High School Course Description for English I

Colton Joint Unified School District Course of Study

High School Course Description for English I

Curriculum Council Approved: May 28, 2018 Board approved: June 21, 2018 of 19

Course Title: English I Curricular Area: English

Course Number: ENG101/102; 131/132; 181/182 Length: One year

Grade Level(s): 9 Prerequisites: none

Meets a UC a-g Requirement: b English Meets NCAA Requirement: Yes

Meets High School Graduation Requirement for: English

Course Description Investigating the thematic concept of coming of age, English I builds concepts of self-awareness by examining the experiences of authors, speakers, and characters in a variety of complex texts and genres—from contemporary film to classic Shakespeare tragedy to popular American literature. In essence, English I is a year-long in-depth genre study—specifically, how techniques and styles develop certain genres, both print and non-print, and how language is integral in the creation of voice. Throughout, students gather evidence from texts and incorporate it in written and oral responses, including presentations using multiple forms of media. Students encounter more varied and complex writing in this grade as students write in a variety of modes including argumentative, explanatory, and narrative.

Alignment This course is aligned to the California Common Core State Standards for English Language Arts/Literacy in History/ Social Studies, Science and Technical Subjects and the California English Language Development Standards.

Instructional Materials Required Textbook(s) 1. SpringBoard English Language Arts Grade 9—

California Edition. The College Board (2017). ISBN:978-1-4573-0467-1

Supplemental Materials 1. SpringBoard Writing Workshop Grade 9—California

Edition. The College Board (2017). ISBN:xxx 2. SpringBoard Close Reading Workshop Grade 9—

California Edition. The College Board (2017). ISBN:xxx

Full Texts and Other Media 1. Charlie and the Chocolate Factory, directed by Tim

Burton 2. Edward Scissorhands, directed by Tim Burton 3. Alice in Wonderland, directed by Tim Burton 4. To Kill a Mockingbird, directed by Robert Mulligan 5. Romeo and Juliet – Two Film Versions 6. To Kill a Mockingbird, by Harper Lee 7. Romeo and Juliet, by William Shakespeare

Web Sites 1. SpringBoard Online

https://coltonjointunifiedca.springboardonline.org

Exit Criteria Activities Percentage Learning Tasks/ Activities ................................................................................................................................ 35%

• (Including but not limited to meaning making, skill development, critical reading, annotations, quick writes, homework, classwork)

Student Applications ......................................................................................................................................... 40% • (Activities/Assignments in which students apply the learning from Learning Tasks with increasing

levels of independence. Including but not limited to short writes, Socratic Seminars, Quizzes, informal presentations, Cold read, etc.)

Unit Culminating Tasks/ Assessments.............................................................................................................. 25% • (Including but not limited to Embedded Assessments, SpringBoard Unit Assessments, Full Writes,

Extended Projects, etc.)

Total: ............................................................................................................................................................. 100%



Curriculum Council Approved XXX Board approved XXX of 19

Development Team This Course of Study was developed/revised in 2018 by Patricia Gonzalez (BHS), David Johnson (Wash IS), Elisabeth Sosa (GTHS), Candice Tapia (CHS), Andrew Vidal (CHS), Scott Warden (BHS), Heidi Wilson (GTHS)



Curriculum Council Approved XXX Board approved XXX of 19

Learning Experiences and Instruction: Teachers utilize the Direct Interactive Instruction model to introduce new skills and concepts that are essential to the grade level content standards, then reinforce and develop those skills each quarter with the goal of bringing students to mastery by the end of the fourth quarter. All instruction will be based on the “I do, We do, You do” scaffolding model with an emphasis on individual differentiation as needed. Teachers will use a variety of the following: ● Inquiry-based

learning ● Annotated reading ● Think-pair-share ● Reciprocal teaching

● Cloze reading & writing

● Guided reading & writing

● Cognitive modeling ● Text-based

questioning strategies

● Graphic organizers/concept attainment

● Student-led groups ● Peer pairing

● Metacognitive learning: self-regulation, goal-setting, self-monitoring, and self-questioning

Support for English Language Learners: Extra time or modified versions of assignments will be given. The District will provide a language assistant. Additional strategies will be developed through the Response to Intervention plans –such as: ● SDAIE strategies ● Texts/materials in

first language.

● Flexible grouping ● Structured

engagement

● Peer pairing ● Academic

vocabulary development

● Realia

Support for Special Education Students: Extra time or modified versions of assignments will be given. The District will provide an instructional assistant. Additional strategies will be developed through the Individual Education Plan process – such as: ● Realia ● Texts/materials in

first language ● SDAIE strategies

● Flexible grouping ● Peer pairing ● Audio & visual aids ● Individualized

academic instruction

● Modified assignments

● Modified texts ● Testing

accommodations

● Tutoring (peer & teacher)

Stretching the Lesson for GATE Students: Differentiated curriculum will be provided to challenge the student and provide the student with opportunities to develop their identified talent. Teachers will use a variety of the following: ● Independent study

supplemented with mentoring/tutoring

● Compacting

● Acceleration ● Depth & Complexity

icons ● Modified texts

● Modified assignments

● Flexible grouping ● Inquiry-based

Learning

● Enriched materials and learning experiences


High School Curriculum Map for English I

Grade 9 ELA Curriculum Map Introduction

Annotated Map

TheAnnotatedMapisthetemplateoftheEnglishCurriculumMapfilledinwithannotationsthatclarifyeachsection.

