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English II Curriculum Guide
(1112-1122) |
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Objectives |
Core Curr. |
Instructional |
Assessment |
Resources |
GEPA |
| The student will be able to: | English II (1112-1122): Warriner’s English Grammar & Comp., Literature & Language, Prentice Hall Literature | ||||
| 1. Reinforce correct use of grammatical elements through the use of: | Teacher observation in all skills areas in addition to specific HSPT Skills test (departmental or teacher made) | Warriner’s English Grammar and Composition (Fourth Course) | |||
| A. Capitalization | 3.3 |
1. Review the basic rules of capitalization (Warriner’s, pp. 357-374) 2. Assign "Review Ex.", pp. 371-373 3. Review Literature & Language, pp. 948-953 |
HSPT Skill Test A-1 |
Literature & Language (Blue Level) Literature & Language Teacher’s Resource File |
W. I W. II S-9 |
| B. Punctuation |
1. Review the basic rules of punctuation (Warriner’s, pp. 375-398;
402-406; 408-415; 418-429) 2. Assign a writing assignment in which students will demonstrate proficiency in punctuation rules 3. Reinforce with Literature & Language pp. 58-60 (i.e. ex. 3) and pp. 958-967 |
HSPT Skill Test A-2 |
Prentice Hall Literature (Platinum Level), Teacher’s Resource File HSPT Success Student Portfolios |
W. I W. II S-9 |
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| C. Spelling |
1. Review the basic rules of spelling 2. Review the words frequently confused (pp. 519-527) with emphasis on phonetics and homophone 4. Assign the task of distinguishing the difference between a macron (in long vowels), the breve (in short vowels), and the schwa 5. Review the difference between a prefix and a suffix. Assign the task of demonstrating the knowledge of common Latin and Greek prefixes (contra-, de-, dis-, retro-, trans-) and suffixes (-ness, -ly, -ible, -able, -ful) 6. Assign the task of correctly completing sentences with correctly spelled words |
HSPT Skill Test A-3 Weekly spelling tests Unit spelling tests Special Education: - Computer programs, error monitoring, verbal rehearsal, checklist, cooperative groups. |
Warriner’s, pp. 509-511, 519-527, 529-532 |
W. I W. II S-9 |
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| D. Verb/Pronoun Usage |
1. Review the basic rules of verb usage 2. Review the basic rules of pronoun antecedent usage; address problem with who/whom 3. Review the six troublesome verbs lie/lay; rise/raise; sit/set 4. Refer to Literature & Language for correlating activities on verb/pronoun usage (i.e. ex. 4, p. 407) Special Education: - 2 column word and definition sheet, computer programs, graphic organizer 2.1, cooperative groups 5. Review "Pronouns" in Literature & Language (pp. 899-910) and assign ex. 7 and 8 (p. 910) 6. Review "Verb Usage" of Literature & Language (pp. 927-935) and assign ex. 8 and 9 (p. 936) 7. Review "Subject/Verb Agreement" of Literature & Language (pp. 937-943) and assign ex. 4 (p. 941), ex. 5 (p. 942), and ex. 6 (p. 943) |
HSPT Skill Test B-1 Use "Teaching Tips" in Literature & Language, pp 264, 405, 723 |
Warriner’s, pp. 107-122; 126; 150; 153-174 Literature & Language, pp. 263-265; 352-353; 405-407; 596-598; 722-724; 899-910; 927-935; 937-943 |
W. I W. II S-9 |
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| E. Modifiers |
1. Review the basic rules of modifier usage and placement 2. Assign ex. 5, p. 188-189 and "Review", pp. 194-195 3. Review "Modifiers", pp. 911-924 and assign ex. 10, p. 925 4. Refer to Literature & Language correlating activities in modifier usage (i.e. ex. 2, p. 636) |
HSPT Skill Test B-3 "Teaching Tip", p. 448, 635 |
Warriner’s, pp. 179-190; 191-194 Literature & Language pp. 168-170; 448-450; 634-636; 911-925 |
W. I W. II S-9 |
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| F. Avoidance of Fragments/ Run-on Sentences |
1. Review the definition of the sentence. 2. Give distinct characteristics of a sentence 3. Review and give examples of sentence fragments and run-on sentences Special Education: - Computer programs, cooperative groups 4. Assign "Review", p. 229 and ex. 3, p. 225 5. Review LL. pp. 889-890 and assign ex. 3, p. 891 |
HSPT Skill Test B-2 Use "Teaching Tip", p. 491 in Literature & Language |
Warriner’s, pp. 219-225; 227-228 Literature & Language pp. 490-492; 889-892 |
W. I W. II S-9 |
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| G. Identify the incorrect use of subordination |
1. Review the difference between an independent clause and a
subordinate clause 2. Review various types of subordinate clauses (adjective, adverb, noun) 3. Assign Exercises A & B (Warriner’s, pp. 89 and 92) 4. Emphasize importance of properly punctuating subordinate clauses with LL. Exercises 1 & 2 (p. 60) 5. Assign students the task of identifying incorrect use of subordination and rewriting the sentences/paragraphs correctly |
Teacher Test |
Warriner’s, pp. 82-93 Literature & Language pp. 59-60; 671, 844, 946-947 |
W. I W. II S-9 |
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| 2. Write a sentence in a substandard manner. |
3.1 3.3 |
1. Assign students to read Borden Deal’s "Antics"
(Literature & Language, pp. 188-197) and do ex. 1, p. 212 to reinforce
avoidance/double negatives Special Education: - 2 column word/definition sheet, cooperative groups, computer program 2. Using Warriner’s, pp. 102-105, point out the differences in formal and informal English 3. Discuss why the use of formal English is important 4. Assign "Exercise" on p. 105 5. Assign a writing assignment in which students must avoid substandard English |
Teacher observation HSPT Skill Test B-6 and B- Evaluation of writing assignment |
Literature & Language pp. 188-197; 212-21 Warriner’s, pp. 103-105; 472 |
W. II S-9 |
| 3. Obtain the knowledge 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 (Warriner’s Ch. 1) and assigned ex. D 3. Review LL. p. 887 "Parts of Speech" 4. Reinforce with weekly vocabulary tests |
Weekly vocabulary tests Unit vocabulary tests |
Warriner’s, pp. 24-25; 470 Literature & Language p. 887 |
W. II S-9 |
| 4. Obtain the knowledge of proper sentence structure, and combine ideas using a variety of sentence types. | 3.3 |
1. Review the four basic kinds of sentences 2. Review coordinating conjunctions and transitions (LL. pp. 944-947) 3. Assign Ex. 8, p. 240-241 (writing with variety and Ex. 10, pp. 242-243 (varying sentence length) Special Education: - Computer usage, cooperative groups, tape recorder, oral tests 4. Review "Strategies for Varying Sentence Beginnings" (Literature & Language, pp. 670-671) 5. Renew LL. pp. 892-893 and assign Ex. 6, p. 894 6. Assign Ex. 9 (Warriner’s, p. 241) |
HSPT Skill Tests B-5 D-1 and D-2 Evaluation of writing assignmen "Teaching Tip" Literature & Language, p. 671 |
Warriner’s, pp. 230-24 Literature & Language pp. 320-322; 670-673, 892-894, 944-947 |
W. II S-9 |
| 5. Use transitional words to show chronology, cause and effect, comparison and contrast, develop sentences transitional words effectively. |
3.3
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1. Discuss effective use of transitions 2. Review Linking Expressions chart, Warriner’s, p. 272 and assign ex. 15 or ex. 16 3. Review "Transition Between Paragraphs" (p. 289-291) 4. Assign students to read Juanita Platero and Siyowin Miller’s "Chee’s Daughter" (Literature & Language, pp. 528-538) and do ex. 1 and 2, p. 546 5. Assign reading of Hugh Pentecost’s "A Kind of Murder" (Literature & Language, pp. 37-43) and discuss the cause and effects of the murder 6. Assign "Options for Learning" (LL., p. 46) #4 to reinforce chronological order Special Education: - 2 column method (word/definition), small group, cause & effect, graphic organizer, tape recorded story, cooperative groups, Venn diagram. |
HSPT Skill Tests C-1, C-2, C-3, E-1, E-2, E-3, F-2, F-4 Evaluation of Skill Test, F-4 (Writing Assignment) To reinforce compare/contrast, have students partner with a classmate from different ethic background and write essay stressing the similarities/differences of lifestyle, beliefs, etc. |
Warriner’s, pp. 270-272; 284; 289-291; 300-304 Literature & Language pp. 528-539; 545-546 |
W. II S-9 |
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6. Select details that support the main idea of a paragraph, the student will choose from a list of detailed sentences that help support a particular topic and identify unrelated or redundant sentences.
