English I Our book First Semester

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1 English I Our book First Semester Three Weeks 1 st 3 weeks 2 nd 3 weeks 3 rd 3 weeks 4 th 3 weeks 5 th 3 weeks 6 th 3 weeks Topics/ Concepts Literary Elements -Narrative Structure -Characterization & POV -Setting, Mood, & Imagery Literary Elements -Narrative Structure -Characterization & POV -Setting, Mood, & Imagery World Of Ideas -Theme & Symbol -Author s Purpose -Argument/Persuasion World Of Ideas -Theme & Symbol -Author s Purpose -Argument/Persuasion The Author s Craft -The Language of Poetry -Author s Style and Voice -History, Culture, and the Author The Author s Craft -The Language of Poetry -Author s Style and Voice -History, Culture, and the Author Resource: Our Book Resources will vary according to available materials. 1. Summer Reading and vocabulary a. assigned novel and/or other novel assigned film 2. Introduction to Short Stories/Poetry: a. reading focus: literary elements of a short story/poetry b. Writing focus short narrative 3. Nonfiction Essay collection in textbook and other genres used to reinforce writing and literary concepts being taught. (will be used for the remainder of the year) Literary 2A, 3, 4, 5, 5A-D, 6, 7, 9C-D Reading: RC-9(A), RC-9(B), 3, 6, 7, 8, 9A, 9D Vocabulary: 1A-E mmar: 7, 10A, 12A, 13A-E, 14,14A-C, 15A, 15C, 15D, 17A, 17C, 18A-B Listening and 7, 12A-C, 24A-C, 25,26 1.Continue Short Stories/Poetry: a. reading focus: character and setting b. writing focus: 2.Introduction to Shaeffer a. Pre-Writing b. concrete detail c. commentary Literary 2A, 3, 4, 5, 5A-D, 6, 7, 9C-D Reading: RC-9(A), RC- 9(B), 3, 6, 7, 8, 9A, 9D Vocabulary: 1A-E mmar: 7, 10A, 12A, 13A-E, 14,14A-C, 15A, 15C, 15D, 17A, 17C, 18A-B Listening and 7, 12A-C, 24A-C, 25,26 1. Continue Short Stories/Poetry/Non- Fiction: a. Reading focus: theme, symbol, purpose, tone, and rhetorical devises b. Writing focus: Evaluation and analyzing the short story 2.Continue with