Foundations Part 1-Unit Overviews(2)

2009-10Pacing & Alignment

Foundations & English I

Semesters 1 & 2

English I

Table of Contents

Introduction – What’s New .................................................................. 1 Key Features ................................................................................................ 5

English I Essential Objectives ............................................................... 7 Unit Overviews ..................................................................................... 9

Beginning of Year ...................................................................................... 11 Unit 1 Nonfiction ....................................................................................... 12 Unit 2 Fiction ............................................................................................. 13 Unit 3 Poetry ............................................................................................. 14 Unit 4 Media, Technology & Research ..................................................... 15 Unit 5 Drama ............................................................................................ 16 Unit 6 Thematic Unit ................................................................................ 17 Unit 7 Nonfiction (2) ................................................................................ 18 Unit 8 Fiction (2) ....................................................................................... 19 Unit 9 Poetry (2) ....................................................................................... 20 Unit 10 Thematic Unit (2) with Media, Technology &Research .............. 20

Objective Overviews .......................................................................... 21 Portfolio ............................................................................................. 51

Gateway Rubric ......................................................................................... 53 Artifact Explanation & Samples ................................................................ 55 Organizing Your English Portfolio ............................................................. 63 Frequently Asked Questions ..................................................................... 67

Independent Reading ......................................................................... 69 Recomendations ....................................................................................... 73 Reading Projects ....................................................................................... 74 Student Survey .......................................................................................... 77 30 Reading Activities ................................................................................. 81 Short Sheets .............................................................................................. 83

Writer’s Notebook ............................................................................. 89 Graphic Representation ............................................................................ 91 Tips ............................................................................................................ 93 Stamp Sheet .............................................................................................. 95

Power Focus ....................................................................................... 97 Reading & Writing Assessment ................................................................. 99

The format for curriculum materials in English I, Foundations, Literacy, and Honors has changed this year. In order to be more student‐friendly and more teacher‐efficient, we’re hoping these three document sets will provide curriculum, instruction and assessment guidance for ninth grade teachers.

• Objective Overviews • Unit Overviews • Parallel Assessments by Objective

Also new this year, portfolios are required for all students in Gateway courses. We’ve de‐signed materials, checklists and more to make the portfolio assembly, and more impor‐tantly the learning, easier for teachers and students. The objectives in all three of the above new document formats are totally aligned to the requirements for the portfolio.

Objective Overviews

Using the NCSCOS as well as the information from the state about future changes, we iden‐tified thirty specific course level objectives for ninth graders that will ensure their success in tenth grade and beyond. Each objective is described in an Objective Overview page.

Parallel Assessments by Objective

Where applicable, for course objectives, an aligned set of parallel assessments has been developed. As the year progresses, we will be adding to this bank of assessment items. Teachers can use these classroom‐ready In‐House Assessments to monitor the progress of their students.

Unit Overviews

Instead of a day‐by‐day pacing and alignment guide, the content has been divided into units. The objectives for each unit are clearly identified as well as the level of rigor needed for success. Teacher teams will need to make deci‐sions based on the needs and back‐ground knowledge of their students. For teachers whose courses are year long, we’ve divided the content into ten units. For those teaching the course in just a semester, there are seven units designed to move at a much faster pace. Literacy has extra time de‐signed to raise Lexile scores prior to beginning the ten unit sequence.

What’s New!

Making it Work

We have several suggestions for ensuring success and providing support. Work as part of a team. Have at least one member of the team attend alliance meetings throughout the school year. Use a Writer’s Notebook in all ninth grade classes. Collect portfolio samples from the be‐ginning of the school year. Periodically, have students review what has been collected, reflect over their learning, and choose artifacts that meet course objectives.

Foundations & English I It's about the LEARNING!

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Key Features

What do I Want Them to Learn?

Course Objectives in Student‐Friendly Language

Throughout all the documents, daily course objectives are stated in language FOR STUDENTS. Research from multiple sources shows that students learn best when they know exactly what it is that they are supposed to be learning. There‐fore, we’ve written the objectives in straight‐forward, easy to understand terms. We can use this language on whiteboards, in assignments, on teacher‐designed assessments, within record‐keeping, and more.

