Bourbon County High School Engl… · Web viewBourbon County Schools. ... meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices

Standards Curriculum MapBourbon County Schools

Level: 9th Grade Grade and/or Course: English Updated: 5/24/12 e.g. = Example only

Days Unit/Topic Standards Activities Learning Targets (“I Can”

Statements)Vocabulary

Days 1-30 Introduction to English 9: Life at the Crossroads

QUALITY CORE COURSE OBJECTIVESA.1.Reading Across the Curriculuma. Choose materials for independent reading on the basis of specific criteria (e.g., personal interest, own reading level, knowledge of authors and literary or nonliterary forms)b. Read independently for a variety of purposes (e.g., for enjoyment, to gain information, to perform a task)c. Read increasingly challenging whole texts in a variety of literary (e.g., poetry, drama, fiction, nonfiction) and nonliterary (e.g., textbooks, news articles, memoranda) formsA.2. Reading Strategiesb. Use metacognitive skills (i.e., monitor, regulate, and orchestrate one’s understanding) when reading increasingly challenging texts, using the most appropriate “fix-up” strategies (e.g., rereading, reading on, changing rate of reading, subvocalizing)A.3. Knowledge of Literary and Nonliterary Formsa. Identify, analyze, and evaluate the characteristics of literary forms (e.g., short stories, novels, poems, plays, biographies, essays, myths, speeches) from various cultures and of nonliterary forms (e.g., workplace and technical documents)A.4. Influences on Textsa. Relate a literary work to the important ideas of the time and place in which it is set or in which it was written (e.g., the Great Depression as represented in John Steinbeck’s novel Of Mice and Men and Dorothea Lange’s photographs)A.5. Author’s Voice and Methodc. Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view as

Bellwork: Sentence Correction (subject/verb agreement, capitalization, punctuation, etc.)

Class Notebook

SSR Chart

My Life and Goals Essay

Paragraph Writing

Writing Thesis Statements

“The Seven Ages of Man”

Journal

“The Most Dangerous Game”Focus on Plot

“The Bass, the River, and Sheila Mant”

Focus on Theme

“Beauty is Truth”Focus on Character

“Thank You M’am”Letter Writing

“Divine Providence”Focus on Writing

I can choose a book to read based on my lexile level and/or interest.I can read independently for various reasons.

I can use a variety of reading strategies to read and comprehend print and non-print sources.

I can identify and interpret works from a variety of forms.

I can explain how what I read relates to today and the time it was written.

I can explain how an author’s choices affect a text.

AllegoryAmbiguityAntagonistAtmosphereCharacter Direct Dynamic Flat Indirect Round Static SubordinateClimaxConflict Internal ExternalConnotationDenotationDialogueDictionEpiphanyExpositionFlashbackFlash-forwardForeshadowingImagery

Irony Dramatic

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they are used together to create meaning in increasingly challenging textsA.7. Literary Criticisma. Learn appropriate literary terms and apply them to increasingly challenging texts (e.g., using the term epiphany or symbolism appropriately in a discussion of Toni Morrison’s novel The Bluest Eye)b. Generate interpretations of increasingly challenging texts; support judgments by citing evidence from the textA.8. Words and Their Historyd. Use context clues (e.g., author’s restatement, example) to understand unfamiliar words in increasingly challenging textsh. Apply knowledge of connotation and denotation to determine the meanings of words and phrases in increasingly challenging textsB.1.Writing Processa. Use prewriting strategies (e.g., brainstorming, webbing, note taking, interviewing, background reading) to generate, focus, and organize ideas as well as to gather informationc. Revise, refine, edit, and proofread own and others’ writing, using appropriate tools (e.g., checklists, writing conferences, student-developed and professional rubrics or models), to find strengths and weaknesses and to seek strategies for improvementB.2.Modes of Writing for Different Purposes andAudiencesa. Craft first and final drafts of expressive, reflective, or creative texts (e.g., poetry, scripts) that use a range of literary devices (e.g., figurative language, sound devices, stage directions) to convey a specific effecte. Craft first and final drafts of workplace and other real-life writing (e.g., job applications, editorials, meeting minutes) that are appropriate to the audience, provide clear and purposeful information, and use a format appropriate to the taskf. Craft first and final drafts of fictional, biographical, and autobiographical narratives that use specific settings, sensory details, dialogue, and tone to develop plot and charactersB.3.Organization, Unity, and Coherence

Style

“The Scarlet Ibis”Focus on Vocabulary

Short Story Group Project

Benchmark Assessment One

Unit Test

I can read, learn, and understand different ways to interpret text.

