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TRANSCRIPT
English I 2014-2015
http://secondaryliteracy.dmschools.org Revised: 10/8/2014
English I 2014-2015
Unit Content Standards Reporting Cluster(s) Content Topics
Year-Long & Supporting Standards
Unit One: Narrative Elements9 Weeks
Reading Literature 2 Reading Literature 3
Analyzing Literary Devices
Themes Characters and
Conflicts
Mastering Vocabulary
Constructing Writing
Applying Grammar and Mechanics
Comprehending Text
Writing 3 Writing Narratives Narrative Writing
Unit Two:Complex Fiction9 Weeks
Reading Literature 1 Reading Informational Text
1 Reading Literature 6
Analyzing Character Point of View
Questioning, Inference, and Interpretation
Point of View
Mastering Vocabulary
Constructing Writing
Applying Grammar and Mechanics
Comprehending Text
Reading Literature 5 Reading Informational Text
5
Analyzing Text Structure
Text Structures and Features
Unit Three:Research and Argument9 Weeks
Reading Informational Text 8
Evaluating Arguments in Text
Argument and Reasoning
Writing 1 Mastering
Vocabulary Constructing
Writing Applying
Grammar and Mechanics
Comprehending Text
Writing 7 Writing 8
Synthesizing Information
Research Access and Organize
Information
Unit Four:Connections Across Texts9 Weeks
Reading Informational Text 3
Analyzing Text Connections
Connections Mastering Vocabulary
Constructing Writing
Applying Grammar and Mechanics
Comprehending Text
Reading Literature 9 Reading Informational Text
9
Integrating Multiple Texts
Literary Comparisons and Source Material
Rhetorical Criticism
English I 2014-2015Grad
e Unit 1 Unit 2 Unit 3 Unit 4 Writing
9 3 TopicsDeadline
3 TopicsDeadline
3 TopicsDeadline
3 TopicsDeadline
Unit 1Deadline
Grade Fall SRI Winter SRI Spring SRI9 September 19 January 16 May 15
Year-Long Language Arts Reporting ClustersReporting Cluster: Mastering Vocabulary
Topic RL9.4, RI9.4
Knowledge: Assessments:
Voca
bula
ry
4 Students demonstrate they have the ability to: Analyze the cumulative impact of specific word choices on meaning and tone in a text (for example,
how the language evokes a sense of time and place; how it sets a formal or informal tone)3Proficient
Students demonstrate they have the ability to: Analyze nuances in the meaning of words with similar denotations in a text Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings2 Students demonstrate they have developed the ability to:
Identify specific words that impact meaning and tone in a text Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking and listening.1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Reporting Cluster: Comprehending TextTopic RL9.10,
RI9.10Knowledge: Assessments
:
Text
Co
mpl
exit
y
4 Students demonstrate they have the ability to: Read text at the 1300+ Lexile Level (Advanced)
3.5 Students demonstrate they have the ability to: Read text at the 1225-1299 Lexile Level (Proficient)
3 Students demonstrate they have the ability to:
English I 2014-2015Proficient
Read text at the 1150-1224 Lexile Level (Proficient)
2.5 Students demonstrate they have the ability to: Read text at the 1075-1149 Lexile Level (Basic)
2 Students demonstrate they have the ability to: Read text at the 1000-1074 Lexile Level (Basic)
1.5 Students demonstrate they have the ability to: Read text at the 500-999 Lexile Level (Below Basic)
1 Students demonstrate they have the ability to: Read text at the BR-499 Lexile Level (Below Basic)
English I 2014-2015
Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Constructing Writing
Topic W9.4 Knowledge: Assessments:
Task
, Pur
pose
, and
Au
dien
ce
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: Produce clear and coherent writing in which the development, organization, and style are
appropriate the task, purpose, and audience (for example, opinion, informative/explanatory, narrative, and research writing)
2 Students demonstrate they have developed the ability to: Describe the task, purpose, and audience for a given writing task Describe how to modify samples of writing for a specific task, purpose, and audience Produce writing appropriate to task, purpose, and audience using a template or graphic organizer
1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W9.5 Knowledge: Assessments
:
Revi
se a
nd E
dit