Alignment with NCSCOS

While student‐friendly daily objectives are a must, state standards are the driving force behind all instruction. On each overview page, the aligned state standards are provided for teachers. For teachers, 3.02 and 3.03 might make sense, but for students it makes more sense to let them know they are learn‐ing to “support my opinions.” Gone are the days where a single number needs to appear as an indication for kids need to learn.

How Will I Know WHEN They’ve Learned It?

Assessment Options

On each Objective Overview, we’ve listed several assessment options that will work for showing when students have mastered the objective. As the year progresses, we’ll be adding to these lists during alliance meetings.

Parallel Assessments by Objective

For each of the course objectives, we’ve provided parallel assessments for classroom use. Labeled as “In‐House Assessments,” teachers can use these as‐sessments to monitor student progress toward course‐level outcomes. Again, as the year progresses, we’ll be adding to the bank of available assessments.

What Will I Do for the Ones Who Haven’t Learned It YET?

Classroom Intervention Options

Since students learn in different ways and at different rates, they will not all reach mastery of course objectives at the same time. Each Objective Overview document has a list of possible ways that the course objectives can be


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addressed to meet the needs of all learners. Additions to these lists will also occur throughout the year. The common assessment alliance meetings will address how to manage paral‐lel assessments and the intervention corrective loops. Several tricks make the whole process easier for teachers and students.

Unit Overview

For each unit in ninth grade, an overview highlights all the requirements at a glance. First, all the objectives are listed along with the unit‐level indicators for that objective. We’ve even labeled if the objective is new or has been pre‐viously taught and can now be incrementally developed and taught at a more difficult level.

Essential Academic Vocabulary

A list of the essential academic vocabulary for each unit is provided on every Unit Overview. These terms reflect the background knowledge that all stu‐dents should know once they leave English I. The list reflects English I con‐cepts as well as assessment verbs and other language students will encounter on EOC tests.

Suggested Resources

Aligned reading selections for each unit are provided. Teachers can add to this list from other resources they may have in their buildings; however, the titles here are available to all teachers in the district through the Holt text‐book series. Materials for the Literacy course vary from building to building at this point.

Important Notes

This small section on each Unit Overview highlights reminders that might be overlooked by looking at only one overview sheet at a time. For example, the resource lists for units later in the year might contain a title to avoid in the current unit. By providing these small reminders about future content, we’re hoping to make the task of teaching a unit a bit easier.

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English I Essentials At the end of 9th Grade, what should every student know or be able to do?

Objective ID Objective

Language L1 L2 L3

Academic Vocabulary Vocabulary: Prefixes, Suffixocabulary: Context Clues

es, Roots V

Media, Te gy chnolo& Research

MT1 2

he Research Process T

MT Teach a Process (How‐to)

ion Reading

R1 Comprehension NonfictR2 Comprehension Fiction

self, What I Read and the World R3 Comprehension Poetry

Myon

R4 Make Connections BetweeniR5 Read & Respond to Nonfict

R6 Read & Respond to Fiction

on R7 Read & Respond to Poetry

iR8

Make Inferences in NonfictR9 Make Inferences in Fiction

ry ion

R10 Make Inferences in PoetR11 Read & Analyze Nonfict

ction R12 Read & Analyze FiR13 Read & Analyze Poetry

ionR14 Analyze Opinions R15 R16

Critique the Effectiveness of Nonfictritique the Effectiveness of Fiction

ess of Poetry C

R17 Critique the EffectivenWriting

Writing W1 My Narrative Writing W2 My Reflections about Expressive

W3 Supporting My Opinions

ar and Concise

W4 My Writing is CleW5 Sentence Variety in My Writing

echanics W6 W7 W8

Edit My Writing Grammar, Usage & MSentence Combining

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Foundations & English I 2009‐10 School Year In order to assist team planning, the following topics, skills and concepts are divided into suggested time frames for bi‐weekly lessons. Please arrange weekly schedules to ensure the learning is appropriate, rigorous and aligned for your students.

