9th Grade Curriculum Guide (ENG I)

9th Grade Curriculum GuideEnglish I

The purpose of this curriculum guide is to highlight the essential teaching strategies for off-task EBD students, in the least restrictive environment (LRE).

Phillip LydeSPE 558Professor Gregory Hungerford1/23/2013

Curriculum Guide: ENG I 1

Grade/Class/Subject: English I-Continue grammar and vocabulary activities and instruction,complete A Raisin in the Sun, begin narrative writing assignment

Unit/Theme: Unit 1, Who am I?

Objectives: The Learner Will (TLW) strengthen writing through planning; participate in collaborative conversation; respond to questions that relate to broader ideas/themes; draw evidence from text to support analysis and reflection

SKILLS

Students should be able to brainstorm and develop a narrative paper based on the writing process (pre-writing; drafting; revising; editing; proofreading; submission)

KNOWLEDGE

The student will utilize reading, writing, speaking, and effective listening skills.

Key Vocabulary

Brainstorming

Produce an idea orway of solving a problem by holdinga spontaneous group discussion

Figurative Language

Writing or speech that is not meant

Supplementary Materials

Internet Access

Access to AMIkids® blog, -

http://amikidswakeenglish.edubl


to be interpreted literally

Line a single line of words in a poem

Stanza a group of lines whose metrical pattern (and usually its rhyme scheme) is repeated throughout the poem

ogs.org/

Notebook

Pen

Colored pencils

AMIkids® Wake Channel (youtube)

email addresses

SIOP Features (* highlighted items are classroom objectives)

Preparation Scaffolding Grouping Options

___ Adaptation of

content

___ Links to

background

___ Links to past

learning

___ Modeling

___ Guided practice

___ Independent

practice

___ Comprehensible

input

___ Whole class

___ Small groups

___ Partners

___ Independent


___ Strategies

incorporated

Integration of

Processes

Application Assessment

___ Reading

___ Writing

___ Speaking

___ Listening

___ Hands-on

___ Meaningful

___ Linked to

objectives

___ Promotes

engagement

___ Individual

___ Group

___ Written

___ Oral

Core Standards

Common Core/Essential Standards:

L.9-10.2

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


1. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

2. Use a colon to introduce a list or quotation.3. Spell correctly.

L.9-10.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexiblyfrom a range of strategies.

1. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

2. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of


speech, or its etymology.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checkingthe inferred meaning in context or in a dictionary).

RI.9-10.2

Determine a central idea of a text and analyzeits 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.

RL.9-10.1

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

RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over thecourse of the text, including how it emerges and is shaped and refined by specific details;provide an objective summary of the text.

RL.9-10.4

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 choiceson meaning and tone (e.g., how the language evokes a sense of time and place; how it sets


a formal or informal tone).RL.9-10.5

Analyze how an author's choices concerning howto structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effectsas mystery, tension, or surprise.

SL.9-10.1

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 theirown clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Propel conversations by posing and responding


to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5

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.

W.9-10.5 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 up to and including grades 9-10.)

W.9-10.9 Draw evidence from literary or informational texts tosupport analysis, reflection, and research.

1. Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms sourcematerial in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or howa later author draws on a play by Shakespeare]").

2. Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").

Lesson Sequence:

Procedure/Sequence of Activities1. Warm-up (5min)- TLW solve “wuzzles” (i.e. word puzzles) in order

to promote critical thinking skills.2. Intro to lesson (20min)- TLW complete Lorrain Hansberry’s A

Raisin in the Sun (1952), comparing the themes associated with 1950’s Chicago and the student’s personal experiences.


3. Guided/ Peer Collaborative Practice (20min)- During group instruction, TLW begin writing a narrative essay on a time wherehe or she was caught in a foolish act, or remember considering apast act as foolish in nature.

4. Wrap up/ CLOSE (10min)-

Differentiated Instruction: N/A as the small group instruction servesno more than ten students at a time. Peer cooperation/interpretation will differ based on the student’s English proficiency, which is determined on a monthly basis through the STAR assessment (Renaissance Learning, 2013).

Time Allotment: 55min.

Assessment/Rubric: The instructor will assess/evaluate the student’s progress based on the amount of time he or she is on task, through a variety of indicators (i.e. class participation, ability to ask questions related to daily lesson).

For behavioral issues that may occur, corrective actions follow the AMIkids® Personal Growth Model (APGM); physically aggressive studentsmay be redirected or provided NCI (non-violent crisis intervention) techniques that meet the social and academic malfunctions of the student population.

Bloomquist (2006) suggests that students who have the tendency of getting off-task “often benefit from being trained to `self-monitor’ their on-task behavior” (Bloomquist, 2006, p. 131). Using a point scale of one to three, the daily behavior is monitored with providing


the least restrictive environment (LRE) in mind. By giving the students personal accountability, this diminishes the negative incidences that may occur.

Essential Questions (to be completed by the end of the lesson)

1. How do I interpret a writer's meaning and overall theme by examining techniques such as diction, tone, description, and figurative language?

2. How do I effectively convey meaning?


References

Bloomquist, M. (2006). Skills training for children with behavior problems (revised ed). New York, NY: The Guilford Press.

Common Core State Standards Initiative (2012). Retrieved January 23, 2013 from, http://www.corestandards.org/ELA-Literacy/L/9-10

Lyde, P. (2012, Dec 3). English I lesson plan [Word]. Raleigh, NC: AMIkids Infinity Schools Wake.

Renaissance Learning (2013). STAR reading enterprise. Retrieved January 23, 2013 from, http://www.renlearn.com/sr/

Wake County Public School System (WCPSS) (2012). Curriculum management application (CMAPP). Retrieved January 23, 2013 from, http://cmapp.wcpss.net/

9th Grade Curriculum Guide (ENG I)

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