ENGLISH I GRADE 9 CURRICULUM MAP

Transcription

1 ENGLISH I GRADE 9 CURRICULUM MAP

2 English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Reading: Reading: Reading: Night Romeo and Juliet Poetry unit Short Story unit Reading strategies Critical reading skills Vocabulary acquisition The Crucible Fever Independent reading selection Of Mice and Men Reading strategies Critical reading skills Vocabulary acquisition Beowulf Macbeth Animal Farm Lord of the Flies Reading strategies Critical reading skills Vocabulary acquisition Hamlet Personal statement Anthem Little Prince Reading strategies Critical reading skills Vocabulary acquisition Writing: Writing process Grammar skills MLA format Critical writing skills Expressive writing skills Informational writing skills Writing: Analytical writing skills Grammar skills Research skills Literary analysis Expressive writing skills Informational writing skills Writing: Analytical writing skills Resume writing Research skills Literary analysis Expressive writing skills Informational writing skills Writing: Analytical writing skills Personal essay writing Research skills Literary analysis Expressive writing skills Informational writing skills Speaking: Informal speaking techniques Formal speaking techniques Speaking: Informal speaking techniques Formal speaking techniques Speaking: Informal speaking techniques Formal speaking techniques Speaking: Informal speaking techniques Formal speaking techniques Sample thematic topics: Genre characteristics Archetypal characters Archetypal plots Archetypal images Allegory Holocaust Mythology Renaissance Irony Story elements Poetic devices Figurative language Sample thematic topics: Periods of American lit. Conventions of American lit. Puritanism McCarthyism Romanticism Transcendentalism Realism Naturalism Modernism Postmodernism Native American lit. American Dream Sample thematic topics: Periods of British literature Conventions of British lit Heroic tradition Elizabethan England Satire Social issues Nature vs. civilization Colonialism Victorianism Industrial Revolution Empire Enlightenment Sample thematic topics: Identity Truth Justice Diaspora Fate vs. free will Alienation Heroism Modernism Postmodernism Cultural practices Thematic oppositions Initiation

3 Curriculum Planning - Grade 9: Shakespearean Drama Unit Duration: 6-8 Weeks (#3) Required Text: Romeo and Juliet by William Shakespeare Essential Question: What perennial themes and characters are portrayed? What social issues and themes does the play address? Assessments Student Understandings Instructional Plan Summative Assessment: Ø MLA response to literature on Romeo and Juliet: theme, characterization, or genre. Continuous Assessments: Ø Student prior knowledge and zone of proximal development Ø Student understanding and analysis of literary elements and author s craft through oral and written responses Ø Student understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Student ability to listen and respond to others Ø Student ability to lead discussion and take responsibility of independent work Ø Student participation and preparation Guiding Questions: Ø What is the structure of a Shakespearean drama, and how do the elements embedded in that structure enhance the author s purpose? Ø How does the historical context affect our understanding of the play? Ø How does Shakespeare use various literary devices to enhance meaning? Knowledge/Skills: Ø Support conclusions with text references and appropriate key ideas written and orally (W , W , W , R ) Ø Apply the writing process to a response to literature (W ) Ø Use MLA format and formal writing guidelines in a response to literature (W ) Ø Demonstrate proper use of voice and conventions in writing a response to literature (W , W , W ) Ø Understand vocabulary in context (R ) *Suggested Applications: Ø Pre-tests Ø Class discussions Ø Socratic seminars Ø Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal) Ø Presentations (formal and informal) Ø Technology based assignments (create blogs, websites, PowerPoint presentations, etc.) *Related to guiding questions and knowledge/skills Suggested Materials: Ø Class set of Romeo and Juliet text book Ø Supplemental texts Ø Graphic organizers and ancillary materials Ø Exemplars and Rubrics Instructional Strategies/Suggested Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Note-taking and annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Independent and group work/projects Ø Socratic seminars or scored discussions Ø PowerPoint presentations Rituals and Routines: Ø Differentiated instruction/udl Ø Student behavior expectations Ø Academic expectations

