middle and high school - The International School in Genoa
Transcription
middle and high school - The International School in Genoa
2013-2017 ISG MIDDLE AND HIGH SCHOOL CURRICULUM | LANGUAGE AND LITERATURE (A) v1 1 This Curriculum Document was reviewed by: Ms. Chiara Borselli Ms. Fulvia Gabinio Ms. Kristin Nazario Ms. Kate Ryder Dr. Matteo Merlo Mr. Samer Khoury The International School in Genoa Badia Benedettina della Castagna 11A, Via Romana della Castagna 16148 Genova Italy Phone: +39 – 010 – 386528 Fax: +39 – 010 – 398700 www.isgenoa.it [email protected] Last revision: April 8, 2013 2 TABLE OF CONTENTS ISG MISSION STATEMENT............................................................................................................................................................. 5 MIDDLE AND HIGH SCHOOL LANGUAGE A AT ISG ............................................................................................................... 7 AIMS AND OBJECTIVES .................................................................................................................................................................. 9 AIMS….. ..................................................................................................................................................................................................................9 OBJECTIVES .........................................................................................................................................................................................................9 KEY COMPETENCES ..................................................................................................................................................................... 11 TEACHING METHODOLOGIES, MATERIALS AND RESOURCES ...................................................................................... 15 EVALUATION OF STUDENT PROGRESS ................................................................................................................................. 17 ASSESSMENT POLICY .................................................................................................................................................................................. 17 ASSESSMENT CRITERIA ............................................................................................................................................................................. 18 CURRICULUM REVISION POLICY ............................................................................................................................................. 25 REVISION PROCESS AND TIMETABLE ................................................................................................................................................. 25 MIDDLE SCHOOL LANGUAGE A ................................................................................................................................................ 27 ENGLISH SYLLABUS BY LEVEL ................................................................................................................................................................ 27 GRADE 6 SYLLABUS ...................................................................................................................................................................... 28 GRADE 7 SYLLABUS ...................................................................................................................................................................... 35 GRADE 8 SYLLABUS ...................................................................................................................................................................... 42 PROGRAMMA DI ITALIANO ...................................................................................................................................................................... 52 PROGRAMMA DELLA CLASSE SESTA ..................................................................................................................................... 53 PROGRAMMA DELLA CLASSE SETTIMA ............................................................................................................................... 56 PROGRAMMA DELLA CLASSE OTTAVA ................................................................................................................................. 60 HIGH SCHOOL LANGUAGE A...................................................................................................................................................... 65 OBJECTIVES FOR THE ENGLISH LANGUAGE .................................................................................................................................... 65 GRADE 9 ENGLISH SYLLABUS.................................................................................................................................................................. 66 GRADE 10 ENGLISH SYLLABUS ............................................................................................................................................................... 71 OBIETTIVI PER LA LINGUA ITALIANA ................................................................................................................................................. 77 PROGRAMMA DI ITALIANO DELLA CLASSE NONA ........................................................................................................................ 79 PROGRAMMA DI ITALIANO DELLA CLASSE DECIMA ................................................................................................................... 81 SOURCES .......................................................................................................................................................................................... 85 3 ISG MISSION STATEMENT OUR SCHOOL'S MISSION IS FOR EVERYONE TO DEMONSTRATE THE ISG COMMUNITY THEMES OF RESPECT, RESPONSIBILITY AND REACHING FOR EXCELLENCE 4 MIDDLE AND HIGH SCHOOL LANGUAGE A AT ISG THE INDIVIDUAL’S WHOLE EXPERIENCE IS BUILT UPON THE PLAN OF HIS LANGUAGE HENRI DELACROIX ISG Middle and High School (IMHS) Language A is a school-based curriculum articulated over five years; it aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in Studies of Language and Literature (Language A) at the International Baccalaureate (IB) Diploma Programme (DP) level, as well as to encourage in the student an appreciation of the nature, of the many influences, and of the power and beauty of language and literature. IMHS Language A combines themes from the IB Middle Years Programme (MYP), the US Common Core Standards for English Language Arts, the requirements for the Italian national examination at the end of 8th grade, and tested practices developed at ISG over the years by the Language faculty. Language is fundamental to learning, thinking and communicating, therefore it permeates the whole curriculum. The power of language is best experienced through quality literature. The study of language and literature enables students to become highly proficient in their understanding and use of their language A. IMHS language A is academically rigorous, and equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. There are four skill areas: listening, speaking, reading, and writing, which develop as both independent and interdependent skills. Students develop these skills through the study of both language and literature. The choice of texts also provides opportunities for and influences students in further developing the attributes of the IB learner profile. IMHS Language A builds on experiences in language learning that students have gained during their time in the International Primary Curriculum (IPC). Knowledge, conceptual understanding and skills will have been developed through transdisciplinary units of inquiry or independent language inquiry. Students continuing on to the Diploma Programme (DP) will have a grounding in at least one language A that will enable them to undertake the DP course options, particularly those in DP group 1 but also in the core and in groups 2–6, and will have developed an inquiring, reflective approach to the study of language and literature. There are three OBJECTIVES in IMHS Language A. These are mostly addressed in the 9th and 10th grade Language A courses. Content (receptive and productive) Organization Style and language mechanics In each of the above-mentioned courses, the KEY COMPETENCES of Reading Writing Speaking and Listening Language are addressed at various degrees of sophistication, with age-appropriate methods, and both as discrete and interrelated skills. In fact, the US Common Core Standards and the requirements for the Italian national examination at the end of 8th grade inform the Middle School English A and Italian courses, respectively. As 7 mentioned above, a unified IB MYP approach characterises both Language A courses for grades 9 th and 10th, the better to prepare the students for the rigorousness of the IB Diploma Programme. The present document contains all the general information relevant to the teaching and learning of Middle and High School Language A at the International School in Genoa. In it, ideas and concepts from the best educational programs worldwide are adapted to the ISG context and background, and enriched to better match the needs of our learners. Further information related to individual Language A courses and materials can be found in the Course Outlines published each year and handed out to parents during Open House and to students at the beginning of September. 8 AIMS AND OBJECTIVES AIMS….. The aims state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn. In addition, they suggest how the student may be changed by the learning experience. The aims of the teaching and study of IMHS Language A are to: use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts develop critical, creative and personal approaches to studying and analysing literary and non-literary works engage in literature from a variety of cultures and representing different historical periods explore and analyse aspects of personal, host and other cultures through literary and non-literary works engage with information and communication technology in order to explore language develop a lifelong interest in reading widely apply language A skills and knowledge in a variety of real-life contexts. OBJECTIVES The objectives state the specific targets and expected outcomes that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. These objectives relate to the assessment criteria found in the EVALUATION OF STUDENT PROGRESS section. Learning outcomes, in terms of acquired concepts and developed skills, are detailed in the SYLLABUS BY LEVEL section. The objectives of IMHS Language A support the IB learner profile, promoting the development of students who are knowledgeable, inquirers, communicators and reflective learners. A Content (receptive and productive) This objective reflects the student’s ability to demonstrate an awareness of the function of language through critical and creative writing; an understanding of the works studied; and an effective response to literature. B Organization This objective addresses the student’s ability to express ideas with clarity and coherence; structure arguments in a sustained and logical fashion; and support these arguments with relevant examples. C Style and language mechanics This objectives relates to the student’s ability to use language for a variety of purposes, including description, analysis, and persuasion. Appropriate register and language should be chosen, according to intention and audience. 9 KEY COMPETENCES As a further specification to the OBJECTIVES, the KEY COMPETENCES complement the description of the expected outcomes of students’ learning at the end of the IMHS first three years. They are expressed as a series of skills that the students will have mastered by the time they enter the High School. Following are the generic standards for the four key competences: the SYLLABUS BY GRADE section contains the standards, broken down by grade level, that will be addressed in the course. READING 1. key ideas and details a)Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. b)Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. c)Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 2. craft and structure a)Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. b) Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. c) Assess how point of view or purpose shapes the content and style of a text. 3. integration of knowledge and ideas a)Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* b) Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. c)Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 4. range of reading and level of text complexity a)Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 5. responding to literature a)Read and comprehend complex literary and informational texts independently and proficiently. 11 12 WRITING 1. text type and purposes a)Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. b)Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. c) Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and wellstructured event sequences. 2. production and distribution of writing a)Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. b) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. c) Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 3. research to build and present knowledge a)Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. b)Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. c)Draw evidence from literary or informational texts to support analysis, reflection, and research. 4. range of writing a)Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 5. responding to literature a)Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. SPEAKING AND LISTENING 1. comprehension and collaboration a)Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. b) Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. c)Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 2. presentation of knowledge and ideas a)Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. b)Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. c)Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal language when indicated or appropriate. 13 14 LANGUAGE 1. conventions of standard language a)Demonstrate command of the conventions of standard language grammar and usage when writing or speaking. b)Demonstrate command of the conventions of standard language capitalization, punctuation, and spelling when writing. 