Subject Area English Grade (s) 1st Six Weeks Nine Weeks ... · Edwards’ “Sinners in the Hands of an Angry God” Students will list unfamiliar words from the sermon. They will

WFISD Curriculum Alignment

Subject Area ______English_______________________ Grade (s) ____

___1st ___Six Weeks ______Nine Weeks In writing instruction, emphasize • reflect/connect responses to text, • evidence-based short answers, • integrated editing activities, • writing process essays with attention to mechanically correct final copies, and • Occasional Papers

Strand/Objective/TEKS Student Expectation(s)

Bloom’s Higher Order Thinking

Skill (s)

Assessment Type(s)/Project

Resources/Activities (including Textbook correlation)

Integration

Char. Ed.

(1) Writing/purpose The student is expected to: (A) write in various forms with particular

emphasis on business forms such as a report, memo, narrative or procedure, summary/abstract, and résumé;

(B) write in a voice and style appropriate to audience and purpose; and

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

Knowledge Application Synthesis

Colonial journals

Prentice Hall Literature Unit One: Beginnings to 1750 Students will write journal entries for arriving in the New World, early hardships, establishment of the village, etc.

History Social Studies

Goal-setting Work ethic Courtesy

(2) Writing/writing processes The student is expected to: (A) use prewriting strategies to generate

ideas, develop voice, and plan; (B) develop drafts both alone and

collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose;

(C) proofread writing for appropriateness of organization, content, style, and conventions;

(D) frequently refine selected pieces to publish for general and specific audiences; and

(E) use technology for aspects of creating, revising, editing, and publishing texts


Letters to England

Prentice Hall Literature Unit One: Beginnings to 1750 As an early colonist, students will write a letter home to England to relatives or friends telling about the adventures and hardships of the voyage and the establishment of the colony. McDougal Littell Chapter 15 Students will do cooperative work on proofreading and


Courtesy Self-discipline Perseverance

revise the rough draft

(3) Writing/grammar/usage/conventions/ spelling

The student is expected to: (A) produce legible work that shows

accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions;

(D) produce error-free writing in the final draft; and

(E) use a manual of style such as Modern Language Association (MLA), American Psychological Association (APA), and The Chicago Manual of Style (CMS).

Knowledge Application

Test Compositions (journals, letters)

Grammar Coach CD-ROM Grammar, Usage, and Mechanics Workbook During peer editing, students look for verbal usage as well as spelling, agreement, etc.

Social studies Integrity Respect

(5) Writing/evaluation The student is expected to: (A) evaluate writing for both mechanics and

content; and (B) respond productively to peer review of

his/her own work

Knowledge Comprehension Application Analysis

Observation

McDougal Littell “Quick Fix,” p. 265 Students will evaluate the work of peers making positive suggestions for improvement/correction Students will revise work with suggestions from peers

All subjects with writing

Courtesy Respect Work ethic

(6) Reading/word identification/vocabulary development

(A) expand vocabulary through wide reading, listening, and discussing;

(B) rely on context to determine meanings of words and phrases such as figurative

Knowledge Analysis Synthesis

Tests Activities

Prentice Hall Literature Unit One: Beginnings to 1750 Library/Internet SAT Vocabulary study

History Foreign languages

Self-discipline Goal setting Perseverance

language, connotation and denotation of words, analogies, idioms, and technical vocabulary;

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend;

(D) research word origins as an aid to understanding meanings, derivation, and spellings as well as influences on the English language;

(E) use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage;

(F) discriminate between connotative and denotative meanings and interpret the connotative power of words; and

(G) read and understand analogies

Evaluation IroquoisIroquois Constitution Students will examine words derived from the Indians Edwards’ “Sinners in the Hands of an Angry God” Students will list unfamiliar words from the sermon. They will use context then, if necessary, a dictionary to define.

(7) Reading/comprehension The student is expected to: (A) establish and adjust purpose for reading

such as to find out, to understand, to interpret, to enjoy, and to solve problems;

(B) draw upon his/her own background to provide connection to texts;

(C) monitor his/her own reading strategies and make modifications when understanding breaks down such as by rereading, using resources, and questioning

(D) construct images such as graphic organizers based on text descriptions and text structures;

(E) analyze text structures such as compare/contrast, cause/effect, and chronological order for how they influence understanding;

(F) produce summaries of texts by identifying main ideas and their supporting details;

(G) draw inferences such as conclusions, generalizations, and predictions and

Analysis Synthesis Evaluation

Results of class debate (peer input) Notes/Time Line Test

Prentice Hall Literature Unit One: Beginnings to 1750 Columbus’s Journal of the First Voyage to America Groups examine how reading strategies work in the selection. Students debate conclusions and/or generalizations gleaned from assigned reading. District-approved novel (outside reading) Students take notes on longer readings

or Students analyze the text structure Students will construct a

All subjects Courtesy Self-discipline

support them with text evidence and experience;

(H) use study strategies such as note taking, outlining, and using study-guide questions to better understand texts; and

(I) read silently with comprehension for a sustained period of time.

time line of events for the novel/play

(8) Reading/variety to texts The student is expected to: (A) read to be entertained, to appreciate a

writer’s craft, to be informed, to take action, and to discover models to use in his/her own writing;

(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(C) read American and other world literature, including classic and contemporary works; and

(D) interpret the possible influences of the historical context on literary works.

