Time Interval/ Content Unit I

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West Deptford Township Public Schools: English I & English I Honors Curriculum Map: Author: revised English Dept 7/2015 (note: Honors is taught an accelerated pace) Time Interval/ Content Unit I Writing and Reading Narratives (both Imagined and Real) Standards/ Strands Essential Questions Knowledge Skills Assessment Resources Literacy.CCRA.L.1 Literacy.CCRA.L.2 Literacy.CCRA.RI.2 Literacy.CCRA.RI.3 Literacy.CCRA.RI.5 Literacy.CCRA.RI.6 Literacy.CCRA.RI.9 Literacy.CCRA.RL.3 Literacy.CCRA.RL.5 Literacy.CCRA.RL.6 Literacy.CCRA.RL.9 Literacy.CCRA.SL.3 Literacy.CCRA.W.10 Literacy.CCRA.W.2 Literacy.CCRA.W.3 Literacy.CCRA.W.4 Literacy.CCRA.W.5 Literacy.CCRA.W.6 Literacy.CCRA.W.7 Literacy.CCRA.W.8 Literacy.CCRA.W.9 Literacy.L.9-10.1 How do stories begin, build, and unfold? If you were to write a narrative or a story of your own, what genre would you choose: humorous, scary, sad, love, science-fiction, fantasy, or mystery? What steps does a writer take to publich a polished piece of writing? What strategies do you most usually use when you read? What techniques do you find that writers use to build suspense or hold a mystery? Basic grammar, punctuation, mechanics, capitalization. That there are research resources via the school's media center. The basic elements of fiction such as setting, plot, character, pov. The difference between fiction and nonfiction. There may be more than one point of view Authors deliberately choose point-ofview Characters develop and interact Non-fiction texts have a central idea with supporting details. Writing a narrative includes character, description, dialogue, and sequence of events Identify point of view Outline Plan, revise, edit and write Summarize key ideas Use context clues to use words and phrases Class work Homework Quizzes Tests Reflections Essays 1 page research paper Suggested DI activities include: -Frayer model -Graphic organizers -Making Meaning Strategies -RAFT -Think Pair Share -Tic Tac Toe Suggested Readings: GREAT EXPECTATIONS (HONORS only) -A Death in the House -Amigo Brothers -As the Night of Day -Everyday Use -Miraculous Phonograph Record -Open Window -The Most Dangerous Game -The Meeting - The Letter a - The Scarlet Ibis - The Sniper -The Woman Warrior - Through the Tunnel - the Pen of my Aunt

Literacy.L.9-10.2 Literacy.L.9-10.2a Literacy.L.9-10.2c Literacy.L.9-10.3a Literacy.L.9-10.4a Literacy.L.9-10.4b Literacy.L.9-10.4c Literacy.RI.9-10.2 Literacy.RL.9-10.3 Literacy.RL.9-10.5 Literacy.SL.9-10.1 Literacy.SL.9-10.1a Literacy.SL.9-10.1b Literacy.SL.9-10.1c Literacy.SL.9-10.1d Literacy.W.9-10.10 Literacy.W.9-10.3 Literacy.W.9-10.3a Literacy.W.9-10.3b Literacy.W.9-10.3c Literacy.W.9-10.3d Literacy.W.9-10.3e Literacy.W.9-10.4 Literacy.W.9-10.5 Literacy.W.9-10.6 Literacy.W.9-10.7 Literacy.W.9-10.8 Literacy.W.9-10.9