Shaeffer method a. work on commentary b. structure of an essay Literary 2A, 2B, 2C, 3, 5A, 5B, 5D, 6, 7, 8, 9B-D, 10A-B, 11A- B, 12D Reading: 1C,5B, 9A-B, 9D, RC-9(B), 11B, 12, 12A Vocabulary: 1A, 1C-D, mmar: 2A, 9A, 10A, 13A-E, 15A, 15B-D, 16 A-E, 17, 17-C, 18A-B, 19, 24B 1. Continue Short Stories/Poetry/Non- Fiction: a. Writing focus: Expository Essay versus Persuasive Essay 2.Continue with Shaeffer method a. work on commentary b. structure of an essay Literary 2A, 2B, 2C, 3, 5A, 5B, 5D, 6, 7, 8, 9B-D, 10A-B, 11A- B, 12D Reading: 1C,5B, 9A-B, 9D, RC-9(B), 11B, 12, 12A Vocabulary: 1A, 1C-D, mmar: 2A, 9A, 10A, 13A-E, 15A, 15B-D, 16 A-E, 17, 17- C, 18A-B, 19, 24B 1.Continue Short Stories/Poetry/Non-Fiction a. Reading focus: Sound Devices, Figurative Language, Imagery b. Interpretive Response of poetry c. Literary analysis of author s style and voice d. understanding historical and cultural context and writer s background 2.Continue with Shaeffer method a. work on commentary b. structure of an essay Literary 1B, 2B, 2C, 3, 4, 5, 5A, 5B, 5D, 6, 7, 8, 12C, 17A, 17C, Reading: 2B, 5A, RC-9(A) Vocabulary: 1A, 1B, 1D-E mmar: 13A-E, 14, 14B, 15A, 15C, 16A, 17A, 17C Listening and 15D, 24A- C, 25, 26 1.Continue Short Stories/Poetry/Non- Fiction a. Reading focus: Sound Devices, Figurative Language, Imagery b. Interpretive Response of poetry c. Literary analysis of author s style and voice d. understanding historical and cultural context and writer s background 2.Continue with Shaeffer method a. work on commentary b. structure of an essay Literary 1B, 2B, 2C, 3, 4, 5, 5A, 5B, 5D, 6, 7, 8, 12C, 17A, 17C, Reading: 2B, 5A, RC-9(A) Vocabulary: 1A, 1B, 1D-E mmar: 13A-E, 14, 14B, 15A, 15C, 16A, 17A, 17C Listening and 15D, 24A-C, 25, 26 Listening and 24A-C, 25, 26 Listening and 24A-C, 25, 26 ELOs 1,2,4,5,6,7,10,12,13,15,17 1,2,4,5,6,7,8,10,12,13,14,15,17 1,2,4,5,6,7,10,12,13,14,16,17 1,2,4,5,6,7,8,10,11,12,14,15,17 1,2,4,5,6,7,8,10,11,12,14,15,17 1,2,4,5,6,7,8,10,11,12,14,15,17

