Course Description English IVlaquey.k12.mo.us/Curriculum/Communication Arts/English IV Frisco... · English IV is a course designed to benefit students who are considering post-secondary

Course Description

English IV

169

ENGLISH IV

Course Rationale: English IV is a course designed to benefit students who are considering post-secondary education. Students must use critical thinking skills when researching and synthesizing information. Providing support for analysis, planning a paper, and providing proper documentation are covered. Course Description: This course consists of instruction in the process and specifications of writing research papers which follow the MLA style of documentation. Students will also read, respond, discuss, write and/or present on three novels. Students study the historical setting and culture of each novel. Enriching vocabulary will be stressed, as will the college application process and experience. Organization: The English IV curriculum is organized by using the Communication Arts Course Level Expectations. The strands and Big Ideas of the CLEs are exhibited in the gray bands that cross all seven columns of the curriculum. The CLE concepts are listed in the first column along with the learner objectives.

170

Resources: Adopted Text: Websites: http://artsedge.kennedy-center.org/ www.dese.mo.gov/ Classroom Assessment Item Bank www.educationworld.com http://library.acadiau.ca/tutorials/plagiarism/ http://nytimes.com/learning/ http://www.princetonol.com/ www.readwritethink.org www.successlink.org http://www.tealighthouse.org/lesson/grade9_lesson.php

Abbreviations:

Subjects CLE Course Level Expectations BT Bloom’s Taxonomy DOK Depth of Knowledge

CA Communication Arts Communication Arts Strands K Knowledge Level 1 – Recall

MA Mathematics R Reading C Comprehension Level 2 – Skill/Concept

SC Science W Writing Ap Application Level 3 – Strategic Thinking

SS Social Studies LS Listening and Speaking An Analysis Level 4 – Extended Thinking

IL Information Literacy S Synthesis

E Evaluation

http://artsedge.kennedy-center.org/

http://www.dese.mo.gov/

http://www.educationworld.com/

http://library.acadiau.ca/tutorials/plagiarism/

http://nytimes.com/learning/

http://www.princetonol.com/

http://www.readwritethink.org/

http://www.successlink.org/

http://www.tealighthouse.org/lesson/grade9_lesson.php

171

English

Reading

1. Develop and apply skills and strategies to the reading process Measurable Learner

Objective

The student will be able to:

Assessed

Show-Me

Goals

CLE

Code

BT/

DOK

Student Activities/ Resources

Instructional

Strategies

Assessments

Mastery

Min. %

C. Phonics

Apply decoding strategies to “problem solve” unknown words when reading when needed.

CA 2 CA 3

1.6

R.1.C Ap 2

>The students will apply decoding strategies to “problem solve” unknown words when needed.

The teacher will model decoding strategies

Students will apply decoding and record strategies.

80%

Integrated Skills:

172

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Fluency

Read grade-level instructional text

a. with fluency, accuracy and appropriate expression b. adjusting reading rate to difficulty and type of text

CA 2 CA 3

1.5

R.1.D

Ap 2

>The students will read grade-level instructional text. . . a.-b. with fluency, accuracy and comprehension with expression and adjusting reading rate during classroom oral readings.

The teacher will model the correct form of expression and how to adjust reading rate during classroom oral reading

Students will read grade-level instructional text with daily reading and teacher observation

85%

Integrated Skills:

173

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Vocabulary

Develop vocabulary through text, using

a. root and affixes

b. context clues c. glossary, dictionary and thesaurus

CA 2 CA 3

1.5 1.6

R.1.E C 1

>The students will develop vocabulary through text, by. . . a.-b. writing down vocabulary words during a reading to evaluate later and to create a crossword puzzle. Attachment A Also CLE: R.1.I.a

The teacher will use cooperative learning

Students will develop vocabulary through text with a scoring guide

80%

Integrated Skills:

174

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. Pre-Reading

Apply pre-reading strategies to aid comprehension

a. access prior knowledge b. preview c. predict d. set a purpose and rate for reading

