Cluster 1: Key Ideas and Details LAFS.910.RL.1.1 LAFS.910.RL.1.2 LAFS.910.RL.1.3 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 2016-2017 Curriculum Map English 1 1001310 Quarter 1 In Quarter 1, students will focus on citing textual evidence, making inferences, and analyzing how an author uses text structure to develop central ideas and point of view. The impact of word choice, including figurative language and connotation, will remain a focal point throughout the semester. Students explore epic poetry and learn how an ancient author develops plot, characterization, theme and motifs, as well as how the representation of a subject in two different mediums can impact interpretation. Unit 1 is from "Collection 5: A Matter of Life and Death," and Unit 2 is from "Collection 6: Heroes and Quests." Students will also use the writing process to publish an informative/explanatory essay, using Performance Tasks and the Performance Assessment (Unit 2) to practice the writing standards for informative writing. The student learning outcomes have been developed from the Language Arts Florida Standards (LAFS). Reading Standards for Literature and Informational Text UNIT 1 Collections. Close Reader. Boston: HMH, 2015. Selections from Collection 5 Text: *from Night (memoir) *Is Survival Selfish?" (argument) *from Deep Survival (science writing) In response to grade-level text, students will write short answers supported by strong and thorough textual evidence to: *support analysis of explicit text and inferences. *identify a text s theme/central idea and closely analyze its development, including how it begins and is shaped and honed by specific details. *analyze how complex characters develop over the course of the text, advance plot and impact themes. *answer text-dependent questions including the figurative and connotative meanings of words and phrases in the text and the impact of a word on the text's meaning and tone as well as the cumulative effect of word choice. *analyze text structure and how it impacts meaning. May 20, 2016 English 1 Quarter 1 1
Cluster 2: Craft and Structure Cluster 3: Integration of Knowledge and Ideas LAFS.910.RL.2.4 LAFS.910.RL.2.5 LAFS.910.RL.2.6 LAFS.910.RL.3.7 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée des Beaux Arts and Breughel s Landscape with the Fall of Icarus). Close Reader: *from An Ordinary Man *"The Survivor" (poem) *"Who Understands Me But Me" (poem) UNIT 2 Collections. Close Reader. Performance Assessment. Boston: HMH, 2015. Selections from Collection 6 Core Text: *from "The Odyssey" (epic poem) *"The Journey" (poem) *from The Cruelest Journey (travel writing) *consider an author's point of view from both outside the U.S. and from another time period to determine the similarities and differences with our own cultural norms *Compare and contrast a text with a filmed version of the text to determine the salient points emphasized in each medium. In response to grade-level text, students will write extended answers supported by strong and thorough textual evidence to: *write a summary of text without opinion or judgment. *analyze how an author's choices regarding order of events, time, and structure creates effects like mystery, tension, or surprise. *closely analyze the structure of a specific paragraph including the role of a sentence in developing and honing a key concept. *analyze a point of view/cultural experience reflected in a text written outside the United States. *determine an author s point of view/purpose in a text and analyze how the author uses rhetoric to advance it. May 20, 2016 English 1 Quarter 1 2
Cluster Code Standard Cluster 4: Range of Reading and Level of Text Complexity LAFS.910.RL.4.10 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. Close Reader: *"The Cyclops" (excerpt from The Odyssey) *"The Good Soldiers" (nonfiction) Cluster 1: Key Ideas and Details Cluster 2: Craft and Structure LAFS.910.RI.2.6 LAFS.910.RI.2.5 LAFS.910.RI.2.4 LAFS.910.RI.1.2 LAFS.910.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a 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. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 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. Performance Assessment: * Chart a Course That Works *"Cuzco, Peru" *"Machu Picchu" *"The Pyramids of Giza" *"The Great Pyramid at Giza" *"Visiting the Mayan Pyramids" *"El Castillo Mayan Pyramid and The Great Pyramid at Giza" *"Mayan Civilizations" *"Aztecs" *"The Inca" May 20, 2016 English 1 Quarter 1 3