Every Week • Reading Skills (5x) • Writer’s Notebook (3x in class, build to 5 pages per week required out‐of‐class) • Grammar, Usage, and Mechanics (3x) • Independent Reading (2x) • Language Skills (2x)

Every Other Week

• Test‐Taking Skills (15 min) • In‐House Assessments when students are ready (20 min) • Checkpoints (Classroom Formative Assessments)

Additional Items to Incorporate

• Projects • Formal Writing Assignments (essays, etc)

A Possible Bi‐Weekly Schedule Template

Monday Tuesday Wednesday Thursday Friday

1. Warm‐Up 2. Grammar 3. Reading

Skills 4. Writer’s

Notebook

1. Warm‐Up 2. Independent

Reading 3. Language Skills 4. Reading Skills



Notebook





Notebook

1. Warm‐Up 2. Grammar 3. Test‐Taking

Skills 4. Reading


Notebook





Notebook


Reading 3. Language Skills 4. Checkpoint 5. Reading Skills



Notebook


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• Begin the content for Unit 1‐Nonfiction as soon as it is appropriate for your students.


Nonfiction Fiction Poetry Prose Figurative language Prefix Suffix Root Context clues Comprehend Infer Analyze Critique See Unit descriptions for additional vocabulary lists

Important Notes: • The checklists are purposefully flexible to allow for all the miscellaneous events that occur at the beginning of a school year (e.g. picture day, schedule changes, etc.). Use this time to set the tone for a successful year with your students.

Beginning the School Year

August Suggested Timeline: 1 Week Approx.

Classroom Environment

Establish a positive physical classroom climate – one that is conducive to learning.

Provide activities to meet students and allow students to meet each other.

Teach (yes, teach!) your classroom procedures.

Reading

Administer SRI test to determine student Lexile levels. Survey students for their reading interests and behaviors. Establish Writer’s Notebook for future reading responses. Assist students in their choice of independent reading

selections. Other

Writing

Establish Writer’s Notebook process. Assign and collect a baseline writing assignment if

applicable.

Language

Introduce major academic vocabulary for the entire year. The awareness level achieved at the beginning of the year will pay dividends as the year progresses.


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Author’s purpose Autobiography Biography Context clues Essay Fact Inference Main idea Memoir Narrative Nonfiction Opinion Speech Summarize Supporting details Tone Visualize

Suggested Resources Elements of Literature

Unit 1 Nonfiction

September Suggested Timeline: 3 Weeks Approx.

(Sept 14‐Oct 2)

What do I want students to LEARN (Know or Be Able to Do)?

Reading

R1 Comprehend Nonfiction • Identify author’s purpose • Identify main idea and supporting details • Classify supporting details (facts, opinions, anecdotes, personal

experiences, sensory details) • Summarize text • Visualize text

Start Page

R4 Make Connections (text to self, text to text, text to world/media) R5 Read & Respond to nonfiction (identify types of nonfiction) *R8, R9, R10 Introduce skill of making inferences outside of text “How to Eat a Guava” from

When I was Puerto Rican 543

∗R11 Introductory Level: Read & Analyze Nonfiction Tone, connotation

“Teaching Chess, and Life ” “Community Service,” “Feeding Frenzy”

97 98

Imagery Primary & secondary sources

100

“Kennedy’s Assassination” “A Warm, Clear Day in Dallas”

632, Writing 580

W1 My Narrative Writing (Completed in conjunction with making connections to text (Objective R4))

“A Country Divided,” “Lives in the Crossfire,” “Internment,” “Peace Isn’t Impossible”

232, 236, 238, 240

W2 My Reflections about Expressive Writing ∗W3 Introductory Level: Supporting My Opinions *W4 Introductory Level: My Writing is Clear and Concise

“The Great American Art Heist” (Holt Reader)

344 If applicable to your class, begin seeding for word choice, connotation and denotation.

“A Hill Reveals Its Secrets” ”D.H. Lawrence at Tarquinia “Protecting the Past”

353 357

W6 Edit My Writing W7 Grammar, Usage & Mechanics

358

Language

L1 See right – Essential Academic Vocabulary Terms Important Notes: L3 Vocabulary: Context Clues • Please review list of suggested resources for Unit 7 Nonfiction‐2. Certain titles might be best saved for this unit.