2. knowledge of language a)Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 3. vocabulary acquisition and use a)Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. b)Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c)Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. TEACHING METHODOLOGIES, MATERIALS AND RESOURCES METHODOLOGIES Teachers at ISG adopt a variety of teaching methodologies in order to cater for different learning styles. The various approaches to learning are a means to provide students with the tools that will enable them to take responsibility of their own learning. This involves articulating, organizing and teaching the skills, attitudes and practices that students require to become successful learners. Action Skill Providing an inclusive, positive and safe class ethos Students feel confident to explore and experiment with their own responses and to challenge those of others Empowering students Students have a variety of opportunities, both critical and creative, to demonstrate their understanding of skills through a wide variety of active learning approaches, including discussion, debate, role play, reading, writing and oral presentation. Recognizing that students learn in different ways Students experience a range of activities and assessment tasks that best advance their understanding and enjoyment of the texts they encounter Facilitating critical discourse Teachers ensure from the very beginning of the course that students acquire, in an integral and practical way, the language of critical discourse for literature Promoting the appreciation of language as an art form. Students have opportunities to go beyond the mere “decoding” of texts towards a wide and humane appreciation of the texts studied Enabling students to explore a wide variety of texts A wide variety of texts that are diverse in convention, culture, and complexity are available to students Providing opportunities for student inquiry into the subtleties and implications of cultural contexts This includes such dimensions as the geographical, the historical and the ethnic situations of texts Providing opportunities for writing about literature Effective feedback supports students in writing in a structured and analytical manner Scaffolding the processes necessary for making reasonable comparative judgments about texts Students are encouraged to express these both orally and in writing Ensure students acquire core skills These are the skills that are particular to the study and expression of students’ experience of literature and language Clarify learning goals for students This is done on a regular basis and should refer to the requirements and learning outcomes of the course Provide systematic formative assessment There is regular feedback to students about their performance against specified assessment criteria, which considers the question “What do I need to do to improve? Ensure practice of rhetorical skills These are the skills that students require in order to deliver effective oral presentations to a variety of audiences More detail on Instructional Practices is found in the SYLLABUS BY GRADE section. RESOURCES ISG offers several resources to facilitate student learning in language acquisition. They include: 15 a computer lab with 20+ laptops a rich library section with reference textbooks, literature books and graded readers subscriptions to magazines published in various languages, e.g. Focus Italia and Focus UK audiovisual support (CD’s and DVD’s) MATERIALS During IMHS Language B classes, all students are expected to have with them the following materials: textbook writing instruments notebook digital/paper dictionary More details on the required materials can be found in each teacher’s Course Outline. 16 EVALUATION OF STUDENT PROGRESS ASSESSMENT POLICY Assessment in IMHS Language B is 1 designed so that students can a. demonstrate their learning of concepts in authentic contexts b. apply acquired skills to familiar and unfamiliar problems. 2 structured to examine the achievement levels in each of the OBJECTIVES and KEY COMPETENCES. 3 meant to provide teachers with feedback that is used to adapt the teaching and learning strategies with the aim of meeting each learner's needs. 4 criterion-referenced as opposed to norm-referenced. Please see the ASSESSMENT CRITERIA section below. Assessment tasks are divided into: - Informal assessment, consisting of class worksheets, homework, projects, investigations, presentations, class participation, etc. - Formal assessment, consisting of tests and quizzes under examination conditions. This reflects the IB Diploma Programme division into Internal Assessment – student investigations developed over the two-year course – and External Assessment – a series of externally set exams taken at the end of the second IBDP year. Assessment is carried out formatively throughout each course: the purpose of formative assessment is to provide students, parents and teachers with objective and timely feedback on the learner’s progress. Formative assessment tasks, both informal and formal, are graded on a 1 to 7 scale based on the assessment criteria listed in the next section, and contribute to quarter average grades. Quarter grades are then converted into IB grades according to the ISG Secondary School grading system below. ISG Comment Grade Percent Excellent work: the student consistently and almost faultlessly demonstrates sound understanding of concepts and successful application of skills in a wide variety of contexts and consistently displays independence, insight, autonomy and originality. 7 90-100 Very good work: the student consistently demonstrates sound understanding of concepts and successful application of skills in a wide variety of contexts and generally displays independence, insight, autonomy and originality. 6 80-89 Good work: the student consistently demonstrates sound understanding of concepts and successful application of skills in a variety of contexts and occasionally displays independence, insight, autonomy and originality. 5 70-79 Satisfactory performance: the student generally demonstrates understanding of concepts and successful application of skills in normal contexts and occasionally displays independence, insight, autonomy and originality. 4 60-69 17 Mediocre work (conditional pass): the student demonstrates a limited understanding of the required concepts and only applies skills successfully in normal situations with support. Partial achievement against most of the objectives. 3 50-59 Poor work: the student has difficulty in understanding the required concepts and is unable to apply skills successfully in normal situations even with support. Very limited achievement against all the objectives. 2 20-49 1 0-19 Very poor work: Minimal achievement in terms of the objectives. High school students are also assessed summatively. Summative assessment consists of formal benchmarks at the end of significant portions of each course – i.e. semester finals. A score out of 7 is given to all summative assessment tasks. Please see the document “Secondary school grading systems” for further clarification on the calculation of semester and end-of-year averages and for GPA and letter grade conversions. ASSESSMENT CRITERIA For the Middle School Language A courses, the assessment tasks relate directly to the KEY COMPETENCES as listed in the previous sections. The holistic rubrics listed below are used to determine a students’ performance within each of the four key competences. Throughout the semester, individual assessment tasks will focus on specific rows found on the rubrics. The portfolio of tasks students compile will determine their level on these rubrics and their grade for the semester. 18 READING – Literary and Informational Text 1-2 Not at Standard 3-4 Approaching the Standard 5-6 Meets the Standard 7 Exceeds the Standard Key Ideas and Details Students do not yet cite text, make inferences, summarize central ideas, and refer appropriately to character, setting, plot, conflict, and theme in a manner appropriate to their grade level. Students may sometimes cite text, make inferences, summarize central ideas, and refer to character, setting, plot, conflict, and theme in a manner appropriate to their grade level. Students consistently cite text, make inferences, summarize central ideas, and refer appropriately to character, setting, plot, conflict, and theme in a manner appropriate to their grade level. Students cite text, make inferences, summarize central ideas, and refer appropriately to character, setting, plot, conflict, and theme in a manner that is above their grade level. Craft and Structure Students do not yet interpret words and language, and work with point of view in a manner appropriate to their grade level. Students may sometimes interpret words and language, and work with point of view in a manner appropriate to their grade level. Students consistently interpret words and language, and work with point of view in a manner appropriate to their grade level. Students interpret words and language, and work with point of view in a manner that is above their grade level. Integration of Knowledge and Ideas Students do not yet integrate concepts from various genres of text, different forms of media, and that represent balanced perspectives into their ideas in a manner appropriate to their grade level. Students may sometimes integrate concepts from various genres of text, different forms of media, and that represent balanced perspectives into their ideas in a manner appropriate to their grade level. Students consistently integrate concepts from various genres of text, different forms of media, and that represent balanced perspectives into their ideas in a manner appropriate to their grade level. Students integrate concepts from various genres of text, different forms of media, and that represent balanced perspectives into their ideas in a manner appropriate to their grade level. Range of Reading and Level of Text Complexity Students have read fewer than 15 books. Text selection does not demonstrate proficiency in reading a range of texts that falls within grade level text complexity. Students have read fewer than 15 books that demonstrate proficiency in reading a range of texts that falls within grade level text complexity. Students have read a total of 15-20 books that demonstrate proficiency in reading a range of texts that falls within grade level text complexity. Students have read a total of more than20 books that demonstrate proficiency in reading a range of texts that falls within or is above grade level text complexity. Responding to Literature Students often are unable to make connections between texts and other texts, ideas, events, and situations that are appropriate for their grade level. Students rarely select and reflect upon the quality and value of texts in a manner appropriate to grade level. Students sometimes make connections between texts and other texts, ideas, events, and situations that are appropriate for their grade level. Students select and are at times able to reflect upon the quality and value of texts in a manner appropriate to grade level. Students consistently make connections between texts and other texts, ideas, events, and situations that are appropriate for their grade level. Students select and are able to reflect upon the quality and value of texts in a manner appropriate to grade level. Students make connections between texts and other texts, ideas, events, and situations that are beyond what is appropriate for their grade level. Students select and are able to reflect upon the quality and value of above grade level texts. 19 WRITING 1-2 Not at Standard 3-4 Approaching the Standard 5-6 Meets the Standard 7 Exceeds the Standard Text Type and Purposes Students do not yet write with different purposes adjusting format, formality, and language accordingly. In expository and narrative writing, students do not yet write in a logical order and include relevant supporting details in a manner that is appropriate to their grade level. Students write with different purposes adjusting format, formality, and language accordingly. In both expository and narrative writing, students consistently write in a logical order and include relevant supporting details in a manner that is appropriate to their grade level. Students write with different purposes adjusting format, formality, and language accordingly. In both expository and narrative writing, students write in a logical order and include relevant supporting details in a manner that is beyond their grade level. Production and Distribution of Writing Students do not yet use the writing process to plan, draft, revise, edit, and publish their work. They do not yet consistently use input from adults, peers, technology, and other resources in a manner that is appropriate to their grade level. Students are not yet able to conduct research to answer a question by gathering information from a number of sources. They do not cite sources properly and may therefore plagiarize. Students may sometimes write with different purposes adjusting format, formality, and language accordingly. In both expository and narrative writing, students may sometimes write in a logical order and include relevant supporting details in a manner that is appropriate to their grade level. Students may sometimes use the writing process to plan, draft, revise, edit, and publish their work. In doing so, they sometimes use input from adults, peers, technology, and other resources in a manner that is appropriate to their grade level. Students are sometimes able to conduct research to answer a question by gathering information from a number of sources. They usually cite the sources properly and avoid plagiarism in a manner appropriate to their grade level with the suitable amount of guidance. Students may sometimes be able to write over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences in a manner appropriate to their grade level. Students may sometimes create presentations, art work, and texts including poetry, stories, plays, and essays in response to a literary work that build on the theme and perspective of the work in a manner appropriate to their grade level. Students consistently use the writing process to plan, draft, revise, edit, and publish their work. In doing so, they use input from adults, peers, technology, and other resources in a manner that is appropriate to their grade level. Students are able to conduct research to answer a question by gathering information from a number of sources. They consistently cite the sources properly and avoid plagiarism in a manner appropriate to their grade level with the suitable amount of guidance. Students are consistently able to write over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences in a manner appropriate to their grade level. Students create presentations, art work, and texts including poetry, stories, plays, and essays in response to a literary work that build on the theme and perspective of the work in a manner appropriate to their grade level. Students consistently use the writing process to plan, draft, revise, edit, and publish their work. In doing so, they use input from adults, peers, technology, and other resources in a manner that is beyond their grade level. Students are able to conduct research to answer a question by gathering information from a number of sources. They consistently cite the sources properly and avoid plagiarism in a manner beyond their grade level and with little guidance. Research to Build and Present Knowledge Range of Writing Responding to Literature 20 Students are not yet able to write over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences in a manner appropriate to their grade level. Students do not yet create presentations, art work, and texts including poetry, stories, plays, and essays in response to a literary work that build on the theme and perspective of the work in a manner appropriate to their grade level. Students are able to write over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences in a manner that is above their grade level. Students create extraordinary presentations, art work, and texts including poetry, stories, plays, and essays in response to a literary work that build on the theme and perspective of the work in a manner beyond to their grade level. SPEAKING AND LISTENING 1-2 Not at Standard 3-4 Approaching the Standard 5-6 Meets the Standard 7 Exceeds the Standard Comprehension and Collaboration Students do not yet engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly. They may not yet analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study. Students may not be able to delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Students may sometimes engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly. They may sometimes analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study. Students might be able to delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Students consistently engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly. They always analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study. Students also delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Presentation of Ideas Students do not yet present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples. They may not use appropriate eye contact, adequate volume, and clear pronunciation. They may not yet include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Students may not yet adapt speech to a variety of contexts and tasks, demonstrating command of formal English appropriate to their grade level. Students may sometimes present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples using appropriate eye contact, adequate volume, and clear pronunciation. They may sometimes include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Students may sometimes adapt speech to a variety of contexts and tasks, demonstrating command of formal English appropriate to their grade level. Students consistently present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples using appropriate eye contact, adequate volume, and clear pronunciation. They include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Students also consistently adapt speech to a variety of contexts and tasks, demonstrating command of formal English appropriate to their grade level. Students consistently engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on above grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly. They always analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study. Students also delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. All of this is done in a manner that exceeds grade level standards. Students consistently present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples using appropriate eye contact, adequate volume, and clear pronunciation. They include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Students also consistently adapt speech to a variety of contexts and tasks, demonstrating command of formal English appropriate to their grade level. All of this is done in a manner that is beyond grade level. 