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English 1 Curriculum Guide
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Objectives |
Core Curr. |
Instructional |
Assessment |
Resources |
GEPA HSPA Terra Nova |
| The student will be able to: |
English I Grade 9 (1111-1121): Warriner’s
English Grammar and Composition Literature & Language |
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| 1. Learn proper capitalization, punctuation, spelling, verb/ pronoun usage, usage of modifiers and avoidance of fragments and run on sentences. | 3.3 | Teacher observation in all skill areas in addition to specific EWT Skills Tests | |||
| A. Capitalization |
1. Review rules for capitalization 2. Assign exercise in Chapter 19 3. EWT skill builders 4. Refer to Literature & Language, p. 956 |
EWT Skills Test (A1) Evaluation of exercises |
EWT Success Student portfolios |
W. I W. II |
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| B. Punctuation |
1. Review uses of end punctuation 2. Outline uses of commas 3. Review use of semi-colon and discuss misuse of commas in compound sentences Special Education: - Graphic organizers, error-monitoring checklist. 4. List items which are underlined and items which are put in quotation marks 5. Review use of quotations marks in conversation with dialogue tags Special Education: - Use error-monitoring, checklist, graphic organizers. 6. Review use of colon 7. Assign exercises in Chapter 20-22 Warriner’s 8. EWT skill builders 9. Refer to Literature & Language correlating activities Unit 1, Chapter 2, Exercise 2 & 3 10. Assign a writing assignment in which students will demonstrate proficiency in capitalization and punctuation rules Special Education: - Use error-monitoring, checklist (cops), graphic organizers. |
EWT Skills Test (A2) Evaluation of exercises |
Warriner’s, Chapter 19 p. 465-482 Literature & Language p. 256 Warriner’s, Chapters 20-22, p. 483-539 Literature & Language Unit 1, Chapter 2, p. 109 |
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| C. Spelling |
1. Review spelling rules as found in Chapter 28 2. Assign "Spelling Demons" to be memorized 3. EWT skill builders |
EWT Skills Test (A3) Evaluation of exercises |
Warriner’s, Chapter 28 p. 643-676 |
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| D. Verb/Pronoun Usage |
1. Review pronoun antecedent agreement in Chapter 5. Do appropriate
exercises 2. Memorize cases of pronouns and review parts of sentences and the case needed for each use Special Education: - Graphic organizers, 2 column method. 3. Review rules or subject verb agreement in Chapter 5. 4. Do exercises in text, Chapter 5 5. Refer to Literature & Language correlating activities, Unit 3, Chapter 2 & 3, p. 369 & 402, ex. 3 & 4 6. EWT skill builders |
EWT Skills Test (B1) Evaluation of exercise "Teaching Tips" Literature and Language, p. 401-402, 368-369 |
Warriner’s, Chapter 5 p. 129-152 Literature & Language Unit 3, Chapt 2, p. 367, Chapter 3, p 400 |
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| E. Usage of Modifiers |
1. Review formation and use of comparative and superlative degrees of
adjectives and adverbs in Chapter 8 2. Have students memorize the irregular forms 3. Review rules for correct use of modifiers 4. Assign exercises to provide practical application of rules 5. Discuss dangling modifiers and correct placement of modifiers 6. Assign exercises to correct misplaced modifiers and modifying phrases 7. Refer to correlating activities on pg. 238 ex. 3 & 4 in Literature & Language Special Education: - Outline rules, cooperative, buddy system. |
EWT Skills Test (B3) Evaluation of exercises "Teaching Tip", p. 237 |
Warriner’s, Chapter 8, p.202-239 Literature & Language Unit 2, Chapter 2 p. 236, 368-369, 401-402 |
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| F. Avoidance of Fragments and Run-on sentences |
1. Outline and discuss elements of a sentence 2. Review common problems when writing sentences, Chapter 10 3. Revise fragments making them complete sentences 4. Discuss punctuation problems in run-on sentences in Chapter 10 5. Review run-on sentences, making complete sentences 6. EWT skill builders 7. Refer to correlating activities on p. 204, ex. 3-5 in Literature & Language Special Education: - Peer tutoring, buddy system, error-monitoring, checklist. |
EWT Skills Test (B2) Evaluation of exercises |
Warriner’s, Chapter 10 p. 243-258 Literature & Language Unit 2, Chapter 1, p. 202 895-896, 237 |
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| 2. Utilize the skills listed above in writing assignments that are void of substandard and imprecise language. |
3.3 3.1 |
1. Assign the students to read a passage(s) complete with grammatical
errors. Students will pin point these effects 2. Have students discuss and explain errors from passage(s) orally Special Education: - Computer used, cooperative. |
EWT Skills Test (B6) EWT Skills Test (B7) Teacher observation Grading of writing assignment Assign a writing exercise, in which students must avoid substandard English, about a personal experience such as the student’s life before coming to the USA or strong ideas in one’s culture |
Student writing sample Teacher selected passages |
W. II |
| 3. Acquire the knowledge of and complete use of the eight parts of speech. | 3.3 |
1. Discuss the structure and variety of the English language and the
purpose of grammar in the study of English 2. Review the eight parts of speech in Chapter 1 and assign various exercises in Warriner’s 3. Reinforce with weekly vocabulary tests 4. Refer to additional correlating activities in Literature & Language p. 893 Section 2-5 |
Weekly vocabulary tests | Warriner’s, Chapter 1 p. 3-37 Literature & Language p. 893 (Language handbook) |
W. II |
| 4. Acquire the knowledge of proper sentence structure to include the four types of sentences and to combine ideas correctly into sentences using coordinating and subordinating conjunctions. | 3.3 |
1. Review the four basic kinds of sentences 2. Discuss reasons for sentence variety in an essay 3. Review subordinating and coordinating conjunctions, p. 114, 272, 31-32 and transitions 4. Review "sentence combining", p. 259 and "Varying Sentence Beginnings", p. 278 5. Review "Varying Sentence Structure", p. 286 6. Assign various exercises in Chpt 11 Special Education: - Graphic organizers, cooperative 7. Refer to correlating activities in Literature & Language on p. 288, 328, 450, 500, 627, 710 and 950 8. Assign a passage to students consisting of short, choppy sentences. Students will rewrite the paragraph making it more interesting by varying length and structure of the sentences 9. Students will choose from a list of topics and write an essay on one, emphasizing the usage of sentence variety and structure |
Teacher observation HSPT Skills Tests (B5), (D1), (D2) Grading of writing assignmen "Teaching Tip", p. 500 |
Warriner’s, Chapter 11 p. 259-289 Literature & Language pp. 288, 328, 450, 500, 627, 710, and 950 |
W. II |
| 5. Use transitional words to show chronology, cause and effect, comparison and contrast, develop sentences and paragraphs using transitional words effectively. | 3.3 |
1. Discuss effective use of transitions 2. Go over specific use of linking expressions in Chapter 13, p. 359 3. Write original paragraphs using transitions 4. Provide students with a list of transition words 5. Students will write an essay on the topic of their choice focusing on the use of transitional words and phrases 6. Refer to correlating activities in Literature & Language ex. 2-4, p. 451 Special Education: - Cooperative groups 7. Reinforce compare/contrast, have students partner with a classmate from a different ethnic background and write an essay stressing the similarities/ differences of lifestyle, beliefs, etc. 8. Assign "options for learning" (Literature & Language, p. 123 & 253) to reinforce chronological order Special Education: - Compare/contrast matrix. |
