Navejar english 09_curriculum_map_semester_1

English 09

Semester 1

Regina Navejar-Hamilton High School (2012-2013)

Student Data Analysis- Understanding the learner

Review Descarte information for:

o Individual student readiness

o Overview of class readiness

Pre-Assessment

o What does your student know?

o Which Common Core Standards are they expected to learn?

CABs

o Pre-CAB

Review and plan lessons based upon student readiness

Compile data for class(s) and share with department

o Post-CAB

Review data (item analysis)

Which Common Core standards need to be reviewed?

Reflect upon high failure rates and teaching of standard(s)

Identify students’ rate of processing of Common Core Standards being assessed (RTI)

Final Exam for Semester 1

o What are the students expected to know at the end of English 10?

o What did the teacher cover?

o What did the students learn?

Preparing for the WKCE Review and practice-

test taking strategies

academic language

paragraph and essay structure

answering a writing prompt

Students will read material written within the Lexile range 1050L to 1260L

English 09

Semester 1


Short Stories – Theme: Choices we make in life—the good and the bad. Common Core

Standards

Title of

Reading

Page Literary Focus Reading

Strategy

Language Writing

(rubric) Speaking and Listening

(rubric) Academic

Vocabulary

(possible

homework)

Graphic

Organizer

Reading

Standards for

Literature

The Secret Life of

Walter Mitty

Lexile level

700

344 Point of view

Round character

Flat character

Read ahead

Read back

Complete

subject Complete

predicate

Synonyms

Literary analysis- focus on character

-paragraph and essay structure -basic punctuation and sentence

structure

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Understanding

directions using academic

vocabulary-

discuss

Abbreviate

Abstract Acronym

Affect

Alter Analogy

Analysis

Plot chart

Key Ideas and

Details 1, 2, 3,

Craft and Structure

4, 5

Writing

The Most

Dangerous

Game

Lexile level

740

16 Suspense

Conflict

Using context

clues

Pronouns Antecedents

Work on writing standards 1 and 2 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Analyze Annotate

Anticipate

Application Apply

Argue

Argument

Articulate

Venn Diagram

Text types and purposes

1, 2, and 3

Production and

distribution of

writing 4, 5 and 6

Speaking and

Listening

The Cask of

Amontillado

Lexile level

790

6 Mood

Description

Break

down

confusing sentences

Common

nouns and

proper nouns

Narrative (real or imagined)

Writing Standard #3

Assemble

Assert

Assess Associate

Assume

Assumption Audience

Authentic

Background

Comprehension and

Collaboration 1, and 3

Presentation of

knowledge and ideas

5 and 6 The

Interlopers

Lexile level

1230

303 Internal Conflict

External conflict

Indirect

characterization

Identifying

causes and

effects

Subordinating

conjunction

Coordinating

conjunction

Narrative (real or imagined)

Writing Standard #3

Body

Brainstorm

Brief Calculate

Caption

Cause Character

Characterize

Characteristic

Brainstorm

Chart

-organizing details and

ideas

Language

Conventions of

Standard English

1, 2

Vocabulary

acquisition and use 4, 5 and 6

English 09

Semester 1


CAB Blueprint for Short Story Unit Common Core Standards

Covered

Students will be assessed on the following Pretest

Results

Post test

Results

What items need to be

re-taught?

Reading

Writing

Speaking and Listening

Language

Assessments/Evidence (Placement and Frequency) •Closed-ended selected response (e.g., multiple choice, matching, true/false)

•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,

graphic)

•Products (e.g., essay, model, project)

•Performances (e.g., speech, recital, demonstration)

•Process-focused (e.g., conferences, observations, logs)

•Student Self-Assessment (e.g., journal reflection, portfolio)

•Portfolio (e.g., collections of products, performances, artifacts, tests

Learner/Performance Objectives

Students will: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined

by specific details; provide an objective summary of the text.

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and

advance the plot or develop the theme.

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of

specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)

create such effects as mystery, tension, or surprise.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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

organization, and analysis of content.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific

English 09

Semester 1


expectations for writing types are defined in standards 1-3 above).

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for

a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 to and including grades 9-10).

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link

to other information and to display information flexibly and dynamically.