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3.3 |
1. Discuss the qualities of a sentence 2. Discuss how the topic sentence holds the main idea of a paragraph 3. Assign reading of Eugenia Collier’s "Marigolds" (LL. pp. 82-90). Have students list details that support the narrator’s description of her childhood (paragraph 3) 4. Assign "Study Skills Workshop" (Literature & Language, p. 323) 5. Assign the task of reading short passages and identifying main ideas, unrelated sentences, and redundant sentences. Students rewrite redundant sentences/passages for cohesiveness 6. Students evaluate the adequacy of evidence given to support an idea or conclusion in a test. A suggested exercise is "Writing Option" #1 (LL. p. 128) for "Lather and Nothing Else" 7. Students distinguish between fact and opinion in the context of a passage. A suggested exercise is "Enrich your Reading" for Niggli’s "The Street of Canon" (p. 327) Special Education: - Graphic organizers, cooperative groups, tape recorded story 8. Assign the task of reading "After You, My Dear Alphonse" (p. ) and have students list assumptions made by Mrs. Wilson about Boyd |
HSPT Skill Tests F-1, F-2 Evaluation of writing assignments Refer to "Text Annotations" in TM, pp. 82-83 Environmental Studies - Assign reading of Andrew Holleman’s "David Meet’s Goliath at City Hall" (ll. pp. 623-627) and assign "Enrich your Reading" (p. 623) |
Literature & Language pp. 323, 327, 343,484, 623, 628, 838 (6.9) |
R. II S-9 |
| 7. Write a general statement for a set of related details, supply topic sentences that can be supported by a set of related details. | 3.3 |
1. Discuss the importance of paragraph unity 2. Discuss ways to develop a good paragraph (Warriner’s pp. 252-268) 3. Assign reading of Daniel K. Inouye’s "My Shirt is for Church" (LL. pp. 106-111) Follow up with "Writer’s Workshop" (pp. 114-117) |
HSPT Skill Test F-2 Evaluation of writing assignment |
Warriner’s, pp. 252-270 Literature & Language pp. 106-117 |
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| 8. Use parallel structure correctly, and will identify as well as correct faulty parallelism when dealing with coordination, ideas, comparison and contrasting of ideas, correlative conjunctions. | 3.3 |
1. Define parallelism 2. Assign the reading of a poem that illustrates parallelism, such as N. Scott Monday’s "The Delight Song of Tsoai-Talee" and discuss its structure 3. Assign students to write an original poem, emphasizing parallel structur 4. Provide students with a worksheet of sentences that are not parallel. Assign students to write them in proper form Special Education: - Graphic organizers, tape recorded poem, computer use. |
HSPT Skill Test B-4 Evaluation of student writing |
Teacher-generated materials |
W. II S-9 |
| 9. Use the writing process and a variety of modes of disclosure, compose a variety of written responses for different purpose and audiences. Writing should feature all skills listed above, including a sound summary/ conclusion and good organization overall. | 3.3 |
1. Review the importance of coherence in an essay 2. Discuss ways to arrange ideas chronologically, spatially, and in order of importance (Warriner’s pp. 266-268) Assign ex. 14 (p. 269) 3. Rev. the importance and of implement pre-writing, drafting, revising, rewriting, editing, and publishing 4. Orally, do ex. 10 (Warriner’s p. 292) 5. Teacher should refer to Warriner’s ch. 15 and select specific writing exercises such as explaining a process; (pp. 300-304) writing a character description (pp. 308-311) and writing a definition (pp. 321-324 6. Teacher should refer to Literature & Language for appropriate "Writer’s Workshop and/or "Writing Options" activities (i.e. "Argumentation" pp. 541-544; "Problem-Solution" pp, 630-633; Comparing and Contrasting" pp. 444-447 and "Cause and Effect" pp. 837-840 7. Assign the reading of "Chee’s Daughter" (LL. p. 528) and do "Enrich Your Reading", p. 527 8. Assign the task of writing an expository or persuasive essay such as that given in "Writer’s Workshop: Exposition" in LL. (pp. 718-721). Assign topics that pertain to various audiences and/or purposes 9. Assign the task of editing for errors prior to writing all final drafts Special Education: - Graphic organizers (prob/sol), Venn diagrams, cooperative groups. |
Teacher observation Holistically-graded student essays |
HSPT Success, pp. 8-16 Teacher/student generated materials McDougal, Littell Graphic Organizer Transparencie Warriner’s, pp. 275-32 Literature & Language pp. 28, 657-660, 857, 481-489, 619-622, 684-688, 859, 541, 544, 837-840, 444-447, 630-633, 289 and 688 |
S-9 |
| 10. Provide samples of personal writing. | 3.3 |
1. Discuss the purpose of creative writing 2. Discuss the importance of close observation and the use of the senses. Assign ex. 1 and 2 (pp. 326-327) as well as ex. 9 (p. 334 3. Discuss the use of vivid details, assign ex. 10 (p. 335) 4. Assign the task of writing a personal essay, such as writing about one’s life before coming to the United States or writing of strong ideas in one’s culture 5. Demonstrate ability to revise and improve first drafts 6. Evaluate student written responses in terms of proper grammatical structure 7. Assign various writing assignments in which students demonstrate the ability to make their writing vivid and concrete. Assign "Language Workshop: Vivid Modifiers" in LL. (pp. 168-170) Special Education: - Cooperative groups, computer, use modeling. |
Evaluation of writing assignmen History - Assign the student to research an important era or event in history then write a short story based on the subject |
Warriner’s pp. 325-336 |
W. I S-9 |
| 11. Learn the correct mechanics of letter writing, such as the business letter and will learn to write editorial responses on controversial issue. | 3.3 |
1. Observe and study the rules for writing the business letter (Warr
Ch. 17) and do exercise provided in the text 2. Review "Correct Business Letter Form" (LL. p. 884) 3. Assign the students to read Paul Gallico’s "The Death Trap" (LL. pp. 279-287) and assign editorial writing assignment (#4, p. 289 4. Assign the students to read "Insight" (LL. p. 687) and write an editorial urging people to recycle aluminum "Writing Option" #1, p. 688 5. Assign the students the task of writing a letter of complaint/praise to a company concerning a product used. Students should anticipate the company’s response 6. Assign students the task of writing an editorial to the school local newspaper expressing an opinion on a current topic of controversy/interest Special Education: - Small group activities, use computer writing prog, provide chart of bus. letter set-up, use modeling. |
Evaluation of writing assignments |
Warriner’s pp. 339-346 Literature & Language pp. 289; 688; 884-886 |
W. I |
| 12. Enhance vocabulary usage and comprehension. |
3.3
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1. Review arrangement and content of dictionaries (Warriner’s C. 25)