Knowledge Application Analysis Evaluation

News story

Prentice Hall Literature Unit One: Beginnings to 1750 Newspaper/News Magazine Students will choose a current news story from the paper or a magazine, answering who, what, why, when, and where about it. Students will then write their own news story about some aspect of the Colonial Period

or of the outside reading.

History Journalism Social studies

Work ethic Respect

(9) Reading/culture The student is expected to: (A) recognize distinctive and shared

characteristics of cultures through reading; and

(B) compare text events with his/her own and other readers’ experiences

Knowledge Analysis Application

Essay comparing colonial and present-day cultures

Prentice Hall Literature Unit One: Beginnings to 1750 “Connections to World Literature”—from The Burning of Rome Students will compare John Smith’s eyewitness account of settlement in Virginia to Tacitus’ account of the burning of Rome.

History Social studies

Integrity Responsibility

(10) Reading/literary response The student is expected to: (A) respond to informational and aesthetic

elements in texts such as discussions, journal entries, oral interpretations,


Written review District-approved novel (outside reading) Students will view a portion of the video on the

Speech/drama Journalism History

Perseverance Self-discipline Honesty

enactments, and graphic displays; (B) use elements of text to defend, clarify,

and negotiate responses and interpretations; and

(C) analyze written reviews of literature, film, and performance to compare with his/her own responses.

reading assignment and write a review of what they have seen.

or Students may choose a review of a book they have read or a movie they have seen and agree/refute the critique.

Social studies

(11) Reading/literary concepts The student is expected to: (A) compare and contrast aspects of texts

such as themes, conflicts, and allusions both within and across texts;

(B) analyze relevance of setting and time frame to text’s meaning;

(C) describe the development of plot and identify conflicts and how they are addressed and resolved;

(D) analyze the melodies of literary language, including its use of evocative words and rhythms;

(E) connect literature to historical contexts, current events, and his/her own experiences; and

(F) understand literary forms and terms such as author, drama, biography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.


Observation Collaborative essay

Prentice Hall Literature Unit One: Beginnings to 1750 District-approved novel (outside reading) Library/Internet Class examines the rhythm and diction of “Sinners in the Hands of an Angry God” Partners discuss literature studied during the first six weeks and collaborate on a paper discussing, comparing/ contrasting themes, conflicts, etc. Ideas must be supported by material from the readings. Bradford, Plymouth, Smith, Jamestown, Edwards, etc. Students research historical background of early settlers.

History Social studies Speech

Courtesy Respect Work ethic

(12) Reading/analysis/evaluation The student is expected to: (A) analyze the characteristics of clearly

written texts, including the patterns of organization, syntax, and word choice;

(B) evaluate the credibility of information sources, including how the writer’s motivation may affect that credibility; and

(C) recognize logical, deceptive, and/or faulty modes of persuasion in texts.


Essay (speech) Prentice Hall Literature Unit One: Beginnings to 1750 Anne Bradstreet’s “To My Dear and Loving Husband” or William Bradford’s Of Plymouth Plantation McDougal Littell Chapter 27 Students will analyze the Puritan Plain Style of writing and write a speech using this Plain Style: persuade colonists to follow John Smith; persuade the colonists to support Bradford’s peace treaty with the Indians; write a newscast describing Pocahontas (her help and friendship)

History Social studies Speech

Integrity Honesty

(14) Listening/speaking/critical listening The student is expected to: (A) demonstrate proficiency in each aspect

of the listening process such as focusing attention, interpreting, and responding;

(B) use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies;

(C) demonstrate proficiency in critical, empathic, appreciative, and reflective listening;

(D) use effective strategies to evaluate his/her own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest

Knowledge Application Synthesis Evaluation

Observation/Rubric Prentice Hall Literature Unit One: Beginnings to 1750 (Library resources if desired) With a partner, students develop a set of interview questions and prepare answers for an early explorer. The interview is presented to the class. Students write a summary of each presentation

or

Speech Journalism History Social studies

Self-discipline Work ethic Courtesy Responsibility

or contention; and (E) use effective listening to provide

appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

score each presentation using a printed rubric

(15) Listening/speaking/purposes The student is expected to: (A) use the conventions of oral language

effectively; (B) use informal, standard, and technical

language effectively to meet the needs of purpose, audience, occasion, and task;

(C) communicate effectively in conversations and group discussions while problem solving, and planning;

(D) use effective verbal and nonverbal strategies in presenting oral messages;

(E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; and

(F) make relevant contributions in conversations and discussions.