21 LANGUAGE 1-2 Not at Standard 3-4 Approaching the Standard Conventions of Standard English Students do not yet demonstrate command of the conventions of standard English grammar and usage, capitalization, punctuation, and spelling when writing or speaking in a manner appropriate to their grade level. Students sometimes demonstrate command of the conventions of standard English grammar and usage, capitalization, punctuation, and spelling when writing or speaking in a manner appropriate to their grade level. Students demonstrate command of the conventions of standard English grammar and usage, capitalization, punctuation, and spelling when writing or speaking in a manner appropriate to their grade level. Students demonstrate command of the conventions of standard English grammar and usage, capitalization, punctuation, and spelling when writing or speaking in a manner that is beyond their grade level. Knowledge of Language Students do not yet use knowledge of language and its conventions when writing, speaking, reading, or listening and choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy in a manner that is appropriate to their grade level. Students are not yet able to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content by choosing flexibly from a range of strategies. They do not yet demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Students are not yet able to acquire and use accurately gradeappropriate general academic and domain-specific words and phrases, and to gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Students may sometimes use knowledge of language and its conventions when writing, speaking, reading, or listening and choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy in a manner that is appropriate to their grade level. Students may sometimes determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies. They may sometimes demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Students are sometimes able to acquire and use accurate, grade-appropriate general academic and domain-specific words and phrases and to gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Students consistently use knowledge of language and its conventions when writing, speaking, reading, or listening and choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy in a manner that is appropriate to their grade level. Students determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies. They consistently demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Students are able to acquire and use accurate, gradeappropriate general academic and domain-specific words and phrases and to gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Students consistently use knowledge of language and its conventions when writing, speaking, reading, or listening and choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy in a manner that is beyond their grade level. Students determine or clarify the meaning of unknown and multiplemeaning words and phrases based on above grade level reading and content, choosing flexibly from a range of strategies. They consistently demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Students are able to acquire and use accurate, above grade level academic and domainspecific words and phrases and to gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Vocabulary Acquisition and Use 22 5-6 Meets the Standard 7 Exceeds the Standard For the High School Language A courses, the assessment tasks relate to the OBJECTIVES as listed in the previous sections. For each objective, a number of band descriptors are defined. The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels. Criterion A: Content Level of Achievement Descriptor 1-2 The student demonstrates very limited understanding of the topic or theme. The work lacks detail, development and support. Creative pieces do not reflect imagination and sensitivity. The student's response to literature demonstrates little or no awareness of the author's intention or techniques. 3 The student demonstrates a limited understanding of the relevant aspects of the topic or theme. The work displays insufficient detail, development and support. Creative pieces reflect limited imagination and sensitivity. The student's response to literature sometimes demonstrates an awareness of the author's intention and techniques. 4 The student demonstrates a sufficient understanding of the relevant aspects of the topic or theme. The work displays adequate detail, development and support. Creative pieces reflect a degree of imagination and sensitivity. The student's response to literature demonstrates an awareness of the author's intention and techniques. 5 The student demonstrates a good understanding of the relevant aspects of the topic or theme. The work displays substantial detail, development and support. Creative pieces reflect substantial imagination and sensitivity. The student's response to literature demonstrates a good appreciation of the author's intention and techniques. 6-7 The student demonstrates a perceptive understanding of the relevant aspects of the topic or theme. The work consistently displays illustrative detail, development and support. Creative pieces reflect a high degree of sensitivity and originality. The student's response to literature demonstrates a sophisticated analysis of the author's intention and techniques. 23 Criterion B: Organization Level of Achievement 1-2 Descriptor The student's work is generally disorganized and confused; arguments are not presented in a logical manner. Paragraph structure and transitions are very weak. When such devices are required, no attention is paid to critical apparatus. 3 The student's work shows the beginnings of organization but lacks significant logical order. Paragraphs and transitions are weak. When such devices are required, little attention is paid to critical apparatus. 4 The student's work is basically organized, clear and coherent; arguments are presented in a logical manner. Paragraph structure and transitions are apparent. When such devices are required, some attention is paid to critical apparatus. 5 The student's work is usually well organized, clear and coherent, and arguments are presented in a thoughtful, logical manner. Paragraph structure and transitions help to develop the ideas. When such devices are required, sufficient attention is paid to critical apparatus. 6-7 The student's work is consistently well organized, clear and coherent, and arguments are presented in a perceptive and persuasive manner. Paragraph structure and transitions effectively develop and substantiate the ideas being expressed. When such devices are required, critical conventions and apparatus are used in a sophisticated manner. Criterion C: Style and Language Usage Level of Achievement 1-2 The student's use of vocabulary is often inappropriate and limited. Very frequent errors in spelling, pronunciation, punctuation and syntax persistently hinder communication. Little attempt has been made to use a register suitable to the intention and audience. 3 The student's use of vocabulary is sometimes appropriate and somewhat varied. Regular errors in spelling, pronunciation, punctuation and syntax hinder communication. The student attempts to use a register suitable to intention and audience. 4 The student's use of vocabulary is usually appropriate and generally varied. Some errors in spelling, pronunciation, punctuation and syntax sometimes hinder communication. The student often uses a register suitable to intention and audience. 5 The student's use of vocabulary is appropriate and varied. Occasional errors in spelling, pronunciation, punctuation and syntax rarely hinder communication. The student consistently uses a register suitable to intention and audience. 6-7 24 Descriptor The student's use of vocabulary is always appropriate and greatly varied with very infrequent errors in spelling, pronunciation, punctuation and syntax. The student has mastered the use of a register suitable to intention and audience. CURRICULUM REVISION POLICY A curriculum revision process is established at ISG to ensure that the Language A syllabus is adequate to current students’ needs in line with current educational thinking pursuant to the current IBDP Language Curricula and to the Italian State Examinations. To this effect, the results of student assessment – both internal (e.g. ISG tests) and external (e.g. ISA testing, IBDP scores) – will be carefully evaluated to identify areas of weakness and strength in the delivery of the curriculum. A four-year revision cycle is established for each curricular area on a rotation basis, with two curricula revised each academic year. REVISION PROCESS AND TIMETABLE The present document will become effective at the beginning of the academic year 2013-2014. During its first year of validity, it will be completed and updated in all its parts as a work-in-progress process. It will then be in place in its definite form for the academic years 2014-2015 and 2015-2016. The next year will be a curriculum review year, with the new document entering into effect by September 2017. academic year curriculum in place action 2013-2014 Language A 2013-2017 v1 (present document) creation of curriculum update and completion 2014-2015 Language A 2013-2017 v2 none 2015-2016 Language A 2013-2017 v2 none 2016-2017 Language A 2013-2017 v2 curriculum review 2017-2018 Language A 2018-2022 v1 update and completion 2012-2013 next cycle 25 26 MIDDLE SCHOOL LANGUAGE A The following section contains the details of the syllabus. Each level is described in terms of the standards that will be achieved by the end of each grade as listed in the KEY COMPETENCES section. The syllabus is described separately for each language with reference to the specific programmes. ENGLISH SYLLABUS BY LEVEL Example: Common Core Standards Instructional practices Assessment tasks Standards G7.RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. G7.RL.11 Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. a. Self-select text based on personal preferences. b. Use established criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. Assessments Formative Summative Writers’ Poetry Test Workshop drafting and Poetic revising Devices in phases and Song Lyrics Project Quickwrites Collection of Poetry Instructional Practices Writers’ Workshopusing models of poetry to draft Exposure to variety of poetic forms Read aloud Interacting with the text (Odes) Enduring Understandings Essential Questions Poetry is meant to be read aloud and heard. What poetic devices bring poetry to life? Poets use sound devices to make music, to emphasize ideas, or to remind you of the subjects they are describing. Unit: Poetry Poetry exists all around us. Identifying poetry’s figurative language, mood and tone foster the analysis and appreciation of this art form. Where can you find a poem? Resources/Suggested Texts Selected poems from: Beers, Kylene. Elements of Literature. Austin, [Tex.: Holt, Rinehart and Winston, 2005. N. pag. Print. What makes a poem a poem? (Types, forms, punctuation, rules) How do mood/tone and style assist the reader in appreciating poetry? Poetry is a way to communicate. Unit Questions and Understandings Texts and resources 27 GRADE 6 SYLLABUS Unit: Language – Grammar, Mechanics, Punctuation, Spelling, and Vocabulary Standards G6.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* G6.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* b. Spell correctly. G6.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style.* b. Maintain consistency in style and tone.* G6.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). G6.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). G6.L.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Enduring Understandings Understanding our language enhances and deepens our ability to make meaning. Essential Questions How does the way I construct and punctuate writing affect meaning? How do I unlock the meaning of words? How do spelling errors alter/change my intended meaning or message? Assessments Formative Summative Grammar Grammar tests exercises Weekly selfCorrecting and selected spelling editing quizzes Instructional Practices Mini lessons Word sorts Graphic Organizers (Concept of Definition, Semantic Mapping, Semantic Feature Analysis, Compare/Contrast) Pre-tests Silly Words Self-selecting spelling based on a root, rule, prefix, suffix Examples/Non-examples Interactive Word Walls Resources/Suggested Texts Elements of Language, Grade 6. Grammar, Usage, and Mechanics Language Skills Practice: Holt Elements of Language, Introductory Course. Elements of Language, Grade 6. Spelling Lessons and Activities: Holt, Introductory Course. 28 Unit: Novel Elements – Character Standards G6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. G6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, plot, or central idea. G6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.G6.W.2 Enduring Understandings Character traits, choices, and motivations contribute to conflict. Connections with literary characters deepen the readers’ understanding of themselves, others and the world around them. Assessments Formative Bookmarks – Making connections to the character Bookmarks – Choosing quotes within texts Small group discussions Graphic organizer – Character traits Graphic organizer – Writing a quote sandwich Summative Comprehension tests for the novel Instructional Practices Notes – Elements of fiction Modeling writing Quote Sandwich – Character analysis Writers’ Workshop – Steps of the writing process Traits of writing Essay – Write about a person whose character traits you admire Small group guided discussions Graphic organizer – Writing an essay with introduction, body, and conclusion Journal writing Essential Questions What lessons do we learn about ourselves as we observe literary characters and their struggles with external conflicts? Resources/Suggested Texts - Island of the Blue Dolphins What lessons do we learn about human nature as we observe literary characters and their struggles with external conflict? - “5 Facts of Fiction” www.ttms.org How can I connect prior knowledge and information from the text to “read between the lines” so I can interpret the author’s message? 29 Standards Unit: Novel Elements – Plot and Conflict G6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. G6. RL.6 Explain how an author develops the point of view of the narrator or speaker in a text. 6a. Explain how an author’s geographic location or culture affects his or her perspective. G6.W.11 Create and present a text or art work in response to a literary work. a. Develop a perspective or theme supported by relevant details. b. Recognize and illustrate social, historical, and cultural features in the presentation of literary texts. c. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). G6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds. Enduring Understandings Summarizing reflects the important information in a text. Essential Questions What’s important and what’s not? An inciting incident introduces the central conflict and the events that follow develop the rising action. How does the rising action contribute to the development of the plot in mystery and sci-fi? What lessons do we learn about ourselves as we observe literary characters and their struggles? What lessons do we learn about human nature as we observe literary characters and their struggles? How does the author use these elements of short stories to engage the reader? 30 Assessments Formative Summative Plot diagram Short answer end of book test Story map Skit – Write a short script to Journal entries convey a significant scene Types of Questions Literary bookmarks Element Organizer Resources/Suggested Texts The Egypt Game - “5 Facts of Fiction” www.ttms.org Instructional Practices Bookmarks – Asking different types of questions Bookmarks- Chapter summaries Story mapping Discussion circles Standards Unit: Narrative writing and storytelling G6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. G6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. G6.L.1-6 Enduring Understandings Writing can be used to entertain. Essential Questions How does writing with sensory details represent my understanding of the world? Assessments Formative Summative Journal writing Narrative story Instructional Practices Workshop model Graphic organizers (i.e., plot diagram) Letter writing to tell parts of a story Accountable Talk Webbing/brains torming Optional: Point of View- 1st, 3rd, Omniscient ABC Book Small group discussion; Peer and selfassessment Plot diagram Modeling Writing a script Exemplars Alternate perspective story Writers’ Workshop Resources/Suggested Texts A Long Walk to Water Writing, using sensory details, paints a picture with words. Writing allows the writer to communicate their ideas about the world to others. How does writing with sensory details allow me to communicate my ideas about the world to others? Writers’ Workshop from: Beers, Kylene. Elements of Literature. Austin, [Tex.: Holt, Rinehart and Winston, 2005. Print. Effective writers choose their words/language with care, depending on the content, purpose, and audience. 31 Standards G6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, plot, or central idea. G6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text. a. Explain how an author’s geographic location or culture affects his or her perspective. G6.RL.11 Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. a. Self-select text based on personal preferences. b. Use established criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces G6.W.11 Create and present a text or art work in response to a literary work. a. Develop a perspective or theme supported by relevant details. b. Recognize and illustrate social, historical, and cultural features in the presentation of literary texts. c. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). G6.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). Comprehension questions Instructional Practices Writers’ Workshop- using models of poetry to draft Exposure to variety of poetic forms Read aloud Interacting with the text Socratic Seminar Enduring Understandings Poetry is meant to be read aloud and heard. Essential Questions What poetic devices bring poetry to life? Resources/Suggested Texts Selected poems from: Poets use sound devices to make music, to emphasize ideas, or to remind you of the subjects they are describing. Where can you find a poem? Beers, Kylene. Elements of Literature. Austin, [Tex.: Holt, Rinehart and Winston, 2005. N. pag. Print. What makes a poem a poem? (Types, forms, punctuation, rules) Unit: Poetry Assessments Formative Summative Compare and Poetry Test contrast graphic organizer Comparing and Contrasting Writers’ Poems Essay Workshop drafting and Poetry revising phases Collection Poetry exists all around us. Identifying poetry’s figurative language, mood and tone foster the analysis and appreciation of this art form. Poetry is a way to communicate 32 Standards Unit: Conducting and presenting research G6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. G6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. G6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. G6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). G6.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. G6.SL.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. G6.L.1-6 Enduring Understandings Writing allows the writer to communicate ideas and information about the world to others. Essential Questions How does the writing process organize the thought process of a writer and allow one to effectively communicate ideas to the intended audience? We need to give credit to the sources we use to compose our writing through standard citation How do I give credit to a source? When do I need to give credit to a source? Assessments Formative Summative Assessing each Short research step of the paper research process Oral Assessing steps presentation of of the writing research finding process Quiz on MLA Graphic format organizers Instructional Practices Workshop model the research and writing process Mini lessons Painting the essay Examination of rubrics Resources/Suggested Texts www.worldbookonline.com “Writing and Research in the Digital Age” Holt, Rinehart, Winston 33 Standards Unit: Supporting an argyument G6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. G6.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. G6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. G6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. G6.W.11 Create and present a text or art work in response to a literary work. G7.SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. G7.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Assessments Formative Summative Graphic Persuasive organizers Essay Instructional Practices Workshop Model Accountable Talk Small group discussions Persuasive Piece Socratic Seminar Debate Conferencing Self/peer editing/revising Examination of the Persuasive Rubric I-Search Persuasive Project Exit Slips Enduring Understandings Essential Questions Resources/Suggested Texts Persuasion is the art of leading others to accept a certain idea or take a specific action. How can the art of persuasion change your life? The Breadwinner What makes persuasion an art? Persuasion can change your life. How does researching both sides of your argument strengthen your written piece? How does knowing both sides of an issue in the real world help you stand your ground? 34 Writers’ Workshop from: Beers, Kylene. Elements of Literature. Austin, [Tex.: Holt, Rinehart and Winston, 2005. Print GRADE 7 SYLLABUS Unit: Language – Grammar, Mechanics, Punctuation, Spelling, and Vocabulary Standards G7.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* G7.L.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly. G7.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* G7.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). G7.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). G7.L.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Assessments Formative Summative Assessing each Short research step of the paper research process Oral Assessing steps presentation of of the writing research finding process Quiz on MLA Graphic format organizers Instructional Practices Workshop model the research and writing process Mini lessons Painting the essay Examination of rubrics Enduring Understandings Essential Questions Resources/Suggested Texts Understanding our language enhances and deepens our ability to make meaning. How does the way I construct and punctuate writing affect meaning? How do I unlock the meaning of words? How do spelling errors alter/change my intended meaning or message? Elements of Language, Grade 7. Grammar, Usage, and Mechanics Language Skills Practice: Holt Elements of Language, First Course. Elements of Language, Grade 6. Spelling Lessons and Activities: Holt, First Course. 35 Standards Unit: Elements of a Novel – Theme G7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. G7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). G7.RL.11 Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. b. Use established criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. G7.W.1Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. G7.W.11Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections. a. Make deliberate, personal, cultural, textual, and thematic connections across genres. b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). Assessments Formative Summative Graphic Quote Sandwich organizers Response to Journals Literature Rubric Teacher created quizzes Exit Slips Literature circle role sheets Self/peer editing/revising Enduring Understandings Essential Questions Resources/Suggested Texts The author chooses a particular point of view to affect the theme and it contributes to the reader’s interpretation. What lessons do we learn about human nature as we observe literary characters and their struggles with their own internal conflicts? The Uglies Readers make inferences in order to develop logical ideas about unstated information. Reading literature can help us form opinions about themes and big ideas. How might the author's own life inform his/her stylistic choices and insights presented for the reader or audience? How does the author’s use of figurative language and point of view affect the reader’s interpretation? How can what I know help me to “read between the lines” to interpret the author’s meaning? 36 Instructional Practices Mini lesson on theme Literature Circles Standards G7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. G7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). G7.RL.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). G7.RL.11 Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. b. Use established criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. G7.W.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Assessments Formative Summative Graphic Quote Sandwich organizers Response to Journals Literature Rubric Compare and Teacher created Contrast Essay – quizzes Book versus Exit Slips Film Literature circle role sheets Instructional Practices Mini lessons on setting Literature Circles Socratic seminar Unit: Elements of a Novel – Setting and conflict Self/peer editing/revising Enduring Understandings Essential Questions Resources/Suggested Texts Readers have similar experiences with the literary characters that they read about which deepen their understanding. What lessons do we learn about human nature as we observe literary characters and their struggles with their own internal conflicts? The Hunger Games Analyzing internal conflict and character change helps the reader to infer a logical conclusion and explain the author’s message. How might the author's own life inform his/her stylistic choices and insights presented for the reader or audience? “The Lottery” The author can use futuristic settings to comment on the direction society is currently heading. How can what I know help me to “read between the lines” to interpret the author’s meaning? How do features of a futuristic setting relate to the world we live in today? Shirley Jackson “There Will Come Soft Rain” “All Summer in a Day” short story and film Ray Bradbury 37 Standards G7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). G7.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. G7.L.1-6 Assessments Formative Summative Journal writing Narrative story Workshop model Graphic organizers (i.e., plot diagram) Letter writing to tell parts of a story Accountable Talk Webbing/brains torming Optional: Point of View- 1st, 3rd, ABC Book Omniscient Writing a script Modeling Alternate perspective story Exemplars Small group discussion; Peer and selfassessment Unit: Narrative writing Instructional Practices Plot diagram Writers’ Workshop Enduring Understandings Essential Questions Resources/Suggested Texts Personal narratives help authors strengthen their thinking and learning about themselves. How do our past experiences shape who we are today? Writers’ Workshop from: Beers, Kylene. Elements of Literature. Austin, [Tex.: Holt, Rinehart and Winston, 2005. Print. Mastery of the writing process strengthens our ability to process and express our thoughts in a clear, coherent storyline. 38 How does the writing process strengthen our thinking and learning? Standards G7.RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. G7.RL.11 Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. a. Self-select text based on personal preferences. b. Use established criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. G7.W.4 task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) a. Produce text (print or nonprint) that explores a variety of cultures and perspectives. G7.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 66.) G7.W.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. G7.L.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. G7.SL.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Assessments Formative Summative Writers’ Poetry Test Workshop drafting and Poetic Devices revising phases in and Song Lyrics Project Quickwrites Quote Sandwich Song Analysis Essay Instructional Practices Writers’ Workshop- using models of poetry to draft Exposure to variety of poetic forms Read aloud Interacting with the text Collection of Poetry (Odes) Enduring Understandings Essential Questions Poetry is meant to be read aloud and heard. What poetic devices bring poetry to life? Selected poems from: Resources/Suggested Texts Poets use sound devices to make music, to emphasize ideas, or to remind you of the subjects they are describing. Where can you find a poem? Beers, Kylene. Elements of Literature. Austin, [Tex.: Holt, Rinehart and Winston, 2005. N. pag. Print. Unit: Poetry What makes a poem a poem? (Types, forms, punctuation, rules) Poetry exists all around us. How do mood/tone and style assist the reader in appreciating poetry? Identifying poetry’s figurative language, mood and tone foster the analysis and appreciation of this art form. Poetry is a way to communicate. 39 Unit: Conducting and presenting research Standards G6.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. G7.W.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. G6.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. G6.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. G6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”). G6.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. G6.SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Enduring Understandings Essential Questions Writing allows the writer to communicate ideas and information about the world to others. How does the writing process organize the thought process of a writer and allow one to effectively communicate ideas to the intended audience? We need to give credit to the sources we use to compose our writing through standard citation. How do I give credit to a source? When do I need to give credit to a source? 40 Assessments Formative Summative Assessing each Short research step of the paper research process Oral Assessing steps presentation of of the writing research finding process Quiz on MLA Graphic format organizers Instructional Practices Workshop model the research and writing process Mini lessons Painting the essay Examination of rubrics Resources/Suggested Texts www.worldbookonline.com “Writing and Research in the Digital Age” Holt, Rinehart, Winston Standards Unit: Supporting an argument G7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. G7.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. G7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) a. Produce text (print or nonprint) that explores a variety of cultures and perspectives. G7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. G7.W.11 Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections. a. Make deliberate, personal, cultural, textual, and thematic connections across genres. b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). G7.SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. G7.