ENGLISH II-GRADE 10 CURRICULUM MAP
|
|
- Griffin Stanley
- 7 years ago
- Views:
Transcription
1 ENGLISH II-GRADE 10 CURRICULUM MAP
2 English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Reading: Reading: Reading: Night The Crucible Beowulf Hamlet Romeo and Juliet Fever Macbeth Personal statement Poetry unit Independent reading Animal Farm Anthem Short Story unit selection Lord of the Flies Little Prince Reading strategies Of Mice and Men Reading strategies Reading strategies Critical reading skills Reading strategies Critical reading skills Critical reading skills Vocabulary acquisition Critical reading skills Vocabulary acquisition Vocabulary acquisition Vocabulary acquisition Writing: Writing: Writing: Writing process Writing: Analytical writing skills Analytical writing skills Grammar skills Analytical writing skills Resume writing Personal essay writing MLA format Grammar skills Research skills Research skills Critical writing skills Research skills Literary analysis Literary analysis Expressive writing skills Literary analysis Expressive writing skills Expressive writing skills Informational writing skills Expressive writing skills Informational writing skills Informational writing skills Informational writing skills Speaking: Speaking: Speaking: Informal speaking Speaking: Informal speaking Informal speaking techniques Informal speaking techniques techniques Formal speaking techniques techniques Formal speaking techniques Formal speaking techniques Formal speaking techniques Sample thematic topics: Sample thematic topics: Sample thematic topics: Genre characteristics Sample thematic topics: Periods of British literature Identity Archetypal characters Periods of American lit. Conventions of British lit Truth Archetypal plots Conventions of American lit. Heroic tradition Justice Archetypal images Puritanism Elizabethan England Diaspora Allegory McCarthyism Satire Fate vs. free will Holocaust Romanticism Social issues Alienation Mythology Transcendentalism Nature vs. civilization Heroism Renaissance Realism Colonialism Modernism Irony Naturalism Victorianism Postmodernism Story elements Modernism Industrial Revolution Cultural practices Poetic devices Postmodernism Empire Thematic oppositions Figurative language Native American lit. Enlightenment Initiation American Dream
3 Grade 10 The Crucible Unit Semester 1--COMMON ESSENTIAL QUESTION: How does the play reflect Puritan society? What are the central conflicts that arise due to Puritan beliefs? Assessment Student Understandings Instructional Plan Summative Assessment COMMON: Required Extended Task: Response to literature essay that addresses three conflicts resulting from Puritan beliefs. Continuous Assessment: Student application of teacher-modeled thinking strategies through oral and written response Student understanding of literary elements and author s craft through oral and written response Student ability to respectfully and responsibly listen and respond to others Student prior knowledge and zone of proximal development Guiding Questions: What beliefs can be identified as Puritan? How do Puritan beliefs affect their everyday life? What conflicts can be identified within the play? How is life during this time different from today? Knowledge/Skills: Identify the meaning of unfamiliar vocabulary (R-10-2) Show breadth of vocabulary knowledge by identifying word origins and dialects and explain connotation, denotation, shades of meanings/nuance or idioms (R ) Demonstrate understanding by making logical predictions about protagonist/antagonist or identify any changes in relationships over time (R-10-4, 4.1) Define and identify aspects of Puritan society (R-10-5,5.5, R-10-8, W , W-10-2, 2.3) Explain how the author s purpose is demonstrated in the text (bias, point of view) (R ) Define and identify literary elements employed in this play (R-10-4) Demonstrate understanding of plot, ideas and concepts by selecting and summarizing key ideas (R ) to set context appropriate to audience (W ) Generate questions before, during, and after reading (R ) Identify the characteristics of a variety of types/genres of literary texts (R ) including literary devices such as diction, syntax, point of view, bias, and symbolism (R-4.5) Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining logical outcomes based on interactions between characters or evolving plot and examining relationships that reveal character traits, motivations, or changes over time to make inferences (R- 10-5, R , R , R ) Required Text The Crucible Suggested Materials: Historical/cultural background information Additional resources and texts Suggested instructional strategies/scaffolds: Prior knowledge Adapted texts Graphic organizers Note-taking Film clips Cooperative learning One-one conference
