FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION ENGLISH DEPARTMENT ENGLISH I WORKSHOP. Grade Level: 9. Credits: 2.

Transcription

1 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION ENGLISH DEPARTMENT ENGLISH I WORKSHOP Grade Level: 9 Credits: 2.5, 5 Course Code: 01161X, 01162X, , BOARD OF EDUCATION ADOPTION DATE: AUGUST 31, 2015

2 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT Board of Education Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola Mr. William Bruno Mrs. Elizabeth Canario Mr. Samuel Carollo Mrs. Amy Fankhauser Mrs. Kathie Lavin Mr. Michael Messinger Mr. Charles Sampson, Superintendent Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction Curriculum Writing Committee Ms. Deborah DiMicelli Ms. Ashley Dodds Ms. Donna Fontana Ms. Jessica McGinley Ms. Kimberly McMahon Mr. Matthew Murphy Supervisors Ms. Deirdre Bova Ms. Jane Goldstein Ms. Mary Hough Ms. Judith Lagana Ms. Melissa Venuto

3 01161X, 01162X: ENGLISH I WORKSHOP COURSE PHILOSOPHY The purpose of English I Workshop is to support students in Academic English I, as well as foster an interest in reading, writing, and life-long learning in the 21st century. The course will provide identified students with a diagnostic-intervention program in which the differentiation of instruction focuses on literacy skills in a concurrent support model that will assist students in overcoming deficiencies as they affect performance in Academic English I. Students will explore and interact with a variety of texts in order to gain a better understanding of themselves as learners and to navigate the world in which they live. COURSE DESCRIPTION English I Workshop encourages advancement in skills necessary for college and career readiness. By design, the course will require students to read and analyze diverse, complex texts, and respond in a variety of formats. Special emphasis will be placed on citing textual evidence and establishing habits of close reading across multiple domains. COURSE SUMMARY COURSE GOALS CG1: Students will effectively and efficiently communicate in multiple formats for a variety of audiences and purposes. CG2: Students will read, annotate, and synthesize a variety of complex, multidisciplinary texts, both print-based and digital. CG3: Students will demonstrate command of the conventions of standard English grammar, diction, and usage when writing and speaking. COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: The interaction of the reader and the text is integral to understanding its purpose, structure, vocabulary, and organization. CEU2: Writing is a process that has a variety steps, purposes, and styles with the goal of producing a polished final product that effectively conveys its message. CEU3: A writer s perspective (bias, attitude, standpoint, etc.) and purpose impacts a reader s understanding of the text. CEU4: Artful and intentional use of appropriate, powerful, and selective words and phrases helps to convey a writer s message. CEU5: Strong and thorough textual evidence is essential to an argument s quality. CEQ1a: What does it mean to interact with various types of text? CEQ1b: How do you evaluate a range of texts at the same time (fiction, non-fiction, graphs, charts, visuals, and videos)? CEQ2: Can writing be good if you don t draft, revise, and edit? CEQ3a: How do you determine a writer s perspective (bias, attitude, standpoint. etc.) and/or purpose? CEQ3b: How does a writer build, organize and support effective arguments? CEQ4: How does word choice impact the message? CEQ5a: What makes some evidence better than others? CEQ5b: What makes a source credible and accurate?

4 UNIT TITLE 1: Process Analysis Writing 2: The Novel 3: Comparison and Contrast Writing 4: Poetry UNIT GOALS & PACING UNIT GOALS Students will synthesize complex ideas while using strong and thorough textual evidence to support a student-generated multiparagraph essay. Students will construct an argument using strong and thorough textual evidence to communicate how an author conveys the theme of a novel. Students will analyze the author s purpose, perspective, and tone in order to compare and contrast two or more texts while using strong and thorough textual evidence. Students will construct an argument that compares and contrasts the central ideas and themes between poems while citing strong and thorough textual evidence. RECOMMENDED DURATION Concurrent with Academic English I Concurrent with Academic English I Concurrent with Academic English I Concurrent with Academic English I 5: Cause and Effect Students will analyze multiple texts to identify cause and effect relationships while using strong and thorough textual evidence to support a student-generated argument. Concurrent with Academic English I 6: Drama Students will analyze the text s use of literary devices, focusing on cause and effect of specific characters and their actions. Concurrent with Academic English I 7: Persuasive Argument Students will create a persuasive argument while establishing an authoritative, formal tone using strong and thorough textual evidence. Concurrent with Academic English I 8: The Short Story Students will analyze how the theme or central idea of a text emerges and is shaped with specific details. Concurrent with Academic English I