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation Enduring Understandings Essential Questions Persuasion is the art of leading others to accept a certain idea or take a specific action. How can the art of persuasion change your life? Assessments Formative Summative Graphic Persuasive organizers Essay Instructional Practices Workshop Model Accountable Talk Small group discussions Persuasive Piece Socratic Seminar Debate Conferencing Self/peer editing/revising Examination of the Persuasive Rubric I-Search Persuasive Project Exit Slips Resources/Suggested Texts The Giver What makes persuasion an art? Persuasion can change your life. How does researching both sides of your argument strengthen your written piece? How does knowing both sides of an issue in the real world help you stand your ground? Videos (i.e., The Great Debate, Dead Poets Society, A Few Good Men,…) Writers’ Workshop from: Beers, Kylene. Elements of Literature. Austin, [Tex.: Holt, Rinehart and Winston, 2005. Print. 41 GRADE 8 SYLLABUS Standards Unit: Descriptive writing 3. Text types and purposes 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing 4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. a. Produce text (print or nonprint) that explores a variety of cultures and perspectives. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Responding to Literature 11. Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections and explains divergences from the original. a. Make well-supported personal, cultural, textual, and thematic connections across genres. b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). Assessments Formative Summative Initial Diagnostic essay Warm Ups Assessment #1 Subject: A person who has positively influenced you Quick Writes Miniconferences Anecdotal logs Purpose: To describe a person Audience: Classmates Graphic Organizers / outlines Instructional Practices Read samples of descriptive writing. Teach each of the components of descriptive writing as mini lessons. (I actually have a great unit already made, that can work very well, featuring pictures, videos, and many methods for Show, Don’t Tell and sensory writing) Assessment #2 In class exam Assessment #3 Give students template to plan. Introduction to google docs, saving, etc. In class exam Write. Revise. Peer Edit Final Editing Publishing 42 Unit: Descriptive writing Enduring Understandings Essential Questions Resources/Suggested Texts We define ourselves by painting a picture of where we have been, who we would like to be and where we would like to go. How does writing about ourselves teach us about who we are? Grade 8 Writing Workbook or Grade 8 Daybook Descriptive writing paints a picture of something by using words. Amy Tan “Fish Cheeks,” student sample Descriptive Essays. It is important to read a variety of texts at our reading level. 43 Unit: Novel – Focus on Literary analysis Standards Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. a. Analyze full-length novels, short stories, poems, and other genres by authors who represent diverse world cultures. a. Analyze full-length novels, short stories, poems, and other genres by authors who represent diverse world cultures. Integration of Knowledge and Ideas 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. Responding to Literature 11. Interpret, analyze, and evaluate narratives, poetry, and drama, artistically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations. a. Self-select text to develop personal preferences. b. Establish and use criteria to classify, select, and evaluate texts to make Craft and Structure 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Range of Reading and Text Complexity 10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. Responding to Literature 11. Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections and explains divergences from the original. a. Make well-supported personal, cultural, textual, and thematic connections across genres. b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). Speaking and Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. Language Standards 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.* Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 44 Assessments Formative Summative Reading logs Quizzes Pair-share Anecdotal logs Instructional Practices Diagnostic Literary analysis essay on independent reading book Tests Anticipation guide Warm-up and quick writes Summative Literary Analysis essay Research and presentation on author’s history and life Read at home, reading log. Discuss in class. Activities aligned to each section of book read. Practice with the S.E.E. method (Statement, Evidence and Explanation) for pulling and examining quotes. Midway through book, hand out assignment for the summative essay and minilessons for analysis. 4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Enduring Understandings Essential Questions What makes a story a great story? Unit: Focus on Literary analysis Literature affects the way we see ourselves and the world and determines our sense of community. Good readers/writers understand the language of literature and how to use it. When people talk about the depth and meaning of a piece of literature, they are referring to the literature’s theme. Resources/Suggested Texts Silas Marner – George Eliot How can we get people talking about literature? How can a fictional text open our eyes up to something new? Number the Stars – Lois Lowry or other Lowry texts Why do we need to “read between the lines?” How does an individual's identity impact his/her community? Theme is the lesson that a book or story teaches the reader about life. 45 Unit: Nonfiction texts Standards Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. a. Analyze full-length novels, short stories, poems, and other genres by authors who represent diverse world cultures. a. Analyze full-length novels, short stories, poems, and other genres by authors who represent diverse world cultures. Integration of Knowledge and Ideas: 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. Responding to Literature 11. Interpret, analyze, and evaluate narratives, poetry, and drama, artistically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations. a. Self-select text to develop personal preferences. b. Establish and use criteria to classify, select, and evaluate texts to make Reading Standards for Informational Texts 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Integration of Knowledge and Ideas 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. a. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. Range of Reading and Text Complexity 10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. 46 Assessments Formative Summative Anecdotal observations Brainstarter surveys Assessment #1 Subject: An extended period of time in your life Share outs Purpose: To share a part of your life Instructional Practices A nticipation Guide and prereading activities for Things They Carried excerpt. Hints / reading strategies. Distribute post-it notes for students to record ideas, thoughts, and unfamiliar words. We will periodically scan to see progress on postits. Audience: Classmates Assessment #2 In class exam Excerpts will be read at home, sometimes in class. But each time they read, they will record thoughts in reading log. (In their notebook or will students create their own packets for this book?) As we read, we’ll have mini lessons covering “what students should know and be able to do” as outlined above. Unit: Nonfiction texts Enduring Understandings Essential Questions What makes a story a great story? We can learn about the human condition through stories. How can we get people talking about literature? Resources/Suggested Texts The Diary of Ann Frank The Things They Carried How can a fictional text open our eyes up to something new? Why do we need to “read between the lines?” 47 Unit: Allegory Standards Key Ideas and Details1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. a. Analyze full-length novels, short stories, poems, and other genres by authors who represent diverse world cultures. a. Analyze full-length novels, short stories, poems, and other genres by authors who represent diverse world cultures. Integration of Knowledge and Ideas. Range of Reading and Level of Text Complexity: 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. Responding to Literature 11. Interpret, analyze, and evaluate narratives, poetry, and drama, artistically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations. a. Self-select text to develop personal preferences. b. Establish and use criteria to classify, select, and evaluate texts to make Reading Standards for Informational Texts 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Integration of Knowledge and Ideas 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Range of Reading and Text Complexity 10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. Production and Distribution of Writing 4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) a. Produce text (print or nonprint) that explores a variety of cultures and perspectives. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command 48 Assessments Formative Summative Text-text connections Instructional Practices Anticipation guide Quizzes Teach concept of allegory Reading logs Tests Anecdotal logs Student conferences Warm up activities Presentation on aspects of context Pre-reading and research connections to allegory relevant to book Paper analyzing use of allegory in text Read in class to get students started Pair-share Teach methods for reading in groups Use “book clubs” method for reading groups and analysis Whole class discussions Distribute and discuss assignment Students read at home and update reading logs, return and share. of Language standards 1–3 up to and including grade 8.) Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”). b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Responding to Literature 11. Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections and explains divergences from the original. a. Make well-supported personal, cultural, textual, and thematic connections across genres. b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). Speaking and Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. 2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. a. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. Presentation of Knowledge and Ideas 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3.) Language Standards 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). 4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. Work on stages of essay: Pre-writing Outline Draft Peer edit Revise publish mix these in for final edit Utilize lit circles to help with discussion/understanding of Speak and to prepare students for final lit circle unit in June. Reflections, discussions as reading Reading Log. Related essays and activities as we read. Some reading will be done at home and some in class. Mini-lessons on creative 49 b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Essential Questions Allegory and satire can help elucidate problems and dangers in society. How should we think critically about our government? Unit: Allegory Enduring Understandings 50 What happens when we don’t think critically about our government? writing based on skills listed above Resources/Suggested Texts Animal Farm – George Orwell 51 PROGRAMMA DI ITALIANO Esempi: Saper fare Scrivere Conoscere 1. Procedure per isolare ed evidenziare negli appunti concetti importanti (sottolineature, utilizzo di segnali grafici, ecc.), uso di abbreviazioni, sigle, disegni, mappe, uso della punteggiatura come elemento di registrazione. 2. Caratteristiche testuali fondamentali dei testi d’uso, informativi, regolativi, espressivi, epistolari, descrittivi. 3. Riscrittura e manipolazione di un testo narrativo, descrittivo, regolativo, espositivo, poetico (condensazioni, espansioni, introduzione di nuove parti, spostamento di paragrafi, riassunto, parafrasi, ecc.). 1. Produrre testi scritti, a seconda degli scopi e dei destinatari (espositivi, epistolari, espressivi, poetici, regolativi, informativi, testi d’uso). 2. Svolgere progetti tematici e produrre tesi adeguati sull abase di un progetto stabilito (pianificazione, revisione, manipolazione). 3. Compilare autonomamente una “scheda di lettura” ragionata per testi di vario tipo. Ambito di competenza Testi Storie per cominciare (lettura ed esercizi di comprensione ed analisi del testo) R. Guarnieri Un gioco a sorpresa A. Rubino Lo strano viaggio di viperetta R. Jonsson Viki, un vichingo particolare V. Cercenà Uno stalliere dal sangue blu 52 PROGRAMMA DELLA CLASSE SESTA Leggere 1. Leggere silenziosamente e ad alta voce utilizzando tecniche adeguate. 2. Leggere ad alta voce in modo espressivo testi noti e non di diverso tipo. 3. Comprendere ed interpretare in forma guidata e/o autonoma testi letterari e non (espositivi, narrativi, descrittivi, regolativi, ecc.) attivando le seguenti abilità: a. individuare informazioni ed elementi costitutivi dei testi b. individuare il punto vista narrativo e descrittivo c. comprendere le principali intenzioni comunicative dell’autore. 4. Procedure per isolare ed evidenziare negli appunti concetti importanti (sottolineature, utilizzo di segnali grafici, ecc.), uso di abbreviazioni, sigle, disegni, mappe, uso della punteggiatura come elemento di registrazione. 5. Caratteristiche testuali fondamentali dei testi d’uso, informativi, regolativi, espressivi, epistolari, descrittivi. 6. Riscrittura e manipolazione di un testo narrativo, descrittivo, regolativo, espositivo, poetico (condensazioni, espansioni, introduzione di nuove parti, spostamento di paragrafi, riassunto, parafrasi, ecc.). 4. Produrre testi scritti, a seconda degli scopi e dei destinatari (espositivi, epistolari, espressivi, poetici, regolativi, informativi, testi d’uso). 5. Svolgere progetti tematici e produrre tesi adeguati sull abase di un progetto stabilito (pianificazione, revisione, manipolazione). 6. Compilare autonomamente una “scheda di lettura” ragionata per testi di vario tipo. 1. Strategie dell’ascolto finalizzato e dell’ascolto attivo di testi orali complessi. 2. Appunti: prenderli mentre si ascolta e riutilizzarli. 3. Avvio all’ascolto critico di testi espositivi, narrativi, descrittivi. 4. Interventi correttivi delle difficoltà dell’ascolto. 5. Tratti fondamentali che distinguono il parlato e lo scritto. 6. Registri linguistici del parlato narrativo, descrittivo, dialogico. 7. Strategie di memoria e tecniche di supporto al discorso orale (appunti, schemi, cartelloni e altro). 8. Caratteristiche dei testi parlati più comuni. 1. Identificare attraverso l’ascolto attivo e finalizzato vari tipi di testo e il loro scopo. 2. Comprendere testi d’uso quotidiano e riorganizzare le informazioni raccolte in appunti, schemi, tabelle, testi di sintesi vari. 3. Ricostruire oralmente la struttura informativa di una comunicazione orale con/senza l’aiuto di note strutturali. 4. Interagire con flessibilità in una gamma ampia di situazioni comunicative orali formali e informali con chiarezza e proprietà lessicale, attenendosi al tema, ai tempi e alle modalità richieste dalla situazione. 5. Sostenere, attraverso il parlato parzialmente pianificato, interazioni e semplici dialoghi programmati. 1. Studio delle categorie sintattiche. 2. Struttura logica della frase semplice. 3. Struttura comunicativa della frase semplice. 4. Uso dei dizionari. 5. Analisi grammaticale. 1. Usare creativamente il lessico. 2. Riconoscere le parti variabili ed invariabili del discorso: articolo, nome, verbo, aggettivo, pronome, avverbio, preposizione, congiunzione, esclamazione. Linguaggio Parlare ed ascoltare 1. Elementi caratterizzanti il testo narrativo letterario e non (favola, fiaba, racconto, leggenda, mito, ecc.). 2. Elementi caratterizzanti il testo poetico (lirica, epica). 3. Strategie di controllo del processo di lettura ad alta voce al fine di migliorarne l’efficacia (pause, intonazioni, ecc.). 4. Strategie di lettura silenziosa e tecniche di miglioramento dell’efficacia quali la sottolineatura e le note a margine. 