Navejar english 09_curriculum_map_semester_1
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This is my 2012-2013 English 9 Curriculum Map. I'm still working on it.

This is my 2012-2013 English 9 Curriculum Map. I'm still working on it.

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Navejar english 09_curriculum_map_semester_1 Navejar english 09_curriculum_map_semester_1 Presentation Transcript

  • English 09 Semester 1Student Data Analysis- Understanding the learner Review Descarte information for: o Individual student readiness o Overview of class readiness Pre-Assessment o What does your student know? o Which Common Core Standards are they expected to learn? CABs o Pre-CAB  Review and plan lessons based upon student readiness  Compile data for class(s) and share with department o Post-CAB  Review data (item analysis) Which Common Core standards need to be reviewed? Reflect upon high failure rates and teaching of standard(s) Identify students’ rate of processing of Common Core Standards being assessed (RTI) Final Exam for Semester 1 o What are the students expected to know at the end of English 10? o What did the teacher cover? o What did the students learn?Preparing for the WKCEReview and practice- test taking strategies academic language paragraph and essay structure answering a writing promptStudents will read material written within the Lexile range 1050L to 1260LRegina Navejar-Hamilton High School (2012-2013)
  • English 09 Semester 1 Short Stories – Theme: Choices we make in life—the good and the bad. Common Core Title of Page Literary Focus Reading Language Writing Speaking and Listening Academic Graphic Standards Reading Strategy (rubric) (rubric) Vocabulary Organizer (possible homework) Reading 344 Point of view Read ahead Complete Literary analysis- focus on character Initiate and participate Understanding Plot chart Standards for The Secret Round character Read back subject -paragraph and essay structure directions using Life of Flat character Complete -basic punctuation and sentence effectively in a range of academic Literature Walter Mitty predicate structure collaborative discussions vocabulary-Key Ideas and Lexile level Synonyms (one-on-one, in groups, discussDetails 7001, 2, 3, and teacher-led) with Abbreviate Abstract diverse partners on grades AcronymCraft and Structure 9–10 topics, texts, and Affect4, 5 issues, building on others’ Alter ideas and expressing their Analogy Writing Analysis own clearly and persuasively. 16 Suspense Using Pronouns Work on writing standards 1 and 2 Evaluate a speaker’s Analyze Venn DiagramText types and The Most Conflict context Antecedents point of view, Annotatepurposes Dangerous clues Anticipate1, 2, and 3 Game reasoning, and use of Application Lexile level evidence and rhetoric, ApplyProduction and 740 identifying any fallacious Arguedistribution of reasoning or exaggerated Argumentwriting Articulate4, 5 and 6 or distorted evidence. Speaking and Listening The Cask of 6 Mood Break Common Narrative (real or imagined) Assemble Amontillado Description down nouns and Writing Standard #3 AssertComprehension and Lexile level confusing proper nouns AssessCollaboration 790 sentences Associate1, and 3 AssumePresentation of Assumptionknowledge and Audienceideas Authentic5 and 6 Background The 303 Internal Conflict Identifying Subordinating Narrative (real or imagined) Body Brainstorm Language Interlopers External conflict causes and conjunction Writing Standard #3 Brainstorm Chart Lexile level Indirect effects Coordinating Brief -organizingConventions of 1230 characterization conjunction Calculate details andStandard English Caption ideas1, 2 Cause CharacterVocabulary Characterizeacquisition and use Characteristic4, 5 and 6 Regina Navejar-Hamilton High School (2012-2013)
  • English 09 Semester 1 CAB Blueprint for Short Story Unit Common Core Standards Students will be assessed on the following Pretest Post test What items need to be Covered Results Results re-taught? Reading Writing Speaking and Listening Language Assessments/Evidence (Placement and Frequency)•Closed-ended selected response (e.g., multiple choice, matching, true/false)•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,graphic)•Products (e.g., essay, model, project)•Performances (e.g., speech, recital, demonstration)•Process-focused (e.g., conferences, observations, logs)•Student Self-Assessment (e.g., journal reflection, portfolio)•Portfolio (e.g., collections of products, performances, artifacts, tests Learner/Performance Objectives Students will: 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. 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. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific Regina Navejar-Hamilton High School (2012-2013)
  • English 09 Semester 1expectations for writing types are defined in standards 1-3 above).Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant fora specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 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 linkto other information and to display information flexibly and dynamically.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.Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy ofeach source.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,reasoning, and evidence and to add interest.Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards1 and 3 for specific expectations.)Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly form arange of strategies.Demonstrate understandings of figurative language, word relationships, and nuances in word meanings.Regina Navejar-Hamilton High School (2012-2013)
