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Language Arts Literacy – English 107/207

Rutherford Public Schools

Language Arts Literacy

English 107/207

2015

Revised by the RBOE June 15, 2015

Language Arts Literacy – English 107/207 1

Introduction

The English 107/207 curriculum is designed to develop the ability of each student

to read and write and to embrace critical thinking skills. The course meets the

individual needs of the special education student as he/she prepares for future

educational goals and challenges. A great deal of emphasis is placed on writing as

a process and vocabulary enrichment. The literature portion of the course

alternates each year between a focus on world literature with a classical theme, and

American literature (see Curriculum Maps on page 11). Students will be taught to

analyze and predict aspects of the text. To encourage critical thinking, varied tools

of learning will be incorporated. Technological materials including video tapes,

computer programs, and audio equipment will be utilized. To accomplish proficiency in the language area, students will be given

opportunities to incorporate vocabulary and the writing process to convey their

message. Throughout the course, students will be encouraged to use the concepts,

themes, and activities to better comprehend themselves and their world. In

addition, students will be preparing for the state standardized test. This course fulfills the ninth grade and tenth grade requirements for English and

adheres to the New Jersey Common Core State Standards for English Language

Arts.

NEW JERSEY COMMON CORE STATE STANDARDS Grade Level: Ninth and Tenth

RL: Reading Standards for Literature RI: Reading Standards for Informational Text Key Ideas and Details A: Key Ideas and Details RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-‐10.2: Determine a theme or central idea of a text and analyze in detail its

RI.9-‐10.2: Determine a central idea of a text and analyze its development over the course


development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-‐10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RI.9-‐10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure Craft and Structure RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RI.9-‐10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RI.9-‐10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas Integration of Knowledge and Ideas RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

(Not applicable to literature) RI.9.10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-‐10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

RI.9-‐10.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity

RL.9-‐10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SL: Speaking and Listening: Grades 9-10


Comprehension and Collaboration SL.9-10.1:Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.9-‐10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-‐10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Presentation of Knowledge and Ideas SL.9-10.4:Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-‐10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

W: Writing Standards: Grades 9-10 Text Types and Purposes W.9-10.1:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented. W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in

which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).


W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative.

Production and Distribution of Writing W.9-10.4: 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.) W.9-‐10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-‐10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge W.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-‐10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Range of Writing W.9-10.10: 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 tasks, purposes, and audiences.

L: Language Standards: Grades 9-10 Conventions L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing/speaking.

a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses

(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly.

Effective Language Use L.9-10.3: 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.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s


Manual for Writers) appropriate for the discipline and writing type. Vocabulary Acquisition and Usage L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

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, its part of speech, or its etymology.

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).

L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

L.9-10.6: Acquire and use accurately general academic and domain-specific 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.


NEW JERSEY COMMON CORE STATE STANDARDS: English Language Arts Standards Reading: Literature, Grade 9-10

Common Core State Standard Course Outline Application Key Ideas & Details1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Integration of Knowledge and Ideas 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). 8. (Not applicable to literature) 9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading and discussion Julius Caesar. Worksheet with comprehension questions on the acts and scenes of Julius Caesar. Reading and discussing Julius Caesar. Write a paragraph on the plot of Julius Caesar. Class discussion on the development of the characters in a required reading (e.g. Walter, Beneatha and Mama from beginning to end of A Raisin in the Sun. Review of vocabulary from required reading (e.g. Julius Caesar, A Raisin in the Sun, etc.) Worksheets reviewing the sequence of

events in The Good Earth.

Create a poster comparing/contrasting popular customs of the US today and China in the early 1900’s. “John Henry” –text – discuss how three paintings by Palmer C. Hayden represent aspects of the poem. Study Langston Hughes’s poem before reading the play A Raisin in the Sun. Scaffolding assessed through written tests

and quizzes; alternative assessments such as artwork or skits; written assignments and worksheets.


Reading: Informational Text, Grade 9-10

Common Core State Standard Course Outline Application Key Ideas & Details

1. Cite strong and thorough textual evidence to support 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 how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 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 cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Read and discuss informational text that accompanies short stories and poetry in textbook. (e.g. from “Working on the Railroad” and “John Henry”.)

Context clues activities and worksheets.

Textbook: “Student to student essays”

Textbook: “Meet the Writer” – read and discuss how background influences POV

Integration of Knowledge and Ideas 7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Read a short biography and view biography on the same person to compare (e.g. author Lorraine Hansberry). Worksheets with drawing conclusions activities.