Per Year/ Unit Requirements Eachgradehasdeterminedperyearand/orperunitrequirements.

ELD Requirements

ELDdesignatedwillbeteachingoutofthedesignatedgradelevelSpringboardtext.TextswithtwoasterisksontheELAcorecurriculummaparesharedtextswiththecompanionELDdesignatedcurriculumandmustbeincludedinthecoreinstructionalpath.Ifyoureplaceasharedtext,youmustcollaboratewithELDteacherindevelopingELDcurriculumthatstillmeetsthesamelanguageoutcomesastheoriginalunit.Note:TheELDcourseisnotdesignedtosupportELA;ratheritspurposeistodeveloplanguage.

Scaffoldsthatareprovidedthroughoutinstructionmustbeinplacethroughoutassessmentsaswell.Focusshouldbeongradualreleaseintermsofpreparingstudentstocompleteassessmentswithoutspecificscaffolds.

Need-to-Knows

● Pacingwillvaryatsites.● Unit3willbefluidbetweensemesters1and2.

Definitions

● Closereading–multiplereadingsofthesametexttouncoverlayersofmeaningthatleadtodeepcomprehension.● Writingprocess–arecursiveprocessthatincludesprewriting,drafting,editing,andrevising.● Ondemandwrite–writingthattakesplaceinasetamountoftime.● Fullwrite–writingthattakesplaceovertimeandprovidesthetimeforeditingandrevising.● Coldread–independentreadofanunfamiliargradeleveltextwithoutteacherinstructionorintervention.Students

mayself-select/applystrategiesandscaffolds.

Caveat: Living Document

This curriculummapwas designed to be a living document.We are to revisit each school year to determine if anychangesareneeded.



Unit One: Coming of Age

OVERVIEW Startinghighschoolisanexcitingandchallengingpointinanindividual’slife.Itmarksstudentstakingonestepclosertoadulthood.Thisopeningunitintroduces“comingofage”asthethematicfocusoftheyearbyaskingstudentstoexplorefictionalcharactersandrealindividualswhoencounterself-definingincidents.Asstudentsinteractwithmultipletexts,theyrefinetheirunderstandingofvoice,reviewanddeepentheirunderstandingofnarrativeandargumentativeelements,andexperiencekeylearningstrategiestheywillapplythroughouttheyear.Studentswillestablishthemselvesasmaturewritersbycreatinganinterviewnarrativeandanargumentativeessaythatanalyzethecomingofagethemeasitconnectstothecollegeexperience.

UNIT OBJECTIVES AND CONTENT STANDARDS TO BE ASSESSEDReading/ListeningObjectives Content

StandardsWhereAssessed

● Identifydiction,syntax,imagery,andtone ● RL.1,R.4,R.6,L.4,L.5

● EA1,UA

● Analyzethewaydiction,syntax,imagery,andtoneworktogethertoconveyanauthor’sorspeaker’svoice

● R.4,R.6,R.5,L.4,L.5,R.2,

● EA1,UA

● Analyzeanduserhetoricalappealsandevidencetopresentanargumenttoanaudience

● R.2,R.3,R.6,R.8,

● EA2,

● Identifytheconnectionbetweentheaudienceofawritingpieceandtherhetoricalappealsandadvertisingtechniquesusedtopersuadethataudience.(Activities1.16,1.17,1.

● R.5,R.6,W.1b

● EA2,

Writing/SpeakingObjectivesContentStandards

WhereAssessed

● Effectivelyapplytherelationshipbetweendiction,syntax,andimageryinthecreationofanauthor’svoice.

● W.2d,W.3d ● EA1

● Supportaninferenceorclaimusingvalidreasoningandrelevantandsufficientevidence.

● R.1,W.1a,W.1b,W.1c,W.2a,W.2b

● EA1,EA2

● Describetherelationshipbetweendiction,syntax,andimageryinthecreationofanauthor’svoice

● R.4,R.5,L.4,L.5,R.1,W.2a,W.2b

● EA1

● Createandsustainargumentsbasedonreadings,research,and/orpersonalexperience.

● W.1a-e,W.4,W.5,W.6

● EA2

UNIT ASSESSMENT:

SpringBoardELAGrade9Unit1EmbeddedAssessment#2:ArgumentativeEssay(produce,present,orwriteanargument)



MAJOR TASKS ESSTENTIAL PRACTICES ● Produce,present,orwriteanarrativethatportraysan

individual’svoiceandrevealhowhis/herexperienceinfluencedhisorhercomingofageindetail.**

● CloseReading● ReadingDiscussionGroups● CollaborativeDiscussions● Double-EntryJournal● RAFT● SOAPSTone● SMELL

SHARED TEXTS SUGGESTED TEXTS ● Editorial:

“AnEarlyStartonCollege,”StarTribune**● MemoirExcerpt:

fromAlwaysRunning,byLuisJ.Rodriguez**● Poetry:

“RacePolitics,”byLuisJ.Rodriguez**

● Novel:TheKiteRunner,byKhaledHosseini

● Interview:LuisRodriguezInterview

● Audio:StoryCorpbyStoryCorp.org

● DigitalSourceZincLearningLabs

● Novel:HouseonMangoStreet,bySandraCisneros

ELD STANDARDS TO BE ADDRESSED IN INSTRUCTION Emerging Expanding Bridging

● PI.1Engageinconversationalexchangesandexpressideasonfamiliarcurrenteventsandacademictopicsbyaskingandansweringyes-noquestionsandwh-questionsandrespondingusingphrasesandshortsentences.

