Vocabulary/Comprehension Fluency Writing Process/Genres Speaking/Listening Skills/ Reciprocal Communication

Transcription

1 Curriculum Guide: Language Arts 2 nd Term GRADE 9 Unit of Study: All The World s a Stage Resources: Romeo and Juliet and anthology selections Length of Study: 2 weeks Unit of Study: Grammar & usage Resources: District and anthology materials Length of Study: Ongoing throughout 2 weeks overall Unit of Study: Leadership and Power Resources: Animal Farm and anthology selections emphasizing non-fiction/anthem Length of Study: 1.5 weeks Unit of Study: Expository writing and research writing Resources: District and anthology materials Length of Study: 1.5 weeks Vocabulary/Comprehension Fluency Writing Process/Genres Speaking/Listening / Reciprocal Communication Benchmarks Students will build literary, general academic, and content specific grade level vocabulary Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. Benchmarks Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. Benchmarks Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level Students will write for a variety of purposes and audiences in multiple genres. Benchmarks Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations Students will develop, apply, and refine active listening skills across a variety of situations Students will develop, apply and adapt reciprocal communication skills. 1

2 ASSESSMENT RECOMMENDATIONS READING COMPREHENSION Benchmark The student will apply knowledge of literary elements. Evaluates the authors use of literary elements Perspective Possible Assessments FOR Learning Performance Questions & answers during discussion Graphic Organizers for compare/contract Required Assessments OF Learning Essay Comparison & contrast writing Performance Assessment Debate style/author preferences 2

3 READING COMPREHENSION Benchmark: The student will apply knowledge of literary elements. SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: Compare/contrast element use in various readings Compare/contrast writing: author styles Large group discussion Person writings Newspaper writings Identifying similarities & differences. Practice & homework Questions, cues & advanced organizers HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT Rewrite scene in prose (): Ø Evaluates the author s use of literary elements (perspectives). Identifying similarities & differences. Practice & homework Questions, cues & advanced organizers Identifying similarities & differences. Practice & homework Questions, cues & advanced organizers AVERAGE PERFORMING STUDENT Activities: LOW PERFORMING STUDENT Activities: Use parallel text Provide outline for writing Identifying similarities & differences. * Practice & homework * Questions, cues & advanced organizers ELL Activities: Use parallel text Provide outline for writing Native language dictionaries 3

4 ASSESSMENT RECOMMENDATIONS READING COMPREHENSION Benchmark The student will analyze conventions of a text s genre. Identifies the defining characteristics & conventions of a variety of genres Explanation Selected Response Objective quiz on characteristics Possible Assessments FOR Learning Performance Venn-Diagram comparing genres Required Assessments OF Learning Selected Response Objective test Essay Written summary of characteristics of a drama 4

5 READING COMPREHENSION Benchmark: The student will analyze conventions of a text s genre. SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: Freytag s Pyramid Plot Diagram Vocabulary webbing or other activities for drama terms Select character from previous unit and write a soliloquy Summarizing & note taking HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT Change climax and summarize a different sequence for falling action and demovement. (): Identifies the defining characteristics and conventions of a variety of genres. Summarizing & note taking Summarizing & note taking AVERAGE PERFORMING STUDENT Activities: LOW PERFORMING STUDENT Activities: Use parallel text Summarizing & note taking ELL Activities: Use parallel text Use native language dictionaries 5

6 ASSESSMENT RECOMMENDATIONS READING TRAITS & PROCESSES Benchmark The student will read with fluency & expression. Utilizes a range of automatic monitoring and self-correction methods Application Reads with accuracy and smoothness Application Possible Assessments FOR Learning Performance Paired preparation of an oral reading w/ critiquing Performance Readers Theater Required Assessments OF Learning Performance Assessment Oral presentation Reader Theater 6

7 READING TRAITS & PROCESSES Benchmark: The student will read with fluency and expression. SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: Reader s Theater Oral presentations Creative writing Cooperative learning HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT Convert creative writing piece to oral interpretation (): Utilizes a range of automatic mo and self-correction methods (application) Reads with accuracy and smoothness (application) Cooperative learning Reinforcing effort Reinforcing effort AVERAGE PERFORMING STUDENT Activities: LOW PERFORMING STUDENT Activities: Paired reading Parallel text ELL Activities: Paired readings Parallel text 7