Reading non-fiction: “FDR’s Speech to Congress”


Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Scaffolding assessed through written tests and quizzes; alternative assessments; written assignments and worksheets.

Writing: Grade 9-10

Common Core State Standard Course Outline Application Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Answer open-ended questions; write one paragraph answers; write complete simple sentences as answers; and use examples from the text. (e.g. writing about A Raisin in the Sun in various formats) state standardized test preparation writing assignments

Identify a topic; brainstorm words/phrases associated with topic; Write one to three paragraphs using brainstorming ideas. Topics vary. (e.g. changes of seasons, favorite video games).


c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

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.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose.

Write an alternate ending to a story; create a story based on a picture.

Use graphic organizers such as t- charts, linear webs, VENN diagrams.

Use SOLO: Co-writer, Write Out

Loud, Read Out Loud

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.


Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Use the Internet to identify 5-10 facts about a specific topic. Use library books to research a topic. Answer questions on assessment of each source. Write 1-2 paragraphs using the information found.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Use the MLA method to gather, assess, and write project.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

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 tasks, purposes, and audiences.

Discuss how the theme of Langston Hughe’s poem “A Dream Deferred” is shown in the play A Raisin in the Sun.

Complete assigned writing assignments twice a month. Write in class to practice state standardized test preparation essays and open-ended questions.

Speaking and Listening: Grade 9-10

Common Core State Standard Course Outline Application Comprehension and Collaboration1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Small group discussions including, but not limited to peer review, open ended questions, and planning for group reports.


b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Presentation of Knowledge 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Create multimedia projects individually or in small groups; present to class; group discussions and evaluations.

Create multimedia projects individually or in small groups; present to class; group discussion and evaluation

Language: Grade 9-10

Common Core State Standard Course Outline Application Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Writing assignments: write in complete sentences; identify subject/predicate; identify basic parts of speech; use basic punctuation correctly. (state standardized test practice essays and open-ended questions)


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly.

Knowledge of Language 3. 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.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). 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, its part of speech, or its etymology. 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).

Write and edit simple paragraphs in standard format. Vocabulary worksheets – words selected from various reading assignments.

Context clues worksheets

Identification of root words and affixes. Use an appropriate dictionary.

Idiom worksheets

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

6. Acquire and use accurately general academic and domain-specific 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.

Poetry reading and assignments. Use poems as per teacher discretion. Assessed through completion of varied writing assignments.


Methods of Assessment

A. Student Assessment A variety of assessments will be provided, including but not limited to the following items:

1. Tests 2. Quizzes 3. Homework 4. Class work 5. Class participation 6. Essays, projects, reports 7. Oral reports 8. Journals

B. Teacher/Curriculum Assessment will be conducted according to the following statement:

The subject teacher(s) and the Language Arts Literacy supervisor will be in contact throughout the academic year concerning curriculum assessment. The teachers are encouraged to make suggestions for improving and changing the curriculum. The supervisor will also request an annual meeting to solicit suggestions for modifications and changes, especially in regard to meeting the course objectives, which include the Common Core State Standards.

C. The final exam administered at the end of the course is worth 20% of each student’s final grade, as per Board policy. The content of this exam is determined by the individual teacher, and will include material from the first two quarters, although emphasis is to be placed on the latter half of the course content.

Grouping Students in English 107/207 are heterogeneously grouped.

Articulation/Scope and Sequence/Time Frame English 107/207 is a full year course.

Resources A. References Teachers may contact the Language Arts Literacy department office and the school and local libraries for additional resources.

B. Technology Students shall use technology as a research tool and word processor. Teachers shall use technology to enhance their lesson plans to provide additional information and practice for students. It is strongly suggested that students in English 107/207 provide technological procedures as substitutes for the written or word-processed report. Use of technology will conform to the following New Jersey Core Curriculum Content Standards: (8.1.12.A.1) (8.1.12.A.2) (8.1.12.A.3) (8.1.12.A.4) (8.1.12.C.1) (8.1.12.D.2) (8.1.12.F.2)

C. Text Elements of Literature, Introductory Course


D. Supplemental Reading/Materials Audiotapes, videotapes, DVDs Teacher selected short stories and poems

E. Required Reading A Raisin in the Sun (modified version) Julius Caesar (modified version)

F. Optional Reading The Good Earth (modified version) Ethan Frome (modified version)

Methodologies

A wide variety of methodologies will be used. The following are suggestions, not limitations, as to how the program may be implemented and facilitated. Codes in parenthesis refer to the New Jersey Core Curriculum Content Standards for 21st Century Life and Careers.

