MS ENGLISH LANGUAGE ARTS I

MS ENGLISH LANGUAGE ARTS I Esperanza Cyber Charter School Middle School Language Arts ELA I in middle school focuses on literature that helps students foster selfidentity by answering the question, Who Am I? 1

Middle School: English Language Arts I Students will write varying forms of narrative, persuasive, and information pieces that allow them to access, interpret, and internalize the essential question: Who Am I? They will read a variety of text types and genres in larger and smaller groups as well as independently that lead them to critical analysis and personal reflection. They will gain skills for reading independently and using texts and writing in a variety of formats and authentic performance tasks that touch on history, art, science, and math. Students will exercise personal choice and inventive imagination in their performance tasks and will be guided through learning in a scaffold process where the teacher models the task, gives plenty of examples, and works with the students in guided practice before students work independently. Students will also collaborate with one another in literature circles, online blogs, and class discussions to create deeper understandings of texts. Students will use a breadth of technology to collaborate and create during their learning experience. Essential Question: Who am I? Who do I want to be? Units in Course A: MS_EnglishLanguageArtsI 1: Identity of Self and Community (9 weeks) 2: Identity of the Hero Within (9 weeks) Units in Course B: MS_EnglishLanguageArtsI 1 Identity Formation through Words and Voice (6 weeks) 2: Identity Construction under Peer Pressure (6 weeks) 3: Identity Shaped through Adversity (6 weeks) 2

PSSA Prep Activities PSSA Prep activities are included in course content that will provide students opportunities to improve ELA knowledge, understand and skills in reading and writing, and spelling aligned to 7th and 8th grade PSSA. Students will follow an academic plan developed based on diagnostic testing to teach knowledge and skills at the student s level until mastery is achieved. Students will also examine test-taking skills, organization, and planning. Course work is designed to align to the PDE ELA Grade 7 Assessment Anchors and Eligible Content document found at http://static.pdesas.org/content/documents/grade%207%20assessment%20ela%20anchor%20and%20eligible%20content.pdf Course work is designed to align to the PDE ELA Grade 8 Assessment Anchors and Eligible Content document found at http://static.pdesas.org/content/documents/grade%208%20assessment%20ela%20anchor%20and%20eligible%20content.pdf Below you will find a list of items that should be reviewed with all students as part of the Seminar component of this course. Please use the Seminar Teacher Resource folder on google drive as well as the following website to find past tests and scoring guidelines for the PSSA state tests: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/p/1395057 Writing: Persuasive Writing Style Persuasive Scoring Guidelines Informational/ Expository Writing Style Expository Scoring Guidelines Narrative Writing Style Narrative Scoring Guidelines Revising/Editing 5 Paragraph Essay Format Reading: Reading Comprehension Theme Main Idea Conclusions/ Inferences Point of View Figurative Language Cause/Effect Author s Purpose Summarizing Sequencing Fact vs. Opinion Prefixes/ Suffixes General Testing Strategies Short-Open Ended Responses 3

Open Ended Scoring Guidelines The following terms should be taught and understood: bias characterization conflict connotation dialect dialogue diction figurative language foreshadowing imagery irony mood motif plot point of view satire setting theme symbolism tone 4

Daily Reading Guide Students will be required to complete independent reading (either student choice or assigned by the teacher) for at least 15 minutes per day. The reader texts are available at: SRA Reading Labs (online) or visit your local library Choose from the following themes: Quarter 1 Student Choice Fiction Quarter 2 Hispanic Author Quarter 3 African American or Woman Author Quarter 4 Memoir, Autobiography, Biography, or Non-Fiction At the end of each quarter students are required to complete a Text-Dependent Analysis essay based on one of the books they read. These assignments must be turned in two weeks before the end of the quarter. Prompt 1: Setting. Every story has a setting, and every setting affects the characters, plot, and theme of a story. Show how a character(s) of your book are affected or changed by their setting. How does he/she act differently in his/her environment? What does he/she learn about himself/herself because of the setting? Prompt 2: Character Analysis. Every story has a protagonist, the hero of the story. Show how the protagonist of your story changes. How does the author paint a picture of this character? What conflict(s) does this character face? How does he/she resolve them? Prompt 3: Theme. A story can have one or many themes; these are lessons you learn and apply to your life. Identify a theme in your book and explain what the author s position is on this theme. What does the author seem to be saying about this particular theme? What does he want the reader to consider about this theme? Prompt 4: Symbol. Most stories have objects or acts/events that are symbolic in nature. Identify one-three symbols in your story. Explain why they are symbolic. What special symbolic value do they have for a character? How does this symbol advance the plot or help a character change / learn something during the course of the book? 5