5. Esperienze autorevoli di lettura come fonte di ispirazione. Scrivere COMPETENZE 53 PROGRAMMA SPECIFICO Storie per cominciare (lettura ed esercizi di comprensione ed analisi del testo) R. Guarnieri Un gioco a sorpresa A. Rubino Lo strano viaggio di viperetta R. Jonsson Viki, un vichingo particolare V. Cercenà Uno stalliere dal sangue blu Il testo narrativo (approccio alla teoria, lettura di esempi significativi e produzione a tappe di un testo narrativo complesso) Il personaggio (Individuare i personaggi di un testo narrativo, distinguere i protagonisti e i personaggi secondari, individuare i ruoli dei personaggi) Il tempo (individuare le indicazioni temporali) Lo spazio (individuare i riferimenti allo spazio) La descrizione (la descrizione di persone e luoghi) La scomposizione in sequenze (riconoscere i vari tipi di sequenze) La Fiaba (lettura di fiabe, analisi degli elementi caratteristici della fiaba, produzione guidata ed autonoma di fiabe, esposizioni orali) H.Ch. Andersen La principessa sul pisello, Aladino e la lampada fatata J. e W. Grimm Hansel e Gretel, Rosaspina Ch. Perrault La fata M. Ende Il mangiasogni Visione di una fiaba rivisitata in chiave cinematografica e produzione di un commento strutturato. La Favola (lettura di favole, analisi degli elementi caratteristici della favola, produzione guidata ed autonoma di favole, esposizioni orali) Animali come simboli Esopo La cicala e la formica Fedro La volpe e il corvo Fedro Il cervo alla fonte Una morale per colpire i vizi e esaltare le virtù Fedro La volpe e l’uva Esopo Il lupo e l’agnello Trilussa L’agnello infurbito G. Rodari Il filobus numero 75 Una morale per conoscere i propri limiti Fedro La rana gonfiata e il bue Fedro Il corvo e il pavone Trilussa La vecchia tartaruga Thurber La foca che divenne famosa Visione di una fiaba rivisitata in chiave cinematografica e produzione di un commento strutturato. Il Mito: le più antiche storie del mondo (lettura di miti, contestualizzazione, individuazione degli elementi fondamentali, produzione di miti, esposizioni orali) Come è nato il mondo La Sacra Bibbia La creazione nella Genesi Esiodo Il mito greco della creazione Petazzoni Secondo gli Iban del Borneo in principio era l`acqua, I Pigmei e le noci della creazione, Dalle isole Salomone: e Dio creò prima la donna Il perchè dei fenomeni naturali Il perchè della luna nuova L’alternarsi delle stagioni 54 Perchè il sole e la luna vivono in cielo (mito africano) L’origine dei venti (mito esquimese) La poesia epica (lettura di testi in versi, studio delle principali figure retoriche, analisi del contenuto, del contesto, studio dei principali dei greci, produzione di materiale multimediale in supporto alla produzione orale) Brani tratti dall'Iliade: La terribile lite Ettore e Andromaca Ettore e Achille I funerali di Ettore Brani tratti dall'Odissea: Alla reggia di Itaca Nausicaa Polifemo Argo, il cane fedele Visione del documentario L’ Odissea. 55 PROGRAMMA DELLA CLASSE SETTIMA 1. Leggere ad alta voce in modo espressivo testi noti e non, con pronuncia chiara e conforme al significato del contesto. 2. Leggere in modo critico attivando un processo costante di apprendimento e di immediato confronto con la realtà della propria esperienza e della società contemporanea. 3. Comprendere ed interpretare in forma guidata e/o autonoma testi letterari e non (espositivi, narrativi, descrittivi, regolativi,ecc.) attivando le seguenti abilità: a. individuare informazioni ed elementi costitutivi dei testi, b. individuare il punto vista narrativo e descrittivo, c. comprendere le inferenze ed anticipazioni di senso anche in riferimento ad un lessema non noto d. leggere integrando informazioni provenienti da diversi elementi del testo (immagini, tabelle, indici, grafici, capitoli, didascalie,ecc.) e. comprendere impliciti e presupposizioni. 4. Leggere testi su supporto digitale e ricavarne dati per integrare le conoscenze scolastiche. Leggere 1. Elementi caratterizzanti il testo narrativo letterario e non (biografia, autobiografia, diario, lettera, cronaca, articolo di giornale, racconto, leggenda, mito,ecc.) 2. Elementi caratterizzanti il testo poetico (lirica, epica, canzone d’autore e non). 3. Meccanismi di costituzione dei significati traslati e altre figure retoriche. 4. Strategie di controllo del processo di lettura ad alta voce al fine di migliorarne comprensione e di individuarne l’espressività adeguata. 5. Avvio all'analisi ed alla comprensione del testo e dei diversi contesti caratterizzanti (storico, culturale, linguistico, sociale, letterario). 6. Esperienze di lettura come fonte di piacere e di arricchimento personale, secondo una scelta autonoma ed extracurriculare. 7. Strategie di lettura mentale e tecniche di efficacia quali sottolineatura e note a margine. 8. Leggere in forma guidata e/o autonoma testi poetici d’autore e analizzarli a livello fonico, metrico-sintattico, polisemico. 9. Applicazione delle categorie procedurali dell’analisi narratologica: fabula, intreccio, focalizzazione. Scrivere COMPETENZE 1. Avvio all'acquisizione di organizzazione strutturale del testo scritto, secondo le finalità espressive e comunicative della tipologia prescelta. 2. Acquisizione delle logiche e formali procedure di consecutio temporis nell’ espressione coerente del testo elaborato. 3. Acquisizione dell’impiego corretto dei connettivi nella formazione sintattica del periodo. 4. Uso corretto della punteggiatura come elemento di segnaletica per la comprensione espressiva e comunicativa del testo. 5. Comprensione ed uso delle fondamentali strutture ortografiche e morfologiche della lingua italiana. 6. Caratteristiche fondamentali dei testi informativi, regolativi, espressivi, epistolari, descrittivi. 7. Procedure per isolare ed evidenziare negli appunti concetti importanti (sottolineature, utilizzo di segnali grafici, ecc.), uso di abbreviazioni, sigle, disegni, mappe, uso della punteggiatura come elemento di registrazione. 1. Scegliere ed adottare un registro adeguato al carattere ed al contesto espressivo e comunicativo. 2. Svolgere progetti tematici (relazioni di ricerca, monografie frutto di lavori di gruppo, ecc.) e produrre testi adeguati sulla base di un progetto stabilito. 3. Produrre testi scritti: espositivi, epistolari, espressivi, poetici, regolativi, informativi. 4. Riscrivere testi narrativi applicando trasformazioni (ordine delle sequenze del testo, personaggi, ambienti, Narratore, punto di vista , ecc.). 5. Scrivere un testo di fantasia, mantenendo determinate caratteristiche stilistiche di uno specifico testo precedentemente analizzato e studiato. 6. Acquisire ed incrementare il patrimonio lessicale e ricercare l’applicazione appropriata dei termini. 7. Acquisire tecniche efficaci per l’uso dinamico ed appropriato della forma comunicativa ed espressiva. 8. Individuare gli aspetti caratterizzanti lo stile ed il linguaggio di un testo e di un autore. 56 Parlare ed ascoltare 1. Tratti fondamentali che distinguono il parlato e lo scritto. 2. Registri linguistici del parlato narrativo, descrittivo, dialogico. 3. Strategie di memoria e tecniche di supporto al discorso orale (appunti, schemi, cartelloni, lucidi e altro). 4. Analisi critica dei "luoghi comuni" e degli stereotipi linguistici. 5. Analisi delle caratteristiche dei testi parlati più comuni, secondo le modalità e la relativa efficacia. 6. Strutturazione organica del discorso in senso esaustivo ed adeguatamente espressivo. 7. Acquisizione di modalità di ascolto e tempistiche di intervento nei confronti di interlocutori singoli o di gruppo. 8. Strategie dell'ascolto finalizzato e dell’ascolto attivo di testi orali complessi (giornale radio, telegiornale, documentario, ecc.). 9. Avvio all'ascolto critico di testi espositivi, narrativi, descrittivi, argomentativi. 10. Interloquire con capacità espressiva e sintetica per ottenere uno scambio costruttivo di conoscenze. 11. Appunti: prenderli mentre si ascolta e riutilizzarli. 12. Tratti distintivi fra il linguaggio parlato e l'espressione scritta 1. Ricostruire oralmente la struttura informativa di una comunicazione orale con/senza l’aiuto di note strutturali. 2. Interagire con flessibilità in una gamma ampia di situazioni comunicative orali formali e informali con chiarezza e proprietà lessicale, attenendosi al tema, ai tempi e alle modalità richieste dalla situazione. 3. Costruire un processo sintetico di comunicazione. 4. Sostenere, attraverso il parlato parzialmente pianificato, interazioni e dimostrazioni a livello dialettico. 5. Ricorrere ad un patrimonio espressivo e lessicale appropriato e adeguatamente ricercato, incrementandolo costantemente. 6. Rispettare i tempi di ascolto ed intervento, finalizzando la reciprocità ad un confronto dialettico. 7. Identificare attraverso l'ascolto attivo e finalizzato vari tipi di testo e il loro scopo. 8. Comprendere testi d'uso quotidiani ( racconti, trasmissioni radiofoniche e televisive, istruzioni, canzoni, ecc.) e riorganizzare le informazioni raccolte in appunti, schemi, tabelle, testi di sintesi vari. 9. Acquisire ed avviare sensibilità d'ascolto nei confronti della diversità di provenienza culturale. Linguaggio 1. Conoscenza del significato e dell'utilizzo dei modi e dei tempi del verbo; le differenti funzioni di predicato verbale e nominale. 2. Studio sistematico delle categorie sintattiche: comprensione delle dinamiche di collegamento analitico e sintetico di analisi logica. 3. Struttura logica della frase: il soggetto, i diversi tipi di sintagmi, loro funzione e legame col verbo, la funzione dei complementi diretti ed indiretti. 4. Il lessico (famiglie di parole, campi semantici, legami semantici tra parole, impieghi figurati, ecc.). 5. Basi della metrica (divisione in versi, ripresa di gruppi di suoni, rima, assonanza, consonanza, allitterazione, ecc.). 6. Principali tappe evolutive della lingua italiana, l'origine e la trasformazione dal latino, le parole e le espressioni secondo il mutamento delle necessità storiche d'uso. 1. Riconoscere e analizzare le funzioni logiche della frase semplice ed utilizzare tecniche di costruzione della frase semplice in base al profilo comunicativo. 2. Approfondire ed esaminare il significato del vocabolo, anche nel senso etimologico. 3. Incrementare il proprio patrimonio lessicale e organizzare la struttura sintattica in modo corretto e dinamico. 4. Avvicinarsi alla conoscenza della lingua italiana corrispondente ad altre epoche, per poter affrontare e comprendere autori e testi non contemporanei; approfondimento di espressioni e vocaboli ormai desueti. 5. Individuare le caratteristiche fondamentali che collocano e spiegano storicamente un testo. 6. Intraprendere un cammino di formazione e scelta di un proprio stile linguistico-espressivo. 57 PROGRAMMA SPECIFICO Il programma si suddivide principalmente in tre ambiti contenitori: Ambito A: Letture antologiche Analisi del testo nelle sue componenti stilistiche e letterarie: l'evoluzione narrativa tra fabula e intreccio analessi e prolessi il narratore, tipologie e gradi la prospettiva, focalizzazione e punti di vista i personaggi: modalità di presentazione- caratteri specifici, griglie di analisi le sequenze: narrative, descrittive, argomentatve, riflessive, dilogiche il registro linguistico: i diversi livelli il significato del testo attraverso i caratteri ed il significato i generi di scrittura, nelle rispettive tipologie e relative caratteristiche: ◦ il diario ◦ la lettera ◦ la biografia ◦ l'autobiografia i generi letterari: il racconto ed il romanzo ed i relativi sottogeneri (d'avventura, d'attualità, poliziesco, ecc.) la poesia l'articolo di giornale. Attività: Attività individuali e di gruppo svolte in tale ambito sono finalizzate all'acquisizione e alla applicazione dei diversi elementi conoscitivi sopraindicati ed all'approfondimento tematico. Per ogni parte del programma sono previste ed attuate: attività di ricerca, attraverso vari strumenti di informazione e testimonianze organizzazione di interviste e presentazioni attività creative: manuali, figurative, ecc. esercitazioni di scrittura secondo l'uso dei caratteri di genere lavoro sul testo nelle diverse applicazioni degli elementi letterari. Testi: Testo base adottato: antologia scolastica. Letture scelte di letteratura italiana ed internazionale: almeno 3 testi per genere: inerenti ai diversi tipi di diario; di lettera; di biografia; di autobiografia. brani tratti da romanzi d'avventura (scelti secondo diverse modalità narrative) testi riguardanti tematiche sull'ambiente ed il nostro pianeta testi di attualità ed a carattere sociale ed umanitario. Ambito B: Analisi logica Analisi degli elementi costitutivi della lingua, analisi delle forme espressive: il linguaggio espressivo la lingua parlata e scritta le diverse componenti che formano il discorso il collegamento logico e sintattico della comunicazione il predicato verbale e nominale l'apposizione i molteplici complementi e la loro funzione le parti connettive del discorso i suffissi: funzione e significato aree semantiche e derivazioni etimologiche. 58 Attività: Le attività riguardanti questo particolare ambito sono finalizzate alla considerazione delle innumerevoli potenzialità della nostra lingua, della dinamicità della medesima e sono rivolte all'acquisizione di cognizioni specifiche degli elementi linguistici e delle loro logiche connessioni nelle varietà comunicative. Attività individuali di analisi del discorso: individuazione delle rispettive funzioni degli elementi linguistici all'interno della frase Attività di gruppo nell'applicazione delle forme esaminate e nella dinamica del discorso Laboratori di applicazione creativa degli elementi studiati Progetti finalizzati alla organizzazione esplicativa degli elementi studiati. Testi: In relazione a tale ambito del programma, un testo di Elementi di Analisi Logica fra quelli adottati nella scuola italiana secondaria di primo grado secondo il programma ministeriale vigente. Ambito C: Lettura integrale di opere letterarie Lettura integrale di testi letterari lettura spontanea individuale e collettiva individuazione del contesto storico, sociale, culturale analisi degli elementi costitutivi dell'opera narrativa approfondimento delle principali componenti narrative analisi delle principali caratteristiche stilistiche analisi del rapporto significante-significato individuazione ed approfondimento tematico comparazione tra testi e contesti discussione delle precedenti aree di studio visione dell'eventuale trasposizione cinematografica e relativo approfondimento e discussione. Attività: La lettura del testo letterario si svolge principalmente in classe. L'insegnante interviene per fornire chiarimenti e spiegazioni riguardo elementi sconosciuti del testo e del contesto. Il gruppo affronta il testo alternando la lettura tra studenti, ponendo attenzione alle regole basilari di comunicazione espressiva; ciò costituisce un impegno nel miglioramento individuale della diretta comunicazione al gruppo. Varie attività di approfondimento sono effettuate in relazione alle caratteristiche del contesto dell'opera ed ai riferimenti specifici del testo. lavori di ricerca, interviste e presentazioni attività creative: manuali, figurative, ecc. attività di discussione su argomenti specifici evidenziati durante la lettura attività di approfondimento sulle diverse fasi della narrazione e delle connessioni attività individuali e collettive di analisi e di riflessione comparazione ed analisi del testo con l'eventuale trasposizione cinematografica studio delle specifiche tecniche di trasposizione cinematografica del testo narrativo. Testi: La scelta dei testi adottati viene effettuata sulla base della sensibilità dell'insegnante e su criteri di comprensione e di interesse, relativi all'età degli studenti e alla eterogenea costituzione del gruppo classe. Durante l'anno sono affrontati almeno 3 testi letterari scelti fra le opere di letteratura per ragazzi. La scelta permetterà di analizzarli e compararli nelle diverse attività suddette. Qualora esista una o più trasposizione cinematografica dell'opera, essa sarà oggetto di visione e di discussione. 59 PROGRAMMA DELLA CLASSE OTTAVA COMPETENZE 1. Comprendere e interpretare autonomamente/con guida testi, non solo letterari, di tipologie diverse per: a. riconoscere e formulare ipotesi sul significato di particolari scelte narrative e stilistiche b. riconoscere le tesi esposte e l’opinione dell’autore c. esplicitare le principali relazioni extratestuali (rapporti del testo con altri testi, col contesto culturale e le poetiche di riferimento) d. riflettere sulla tesi centrale di un testo a dominanza argomentativa ed esprimere semplici giudizi e. dimostrare la competenza della sintesi. 