• Cooperative learning groups (9.1.12.A.1) (9.1.12.A.2) (9.1.12.B.1) (9.1.12.B.2) (9.1.12.B.3) (9.1.12.C.5) (9.1.12.D.1) (9.1.12.E.1) ((9.1.12.F.2)

• Differentiated instruction methods (9.1.12.A.1) (9.1.12.A.2) (9.1.12.B.1) (9.1.12.B.2) (9.1.12.B.3) (9.1.12.C.5) (9.1.12.D.1) (9.1.12.E.1) ((9.1.12.F.2)

• Workshop approach (9.1.12.A.1) (9.1.12.A.2) (9.1.12.B.1) (9.1.12.B.2) (9.1.12.B.3) (9.1.12.C.5) (9.1.12.D.1) (9.1.12.E.1) ((9.1.12.F.2)

• Individual assignments (9.1.12.A.1) (9.1.12.A.2) (9.1.12.B.1) (9.1.12.B.2) (9.1.12.B.3) (9.1.12.D.1) (9.1.12.E.1) ((9.1.12.F.2)

• Whole class instruction (9.1.12.A.1) (9.1.12.A.2) (9.1.12.B.1) (9.1.12.B.2) (9.1.12.B.3) (9.1.12.D.1) (9.1.12.E.1) ((9.1.12.F.2)

• Small group instruction (9.1.12.A.1) (9.1.12.A.2) (9.1.12.B.1) (9.1.12.B.2) (9.1.12.B.3) (9.1.12.C.5) (9.1.12.D.1) (9.1.12.E.1) ((9.1.12.F.2)

• Technology-aided instruction (9.1.12.A.1) (9.1.12.A.2) (9.1.12.B.1) (9.1.12.B.2) (9.1.12.B.3) (9.1.12.D.1) (9.1.12.E.1) ((9.1.12.F.2)

• Peer-to-peer instruction (9.1.12.A.1) (9.1.12.A.2) (9.1.12.B.1) (9.1.12.B.2) (9.1.12.B.3) (9.1.12.C.5) (9.1.12.D.1) (9.1.12.E.1) ((9.1.12.F.2)

Suggested Activities 1. Students will create collages, artwork, and PowerPoint presentations in response to a novel or play. 2. Students will use video to develop a creative interpretation of a novel or play.

Suggested Transition Activities 1. Read and discuss career-related short stories. 2. Research project focused on careers and/or independent living.

Interdisciplinary Curriculum Coordination Interdisciplinary curriculum coordination is possible with the Business and Technology departments. Throughout the year, students will use resources from these departments in order to complete various research reports and presentations. Interdisciplinary curriculum coordination is strongly encouraged with the Transition 107 and 207 classes. Throughout the year, students will use resources available in both English 107/207 and Transition 107 and 207 classes to complete joint projects and assignments.


Differentiating Instruction for Students with Special Needs

Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.

Examples of Strategies and Practices that Support:

Students with Disabilities

• Use of visual and multi-sensory formats • Use of assisted technology • Use of prompts • Modification of content and student products • Testing accommodations • Authentic assessments

Gifted & Talented Students

• Adjusting the pace of lessons • Curriculum compacting • Inquiry-based instruction • Independent study • Higher-order thinking skills • Interest-based content • Student-driven • Real-world problems and scenarios

English Language Learners

• Pre-teaching of vocabulary and concepts • Visual learning, including graphic organizers • Use of cognates to increase comprehension • Teacher modeling • Pairing students with beginning English language skills with students who have more

advanced English language skills • Scaffolding

o word walls o sentence frames o think-pair-share o cooperative learning groups o teacher think-alouds

Professional Development Teachers shall continue to improve their expertise by participating in a variety of professional development opportunities made available by the Board of Education and other organizations.


COMMON WRITING TERMINOLOGY

Term Meaning Writing Process

Prewriting Gathering Ideas Drafting Writing a Draft Revising Revising for Content Editing Editing for Grammar

Publishing Producing Final Product Creating Final Draft Producing Final Product

Writing Terms

Introduction Introductory Paragraph/Statement Hook Attention Grabber

Thesis Statement Statement of Purpose Body Paragraph(s) Reasoning Paragraph(s)

Topic Sentence Introduction of Paragraph-Specific Content Evidence Supporting Details

Closing Sentence Conclusion of Paragraph-Specific Content Call to Action What Should the Reader Do?