● PI.6aExplainideas,phenomena,processes,andtextrelationships(e.g.,compare/contrast,cause/effect,evidence-basedargument)basedonclosereadingofavarietyofgrade-appropriatetexts,presentedinvariousprintandmulti-mediaformats,usingshortsentencesandaselectsetofgeneralacademicanddomain-specificwords.

● PI.7 Explainhowsuccessfullywritersandspeakersstructuretextsanduselanguage(e.g.,specificwordorphrasingchoices)topersuadethereader(e.g.,byprovidingevidencetosupportclaimsorconnectingpointsinanargument)orcreateotherspecificeffects,withsubstantialsupport.

● PI.10aWriteshortliteraryand

● PI.1 Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingandansweringrelevant,on-topicquestions,affirmingothers,providingadditional,relevantinformation,andparaphrasingkeyideas.

● PI.6aExplainideas,phenomena,processes,andrelationshipswithinandacrosstexts(e.g.,compare/contrast,cause/effect,themes,evidence-basedargument)basedonclosereadingofavarietyofgrade-appropriatetexts,presentedinvariousprintandmultimediaformats,usingincreasinglydetailedsentences,andanincreasingvarietyofgeneralacademicanddomain-specificwords.

● PI.7 Explainhowsuccessfullywritersandspeakersstructuretextsanduselanguage(e.g.,specificwordorphrasingchoices)topersuadethereader(e.g.,byprovidingwell-wordedevidencetosupportclaimsorconnectingpointsinanargumentin

● PI.1Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingandansweringrelevant,on-topicquestions,affirmingothers,andprovidingcoherentandwell-articulatedcommentsandadditionalinformation.

● PI.6aExplainideas,phenomena,processes,andrelationshipswithinandacrosstextsbasedonclosereadingofavarietyofgrade-leveltexts,presentedinvariousprintandmultimediaformats,usingavarietyofdetailedsentencesandarangeofgeneralacademicanddomain-specificwords.

● PI.7Explainhowsuccessfullywritersandspeakersstructuretextsanduselanguagetopersuadethereaderorcreateotherspecificeffects,withlightsupport.

● PI.10aWritelongerandmoredetailedliteraryandinformationaltextscollaborativelyand



informationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependently.

● PI.11aJustifyopinionsbyarticulatingsomerelevanttextualevidenceorbackgroundknowledge,withvisualsupport.

● PII.1 Applyanalysisoftheorganizationalstructureofdifferenttexttypes(e.g.,howargumentsareorganizedbyestablishingclearrelationshipsamongclaims,counterclaims,reasons,andevidence)tocomprehendingtextsandtowritingbriefarguments,informative/explanatorytextsandnarratives.

● PII.2b Applyknowledgeoffamiliarlanguageresourcesforlinkingideas,events,orreasonsthroughoutatext(e.g.,usingconnecting/transitionwordsandphrases,suchasfirst,second,third)tocomprehendingandwritingbrieftexts.

specificways)orcreateotherspecificeffects,withmoderatesupport.

● PI.10aWritelongerliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependentlybyusingappropriatetextorganizationandgrowingunderstandingofregister.

● PI.11aJustifyopinionsandpositionsorpersuadeothersbymakingconnectionsbetweenideasandarticulatingrelevanttextualevidenceorbackgroundknowledge.

● PII.1 Applyanalysisoftheorganizationalstructureofdifferenttexttypes(e.g.,howargumentsareorganizedbyestablishingclearrelationshipsamongclaims,counterclaims,reasons,andevidence)tocomprehendingtextsandtowritingincreasinglyclearandcohesivearguments,informative/explanatorytextsandnarratives.

● PII.2bApplyknowledgeoffamiliarlanguageresourcesforlinkingideas,events,orreasonsthroughoutatext(e.g.,usingconnecting/transitionwordsandphrases,suchasmeanwhile,however,ontheotherhand)tocomprehendingtextsandtowritingincreasinglycohesivetextsforspecificpurposesandaudiences.

independentlyusingappropriatetextorganizationandregister

● PI.11aJustifyopinionsorpersuadeothersbymakingconnectionsanddistinctionsbetweenideasandtextsandarticulatingsufficient,detailed,andrelevanttextualevidenceorbackgroundknowledge,usingappropriateregister.

● PII.1Applyanalysisoftheorganizationalstructureofdifferenttexttypestocomprehendingtextsandtowritingclearandcohesivearguments,informative/explanatorytextsandnarratives.

● PII.2bApplyknowledgeoffamiliarlanguageresourcesforlinkingideas,events,orreasonsthroughoutatexttocomprehendinggrade-leveltextsandtowritingcohesivetextsforspecificpurposesandaudiences.