2 Year At a Glance English I Our book Second Semester Three Weeks 7 th 3 weeks 8 th 3 weeks 9 th 3 weeks 10 th 3 weeks 11 th 3 weeks 12 th 3 weeks Topics/ Concepts The Classic Tradition 1. Mythology a. Reading focus: archetypes, understand basis of Western Literature. b. Writing focus: openended/ expository 2.The Epic a. Reading focus: The elements of the Epic Poem b. Writing focus: writing open-ended responses /expository essays 3.Continue the Shaeffer method a. writing introductions b. writing conclusions c. revisions and editing process The Classic Tradition 1. Continue Mythology a. Reading focus: archetypes, understand basis of Western Literature. b. Writing focus: open-ended/ expository essay 2. continue The Epic a. Reading focus: The elements of the Epic Poem b. Writing focus: writing openended responses/expository essays c. Using technology to create a finished product The Classic Tradition 1.Drama a. Collection XIII, Theme: Destruction of Innocence b. Reading focus: interpret literary elements used in play (special emphasis on the five part structure of Shakespearean Tragedy) c. Writing focus: expository d. speaking/ listening focus: staging the play 2. STAAR/EOC Review a. Practice STAAR/EOC test b. practice short answer essays c. use practice STAAR/EOC test to teach skills needed for STAAR/EOC test 3. Continue practicing Shaeffer process The Classic Tradition 1. Continue Drama a. Collection XIII, Theme: Destruction of Innocence b. Reading focus: interpret literary elements used in play (special emphasis on the five part structure of Shakespearean Tragedy) c. Writing focus: expository d. speaking and listening focus: staging the play 2. STAAR/EOC Review a. Practice STAAR/EOC test b. practice short answer essays c. use practice STAAR/EOC test to teach skills 3.Continue practicing Shaeffer writing process 4. Outside reading: selected novel/drama of teachers choice focusing on themes covered The Classic Tradition 1. Outside reading: selected novel/drama of teachers choice focusing on themes covered 2. Continue practicing Shaeffer writing process The Classic Tradition 1. Research paper a. choosing a topic b. resource c. using the library d. how to choose and use information e. documenting sources f. plagiarism 2. Continue Outside reading: selected novel/drama of teachers choice focusing on themes covered throughout the past three weeks periods 3.Continue practicing Shaeffer writing process 4. Outside reading: selected novel/drama of teachers choice focusing on themes covered Resource: Our Book Resources will vary according to available materials Literary 2B, 2C, 3, 4, 5A-B, 5D, 7 Reading: 2C, RC-9(A), 9A, 9B Vocabulary: 1A mmar: 13A-E, 14 B, 14C, 15A, 15D, 20A- B, 21A-C, 22A-C, 23A-E, 24B Listening and 12B, 12D, 15D, 24A-C, Literary 2B, 2C, 3, 4, 5A-B, 5D, 7 Reading: 2C, RC-9(A), 9A, 9B Vocabulary: 1A mmar: 13A-E, 14 B, 14C, 15A, 15D, 20A-B, 21A-C, 22A-C, 23A-E, 24B Listening and 12B, 12D, 15D, 24A-C, Literary 2B, 2C, 3, 4, 5A-B, 5D, 7 Reading: 2C, RC-9(A), 9A, 9B Vocabulary: 1A mmar: 13A-E, 14 B, 14C, 15A, 15D, 20A-B, 21A-C, 22A-C, 23A-E, 24B Listening and 12B, 12D, 15D, 24A-C, Literary 2B, 2C, 3, 4, 5A-B, 5D, 7 Reading: 2C, RC-9(A), 9A, 9B Vocabulary: 1A mmar: 13A-E, 14 B, 14C, 15A, 15D, 20A-B, 21A-C, 22A-C, 23A-E, 24B Listening and 12B, 12D, 15D, 24A-C, Literary 2B, 2C, 3, 4, 5A-B, 5D, 7 Reading: 2C, RC-9(A), 9A, 9B Vocabulary: 1A mmar: 13A-E, 14 B, 14C, 15A, 15D, 20A-B, 21A-C, 22A-C, 23A-E, 24B Listening and 12B, 12D, 15D, 24A-C, Literary 2B, 2C, 3, 4, 5A-B, 5D, 7 Reading: 2C, RC-9(A), 9A, 9B Vocabulary: 1A mmar: 13A-E, 14 B, 14C, 15A, 15D, 20A-B, 21A-C, 22A-C, 23A-E, 24B Listening and 12B, 12D, 15D, 24A-C, ELOs 1,2,3,4,5,6,7,10,12,,13,16,17 1,2,3,4,5,6,7,8,10,12,13,16,17 1,2,3,4,5,6,7,9,10,12,13 1,2,4,5,6,7,9,10,12,13 1,2,4,5,6,7,8,10,12,14,15,17 1,2,4,5,6,7,8,10,12,14,15,17

