School District of the Chathams Curriculum Profile

Transcription

1 School District of the Chathams Curriculum Profile Program of Study: Language arts Course Title: English 7 Grade Level: Seven I. Course Description Devoted to the study of literature that explores the role of the individual in his society, students discuss social and coming of age issues. Students analyze literary elements in fiction, non-fiction and short stories as well as poetry. Works of study include: Avi s The True Confessions of Charlotte Doyle, Orwell s Animal Farm, Hinton s The Outsiders. Students also select to study a piece from the following multicultural assortment: Banks One More River, Choi s Year of Impossible Goodbyes, Clinton s A Stone in My Hand, Ellis Breadwinner and Watkins So Far from the Bamboo Grove. Additionally films are used to enhance understanding of literatures themes. Pupils will write journal responses to literature, literary analytical essays exploring author s intent, and persuasive pieces as well. A formalized and literature-based vocabulary program enhances understanding of literature and develops word choice when writing. II. Course Objectives and Alignment with NJCCCS By the end of this course, students should be able to: Read and understand sophisticated fiction and nonfiction texts. (3.1) Identify literary elements and rhetorical strategies and understand how they enhance the meaning of a text. (3.1) Understand the many-faceted relationship of man to his society. (3.1) Write clearly, concisely, and thoughtfully about literature. (3.1, 3.2) Use literary analysis in their written work. (3.2) Understand the writing process by using process-writing strategies and techniques. (3.2) Perform a close reading that involves analysis of figurative language of texts, in discussion, and in their written work. (3.1, 3.2) Demonstrate vocabulary development by the use of improved vocabulary in writing. (3.1, 3.2) Demonstrate a command of correct grammar, mechanics, and usage in written work. (3.2) Use a variety of sentence types correctly to develop a lively and effective personal style. Understand and use parallelism to present items in a series or to organize ideas for emphasis. Experiment in using devices to indicate relationships between ideas. (3.2) Complete a research project, using primary- and secondary-source reference materials. (3.1, 3.2) Participate as an articulate speaker and a critical listener in class discussions. (3.3, 3.4) Understand how visual and electronic media can be used to support author s intent. (3.5) III. Topical Outline School District of the Chathams 1

2 Essential Questions this Course Addresses: What does it mean to be an individual and what is the individual s relationship to society? What elements distinguish good literature from mediocre forms, and what are the key elements of novels? How can literature help us to understand the past, other cultures, and ourselves and allow for a connection to self, other texts, the world, and history? How can we understand author s purpose, not just as a reader but also as a writer? Unit One: Short Stories How does an author s choice of narrative elements plot, setting, theme, character, conflict, symbolism, foreshadowing, point of view, figurative language affect or change the work? What is the author s purpose in writing the short story? What is the central focus or theme of the short story? How do the conflicts in a given story illustrate an individual s role in society? What connections can I make between the story and my life? Core Short Stories Barrio Boy by E. Galarza One Friday Morning by L. Hughes~ Lather and Nothing Else by H. Tolles All Summer in a Day by R. Bradbury Harrison Bergeron by K. Vonnegut After Twenty Years by O. Henry The Lottery by S. Jackson A Man Who Had No Eyes by M. Kantor Retrieved Reformation by O. Henry The Dinner Party by M. Gardner Selected poetry to include, but not limited to pieces by Langston Hughes and Gwendolyn Brooks Supplemental Short Stories Letter Writing by A. Rooney The Rocketman by R. Bradbury Home by G. Brooks A Secret for Two by Q. Reynolds Unit Two: The True Confessions of Charlotte Doyle by Avi How does the main character find personal courage to stand up as an individual against societal expectations? What are the elements of the novel? How does figurative language play a role in the novel? Related Readings School District of the Chathams 2

3 The Gallant Ship by S. W. Scott Sea-Fever by J. Masefield The Sea Gypsy by R. Hovey Unit Three: Animal Farm by George Orwell What makes a leader and why do people follow? How do governments affect the lives of citizens? What techniques do leaders use to manipulate? What is revisionist history and how does it have impact in the unfolding events of the story? Related Readings A Day in the Life of Ivan Denisovich by A. Stolzhenitsyn The Freedom of the Press by G. Orwell Unit Four: Literature Circles A World in Conflict Novel Choices: One More River by Banks Year of Impossible Goodbyes by Choi A Stone In My Hand by Clinton Breadwinner by Ellis So Far From the Bamboo Grove by Watkins How can we learn to appreciate and respect cultures other than our own? What are some other cultural perspectives? How do novels give broader perspective other than texts and news coverage? Unit Five: The Outsiders by S.E. Hinton Are there lessons to be learned from the direst of circumstances? How does society affect and/or control an individual? What makes a responsible and productive citizen? Related Readings Nothing Gold Can Stay by R. Frost Unit Six: Vocabulary - Vocabulary Workshop level B Students expand their vocabulary understanding by identifying word meanings, explaining context clues and analyzing word structure. Additional vocabulary is generated from areas of literature being read. Unit Seven: Writing and Grammar Students writing experiences are generally in five forms: narrative, persuasive, analytical, research-based and creative. Grammar is taught in conjunction with the writing pieces inspired by the literature. School District of the Chathams 3