EWT Skills Test (C1) EWT Skills Test (C2) EWT Skills Test (C3) EWT Skills Test (E1) EWT Skills Test (E2) EWT Skills Test (E3) Grading of writing assignment History/Science - Write a compare/ contrast essay such as varying opinions on the Civil Rights Movements or different theories of evaluation |
Warriner’s, Chapter 13 p. 358-370 Literature & Language p. 143, 332, 450-451 |
W. II |
| 6. Select details that support the main idea of a paragraph, choose from a list of detail sentences the ones that help support a particular topic sentence. | 3.3 |
1. Outline the qualities of a good topic sentence 2. Discuss how topic sentence limits details 3. Teach pre-writing techniques such as listing ideas, webbing, brainstorming, etc. 4. Help students to then choose only details that support the topic sentence 5. Review Chapter 12, "The Topic Sentence" and "Development of Paragraph" Special Education: - Graphic organizers, highlighting, cooperative groups 6. Give students a list of topic sentences, have them create original paragraphs to support them 7. Students will choose one of the paragraphs they have written and develop it into a well organized paragraph 8. Assign the reading of Jamake Hugh Waters "Snake Boy" (Literature & Language , p. 114), have students list details or events from the story that help identify it as a myth 9. Assign "Study Skills Workshop" (Literature & Language, p. 291) 10. Read "The Shepherd’s Daughter" (Arr. Literature, p. 54) by William Saroyan and do questions #2 & 4, p. 55 11. Read "A Bedtime Story" by Mitsvye Yamada (Arr. Literature 39) and do questions #1 & 2 Special Education: - Graphic organizers, highlighting, cooperative groups, peer tutoring, buddy system. |
EWT Skills Test (F1) EWT Skills Test (F2) Grading of essay assignments Evaluation of worksheets Evaluation of essay Social Studies/Science - Students should work on pgs. RCA 25-33 in Globe - Teacher’s resource binder to discuss main ideas and details in Social Studies and Science "Teaching Tip", p. 291 Literature & Language Refer to "Cultural Connections" Literature & Language |
Warriner’s, Chapter 12 p. 294-311 Globe Literature Teacher’s resource binder, p. RCA 25-33 Literature & Language Arrangements in literature |
R. II W. II |
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3.3 |
1. Review an outline of a good essay: introduction, general
developmental paragraphs, and conclusion 2. Review steps of writing good paragraphs, pre-writing, writing ideas in logical order, revision and editing, write final copy if time permits (HSPT format does not allow time for rewrite) 3. Assign essays some of which are timed 4. Have students choose one of the paragraphs written in Objective 6 (Part 7), to develop into an essay. The focus should be on supporting the main idea 5. Refer to "LEP - Culture" in TM p. 461 and assign essay to student |
Teacher observation Grading of essays |
Warriner’s, p. 293-370 Teacher/student generated materials |
W. II R. II |
| 8. Use parallel structure whenever it is appropriate. | 3.3 |
1. Define parallel structure 2. Give examples of correct parallelism and incorrect statements 3. Discuss task and guide students to provide examples of how to use parallel structure correctly Special Education: - Untimed essays, error-monitoring, checklist 4. Provide students with a worksheet that are not parallel. They are to rewrite sentences using correct parallel structure 5. Assign the reading of a poem that illustrates parallelism such as, "Sing a Song of People" by Lois Lenski and discuss its structure 6. Assign students to write an original poem, emphasizing parallel structure |
EWT Skills Test (C4) Evaluation of worksheet Evaluation of poem assignment |
Teacher generated materials Globe Literature (green) Teacher’s Resource Binder |
W. II |
| 9. Use the five step writing process: (pre-writing, drafting, revising, editing, and writing the final copy in incorporating the teacher’s suggestions) the student. | 3.3 |
1. Review the importance of coherence in Chapter 12 2. Discuss various ways to arrange ideas chronologically, spatially and in order of importance 3. Review the importance of pre-writing 4. Teacher should assign specific writing exercises such as explaining a process, writing a character description and writing a definition 5. Teacher should give students a list of assorted topics to choose from and assign students essays to write Special Education: - Graphic organizers, computer use, untimed sequences 6. Assign writing on a weekly basis focusing on the four basic writing formats: problem/solution, compare/ contrast, cause/effect and controversial issue some of which should be timed in 30 minute sequences 7. Teacher should refer to Literature & Language for appropriate "Writer’s Workshop" and/or "Writing Options" activities (i.e., Cause & Effect p. 363-366, Controversial Issue, p. 496-499, Compare or Contrast, p. 30, 31, 314 and Problem/Solution, p. 42 #4) 8. Assign the reading of Guy de Maupassant’s "The Necklace" ( p. 69) and do "Enrich Your Reading, p. 69 |
Teacher observation Holistically graded student essays Evaluation of sheets Science/Math/Social Studies - Assign students activity sheets in Teacher’s Resource file pg. RCA 7, 15, 47, 55, 63, 65, 67, 69, 71. Students will discuss and recognize cause and effect, comparison and contrast, problem solving and organization in other subjects such as Science, Math and Social Studies and apply their skills to essay writing |
EWT Success, p. 8-16 Teacher/student generated material McDougall Littell graphic organizer and sample essay transparencies Literature & Language pp. 80, 125, 312, 363-366, 596, 848, 496-499, 78, 88, 103, 303, 314, 319, 329, 340, 348, 444, 534, 568-569, 621, 703, 77 Globe Literature Teacher’s Research Binder |
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| 10. Revise and edit his/her own writing as well as anothers for content and organization, correct grammar, usage, syntax and mechanics. | 3.3 |
1. Review common usage errors of high school students 2. Review common mechanical errors 3. Write sentences from students essays containing usage and mechanical errors on an overhead. Have students identify errors and correct it 4. Have student exchange essays to edit each other’s paper 5. Using "Student Revision Model" Transparencies show students errors and have them orally correct them Special Education: - Cooperative groups, error-monitoring, checklist. |
Teacher observation
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Teacher/student generated materials and essays Literature & Language Transparency Pack |
W. I W. II |
| 11. Write a letter, complete it using correct form and punctuation and demonstrate the ability to write, upon demand, specific types. | 3.3 |
1. Review correct form of various kinds of letters as found in Chapter
18 (Warriner’s), p. 891-892 in (LL) 2. Assign student the task of writing an editorial to the school/local newspaper expressing an opinion on a current social or environmental issue like recycling or immigration 3. Assign students the task of writing a letter of complaint/praise to a company concerning a product used 4. Assign Anton Chekov’s "A Marriage Proposal" (LL p. 350) J.A. Rogers "Frederick Douglass" (LL p. 407) and do "Writing Options #3 (418), #2 (361) 5. Assign students to write a letter of complaint/praise to a company concerning a product used. Anticipate the company’s response Special Education: - Use model, cooperative groups. |
Teacher observation Grading of letters Evaluation of participation on Global pen pal program Students will write letters to students from another country |
Warriner’s, Chapter 18 p. 444-462 Pen pal Magazine Teacher/student generated materials Literature & Language p. 891-892, 350, 361, 407, 418 |
W. I |
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12. Prepare and write a research paper, students will learn the following: the full use of the library, taking paper notes, writing the thesis statement and/or theme, writing end notes and/or parenthetical citations, and writing the bibliography and/or works cited.