Comprehension Analysis Evaluation Synthesis

Observation of groups/individuals

District-approved novel (outside reading) Working in groups, students prepare a trial scene from the outside reading assignment (either The Scarlet Letter or The Crucible). The scene is presented to the class. Students will critique each group’s work. (all other cooperative/group activities during this six weeks period)

Social studies Speech/drama

Courtesy Respect Self-discipline

(18) Listening/speaking/literary interpretations

The student is expected to: (A) make valid interpretations of a variety of

literary texts; (B) justify the choice of verbal and

nonverbal performance techniques by referring to the analysis and interpretations of the text; and

(C) present interpretations such as telling stories, performing original works, and interpreting poems and stories for a variety of audiences.

Comprehension Application Evaluation

Observation/rubric Prentice Hall Literature Unit One: Beginnings to 1750 “Sinners in the Hands of an Angry God” Students will present a portion of Edwards’ sermon choosing their own style. Classmates can suggest improvements or give positive feedback.

Speech Social studies




___2nd ___Six Weeks ______Nine Weeks

Strand/Objective/TEKS Student

Expectation(s)


Skill (s)



Integration

Char. Ed.





Knowledge Synthesis

Précis Prentice Hall Literature Unit Two: 1750-1800 McDougal Littell, p. 475 Students will write a précis of The Declaration of Independence, working alone or with a partner to summarize the essential points.

Social studies All subjects that require writing

Work ethic







Analysis Synthesis

Précis Prentice Hall Literature Unit Two: 1750-1800 McDougal Littell Chapter Students will proofread the rough draft carefully. The final copy should be error free



accurate spelling and correct use of the conventions of punctuation and


Précis List

Prentice Hall Literature Unit Two: 1750-1800 Declaration of Independence and Franklin

History Social studies All courses requiring

Work ethic

capitalization such as italics and ellipses;





McDougal Littell Chapter The final copy should be error free Students will find ten examples of Franklin’s use of pronouns and their antecedents

writing



his/her own work


Prentice Hall Literature Unit Two: 1750-1800 McDougal Littell Chapter Students will exchange précis for proofreading.

All subjects that require writing

Self-discipline Courtesy



(B) rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, idioms, and technical vocabulary;





Observation Test

Prentice Hall Literature Unit Two: 1750-1800 Students will study the multiple meanings of words used in Franklin’s Almanack. Students will list their own examples of multiple meanings of words.

All subjects Self-discipline Goal-setting


(G) read and understand analogies (7) Reading/comprehension The student is expected to: (A) establish and adjust purpose for reading







(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;




Graphic organizers Prentice Hall Literature Unit Two: 1750-1800 McDougal Littell, p. 479 Library/Internet research Students will construct a timeline of past and present patriots using information from reading selections on early patriots and research on some present-day patriots. Students will compare the motivations of these patriots.


Integrity Respect Responsibility



(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers,

Knowledge Analysis Evaluation

Essay Prentice Hall Literature Unit Two: 1750-1800 Declaration of Independence, Paine, Wheatley, Henry Students will read and compare ideas and


Integrity Goal-setting Perseverance

letters, speeches, memoranda, electronic texts, and other media;



sentiments in a variety of readings in the chapter. Students will write an essay discussing their findings.




Knowledge Analysis Application Synthesis

Essay or

Oral presentation (in groups or to the class)

Prentice Hall Literature Unit Two: 1750-1800 Library/Internet research Students will do a search on multicultural leaders and their goals for comparison with those of early leaders.


Goal-setting Responsibility Respect Work ethic


elements in texts such as discussions, journal entries, oral interpretations, enactments, and graphic displays;

(B) use elements of text to defend, clarify, and negotiate responses and interpretations; and


Knowledge Analysis

Observation Prentice Hall Literature Unit Two: 1750-1800 Newspaper/New magazines Using the ideas of Jefferson or Paine, student will defend or attack a present-day situation involving America’s freedom


Integrity Responsibility





(D) analyze the melodies of literary


Essay Observation

Prentice Hall Literature Unit Two: 1750-1800 Newspapers TV Students will write an essay comparing and contrasting the conflicts of freedom experienced by

Social studies Integrity Perseverance Courtesy Respect

language, including its use of evocative words and rhythms;



the people of the Revolutionary Period to the conflicts Americans are experiencing today Using Wheatley’s poetry, students will examine and discuss literary forms





Analysis

Observation Newspapers News magazines TV Students will read and comment on modern-day politicians’ promises in their campaigns

Social studies Honesty





(D) use effective strategies to evaluate his/her own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention; and

(E) use effective listening to provide appropriate feedback in a variety of situations such as conversations and

Knowledge Application Analysis Synthesis

Interview Prentice Hall Literature Unit Two: 1750-1800 Working cooperatively, students will conduct an interview with Benjamin Franklin about current issues. Considering his views as expressed in his writings, students will formulate his responses to questions about current issues.