• Please review options for Units 6 & 10. These are thematic units that will require making choices for text selection. Certain titles might be best saved for these units.


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Allusion Character development Character traits Characterization Climax Conflict Direct characterization Fiction Flashback Foreshadowing Indirect characterization Irony Mood Plot Point of View Prefix Root Setting Suffix Summarize Symbolism Theme Tone

Unit 2 Fiction

October Suggested Timeline: 2 ½ Weeks Approx.

(Oct 5‐21)

What do I want students to LEARN? (Know or Be Able to Do)

Reading

R1 Comprehend Fiction • Summarize • Visualize

R4 Make Connections (text to self, text to text, text to world/media) R6 Read and Respond to Fiction (If applicable for your students, begin

requiring use of academic vocabulary in their responses.) R9 Make Inferences

• Indirect characterization (see below) • Identify mood of setting

R12 Introductory Level: Read and Analyze Fiction Identify setting, mood, plot, climax, conflict, foreshadowing Identify theme Identify characterization (direct and indirect)

Suggested Resources Elements of Literature

Start Page

“The Sniper” 211

“Cranes” 220

“The Gift of the Magi” 286

“The Necklace” 159

“Marigolds” 118

“Thank‐you, M’am” 86

“The Interlopers” 150

o physical traits o personality traits o motivation o character development

Writing

W1 My Narrative Writing (Use the students writers’ notebooks and reading objectives R4 and R6 above to meet this writing objective.)

W2 My Reflections about Expressive Writing (Use the students’ writers’ notebooks and reading objectives R4 and R6 above to meet this writing objective.)

W3 Supporting My Opinions W4 Introductory Level: My Writing is Clear and Concise (If applicable to

your class, begin seeding for word choice, connotation and denotation.)

Important Notes: • Please review list of suggested resources for Unit 8 Fiction‐2. Certain titles might be best saved for this unit.

W6 Edit My Writing W7 Grammar, Usage & Mechanics


Language

L1 Essential Academic Vocabulary Terms (Listed at right) L2 Vocabulary: Prefixes, Suffixes and Roots Distributed Practice & Incremental Development This objective (or the skill within the objective) was introduced in a previous unit and should continue and/or increase in difficulty in the current unit.


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Alliteration Assonance Ballad Connotation Consonance Diction Figurative language Free Verse Imagery Lyric poetry Metaphor Narrative poetry Onomatopoeia Paraphrase Personification Poetry Rhyme Rhythm Simile Sonnet Speaker Stanza Theme Tone

Unit 3 Poetry

November Suggested Timeline: 2 Weeks Approx.

(Nov 2‐13)

What do I want students to LEARN? (Know or Be Able to Do)?

Reading

R3 Comprehend Poetry • Identify main ideas • Summarize text (paraphrase) • Visualize

R4* Make Connections (text to self, text to text, text to world/media) R7* Read and Respond to Poetry (If applicable for your students, begin

requiring use of academic vocabulary in their responses.) R13 Introductory Level: Read and Analyze Poetry

Identify types of poetry (ballad, lyric poetry, free verse, sonnet, narrative)

Identify examples of figurative language and devices of sound

Start Page

Suggested Resources Writing Elements of Literature

W1* My Narrative Writing (Use the students writers’ notebooks and reading objectives R4 and R7 above to meet this writing objective.)

You may want to begin with narrative poetry if your students have just finished short stories in the fiction unit.

W2* My Reflections about Expressive Writing (Use the students’ writers’ notebooks and reading objectives R4 and R7 above to meet this writing objective.) “Forgive My Guilt” 128

W3 Supporting My Opinions “Internment” 436 W4 Introductory Level: My Writing is Clear and Concise (If applicable to


“Los Ancianos” 294

“A Blessing” 404

W6* Edit My Writing “The Ballad of Birmingham” 463 W7* Grammar, Usage & Mechanics “Seven Ages of Man” 444

“Legal Alien” 472

Language

L1 See right – Essential Academic Vocabulary Terms Important Notes: • Please review list of suggested resources for Unit 9 Poetry‐2. Certain titles might be best saved for this unit.


