English I



English I2014-2015UnitContent StandardsReporting Cluster(s)Content TopicsYear-Long & Supporting StandardsUnit One: Narrative Elements9 WeeksReading Literature 2Reading Literature 3Analyzing Literary DevicesThemesCharacters and ConflictsMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextWriting 3Writing NarrativesNarrative WritingUnit Two:Complex Fiction9 WeeksReading Literature 1Reading Informational Text 1Reading Literature 6Analyzing Character Point of ViewQuestioning, Inference, and InterpretationPoint of ViewMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextReading Literature 5Reading Informational Text 5Analyzing Text StructureText Structures and FeaturesUnit Three:Research and Argument9 WeeksReading Informational Text 8Evaluating Arguments in TextArgument and ReasoningWriting 1Mastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextWriting 7Writing 8Synthesizing InformationResearchAccess and Organize InformationUnit Four:Connections Across Texts9 WeeksReading Informational Text 3Analyzing Text Connections ConnectionsMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextReading Literature 9Reading Informational Text 9Integrating Multiple TextsLiterary Comparisons and Source MaterialRhetorical CriticismGradeUnit 1Unit 2Unit 3Unit 4Writing93 TopicsDeadline3 TopicsDeadline3 TopicsDeadline3 TopicsDeadlineUnit 1DeadlineGradeFall SRIWinter SRISpring SRI9September 19January 16May 15Year-Long Language Arts Reporting ClustersReporting Cluster: Mastering Vocabulary TopicRL9.4, RI9.4Knowledge: Assessments:Vocabulary4Students demonstrate they have the ability to:Analyze the cumulative impact of specific word choices on meaning and tone in a text (for example, how the language evokes a sense of time and place; how it sets a formal or informal tone)3ProficientStudents demonstrate they have the ability to:Analyze nuances in the meaning of words with similar denotations in a textDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings2Students demonstrate they have developed the ability to:Identify specific words that impact meaning and tone in a textAcquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening.1Student’s performance reflects insufficient progress towards foundational skills and knowledge. Reporting Cluster: Comprehending TextTopicRL9.10, RI9.10Knowledge: Assessments:Text Complexity4Students demonstrate they have the ability to:Read text at the 1300+ Lexile Level (Advanced)3.5Students demonstrate they have the ability to:Read text at the 1225-1299 Lexile Level (Proficient)3ProficientStudents demonstrate they have the ability to:Read text at the 1150-1224 Lexile Level (Proficient)2.5Students demonstrate they have the ability to:Read text at the 1075-1149 Lexile Level (Basic)2Students demonstrate they have the ability to:Read text at the 1000-1074 Lexile Level (Basic)1.5Students demonstrate they have the ability to:Read text at the 500-999 Lexile Level (Below Basic)1Students demonstrate they have the ability to:Read text at the BR-499 Lexile Level (Below Basic)Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Constructing Writing TopicW9.4Knowledge:Assessments:Task, Purpose, and Audience4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Produce clear and coherent writing in which the development, organization, and style are appropriate the task, purpose, and audience (for example, opinion, informative/explanatory, narrative, and research writing)2Students demonstrate they have developed the ability to:Describe the task, purpose, and audience for a given writing taskDescribe how to modify samples of writing for a specific task, purpose, and audienceProduce writing appropriate to task, purpose, and audience using a template or graphic organizer1Student’s performance reflects insufficient progress towards foundational skills and knowledge. TopicW9.5Knowledge:Assessments:Revise and Edit4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to strengthen writing by:PlanningRevisingEditing2Students demonstrate they have developed the ability to:Plan writing using a template or graphic organizerRevise and edit writing based on teacher and peer feedback1Student’s performance reflects insufficient progress towards foundational skills and knowledge. TopicW9.6Knowledge: Assessments:Technology Use4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to use technology, including the internet, to:Produce, publish, and update individual or shared writing productsLink to other information and display information flexibly and dynamically2Students demonstrate they have developed the ability to:Demonstrate the features of various technologies (for example, word processor, blog, presentation software)Describe the ethical use of various technologies1Student’s performance reflects insufficient progress towards foundational skills and knowledge. Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Applying Grammar and Mechanics TopicL9.1Knowledge: Assessments:Grammar4Students demonstrate they have command of the conventions of standard English grammar and usage in context when writing or speaking to:Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contestedResolve issues of complex or contested usage, consulting references as needed3ProficientStudents demonstrate they have command of the conventions of standard English grammar and usage in context when writing or speaking to:Use parallel structureUse various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings2Students demonstrate they have developed the ability to:Use grammar and usage in isolation1Student’s performance reflects insufficient progress towards foundational skills and knowledge. TopicL9.2Knowledge: Assessments:Capitalization and Punctuation4Students demonstrate they have command of the conventions of standard English capitalization and punctuation in context when writing to:Observe hyphenation conventions3ProficientStudents demonstrate they have command of the conventions of standard English capitalization and punctuation in context when writing to:Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clausesUse a colon to introduce a list or quotation2Students demonstrate they have developed the ability to:Use conventions in isolation1Student’s performance reflects insufficient progress towards foundational skills and knowledge. TopicL9.3Knowledge: Assessments:Language Conventions4Students apply knowledge of language to understand how language functions in different contexts, to make to make effective choices for meaning or style, and to comprehend more fully when reading or listening to:Vary syntax for effect, consulting references for guidance as neededApply an understanding of syntax to the study of complex texts when reading3ProficientStudents apply knowledge of language to understand how language functions in different contexts, to make to make effective choices for meaning or style, and to comprehend more fully when reading or listening to:Write and edit work so that it conforms to the guidelines in a style manual (for example, MLA Handbook) appropriate for the discipline and writing type2Students demonstrate they have developed the ability to:Demonstrate the use of a style manual1Student’s performance reflects insufficient progress towards foundational skills and knowledge. UNIT ONE: Elements of Narrative9 weeksOrganizing Principles: A unit focused on the narrative process. Students will read model narratives and construct their own narratives throughout this unit, giving teachers ample opportunity to engage with short stories or modest-duration novels. Overview of Unit MaterialsTextbook ResourcesCommonly Used Full-Length TextsUncommonly Used Full-Length TextsSupplemental MaterialMaterial is drawn from Holt McDougal Grade 9 Literature Book ?2010. No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.SpeakFreedom Writer’s DiaryA course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:Planning Guide to Year-Long StandardsMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextStory-specific vocabulary from short stories and full-length texts read throughout the unitWriting tasks that support Writing NarrativesWriting tasks that support Analyzing Literary DevicesRevision of significant tasks[PENDING]Fall SRI administered during this ic Scales (2 clusters, 3 topics)Reporting Cluster: Writing NarrativesTopicW9.3Knowledge: Notes:Narrative Writing4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences that:Engage the reader by setting out a problem, situation, or observationOrient the reader by establishing one or multiple points of view and introducing a narrator and/or charactersUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or charactersUse a variety of techniques to sequence events so they build on one another to create a coherent wholeUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or charactersProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative2Students will recognize or recall:Specific vocabulary such as:Coherent, narrative, organize, reflection, sensory detailStudents will perform basic processes, such as:Planning and organizing a narrativeIdentify targeted characteristics in a sample narrativeWrite a brief, single-episode narrative1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Reporting Cluster: Analyzing Literary Devices TopicRL9.2, RI9.2Knowledge: Notes:Themes4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze the development of a theme over the course of a text, including how it is shaped and refined by specific detailsProvide an objective summary of a text2Students will recognize or recall:Specific vocabulary such as:Analyze, objective, summarize, themeStudents demonstrate they have developed the ability to:Determine theme of a textSummarize a text1Student’s performance reflects insufficient progress towards foundational skills and knowledge. TopicRL9.3, RI9.3Knowledge: Notes:Characters and Conflicts4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze how complex characters develop over the course of a textAnalyze how complex characters interact with other characters in a textAnalyze how complex characters advance the plot of a text2Students will recognize or recall:Specific vocabulary such as:Complex character, conflict, interact, motivation, plotStudents demonstrate they have developed the ability to:Describe the complex characters in a text1Student’s performance reflects insufficient progress towards foundational skills and knowledge. UNIT TWO: Complex Fiction9 weeksOrganizing Principles: A unit focused on complex fictional texts and anchored on a study of Romeo & Juliet. There is ample room for poetry and supplemental texts throughout, but this is the place where students dig deep into analysis of a rich piece of literature. Overview of Unit MaterialsTextbook ResourcesCommonly Used Full-Length TextsUncommonly Used Full-Length TextsSupplemental MaterialMaterial is drawn from Holt McDougal Grade 9 Literature Book ?2010. No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.Romeo & Juliet [REQUIRED]A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:Planning Guide to Year-Long StandardsMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextStory-specific vocabulary from short stories and full-length texts read throughout the unitStrategies employed to support unfamiliar vocabulary in Romeo & JulietWriting tasks that support Analyzing Text StructureWriting tasks that support Analyzing Character Point of ViewRevision of significant tasks[PENDING]Winter SRI administered by the end of this ic Scales (2 clusters, 3 topics)Reporting Cluster: Analyzing Text StructureTopicRL9.5, RI9.5Knowledge: Notes:Text Structures and Features4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze how an author’s choices concerning how to structure a text, order events within it (for example, parallel plots), and manipulate time (for example, pacing, flashbacks) create such effects as mystery, tension, or surpriseAnalyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (for example, a section or chapter)2Students will recognize or recall:Specific vocabulary such as:Develop, pacing, parallel, plot, refine, structure, narrative tensionStudents demonstrate they have developed the ability to:Describe how an author chooses to structure a text, order events, and manipulate timeDescribe how the author lays out an analysis or series of ideas in a text1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Reporting Cluster: Analyzing Character Point of View TopicRL9.1, RI9.1Knowledge: Notes:Questioning, Inference, and Interpretation4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Cite textual evidence to support analysis of what a text says explicitlyCite textual evidence to support inferences drawn from the text2Students will recognize or recall:Specific vocabulary such as:Cite, inference, textual evidenceStudents demonstrate they have developed the ability to:Describe what a text says explicitlyDraw logical inferences1Student’s performance reflects insufficient progress towards foundational skills and knowledge. TopicRL9.6Knowledge: Notes:Point of View4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature2Students will recognize or recall:Specific vocabulary such as:Analyze, cultural experience, literature, point of view Students demonstrate they have developed the ability to:Describe how a particular point of view or cultural experience is reflected in a work of literature1Student’s performance reflects insufficient progress towards foundational skills and knowledge. UNIT THREE: Research and Argument9 weeksOrganizing Principles: An exploration into non-fiction text, argumentative analysis, shorter research writing.Overview of Unit MaterialsTextbook ResourcesCommonly Used Full-Length TextsUncommonly Used Full-Length TextsSupplemental MaterialMaterial is drawn from Holt McDougal Grade 9 Literature Book ?2010. No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:Planning Guide to Year-Long StandardsMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextArticle-specific vocabulary from short passages and full-length texts read throughout the unitWriting tasks that support Evaluating Arguments in TextWriting tasks that support Synthesizing InformationRevision of significant tasks[PENDING]Any student without 2 SRI scores by this point should take the test between February 15th and March 15thTopic Scales (2 clusters, 3 topics)Reporting Cluster: Evaluating Arguments in TextTopicRI9.8Knowledge: Notes:Argument and Reasoning4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficientIdentify false statements and fallacious reasoning in a text2Students will recognize or recall:Specific vocabulary such as:Argument, claim, evidence, fallacious reasoning, reasoning, relevant, sufficient, text, validStudents demonstrate they have developed the ability to:Delineate the argument and specific claims in a textIdentify examples of