and the thesaurus (Warriner’s p. 454) 2. Administer diagnostic test located on p. 484 3. Discuss ways to learn new words and finding the right word (pp. 484-492) Assign ex. 5 (p. 491) and ex. 7 (p. 493) 4. Discuss prefixes and root words (pp. 494-499) and assign ex. 19 (p. 501 5. Assign weekly vocabulary words denoted from Warriner’s pp. 506-508 6. Assign vocabulary taken from short or novel units. See Literature & Language Teacher Resource Pack 7. Compile personal lists for class discussions and participation 8. All lists should identify context, source, part of speech, definition 9. Use all/selected words in original, illustrative sentences 10. Assign the task of identifying the best set of guide words for a given word 11. Assign the task of identifying division of words into syllables and orally discuss the correct pronunciation of selected words 12. Assign the task of utilizing a thesaurus with various exercises, such as "Using a Thesaurus" in LL. p. 364 13. Review the difference between connotation and denotation. Assign students to read "Chee’s Daughter" then do "Literary Concept" on LL. p. 539. Also, assign "Examine What You Know" (p. 94) prior to reading Dahlin’s "Honor" (pp. 95-101 14. Review the difference between synonym and antonyms. Assign various "Vocabulary Practice" exercises in LL. (pp. 92, 128, 231, 257, 378) 15. Assign "Vocabulary Workshop: Context Clues" (LL. p. 266). Provide students with sentences derived from a short passage. Assign the task of defining words via context clues Special Education: - 2 column method word/definition sheet, vocabulary folder, graphic organizers. |
Weekly vocabulary tests Unit vocabulary tests Discuss Word origins (pp. 503-504) and Exercise 23-26 (p. 505). Discuss foreign words that were borrowed by the English (i.e. rodeo and boutique Special Education: - 2 column method word/definition sheet, vocabulary folder, graphic organizers. |
Warriner’s, pp. 464-480 483-503 Literature & Language |
R. I S-9 |
| 13. Learn and understand the components of the short story. | 3.4 |
1. Define the short story 2. Discuss the components of the short story: setting, characters, plot, mood, tone, point of view and theme (LL. p. 17-18) 3. Assign the readings of various short stories and discuss/evaluate the use of each short story component as it relates to the given story, such as Amy Tan’s "Rules of the Game" (pp. 366-377) 4. In reading The Pearl, students will analyze and discuss Kino and Juana in terms of contrasting characterization and points of vie 5. Read "David meets Goliath at City Hall" (LL. pp. 624-627). Assign students the task of making a story board ("Options #4, p. 629). Then assign the task of writing an original short story and making a story board/story map 6. Discuss the components of the folk tale. Assign students the task of obtaining folk tale from around the world. Have students read folk tales and articulate personal responses. Compare and contrast characters, themes, etc. used in various folk tales. Suggested folk tales are "Anasi the Spider" (Africa), "The Baker’s Neighbor" (Peru), and "Ooka and the Stolen Snell" (Japan) 7. Assign the task of reading an informational, nonfiction story. Discuss various forms of nonfiction (autobiographies, biographies, essays, informative articles, etc.). Discuss "Strategies for reading nonfiction" (LL. p. 29). Have students read "Don’t Can Your Aluminum" (LL. p. 687) and assign the task of writing an editorial in response ("Writing Option #1, p. 688 8. Assign students the task of reading stories from a variety of cultures (i.e. Soto’s "Like Mexicans" (p. 30); Collier’s "Marigolds" (p. 81); Inouye’s "My Shirt is for Church" (pp. 105); Platero and Miller’s "Chee’s Daughter" (p. 527) Have students compare/contrast elements of different cultures. Have students predict how the cultures would interact. For example, have students perform role reversal with family values demonstrated in "Like Mexicans" and "Chee’s Daughter" Students should also verbally relate personal experiences to this topic 9. Assign the student the task of identifying and analyzing the function of archetypes found in literature of various cultures. Compare how the function changes from culture to culture. Suggested stories are Soto’s "Like Mexicans" (p. 30) Tellez "Lather and Nothing Else" (p. 122) Roger’s "Psali of the Cherokees" (p. 130) and Jackson’s "After You, My Dear Alphonse" (p. 455 10. Assign students the task of predicting the outcome of a reading passage. For example, have students predict whether or not the barber will slit the general’s throat in "Lather and Nothing Else" (LL. p. 121) Special Education: - Story map, cooperative groups. |
Teacher observation Teacher-made quizzes/tests on required short stories Teacher should utilize the interspaced Cross-Curricular options as Cultural Connections located at the end of each unit |
Literature & Language pp. 17, 18 pp. 26, 52, 181, 236 (13.11) pp. 401-409 |
R. I S-R |
| 14. Learn, understand, and appreciate the different genre(s) of literature such as essays, satire, biographies, autobiographies, legends, and drama. | 3.4 |
1. Define and discuss each of the elements given 2. Assign students the task of reading of various nonfiction, selections Gary Soto’s "Like Mexicans" (p. 30) and Christy Brown’s "My Left Foot" (p. 337). Assign "Literary Concept: Descriptive Details on p. 343 3. Assign students the task of reading various biographies such that of Wilma Rudolph’s "Wilma" (p. 386) or LeLy Hayslip’s "Heaven and Earth, Changed Places (p. 567) 4. Assign student the task of reading the autobiography of a nationally or world renown person and give an oral presentation on the subject’s life Special Education: - Story map, cooperative groups 5. Assign students the task of reading biographies such as John McPhee’s "Survival in the Forty-Ninth" (p. 269) 6. Assign students to read Satire such as George Orwell’s Animal Farm and Isaac Asimov’s "The Feeling Power" (LL., p. 645) 7. Assign students to read the legends of King Arthur and his Knights (LL., pp. 409-443) 8. Assign the students the task of reading of drama such as William Shakespeare’s Julius Caesar. Discuss the components of drama (script, cast, dialogue, stage, scenery, props, scene) and the importance of the Globe Theater 9. Assign the students the task of reading in a dramatic fashion Hansberry’s A Raisin in the Su 10. Utilize text illustrations and art transparencies that correlate with works studied. Have students evaluate visual images, orally or written. Assign the task of writing a personal narrative based on one’s reaction to a visual presented in class. Suggested text illustrations are Garza’s on p. 32 ("Like Mexicans"); Welliuer’s on p. 41 ("A King of Murder"), Hockney’s on p. 51 ("Choices"), Evergood’s on p. 84 ("Marigolds") and Beardon’s on p. 578 ("Black Boy") 11. Have students identify the reasons specific details are included in reading passages. A suggested exercise is "Literary Concept" Sensory Details (LL. p. 241) following Walter Dean Myers’ "The Treasure of Lemon Brown 12. Have students infer figurative meaning from short passages. Suggested activities are "Literary Concept" from "The Streets of Canon" p. 335, "Writing Option #4 from "My Left Foot" p. 344, and "Literary Concept" from Fuentes’ "A Letter to God" p. 683 13. Discuss the difference between reality and fantasy. Discuss how the fantasy in science fiction stories (such as "Searching for Summer", "Four O’clock", and "Visit to a Small Planet" could become reality Special Education: - Graphic organizers, story maps. |