4 Make and support analytical judgments by establishing an interpretive claim in the form of a thesis when responding to a given prompt (W-10-3, ) Use precise and descriptive language that clarifies and supports intent and establishes authoritative voice (W ) Select and summarize key ideas to set context appropriate to audience (W ) Select and analyze accurate information, connecting the text to prior knowledge, to oneself, or to the broader world of ideas in order to advance relevant ideas or themes (W , 3.3) Maintain focus (W , 7.2) Select appropriate and relevant information (excluding extraneous details) to set context (W ) Interpret text by making inferences and drawing a credible conclusion that synthesizes information (W , 8.5, 3.2) Use an organizational structure that allows for a progression of ideas to develop (W , 1.2, 1.3, 1.4, 3.4, 4.6, 14.3, 14.5) Demonstrate control of usage, grammar, punctuation, sentence construction, and spelling (W , 9.2, 9.3, 9.4, 9.5) Summarize, paraphrase questions, or contribute to information presented (OC ) Participate in large and small group discussions showing respect for a range of individual ideas (OC ) Use a variety of strategies of address to communicate ideas effectively (OC ) Possible Applications: homework, discussion questions, class discussion, oral presentations, quizzes, quote analysis maintain daily reader response journals graphic organizers
5 Grade 10 American Romantic Period Required Author Study -- Edgar Allan Poe Semester 1--COMMON ESSENTIAL QUESTION: How does Poe s writing reflect the themes of the Romantic period? What writing qualities define this author? Assessment Student Understandings Instructional Plan Summative Assessment: COMMON: On demand reflective essay with common prompt. Continuous Assessment: Student application of teacher-modeled thinking strategies through oral and written response Student understanding of romantic concepts, literary elements and author s craft through oral and written response Student ability to respectfully and responsibly listen and respond to others Student prior knowledge and zone of proximal development Guiding Questions: What themes can be identified in Poe s writing? What new types of literature does Poe develop? What stylistic and literary elements are employed by this author? How does Poe illustrate the human condition through his writing? Knowledge/Skills: Identify the meaning of unfamiliar vocabulary (R-10-2) Show breadth of vocabulary knowledge by identifying word origins and dialects and explain connotation, denotation, shades of meanings/nuance or idioms (R ) Demonstrate understanding by making logical predictions about protagonist/antagonist or identify any changes in relationships over time (R-10-4, 4.1) Define and identify author s themes and explain how each theme is supported within the text (R-10-5,5.5, R-10-8, W , W-10-2, 2.3) Explain how the author s purpose is demonstrated in the text (bias, point of view) (R ) Define and identify literary elements employed by this author (R-10-4) Demonstrate understanding of plot, ideas and concepts by selecting and summarizing key ideas (R ) to set context appropriate to audience (W ) Generate questions before, during, and after reading (R ) Identify the characteristics of a variety of types/genres of literary texts (R ) including literary devices such as diction, syntax, point of view, bias, and symbolism (R-4.5) Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining logical outcomes based on interactions between characters or evolving plot and examining relationships that reveal character traits, motivations, or changes over time to make inferences (R- 10-5, R , R , R ) Required Texts: The Black Cat The Masque of the Red Death The Tell-Tale Heart The Cask of Amontillado Suggested Materials: Historical/Author background information Class set of The US in Literature :Poe selections from text Poe Collection of additional stories and/or poems Literary criticism, essays Additional Resources Suggested instructional strategies/scaffolds: Prior knowledge Adapted texts Graphic organizers Note-taking Film clips