CA 2 CA 3

1.5 1.6

R.1.F Ap 2

>The students will apply pre-reading strategies to aid comprehension by . . . a.-d. accessing prior knowledge, previewing, predicting and setting a purpose for reading the novel The Great Gatsby by F. Scott Fitzgerald. Students will complete a pre-reading analysis sheet using the painting on the 1925 cover of the novel. www.readwritethink.org Judging a Book by its Cover: The Art and Imagery of “The Great Gatsby” Also CLE: R.1.H

The teacher will use large group discussion

Students will apply pre-reading strategies to aid comprehension with the analysis sheet from the student activity website.

80%

Integrated Skills:


175

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

G. During Reading

During reading, utilize strategies to

a. self-question and correct b. infer c. visualize d. predict and check using cueing systems >meaning >structure >visual

CA 2 CA 3

1.5

R.1.G

Ap 2

>The students will utilize strategies during reading a.-d. Students will listen to, evaluate, compose and perform an audio broadcast. www.readwritethink.org Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B

The teacher will use whole class and individual instruction.

Students will utilize reading strategies with the audio broadcasting rubric from the student activity.

80%

Integrated Skills:


176

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

H. Post-Reading

Apply post-reading skills to comprehend and interpret text

a. question to clarify b. reflect c. analyze d. draw conclusions e. summarize f. paraphrase

CA 2 CA 3

3.5

R.1.H

Ap 2

>The students will apply post-reading skills to comprehend and interpret text by . . . a.-f. questioning, reflecting, analyzing, etc. after reading the novel The Great Gatsby by F. Scott Fitzgerald. Students will complete a post-reading analysis sheet using the painting on the cover of the novel. www.readwritethink.org Judging a Book by its Cover: The Art and Imagery of “The Great Gatsby” CLE: R.1.F

The teacher will use technology and provide time for students to search the internet.

Students will apply post-reading skills with the internet search to comprehend and interpret the text and a scoring guide from the activity website.

75%

Integrated Skills: Technology


177

Reading


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

I. Making Connections

Compare, contrast, analyze and evaluate connections between

a. Information and relationships in various fiction and nonfiction works b. text ideas and own experiences c. text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture

CA 2 CA 3 CA 7

1.5 1.9

R.1.I Ap 2

> Students will compare, contrast, analyze and evaluate connections between. . . a. two literature works The Moon is Down by John Steinbeck and “Harrison Bergeron” by Kurt Vonnegut. Students will reflect on both and write a letter to address the way the government is ruling society. Attachment A Also CLE: R.1.E b.-c. text ideas and own experiences, and the world when analyzing and reviewing the Harlem Renaissance period and the poetry, art, and music of that era by creating an exhibit www.readwritethink.org A Harlem Renaissance Retrospective: Connecting Art, Music, Dance and Poetry http://artsedge.kennedy-center.org/exploring/harlem/classroom/activity2_text.html Drop Me Off In Harlem

The teacher will use cooperative learning instruction.

Students will compare, contrast, analyze and evaluate connections of information with a scoring guide (rubric) from the student project website.

80%

Integrated Skills: Technology, Equity


http://artsedge.kennedy-center.org/exploring/harlem/classroom/activity2_text.html



178

Reading

2. Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures

and times Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Text Features

Locate

a. interpret and apply information in title, table of contents and glossary b. and recognize the text features of fiction, poetry and drama in grade-level text

CA 2 CA 3

1.5

R.2.A Ap 2

>The students will locate a.-b. and recognize text features in the poem “Blackberry Picking” by Seamus Heaney. Students will create a graffiti page that summaries and evaluates the poem. www.readwritethink.org Thinking Inductively: A Close Reading of Seamus Heaney’s “Blackberry Picking”

The teacher will provide a copy of the poem and lead them through the process of inductive thinking (available in text by Robert Marzano)

Students will locate, interpret, apply and recognize text features in fiction with the rubric from the student activity website.