4 Curriculum Planning - Grade 9: Short Story Unit Duration: 6-8 Weeks (#2) Including Required Stories: The Most Dangerous Game by Richard Connell, War by Jack London, The Lady, or the Tiger? by Frank Stockton, and Lamb to the Slaughter by Roald Dahl Essential Question: How does analyzing literary elements and devices impact the way we read, respond to, and understand narrative? How do literary elements and devices enhance the author s overall purpose? Assessments Student Understandings Instructional Plan Summative Assessment: Ø MLA response to literature essay: analyzing one literary element across three short stories (required common task) Continuous Assessments: Ø Student prior knowledge and zone of proximal development Ø Student understanding and analysis of literary elements and author s craft through oral and written responses Ø Student understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Student ability to listen and respond to others Ø Student ability to lead discussion and take responsibility of independent work Ø Student participation and preparation Guiding Questions: Ø How does a particular genre impact the way we read, respond, and understand a piece of literature? Ø How do authors use literary devices? Ø How do writers communicate purposefully and clearly with various audiences in the short story genre? Ø How can writing communicate ideas and deepen understanding when responding to literature? Knowledge/Skills: Ø Summarize, analyze, paraphrase, and interpret characteristics and elements of the short story genre (and its sub-genres) (R , R ) Ø Demonstrate use of the following literary elements and devices in analyzing short stories: point-of-view, voice, diction, syntax, symbolism, irony, theme, climax, mood, allusions, foreshadow, characterization, bias, extended metaphor, and hyperbole (R , R ) Ø Demonstrate knowledge of author s style or use of literary elements in relation to author s purpose (R ) Ø Generate questions and personal responses (text-to-text, text-to-self, and text-to-world) before, during, and after reading to enhance understanding relating to the short story genre, literary elements and devices, and author s purpose (R , R , R , R-10-13) Ø Participate in in-depth discussions about short story texts, ideas, and writing (R , OC ) Ø Demonstrate ability to monitor comprehension and read critically through techniques such as annotating (R ) Ø Analyze the use of literary elements in short stories through writing a focused, organized, and thesis-driven response to literature (W , W , W , W , W , W , W , W , Suggested Materials: Ø Class set of Adventures in Reading text book Ø Additional copies of short story texts Ø Graphic organizers and ancillary materials Ø Exemplars and Rubrics Instructional Strategies/Suggested Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Note-taking and annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Independent and group work/projects Ø Socratic seminars or scored discussions Ø PowerPoint presentations Rituals and Routines: Ø Differentiated instruction/udl Ø Student behavior expectations Ø Academic expectations

5 W , W , W ) Ø Support conclusions with text references and appropriate key ideas written and orally (W , W , W , R ) Ø Apply the writing process to a response to literature (W ) Ø Use MLA format and formal writing guidelines in a response to literature (W ) Ø Demonstrate proper use of voice and conventions in writing a response to literature (W , W , W ) Ø Understand vocabulary in context (R ) *Suggested Applications: Ø Pre-tests Ø Class discussions Ø Socratic seminars Ø Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal) Ø Presentations (formal and informal) Ø Technology based assignments (create blogs, websites, PowerPoint presentations, etc.) *Related to guiding questions and knowledge/skills

6 Curriculum Planning - Grade 9: Poetry Unit Duration: 6-8 Weeks (#2) Required Poems: I Wondered Lonely as a Cloud Dream Deferred Metaphors and Introduction to Poetry Essential Question: What structures, styles, and elements are utilized in poetry? How does a poet s purpose reflect a particular literary movement? Summative Assessment: Poetic techniques exam Assessments Student Understandings Instructional Plan Continuous Assessments: Ø Student prior knowledge and zone of proximal development Ø Student understanding and analysis of literary elements and author s craft through oral and written responses Ø Student understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Student ability to listen and respond to others Ø Student ability to lead discussion and take responsibility of independent work Ø Student participation and preparation Guiding Questions: Ø How does a particular poet s style impact the way we read, respond and understand the piece of verse? Ø How do authors use poetic devices? Ø How can writing communicate ideas and deepen understanding when responding to poetry? Knowledge/Skills: Ø Summarize, analyze, paraphrase, and interpret characteristics and elements of poetry (and its subgenres) (R , R ) Ø Demonstrate use of the following literary elements and devices in analyzing poetry: point-of-view, voice, diction, syntax, symbolism, irony, theme, climax, mood, allusions, foreshadow, characterization, bias, extended metaphor, and hyperbole (R , R ) Ø Demonstrate knowledge of author s style or use of literary elements in relation to author s purpose (R ) Ø Generate questions and personal responses (text-to-text, text-to-self, and text-to-world) before, during, and after reading to enhance understanding of poetry, literary elements and devices, and author s purpose (R , R , R , R-10-13) Ø Participate in in-depth discussions (R , OC ) Ø Demonstrate ability to monitor comprehension and read critically through techniques such as annotating (R ) Ø Support conclusions with text references and appropriate key ideas written and orally (W , W , W , R ) Ø Understand vocabulary in context (R ) *Suggested Applications: Ø Pre-tests Ø Class discussions Suggested Materials: Ø Class set of Adventures in Reading text book Ø Additional copies of poems Ø Graphic organizers Ø Exemplars and Rubrics Ø Contextual Materials Instructional Strategies/Suggested Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Note-taking and annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Independent and group work/projects Ø Socratic seminars or scored discussions Ø PowerPoint presentations Rituals and Routines: Ø Differentiated instruction/udl Ø Student behavior expectations Ø Academic expectations