Evaluation of student written oral response Biology and Math - Option #1, p. 277 Math - Assign "Examine What You Know" (LL. p. 644) Home Economics - Have the class prepare a medieval banquet or a Roman feast |
Literature & Language Animal Farm Julius Caesar A Raisin in the Sun Land of the Flies |
R. II S-9 |
| 15. Apply literary terminology in the reading of four required plays/ novels. | 3.4 |
1. Define and discuss literary terms such as characterization,
conflict, foreshadowing, imagery, irony, plot, satire, symbolism, theme
and tone 2. Look for examples of literary terms in unit being studied and discuss each accordingl 3. Assign students the task of selecting appropriate titles for untitled chapters. Suggested material is Animal Farm 4. Have students sequence details and events from each literary selection 5. Assign the student the task of keeping a reading log of independent novels that includes a plot summary and a personal critique of each section logged 6. Have students express the writing styles of various authors such as Shakespeare, Steinbeck, Orvell, and Golding Special Education: - Tape recorded books, small group activities. |
Figurative Language |
Animal Farm Lord of the Flies Julius Caesar A Raisin in the Sun A Separate Peace Supplemental Novels |
S-9 |
| 16. Learn the full use of the library, given the task of preparing a research paper. | 3.3 |
1. Teacher should coordinate with media center director and hold class
in center 2. Familiarize students with reference section, periodicals, card catalog, and computer lab 3. Assist students in utilizing library resources when gathering information Special Education: - Graphic organizers, verbal prompts guided questions, small group act. |
Teacher Observation | Media Center |
R. II R. IV |
| 17. Conduct individual and group research on both a long term and a short term basis. | 3.3 |
1. Read "Planning the Composition" (Warriner’s p. 295) and
study correct form for outlining (Warriner p. 300) 2. Review "Guidelines for Research and Report Writing" (LL. pp. 877-883) 3. Plan preliminary outline and identify main topic and title for research paper 4. Participate in class activities on steps to doing research and on selecting and limiting the topic 5. Review library skills pertinent to doing research such as utilizing the Reader’s Guide and other reference works. Students will demonstrate knowledge by selecting proper references for specific research assignments 6. Review examples of research papers written by other students to learn format, rationale, and general practices in research papers such as proper titles, preliminary and formal outlining; proper note taking; writing the thesis statement/ theme; writing parenthetical citations; and writing the works cited pag 7. Assign accelerated students the task of critically analyzing the work of a non-traditional author and relating his/her life to his/her works 8. Assign college prepatory students the task of researching an author and writing an autobiographical literary term paper, adhering to style manual provided 9. Assign the task of utilizing the telephone book and demonstrating how to obtain information for services such as a caterer, dentist, or landscaper. In addition, have students demonstrate how the phone book is resourceful in locating emergency numbers, state and national maps, zip codes, etc. 10. Assign the task of reading an almanac and demonstrating knowledge of weather predictions, proper planting times, etc. 11. Assign the task of determining the source of a piece of text by making use of pamphlets, magazine articles, acknowledgments and end notes Special Education: - Use modeling, minimize info/use small blocks of info, break ups tasks, cooperative groups, computer use. |
Evaluation for final paper’s and format and content |
Warriner, pp. 295, 300 Video: "Me? Plagiarize?" Literature & Language pp. 877-883 |
W. I R. II S-9 |
| 18. Develop the ability to write analytical papers. | 3.3 |
1. Review the aspects of a good essay 2. Discuss the definitions of the terms analyze and hypothesis 3. Discuss the difference between and analytical paper and another piece of writing such as a book report or plot summary 4. Select two or three poems such as Walt Whitman’s "Song of the Open Road" (LL. p. 184) and Richard Wilber’s "A Fire Truck" (LL. p. 185). Have them analyze a common theme or point of view found in the poems in a short essay 5. Using "Chee’s Daughter" and "Lather and Nothing Else" in Literature & Language, assign Writing Option #4 (p. 140) 6. Review "Writer’s Workshop: Literary Analysis" (LL. pp. 401-404) and guide students in following the seven step process in writing an analytical pape 7. Explore the corruption of power in The Pearl Animal Farm and/or Lord of the Flies 8. Compare/contrast the romantic hero (Legends of King Arthur) to the tragic hero (Julius Caesar) Special Education: - Assign tasks in broken form (one task at a time with a date). |
Evaluation of analytical essay |
Literature & Language pp. 140, 184-185, 401-404 |
S-9 |
| 19. Research a topic, prepare notes, and organize a speech on a specified topic. | 3.1 |
1. Assign the type of speech desired demonstrative, persuasive, etc. 2. Outline the elements of a good speech: posture, eye contact, voice projection, enunciation, content, organization 3. Review "Writer’s Workshop: Persuasion" (LL. pp. 592-595). Guide students in following the four steps of persuasive writing on a controversial issue |
Evaluation of speech based on given 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 commerce commercial persuading the audience to visit |
Literature & Language pp. 594-599 |
R. IV S-9 |
| 20. Demonstrate an understanding of the components of poetry as well as memorize and recite in front of class various forms of poetry. |
3.1 3.4 |
1. Review elements of poetry: form, sound, imagery, and figurative
language (LL. pp. 47-48) 2. Discuss how theme, tone, point of view, etc. are also important in poetr 3. Discuss various forms of poetry (ballad haiku, sonnet, narrative poem, etc.) provide examples of each 4. Assign students the task of writing their own ballad/sonnet, narrative poem, applying poetic elements 5. Recite several poems. Discuss the meaning of each poem and discuss each of the poetic terms as they apply 6. Assign the students the task of reading aloud a selected poem in class such as "The Creation". Use voice to convey feeling of power, action, strength, tenderness, love and awe Special Education: - Graphic organizers, assign small tasks on break up, cooperative groups. |
Evaluation of oval Interpretatio Music - Discuss how sounds in poetry can give a musical quality to a work. Assign students the task of writing a poem implementing use of alliteration, assonance, onomatopoeia and/or rhyme |
Literature & Language pp. 47-48 Teacher-mandated materials |
S-9 |
| 21. 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 Workshop" in Literature & Language which emphasis small group and class collaboration as part of procedures to follow (See pp. 54, 114-117, 211, 404, 721) Special Education: - Tape recorded poems/by students, cooperative groups, video tape reading of poetry. |
Teacher Observation | Literature & Language | S-9 |
| 22. Use his/her language art skills for decision making, negotiating and problem solving. | 3.2 |