**NoteditemsaresharedwiththecompanionELDDesignatedcurriculumandmustbeaddressedintheELAclassroom.Inaddition,thenotedtextsmustbeincludedinthecoreinstructionalpath.*Toanchortheunitwithasingletext,selectanappropriatetitlefromtheSpringBoardIndependentReadingListlocatedatendofthe“PlanningtheUnit”pages.Itisrecommendedthatteachersfocusonexcerptsinclassratherthanthefulltext.



Curriculum Council Approved XXX Board approved XXX Page 1 of 19

Unit Two--Defining Style

OVERVIEW Regardlessofourage,wehaveallfelttheintrigueofagreatstory.Thisunitrevealsthequalitiesofagreatstorythroughacloseexaminationoftheuniquestyleofsomeverynotableauthorsanddirectors.Inthisunit,studentsexaminethewaysinwhichauthorsofshortstoriesusestoryelementstobuildcomplexideasandmakeconnectionstohowdirectorsusecinematictechniquesforeffect—alltoheightenthereader’sandviewer’sinterest.Byanalyzingliteraturefromvariousgenres,studentscometounderstandtheeffectsofuniquestylisticchoicesmadebyauthorsanddirectorsandapplythatunderstandingtowritinganarrationofarealorimaginedeventorexperienceandtowritingastyleanalysisessay.

UNIT OBJECTIVES TO BE ASSESSED

Reading/ListeningObjectives ContentStandards WhereAssessed

● Identifyspecificelementsofanauthor’sstyle ● R.1,R.4,R.6,L.4,L.5

● EA1,EA2,UA

● Analyzetextstodeterminehowstylisticeffectsareachievedbyawriter ● R.1,R.4,R.6,L.4,L.5

● EA1,

● Analyzesyntacticalstructureand ● R.5,R.2,R.3,L.3

● EA1,EA2,

● Identifycinematictechniquesandanalyzetheireffects ● R.7,R.3, ● EA2

● Analyzingliteraryworkstounderstandmultiplemeanings ● R.4,L.4,L.5,R.2,R.1

● EA2,UA

● Analyzeelementsoffiction ● R.1,R.2,R.3,R.4,R.5,R.6

● EA1,EA2

Writing/SpeakingObjectives ContentStandards WhereAssessed

● Present,produce,orwriteashortstory ● W.3a-e ● EA1,EA2,UA

● Useclausestoachievespecificeffects ● L.1b ● EA2

● Producinganalyticalcompositionsthatintroduceacomplexcentralideaanddevelopitwithappropriateevidence,cogentexplanations,andcleartransitions

● W.2a-f ● EA2,UA

UNIT ASSESSMENT:

SpringBoardELAGrade9Unit2EmbeddedAssessment#1:writeashortstory




MAJOR TASKS ESSENTIAL PRACTICES ● Produce,present,orwriteastyleanalysisessay ● Writeandrevisetoachievestylisticmaturity

● Developclosereadingskills● ReadingDiscussionGroups● CollaborativeDiscussions● Connectwritingskillstointerpretiveskillsinreading● SIFT● LevelsofQuestions● Diffusing

SHARED TEXTS SUGGESTED TEXTS ● ShortStoryExcerpt:

“TheGiftoftheMagi”byO.Henry**● ShortStoryExcerpt:

”TheCaskofAmontillado”byEdgarAllanPoe**● NovelExcerpt:

CharlieandtheChocolateFactorybyRoaldDahl**

● VisualTextExcerptsfromfilmsbasedonnovels

● ShortStory:“TheCaskofAmontillado,”byEdgarAllanPoe“TheGiftoftheMagi,”byO.Henry

ELD STANDARDS Emerging Expanding Bridging


● PI.5 Demonstratecomprehensionoforalpresentationsanddiscussionsonfamiliarsocialandacademictopicsbyaskingandansweringquestions,withpromptingandsubstantialsupport.

● PI.6aExplainideas,phenomena,processes,andtextrelationships(e.g.,compare/contrast,cause/effect,evidence-basedargument)basedonclosereadingofavarietyofgrade-appropriatetexts,presentedinvariousprintandmulti-mediaformats,usingshortsentencesandaselectsetofgeneralacademicanddomain-specificwords.

● PI.8Explainhowawriter’sorspeaker’schoiceofphrasingorspecificwords(e.g.,describingacharacteroractionasaggressiveversusbold)producesnuancesanddifferenteffectsontheaudience.

● PI.10aWriteshortliteraryandinformationaltexts(e.g.,anargument

● PI.1 Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingandansweringrelevant,on-topicquestions,affirmingothers,providingadditional,relevantinformation,andparaphrasingkeyideas.

● PI.5Demonstratecomprehensionoforalpresentationsanddiscussionsonavarietyofsocialandacademictopicsbyaskingandansweringquestionsthatshowthoughtfulconsiderationoftheideasorarguments,withmoderatesupport.


● PI.8 Explainhowawriter’sorspeaker’schoiceofphrasingorspecificwords(e.g.,describinga

● PI.1Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingandansweringrelevant,on-topicquestions,affirmingothers,andprovidingcoherentandwell-articulatedcommentsandadditionalinformation

● PI.5Demonstratecomprehensionoforalpresentationsanddiscussionsonavarietyofsocialandacademictopicsbyaskingandansweringdetailedandcomplexquestionsthatshowthoughtfulconsiderationoftheideasorarguments,withlightsupport.