TECH.8.1.12 TECH.8.1.12.A TECH.8.1.12.A.CS1 TECH.8.1.12.A.CS2 TECH.8.1.12.B.CS1 TECH.8.1.12.C TECH.8.1.12.C.CS1 TECH.8.1.12.C.CS4 TECH.8.1.12.E TECH.8.1.12.E.CS1 TECH.8.1.12.E.CS2 TECH.8.1.12.E.CS3 TECH.8.1.12.E.CS4 Suggested DI activities include: Unit II Reading Argumentative Selections & Persuasive Writing Literacy.CCRA.L.1 Literacy.CCRA.L.2 Literacy.CCRA.RI.2 Literacy.CCRA.RI.5 Literacy.CCRA.RI.8 Literacy.CCRA.RI.9 Literacy.CCRA.RL.1 Literacy.CCRA.RL.3 Literacy.CCRA.RL.5 Literacy.CCRA.RL.8 Literacy.CCRA.RL.9 Literacy.CCRA.SL.1 Literacy.CCRA.SL.4 Literacy.CCRA.SL.5 Literacy.CCRA.W.1 Literacy.CCRA.W.10 Literacy.CCRA.W.4 How do format and structure influence the writing of a successful persuasive piece of writing? What strategies do individuals use to successfully argue a claim or position? What techniques have historically proved to be effective in writing arguments over time? Basic grammar, punctuation, and mechanics How to cite strong textual evidence How to utilize MLA format Persuasive strategies such as rhetorical questioning and repetition The difference between a claim and supporting evidence. how to locate credible sources through databases and other reference resources Historical texts have withstood the test of time because the address themes of past, present, and future Valid arguments require persuasive strategies. determine central idea develop claims identify claims identify counterclaims locate persuasive strategies maintain a formal style plan, revise, eit and draft a coherent and unified argument supply supporting evidence Essay Free-reading Group Work Homework Open-Ended Responses Quizzes RAFT Research paper Tests PT: As an editor of our local newspaper, you are to write an editorial that will persuade reader to accept your viewpoint and to join in your endeavor. To be most effective, you should include the techniques studied in argumentation and persuasion including repetition, loaded words, and seeking out the opposition. -Frayer model -Graphic organizers -Making Meaning Strategies -RAFT -Think Pair Share -Tic Tac Toe Suggested Readings: - Various nonfiction pieces.

Literacy.CCRA.W.5 Literacy.CCRA.W.6 Literacy.CCRA.W.7 Literacy.CCRA.W.8 A.9-10.CCSS.ELA- Literacy.CCRA.W.9 Literacy.L.9-10.1 Literacy.L.9-10.2 Literacy.L.9-10.2b Literacy.L.9-10.2c Literacy.L.9-10.3a Literacy.L.9-10.4a Literacy.L.9-10.4b Literacy.L.9-10.4c Literacy.L.9-10.4d Literacy.RI.9-10.1 Literacy.RI.9-10.2 Literacy.RI.9-10.3 Literacy.RI.9-10.5 Literacy.RI.9-10.6 Literacy.RI.9-10.8 Literacy.RI.9-10.9 Literacy.RL.9-10.1 Literacy.RL.9-10.3 Literacy.RL.9-10.5 Literacy.RL.9-10.6 Literacy.SL.9-10.1 Literacy.SL.9-10.1a Literacy.SL.9-10.1b

Literacy.SL.9-10.1c Literacy.SL.9-10.1d Literacy.W.9-10.1 Literacy.W.9-10.1a Literacy.W.9-10.1b Literacy.W.9-10.1c Literacy.W.9-10.1d Literacy.W.9-10.1e Literacy.W.9-10.4 A.9-10.CCSS.ELA- Literacy.W.9-10.5 Literacy.W.9-10.6 Literacy.W.9-10.7 Literacy.W.9-10.8 Literacy.W.9-10.9 TECH.8.1.12 TECH.8.1.12.A TECH.8.1.12.A.CS1 TECH.8.1.12.B.CS1 TECH.8.1.12.C TECH.8.1.12.C.CS1 TECH.8.1.12.C.CS4 TECH.8.1.12.E.CS1 TECH.8.1.12.E.CS2 TECH.8.1.12.E.CS3 TECH.8.1.12.E.CS4

Suggested DI activities include: Unit III Observations, Discoveries and Conveying Complex Ideas Literacy.CCRA.L.1 Literacy.CCRA.L.2 Literacy.CCRA.L.3 Literacy.CCRA.L.4 Literacy.CCRA.L.5 Literacy.CCRA.L.6 Literacy.CCRA.RI.1 Literacy.CCRA.RI.10 Literacy.CCRA.RI.2 Literacy.CCRA.RI.3 Literacy.CCRA.RI.4 Literacy.CCRA.RI.5 Literacy.CCRA.RI.6 Literacy.CCRA.RI.7 Literacy.CCRA.RI.9 Literacy.CCRA.RL.1 Literacy.CCRA.RL.10 Literacy.CCRA.RL.2 Literacy.CCRA.RL.3 Literacy.CCRA.RL.4 Literacy.CCRA.RL.5 Literacy.CCRA.RL.6 Literacy.CCRA.RL.7 Literacy.CCRA.RL.9 Literacy.CCRA.SL.4 Literacy.CCRA.SL.5 How can information that an author writes inexplicitly be as powerful as when an ides is stated explicitly? How can informative writing be effective in helping us and future generations understand our world? How does Shakespeare still speak to a 21st Century audience? How is drama different from other types of literature? Definitions and identification of figurative language. Inflection, stress, denotation and connotation can impact the interpretation of a line. Literary terms such as foreshadowing, imagery, pun, allusion, metaphor, personification, oxymoron, and paradox. Setting details Thematic connections Vocabulary in context Authors present information both directly and indirectly. Central ideas and themes can be presented in diverse media formats. Drama differs from other types of literature in the way that the plot, characterization, setting, point of view, style, and theme are developed. Differentiate between connotations and denotations Identify and interpret figures of speech Understand diverse media formats Use context clues to identify the meaning of words Write informative and expository pieces using MLA format Class Participation Classwork Essays Homework Quizzes Reflections Research Paper Small Group Discussions Tests PT: Socratic Seminar -idea spinner -jigsaw -RAFT -Think Pair Share -Three Minute Essay -Tree maps -WordSplash Suggested Readings: HAMLET(HONORS only) -A Death in the House -Amigo Brothers -As the Night of Day - Romeo & Juliet