ACED Writing Guide To stay consistent across the 6-8 curriculums at Esperanza Middle School, teachers are asked to use the ACED method of writing to teach students about paragraph writing. ACED can be used for as short as one paragraph answers to as long as a five or more paragraph paper. ANSWER - Introduction Begin by answering the question being asked of you by restating the question in the answer. Include the hook, context, and thesis. CITE ** Begin with a transition word or phrase. Use a specific quote from the text you are using or an example to support your answer. If you are not using a text, provide a real-life example that supports your opinion. For each sentence that cites, you must immediately follow it with two sentences that further EXPLAIN or give EXAMPLES of what you have cited. (See below for the description of Explain! ) If you use a quote, make sure you put it in quotations and state where the quote came from (for example: the part in the story it was from, the character that said it, the author that wrote it, etc.) -Teachers should also go over how to write in text citations. EXPLAIN ** After the citation, you must explain how it (the citation you just gave) proves your answer. Your explanation must be a minimum of two sentences long (and they cannot be short and simple). Take time to thoroughly tell how that citation supports your answer to the question. DONE-Conclusion Begin with a transition word! Add a concluding sentence to summarize your essay. Re-state your answer in a different way (aka, restate the thesis). Go back through your paragraph and make sure that you have used TRANSITIONS before each C and the D. Connect the conclusion to the text and to the reader. Go back and proofread your writing for grammar, spelling and punctuation errors! Now you are done! You have A*C*E*D your assignment. **REPEAT C AND E FOR EVERY EXAMPLE YOU ARE ASKED TO GIVE! If you were asked to give two examples, your format would be: A C E C E D If you were asked to give three examples, your format would be: A C E C E C E D If you were given multiple paragraphs, for example a 5 paragraph essay: 6

Paragraph 1: A Paragraph 2: CE Paragraph 3: CE Paragraph 4: CE Paragraph 5: D 7

Materials and Resources Fiction: The Lightning Thief by Rick Riordan, https://d3jc3ahdjad7x7.cloudfront.net/llcoeamogrxu5bgdbzzsxgufkwwawjyxtdvrm3vwqowxd1ws.pdf Excerpts from The Writer s Journey by Christopher Vogler Nonfiction: D aulaires Book of Greek Myths, http://www.ccscambridge.org/sites/default/files/hsetonfiles/greek%20creation%20myths.pdf Drama: Twelve Angry Men by Reginald Rose, http://www.umass.edu/legal/hilbink/250/12angry.pdf No Fear Julius Caesar by William Shakespeare, http://nfs.sparknotes.com/juliuscaesar/ Short Stories: La Guera by Gary Soto (from short story collection Petty Crimes), PDF In course files The Scarlet Ibis by James Hurst, https://jjett.pbworks.com/w/file/fetch/97072218/the_scarlet_ibis.pdf All Summer in a Day by Ray Bradbury, http://www.btboces.org/downloads/6_all%20summer%20in%20a%20day%20by%20ray%20bradbury.pdf Film: Schindler s List, clips, Oskar Schindler, https://www.youtube.com/watch?v=brzh_no5tic Commandant Amon Goeth, https://www.youtube.com/watch?v=zkie_34cpji Girl in Red, https://www.youtube.com/watch?v=j1vl-y9jhui Back or Mozart, https://www.youtube.com/watch?v=5yr0wlrq_h4 Small Pile of Hinges, https://www.youtube.com/watch?v=veztnjqyrjg Helen Hirsch, https://www.youtube.com/watch?v=7mj0hslmba0 The List is Life, https://www.youtube.com/watch?v=cmyp-ljev68 He Who Saves One Life Saves the Entire World, https://www.youtube.com/watch?v=qip_8rnnx4k The Schindler Jews Today, https://www.youtube.com/watch?v=jri0u57iwwm The Diary of Anne Frank, https://www.youtube.com/watch?v=c25ozqrnxwc 8

Poetry: I never saw another butterfly (doubles as nonfiction) The Road Not Taken by Robert Frost Nothing Gold Can Stay by Robert Frost Sympathy by Paul Laurence Dunbar Caged Bird by Maya Angelou Dreams by Langston Hughes Dream Deferred by Langston Hughes 9

Projects, Student Outcomes, Assessments Yearlong Multi-Genre Portfolio: To Thine Own Self be True Unit 1: Identity of Our Community 1 - WHERE I M FROM POEM - students write a poem modeled after George Ella Lyon that recounts the senses from where they are from. Students complete a key with their final draft of their poem marking: nouns, verbs, adjectives, simile, metaphor, symbol, personification, alliteration 2- PERSONAL NARRATIVE - students write a personal narrative responding to the prompt: Write about a time you learned a valuable lesson. Unit 2: Identity of the Hero Within 3 - PHILLY MYTH - students write a narrative about a character strength that defines their protagonist, that includes attention to characterization, setting, conflict, symbolism, and theme. 4: INFORMATIVE ESSAY: Students write an informative essay using three greek myths to answer the prompt: What do the stories of greek mythology teach us? Unit 3: Identity through Words & Voice 5: CLICHE SPEECH: students write a five paragraph speech about a cliche and tell the audience if, based on personal experiences, it is TRUE or FALSE. Students will use three experiences from their own life that relate to the cliche and either support it to be true or to be false. 6: PERSUASIVE ESSAY: Whose speech was more convincing - why? Students compare how Marc Antony and Brutus use logos, pathos, and ethos and argue which orator is more effective. Unit 4: Identity Facing Peer Pressure 7: PLEASE DO/DON T DO THAT LETTER: students write a persuasive letter asking a person in their life to make a better choice. Students apply logical fallacies, syntax rules, and logos/pathos/ethos to the letter and provide a key. Unit 5: Identity Shaped Through Adversity 8: PORTFOLIO: Students construct a final portfolio as the Final for the course including (1-3) Revise, Redesign, Republish pieces from the year (4-5) A-Z Choice Pieces (6) Synthesis Slam (7-9) Cover, Prologue, About the Author Page 9: SYNTHESIS SLAM: students write a slam poetry piece reflecting on themes/ lesson(s) learned during reading, research & experience in our study of the Holocaust. Slam should address the question - how does learning about this point in history inform me to make better choices for my future? ADDITIONAL ASSESSMENTS: UNIT 1: SYMBOL PROJECT: Students create a symbol for themselves trying to capture their strengths, areas of growth (potential hamartia), values, and goals for the future. 10