Conclusion Concluding Paragraph Exposition Background/Characters/ Setting

Conflict Internal and/or External Rising Action The events that lead to the climax

Climax The pinnacle moment Falling Action The events that lead to the resolution

Resolution The final outcome

Writing Genres Opinion Grades K – 5

Argument Grades 6 – 12 Informational/Explanatory Grades K – 12

Narrative Grades K – 12 Research Grades K – 12


COMMON EDITING MARKS

Symbol Meaning K 1 2 3 4 5 6 7 8 9-‐12

Delete X X X X X X X X X X

Close up X X X X X X X X X X

Caret X X X X X X X X X X

Insert a space X X X X X X X X X X

Transpose X X X X X X X X X X

Begin a new paragraph here

X X X X X X X X

Don’t begin a new paragraph here

X X X X X X X X

Set in capitals X X X X X X X X X X

Set in lowercase X X X X X X X X X X

Add comma X X X X X X X X X

Add apostrophe X X X X X X X X

Add period X X X X X X X X X X

Add quotation marks X X X X X X X X

Check Spelling X X X X X X X X X

Awkward phrasing or word choice

X X X X

Fragment X X X X X X X X

Run on sentence X X X X X X X X

Subject verb agreement X X X X X X X X


Curriculum Map - English 107/207 Year 1

September October November December January

*Basic grammar review *Literary devices: plot, character, setting, theme, conflict *A Raisin in the Sun *Vocabulary - selected from A Raisin in the Sun * state standardized test styled prompts

*A Raisin in the Sun *Vocabulary - selected from A Raisin in the Sun * state standardized test styled prompts

*A Raisin in the Sun *Vocabulary - selected from A Raisin in the Sun * state standardized test styled prompts

*Short story - ”Just Once” *Vocabulary - selected from “Just Once” *Reader’s Theater - A Christmas Carol * state standardized test styled prompts *Grammar - irregular verbs

*Short story - “Ta-Na-E- Ka” *Vocabulary - selected from “Ta-Na-E-Ka” *Short story - “An Appointment in Samarra” *The Time Machine, Vocabluary - selected from The Time Machine

February March April May June *The Time Machine *Vocabulary - selected from The Time Machine * state standardized test styled prompts

*Culminating project on The Time Machine *Short story - “The All - American Slurp” *Short story - “La Bamba” *Short story -“President Cleveland, Where Are You?” *Vocabulary - selected from short stories * state standardized test styled prompts

*Short story - “The Stone” *Vocabulary - selected from “The Stone” *Ethan Frome *Vocabulary - selected from Ethan Frome * state standardized test styled prompts

*Ethan Frome *Vocabulary - selected from Ethan Frome * state standardized test styled prompts

*Grammar review *Literature review *Vocabulary review *Final Exam

Curriculum Map - English 107/207 Year 2

September October November December January

*Basic grammar review *Literary devices: plot, character, setting, theme,conflict *Julius Caesar *Vocabulary - selected from Julius Caesar * state standardized test styled prompts

*Julius Caesar *Vocabulary - selected from Julius Caesar * state standardized test styled prompts

*Julius Caesar *Vocabulary - selected from Julius Caesar * state standardized test styled prompts

*Short story - ”Storm” *Vocabulary - selected from “Storm” *Reader’s Theater - The Nutcracker * state standardized test styled prompts *Grammar - irregular verbs

*Short story - “All Summer in a Day” *Vocabulary - selected from “All Summer in a Day” *The Good Earth Vocabulary - selected from The Good Earth * state standardized test styled prompts

February March April May June

*The Good Earth *Vocabulary - selected from The Good Earth * state standardized test styled prompts

* The Good Earth *Vocabulary - selected from The Good Earth *Poetry Unit: narrative, lyric, and message poems *”John Henry” *”The Pied Piper of Hamelin” *Jimmy Jet and His TV Set” * state standardized test styled prompts

*Excerpt from The Adventures of Tom Sawyer *Vocabulary - selected from The Adventures of Tom Sawyer *Retold African Myths *Vocabulary - selected from Retold African Myths * state standardized test styled prompts

*Retold African Myths *Vocabulary - selected from Retold African Myths * state standardized test styled prompts

*Grammar review *Literature review *Vocabulary review *Final Exam

Download - Rutherford Public Schools Language Arts Literacy English … · 2016-08-22 · Language Arts Literacy – English 107/207 1 Introduction The English 107/207 curriculum is designed

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