Initiate and participate effectively in a range of collaborative discussions (one-on-one), in groups, and teacher-led) with diverse partners on grades 9-10 topics,

texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of

each source.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,

reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards

1 and 3 for specific expectations.)

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly form a

range of strategies.

Demonstrate understandings of figurative language, word relationships, and nuances in word meanings.


5

Teacher Reflection

Content

How will you vary what students will learn and the materials that represent the

content?

Correctives

•re-teaching

•alternative textbooks

•alternative materials

•workbooks

•study guides

•academic games (crossword puzzles,

simulations)

•small group study sessions

•individual tutoring

•learning centers and laboratories

•technology-assisted instruction (e.g.,

Podcasts, computers, video)

Enrichments

•tutoring peers

•developing practice exercises

•developing related media materials

•completing special projects, experiments

•developing games, problems, and contests

•using advanced computer-assisted lessons

•locating background materials for future or current topics

•developing additional formative assessments

•planning to teach a mini-unit

•creating bulletin boards and displays

•applying knowledge to a new situation

Process

How will you vary activities through which students make sense of key ideas using

essential skills?

Product

How will you vary the way students demonstrate and extend what they understand

and can do as a result of a span of learning?

Learning Environment

How will you vary the classroom conditions that set the climate, expectations for

learning, and physical conditions?

ESL: Identify your students in the ESL program. Do you have the materials needed to support these students? What materials are you using?

Students in the Special Education Program: Identify your students in the Special Education program. Do you have the materials needed to support these students? What materials are

you using?

RTI: Which students are you monitoring? What are your observations? Interventions?

English 10

Semester 1


Poetry—Theme: Seasons change…people change- How have you changed over time? Common Core

Standards

Title of

Reading


Strategy

Language Writing Speaking and

Listening

Academic

Vocabulary

Graphic

Organizer

Reading Standards

for Literature Macavity-

T.S. Elliot

398/402 Humorous Diction

Repetition

Figurative language

Contrasting the

Serious and the

Ridiculous

Portmanteau

Words-408

Predicate

Adjectives

Poetry analysis News Article-

reporting the facts

Deduce Defend

Define Demand

Demonstrate

Depict Describe

Detail

Detect Determine

Flow chart

Key Ideas and

Details 1 and 2

Craft and Structure

4 and 5

Integration of

Knowledge and Ideas

7 I Hear

America

Singing

162/

172

Author’s purpose

Tone

Responding Latin root-cred

Action and

linking verbs

Pg 174

Radio news report Chronology

Citation

Cite Claim

Clarify

Class Clue

Code

Essay outline

Writing

Text and Types of

Purpose 1 and 3

Production and

Distribution of Writing

4, 5, and 6 Siren Song

1050/

1054

Contemporary

Interpretations

Epic poetry

Compare and

Contrasting

French suffix-

esque

Varying

sentence length

Analogies

Page 1062

Movie Review Coherent Common

Compare

Compile

Complement

Compose composition

Compare and

contrast Speaking and

Listening

Comprehension and

Collaboration 1, 2 and 3

Presentation of

Knowledge and Ideas 5 and 6

Language Tonight I

can Write

the Saddest

Lines-

Neruda

Review terms

Tone

Imagery

Figurative language

Speaker

Lines

Stanza

Voice

Draw

inferences

about the

Speaker

Spanish

cognates

Develop

Devise

Diction Differentiate

Dimension

Diminish

Direct

Discipline

Discover

Compare/contrast

chart

-compare two

poems and

determine the

similarities and

differences

-tone

-use of imagery

-themes

Conventions of

Standard English

1 and 2

Vocabulary acquisition and use

4, 5, and 6

English 10

Semester 1


CAB Blueprint for Poetry Unit Common Core Standards

Covered


Results

Post test

Results


re-taught?

Reading

Writing


Language

English 10

Semester 1




graphic)














Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment (The Weary

Blues and a Blues song)


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences.










each source.



English 10

Semester 1










English 10

Semester 1


Teacher Reflection

Content


content?

Correctives

•re-teaching



•workbooks

•study guides


simulations)






Enrichments

•tutoring peers











Process


essential skills?

Product








you using?