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3.3 |
1. Discuss what a research paper is 2. Discuss various subjects and the appropriate ideas to consider before choosing a topic as outlined in Chapter 15 3. Discuss taking notes on note cards 4. Outline what should be on every note card 5. Check note cards as work progresses 6. Take students to the Media Center 7. Review various library materials and references 8. Students compile a bibliography of library materials available on the topic, using form in Chapter 13 9. Outline the elements of a good thesis sentence 10. Students write their thesis sentences 11. Students will organize their note cards by topics and put down an informal outline 12. Teach formal outlining in Chpt 13 13. Students write a formal outline 14. Outline the acceptable form of the research paper as outlined in Chpt 1 15. Outline form of parenthetical citation and the elements of a good essay Special Education: - Graphic organizers. |
Teacher observation Grading of process of research paper Grading of product of research pape Assign College Preparatory students the task of researching a social historical or environmental issue Assign accelerated students the task of researching a non-traditional author and make connections between their life and their work in literature |
Warriner’s Chapters 13-15 Media Center Teacher/student generated materials |
W. I R. II R. IV |
| 13. Given the opportunity of speaking before a group the student will research, prepare notes, and organize a speech on a specific topic. | 3.1 |
1. Assign the type of speech desired - demonstrative, persuasive, etc. 2. Outline elements of a good speech: posture, eye contact, voice projection, enunciation, content, organization 3. Review "Writer’s Workshop: Persuasion" (LL p. 496-499) Guide students in following the four steps of persuasive writing on a controversial issue 4. Students will present the above 2 activities to the class orally upon completion of written portion Special Education:- Cooperative, graphic organizers, charts, model correct speech deliver .5. Review "Public Speaking" (Literature & Language p. 330) and do given exercise 6. Do speaking and listening workshop worksheet, p. 25 7. Refer to oral communications booklet Special Education: - Model correct, speech deliver, cooperative, provide outline. |
Evaluation and grading of speech based on stated principles Science - Assign students to give a demonstrative speech on how to perform a specific experiment Assign students to research a country never visited, have them create a commercial persuading the audience to visit (see LL pg. 198-199 for example Have students research one aspect of a culture other than their own such as its history, customs, traditions, foods, language or music. Present this information in a well organized speech for the class |
Teacher/student generated materials Literature & Language p. 496-499, 198-199 Unit 3, Resource Book Oral Communication Bk |
R. IV |
| 14. Identify different figures of speech as well as memorize and recite in front of the class various forms of poetry. |
3.4 3.1 |
1. Review elements of poetry: form, sound, imagery and figurative
language (Literature & Language p. 864-873) 2. Discuss how theme, tone, point of view, etc. are also important in poetry 3. Discuss various forms of poetry (ballad, haiku, sonnet, narrative poem, etc.), provide examples of each 4. Recite several poems, discuss the meaning of each poem and discuss each of the poetic terms as they apply 5. In groups, assign students poems to analyze and interpret in terms of meaning and poetic elements studied. Groups will report to whole class Special Education: - Provide model of poetry types 6. Students will create original poetry using any or all of the poetic elements studied 7. Students will discuss in an essay how the author’s background and culture contributed to the poem 8. Assign the students the task of reading aloud a selected poem in class such as Roberto Felix Salazar’s "The Other Pioneers" (p. 280), Nikki Giovanni’s "A Journey" (p. 390) Margaret Walker’s "Lineage" (p. 392) and Julio Noboa Polanco’s "Identity" (p. 492) and use voice to convey feelings of power, action, strength, tenderness, love and awe 9. Assign students to choose current songs that they enjoy and to find examples of poetic elements and figurative language in them and present this to class Special Education: - Videos, tape recorder. |
Evaluation of oral interpretation Evaluation of written interpretation Evaluation of original student poetr Students will research the background of a multi-cultural poet and then read a poem by the author Music - Discuss how sounds in poetry can give a musical quality to a work. Assign students the task of writing a poem specifically implementing the use of alliteration, assurance, onomatopoeic and/or rhyme Have student create drawings, paintings, collages, etc. to accompany their original poetry |
Literature & Language p. 864-873 Teacher generated materials |
R. I R. II |
| 15. Collaborate by sharing ideas, examples, and insights, productively and respectfully in informal conversation/discussion. | 3.1 |
1. In response to listening to any given oral presentation the student
will express (via written or oral) comprehension of the topic 2. Teacher should utilize various "Writer’s Workshops" in Literature & Language which emphasizes small group and class collaboration as part of procedures to follow |
Teacher observation | Literature & Language | |
| 16. Use his/her language art skills for decision making, negotiating and problem solving. | 3.2 |
1. Review "The writer as decision maker/problem solver"
(Literature & Language p. 879-880) 2. Students will choose a controversial issue and form teams to present a formal debate on a chosen topic such as the death penalty 3. Review Literature & Language "Writer’s Workshop Persuasion" p. 232 Evaluate students on their presentations 4. Assign students to read "Everybody Knows Tobie" by Daniel Garza (LL p. 215) and options for learning (debate) #4, p. 22 5. Assign student to read "A Measure of Freedom" by Jade SnowWong (LL p. 455) and assign options #1 and #3 , p. 466 Special Education: - Provide model, graphic organizer (problem/ solution), cooperative groups. |
Teacher observation Evaluation of debate Evaluation of role play Career Education - Prepare an argument to a prospective employer to convince him/her that you are the best person for the job Sociology - Research parent-child relationships in China and the United States today. Then present an argument showing whether or not the problems are any differen Math - Select a problem in mathematics. Write a "how to" paper explaining to a young audience the steps in solving a problem. |
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| 17. Recognize the act and importance of listening as a way of receiving meaningful communication. | 3.2 |
1. In response to listening to any given oral presentation, the student
will express (written or oral) comprehension of the topic 2. The presenter of an oral delivery will formulate a response sheet to be completed by peers upon conclusion 3. The teacher will generate a response sheet to be completed by students upon conclusion of movies, audio tapes or guest speakers 4. Assign "Strategies for Reading Poetry" (Literature & Language , p. 61) 5. Review "Working with Peers" (Literature & Language p. 58) and do given exercis 6. Teacher should utilize audio cassettes containing speeches, poems, short stories, and plays as they pertain to any given unit Special Education: - Notebook organizers, daily work charts, weekly work charts, 2 column vocabulary method. |
Teacher observation Evaluation of response sheets |
Students guest speakers Teacher/student generated material Video tapes Audio cassettes Literature & Language p. 61, 58 |
R. IV |
| 18. Develop good organizational and comprehension skills. | 3.3 |