Literacy.CCRA.SL.6 Literacy.CCRA.W.10 Literacy.CCRA.W.2 Literacy.CCRA.W.4 Literacy.CCRA.W.5 Literacy.CCRA.W.6 Literacy.CCRA.W.7 Literacy.CCRA.W.8 Literacy.CCRA.W.9 Literacy.L.9-10.1 Literacy.L.9-10.1a Literacy.L.9-10.1b Literacy.L.9-10.2 Literacy.L.9-10.2a Literacy.L.9-10.2b Literacy.L.9-10.2c Literacy.L.9-10.3 Literacy.L.9-10.4 Literacy.L.9-10.4a Literacy.L.9-10.4b Literacy.L.9-10.4c Literacy.L.9-10.4d Literacy.L.9-10.5 Literacy.L.9-10.5a Literacy.L.9-10.5b Literacy.L.9-10.6 Literacy.RI.9-10.1

Literacy.RI.9-10.2 Literacy.RI.9-10.3 Literacy.RI.9-10.4 Literacy.RL.9-10.5 Literacy.RL.9-10.6 Literacy.RL.9-10.7 Literacy.RL.9-10.9 Literacy.SL.9-10.1a Literacy.SL.9-10.1b Literacy.SL.9-10.1c Literacy.SL.9-10.1d Literacy.SL.9-10.4 Literacy.SL.9-10.5 Literacy.SL.9-10.6 Literacy.W.9-10.10 Literacy.W.9-10.2 Literacy.W.9-10.2a Literacy.W.9-10.2b Literacy.W.9-10.2c Literacy.W.9-10.2d Literacy.W.9-10.2e Literacy.W.9-10.2f Literacy.W.9-10.4 Literacy.W.9-10.5 Literacy.W.9-10.6 Literacy.W.9-10.7 Literacy.W.9-10.8 Literacy.W.9-10.9

Literacy.W.9-10.9a Literacy.W.9-10.9b TECH.8.1.12 TECH.8.1.12.A TECH.8.1.12.A.CS1 TECH.8.1.12.A.CS2 TECH.8.1.12.B.CS1 TECH.8.1.12.C TECH.8.1.12.C.CS1 TECH.8.1.12.C.CS4 TECH.8.1.12.E TECH.8.1.12.E.CS1 TECH.8.1.12.E.CS2 TECH.8.1.12.E.CS3 TECH.8.1.12.E.CS4 Unit IV Futures and Visions Literacy.CCRA.L.1 Literacy.CCRA.L.2 Literacy.CCRA.L.3 Literacy.CCRA.L.4 Literacy.CCRA.L.5 Literacy.CCRA.L.6 Literacy.CCRA.RI.1 Literacy.CCRA.RI.10 Literacy.CCRA.RI.2 Literacy.CCRA.RI.3 Literacy.CCRA.RI.4 Literacy.CCRA.RI.5 Literacy.CCRA.RI.6 Literacy.CCRA.RI.7 How do writers craft their essay, stories, and articles to help the reader imagine an even more technologically advanced society? How have writers, historians, and other prominent speakers crafted their speeches and essays in an effort to help us to see a more positive and elegant future? Research leads to a complete understanding of past, present, and future. Central idea and themes Components of an extended composition Definitions of words in context MLA Format Technology can be both beneficial and detrimental. The location of WDHS Media Center Databases and References Basic grammar and mechanics Assess credibility of (Database) sources Evaluate the validity of an author's central idea or theme. Reflect on whether or not the topic merits further consideration. Write an etended composition utilizing the full process of writing. Completing and revising a rough draft Correct selection of credible sources Homework Outlining a paper Quizzes Research Paper Selecting and narrowing a topic Small Written Exercises Test Writing a complete Suggested DI activities include: Correctly formatting and saving a work in progress. General introduction of unit Peer Editing RAFT Review paper rubric. Selecting and narrowing a topic Student-teacher paper conferences.