1. Review "The Writer as Decision/ Maker/Problem Solver" (LL.
pp. 871-872) 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. Assign Literature & Language "Writer’s Workshop: Argumentation" pp. 541-544. Evaluate students on their presentations 4. Assign students to read Kurt Vonnegut Jr.’s "The Euphio Question" (LL. p. 244) and "Options for Learning" (debate) #4 p. 258 5. Assign students the task of identifying the organizational pattern of a reading passage. Have students chart out the following narrative text using a character description (LL. pp. 164-167); persuasive text using a letter of recommendation (LL. pp. 208-211); informational text using cause and effect (LL. pp. 837-840); workplace text using teacher mandated material such as writing a resum 7. Utilize "Topics for Composition" lit, Warriner’s pp. 296-299 Special Education: - Problem/solve graphic org., pyramid processor. |
Teacher Observation Evaluation of Debate Evaluation of Role Play Environmental Science - Assign students to read Andrew Helleman’s "David Meets Goliath at City Hall" (LL. p. 624) and assign Options #1 or #3 (p. 629) Social Students/Geography/Science - Assign students to read Art Buchwald’s "Diablo Country" (LL. p. 685) and assign "Options" #1 p. 68 Math - Assign the reading of Isaac Asimov’s "The Feeling of Power" (LL. p. 645) and assign Writing Options #2, p. 655 |
Literature & Language pp. 244-258; 541-544; 624-629; 871-872 Warriner pp. 296-299 |
|
| 23. Recognize the act and importance of listening as a way of receiving meaningful communication when given a source of information such as the research paper, speed, group discussion, dramatization, expression of one’s ideas, etc. | 3.2 |
1. In response to listening to any given oral presentation, the
students will express (written or oral) comprehension of the topic 2. The presenter of an oral delivery will formulate a response sheet to be complete 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" (LL. p. 48) 5. Review "Working in Pairs and in Small Group" (LL. p. 61) and do given exercise 6. Review "Critical Listening" (LL. p. 408 7. Read Coretta Scott King’s "Montgomery Boycott", p. 509 and assign "Options for Learning" #2, p. 519 8. Teacher should utilize audio cassettes containing speeches, poems, short stories, and plays as they pertain to any given unit 9. Discuss the term dialect. Apply to "Vocabulary Workshop" (LL. p. 214) in conjunction with short stories such as "Antaeus", "The Monkey’s Paw", and "Rules of the Game" 10. In conjunction with A Raisin in the Sun, discuss the cultural differences between the younger family and Joseph Asagai in terms of dialect (slurred southern and mid-western and Nigerian) and music (blues and African) 11. Assign the reading of Kurt Vonnegut Jr.’s "The Euphio Questions (LL. p. 244) and assign the task of a pantomime (Options #2, p. 258 12. Assign students the task of listening to a variety of musical pieces. Have students distinguish the various moods music can evoke. Have students listen to a particular piece (such as classical, rock, or rap) and express their interpretation of the music via an art or written piece Special Education: - Tape recorder note-taking. |
Teacher Observation Evaluation of response sheets Read Yoshiko Uchida’s "Tanforan: A Horse stall for Fourn (LL. p. 496) and assign "Cross Curricular Option/Language", p. 50 Social Studies - Assign "Cross Curricular Options" (TM p. 519) |
Students guest speakers Teacher/student generated material Video tapes Audio cassettes Literature & Language pp. 48, 61, 4.8, 496-509, 519 |
R. IV S-9 |
| 24. Respond 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. Given 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 assign "Options for Learning" #4, p. 315 or #1, p. 50 4. Assign the reading of Gore Vidal’s Visit to a small Planet" (p. 691) and assign "Options" #2, p. 717 (movie review) 5. Assign students the task of writing a news story, such as reporting an event in Julius Caesar (LL. pp. 8.3-840) 6. Teacher should utilize fine art transparencies provided in resource binders 7. Utilize the newspaper. Have students discuss why newspapers are divided into sections. Select headlines and have students determine their origin 8. Assign students the task of locating specific topics of interest in the newspaper such as sports scores, editorials, movie schedules and advice columns. Then assign the task of responding to information found, orally or written 9. Assign students the task of interpreting and inferring information derived from several front page news stories Special Education: - Graphic organizers, Venn diagrams. |
Evaluation response sheets Evaluation of Video projects Evaluation of technology report Assign "Cross-Curricular Options" for Science and for English (TM p. 258) and for "Options" #3 (p. 258) |
Media center Computer lab TV/Radio Teacher/student generated material Literature & Language pp. 315, 507, 691, 717, 837-84 Fine Arts Transparencies Literature & Language Prentice Hall Literature (Platinum) Resource Binders Media Center Field trips |
R. II R IV |
| 25. Use research skills to access, interpret, and apply information from a variety of print and non-print media such as the fine and performing arts, video, television and news broadcasts, etc. | 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 3. Students will assign to watch or listen to news broadcasts and complete a chart depicting the placement and treatment of the given new story 4. Student will research the background of a literary work (such as the legends of King Arthur and apply concepts (such as medieval life) to movies or live performances 5. Teacher should utilize fine arts transparencies provided in resource binders |
Teacher observation | S-9 | |
| 26. Use a variety of technologies as a tool for learning, such as word processing software, audio taping equipment, video taping equipment, and computer programs. | 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 interpretations of literature, act out plays/short stories, etc. with the use of a video camer 4. Students will make an audio book as a class project 5. Review "Writing With Computers" (LL. pp. 875) Special Education: - Story maps, computers, video tapes, small group activities. |
Teacher Observation Group Project Evaluations |
Media Center Audio-Visual Center Computer Lab Literature & Language pp. 815-876 |
R. II S-9 |
NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.