UNIT 2: ACE: students write ACE responses to show how Percy Jackson encounters the 12 stages of the monomyth MONOMYTH DISPLAY: Students juxtapose ACE examples of Percy Jackson s Monomyth to the protagonist from their Philly Myth in a visual display UNIT 3: MEDIA SEARCH: Students find samples of Logos, Pathos, Ethos UNIT 4: MEDIA SEARCH: Students find samples of logical fallacies RESEARCH: Students research what are the greatest challenges impacting identify formation for adolescents today - family, television, music, fashion, social media, etc.? Students may take a poll, conduct interviews, and research online. UNIT 5: HISTORY OF HATE PROJECT: Students are put into small groups and each group is assigned a different genocide to learn about and teach the class. SURVIVOR RESEARCH and REFLECTION: http://iwitness.usc.edu/sfi/ students write about a survivor who turned a negative experience into positive outcome for themselves; students write about the importance of Holocaust education & genocide education for their own generation. POETRY RENDERING/ SYNTHESIS SLAM: Students read poetry and look at artwork in I Never Saw Another Butterfly and render the text by selecting their favorite line(s). After students share their selections aloud, the group discusses take-aways and constructs themes. 11

PA Common Core Standards 1.2 Reading Informational Text Students read, understand, and respond to informational text with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. Key Ideas and Details Main Idea Key Ideas and Details Text Analysis Key Ideas and Details Text Analysis Craft and Structure Point of View Craft and Structure Text Structure Craft and Structure Vocabulary Integration of Knowledge and Ideas Diverse Media Integration of Knowledge and Ideas Evaluating Arguments Integration of Knowledge and Ideas Analysis Across Texts Vocabulary Acquisition and Use Vocabulary Acquisition and Use CC.1.2.7.A Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. E07.B-K.1.1.2 CC.1.2.7.B Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. E07.B-K.1.1.1 CC.1.2.7.C Analyze the interactions between individuals, events, and ideas in a text. E07.B-K.1.1.3 CC.1.2.7.D Determine an author s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. E07.B-C.2.1.1 CC.1.2.7.E Analyze the structure of the text through evaluation of the author s use of graphics, charts. and the major sections of the text. E07.B-C.2.1.2 CC.1.2.7.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative, and technical meanings. E07.B-V.4.1.1 E07.B-V.4.1.2 E07.B-C.2.1.3 CC.1.2.7.G Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). CC.1.2.7.H Evaluate an author s argument, reasoning, and specific claims for the soundness of the argument and the relevance of the evidence. E07.B-C.3.1.1 CC.1.2.7.I Analyze how two or more authors present and interpret facts on the same topic. E07.B-C.3.1.2 CC.1.2.7.J Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. E07.B-V.4.1.1 E07.B-V.4.1.2 CC.1.2.7.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. 12

Range of Reading E07.B-V.4.1.1 CC.1.2.7.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. 1.3 Reading Literature Students read and respond to works of literature with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. Key Ideas and Details Text Analysis Craft and Structure Point of View Craft and Structure Text Structure Craft and Structure Vocabulary Integration of Knowledge and Ideas Diverse Media Integration of Knowledge and Ideas Evaluating Arguments Integration of Knowledge and Ideas Analysis Across Texts Vocabulary Acquisition and Use Vocabulary Acquisition and Use Range of Reading CC.1.2.7.C Analyze the interactions between individuals, events, and ideas in a text. E07.B-K.1.1.3 CC.1.2.7.D Determine an author s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. E07.B-C.2.1.1 CC.1.2.7.E Analyze the structure of the text through evaluation of the author s use of graphics, charts. and the major sections of the text. E07.B-C.2.1.2 CC.1.2.7.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative, and technical meanings. E07.B-V.4.1.1 E07.B-V.4.1.2 E07.B-C.2.1.3 CC.1.2.7.G Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). CC.1.2.7.H Evaluate an author s argument, reasoning, and specific claims for the soundness of the argument and the relevance of the evidence. E07.B-C.3.1.1 CC.1.2.7.I Analyze how two or more authors present and interpret facts on the same topic. E07.B-C.3.1.2 CC.1.2.7.J Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. E07.B-V.4.1.1 E07.B-V.4.1.2 CC.1.2.7.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. E07.B-V.4.1.1 CC.1.2.7.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. 13