English 10

Semester 1


Informational Text— Common Core

Standards

Title of Reading PG Literary

Focus

Reading Strategy Language Writing Speaking and

Listening

Academic

Vocabulary

Graphic Organizer

Reading Standards

For Info text The New York Times, Upfront magazine http://learning.

blogs.nytimes.co

m/

Conceive

Concise

Conclude

Conclusion

Concrete

Conditions

conduct

-Introduce Cornell

Notes

-Pro-Con Chart

As you go through this

unit, have students

keep track of the need

for America to feel safe

during the war, and the

unfair treatment of

Japanese-Americans

Key Ideas and Details

1, 2

Craft and Structure

4, 5, 6

Integration of

Knowledge and ideas

7, 8, 9

Writing Confirm

Consequence

Consider

Consist

Constant

Constitutes

consult

Compare/Contrast

-compare/contrast with

9/11 and the treatment

of people of Middle

Eastern descent.

Text types and

purposes

1, 2, 3

Production and

distribution

4, 5, 6, 7, 8 and 9

Speaking and

Listening

Discriminate

Discuss

Distinguish

Draft

Draw

Continue with Cornell

notes

Pro/Con chart

Compare/Contrast Comprehension and

Collaboration

1, 2, 3

Presentation of

knowledge and ideas

5 and 6

Language Edit

Effect

Elements

Emphasize

Employ

Equal

Equivalent

Essay

Essential

Establish

Continue with Cornell

notes

Pro/Con chart

Compare/Contrast

Conventions of

Standard English

1 and 2

Vocabulary

acquisition and use

4, 5 and 6

English 10

Semester 1


CAB Blueprint for Informational Text Common Core Standards

Covered


Results

Post test

Results


re-taught?

Reading

Writing


Language



graphic)



















English 10

Semester 1











each source.











The New York Times, Upfront magazine brings important national and world news to teens. Captivating photography, hard-hitting current events, thought-provoking debates, and more make Upfront the premier news magazine for high school students. This year, we're providing you and your students with in-depth coverage of the Election with thought-provoking articles on the campaigns, the candidates, the polls, and more. Subscriptions (10 or more copies) include Teacher's Editions and access to comprehensive digital resources. Grades 9 - 12, Biweekly. http://www.scholastic.com/teachers/post/what-common-core-canon

http://www.readabilityformulas.com/

http://www.scholastic.com/teachers/post/what-common-core-canon

English 09

Semester 1


English 09

Semester 1


Teacher Reflection

Content


content?

Correctives

•re-teaching



•workbooks

•study guides


simulations)






Enrichments

•tutoring peers











Process


essential skills?

Product








you using?


English 09

Semester 1


Novel

Common Core

Standards

Title of

Reading


Strategy

Language Writing Speaking

and

Listening

Academic

Vocabulary

Graphic Organizer

Reading Standards

For Lit

The Kite

Runner

Lexile

level

840

Characterization

Point of view

Novel

Character

Plot

Narrator

Make predictions

Visualize

Retell and

summarize

Identify

unfamiliar

words and use

a dictionary

(online

dictionary,

parts of a word

entry)

Review/discuss

thesaurus

Create a

multimedia

presentation

on

Contend

Context

Contradict

Convert

Convey

Copy

Correlate

Correspond

Plot chart

Summary of events list

Internal/external conflict

list

Pick a character and

follow development,

conflict and action

Key Ideas and Details

1, 2 and 3

Craft and Structure

4, 5, 6

Integration of Knowledge

and ideas

7, 8, 9

Writing

Text types and purposes

2 and 3

Production and

distribution of writing

4, 5 and 6


Comprehension and

collaboration

1, 2 and 3

Presentation of

knowledge and ideas

5 and 6

Animal

Farm

Lexile

level

1170

Style

Imagery

Conflict

Dialogue

Mood

Theme

Moral

Symbol

Style

Flashback

Foreshadowing

Connect to

life

experiences

Other texts,

or prior

knowledge

Word attack

strategies-

-reread

sentence

-connect to a

word you

know

Identify

unfamiliar

words and use

a dictionary

(online

dictionary,

parts of a word

entry)

Review/discuss

thesaurus

Present

multimedia

presentation

-use MPS

presentation

rubric for

formative

assessment

Credible

Credit

Criteria

Critique

Crucial

Cumulative

debate

Plot chart

Summary of events list

Internal/external conflict

list

Pick a character and

follow development,

conflict and action Language

Conventions of standard

English

1 and 2

Vocabulary acquisition

and use

4, 5, 6

English 09

Semester 1


CAB Blueprint for Novel Unit

Common Core Standards

Covered


Results

Post test

Results


re-taught?