I can describe and analyze how the English language has changed over time.

I can use the writing process to compose writing pieces.

I can write for a variety of purposes and audiences.

I can write organized, unified

Situational VerbalMood MotivationNarrator Credible First-person Omniscient Second-person Third-person-limited UnreliablePlotPoint of viewProtagonistResolutionSettingSequence of eventsSymbol Invented PublicTheme UniversalToneVoice

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a. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writingb. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequencee. Write an introduction that engages the reader and a conclusion that summarizes, extends, or elaborates points or ideas in the writingB.4. Sentence- Level Constructionsb. Use a variety of sentence structures to vary pace and to support meaningf. Use strong action verbs, sensory details, vivid imagery, and precise wordsB.6. Conventions of Punctuationb. Use punctuation correctly within sentences and wordsD.2. Applicationg. Actively participate in small-group and large-group discussions, assuming various rolesE. Study Skills and Test Takinga. Apply active reading, listening, and viewing techniques by taking notes on classroom discussions, lectures, oral and/or video presentations, or assigned at-home reading, and by underlining key passages and writing comments in journals or in margins of texts, where permittedb. Demonstrate organizational skills such as keeping a daily calendar of assignments and activities and maintaining a notebook of classworkd. Demonstrate familiarity with test formats and test administration procedures to increase speed andaccuracyCOMMON CORE WRITING STANDARDS10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

writing pieces.

I can write effective, powerful sentences of varied length, style, and structure.

I can write using proper grammar, spelling, and punctuation.

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Days Unit/Topic Standards Activities Learning Targets (“I Can” Statements)

Vocabulary

Days 31-56

Introduction to Research: Living with Change

A.1. Reading Across the Curriculumc. Read increasingly challenging whole texts in a variety of literary (e.g., poetry, drama, fiction, nonfiction) and nonliterary (e.g., textbooks, news articles, memoranda) formsA.2. Reading Strategiesa. Apply strategies before, during, and after reading to increase fluency and comprehension (e.g., adjusting purpose, previewing, scanning, making predictions, comparing, inferring, summarizing,

Bellwork: Sentence Correction (subject/verb agreement, capitalization, punctuation, etc.)

Bellwork: Daily Wordplay (rhyming words, anagrams, affixes, and root words)

Class Notebook



AnalyzeAnecdotesAppeals Emotional LogicalArgumentBodyClaimConclusion

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using graphic organizers) with increasingly challenging textsb. Use metacognitive skills (i.e., monitor, regulate, and orchestrate one’s understanding) when reading increasingly challenging texts, using the most appropriate “fix-up” strategies (e.g., rereading, reading on, changing rate of reading, subvocalizing)e. Compare texts to previously read texts, past and present events, and/or content learned in other courseworkA.3. Knowledge of Literary and Nonliterary Formsd. Identify and interpret works in various poetic forms (e.g., ballad, ode, sonnet) and explain how meaning is conveyed through features of poetry, including sound (e.g., rhythm, repetition, alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism)A.5. Author’s Voice and Methodc. Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view as they are used together to create meaning in increasingly challenging textsA.6. Persuasive Language and Logica. Identify, analyze, and evaluate the effectiveness of persuasive techniques (e.g., appeals to emotion, reason, or authority; stereotyping) and the presence of bias in literature, film, advertising, and/or speechesB.1. Writing Processa. Use prewriting strategies (e.g., brainstorming, webbing, note taking, interviewing, background reading) to generate, focus, and organize ideas as well as to gather informationd. Prepare writing for publication by choosing the most appropriate format, considering principles of design (e.g., margins, tabs, spacing, columns) and the use of various fonts and graphics (e.g., drawings, charts, graphs); use electronic resources to enhance the final productB.2. Modes of Writing for Different Purposes and Audiencese. Craft first and final drafts of workplace and other real-life writing (e.g., job applications, editorials, meeting minutes) that are appropriate to the audience, provide clear and purposeful information, and

SSR Chart

Nonfiction Notes

Nonfiction Terms Quiz

Review Eight Parts of Speech

Writing Correct Citations

Chinese Culture Research Project

Memoir Chinese CinderellaReader Response Journals and Comprehension Questions

On Demand: Five Paragraph Letter to the Author

Benchmark Assessment Two

Unit Test



I can identify and explain valid and invalid arguments.