6 Explain how the author s style is evident (R ) and how the author s purpose to entertain, inform, or persuade is supported in the text (R ) Analyze and interpret author s craft by demonstrating knowledge of author s style or use of literary elements and devices, such as analogy, allusion, diction, syntax (R ) Make and support analytical judgments by establishing an interpretive claim in the form of a thesis when responding to a given prompt (W-10-3, ) Use precise and descriptive language that clarifies and supports intent and establishes authoritative voice (W ) Select and summarize key ideas to set context appropriate to audience (W ) Select and analyze accurate information, connecting the text to prior knowledge, to oneself, or to the broader world of ideas in order to advance relevant ideas or themes (W , 3.3) Analyze a condition, or situation of significance as the basis for the reflection (W ) Make connections between personal ideas and experiences and more abstract aspects of life (W ) Maintain focus (W , 7.2) Select appropriate and relevant information (excluding extraneous details) to set context (W ) Interpret text by making inferences and drawing a credible conclusion that synthesizes information (W , 8.5, 3.2) Use an organizational structure that allows for a progression of ideas to develop. The response includes an opening, body, and closure (W , 1.2, 1.3, 1.4, 3.4, 4.6, 14.3, 14.5) Demonstrate control of usage, grammar, punctuation, sentence construction, and spelling; occasional errors do not interfere with meaning (W , 9.2, 9.3, 9.4, 9.5) Demonstrate listening skills by following verbal instructions, to perform specific tasks, to answer questions, or to solve problems (OC ) Summarize, paraphrase questions, or contribute to information presented (OC ) Participate in large and small group discussions showing respect for a range of individual ideas (OC ) Use a variety of strategies of address to communicate ideas effectively (OC ) Cooperative learning
7 Possible Applications: homework, discussion questions, quizzes, quote analysis, maintain daily reader response journals create PowerPoint of romantic themes write a short story or poem in the author s style translate The Raven into a short story Poster presentations
8 Grade 10 Independent Reading Unit Semester 2 ESSENTIAL QUESTION: How can you apply the knowledge and skills you have gained this year when reading independently? Assessment Student Understandings Instructional Plan Summative Assessment Options: End of unit exam Essay Quote analysis Book talk Poster presentation Continuous Assessment: Student application of teacher-modeled thinking strategies through oral and written response Student understanding of literary elements and author s craft through oral and written response Student ability to respectfully and responsibly listen and respond to others Student prior knowledge and zone of proximal development Guiding Questions: What literary elements emerge as significant in this text? What text-to-self, text-to-text, or text-to-world connections can you make? What strategies can you use to actively engage in independent reading? Knowledge/Skills: Identify the meaning of unfamiliar vocabulary (R-10-2) Show breadth of vocabulary knowledge by identifying word origins and dialects and explain connotation, denotation, shades of meanings/nuance or idioms (R ) Demonstrate understanding by making logical predictions about protagonist/antagonist or identify any changes in relationships over time (R-10-4, 4.1) Explain how the author s purpose is demonstrated in the text (bias, point of view) (R ) Define and identify literary elements employed in this text (R-10-4) Generate questions before, during, and after reading (R ). Identify the characteristics of a variety of types/genres of literary texts (R ) including literary devices such as diction, syntax, point of view, bias, and symbolism (R ) Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining logical outcomes based on interactions between characters or evolving plot and examining relationships that reveal character traits, motivations, or changes over time to make inferences (R- 10-5, R , R , R ) Other Writing and/or Oral Communication GSE s may be applied as necessary, according to continuous and summative assessment. Possible Applications: homework, discussion questions, class discussions, oral presentations, quizzes, quote analysis maintain daily reader response journals graphic organizers Required Text Teacher or student selected Suggested Materials: Historical/cultural background information Additional resources Reading Log Suggested instructional strategies/scaffolds: Prior knowledge Adapted texts Graphic organizers Note-taking Cooperative learning One-on-one conferences
9 Grade 10 Realism Period Semester 2--COMMON ESSENTIAL QUESTION: How does this literature reflect the culture of this period? How do the authors of the Realism period employ literary elements in their writing? Assessment Student Understandings Instructional Plan Summative Assessment: COMMON Extended Task: Literary analysis of themes in Of Mice and Men Continuous Assessment: Student application of teacher-modeled thinking strategies through oral and written response Student understanding of romantic concepts, literary elements and author s craft through oral and written response Student ability to respectfully and responsibly listen and respond to others Student prior knowledge and zone of proximal development Guiding Questions: How does the literature