3 SHORT STORY COLLECTION Approximate Time: 3 Weeks First 3 Weeks The student will, through Literary Read essays that pertain to Suggested Short Stories: Compositional Mode: 4,5,6 Theme The Most Dangerous Game Personal Narrative 2A, 3, 4, 5, interpret literary elements 5A-D, 6, 7, Setting Richard Connell in the selected short stories 9C-D Point of view The Sound of Thunder Listening/ and/ or Summer reading Plot Ray Bradbury Student projects or presentations Reading: Apply a variety of reading RC-9(A), Character The Interlopers strategies to the stories RC-9(B), 3, Suspense Saki Plan, draft, revise, edit, 6, 7, 8, 9A, Thank you, Ma am proof, and publish an essay 9D Poison, Understand and apply new The Birds, Vocabulary: vocabulary in created 1A-E Harrison Bergeron, sentences mmar: 7, 10A, 12A, 13A-E, 14,14A-C, 15A, 15C, 15D, 17A, 17C, 18A-B Listening and 7, 12A-C, 24A- C, 25,26 Schaffer Writing Unit Summer reading titles, vocabulary, and literary terms

4 SHORT STORY COLLECTIONS cont d Approximate Time: 3 Weeks The student will, through Literary 2A, 3, 4, 5, interpret literary elements 5A-D, 6, 7, in the selected short stories 9C-D and/or Summer Reading Reading: Apply a variety of reading RC-9(A), strategies to the stories RC-9(B), 3, Plan, draft, revise, edit, 6, 7, 8, 9A, proof, and publish a 9D narrative essay Vocabulary: Understand and apply new 1A-E vocabulary in created sentences mmar: 7, 10A, 12A, 13A-E, 14,14A-C, 15A, 15C, 15D, 17A, 17C, 18A-B Listening and 7, 12A-C, 24A- C, 25,26 Read short stories, and novels that pertain to Theme Setting Point of view Plot Character Suspense Second 3 Weeks Suggested Short Stories: Compositional Mode: 4,5,6 The Scarlet Ibis Personal Narrative James Hurst The Necklace Listening/ Guy de Maupaussant Student projects or presentations The Cask of Amontillado, Marigolds, Schaffer Writing Unit Summer reading titles, vocabulary, and literary terms

5 SHORT STORY COLLECTION Approximate Time: 3 Weeks Third 3 Weeks The student will, through Literary Read short stories, and novels that Suggested Short Stories: Compositional Mode: 4,5,6 pertain to The Scarlet Ibis Personal Narrative 2A, 2B, 2C, interpret literary elements 3, 5A, 5B, Theme James Hurst in the selected short stories 5D, 6, 7, 8, Setting The Necklace Listening/ and/or Summer Reading 9B-D, 10A- Point of view Guy de Maupaussant Student projects or presentations B, 11A-B, Apply a variety of reading 12D Plot The Cask of strategies to the stories Character Amontillado, Plan, draft, revise, edit, Reading: Suspense Marigolds, proof, and publish a 1C,5B, 9A- B, 9D, RCnarrative essay Schaffer Writing Unit 9(B), 11B, Understand and apply new 12, 12A vocabulary in created sentences Vocabulary: 1A, 1C-D, mmar: 2A, 9A, 10A, 13A-E, 15A, 15B-D, 16 A-E, 17, 17- C, 18A-B, 19, 24B Listening and 24A-C, 25, 26 Summer reading titles, vocabulary, and literary terms

6 MYTHOLOGY/THE ODYSSEY Approximate Time: 3 Weeks Fourth 3 Weeks The student will, through Literary - Archetype Compositional Mode: 1,2,3 - Classic Hero Mythology by Edith Persuasive 2A, 2B, 2C, interpret literary elements 3, 5A, 5B, - The Journey, Hero Quest Hamilton Listening/ in the selected reading 5D, 6, 7, 8, - Epic poem Student projects or presentations; peer Apply a variety of reading 9B-D, 10A- - Find the author s purpose Heroes, Gods and Monsters group evaluation/ summary B, 11A-B, strategies to the novel - interpret persuasive texts of Greek Myths by Bernard All 12D Understand and recognize - recognize protagonist, Evslin personal, cultural, social Reading: antagonist, character, plot, and historical significance 1C,5B, 9A- turning point, irony, Selected readings from the B, 9D, RCin assigned readings - Rhetorical Persuasion STUDENT TEXTBOOK 9(B), 11B, Plan, draft, revise, edit, 12, 12A - Identify the purpose of an proof, and publish an essay advertisement that uses Schaffer Writing Unit Vocabulary: Understand and apply new Mythology 1A, 1C-D, vocabulary in created - revising sentences by varying sentences sentence types, color coding Listen to, analyze, and mmar: 2A, end marks 9A, 10A, evaluate oral performance - revising word choice by 13A-E, 15A, and presentations replacing misused/dull words 15B-D, 16 Prepare, organize and A-E, 17, 17- C, 18A-B, present a variety of 19, 24B informative and persuasive messages Listening Respond appropriately to, and and evaluate student 24A-C, 25, performances 26