| English II Curriculum Guide (1132-1142) Grade 10 | |||||
|
Objectives |
Core Curr. Content Standards |
Instructional Activities |
Assessment (Cross-curricular) (Multi-cultural) |
Resources |
EWT HSPT Stanford 9 |
| The student will be able to: | English II (1132-1142): Scope English Grammar & Comp. & Workbook Level 4, HSPT Success, Globe Literature | ||||
| 1. Reinforce correct use of grammatical elements through the use of: | Teacher observation in all skills areas in addition to specific HSPT Skills test (Teacher made or departmental tests) | Teacher Resource Binder | |||
| A. Capitalization | 3.3 |
1. Review the basic rules of capitalization 2. Assign review exercise, p. 435 |
HSPT Skill Test A-1 |
W. I W. II S-9 |
|
| B. Punctuation |
1. Review the basic rules of punctuation 2. Assign an activity sheet on which students will fill in proper punctuation 3. Assign review exercises, III, VII, VIII, pp. 436-436 |
HSPT Skill Test A-2 |
Scope, pp. 406-411 Workbook, p. 88 |
W. I W. II S-9 |
|
| C. Spelling |
1. Review the basic rules of spelling, pp. 350-354. Review words often
confused, pp. 358-361. Emphasize phonetics and homophones 2. Assign Practice A, p. 362 3. Assign the task of correctly completing sentences with correctly spelled word 4. Demonstrate the difference between a macron and a breve. Assign the task of applying this to a list of vocabulary words 5. Review the difference between a prefix and a suffix. Assign the task of demonstrating the knowledge of common Latin and Greek prefixes and suffixes (See Globe, pp. 275, 552, 451, 315, 193, 281, 387, 544, 451 for varied exercises) 6. Assign the task of identifying correct homophones with Globe, pp. 61, 205, 351, 435 Special Education: - Error-monitoring, checklist. |
HSPT Skill Test A-3 Weekly spelling tests |
Scope, pp. 413-434 Globe, pp. 99, 317 Workbook, pp. 89-93 |
W. I W. II S-9 |
|
| D. Verb/Pronoun Usage |
1. Review the basic rules of verb usage 2. Review the basic rules of pronoun antecedent usage 3. Review chart, p. 271 4. Assign Practice Exercise A-C, pp. 228-290, 280 5. Assign practice Exercise A, p. 288 6. Assign Review Exercise, I, II, III, p. 289-290 Special Education: - Error-monitoring, checklist. |
HSPT Skill Test B-1 |
Scope, pp. 350-361 Workbook, pp. 76-79 Scope, pp. 15-18; 188-205, 224-226, 270-273 Globe, p. 389, 451 Workbook, pp. 54-59, 62-65 |
W. I W. II S-9 |
|
| E. Modifiers |
1. Review the basic rules of modifier usage and modifying phrase
placement 2. Assign Review Exercises I, II, III, IV, pp. 324-327 |
HSPT Skill Test B-3
|
Scope, pp. 310-323 Workbook, pp. 70-73 |
S-9 | |
| F. Avoidance of Fragments/ Run-on Sentences |
1. Review the definition of the sentence. Give examples of a sentence 2. Give distinct characteristics of a sentence 3. Review the definition of a sentence fragment. Give example of fragments. 4. Assign practices A and B, pp. 61-62 5. Instruct students in the two main ways in which independent clauses can be combined in a single sentence 6. Assign Practice Exercise 6, p. 228 Warriner’s English Grammar and Composition, Level 4 |
HSPT Skill Test B-2 |
Scope, pp. 60-61 Teacher-,made worksheet on run-on sentences Globe, p. 213 Workbook, pp. 16-17 |
S-9 | |
| G. Identify the incorrect use of subordination. |
1. Review the difference between the independent clause and a
subordinate clause 2. Review various types of subordinate clauses (adjective, adverb, noun) 3. Assign students one task of identifying and correcting subordinate clauses provided on teacher-generated worksheet Special Education: - Cooperative groups, buddy system, 2 column, "say back" technique, highlight essential info. |
S-9
|
|||
| 2. Rewrite sentences which are written in a substandard manner. |
3.1
|
1. Assign students to read teacher selected passages complete with
grammatical errors. Have students pin-point these errors
|
Teacher observation HSPT Skill Test B-6 and B-7 Grading of writing assignment |
Student writing samples |
W. II S-9 |
| 3. Acquire the knowledge and complete use of the eight parts of speech. | 3.3 |
1. Review the eight parts of speech: adjective, adverb, conjunction,
interjection, noun, preposition, pronoun, and verb 2. Assign Review Exercises VII and VIII, pp. 38-3 3. Assign Practice B, pp. 114-115 4. Assign a weekly vocabulary list with which students will identify the part of speech for each word and use it correctly in an illustrative original sentence Special Education: - Use modeling (2.1) graphic organizer. |
Weekly vocabulary tests | Scope, pp. 5-7, 9-13, 15-18, 19-22, 24-25, 30-33, 112-113 | W. II |
| 4. Acquire the knowledge of proper sentence structure, and combine ideas using a variety of sentence types. | 3.3 |
1. Review the four basic kinds of sentence structure 2. Review coordinating conjunctions/ transitions and assign Practice A and B, pp. 117-118 3. Discuss task and guide students to provide examples of how to vary the beginnings of sentences and vary their length 4. Assign Exercise 6, p. 264 and Exercise 8, pp. 266-267 5. Discuss the importance of varying sentence structure and writing sentences that are descriptive and void. Assign the task of reading Gregory Clark’s "The Bully" and doing "Description" (pp. 324 and 331) Special Education: - Graphic organizers. |
HSPT Skill Tests B-5 D-1 and D-2 |
Scope, pp. 115-117 and pp. 263-266 Workbook, pp. 31-34 |
W. II S-9 |
| 5. Develop sentences and paragraphs using transitional words effectively to show chronology, cause and effect, comparison and contrast. | 3.3 |
1. Discuss effective use of transitions. Provide student with a list of
transitional words 2. Guide students in combining sentences showing cause and effect and comparison and contrast, while using proper transitional words 3. Choose a topic from a list of topics that begin with the word "Why", to reinforce cause and effect 4. Review Unit 10, pp. 208-223 to reinforce comparison and contrast (Scope) 5. Review three methods of developing a paragraph through comparison 6. Assign Exercise 4, p. 222 7. Assign students the task of using transitions to arrange a given series of sentences in sequential and logical order 8. Review lesson 1 and assign Exercise 1, p. 89, to reinforce chronolog 9. Review lesson 8 on Chronological Order Guide student in making a list from the writing sample on p. 180 to indicate Chronology. Add other words to the list that also show time sequence 10. Assign Exercise 10, p 181 11. Use HSPT Skill Test F-4 in essay form 12. Read Poe’s, "The Pit and the Pendulum", assign Globe, p. 22 13. Read Achebe’s, "Marriage is a Private Affair", and assign Globe, p. 102 14. Assign Globe Resource, pp. RCA 13-14 "Science" 15. Assign Globe Resource, pp. RCA 15-16 "Social Studies" 16. Teacher should refer to Globe Resource Binder Section on "Reading in the Content Area" for related activities Special Education: - Graphic organizer. |
HSPT Skill Tests C-1, C-2, C-3, E-1, E-2, E-3, F-2, F- Essay assignment focusing on the use of transitional words and phrases (Skill Test F-4) |
Scope, pp. 88-89, 180-181, 208-22 Globe, p. 22 and "Critical" Thinking" Section |
W. II S-9 |
| 6. Choose from a list of detailed sentences that help support a particular topic sentence. | 3.3 |
1. Outline the qualities of a good topic sentence 2. Discuss how the topic sentence limits detail 3. Teach pre-writing techniques such as listing ideas, webbing, brainstorming, etc. 4. Review lesson 3, pp. 94-96 5. Assign Exercise 6, p. 96 6. Assign Globe Resource, P. RCA 7-8 "Science" 7. Assign Globe Resource, p. RCA 15 "Social Studies" 8. Assign students the task of selecting the best topic sentence for a given paragraph Special Education: - Small group act, modeling. |
HSPT Skill Tests F-1, F-2 Teacher observation and Grading of a writing assignment in which the teacher will provide a topic sentence for the student to develop |
Teacher and student generated essays Globe Resource, p. RCA 7 |
R. II S-9 |
| 7. Supply topic sentences that can be supported by a set of related details. | 3.3 |
1. Discuss the importance of paragraph unity 2. Review, pp. 94-97 3. Assign Exercise 7, pp. 97-98 |
