tell students to locate information on an author.

Tell students to keep track of the websites they use.

Discuss plagiarism with students

Students will use computers with internet access.

Students will use a designated amount of time gathering

information about their author.

Teach a mini lesson on the thesis statement.

Students will develop a thesis statement about their author.

Teach a mini lesson on web addresses.

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9-10. W. 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question.


SPI 3002.6.5 Synthesize information across two or more

informational or technical texts.

Writing

SPI 3002.3.6 Determine the most effective placement of

information using a prewriting graphic organizer.


sample or passage.

Language





SPI 3002.1.10 Select correct pronoun usage in a

sentence (e.g., with compound elements such as

between you and me, or following than or as).

SPI 3002.1.11 Select correct pronoun-antecedent

agreement using collective nouns or indefinite pronouns.

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Q3 - Week 4 (Jan 22-25)

3. Drafting Strategies 4. Writers on Writing

Common Core State Standards State Performance Indicators (SPIs) Content 9-10.W.2. Write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10. W. 2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions. 9-10. W. 2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotation, or other information and examples appropriate to the audience’s knowledge of the topic. 9-10.W. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10. W. 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Research


degree of focus.


sources.









Informational Text





Convey to students the importance of being able to relocate

the names of sources and information.

After developing thesis statements, students will organize

supporting ideas based on their research.

Teach a mini lesson on summarizing.

Students will be able to write a thesis statement and support

the statement with ideas based on their research.

Teach a mini lesson on note-taking and organization

Address students’ documentation.

Address students’ lack of documentation.

Notes:

Check students’ notes

Check students’ outlines

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9-10. W. 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question. 9-10.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.




Writing




sample or passage.

Language










Teach a mini lesson on documenting sources.

Allow students to share their outlines with their class, using

on overhead projector, computer-projector setup, or a

SmartBoard.

Teach a mini lesson on paraphrase.

After students have developed a workable outline, have

them to begin their first draft.

Teach a mini lesson on parenthetical citations.

Demonstrate to students the MLA format.

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Q3 - Week 5 (Jan 28- Feb 1 )

5. Revising Strategies 6. Documenting Sources

Common Core State Standards: State Performance Indicators (SPIs) Content:

9-10. W. 2.c. Use appropriate and varied transitions

to link the major sections of the text, create

cohesion, and clarify the relationships among

complex ideas and concepts.

9-10. W. 2.d. Use precise language and domain-

specific vocabulary to manage the complexity of the

topic.

9-10. W. 5. Develop and strengthen writing as

needed by revising, focusing on addressing what is

most significant for a specific purpose and

audience.

9-10.W.6 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.

9-10. W. 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

Research


degree of focus.


sources.









Informational Text



Conduct a question and answer session with students

concerning their rough drafts.

After rough drafts are returned, students will revise

their research papers using the MLA format.

Conference with students as needed.

Sample Student Work Products/Performances

One product/performance may address multiple

content / skill pieces

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understanding of the subject under investigation.

9-10. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question.

9-10.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

SPI 3002.6.2 Use the graphics of informational and

technical passages to answer questions.








Writing

SPI 3002.3.1 Proofread a passage for correct punctuation,

mechanics, and usage.

SPI 3002.3.2 Choose the most effective order of sentences

in a paragraph.

SPI 3002.3.3 Choose the transitional device that

appropriately connects sentences or paragraphs within a

writing sample.

SPI 3002.3.4 Select a vivid word (e.g., adjective, adverb,

verb) to strengthen a written description.

SPI 3002.3.5 Demonstrate the ability to combine a set of

simple sentences into a longer, more interesting sentence.




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sample or passage.

Language

SPI 3002.1.1 Demonstrate an understanding of the eight

parts of speech, including their troublesome aspects,

such as how to form the past and past participle of

irregular but commonly used verbs.

SPI 3002.1.2 Identify the patterns of a given set of

sentences (i.e., subject-verb, subject-action verb-direct

object, subject-action verb-indirect object-direct object,

subject-linking verb-subject complement, subject-action

verb-direct object-object complement).