7 MYTHOLOGY/ THE ODYSSEY cont d Approximate Time: 3 Weeks Fifth 3 Weeks The student will, through Literary - Archetype Mythology by Edith Compositional Mode: 1,2,3 - Classic Hero Hamilton Persuasive 1B, 2B, 2C, interpret literary elements 3, 4, 5, 5A, - The Journey, Hero Quest Listening/ in the selected reading 5B, 5D, 6, 7, - Epic poem Heroes, Gods and Monsters Student projects or presentations; peer Apply a variety of reading 8, 12C, 17A, - Find the author s purpose of Greek Myths by Bernard group evaluation/ summary 17C, strategies to the novel - interpret persuasive texts Evslin All Understand and recognize Reading: - recognize protagonist, personal, cultural, social 2B, 5A, RC- antagonist, character, plot, Selected readings from the and historical significance 9(A) turning point, irony, STUDENT TEXTBOOK in assigned readings - Rhetorical Persuasion Vocabulary: Plan, draft, revise, edit, 1A, 1B, 1D- - Identify the purpose of an Schaffer Writing Unit proof, and publish an essay E advertisement that uses Understand and apply new Mythology vocabulary in created - revising sentences by varying mmar: 13Asentences E, 14, 14B, sentence types, color coding Listen to, analyze, and 15A, 15C, end marks 16A, 17A, evaluate oral performance - revising word choice by 17C and presentations replacing misused/dull words Prepare, organize and Listening and present a variety of informative and persuasive 15D, 24A-C, messages 25, 26 Respond appropriately to, and evaluate student performances

8 MYTHOLOGY/ THE ODYSSEY Approximate Time: 3 Weeks Sixth 3 Weeks The student will, through Literary - Archetype Mythology by Edith Compositional Mode: 1,2,3 - Classic Hero Hamilton Persuasive Research 1B, 2B, 2C, interpret literary elements 3, 4, 5, 5A, - The Journey, Hero Quest in the selected reading 5B, 5D, 6, 7, - Epic poem Heroes, Gods and Monsters Listening/ Apply a variety of reading 8, 12C, 17A, - Find the author s purpose of Greek Myths by Bernard Student projects or presentations 17C, strategies to the novel - interpret persuasive texts Evslin Understand and recognize Reading: - recognize protagonist, personal, cultural, social 2B, 5A, RC- antagonist, character, plot, Selected readings from the and historical significance 9(A) turning point, irony, STUDENT TEXTBOOK in assigned readings - Rhetorical Persuasion Vocabulary: Plan, draft, revise, edit, 1A, 1B, 1D- - Identify the purpose of an Schaffer Writing Unit proof, and publish an essay E advertisement that uses Understand and apply new Mythology vocabulary in created - revising sentences by varying mmar: 13Asentences E, 14, 14B, sentence types, color coding Listen to, analyze, and 15A, 15C, end marks 16A, 17A, evaluate oral performance - revising word choice by 17C and presentations replacing misused/dull words Prepare, organize and Listening and present a variety of informative and persuasive 15D, 24A-C, messages 25, 26 Respond appropriately to, and evaluate student performances

9 DRAMA The Destruction of Innocence Approximate Time: 3 Weeks Seventh 3 Weeks, 2 nd Semester The student will, through Literary - Elements of Tragedy Romeo and Juliet Compositional Mode: 4,5,6 - Aristotle s Poetics 2B, 2C, 3, 4, Midnight Summer s Cause and Effect Read plays and other forms 5A-B, 5D, 7 - Tragic Hero Dream of literature that pertain to - Shakespeare background Additional Drama Listening/ the theme Reading: - Discuss the ramifications of Student projects or presentations 2C, RC- Interpret literary elements innocent until proven guilty 9(A), 9A, 9B used in the literature - Identify irony: situational Schaffer Writing Unit Apply a variety of reading Vocabulary: irony, dramatic irony strategies 1A - Hamartia, hubris Selections above are Respond to the literature in - Analyze cause and effect a variety of modes mmar: 13A- - elaborate on persuasive Develop skills in using E, 14 B, strategies 14C, 15A, voice and body language 15D, 20A-B, Demonstrate the ability to 21A-C, 22Ause the internet as a C, 23A-E, research tool. 24B Identify elements of drama: Listening tragedy, comedy, dramatic and Create a monologue 12B, 12D, Speak clearly and 15D, 24A-C, effectively for a variety of purposes and audiences Prepare and present informative and persuasive messages Produce visual representations that communicate with others Understand and recognize personal, cultural, social and historical significance in assigned readings Develop a wide range of vocabulary used effectively Analyze different strategies that writers in different fields use