  • 5 Teacher Reflection Content Correctives EnrichmentsHow will you vary what students will learn and the materials that represent the •re-teaching •tutoring peerscontent? •alternative textbooks •developing practice exercises •alternative materials •developing related media materials •workbooks •completing special projects, experiments •study guides •developing games, problems, and contests •academic games (crossword puzzles, •using advanced computer-assisted lessons simulations) •locating background materials for future or current topics Process •small group study sessions •developing additional formative assessmentsHow will you vary activities through which students make sense of key ideas using •individual tutoring •planning to teach a mini-unitessential skills? •learning centers and laboratories •creating bulletin boards and displays •technology-assisted instruction (e.g., •applying knowledge to a new situation Podcasts, computers, video) ProductHow will you vary the way students demonstrate and extend what they understandand can do as a result of a span of learning? Learning EnvironmentHow will you vary the classroom conditions that set the climate, expectations forlearning, and physical conditions?ESL: Identify your students in the ESL program. Do you have the materials needed to support these students? What materials are you using?Students in the Special Education Program: Identify your students in the Special Education program. Do you have the materials needed to support these students? What materials areyou using?RTI: Which students are you monitoring? What are your observations? Interventions? Regina Navejar-Hamilton High School (2012-2013)
  • English 10 Semester 1 Poetry—Theme: Seasons change…people change- How have you changed over time?Common Core Title of Page Literary Focus Reading Language Writing Speaking and Academic GraphicStandards Reading Strategy Listening Vocabulary OrganizerReading Standards Macavity- 398/402 Humorous Diction Contrasting the Portmanteau Poetry analysis News Article- Deduce Flow chart for Literature T.S. Elliot Repetition Serious and the Words-408 reporting the facts DefendKey Ideas and Figurative language Ridiculous Predicate DefineDetails Demand Adjectives1 and 2 Demonstrate DepictCraft and Structure Describe4 and 5 DetailIntegration of DetectKnowledge and Ideas Determine7 I Hear 162/ Author’s purpose Responding Latin root-cred Radio news report Chronology Essay outline America 172 Tone Action and Citation Writing Cite Singing linking verbsText and Types of ClaimPurpose Pg 174 Clarify1 and 3 ClassProduction and ClueDistribution of CodeWriting Siren Song 1050/ Contemporary Compare and French suffix- Movie Review Coherent Compare and4, 5, and 6 Common 1054 Interpretations Contrasting esque contrast Speaking and Compare Listening Epic poetry Varying Compile sentence length ComplementComprehension and Analogies ComposeCollaboration Page 1062 composition1, 2 and 3Presentation ofKnowledge and Ideas5 and 6 Language Tonight I Review terms Draw Spanish Develop Compare/contrastConventions of can Write Tone inferences cognates Devise chartStandard English the Saddest Imagery about the Diction -compare two1 and 2 Differentiate Lines- Figurative language Speaker poems andVocabulary Dimension Neruda Speaker Diminish determine theacquisition and use4, 5, and 6 Lines Direct similarities and Stanza Discipline differences Voice Discover -tone -use of imagery -themes Regina Navejar-Hamilton High School (2012-2013)
  • English 10 Semester 1CAB Blueprint for Poetry Unit Common Core Standards Students will be assessed on the following Pretest Post test What items need to be Covered Results Results re-taught?ReadingWritingSpeaking and ListeningLanguageRegina Navejar-Hamilton High School (2012-2013)
  • English 10 Semester 1 Assessments/Evidence (Placement and Frequency)•Closed-ended selected response (e.g., multiple choice, matching, true/false)•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,graphic)•Products (e.g., essay, model, project)•Performances (e.g., speech, recital, demonstration)•Process-focused (e.g., conferences, observations, logs)•Student Self-Assessment (e.g., journal reflection, portfolio)•Portfolio (e.g., collections of products, performances, artifacts, tests Learner/Performance Objectives Students will: 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. 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 the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment (The Weary Blues and a Blues song) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences. 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 above). 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 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. 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. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, Regina Navejar-Hamilton High School (2012-2013)
  • English 10 Semester 1reasoning, and evidence and to add interest.Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards1 and 3 for specific expectations.)Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly form arange of strategies.Demonstrate understandings of figurative language, word relationships, and nuances in word meanings.Regina Navejar-Hamilton High School (2012-2013)