1. Students will keep a notebook that reflects the daily aims and
exercises implemented in the class 2. Students should keep all words that they encounter in the literature and are unfamiliar within their notebook and define them Special Education: - Notebook organizers, daily work charts, weekly work charts, 2 column vocabulary method. |
Notebook check |
All texts used in class
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R. IV |
| 19. Demonstrate proficiency in the use of this reference book as well as continue to build and improve spelling and vocabulary skills. | 3.3 |
1. Review Warriner’s, p. 590 2. Assign a weekly vocabulary list of 10-15 words with which students will identify parts of speech and pronunciation. Students will also write an original, illustrative sentence for each word 3. Assign vocabulary words from novels, plays and short stories 4. Discuss ways to learn new words and finding the right word (p. 618-630). Do ex. 1, 3, 6 & 7 (pg. 619, 622, 624 & 627) 5. Discuss prefixes and root words (p. 631-635) and do ex. 14 (p. 634) 6. Assign weekly vocabulary words derived from Warriner’s, p. 639-642 7. Compile personal lists from class discussions and participation. All lists should identify context, source, parts of speech and definition. All selected words will be used in sentences Special Education: - 2 column words and vocabulary list. |
Notebook check Spelling/vocabulary test Discuss word origins (p. 635) and do ex. 17 (p. 635-636) - assign the student the task of compiling a list of words derived from other languages (i.e., corral and bouquet) Discuss foreign vocabulary that is similar to English definitions (p. 636) do exercise 18 (p. 636-637) Math - Have students calculate the mean of their vocabulary tests |
Core novels Warriner’s |
R. I |
| 20. Determine main idea, and locate specific supporting details in a reading assignment. | 3.4 | 1. Review topic sentence/main idea2. Select a short passage for in-class reading guide students in selecting main idea and supporting details in relation to analyzing characterization, mood, setting, etc. For example, have students list supporting details that illustrate whether or not a mood is gloomy/light, etc.Special Education:- Graphic organizers, vocabulary lists, 2 column method) |
Teacher observation of class discussions Social Studies - Assign "Reading in the Content Area" in Globe Resource, p. RCA 33-34 |
Arrangements in Literature Literature & Language Globe Resource RCA 33-38 |
R. II |
| 21. Demonstrate knowledge that conflicts between individuals, ideas, and groups motivate actions that contribute to the effectiveness of a literacy work. |
3.4 3.1 |
1. Read short stories 2. Review definitions of the elements of a short story such as conflict, setting and point of view 3. Discuss the above in terms of the story read 4. Discuss relationship of conflict to the plot 5. In groups, students will read a short story and discuss the above elements in terms of the story 6. As a group, students will present the story and their analysis to the class |
Teacher observation Teacher generated tests Grading of group work Assign students one of the "Cross-Curricular Options" at the end of each short story for each group to complete |
Arrangements in Literaure Literature & Language |
R. I |
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22. Recognize various types and elements of literature, read and respond to a broad range of literature.
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3.4 |
1. Define and discuss each of the various elements of literature
(biographies, short story, etc.) 2. Assign students the task of reading various non-fiction selections like Maya Angelou "I Know Why the Cage Bird Sings" and Rudolfo A Anayo’s "A Celebration of Grandfathers" 3. Assign the task of reading various biographies like David Raymond’s "On Being Seventeen, Bright and Unable to Read 4. Assign students the task of reading a drama like Antyme or The Miracle Worker 5. Discuss the components of drama (script, cast, dialogue, stage, scenery, props, scene) and the importance of the globe theater 6. Give student background information on the author, time period, or any of the relevant information 7. Relate all literary terms specifically to the stories as discussion progresses 8. Play tapes or videos when possible 9. Have students choose a literary element to represent with events from the story Special Education: - Cooperative groups. |
Evaluation of student written and oral responses Teacher should make use of the interspaced "Cross Curricular Options", Cultural Connections" and "Fact Finders" throughout Literature & Language at the end of each stor Psychology - Create a psychological profile of a character describing his/her personality, value system, motivation for behavior, and influence of the environment of his/ her development World Languages - Have foreign student explain any foreign terms in the text Geography - Have students research the geography of the story setting Assign an essay in which students show how the author’s background and culture contributed to their work |
Literature & Language Arrangements in Literature Core and Supplemental Novels |
R. II |
| 23. Recognize that reading has many purposes and will demonstrate an ability to choose an approach appropriate to the text and purpose. | 3.4 |
1. Discuss with students the reasons why people read for pleasure;
information, necessity, etc. 2. Have students list the types of materials they read and explain why they read them (Encyclopedia for information; comics for pleasure 3. Assign students to read through an entire newspaper and explain the difference between reading a local news section and reading the features section 4. Assign the student the task of reading any type of material desired for sheer pleasure. Then assign a mandatory reading assignment complete with comprehension questions. Discus the different approaches students took to each assignment and why Special Education: - Cooperative groups, enlarged print if necessary, tape recorders. |
Teacher observation Math - Assign the student the task of reading and solving short word problems in math. Discuss the differences between reading for literature than for math |
Core/Supplemental Novels; Arrangements or Literature Literature & Language Periodicals, Journals, Newspapers, CD-Rom |
R. VI |
| 24. Demonstration an awareness of the cultural traits and customs of other peoples. | 3.4 |
1. Read selections that expose students to various cultures, such as My
Antonia 2. Read "Bless Ain’t No Mocking Bird", "One Sunny Morning" and "Chapter I" in Arrangements 3. Read "The Stolen Party", My Delicate Heart Condition" and "Armit Turnletta" in Literature & Language 4. Write a comparative essay on the cultures of these storie 5. In small groups discuss similarities and differences found in our culture and other cultures 6. Using M/L starting points for writing, fine arts transparencies. Students will respond to the paintings either with written or oral presentation Special Education: - Computer use, cooperative groups. |
Teacher observation Grading of oral presentation Evaluation of essay Evaluation of art essay Students will formulate a research task that explores any culture but their own and present it to the class |
Arrangements in Literature Literature & Language McDougall, Littel Fine Art, Transparencies Gauci |
R. I W. II |
| 25. Read a play by William Shakespeare. | 3.4 |
1. Give students background on William Shakespeare 2. Assign several scenes at a time of Romeo & Juliet to read 3. Interspace showing of video throughout reading 4. Discuss drama a few scenes at a time 5. Assign students scenes to paraphrase in standard English 6. Have students act out a scene in small groups 7. Students will view a local production of Romeo and Juliet Special Education: - Computer use, cooperative groups. |
