english language arts

82 Pages·2017·3.14 MB·English

by  Barca, Sandy

ENGLISH LANGUAGE ARTS

English I Honors: Unit 1
Reading Literature and Informational Text
Argumentative, Informative/Explanatory, & Narrative Writing
Analysis of Theme
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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.

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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.

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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

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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

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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.
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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.

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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

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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
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