CredibilityElaborationEvaluateEvidenceGeneralizationsInferenceIntroductionMain ideaMLAPlotPurposeQuotationsSettingSource Primary SecondaryStyleSynthesisText featureThemeToneTransitionsVoiceWorks cited

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use a format appropriate to the taskB.3. Organization, Unity, and Coherencec. Add important information and delete irrelevant information to more clearly establish a central idead. Rearrange words, sentences, and/or paragraphs and add transitional words and phrases to clarify meaning and maintain consistent style, tone, and voiceB.4. Sentence-Level Constructionsa. Correct run-ons, fragments, and dangling and/or misplaced modifiers to improve claritye. Use formal, informal, standard, and technical language effectively to meet the needs of audience and purposea. Correctly spell commonly misspelled/confused wordsc. Make subject and verb agree in number, even when there is some text between the subject and verbB.5 Conventions of Usagea. Correctly spell commonly misspelled/confused wordsc. Make subject and verb agree in number, even when there is some text between the subject and verb.C.Researcha. Use research methods (e.g., background reading, online searches, surveys, interviews) to locate and collect reliable information from print and nonprint sourcesb. Decide on a research question and develop a hypothesis, modifying questions as necessary during the project to further narrow the focus or extend the investigationc. Evaluate source information (e.g., primary and secondary sources) for accuracy, credibility, currency, utility, relevance, reliability, and perspectived. Compile and organize the important information to support central ideas, concepts, and themese. Summarize, paraphrase, and directly quote from sources, including the Internet, to support the thesis of the paper and/or presentation; accurately cite every source to avoid compromising others’ intellectual property (i.e., plagiarism)f. Compose a short research report, oral or written, that includes a clear thesis statement, title page, outline, first and final drafts, and works-cited page, adhering to MLA or other stylebook guidelinesD.1. Comprehension and Analysisa. Recognize the main ideas in a variety of oral presentations and draw valid conclusions

I can write organized, unified writing pieces.



I can find, evaluate, and synthesize information to form and express an opinion.

I can analyze, compare, and evaluate information to determine its validity and

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D.2. Applicationa. Use elements of speech forms—introduction, transitions, body, and conclusion—including the use of facts, literary quotations, anecdotes, and/or references to authoritative sourcesb. Use effective delivery skills (e.g., appropriate volume, inflection, articulation, gestures, eye contact, posture, facial expression)c. Give impromptu and planned presentations (e.g., debates, formal meetings) that stay on topic and/or adhere to prepared notesd. Write and deliver informational speeches that present a clear, distinctive perspective on the subject and support the controlling idea with well-chosen and well-organized facts and details from a variety of sourcesg. Actively participate in small-group and large-group discussions, assuming various rolesE. Study Skills and Test Takingb. Demonstrate organizational skills such as keeping a daily calendar of assignments and activities and maintaining a notebook of classworkCOMMON CORE WRITING STANDARDS2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from

effectiveness.

I can apply what I have learned effectively in real-life communication skills.

I can use organizational skills, study skills, and test taking skills to my benefit.

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and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

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Vocabulary

57-87 To Kill A Mockingbird

A.1. Reading Across the Curriculum c. Read increasingly challenging whole texts in a variety of literary (e.g., poetry, drama, fiction, nonfiction) and nonliterary (e.g., textbooks, news articles, memoranda) forms the CurriculumA.2. Reading Strategiesa. Apply strategies before, during, and after reading to increase fluency and comprehension (e.g., adjusting purpose, previewing, scanning, making predictions, comparing, inferring, summarizing, using graphic organizers) with increasingly challenging textsc. Demonstrate comprehension of increasingly challenging texts (both print and nonprint sources) by asking and answering literal, interpretive, and evaluative questionsd. Use close-reading strategies (e.g., visualizing, annotating, questioning) in order to interpret increasingly challenging textsA.3. Knowledge of Literary and Nonliterary Formsb. Compare works with similar themes or topics presented in different media or literary forms (e.g., the life of Helen Keller as presented in her autobiography The Story of My Life and in the play and movie The Miracle Worker)A.4. Influences on Textsa. Relate a literary work to the important ideas of the time and place in which it is set or in which it was