5 01161X, 01162X: ENGLISH I WORKSHOP SUGGESTED DURATION: UNIT 1: Process Analysis Writing Concurrent with Academic English I UNIT OVERVIEW UNIT LEARNING GOALS Students will synthesize complex ideas while using strong and thorough textual evidence to support a student-generated multi-paragraph essay. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can assist a peer in achieving a performance 3 skill. The student can: utilize the writing process to draft, revise, and finalize work; analyze the central ideas of a non-fiction article; 3 use relevant evidence from the text to support an effective student-generated thesis; use effective organization to convey message; effectively build and present knowledge through integration, comparison, and synthesis of complex ideas; draft and revise individual and multi-paragraph pieces. 2 The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from the teacher. 1 The student needs assistance in order to reach the learning goal(s). 0 Even with assistance, the student does not exhibit understanding of the performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU1: The interaction of the reader and the text is integral to understanding its CEQ1a: What does it mean to interact with various types of text? purpose, structure, vocabulary and organization. CEU2: Writing is a process that has a variety steps, purposes, and styles with the goal CEQ2: Can writing be good if you don t draft, revise, and edit? of producing a polished final product that effectively conveys its message. CEU3: A writer s perspective (bias, attitude, standpoint, etc.) and purpose impacts a CEQ3b: How does a writer build, organize and support effective arguments? reader s understanding of the text. CEU4: Artful and intentional use of appropriate/powerful/selective words and CEQ4: How does diction impact the message? phrases helps to convey a writer s message. CEU5: Strong and thorough textual evidence is essential to an argument s quality. CEQ5a: What makes some evidence better than others?

6 COMMON PRE-ASSESSMENT ALIGNMENT LG1 CEU1, CEQ1a CEU2, CEQ2 CEU4, CEQ RI.1, 2, 3, W.2, 4, L.1, 2 DOK 3 DESCRIPTION Using two pieces of non-fictional text preferably in use across all Academic English I sections, students will generate a multi-paragraph essay supported by relevant textual evidence. The teacher may choose from either an informative or directive text. The proficient student will: utilize the writing process to draft, revise, and finalize work; analyze the central ideas of a non-fiction article; use relevant evidence from the text to support an effective student-generated thesis; use effective organization to convey message; effectively build and present knowledge through integration, comparison, and synthesis of complex ideas. TARGETED STANDARDS Interventions should be utilized to target individual student deficiencies and/or skills. Interventions must utilize readings from, and must align with current activities and assessments in the Academic English I course. DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE directive vs. informative process analysis strong, thorough evidence explicit analysis organizational patterns Identify strong and thorough textual evidence Analyze text in order to provide evidence of how the text explicitly uses details to support key ideas Identify specific details that support the development of the central ideas as it emerges, is shaped and refined 9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI.2 Determine a central idea of a text and analyze 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 the central idea of a text emerges, is shaped and refined by specific details Identify organizational patterns Examine how an author s strategies are used to introduce and develop points and connections drawn between them 9-10.RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