1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Informative/ Explanatory Informative/Explanatory Focus Informative/Explanatory Content Informative/Explanatory Organization Informative/Explanatory/Organization CC.1.4.7.A Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly. CC.1.4.7.B Identify and introduce the topic clearly, including a preview of what is to follow. E07.C.1.2.1 E07.E.1.1.1 CC.1.4.7.C Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. E07.C.1.2.2 E07.E.1.1.2 CC.1.4.7.D Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension. E07.C.1.2.1 E07.C.1.2.3 E07.C.1.2.6 E07.E.1.1.1 E07.E.1.1.3 E07.E.1.1.6 CC.1.4.7.E Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to inform about or explain the topic. Use sentences of varying lengths and complexities. Develop and maintain a consistent voice. Establish and maintain a formal style. Informative/Explanatory Conventions of Language E07.C.1.2.4 E07.C.1.2.5 E07.D.2.1.1 E07.D.2.1.2 E07.D.2.1.3 E07.D.2.1.4 E07.D.2.1.5 E07.E.1.1.4 E07.E.1.1.5 CC.1.4.7.F Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 14 E07.D.1.1.1 E07.D.1.1.2 E07.D.1.1.3 E07.D.1.1.4 E07.D.1.1.5

Opinion/Argumentative Opinion/Argumentative Focus Opinion/Argumentative Content Opinion/Argumentative Organization Opinion/Argumentative Style E07.D.1.1.6 E07.D.1.1.7 E07.D.1.1.8 E07.D.1.1.9 E07.D.1.2.1 E07.D.1.2.2 E07.D.1.2.3 E07.D.1.2.4 CC.1.4.7.G Write arguments to support claims. CC.1.4.7.H Introduce and state an opinion on a topic. E07.C.1.1.1 E07.E.1.1.1 CC.1.4.7.I Acknowledge alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic. E07.C.1.1.2 E07.E.1.1.2 CC.1.4.7.J Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented. E07.C.1.1.1 E07.C.1.1.3 E07.C.1.1.5 E07.E.1.1.1 E07.E.1.1.3 E07.E.1.1.6 CC.1.4.7.K Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to inform about or explain the topic. Use sentences of varying lengths and complexities. Develop and maintain a consistent voice. Establish and maintain a formal style. Opinion/Argumentative Conventions of Language E07.C.1.1.4 E07.D.2.1.1 E07.D.2.1.2 E07.D.2.1.3 E07.D.2.1.4 E07.D.2.1.5 E07.E.1.1.4 E07.E.1.1.5 CC.1.4.7.L Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 15 E07.D.1.1.1 E07.D.1.1.2 E07.D.1.1.3 E07.D.1.1.4

Narrative Narrative Focus Narrative Content Narrative Organization Narrative Style E07.D.1.1.5 E07.D.1.1.6 E07.D.1.1.7 E07.D.1.1.8 E07.D.1.1.9 E07.D.1.2.1 E07.D.1.2.2 E07.D.1.2.3 E07.D.1.2.4 CC.1.4.7.M Write narratives to develop real or imagined experiences or events. CC.1.4.7.N Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters. E07.C.1.3.1 CC.1.4.7.O Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. E07.C.1.3.2 E07.C.1.3.4 CC.1.4.7.P Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and events. E07.C.1.3.1 E07.C.1.3.3 E07.C.1.3.5 CC.1.4.7.Q Write with an awareness of the stylistic aspects of writing. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Use sentences of varying lengths and complexities. Use precise language. Develop and maintain a consistent voice. Narrative Conventions of Language E07.C.1.3.4 E07.D.2.1.1 E07.D.2.1.2 E07.D.2.1.3 E07.D.2.1.4 E07.D.2.1.5 CC.1.4.7.R Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 16 E07.D.1.1.1 E07.D.1.1.2 E07.D.1.1.3 E07.D.1.1.4

Response to Literature Production and Distribution of Writing Writing Process Technology and Publication Conducting Research Credibility, Reliability, and Validity of Sources Range of Writing E07.D.1.1.5 E07.D.1.1.6 E07.D.1.1.7 E07.D.1.1.8 E07.D.1.1.9 E07.D.1.2.1 E07.D.1.2.2 E07.D.1.2.3 E07.D.1.2.4 CC.1.4.7.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. E07.E.1.1.1 E07.E.1.1.2 E07.E.1.1.3 E07.E.1.1.4 E07.E.1.1.5 E07.E.1.1.6 CC.1.4.7.T With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CC.1.4.7.U Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CC.1.4.7.V Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CC.1.4.7.W Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CC.1.4.7.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 1.5 Speaking and Listening Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. Comprehension and Collaboration Collaborative Discussion 17 Comprehension and Collaboration Critical Listening Comprehension and Collaboration Evaluating Information CC.1.5.7.A Engage effectively in a range of collaborative discussions, on gradelevel topics, texts, and issues, building on others ideas and expressing their own clearly. CC.1.5.7.B Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CC.1.5.7.C Analyze the main ideas and supporting details presented in diverse media formats (e.g.,

Presentation of Knowledge and Ideas Purpose, Audience, and Task Presentation of Knowledge and Ideas Context Integration of Knowledge and Ideas Multimedia Conventions of Standard English visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CC.1.5.7.D Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CC.1.5.7.E Adapt speech to a variety of contexts and tasks. CC.1.5.7.F Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CC.1.5.7.G Demonstrate command of the conventions of standard English when speaking based on Grade 7 level and content. 18