of this period reflect change in American society? What themes can be identified from the American Realism period? What types of literature evolve in this period? What types of writing techniques can be recognized in American Realism writing? What stylistic and literary elements are employed by the authors of this period? Knowledge/Skills: Identify the meaning of unfamiliar vocabulary (R-10-2) Show breadth of vocabulary knowledge by identifying word origins and dialects and explain connotation, denotation, shades of meanings/nuance or idioms (R ) Demonstrate understanding by making logical predictions about protagonist/antagonist or identify any changes in relationships over time (R-10-4, 4.1) Define and identify American Realism themes and explain how each theme is supported within the text (R-10-5,5.5, R-10-8, W , W-10-2, 2.3) Explain how the author s purpose is demonstrated in the text (bias, point of view) (R ) Define and identify literary elements employed in this period (R-10-4) Demonstrate understanding of plot, ideas and concepts by selecting and summarizing key ideas (R ) to set context appropriate to audience (W ) Generate questions before, during, and after reading (R ). Identify the characteristics of a variety of types/genres of literary texts (R ) including literary devices such as diction, syntax, point of view, bias, and symbolism (R ) Analyze and interpret elements of literary texts, citing evidence where Required Text: Of Mice and Men Suggested Materials: Historical/cultural background information Class set of The US in Literature: Variations and Departures unit Literary criticism, essays, short stories, poetry Additional resources and texts Specific examples of regional writing Suggested instructional strategies/scaffolds: Prior knowledge Adapted texts Graphic organizers Note-taking Film clips Cooperative learning
10 appropriate by explaining logical outcomes based on interactions between characters or evolving plot and examining relationships that reveal character traits, motivations, or changes over time to make inferences (R- 10-5, R , R , R ) Explain how the author s style is evident (R ) and how the author s purpose to entertain, inform, or persuade is supported in the text (R ) Analyze and interpret author s craft by demonstrating knowledge of author s style or use of literary elements and devices, such as analogy, allusion, diction, syntax (R ) Make and support analytical judgments by establishing an interpretive claim in the form of a thesis when responding to a given prompt (W-10-3, ) Use precise and descriptive language that clarifies and supports intent and establishes authoritative voice (W ) Select and summarize key ideas to set context appropriate to audience (W ) Select and analyze accurate information, connecting the text to prior knowledge, to oneself, or to the broader world of ideas in order to advance relevant ideas or themes (W , 3.3) Maintain focus (W , 7.2) Select appropriate and relevant information (excluding extraneous details) to set context (W ) Interpret text by making inferences and drawing a credible conclusion that synthesizes information (W , 8.5, 3.2) Use an organizational structure that allows for a progression of ideas to develop. The response includes an opening, body, and closure (W , 1.2, 1.3, 1.4, 3.4, 4.6, 14.3, 14.5) Demonstrate control of usage, grammar, punctuation, sentence construction, and spelling; occasional errors do not interfere with meaning (W , 9.2, 9.3, 9.4, 9.5) Summarize, paraphrase questions, or contribute to information presented (OC ) Participate in large and small group discussions showing respect for a range of individual ideas (OC ) Use a variety of strategies of address to communicate ideas effectively (OC ) Possible Applications:
11 homework, discussion questions, quizzes, quote analysis maintain daily reader response journals create PowerPoint of realism themes collaborative group work Poster presentations
ENGLISH IV-Grade 12 CURRICULUM MAP
ENGLISH IV-Grade 12 CURRICULUM MAP English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Night Romeo and Juliet Poetry unit Short
More informationENGLISH III-Grade 11 CURRICULUM MAP
ENGLISH III-Grade 11 CURRICULUM MAP English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Night Romeo and Juliet Poetry unit Short
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationUnits of Study 9th Grade
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
More informationAmerican Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans
More informationBritish Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview
British Literature, Quarter 2, Unit 1 of 3 Macbeth Overview Overall days: 20 (1 day = 50-55 minutes) Purpose The purpose of this unit is to read, analyze, and perform scenes from Shakespeare s Macbeth.
