Hoboken Public Schools. English I Curriculum

Transcription

1 Hoboken Public Schools English I Curriculum

2 English I HOBOKEN PUBLIC SCHOOLS Course Description English I is about developing good habits of mind. This is accomplished through engaging students in the careful reading and critical analysis of world literature. Through the close reading of selected poetry, drama, nonfiction, fiction and novels, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work's structure, a writer s style, arguments, and themes. In addition to considering a work's literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation. Students will demonstrate what they've learned through many challenging writing assignments. Course Resources Unit One The Most Dangerous Game and American History pgs The Gift of the Magi and The Interlopers pgs The Man to Send Rain Clouds and Old Man of the Temple pgs Rules of the Game and The Necklace pgs The Scarlet Ibis and The Golden Kite, The Silver Wind pgs Blues Ain t No Mockin Bird and The Invalid s Story pgs Writer s Workshop: Narrative Text: Short Story pgs Unit Two A Celebration of Grandfathers and On Summer - pgs Single Room, Earth View and The News - pgs Space Shuttle Basics and Nasa Launch Schedule pgs A Lincoln Preface and Arthur Ashe Remembered pgs Carry Your Own Skis and Libraries Face Sad Chapter pgs Writer s Workshop: Write Explanatory Text pgs Unit Three I Have a Dream and First Inaugural Address - pgs A Hero in Our Midst and World Trade Center - pgs New Road Chicken Pies and Incubating Eggs in Small Quantities - pgs There Is a Longing and Glory and Hope - pgs Writer s Workshop: Write an Argument pgs Unit Four The Washwoman and New Directions - pgs Sonata for the Harp and Bicycle and The Cask of Amontillado - pgs Checkouts and The Girl Who Can - pgs The Secret Life of Walter Mitty and Uncle Marcos - pgs Writer s Workshop: Write an Autobiographical Narrative pgs Unit Five If I Forget Thee, Oh Earth.. and from Silent Spring - pgs Poetry Collection 1- pgs

3 Poetry Collection 2- pgs Poetry Collection 3- pgs Poetry Collection 7- pgs Writer s Workshop: Explanatory Text: Cause-and-Effect Essay pgs Novels: Things Fall Apart by Chinua Achebe Romeo and Juliet by William Shakespeare Persepolis by Marjane Satrapi Maus by Art Spiegelman The Odyssey by Homer The Absolutely True Diary of a Part-Time Indian by Sherman Alexie Red Scarf Girl by Ji-Li Liang Midsummer s Night Dream by William Shakespeare The Hitchhiker s Guide to the Galaxy by Douglas Adams The Glass Castle by Jeannette Walls First They Killed My Father: A Daughter of Cambodia Remembers by Loung Ung Catcher in Rye by J.D. Salinger Pacing Guide Unit Title Unit One: Reading Literature and Writing Narratives Unit Two: Reading Information and Writing Informational/Explanatory Unit Three: Reading Information and Writing Arguments Unit Four: Reading Literature and Writing Narratives Unit Five: Reading Literature and Information/Writing an Explanatory Essay 7 Weeks Time Frame Unit 1 Reading Literature and Writing Narratives Six Weeks Overview In this unit, 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. They will determine a theme or central idea of a text and analyze in detail its development over the course of the text. Next, students will explore the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. When writing narratives, students will use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Essential Questions Ø How can truth change? Ø How does fear influence our decisions and actions?

4 Essential Learning Outcomes Ø 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. Ø Students will determine a theme or central idea of a text and analyze in detail its development over the course of the text. Ø Students will explore the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. Ø Students will discover that when writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Technology Infusion Ø A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Standards Addressed Ø CCS.ELA-LITERACY.RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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). Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Ø CCSS.ELA-LITERACY.W 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.) Ø CCSS.ELA-LITERACY.W 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 here.) Ø CCSS.ELA-LITERACY.SL Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Ø CCSS.ELA-LITERACY.L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

5 Differentiation Ø Provide graphic organizers for additional support or encourage students to create digital multimedia to showcase knowledge. Ø Modeling or independent student led research Ø Extended time for revisions or opportunity to identify and develop areas of personal interest Ø Invite students to explore different points of view on a topic of study and compare. Ø Encourage students to make transformations - use a common task or item in a different way Ø Encourage students to explore concepts in depth and encourage independent studies or investigations. Ø Encourage creative expression and thinking by allowing students to choose how to approach a problem or assignment. Assessments Ø Literary Analysis Prompts Ø Formal Assessments Ø Multimedia Presentation Ø Narrative Writing Prompts 21 st Century Learning Connection Ø A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. Ø C.4 Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. Ø D.1 Interpret spoken and written communication within the appropriate cultural context. Unit 2 Reading Information and Writing Informational/Explanatory Overview In this unit, 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. Furthermore, they will analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made and how they are introduced and developed. Students will 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. Essential Questions Ø How is knowledge the same as understanding? Ø How can textual evidence unmask the understanding of complex text? Ø How is author s purpose tied to the narrative elements if any? Essential Learning Outcomes Ø 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.