Social studies Speech/drama

Responsibility Work ethic

discussions and informative, persuasive, or artistic presentations.








Application Evaluation

Scoring rubric Prentice Hall Literature Unit Two: 1750-1800 Using a scoring rubric, students will evaluate their classmates’ presentations of the Franklin interview. They may also add comments on items.

Speech/drama Courtesy Respect






Knowledge Analysis

Panel discussion Oral presentations

District-approved novel (outside reading) McDougal Littell, p. 499 Students will conduct panel discussions dealing with themes, motifs, etc. on outside readings. Students may present readings of selected passages from outside readings.

Speech/drama Self-discipline Courtesy Respect



___3rd ___Six Weeks ______Nine Weeks


Expectation(s)


Skill (s)



Integration

Char. Ed.





Application Synthesis Evaluation

Thoughts in Solitude project

Prentice Hall Literature Unit Three: 1800-1870 After students read Emerson and Thoreau, they will go out into nature for 30 minutes and write describing silence sounds, thoughts, etc.

Social studies Responsibility Self-discipline







Application Synthesis

Short story Prentice Hall Literature Unit Three: 1800-1870 Irving, “The Devil and Tom Walker,” the short story genre Students will write a short story based in modern times but using the ideas of a myth, fable, or universal theme.

Social studies Work ethic Perseverance



accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and


Short story Prentice Hall Literature Unit Three: 1800-1870 McDougal Littell, Chapters 8, 9, 10 and p. 639

All classes requiring careful writing

Work ethic Perseverance

ellipses; (B) demonstrate control over grammatical

elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;




Irving, “The Devil and Tom Walker,” the short story genre Students will do a thorough job of editing their stories, checking spelling, punctuation, sentence variety and complexity, use of verbals, etc.



his/her own work


Short story Prentice Hall Literature Unit Three: 1800-1870 McDougal Littell, Chapter 15 In groups or with partners, students will carefully edit each other’s stories before completing their final copies


Courtesy Respect



(B) rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, idioms, and technical vocabulary;



(E) use reference material such as glossary, dictionary, thesaurus, and available


Observation Prentice Hall Literature Unit Three: 1800-1870 “The Devil and Tom Walker” Students will list unfamiliar words from the story. Using context, students will try to write a meaning of the words. If necessary, students will use a dictionary to determine meaning of words.

All classes that require reading

Goal-setting Work ethic

technology to determine precise meaning and usage;


(G) read and understand analogies (7) Reading/comprehension The student is expected to: (A) establish and adjust purpose for reading










Knowledge Application Synthesis Evaluation

Essay Prentice Hall Literature Unit Three: 1800-1870 Longfellow, Holmes, Lowell, Whittier After reading the poetry of the Fireside poets, students will write a short paper in which they infer generalizations about the lifestyles and attitudes of the people of the time period. They will support their generalizations from the poems.

Social studies Self-discipline Work ethic



Analysis Synthesis Evaluation

Short essay Prentice Hall Literature Unit Seven, pp. 1166-67, 1172-74, 1189, 1190, 1196 Students will read over the poems in “Connections to

Social studies

Respect Self-discipline Work ethic




World Literature,” considering the lives and attitudes of the poets. They will look for similarities between these and the Fireside Poets. Then students will write a short paper with supporting evidence from the poems.




Synthesis Application

Original poem Prentice Hall Literature Students will write a poem sharing some of their life experiences

Social studies Honesty





Knowledge Synthesis Evaluation

Picture

or

Collage

Prentice Hall Literature Fireside Poets Students will either draw a picture or make a collage representing their interpretations of any one of the poems studied.

Art Goal-setting Work ethic





(D) analyze the melodies of literary

Knowledge Comprehension Application

Essay Graphic organizer (chart or Venn Diagram)

Prentice Hall Literature Movie TV Students will write an essay in which they compare/contrast the techniques used by Edgar Allan Poe in his story

Drama Courtesy Respect Self-discipline

language, including its use of evocative words and rhythms;



“The Fall of the House of Usher” with the techniques used in a modern horror movie (PG rating) Students will read the poetry of Emily Dickinson and discuss (in small groups) the imagery, metaphors, and messages in her words. Students will discuss the ideas presented as they relate to present-day situations and their own personal experiences. Then they will construct a chart showing relationships.





Knowledge Comprehension Analysis Evaluation

Essay Prentice Hall Literature Students will read the works by Margaret Fuller and Ralph W. Emerson, considering how they organize and develop their information. Then students will write a paper using evidence from the writings to support their ideas.