7 DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE key ideas and details craft structure informative writing explanatory writing narrative writing task purpose audience plan revise edit rewrite analysis plagiarism citation Identify and understand key ideas and details Identify and understand craft and structure Identify and understand integration of knowledge and ideas Write informative/explanatory texts that examine/convey complex ideas, concepts, and information Write informative/explanatory texts that demonstrate clear and accurate information Write informative/explanatory texts that use effective selection, organization, and analysis of content Utilize narrative writing strategies to explore observations and to practice implementing details, dialogue, or, event sequence Analyze the reason for writing to determine task, purpose, and audience 9-10.RI.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range W.2 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 W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Determine suitable idea development strategies, organization, and style Recognize how and when to plan, revise, edit, rewrite, or try a new approach Recognize significant information for the needs of audience and purpose Gather relevant information from multiple sources Integrate information into text selectively to maintain flow of ideas and avoid plagiarism Determine appropriate organizational structure for various types of writing based upon task, purpose, and audience 9-10.W.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 W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Write over shortened and extended time frames

8 DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE transitions Define and identify parallel structure parallel structure Recognize various types of phrases and employ varied sentence structures while writing L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Identify types of clauses and employ varied sentence structures while writing. Identify and correct misspelled words Apply correct capitalization, punctuation, and spelling when writing 9-10.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

9 01161X, 01162X: ENGLISH I WORKSHOP SUGGESTED DURATION: UNIT 2: The Novel Concurrent with Academic English I UNIT OVERVIEW UNIT LEARNING GOALS Students will construct an argument using strong and thorough textual evidence to communicate how an author conveys the theme of a novel. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can assist a peer in achieving a performance 3 skill. The student can: utilize the writing process to draft, revise, and finalize work; draw inferences from the text in order to understand how textual analysis is developed; 3 analyze the text s use of language; use relevant evidence from the text to support an effective student-generated thesis; effectively build and present knowledge through integration, comparison, and synthesis of complex ideas. The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from 2 the teacher. 1 The student needs assistance in order to reach the learning goal(s). 0 Even with assistance, the student does not exhibit understanding of the performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU1: The interaction of the reader and the text is integral to understanding its CEQ1a: What does it mean to interact with various types of text? purpose, structure, vocabulary and organization. CEU2: Writing is a process that has a variety steps, purposes, and styles with the goal CEQ2: Can writing be good if you don t draft, revise, and edit? of producing a polished final product that effectively conveys its message. CEU3: A writer s perspective (bias, attitude, standpoint, etc.) and purpose impacts a CEQ3a: How do you determine a writer s perspective (bias, attitude, standpoint. etc.) reader s understanding of the text. and/or purpose? CEU4: Artful and intentional use of appropriate, powerful, and selective words and CEQ4: How does word choice impact the message? phrases helps to convey a writer s message. CEU5: Strong and thorough textual evidence is essential to an argument s quality. CEQ5a: What makes some evidence better than others?

10 COMMON PRE-ASSESSMENT ALIGNMENT DESCRIPTION LG1 CEU1, CEQ1a CEU5, EQ5a 9-10.RL.1, 2, 3, L.4, 5 DOK3 Using a fictional text from the Academic English I course, students will answer a series of questions demonstrating the ability to identify key ideas and details. The proficient student will: draw inferences from the text in order to understand how textual analysis is developed; analyze the text s use of language; use relevant evidence from the text to support an effective student-generated thesis; effectively build and present knowledge through integration, comparison, and synthesis of complex ideas. TARGETED STANDARDS Interventions should be utilized to target individual student deficiencies and/or skills. Interventions must utilize readings from, and must align with current activities and assessments in the Academic English I course. DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE textual evidence explicit, implicit theme characterization dynamic, static exposition setting protagonist antagonist rising action conflict climax falling action resolution literal, figurative denotation, connotation Identify strong and thorough textual evidence Draw inferences from the text in order to understand how textual analysis is developed Cite strong and thorough textual evidence to support the text (explicit and inferred) Analyze how the theme or central idea of a text emerges, is shaped and refined by specific details Analyze how characters change over the course of the text Identify specific words that impact meaning and tone Determine the figurative and connotative meanings of words and phrases as they are used in the text 9-10.RL.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.2 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 RL.3 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 RL.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 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).

