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 Page 1 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%
Colton Joint Unified School District Course of Study
High School Course Description for English I
Curriculum Council Approved XXX Board approved XXX Page 2 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)
Colton Joint Unified School District Course of Study
High School Course Description for English I
Curriculum Council Approved XXX Board approved XXX Page 3 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
Colton Joint Unified School District Course of Study
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.
Colton Joint Unified School District Course of Study
High School Curriculum Map for English I
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)
Colton Joint Unified School District Course of Study
High School Curriculum Map for English I
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
Colton Joint Unified School District Course of Study
High School Curriculum Map for English I
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.
Colton Joint Unified School District Course of Study
High School Curriculum Map for English I
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
Colton Joint Unified School District Course of Study
High School Curriculum Map for English I
Curriculum Council Approved XXX Board approved XXX Page 2 of 19
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.1Engageinconversationalexchangesandexpressideasonfamiliarcurrenteventsandacademictopicsbyaskingandansweringyes-noquestionsandwh-questionsandrespondingusingphrasesandshortsentences.
● 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.6aExplainideas,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.,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
Colton Joint Unified School District Course of Study
High School Curriculum Map for English I
Curriculum Council Approved XXX Board approved XXX Page 3 of 19
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.
Colton Joint Unified School District Course of Study
High School Curriculum Map for English I
Curriculum Council Approved XXX Board approved XXX Page 4 of 19
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
Writing/SpeakingObjectives ContentStandards WhereAssessed
● 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.
Colton Joint Unified School District Course of Study
High School Curriculum Map for English I
Curriculum Council Approved XXX Board approved XXX Page 5 of 19
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
ELD STANDARDS Emerging Expanding Bridging
● PI.1Engageinconversationalexchangesandexpressideasonfamiliarcurrenteventsandacademictopicsbyaskingandansweringyes-noquestionsandwh-questionsandrespondingusingphrasesandshortsentences.
● 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.5Demonstratecomprehensionoforalpresentationsanddiscussionsonavarietyofsocialandacademictopicsbyaskingandansweringquestionsthatshowthoughtfulconsiderationoftheideasorarguments,withmoderatesupport.
● PI.6aExplainideas,phenomena,processes,andtextrelationships(e.g.,
● PI.1Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingandansweringrelevant,on-topicquestions,affirmingothers,andprovidingcoherentandwell-articulatedcommentsandadditionalinformation.
● PI.3Negotiatewithorpersuadeothersinconversationsinappropriateregisters(e.g.,toacknowledgenewinformationinanacademicconversationbutthenpolitelyofferacounterpoint)usingavarietyoflearnedphrases,indirectreportedspeech(e.g.,IheardyousayX,andIhaven’tthoughtaboutthatbefore.However...),andopenresponsestoexpressanddefendnuancedopinions.
● PI.5Demonstratecomprehensionoforalpresentationsanddiscussionsonavarietyofsocialandacademictopicsbyaskingandansweringdetailedand
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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.6aExplainideas,phenomena,processes,andrelationshipswithinandacrosstexts(e.g.,compare/contrast,cause/effect,themes,evidence-basedargument)basedonclosereadingofavarietyofgrade-leveltexts,presentedinvariousprintandmultimediaformats,usingavarietyofdetailedsentencesandarangeofgeneralacademicanddomain-specificwords.
● PI.9Plananddeliveravarietyoforalpresentationsandreportsongrade-appropriatetopicsthatexpresscomplexandabstractideaswellsupportedbyevidenceandsoundreasoning,andaredeliveredusinganappropriatelevelofformalityandunderstandingofregister.
● PI.10aWritelongerandmoredetailedliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependentlyusingappropriatetextorganizationandregister.
**TheseitemsaresharedwiththecompanionELDDesignatedcurriculumandmustbeaddressedintheELAclassroom.Inaddition,thenotedtextsmustbeincludedinthecoreinstructionalpath.
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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
Reading/ListeningObjectives ContentStandards WhereAssessed
● 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
Writing/SpeakingObjectives ContentStandards WhereAssessed
● 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.
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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**
ELD STANDARDS Emerging Expanding Bridging
● PI.1Engageinconversationalexchangesandexpressideasonfamiliarcurrenteventsandacademictopicsbyaskingandansweringyes-noquestionsandwh-questionsandrespondingusingphrasesandshortsentences.
● 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.1Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingandansweringrelevant,on-topicquestions,affirmingothers,providingadditional,relevantinformation,andparaphrasingkeyideas.
● 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.1Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingandansweringrelevant,on-topicquestions,affirmingothers,andprovidingcoherentandwell-articulatedcommentsandadditionalinformation.
● PI.5.Demonstratecomprehensionoforalpresentationsanddiscussionsonavarietyofsocialandacademictopicsbyaskingandansweringdetailedandcomplexquestionsthatshowthoughtfulconsiderationoftheideasorarguments,withlightsupport.
● PI.6aExplainideas,phenomena,processes,andrelationshipswithinandacrosstexts(e.g.,compare/contrast,cause/effect,themes,evidence-basedargument)basedonclosereadingofavarietyofgrade-leveltexts,presentedinvariousprintandmultimediaformats,usingavarietyofdetailedsentencesandarangeofgeneralacademicanddomain-specificwords.
● PI.8Explainhowawriter’sorspeaker’schoiceofavarietyofdifferenttypesofphrasingorwords(e.g.,hyperbole,varying
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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.
● 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.
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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
Reading/ListeningObjectives ContentStandards WhereAssessed
● 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
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● 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.1Engageinconversationalexchangesandexpressideasonfamiliarcurrenteventsandacademictopicsbyaskingandansweringyes-noquestionsandwh-questionsandrespondingusingphrasesandshortsentences.
● 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.1Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingandansweringrelevant,on-topicquestions,affirmingothers,providingadditional,relevantinformation,andparaphrasingkeyideas.
● PI.3Negotiatewithorpersuadeothersinconversations(e.g.,toprovidecounter-arguments)usingagrowingnumberoflearnedphrases(Iseeyourpoint,but...)andopenresponsestoexpressanddefendnuancedopinions.
● PI.5Demonstratecomprehensionoforalpresentationsanddiscussionsonavarietyofsocialandacademictopicsbyaskingandansweringquestionsthatshowthoughtfulconsiderationoftheideasorarguments,withmoderatesupport.
● PI.6aExplainideas,phenomena,processes,andrelationshipswithinandacrosstexts(e.g.,compare/contrast,cause/effect,themes,evidence-basedargument)basedonclosereadingofavarietyofgrade-appropriatetexts,presentedinvariousprintandmultimediaformats,usingincreasinglydetailedsentences,andanincreasingvarietyofgeneralacademicanddomain-specificwords.
● PI.10aWritelongerliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependently
● PI.1Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingandansweringrelevant,on-topicquestions,affirmingothers,andprovidingcoherentandwell-articulatedcommentsandadditionalinformation.
● 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
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byusingappropriatetextorganizationandgrowingunderstandingofregister.
varietyofdetailedsentencesandarangeofgeneralacademicanddomain-specificwords.
● PI.10aWritelongerandmoredetailedliteraryandinformationaltexts(e.g.,anargumentaboutwaterrights)collaboratively(e.g.,withpeers)andindependentlyusingappropriatetextorganizationandregister.
**TheseitemsaresharedwiththecompanionELDDesignatedcurriculumandmustbeaddressedintheELAclassroom.Inaddition,thenotedtextsmustbeincludedinthecoreinstructionalpath.
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