GCPS Freshman Language Arts Instructional Calendar Most of our Language Arts AKS are ongoing. Any AKS that should be targeted in a specific nine-week period are listed accordingly, along with suggested resources from board-adopted materials. Anchor texts and essential vocabulary terms are those that all ninth graders should read and be familiar with as part of the freshman language arts curriculum. This calendar is a recommended instructional sequence, but it should be based on local school and classroom data. Pacing is based on approximately 50 minutes of daily instruction, and consideration is given to system-wide student holidays, early release days, and testing days. Revised May 2010. A. Listening, Speaking, Viewing B. Comprehension 4, 5, 6, 13) First Nine Weeks Strand AKS Resources/ Anchor Texts/Vocabulary AKS 1-3: Not testable via m/c test, but should be taught/practiced throughout the year. C. Reading Across the Curriculum (All ongoing) 6a: locate and analyze such elements in fiction as language (e.g., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, exaggeration, sensory language, and irony 6b: identify and analyze patterns of imagery and symbolism 6c: relate identified elements in fiction to theme or underlying meaning 10: identify, analyze, and apply knowledge of theme in literary works from various genres and provide evidence from the works to support understanding 10a: apply knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provide support from the text for the identified theme 10b: evaluate how an author s choice of words advances the theme or purpose of a work 10c: apply knowledge of the concept that a text can contain more than one theme 10d: compare and contrast the presentation of a theme or topic across genres and explain how the selection of genre affects the delivery of universal ideas about life and society 14: acquire new vocabulary and use it correctly in reading and writing 14b: use Greek and Latin roots, prefixes, and suffixes to analyze words and determine meaning 14c: use general dictionaries, specialized dictionaries, thesauruses (print and online) and related references as needed to increase learning 14d: solve word analogies based on connotation and denotation 15: read a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of content areas (both nonfiction and fictional texts in a variety of genres and modes of discourse), including technical texts related to various content areas 16: use appropriate strategies to read and comprehend content-area texts 17a: identify messages and themes from books in all content areas 17b: respond to a variety of texts in multiple modes of discourse 17c: relate messages the themes from one content area to those in another area 17d: evaluate the effectiveness of texts in every content area 17e: analyze the author's purpose in writing 17f: recognize the features of content-area texts 17g: evaluate information form common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) The Most Dangerous Game The Interlopers The Scarlet Ibis anecdote antagonists anticlimax foreshadowing frame story genres (short stories) irony plot situational irony tone verbal irony Vocabulary (all ongoing): cognates context clues diction etymology fluency prefixes root words suffixes vocabulary 1
D. Writing 20-30, 36) 18a: demonstrate an understanding of contextual vocabulary in all subjects 18b: use content vocabulary in writing and speaking 18c: analyze new words found in content-area texts 19a: make connections between life experiences and subject-area content 19b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects 19c: use strategies for finding content and contextual meaning for unfamiliar words or concepts 31: produce narrative writing and apply polished narrative strategies acquired in grades 6-8 to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques 33: produce persuasive writing and apply persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses by raising the level of critical thinking skills and rhetorical techniques 33a: develop a controlling idea or formulate an arguable thesis that makes a clear and knowledgeable judgment 33b: use specific rhetorical devices to support assertions (e.g., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning) 33c: clarify and defend positions with precise and relevant evidence (e.g. facts, expert opinions, quotations, or expressions of commonly accepted beliefs) 33d: exclude information and arguments that are irrelevant 33e: organize points of argument effectively to achieve desired outcome 33f: address readers concerns, counterclaims, biases, and expectations 33g: attain closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action E. Conventions 37a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 37c: use hyphens to divide words and to form combined-word adjectives before a noun 37d: use correct sentence construction (subordination, proper placement of modifiers) and demonstrate proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, and quotation marks]) 37e: edit for fragments and run-on sentences 38b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization Chapters 2, 3, 7, 17, 23, 27 Topics Narrative writing author s purpose coherence edit graphic features (graphic organizers) thesis (sentence) transitions writing process (multi-paragraph narrative, persuasive) Chapters 2, 3, 7, 17, 23, 27 appositives gender parenthetical expressions passive voice phrases sentence patterns verb tense (present, past, future) 2