Bellwork: Daily Wordplay (rhyming words, anagrams, affixes, and root words)

Class Notebook

SSR Chart

Anticipation Guide

“Growing Up in the Great Depression”

Questioning the Author with Informational Texts

Directed Reading Using Prompts

Passage Annotation and Character Study

Reading Comprehension Questions





AnalogyAnalyzeAnnotationArgument Explicit ImplicitCharacter Character developmentEpiphanyForeshadowingInferenceImageryIronyJuxtapositionMain ideaMetaphorMoodParaphrasePerspectivePlot Sub Parallel Point of viewPredictions

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written (e.g., the Great Depression as represented in John Steinbeck’s novel Of Mice and Men and Dorothea Lange’s photographs)A.5. Author’s Voice and Methodc. Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view as they are used together to create meaning in increasingly challenging textsd. Identify, analyze, and evaluate the author’s use of parallel plots and subplots in increasingly challenging textse. Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony, imagery, tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape meaning in increasingly challenging textsf. Analyze an author’s implicit and explicit argument, perspective, or viewpoint in a text (e.g., the role of social position in John Steinbeck’s novel Of Mice and Men)A.6. Persuasive Language and Logicb. Summarize and paraphrase information in increasingly challenging texts, identifying key ideas, supporting details, logical gaps, and omissionsc. Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts, and substantiate analyses with textual examples that may be in widely separated sections of the text or in other sourcesd. Distinguish between fact and opinion, basing judgments on evidence and reasoningA.7. Literary Criticism a. Learn appropriate literary terms and apply them to increasingly challenging texts (e.g., using the term epiphany or symbolism appropriately in a discussion of Toni Morrison’s novel The Bluest Eye)A.8. Words and Their Historyb. Infer word meanings by analyzing relationships between words (e.g., synonyms, antonyms, metaphors, analogies) in increasingly challenging textsB.1. Writing Process b. Analyze writing assignments in terms of purpose and audience to determine which strategies to use (e.g., writing a letter to a friend about a party versus writing a letter to your grandmother about the same party)

Allusions in To Kill a Mockingbird

Novel Test

Compare and Contrast Five Paragraph Essay

Novel vs. Film

AP Style Five Paragraph Essay

Benchmark Assessment Five




I can describe and analyze how the English language has changed over time.I can use the writing process to compose writing pieces.


Purpose

Questions Evaluative Interpretive LiteralSequenceSettingSimileSummarizeSymbolismThemeToneViewpoint

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d. Prepare writing for publication by choosing the most appropriate format, considering principles of design (e.g., margins, tabs, spacing, columns) and the use of various fonts and graphics (e.g., drawings, charts, graphs); use electronic resources to enhance the final productB.2. Modes of Writing for Different Purposes and Audiencesb. Craft first and final drafts of informational essays or reports that provide clear and accurate perspectives on the subject and support the main ideas with facts, details, and examplesB.3. Organization, Unity, and Coherencea. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writingb. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequenceB.4. Sentence-Level Constructionsc. Use parallel structure to present items in a series and items juxtaposed for emphasisB.5. Conventions of Usageb. Correctly choose verb forms in terms of tense, voice (i.e., active and passive), and mood for continuityB.6. Conventions of Punctuationb. Use punctuation correctly within sentences and wordsD.1. Comprehension and Analysisa. Recognize the main ideas in a variety of oral presentations and draw valid conclusions c. Identify types of arguments (e.g., causation, analogy, appeals to emotion or authority) in visual and oraltextsD.2. Applicationf. Apply analytic and active listening strategies (e.g., paraphrasing, monitoring messages for clarity, selecting and organizing essential information, noting change-of-pace cues) in formal and informal settingsg. Actively participate in small-group and large-group discussions, assuming various rolesCOMMON CORE WRITING STANDARDS3. Write narratives to develop real or imagined experiences or






I can analyze, compare, and evaluate information to determine its validity and effectiveness.