11 DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE textual evidence explicit, implicit theme characterization dynamic, static exposition setting protagonist antagonist rising action conflict climax falling action resolution literal, figurative denotation, connotation Comprehend key ideas and details Comprehend craft and structure Comprehend integration of knowledge and ideas Understand how language functions in different context Apply knowledge of language to comprehend more fully when reading or writing Identify words and phrases with multiple meanings Determine or clarify the meaning of unknown or multiple-meaning words and phrases 9-10.RL.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. Interpret the role of figurative language in the text 9-10.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP task purpose Utilize narrative writing strategies to explore observations and to practice implementing 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. audience planning revising editing rewriting details, dialogue, or, event sequence Analyze the reason for writing to determine task, purpose, and audience Determine suitable idea development strategies, organization, and style 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Recognize how and when to plan, revise, edit, rewrite, or try a new approach Recognize significant information for the needs of audience and purpose Determine appropriate organizational structure for various types of writing based upon task, purpose, and audience Write over shortened and extended time frames 9-10.W.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 W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

12 DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP parallel structure phrases clauses Define and identify parallel structure Recognize various types of phrases 9-10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Identify types of clauses Identify and correct misspelled words Apply correct capitalization, punctuation, and spelling when writing 9-10.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

13 01161X, 01162X: ENGLISH I WORKSHOP SUGGESTED DURATION: UNIT 3: Comparison and Contrast Writing Concurrent with Academic English I UNIT OVERVIEW UNIT LEARNING GOALS Students will analyze the author s purpose, perspective, and tone in order to compare and contrast two or more texts while using strong and thorough textual evidence. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can assist a peer in achieving a performance 3 skill. The student can: utilize the writing process to draft, revise, and finalize work; identify points of view and explain how each impacts the overall effect of a literary work; 3 analyze how an author s awareness of his or her audience can impact his or her writing style; use transitions that clearly indicate the distinction between similarities and differences; incorporate textual evidence and adhere to the correct MLA format for parenthetical citations; draft and revise individual and multi-paragraph pieces. 2 The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from the teacher. 1 The student needs assistance in order to reach the learning goal(s). 0 Even with assistance, the student does not exhibit understanding of the performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU1: The interaction of the reader and the text is integral to understanding its purpose, structure, vocabulary and organization. CEQ1b: How do you evaluate a range of texts at the same time (fiction, non-fiction, graphs, charts, visuals, and videos)? CEU2: Writing is a process that has a variety steps, purposes, and styles with the goal CEQ2: Can writing be good if you don t draft, revise, and edit? of producing a polished final product that effectively conveys its message. CEU3: A writer s perspective (bias, attitude, standpoint, etc.) and purpose impacts a reader s understanding of the text. CEU4: Artful and intentional use of appropriate, powerful, and selective words and phrases helps to convey a writer s message. CEU5: Strong and thorough textual evidence is essential to an argument s quality. CEQ3a: How do you determine a writer s perspective (bias, attitude, standpoint. etc.) and/or purpose? CEQ3b: How does a writer build, organize and support effective arguments? CEQ4: How does word choice impact the message? CEQ5a: What makes some evidence better than others?