SPI 3002.1.3 Combine a set of simple sentences into a

single compound or complex sentence.

SPI 3002.1.4 Use sentence-combining techniques,

effectively avoiding problematic comma splices, run-on

sentences, and sentence fragments.

SPI 3002.1.5 Use commas correctly with appositives and

introductory words, phrases, or clauses.

SPI 3002.1.6 Use commas to set off nonessential

elements in a sentence.

SPI 3002.1.7 Correct a run-on sentence by using a

comma and coordinating conjunction, subordinate

conjunction, or semicolon.


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Q3 - Week 6 (Feb 4-8 )

5. Revising Strategies 6. Documenting Sources 7. Sentence Fluency

Common Core State Standards: State Performance Indicators (SPIs) Content: 9-10. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question. 9-10.L. 1 Demonstrate command of the convention of standard English grammar and usage when writing or speaking. 9-10.L. 1.b. Use various types of clauses to convey specific meanings and add variety and interest o writing or presentations. 9-10. L. 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Research


degree of focus.


sources.



SPI 3002.4.4 Evaluate the validity of Web pages as sources

of information.





Informational Text




Demonstrate to students the MLA format.

Conduct a questions and answer sessions with students

concerning their rough drafts.

After rough drafts are returned, students will revise their

research papers using the MLA format.

Conference with students as needed.

Sample Student Work Products/Performances

One product/performance may address multiple

content/skill pieces

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Writing




in a paragraph.



writing sample.








or passage.

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Language


parts of speech, including their troublesome aspects, such

as how to form the past and past participle of irregular but

commonly used verbs.





















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sentence (e.g., with compound elements such as between

you and me, or following than or as).



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Q3 - Week 7 (Feb 11 - 15 )

6. Documenting Sources 7. Sentence Fluency 8. Student Model

Common Core State Standards State Performance Indicators (SPIs) Content 9-10. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question. 9-10.L. 1 Demonstrate command of the convention of standard English grammar and usage when writing or speaking. 9-10.L. 1.b. Use various types of clauses to convey specific meanings and add variety and interest o writing or presentations. 9-10. L. 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 9-10. SL.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 9-10.SL.3. Evaluate a speaker’s point of view,

Research


degree of focus.


sources.




of information.





Informational Text




Documenting Electronic Sources

http://owl.english.purdue.edu/owl/resource/584/01/

Evaluating Sources of Information


MLA Formatting and Style Guide


MLA Overview and Workshop


Paraphrase: Write it in your own words


Quoting, Paraphrasing, and Summarizing






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reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.









Writing




in a paragraph.



writing sample.








or passage.


Searching the World Wide Web


Writing a Research Paper





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Language

























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Q3 - Week 8 (Feb 18 - 22 )

8. Student Model 9. Editing and Proofreading 10. Publishing and Presenting

Common Core State Standards State Performance Indicators (SPIs) Content 9-10. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question. 9-10.L. 1 Demonstrate command of the convention of standard English grammar and usage when writing or speaking. 9-10.L. 1.b. Use various types of clauses to convey specific meanings and add variety and interest of writing or presentations. 9-10. L. 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Research


degree of focus.


sources.




of information.





Informational Text



When sources are used or referenced (e.g., in

research, informational essays, literary essays),

adhere to the following:

Acknowledge source material and create a reliable bibliography in a standard format.

Cite sources using a standard format (MLA, APA) with a high degree of accuracy.

Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.

Correctly incorporate ideas within text.

Embed quotations and graphics from other sources, when appropriate.

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9-10.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.










Writing




in a paragraph.



writing sample.








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or passage.

Language
























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Q3 - Week 9 (Feb 25 – Mar 1) The end of the third nine weeks is Wednesday, March 6.

10. Publishing and Presenting Students present their findings

Common Core State Standards State Performance Indicators (SPIs) Content 9-10. L. 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 9-10.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Students will use the Rubric for Self-Assessment found

on page 1013 to address the writing for each category.

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