ENGLISH LANGUAGE ARTS/READING HIGH SCHOOL (through grade 11) Common Curricular Goal: VOCABULARY: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas. EL.CM.RE.10 Determine meanings of words using contextual and structural clues. EL.CM.RE.11 Identify and use the literal and figurative meanings of words and phrases. Each day, students make an educated guess, from a series of hints (picture, sentence, story, analogy, etc.), what the Word of the Day means. Then students complete standard template with definition and a drawing. Through Quick Writes focused on developing character and setting, students will replace simple language with figurative language. List of SAT words: Word of the Day Metaphor, Simile, Personification, Characterization, dialect, setting, Elements of a Story Weekly Vocabulary Quizzes Personal Narrative -Vocabulary by Marzono -SAT word list (online) -Photographs of detailed setting/character -Models of Narratives Rewards for correct guesses motivates students EL.CM.RE.12 Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words. Common Curricular Goal: READ TO PERFORM A TASK: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task. EL.CM.RE.16 Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grade-level text to reach supported conclusions. EL.CM.RE.17 Analyze the structure and format of job and consumer-related materials, including the graphics and headers, and explain how the features support the intended purposes. Common Curricular Goal: INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING: Demonstrate general understanding of grade-level
informational text across the subject areas. EL.CM.RE.19 Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections. Through Cornell Notes, on various topics, students write a summary of their notes (what they learned). Cornell Notes Written summary that includes: Topic Sentence, main ideas, and concluding sentence. (Must be COMPLETE sentences.) -Cornell Notes template. -Article, novel, etc. to take notes from. -Provide printed template for IEP or ESL students. Common Curricular Goal: INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION: Develop an interpretation of grade-level informational text across the subject areas. EL.CM.RE.21 Predict probable future outcomes supported by the text. EL.CM.RE.22 Infer an author s unstated meaning and draw conclusions about an author s stated meaning based on facts, events, images, patterns or symbols found in text. EL.CM.RE.23 Make reasoned assertions about an author s arguments by using elements of the text to defend and clarify interpretations. Students will predict what Of Mice and Men will be about based on knowledge of the time period and previous chapters read. Students will analyze the poem, To a Mouse by Robert Burns, and conclude why Steinbeck named his novel after this poem. In preparation for the Socratic Seminar on the unit s Essential Question, students research textual evidence in the novel and write it down in Cornell Notes format. -Foreshadowing -The Great Depression -The Dust Bowl -FDR -The New Deal -Migrant Workers -Stock Market Crash, etc. -Understanding -Interpretation -Analysis -Margin Notes -Higher questioning -Intellectual Disabilities -Textual Evidence Completed Notes and Summarization chart. -Written responses on page 40 of Lit Guide, as well as margin notes. -Observations of Think, Pair, Share and whole group discussions. -Cornell Notes -Participation, Preparation and Reflection of Socratic Seminar -Standards-Based Lit Guide -Standards-Based Literature Guide for Of Mice and Men -3 Articles related to Intellectual Disabilities -Video clips from www.thearc.org -Movie clips from I Am Sam -Cornell Notes from novel, classroom articles, Internet Research about The Arc -Use Think, Pair, Share or Find Someone Who Activity for students to compare answers. -Walk through how to write margin notes with students: Interacting with Text -A great debrief activity to the book. Helps students better understand the author s purpose. EL.CM.RE.24 Analyze Students determine the type of -Types of conflict: -Complete chart on -Model first 2
implicit relationships, such as cause-and-effect, sequence-time relationships, comparisons, classifications, and generalizations. EL.CM.RE.25 Infer the main idea when it is not explicitly stated, and support with evidence from the text. conflict and effect it has on the author s writing. See Reading Standard # 23 man vs. man, man vs. himself, man vs. nature, man vs. society -Author s Craft pgs. 52-53 of Lit Guide -Individual responses during class discussion and working in partners (walking observations) -Socratic Seminar -Lit Guide conflicts (scenes) as a class and discuss have students vote on the type of conflict and defend answer. Common Curricular Goal: INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE: Examine content and structure of grade-level informational text across the subject areas. EL.CM.RE.26 Draw conclusions about the author s purpose based on evidence in the text. EL.CM.RE.27 Differentiate among reasoning based on fact versus reasoning based on opinions, emotional appeals, or other persuasive techniques. EL.CM.RE.28 Evaluate if and how the author uses authoritative sources to establish credibility for arguments, proposed actions, or policies. EL.CM.RE.29 Compare and contrast information on the same topic after reading several passages or articles. See Reading Standard #23 In preparation for the Socratic Seminar, students research facts of Intellectual Disabilities. After reading Of Mice and Men, researching Intellectual Disabilities, participating in a Socratic Seminar, and watching a nonfiction movie about a girl with Asperger s Syndrome, students will write a comparison essay, identifying Steinbeck s purpose and whether it was portrayed or written effectively, based on the student s knowledge of -Types and levels of Intellectual Disabilities -Intellectual Disabilities, specifically Asperger s Syndrome -Socratic Seminar -Cornell Notes -Participation and Reflection of the Socratic Seminar -Expository (Comparison) Essay -www.thearc.org -3 other articles -Video clips -Movie -It will be powerful to see how students will be able to SUPPORT their opinion with facts (research) and nonfiction accounts.