All classes requiring reading

Honesty





Comprehension Test People resource. By pre-arrangement, a student or colleague will come into the room and make an announcement about a nature sight-seeing trip. Then students will answer questions about the announcement.

All classes Courtesy Respect Self-discipline


(E) use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.








Knowledge Comprehension Synthesis Evaluation

Observation Prentice Hall Literature Emerson and Thoreau In small groups students will prepare questions on the principles of transcendentalism as seen in the writings of Emerson and Thoreau. Then students will discuss answers to the questions.

Speech Courtesy Respect Self-discipline Work ethic







Presentation Prentice Hall Literature Music media of choice Students will choose one of the poems studied and find a piece of music that complements their interpretation of the poem. The music will be presented to the class with an explanation of their choices.

Choir Music

Courtesy Respect



___4th ___Six Weeks ______Nine Weeks


Expectation(s)


Skill (s)



Integration

Char. Ed.






Essay Prentice Hall Literature Unit Four (1850-1914) Students will compare the diction, sentence structure, ideas, and reading level of Lincoln’s inaugural address with Kennedy’s

Social studies Perseverance Honesty








Essay Prentice Hall Literature Unit Four (1850-1914 Using Douglass’ autobiography for supporting evidence, students will write an essay showing how the institution of slavery hurt not only the slave but also the slave owner.


Respect Honesty




Knowledge Application Evaluation

Essay Prentice Hall Literature Unit Four (1850-1914) Students will edit and proofread the essay on slavery checking for accuracy in grammar/








mechanics and paying close attention to sentence structure. Students may employ peer editing.



his/her own work

Knowledge Application Evaluation

Essay Prentice Hall Literature Unit Four (1850-1914) Students may employ peer editing for the slavery paper.









(F) produce summaries of texts by identifying main ideas and their


Cartoon project Prentice Hall Literature Unit Four (1850-1914) Students will draw a cartoon depicting Twain’s “Notorious Jumping Frog”

or make their own cartoon story about a true local event (i.e., Hotter ’n Hell, rodeo, Rattlesnake Roundup, etc.)

Art Journalism

Responsibility Work ethic Perseverance

supporting details; (G) draw inferences such as conclusions,

generalizations, and predictions and support them with text evidence and experience;






Knowledge Comprehension Application Evaluation

Poem Paragraph

Prentice Hall Literature Unit Four (1850-1914) Library/Internet resources Students will list common stereotypes of the cowboy before researching for true facts about “real” cowboys. Students will write a cowboy poem to be entered in the spring Red Steagal Contest

or write an explanation of reasons Call and Gus decided to leave home for the cattle drive (from Lonesome Dove).


Work ethic Honesty







Observation of group work/Presentation

Prentice Hall Literature Unit Four (1850-1914) Library/Internet resources Students will research gold mining in California before or after reading Harte’s work. Working in groups, students will consider if Harte’s depiction is


Honesty Work ethic Perseverance



realistic. Their conclusions may be presented to the class.








Observation of group work

Prentice Hall Literature Unit Four (1850-1914) Library/Internet resources Working in groups, students will consider if Harte’s depiction is realistic. Each group member will participate both orally and with careful listening and questioning.

Speech Courtesy Respect






Observation of individuals in each group

Prentice Hall Literature Unit Four (1850-1914) Library/Internet resources Each group member will participate both orally and with careful listening and questioning. Students will prepare to

Speech Courtesy Respect




present their findings to the class.







Observation Prentice Hall Literature Unit Four (1850-1914 Music After reading spirituals, some students may choose to perform one, either individually or in groups of their choosing. Students who do not wish to sing will lead discussion groups about the songs (before the performances).

Choir Drama

Courtesy Respect





Expectation(s)


Skill (s)



Integration

Char. Ed.






Report

Prentice Hall Literature Unit Five (1914-1946) Library/Internet McDougal Littell, Chapter 13 Students will research Modernism and report on its effects on art, literature, and culture of the period.


Responsibility Self-discipline Work ethic








Essay Prentice Hall Literature Unit Five (1914-1946) McDougal Littell, Chapter 15 Using Ezra Pound’s “A Few Don’ts” for its guidelines on Imagist poetry, students will choose one poem and write a critical essay explaining how the poem meets or does not meet the guidelines.

Work ethic



Knowledge Comprehension

Quiz Test

McDougal Littell, Chapters on Grammar, Usage, and Mechanics

All subjects Work ethic

accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;





Application

Essay McDougal Littell Workbook Students will practice grammar, usage, and mechanics with appropriate exercises from the text and workbook. Students will revise their essays over Imagist poetry paying careful attention to grammar, usage, and mechanics.