  • English 10 Semester 1 Teacher Reflection Content Correctives EnrichmentsHow will you vary what students will learn and the materials that represent the •re-teaching •tutoring peerscontent? •alternative textbooks •developing practice exercises •alternative materials •developing related media materials •workbooks •completing special projects, experiments •study guides •developing games, problems, and contests •academic games (crossword puzzles, •using advanced computer-assisted lessons simulations) •locating background materials for future or current topics Process •small group study sessions •developing additional formative assessmentsHow will you vary activities through which students make sense of key ideas using •individual tutoring •planning to teach a mini-unitessential skills? •learning centers and laboratories •creating bulletin boards and displays •technology-assisted instruction (e.g., •applying knowledge to a new situation Podcasts, computers, video) ProductHow will you vary the way students demonstrate and extend what they understandand can do as a result of a span of learning? Learning EnvironmentHow will you vary the classroom conditions that set the climate, expectations forlearning, and physical conditions?ESL: Identify your students in the ESL program. Do you have the materials needed to support these students? What materials are you using?Students in the Special Education Program: Identify your students in the Special Education program. Do you have the materials needed to support these students? What materials areyou using?RTI: Which students are you monitoring? What are your observations? Interventions? Regina Navejar-Hamilton High School (2012-2013)
  • English 10 Semester 1 Informational Text—Common Core Title of Reading PG Literary Reading Strategy Language Writing Speaking and Academic Graphic OrganizerStandards Focus Listening VocabularyReading Standards The New York Conceive -Introduce CornellFor Info text Times, Upfront Concise Notes magazine Conclude -Pro-Con ChartKey Ideas and Details Conclusion As you go through this1, 2 Concrete unit, have students http://learning. Conditions keep track of the needCraft and Structure blogs.nytimes.co conduct for America to feel safe4, 5, 6 m/ during the war, and the unfair treatment ofIntegration of Japanese-AmericansKnowledge and ideas7, 8, 9Writing Confirm Compare/Contrast Consequence -compare/contrast withText types and Consider 9/11 and the treatmentpurposes Consist of people of Middle1, 2, 3 Constant Eastern descent.Production and Constitutesdistribution consult4, 5, 6, 7, 8 and 9Speaking and Discriminate Continue with CornellListening Discuss notesComprehension and Distinguish Pro/Con chartCollaboration Draft Compare/Contrast1, 2, 3 DrawPresentation ofknowledge and ideas5 and 6 Language Edit Continue with Cornell Effect notesConventions of Elements Pro/Con chartStandard English Emphasize Compare/Contrast1 and 2 EmployVocabulary Equalacquisition and use Equivalent4, 5 and 6 Essay Essential Establish Regina Navejar-Hamilton High School (2012-2013)
  • English 10 Semester 1 CAB Blueprint for Informational Text Common Core Standards Students will be assessed on the following Pretest Post test What items need to be Covered Results Results re-taught? Reading Writing Speaking and Listening Language Assessments/Evidence (Placement and Frequency)•Closed-ended selected response (e.g., multiple choice, matching, true/false)•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,graphic)•Products (e.g., essay, model, project)•Performances (e.g., speech, recital, demonstration)•Process-focused (e.g., conferences, observations, logs)•Student Self-Assessment (e.g., journal reflection, portfolio)•Portfolio (e.g., collections of products, performances, artifacts, tests Learner/Performance Objectives Students will: 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. 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. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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. Regina Navejar-Hamilton High School (2012-2013)
  • English 10 Semester 1Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specificexpectations for writing types are defined in standards 1-3 above).Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant fora specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 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 linkto other information and to display information flexibly and dynamically.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.Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy ofeach source.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,reasoning, and evidence and to add interest.Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards1 and 3 for specific expectations.)Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly form arange of strategies.Demonstrate understandings of figurative language, word relationships, and nuances in word meanings.The New York Times, Upfront magazine brings important national and world news to teens. Captivating photography, hard-hitting current events, thought-provoking debates, and more make Upfront the premier news magazine for high schoolstudents. This year, were providing you and your students with in-depth coverage of the Election with thought-provokingarticles on the campaigns, the candidates, the polls, and more. Subscriptions (10 or more copies) include Teachers Editionsand access to comprehensive digital resources. Grades 9 - 12, Biweekly.http://www.scholastic.com/teachers/post/what-common-core-canonhttp://www.readabilityformulas.com/Regina Navejar-Hamilton High School (2012-2013)