6 Ø Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made and how they are introduced and developed. Ø 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. Technology Infusion Ø A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Standards Addressed Ø CCS.ELA-LITERACY.RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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). Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Ø CCSS.ELA-LITERACY.W 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.) Ø CCSS.ELA-LITERACY.W 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 here.) Ø CCSS.ELA-LITERACY.SL Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Ø CCSS.ELA-LITERACY.L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Differentiation Ø Provide graphic organizers for additional support or encourage students to create digital multimedia to showcase knowledge. Ø Modeling or independent student led research Ø Extended time for revisions or opportunity to identify and develop areas of personal interest

7 Ø Invite students to explore different points of view on a topic of study and compare. Ø Encourage students to make transformations - use a common task or item in a different way Ø Encourage students to explore concepts in depth and encourage independent studies or investigations. Ø Encourage creative expression and thinking by allowing students to choose how to approach a problem or assignment. Assessments Ø Literary Analysis Prompts Ø Formal Assessments Ø Multimedia Presentation Ø Narrative Writing Prompts 21 st Century Learning Connection Ø A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. Ø C.4 Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. Ø D.1 Interpret spoken and written communication within the appropriate cultural context. Unit 3 Reading Information and Writing Arguments Overview In this unit, students will analyze how the author uses rhetoric to advance the point of view or purpose. From this knowledge, students will draw evidence from informational texts to support analysis, reflection, and research. As a result of their reading explorations, students will compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Essential Questions Ø How does an experience influence a writer s style and purpose? Ø How does the use of voice empower an individual? Essential Learning Outcomes Ø Students will analyze how the author uses rhetoric to advance the point of view or purpose. Ø Students will understand how to draw evidence from informational texts to support analysis, reflection, and research. Ø Students will be able to compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Technology Infusion Ø A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8 Standards Addressed Ø CCS.ELA-LITERACY.RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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). Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Ø CCSS.ELA-LITERACY.W 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.) Ø CCSS.ELA-LITERACY.W 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 here.) Ø CCSS.ELA-LITERACY.SL Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Ø CCSS.ELA-LITERACY.L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Differentiation Ø Provide graphic organizers for additional support or encourage students to create digital multimedia to showcase knowledge. Ø Modeling or independent student led research Ø Extended time for revisions or opportunity to identify and develop areas of personal interest Ø Invite students to explore different points of view on a topic of study and compare. Ø Encourage students to make transformations - use a common task or item in a different way Ø Encourage students to explore concepts in depth and encourage independent studies or investigations. Ø Encourage creative expression and thinking by allowing students to choose how to approach a problem or assignment. Assessments Ø Literary Analysis Prompts Ø Formal Assessments Ø Multimedia Presentation

9 Ø Narrative Writing Prompts 21 st Century Learning Connection Ø A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. Ø C.4 Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. Ø D.1 Interpret spoken and written communication within the appropriate cultural context. Unit 4 Reading Literature and Writing Narratives Overview In this unit, students will analyze how the author uses rhetoric to advance the point of view or purpose. From this knowledge, students will draw evidence from informational texts to support analysis, reflection, and research. As a result of their reading explorations, students will compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Essential Questions Ø How is conflict identified and why is it necessary? Ø How is evidence drawn form informational text to support analysis, reflection, and research? Essential Learning Outcomes Ø Students will 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. Ø Students will understand that when writing writing narratives, it is vital to engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/ or characters; create a smooth progression of experiences or events. Technology Infusion Ø A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Ø C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. Ø E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. Standards Addressed Ø CCSS.ELA-LITERACY.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Ø CCSS.ELA-LITERACY.RI 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.

10 Ø CCSS.ELA-LITERACY.RI 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. Ø CCSS.ELA-LITERACY.RI 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). Ø CCSS.ELA-LITERACY.RI 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). Ø CCSS.ELA-LITERACY.RI 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. Ø CCSS.ELA-LITERACY.RI 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. Differentiation Ø Provide graphic organizers for additional support or encourage students to create digital multimedia to showcase knowledge. Ø Modeling or independent student led research Ø Extended time for revisions or opportunity to identify and develop areas of personal interest Ø Invite students to explore different points of view on a topic of study and compare. Ø Encourage students to make transformations - use a common task or item in a different way Ø Encourage students to explore concepts in depth and encourage independent studies or investigations. Ø Encourage creative expression and thinking by allowing students to choose how to approach a problem or assignment. Assessments Ø Literary Analysis Prompts Ø Formal Assessments Ø Multimedia Presentation Ø Narrative Writing Prompts 21 st Century Learning Connection Ø A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. Ø C.4 Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. Ø D.1 Interpret spoken and written communication within the appropriate cultural context. Unit 3 Reading Literature and Information/Writing an Explanatory Essay 7 Weeks Overview In this unit, students will analyze how complex characters (e.g., those with multiple of conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot. Next, they will 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. Through this experience, students will produce clean and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Last,

11 students will analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place and informal tone). Essential Questions Ø How does an experience influence a writer s style and purpose? Ø How do our differences define us? Essential Learning Outcomes Ø Students will 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. Ø Students will 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. Ø Students will understand how to produce clean and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Ø Students will explore the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place and informal tone). Technology Infusion Ø A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Standards Addressed Ø CCS.ELA-LITERACY.RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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). Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.RL 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. Ø CCSS.ELA-LITERACY.W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Ø CCSS.ELA-LITERACY.W 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.)

12 Ø CCSS.ELA-LITERACY.W 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 here.) Ø CCSS.ELA-LITERACY.SL Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Ø CCSS.ELA-LITERACY.L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Differentiation Ø Provide graphic organizers for additional support or encourage students to create digital multimedia to showcase knowledge. Ø Modeling or independent student led research Ø Extended time for revisions or opportunity to identify and develop areas of personal interest Ø Invite students to explore different points of view on a topic of study and compare. Ø Encourage students to make transformations - use a common task or item in a different way Ø Encourage students to explore concepts in depth and encourage independent studies or investigations. Ø Encourage creative expression and thinking by allowing students to choose how to approach a problem or assignment. Assessments Ø Literary Analysis Prompts Ø Formal Assessments Ø Multimedia Presentation Ø Narrative Writing Prompts 21 st Century Learning Connection Ø A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. Ø C.4 Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. Ø D.1 Interpret spoken and written communication within the appropriate cultural context.