ELA_M_1_A_EnglishLanguageArtsI Unit 1A Essential Questions SWBAT Identity of Self and Our Community In this unit students will explore the idea of hamartia through readings about conflict, growth, and development, identify and use figurative language in your writings, examine summarization, and will write a personal narrative, create a poem and symbol that tell your audience who you are and what you are all about. 1) What is the relationship between our history, our present, and our future collectively and individually? 2) What internal conflicts do we face and how do they shape us? 3) How does sharing and hearing stories help us create our sense of identity? What Students Will Know A. How to trace a story using a plot chart: exposition, rising action, climax, falling action, resolution B. How to construct a theme from a story C. internal vs. external conflict and its use in character development D. What develops a character and how characters can foil one another; what is a protagonist & antagonist E. How does setting impact a story F. Parts of Speech: Nouns, Adjectives, Verbs G. Sentence Types: Simple, Compound, Complex H. The difference between There, Their, They re I. Figurative Language: Simile, Metaphor, Personification, Imagery, Symbolism J. How to Summarize a Story vs. Paraphrase a Story K. How to use an Anecdote to exemplify a point. L. What is a Personal Narrative & how do you write one using the plot chart Concept/Big Idea Topic/Learning Plan 1. Internal conflict drives growth and development. 2. There are lessons to be learned in every story. 3. Theme is a universal lesson and the heart of storytelling. Topics for Lessons - Identity Construction - How past people & experiences have shaped us. - Figurative Language in Poetry: simile, metaphor, personification, alliteration - Grammar & Syntax: Noun, Adjective, Verb, Simple Sentence, Compound Sentence, Complex Sentence - Components of a Story: Plot Chart, Conflict, Characterization, Symbol, Theme - Narrative Writing - Annotating What Students Will Do A. independently track a story on a plot chart B. independently construct a theme in a story C. cite textual evidence for internal and external conflict in stories; cite textual evidence for character development D. describe their own multi-dimensional, dynamic characters in their personal narrative E. create a poem using simile, metaphor, personification, alliteration, and symbolism to 19

Standards describe where they are from F. create a personal narrative to retell a for a life-changing lesson they learned G. construct simple, compound, and complex sentences in their personal narrative. H. Use a simile, metaphor, symbol, alliteration, and personification in their personal narrative. I. Identify nouns, vivid verbs, and adjectives in their personal narrative. Reading Informational Text Standards: CC 1.2.7 A,B,G,I,L Reading Literature Standards: CC 1.3.7 A,B,K Writing Standards: CC 1.4.7 M,N,O,P,T,U,X Grammar and Vocabulary Standards CC1.2.7 F, J, K CC 1.3.7 F, I, J CC 1.4.7 E, F, K. L, Q, R Materials and Resources Speaking and Listening Standards: CC 1.5.7 A,C,E,G Short Stories: Appendix A: All Summer in a Day by Ray Bradbury, http://goo.gl/wc2fa, Appendix B: The Scarlet Ibis by James Hurst, http://goo.gl/scbpb Appendix C: Seventh Grade by Gary Soto Poetry Appendix D: Where I m From by George Ella Lyon, http://goo.gl/czxzu Vocabulary Performance Task empathy, noun, genre, literal, figurative, verb, symbol, metaphor, simile, personification, alliteration, annotate/annotation, adjective, protagonist, antagonist, verb, plot/ plot chart, resolution, theme/ theme statement, synopsis, independent, fragment, compound, coordinate, revise, edit, complex, subordinate, colon, semi-colon, dependent, metaphor, their, there, they re, apostrophe, writing process TO THINE OWN SELF BE TRUE MULTI-GENRE PORTFOLIO Chapter 1: WHERE I M FROM POEM Over the course of the year you will be creating a portfolio with all different types of writing in it. For this first assignment you will be writing a poem that uses figurative language to describe where you come from. You are encouraged to use simile, metaphor, symbolism, alliteration, imagery, personification, and sensory detail to describe people, places, sayings, emotions, and experiences that you connect to your family, your history, and your sense of identity. A strong poem will: - Exhibit a strong command of descriptive writing - Use elaborate details, similes, metaphors, personification, alliteration, symbol - Use examples of nouns, adjectives, verbs 20

- Follow guidelines from model text & given template - Reveal truths about yourself G: Use language to speak figuratively about your roots R: Be a poet & participating member of our classroom community A: Your family, friends, peers, & teacher S: This is the beginning of the school year & we are paving the way for a safe and supportive learning environment P: A published poem & the opportunity to share aloud S: CC 1.2.4.A,B,E,F,G Chapter 2: LESSON LEARNED PERSONAL NARRATIVE For the second assignment of your autobiography, you will be creating a personal narrative about YOU and a lesson you have learned. Your personal narrative needs to: -include an outline with the structure you ve chosen to tell your story -include examples of figurative language (simile, metaphor, personification, imagery, alliteration, symbol, dialogue) -show a lesson that you have learned - be true & about you - be revised & edited, that means it s gone through the writing process Other Assessment G: create a personal narrative about YOU and a lesson you have learned to share with your peers. R: Storyteller, author, teacher A: Your family, friends, peers, & teacher S: We learn and grow best by hearing other s stories and sharing our own. Listen to your classmates narratives and share your own and we will all benefit as individuals and a collective in the process. P: To use our words to teach lessons, build connections, share insight, and express thought S: CC 1.2.3 C,D,H Quiz, Exams, Journals, Note-taking samples, Discussions, Exit Slips SYMBOL PROJECT: You will create a symbol for yourself. Try to capture your strengths, areas of growth (potential hamartia), values, and goals for the future - Worksheet identifying internal and external conflicts - Graphic Organizers keeping track of theme statements/quotes/actions from each short story text - weekly vocabulary -Text annotations on each of the short stories - End of the Unit Test on theme, conflict, and characterization with two unseen reading passages where students must compare and contrast one element of the stories. 21