Evaluation of student written and oral responses Teacher generated test Evaluation of dramatization Home Economics/Math - Have students prepare a masquerade ball. Draw up a budget for the ball and make inquiries for supplies to get the best deals on items needed for the ball Dance/Music/Art - Learn about music and dance at the time of Shakespeare. Assemble traditional costumes and make posters of scenes for decoration |
Romeo & Juliet Field trip |
R. II |
| 26. Produce a critical and comparative study of the novel versus the play. | 3.3 |
1. Define aspects of a critical paper 2. After reading novel/play and viewing film/performance, students will critically note the similarities and differences of a piece of literature being studied like To Kill A Mockingbird or The Miracle Waker to the film version 3. Teacher should keep abreast of any local productions of novels read Special Education: - Model of critical paper. |
Evaluation of critical paper | Core Novels and Supplemental Novels Video cassette |
W. I |
| 27. Print and non-print media such as the fine and performing arts, video, television, and response to print and non-print media through active engagement with appropriate methods of analysis, interpretation and evaluation. | 3.5 |
1. Define the terms bias and validity and discuss how these terms can
be applied to research and to news 2. Give students a topic to research across several media. Make a chart to compare/contrast each medium’s treatment of the topic, validity of research and any possible bias. Orally present findings to the class 3. Have students engage in the art of videography by assigning "Options for Learning" #3, p. 597 or #2 & 3, p. 844 or #4, p. 22 4. How does society tempt people with easy money? Create a list that includes what you hear on the radio, see on television or read in newspapers. See option #1, p. 597 5. Assign the reading of Margaret Truman’s "The U.S. vs. Susan B. Anthony", p. 434 and assign "Options" #2, p. 444 (news article) 6. See "Writer’s Workshop" on exposition (news article), p. 623-626 Special Education: - Compare/contrast matrix. |
Evaluation of response sheets Evaluation of movie review Evaluation of video projects Evaluation of technology report Economics - See p. 50 and options for learning #1 See Science option, p. 59 Photography - Do "Options for Learning" #1, p. 514 |
Media Center Computer Lab TV/Radio Teacher student generated material Literature & Language p. 50, 597, 844, 223 Fine Arts transparencies from Literature & Language |
R. II |
| 28. Research skills to access, interpret, and apply information from a variety of print and non-print sources. | 3.5 |
1. Students will use microfilm to access information on topic of report 2. Student will use and be familiar with the CD-Rom in the media center 3. Students will be assigned to watch or listen to news broadcasts and complete a chart depicting the placement and treatment of the given news story 4. Student will research the background of a literary work (such as Romeo and Juliet) and apply concepts (such as 19th century culture) to movies or to live performance 5. Teacher should utilize fine art transparencies provided in resource file Special Education: - Compare/contrast matrix. |
Teacher observation Evaluation of chart |
ACHS Media Center Field trips Area Media Centers McDougall, Littel Fine Art Transparencies |
R. II R. IV |
| 29. Use a variety of technologies as a tool for learning. | 3.5 |
1. Students will use the Internet to access information on given
research topics 2. Students will visit computer lab to access information 3. Students will recite oral interpretation of literature, act out plays/short stories, etc. with the use of a video camera or tape recorder 4. Students will make an audio book as a class project 5. Review "Writing with Computers", p. 883 |
Teacher evaluation Group project evaluation |
Media Center Audio-Visual Center Computer labs Literature & Language p. 883 |
R. II |
| 30. Demonstrate growth in the ability to select and to read books that reflect his/her areas of interest and in doing so will prepare reports on at least four books. | 3.4 |
1. Assign independent reading regularly including non-fiction as well
as fiction 2. Have students write or give oral book review based on a specific outline 3. Students will choose a literary element (tone, character, theme) to represent with events from the story Special Education: - Cooperative groups. |
Evaluation of oral and written reports | Student chosen outside reading | R. II |
NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.
| English 1 Curriculum Guide (1131-1141) Grade 9 | |||||
| The student will be able to: |
Scope English Grammar & Composition (Level 3); Scope Workbook (Level 3) EWT Success Globe Literature (Purple Level) |
||||
| 1. Learn and reinforce correct ways of grammatical elements, learn proper use of the following: | 3.3 | Teacher observation in all skills areas in additional to specific EWT skills tests | |||
| A. Capitalization |
1. Review rules for capitalization 2. Assign exercises in Scope, p. 315-316, workbook, p. 66-67 3. EWT skill builders |
EWT Skill Test (A1) Special Education: - Error monitoring survey |
Scope, Unit 13, p. 312-317 |
W. I W. II |
|
| B. Punctuation |
1. Review uses of end punctuation 2. Outline uses of commas, p. 335-338 in Scope, workbook, p. 70 3. Assign appropriate review exercises in Scope, p. 352-355 4. Review use of semi-colon and discuss misuse of commas in compound sentences 5. List items which are underlined and items which are put in quotation marks 6. Review use of quotation marks in conversation 7. Review uses of colons 8. Assign appropriate review exercises in Scope, p. 386-389, workbook, p. 76-81 9. EWT skill builders Special Education: - Computer based, punctuation programs, posters in room. |
EWT Skill Test (A2) | Scope, Unit 15, p. 338-351 Unit 17, p. 372-389 Globe, p. 209, 481 |
||
| C. Spelling |
1. Review spelling rules as found in Unit 19, p. 410-419 in Scope 2. Assign "Spelling Demons" to be memorized 3. EWT skill builders |
EWT Skill Test (A3) |
Scope, Unit 19, p. 410-419 |
||
| D. Verb/Pronoun Usage |
1. Review rules for subject-verb agreement in Scope, p. 14, 15, 18,
72-75, 253-256 2. Do exercises 3. Review principle parts of irregular verbs, formation of tenses and troublesome verbs as found in p. 257-264 in Scope 4. Do exercises in workbook, p. 56-60 5. Review pronoun-antecedent agreement on p. 63-66, 219-223, 246-252 in Scope 6. EWT skill builders |
EWT Skill Test (B1) |
Scope, Unit 1, p. 14-20 Unit 9, p. 202-224 Unit 11, p. 246-269 Globe, p. 105, 309, 401 |
||
| E. Usage of Modifiers |
1. Review formation and use of comparative and superlative degrees of
adjectives & adverbs in Scope p. 270-27 2. Have students memorize the irregular forms 3. Review rules for correct use of modifiers 4. Assign exercises to provide practical application of rules 5. Discuss dangling modifiers and correct placement of modifiers in Scope, p. 269-279, workbook, p. 61-62 6. Assign exercises to correct misplaced modifiers and modifying phrases 7. EWT skill builders Special Education: - Use mnemonics, computer programs, graphic organizer, cooperative learning, buddy system. |
EWT Skill Test (B3) |
Scope, Unit 11, p. 269-274, 276-280 |
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| F. Avoidance of Fragments and Run-on sentences |
1. Outline and discuss elements of a sentence 2. Review common problems when writing sentences, p. 4-5, 230-232 of Scope 3. Revise fragments making them complete sentences, use workbook, p. 5 4. Discuss punctuation problems in run-on sentences, p. 233-234 of Scop 5. Review run-on sentences making complete sentences, use workbook, p. 5 6. EWT skill builders Special Education: - Use error-monitoring sheet, computer programs, cooperative learning, buddy system. |
EWT Skills Test (B2) |
Scope, Unit 1, p. 4-5 Unit 10, p. 230-236 |
