English 1 (1001310) English Honors 1* (1001320) 2017-2018 ... · 2 English 1 (1001310) English...

Grade 9 1 *In Honors courses students will explore a theme in more depth or breadth than regular courses.

English 1 (1001310) English Honors 1* (1001320)

2017-2018 Instructional Sequence Calendar

Timeline Quarter One 8/14-10/13

Quarter Two 10/16-12/22

Quarter Three Part One

1/8-1/30

Quarter Three Part Two

1/31-2/23

Quarter Three Part Three

2/26-3/9

Quarter Four 3/19-5/31

Recursive Standards

LAFS.910.RL.1.1, LAFS.910.RI.1.1, LAFS.910.RL.2.4, LAFS.910.RI.2.4, LAFS.910.RL.4.10, LAFS.910.RI.4.10

Collection Collection 2: The Struggle for Freedom

Collection 4: Sweet Sorrow

Collection 1: Finding Common Ground

Collection 5: A Matter of Life or Death

Collection 5: A Matter of Life or Death

Collection 3: The Bonds Between Us

Text Titles

“I Have a Dream” “Emancipation Proclamation” “from Nobody Turn Me Around: A People’s History of the 1963 March on Washington” “AMERICA The Story of Us: March on Washington” “from Cairo: My City, Our Revolution” “from Reading Lolita in Tehran” “from Persepolis 2” “The Censors”

“from Love’s Vocabulary” “The Tragedy of Romeo and Juliet” “Pyramus and Thisbe” “My Shakespeare”

“A Quilt of a Country” “The Gettysburg Address” “Oklahoma Bombing Memorial Address” “Views of the Wall” “The Vietnam Wall”

“from Night” “Is Survival Selfish?” “The Leap”

“The End and the Beginning” “The Journey” (Collection 6) “from Deep Survival”

“When Mr. Pirzada Came to Dine” “And of Clay We Are Connected” “Monkey See, Monkey Do, Monkey Connect” “from Animals in Translation”” “With Friends Like These…” “At Dusk” “My Ceremony For Taking” “The Stayer” “Count On Us”

Standards Addressed

RL 1.2, 1.3, 2.5, 2.6 RI 1.2, 1.3, 2.6, 3.7, 3.9 L 1.1, 2.3, 3.4, 3.5, 3.6 W 1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.7, 3.8, 3.9, 4.10

RL 1.3, 2.5, 3.7, 3.9 RI 1.3 SL 1.1 L 1.1, 3.4, 3.5 W 1.2, 1.3, 2.4, 2.5, 2.6, 3.8, 3.9, 4.10

RL 1.2, 3.7 RI 2.5, 2.6, 3.8, 3.9 SL 1.1, 2.6 L 1.1, 3.4 W 1.1, 1.2, 2.4, 2.5, 3.9, 4.10

RL 1.2, 1.3, 2.5 RI 1.2, 2.5, 2.6, 3.8 SL 1.1, 2.4 L 1.1, 2.3, 3.4 W 1.1, 2.4, 2.5, 3.9, 4.10

RL 1.2, 2.5 RI 1.2, 1.3, 2.5 L 1.2, 3.4 W 1.1

RL 1.2, 1.3, 2.5, 2.6 RI 1.2, 1.3, 2.5, 2.6, 3.8 SL 1.1, 1.3 L 1.1, 1.2, 3.4, 3.5 W 1.3, 2.4, 2.5, 3.7, 3.9, 4.10

Performance Task

Argumentative Essay

Informative/ Explanatory Essay

Informative/ Explanatory Essay

Argumentative Essay

FSA Writing Assessment Narrative/

Research Project

Writing Standard

W.1.1 W.1.2 W.1.2 W.1.1 W.1.3/W.3.7

2

English 1 (1001310) English Honors 1* (1001320)

2017-2018 Instructional Sequence Calendar

Quarter 1 – August 14 – October 13

Collection 2: The Struggle for Freedom Collection Description: From the American civil rights movement to the Middle East and Latin America, this collection explores the universal desire for freedom.