8 ASSESSMENT RECOMMENDATIONS WRITING Benchmark The student will understand and apply the writing process. Recognizes the 5 steps in the writing process Explanation Uses specific revision strategies Application Possible Assessments FOR Learning Selected Response Matching steps Performance Revision rubric Teacher-student Post Conf. Required Assessments OF Learning Essay District Writing Assessment 8

9 WRITING Benchmark: The student will understand & apply the writing process. SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: Use of revision rubric for self-assessment Development of writing piece Identify steps of process HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT Develop personal revision rubric specific to own needs (): Recognizes the 5 steps in the writing process (explanation) Uses specific revision strategies (application) Questions, cues & advanced organizers Questions, cues & advanced organizers AVERAGE PERFORMING STUDENT Activities: LOW PERFORMING STUDENT Activities: Rubric provided Matching steps Questions, cues & advanced organizers ELL Activities: Same as low performing 9

10 ASSESSMENT RECOMMENDATIONS SPEAKING Benchmark The student will understand and apply effective speaking traits. Uses non-verbal delivery techniques to enhance meaning Application Possible Assessments FOR Learning Performance Short oral interpretations Required Assessments OF Learning Essay Write essay of non-verbal observations of others Evaluate non-verbal communication of other students 10

11 SPEAKING Benchmark: The student will understand and apply effective speaking traits in a variety of modes. SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: Block and stage a scene focusing on non-verbal techniques Observe and record non-verbal communication Write evaluation of effective and non-effective techniques Cooperative learning HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT (): Cooperative learning AVERAGE PERFORMING STUDENT Activities: Uses non-verbal delivery techniques to enhance meaning (application) Cooperative learning learning LOW PERFORMING STUDENT Activities: Cooperative learning Homework & ELL Activities: 11

12 ASSESSMENT RECOMMENDATIONS READING COMPREHENSION Benchmark The student will use pre-reading & active reading. Makes predictions before and during reading Interpretation Makes connections between the text and historical events/cultural influences Application Possible Assessments FOR Learning Questions posed & answered during discussion Performance Graphic Organizers Required Assessments OF Learning Selected Response Short answer Q/A Essay Historical/Cultural Analysis Performance Assessment Graphic Organizer Listening to student discussions 12

13 READING COMPREHENSION Benchmark: The student will use pre- reading and active reading. SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: Class discussions Graphic organizers for prediction Homework and HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT Analysis of historical background (): Ø Makes predictions before & during reading (interpretation) Ø Makes connections between the text & historical events/ culture influences (application) Summarizing & note taking Questions, cues, & adv. organizers Summarizing & note taking Questions, cues, & adv. organizers Summarizing & note taking Questions, cues, & adv. organizers AVERAGE PERFORMING STUDENT Activities: LOW PERFORMING STUDENT Activities: Pre-Teach vocabulary new word diagram ELL Activities: Pre-Teach vocabulary- new word diagram 13

14 ASSESSMENT RECOMMENDATIONS READING COMPREHENSION Benchmark The student will analyze conventions of text s genre. Analyzes primary and secondary sources Application Possible Assessments FOR Learning Q &A posed & answered during discussion Required Assessments OF Learning Selected Response True/False examples on test Essay Descriptive Essay Performance Assessment Graphic Organizers Observation of small group discussion 14

15 READING COMPREHENSION SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: Benchmark: The student will analyze conventions of text s genre. Homework and HIGH PERFORMING STUDENT Activities: Independent AVERAGE research PERFORMING for primary STUDENT sources (): Ø Analyzes primary and secondary sources Questions, cues, adv. organizers Summarizing Identifying similarities & differences. Cooperative learning AVERAGE PERFORMING STUDENT Activities: Compose/contrast of primary & secondary sources relative to readings Discussions LOW PERFORMING STUDENT Activities: Models provided Paired activities Reinforcing effort & providing recognition ELL Activities: Provide samples from student s culture 15