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| 2. Utilize the skills listed above in writing assignments that are void of sub-standard and imprecise language. |
3.3 3.1 |
1. Assign the students to read a passage(s) complete with grammatical
errors. Students will pinpoint these errors 2. Have students discuss and explain errors from passage(s) orally 3. Assign a writing exercise. Students should submit rough drafts 4. Return rough drafts indicating the number of errors. Students should correct rough drafts utilizing Standard English Special Education: - Cooperative learning, computer program, error monitoring checklist. |
EWT Skills Test (B6) EWT Skills Test (B7) Teacher observation Grading of writing assignment |
Student writing samples Teacher selected passages |
W. II |
| 3. Vary sentence structure to avoid monotony. | 3.3 |
1. Review various ways to begin sentences in Scope, p. 236-239 2. Provide practice of this skill by assigning several exercise 3. Review various sentence structure in Scope, p. 239-245 4. Provide practice of this skill by assigning several exercises 5. Assign a passage to students consisting of short, choppy sentences, students will rewrite the paragraph making it more interesting by varying length and structure of the sentences 6. Students will choose from a list of topics and write an essay on one, emphasizing the usage of sentence vanity and structure 7. EWT skill builders Special Education: - Use computer to re-write sentences/paragraph, peer-editing. |
Teacher observation Grading of writing assignment EWT Skills Test (D1) EWT Skills Test (D2) |
Scope, Unit 10, p. 236-241 |
W. II |
| 4. Use transitional words to show chronology, cause and effect, comparison, and contrast, develop sentences and paragraphs using transitional words effectively. | 3.3 |
1. Discuss effective use of transitions, p. 15 2. Go over specific use of linking expressions in Scope, p. 454-455 3. Write original paragraphs using transition 4. Provide students with a list of transition words 5. Students will write an essay on a topic of their choice, focusing on the use of transitional words and phrases 6. Goover "Arranging Ideas", p. 40-41 Special Education: - Computer use, cooperative. |
EWT Skills Test (C1) EWT Skills Test (C2) EWT Skills Test (C3) EWT Skills Test (E1) EWT Skills Test (E2) EWT Skills Test (E3) Grading of writing assignment |
Scope, Unit 20, p. 451-455, 329-330 |
W. II |
| 5. Combine ideas correctly into sentences, using coordinating and subordinating conjunctions. | 3.3 |
1. Discuss the reasons for sentences variety in an essay 2. Review subordinating and coordinating conjunctions, p. 84-86 3. Students will combine short, choppy sentences into one well structured sentence 4. Do exercises, p.84-86, 174-176, and workbook p. 22 5. Assign a writing exercise. Students should submit a rough draft 6. Return rough drafts with areas noted for students to combine sentences. Students should rewrite draft using subordinating and coordinating conjunctions Special Education: - Computer use, cooperative. |
Teacher observation Grading of essay EWT Skills Test (B5) |
Scope, Unit 1, p. 83-86 Globe, p. 543 |
W. II |
| 6. Select details that support the main idea of a paragraph, choose from a list of detail sentences those detail sentences that help support a particular topic sentence. | 3.3 |
1. Outline the qualities of a good sentence 2. Discuss how topic sentence limits details 3. Teach pre-writing techniques such as listing ideas, webbing, brainstorming, etc. 4. Help students to then choose only details that support topic sentence, Scope p. 33-37, workbook, p. 12-13 5. Review Scope, p. 45-48, 50-53 6. Give students a list of topic sentences, have them create original paragraphs to support the topic sentence 7. Students should work on p. RCA 25-33 in teacher’s resource binder to discuss main ideas and details in Social Studies and Science* Special Education: - Computer use, highlight topic sentences, graphic organizers (webbing trees), spider map. |
EWT Skills Test (F1) EWT Skills Test (F2) Grading of essay assignments Evaluation of sheet |
Scope, Unit 2, p. 32-37, 39, 45-48, 50-53 Globe Literature Teacher’s resource binder |
R. II W. II |
| 7. Write a correct topic sentence and develop it into a coherent, unified essay. | 3.3 |
1. Review an outline of a good essay: introduction, general
developmental paragraphs, and conclusion in Scope, p. 32-59, workbook, p.
12 2. Review steps of writing good paragraphs, pre-writing, writing ideas in logical order, revision and editing, write final copy if time permits (HSPT format does not allow time for rewrite) 3. Have students choose one of the paragraphs written in objective 6 #5 to develop into an essay. The focus should be on supporting the main idea 4. Assign essays, some of which are timed Special Education: - Computers, untimed essays, spider map, graphic organizers. |
Teacher observation Grading of essays |
Scope, Unit 2, p. 32-59 |
W. II R. II |
| 8. Learn to identify parallel structure. | 3.3 |
1. Define parallel structure 2. Give examples of correct parallelism and incorrect statement 3. Discuss task and guide students to provide examples of how to use parallel structure correctly 4. Provide students with a worksheet of sentences that are not parallel. They are to rewrite them using correct parallel structure 5. Review parallelism in poetry with "reinforcement" from Globe Resource worksheet, p. R3 6. Students will write an original parallel poem Special Education: - Cooperative, computer. |
EWT Skills Test (B4) Evaluation of poem |
Teacher generated Globe Literature Teacher’s resource binder (green) |
W. II |
| 9. Use the writing process and a variety of modes of discourse, compose a variety of written responses for different purposes and audiences writing should feature all skills listed above including a sound summary/conclusion and good organization overall. | 3.3 |
1. Review "Coherence" in Scope, p. 197-199 2. Review various ways to arrange ideas chronologically, partially, and in order of importance, p. 40-41 in Scope and workbook, p. 68-6 3. Assign writing on a weekly basis focusing on the four basic writing formats: problem/solution, compare/ contrast, cause/effect, and controversial issue, some of which should be timed in a 30 minute sequence 4. Assign students activity sheets in Teacher’s Resource File, p. RCA7, 45, 47, 55, 63, 65, 67, 69, 71. Discuss and recognize cause/effect, compare/contrast, problem/solution and organization in other subjects such as Science, Math & Social Studies and apply these skills to essay writing* 5. Assign students an essay in which they will present a convincing solution to a problem 6. Assign students an essay on which they will convince an intended audience that causes or effects of an event, trend, or phenomenon are plausible like a scientific experiments 7. Assign students an essay in which they will take a position on a current controversy and convince their audience that their position is plausible. 8. Assign students an essay in which they will compare or contrast two people situations, items or events, such as varying opinions on evolution theories or the civil rights movement* Special Education: - Cooperative modeling. Special Education: - Graphic organizers (Venn diagram, compare/ contrast/concept map #4) problem/solution outline, cooperative, on time or extended timely. |
EWT Skills Test (F3) Teacher observation Holistic grading of essay assignments Evaluation of sheets |
Scope, Unit 2, p. 40-41 Unit 8, p. 197-199 EWT Success, p. 8-16 Teacher/student generated materials Globe Literature, Teacher’s resource binder (purple) |
W. I |
| 10. Revise and edit their own writing as well as anothers for content and organization, correct grammar, usage, syntax, and mechanics. | 3.3 |