Collection 2 Academic Vocabulary: decline, enable, impose,

integrate, reveal

Aligned Novel (optional): ”Farewell to Manzanar”

Collection Performance Task: Write an Argument LAFS.910.W.1.1a-e, LAFS.910.W.2.4, LAFS.910.W.2.5, LAFS.910.W.3.9a-b, LAFS.910.W.4.10 Write an essay in which you take a position on whether you agree or disagree with the statement: Freedom is never given, it must be demanded. Use information from the texts within the collection to support your points. (adapted from text)

Recursive Standards (addressed in every text): LAFS.910.RLRI.1.1, LAFS.910.RLRI.2.4, LAFS.910.RLRI.4.10

Anticipated Time Frame

Must-Teach Texts for Standards-Based Instruction

LAFS Vocabulary Strategy (Critical Vocabulary)

Language Conventions

Selection Performance Task

3-4 90-minute

periods OR 6-8

45-minute periods

ANCHOR TEXT: SPEECH

“I Have a Dream” by Martin Luther King Jr.

Emancipation Proclamation https://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html (to be used for RI.3.9 coverage) **Textual support pieces for Performance Task

Monitored: LAFS.910.RI.2.6 LAFS.910.RI.3.9

Strategy: N/A Critical Vocabulary: default, desolate, degenerate, inextricably, redemptive

Repetition and Parallelism LAFS.910.L.1.1a

Writing Activity: Analysis LAFS.910.W.1.2 LAFS.910.W.4.10

Supporting:

https://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html



3






5-6 90-minute

periods OR

10-12 45-minute

periods

ANCHOR TEXT: HISTORY TEXT AND VIDEO

“from Nobody Turn Me Around: A People’s History of the 1963 March on Washington” by Charles Euchner **Textual support piece for Performance Task

“AMERICA The Story of Us: March on Washington” A7E Television Networks, LLC

Monitored: LAFS.910.RI.1.3

Strategy: Words from Greek and Latin LAFS.910.L.3.4c Critical Vocabulary: cadence, parallel, invocation, civic, revile, expanse, exhort, invoke

N/A

Writing Activity: Account LAFS.910.W.1.3 LAFS.910.W.4.10

Supporting: LAFS.910.RI.2.6

2-3

90-minute periods

OR 3-5

45-minute periods

DIARY

“from Cairo: My City, Our Revolution” by Ahdaf Souelf **Textual support piece for Performance Task


Strategy: Reference Sources LAFS.910.L.3.4c LAFS.910.L.3.4d LAFS.910.L.3.6 LAFS.910.RL.2.4 (analyze the cumulative impact of specific word choices on meaning and tone) Critical Vocabulary: opaque, reclaim, prism, intermittent, momentous

Noun Phrases LAFS.910.L.1.1b

Research Activity: Oral Report LAFS.910.W.1.2b LAFS.910.W.3.7 LAFS.910.W.3.8 LAFS.910.W.4.10

Supporting:

4






1-2

90-minute periods

OR 2-4

45-minute periods

COMPARE TEXT AND MEDIA

MEMOIR

“from Reading Lolita in Tehran” by Azar Nafisi

GRAPHIC NOVEL

“from Persepolis 2” by Marjane Satraspi translated by Anjali Singh **Textual support pieces for Performance Task


Strategy: Denotations and Connotations* LAFS.910.L.3.4 LAFS.910.L.3.5b (*assessed under RI.2.4) Critical Vocabulary: segregate, allocate, irrelevant, convert

Rhetorical Devices LAFS.910.L.2.3

Media Activity: Graphic Novel LAFS.910.RI.3.7 LAFS.910.W.1.3 LAFS.910.W.2.6


1 90-minute

periods OR 3

45-minute periods

SHORT STORY

“The Censors” by Luisa Valenzuela translated by David Unger **Textual support piece for Performance Task

Monitored: LAFS.910.RL.1.3 LAFS.910.RL.2.6

Strategy: Suffixes That Form Nouns* LAFS.910.L.3.4b (*assessed under RL.2.4) Critical Vocabulary: staidness, negligence, subversive

Writing Activity: Letter LAFS.910.RL.1.1 LAFS.910.W.3.9 LAFS.910.W.4.10 LAFS.910.L.1.1

Supporting: LAFS.910.RL.1.2 LAFS.910.RL.2.5

*Time permitting, grade-level appropriate supplemental materials and additional collection texts may be utilized to enrich/reinforce concepts and standards taught within this

collection.