Reading

Writing


Language



graphic)



















English 09

Semester 1











each source.











English 09

Semester 1


Teacher Reflection

Content


content?

Correctives

•re-teaching



•workbooks

•study guides


simulations)






Enrichments

•tutoring peers











Process


essential skills?

Product








you using?


English 09

Semester 1


Quarter 1 Quarter 2

Reading for Literature: {1} I can identify a theme and explain how it develops using specific details throughout the text in a literary text. (RL.9.2) {2} I can provide a factual and objective summary of a literary text. (RL.9.2) {3} I can analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or the theme. (RL.9.3) {4} I can describe how an author’s use of words create meaning and tone in a literary text. (RL.9.4) {5} I can analyze how an author uses plot structure, sequence of events, time, or pacing to create mood (e.g., mystery, tension, suspense etc.). (RL.9.5) {6} I can analyze how a point of view or cultural experience is reflected in a work from outside the United States. (RL.9.6) Writing: {7} I can write a narrative that provides an effective story exposition, creating a smooth development of events. (W.9.3a) {8} I can write a narrative that develops characters and events using techniques such as dialogue, description, multiple plot lines, and pacing. (W.9.3b) {9} I can write a narrative that uses various transitions to sequence events and create a logical whole. (W.9.3c) {10} I can write a narrative that uses precise words and phrases, details, and sensory language to convey a vivid picture. (W.9.3d) {11} I can write a narrative that provides a conclusion that is consistent with the course of the narrative. (W.9.3e) Language: {12} I can use various types of phrases and clauses in writing or speaking to convey meaning and add variety. (L.9.1a) {13} I can use context to analyze figurative language, figures of speech, word relationship and nuances (slight differences,) and determine their impact on the text. (L.9.5a-b)

Reading for Literature: {14} I can use direct quotes and specific examples to support textual understanding and inferences in a literary text. (RL.9.1) {15} I can analyze the subject or key scene in two different art forms, including what is emphasized or absent. (RL.9.7) {16} I can explain the significance of referencing another text within a text (literary allusion) and how it influences the work. (RL.9.9) Reading Informational Text: {17} I can analyze different versions of a single subject depicted in various media and determine which details are emphasized in each medium. (RI.9.7) {18} I can describe how significant historical and literary US documents reflect related themes and concepts. (RI.9.9) Writing: {19} I can write effective an informative and explanatory text that introduces a topic and organizes and connects complex ideas effectively. (W.9.2a) {20} I can write an effective informative and explanatory text that uses relevant and appropriate evidence to support and develop the topic. (W.9.2b) {21} I can write effective an informative and explanatory text that uses appropriate transitions. (W.9.2c) {22} I can write effective an informative and explanatory text that uses precise words to maintain a formal style and objective tone. (W.9.2d,e) {23} I can write effective informative and explanatory text that contains a concluding statement that supports the information or explanation presented. (W.9.2f) Speaking and Listening: {24} I can respond to others, discuss, clarify, and verify issues, themes, and larger ideas to propel effective class discussions. (SL.9.1c) Language: {25} I can use context clues to determine the meaning of unknown words and phrases that have multiple meanings. (L.9.4a) {26} I can use context to analyze figurative language, figures of speech, word relationship and nuances (slight differences) and determine their impact on the text. (L.9.5a-b)