  • English 09 Semester 1Regina Navejar-Hamilton High School (2012-2013)
  • English 09 Semester 1 Teacher Reflection Content Correctives EnrichmentsHow will you vary what students will learn and the materials that represent the •re-teaching •tutoring peerscontent? •alternative textbooks •developing practice exercises •alternative materials •developing related media materials •workbooks •completing special projects, experiments •study guides •developing games, problems, and contests •academic games (crossword puzzles, •using advanced computer-assisted lessons simulations) •locating background materials for future or current topics Process •small group study sessions •developing additional formative assessmentsHow will you vary activities through which students make sense of key ideas using •individual tutoring •planning to teach a mini-unitessential skills? •learning centers and laboratories •creating bulletin boards and displays •technology-assisted instruction (e.g., •applying knowledge to a new situation Podcasts, computers, video) ProductHow will you vary the way students demonstrate and extend what they understandand can do as a result of a span of learning? Learning EnvironmentHow will you vary the classroom conditions that set the climate, expectations forlearning, and physical conditions?ESL: Identify your students in the ESL program. Do you have the materials needed to support these students? What materials are you using?Students in the Special Education Program: Identify your students in the Special Education program. Do you have the materials needed to support these students? What materials areyou using?RTI: Which students are you monitoring? What are your observations? Interventions? Regina Navejar-Hamilton High School (2012-2013)
  • English 09 Semester 1 NovelCommon Core Title of Page Literary Focus Reading Language Writing Speaking Academic Graphic OrganizerStandards Reading Strategy and Vocabulary ListeningReading Standards Characterization Make predictions Identify Create a Contend Plot chartFor Lit Point of view Visualize unfamiliar multimedia Context Summary of events list Novel Retell and words and use presentation Contradict Internal/external conflict Character summarize a dictionary on Convert listKey Ideas and Details The Kite Plot (online Convey Pick a character and1, 2 and 3 Runner Narrator dictionary, Copy follow development, Lexile parts of a word Correlate conflict and actionCraft and Structure level entry) Correspond4, 5, 6 840 Review/discuss thesaurusIntegration of Knowledgeand ideas7, 8, 9 WritingText types and purposes2 and 3Production anddistribution of writing4, 5 and 6Speaking and ListeningComprehension and Style Connect to Identify Present Credible Plot chartcollaboration Imagery life unfamiliar multimedia Credit Summary of events list1, 2 and 3 Conflict experiences words and use presentation Criteria Internal/external conflictPresentation of Animal Dialogue Other texts, a dictionary -use MPS Critique listknowledge and ideas Farm Mood or prior (online presentation Crucial Pick a character and5 and 6 Lexile Theme knowledge dictionary, rubric for Cumulative follow development,Language level Moral Word attack parts of a word formative debate conflict and actionConventions of standard 1170 Symbol strategies- entry) assessmentEnglish Style -reread Review/discuss1 and 2 Flashback sentence thesaurus Foreshadowing -connect to aVocabulary acquisition word youand use know4, 5, 6 Regina Navejar-Hamilton High School (2012-2013)
  • English 09 Semester 1 CAB Blueprint for Novel Unit Common Core Standards Students will be assessed on the following Pretest Post test What items need to be Covered Results Results re-taught? Reading Writing Speaking and Listening Language Assessments/Evidence (Placement and Frequency)•Closed-ended selected response (e.g., multiple choice, matching, true/false)•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,graphic)•Products (e.g., essay, model, project)•Performances (e.g., speech, recital, demonstration)•Process-focused (e.g., conferences, observations, logs)•Student Self-Assessment (e.g., journal reflection, portfolio)•Portfolio (e.g., collections of products, performances, artifacts, tests Learner/Performance Objectives Students will: 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. 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. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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. Regina Navejar-Hamilton High School (2012-2013)