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events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

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Vocabulary

88-103 Poetry A.2. Reading Strategiesd. Use close-reading strategies (e.g., visualizing, annotating, questioning) in order to interpret increasingly challenging textsA.3. Knowledge of Literary and Nonliterary Formsa. Identify, analyze, and evaluate the characteristics of literary forms (e.g., short stories, novels, poems, plays, biographies, essays, myths, speeches) from various cultures and of nonliterary forms (e.g., workplace and technical documents)d. Identify and interpret works in various poetic forms (e.g., ballad, ode, sonnet) and explain how meaning is conveyed through features of poetry, including sound (e.g., rhythm, repetition, alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism)A.5. Author’s Voice and MethodUse organization or structure of text (e.g., comparison/contrast, cause/effect, problem/solution) andwriter’s techniques (e.g., repetition of ideas, syntax, word choice) to aid comprehension of increasingly challenging texts b. Distinguish between author and narrator/speaker/persona in increasingly challenging textse. Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony, imagery, tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape meaning in increasingly challenging textsg. Describe what makes an author’s style distinct from the styles of othersh. Identify the author’s stated or implied purpose in increasingly challenging textsA.7. Literary Criticismb. Generate interpretations of increasingly challenging texts;

Bellwork: Figurative Language (Imagery, Simile, Metaphor, Adage, Idiom, Cliché, Allusion, Hyperbole, Synecdoche)

Class Notebook

SSR Chart

Review Rhyme Scheme

Imagery“Woman Work”“Daily”“in Just”“Haiku”

Figure of Speech“Hope is the thing with feathers”“Fog”“Fire and Ice”“Boy at the Window”

Sounds of Poetry“I Wandered Lonely as a Cloud”“Ballad of Birmingham”“The Base Stealer”“American Hero”

Identifying Figurative Language in Contemporary Music

Laying the Foundation Lessons Uncovering Layers of




I can read, learn, and

AlliterationAnalogyAnnotationAntonymsAssonanceBalladCause / effectCentral ideaCiting evidenceComparison / contrastConnotationConsonanceCoupletDenotationExpressive textsFigurative languageForeshadowingFree verseImageryImplied purposeInversionIrony

JuxtapositionLine lengthMetaphor ImpliedMeterNarrator/speaker/personaOctaveOdeOnomatopoeiaParallelismPersonificationPoetry Dramatic

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support judgments by citing evidence from the textA.8. Words and Their Historyb. Infer word meanings by analyzing relationships between words (e.g., synonyms, antonyms, metaphors, analogies) in increasingly challenging textse. Comprehend foreign words and phrases in texts that are commonly used in Englishh. Apply knowledge of connotation and denotation to determine the meanings of words and phrases in increasingly challenging textsB.2. Modes of Writing for Different Purposes and Audiencesa. Craft first and final drafts of expressive, reflective, or creative texts (e.g., poetry, scripts) that use a range of literary devices (e.g., figurative language, sound devices, stage directions) to convey a specific effectd. Craft first and final drafts of responses to literature that organize an insightful interpretation around several clear ideas, premises, or images and support judgments with specific references to the original textB.3. Organization, Unity, and Coherencea. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writingb. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequencec. Add important information and delete irrelevant information to more clearly establish a central ideaB.4. Sentence Level ConstructionsCorrect run-ons, fragments, and dangling and/or misplaced modifiers to improve clarityc. Use parallel structure to present items in a series and items juxtaposed for emphasisd. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone, and voicee. Use formal, informal, standard, and technical language effectively to meet the needs of audience and purpose

Meaning Sound Devices Strategies for Interpreting

Poetry

Benchmark Assessment Three

Unit Test

understand different ways to interpret text.