Cyber Unit Plan: Information that Goes into Blackboard Every Time What You Will Learn explore the idea of hamartia through readings about conflict, growth, and development, identify and use figurative language in your writings, examine summarization, and you will write a personal narrative, and create a poem and symbol that tell your audience who you are and what you are all about. What You Will Do 1. Write a poem using figurative language to describe where you come from. 2. Create a personal narrative and YOU and a lesson you have learned. 3. Create a symbol that represents YOU (an image that captures your strengths, your potential hamartia, your values, or your goals for your future. 22

Unit 2A Essential Questions SWBAT Concept/Big Idea Topic/Learning Plan Identity of the Hero Within In this unit students will explore the idea of a hero through readings about Greek mythology, examine characterization and monomyth literary structure, identify various types of conflicts, understand the importance of quotes in literature, and will create a personal monomyth and write an informative essay. 1. What determines strength? 2. How does sharing and hearing stories help us with our sense of truth & identity? 3. What defines a Hero? What Students Will Know A. How to make text to text, text to self, and text to world connections. B. How to extract notes from reading C. How to summarize smaller and larger portions of fiction and nonfiction D. Varying types of conflict in literature (man vs. man, self, society, nature) E. Storytelling is a vehicle for teaching important life lessons F. What is a Quote G. How to embed a Quote with a Lead & an Explanation (ACE) H. What is a Monomyth & the 12 stages of the monomyth I. How does the story arc for a monomyth differ from that of a traditional plot chart 1. Conflict drives stories. 2. Stories reflect and carry on the human spirit. 3. A hero is defined by their response to conflict. Lesson Topics - Greek Gods & Mythology - Characterization & Hamartia - The Monomyth (a circular vs. linear plot to represent the hero s journey) - Types of Conflicts - ACE - what is a quote? how do you embed a quote with a lead and an explanation? - Why do we create & continue to share myths? - What makes a Hero? -Informative Writing What Students Will Do Standards A. write annotations when reading a text independently B. discriminate which notes are important to take while reading a short piece of nonfiction C. take notes in their own words D. write a summary of an event E. paraphrase an event F. compare & Contrast Hero s Journeys G. extract examples of varying types of conflict from a text and prove why they are such H. create conflicts of varying types I. explain the definition of myth, its features, and its purpose J. construct a story of a hero on a heroic journey using the monomyth structure Reading Informational Text Standards: 1.2.7 I,L Reading Literature Standards: 1.3.7 B,D,H 23

Writing Standards: CC 1.4.7 B,C,D,E,G,M,S,T Speaking and Listening Standards: CC 1.5.7 A Materials and Resources Grammar and Vocabulary Standards CC1.2.7 F, 1.2.7 J, 1.2.7 K CC 1.3.7 F, 1.376 I, 1.3.7 J CC 1.4.7 E, 1.4.7 F, 1.4.7 K, 1.4.7 L, 1.4.7 Q, 1.4.7 R Fiction: The Lightning Thief by Percy Jackson, https://goo.gl/hkzn6o Chapter 1 audio read by the author, http://rickriordan.com/book/the-lightning-thief/ Nonfiction: 1) D Aulaire s book of Greek Myths, http://cdslatin6.weebly.com/daulaires-book.html 2) Excerpts from The Writer s Journey by Christopher Vogler, http://craftywriters.club/books/christopher-vogler-the-writers-journey.pdf Vocabulary Performance Task discord, foreshadow, domain, vulnerable, juxtapose, compliment, contrast, contradict, pulverize, snarl, bewilder, prevail, momentum, confound, persist, mortify, notorious, flaw, incident, suspicious, antagonize, avert, flaw, retreat, catastrophe, accelerate, avert, triumphant, alliance, aura, surged, melancholy TO THINE OWNSELF BE TRUE MULTI-GENRE PORTFOLIO:. Chapter 3: MYTHING OUT For the third assignment of your autobiography, you will be creating your own Philly Myths that recounts a new story of heroism set in your own city and neighborhoods and follows the structure of the monomyth. Magical qualities are welcome. These myths will be published in a class anthology (online or hard copy) that will show the strength of the human spirit possible in our own communities. A successful myth will: -include varying types of conflict -have a hero -show true qualities of the human spirit -display the imagination of the writer through details and plot -follow the monomyth structure G: Create your own Philly Myth R: Author & Illustrator A: Family, friends, peers, teacher & local newspaper/ magazine as a submission for print S: Create art that represents your community and showcases your understanding of myth/ why we tell stories P: Philly Myth S: 1,2,3,4,D,J,K Chapter 4: INFORMATIVE ESSAY For the second assignment of your autobiography, you will be writing a 5-paragraph Text- Dependent Analysis answering the prompt: What do the stories of Greek mythology teach us? Students will recount select Greek myths as textual evidence to support the lesson(s) explained in their thesis. G: Create a Text-Dependent Analysis 24