Quarter 3 Quarter 4

Reading Informational Text: {27} I can identify a central idea and explain how it develops using specific details throughout the text in an informational text. (RI.9.2) {28} I can describe how an author constructs an analysis by looking at the order of points made, how they are introduced and developed, and the connection of ideas. (RI.9.3) {29} I can describe how an author’s use of words creates meaning and tone in an informational text. (RI.9.4) {30} I can locate specific passages from the text to analyze how the author develops his/her own ideas or claims. (RI.9.5) {31} I can explain how an author uses rhetoric to develop purpose and point of view. (RI.9.6) {32} I can outline and evaluate an argument and claims by assessing what is valid, relevant, or false. (RI.9.8) Writing: {33} I can write an argument that introduces a claim, acknowledges counter- claims and clearly organizes the reasons and evidence for both. (W.9.1a) {34} I can write an argument that develops claims and counter claims, supplies evidence for each, and discusses the strengths /weaknesses of both, based on what might be important to the audience. (W.9.1b) {35} I can write an argument that uses transitions to link the major sections of a text, creates unity, and clarifies the relationships, claims, reasons, and evidence. (W.9.1c) {36} I can write an argument that contains a concluding statement that supports the claim presented. (W.9.1e) {37} I can write an argument that maintains a formal style and objective tone, while considering the rules of the content area. (W.9.1d)

Reading Informational Text: 44} I can use direct quotes and specific examples to support textual understanding and inferences in an informational text. (RI.9.1) {45} I can provide a factual and objective summary of an informational text. (RI.9.2) Writing: {46} I can strengthen my writing by making appropriate choices during the writing process to best address my purpose and audience. (W.9.5) {47} I can use technology, including the internet, to produce, publish, edit, and revise a piece of writing, taking advantage of technology’s ability to link to other information. (W.9.6) {48} I can create a brief and focused research project that combines multiple sources to answer an assigned or self-generated question or problem. (W.9.7) {49} I can gather and assess relevant information from multiple sources (print and digital) to answer a research question. (W.9.8) {50} I can integrate relevant research information into the text using a clear, standard format with proper citation, avoiding plagiarism. (W.9.8) {51} I can draw evidence from literature and nonfiction to support my analysis, personal reflection, and research in a grade 9/10 setting. (W.9.9a-b) Speaking and Listening: {52} I can express my ideas clearly, build on the ideas of others and refer to evidence from outside sources to contribute to a productive class discussion. (SL.9.1a)


21 {38} I can write a clear and logical piece of writing that shows an understanding of the task, purpose, and audience. (W.9.4) Speaking and Listening: {39} I can respond thoughtfully and appropriately to other’s comments and perspectives by summarizing, justifying, and connecting ideas during class discussions. (SL.9.1d) {40} I can evaluate a speaker’s point of view, reasoning, evidence and rhetoric to identify any flawed material. (SL.9.3) Language: {41} I can use parallel structure in speaking or writing. (L.9.1a) {42} I can use a semi-colon and possibly a conjunctive adverb to link two or more related independent clauses. (L 9.2a) {43} I can write and edit work that follows specific guidelines, referencing a style manual. (L.9.3)

{53} I can evaluate the credibility and accuracy of multiple media formats. (SL.9.2) {54} I can deliver a presentation that demonstrates organization development, substance and style appropriate to the task, purpose, and audience. (SL.9.4) {55} I can use digital media in presentations to support and enhance evidence and ideas. (SL.9.5) {56} I can vary speech and usage to the appropriate audience and task. (SL.9.6) Language: {57} I can use a colon to introduce a list or quotation. (L.9.2b) {58} I can spell correctly with appropriate capitalization. (L.9.2c) {59} I can write and edit work that follows specific guidelines, referencing a style manual. (L9.3) {60} I can determine patterns of words and use parts of speech to determine the meaning of unknown words and phrases that have multiple meanings. (L.9.4b) {61} I can independently acquire and use general and subject specific words and phrases sufficient for communicating at the college or career level. (L.9.6)


22

ACT College Readiness Standards: Writing Curriculum Checklist (score range: 9-10)

Freshman Honors, Sophomore Average, Junior Prep

ACT Skill

Category

College Readiness Standards:

(skills to be mastered)

Chapters/Units:

Expressing

Judgments

1. Show clear understanding of the persuasive purpose of the task by taking a

position on the specific issue in the prompt and offering a broad context for

discussion (W9.a.1)

2. Show recognition of the complexity of the issue in the prompt by

A. partially evaluating implications and/or complications of the issue,

and/or (W9.e.2a)

B. posing and partially responding to counter-arguments to the writer's

position (W9.e.2b)

Focusing

on the Topic

1. Maintain a focus on discussion of the specific topic and issue in

the prompt throughout the essay (W9.b.1)