Knowledge Analysis Synthesis Evaluation

Essay Prentice Hall Literature Unit Five (1914-1946) Students will write an essay to compare the disillusionment, defiance, and discontent of the Harlem Renaissance writers with that of the present generation.

Social studies Integrity Courtesy Respect Perseverance






Composition: First person account

Prentice Hall Literature Unit Five (1914-1946) Wolfe’s “The Far and the Near” Students will write an account of the train engineer’s visit from the woman’s point of view.

All subjects Self-discipline Work ethic









Chart

Prentice Hall Literature Unit Five (1914-1946) Eliot’s “The Love Song of J. Alfred Prufrock” Students will list the allusions in the poem, explaining each in the context of the poem.

History Social studies Art

Responsibility Honesty






Essay Report

Prentice Hall Literature Unit Five (1914-1946) Library/Internet District-approved novel (outside reading) Students will research the “Roaring Twenties.” In an essay they will discuss the American dream and how it became corrupted. They will use Fitzgerald’s The Great Gatsby to show evidence of this corruption.

or Students will research the life of Fitzgerald and his wife. Then they will write

History Social studies Economics

Goal-setting Responsibility Respect Work ethic

about how their lifestyle might have influenced his writings.

(13) Reading/inquiry/research The student is expected to: (A) generate relevant, interesting, and

researchable questions; (B) locate appropriate print and non-print

information using text and technical resources, including databases and the Internet;

(C) use text organizers such as overviews, headings, and graphic features to locate and categorize information;

(D) produce reports and research projects in varying forms for audiences; and

(E) draw conclusions from information gathered.


Graphic organizer Library/Internet District-approved novel (outside reading) Students will use a graphic organizer of choice to organize the sequence of events in the present and those of the past in Willy Loman’s life in Death of a Salesman.

Social studies Goal-setting Responsibility Work ethic Perseverance







Conversation Stand-up Routine Dramatic monologue

Prentice Hall Literature Unit Five (1914-1946) Students will choose one of the short stories and with a partner work out a conversation between two characters who meet again ten years later. (Example: Granny Weatherall and George). Choosing a poem or a nonfiction selection, students will prepare a comedy routine based on the choice. (Examples: “The Unknown Citizen” or “The Night the Ghost Got In.” Students may choose a short story and develop a monologue in which the main character gives

Speech Drama

Goal-setting Responsibility Courtesy Respect

additional information about himself, the plot, motivation, etc. relating to the story.

(19) Viewing/representing/interpretation The student is expected to: (A) describe how meanings are

communicated through elements of design, including shape, line, color, and texture;

(B) analyze relationships, ideas, and cultures as represented in various media; and

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.


Short story Paper

Prentice Hall Literature Unit Five (1914-1946) Students will write an original short story of no more than two pages using the journey theme; the story must show a lesson learned about life. Note: The journey can be anything from a walk down the block to a rafting trip down a river. Students will choose any of the paintings used in this chapter of the text then interpret the art as it related to the story/poem.

Social studies Art


(20) Viewing/representing/analysis The student is expected to: (A) investigate the source of a media

presentation or production such as who made it and why it was made;

(B) deconstruct media to get the main idea of the message’s content;

(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols;

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reactions shots, sequencing, and music;

(E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and

(F) compare, contrast, and critique various

Knowledge Application Analysis Synthesis Evaluation

Written analysis Prentice Hall Literature, p. 862 “Speaking, Listening, and Viewing Workshop” McDougal Littell, Chapter 26 Students will view a news program, identifying the purpose of each story and evaluating the objectivity and authority of sources used.

Journalism Speech Drama

Integrity Honesty

media coverage of the same event such as in newspapers, television, and on the Internet.

(21) Viewing/representing/production The student is expected to: (A) examine the effect of media on

constructing his/her own perception of reality;

(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;

(C) use a range of techniques to plan and create a media text and reflect critically on the work produced;

(D) create media products to include a seven- to ten-minute documentary, ad campaigns, political campaigns, or video adaptations of literary texts to engage specific audiences; and

(E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

Knowledge Comprehension Application analysis Synthesis Evaluation

Photo exhibit Web page Video Interview

Prentice Hall Literature Unit Five (1914-1946) Library/Internet Students may produce a photographic exhibit relating to Imagist poetry. Students may design a web page about the Harlem Renaissance. Students may produce a video patterned on “Man on the Street.” Students may produce an interview about modern problems.

Speech Drama Art Photography Journalism Computer Applications

Courtesy Respect Responsibility Work ethic





Expectation(s)


Skill (s)



Integration

Char. Ed.






Summary

Prentice Hall Literature Unit Six (1946-Present) Students will use the timeline provided for this chapter to summarize events relating to one of the chapter’s themes—protest.