Other Assessment R: Author A: Future students of Greek mythology addressing the prompt: What do the stories of Greek mythology teach us? S: Inform students: Why they should study Greek mythology P: 5-paragraph thesis-driven essay S: 1,2,3,4 A,B,G,K,R,Q Quiz, Exams, Journals, Note-taking samples, Discussions, Exit Slips Other Evidence: -pictures of myths -text connections -myth chart -group D Aulaire myth summaries/presentation -discussions and blogs/journals -human gestures for types of conflict -Chapter summaries for at least two independently read chapters in The Lightning Thief journal notes on conflict evidence as students read - journal annotations from independently read chapters - back of the book summary -End of the Unit Test that includes skills and understanding from the unit as well as an unseen reading piece that students annotate and identify main idea Cyber Unit Plan: Information that Goes into Blackboard Every Time What You Will Learn explore the idea of a hero through readings about Greek mythology, examine characterization and monomyth literary structure, identify various types of conflicts, understand the importance of quotes in literature, create a personal monomyth and write an informative essay. What You Will Do 1. Create a Philly Myth that recounts a story of heroism in your own neighborhood. 2. Write a 5-paragraph Text Dependent Analysis answering the prompt: a. What do stories of Greek mythology teach us? 25

ELA_M_1_B_EnglishLanguageArtsI Unit 1B Essential Questions SWBAT Concept/Big Idea Topic/Learning Plan Identity Formation through Words and Voice In this unit students will explore identity through the examination of arguments and clichés, examine the use of rhetorical speech, identify the power of persuasion in logos, pathos, and ethos, and write a speech and persuasive essay. 1. What is my identity? 2. What determines my identity? 3. How does another person s view of me affect who I am? What Students Will Know A. the historical time period surrounding the roman empire & the life of Julius Caesar B. how an orator can use rhetorical devices & sound devices to be more convincing C. the primary way a person is persuaded is through an appeal to logos, pathos, and ethos D. logos is an appeal to logic and the mind E. pathos is an appeal to emotion F. ethos is an appeal to ethics/ sense of morality & principle G. different strategies to lead into an essay & close an essay. H. the basic structure for an informative essay & persuasive speech. I. what is a cliché J. what is an anecdote 1. Identity evolves through choices we make. 2. Bias and point of view can obscure true identity. OR People s perception may differ from our perception of ourselves. Lesson Topics - The 3 major appeals in argument: Logos, Pathos, Ethos - Writing a 5 paragraph Essay - Strategies for Leads in Intro. - Strategies for Closing in a Conclusion - Literary Analysis - What is a cliché - Public Speaking - Persuasive Writing What Students Will Do Materials and Resources A. identify and evaluate conflict within the drama B. identify and evaluate themes within the drama C. identify and evaluate characters - protagonists & antagonists - in the drama D. identify and evaluate various arguments to determine and defend who is more convincing in Julius Caesar s funeral orations E. write a cliché speech explaining if a cliché is true or false based on previous experience F. embed quotes to construct ACE responses G. write a 5-paragraph persuasive essay & speech Drama: Julius Caesar by William Shakespeare, http://www.stibamalang.com/uploadbank/pustaka/mksastra/julius%20caesar.pdf 26

Alternative, No Fear Shakespeare, http://nfs.sparknotes.com/juliuscaesar/ Standards Reading Informational Text Standards: 1.2.7 A,B,C,D,E,F,H,I Reading Literature Standards: 1.3.7 A,B,C,D,E,F,G,H,K Writing Standards: 1.4.7 A,B,C,D,E,G,H,I,J,K,S,T,U,W,X Speaking and Listening Standards: 1.5.7 A,B,C,G Vocabulary Performance Task Grammar and Vocabulary Standards CC1.2.7 F, J, K CC 1.3.7 F, I, J CC 1.4.7 E, F, K, L, Q, R logos, pathos, ethos, rhetoric, bystander, apprehensive, gallant, defiant, aspire, dishearten, uncertainty, premonition, mimic, melancholy, loath, falter, reckless, brawl, acquit, aghast, conformity, stereotype, unfathomable, feud, rogue, incredulous, gallant, lethal, infuriate, homicide, illiterate, elite TO THINE OWNSELF BE TRUE MULTI-GENRE PORTFOLIO: 5: CLICHÉ SPEECH: students write a five paragraph speech about a cliché and tell the audience if, based on personal experiences, it is TRUE or FALSE. Students will use three experiences from their own life that relate to the cliché and either support it to be true or to be false. Students will record themselves giving the speech (audio or video). Other Assessment 6: PERSUASIVE ESSAY: Whose speech was more convincing - why? Students compare how Marc Antony and Brutus use logos, pathos, and ethos and argue which orator is more effective. Quiz, Exams, Journals, Note-taking samples, Discussions, Exit Slips Other Evidence -internet search of historical context for the novel - discussion in person & online on themes, characters, connections, questions and inferences throughout reading of the book -writing a newspaper article using bias -comment on someone s newspaper article from another character s perspective -compare and contrast worksheets for movie and drama -annotated speeches -annotated novel text 27

Cyber Unit Plan: Information that Goes into Blackboard Every Time What You Will Learn explore identity through the examination of arguments and clichés, examine the use of rhetorical speech, identify the power of persuasion in logos, pathos, and ethos, and write a speech and persuasive essay. What You Will Do Write a speech about a cliché in your own life and tell if it is true or false. Record your speech using audio or video. Examine two speeches and decide which speech was more persuasive by writing a persuasive essay. 28

