ebook img

english language arts PDF

82 Pages·2017·3.14 MB·English
by  BarcaSandy
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview english language arts

ENGLISH LANGUAGE ARTS English I Honors: Unit 1 Reading Literature and Informational Text Argumentative, Informative/Explanatory, & Narrative Writing Analysis of Theme 1 | P age Course Description (Workshop Model) English I Honors consists of reading, writing, speaking, listening and media literacy skills. During the block of literacy instruction students will learn to use reading strategies that help them become effective readers. Some of these strategies include questioning the author, inferring, visualizing, synthesizing and learning multiple strategies to help students learn to monitor their reading comprehension. The English I Honors curriculum is designed around universal themes and essential questions to promote literary analysis of reading, incorporation of textual evidence when writing and to encourage students to engage in deep meaningful discussions to socialize intelligence. The students are exposed to multiple genres of reading and writing such as fiction, non-fiction, short stories, essays, novels, drama and poetry. Students will compose narrative, informational, expository, persuasive, argumentative, and other pieces of writing required by the teacher. The workshop model is employed so that all students can improve their skills and voice as writers. Teachers will instruct students using the workshop model philosophy with the use of the “I DO, WE DO, YOU DO” method of instruction. Other skills such as grammar, vocabulary, listening and speaking are infused in the exploration of effective reading and writing. The English I Honors course and instruction will lay the foundation for successful achievement in English and on the state unit assessments. The New Jersey Student Learning Standards are designed to provide a clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young learners need for success in college and careers. It is our goal to establish a community of learners to become productive citizens in society striving towards pursuing their life-long goals. Through an enriching and rigorous education and with on-going support our students will be fully prepared for the future and to compete successfully in the global economy. 2 | P age Rationale In order to plan instruction inclusive of all students in the English Language Arts classroom, a comprehensive curriculum has been developed. The standards covered during each instructional unit of the Language Arts curriculum are reflective of the New Jersey Student Learning Standards outlined in the New Jersey Curriculum Framework. Each standard in reading and writing has been unpacked to illustrate the critical knowledge and skills students need in order to master the standard. Essential questions and sample activities are included to utilize when teaching such standard. Given the diverse population of learners in the classrooms, the essential elements related to the standards from the Dynamic Learning Maps have been included for the special education students as a means to inform teachers of the learning expectations and outcomes for those students, based on their individual needs. 3 | P age Pacing Chart – Unit 1 Topic: Reading Literature and Informational Text NJSLS Informative/Explanatory, Argumentative and Narrative Writing DISTRICT RESOURCES : Reading Standards: IFL Unit: Analysis of Theme Literature RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4,  “Everyday Use” by Alice Walker RL.9-10.6 Informational  “Where Have You Gone, Charming Billy?” by Tim O’Brien RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4,  “A Very Old Man With Enormous Wings” by Gabriel García Márquez RI.9-10.6  “The Story of an Hour” by Kate Chopin Writing Standards: Instruction: 8 W.9-10.1A,B,C,D,E,F weeks Extended Reading Choices: In the Time of Butterflies, The Tragedy of Romeo and Juliet, The Grapes of W.9-10.2, W.9-10.3, Assessment: Wrath, The Metamorphosis, Lord of the Flies, Catcher in the Rye, Flowers for Algernon W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.10 1 week Select at least one from W.9-10.7, W.9-10.8, W.9-10.9A,B Language Standards: L.9-10.1A,B, L.9- 10.2A,B,C, L.9-10.3A, L.9-10.4 A,B,C,D, L.9- 10.5A,B, L.9-10.6 Speaking and Listening Standards: SL.9-10.1A,B,C,D, SL.9- 10.2, SL.9-10.3, SL.9- 10.4, SL.9-10.6 4 | P age Effective Pedagogical Routines/Instructional Strategies Collaborative problem solving Word Study Drills Writing to learn Flash Cards Making thinking visible Interviews Note-taking Role Playing Rereading & rewriting Diagrams, charts and graphs Establishing text-based norms for discussions & writing Storytelling Establishing metacognitive reflection & articulation as a regular Coaching pattern in learning Reading partners Quick writes Visuals Pair/trio Sharing Reading Aloud Turn and Talk Model (I Do), Prompt (We Do), Check (You Do) Charting Mind Mapping Gallery Walks Trackers Whole class discussions Multiple Response Strategies Modeling Choral reading Reader’s/Writer’s Notebooks Conferencing 5 | P age Educational Technology Standards 8.1.12.A.1, 8.1.12.C.1, 8.1.12.D.1  Technology Operations and Concepts  Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Example: When completing IFL/”Everyday Use” task 1.1, students may compose their Quick Write on a class wiki page, forum, or blog post. Students then respond to their peers’ posts rather than doing the trio work below. Ask students to respond to two posts. In their responses, students should state one thing the writer did in their summary that was effective and provide one suggestion for improvement.  