7 Ø Socratic seminars Ø Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal) Ø Presentations (formal and informal) Ø Technology based assignments (create blogs, websites, PowerPoint presentations, etc.) *Related to guiding questions and knowledge/skills

8 Curriculum Planning - Grade 9: Non-Fiction Duration: 6-8 Weeks (#2) Essential Question: Ho w do students learn about real events through the memoirs, autobiographies, or anecdotes of writers? Assessments Student Understandings Instructional Plan Summative Assessment: Ø MLA critical response to literature on dehumanization (common task) Continuous Assessments: Ø Student prior knowledge and zone of proximal development Ø Student understanding and analysis of literary elements and author s craft through oral and written responses Ø Student understanding of the writing craft including ideas, organization, voice, word choice, sentence fluency, and conventions Ø Student ability to listen and respond to others Ø Student ability to lead discussion and take responsibility of independent work Ø Student participation and preparation Guiding Questions: Ø How does a particular genre impact the way we read, respond, and understand a piece of literature? Ø How do authors use literary devices? Ø How do writers communicate purposefully and clearly with various audiences in non-fiction? Ø How can writing communicate ideas and deepen understanding when responding to non-fiction? Ø How were the victims of the Holocaust dehumanized? Knowledge/Skills: Ø Summarize, analyze, paraphrase, and interpret characteristics and elements of the non-fiction genre (and its sub-genres) (R , R ) Ø Demonstrate use of the following literary elements and devices in analyzing non-fiction: point-of-view, voice, diction, syntax, symbolism, irony, theme, climax, mood, allusions, foreshadow, characterization, bias, extended metaphor, and hyperbole (R , R ) Ø Demonstrate knowledge of author s style or use of literary elements in relation to author s purpose (R ) Ø Generate questions and personal responses (text-to-text, text-to-self, and text-to-world) before, during, and after reading to enhance understanding relating to the nonfiction genre, literary elements and devices, and author s purpose (R , R , R , R-10-13) Ø Participate in in-depth discussions about non-fiction texts, ideas, and writing (R , OC ) Ø Demonstrate ability to monitor comprehension and read critically through techniques such as annotating (R ) Ø Analyze the use of literary elements in non-fiction through writing a focused, organized, and thesis-driven response to literature (W , W , W , W , W , W , W , W , W , W , W ) Ø Support conclusions with text references and appropriate key ideas written and orally (W , W- Suggested Materials: Ø Class set of Night Ø Hotel Rwanda Ø In Memory of Millions Ø Oprah: Elie Wiesel Ø Various Holocaust related websites Ø Various media resources Ø Graphic organizers and ancillary materials Ø Exemplars and Rubrics Instructional Strategies/Suggested Scaffolds: Ø Cooperative learning Ø Graphic organizers Ø Pre-assessment test and tools Ø Modeling Ø Mini-lessons Ø Note-taking and annotations Ø Think alouds/read alouds Ø Student/teacher conferencing Ø Think/pair/share Ø Independent and group work/projects Ø Socratic seminars or scored discussions Ø PowerPoint presentations Rituals and Routines: Ø Differentiated instruction/udl Ø Student behavior expectations Ø Academic expectations

9 10-2.1, W , R ) Ø Apply the writing process to a response to literature (W ) Ø Use MLA format and formal writing guidelines in a response to literature (W ) Ø Demonstrate proper use of voice and conventions in writing a response to literature (W , W , W ) Ø Understand vocabulary in context (R ) Ø Demonstrate knowledge of the historical context of the Holocaust and the ways the victims were dehumanized (R ) *Suggested Applications: Ø Pre-tests Ø Class discussions Ø Socratic seminars Ø Scored discussions Ø Reading logs Ø Journal entries Ø Reading quizzes Ø Quote analysis Ø Homework assignments Ø Independent and group work Ø Independent and group projects Ø Annotations (formal and informal) Ø Presentations (formal and informal) Ø Technology based assignments (create blogs, websites, PowerPoint presentations, etc.) *Related to guiding questions and knowledge/skills

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