  • English 09 Semester 1Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specificexpectations for writing types are defined in standards 1-3 above).Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant fora specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 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 linkto other information and to display information flexibly and dynamically.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.Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy ofeach source.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,reasoning, and evidence and to add interest.Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards1 and 3 for specific expectations.)Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly form arange of strategies.Demonstrate understandings of figurative language, word relationships, and nuances in word meanings.Regina Navejar-Hamilton High School (2012-2013)
  • English 09 Semester 1 Teacher Reflection Content Correctives EnrichmentsHow will you vary what students will learn and the materials that represent the •re-teaching •tutoring peerscontent? •alternative textbooks •developing practice exercises •alternative materials •developing related media materials •workbooks •completing special projects, experiments •study guides •developing games, problems, and contests •academic games (crossword puzzles, •using advanced computer-assisted lessons simulations) •locating background materials for future or current topics Process •small group study sessions •developing additional formative assessmentsHow will you vary activities through which students make sense of key ideas using •individual tutoring •planning to teach a mini-unitessential skills? •learning centers and laboratories •creating bulletin boards and displays •technology-assisted instruction (e.g., •applying knowledge to a new situation Podcasts, computers, video) ProductHow will you vary the way students demonstrate and extend what they understandand can do as a result of a span of learning? Learning EnvironmentHow will you vary the classroom conditions that set the climate, expectations forlearning, and physical conditions?ESL: Identify your students in the ESL program. Do you have the materials needed to support these students? What materials are you using?Students in the Special Education Program: Identify your students in the Special Education program. Do you have the materials needed to support these students? What materials areyou using?RTI: Which students are you monitoring? What are your observations? Interventions? Regina Navejar-Hamilton High School (2012-2013)
  • English 09 Semester 1 Quarter 1 Quarter 2Reading for Literature: Reading for Literature:{1} I can identify a theme and explain how it develops using specific details throughout the text in a literary text. {14} I can use direct quotes and specific examples to support textual understanding and inferences in a literary(RL.9.2) text. (RL.9.1){2} I can provide a factual and objective summary of a literary text. (RL.9.2) {15} I can analyze the subject or key scene in two different art forms, including what is emphasized or absent.{3} I can analyze how complex characters develop over the course of a text, interact with other characters, and (RL.9.7)advance the plot or the theme. (RL.9.3) {16} I can explain the significance of referencing another text within a text (literary allusion) and how it influences{4} I can describe how an author’s use of words create meaning and tone in a literary text. (RL.9.4) the work. (RL.9.9){5} I can analyze how an author uses plot structure, sequence of events, time, or pacing to create mood (e.g., Reading Informational Text:mystery, tension, suspense etc.). (RL.9.5) {17} I can analyze different versions of a single subject depicted in various media and determine which details are{6} I can analyze how a point of view or cultural experience is reflected in a work from outside the United States. emphasized in each medium. (RI.9.7)(RL.9.6) {18} I can describe how significant historical and literary US documents reflect related themes and concepts.Writing: (RI.9.9){7} I can write a narrative that provides an effective story exposition, creating a smooth development of events. Writing:(W.9.3a) {19} I can write effective an informative and explanatory text that introduces a topic and organizes and connects{8} I can write a narrative that develops characters and events using techniques such as dialogue, description, complex ideas effectively. (W.9.2a)multiple plot lines, and pacing. (W.9.3b) {20} I can write an effective informative and explanatory text that uses relevant and appropriate evidence to{9} I can write a narrative that uses various transitions to sequence events and create a logical whole. (W.9.3c) support and develop the topic. (W.9.2b){10} I can write a narrative that uses precise words and phrases, details, and sensory language to convey a vivid {21} I can write effective an informative and explanatory text that uses appropriate transitions. (W.9.2c)picture. (W.9.3d) {22} I can write effective an informative and explanatory text that uses precise words to maintain a formal style{11} I can write a narrative that provides a conclusion that is consistent with the course of the narrative. (W.9.3e) and objective tone. (W.9.2d,e)Language: {23} I can write effective informative and explanatory text that contains a concluding statement that supports the{12} I can use various types of phrases and clauses in writing or speaking to convey meaning and add variety. information or explanation presented. (W.9.2f)(L.9.1a) Speaking and Listening:{13} I can use context to analyze figurative language, figures of speech, word relationship and nuances (slight {24} I can respond to others, discuss, clarify, and verify issues, themes, and larger