● PI.6aExplainideas,phenomena,processes,andrelationshipswithinandacrosstexts(e.g.,compare/contrast,cause/effect,themes,evidence-basedargument)basedonclosereadingofavarietyofgrade-leveltexts,presentedinvariousprintandmultimediaformats,usingavarietyofdetailedsentencesandarangeofgeneralacademicanddomain-specificwords.

● PI.8Explainhowawriter’sor




aboutwaterrights)collaboratively(e.g.,withpeers)andindependently.

● PII.7 Condenseideasinafewbasicways(e.g.,bycompoundingverborprepositionalphrases)tocreatepreciseanddetailedsimple,compound,andcomplexsentences(e.g.,Thestudentsaskedsurveyquestionsandrecordedtheresponses).

characteroractionasaggressiveversusbold)producesnuancesanddifferenteffectsontheaudience.

● PI.10a Writelongerliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependentlybyusingappropriatetextorganizationandgrowingunderstandingofregister.

● PII.7Condenseideasinagrowingnumberofways(e.g.,throughembeddedclausesorbycompoundingverbsorprepositionalphrases)tocreatemorepreciseanddetailedsimple,compound,andcomplexsentences(e.g.,Speciesthatcouldnotadapttothechangingclimateeventuallydisappeared).

speaker’schoiceofavarietyofdifferenttypesofphrasingorwords(e.g.,hyperbole,varyingconnotations,thecumulativeimpactofwordchoices)producesnuancesanddifferenteffectsontheaudience.

● PI.10aWritelongerandmoredetailedliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependentlyusingappropriatetextorganizationandregister.

● PII.7Condenseideasinavarietyofways(e.g.,throughavarietyofembeddedclauses,orbycompoundingverbsorprepositionalphrases,nominalization)tocreateprecisesimple,compound,andcomplexsentencesthatcondenseconcreteandabstractideas(e.g.,Anotherissuethatpeoplemaybeconcernedwithistheamountofmoneythatitwillcosttoconstructthenewbuilding).

**TheseitemsaresharedwiththecompanionELDDesignatedcurriculumandmustbeaddressedintheELAclassroom.Inaddition,thenotedtextsmustbeincludedinthecoreinstructionalpath.




Unit Three--Coming of Age in Changing Times

OVERVIEW Inthisunit,studentswillexaminehowsocial,cultural,geographical,andhistoricalcontextcanaffectboththewriter’sconstructionofatextandreaders’responsestoit.Studentswillconductandpresentresearchtounderstandboththesettingofafulltextandthecontextinwhichitwaswrittenandpublished.Whilereadingthetext,studentswillanalyzeliteraryelementsinselectedpassagesinordertodiscoverhowanauthordevelopstheoverallthemesofthework.Everypartofanyfulltextcontributestothewhole—fromthefirstglimpseofthepersonoreventoffocustothelastsentencetheauthorleaveswiththereader.

SpringBoardusesHarperLee’sToKillaMockingbirdastheunit’svehicle.Ofit,OprahWinfreysaid,“Ithinkitisournationalnovel.”Thebook’snarrator,ScoutFinch,reflectsonhercoming-of-ageexperiencesasayounggirlconfrontingprejudiceinherowncommunityandlearninghowtoliveinaless-than-perfectworld--whichdrivesthethemeofUnit3.

UNIT OBJECTIVES AND CONTENT STANDARDS TO BE ASSESSED Reading/ListeningObjectives Content

StandardsWhereAssessed

● Analyzehowliteraryelementscontributetothedevelopmentofanovel’s/text’sthemes

● R.1,R.2,R.3,R.4,R.5

● EA2,UA

● Usetextualdetailstodrawaninterpretiveconclusionaboutthemeaningandvalueofatext

● R.1,R.2,R.5 ● EA2,UA


● Presentfindingsclearly,concisely,andlogically,makingstrategicuseofdigitalmedia

● W.4,W.6,W.7

● EA1

● Writealiteraryanalysis,citingtextualevidencetosupportideasandinferences

● W.2a-f,R.1,R.2,W.9

● EA2,UA

● GatherandIntegraterelevantinformationfrommultiplesourcestoanswerresearchquestions

● SL.2,SL.4,SL.4b

● EA1

● Correctlyciteprimaryandsecondarysources ● W.8 ● EA1● Producinganalyticalcompositionsthatintroduceacomplexcentralidea

anddevelopitwithappropriateevidence,cogentexplanations,andcleartransitions

● W.2a-f ● EA2

UNIT ASSESSMENT:

SpringBoardELAGrade9Unit3EmbeddedAssessment#2:writealiteraryanalysisessay.

• Writeapassageanalysisofakeyscenefromanoveloranytextyouhavereadinthisunit.• Annotatethetexttoanalyzetheauthor’suseofliteraryelementsinyourselectedpassage.• Writeanessayexplaininghowtheliteraryelementsinthispassagehelpdevelopthethemeofthetext.




MAJOR TASKS ESSENTIAL PRACTICES 1. Presentresearchfindingsofthehistorical,cultural,

social,orgeographicalcontextofanovelorafulltext**● Investigatehowtheindividuals,organizations,

andeventshavecontributedtosocietalchangewithinthetext.