HSPT Skill Test F-2 Teacher observation and grading of a writing assignment in which student will write a unified paragraph |
Scope, pp. 94-98 | R. II |
|
8. Identify faulty parallelism when dealing with: 1. Coordination of ideas 2. Comparison and contrasting 3. Correlative conjunctions |
3.3 |
1. Define parallelism 2. Evaluate a paragraph that contains errors in parallelism and discuss the corrections that are mad 3. Provide student with a worksheet of sentences that are not parallel, and instruct them to rewrite them using proper parallel structure 4. Review parallelism via poetry with "Reinforcement" from Globe Resource worksheet, p. R-3. Assign student the task of writing an original "parallel poem" Special Education: - Story web. |
HSPT Skill Test B-4 | Teacher-generated materials |
W. II S-9 |
| 9. 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 the importance of coherence in an essay 2. Discuss various ways to arrange ideas chronologically, spatially, and in order of importance using, pp. 179-182 as reinforcement (Scope) 3. Review the importance pre-writing and choose appropriate pre-writing strategies 4. Assign students an essay in which they compare or contrast two/three people, situations, items, or events, such as varying opinions on evolution theories or the Civil Rights Movement. Special Education: - Graphic organizers. |
Teacher observation Holistically-graded student essays |
HSPT Success, pp. 8-16 Teacher/student generated materials McDougal, Littell Compare and Contrast Graphic Organizer (transparency) |
W. I S-9 |
|
5. Assign students an essay in which they convince an intended audience
that causes or effect of an event, trends, or phenomena are plausible 6. Instruct students to edit their writing for grammatical and mechanical errors, redundancies, conciseness, and clarity 7. Given a variety of writing topics, have the student demonstrate the ability to choose an appropriate writing style for a given purpose. Likewise, have students identify topics that are appropriate for specific purposes/audiences 8. Provide students with a variety of oral, written, and pictorial prompts and assign the task of writing a personal response in paragraph or essay form. 9. Assign students an essay in which they, in a creative and logical way, present a convincing solution to a problem 10. Assign student an essay in which they take a position on a current controversy and convince the audience that their position is reasonable 11. Those should be applied to their essay writing skills |
Special Education: - Prob/Sol graphic organizer, modeling, assign small tasks, error-monitoring, checklist. |
||||
| 10. Revise and edit their own writing as well as others for content and organization, correct grammar, usage, syntax and mechanics. | 3.3 |
1. Review common usage errors of the High School student essay 2. Evaluate a paragraph/discuss it in terms of unity, coherence, sentence structure and language mechanics 3. Write sentences from student writings containing usage and mechanical errors or an overhead. Have students identify and correct errors 4. Have students exchange paragraphs/ essays and evaluate them for unity, coherence, sentence structure and language mechanics 5. Have students write all comments line by line on a separate piece of paper or use a teacher generated editing checklist 6. Return writings and comments. Revise and rewrite drafts |
Teacher observation | Teacher/student generated materials and essays |
W. I W. II S-9 |
| 11. Obtain a grade of 80% or better on a mastery test on each deficient skill as outlined on his/her individual improvement plan (ISIP). | 3.3 |
1. Address each student’s deficient skills separately as outlined in
ISIP 2. Focus instruction according to information Special Education: - Modeling, small group act. |
ISIP | ISIP | W. I |
| 12. Review all the skills covered in the High School Proficiency State Test from a previous year. | 3.3 | 1. Use the criteria as stated in Objective 11 | Teacher observation/placement of student | Previous HSPT’s |
W. I W. II |
| 13. Learn the correct mechanics of letter writing, such as the business letter and will learn to write editorial responses on controversial issue. | 3.3 |
1. Review the formats and punctuation for friendly letters and for
business letter (Scope, pp. 127-129) 2. Review Exercise 3, pp. 129-130 3. Assign Ex. 4, p. 130 4. Review the letter of application, pp. 130-135 5. Assign Ex. 7, pp. 135-136 6. Assign students to write a letter to the editor of the school newspaper or to the local newspaper that addresses a current controversial issue, such as immigration laws |
Grading of letters | Scope, pp. 130-136 |
W. I S-9 |
| 14. Use the dictionary and thesaurus on a regular basis and demonstrate proficiency in the use of reference books. | 3.3 |
1. Review Scope, pp. 366-369 2. Assign a weekly vocabulary list of 10-15 words with which students will identify part(s) of speech, syllable division, and pronunciation. Students will also write an original, illustrative sentence for each wor 3. Assign vocabulary words from novels, plays and short stories 4. Discuss word origins. Assign the student the task of compiling a list of derived words from other languages (i.e. corral, bouquet) 5. Assign students the task of determining the best set of dictionary guide words for a given word 6. Assign the task of utilizing the thesaurus to find synonyms for specific vocabulary words |
Notebook check Spelling/vocabulary tests Special Education: - 2 column sheet (word/definition), mnemonic devices. |
Core Novels Globe Literature Scope, Unit 17, pp. 369-381 |
R. I S-9 |
| 15. Enhance vocabulary usage and comprehension given various assignments and exercises. | 3.3 |
1. Review lesson 5-8, pp. 363-376 2. Assign Review Exercises V-VIII, pp. 379-381 3. Have students keep a list of unfamiliar words that they encounter in reading assignments from across the curriculum in their notebooks at all times. Students are to define their words and use 4. Have students write original, illustrative paragraphs and/or sentences that are precise, vivid, and effective for selected vocabulary word 5. Review the difference between connotation and denotation. Supply students with a list of dictionary terms and have them provide connotations 6. Review the difference between a synonym and an antonym. Give students that task of writing sentences that address this skill 7. Illustrate to students how words provide context clues in passages. Provide students with passages to read. Have them interpret word meaning based on how it is used in a sentence. Reinforce with Globe, pp. 11, 77, 99, 137, 213, 231, 307 Special Education: - Mnemonic devices. |
Weekly vocabulary tests | Scope, pp. 363-381 |
R. II S-9 |
| 16. Develop good organizational and comprehension skills by keeping a notebook. | 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 with in their notebook and define them Special Education: - Graphic organizers, daily worksheets, vocabulary list, assign shortened tasks, break up assignments one task at a time. |
Notebook check | All texts used in class | R. IV |
| 17. Conduct both long-term and short-term research assignments. | 3.3 |
1. Review with students what a library report is 2. Discuss various subjects and the appropriate ideas to consider before choosing a topic 3. Review lesson 1, pp. 330-335 and assign Exercises 1-3 ("Finding a Topic") 4. Review lesson 2, ("Gathering Information") pp. 335-344 and assign Exercises 6-8 prior to taking students to the library 5. Take students to library and review basics of library resources and how to use them 6. Students will now gather sources. Assign the task of determining the source of a piece of text that will be used in student’s research-making use of pamphlets, magazine articles, book acknowledgments and introductions, table of contents, indexes, end notes, bibliographies, etc. and weeding out all irrelevant informatio 7. Review lesson 3, pp. 344-347 ("Writing Your Report") 8. Assign Exercise 9 9. Expand library knowledge by assigning a 3-5 page library report based on a current social environmental issue or on an important historical issue in which students will demonstrate an understanding of proper format: title page, table of contents, body, works cited page/bibliography 10. Assign the task of utilizing the telephone book and demonstrating how to obtain information for specific services. Have students demonstrate how the phone book is resourceful in locating emergency numbers, national maps, state zip codes, etc 11. Assign the task of reading an almanac and demonstrating knowledge of weather predictions, planting times, etc Special Education: - Graphic organizers, daily worksheets, vocabulary list, assign shortened tasks, break up assignments one task at a time. |