ideas to propel effective classdifferences,) and determine their impact on the text. (L.9.5a-b) discussions. (SL.9.1c) Language: {25} I can use context clues to determine the meaning of unknown words and phrases that have multiple meanings. (L.9.4a) {26} I can use context to analyze figurative language, figures of speech, word relationship and nuances (slight differences) and determine their impact on the text. (L.9.5a-b) Quarter 3 Quarter 4Reading Informational Text: Reading Informational Text:{27} I can identify a central idea and explain how it develops using specific details throughout the text in an 44} I can use direct quotes and specific examples to support textual understanding and inferences in aninformational text. (RI.9.2) informational text. (RI.9.1){28} I can describe how an author constructs an analysis by looking at the order of points made, how they are {45} I can provide a factual and objective summary of an informational text. (RI.9.2)introduced and developed, and the connection of ideas. (RI.9.3) Writing:{29} I can describe how an author’s use of words creates meaning and tone in an informational text. (RI.9.4) {46} I can strengthen my writing by making appropriate choices during the writing process to best address my{30} I can locate specific passages from the text to analyze how the author develops his/her own ideas or claims. purpose and audience. (W.9.5)(RI.9.5) {47} I can use technology, including the internet, to produce, publish, edit, and revise a piece of writing, taking{31} I can explain how an author uses rhetoric to develop purpose and point of view. (RI.9.6) advantage of technology’s ability to link to other information. (W.9.6){32} I can outline and evaluate an argument and claims by assessing what is valid, relevant, or false. (RI.9.8) {48} I can create a brief and focused research project that combines multiple sources to answer an assigned orWriting: self-generated question or problem. (W.9.7){33} I can write an argument that introduces a claim, acknowledges counter- claims and clearly organizes the {49} I can gather and assess relevant information from multiple sources (print and digital) to answer a researchreasons and evidence for both. (W.9.1a) question. (W.9.8){34} I can write an argument that develops claims and counter claims, supplies evidence for each, and discusses {50} I can integrate relevant research information into the text using a clear, standard format with proper citation,the strengths /weaknesses of both, based on what might be important to the audience. (W.9.1b) avoiding plagiarism. (W.9.8){35} I can write an argument that uses transitions to link the major sections of a text, creates unity, and clarifies {51} I can draw evidence from literature and nonfiction to support my analysis, personal reflection, and research inthe relationships, claims, reasons, and evidence. (W.9.1c) a grade 9/10 setting. (W.9.9a-b){36} I can write an argument that contains a concluding statement that supports the claim presented. (W.9.1e) Speaking and Listening:{37} I can write an argument that maintains a formal style and objective tone, while considering the rules of the {52} I can express my ideas clearly, build on the ideas of others and refer to evidence from outside sources tocontent area. (W.9.1d) contribute to a productive class discussion. (SL.9.1a) Regina Navejar-Hamilton High School (2012-2013)
  • 21{38} I can write a clear and logical piece of writing that shows an understanding of the task, purpose, and {53} I can evaluate the credibility and accuracy of multiple media formats. (SL.9.2)audience. (W.9.4) {54} I can deliver a presentation that demonstrates organization development, substance and style appropriate toSpeaking and Listening: the task, purpose, and audience. (SL.9.4){39} I can respond thoughtfully and appropriately to other’s comments and perspectives by summarizing, {55} I can use digital media in presentations to support and enhance evidence and ideas. (SL.9.5)justifying, and connecting ideas during class discussions. (SL.9.1d) {56} I can vary speech and usage to the appropriate audience and task. (SL.9.6){40} I can evaluate a speaker’s point of view, reasoning, evidence and rhetoric to identify any flawed material. Language:(SL.9.3) {57} I can use a colon to introduce a list or quotation. (L.9.2b)Language: {58} I can spell correctly with appropriate capitalization. (L.9.2c){41} I can use parallel structure in speaking or writing. (L.9.1a) {59} I can write and edit work that follows specific guidelines, referencing a style manual. (L9.3){42} I can use a semi-colon and possibly a conjunctive adverb to link two or more related independent clauses. (L {60} I can determine patterns of words and use parts of speech to determine the meaning of unknown words and9.2a) phrases that have multiple meanings. (L.9.4b){43} I can write and edit work that follows specific guidelines, referencing a style manual. (L.9.3) {61} I can independently acquire and use general and subject specific words and phrases sufficient for communicating at the college or career level. (L.9.6) Regina Navejar-Hamilton High School (2012-2013)