5

Collection Performance Task: Write an essay in which you take a position on whether you agree or disagree with the statement: Freedom is never given, it must be demanded. Use information from the texts within the collection to support your points. (adapted from text)


Performance Task Skill/Content Focus LAFS Suggested Instructional Resource

3-4 90-minute

periods OR 7-9

45-minute periods

Write arguments to support claims.

Support claims with relevant evidence

Clarify relationships among claims

LAFS.910.W.1.1 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments – Creating a Coherent Argument/Persuasive Techniques

Performance Task: Write an Argument pgs. 97-99

Support argumentative points with clear reasons and relevant evidence.

LAFS.910.W.1.1 LAFS.910.W.3.9 LAFS.910.W.4.10 LAFS.910.RL.1.1 LAFS.910.RI.1.1

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments – Support: Reasons and Evidence/Building Effective Support

“I Have a Dream” “Emancipation Proclamation” “from Nobody Turn Me Around: A People’s History of the 1963 March on Washington” “AMERICA The Story of Us: March on Washington” “from Cairo: My City, Our Revolution” “from Reading Lolita in Tehran” “from Persepolis 2”


Cite textual evidence with author’s name and or the title of the source work in order to avoid plagiarism.

LAFS.910.W.3.8 HMH Digital Dashboard: Interactive Writing Lessons Using Textual Evidence



Write an effective introductory paragraph for the argumentative essay performance task.

Introduce precise claim(s), distinguish the claim(s) from alternate and opposing claims.

LAFS.910.W.1.1 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments – What is a Claim?



6

Write an effective closing paragraph for the argumentative essay performance task.

Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.910.W.1.1 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments – Concluding Your Argument



Write the argumentative essay performance task.

Use valid reasoning and relevant and sufficient evidence

Create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence

Develop claim(s) and counterclaims fairly

Supply evidence for each; point out strengths and limitations in a manner that anticipates audience’s knowledge level

LAFS.910.W.1.1 LAFS.910.W.2.4 LAFS.910.W.3.8 LAFS.910.RL.1.1 LAFS.910.RI.1.1 LAFS.910.RL.2.4 LAFS.910.RI.2.4 LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments – Formal Style



Edit and revise the argumentative essay performance task.

Address what is most significant for a specific purpose and audience

LAFS.910.W.2.5 LAFS.910.W.4.10 LAFS.910.L.1.1 LAFS.910.L.1.2



Use technology to publish the argumentative essay performance task (as available).

LAFS.910.W.2.6 Performance Task: Write an Argument pgs. 97-99

7

Quarter 2 – October 16 – December 22

Collection 4: Sweet Sorrow Collection Description: This collection explores the nature of love and the conflicts surrounding it.

Collection 4 Academic Vocabulary: attribute, commit, expose,

initiate, underlie

Aligned LBQ (optional): “Romeo and Juliet: Who’s to Blame?” (Volume 1)

Collection Performance Task: Write an Explanatory Essay

LAFS.910.W.1.2a-f, LAFS.910.W.3.9a-b, LAFS.910.W.4.10 This collection explores the many facets of love - joy, pain, passion, and conflict, to name a few. Write an explanatory essay that describes the attributes or characteristics of love. Use evidence from the texts in this collection to support your points. (adapted from text)







2-3 90-minute

periods OR 4-6

45-minute periods

ESSAY

“from Love’s Vocabulary” by Diane Ackerman **Textual support piece for Performance Task


Strategy: Synonyms* LAFS.910.L.3.4a (*assessed under RI.2.4) LAFS.910.L.3.4c LAFS.910.L.3.4d LAFS.910.RI.2.4 (determine the meaning

of words and phrases as they are used in a text, including figurative, connotative, and technical meanings) Critical Vocabulary: intangible, guise, increment, supple, gradation

Participle Phrases LAFS.910.L.1.1b

Speaking Activity: Discussion LAFS.910.W.4.10 LAFS.910.SL.1.1 Supporting:

LAFS.910.RI.1.2 LAFS.910.RI.2.5

8






12

90-minute periods

OR 24

45-minute periods

ANCHOR TEXT: DRAMA

“The Tragedy of Romeo and Juliet” by William Shakespeare *Focus should be on excerpts of “The Tragedy of Romeo and Juliet” that will allow for analysis of the follow-up piece, “Pyramus and Thisbe.” The analysis of both texts will allow for LAFS.910.RL.3.9 to be addressed with students. Suggested sections include: Prologue pg. 183 Act I Scene 5 pgs. 200-205 Act III Scene 2 pgs. 234-238 Act IV pgs. 253-264 Act V pgs. 266-278 **Textual support piece for Performance Task