Literacy.CCRA.RI.8 Literacy.CCRA.RI.9 Literacy.CCRA.RL.1 Literacy.CCRA.RL.10 Literacy.CCRA.RL.2 Literacy.CCRA.RL.3 Literacy.CCRA.RL.4 Literacy.CCRA.RL.5 Literacy.CCRA.RL.6 Literacy.CCRA.RL.7 Literacy.CCRA.RL.8 Literacy.CCRA.RL.9 Literacy.CCRA.SL.1 Literacy.CCRA.SL.2 Literacy.CCRA.SL.3 Literacy.CCRA.SL.4 Literacy.CCRA.SL.5 Literacy.CCRA.SL.6 Literacy.CCRA.W.1 Literacy.CCRA.W.10 Literacy.CCRA.W.3 Literacy.CCRA.W.5 Literacy.CCRA.W.6 Literacy.CCRA.W.7 Literacy.CCRA.W.8 Literacy.CCRA.W.9 Literacy.L.9-10.1 LA.9-10.CCSS.ELAresearch paper using MLA format. Students will present papers. Teacher will model all components of process several times. Think, pair, share paper and review research process with each other

Literacy.L.9-10.1a Literacy.L.9-10.1b Literacy.L.9-10.2 Literacy.L.9-10.2a Literacy.L.9-10.2b Literacy.L.9-10.2c Literacy.L.9-10.3 Literacy.L.9-10.3a Literacy.L.9-10.4 Literacy.L.9-10.4a Literacy.L.9-10.4b Literacy.L.9-10.4c Literacy.L.9-10.4d Literacy.L.9-10.5 Literacy.L.9-10.5a Literacy.L.9-10.5b Literacy.L.9-10.6 Literacy.RI.9-10.1 Literacy.RI.9-10.10a Literacy.RI.9-10.2 Literacy.RI.9-10.3 Literacy.RI.9-10.4 Literacy.RI.9-10.5 Literacy.RI.9-10.6 Literacy.RI.9-10.7 Literacy.RI.9-10.8 Literacy.RL.9-10.1 Literacy.RL.9-10.10a

Literacy.RL.9-10.10b Literacy.RL.9-10.2 Literacy.RL.9-10.4 Literacy.RL.9-10.3 Literacy.RL.9-10.5 Literacy.RL.9-10.6 Literacy.RL.9-10.7 Literacy.RL.9-10.9 Literacy.SL.9-10.1 Literacy.SL.9-10.1a Literacy.SL.9-10.1b Literacy.SL.9-10.1c Literacy.SL.9-10.1d Literacy.SL.9-10.2 Literacy.SL.9-10.4 Literacy.SL.9-10.5 Literacy.SL.9-10.6 Literacy.W.9-10.1 Literacy.W.9-10.10 Literacy.W.9-10.1a Literacy.W.9-10.1b Literacy.W.9-10.1c Literacy.W.9-10.1d Literacy.W.9-10.1e Literacy.W.9-10.2 Literacy.W.9-10.2a Literacy.W.9-10.2b

Literacy.W.9-10.2c Literacy.W.9-10.2d Literacy.W.9-10.2e Literacy.W.9-10.2f Literacy.W.9-10.3 Literacy.W.9-10.3a Literacy.W.9-10.3b Literacy.W.9-10.3c Literacy.W.9-10.3d Literacy.W.9-10.3e Literacy.W.9-10.4 Literacy.W.9-10.5 Literacy.W.9-10.6 Literacy.W.9-10.7 Literacy.W.9-10.8 Literacy.W.9-10.9 Literacy.W.9-10.9a Literacy.W.9-10.9b TECH.8.1.12 TECH.8.1.12.A TECH.8.1.12.A.CS1 TECH.8.1.12.A.CS2 TECH.8.1.12.B.CS1 TECH.8.1.12.C TECH.8.1.12.C.CS1 TECH.8.1.12.E TECH.8.1.12.E.CS1 TECH.8.1.12.E.CS2 TECH.8.1.12.E.CS3 TECH.8.1.12.E.CS4

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