More informationGRADE 11 English Language Arts Standards Pacing Guide. 1 st Nine Weeks
1 st Nine Weeks A. Verify meanings of words by the author s use of definition, restatement, example, comparison, contrast and cause and effect. B. Distinguish the relationship of word meanings between
More informationEnglish 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
More informationMontgomery County Public Schools English 9B Exam Review
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
More informationEnglish 9 B. Content Skills Learning Targets Assessment Resources & Technology Romeo and Juliet
St. Michael-Albertville High School Teacher: Heidi Bast English 9 B December 2014 UEQ: How are the themes in William Shakepeare's writing still prevalent in modern society? How are literary devices used
More informationAcademic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
More informationthank you, m'am by langston hughes
thank you, m'am by langston hughes item analyses for all standards: vocabulary, reading, writing, conventions grade grade 8 grades 9 & 0 iv vi vii reading standard.0 --word analysis, fluency, and systematic
More informationMontgomery County Public Schools Advanced English Semester A Exam Review
Montgomery County Public Schools Advanced English Semester A Exam Review Four Readings including a narrative a poem a non-fiction piece a visual FORMAT Thirty Selected Response Items (SRs) Students will
More informationMcDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8
McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge
More informationMinnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
More informationthe treasure of lemon brown by walter dean myers
the treasure of lemon brown by walter dean myers item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing,
More informationLanguage Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationLANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
More informationSIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
More informationM/J Language Arts 3, 8 th grade
M/J Language Arts 3, 8 th grade The following curriculum map is based on the Common Core State Standards (CCSS), which are accessible on www.corestandards.org, and expectations from the Partnership for
More informationSOUTH DAKOTA Reading and Communication Arts Standards Grade 9 Literature: The Reader s Choice Course 4 2002
SOUTH DAKOTA Reading and Communication Arts Standards Literature: The Reader s Choice Course 4 2002 OBJECTIVES Reading Goals and Indicators Ninth Grade Reading Goal 1: Students are able to read at increasing
More informationReading and Viewing Achievement Standards
Reading and Viewing Achievement Standards The following outlines text study over the semester in English Language Arts (at least 30% should be Canadian content and include representation from New Brunswick).
More informationHigh School Communications Curriculum Indicators tested/taught indicator
Freshman Sophomore Junior Senior adjusts reading rate to support comprehension when reading HS.1.2.1 narrative, and persuasive texts. determines meaning of words or phrases using context clues (e.g., definitions,
More informationPENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
More informationEnglish 2 - Journalism Mitch Martin: mmartin@naperville203.org
Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors
More informationGrade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered
Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)
More informationLanguage Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationPrentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8)
Standard 1: Reading EIGHTH GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. No standards
More informationAK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
More informationSTAAR Sample Short Answer Questions
STAAR Sample Short Answer Questions ENGLISH I, II, and III Single Selection: Literary In this excerpt from Anne of Green Gables, do you think the stage directions enhance your understanding of the scene?
More informationEnglish. Required Courses... Units The courses are listed in the suggested sequence. ENGL 002 Critical Thinking and Writing About Literature...