Second Nine Weeks Strand AKS Resources/ Anchor Texts/Vocabulary AKS 1-3: Not testable via m/c test, but should be taught/practiced Persuasive Speeches throughout the year. A. Listening, Speaking, Viewing B. Comprehension 4, 5, 6, 13) C. Reading Across the Curriculum (All ongoing) 7: identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provide evidence from the text to support understanding 7a: analyze and apply knowledge of the characteristics of memoir, biography, and/or autobiography 7b: analyze and explain the purpose, structure, and elements of nonfiction works, including memoir, biography, and autobiography 7c: analyze and evaluate the effects of language (e.g., diction, imagery, symbolism, figurative language), structure, point of view, and selection of details in memoir, biography, and/or autobiography 7d: distinguish between statements of fact and statements of opinion 10: identify, analyze, and apply knowledge of theme in literary works from various genres and provide evidence from the works to support understanding 10a: apply knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provide support from the text for the identified theme 10b: evaluate how an author s choice of words advances the theme or purpose of a work 10c: apply knowledge of the concept that a text can contain more than one theme 10d: compare and contrast the presentation of a theme or topic across genres and explain how the selection of genre affects the delivery of universal ideas about life and society 15: read a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of content areas (both nonfiction and fictional texts in a variety of genres and modes of discourse), including technical texts related to various content areas 16: use appropriate strategies to read and comprehend content-area texts 17: participate in discussions related to curricular learning in all content areas 17a: identify messages and themes from books in all content areas 17b: respond to a variety of texts in multiple modes of discourse 17c: relate messages the themes from one content area to those in another area 17d: evaluate the effectiveness of texts in every content area 17e: analyze the author's purpose in writing 17f: recognize the features of content-area texts 17g: evaluate information form common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) 18: acquire new vocabulary in each content area and use it correctly 18a: demonstrate an understanding of contextual vocabulary in all subjects 18b: use content vocabulary in writing and speaking 18c: analyze new words found in content-area texts 19: establish a context for information acquired by reading across content areas 19a: make connections between life experiences and subject-area content Nonfiction: The Road Ahead Arthur Ashe Remembered Epic Poetry: The Odyssey (anchor text) Novel: A Separate Peace (suggested for Honors and above) autobiography biography fact genres (nonfiction, technical writing) opinion rhetorical devices texts epic epic hero Homeric simile universal theme Nonfiction Vocabulary (all ongoing): cognates context clues diction etymology fluency prefixes root words suffixes vocabulary 3
D. Writing 20-30, 36) 19b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects 19c: use strategies for finding content and contextual meaning for unfamiliar words or concepts 32: produce expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently 32a: develop the controlling idea and/or support the thesis coherently by incorporating evidence from at least one primary and one secondary source. 32b: attain appropriate closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together) 33: produce persuasive writing and apply persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses by raising the level of critical thinking skills and rhetorical techniques 33a: develop a controlling idea or formulate an arguable thesis that makes a clear and knowledgeable judgment 33b: use specific rhetorical devices to support assertions (e.g., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning) 33c: clarify and defend positions with precise and relevant evidence (e.g. facts, expert opinions, quotations, or expressions of commonly accepted beliefs) 33d: exclude information and arguments that are irrelevant 33e: organize points of argument effectively to achieve desired outcome 33f: address readers concerns, counterclaims, biases, and expectations 33g: attain closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action 34: produce technical writing that reports technical information and/or conveys ideas clearly, logically, and purposefully to a particular audience 34a: provide clear and purposeful information logically and correctly in order to address an intended audience appropriately 34b: use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients 34c: use varied levels, patterns, and types of language to achieve intended effects and aid comprehension 34d: provide detailed and accurate information or specifications to anticipate readers' problems, mistakes, and misunderstandings 34e: follow style conventions for specific types of documents (e.g., surveys or questionnaires, technical reports, research studies, proposals) and use page formats, fonts, spacing, highlighting, and images that contribute to the readability and impact of the document 34f: combine text, images, and sound as well as other information from many sources (e.g., television broadcasts, videos, films, books, newspapers, magazines, CDs, the Internet, electronic mediagenerated images) 34g: polish and refine documents using such aids as advanced publishing software and graphic programs use research and technology Chapters 2, 3, 4, 7, 9, 17, 23, 27 Exposition Technical controlling idea graphic features (diagrams, caption illustrations) paraphrase summarize writing process (expository, persuasive, technical) 4
E. Conventions 37: demonstrate understanding and control of the rules of standard American English, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats 37a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 37b: use clauses (main and subordinate) and phrases (gerund, infinitive, participial, appositives, and parenthetical notations) correctly 37c: use hyphens to divide words and to form combined-word adjectives before a noun 37d: use correct sentence construction (subordination, proper placement of modifiers) and demonstrate proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, and quotation marks]) 37e: edit for fragments and run-on sentences 38b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization clauses (independent, dependent) parallel structure plural possessives plurals possessives 5