Unit 2B Essential Questions SWBAT Concept/Big Idea Topic/Learning Plan Identity Construction under Peer Pressure In this unit students will learn about the drama genre in literature, examine values, beliefs, and judgements, explore peer pressure and stereotyping as related to identity, and write a persuasive letter and group essay. 1. How is my identity shaped by the world I live in? 2. What does it mean to be a critical consumer? 3. What knowledge and skills should I be cultivating now? 4. How can we overcome stereotyping & prejudice? What Students Will Know A. dramas communicate the text differently than narratives; they are meant to be seen and performed B. What is pathos, logos, ethos C. What is a thesis statement D. What is supporting detail E. How to identify & use logos, pathos, ethos, & logical fallacy F. how to cite research G. how to paraphrase research findings 1. Our values, beliefs, and judgements are shaped by our environment. 2. Rhetoric is the art of persuasion; we are influenced by appeals to our heart (pathos), our mind (logos), and our sense of principle (ethos) 3. Decision making determines personal growth and development. 4. Facing Peer Pressure and Stereotyping is a part of growing up and developing Identity 5. The form of a piece of writing arises from the author s purpose. Lesson Topics - Group and Individual Identities - Prejudice, Stereotyping, Bias, American Jury System -Logical Fallacies - Personal Change; Preparing for the future - Persuasive Writing - Comparing mediums: drama & film What Students Will Do Materials and Resources Standards A. visualize and actualize scenes from a drama B. cite and explain support from the text to prove claims about conflict, theme, characterization, and point of view C. conduct research on appropriate websites, take notes, and cite information D. become informed on a specific legal issue and make a connection to their own lives E. use informational text structure and research to debate and create a persuasive essay & letter Drama: Twelve Angry Men by Reginald Rose, http://marlieparnell.weebly.com/uploads/5/7/9/5/57953339/twelve_angry_men.pdf Appendix E: Logical Fallacy Graphic Organizer Day 1 & 2 Reading Informational Text Standards: 1.2.7 B,D,E,H,I 29

Reading Literature Standards: 1.3.7 A,B,C,D,E,K Writing Standards: 1.4.7 A,B,C,D,E,S,T,U, V,W,X Listening and Speaking Standards: 1.5.7 A,B,C,D,E,F,G Vocabulary Performance Task Grammar and Vocabulary Standards CC1.2.7 F, J, K CC 1.3.7 F, I, J CC 1.4.7 E, F, K, L, Q, R defendant, prosecutor, motive, premeditated, fallacy, unanimous, presumption of innocence, reasonable doubt, prejudice slippery slope, slanting, strawman, bandwagon, past belief, hasty generalization, non-sequitur, red herring, conformity, stereotype, convict, acquit, verdict TO THINE OWNSELF BE TRUE MULTI-GENRE AUTOBIOGRAPHY Chapter 7: PLEASE DON T/ DO THAT PERSUASIVE LETTER For the seventh chapter in your portfolio you will write a letter to a friend convincing him/her to stop doing something that is harmful. You could convince a friend to stop slacking off in school, to stop doing drugs/ alcohol, to stop disrespecting their parents. On the reverse side, perhaps you can convince them to stay in school, get better grades, follow curfew, or call more frequently, etc. A good letter will: - be formatted like a letter - provide context of your relationship (ethos) - appeal to emotion (pathos) - appeal to logic (logos) - utilize logical fallacies learned in the play Twelve Angry Men & other syntax rules learned in conjunction with curriculum. G: convince a friend to stop doing something that is harmful or on the reverse side, convince him/her to take action to do something necessary and good in their life R: A concerned friend A: You are writing in confidence to your friend/ family member S: You need to be convincing to persuade the recipient of your letter to make a change P: A letter to deliver to your intended recipient S: 1,2,3,4,5 30 DEBATE, GROUP ESSAY & SELF REFLECTION: WHOSE VOICE MAKES THE GREATEST DIFFERENCE & Why? Students debate via discussion board which juror was the most convincing & work in small-groups to write a 5-paragraph essay to defend their argument (use a collaborative Google Doc) G: Take a stand and convince the class R: You have an opinion, prove it! A: Other members of your class who disagree with you S: Convince the class to believe your stance by using rhetorical strategies and logical fallacies learned within the unit to make the best case. P: A debate

S: 1,2,3,4,5,D,E,F,G,J,K,L CRITICAL CONSUMER REFLECTION - Students research & reflect on factors that shape their identity (values, beliefs, judgements). Students will create a visual to showcase their identity. Students can choose an application that fits his or her style (video, song, snapchat montage, digital presentation, audio reflection, etc.). Other Assessment Quiz, Exams, Journals, Note-taking samples, Discussions, Exit Slips Other Evidence -text annotations and inferences -scene summaries -research journal -what does it cost worksheet -Scene Performance: Acting out part of a scene from Twelve Angry Men showing understanding of character motivation through voice and action -multiple ACE paragraphs on author s point of view, conflict, setting, and theme. -class and small group discussion on issues from Twelve Angry Men Cyber Unit Plan: Information that Goes into Blackboard Every Time What You Will Learn learn about the drama genre in literature, examine values, beliefs, and judgements, explore peer pressure and stereotyping as related to identity, and write a persuasive letter and group essay. What You Will Do 1. Write a persuasive letter to a friend convincing him/her to stop doing something that is harmful. 2. Debate an argument and collaboratively write a 5-paragraphy essay defending your stance. 3. Create a visual presentation that reflects personal values, beliefs, and judgements. 31