false statements and fallacious reasoning in isolation1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Reporting Cluster: Synthesizing Information TopicW9.7Knowledge: Notes:Research4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Conduct short as well as more sustained research projects to answer a question or solve a problemNarrow or broaden the inquiry when appropriateSynthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation2Students will recognize or recall:Specific vocabulary such as:Broaden, citation, information, inquiry, investigation, narrow, notes, organize, problem, question, research, research project, source, synthesize, topicStudents demonstrate they have developed the ability to:Select a topicWrite and revise a grade-appropriate research question Strategically read grade-appropriate resourcesTake effective notesOrganize and synthesize information collected from more than one sourceWrite a research composition with appropriate citations utilizing a teacher-provided template 1Student’s performance reflects insufficient progress towards foundational skills and knowledge. TopicW9.8Knowledge: Notes:Access and Organize Information4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectivelyAssess the usefulness of each source in answering a research questionIntegrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation2Students will recognize or recall:Specific vocabulary such as:Authoritative, citation format, digital, flow of ideas, information, integrate, paraphrase, plagiarism, print, question, relevant, research, search, source, textStudents demonstrate they have developed the ability to:Use a teacher-provided template or process to gather informationDescribe the characteristics of a useful source Paraphrase and incorporate information from three or more sources into written notes, a graphic organizer, or outline using explicit teacher direction or a teacher-provided template 1Student’s performance reflects insufficient progress towards foundational skills and knowledge. UNIT FOUR: Connections Across Texts9 weeksOrganizing Principles: A unit comparing multiple texts that have elements in common and the ways that authors transform and reveal ideas.Overview of Unit MaterialsTextbook ResourcesCommonly Used Full-Length TextsUncommonly Used Full-Length TextsSupplemental MaterialMaterial is drawn from Holt McDougal Grade 9 Literature Book ?2010. No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:Planning Guide to Year-Long StandardsMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextText-specific vocabulary from articles, short stories, and full-length texts read throughout the unitWriting tasks that support Analyzing Text ConnectionsWriting tasks that support Integrating Multiple TextsRevision of significant tasks[PENDING]Spring SRI administered during this ic Scales (2 clusters, 3 topics)Reporting Cluster: Analyzing Text ConnectionsTopicRI9.3Knowledge: Notes:Connections4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze how the author unfolds an analysis or series of ideas or events in a text, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them 2Students will recognize or recall:Specific vocabulary such as:Analysis, analyze, author, connection, develop, event, idea, introduce, point, seriesStudents demonstrate they have developed the ability to:Describe how the author unfolds the analysis or series of ideas or events in a grade-appropriate text1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Reporting Cluster: Integrating Multiple TextsTopicRL9.9Knowledge: Notes:Literary Comparisons and Source Materials4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze how an author draws on and transforms source material in a specific work (for example, how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare) 2Students will recognize or recall:Specific vocabulary such as:Analyze, author, source, theme, topic, transformStudents demonstrate they have developed the ability to:Identify examples of the use of source materials in a specific work1Student’s performance reflects insufficient progress towards foundational skills and knowledge. TopicRI9.9Knowledge: Notes:Rhetorical Criticism4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze the rhetorical features of seminal U.S. documents of historical and literary significance (for example, Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts 2Students will recognize or recall:Specific vocabulary such as:Analyze, concept, historical, literary, rhetorical feature, seminal, significance, themeStudents demonstrate they have developed the ability to:Identify rhetorical features of seminal U.S documents of historical and literary significanceIdentify themes and concepts from seminal U.S documents of historical and literary significance1Student’s performance reflects insufficient progress towards foundational skills and knowledge. ................
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