A. Listening, Speaking, Viewing Third Nine Weeks Strand AKS Resources/ Anchor Texts/Vocabulary AKS 1-3: Not testable via m/c test, but should be taught/practiced Poetry throughout the year. B. Comprehension 4, 5,6,13) C. Reading Across the Curriculum (All ongoing) 8: identify and respond to differences in style and subject matter in poems by a variety of contemporary and canonical poets 8a: identify and respond to the aesthetic effects of subject matter (e.g., topic, theme), sound devices (e.g., alliteration, onomatopoeia, rhyme scheme), figurative language (e.g., personification, metaphor, simile, hyperbole), and structure (e.g., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems 8b: sort and classify poems by specified criteria (e.g., fixed and free forms, rhymed and unrhymed, narrative and lyric, and/or universal themes and topics) 9: identify, analyze, and apply knowledge of the themes, structures, and elements of dramatic literature and provide evidence from the text to support understanding 9a: identify and analyze types of dramatic literature (e.g., Shakespearean tragedy and comedy) 9b: analyze the characters, structures, and themes of dramatic literature 9c: identify and analyze dramatic elements, (e.g., exposition, rising action, climax, denouement, dialogue, monologue, soliloquy, aside, dramatic irony) 9d: identify and analyze how dramatic elements support and enhance interpretation of dramatic literature 15: read a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of content areas (both nonfiction and fictional texts in a variety of genres and modes of discourse), including technical texts related to various content areas 16: use appropriate strategies to read and comprehend content-area texts 17a: identify messages and themes from books in all content areas 17b: respond to a variety of texts in multiple modes of discourse 17c: relate messages the themes from one content area to those in another area 17d: evaluate the effectiveness of texts in every content area 17e: analyze the author's purpose in writing 17f: recognize the features of content-area texts 17g: evaluate information form common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) 18a: demonstrate an understanding of contextual vocabulary in all subjects 18b: use content vocabulary in writing and speaking 18c: analyze new words found in content-area texts 19a: make connections between life experiences and subject-area content 19b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects 19c: use strategies for finding content and contextual meaning for unfamiliar words or concepts Drama: Romeo and Juliet (anchor text) Poetry: Various Poems aside dramatic irony genres (drama) monologue soliloquy tragedy assonance exaggeration free verse genres (poetry, satire) iambic pentameter imagery literary devices metonymy refrain sensory imagery sensory language sonnet symbolism voice Vocabulary (all ongoing): cognates context clues diction etymology fluency prefixes root words suffixes vocabulary 6
D. Writing 20-30) 33: produce persuasive writing and apply persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses by raising the level of critical thinking skills and rhetorical techniques 33a: develop a controlling idea or formulate an arguable thesis that makes a clear and knowledgeable judgment 33b: use specific rhetorical devices to support assertions (e.g., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning) 33c: clarify and defend positions with precise and relevant evidence (e.g., facts, expert opinions, quotations, or expressions of commonly accepted beliefs) 33d: exclude information and arguments that are irrelevant 33e: organize points of argument effectively to achieve desired outcome 33f: address readers' concerns, counterclaims, biases, and expectations 33g: attain closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action 35: use research and technology to support writing 35a: formulate clear research questions and utilize appropriate research venues (e.g., library, electronic media [Internet and databases], personal interview, survey) to locate and incorporate evidence from primary and secondary sources 35b: use supporting evidence from multiple sources to develop the main ideas within the body of an essay, composition, or technical document 35c: outline information 35d: synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, online databases, news sources, in-depth field studies, speeches, journals, or technical documents) 35e: integrate quotations and citations into a written text while maintaining the flow of ideas 35f: synthesize and summarize information to avoid plagiarism 35g: document sources of quotations, ideas, and facts 35h: use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Association Handbook, The Chicago manual of Style, Turabian, American Psychological Association, etc. 35i: design and publish documents, using aids such as advanced publishing software and graphic programs E. Conventions 37a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 37c: use hyphens to divide words and to form combined-word adjectives before a noun 37d: use correct sentence construction (subordination, proper placement of modifiers) and demonstrate proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, and quotation marks]) 37e: edit for fragments and run-on sentences 38: use appropriate manuscript form, realizing that different forms of writing require different formats 38a: produce writing that conforms to appropriate manuscript requirements 38b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization Chapters 7, 8, 9, 12, 17, 23, 27 Research coherence interviewing thesis (sentence) transitions writing process (persuasive) Chapters 7, 8, 9, 12, 17, 23, 27 Research Vocabulary (all previous): appositives gender parenthetical expressions passive voice phrases sentence patterns verb tense (present, past, future) clauses (independent, dependent) parallel structure plural possessives 7
38c: use appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (in-text citations, use of direct quotations, paraphrase and summary, and weaving of source and support materials with writer s own words, etc.) 38d: include formal works cited or bibliography when applicable plurals possessives 8