● workcollaborativelytocreateanoralpresentationofyourfindingswithmultimediasupportandguidingquestionsforyouraudience.

● Applyeffectivestrategiesandtechniquesinwriting● CloseReading● Analyzeliteratureusingthelanguageofliteraryanalysis● ReadingDiscussionGroups● CollaborativeDiscussions● KWHLChart● SMELL● RAFT

SHARED TEXTS SUGGESTED TEXTS ● LetterExcerpt:

from“LetterfromBirminghamJail,”byMartinLutherKing,Jr**.

● InformationalText: “MartinLutherKing,Jr.”byJimHaskins**

● NovelExcerpt: ToKillaMockingbird(Chapter4and20),byHarperLee**

● Novel: ToKillaMockingbirdbyHarperLee



● PI.3Negotiatewithorpersuadeothersinconversationsusinglearnedphrases(e.g.,Wouldyousaythatagain?Ithink...),aswellasopenresponsestoexpressanddefendopinions.

● PI.5 Demonstratecomprehensionoforalpresentationsanddiscussionsonfamiliarsocialandacademictopicsbyaskingandansweringquestions,withpromptingandsubstantialsupport

● PI.6aExplainideas,phenomena,processes,andtextrelationships(e.g.,compare/contrast,cause/effect,evidence-basedargument)basedonclosereadingofavarietyofgrade-appropriatetexts,

● PI.1Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingandansweringrelevant,on-topicquestions,affirmingothers,providingadditional,relevantinformation,andparaphrasingkeyideas.

● PI.3Negotiatewithorpersuadeothersinconversations(e.g.,toprovidecounter-arguments)usingagrowingnumberoflearnedphrases(Iseeyourpoint,but...)andopenresponsestoexpressanddefendnuancedopinions.


● PI.6aExplainideas,phenomena,processes,andtextrelationships(e.g.,


● PI.3Negotiatewithorpersuadeothersinconversationsinappropriateregisters(e.g.,toacknowledgenewinformationinanacademicconversationbutthenpolitelyofferacounterpoint)usingavarietyoflearnedphrases,indirectreportedspeech(e.g.,IheardyousayX,andIhaven’tthoughtaboutthatbefore.However...),andopenresponsestoexpressanddefendnuancedopinions.

● PI.5Demonstratecomprehensionoforalpresentationsanddiscussionsonavarietyofsocialandacademictopicsbyaskingandansweringdetailedand




presentedinvariousprintandmulti-mediaformats,usingshortsentencesandaselectsetofgeneralacademicanddomain-specificwords.

● PI.9Plananddeliverbrieforalpresentationsandreportsongrade-appropriatetopicsthatpresentevidenceandfactstosupportideas.

● PI.10a Writeshortliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependently.

compare/contrast,cause/effect,evidence-basedargument)basedonclosereadingofavarietyofgrade-appropriatetexts,presentedinvariousprintandmulti-mediaformats,usingshortsentencesandaselectsetofgeneralacademicanddomain-specificwords.

● PI.9Plananddeliveravarietyoforalpresentationsandreportsongrade-appropriatetopicsthatpresentevidenceandfactstosupportideasbyusinggrowingunderstandingofregister.

● PI.10a Writelongerliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependentlybyusingappropriatetextorganizationandgrowingunderstandingofregister.

complexquestionsthatshowthoughtfulconsiderationoftheideasorarguments,withlightsupport.


● PI.9Plananddeliveravarietyoforalpresentationsandreportsongrade-appropriatetopicsthatexpresscomplexandabstractideaswellsupportedbyevidenceandsoundreasoning,andaredeliveredusinganappropriatelevelofformalityandunderstandingofregister.






Unit Four--Exploring Poetic Voices

OVERVIEW Poetrymostpoignantlyconveysthepoweroflanguage—thepowerofwords,phrases,structure,andimagestoconveyemotionandideas.Inthisunit,studentsstudyclassicandcontemporarypoetrythatoffersdiverseperspectivesonthecoming-of-agetheme.Byreadingstrategically,writingcreativeandexplanatoryresponses,collaboratingindiversegroups,andperformingoralinterpretation,studentsdeepentheirunderstandingofthefunctionandeffectofpoetictechniquesinwriting.

Studentslearntoappreciatelanguageasamatterofcraftbyresearchingapoet,emulatingstyle,anddevelopingasignaturestyleintheirownpoetry.Bystudyinglanguageintenselyandwritingintheiruniquevoices,studentswillcontributetotheliterarycommunity.

UNIT OBJECTIVES AND CONTENT STANDARDS TO BE ASSESSED


● Developtheskillsandknowledgetoanalyzeandcraftpoetry ● R.1,R.2,R.3,R.4,R.5,L.4,L.5

● EA1

● Analyzethefunctionandeffectsoffigurativelanguage ● R.4,R.5,L.4,L.5,L.3,R.1,R.2

● EA1,EA2

● Identifyliterarydevicesandannotatetoprovideinsightfulanalysis ● R.1,R.2,R.3,R.4,R.5

● EA1,EA2


● Writeoriginalpoemsthatreflectpersonalvoice,style,andanunderstandingofpoeticelements

● W.2b,W.2c,W.2d,L.5

● EA1● EA2

● Presentanoralinterpretationofapoem ● SL.4a,SL.6 ● EA1,EA2

● Writeastyleanalysisessay ● W.2a-f ● ● Includeathoughtful,insightfulintroduction. ● W.2a ● EA1● Includeexplanatoryreflectionaboutthepurpose,creativeprocess,

challenges,anduseofsymbolicvisuals.● W.2a-f ● EA1

● Useconnotativewords,figurativelanguage,andcompellingverbstoreinforcethemeandachievespecificeffects.