1. Review common usage errors of high school students 2. Review common mechanical errors 3. Write sentences from student essays containing usage and mechanical errors on an overhead. Have students identify error and correct it 4. Have students exchange essays to edit each other’s papers Special Education: - Cooperative, modeling. |
Teacher observation | Teacher/student generated materials and essays |
W. I W. II |
| 11. Given a mastery skill test on each deficient skill as outlined on his or her Individual Student Improvement Plan (ISIP), and student will obtain a grade of 80% or better. | 3.3 |
1. Address each student’s deficient skills separately as outlined in
ISIP 2. Focus instruction according to information |
ISIP Teacher observation |
ISIP | W. I |
| 12. Keep a notebook to develop and enhance their spelling and vocabulary skills. | 3.3 |
1. Students should keep words and definitions in notebook 2. Students should keep all words that they encounter in the literature and are unfamiliar with, in their notebook and define them |
Notebook check Spelling/vocabulary tests |
Globe Literature Core Novels |
R. IV |
| 13. Locate unfamiliar word in the dictionary using guide words, to pronounce it using pronunciation keys, and to define it. | 3.3 |
1. Review Scope, p. 421-423, 425-426 2. Assign 10-15 words each week 3. Have students write the definition and part of speech for each word 4. Discuss specific references for each word 5. Have students write a sentence to illustrate each wor 6. Discuss word origins, assign students the task of compiling a list of words derived from other languages (i.e. Corral & bouquet)** 7. Discuss foreign words that are similar to English definitions** 8. Have students calculate the mean of their vocabulary tests* Special Education: - Use 2 column method (word on 1 column definition next column), mnemonics. |
Vocabulary tests |
Globe Literature Core novels Scope, Unit 19, 421-423, 425-426 |
R. II |
| 14. Review the glossary of words often confused, write sentences and essays using those words correctly. | 3.3 |
1. Discuss correct use of words as outlined in Scope, p. 428-431 and as
per teacher handout 2. Assign exercises to provide practice in using the words correctly |
Vocabulary test Spelling test |
Scope, Unit 19, p. 428-431 |
R. II |
| 15. Write and address business and friendly letters to appropriate sources using correct form and punctuation. | 3.3 |
1. Review correct form and punctuation of a business letter, Scope, p.
286-309 2. Do exercises within above pages 4. Assign students to write a letter to the editor of the school or local newspaper that addresses a social or environmental topic like immigration laws or recycling Special Education: - Computer use, cooperative, modeling, diagram. |
Grading of letters Participation in pen pal program Students will write letters to students of other countries |
Scope, Unit 12, p. 286-309 |
W. I |
| 16. Write a library report, select a subject, research his/her topic, and take notes on cards from material read. Demonstrate an understanding of how to use the card catalog periodic guide, vertical file, and reference books. Hand in a paper, which includes a title page, a coherent essay and bibliography. | 3.3 |
1. Discuss what a library report is 2. Discuss various subjects and the appropriate ideas to consider before choosing a topic 3. Take students to the media center 4. Review various library material and references 5. Students compile a bibliography of the library materials available on the topic 6. Outline the format of a library report 7. Outline elements of a format essay and bibliography Special Education: - Computer use. |
Teacher observation Grading of process of library report Grading of product of library report |
Teacher/student generated materials Media center |
W. I R. II R. IV |
| 17. Access, interpret, and apply a variety of print and non-print materials as a source of information. | 3.5 |
1. Students will use microfilm to access information on topic of report 2. Students will use and be familiar with the CD-Rom in the media center and use this information in their report Special Education: - Cooperative groups. |
Teacher observation | Media center |
R. II R. IV |
| 18. Analyze the effects of a given medium upon information collected, including the particular biases of each source. |
3.4 3.1 |
1. Discuss the terms bias and validity and discuss how they can be
applied to research and to news 2. Give students a topic to research across several media such as newspaper, magazine/journals, the Internet, CD-Rom, TV News and Radio broadcasts and compare/contrast through a chart Form the treatment of the subject in each medium as well as the validity of the research and any biases present 3. Areas of comparison could include spatial order, length of article/broadcast, and order of appearance 4. Students will present an oral presentation on their findings to the class Special Education: - Cooperative groups. |
Teacher observation Grading of oral presentation Grading of compare/contrast charts |
Teacher/student generated materials Media Center TV & Radio broadcasts |
R. II R. III |
| 19. Experience and respond to many different media, such as fine and performing arts, film, television and news broadcasts, programs and commercials and be able to use and apply them. |
3.5 3.1 3.3 |
1. Upon conclusion of reading Romeo and Juliet students will watch a
live performance 2. Students will write an essay comparing the play to the performance Special Education: - Venn diagram 3. Upon conclusion of reading the novels, students will view the film version (i.e. The Outsiders) 4. Students will write an essay comparing the film to the book 5. Students will prepare and perform for the class a travel commercial for the settling of the novel or short story read (i.e. Verona, Verna, Maycomb) Use Globe Literature, p. 519 in Teacher’s Resource for a guide 6. Students will prepare and perform for the class a news broadcast featuring the events of a novel read (i.e. Bob’s Murder in The Outsiders) 7. Students will write a news article based on the events of a novel or short story read 8. Students in small groups will combine their news articles to present a "live" news broadcast (consult pg. S35 in Teacher’s resource binder) Special Education: - Computer 9. Students will view fine arts transparencies and write their interpretation of them* 10. Students will pair up and prepare an interview of a famous person. One student will be interviewer, the other will be the personality. Students will create questions answers, as well as concentrate on the aspects of the interview 11. Students will video tape their interviews and play them in class |
Grading of compare/contrast essays Grading of commercial performanc Grading of news broadcast Grading of article Students will make a travel commercial for a country they’ve never been to and video tape it |
Core Novels and Supplemental Novels Media Student generated materia Field trips Globe literature Teacher’s resource binder McDougall, Littell Teacher’s resource file |
W. I R. II |
| 20. Determine main idea and locate specific supporting details in reading assignment. | 3.4 |
1. Assign short passages to read 2. Discuss main idea 3. Have students cite details from reading to support main idea Special Education: - Graphic organizers, oral reading, tape recorder if necessary. |
Teacher observation Teacher grading of assigned readings |
Globe Literature (Purple level) (G) & (LG) Scope English Anthology (Level 3) (AR) |
R. II |
| 21. Demonstrate knowledge that conflicts between individuals ideas, and groups motivate actions that contribute to the effectness of a literary work. |
3.4 3.1 |
1. Read short stories 2. Review definitions of the elements of a short story such as conflict, setting and point of view 3. Discuss the above in terms of the story read 4. Discuss relationship of conflict to the plot 5. In groups, students will read a short story and discuss the above elements in terms of the story 6. As a group, students will present the story and their findings to the class Special Education: - Graphic organizers, oral reading, tape recorder if necessary. |