2. Present a thesis that establishes a focus on the writer's position on the issue

(W9.b.2)

Developing

a Position

1. Develop most ideas fully, using some specific and relevant reasons, details, and

examples (W9.c.1)

2. Show clear movement between general and specific ideas and examples

(W9.c.2)

Organizing

Ideas

1. Provide unity and coherence throughout the essay, sometimes with a logical

progression of ideas (W9.d.1)

2. Use relevant, though at times simple and obvious, transitional words and

phrases to convey logical relationships between ideas (W9.d.2)

3. Present a somewhat developed introduction and conclusion (W9.d.3)


23

Writing Assessment Rubric

Content Rubric

Points Description

4

· Topic/subject is clear, though it may or may not be explicitly stated

· Maintains focus on topic/subject throughout the response

· Organizational structure establishes relationships between and among ideas and/or events

· Consists of a logical progression of ideas and/or events and is unified and complete

· Support and elaboration are related to and supportive of the topic/subject

· Consists of specific, developed details

· Exhibits skillful use of vocabulary that is precise and purposeful

· Demonstrates skillful use of sentence fluency

3

· Topic/subject is generally clear, though it may or may not be explicitly stated

· May exhibit minor lapses in focus on topic/subject

· Organizational structure establishes relationships between and among ideas and/or events, although minor lapses may be present

· Consists of a logical progression of ideas and/or events and is reasonably complete, although minor lapses may be present

· Support and elaboration may have minor weaknesses in relatedness to and support of the topic/subject

· Consists of some specific details

· Exhibits reasonable use of vocabulary that is precise and purposeful

· Demonstrates reasonable use of sentence fluency

2

· Topic/subject may be vague

· May lose or may exhibit major lapses in focus on topic/subject

· Organizational structure may establish little relationship between and among ideas and/or events

· May have major lapses in the logical progression of ideas and/or events and is minimally complete

· Support and elaboration may have major weaknesses in relatedness to and support of the topic/subject

· Consists of general and/or undeveloped details, which may be presented in a list-like fashion

· Exhibits minimal use of vocabulary that is precise and purposeful

· Demonstrates minimal use of sentence fluency

1

· Topic/subject is unclear or confusing

· May fail to establish focus on topic/subject

· Organizational structure may not establish connection between and among ideas and/or events

· May consist of ideas and/or events that are presented in a random fashion and is incomplete or confusing

· Support and elaboration attempts to support the topic/subject but may be unrelated or confusing

· Consists of sparse details

· Lacks use of vocabulary that is precise and purposeful

· May not demonstrate sentence fluency

NS · This code may be used for compositions that are entirely illegible or otherwise unscorable: blank responses, responses written in a foreign language,


24

restatements of the prompt, and responses that are off-topic or incoherent.

Conventions Rubric

Points Description

2

Exhibits reasonable control of grammatical conventions appropriate to the writing task · Exhibits reasonable control of sentence formation · Exhibits reasonable control of standard usage including agreement, tense, and case · Exhibits reasonable control of mechanics including use of capitalization, punctuation, and spelling

1

Exhibits minimal control of grammatical conventions appropriate to the writing task · Exhibits minimal control of sentence formation · Exhibits minimal control of standard usage including agreement, tense, and case · Exhibits minimal control of mechanics including use of capitalization, punctuation, and spelling

0

Lacks control of grammatical conventions appropriate to the writing task · Lacks control of sentence formation · Lacks control of standard usage including agreement, tense, and case · Lacks control of mechanics including use of capitalization, punctuation, and spelling

Example of Scoring Method and Formula

Achievement Level Total Writing Score Advanced 17-20

Proficient 12-16

Basic 8-11

Minimal 4-7

Example 1

Reader 1 Content 2 Reader 2 Content 3 Total Content Score 5

Conventions 1 Conventions 2 Total Conventions Score 3

(Total Content Score x 2) + Total Conventions Score = Total Writing Score

(5 x 2) + 3 = 13 Proficient


25

English 09

Semester 1


Writing

Applications Inquiry Collaboration Organize Reading

1. Explanatory/Informative

2. Persuasive/Argumentative

3. Research

4. Functional (e.g., letters,

directions, technical content-

related pieces)

5. Summary (Use summary

frames)