Program Description This program teaches writing, critical thinking, reading, and research skills as they apply to the areas of composition, creative writing, and the analysis of literature, the latter
More informationMichigan High School Content Expectations for English Language Arts correlated to EDGE Fundamentals National Geographic School
Michigan High School Content Expectations for English Language Arts correlated to EDGE Fundamentals National Geographic School Publishing/Hampton-Brown Michigan High School Content Expectations for English
More informationAcademic Standards for Reading, Writing, Speaking, and Listening
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
More informationAlignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
More informationPerformance Indicators-Language Arts Reading and Writing 3 rd Grade
Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound
More informationGrade 6 English Language Arts Performance Level Descriptors
Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.
More informationMs Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
More informationGrade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:
Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide
More informationLiterature and the Human Experience: Fahrenheit 451 and Independent Reading
Literature and the Human Experience: Fahrenheit 451 and Independent Reading Farmington Public Schools Grade 10 English Ted Bartolotta and Melissa Lukanik June 2005 Farmington Public Schools 1 Table of
More informationStudents will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify
Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationShort Stories Grade 9
Short Stories Grade 9 Content Area: English Language Arts Course(s): Language Arts Literacy I Time Period: 6 weeks Length: Weeks Status: Published Unit Overview Students will read and analyze literary
More informationNational Essential Skills Survey / Common Core State Standards / NYS ELA Standards / CDOS / State Assessment Crosswalk
National Essential Skills Survey / Common Core State Standards / NYS EA Standards / CDOS / State Assessment Crosswalk NESS NYS EA Connections CDOS Regents Reading for iterature E2 E37 E38 1. Cite strong
More information(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support
Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will
More informationCRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8
CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions
More informationIntervention Resource Guide
Intervention Resource Guide Grade 7 Response to Literature/Text Grade 7 Response to Text 1 Table of Contents Seven sections of Reader s Handbook are suggested for instruction. Skill Set and Topic Page
More informationFrench Language and Culture. Curriculum Framework 2011 2012
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
More informationReading VIII Grade Level 8
Reading VIII Reading VIII introduces students to a variety of topics to enrich their reading experience including: understanding common misspellings using prefixes, suffixes, root words, and forming compounds
More informationAdvanced Placement English Literature and Composition Syllabus
Advanced Placement English Literature and Composition Syllabus Course Overview The Advanced Placement Literature and Composition course is designed to involve students in the close reading of selected
More informationTeacher Name : J. Pigg Class/Grade Level: 6 th Reading 2 nd Six Weeks Unit Title: Unit 02: Exploring Fiction and Drama
TeacherName:J.Pigg Class/GradeLevel:6 th Reading 2 nd SixWeeks UnitTitle:Unit02:ExploringFictionandDrama TEKS:06NELA02 Reading/Vocabulary Development. Students understand new vocabulary and use it when
More informationEnglish Language Arts (10th Grade)
Curriculum Package 2011-2012 English Language Arts (10th Grade) English Language Arts 10 is an integrated approach to reading, writing, and speaking curriculum based on the Included Reading/Language Arts
More informationUnit 10.4: Stories of Other Worlds: Science Fiction, Fantasy, and Imaginative Literature
Unit 10.4: Stories of Other Worlds: Science Fiction, Fantasy, and Imaginative Literature The final quarter of the year gives students opportunities to let their minds roam free to distant or imagined worlds,
More informationA grade of C or better in previous English courses.
