English 1 (#1001310)

Transcription

English 1 (#1001310)
English 1 (#1001310)
The purpose of this course is to provide English 1 students, using texts of high complexity, integrated
language arts study in reading, writing, speaking, listening, and language for college and career
preparation and readiness.
GENERAL NOTES
The content should include, but not be limited to, the following:
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active reading of varied texts for what they say explicitly, as well as the logical inferences that can
be drawn
analysis of literature and informational texts from varied literary periods to examine:
o text craft and structure
o elements of literature
o arguments and claims supported by textual evidence
o power and impact of language
o influence of history, culture, and setting on language
o personal critical and aesthetic response
writing for varied purposes
o developing and supporting argumentative claims
o crafting coherent, supported informative/expository texts
o responding to literature for personal and analytical purposes
o writing narratives to develop real or imagined events
o writing to sources using text- based evidence and reasoning
effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support
or refute a claim in multimedia presentations, class discussions, and extended text discussions
collaboration amongst peers
Instructional Practices: Teaching from well-written, grade-level instructional materials enhances
students’ content area knowledge and also strengthens their ability to comprehend longer, complex
reading passages on any topic for any purpose. Using the following instructional practices also helps
student learning.
1. Reading assignments from longer text passages, as well as shorter ones when text is extremely
complex.
2. Making close reading and rereading of texts central to lessons.
3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
4. Requiring students to support answers with evidence from the text.
5. Providing extensive text-based research and writing opportunities (claims and evidence).
Instructional Materials: SpringBoard® is the foundational component for the College Board's College
Readiness System, offering a proven Pre-AP program that increases participation and prepares a greater
diversity of students for success in AP, college and beyond – without remediation.
For an overview of the content of the materials central to study in the English 1course, please click the
following link: SpringBoard Grade 9 Video
Pacing Highlights: The thematic focus of study throughout English 1 is Coming of Age. Highlights of
instruction are outlined below, and though instruction may vary by classroom, a tentative timeline is
provided for informational purposes.
First 9 Weeks
Unit /
Essential Questions
Core Text
Unit 1
What does it mean to
Coming of Age “come of age”?
Embedded
Assessments
EA 1: Writing and
Presenting an
Interview
Narrative
How are rhetorical
Independent
reading novels appeals used to influence
an audience?
(Novel)
EA 2: Writing an
Argumentative
Essay
Unit Goals
To understand the concept of coming of age
To identify diction, syntax, imagery, and tone-­‐-­‐and to
understand the way they work together to convey an
author’s or speaker’s voice
To incorporate voice effectively in one’s own writing
To support an inference or claim using valid
reasoning and relevant and sufficient evidence
To analyze and use rhetorical appeals and evidence
to present an argument to an audience
Second 9 Weeks
Unit /
Core Text
Unit 2
Defining Style
Edward
Scissorhands
(Film)
Unit 3
Coming of Age
in Changing
Times
To Kill a
Mockingbird
(Novel)
Essential Questions
What makes a good
story?
Embedded
Assessments
EA 1: Writing a
Short Story
What are the elements of EA 2: Writing
a style analysis?
a Style
Analysis Essay
What impact does
EA 1: Historical
context have on a novel
Investigation and
and on the reactions of
Presentation
readers to it?
Unit Goals
To identify specific elements of an author’s style
To develop close reading skills
To review and analyze elements of fiction and
write a short story
To identify cinematic techniques and analyze their
effects
To gather and integrate relevant information from
multiple sources in order to answer research
questions
To present findings clearly, concisely, and logically,
making strategic use of digital media
Third 9 Weeks
Unit / Core
Text
Essential Questions
Embedded
Assessments
Unit Goals
Unit 3
Coming of Age
in Changing
Times
To Kill a
Mockingbird
(Novel)
(Continued)
How does a key scene
from a novel contribute
to the work as a whole?
EA 2: Writing a
Literary Analysis
Essay
To analyze how literary elements contribute to the
development of a novel’s themes
To write a literary analysis, citing textual evidence
to support ideas and inferences
Unit 4
Exploring
Poetic
Voices
What is Poetry?
EA 1: Creating a
Poetry Anthology
To develop the skills and knowledge to analyze
and craft poetry
To analyze the function and effects of figurative
language
To write original poems that reflect personal
voice, style, and an understanding of poetic
elements
To write a style analysis essay
To present an oral interpretation of a poem
Selected
Poems
What can a writer learn
from studying an author’s EA 2: Analyzing
craft and style?
and Presenting a
Poet
Fourth 9 Weeks
Unit /
Core Text
Unit 5
Coming of
Age on Stage
Romeo and
Juliet
(Drama)
Essential Questions
How do actors and
directors use
theatrical elements to
create a dramatic
interpretation?
Why do we study
Shakespeare?
Embedded
Unit Goals
Assessments
EA 1: Presenting a To cite textual evidence to support analysis of a
dramatic text
Dramatic
To analyze the representation of key scenes in text,
Interpretation
film, and other mediums
To collaborate with peers on an interpretive
EA 2: Writing a
performance
Synthesis
To conduct research to answer questions and gather
Argument
evidence
To analyze how an author uses rhetoric to advance a
purpose
To write an argument to support a claim