80%

Integrated Skills:


179

Reading



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Literary Devices

Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in poetry and prose

CA 2

1.5 1.6 2.1

R.2.B An 4

>The students will analyze and evaluate author’s use of situational irony in the novel All Quiet on the Western Front by Erich Remarque. Students will read the novel and then rewrite the ending, create a new title and design a new book cover. www.readwritethink.org Exploring Irony in the Conclusion of “All Quiet on the Western Front”

The teacher will provide copies of the novel, rubric, and book covers.

Students will analyze and evaluate author’s use of figurative language and create a new ending to the novel that reflects the use of figurative language

75%



180

Reading



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Text Elements

Use details from text to

a. analyze character, plot, setting, point of view and development of theme b. evaluate proposed solutions c. analyze the development of a theme across genres d. evaluate the effect of author’s style and complex literary techniques (including tone)

CA 2

1.6 2.4 3.1 3.5 3.7 3.8 3.1

R.2.C

E 4

>The students will use details form the text to. . . a. use characters in two different literature works to analyze the characters and settings by placing chosen characters into contemporary settings and justifying reasoning. www.readwritethink.org Weaving the Old into the New: Pairing “The Odyssey” with Contemporary Works” c. analyze the development of theme across genres when studying a novel from a college-bound list and comparing to other works. www.successlink.org All About Theme: A College-Bound Novel Project d. evaluate the effect of author’s style in poetry by creating a parody of the poets style. www.readwritethink.org Literary Parodies: Exploring a Writers Style Through Imitation

The teacher will use class discussion and modeling in class instruction

Students will use details from text to analyze characters and place them into a contemporary setting and justify their reasoning through an presentation

80%

Integrated Skills:


http://www.successlink.org/


181

Reading

3. Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers,

technical manuals) from a variety of cultures and times Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Text Features

Evaluate the author’s use of text features to clarify meaning in multiple primary and/or secondary sources

CA 3

2.4

R.3.A E 4

>The students will evaluate the author’s use of text to clarify meaning by determining in feature stories of a newspaper. Students will work collaborative to create their own feature story about a classmate. www.readwritethink.org The Feature Story – Fifteen Minutes (and 500 Words) of Fame!

The teacher will model the use of newspapers

Students will evaluate the author’s use of text features with self and peer evaluations found in the student activity webpage

75%

Integrated Skills:


182

Reading



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Literary Devices

Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in nonfiction text

CA 3

1.5 2.1

R.3.B An 4

>The students will analyze and evaluate author’s use of figurative language when reading and analyzing a speech by Martin Luther King. Students will identify powerful words and create their own diamante poem. www.readwritethink.org Exploring the Power of Martin Luther King, Jr.’s Words through Diamante Poetry

The teacher will guide the class through lessons on powerful words.

Students will be evaluated on their ability to analyze and evaluate an author’s use of figurative language and create a diamante poem that contains figurative language.

75%

Integrated Skills: Technology, Equity


183

Reading



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Text Elements

Use details from text to

a. analyze and evaluate the logic, reasonableness, and audience appeal of arguments in texts

b. identify and analyze faulty reasoning and unfounded inferences

c. evaluate for accuracy and adequacy of evidence

d. analyze and evaluate the author’s use of information and logic to express his or her ideas through >word choice >comprehensiveness of detail selection >organizational patterns e. evaluate proposed solutions

CA 3

1.7 2.4 3.1 3.4 3.5 3.6

R.3.C

E 4

>The students use details from the text to. . . a-e. analyze and evaluate the concepts and issues from the 1925 debate of evolution versus creationism in the Scopes Monkey Trial. www.readwritethink.org Exploring Audience and Purpose with a SinCLE Issue

The teacher will provide time to access the internet.

Students will use details from text when using the on-line tool Audience Analysis Inventory.