Cluster 4: Range of Reading and Level of Text Complexity Cluster 1: Text Types and Purposes LAFS.910.RI.4.10 LAFS.910.W.1.2 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. 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. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Level 4 Writing Standards UNIT 1 Collections. Close Reader. Boston: HMH, 2015. UNIT 2 Performance Assessment. Boston: HMH, 2015. Suggested Resources: *Unit 2: Informative Essay *HMH Online (my.hrw.com) Interactive Writing Lessons *Writing Informative Text *Writing as a Process *Evaluating Sources *Using Textual Evidence Students will use: *an introduction; organizational structure that arranges complex ideas, concepts, and information; formatting, graphics, and multimedia; appropriate, varied transitions to interconnect and clarify relationships among complex ideas and concepts; and a concluding statement that supports the information/explanation. *development of the topic by well-chosen, sufficient, relevant facts, extended definitions, concrete details, quotations and other information and examples appropriate for the audience and credited with appropriate standardized citations. *precise language; domain-specific vocabulary; formal and objective style. *revision to develop and strengthen writing and editing to improve and solidify language and punctuation. *write short and extended responses to grade-level text to analyze a topic through the examination of relevant content from which strong and thorough textual evidence is chosen from one or more texts. May 20, 2016 English 1 Quarter 1 4
LAFS.910.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3.) Cluster 2: Production and Distribution of Writing LAFS.910.W.2.5 LAFS.910.W.2.6 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1 3 up to and including grades 9 10.) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. May 20, 2016 English 1 Quarter 1 5
Cluster 3: Research to Build and Present Knowledge LAFS.910.W.3.7 LAFS.910.W.3.8 LAFS.910.W.3.9 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. Level 4 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. Level 4 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 9-10 Reading Standards to literature. b. Apply grade 9-10 Reading Standards to literary nonfiction. Cluster 4: Range of Writing LAFS.910.W.4.10 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. May 20, 2016 English 1 Quarter 1 6
Cluster 1: Comprehension and Collaboration LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Standards for Speaking and Listening UNITS 1 & 2 Collections. Close Reader. Boston: HMH, 2015. Collection 5 *A&E History Videos -- The Holocaust Collection 6 *A&E History Videos --- Odysseus: Curse of the Sea poets.org (poets reading their poetry) *prepare for discussions, having read and researched material; explicitly draw on evidence throughout discussion; actively include others; set clear goals and deadlines; establish roles when necessary. *engage in collegial discussions and decision-making on a range of topics by stimulating thoughtful, well-reasoned exchange of ideas; building on each others ideas; expressing ideas clearly and persuasively; clarifying, verifying, or challenging ideas and conclusions; and promoting divergent perspectives. *pose and respond to questions that relate the discussion to broader ideas; summarize agreement and disagreement and justify personal views and understandings; and make new connections. *adapt speech as appropriate for audience and purpose. Cluster 2: Presentation of Knowledge and Ideas LAFS.910.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language Standards 1 and 3 for specific expectations.) May 20, 2016 English 1 Quarter 1 7
Cluster 1: Conventions of Standard English Cluster 2: Knowledge of Language LAFS.910.L.1.1 LAFS.910.L.1.2 LAFS.910.L.2.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon, with or without a conjunctive adverb, to link two of more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. 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. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian s Manual for Writers) appropriate for the discipline and writing type. Language Standards UNITS 1 & 2 Collections. Close Reader. Boston: HMH, 2015. Additional Resources: *HMH Online (my.hrw.com) --English Workshop --GrammarNotes --WordSharp: Interactive Vocabulary Tutor *use parallel structure. *use various types of phrases and clauses to express meaning and add variety and interest. *use semicolons correctly, with or without conjunctive adverbs. *use colons to introduce lists and quotations. *spell correctly. *write and edit work so that it conforms to guidelines in a style manual. *use context as a clue to meaning. *identify and use word patterns that indicate different meanings or parts of speech. *consult reference materials when necessary. *demonstrate independence in the understanding and proper use of academic and domain-specific vocabulary in oral and written tasks. May 20, 2016 English 1 Quarter 1 8
Cluster 3: Vocabulary Acquisition and Use LAFS.910.L.3.4 LAFS.910.L.3.6 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 9 10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. May 20, 2016 English 1 Quarter 1 9