  • 22 ACT College Readiness Standards: Writing Curriculum Checklist (score range: 9-10) Freshman Honors, Sophomore Average, Junior PrepACT Skill College Readiness Standards: Chapters/Units:Category (skills to be mastered)Expressing 1. Show clear understanding of the persuasive purpose of the task by taking aJudgments position on the specific issue in the prompt and offering a broad context for discussion (W9.a.1) 2. Show recognition of the complexity of the issue in the prompt by A. partially evaluating implications and/or complications of the issue, and/or (W9.e.2a) B. posing and partially responding to counter-arguments to the writers position (W9.e.2b) Focusing 1. Maintain a focus on discussion of the specific topic and issue inon the Topic the prompt throughout the essay (W9.b.1) 2. Present a thesis that establishes a focus on the writers position on the issue (W9.b.2)Developing 1. Develop most ideas fully, using some specific and relevant reasons, details, anda Position examples (W9.c.1) 2. Show clear movement between general and specific ideas and examples (W9.c.2)Organizing 1. Provide unity and coherence throughout the essay, sometimes with a logical Ideas progression of ideas (W9.d.1) 2. Use relevant, though at times simple and obvious, transitional words and phrases to convey logical relationships between ideas (W9.d.2) 3. Present a somewhat developed introduction and conclusion (W9.d.3) Regina Navejar-Hamilton High School (2012-2013)
  • 23 Writing Assessment Rubric Content RubricPoints Description · Topic/subject is clear, though it may or may not be explicitly stated · Maintains focus on topic/subject throughout the response · Organizational structure establishes relationships between and among ideas and/or events · Consists of a logical progression of ideas and/or events and is unified and complete 4 · Support and elaboration are related to and supportive of the topic/subject · Consists of specific, developed details · Exhibits skillful use of vocabulary that is precise and purposeful · Demonstrates skillful use of sentence fluency · Topic/subject is generally clear, though it may or may not be explicitly stated · May exhibit minor lapses in focus on topic/subject · Organizational structure establishes relationships between and among ideas and/or events, although minor lapses may be present · Consists of a logical progression of ideas and/or events and is reasonably complete, although minor lapses may be present 3 · Support and elaboration may have minor weaknesses in relatedness to and support of the topic/subject · Consists of some specific details · Exhibits reasonable use of vocabulary that is precise and purposeful · Demonstrates reasonable use of sentence fluency · Topic/subject may be vague · May lose or may exhibit major lapses in focus on topic/subject · Organizational structure may establish little relationship between and among ideas and/or events · May have major lapses in the logical progression of ideas and/or events and is minimally complete 2 · Support and elaboration may have major weaknesses in relatedness to and support of the topic/subject · Consists of general and/or undeveloped details, which may be presented in a list-like fashion · Exhibits minimal use of vocabulary that is precise and purposeful · Demonstrates minimal use of sentence fluency · Topic/subject is unclear or confusing · May fail to establish focus on topic/subject · Organizational structure may not establish connection between and among ideas and/or events · May consist of ideas and/or events that are presented in a random fashion and is incomplete or confusing 1 · Support and elaboration attempts to support the topic/subject but may be unrelated or confusing · Consists of sparse details · Lacks use of vocabulary that is precise and purposeful · May not demonstrate sentence fluency NS · This code may be used for compositions that are entirely illegible or otherwise unscorable: blank responses, responses written in a foreign language, Regina Navejar-Hamilton High School (2012-2013)
  • 24 restatements of the prompt, and responses that are off-topic or incoherent. Conventions RubricPoints Description Exhibits reasonable control of grammatical conventions appropriate to the writing task · Exhibits reasonable control of sentence formation 2 · Exhibits reasonable control of standard usage including agreement, tense, and case · Exhibits reasonable control of mechanics including use of capitalization, punctuation, and spelling Exhibits minimal control of grammatical conventions appropriate to the writing task · Exhibits minimal control of sentence formation 1 · Exhibits minimal control of standard usage including agreement, tense, and case · Exhibits minimal control of mechanics including use of capitalization, punctuation, and spelling Lacks control of grammatical conventions appropriate to the writing task · Lacks control of sentence formation 0 · Lacks control of standard usage including agreement, tense, and case · Lacks control of mechanics including use of capitalization, punctuation, and spelling Example of Scoring Method and Formula Example 1 Reader 1 Content 2 Reader 2 Content 3 Total Content Score 5 Conventions 1 Conventions 2 Total Conventions Score 3 (Total Content Score x 2) + Total Conventions Score = Total Writing Score (5 x 2) + 3 = 13 Proficient Achievement Level Total Writing Score Advanced 17-20 Proficient 12-16 Basic 8-11 Minimal 4-7 Regina Navejar-Hamilton High School (2012-2013)
  • 25Regina Navejar-Hamilton High School (2012-2013)