A. Listening, Speaking, Viewing B. Comprehension 4, 5, 6, 13) Fourth Nine Weeks Strand AKS Resources/ Anchor Texts/Vocabulary AKS 1-3: Not testable via m/c test, but should be taught/practiced Poetry throughout the year. Oral Presentations C. Reading Across the Curriculum (All ongoing) 10a: apply knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provide support from the text for the identified theme 10b: evaluate how an author s choice of words advances the theme or purpose of a work 10c: apply knowledge of the concept that a text can contain more than one theme 10d: compare and contrast the presentation of a theme or topic across genres and explain how the selection of genre affects the delivery of universal ideas about life and society 11: demonstrate understanding of literary works by relating them to contemporary contexts or historical background 11a: compare and contrast a literary work to non-literary documents and/or other texts from its literary period 11b: compare and contrast a literary work to non-literary documents and/or other texts relevant to its historical setting 12: employ a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works by composing essays, narratives, poems, or technical documents 12a: demonstrate understanding of significant themes in specific literary works 12b: support important ideas and viewpoints through accurate and detailed references or allusions to the text 12c: include formal works cited or bibliography when applicable evaluate quality of reading material and its content based on author s purpose, meaning, and structure 14a: identify and use idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions 15: read a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of content areas (both nonfiction and fictional texts in a variety of genres and modes of discourse), including technical texts related to various content areas 16: use appropriate strategies to read and comprehend content-area texts 17a: identify messages and themes from books in all content areas 17b: respond to a variety of texts in multiple modes of discourse 17c: relate messages the themes from one content area to those in another area 17d: evaluate the effectiveness of texts in every content area 17e: analyze the author's purpose in writing 17f: recognize the features of content-area texts 17g: evaluate information form common graphic features (e.g., graphic organizers, diagrams, captions, and illustrations) 18a: demonstrate an understanding of contextual vocabulary in all subjects 18b: use content vocabulary in writing and speaking 18c: analyze new words found in content-area texts 19a: make connections between life experiences and subject-area content 19b: discuss in both writing and speaking how certain words and concepts relate to multiple subjects Novel To Kill a Mockingbird (anchor text) Poetry: Various Poems genres (poetry, satire) iambic pentameter imagery literary devices metonymy refrain sensory imagery sensory language sonnet Symbolism voice genre (novels) Idioms Vocabulary (all ongoing): cognates context clues diction etymology fluency prefixes root words suffixes vocabulary 9
D. Writing 20-30, 36) 19c: use strategies for finding content and contextual meaning for unfamiliar words or concepts 32: produce expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently 32a: develop the controlling idea and/or support the thesis coherently by incorporating evidence from at least one primary and one secondary source 32b: attain appropriate closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together) 33: produce persuasive writing and apply persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses by raising the level of critical thinking skills and rhetorical techniques 33a: develop a controlling idea or formulate an arguable thesis that makes a clear and knowledgeable judgment 33b: use specific rhetorical devices to support assertions (e.g., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning) 33c: clarify and defend positions with precise and relevant evidence (e.g., facts, expert opinions, quotations, or expressions of commonly accepted beliefs) 33d: exclude information and arguments that are irrelevant 33e: organize points of argument effectively to achieve desired outcome 33f: address readers' concerns, counterclaims, biases, and expectations 33g: attain closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action 35: use research and technology to support writing 35a: formulate clear research questions and utilize appropriate research venues (e.g., library, electronic media [Internet and databases], personal interview, survey) to locate and incorporate evidence from primary and secondary sources 35b: use supporting evidence from multiple sources to develop the main ideas within the body of an essay, composition, or technical document 35c: outline information 35d: synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, online databases, news sources, in-depth field studies, speeches, journals, or technical documents) 35e: integrate quotations and citations into a written text while maintaining the flow of ideas 35f: synthesize and summarize information to avoid plagiarism 35g: document sources of quotations, ideas, and facts 35h: use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Association Handbook, The Chicago manual of Style, Turabian, American Psychological Association, etc. 35i: design and publish documents, using aids such as advanced publishing software and graphic programs Chapters 7, 8, 9, 12, 17, 23, 27 Exposition coherence thesis (sentence) transitions writing process (expository, persuasive) 10
E. Conventions 37a: demonstrate an understanding of proper English usage and correct usage and control of grammar, sentence and paragraph structure, diction, and syntax 37c: use hyphens to divide words and to form combined-word adjectives before a noun 37d: use correct sentence construction (subordination, proper placement of modifiers) and demonstrate proper English usage (consistency of number, gender, point of view, verb tenses, agreement, and punctuation [end marks, commas, semicolons, and quotation marks]) 37e: edit for fragments and run-on sentences 38a: produce writing that conforms to appropriate manuscript requirements 38b: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization 38c: use appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (in-text citations, use of direct quotations, paraphrase and summary, and weaving of source and support materials with writer s own words, etc.) 38d: include formal works cited or bibliography when applicable Chapters 7, 8, 9, 12, 17, 23, 27 Exposition Vocabulary (all previous): appositives gender parenthetical expressions passive voice phrases sentence patterns verb tense (present, past, future) clauses (independent, dependent) parallel structure plural possessives plurals possessives 11