14 COMMON PRE-ASSESSMENT ALIGNMENT LG1 CEU1, CEQ1b CEU2, CEQ2 CEU4, CEQ RI.1, 5, W.2, 4, 5 DOK 3 DESCRIPTION Using two pieces of non-fictional texts, preferably in use across all Academic English I sections, students will identify both authors purposes, points of view, and tones toward comparing and contrasting the texts in a multi-paragraph essay. The teacher may then utilize a graphic organizer, diagram, or chart as a prewrite guide for the multi-paragraph essay. The proficient student will: utilize the writing process to draft, revise, and finalize work; identify points of view and explain how each impacts the overall effect of a literary work; analyze how an author s awareness of his or her audience can impact his or her writing style; use transitions that clearly indicate the distinction between similarities and differences; incorporate textual evidence and adhere to the correct MLA format for parenthetical citations; draft and revise individual and multi-paragraph pieces. TARGETED STANDARDS Interventions should be utilized to target individual student deficiencies and/or skills. Interventions must utilize readings from, and must align with current activities and assessments in the Academic English I course. DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE compare and contrast claim rhetoric rhetorical techniques point of view purpose Analyze how an author uses a portion of the text to develop or refine an idea or claim Identify and define rhetoric Analyze the rhetorical techniques the author uses to express his/her point of view or purpose DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP strong, thorough evidence explicit key ideas Analyze text in order to provide evidence of how the text explicitly uses details to support key ideas Cite strong and thorough textual evidence to support the analysis 9-10.RI.5 Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) RI.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

15 DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP specific details organizational patterns craft structure informative writing explanatory writing narrative writing task purpose audience Analyze how the central idea of a text emerges, is shaped and refined by specific details Interpret how the text supports key ideas with specific details Analyze the author s use of organizational patterns and techniques to connect ideas and communicate an overall message Identify and understand craft and structure connections that are drawn between them. Identify and understand integration of knowledge and ideas Write informative/explanatory texts that examine/convey complex ideas, concepts, and information 9-10.RI.2 Determine a central idea of a text and analyze 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 RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the 9-10.RL.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range W.2 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. Write informative/explanatory texts that use effective selection, organization, and analysis of content Utilize narrative writing strategies to explore observations and to practice implementing details, dialogue, or, event sequence Analyze the reason for writing to determine task, purpose, and audience Determine suitable idea development strategies, organization, and style Recognize significant information for the needs of audience and purpose Determine appropriate organizational structure for various types of writing based upon task, purpose, and audience 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.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 W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

16 01161X, 01162X: ENGLISH I WORKSHOP SUGGESTED DURATION: UNIT 4: Poetry Concurrent with Academic English I UNIT OVERVIEW UNIT LEARNING GOALS Students will construct an argument that compares and contrasts the central ideas and themes between poems while citing strong and thorough textual evidence. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can assist a peer in achieving a performance 3 skill. The student can: utilize the writing process to draft, revise, and finalize work; identify strong and thorough textual evidence to support the connection between the poems; 3 interpret how the text supports key ideas or themes with specific details; identify complex ideas, appropriate formatting, supporting details; interpret the role of figurative language in a text. The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from 2 the teacher. 1 The student needs assistance in order to reach the learning goal(s). 0 Even with assistance, the student does not exhibit understanding of the performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU1: The interaction of the reader and the text is integral to understanding its CEQ1b: How do you evaluate a range of texts at the same time (fiction, non-fiction, purpose, structure, vocabulary and organization. graphs, charts, visuals, and videos)? CEU2: Writing is a process that has a variety steps, purposes, and styles with the goal CEQ2: Can writing be good if you don t draft, revise, and edit? of producing a polished final product that effectively conveys its message. CEU3: A writer s perspective (bias, attitude, standpoint, etc.) and purpose impacts a reader s understanding of the text. CEU4: Artful and intentional use of appropriate, powerful, and selective words and phrases helps to convey a writer s message. CEU5: Strong and thorough textual evidence is essential to an argument s quality. CEQ3a: How do you determine a writer s perspective (bias, attitude, standpoint. etc.) and/or purpose? CEQ3b: How does a writer build, organize and support effective arguments? CEQ4: How does word choice impact the message? CEQ5a: What makes some evidence better than others?