  • English 09Semester 1 Writing Inquiry Collaboration Organize Reading Applications1. Explanatory/Informative 1. investigating 1. paraphrase and listen 1. Self-assessment Reading Skills Sample Strategies2. Persuasive/Argumentative relevant attentively to one another 2. Planning/time 1. Main Idea 1. Activating and building3. Research issues 2. clarify or expand a management 2. Significant Details background information4. Functional (e.g., letters, 2. exploring proposition 3. Goal setting 3. Sequential/Order 2. Explicitly teaching directions, technical content- intriguing 3. create/invent something 4. Decision Relationships vocabulary related pieces) situations together making 4. Comparison Relationships 3. Monitoring5. Summary (Use summary 3. problem 4. teach each other (Reciprocal comprehension and 5. Problem 5. Cause and Effect frames) solving teaching) metacognition solving Relationships6. Additional Summary 4. creating 5. Think—Pair—Share 4. Graphic and semantic Prompts 5. skilled 6. go-arounds 6. Homework 6. Understanding and Using 7. Storage and Words organizers questioning 7. group projects retrieval skills 7. Generalizations and 5. Generating questions and Describe it Relate it 6. Socratic 8. student groups Jigsaw 8. Keeping track Drawing Conclusions answering questions Compare it Trace/ seminars activities 7. quick writes 9. cooperative learning of progress 8. Problem-Solution 6. Recognizing text/story Associate it sequence it structure 8. discussion strategies 9. Has needed Relationships Analyze it Predict it 7. Summarizing and Create/ 9. critical 10. read-arounds materials in 9. Interpreting Instructions Apply it extended written invent it thinking 11. response/edit/revision groups class 10. Author’s Purpose and Argue for/ responses to reading activities 12. peer editing Techniques, and Devices against it Define it 8. Reciprocal teaching Solve it 10. open-minded 13. group assessments- with both 11. Understanding and using activities individual/group grades maps, charts, and graphs 9. Cooperative learning 11. Web-Quests games 12. Literary Analysis (i.e., 10. Mental Imagery 12. Virtual Field 14. group presentations plot, characterization, Trips conflict, setting, theme)Select/Create Adaptations/Accommodations/Differentiation Select/Create Corrective and Enrichment Activities/Practices/Strategies Content Correctives EnrichmentsHow will you vary what students will learn and the materials that represent the •re-teaching •tutoring peerscontent? •alternative textbooks •developing practice exercises Process •alternative materials •developing related media materialsHow will you vary activities through which students make sense of key ideas •workbooks •completing special projects, experimentsusing essential skills? •study guides •developing games, problems, and contests Product •academic games (crossword puzzles, •using advanced computer-assisted lessonsHow will you vary the way students demonstrate and extend what they simulations) •locating background materials for future or current topicsunderstand and can do as a result of a span of learning? •small group study sessions •developing additional formative assessments •individual tutoring •planning to teach a mini-unit Learning Environment •learning centers and laboratories •creating bulletin boards and displaysHow will you vary the classroom conditions that set the climate, expectations •technology-assisted instruction (e.g., •applying knowledge to a new situationfor learning, and physical conditions? Podcasts, computers, video)Regina Navejar-Hamilton High School (2012-2013)
  • English 09Semester 1Debate Terms Affirmative side- Pro-resolution, Anti-status quo; A team that attempts to secure the acceptance of a proposition. Analogy- An inferred relationship between evidence and assertions. Argument- Oral disagreement. Assertion- A statement of opinion based on evidence. Bibliography- A compilation or list of sources. Brief- An outline of your case (affirmative), or an outline of your position (negative). Burden of proof- They have to prove that there is a need for change on the affirmative. Burden of rebuttal- Is on the negative; has to prove that there is no need and the plan wont work. Case- The process that you use to prove your point. Clash- Conflicting evidence. Constructive speech- The speech in which the main body of evidence is brought out; a statement of position. Counter plan- The negative proposes a plan which they say is better than the affirmative plan. Debate- A formal oral controversy. Delivery- One of the points on which a debator is judged. Evidence- All the proof you have for your position. Example- A supportive statement. Fallacy- Fault, wrong; A defect in reasoning. Issue- A matter of fact or opinion. Needs Issue- The issue in the first affirmative speech that says there is a defect in the <i>status quo</i> . Negative side- A team that attempts to secure the rejection of a proposition; want to retain <i>status quo</i> . Prima Facie Case- An open and shut case; A case which has such a high degree of probability that the proposition must be accepted unless the case is refuted. Proof- A documented fact or opinion. Proposition- A plan. Reasoning- Your argument should be reasonable and logical. Rebuttal speech- Purpose is refutation. Refutation- disagrees with what someone says and backs up the statements with facts. Status quo- Present situation. Stock issues- The standard issues that occur in most every debate.Regina Navejar-Hamilton High School (2012-2013)