1. La struttura del testo argomentativo: gli elementi di cornice (tema, riferimenti allo scopo, ai destinatari, informazioni sul contesto, tempo, spazio, fonti), e gli elementi che fanno parte del nucleo argomentativo (una tesi o un’opinione, le argomentazioni, un ragionamento che utilizzi le argomentazioni per confermare o dedurre la tesi oppure per negarla). 1. Ricercare materiali e fonti da utilizzare nello sviluppo di un testo a dominanza argomentativa. 2. Riconoscere e riprodurre le caratteristiche testuali delle più consuete tipologie di comunicazione scritta (lettera, diario, relazione) 3. Scrivere testi a dominanza argomentativa su argomenti specifici usando un linguaggio oggettivo e un registro adeguato. 4. Scrivere testi "imitativi" dello stile di un autore cogliendone le peculiarità più significative. 5. Organizzare testi mono/pluri tematici articolati anche in forma multimediale. Parlare ed ascoltare Scrivere Leggere 1. Elementi caratterizzanti il testo argomentativo. 2. Elementi caratterizzanti il testo letterario narrativo (novella, racconto della memoria, monologo interiore, romanzo, ecc.). 3. Elementi caratterizzanti il testo poetico e l’intenzione comunicativa dell’autore. 60 2. La scrittura imitativa, la riscrittura, manipolazione di testi narrativi letterari. la 1. Strategie di utilizzo degli elementi predittivi di un testo orale (contesto, titolo, collocazione) 2. Elementi che servono a identificare anche a distanza di tempo gli appunti (data, situazione, argomento, autore) e a utilizzarli. 3. Esempi di argomentazione come forma di ragionamento che parte da un problema, formula ipotesi di soluzione, scarta quelle insostenibili, formula una tesi basandosi su prove. 4. Alcuni film come comunicazione che utilizza vari linguaggi e codici (linguistico, visivo, sonoro,ecc.). 5. Tecniche e strategie per argomentare. 1. Adottare, secondo la situazione comunicativa, opportune strategie di attenzione e comprensione. 2. Dato un testo orale adeguato identificare e confrontare opinioni e punti di vista del mittente. 3. Valutare la natura e l`attendibilità del messaggio ascoltato secondo il proprio punto di vista. 4. Sostenere tramite esempi il proprio punto di vista o quello degli altri. 5. Avviarsi alla selezione di fonti ritenute occasioni di arricchimento personale e culturale. 6. Intervenire nelle discussioni usando argomentazioni per formulare e validare ipotesi, per sostenere tesi o confutare tesi opposte a quella sostenuta; per giustificare, persuadere, convincere, per esprimere accordo e disaccordo, per fare proposte. 7. Descrivere, argomentando, il proprio progetto di vita e le scelte che si intendono fare per realizzarlo. Linguaggio 1. Approfondimenti sulla struttura logica e comunicativa della frase semplice. 2. Struttura logica e comunicativa della frase complessa (coordinazione, subordinazione). 3. Approfondimenti sul lessico. 4. Approfondimenti sulla metrica. 5. Approfondimenti sulle principali tappe evolutive della lingua italiana, valorizzando l’origine latina. 6. Rapporto esistente tra evoluzione della lingua e contesto storico-sociale. 7. Riconoscere i principali mutamenti e le permanenze lessicali e semantiche della lingua latina nell’italiano e nei dialetti. 8. Analisi del periodo 1. Riconoscere i principali mutamenti e le permanenze lessicali e semantiche della lingua latina nell’italiano e nei dialetti. 2. Individuare ed utilizzare strumenti di consultazione per dare risposta ai propri dubbi linguistici. 3. Essere consapevole della variabilità delle forme di comunicazione nel tempo e nello spazio geografico, sociale e comunicativo. 4. Operare confronti tra parole e testi latini, lingua italiana, dialetti, e altre lingue studiate. 5. Riconoscere le caratteristiche più significative di alcuni importanti periodi della storia della lingua italiana. 6. Saper riconoscere: a. proposizioni principali, reggenti, subordinate, coordinate. b. proposizioni implicite ed esplicite. c. proposizioni soggettive, oggettive, interrogative indirette, dichiarative, causali, finali, modali, concessive, consecutive, temporali, relative. 61 PROGRAMMA SPECIFICO La Fantascienza (studio delle caratteristiche del genere, delle tecniche narrative, lettura e analisi di brani utili allo studio di questo genere letterario, produzione di racconti di fantascienza) H.G. Wells Viaggiare nel tempo A.D. Foster L’incontro con l’alieno I. Asimov Mezzosangue E. Verrengia Un’invasione (da ridere) Visione di un film fantascientifico e analisi delle tecniche utilizzate dal regista (flashback, anticipazione, colpo di scena, ribaltamento delle aspettative del lettore). Storia della lingua italiana Profilo storico, studio delle diverse tappe che hanno condotto alla nascita della Lingua italiana, contestualizzazione, osservazione di esempi, lettura di testi in volgare, esposizione di ciò che si è appreso utilizzando variati mezzi di comunicazione o supporti multimediali. IL ROMANTICISMO A. Manzoni e la questione della lingua (lettura di brani tratti da I Promessi Sposi, analisi del contenuto e dello stile, esposizione scritta e orale, produzione di un commento ragionato) I promessi sposi Il romanzo storico e sociale (studio delle caratteristiche del genere e del contesto sociale in cui si è sviluppato, esposizione orale e scritta) Il testo narrativo (studio delle caratteristiche testuali e lavori di produzione guidata ed autonoma) Il testo espositivo Il testo argomentativo La lettera Il diario La relazione IL REALISMO La narrativa realista (studio della corrente storico-letteraria, delle caratteristiche del genere, lettura di brani significativi, analisi del contenuto e dello stile, esposizione scritta e orale, produzione di commenti ragionati e motivati) Il verismo G. Verga I Malavoglia La novella come genere letterario Le novelle di G. Verga Nedda IL DECADENTISMO Il romanzo e il racconto d’analisi (studio della corrente storico-letteraria, delle caratteristiche del genere, lettura di brani significativi, analisi del contenuto e dello stile, esposizione scritta e orale, produzione di commenti ragionati e motivati) La narrativa e la crisi del Novecento Il decadentismo I. Svevo La coscienza di Zeno L. Pirandello Il fu Mattia Pascal L. Pirandello Mia moglie e il mio naso (da Uno, nessuno e centomila) 62 LA POESIA (lettura, analisi e produzione di commenti) I livelli del testo poetico (fonico, stilistico, tematico, lessicale, storico-ideologico, letterario) Il significato della poesia: G. Ungaretti Commiato E. Montale Non chiederci la parola U. Saba Amai La guerra: G. Ungaretti Veglia, Fratelli, Soldati, San Martino del Carso U. Saba La capra Gli stati d’animo G. Pascoli La mia sera, Lavandare E. Montale Spesso il male di vivere ho incontrato Il Decadentismo di Pascoli, la poetica del frammento di Ungaretti, l’Ermetismo di Montale e l’esperienza di Saba. IL NEOREALISMO (studio della corrente storico-letteraria, delle caratteristiche del genere, lettura di brani significativi, analisi del contenuto e dello stile, esposizione scritta e orale, produzione di commenti ragionati e motivati) Guerra, Fascismo, Nazismo Lettura integrale del libro Un sacchetto di biglie di Joffo J. Steinbeck La seconda guerra mondiale: l’invasione dei Tedeschi B. Fenoglio La lotta dei partigiani contro il nazifascismo I. Calvino Il sentiero dei nidi di ragno Visione del film La vita è bella, analisi, commento. 63 64 HIGH SCHOOL LANGUAGE A OBJECTIVES FOR THE ENGLISH LANGUAGE A Content (receptive and productive) At the end of the course, students will be able to: A.a) understand and analyse the language, content, structure, meaning and significance of both familiar and previously unseen oral, written and visual texts A.b) understand and apply language A terminology in context A.c) analyse the effects of the author’s choices on an audience A.d) compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention A.e) compare and contrast works, and connect themes across and within genres A.f) express an informed and independent response to literary and non-literary texts. B Organization At the end of the course, students will be able to: B.a) create work that employs organizational structures and language-specific conventions throughout a variety of text types B.b) organize ideas and arguments in a sustained, coherent and logical manner B.c) employ appropriate critical apparatus. C Style and language mechanics At the end of the course, students will be able to: C.a) use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings C.b) use language accurately C.c) use appropriate and varied register, vocabulary and idiom C.d) use correct grammar and syntax C.e) use appropriate and varied sentence structure C.f) use correct spelling (alphabetic languages) or writing (character languages). 65 GRADE 9 ENGLISH SYLLABUS Assessments Formative Instructional Practices Summative Initial Diagnostic essay Assessment #1 Diagnostic Descriptive Writing Essay Warm Ups Context: Quick Writes Everyday People magazine plans a special issue featuring autobiographical sketches by students. You are invited to write an uplifting story about a person or incident that made a real difference in your life. Focus on your personal feelings and on why the event or person was so important to you. Begin reading memoirs / excerpts from memoirs. Authors to consider: Sherman Alexie, Maya Angelous, Amy Tan, Frank McCourt, Bill Bryson. . Definitely need to include Sherman Alexie’s “Indian Education” which is a great style of memoir, perfect for the beginning of the school year as it features memories of all school years, and it will serve as in introduction to the author for next month’s book. Mini-conferences Anecdotal logs Graphic Organizers / outlines Students write their own memoirs Purpose: To write a vivid personal account that will allow readers to understand the impact of this event. Graphic Organizers, Drafts, Peer Review, Published version. May wish to use writing workbook. Audience: Unit: Novel – Memoir Everyday people – students, parents, teachers, other townspeople Length1-2 pages Enduring Understandings Essential Questions Resources/Suggested Texts We define ourselves by painting a picture of where we have been, who we would like to be and where we would like to go. How does writing about ourselves teach us about who we are? Sample Memoirs, including texts by Bill Bryson, Sherman Alexie’s “Indian Education,” and Maya Angelou’s “Champion of the World.” Descriptive writing paints a picture of something by using words. How does an individual's identity impact his/her community? It is important to read a variety of texts at our reading level. 66 Assessments Unit: Nonfiction Writing – Theme: The importance of bearing witness Formative Instructional Practices Summative Anticipation guide. Assessment #2 Segue from WWII presentations into the unit. Feedback on Gallery Walk sheets. In class exam Frontloading. Gallery Walk images of Holocaust and response. Conferences. Quizzes. Group and whole-class discussion. Essay on theme: Why is it important to bear witness using specific textual support from the book. Frontloading. Watch Life is Beautiful and learn what it can teach about the Holocaust and life in a concentration camp. (Students must read subtitles, so the movie will also help improve reading fluency) Reading log reflections on the book Pre-read the text First reading and first reflections. 7-10 pages per night and lessons based on different quotes, ideas and themes. Supplemental readings, videos, images, interviews, etc to help address various themes that come up during the readings. Present and explain the performance task Students understand the task then begin outlining and preparing for the writing portion, several drafts, and final draft. Trip to Holocaust Museum Enduring Understandings Essential Questions Resources/Suggested Texts It is important to bear witness in the face of tragedy. Knowledge is powerful tool for those who use it wisely. Communities grow stronger when Knowledge is shared. Reading is more than decoding words. We must make meaning of the text for ourselves. Even the best readers “get stuck” and have strategies to help them understand a text. How can we learn from the evils of history? Why is there still genocide, even today? What can we do as individuals? Night – Elie Wiesel A copy of Night for each student. Supplemental readings Elie Wiesel interview with Oprah Elie Wiesel on NPR Life is Beautiful Clips from Schindler’s List or Escape from Sorbibor 67 Assessments Unit: Novel: Historical context Formative Instructional Practices Summative Reading logs Research presentations Anticipation guide Class discussions Quizzes Research author and context Anecdotal logs Final paper Present research findings Final project (group) Begin reading together Reading log reflections, keeping historical context in mind of the time period Work on group project Work on paper at the end Enduring Understandings Essential Questions Resources/Suggested Texts History is best explored thorugh perspectdives. How do we use context to understand literature? Fitzgerald’s Great Gatsby Literature can give a helpful perspective for history. How do we use context to understand others? 68 Assessments Formative Instructional Practices Summative Philosophical inquiry Quizzes What is Philosophy? Class discussion. Class discussions Philosophy response paper Introduction to philosophical inquiry based on themes that will appear in the book. Pair-share Present information on author and context. Reading logs Begin read aloud in class, rest done for homework Anecdogt Related readings based on philosophical concepts Philosophical inquiry at least once per week based on topics and questions raised in text Unit: Philosophical text Leading to philosophy response paper Enduring Understandings Essential Questions Resources/Suggested Texts The unexamined life is not worth living. Why are we here? Jonathan Livingston Seagull – Richard Bach Analyzing big concepts in life help us make better decisions. What is the purpose of life? Analyzing big concepts in life help us to better understand the world around us How do we give our life meaning? What is the effect of our emotions? 69 Assessments Formative Diagnostic survey Research Paper Class discussions Presentation Anecdotal logs as students research and discuss. Google document where students store and share their research throughout the process. Student conferences Powerpoint file and the 5 minute presentation. Research log in google docs Reflections on the group process. Unit: Research presentation and paper Instructional Practices Summative Research topics are assigned aligned with work in another subject area to enhance understanding (History, Science, etc) . . . Google doc survey to see what students already know about research papers Lessons based on what they need to know Assign topics Evaluating sources Research skills and brainstorming Outlining Prewriting Thesis statement Incorporating sources and citing in MLA format Peer edit Revision Publish and present with a related powerpoint (class will learn from all presentations) Work collaboratively in a group, evenly distributing the workload. Create an engaging powerpoint presentation, utilizing multimedia and avoiding plagiarism. Use multimedia elements such as videos, sound clips, music, website links, photos. Sort information and paraphrase properly. Utilize a multitude of reliable sources for research and create a works cited paper Distribute and explain overall task. Distribute each group’s assigned topic along with focused research questions to help guide research. Begin research on laptop and guide students/conference as they begin. Reflections. Lessons on avoiding plagiarism. Samples of multimedia and other good practices for powerpoint presentation (less on slide and more in spoken presentation as notes. Do not read to students, talk and explain Resources/Suggested Texts Enduring Understandings Essential Questions It is possible to do more and achieve great things when working collaboratively as a group. How does history permeate literature? Sample exemplar research papers, at least one marked up with what went well. Teamwork is essential for group work. What are some of the events that lead to WWII? It is sometimes helpful to learn from peers. What makes a presentation engaging? 