Lyric NarrativeProblem / solutionPunctuationPurposeQuatrainReflective textsRefrainRepetitionRepetition of ideasRhyme End Internal SchemeRhythm SequenceSestetSimileSonnet Petrarchan ShakespeareanSound devicesSound patternStructureStyleSymbolSynonymsSyntaxToneVoiceWord choice

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f. Use strong action verbs, sensory details, vivid imagery, and precise wordsB. 5. Conventions of Usagee. Correctly choose adjectives, adjective phrases, adjective clauses, adverbs, adverb phrases, and adverb clauses and their forms for logical connection to word(s) modifiedB.6. Conventions of Punctuationa. Recognize that several correct punctuation choices create different effects (e.g., joining two independent clauses in a variety of ways)COMMON CORE WRITING STANDARDS3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.




Vocabulary

104-131 Odyssey A. 2. Reading Strategiesd. Use close-reading strategies (e.g., visualizing, annotating, Bellwork: Figurative Language

I can use a variety of reading strategies to read and

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questioning) in order to interpret increasingly challenging textsA.3. Knowledge of Literary and Nonliterary Formsa. Identify, analyze, and evaluate the characteristics of literary forms (e.g., short stories, novels, poems, plays, biographies, essays, myths, speeches) from various cultures and of nonliterary forms (e.g., workplace and technical documents)b. Compare works with similar themes or topics presented in different media or literary forms (e.g., the life of Helen Keller as presented in her autobiography The Story of My Life and in the play and movie The Miracle Worker)A.4. Influences on Textsb. Describe archetypal images used in literature and film (e.g., the portrayal of Curley’s wife in John Steinbeck’s novel Of Mice and Men as the biblical Eve)A. 8. Words and Their Historya. Apply knowledge of Greek, Latin, and Anglo-Saxon affixes, inflections, and roots to understand unfamiliar words and new subject area vocabulary in increasingly challenging texts (e.g., words in science, mathematics, and social studies)c. Use general and specialized dictionaries, thesauruses, and glossaries (print and electronic) to determine the definition, pronunciation, derivation, spelling, and usage of wordsf. Identify and interpret common idioms and literary, classical, and biblical allusions (e.g., Achilles’ heel) in increasingly challenging textsg. Describe and provide examples of the ways past and present events (e.g., cultural, political, technological, scientific) have influenced the English languageB.2. Modes of Writing for Different Purposes and Audiencesb. Craft first and final drafts of informational essays or reports that provide clear and accurate perspectives on the subject and support the main ideas with facts, details, and examplese. Craft first and final drafts of workplace and other real-life writing (e.g., job applications, editorials, meeting minutes) that are appropriate to the audience, provide clear and purposeful information, and

(Imagery, Simile, Metaphor, Adage, Idiom, Cliché, Allusion, Hyperbole, Synecdoche)

Class Notebook

SSR Chart

Greek Life and Mythology KWL Chart

Greek Life Cooperative Learning Jigsaw Assignment

Facebook of the Gods Project

Epic Poetry Notes

Characteristics of a Hero


Figurative Language in The Odyssey

Character Comparisons Poem vs. Film Five Paragraph Essay

Unit Test

comprehend print and non-print sources.





AnalyzeAnnotationArchetypeAudienceCharacters Main SubordinateCompareConclusionsConflict External InternalDetailsEpicEvaluateHomeric SimileIdiomsMain ideasMythsPlotPoint of viewStereotypesTall taleTheme

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use a format appropriate to the taskB.3. Organization, Unity, and Coherencea. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writingb. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequencee. Write an introduction that engages the reader and a conclusion that summarizes, extends, or elaborates points or ideas in the writingB.4. Sentence-Level Constructionsa.Correct run-ons, fragments, and dangling and/or misplaced modifiers to improve clarityb. Use a variety of sentence structures to vary pace and to support meaninge. Use formal, informal, standard, and technical language effectively to meet the needs of audience and purposeB.5. Conventions of Usaged. Use pronouns correctly (e.g., appropriate case, pronoun-antecedent agreement, clear pronoun reference)B.6. Conventions of Punctuationb. Use punctuation correctly within sentences and wordsc. Demonstrate correct use of capitalizationD.1. Comprehension and Analysisb. Identify and evaluate the effect of logical fallacies (e.g., overgeneralization, bandwagon) and the presence of biases and stereotypes in television and print advertising, speeches, newspaper articles, and Internet advertisementsE. Study Skills and Test TakingUse appropriate essay-test-taking and timed-writing strategies that address and analyze the question (prompt)COMMON CORE WRITING STANDARDS2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient





I can use organizational skills, study skills, and test taking skills to my benefit.