Intellectual Disabilities. EL.CM.RE.30 Evaluate the logic, unity, and consistency of text. Common Curricular Goal: LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING: Demonstrate general understanding of grade-level literary text. EL.CM.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Common Curricular Goal: LITERARY TEXT: DEVELOP AN INTERPRETATION: Develop an interpretation of grade-level literary text. EL.CM.LI.04 Predict probable future outcomes supported by the text, including foreshadowing clues. EL.CM.LI.05 Analyze interactions between characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and how these interactions affect the plot. EL.CM.LI.06 Identify themes in literary works, and provide support for interpretations from the text. EL.CM.LI.07 Infer the main idea when it is not explicitly stated, and support with evidence from the text. EL.CM.LI.08 Identify and analyze unstated reasons for See Reading Standard #24 Students will find textual evidence to support their answer to the Essential Question: Should individuals with Intellectual Disabilities be able to live in society on his/her own? They will do this by looking at the character of Lennie and his interactions with other characters. After finishing Of Mice and Men, students will answer a series of questions from the Lit Guide specifically addressing themes from the novel. -Internal vs. External Conflict -Essential Question -Making connections -Theme -Textual Support -Cornell Notes with summarized examples from text + page numbers. -Complete answers with examples from the novel. -Lit Guide -Discuss the difference between fact and opinion, and how an opinion is made stronger with evidence: personal accounts, examples from novel, etc. -Do this at the end of the novel. -Potential for an Inclass essay. -Good review material for Unit Test.
actions or beliefs based on explicitly stated information. Common Curricular Goal: LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE: Examine content and structure of grade-level literary text. EL.CM.LI.09 Identify various literary devices, including figurative language, imagery, allegory, and symbolism; evaluate the significance of the devices; and explain their appeal. EL.CM.LI.10 Interpret and evaluate the impact of subtleties, contradictions, and ironies in a text. EL.CM.LI.11 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. EL.CM.LI.12 Analyze an author s development of time and sequence, including the use of complex literary devices, such as foreshadowing or flashbacks. EL.CM.LI.13 Evaluate the impact of word choice and figurative language on tone, mood, and theme. EL.CM.LI.14 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage directions on dramatic literature. At the beginning of Of Mice and Men, students characterize George and Lennie based on dialogue, and discuss how this effects the tone and mood of the story. The teacher reads the first chapter out loud in class in order to capture this. See Reading Lit Standard #13 -Tone -Mood -Dialect -Dialogue -Word Choice -Think, Pair, Share observations -Find an audio tape of the novel so as to show a better interpretation of tone.
ENGLISH LANGUAGE ARTS/ WRITING High School (through grade 11) Common Curricular Goal: WRITING: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning. EL.CM.WR.10 Establish a coherent and clearly supported thesis that engages the reader, conveys a clear and distinctive perspective on the subject, maintains a consistent tone and focus throughout the piece of writing, and ends with a well supported conclusion. EL.CM.WR.11 Create an organizational structure that logically and effectively presents information using transitional elements that unify paragraphs and the work as a whole. EL.CM.WR.12 Use precise language, action verbs, sensory details, and appropriate modifiers. EL.CM.WR.13 Demonstrate an understanding of sentence construction including parallel structure and subordination to achieve clarity of meaning, vary Students will answer Of Mice and Men s Essential Question in their thesis statement. Students replace plain words with descriptive, figurative language words or phrases. This is done after teaching Dangling Modifiers. Students score their Sentence Fluency in any essay, using the 6 Writing Traits Rubric/Checklist. Students also check Sentence Fluency during Peer Editing workshops. -Thesis Statement - Dangling Modifiers -Sensory Details -Vivid -Show vs. Tell -Figurative Language (similes, metaphors and personification) -Independent Clause -Dependent Clause - Dangling Modifiers -Semicolon -In-Class Essay (See Reading Standard #29) -Personal Narrative -Personal Narrative -Expository Essay -Persuasive Essay -Thesis Statement formula Scoring Rubric Check List -Transition Word List for Expository and Narrative Essays resources resources Scoring Rubric Check List -Transition Word List for Expository and Narrative Essays Students score their paper on Organization, using Checklist
sentence types, and enhance flow and rhythm. resources Common Curricular Goal: CONVENTIONS: SPELLING: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas. EL.CM.WR.14 Produce writing that shows accurate spelling. Students maintain a Conventions and Spelling Chart to track where they need help. Template from Angela Perry s book. Common Curricular Goal: CONVENTIONS: GRAMMAR: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas. EL.CM.WR.15 Show control of clauses, including main and subordinate, and phrases, including gerund, infinitive, and participial. EL.CM.WR.16 Understand and use proper placement of modifiers. EL.CM.WR.17 Demonstrate an understanding of proper English usage, including the consistent use of verb tenses and forms. Common Curricular Goal: PUNCTUATION: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas. EL.CM.WR.18 Use conventions of punctuation correctly, including semicolons, colons, ellipses, hyphens and dashes. SEMICOLON: Students understand and identify semicolon rules by looking at pieces of writing by Dr. Martin Luther King Jr.; therefore, creating as a class, accurate rules for the use of semicolons. -Semicolon -Dr. Martin Luther King Jr. Template from Angela Perry s book. Students maintain a Conventions and Spelling Chart to track where they need help. Common Curricular Goal: CONVENTIONS: CAPITALIZATION: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.
EL.CM.WR.19 Use correct capitalization. Template from Angela Perry s book. Common Curricular Goal: WRITING MODES: Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas. Personal Narrative Prompt: Tell a story about a time when someone helped you or you helped someone, and how that event has changed your life. -Scored essay using Rubric -ODE website for prompts. resources -Plotline graphic organizer -Vivid -Show not Tell -Sensory Details -Characterization -Setting Development -Internal vs. External Conflict -Elements of a Story: Exposition, Rising Action, Climax, Falling Action, Resolution -Theme Fictional Narrative -Scored essay using Rubric Expository Persuasive 1) In-Class Comparison Essay for Of Mice and Men Unit (See Reading Standard #29) -Scored essay using Rubric -Scored essay using Rubric -Teach more to the transitions in a Narrative -Begin by comparing the characteristics of an Expository Essay vs. Narrative and Personal Narrative