L2* Vocabulary: Prefixes, Suffixes and Roots L3* Vocabulary: Context Clues

*Distributed Practice & Incremental Development This objective (or the skill within the objective) was introduced in a previous unit and should continue and/or increase in difficulty in the current unit.


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Credibility Critique MLA Paraphrase Plagiarism Primary source Research

Unit 4 Media, Technology & Research

SLIDING UNIT – This unit can be moved to adjust for individual school, department and teacher needs. Suggested Timeline: 1 Weeks Approx.

Secondary source (Nov 16‐24)

Start Page

Suggested Resources What do I want students to LEARN? Elements of Literature (Know or Be Able to Do)?

Chapter 6: Investigating a Research Question

195

Media, Technology & Research Chapter 7: Supporting an Opinion

247 MT1 The Research Process

• Form a question to investigate The Library/Media Center 823 • Use technology to find print and non‐print sources

Speaking & Listening 848 • Prioritize and organize my information Writing 887 • State the information I have learned in my own words

Writing a Research Paper 610 Reading Presenting Research 630

Writer’s Handbook 995 R2* Comprehend Nonfiction R4* Make Connections (text to text) In the teacher’s edition of Elements of

Literature, see pages T55‐T57 for skills, workshops, and features.

R11 Introductory Level: Read and Analyze Nonfiction R14 Introductory Level: Analyze Opinions R15 Introductory Level: Critique the Effectiveness of Nonfiction

Credibility of sources Important Notes: Primary and secondary sources Consider incorporating a mini‐research project to build background knowledge for a novel, a thematic unit, Romeo and Juliet or something similar. You could assign varied topics for students to research. After finding three articles, for example, students could then share their findings as part of an informal discussion.

Writing

W3 Supporting My Opinions W4 My Writing is Clear and Concise W6* Edit My Writing W7* Grammar, Usage & Mechanics

Language If applicable for your students, a more formal presentation might be appropriate. Expand the objectives to include MLA citations.

L1 See right – Essential Academic Vocabulary Terms



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Unit 5 Drama Monologue

Soliloquy Prologue

December Aside Suggested Timeline: 2 Weeks Approx. Stage Directions

Act (Nov 30 – Dec 11) Scene Line

What do I want students to LEARN? Pun (Know or Be Able to Do) Plot

Characterization Dramatic Irony Reading Irony

R1 Comprehend Fiction Figurative Language • Follow complex plot sequence Imagery • Summarize Allusion • Visualize • Paraphrase • Clarify

Suggested Resources Start Page

R4* Make Connections (text to self, text to text, text to world/media) Elements of Literature R6* Read and Respond to Fiction (Require use of academic vocabulary in

student responses.) “The Sniper” 211 R9* Make Inferences

“Cranes” 220 • Indirect characterization (see below) “The Gift of the Magi” 286 R12 Read and Analyze Fiction

Identify setting, mood, plot, climax, conflict, foreshadowing “The Necklace” 159 Analyze for theme

“Marigolds” 118 Identify characterization (direct and indirect) “Thank‐you, M’am” 86 o physical traits

o personality traits “The Interlopers” 150 o motivation o character development

Writing

W1 My Narrative Writing (Use the students writers’ notebooks and reading objectives R4 and R6 above to meet this writing objective.)

W2 My Reflections about Expressive Writing (Use the students’ writers’ notebooks and reading objectives R4 and R6 above to meet this writing objective.)

W3 Supporting My Opinions W4 My Writing is Clear and Concise W6 Edit My Writing W7 Grammar, Usage & Mechanics

Language

L1 Essential Academic Vocabulary Terms (Listed at right) L2 Vocabulary: Prefixes, Suffixes and Roots L3 Vocabulary: Use Context Clues *Distributed Practice & Incremental Development This objective (or the skill within the objective) was introduced in a previous unit and should continue and/or increase in difficulty in the current unit.


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Essential Academic Vocabulary Unit 6 Thematic Unit

Refer to previous unit vocabulary lists.

January

Suggested Timeline: 2 ½ Weeks Approx. Suggested Resources

(Jan 4‐Jan 22)

Text, music and media selections will vary based on the theme being studied.