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facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


Vocabulary

132-159 Romeo and Juliet A.2. Reading Strategiese. Compare texts to previously read texts, past and present events, and/or content learned in other courseworkA.3. Knowledge of Literary and Nonliterary Formsb. Compare works with similar themes or topics presented in different media or literary forms (e.g., the life of Helen Keller as presented in her autobiography The Story of My Life and in the play and movie The Miracle Worker)c. Read dramatic literature (e.g., Our Town, Romeo and Juliet)

Bellwork: ACT (Analogy and Critical Reading)

Class Notebook

SSR Chart

Drama Notes

Shakespeare Notes



AllusionsAsideCentral ideaComedyCompareDialogueFigurative languageIdiomsInferIntroduction

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and analyze its conventions to identify how they express a writer’s meaningA.4. Influences on Textsa. Relate a literary work to the important ideas of the time and place in which it is set or in which it was written (e.g., the Great Depression as represented in John Steinbeck’s novel Of Mice and Men and Dorothea Lange’s photographs) A.6. Persuasive Language and Logicc. Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts, and substantiate analyses with textual examples that may be in widely separated sections of the text or in other sourcesA.7. Literary Criticisma. Learn appropriate literary terms and apply them to increasingly challenging texts (e.g., using the term epiphany or symbolism appropriately in a discussion of Toni Morrison’s novel The Bluest Eye)b. Generate interpretations of increasingly challenging texts; support judgments by citing evidence from the textA.8. Words and Their Historyc. Use general and specialized dictionaries, thesauruses, and glossaries (print and electronic) to determine the definition, pronunciation, derivation, spelling, and usage of wordsf. Identify and interpret common idioms and literary, classical, and biblical allusions (e.g., Achilles’ heel) in increasingly challenging textsg. Describe and provide examples of the ways past and present events (e.g., cultural, political, technological, scientific) have influenced the English languageB.2. Modes of Writing for Different Purposes and Audiencesa. Craft first and final drafts of expressive, reflective, or creative texts (e.g., poetry, scripts) that use a range of literary devices (e.g., figurative language, sound devices, stage directions) to convey a specific effectc. Craft first and final drafts of persuasive papers that support arguments with detailed evidence, exclude irrelevant information, and correctly cite sourcesB.3. Organization, Unity, and Coherence

Anticipation Guide

Journals


Texting the Balcony Scene

Analyzing Figures of Speech

Analyzing an Argument

Analyzing Motivations and Conflicts

Compare Mood and Tone in a Five Paragraph Essay

Benchmark Assessment 5

Unit Test






MonologueMoodParaphrasePlayPropsSettingSoliloquyStage DirectionsSummary SymbolTragedyTragic flawTragic heroThemeTone

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a. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writingb. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequencec. Add important information and delete irrelevant information to more clearly establish a central ideae. Write an introduction that engages the reader and a conclusion that summarizes, extends, or elaborates points or ideas in the writingB.4. Sentence-Level Constructionsd. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone, and voiceB.5. Conventions of Usageb. Correctly choose verb forms in terms of tense, voice (i.e., active and passive), and mood for continuityc. Make subject and verb agree in number, even when there is some text between the subject and verbd. Use pronouns correctly (e.g., appropriate case, pronoun-antecedent agreement, clear pronoun reference)B.6. Conventions of Punctuationa. Recognize that several correct punctuation choices create different effects (e.g., joining two independent clauses in a variety of ways)b. Use punctuation correctly within sentences and wordsD.2. Application c. Give impromptu and planned presentations (e.g., debates, formal meetings) that stay on topic and/or adhere to prepared notese. Write and deliver persuasive speeches that use logical, emotional, and ethical appeals; structured arguments; and relevant evidence from a variety of sourcesCOMMON CORE WRITING STANDARDS1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying





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evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.