17 COMMON PRE-ASSESSMENT ALIGNMENT LG1 CEU1, CEQ1b CEU5, CEQ5a 9-10.RL.1, 2, L.3, 5 DOK3 DESCRIPTION Using two teacher-selected poems from the Academic English I curriculum, students will answer a series of questions to identify the impact of figurative language for the purpose of supporting connections between two poems. The proficient student will: utilize the writing process to draft, revise, and finalize work; identify strong and thorough textual evidence to support the connection between the poems; interpret how the text supports key ideas or themes with specific details; identify complex ideas, appropriate formatting, supporting details, interpret the role of figurative language in a text. TARGETED STANDARDS Interventions should be utilized to target individual student deficiencies and/or skills. Interventions must utilize readings from, and must align with current activities and assessments in the Academic English I course. DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE argument precise claim alternate claim Determine methods to introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims 9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence that introduces precise claims and distinguishes them as alternate or opposing Synthesize information from multiple sources 9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

18 DECLARATIVE KNOWLEDGE alliteration connotation diction dramatic monologue free verse haiku imagery lyrical metaphor narrative onomatopoeia repetition rhyme simile sonnets stanza symbolism tone PROCEDURAL KNOWLEDGE Draw inferences from the text in order to understand how textual analysis is developed Analyze how the theme or central idea of a text emerges, is shaped and refined by specific details Determine the figurative and connotative meanings of words and phrases as they are used in the text Analyze the cumulative impact of specific word choices on meaning or tone Comprehend key ideas and details Comprehend craft and structure Utilize narrative writing strategies to explore observations and to practice implementing details, dialogue, or, event sequence Produce clear and coherent writing, using fully-developed ideas, organization, and style, appropriate to task, purpose, and audience Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach Determine appropriate organizational structure for various types of writing based upon task, purpose, and audience Apply knowledge of language to comprehend more fully when reading or writing Interpret the role of figurative language in the text Analyze nuances of words with similar denotations to understand words in context STANDARDS TO FURTHER DEVELOP 9-10.RL.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.2 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 RL.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 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) RL.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.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 W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

19 01161X, 01162X: ENGLISH I WORKSHOP SUGGESTED DURATION: UNIT 5: Cause and Effect Concurrent with Academic English I UNIT OVERVIEW UNIT LEARNING GOALS Students will analyze multiple texts to identify cause and effect relationships while using strong and thorough textual evidence to support a student-generated argument. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can assist a peer in achieving a performance 3 skill. The student can: correctly identify results and their direct or indirect causes; 3 explore causal relationships; incorporate textual evidence with MLA citations; draft and revise individual and multi-paragraph pieces. 2 The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from the teacher. 1 The student needs assistance in order to reach the learning goal(s). 0 Even with assistance, the student does not exhibit understanding of the performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU1: The interaction of the reader and the text is integral to understanding its purpose, structure, vocabulary and organization. CEQ1b: How do you evaluate a range of texts at the same time (fiction, non-fiction, graphs, charts, visuals, and videos)? CEU2: Writing is a process that has a variety steps, purposes, and styles with the goal CEQ2: Can writing be good if you don t draft, revise, and edit? of producing a polished final product that effectively conveys its message. CEU3: A writer s perspective (bias, attitude, standpoint, etc.) and purpose impacts a reader s understanding of the text. CEU4: Artful and intentional use of appropriate, powerful, and selective words and phrases helps to convey a writer s message. CEU5: Strong and thorough textual evidence is essential to an argument s quality. CEQ3a: How do you determine a writer s perspective (bias, attitude, standpoint. etc.) and/or purpose? CEQ3b: How does a writer build, organize and support effective arguments? CEQ4: How does word choice impact the message? CEQ5a: What makes some evidence better than others?

20 COMMON PRE-ASSESSMENT ALIGNMENT LG1 CEU1, CEQ1b CEU2, CEQ2 CEU4, CEQ RI.1, 2, W.2, 4, 5, 7, L.3 DOK 3 DESCRIPTION Using two pieces of non-fictional texts, preferably in use across all Academic English I sections, students will write a multi-paragraph essay that explores current events or social concerns for the purpose of identifying cause and effect relationships. The teacher may use a graphic organizer, diagram, or chart. The proficient student will: utilize the writing process to draft, revise, and finalize work; correctly identify results and their direct or indirect causes; explore causal relationships; incorporate textual evidence with MLA citations; draft and revise individual and multi-paragraph pieces. TARGETED STANDARDS Interventions should be utilized to target individual student deficiencies and/or skills. Interventions must utilize readings from, and must align with current activities and assessments in the Academic English I course. DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE immediate vs. remote methods of cause and effect transitions causal chain oversimplification immediate vs. remote transitions logic Delineate the argument and specific claims in a text Evaluate argument or specific claims in a text Distinguish between fallacious and valid reasoning 9-10.RI.8 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.

21 DECLARATIVE KNOWLEDGE immediate vs. remote methods of cause and effect transitions causal chain oversimplification immediate vs. remote transitions logic PROCEDURAL KNOWLEDGE Analyze text in order to provide evidence of how the text explicitly uses details to support key ideas Cite strong and thorough textual evidence to support the analysis Interpret how the text supports key ideas with specific details Write informative/explanatory texts that include relevant and sufficient facts, extended definitions, concrete details, quotations, examples, and other information appropriate to the knowledge of the topic Utilize narrative writing strategies to explore observations and to practice implementing details, dialogue, or, event sequence Produce clear and coherent writing, using fully-developed ideas, organization, and style, appropriate to task, purpose, and audience Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach Determine appropriate organizational structure for various types of writing based upon task, purpose, and audience Apply knowledge of language to make effective choices for meaning or style STANDARDS TO FURTHER DEVELOP 9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI.2 Determine a central idea of a text and analyze 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 W.2 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 W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.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 W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

22 01161X, 01162X: ENGLISH I WORKSHOP SUGGESTED DURATION: UNIT 6: Drama Concurrent with Academic English I UNIT OVERVIEW UNIT LEARNING GOALS Students will analyze the text s use of literary devices, focusing on cause and effect of specific characters and their actions. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can assist a peer in achieving a performance 3 skill. The student can: utilize the writing process to draft, revise, and finalize work; demonstrate comprehension of a range of complex literary and informational texts by drawing relevant evidences from texts to construct effective arguments and analyses; 3 use context effectively to determine the meaning of words and phrases; demonstrate the ability to build and present knowledge through integration, comparison, and synthesis of complex ideas; cite in standard MLA format; analyze the text s use of language, focusing on cause and effect of actions of major and minor characters. The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from 2 the teacher. 1 The student needs assistance in order to reach the learning goal(s). 0 Even with assistance, the student does not exhibit understanding of the performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU1: The interaction of the reader and the text is integral to understanding its purpose, structure, vocabulary and organization. CEU2: Writing is a process that has a variety steps, purposes, and styles with the goal of producing a polished final product that effectively conveys its message. CEU3: A writer s perspective (bias, attitude, standpoint, etc.) and purpose impacts a reader s understanding of the text. CEU4: Artful and intentional use of appropriate, powerful, and selective words and phrases helps to convey a writer s message. CEU5: Strong and thorough textual evidence is essential to an argument s quality. CEQ1a: What does it mean to interact with various types of text? CEQ1b: How do you evaluate a range of texts at the same time (fiction, non-fiction, graphs, charts, visuals, and videos)? CEQ2: Can writing be good if you don t draft, revise, and edit? CEQ3a: How do you determine a writer s perspective (bias, attitude, standpoint. etc.) and/or purpose? CEQ4: How does word choice impact the message? CEQ5a: What makes some evidence better than others? CEQ5b: What makes a source credible and accurate?