6. Additional Summary

Prompts

Describe it

Compare it

Associate it

Analyze it

Apply it

Argue for/

against it

Relate it

Trace/

sequence it

Predict it

Create/

invent it

Define it

Solve it

1. investigating

relevant

issues

2. exploring

intriguing

situations

3. problem

solving

4. creating

5. skilled

questioning

6. Socratic

seminars

7. quick writes

8. discussion

9. critical

thinking

activities

10. open-minded

activities

11. Web-Quests

12. Virtual Field

Trips

1. paraphrase and listen

attentively to one another

2. clarify or expand a

proposition

3. create/invent something

together

4. teach each other (Reciprocal

teaching)

5. Think—Pair—Share

6. go-arounds

7. group projects

8. student groups Jigsaw

activities

9. cooperative learning

strategies

10. read-arounds

11. response/edit/revision groups

12. peer editing

13. group assessments- with both

individual/group grades

games

14. group presentations

1. Self-assessment

2. Planning/time

management

3. Goal setting

4. Decision

making

5. Problem

solving

6. Homework

7. Storage and

retrieval skills

8. Keeping track

of progress

9. Has needed

materials in

class

Reading Skills

1. Main Idea

2. Significant Details

3. Sequential/Order

Relationships

4. Comparison Relationships

5. Cause and Effect

Relationships

6. Understanding and Using

Words

7. Generalizations and

Drawing Conclusions

8. Problem-Solution

Relationships

9. Interpreting Instructions

10. Author’s Purpose and

Techniques, and Devices

11. Understanding and using

maps, charts, and graphs

12. Literary Analysis (i.e.,

plot, characterization,

conflict, setting, theme)

Sample Strategies

1. Activating and building

background information

2. Explicitly teaching

vocabulary

3. Monitoring

comprehension and

metacognition

4. Graphic and semantic

organizers

5. Generating questions and

answering questions

6. Recognizing text/story

structure

7. Summarizing and

extended written

responses to reading

8. Reciprocal teaching

9. Cooperative learning

10. Mental Imagery

Select/Create Adaptations/Accommodations/Differentiation Select/Create Corrective and Enrichment Activities/Practices/Strategies

Content


content?

Process

How will you vary activities through which students make sense of key ideas

using essential skills?

Product

How will you vary the way students demonstrate and extend what they

understand and can do as a result of a span of learning?


How will you vary the classroom conditions that set the climate, expectations

for learning, and physical conditions?

Correctives

•re-teaching



•workbooks

•study guides


simulations)






Enrichments

•tutoring peers











English 09

Semester 1


Debate Terms

Affirmative side- Pro-resolution, Anti-status quo; A team that attempts to secure the acceptance of a proposition.

Analogy- An inferred relationship between evidence and assertions.

Argument- Oral disagreement.

Assertion- A statement of opinion based on evidence.

Bibliography- A compilation or list of sources.

Brief- An outline of your case (affirmative), or an outline of your position (negative).

Burden of proof- They have to prove that there is a need for change on the affirmative.

Burden of rebuttal- Is on the negative; has to prove that there is no need and the plan won't work.

Case- The process that you use to prove your point.

Clash- Conflicting evidence.

Constructive speech- The speech in which the main body of evidence is brought out; a statement of position.

Counter plan- The negative proposes a plan which they say is better than the affirmative plan.

Debate- A formal oral controversy.

Delivery- One of the points on which a debator is judged.

Evidence- All the proof you have for your position.

Example- A supportive statement.

Fallacy- Fault, wrong; A defect in reasoning.

Issue- A matter of fact or opinion.

Needs Issue- The issue in the first affirmative speech that says there is a defect in the <i>status quo</i> .

Negative side- A team that attempts to secure the rejection of a proposition; want to retain <i>status quo</i> .

Prima Facie Case- An open and shut case; A case which has such a high degree of probability that the proposition must be accepted unless the case is

refuted.

Proof- A documented fact or opinion.

Proposition- A plan.

Reasoning- Your argument should be reasonable and logical.

Rebuttal speech- Purpose is refutation.

Refutation- disagrees with what someone says and backs up the statements with facts.

Status quo- Present situation.

Stock issues- The standard issues that occur in most every debate.

Navejar english 09_curriculum_map_semester_1

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