80%

Integrated Skills:


http://interactives.mped.org/notetaker762.aspx

http://interactives.mped.org/notetaker762.aspx

184

Writing

1. Apply a writing process in composing text Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Writing Process

Follow a writing process to

a. independently create appropriate graphic organizers as needed b. apply writing process to write effectively in various forms and types of writing

CA 1 CA 4

1.8 2.1 2.2

W.1.A

Ap 3

>The students will follow a writing process to. . . a.-b. use graphic organizers and apply writing process to write an autobiography and bring it together in a PowerPoint project that includes music that is chosen because it relates somehow to the student’s life. www.readwritethink.org It’s My Life: Multimodal Autobiography Project

The teacher will provide a scoring guide for the students and guide them through the process.

Students will be assessed on their ability to follow a writing process that includes use of a graphic organizer with a self-assessment and scoring guide provided in the student project.

75%



185

Writing

2. Compose well-developed text using standard English conventions Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Capitalization

Use conventions of capitalization in written text

CA 1

2.2

W.2,B

Ap 2

>The students will use conventions of capitalization when writing a satire on a fairy tale. www.readwritethink.org Exploring Satire with “Shrek” Also CLE: R.2.C.d

The teacher will provide guidance in the expectations of the newspaper. Allow time to research on the internet.

Students will use conventions of capitalization in written text with the rubric “Narrative Writing Rubric” found in the student activity website.

80%



186

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Parts of Speech

Use parts of speech correctly in written text

CA 1

1.6 2.2

W.2.D

Ap 2

>The students will use parts of speech correctly when playing a game much like Taboo Attachment B >The students will use subject-verb agreement correctly when exploring their use in newspapers and song lyrics. www.readwritethink.org What’s My Subject? A Subject-Verb Agreement Mini-lesson

The teacher will review the 8 parts of speech.

Students will use parts of speech correctly in written text when creating lyrics to a song

80%

Integrated Skills:


187

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Spelling

In writing, use dictionary, spell-check and other resources to spell correctly

CA 1

2.2

W.2.E

Ap 2

>The students will use the dictionary, spell-check and/or other resources to spell correctly when writing a satire on a fairy tale. www.readwritethink.org Exploring Satire with “Shrek” Also CLE: R.2.C.d

The teacher will demonstrate how to use resources to check spelling.

Students will use the spell-check and other resources with the rubric “Narrative Writing Rubric” found in the student activity website.

90%



188

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. Sentence Construction

In composing text, use

a. a variety of sentence structures b. cohesive devices c. active voice

CA 1

1.6 2.1 2.2

W.2.F

Ap 2

>The students will compose text using. . . a.-b. Students will listen to, evaluate, compose and perform an audio broadcast. www.readwritethink.org Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B c. active and passive voice in a mini-lesson. www.readwritethink.org Choosing the Best Verb: An Active and Passive Voice Mini-lesson

The teacher will model the use of different types of sentence structure.

Students will compose text using a variety of sentence structures, cohesive devices and active voice and will present audio broadcast to the class

75%

Integrated Skills:



189

Writing

3. Write effectively in various forms and types of writing Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Narrative and Descriptive Writing

Write a personal narrative for real-life experiences (e.g., scholarships, applications and post-secondary/college essays).

CA 4

1.8 2.1 4.8

W.3.A

Ap 3

>The students will write a personal narrative relating to events in their life-time for an imaginary (or real) scholarship application.

The teacher will provide the students with time to access the internet and provide examples of the best answers.

Students will write a personal narrative for real-life experiences with the evaluation by a committee of teachers for scholarships.

80%

Integrated Skills:

190

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Expository and Persuasive Writing

Write d. an analysis and/or evaluation on the use of imagery, language, themes, stylistic devices and tone in literature

CA 2 CA 3 CA 4

4.1

W.3.C

E 4

>The students will write. . . d. evaluate the effect of style by using the movie Shrek to look at satire. Students will choose a fairy tale to satirize. www.readwritethink.org Exploring Satire with “Shrek” Also CLE: R.2.C.d

The teacher will model different types of writing styles.

Students will write a persuasive writing paper with the rubric “Narrative Writing Rubric” found in the student activity website.