23 COMMON PRE-ASSESSMENT ALIGNMENT DESCRIPTION Using samples of dialogue preferably from works of drama in the Academic English I curriculum, students will answer a series of questions to identify cause and effect relationships in order to analyze character motivations. The teacher may choose samples of dialogue from any play. LG1 CEU1, CEQ1a, b CEU5, CEQ5a, b 9-10.RL.1, 3, L.5 DOK3 The proficient student will: utilize the writing process to draft, revise, and finalize work; demonstrate comprehension of a range of complex literary and informational texts by drawing relevant evidences from texts to construct effective arguments and analyses; use context effectively to determine the meaning of words and phrases; demonstrate the ability to build and present knowledge through integration, comparison, and synthesis of complex ideas; cite in standard MLA format; analyze the text s use of language, focusing on cause and effect of actions of major and minor characters. TARGETED STANDARDS Interventions should be utilized to target individual student deficiencies and/or skills. Interventions must utilize readings from, and must align with current activities and assessments in the Academic English I course. DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE rhetorical devices direct/indirect characterization allusion hyperbole metaphor/simile oxymoron irony (dramatic, verbal, situational) symbol tone ambiguity theme point of view soliloquy monologue aside imagery pun Analyze how an author s choice of plot structure, order of events or manipulation of time creates an effect of mystery, tension, or surprise 9-10.RL.5 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.

24 DECLARATIVE KNOWLEDGE rhetorical devices direct/indirect characterization allusion hyperbole metaphor/simile oxymoron irony (dramatic, verbal, situational) symbol tone ambiguity theme point of view soliloquy monologue aside imagery pun PROCEDURAL KNOWLEDGE Cite strong and thorough textual evidence to support the text (explicit and inferred) Analyze how the characters conflicts, motivations, and interactions advance the plot or theme Utilize narrative writing strategies to explore observations and to practice implementing details, dialogue, or event sequence. Produce clear and coherent writing, using fully-developed ideas, organization, and style, appropriate to task, purpose, and audience Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach Determine appropriate organizational structure for various types of writing based upon task, purpose, and audience Interpret the role of figurative language in the text Analyze nuances of words with similar denotations to understand words in context STANDARDS TO FURTHER DEVELOP 9-10.RL.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.3 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 W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.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 W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

25 01161X, 01162X: ENGLISH I WORKSHOP SUGGESTED DURATION: UNIT 7: Persuasive Argument Concurrent with Academic English I UNIT OVERVIEW UNIT LEARNING GOALS Students will create a persuasive argument while establishing an authoritative, formal tone using strong and thorough textual evidence. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can assist a peer in achieving a performance 3 skill. Students will be able to: utilize the writing process to draft, revise, and finalize work; use both deductive and inductive reasoning; create and support a clear, logical thesis; use textual evidence to support the argument; 3 create an organized argument; use and develop a single focus; establish an authoritative, formal tone; practice drafting individual and multi-paragraph pieces; use proper organization, transitions, and conventions of Standard English when writing. The student can complete all score 3 performances with minor mistakes and/or with assistance and additional scaffolding, prompting, or use of a template from 2 the teacher. 1 The student needs assistance in order to reach the learning goal(s). 0 Even with assistance, the student does not exhibit understanding of the performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU1: The interaction of the reader and the text is integral to understanding its CEQ1b: How do you evaluate a range of texts at the same time (fiction, non-fiction, purpose, structure, vocabulary and organization. graphs, charts, visuals, and videos)? CEU2: Writing is a process that has a variety steps, purposes, and styles with the goal CEQ2: Can writing be good if you don t draft, revise, and edit? of producing a polished final product that effectively conveys its message. CEU3: A writer s perspective (bias, attitude, standpoint, etc.) and purpose impacts a reader s understanding of the text. CEU4: Artful and intentional use of appropriate, powerful, and selective words and phrases helps to convey a writer s message. CEU5: Strong and thorough textual evidence is essential to an argument s quality. CEQ3a: How do you determine a writer s perspective (bias, attitude, standpoint. etc.) and/or purpose? CEQ3b: How does a writer build, organize and support effective arguments? CEQ4: How does word choice impact the message? CEQ5a: What makes some evidence better than others? CEQ5b: What makes a source credible and accurate?