CURRICULUM MAP: 10034.map

English I (ACP/SCP/GEN) 111, 112, 113
Writing

TIME FRAME:
GRADE: 9
CONTACT:

         MAP LEVEL: 4
23.1 LANGUAGE ARTS - READING AND RESPONDING

23.1.2.9.1 -- Students will generate and respond to questions.

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

23.2.2.9.1 -- 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.

23.2.3.9.2 -- 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.

23.2.4.9.4 -- Students will analyze and evaluate themes and connections that cross cultures.

23.3 LANGUAGE ARTS - COMMUNICATING WITH OTHERS

23.3.1.9.3 -- Students will use the appropriate features of persuasive, narrative, expository or poetic writing.

23.3.1.9.4 -- Students will write to delight in the imagination.

23.3.2.9.1 -- Students will determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.

23.3.2.9.2 -- Students will apply the most effective processes to create and present a written, oral or visual piece.

23.3.2.9.3 -- Students will revise texts for organization, elaboration, fluency and clarity.

23.3.2.9.6 -- Students will publish and/or present final products in a myriad of ways, including the use of the arts and technology.

23.4 LANGUAGE ARTS - ENGLISH LANG CONVENTIONS

23.4.2.9.1 -- Students will use sentence patterns typical of spoken and written language to produce text.

23.4.2.9.2 -- Students will evaluate the impact of language as related to audience and purpose.

23.4.3.9.1 -- Students will recognize the difference between standard and nonstandard English and use language appropriately.

23.4.3.9.2 -- Students will demonstrate proficient use of proper mechanics, usage and spelling skills.

23.4.3.9.3 -- Students will use resources for proofreading and editing.

04.2 LRIT - COMPUTER TECHNOLOGY

04.2.3.0.4 -- Students will use appropriate software (writing tools, hypermedia, drawing tools, etc.) to organize and present ideas

04.2.3.5.1 -- Students will use content-specific tools, software and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research

04.2.3.5.4 -- Students will use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom

04.2.3.9.3 -- Students will create written, oral, numeric and visual communications using appropriate applications (spreadsheet, database, hypermedia, etc.) to construct, organize, and analyze and interpret ideas and data, and present conclusion




What makes writing effective?
How are ideas clearly communicated?




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 students' 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 may include speeches, presentations 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:
-- Choose and employ an appropriate structure for written responses to test questions,
-- Develop a written response that is appropriate for the purpose,
-- Demonstrate appropriate use of the conventions and mechanics of the English language, including grammatical constructions and spelling,
-- Use an appropriate level of language and choose words appropriately for the purpose of the writing,
-- Write in a variety of genres,
-- Adjust voice to audience and purpose,
-- Demonstrate appropriate use of the writing process,
-- Use an appropriate structure for genre and purpose,
-- Complete the steps of the writing process -- prewriting, drafting, conferencing, and editing,
-- Write papers in MLA format.





All students will:
-- Be instructed in the writing process,
-- Be taught a variety of organizational strategies for writing,
-- Write in a variety of genres,
-- Write a minimum of total papers (General 2, SCP 3, ACP 4) following the complete writing process,
-- Complete a minimum of total pages of written material (General 9, SCP 12, ACP 15), excluding tests and journals, by the end of the semester,
-- Receive instruction of the appropriate use of conventions and mechanics of the English language, including grammar and spelling,
-- Be given instructions about various formats for various purposes and audiences.





Assessment of student writing will include such forms as journal responses, criterion-referenced essays and examinations, compositions, and creative writing. Students completing the writing process will conference with the teacher to determine the necessary steps for completion and correctness.

Papers will be evaluated for the following components (dependent upon the nature of the written assignment): fluency, diction, coherence, evidence of process, mechanics, organization, M.L.A. format, support/development of ideas.

Rubrics for grading will be used at the teacher's discretion. The option of a rewrite for some papers will also be determined by teacher preference.




Unfinished writing may be used as an instructional step for other units, such as speeches, debates, class presentations, and discussions. Unfinished writing will be graded under different standards as finished writing.

English Department Grading Rubric Guide*

An “A” Paper Contains:
•Rich content – original ideas, clear thesis with excellent detail and evidence
•Stylistic finesse – clear and interesting opening and closing, artful transitions between paragraphs
•Varied sentence structure, precise diction and tone
•Careful organization and development of ideas
•Mastery of grammar and mechanics
•Memorable ideas which leave the reader satisfied and eager to reread

A “B” Paper Contains:
•Substantial information
•Specific ideas logically ordered, well-developed, and unified around a clear organized principle
•Interesting and connected opening and closing paragraphs
•Few grammatical and mechanical errors
•Transitions between paragraphs that are mostly smooth
•Varied sentence structure
•Diction which is more concise and precise than a “C” paper
•Pleasurable reading with few distractions

A “C” Paper Contains:
•Competent but thin and predictable information with vague generalities
•Adequate organization and development
•Superficial and perfunctory opening and closing paragraphs
•Bumpy transitions between paragraphs
•Monotonous and choppy sentences
•Imprecise diction and unintentional repetitions and redundancies
•Some mechanical and grammatical errors
•Ideas lacking in originality, imagination

A “D” Paper Contains:
•Rudimentary treatment and development of subject
•Unclear and ineffective organization
•Awkward and ambiguous sentences
•Many serious grammatical and mechanical errors
•An overall impression of haste – not a revised and corrected piece of writing

An “F” Paper contains:
•A superficial treatment of the subject and/or literal misinterpretations
•Ideas lacking in organization
•Unclear and puzzling diction
•Frequent mechanical and grammatical errors
•Ideas, organization, and style of a low level.

* Based on Robert Bain’s, “Reading Student Papers,” College Composition and
Communication 25 (Oct. 1974), 307309.