History Integrity Honesty Perseverance








Short story Prentice Hall Literature Unit Five (1914-1946) After having read O’Connor’s “The Life You Save May Be Your Own,” students will work with a partner, to develop ideas for a short story about a character who lies for personal gain. The stories will provide action and dialogue that allow the reader to draw his own conclusions.

Social studies Courtesy Respect Self-discipline Work ethic



accurate spelling and correct use of the conventions of punctuation and


Short Story McDougal Littell, Chapters on Grammar, Usage, and Mechanics Working with partners, students will revise and

All subjects requiring careful writing.


capitalization such as italics and ellipses;





proofread their short stories.

Work ethic





Essay Prentice Hall Literature Unit Five (1914-1946) Malamud’s “The First Seven Years” Students will compare the culture, attitudes, and dreams of the author, his characters, and those of oneself/family.

Multicultural studies

Courtesy Respect






Graphic organizer Prentice Hall Literature Unit Five (1914-1946) Updike’s “The Brown Chest” Students will chart what the chest represents at different times in the life of the main character.

Social studies Integrity Perseverance









Observation Prentice Hall Literature Unit Five (1914-1946) Updike’s “The Brown Chest” Students will trace the author’s use of language to establish the atmosphere or mood of the story. They will participate in class discussion of the important details that build the mood of the story.

Social studies Work ethic






Observation Prentice Hall Literature Unit Five (1914-1946) Nye’s “Mint Snowball” After reading the selection, students will relate her writing to poetry, analyzing syntax and word choice. Then they will participate in discussion in small groups or as a class.

Speech Social studies

Integrity Perseverance





Presentation Written summary

Prentice Hall Literature Unit Five (1914-1946) Walker’s “Everyday Uses” Each student will select a sample of his/her heritage to bring to class. Orally

Social studies Art Trades





each student will show his/her selection, give a brief explanation of its background, and tell whether it is displayed or used. Then students will summarize in writing the importance of family mementos.








Knowledge Application Analysis

Oral report Prentice Hall Literature Unit Five (1914-1946) District-approved outside reading The Glass Menagerie Library/Internet Students will research information on Tennessee Williams’ life and writing career and present facts to class.

or Students will research the time of the play and present a factual view of the time period—music, art, literature, fashion, and culture.

or Students will research the effects of the Great Depression on the common man and present their findings to the class.

History Art Music Speech

Courtesy Respect Work ethic Honesty

(16) Listening/speaking/evaluation The student is expected to: (A) apply valid criteria to analyze, evaluate,

and critique informative and persuasive messages;

(B) apply valid criteria to analyze, evaluate, and critique literary performances;

(C) use praise and suggestions of others to


Oral presentation District-approved outside reading The Glass Menagerie Using information learned in math or with conferences with math (or

Geometry Art

Honesty Integrity

improve his/her own communication; and

(D) identify and analyze the effect of aesthetic elements within literary texts such as character development, rhyme, imagery, and language.

art) teachers about geometric illusionary pictures, students will correlate these with an example of illusion vs. reality in the play.

(17) Listening/speaking/presentations The student is expected to: (A) present and advance a clear thesis and

logical points, claims, or arguments to support messages;

(B) choose valid proofs from reliable sources to support claims;

(C) use appropriate appeals to support claims and arguments;

(D) use language and rhetorical strategies skillfully in informative and persuasive messages;

(E) make effective nonverbal strategies such as pitch and tone of voice, posture, and eye contact; and

(F) make informed, accurate, truthful, and ethical presentations

Comprehension Application Evaluation

Critiques District-approved outside reading The Glass Menagerie Students will complete brief critiques on presentations of background information for The Glass Menagerie

Speech Drama

Integrity Honesty Courtesy Respect







Dramatic reading District-approved outside reading The Glass Menagerie Working with classmates, students will rehearse and present a dramatic reading of a portion of a scene from the play.

Speech Drama


(19) Viewing/representing/interpretation The student is expected to: (A) describe how meanings are

communicated through elements of design, including shape, line, color, and texture;

(B) analyze relationships, ideas, and cultures as represented in various media; and


Scrapbook page Collage Musical presentation

District-approved outside reading The Glass Menagerie Students may design a page from Amanda’s scrapbook.

Art Music Social studies

Self-discipline Honesty

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

or Students may prepare a collage interpreting the intertwining of the lives of the main characters.

or Students may prepare an audio tape of appropriate music for a scene.

(20) Viewing/representing/analysis The student is expected to: (A) investigate the source of a media

presentation or production such as who made it and why it was made;

(B) deconstruct media to get the main idea of the message’s content;

(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols;

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reactions shots, sequencing, and music;

(E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and

(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.


Observation Test

District-approved outside reading Film The Glass Menagerie After viewing a portion of the film version of the play, students will discuss the techniques used by the director to evoke emotion, sympathy, etc. They will also discuss the effects of camera angles, use of music, etc.

