CURRICULUM MAP: 10030.map
English I (ACP/SCP/GEN) 111, 112, 113
Reading
TIME FRAME: Throughout Semester
GRADE: 9
CONTACT:
MAP LEVEL: 4
23.1 LANGUAGE ARTS - READING AND RESPONDING
23.1.1.9.1
-- Students will activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
23.1.1.9.2
-- Students will determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies.
23.1.1.9.3
-- Students will select and organize relevant information from text to summarize.
23.1.1.9.4
-- Students will identify, use and analyze text structures.
23.1.1.9.5
-- Students will draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
23.1.1.9.6
-- Students will make and justify inferences from explicit and or implicit information.
23.1 LANGUAGE ARTS - READING AND RESPONDING
23.1.2.9.1
-- Students will generate and respond to questions.
23.1.2.9.2
-- Students will interpret information that is implied in a text.
23.1.2.9.4
-- Students will make, support and defend judgments about texts.
23.1.2.9.5
-- Students will discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
23.1.2.9.6
-- Students will identify and discuss the underlying theme or main idea in texts.
23.1.2.9.7
-- Students will choose a variety of genres to read for personal enjoyment.
23.1 LANGUAGE ARTS - READING AND RESPONDING
23.1.3.9.1
-- Students will use phonetic, structural, syntactical and contextual clues to read and understand words.
23.1.3.9.3
-- Students will analyze the meaning of words and phrases in context.
23.1.3.9.4
-- Students will develop vocabulary through listening, speaking, reading and writing.
23.1.3.9.5
-- Students will use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
23.1.4.9.1
-- Students will respond to the ideas of others and recognize the validity of differing views.
23.1.4.9.2
-- Students will persuade listeners about understandings and judgments of works read, written and viewed.
23.2 LANGUAGE ARTS - EXPLORE AND RESPOND TO LITER
23.2.1.9.1
-- Students will identify the various conventions within a genre and apply this understanding to the evaluation of the text.
23.2.1.9.2
-- Students will identify and analyze the differences between the structures of fiction and nonfiction.
23.2.1.9.3
-- Students will explain and explore their own and others’ aesthetic reactions to texts.
23.2.1.9.4
-- Students will analyze literary conventions and devices an author uses and how they contribute meaning and appeal.
23.2.2.9.1
-- Students will develop and defend multiple responses to literature using individual connections and relevant text references.
23.2.2.9.2
-- Students will develop a critical stance and cite evidence to support the stance.
23.2 LANGUAGE ARTS - EXPLORE AND RESPOND TO LITER
23.2.3.9.1
-- Students will discuss, analyze and evaluate how characters deal with the diversity of human experience and conflict.
23.2.3.9.2
-- Students will compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.
23.2.3.9.3
-- Students will create responses to texts and examine each work's contributions to an understanding of human experience across cultures.
23.2.4.9.1
-- Students will analyze and evaluate the basic beliefs, perspectives and assumptions underlying an author's work.
23.2.4.9.2
-- Students will discuss how the experiences of an author influence the text.
23.2.4.9.4
-- Students will analyze and evaluate themes and connections that cross cultures.
What skills and strategies are necessary for active reading?
What is good literature?
What effective devices, techniques, and organizational structures do authors use to communicate their ideas?
How does literature connect to the real world?
Freshman English is concerned with the fundamental understanding and appreciation of literature, the improvement of oral and written expression, and the development of effective reading, research, vocabulary, critical viewing skills, listening skills, and study skills.
Writing instruction focuses upon the process of writing as a function of purpose, genre, and audience. Writing experiences may include directed journal entries, paragraph-length (or longer) responses to questions based upon assigned readings, personal narratives, descriptions of personas and places, arguments, book reports, creative writing, and letters. Class instruction in sentence and paragraph construction, mechanics and usage, and vocabulary and spelling is given as student needs become apparent. Reading instruction and class-directed discussion assist student comprehension of high-interest novels, short stories, plays, poetry, and assorted nonfiction. Speaking experiences include speeches, presentation, and/or debates. Emphasis is placed on cultivating appropriate classroom behaviors, organizational and study skills, and generally making the transition from middle school to high school.
Course topics include works by selected American and world authors, current affairs as reported in newspapers and news magazines, and language arts skills on an as-needed basis.
Students in Freshman English will develop the ability to:
-- Use word attack skills and context clues to decode unfamiliar words while reading,
-- Use strategic reading skills and context clues to decode unfamiliar words while reading,
-- Understand and use the text structure and organization,
-- Use the process of reading, including prereading, questioning, prediction, to enhance comprehension,
-- Recall details of plot, characters and setting from text,
-- Draw conclusions based on text,
-- Support stated theme with details drawn from text,
-- Support analysis with details drawn from text,
-- Make connections to life outside the text,
-- Think critically about the text through application of themes to life today and identification with characters,
-- Recognize various literary devices used in literature, and understand their function in literature,
-- Demonstrate an understanding of appropriate literary terminology through discourse and writing,
-- Recognize and articulate the author's purpose and intended audience,
-- Identify the author's perspective and bias and relate them to one's own interpretation,
-- Recognize the historical and cultural context in which a piece of literature is written, understanding the relationship between context and content.
All students will:
-- read materials from the Core Selections,
-- have the opportunity to respond to reading materials in both orally and written formats,
-- be instructed in the vocabulary necessary for reading comprehension of various materials,
-- be instructed in the literary terms, devices, and structures necessary for reading comprehension of various materials,
-- be guided in the reading skills of making predictions, making inferences, drawing conclusions, making connections, recognizing author's purpose, identifying author's bias, and historical and cultural contexts.
Assessment of reading skills will include such activities as oral and interpretative readings, literature circles, discussion circles, Socratic seminars, oral and written responses to assigned readings, and student- and teacher-generated questioning and discussion.
Core Selections:
Various short stories from the Characters in Conflict anthology
To Kill A Mockingbird (Harper Lee)
Romeo & Juliet, or Macbeth, or A Midsummer Night's Dream (William Shakespeare)
Night (Elie Wiesel)
Selected poetry and lyrics
Selected essays and articles
Supplemental Selections Include:
Various short stories from the Multicultural Perspectives anthology
West Side Story (Irving Shulman)
Eight Plus One (Robert Cormier)
15 American One-Act Plays
Light in the Forest (Conrad Richter)
A Christmas Carol (Charles Dickens)
A Night to Remember (Walter Lord and Nathaniel Philbrick)
Our Town (Thorton Wilder)
O Pioneers (Willa Cather)
A Child Called It (Dave Peltzer)
The Chronicles of Narnia (C.S. Lewis)
Blackwater (Eve Bunting)
Big Mouth, Ugly Girl (Joyce Carol Oates)
Speak (Laurie Halse Anderson)
The Chocolate War (Robert Cormier)
Whirligigs (Paul Fleischman)
Various excerpts from Read Magazine
Literary Terms for Freshman English
Core Terms: Antagonist, Alliteration, Allusion, Character, Characterization, Climax, Conflict, Dialogue, Dynamic Character, Foreshadowing, Flashback, Flat Character, Imagery, Narrator, Metaphor, Onomatopoeia, Personification, Plot, Point of view, Protagonist, Round Character, Rhyme, Rhyme scheme, Setting, Simile, Sonnet, Stanza, Static Character, Symbolism, Theme
Extension Terms: Allegory, Ambiguity, Assonance, Blank Verse, Connotation, Consonance, Denotation, Diction, Hyperbole, Interior Monologue, Irony, Meter, Mood, Motif, Paradox, Persona, Rhetoric, Satire, Stream of Consciousness, Style, Syntax, Tone