Teacher observation Teacher generated tests Grading of group work |
Globe Literature Scope English Anthology |
R. I |
| 22. Demonstrate an understanding of the components or conventions of a poem. |
3.4 3.1 |
1. Discuss poetic elements such as tone and rhyme scheme and give
examples 2. Read several poems 3. Discuss the meaning of each poem, and discuss each of the above terms in relation to the poe 4. Assign students a poem to interpret orally for the class 5. In groups, assign students poems to analyze and interpret in terms of the poetic elements studied and report this to class 6. Students will create original poetry using any or all of the poetic elements studied 7. Students will discuss in an essay how the authors background and culture contributed to the poem** 8. Students will write a concrete poem about an aspect of their favorite subject. (Any one but English) 9. Assign students "analyzing poetry" sheets in Teacher’s resource binder (Globe Literature), p. W7-W12 Special Education: - Computer use, cooperative. |
Teacher observation Grading of oral interpretation Evaluation of student poem Evaluation of essay Evaluation of poem Students will research the background of a author, then read a poem by the author |
Globe Literature Scope English Anthology Black Voice Student research Globe Literature Teacher’s resource binder |
R. I R. II |
| 23. Define the following literary terms, plot, characterization setting theme, point of view, style, tone, mood and figurative language. |
3.4 3.1 |
1. Review and define each term 2. Give students background information on the author, time period, or any other relevant informatio 3. Relate each of the literary terms specifically to the novel play as discussion progresses 4. Divide class into groups and assign each group the task of acting out the events of a chapter or a short story for the class 5. Play tapes or videos when possible 6. Assign certain chapters or scenes at a time to be read 7. Have students choose a literary element to represent with events from the story 8. Students will prepare a masquerade ball during the reading of Romeo and Juliet 9. Students will create a budget for the ball, and make inquiries for supplies to get the best deals on items needed for the ball* 10. Learn about the music and dance at the time of Shakespeare. Assemble traditional costumes and make posters of scenes for decoration* Special Education: - Outline tasks, cooperative. |
Teacher observation Teacher generated tests Evaluation of dramatization 4. Evaluation of projects |
Core Novels Supplemental Novels Video/audio tapes Teacher generated materials |
R. I |
| 24. Demonstrate through discussion, the ability to collaborate in a group and share ideas respectfully, and develop an awareness of the cultures and customs described by the authors. |
3.4 3.1 |
1. Read selections or short stories that expose students to various
cultures such as "Chee’s Daughter" (317),
"Ta-Na-E-Ka" (353), "Thank You, Ma’am" (369),
"Amigo Brothers" (409) and "Medicine Bay" (511)** 2. Choose 2 of these stories and write a comparative essay on the cultures of these stories** 3. In small groups, discuss similarities and differences found in our culture and other cultures** 4. Students will formulate a research task that explores any culture other than their own and present it to the class in an oral presentation** 5. Using McDougall, Littell starting points for writing - Fine Arts transparencies. Students will respond to the paintings either with oral or written interpretation** Special Education: - Tape recorded stories, Venn diagrams. |
Teacher observation Grading of oral presentation Evaluation of essay comparison Evaluation of art transparencies essays |
Globe Literature Core and supplemental Novels Scope English Anthology McDougall, Littell Fine Arts Transparencies "Gauchos in a Horse Corral" - James Walker "Earth Knower" - L. Maynard Dixon "Cotton Street" - Philomens Williamson |
|
| 25. Respond critically to literature and recognize and respond to the commonality of literary form, such as theme or point of view, throughout literature. | 3.4 |
1. Review literary forms 2. Assign "Of Missing Persons" (169), "The Medicine Bay" (511) "Chee’s Daughter" (317) and "Ta-Na-E-Ka" (353) 3. Students will discuss and compare the themes of self-actualization and coming of age that each character experiences 4. Students will formulate an essay from their discussion and notes 5. Assign "The Lady, or The Tiger?" (285) and "Appointment at Noon" (119) 6. Students will discuss and compare the element of suspense in each story and write an essay on what they find 7. Students will create an original story using suspense in the plot 8. Assign "Terror in the North" (433), "On the Ledge" (425), "I Have A Dream" (453) and "Ulysses and Trojan Horse" (465) Special Education: - Venn diagrams, cooperative, tape recorded stories if necessary. 9. Students will discuss and compare the characters roles as heroes and how they are similar/different 10. Students will write an essay about one of their personal heroes 11. Write an essay in which you show how the author’s background and culture contributed to their work** 12. Teacher should consult with the Globe Literature teacher’s resource binder for speaking/listening activities (pg. 51-572) 13. After students have read "I Have A Dream", have them research a figure from the Civil Right’s movement in the 1950’s and 1960’s like Rosa Parks or John Lewis and present their findings to the class Special Education: - Computer, cooperative. |
Teacher observation Grading of essays Evaluation of original stories Evaluation of essay Evaluation of presentation Students will research the background of an author and then read a short story or play by the author |
Globe Literature |
R. I R. II |
| 26. Recognize listening as a form of entertainment and enjoyment, as a source of information, stimulus for imagination and creativity. |
3.2 3.5 |
1. In response to listening to a given oral presentation, the students
will express written and oral comprehensive of the topic 2. The presenter will formulate a response sheet to be completed by peers upon conclusion of oral presentation 3. The teacher will generate a response sheet to be completed by students upon conclusion of film, audio tape or guest presenter 4. While viewing a movie, listening to an audio tape or listening to a guest presenter or peer, students will formulate their own questions and notations concerning the topic during the presentation Special Education: - Graphic organizers. |
Evaluation of response sheets Teacher observation |
Student presentations Guest speaker Video |
|
| 27. Present an oral presentation to the class, organize, prepare and make a clear and expressive speech. | 3.1 |
1. Assign type of speech desired, demonstration, persuasive, etc. 2. Outline elements of a good speech: a. Posture b. Eye contact c. Voice projection d. Enunciation e. Worthwhile content, well organized without usage errors 3. Have students give speech of 2-3 minutes in duration |
Evaluation and grading of speech based on stated principles |
Teacher/student generated materials |
R. IV |
| 28. Demonstrate growth in the ability to select and to read books that reflect his/her areas of interest. |
3.4 3.1 |
1. Assign independent reading regularly including non-fiction as well as
fiction 2. Have students give written and oral book review according to specific outline Special Education: - Error-monitoring check list, tape recorders, computers. * Denotes interdisciplinary curriculum activity ** Denotes multi-cultural curriculum activity |
Grading of book reviews | Books chosen by students | R. VI |
what's going on at Abraham Clark High School.
OUR SCHOOLS:
Harrison Elementary |
Wilday Middle School |
L.V.M. Middle School |
Polk Elementary |
Washington Elementary