Speech Drama Art Social studies

Integrity Honesty

(21) Viewing/representing/production The student is expected to: (A) examine the effect of media on

constructing his/her own perception of reality;

(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;

(C) use a range of techniques to plan and create a media text and reflect critically

Knowledge Application Analysis

Questionnaires Video production

Prentice Hall Literature Unit Five (1914-1946) McDougal Littell, Chapter Using a short story or poem from this unit and working in small groups, students will discuss ideas for a 7-10 minute film.

Speech Drama

Work ethic Self-discipline

on the work produced; (D) create media products to include a

seven- to ten-minute documentary, ad campaigns, political campaigns, or video adaptations of literary texts to engage specific audiences; and

(E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

They will consider the techniques to use to present the most effective production.



__Research__Six Weeks ______Nine Weeks


Expectation(s)


Skill (s)



Integration

Char. Ed.






Research paper Research Guide McDougal Littell, Chapter 24 Students will make a final outline, organize their note cards, and write with coherence.

All classes requiring writing

Goal-setting Integrity Responsibility








Research paper Research Guide Library resources McDougal Littell, Chapter 24 After research is complete, students will write, revise, and proofread their research papers.


Work ethic Self-discipline Perseverance





Research paper McDougal Littell, Chapter 15 Students will revise their Drafts to produce an error-free paper


Work ethic






(4) Writing/inquiry/research The student is expected to: (A) use writing to formulate questions,

refine topics, and clarify ideas; (B) use writing to discover, organize, and

support what is known and what needs to be learned about a topic;

(C) compile information from primary and secondary sources in systematic ways using available technology;

(D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;

(E) use writing as a study tool to clarify and remember information

(F) compile written ideas and representations into reports, summaries, or other formats and draw conclusions; and

(G) analyze strategies that writers in different fields use to compose.

Knowledge Comprehension Application Analysis Synthesis Evaluation

Research paper Research Guide Library resources McDougal Littell, Chapter 24 Before going to the library, the class will discuss topics approved for junior research work. Students will do preliminary research before determining their topic and making a tentative outline. Students will research their topics writing bibliography cards and note cards. Drafts, revisions, and final copies will be written.

All classes requiring library research



content; and


Research paper Research Guide Library resources


Courtesy Integrity

(B) respond productively to peer review of his/her own work

Application Evaluation

Students will carefully read their Drafts and, possibly, utilize peer editing before writing a final copy.


The student is expected to: (A) expand vocabulary through wide

reading, listening, and discussing; (B) rely on context to determine meanings of

words and phrases such as figurative language, connotation and denotation of words, analogies, idioms, and technical vocabulary;





(G) read and understand analogies


Research paper Research Guide Library resources While in the library, students will use available resources to de-code unfamiliar words.

All classes requiring reading

Work ethic





(D) construct images such as graphic organizers based on text descriptions


Research paper Research Guide Library resources Students will skim information to determine what is relevant before writing summaries of pertinent information on note cards. Students will limit what is on each card to one idea. The source of information will be shown on each card.

All classes requiring reading for information


and text structures; (E) analyze text structures such as

compare/contrast, cause/effect, and chronological order for how they influence understanding;











Research paper Research Guide Library resources Students will use a variety of sources for their research. The teacher and the librarian can help students to find and use unfamiliar resources.


Goal-setting Integrity






Research paper Research Guide Library resources Students will read source material carefully, evaluating its credibility. This is especially important when using internet


Responsibility Perseverance

resources.







Knowledge Comprehension Application Analysis Synthesis Evaluation

Research paper Research Guide Library resources Students will produce a research paper after investigating available source material, doing critical reading and note taking, and drawing conclusions based on evaluation of research.

History Social studies Science

Goal-setting Work ethic Perseverance








Research paper Research Guide Library resources Students will listen carefully to instructions/explanations provided by teacher and librarian, asking for clarification of unclear points.

Speech History Social studies










Research paper Individual research papers Students will present orally to the class a summary of their research paper and respond to questions about the topic

Speech Responsibility Respect Courtesy

(17) Listening/speaking/presentations The student is expected to: (A) present and advance a clear thesis and

logical points, claims, or arguments to support messages;

(B) choose valid proofs from reliable sources to support claims;

(C) use appropriate appeals to support claims and arguments;

(D) use language and rhetorical strategies skillfully in informative and persuasive messages;

(E) make effective nonverbal strategies such as pitch and tone of voice, posture, and eye contact; and

(F) make informed, accurate, truthful, and ethical presentations


Research paper Individual research papers Students will present orally to the class a summary of their research paper and respond to questions about the topic

Speech Responsibility Courtesy Respect

Documents

Subject Area English Grade (s) 1st Six Weeks Nine Weeks ... · Edwards’ “Sinners in the Hands of an Angry God” Students will list unfamiliar words from the sermon. They will