What do I want students to LEARN? (Know or Be Able to Do)? •• Novels In this unit, students should showcase their skills from the entire semester. They should be able to “put it all together.”

•• Newspaper articles

•• Magazine articles

•• Short stories

Reading* •• Poetry

•• Songs R1*, R2*, R3* Comprehend Nonfiction, Fiction, Poetry R4* Make Connections (text to text, text to world/media) •• Internet R5*, R6*, R7* Read and Respond to Nonfiction, Fiction, Poetry

•• Movie clips R11*, R12*, R13* Read and Analyze Nonfiction, Fiction, Poetry R15*, R16*, R17* Critique the Effectiveness of Nonfiction, Fiction, Poetry •• TV clips

• Other •Writing

W3* Supporting My Opinions Sug stge ed Themes W4* My Writing is Clear and Concise

•• Challenges & Choices W6* Edit My Writing •• Resolution Conflict &W7* Grammar, Usage & Mechanics •• Dreams W8* Sentence Combining •• ment Environ

Language •• Family •• s Future SocietieL1* Essential Academic Vocabulary Terms • Relationships

•• L2* Vocabulary: Prefixes, Suffixes and Roots • se

•• War

SuspenL3* Vocabulary: Context Clues

*Distributed Practice & Incremental Development This objective (or the skill within the objective) was introduced in a

previous unit and should continue and/or increase in difficulty in the current unit.


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Unit 7 Nonfiction‐2 Analyze opinions

Argumentative strategies Bias

February Connotation Suggested Timeline: 2 Weeks Approx. Credibility

Diction (Jan 26‐Feb 19) Effectiveness Emotional appeals

What do I want students to LEARN? Ethical appeals (Know or Be Able to Do)? Facts

Loaded words Logical appeals Reading Statistics

R1* Comprehend Nonfiction R4* Make Connections (text to text, text to world/media)

Start Page

Suggested Resources R5* Read & Respond to nonfiction (Use academic vocabulary in responses) Elements of Literature

R8* Introduce skill of making inferences outside of text “Poe’s Final Days” 184 R11* Read & Analyze Nonfiction “Poe’s Death is Rewritten as

Case of Rabies, Not Telltale Alcohol”

187 • Tone, connotation • Imagery • Primary & secondary sources “If Only Poe Had Succeeded

When He Said Nevermore to Drink”

189 R14 Analyze Opinions

• Rhetorical strategies R15 Critique the Effectiveness of Nonfiction “Rabies Death Theory” 190

“Weapons of the Spirit” 375 Writing “Letter to President

Roosevelt” 376

W3∗ Supporting My Opinions “On the Abolition of the Threat of War”

378 W4* My Writing is Clear and Concise

W6* Edit My Writing

“The Arms Race” 379 W7* Grammar, Usage & Mechanics

“Rising Tides” 518 “An Arctic Floe of Climate Questions”

521 Language

L1 See right – Essential Academic Vocabulary Terms “Where I Find My Heroes” 719 L2* Vocabulary: Prefixes, Suffixes and Roots “Heroes with Solid Feet” 721 L3* Vocabulary: Context Clues “An American Story” 262 “Ex‐refugee is Nominated for

Justice Post” 265

“You Too Could Find a Dinosaur” (Holt Reader)

363 *Distributed Practice & Incremental Development This objective (or the skill within the objective) was introduced in a

previous unit and should continue and/or increase in difficulty in the current unit.

“The Dinosaurs Weren’t Alone” (Holt Reader)

367

“What Caffeine Does to You” (Holt Reader)

374


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Unit 8 Fiction‐2 Allusion

Character development Character traits

March Characterization Suggested Timeline: 2 ½ Weeks Approx. Climax

Conflict (Feb 22‐Mar19) Direct characterization Fiction

What do I want students to LEARN? Flashback (Know or Be Able to Do)? Foreshadowing

Indirect characterization Irony Reading Mood

R2 Comprehend Fiction Plot R4* Make Connections (text to text, text to world/media using academic

vocabulary) Point of View Prefix

R6* Read and Respond to Fiction Root R9* Make Inferences Setting R12*Introductory Level: Read and Analyze Fiction Suffix