70 GRADE 10 ENGLISH SYLLABUS Assessments Unit: Novel Historical context Formative Instructional Practices Summative Reading logs Literary Analysis Paper Presentations on background information for novel Anecdotal logs Student Presentations Critical theory to place in context Student conferences Scene performances Read at home, reading log, discuss each class Daybook Movie reflection Supplemental readings and activities in class Pair share Begin writing paper Class discussions Then group project Warm ups Enduring Understandings Essential Questions Resources/Suggested Texts Literature can help give a perspective on history. How does place and time affect our understanding of events? Frankenstein History can give a perspective on literature. It’s difficult to read literature without understanding context. 71 Assessments Unit: Drama – Theme and Symbolism Formative Instructional Practices Summative Bingo activity with statements related to play – for example in Streetcar – “Is it ever ok to hit a woman?” “Love makes everything ok,” etc. Put students name if they agree. Discuss the statements after the activity. Lead into philosophical inquiry on topics in the play. Discuss plays as a genre Research and presentations on context of play Read aloud in class Stop for inferences, predictions and reflections. Reading log at home Pair share reading log leading into Socratic Dialogue Perform scenes Creative final project Watch the movie and write a reflection paper Literary analysis paper Enduring Understandings Essential Questions Resources/Suggested Texts Art imitates reality How does fiction reflect human nature – “to hold the mirror to nature?” A Streetcar Named Desire Long Day’s Journey into Night Waiting for Godot 6 Degrees of Separation 72 Assessments Unit: Novel Literary Analysis Formative Instructional Practices Summative Reading logs Quizzes Presentations on background information for novel Anecdotal logs Literary Analysis Paper Practice with 7 habits of highly efficient readers Student conferences Read at home, reading log, discuss each class Daybook Supplemental readings and activities in class Pair share Begin writing paper Class discussions Then group project Warm ups Creative Writing – rewrite scene Enduring Understandings Essential Questions Resources/Suggested Texts Our identity is shaped by many factors. What influences and shapes our identity? The Catcher in the Rye We must reevaluate our belief systems as we mature. What does it mean to be real or fake? Why should we question the world around us? 73 Assessments Formative Unit: Shakespearean Drama / Othello Cornell Notes Class discussion Instructional Practices Summative Presentation Individual powerpoint presentations on different aspects of shakespeare’s life Quiz on presentations Present, take notes quiz Weekly comprehension quizzes Begin reading aloud in class Final paper Stop for discussion, clarification, summarization Final scene acting project Use cornell style notes to record thoughts and observations of difficult text Take time to act out scenes and pieces of scenes (each group gets a scene) Enduring Understandings Essential Questions Resources/Suggested Texts What does it mean to be “Not of an Age but for All Time?” Othello Midsummer Night’s Dream Hamlet What is our true human nature? Romeo and Juliet 74 Assessments Formative Reading log Class discussions Anecdotal logs Instructional Practices Summative Quizzes Anticipation philosophical inquiry and related discussions Paper analyzing a theme in text Web research and presentations on author’s life and context of work Creative project (movie trailer, interview with the author, etc) Lessons on generating ideas for class discussion (questioning, connections, etc) Unit: Philosophical novel Socratic dialogue for deeper meaning and reflection Philosophical inquiry Enduring Understandings Essential Questions Resources/Suggested Texts Allegory and satire can help elucidate problems and dangers in society. How should we think critically about our government? Siddhartha What happens when we don’t think critically about our government? 75 Assessments Formative Reading log Class discussions Anecdotal logs Instructional Practices Summative Quizzes Frontloading: “What is a short story? “ analyzing the genre Short story creative project Analyzing the elements of a short story and differences for analysis and writing. Essay on one or more short stories exploring theme Read and dissect theme, symbolism, ideas. Analhyze word economy – short stories have to have really tight writing. Creatieve writing of own short stories Unit: Short Stories Turning short story or section of story into a screenplay and filming the performance Enduring Understandings Essential Questions Depend heavily on text used, but if similar to Dubliners: Should we marry for love? Life gets more real as we gain experience and move away from innocence. How do we make decisions in a complex world? How do we address problems in society? Is there a purpose to life? 76 Resources/Suggested Texts “Dubliners” – James Joyce OBIETTIVI PER LA LINGUA ITALIANA OBIETTIVI GLOBALI DELLA LINGUA A I. II. III. IV. V. VI. VII. VIII. Utilizzare la lingua per esprimere i propri pensieri, creativita, capacita’ di riflessione e d’assimilazione;per sviluppare la propria espressione personale e l’interazione sociale. Sviluppare, in diversi contesti, le competenze inerenti alla comprensione orale, l’espressione orale, la lettura, l’espressione scritta, l’osservazione e la presentazione. Intraprendere lo studio e l’analisi delle opere letterarie e non letterarie a livello critico, creativo e personale. Esplorare la letteratura attraverso le differenti culture e presentando differenti periodi storici. Studiare alcuni aspetti rilevanti della propria cultura, della cultura d’accoglienza e delle differenti culture attraverso opere letterarie e non letterarie. Utilizzare le tecnologie dell’informazione e della comunicazione per esplorare la lingua. Mantenere anche in futuro un interesse per letture diversificate. Applicare le competenze e le conoscenze connesse alla Lingua A nei numerosi contesti concreti. OBIETTIVI SPECIFICI DELLA LINGUA A A Contenuto (comprensione e produzione) Al termine del biennio gli studenti avranno la capacita’ di: A.a) comprendere ed analizzare la lingua, il contenuto, la struttura, il senso e la portata dei testi conosciuti e non, sia orali sia scritti o visivi A.b) comprendere ed utilizzare la terminologia della Langue A all’interno del contesto A.c) analizzare gli effetti delle scelte dell’autore verso il lettore A.d) realizzare elaborati che integrino elementi letterari e non adattati al contesto ed all’intenzione A.e) comparare le opere, esprimere una associare temi relativamente ad un medesimo genere e non A.f) evidenziare una reazione personale in riferimento a testi letterari e non. B Organizzazione: Al termine del biennio, gli studenti saranno capaci di: B.a) realizzare tipi di elaborati che comprendano l’applicazione delle competenze acquisite B.b) organizzare il contenuto rispettando specifiche convenzioni di lingua e struttura, attraverso differenti tipi di testo B.c) organizzare le idee e gli argomenti con coerenza e logica; di utilizzare l’apparato critico in modo appropriato. 77 C Stile e struttura Al termine del biennio, gli studenti saranno capaci di: C.a) utilizzare la lingua per raccontare, descrivere, analizzare, spiegare, discutere, persuadere, informare, esprimere sentimenti C.b) fare un uso corretto della lingua C.c) impiegare un registro, un vocabolario ed espressioni varie ed appropriate C.d) utilizzare una grammatica ed una sintassi corrette C.e) impiegare strutture sintattiche variate ed appropriate. Il programma si sviluppa nell'arco dei due anni scolastici delle prime classi di H.S. . Esso è rivolto al raggiungimento degli obbiettivi precedentemente presentati e ha come naturale incremento il biennio espletativo di esami IB. 78 PROGRAMMA DI ITALIANO DELLA CLASSE NONA Programma: si articola su diverse unità di studio ed applicazione costituite dall'esame di determinati generi letterari e da specifiche aree di applicazione. Unità A: Il Mito e l'origine della narrazione. Testi: selezione di brani tratti da testi di diverse provenienze e tradizioni, rappresentativi del genere. Unità B: Epica classica. Testi: antologia di passi dell'Iliade e dell'Odissea. Unità C: Il racconto ed il romanzo breve. Testi: scelta di almeno tre testi a carattere storico/sociale. Unità D: Analisi ed approfondimento di un genere letterario, scelto di anno in anno, come: Il racconto e il romanzo di genere poliziesco. Testi: lettura e analisi di un romanzo e di racconti polizieschi classici, scelti tra le opere di autori italiani e stranieri. Per lo studio di modalità espressive ed interpretative di comparazione: trasposizione cinematografica o teatrale dei testi affrontati. Unità E: Il romanzo fantastico-meraviglioso. Fra scienza e finzione. Testi: brani antologici di diversa caratterizzazione. Lettura integrale di un romanzo di particolare significato e rappresentativo del genere. Per lo studio di modalità espressive ed interpretative di comparazione: trasposizione cinematografica dei testi affrontati. 79 Unità F: La poesia. Testi: antologia di poesie di autori di diverse correnti, epoche e provenienze; composizioni scelte in modo organico per affrontare: le rispettive forme stilistiche i diversi aspetti letterari le aree tematiche. Attività: ogni unità è connessa a diverse tipologie di aree di applicazione: ricerca presentazione degli elaborati analisi ed approfondimenti o tematici, o comparativi o contestuali a livello o storico o sociale o culturale attivita’ di discussione esercitazioni o scritte e orali o di composizione o di commento critico; attività a carattere creativo inerenti al genere in esame. progetti disciplinari ed interdisciplinari come approfondimento ed integrazione delle unita’ tematiche specifiche attivita’ propedeutiche ad acquisire le competenze per accedere al programmi IB. Esami: nel biennio secondario, con scadenza semestrale hanno luogo, esami interni, con finalita’ di verifica generale e relativa valutazione. 80 PROGRAMMA DI ITALIANO DELLA CLASSE DECIMA Programma: si articola su diverse unità di studio ed applicazione costituite dall'esame di determinati generi letterari e da specifiche aree di applicazione. Unità A: Introduzione alla storia della lingua italiana: origine e diffusione. Il concetto di dinamicita’ della lingua parlata e scritta; evoluzione delle forme linguistiche analisi delle radici etimologiche. Testi: Compendio introduttivo alla storia della lingua italiana. Antologia di testi e documenti riguardanti le prime forme di volgare e della sua evoluzione culturale a livello storico geografico sociale. Unità B: Introduzione alla storia della letteratura italiana: le prime forme espressive letterarie. Approfondimento delle aree culturali di genere e di stile: le diverse Scuole letterarie. Testi: compendio di: Introduzione alla storia della letteratura italiana. Selezione antologica di testi relativi alle diverse aree di appartenenza. Unità C: Epica cavalleresca: l’espressione morale ed etica del mondo cortese. Il riflesso letterario della societa’ feudale. La struttura descrittiva e didascalica della poesia epica e la presenza dell’elemento simbolico nel poema epico-cavalleresco. I due grandi cicli letterari: aspetti stilistici e linguistici. Testi: antologia di testi tratti dai poemi del ciclo bretone e carolingio. Unità D: Il romanzo storico italiano. introduzione al contesto storico-sociale-culturale. le diverse chiavi di lettura di approfondimento tematico e stilistico. lettura ed analisi critica degli aspetti letterari di un’opera rappresentativa del genere. Testi: lettura di un romanzo scelto fra quelli piu’ rappresentativi del genere dell‘800 o del ‘900. 81 Unità E: analisi comparativa di opere appartenenti al genere della narrativa. Confronto degli aspetti letterari stilistici tematici. Lettura ed esame di due testi di letteratura italiana o straniera. Testi: lettura di due testi ( romanzi brevi) collegabili per alcuni aspetti formali o di contenuto, possibilmente di due autori appartenenti ad aree geografiche e culturali o cronologiche differenti. Unità F: Analisi comparativa di opere appartenenti al genere del teatro. Introduzione al genere del teatro, attraverso le proprieta’ espressive e le dinamiche del testo. Ampia area di approfondimento: Il significato culturale e sociale del teatro la sua trasformazione attraverso le epoche e le culture. Testi: Lettura critica e comparativa di due opere teatrali con analogie tematiche e particolarmente rilevanti nei rispettivi contesti culturali. Scegliendole opportunamente da ambiti differenti. Unità G: La poesia. Analisi degli aspetti letterari iconici formali tematici stilistici retorici. Testi: antologia di poesie di autori di diverse correnti, epoche e provenienze; composizioni scelte in modo organico per affrontare: le rispettive forme stilistiche, i diversi aspetti letterari, le aree tematiche. Attività: ogni unità è connessa a diverse tipologie di aree di applicazione: 82 ricerca presentazione degli elaborati analisi ed approfondimenti o tematici, o comparativi o contestuali a livello o storico o sociale o culturale attivita’ di discussione esercitazioni o scritte e orali o di composizione o di commento critico; attività a carattere creativo inerenti al genere in esame. progetti disciplinari ed interdisciplinari come approfondimento ed integrazione delle unita’ tematiche specifiche attivita’ propedeutiche ad acquisire le competenze per accedere al programmi IB. Esami: nel biennio secondario, con scadenza semestrale hanno luogo, esami interni, con finalita’ di verifica generale e relativa valutazione. 83 84 SOURCES The present series of IMHS Curriculum Documents draws on a number of existing documents that we acknowledge in the following list. All rights belong to the respective owners. Documents published by the International Baccalaureate Organization are used under the following conditions (Rules and policy for use of IB intellectual property, Copyright materials, IB World Schools, Guidelines for permitted acts): “b) IB teachers with authorized access to the online curriculum centre (OCC) may download to a computer and save any IB files that are published there as programme documentation. They, or a designated department of the school on their behalf, may then print a copy (or copies) in part or whole. They may also extract sections from that file, for using independently or inserting into another work for information or teaching purposes within the school community.” Documents published by the NGA Center for Best Practices and the Council of Chief State Officers are used under the following conditions (Public License, License grant): “The NGA Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) hereby grant a limited, non-exclusive, royalty-free license to copy, publish, distribute, and display the Common Core State Standards for purposes that support the Common Core State Standards Initiative. These uses may involve the Common Core State Standards as a whole or selected excerpts or portions.” Documents published by the Council of Europe are used under the following conditions (Copyright Information): “The Common European Framework of Reference for Languages is protected by copyright. Extracts may be reproduced for non-commercial purposes provided that the source is fully acknowledged.” LANGUAGE A: MYP GUIDE Published January 2009 DP GUIDE Published February 2011 Common core standards “© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.” MIUR, Ministero dell’Istruzione, dell’Università e della Ricerca, “Piani Specifici di Apprendimento – Scuola Secondaria di I grado” LANGUAGE B : MYP GUIDE Published March 2012 DP GUIDE Published March 2011 CEFR various documents © Council of Europe 2011 SOCIAL STUDIES : 85 MYP GUIDE Published August 2009, Published February 2012 DP GUIDE – HISTORY Published March 2008 SCIENCE: MYP GUIDE Published February 2010 DP GUIDE – BIOLOGY, CHEMISTRY, PHYSICS Published March 2007 MATHEMATICS : MYP GUIDE Published January 2011 DP GUIDE Published September 2006 ARTS MYP GUIDE Published August 2008 PE and IT 86 MYP GUIDE PE Published August 2009 MYP GUIDE TECHNOLOGY Published August 2008 https://sites.google.com/a/westlakeacademy.org/teachers/Home/MYPtechnologycourseinfo http://www.wuxitaihuinternationalschool.org/technology.html#4 http://www.isparis.edu/page.cfm?p=406) END OF DOCUMENT Last revision: April 8, 2013