10 DRAMA The Destruction of Innocence Approximate Time: 3 Weeks Eighth 3 Weeks 2 nd Semester The student will, through Literary - Elements of Tragedy Romeo and Juliet Compositional Mode: 4,5,6 - Aristotle s Poetics 2B, 2C, 3, 4, Midnight Summer s Cause and Effect Read plays and other forms 5A-B, 5D, 7 - Tragic Hero Dream of literature that pertain to - Shakespeare background Additional Drama Listening/ the theme Reading: - Discuss the ramifications of Student projects or presentations 2C, RC- Interpret literary elements innocent until proven guilty 9(A), 9A, 9B used in the literature - Identify irony: situational Schaffer Writing Unit Apply a variety of reading Vocabulary: irony, dramatic irony STAAR/EOC Review strategies 1A - Hamartia, hubris Respond to the literature in - Analyze cause and effect Selections above are a variety of modes mmar: 13A- - elaborate on persuasive Develop skills in using E, 14 B, strategies 14C, 15A, voice and body language 15D, 20A-B, Demonstrate the ability to 21A-C, 22Ause the internet as a C, 23A-E, research tool. 24B Identify elements of drama: Listening tragedy, comedy, dramatic and Create a monologue 12B, 12D, Speak clearly and 15D, 24A-C, effectively for a variety of purposes and audiences Prepare and present informative and persuasive messages Produce visual representations that communicate with others Understand and recognize personal, cultural, social and historical significance in assigned readings Develop a wide range of vocabulary used effectively Analyze different strategies that writers in different fields use

11 Research Approximate Time: 3 Weeks Ninth 3 Weeks, 2 nd Semester The student will, through Literary -.Research paper Writers Inc. Compositional Mode: 1,2,3 - choosing a topic Cause and Effect 2B, 2C, 3, 4, Interpret literary elements 5A-B, 5D, 7 - resource Library Resources used in the literature - using the library Listening/ Apply a variety of reading Reading: - how to choose and use Schaffer Writing Unit Student projects or presentations 2C, RCstrategies information Selections above are 9(A), 9A, 9B Respond to the literature in - documenting sources a variety of modes Vocabulary: - plagiarism 1A Develop skills in using - STAAR/EOC Review voice and body language - Practice STAAR/EOC test Demonstrate the ability to mmar: 13A- - practice short answer essays use the Internet as a E, 14 B, - use practice STAAR/EOC test to 14C, 15A, research tool. teach skills 15D, 20A-B, Speak clearly and - Outside reading: selected 21A-C, 22Aeffectively for a variety of C, 23A-E, novel/drama of teachers choice purposes and audiences 24B focusing on themes covered Prepare and present - Continue practicing Shaeffer Listening writing process informative and persuasive and messages 12B, 12D, Produce visual 15D, 24A-C, representations that communicate with others Understand and recognize personal, cultural, social and historical significance in assigned readings Develop a wide range of vocabulary used effectively Analyze different strategies that writers in different fields use Gather primary and secondary research using resources Proper citing of source materials in appropriate format Listen to, analyze, and evaluate oral presentations