● W.2d,L.5 ● EA1

● Provideallrequiredelements:creativecoverpageandtitle,completetableofcontents,andcomplementaryvisuals

● ● EA1

UNIT ASSESSMENT: SpringBoardELAGrade9Unit4EmbeddedAssessment#2:analyzingandpresentingapoet**

• Produce, present, or write a style- analysis for a poet’s collected works and provide an interpretation of aspecificpoetrypiece.




MAJOR TASKS ESSENTIAL PRACTICES ● SpringBoardELAGrade9Unit4Embedded

Assessment#2:poetryanthology○ Createapoetryanthologythatwillincludean

introductiontothecollection,sevenoreightoriginalpoemswithcomplementaryvisuals,andareflectionthatexplainsthestyleandcontentoftheworkpresented.**

● CloseReading● ReadingDiscussionGroups● CollaborativeDiscussions● TWIST

SUGGESTED TEXTS SUGGESTED TEXTS ● Poetry:“Identity”byJulioNoboaPolanco**“HangingFire”byAudreLorde**“PrayertothePacific”byLeslieMarmonSilko**



● PI.5Demonstratecomprehensionoforalpresentationsanddiscussionsonfamiliarsocialandacademictopicsbyaskingandansweringquestions,withpromptingandsubstantialsupport.

● PI.6a Explainideas,phenomena,processes,andtextrelationships(e.g.,compare/contrast,cause/effect,evidence-basedargument)basedonclosereadingofavarietyofgrade-appropriatetexts,presentedinvariousprintandmulti-mediaformats,usingshortsentencesandaselectsetofgeneralacademicanddomain-specificwords.

● PI.8 Explainhowawriter’sorspeaker’schoiceofphrasingorspecificwords(e.g.,describingacharacteroractionasaggressiveversusbold)producesnuancesanddifferenteffectsontheaudience.

● PI.10a Writeshortliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependently.

● PII.7Condenseideasinafewbasic


● PI.5 Demonstratecomprehensionoforalpresentationsanddiscussionsonavarietyofsocialandacademictopicsbyaskingandansweringquestionsthatshowthoughtfulconsiderationoftheideasorarguments,withmoderatesupport.

● PI.6a Explainideas,phenomena,processes,andrelationshipswithinandacrosstexts(e.g.,compare/contrast,cause/effect,themes,evidence-basedargument)basedonclosereadingofavarietyofgrade-appropriatetexts,presentedinvariousprintandmultimediaformats,usingincreasinglydetailedsentences,andanincreasingvarietyofgeneralacademicanddomain-specificwords.

● PI.8 Explainhowawriter’sorspeaker’schoiceofphrasingorspecificwords(e.g.,usingfigurativelanguageorwordswithmultiplemeaningstodescribeaneventorcharacter)producesnuancesand


● PI.5.Demonstratecomprehensionoforalpresentationsanddiscussionsonavarietyofsocialandacademictopicsbyaskingandansweringdetailedandcomplexquestionsthatshowthoughtfulconsiderationoftheideasorarguments,withlightsupport.


● PI.8Explainhowawriter’sorspeaker’schoiceofavarietyofdifferenttypesofphrasingorwords(e.g.,hyperbole,varying




ways(e.g.,bycompoundingverborprepositionalphrases)tocreatepreciseanddetailedsimple,compound,andcomplexsentences(e.g.,Thestudentsaskedsurveyquestionsandrecordedtheresponses).

differenteffectsontheaudience.● PI.10a Writelongerliteraryand

informationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependentlybyusingappropriatetextorganizationandgrowingunderstandingofregister.

● PII.7Condenseideasinagrowingnumberofways(e.g.,throughembeddedclausesorbycompoundingverbsorprepositionalphrases)tocreatemorepreciseanddetailedsimple,compound,andcomplexsentences(e.g.,Speciesthatcouldnotadapttothechangingclimateeventuallydisappeared).

connotations,thecumulativeimpactofwordchoices)producesnuancesanddifferenteffectsontheaudience.


● PII.7Condenseideasinavarietyofways(e.g.,throughavarietyofembeddedclauses,orbycompoundingverbsorprepositionalphrases,nominalization)tocreateprecisesimple,compound,andcomplexsentencesthatcondenseconcreteandabstractideas(e.g.,Anotherissuethatpeoplemaybeconcernedwithistheamountofmoneythatitwillcosttoconstructthenewbuilding).