Communication and Collaboration  Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. Example: When completing IFL/”Where Have You Gone, Charming Billy?” task 2.1, students may compose their Quick Write on a class wiki page, forum, or blog post. Students then respond to their peers’ posts rather than doing the trio work below. Ask students to respond to two posts. In their responses, students should state one thing the writer did in their summary that was effective and provide one suggestion for improvement.  Digital Citizenship  Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. Example: Over the course of the unit, students use Google Classroom, or another platform, to blog about topics related to the required texts: “Everyday Use” by Alice Walker, “Where Have You Gone, Charming Billy?” by Tim O’Brien , “A Very Old Man With Enormous Wings” by Gabriel García Márquez , and “The Story of an Hour” by Kate Chopin. Students are required to use APA and MLA style to appropriately cite internet sources. 6 | P age Career Ready Practices CRP1, CRP4, CRP5  CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Example: Provide a draft of an essay that is a detailed analysis of how a theme in “Everyday Use” (or another story with which students are familiar) develops over the course of the text, including how it emerges and is shaped and refined by specific details in the text. As a class, review the draft, analyzing the structure, development, language, and style. (Use Focus Standard W.9-10.2 and students’ prior experience and expertise as writers of explanatory texts to determine what to focus on and how thorough an analysis in which to engage students.) Create a chart with students in which they list the characteristics of effective essays about theme. Title the chart, “Characteristics of Effective Essays About Theme.”  CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Example: Refer to O’Brien’s “Where Have You Gone, Charming Billy” when responding to the following prompt: In the story, Private First Class Paul Berlin experiences his first day as a soldier in the Vietnam War. Upon the death of a fallen soldier, Paul Berlin is consumed by fear and reflects upon the moments of the soldier’s death and his relationship with his father. What has happened to Paul Berlin since his first day of war? Write a first-person narrative in which Paul Berlin tells the story of his life since the war has ended. Use details from the story to imagine the events of the narrative. 7 | P age Career Ready Practices  CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. Example: Using Google Classroom or another electronic platform that provides students with the opportunity to collaborate in on-line academic discussions, students will adhere to teacher established guidelines and code of conduct. http://www.state.nj.us/education/aps/cccs/career/CareerReadyPractices.pdf 8 | P age WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:  Specialized or technical language reflective of the content areas at grade level  A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified 6- Reaching grade level  Oral or written communication in English comparable to proficient English peers  Specialized or technical language of the content areas  A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or 5- Bridging reports  Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.  Specific and some technical language of the content areas  A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs  Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support 4- Expanding  General and some specific language of the content areas  Expanded sentences in oral interaction or written paragraphs  Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support 3- Developing  General language related to the content area  Phrases or short sentences  Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support 2- Beginning  Pictorial or graphic representation of the language of the content areas  Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or 1- Entering statements with sensory, graphic or interactive support 9 | P age 10 | P age

Description:
master conventions, word choice, and organization, and use effective tone and http://faculty.weber.edu/jyoung/English%206710/Everyday%20Use.pdf . types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, Ereading Worksheets provides teachers with high-quality reading
See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.