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to strengthen writing by: Planning Revising Editing
2 Students demonstrate they have developed the ability to: Plan writing using a template or graphic organizer Revise and edit writing based on teacher and peer feedback
1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W9.6 Knowledge: Assessments
:
Tech
nolo
gy U
se
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to use technology, including the internet, to: Produce, publish, and update individual or shared writing products Link to other information and display information flexibly and dynamically
2 Students demonstrate they have developed the ability to: Demonstrate the features of various technologies (for example, word processor, blog, presentation
software) Describe the ethical use of various technologies
1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
English I 2014-2015
English I 2014-2015
Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Applying Grammar and Mechanics
Topic L9.1 Knowledge: Assessments:
Gra
mm
ar
4 Students demonstrate they have command of the conventions of standard English grammar and usage in context when writing or speaking to:
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested
Resolve issues of complex or contested usage, consulting references as needed3Proficient
Students demonstrate they have command of the conventions of standard English grammar and usage in context when writing or speaking to:
Use parallel structure Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute)
and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings2 Students demonstrate they have developed the ability to:
Use grammar and usage in isolation1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Topic L9.2 Knowledge: Assessments:
Capi
taliz
atio
n an
d Pu
nctu
atio
n
4 Students demonstrate they have command of the conventions of standard English capitalization and punctuation in context when writing to:
Observe hyphenation conventions3Proficient
Students demonstrate they have command of the conventions of standard English capitalization and punctuation in context when writing to:
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses
Use a colon to introduce a list or quotation2 Students demonstrate they have developed the ability to:
Use conventions in isolation1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Topic L9.3 Knowledge: Assessments:
Lang
uage
Co
nven
tion
s
4 Students apply knowledge of language to understand how language functions in different contexts, to make to make effective choices for meaning or style, and to comprehend more fully when reading or listening to:
Vary syntax for effect, consulting references for guidance as needed Apply an understanding of syntax to the study of complex texts when reading
3Proficient
Students apply knowledge of language to understand how language functions in different contexts, to make to make effective choices for meaning or style, and to comprehend more fully when reading or listening to:
English I 2014-2015 Write and edit work so that it conforms to the guidelines in a style manual (for example, MLA
Handbook) appropriate for the discipline and writing type2 Students demonstrate they have developed the ability to:
Demonstrate the use of a style manual1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
UNIT ONE: Elements of Narrative 9 weeks
Organizing Principles: A unit focused on the narrative process. Students will read model narratives and construct their own narratives throughout this unit, giving teachers ample opportunity to engage with short stories or modest-duration novels.
Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length
TextsUncommonly Used Full-
Length TextsSupplemental Material
Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.
No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.
Speak Freedom Writer’s Diary
A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.
Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:
Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and
MechanicsComprehending Text
Story-specific vocabulary from short stories and full-length texts read throughout
Writing tasks that support Writing Narratives
Writing tasks that support
[PENDING] Fall SRI administered during this unit.