4 Unit Eight: Free Reading Requirements How does an author reflect the themes of courage, love, determination and/or what is important in life? What elements make a book a "good read" for you? In what ways can you produce evidence of reading a book? III. Skills In this English course, students are provided with academic experiences that help them to grow as readers, writers, speakers, listeners, and viewers. More specifically, students will be able to: Read with fluency and comprehension. (3.1) Read challenging classic and contemporary literature and informational readings, some of which are self-selected. (3.1) Understand the importance of discussing and writing about texts as ways to deepen their comprehension. (3.1, 3.2, 3.3) Recognize and analyze universal themes, appreciate diverse cultures and perspectives, and understand the role of the individual in society. (3.1) Respond to texts on a personal and critical level. (3.1, 3.2, 3.3) Relate prior knowledge and personal experiences to written texts. (3.1, 3.2, 3.3) Apply various reading comprehension strategies to construct meaning from texts. (3.1) Recognize and understand that literary elements and rhetorical strategies enhance and shape meaning in a text. (3.1, 3.3, 3.5) Synthesize information and ideas from various sources. (3.1, 3.2, 3.3) Understand the nature of writing as a complex process that begins with the recording of the writer s thoughts. (3.2) Recognize the various purposes of writing and the different strategies used for these purposes. (3.2) Understand that there are several phases to the writing process, all of which are important, and that writing and rewriting on a sustained, regular basis is the key to gaining fluency as a writer. (3.2) Use a rubric and the responses of others to evaluate and improve their writing and the writing of others in the areas of content, style, organization, coherence, clarity, sentence structure, word choice, grammar, and mechanics. (3.2) Use technology in the drafting and revising processes. (3.2) Understand the research process and write a paper that integrates and synthesizes data and information from sources to support and defend a thesis. (3.2) Assess their own strengths and weaknesses as writers and trace their growth as writers by maintaining a portfolio of self-selected pieces. (3.2) School District of the Chathams 4

5 Recognize the fundamental relationship between reading and writing more specifically, they should understand that each informs and refines the other and that successful writers are sophisticated, critical readers. (3.1, 3.2, 3.3) Use language as a means for thinking more deeply about ideas and for learning by communicating with others. (3.1, 3.2, 3.3) Speak confidently and fluently with a partner, in small groups, and in front of the entire class in both formal and informal settings. (3.3) Recognize that reading, writing, and listening are directly related to their speaking skills. (3.1, 3.2, 3.3) Listen actively and critically in order to comprehend, evaluate, and respond to complex ideas raised within the context of literature and language study. (3.4) To view critically and thoughtfully in order to respond to visual messages and images. (3.5) To evaluate media for credibility and understand how creators of media and film use words, images, and sounds to influence the viewing audience and convey messages about contemporary society. (3.4, 3.5) Recognize that student reading, writing, speaking, and listening skills contribute directly to how they view film and other forms of media. (3.1, 3.2, 3.3, 3.4, 3.5) IV. Methods of Instruction and Sample Activities Small group, large group, and teacher-guided discussion and activities (3.2, 3.3) Individual and group practice exercises (3.3, 3.4) Film, audiotapes, videotapes, DVDs, posters, newspapers, magazines, journals (3.1, 3.2, 3.4, 3.5) Activities including, but not limited to, oral presentations, class discussions, simulations, and individual projects (3.1, 3.2, 3.3, 3.4, 3.5) Lectures (3.4) Literature Circles (3.1, 3.2, 3.3, 3.4) Technology-related instruction (3.5) V. Instructional Materials Required Short Stories Barrio Boy by E. Galarza One Friday Morning by L. Hughes Lather and Nothing Else by H. Tolles All Summer in a Day by R. Bradbury Harrison Bergeron by K. Vonnegut After Twenty Years by O. Henry The Lottery by S. Jackson A Man Who Had No Eyes by M. Kantor Retrieved Reformation by O. Henry The Dinner Party by M. Gardner School District of the Chathams 5

6 Required Novels The True Confessions of Charlotte Doyle by Avi Animal Farm by George Orwell The Outsiders by S.E. Hinton One of the following: One More River by Banks Year of Impossible Goodbyes by Choi A Stone In My Hand by Clinton Breadwinner by Ellis So Far From the Bamboo Grove by Watkins Additional Requirements: Vocabulary Workshop level B IV. Student Outcomes and Methods of Assessment The following are used to measure student achievement of course objectives: Attendance in accordance with school policies Reading assignments, homework, class work, projects each assessed according to a rubric Assigned writing pieces Teacher-designed tests and quizzes Active classroom participation in and preparation for class lessons and discussions Last revision, School District of the Chathams 6