• Figurative Language Summarize R16 Critique the Effectiveness of Fiction Symbolism

Theme Writing Tone

W3 Supporting My Opinions

W4 My Writing is Clear and Concise Suggested Resources Start

Page W6 Edit My Writing W7 Grammar, Usage & Mechanics Elements of Literature W8 Sentence Combining

“The Cask of Amontillado” 172

“The Most Dangerous Game” 4 Language “The Scarlet Ibis” 342

L1 Essential Academic Vocabulary Terms (Listed at right) “A Sound of Thunder” 498 L2 Vocabulary: Prefixes, Suffixes and Roots “The Lady, or the Tiger?” 297 L3 Vocabulary: Context Clues

“The Golden Kite, the Silver Wind”

364 *Distributed Practice & Incremental Development

“from Jurassic Park” 511 This objective (or the skill within the objective) was introduced in a previous unit and should continue and/or increase in difficulty in the current unit.

Important Notes: • Please review list of suggested resources for Unit 8 Fiction‐2. Certain titles might be best saved for this unit.



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Unit 9 Poetry‐2 Alliteration

Assonance Ballad

April Connotation Suggested Timeline: 2 ½ Weeks Approx. Consonance

Diction (Mar 22‐Apr 23) Figurative language Free Verse

What do I want students to LEARN? Imagery (Know or Be Able to Do)? Lyric poetry

Metaphor Narrative poetry Reading Onomatopoeia

R3 Comprehend Poetry Paraphrase R4* Make Connections (text to text, text to world/media) Personification R7* Read and Respond to Poetry Poetry R13*Read and Analyze Poetry Rhyme R17 Critique the Effectiveness of Poetry Rhythm

Simile Writing Sonnet

Speaker W3 Supporting My Opinions Stanza W4 Introductory Level: My Writing is Clear and Concise (If applicable to


Theme Tone

W6* Edit My Writing Start Page

Suggested Resources W7* Grammar, Usage & Mechanics Elements of Literature W8* Sentence Combining

“from the Odyssey” 649 Language “Mother to Son” 92 L1 See right – Essential Academic Vocabulary Terms “The Road Not Taken” 314 L2* Vocabulary: Prefixes, Suffixes and Roots

“Women” 447 L3* Vocabulary: Context Clues

“The Courage That My Mother Had”

461

“An Ancient Gesture” 697 *Distributed Practice & Incremental Development

Important Notes: This objective (or the skill within the objective) was introduced in a previous unit and should continue and/or increase in difficulty in the current unit.



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Unit 10 Thematic Unit‐2 with Media, Technology & Research

Refer to previous unit vocabulary lists.

April Suggested Resources Suggested Timeline: 2 ½ Weeks Approx.

(Apr 26‐May 21) Text, music and media selections will vary based on the theme being studied.

What do I want students to LEARN? (Know or Be Able to Do)? •• Novels

•• Newspaper articles In this unit, students should showcase their skills from the entire semester. They should be able to “put it all together.”

•• Magazine articles

•• Short stories

•• Poetry

Reading* •• Songs

•• Internet R1*, R2*, R3* Comprehend Nonfiction, Fiction, Poetry R4* Make Connections (text to text, text to world/media) •• Movie clips R5*, R6*, R7* Read and Respond to Nonfiction, Fiction, Poetry

•• TV clips R11*, R12*, R13* Read and Analyze Nonfiction, Fiction, Poetry R15*, R16*, R17* Critique the Effectiveness of Nonfiction, Fiction, Poetry • Other •

Writing Sug stge ed Themes

W3* Supporting My Opinions •• Challenges & Choices W4* My Writing is Clear and Concise •• Resolution Conflict &W6* Edit My Writing

•• Dreams W7* Grammar, Usage & Mechanics •• ment EnvironW8* Sentence Combining •• Family •• s Future SocietieLanguage • Relationships

••

L1* Essential Academic Vocabulary Terms • se

•• War

SuspenL2* Vocabulary: Prefixes, Suffixes and Roots L3* Vocabulary: Context Clues



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Foundations Part 1-Unit Overviews(2)

Documents

Transcript of Foundations Part 1-Unit Overviews(2)