80%

Integrated Skills: Equity


191

Writing


Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Audiences and Purpose

Compose text

a. for a variety of career and workplace communications (e.g., job application, resume, cover letter, college application essay, thank-you note, forms, project proposal, brochure and/or concise directions) b. for various audiences and purposes, selecting and applying appropriate format, style, tone and point of view

CA 4

1.8 2.1 2.6 4.8

W.3.E

Ap 4

> The students will compose text for . . . a. a variety of career workplace communication with a resume. Attachment C

The teacher will provide samples and model how to write a cover letter, resume and complaint letter.

Students will compose text for a variety of career and workplace with a one-on-one critique of their resume.

75%

Integrated Skills: Technology, Workplace Readiness

192

Listening and Speaking

1. Develop and apply effective listening skills and strategies Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Purpose for Listening

Listen

a. for enjoyment b. for information c. for directions

d. critically to summarize and evaluate communications that inform, persuade and entertain e. to evaluate own and other’s effectiveness in presentations and group discussions, using provided criteria f. to evaluate the validity and reliability of speaker’s message

CA 5 CA 6

1.5 1.10

LS.1.A

E 4

>The students will listen. . . a.,d.,e. Students will listen to, evaluate, compose and perform an audio broadcast. www.readwritethink.org Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B

The teacher will model how to listen for a variety of purposes.

Students will listen and evaluate peers and their own effectiveness through use of a presentation rubric.

80%

Integrated Skills: Workplace Readiness, Equity


193


1. Develop and apply effective listening skills and strategies Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Listening Behavior

Use active listening behaviors (e.g., asks questions of speaker and uses body language and facial expressions to indicate agreement, disagreement or confusion)

CA 5 CA 6

1.5

LS.1.B

Ap 3

>The students will use active listening behaviors when listening to, evaluating, composing and performing an audio broadcast. www.readwritethink.org Audio Broadcasts and Podcasts: Oral Storytelling and Dramatization Also: W.2.F LS.1.A LS.1.B

The teacher will model the correct way to actively listen versus passively.

Students will use active listening behaviors and evaluate with a rubric form the student lesson website.

80%

Integrated Skills: Workplace Readiness


194


2. Develop and apply effective speaking skills and strategies for various audiences and purposes Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Discussion and Presentation

In discussion and presentations, a. create concise presentations on a variety of topics b. incorporate appropriate media or technology c. respond to feedback d. defend ideas e. demonstrate poise and self-control

CA 1 CA 6

2.1 2.3 4.6

LS.2.A

An 4

>In discussions and presentations, students will. . . a.-e. create a presentation that plays off of the president’s State of the Union Address. Students will create their State of My Union Address Attachment D

The teacher will use provide time for students to watch and evaluate the president’s speech.

Students will discuss and present a variety of topics to defend ideas and demonstrate poise through a presentation. Attachment E

75%


195

Information Literacy

1. Develop and apply effective research process skills to gather, analyze and evaluate information Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Research Plan

Develop an appropriate research plan to guide investigation and research of focus questions

CA 2 CA 3

1.1 1.4 4.5

IL.1.A

S 3

>The students will develop a research plan to guide investigation and research focus

The teacher will guide the students through the process of planning a research project

Students will develop a research plan that reflects guidance and research criteria with a scoring guide. Attachment F

80%

Integrated Skills: Research

196

Information Literacy

1. Develop and apply effective research process skills to gather, analyze and evaluate information Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT

DOK

Instructional Strategies/Student

Activities/ Resources

Instructional

Strategies

Assessments

Mastery

Min. %

D. Sources Consulted

Document sources of information using a standard citation format

CA 4

1.4 1.7 2.3 4.4

IL.1.D

S 4

>The students will document sources of information using a standard citation format

The teacher will guide the students through the process of citing sources

Students will document sources of information using a citation format

80%

Integrated Skills: Technology, Research

Documents

Course Description English IVlaquey.k12.mo.us/Curriculum/Communication Arts/English IV Frisco... · English IV is a course designed to benefit students who are considering post-secondary