Vocabulary

160-175 Media A.1. Reading Across the Curriculumc. Read increasingly challenging whole texts in a variety of literary (e.g., poetry, drama, fiction, nonfiction) and nonliterary (e.g., textbooks, news articles, memoranda) formsA.2. Reading Strategiesc. Demonstrate comprehension of increasingly challenging texts (both print and nonprint sources) by asking and answering literal, interpretive, and evaluative questionsA.5. Author’s Voice and Methode. Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony, imagery, tone, sound techniques, foreshadowing, symbolism) achieve specific effects and shape meaning in increasingly challenging textsf. Analyze an author’s implicit and explicit argument, perspective, or viewpoint in a text (e.g., the role of social position in John Steinbeck’s novel Of Mice and Men)h. Identify the author’s stated or implied purpose in increasingly

Bellwork: ACT (Analogy and Critical Reading)

Class Notebook

SSR Chart

Speech Writing

Persuasive Presentations


I can use a variety of reading strategies to read and comprehend print and non-print sources


Appeals to Authority Emotion Reason StereotypingArgument Explicit ImplicitBandwagonBiasConnotationCredibility

Delivery skills Articulation

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challenging textsA.6. Persuasive Language and Logica. Identify, analyze, and evaluate the effectiveness of persuasive techniques (e.g., appeals to emotion, reason, or authority; stereotyping) and the presence of bias in literature, film, advertising, and/or speechesc. Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts, and substantiate analyses with textual examples that may be in widely separated sections of the text or in other sourcesd. Distinguish between fact and opinion, basing judgments on evidence and reasoningA.8. Words and Their Historyh. Apply knowledge of connotation and denotation to determine the meanings of words and phrases in increasingly challenging textsB.2. Modes of Writing for Different Purposes and Audiencesa. Craft first and final drafts of expressive, reflective, or creative texts (e.g., poetry, scripts) that use a range of literary devices (e.g., figurative language, sound devices, stage directions) to convey a specific effectB.4. Sentence-Level Constructionsa. Correct run-ons, fragments, and dangling and/or misplaced modifiers to improve claritye. Use formal, informal, standard, and technical language effectively to meet the needs of audience and purposeB.5.Conventions of Usagea. Correctly spell commonly misspelled/confused wordsB.6. Conventions of Punctuationa. Recognize that several correct punctuation choices create different effects (e.g., joining two independent clauses in a variety of ways)C. Researcha. Use research methods (e.g., background reading, online searches, surveys, interviews) to locate and collect reliable information from print and nonprint sourcesc. Evaluate source information (e.g., primary and secondary sources) for accuracy, credibility, currency, utility, relevance, reliability, and perspectiveD.1. Comprehension and Analysis


I can describe and analyze how the English language has changed over time.





Eye contact Facial expression Gestures Inflection Posture VolumeDenotationDictionFactInterviewsIronyLogical fallaciesOnline searchesOpinionOvergeneralizationsPerspectivePersuasive techniquesPurpose Implied StatedPunctuationQuestions Evaluative Interpretive LiteralRelevanceReliabilitySources Non-print Primary Print SecondaryStyleSurveysSymbolismToneTypes of arguments Analogy Appeals to emotion Appeals to authorityViewpoint

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b. Identify and evaluate the effect of logical fallacies (e.g., overgeneralization, bandwagon) and the presence of biases and stereotypes in television and print advertising, speeches, newspaper articles, and Internet advertisementsc. Identify types of arguments (e.g., causation, analogy, appeals to emotion or authority) in visual and oral textsd. Compare how different media forms (e.g., television news, news magazines, documentaries, online news sources) cover the same eventD.2. Applicationb. Use effective delivery skills (e.g., appropriate volume, inflection, articulation, gestures, eye contact, posture, facial expression)c. Give impromptu and planned presentations (e.g., debates, formal meetings) that stay on topic and/or adhere to prepared notesf. Apply analytic and active listening strategies (e.g., paraphrasing, monitoring messages for clarity, selecting and organizing essential information, noting change-of-pace cues) in formal and informal settingsCOMMON CORE WRITING STANDARDS1. Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone



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while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

The following COMMON CORE WRITING STANDARDS appear in ALL UNITS:4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in

standards 1–3 above.)5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)

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Documents

Bourbon County High School Engl… · Web viewBourbon County Schools. ... meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word position), and poetic devices