Unit Five--Coming of Age on Stage

OVERVIEW Itisfittingthatstudentsendtheyearwithoneofthemostwidelyreadcoming-of-agetexts,Shakespeare’sRomeoandJuliet.OpportunitiestohearandspeakShakespeare’slanguage,viewfilmedinterpretations,andcollaborativelyinterpretscenesofShakespeareandhisplaywillenablestudentstogainadeeperunderstandingofandappreciationforShakespeare’sworks.Analyzingthetexttoprepareforperformingascenewillenhancestudents’abilitytoreadachallengingtext.Theywillalsoreadrelatedinformationaltexts,researchdiverseviewpointsabouttheplay,andwriteanargumentfororagainstthetragedy’smeritasarelevant,timelessdramaworthyofstudy.

UNIT OBJECTIVES AND STANDARDS TO BE ASSESSED


● Analyzetherepresentationsofkeyscenesintext,film,andothermediums

● R.7,R.3,R.6,R.9 ●

● Analyzehowanauthorusesrhetorictoadvancepurpose ● R.1,R.5,R.6 ● ● Observetextualdetailcarefullyanddrawaninterpretiveconclusionabout

themeaningandvalueofapieceofwriting.● R.2,R.3,R.5,R.9 ●

● Conductresearchtoanswerquestionsandgatherevidence. ● R.1,W.7,W.8,W.9 ●

● Criticallyanalyzestructure,style,andthemesofimaginativeliterature ● R.1,R.2,R.3,R.4,R.5 ●

Writing/SpeakingObjectives ContentStandards ● Citetextualevidencetosupportanalysisofadramatictext ● W.1b,W.2b,R.1 ● ● Writeanargumenttosupportaclaim ● W.1a-e ● ● Useawide-rangingvocabularywithattentiontoaccuratedenotationand

purposefulconnotation● L.3,L.5,L.6,W.2d ●

● Createandsustainargumentsbasedonreadings,research,and/orpersonalexperience

● W.1a-f,W.7 ●

● Collaboratewithpeersonaninterpretativeperformance ● SL.4,SL.5,SL.1a,R.2,R.6

●

UNIT ASSESSMENT: SpringBoardELAGrade9Unit5EmbeddedAssessment#2WritingaSynthesisArgument**

Compose an argument. Evaluate research and gather evidence from a variety of sources. Synthesize and cite yourevidenceinanargumentativeessaythatmaintainsaformalstyleandtoneappropriatetoyouraudienceandpurpose,andusesrhetoricalappeals.

MAJOR TASKS ESSTENTIAL PRACTICES ● SpringBoardEmbeddedAssessment#1Work

collaborativelytointerpret,rehearse,andperform[present]ascene.Providetextualevidenceandcommentaryontheplannedinterpretation.Writeanevaluativereflection.

● Move effectively through the stages of the writingprocess

● CloseReading● ReadingDiscussionGroups● CollaborativeDiscussions● SIFT● SOAPSTone




● TWIST

SHARED TEXTS SUGGESTED TEXTS ● Article:“OnLoveandWar,IraqLearnsfromShakespeare”byShelinaZahra**

● Article:“WhyIt’sTimetoGivetheBardtheHeave-Ho!”byBrandonRobshaw**

● Drama:RomeoandJulietAct3:Scene1byWilliamShakespeare**

ELD STANDARDS TO BE ADDRESSED IN INSTRUCTION Emerging Expanding Bridging


● PI.3 Negotiatewithorpersuadeothersinconversationsusinglearnedphrases(e.g.,Wouldyousaythatagain?Ithink...),aswellasopenresponsestoexpressanddefendopinions.

● ● PI.5Demonstratecomprehensionoforalpresentationsanddiscussionsonfamiliarsocialandacademictopicsbyaskingandansweringquestions,withpromptingandsubstantialsupport.

● PI.6a Explainideas,phenomena,processes,andtextrelationships(e.g.,compare/contrast,cause/effect,evidence-basedargument)basedonclosereadingofavarietyofgrade-appropriatetexts,presentedinvariousprintandmulti-mediaformats,usingshortsentencesandaselectsetofgeneralacademicanddomain-specificwords.

● PI.10aWriteshortliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependently.


● PI.3Negotiatewithorpersuadeothersinconversations(e.g.,toprovidecounter-arguments)usingagrowingnumberoflearnedphrases(Iseeyourpoint,but...)andopenresponsestoexpressanddefendnuancedopinions.



● PI.10aWritelongerliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependently


● PI.3Negotiatewithorpersuadeothersinconversationsinappropriateregisters(e.g.,toacknowledgenewinformationinanacademicconversationbutthenpolitelyofferacounterpoint)usingavarietyoflearnedphrases,indirectreportedspeech(e.g.,IheardyousayX,andIhaven’tthoughtaboutthatbefore.However...),andopenresponsestoexpressanddefendnuancedopinions.

● PI.5Demonstratecomprehensionoforalpresentationsanddiscussionsonavarietyofsocialandacademictopicsbyaskingandansweringdetailedandcomplexquestionsthatshowthoughtfulconsiderationoftheideasorarguments,withlightsupport.

● PI.6aExplainideas,phenomena,processes,andrelationshipswithinandacrosstexts(e.g.,compare/contrast,cause/effect,themes,evidence-basedargument)basedonclosereadingofavarietyofgrade-leveltexts,presentedinvariousprintandmultimediaformats,usinga




byusingappropriatetextorganizationandgrowingunderstandingofregister.

varietyofdetailedsentencesandarangeofgeneralacademicanddomain-specificwords.



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High School Course Description for English I

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