English I 2014-2015the unit Analyzing Literary Devices
Revision of significant tasks
English I 2014-2015
Topic Scales (2 clusters, 3 topics)Reporting Cluster: Writing Narratives
Topic W9.3 Knowledge: Notes:
Nar
rati
ve W
riti
ng
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences that:
Engage the reader by setting out a problem, situation, or observation Orient the reader by establishing one or multiple points of view and introducing a narrator and/or
characters Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to
develop experiences, events, and/or characters Use a variety of techniques to sequence events so they build on one another to create a coherent
whole Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved
over the course of the narrative2 Students will recognize or recall:
Specific vocabulary such as: Coherent, narrative, organize, reflection, sensory detail
Students will perform basic processes, such as: Planning and organizing a narrative Identify targeted characteristics in a sample narrative Write a brief, single-episode narrative
1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
English I 2014-2015Reporting Cluster: Analyzing Literary Devices
Topic RL9.2, RI9.2
Knowledge: Notes:
Them
es
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: Analyze the development of a theme over the course of a text, including how it is shaped and
refined by specific details Provide an objective summary of a text
2 Students will recognize or recall:Specific vocabulary such as:
Analyze, objective, summarize, themeStudents demonstrate they have developed the ability to:
Determine theme of a text Summarize a text
1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic RL9.3,
RI9.3Knowledge: Notes:
Char
acte
rs a
nd C
onfli
cts 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that
go beyond the target.3Proficient
Students demonstrate they have the ability to: Analyze how complex characters develop over the course of a text Analyze how complex characters interact with other characters in a text Analyze how complex characters advance the plot of a text
2 Students will recognize or recall:Specific vocabulary such as:
Complex character, conflict, interact, motivation, plotStudents demonstrate they have developed the ability to:
Describe the complex characters in a text1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
English I 2014-2015UNIT TWO: Complex Fiction 9 weeks
Organizing Principles: A unit focused on complex fictional texts and anchored on a study of Romeo & Juliet. There is ample room for poetry and supplemental texts throughout, but this is the place where students dig deep into analysis of a rich piece of literature.
Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length
TextsUncommonly Used Full-
Length TextsSupplemental Material
Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.
No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.
Romeo & Juliet [REQUIRED]
A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.
Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:
Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and
MechanicsComprehending Text
Story-specific vocabulary from short stories and full-length texts read throughout the unit
Strategies employed to support unfamiliar vocabulary in Romeo & Juliet
Writing tasks that support Analyzing Text Structure
Writing tasks that support Analyzing Character Point of View
Revision of significant tasks
[PENDING] Winter SRI administered by the end of this unit.
English I 2014-2015
English I 2014-2015
Topic Scales (2 clusters, 3 topics)Reporting Cluster: Analyzing Text Structure
Topic RL9.5, RI9.5
Knowledge: Notes:
Text
Str
uctu
res
and
Feat
ures
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: Analyze how an author’s choices concerning how to structure a text, order events within it (for
example, parallel plots), and manipulate time (for example, pacing, flashbacks) create such effects as mystery, tension, or surprise
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (for example, a section or chapter)
2 Students will recognize or recall:Specific vocabulary such as:
Develop, pacing, parallel, plot, refine, structure, narrative tensionStudents demonstrate they have developed the ability to:
Describe how an author chooses to structure a text, order events, and manipulate time Describe how the author lays out an analysis or series of ideas in a text
1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
English I 2014-2015Reporting Cluster: Analyzing Character Point of View
Topic RL9.1, RI9.1
Knowledge: Notes:
Que
stio
ning
, Inf
eren
ce,
and
Inte
rpre
tati
on
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: Cite textual evidence to support analysis of what a text says explicitly Cite textual evidence to support inferences drawn from the text
2 Students will recognize or recall:Specific vocabulary such as:
Cite, inference, textual evidenceStudents demonstrate they have developed the ability to:
Describe what a text says explicitly Draw logical inferences
1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic RL9.6 Knowledge: Notes:
Poin
t of
Vie
w
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: 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
2 Students will recognize or recall:Specific vocabulary such as:
Analyze, cultural experience, literature, point of viewStudents demonstrate they have developed the ability to:
Describe how a particular point of view or cultural experience is reflected in a work of literature1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
English I 2014-2015UNIT THREE: Research and Argument 9 weeks
Organizing Principles: An exploration into non-fiction text, argumentative analysis, shorter research writing.
Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length
TextsUncommonly Used Full-
Length TextsSupplemental Material
Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.
No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.
A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.
Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:
Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and
MechanicsComprehending Text
Article-specific vocabulary from short passages and full-length texts read throughout the unit
Writing tasks that support Evaluating Arguments in Text
Writing tasks that support Synthesizing Information
Revision of significant tasks
[PENDING] Any student without 2 SRI scores by this point should take the test between February 15th and March 15th
English I 2014-2015
Topic Scales (2 clusters, 3 topics)Reporting Cluster: Evaluating Arguments in Text
Topic RI9.8 Knowledge: Notes:
Argu
men
t an
d Re
ason
ing
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: 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 in a text
2 Students will recognize or recall:Specific vocabulary such as:
Argument, claim, evidence, fallacious reasoning, reasoning, relevant, sufficient, text, validStudents demonstrate they have developed the ability to:
Delineate the argument and specific claims in a text Identify examples of false statements and fallacious reasoning in isolation
1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
English I 2014-2015Reporting Cluster: Synthesizing Information
Topic W9.7 Knowledge: Notes:
Rese
arch
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: Conduct short as well as more sustained research projects to answer a question or solve a problem Narrow or broaden the inquiry when appropriate Synthesize multiple sources on the subject, demonstrating an understanding of the subject under
investigation2 Students will recognize or recall:
Specific vocabulary such as: Broaden, citation, information, inquiry, investigation, narrow, notes, organize, problem, question,
research, research project, source, synthesize, topicStudents demonstrate they have developed the ability to:
Select a topic Write and revise a grade-appropriate research question Strategically read grade-appropriate resources Take effective notes Organize and synthesize information collected from more than one source Write a research composition with appropriate citations utilizing a teacher-provided template
1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W9.8 Knowledge: Notes:
Acce
ss a
nd O
rgan
ize
Info
rmat
ion
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively Assess the usefulness of each source in answering a research question Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation2 Students will recognize or recall:
Specific vocabulary such as: Authoritative, citation format, digital, flow of ideas, information, integrate, paraphrase, plagiarism,
print, question, relevant, research, search, source, textStudents demonstrate they have developed the ability to:
Use a teacher-provided template or process to gather information Describe the characteristics of a useful source Paraphrase and incorporate information from three or more sources into written notes, a graphic
organizer, or outline using explicit teacher direction or a teacher-provided template1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
English I 2014-2015
English I 2014-2015UNIT FOUR: Connections Across Texts 9 weeks
Organizing Principles: A unit comparing multiple texts that have elements in common and the ways that authors transform and reveal ideas.
Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length
TextsUncommonly Used Full-
Length TextsSupplemental Material
Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.
No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.
A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.
Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:
Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and
MechanicsComprehending Text
Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit
Writing tasks that support Analyzing Text Connections
Writing tasks that support Integrating Multiple Texts
Revision of significant tasks
[PENDING] Spring SRI administered during this unit.
English I 2014-2015
English I 2014-2015
Topic Scales (2 clusters, 3 topics)Reporting Cluster: Analyzing Text Connections
Topic RI9.3 Knowledge: Notes:
Conn
ecti
ons
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: Analyze how the author unfolds an analysis or series of ideas or events in a text, including the order
in which the points are made, how they are introduced and developed, and the connections that are drawn between them
2 Students will recognize or recall:Specific vocabulary such as:
Analysis, analyze, author, connection, develop, event, idea, introduce, point, seriesStudents demonstrate they have developed the ability to:
Describe how the author unfolds the analysis or series of ideas or events in a grade-appropriate text1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
English I 2014-2015Reporting Cluster: Integrating Multiple Texts
Topic RL9.9 Knowledge: Notes:
Lite
rary
Com
pari
sons
an
d So
urce
Mat
eria
ls
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: Analyze how an author draws on and transforms source material in a specific work (for example,
how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)
2 Students will recognize or recall:Specific vocabulary such as:
Analyze, author, source, theme, topic, transformStudents demonstrate they have developed the ability to:
Identify examples of the use of source materials in a specific work1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Topic RI9.9 Knowledge: Notes:
Rhet
oric
al C
riti
cism
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3Proficient
Students demonstrate they have the ability to: Analyze the rhetorical features of seminal U.S. documents of historical and literary significance (for
example, Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts
2 Students will recognize or recall:Specific vocabulary such as:
Analyze, concept, historical, literary, rhetorical feature, seminal, significance, themeStudents demonstrate they have developed the ability to:
Identify rhetorical features of seminal U.S documents of historical and literary significance Identify themes and concepts from seminal U.S documents of historical and literary significance
1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.