Course of Study Information Page COURSE TITLE Creative Writing DISTRICT COURSE NUMBER (#0128) Rationale: Course Description that will be in the Course Directory: How Does this Course align with or meet
More informationTeachers College Reading and Writing Project Curricular Calendar Overview, 2014-2015. Month Reading Writing September/October Unit One We Are Readers
Month Reading Writing September/October Unit One We Are Readers Unit One Launching the Writing Workshop *During September only October/November Unit Two Readers Read, Think, and Talk About Emergent Storybooks
More informationAppendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services
Appendix: W Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Background/Historical Context: Creative Writing has been offered in our school
More informationAuthor Study: Edgar Allan Poe 8 th Grade Language Arts Summative Assessments
Author Study: Edgar Allan Poe 8 th Grade Language Arts Summative Assessments The author study essay and project will be due December 10th and will include the following: 1 literary analysis essay Mandatory
More informationContextual Understanding, Conceptual Understanding, Structural Understanding, and Tools and Resources
Prentice Hall Writing and Grammar: Communication In Action 2004, Gold Level Ohio Academic Content Standards, Grade-Level Indicators, English Language Arts (Grade 9) Grade Nine Phonemic Awareness, Word
More informationThe Language of Literature Model Unit
Grade: 11 th The Language of Literature Model Unit Topic: Nonfiction Unit on American Puritanism Prepared by: Charlene Sadler, formerly of Sam Houston High School Unit Focus/: In this unit, students will
More informationAssoc Degree Applic. - Transfer to UC/CSU/Private
Solano Community College - Prof. Steven Federle English 2, Spring 2010, Section 10283 Tuesday, 6:15 9:05 P.M., Room 743 Computer Lab Critical Thinking & Writing about Literature Class Communications: Voice
More informationGateway Regional School District VERTICAL ARTICULATION OF ENGLISH LANGUAGE ARTS STANDARDS ENGLISH - STANDARD - Grades 9-12
NOVELS USED IN THIS COURSE Of Mice and Men, The Old Man and the Sea, The Pearl, Romeo and Juliet, The Odyssey, Raisin in the Sun, Treasure Island, Call of the Wild, The Bean Trees, Big Mouth, Ugly Girl,
More informationHeroes and Villains. Date Time Concept Activity. Establish rules and administrative details. Build a cohesive community and safe academic environment
Sample Syllabus - Day version Journal: What makes a hero? Week One: Monday Day 1 Establish rules and administrative details Review and sign the Honor Code and Acceptable Computer Use Policy Build a cohesive
More informationLiterary Elements and the Short Story Essential Question: Why do we tell stories? Common Core Standards Learning Objectives Suggested Works
Unit: Literary Elements and the Short Story Essential Question: Why do we tell stories? Timeline: Semester 1: 9 weeks RL. 9.1 Cite strong and 1. Identify and explain plot The Most thorough textual evidence
More informationparent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past
More informationLassen Community College Course Outline
Lassen Community College Course Outline BUS-27 Business Communications 3.0 Units I. Catalog Description Instruction in the principles of effective business communications. Contemporary approaches to planning,
More informationIndiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
More informationDate Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word
More informationCommon Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
More informationReading ELA/Literacy Claim 1
Literary Texts 1 Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. DOK 2 Standard: Cite the textual
More informationMCAS/DCCAS English Language Arts Correlation Chart Grade 7
MCAS/DCCAS English Language Arts Correlation Chart Grade 7 MCAS Finish Line English Language Arts Grade 7 MCAS Standard DCCAS Standard DCCAS Standard Description Unit 1: Vocabulary Strategies Lesson 1:
More informationInspiration Standards Match: Virginia
Inspiration Standards Match: Virginia Standards of Learning: English Language Arts Middle School Meeting curriculum standards is a major focus in education today. This document highlights the correlation
More informationTAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6
TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6 In each grade in elementary and secondary school, the Ministry of Education prescribes skills for reading, writing, and oral expression
More informationGrade 8 Reading Comprehension Sample Selections and Items Test Information Document
Grade 8 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained
More informationHow To Read With A Book
Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships
More informationGrade 8 Reading Assessment. Eligible Texas Essential Knowledge and Skills
Grade 8 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Reading Assessment Genres Assessed: Literary Fiction (Readiness) Literary Nonfiction (Supporting) Poetry (Supporting)
More informationWriting Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons.