16 ASSESSMENT RECOMMENDATIONS READING TRAITS & PROCESSES Benchmark The student will decipher words, symbols & punctuation in text. Understands an authors use of mechanics Explanations Possible Assessments FOR Learning Q&A posed during discussion Required Assessments OF Learning Selected Response Matching/ Short answer test Essay Literary analysis Performance Assessment Create a writing that imitates an author s use of mechanics (or multiple authors) Listening to student discussions 16

17 READING TRAITS & PROCESSES SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: Benchmark: The student will decipher words, symbols & punctuation in text. Identifying similarities & differences. HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT Compare/Contrast mechanics usage in fiction vs. non-fiction pieces (): Ø Understands an author s use of mechanics (explanation) Homework and Homework and AVERAGE PERFORMING STUDENT Activities: Grammar and usage activities from anthology LOW PERFORMING STUDENT Activities: Grammar and usage activities from anthology Homework and ELL Activities: Grammar and usage activities from anthology 17

18 ASSESSMENT RECOMMENDATIONS WRITING Benchmark The student will understand & apply the 6-traits of writing. Organizes ideas effectively Application Defines each of the traits of writing Explanation Analyzes a piece of writing in order to identify each trait Application Possible Assessments FOR Learning Performance Develop an outline Q&A posed during discussion Performance Peer editing using 6trait rubric Required Assessments OF Learning Essay Expository & research writing Performance Assessment Self-assessing writing using 6- trait rubric Teacher/Student writing conference 18

19 WRITING SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: Benchmark: The student will understand and apply the six traits of writing. Cooperative learning Setting objectives & providing feedback Questions, cues & advanced organizers. HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT Independent research projects (): Ø Organizes ideas effectively (application) Ø Defines each of the traits of writing (explanation) Ø Analyzes a piece of writing in order to identify each trait (application) Cooperative learning Setting objectives & providing feedback Questions, cues & advanced organizers. Cooperative learning Setting objectives & providing feedback Questions, cues & advanced organizers. Cooperative learning Setting objectives & providing feedback Questions, cues & advanced organizers. AVERAGE PERFORMING STUDENT Activities: Outline development Self & peer assessing using 6-trait rubric Practice rubric on established writing Model using rubric LOW PERFORMING STUDENT Activities: ELL Activities: 19

20 ASSESSMENT RECOMMENDATIONS SPEAKING Benchmark The student will understand & apply effective speaking traits in a variety of modes. Listens effectively Application Possible Assessments FOR Learning Q&A posed during instruction Required Assessments OF Learning Selected Response Objective test covering teacher lecture Essay Summarize content of class notes/discussion 20

21 SPEAKING SUGGESTED INSTRUCTIONAL STRATEGIES WHOLE GROUP Activities: Benchmark: The student will understand and apply effective speaking traits in a variety of modes. Summarizing & note taking. HIGH PERFORMING STUDENT Activities: AVERAGE PERFORMING STUDENT Generate? s based upon presentation (): Ø Listens effectively (application) Questions, cues, & advanced organizers. Summarizing & note taking. AVERAGE PERFORMING STUDENT Activities: After presentations follow up with? s based upon comments made during presentation (diff. types of presentations) LOW PERFORMING STUDENT Activities: Take notes while listening during presentation Summarizing & note taking. ELL Activities: Q&A note taking chart over presentation 21

22 REQUIRED KEY CONTENT WORDS Reading Comprehension Reading Traits & Processes Writing Speaking Shakespearean Tragedy Blank verse Parallelism 6-trait writing process Blocking Sonnet Active reading strategies Voice Stage directions Iambic Pentameter Annotations Sentence fluency Purpose Allusion Fluency Persona Audience Foil Context clues Perspective Purpose Aside Pre-reading strategies Plagiarism Tone Soliloquy Visualize Primary sources Voice Frey tag s Pyramid Predict Secondary sources Active listening Comic relief Credibility Couplet Works cited/ bibliography Specialized vocabulary Citations Relating to Shakespeare MLA And Elizabethan theater Thesis Foreshadowing 6-trait Dramatic irony Paraphrasing Non-fiction Direct quotations Biography Bias Autobiography Personal narrative Allegory Allusion Satire Irony Specialized vocab. Related to Russian history, etc. Literal 22