Strategy: Puns* LAFS.910.L.3.5a (*assessed under RL.2.4) Elizabethan Words to Know: ‘a, an, and, anon, aught, coz, ere, e’er, god-den, God gi’ go-den, hence, hie, hither, marry, morrow, naught, o’er, prithee, sirrah, soft, thither, whence, wherefore, wot, yond, yonder

Parallel Structure LAFS.910.L.1.1a

ACT I: Speaking Activity: Discussion LAFS.910.SL.1.1 ACT II: Speaking Activity: Debate LAFS.910.SL.1.1 ACT III: Writing Activity: Journal Entries LAFS.910.W.4.10 ACT IV: Speaking and Writing Activity: Dramatic Reading and Letter LAFS.910.W.4.10 ACT V: Writing Activity: Eulogy LAFS.910.W.1.3 LAFS.910.W.4.10

Supporting:

9






2

90-minute periods

OR 4

45-minute periods

MYTH

“Pyramus and Thisbe” retold by Ovid **Textual support piece for Performance Task

Monitored: LAFS.910.RL.3.9

N/A N/A Writing Activity: Essay LAFS.910.RL.3.9 LAFS.910.W.4.10


1

90-minute periods

OR 2

45-minute periods

POEM AND VIDEO

“My Shakespeare” by Kate Tempest **Textual support piece for Performance Task


N/A N/A Media Activity: Reflection LAFS.910.RL.3.9

Supporting: LAFS.910.RL.1.2

*Time permitting, grade-level appropriate supplemental materials and additional collection texts may be utilized to enrich/reinforce concepts and standards taught within this collection.

10

Collection Performance Task: This collection explores the many facets of love - joy, pain, passion, and conflict, to name a few. Write an explanatory essay that describes the attributes or characteristics of love. Use evidence from the texts in this collection to support your points. (adapted from text)



3-4 90-minute

periods OR 6-8

45-minute periods

Determine an appropriate, purposeful organization for the informative/explanatory essay performance task.

Effective transitions

LAFS.910.W.1.2 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts – Organizing Ideas/Formal Style Performance Task: Write an Analytical Essay pgs. 301-303

Support informative/explanatory points with relevant facts, details, and quotes.

LAFS.910.W.1.2 LAFS.910.W.3.9 LAFS.910.W.4.10 LAFS.910.RL.1.1 LAFS.910.RI.1.1

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts – Developing a Topic/Elaboration

“from Love’s Vocabulary” “The Tragedy of Romeo and Juliet “Pyramus and Thisbe” “My Shakespeare”

Performance Task: Write an Analytical Essay pgs. 301-303 Cite textual evidence with author’s name and or the title of the source work in order to avoid plagiarism.

LAFS.910.W.3.8 HMH Digital Dashboard: Interactive Writing Lessons Using Textual Evidence


Performance Task: Write an Analytical Essay pgs. 301-303 Write an effective introductory paragraph for the informative/explanatory essay performance task.

LAFS.910.W.1.2 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts – Introductions and Conclusions


Performance Task: Write an Analytical Essay pgs. 301-303 Write an effective closing paragraph for the informative/explanatory essay performance task.

LAFS.910.W.1.2 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts – Introductions and Conclusions


Performance Task: Write an Analytical Essay pgs. 301-303

11

Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through effective selection, organization, and analysis.

Introduce a topic; organize complex ideas to make important connections and distinctions

Develop topic with sufficient facts, extended definitions appropriate to the audience’s knowledge of the topic

Use transitions to link the major sections of the text, create cohesion, and clarify relationships among complex ideas

Use precise language to manage the complexity of the topic

Establish and maintain a formal style and objective tone; attend to the norms and conventions of the discipline

Provide a concluding statement that follows from and supports the information or explanation presented

LAFS.910.W.1.2 LAFS.910.W.2.4 LAFS.910.RL.1.1 LAFS.910.RI.1.1 LAFS.910.RL.2.4 LAFS.910.RI.2.4 LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts – Precise Language and Vocabulary


Performance Task: Write an Analytical Essay pgs. 301-303

12

Quarter 3/Part 1 – January 8 – January 30

Collection 1: Finding Common Ground Collection Description: The focus of this collection is the individual and society – from the individual’s struggle to be a part of a society to a nation’s struggle to unite for a common cause.

Collection 1 Academic Vocabulary: enforce, entity, internal,

presume, resolve

Aligned Novel (optional): “Long Walk to Freedom”

Collection Performance Task: Write an Explanatory Essay LAFS.910.W.1.2a-f, LAFS.910.W.2.4, LAFS.910.W.2.5, LAFS.910.W.3.9a-b, LAFS.910.W.4.10

Using the information from the texts in this collection, write an explanatory essay that explains how conflict can affect individuals and society. (adapted from text)







2 90-minute

periods OR 3

45-minute periods

ANCHOR TEXT: ARGUMENT

“A Quilt of a Country” by Anna Quindlin **Textual support piece for Performance Task


Strategy: Patterns of Word Changes* LAFS.910.L.3.4b (*assessed under RI.2.4) Critical Vocabulary: discordant, pluralistic, interwoven, diversity

Noun Clauses LAFS.910.L.1.1b

Writing Activity: Argument LAFS.910.W.1.1a-b LAFS.910.W.4.10


2 90-minute

periods OR 3

45-minute periods

SPEECH

“The Gettysburg Address” by Abraham Lincoln **Textual support piece for Performance Task


Strategy: Multiple-Meaning Words* LAFS.910.L.3.4a (*assessed under RI.2.4) Critical Vocabulary: conceive, detract, resolve, perish

Parallel Structure LAFS.910.L.1.1a

Speaking Activity: Presentation LAFS.910.SL.1.1d LAFS.910.SL.2.6


13






2 90-minute

periods OR 4

45-minute periods

CLOSE READER: SPEECH

“Oklahoma Bombing Memorial Address” by Bill Clinton **Textual support piece for Performance Task


N/A N/A N/A

Supporting:

1 90-minute

periods OR 2

45-minute periods

PHOTO ESSAY & POEM

“Views of the Wall” Photo Essay

“The Vietnam Wall” by Alberto Ríos


N/A N/A Media Activity: Reflection LAFS.910.RL.3.7



collection.

Collection Performance Task: Using the information from the texts in this collection, write an explanatory essay that explains how conflict can affect individuals and society. (adapted from text)



2-3 90-minute

periods OR 3-4

45-minute periods

Write the informative/explanatory essay performance task.


Domain-specific vocabulary and language appropriate to topic

Style and tone appropriate to informative/explanatory essay

Citations

Conventions

Vary sentence structure

Edit and revise

Publish with technology (as available)

LAFS.910.W.1.2 LAFS.910.W.2.4 LAFS.910.W.4.10 LAFS.910.RI.1.1 LAFS.910.RI.2.4 LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts Using Textual Evidence “A Quilt of a Country” “The Gettysburg Address” “Oklahoma Bombing Memorial Address”

14

Quarter 3/Part 2 – January 31 – February 23

Collection 5: A Matter of Life or Death Collection Description: This collection provides a wide-ranging look at how humans endure in the face of adversity.

Collection 5 Academic Vocabulary: dimension, external, statistic,

sustain, utilize

Collection Performance Task: Write an Argument

LAFS.910.W.1.1a-e, LAFS.910.W.2.4, LAFS.910.W.2.6, LAFS.910.W.3.9a-b, LAFS.910.W.4.10 Write an argumentative essay in which you take a position on whether or not survival requires selfishness. Use the information from the texts to support your points. (adapted from text)







2 90-minute

periods OR 4

45-minute periods

ANCHOR TEXT: MEMOIR

“from Night” by Elie Wiesel **Textual support piece for Performance Task


Strategy: Multiple-Meaning Words LAFS.910.L.3.4 (*assessed under RI.2.4) LAFS.910.L.3.4c Critical Vocabulary: reprieve, emaciated, execute, decisive, din

Tone LAFS.910.L.2.3

Writing Activity: Analysis LAFS.910.W.1.2 LAFS.910.W.4.10 Supporting:

LAFS.910.RI.1.2 LAFS.910.RI.2.5

2 90-minute

periods OR 3

45-minute periods

ARGUMENT

“Is Survival Selfish?” by Lane Wallace **Textual support piece for Performance Task


Strategy: Synonyms LAFS.910.L.3.4c Critical Vocabulary: laud, transfix, consume, berate, edict

Indefinite Pronouns LAFS.910.L.2.3

Speaking Activity: Debate LAFS.910.SL.1.1a LAFS.910.SL.2.4


15






3 90-minute

periods OR 5

45-minute periods

SHORT STORY

“The Leap” by Louise Erdich **Textual support piece for Performance Task


Strategy: Prefixes LAFS.910.L.3.4c Critical Vocabulary: encroach, extricate, constrict, comply, tentative

Relative Clauses LAFS.910.L.1.1b

Speaking Activity: Discussion LAFS.910.SL.1.1a



collection.

Collection Performance Task: Write an argumentative essay in which you take a position on whether or not survival requires selfishness. Use the information from the texts to support your points. (adapted from text)



2-3 90-minute

periods OR 3-4

45-minute periods

Write the argumentative essay performance task.

Clear selection of a side in relation to the issue presented


Domain-specific vocabulary and language appropriate to topic

Style and tone appropriate to argumentative essay

Citations

Conventions

Vary sentence structure

Edit and revise

Publish with technology (as available)

LAFS.910.W.1.1 LAFS.910.W.2.4 LAFS.910.W.3.8 LAFS.910.W.4.10 LAFS.910.RL.1.1 LAFS.910.RI.1.1 LAFS.910.RL.2.4 LAFS.910.RI.2.4 LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts Using Textual Evidence “from Night” “Is Survival Selfish?” “The Leap”

16

Quarter 3/Part 3 – February 26—March 9

Collection 5: A Matter of Life or Death Collection Description: This collection provides a wide-ranging look at how humans endure in the face of adversity.

Collection 6 Academic Vocabulary: dimension, external, statistic, sustain, utilize






Selection Performance

Task

1 90-minute

periods OR 2

45-minute periods

POEMS

“The End and the Beginning” by Wislawa Syzmborska “The Journey” by Mary Oliver (*found in Collection 6)

Monitored: LAFS.910.RL.1.2LAFS.910.RL.2.5

N/A N/A N/A

Supporting:

4 90-minute

periods OR 8

45-minute periods

SCIENCE WRITING

“from Deep Survival” By Laurence Gonzales


Strategy: Context Clues LAFS.910.L.3.4a (*assessed under RI.2.4) Critical Vocabulary: Disintegration, deduce, conversely, distill, demeanor

Colons and Semicolons LAFS.910.L.1.2a-b

Writing Activity: Argument LAFS.910.W.1.1



collection.

17

Quarter 4 – March 19 – May 31

Collection 3: The Bonds Between Us Collection Description: In this collection, you will explore what links us to family, friends, pets, and community.

Collection 3 Academic Vocabulary: capacity, confer, emerge,

generate, trace

Collection Performance Task: Write a Fictional Narrative LAFS.910.W.1.3a-e, LAFS.910.W.2.4, LAFS.910.W.2.5, LAFS.910.W.3.9a-b, LAFS.910.W.4.10 The texts in this collection focus on our connections to family, friends, pets, and community. Synthesize your ideas about the texts by writing a narrative that shows how a character or characters connect with others. (adapted from text)

AND Conduct a Research Project LAFS.910.W.3.7 (topic of teacher’s choice)







4-6 90-minute

periods OR

8-12 45-minute

periods

ANCHOR TEXT: SHORT STORY

“When Mr. Pirzada Came to Dine” by Jhumpa Lahiri


Strategy: Patterns of Word Changes LAFS.910.L.3.4b (*assessed under RL.2.4) Critical Vocabulary: autonomy, compatriot, constitute, impeccably, imperceptible, succession, assail, reiteration, concede, commemorate

Adverbial Clauses LAFS.910.L.1.1b

Writing Activity: Letters LAFS.910.W.1.3 LAFS.910.W.4.10


3-5 90-minute

periods OR

6-10 45-minute

periods

CLOSE READER: SHORT STORY

“And of Clay Are We Created” by Isabel Allende


N/A N/A N/A

Supporting:

18






1-2 90-minute

periods OR 2-4

45-minute periods

ANCHOR TEXT: SCIENCE WRITING

“Monkey See, Monkey Do, Monkey Connect” by Frans de Waal


Strategy: Words from Greek LAFS.910.L.3.4c Critical Vocabulary: empathy, synchronization, contagion, cognition, implication

Colons LAFS.910.L.1.2b

Speaking Activity: Debate LAFS.910.SL.1.1d LAFS.910.SL.1.3

Supporting:

1-2 90-minute

periods OR 2-4

45-minute periods

CLOSE READER: SCIENCE WRITING

“from Animals in Translation” by Temple Grandin and Catherine Johnson


N/A N/A N/A

Supporting:

1-2 90-minute

periods OR 2-4

45-minute periods

INFORMATIONAL TEXT

“With Friends Like These…” by Dorothy Rowe


Strategy: Patterns of Word Change LAFS.910.L.3.4b (*assessed under RI.2.4) Critical Vocabulary: validate, assess, derive

Speaking Activity: Discussion LAFS.910.SL.1.1 Supporting:

19






1 90-minute

periods OR 1-2

45-minute periods

POEM

“At Dusk” by Natasha Trethewey


N/A N/A Speaking Activity: Poetry Reading LAFS.910.RL.2.4 LAFS.910.L.3.5a

Supporting:

1 90-minute

periods OR 1-2

45-minute periods

CLOSE READER: POETRY

Poems About Family: “My Ceremony For Taking” by Lara Mann

“The Stayer” by Virgil Suárez


N/A N/A N/A

Supporting:

1 90-minute

periods OR 1-2

45-minute periods

MEDIA: PUBLIC SERVICE ANNOUNCEMENT

“Count On Us” from the Corporation for National and Community Service


N/A N/A Media Activity: Public Service Announcement LAFS.910.W.2.6



collection.

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Collection Performance Task: The texts in this collection focus on our connections to family, friends, pets, and community. Synthesize your ideas about the texts by writing a narrative that shows how a character or characters connect with others. (adapted from text) Anticipated Time Frame


3-4 90-minute

periods OR 6-7

45-minute periods

Determine an appropriate, purposeful organization for the narrative performance task.


LAFS.910.W.1.3 LAFS.910.W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives – Narrative Structure

Performance Task: Write a Fictional Narrative pgs. 153-155

Develop narrative writing using appropriate techniques.

Dialogue

Pacing

Description

Reflection

Multiple plot lines

Sequence of events

Telling details and sensory language

LAFS.910.W.1.3 LAFS.910.W.2.4 LAFS.910.W.4.10

LAFS.910.RL.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives – Narrative Context/Point of View and Characters

“When Mr. Pirzada Came to Dine” “And of Clay We Are Connected” “At Dusk” “My Ceremony For Taking” “The Stayer”


Use descriptive language appropriate to narrative writing.

LAFS.910.W.1.3 LAFS.910.W.2.4 LAFS.910.RL.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives – The Language of Narrative


Write the narrative performance task.

Set out a problem, situation, or observation

Establish one or multiple points of view

Introduce a narrator and/or characters

Create a smooth progression of experiences or events

Reflect on what is experienced, observed or resolved over the course of the narrative

LAFS.910.W.1.3 LAFS.910.W.2.4 LAFS.910.RL.1.1 LAFS.910.RL.2.4 LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives – Narrative Techniques

“When Mr. Pirzada Came to Dine” “And of Clay We Are Connected” “At Dusk” “My Ceremony For Taking” “The Stayer”


Edit and revise the narrative performance task. LAFS.910.W.2.5 LAFS.910.W.4.10

LAFS.910.L.1.1 LAFS.910.L.1.2


Use technology to publish the narrative performance task (as available).

LAFS.910.W.2.6 Performance Task: Write a Fictional Narrative pgs. 153-155

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Research Project LAFS Suggested Instructional Resource

2-3 90-minute

periods OR 5

45-minute periods

Topic based on Collection 3 theme: The Bonds Between Us

Monitored: LAFS.910.W.3.7

HMH Teacher Resources: Writing and Research in a Digital Age https://my.hrw.com/la_2010/na_lit/nsmedia/website/wrda/html/l1/home.html

https://my.hrw.com/la_2010/na_lit/nsmedia/website/wrda/html/l1/home.html

https://my.hrw.com/la_2010/na_lit/nsmedia/website/wrda/html/l1/home.html

English 1 (1001310) English Honors 1* (1001320) 2017-2018 ... · 2 English 1 (1001310) English...

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