Writing Emphasis by Grade Level Based on State Standards Grade K K 5.1 Draw pictures and write words for specific reasons. Grade 1 1.5.1 Write brief narratives describing an experience. Grade 2 2.5.2 Write
More informationPROGRAM CONCENTRATION:
Implementation date PROGRAM CONCENTRATION: Business & Computer Science CAREER PATHWAY: Administrative Information/Support COURSE TITLE: Business Communication and Presentation Course Description: The goal
More informationTeacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008
Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................
More informationI VE GOT A GREAT IDEA!
I VE GOT A GREAT IDEA! pre-visit activity - 90-minutes OBJECTIVES Students will work in a small group to view and evaluate a news story. Students will write a critique. As a class, students will compile
More informationFocus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy
4 th Grade Reading and Writing TEKS 4th Nine Weeks Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy Figure 19: Reading/Comprehension Skills. Students use a flexible range
More informationGrade 7 Reading Comprehension Sample Selections and Items Test Information Document
Grade 7 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained
More informationGrade 8 English Language Arts Performance Level Descriptors
Limited Grade 8 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 8 English Language Arts.
More informationUNDERSTANDING BY DESIGN. Of Mice and Men
UNDERSTANDING BY DESIGN Of Mice and Men Standards Oral 9.2 The student will make planned oral presentations. a) Include definitions to increase clarity. b) Use relevant details to support main ideas. c)
More informationRubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
More informationNorwegian subject curriculum
Norwegian subject curriculum Dette er en oversettelse av den fastsatte læreplanteksten. Læreplanen er fastsatt på Bokmål Established as a Regulation by the Ministry of Education and Research on 24 June
More informationEnglish Literature and Language GCSE REVISION
English Literature and Language GCSE REVISION CLASSES 11Q1, 11Q2 and 11Q3 ONLY This is a selection of activities to help support your revision for the English Literature and Language GCSEs. Your exams
More informationMStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
More informationCommon Core Writing Rubrics, Grade 3
Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
More informationWriting and Presenting a Persuasive Paper Grade Nine
Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator
More informationA Model Curriculum for Pennsylvania School Library Programs: Worksheet for Grades 6-8. Competencies What students should be able to do; key skills
Big Idea: Effective readers use appropriate strategies to construct meaning. A Model Curriculum for Pennsylvania School Library Programs: Worksheet for s 6-8 How do strategic readers create meaning from
More informationHow To Reconcile The Conflict Between Individual Rights And Collective Responsibility Toward The Commons
The Commons: Our Right and Our Responsibility? Teacher s Guide Grade: 9-12 Lesson: The Commons: Our Right and Our Responsibility? Number of Class Periods: 3 45-minute periods The Healthy Commons Lesson
More informationGrade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
More informationEnglish Courses & Descriptions
English Courses & Descriptions ENGL 101. Elements of Composition (3; F, S) Three hours per week. An emphasis on the principles of writing and an introduction to the reading of college-level prose. ENGL
More informationThe KING S Medium Term Plan English Y7 Learning Cycle 4 Programme
The KING S Medium Term Plan English Y7 Learning Cycle 4 Programme Module Building on prior learning Future learning Shakespeare: The Merchant of Venice This module will build on students knowledge of Shakespeare
More informationCOM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3
COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I Students study a variety of short fiction for story structure and write
More informationLANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
More informationDes Moines Public Schools
English IV The Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction
More information240Tutoring Reading Comprehension Study Material
240Tutoring Reading Comprehension Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring PRAXIS II Middle School English Language Arts
More informationLesson: Editing Guidelines and Response Writing: Essay Exam (Part 1)
Put That In Writing - Level Two 113 UNIT 9 Lesson: Editing Guidelines and Response Writing: Essay Exam (Part 1) 9.1 Learning Objectives A. To know the guidelines for editing an essay. B. To edit and improve
More informationA + dvancer College Readiness Online Alignment to Florida PERT
A + dvancer College Readiness Online Alignment to Florida PERT Area Objective ID Topic Subject Activity Mathematics Math MPRC1 Equations: Solve linear in one variable College Readiness-Arithmetic Solving
More information