12 Research Approximate Time: 3 Weeks Tenth 3 Weeks, 2 nd Semester The student will, through Literary -.Research paper Writers Inc. Compositional Mode: 1,2,3 - choosing a topic Cause and Effect 2B, 2C, 3, 4, Interpret literary elements 5A-B, 5D, 7 - resource Library Resources used in the literature - using the library Listening/ Apply a variety of reading Reading: - how to choose and use Schaffer Writing Unit Student projects or presentations 2C, RCstrategies information Selections above are 9(A), 9A, 9B Respond to the literature in - documenting sources a variety of modes Vocabulary: - plagiarism 1A Develop skills in using - STAAR/EOC Review voice and body language - Practice STAAR/EOC test Demonstrate the ability to mmar: 13A- - practice short answer essays use the Internet as a E, 14 B, - use practice STAAR/EOC test to 14C, 15A, research tool. teach skills 15D, 20A-B, Speak clearly and - Outside reading: selected 21A-C, 22Aeffectively for a variety of C, 23A-E, novel/drama of teachers choice purposes and audiences 24B focusing on themes covered Prepare and present - Continue practicing Shaeffer Listening writing process informative and persuasive and messages 12B, 12D, Produce visual 15D, 24A-C, representations that communicate with others Understand and recognize personal, cultural, social and historical significance in assigned readings Develop a wide range of vocabulary used effectively Analyze different strategies that writers in different fields use Gather primary and secondary research using resources Proper citing of source materials in appropriate format Listen to, analyze, and evaluate oral presentations

13 POETRY Approximate Time: 3 Weeks Eleventh 3 Weeks, 2 nd Semester The student will, through Literary - Poetry: Selections from world literature. 2B, 2C, 3, 4, interpret literary elements 5A-B, 5D, 7 - Various types found in the and poetic devices in the textbook selected poems Reading: -Reading Focus: literary elements 2C, RC- Apply a variety of reading used in poetry with special 9(A), 9A, 9B strategies to the stories emphasis on imagery, figures of Create original poems that Vocabulary: speech, rhythm, rhyme, and other applies poetic devices 1A sound effects, and tone. Analyze a variety of poetry - Writing Focus: respond to poetry selections and write a poem or group of poems. mmar: 13A- E, 14 B, 14C, 15A, 15D, 20A-B, 21A-C, 22A- C, 23A-E, 24B Listening and 12B, 12D, 15D, 24A-C, Continue practicing Shaeffer writing process - Outside reading: selected novel/drama of teachers choice focusing on themes covered Poetry Collection in Text Compositional Mode: 1,2,3 Creative Writing Schaffer Writing Unit Listening/ Student projects Student presentations Oral poetry circles Oral poetry readings All

14 POETRY Approximate Time: 3 Weeks Twelfth 3 Weeks, 2 nd Semester The student will, through Literary - Poetry: Selections from world literature. 2B, 2C, 3, 4, interpret literary elements 5A-B, 5D, 7 - Various types found in the and poetic devices in the textbook selected poems Reading: -Reading Focus: literary elements 2C, RC- Apply a variety of reading used in poetry with special 9(A), 9A, 9B strategies to the stories emphasis on imagery, figures of Create original poems that Vocabulary: speech, rhythm, rhyme, and other applies poetic devices 1A sound effects, and tone. Analyze a variety of poetry - Writing Focus: respond to poetry selections and write a poem or group of poems. mmar: 13A- E, 14 B, 14C, 15A, 15D, 20A-B, 21A-C, 22A- C, 23A-E, 24B Listening and 12B, 12D, 15D, 24A-C, Continue practicing Schaffer writing process - Outside reading: selected novel/drama of teachers choice focusing on themes covered Poetry Collection in Text Compositional Mode: 4,5,6 Create Poetry Portfolio Schaffer Writing Unit Listening/ Student projects Student presentations Oral poetry circles Oral poetry readings All

CURRICULUM CATALOG ENGLISH I (01001) NY

CURRICULUM CATALOG ENGLISH I (01001) NY 2018-19 CURRICULUM CATALOG Table of Contents COURSE OVERVIEW... 1 UNIT 1: SHORT STORY... 1 UNIT 2: LITERARY NONFICTION... 1 UNIT 3: EPIC POETRY... 2 UNIT 4: SEMESTER EXAM... 2 UNIT 5: DRAMA... 2 UNIT 6: