English I 2016-2017 Guide Beta - DMPS Secondary English ...

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English I

2016-2017

Course Numbers

LA103/104 and LA103IB/104IB and LA103C/104C

LA1030/1040 (and LA1030IB/1040IB)

English I 2016-2017

2

Course Description

English I develops basic structures of reading and writing, using a variety of works from diverse authors to increase student interest, awareness, appreciation, and understanding of a variety of genre as well as opportunities to apply the writing process to promote communication through written expression. Students will come to understand that personal expression and the way we express ourselves is influenced by society and culture through literary study, reflective writing, research writing, and character analysis.

Read the full language of the Core Standards here.

Standards-Referenced Grading Basics

The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores.

Evidence shows the student can... Topic Score

Demonstrate all learning targets from Level 2, Level 3, and Level 4 4.0

Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4 3.5

Demonstrate all learning targets from Level 2 and Level 3 3.0

Demonstrate all Level 2 learning targets and some of the Level 3 learning targets 2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5

Demonstrate none of the learning targets from Level 2 or Level 3 1.0

Produce no evidence appropriate to the learning targets at any level 0

*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.

Scale Level Symbols The targets on this level can be changed

Targets on this level can not be changed More targets can be added to this level No targets are written at this level

The common core state standard code is located on each scale.

The Learning Goal is the complete Level 3 of the scale.

Each lettered bullet point represents one Learning Target.

English I 2016-2017

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Course Map

Unit Estimated Duration Content Standards Grading Topics Year-Long Standards

Unit One: Narrative Elements

9 Weeks • Reading Literature 1 • Reading Literature 6

• Analyzing Character Point of View

Collected & Reported: • Constructing Writing [W4, W5, L3]

Collected & Reported Unscored : • Comprehending Text [RL10, RI10]

Collected But Not Reported: • Applying Grammar and Mechanics [L1,

L2] • Mastering Vocabulary [RL4, RI4, L4]

• Reading Literature 5 • Analyzing Text Structure

Unit Two: Complex Fiction 9 Weeks

• Reading Literature 2 • Reading Literature 3

• Analyzing Themes and Complex Characters

• Writing 3 • Writing Narratives

Unit Three: Research and

Argument 9 Weeks

• Reading Informational Text 1 • Reading Informational Text 8

• Evaluating Arguments and Purpose Collected & Reported:

• Mastering Vocabulary [RL4, RI4, L4] • Constructing Writing [W4, W5, L3] • Applying Grammar and Mechanics [L1,

L2] • Comprehending Text [RL10, RI10]

• Writing 7 • Writing Research

• Writing 8 • Organizing Research Unit Four:

Connections Across Texts

9 Weeks • Reading Literature 9 • Analyzing Literary Interpretation

Course Texts

English I uses a literature textbook that mirrors that of our English II reading materials and echoes elements of ELA7 and ELA8. English I also uses a writing and grammar textbook aligned to all courses from ELA6 through English II.

• Student Literature: Holt McDougal Literature Grade 9 © 2012 • Grammar and Writing: Prentice Hall Writing Coach Grade 9 © 2012

Grade Fall MAP Winter MAP Spring MAP 9 October 7 January 31 May 19

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Year-Long Language Arts Grading Topics

CCSS: RL9.4, RI9.4, L9.4

Grading Topic: Mastering Vocabulary [Post ONLY in Semester 2]

4

In addi t ion to s core 3 .0 per formance , s tudents demonstra te they have the ab i l i t y to : A. 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)

3 Students demonstra te they have the ab i l i t y to :

A. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings B. Use context as a clue to the meaning of a word or phrase Learning

Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening B. Identify specific words that have an impact on meaning and tone in a text C. Demonstrate the use of context clues in structured sentences in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered

Assessments.

Topic Guidance Questions for Students... Advice for Teachers...

English I 2016-2017

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Year-Long Language Arts Grading Topics, Continued

CCSS: RL9.10, RI9.10

Grading Topic: Comprehending Text [Post in Semester 1 AND Semester 2]

4

Students demonstra te they have the ab i l i t y to : • Read text at the 1300+ Lexile Level (Advanced) MAP to be

administered three times (Fall, Winter,

and Spring).

MAP provides students with a

Lexile Range. The actual Lexile score used to determine

a score on this scale is the lowest

number in the range plus 100.

3.5

Students demonstra te they have the ab i l i t y to : • Read text at the 1225-1299 Lexile Level (Proficient)


• Read text at the 1150-1224 Lexile Level (Proficient) Learning Goal 2.5

Students demonstra te they have the ab i l i t y to : • Read text at the 1075-1149 Lexile Level (Basic)

2

Students demonstra te they have the ab i l i t y to : • Read text at the 1000-1074 Lexile Level (Basic)

1.5

Students demonstra te they have the ab i l i t y to : • Read text at the 500-999 Lexile Level (Below Basic)

1

Students demonstra te they have the ab i l i t y to : • Read text at the BR-499 Lexile Level (Below Basic)

Topic Guidance Questions for Students... Finding the Lexile Range in MAP 1. Access the MAP Teacher site: HERE

2. Open the CLASS REPORT or the STUDENT GOAL SETTING WORKSHEET

3. Find the student’s Lexile Range on whichever of these reports you chose to use 4. Take the lowest score and add 100 to it 5. Find the resulting number on this Topic Scale to determine the student’s Topic

Score in Comprehending Text Only change this Topic Score when a new MAP test (lowest Lexile + 100) would indicate an INCREASE in Topic Score—we will always use the highest score a student has earned when reporting this topic

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CCSS W9.4, W9.5, L9.3

Grading Topic: Constructing Writing [Post in Semester 1 AND Semester 2]

4 In addition to score 3.0 performance, the student demonstrates a command of voice and style that rises above formulaic writing.

3

Students demonstra te they have the ab i l i t y to : A. 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) B. Strengthen writing by planning, revising, and editing C. Write and edit work so that it conforms to the guidelines in a style manual (MLA Handbook) appropriate for the discipline and writing type

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Describe the task, purpose, and audience for a given writing task B. Describe how to modify samples of writing for a specific task, purpose, and audience C. Plan writing using a template or graphic organizer D. Demonstrate the use of a style manual

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments


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CCSS: L9.1, L9.2

Grading Topic: Applying Grammar and Mechanics [Post ONLY in Semester 2]

4

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion , punc tuat ion , grammar, and usage in context when wr i t ing or speaking to :

A. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested B. Resolve issues of complex or contested usage, consulting references as needed C. Observe hyphenation conventions

3

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion , punc tuat ion , grammar, and usage in context when wr i t ing or speaking to :

A. Use parallel structure B. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to

convey specific meanings C. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses D. Use a colon to introduce a list or quotation

Learning Goal

2 Students demonstra te they have deve loped the ab i l i t y to :

A. Use grammar and usage in isolation B. Use conventions in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments

Topic Guidance Questions for Students... Advice for Teachers... • Note that a student who uses the identified grammar and mechanics in

context appropriately can earn a 3. If they use the identified elements incorrectly, they earn a 1. A 2 can only be earned on activities that deal with the identified elements in isolation (such as assignments in Writing Coach or other worksheet or exercise banks).

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UNIT ONE: Elements of Text 9 weeks

Organizing Principles: A unit focused on the ways authors choose to structure texts and infuse them with meaning. Students will read a variety of texts, both fiction and non-fiction, throughout this unit, giving teachers ample opportunity to engage with short stories or modest-duration novels.

Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Supplemental Material

Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.

• Pending

No specific text from this list is required, but these are texts most commonly taught in this course in DMPS.

• Speak • Freedom Writer’s Diary • Of Mice and Men • Before We Were Free • Five People You Meet in Heaven • The House on Mango Street • The Absolutely True Diary of a Part-Time Indian

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

• Pending

Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and

Mechanics Comprehending Text

• Text-specific vocabulary from short pieces and full-length texts read throughout the unit

• Writing tasks that support Analyzing Character Point of View

• Revision of significant tasks

• The following chapters of Writing Coach are appropriate to the requirements of this topic: 15.1, 15.2, 15.3, 16.6, 16.7, 23.3

• At minimum, this unit should work on Phrases, Clauses, Sentence Structure, and foundational skills needed to support both

• Fall MAP administered during this unit

English I 2016-2017

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Unit 1 Topic Scales

CCSS RL9.1, RL9.6 Grading Topic:

Analyzing Character Point of View

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal.


A. Analyze a particular point of view or cultural experience from outside the United States reflected in a work of literature, drawing on a wide reading of world literature

B. Support analysis with logical inferences and explicit evidence cited from textLearning

Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: cite, analyze, cultural experience, point of view B. Describe how a particular point of view or cultural experience is reflected in a work of literature C. Describe what a text says explicitly D. When provided with a logical inference, support that inference with textual evidence

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA1-PV


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Unit 1 Topic Scales, Continued

CCSS RL9.5 Grading Topic:

Analyzing Text Structure



A. Analyze an author’s choices concerning how to structure a text and order events within it B. Analyze how an author manipulates time to create such effects as mystery, tension, or surpriseLearning

Goal 2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: develop, refine, structure, narrative tension B. Describe how an author chooses to structure a text and order events

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA1-TX

Topic Guidance Questions for Students... Advice for Teachers... • Text structure terms to consider include: parallel plots, pacing, flashbacks

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UNIT TWO: Complex Fiction 9 weeks

Organizing 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 and practice their own skills with constructing narrative writing that draws upon their studies in units 1 and 2.



• Pending


• Romeo & Juliet [REQUIRED] • Night • Speak


• Pending



• Text-specific vocabulary from short stories and full-length texts read throughout the unit

• Writing tasks that support Analyzing Themes and Complex Characters

• Revision of significant tasks, with particular emphasis on Writing Narratives tasks


• At minimum, this unit should work on Parallel Structure, Coordination, and foundational skills needed to support both

• Winter MAP administered by the end of this unit

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Unit 2 Topic Scales

CCSS: RL9.2, RL9.3

Grading Topic: Analyzing Themes and Complex Characters



A. Analyze how complex characters develop over the course of a text and advance the plot B. Analyze how complex characters interact with other characters in a text C. Analyze the development of a theme over the course of a text, including how it is shaped and refined by specific details

Learning Goal


A. Recognize or recall specific vocabulary such as: complex character, conflict, interact, motivation, plot B. Describe complex characters using textual evidence C. Determine theme of a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA1-CC


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CCSS: W9.3

Grading Topic: Writing Narratives


3

Students demonstra te they have the ab i l i t y to wr i t e mul t i -page narrat iv e s to deve lop r ea l or imagined exper i ences or events us ing e f f e c t i v e t e chnique , we l l - chosen de ta i l s , and we l l - s t ruc tured event s equences that :

A. Engage the reader by setting out a problem, situation, or observation B. Orient the reader by establishing one or multiple points of view and introducing a narrator and/or characters C. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters D. Use a variety of techniques to sequence events so they build on one another to create a coherent whole E. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters F. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: coherent, narrative, organize, reflection, sensory detail B. Plan and organize a narrative C. Identify targeted characteristics in a sample narrative D. Write a brief, single-episode narrative

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA1-NW

Topic Guidance Questions for Students... Advice for Teachers... • Consider the sub-genres of Narrative Writing—this standard works for

personal narrative, imaginative narrative, hypothetical narrative, etc.

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UNIT THREE: Research and Argument 9 weeks

Organizing Principles: An exploration into non-fiction text, argumentative analysis, and shorter research writing.



• Pending


• A Long Way Gone • Night


• The Lady or the Tiger



• Text-specific vocabulary from short passages and full-length texts read throughout the unit

• Writing tasks that support Evaluating Arguments and Purpose

• Writing tasks that support Organizing Research

• Revision of significant tasks (particularly Writing Research tasks)


• At minimum, this unit should work on Semi-Colons, Colons, and foundational skills needed to support both

• No MAP administration during this unit

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Unit 3 Topic Scales

CCSS: RI9.1, RI9.8

Grading Topic: Evaluating Arguments and Purpose


3

Students demonstra te they have the ab i l i t y to : A. Evaluate the argument and specific claims in a text by assessing whether the reasoning is valid B. Evaluate the argument and specific claims in a text by assessing whether the evidence is relevant C. Evaluate the argument and specific claims in a text by assessing whether the evidence is sufficient D. Support analysis and evaluation with logical inferences and explicit evidence cited from text

Learning Goal


A. Recognize or recall specific vocabulary such as: argument, claim, reasoning, relevant, sufficient B. Delineate (identify all the parts of) the argument and specific claims in a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA1-AR


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CCSS: W9.7, W9.8

Grading Topic: Organizing Research



A. Gather relevant information from multiple credible print and digital sources, using advanced searches effectively B. Evaluate the usefulness of each source in answering a research question Learning

Goal

2

Students wi l l per form bas i c proce s s e s , such as : A. Recognize and recall specific vocabulary such as: annotate, credible, effective source B. Use a teacher-provided template or process to gather information (possibly including written notes, a graphic organizer, or outline) C. Describe the characteristics of an effective source D. Strategically read and annotate resources

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA1-RW

Topic Guidance Questions for Students... Advice for Teachers... • Student tasks early in instruction will likely include activities about topic

selection, creation and revision of thesis, and organization of ideas and information.

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CCSS: W9.7, W9.8

Grading Topic: Writing Research



A. Synthesize multiple sources on a subject in support of the creation of an original argument B. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation Learning

Goal

2

Students wi l l per form bas i c proce s s e s , such as : A. Recognize and recall specific vocabulary such as: citation format, integrate, research question, synthesize B. Write and revise a research question C. Organize information collected from multiple sources D. Incorporate appropriate citations into the text of a research project

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA1-RW

Topic Guidance Questions for Students... Advice for Teachers... • This topic governs both research projects and research papers—both are

valid methods of collecting evidence. Regardless of the structure chosen, there must be a multi-paragraph written component.

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UNIT FOUR: Connections Across Texts 9 weeks

Organizing Principles: A unit comparing several texts that have elements in common and the ways in which authors transform and reveal ideas.



• The Odyssey (p. 1202)


• Imani, All Mine • Speak


• Pending



• Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

• Writing tasks that support Analyzing Literary Interpretation

• Revision of significant tasks


• This unit provides additional opportunity for assessment and extension on the year-long grammatical elements

• Spring MAP administered during this unit.

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Unit 4 Topic Scales

CCSS: RL9.9

Grading Topic: Analyzing Literary Interpretation


3 Students demonstra te they have the ab i l i t y to : A. Analyze how an author’s work interprets and transforms source material (for example, how a later author draws on a play by Shakespeare) Learning

Goal 2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: source, theme, topic, transform B. Identify examples of the use of source materials in a modern work

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA1-LC


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