Teacher observation Grading of process of library report Grading of product of library report |
Teacher/student generated materials Scope, pp. 330-347 |
W. I R. II R. IV S-9 |
| 18. Respond to print and non-print media such as, the fine and performing arts, video, television, and news broadcasts etc. through active engagement with appropriate methods of analysis, interpretation and evaluation. | 3.5 |
1. Discuss 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 such as periodicals and computer programs 3. Have students make a chart to compare/contrast treatment of the topic in each medium as well as the validity of the research and any bias present 4. Areas of comparison may include spatial order, length of article/broadcast and order of appearance 5. Students will present an oral presentation on their findings to the class 6. Using McDougal, Littel, "Starting Points for Writing fine arts transparencies, students will respond to the paintings by either oral or written interpretation 7. Utilize the newspaper. Have students identify and locate various sections of the newspaper (sports, editorials, movies, advice, etc. 8. Assign students the task of interpreting and inferring information derived from several front page news stories Special Education: - Graphic organizers. |
Teacher observation Grading of compare/contrast chart Evaluation of oral presentations Evaluation of written responses |
Media Center Computer Lab TV and Radio broadcasts Teacher/student generated materials Hayden’s, "John Henry on the Right, Steam Drill on the Left" Sequeira’s, "Picking Cacao" Homer’s, "The Gulf Stream" |
R. II S-9 |
| 19. Use research skills to access, interpret, and apply information from a variety of print and non-print media. | 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 3. Student will be assigned to watch or listen to news broadcast and complete a chart depicting the placement and treatment of the given news stories 4. Students will research the background of a literary work (such as A Raisin in the Sun or The Legend of King Arthur) and apply concepts (such as segregation or Medieval Life) to movies or to live performances Special Education: - Tape recorder, small group act. |
Teacher observation | Media Center and Field Trips |
R. II R. IV |
| 20. Use a variety of technologies as a tool for learning such as: word processing, software, audio taping equipment, video taping equipment, and computer programs. | 3.5 |
1. Students will use the Internet to access Information on given
research topics 2. Students will visit the computer lab to access information on MACS 3. Students will recite published and non-published (original) poetry; present oral interpretations of literature; present oral reports; and act out plays/short stories with the use of videotape 4. Students will make a "talking book" as a class project |
Teacher observation Group Project Evaluation |
Media Center Audio-Visual Center Computer Lab |
R. II S-9 |
| 21. Recognize the act and importance of listening as a way of receiving meaningful communication through the research paper, speech, group discussion, dramatization, expression of one’s ideas, etc. | 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 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 movies, audio tapes, or oral presenters (guest speakers 4. Students will also formulate their own questions and notations concerning the presentation. Students will voice comments and questions 5. Assign, p. R29 of Globe Resource 6. Teacher should refer to Globe Resource Binder "Speaking and Listening" section and assign related activities to speaking and listening skills 7. Assign the student the task of listening to, responding to, and distinguishing between environmental sounds, dialects, and music. In conjunction with A Raisin in the Sun, discuss the cultural differences between the following: The Younger Family, George Murchinson and Joseph Asagai in terms of dialect; American Jazz and Blues and African tribal music in terms of dance, rhythm, and beat. Have students identify key elements and the moods the musical pieces reflec 8. Assign students the task of listening to a folk tale presented by a classmate (Globe "Speaking and Listening, p. 214) 9. Assign students the task of forming groups to express ideas about a specific literary element (such as plot, theme, etc.) Special Education: - Tape recorder, small group act. |
Teacher observation Evaluation of response sheets |
Students Guest speakers Teacher/student generated materials Globe Resource Binder, pp. 51-572 |
R. IV S-9 |
| 22. Use his/her language art skills for decision making, negotiating, and problem-solving given a panel report on controversial issues and decision making tasks. | 3.2 |
1. Students will choose a controversial issue and form teams to present
a formal debate on the chosen issue 2. Students will role play select characters from Core/Supplemental novels/short stories in which true-life situations must be discussed and/or negotiated/solved 3. Students will present a mock trial to a current news event or to a literary situation when applicable for example, the actions of Walter in A Raisin in the Sun or of Patty in Summer of My German Soldier Special Education: - Small group act, modeling 4. Students will be active in small group discussions, small group collaborative efforts, and impromptu speaking 5. Students will collaborate by sharing ideas, examples, or insights productively and respectfully in informal conversation/discussion 6. Assign students the task of identifying the organizational pattern of a reading passage. Have students chart out the following: identifying character traits from a story’s antagonist/protagonist (narrative text); reading a job description then writing a letter of recommendation for that position (persuasive text); reading a cause/effect or problem/ solution passage and outlining the information (informational text); writing a resume letter of application, or letter of reassignment (workplace text) Special Education: - Graphic organizers, (cont. issues). |
Teacher observation Evaluation of Debate Evaluation of Role play Evaluation of Mock Trail |
Media CORE/Supplemental novels Globe Literature |
|
| 23. Research, prepare notes, and organize a speech on a specific topic. | 3.1 |
1. Assign the type of speech desired, demonstration, persuasive, etc 2. Outline the elements of a good speech posture, eye contact, voice projection, enunciation, content organization, etc. 3. Use lesson 1, Exercises 1 and 2 for demonstrative speech or have students demonstrate how to solve a complex mathematical problem for example 4. Assign the task of conducting group research on a specific controversial topic on which students will prepare a multi-media group presentation |
Evaluation of speech based on given principles |
Teacher generated materials Scope, pp. 88-90 |
R. IV S-9 |
| 24. Determine main idea and locate specific supporting details as well as identify unrelated or redundant sentences. | 3.1 |
1. Review topic sentence/main idea 2. 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 the mood is gloomy/light/etc. Extend task to long passages the entire text 3. Assign "Reading in the Content Area" (Social Studies) in Globe Resource, pp. RCA 33-34 4. Have students evaluate the adequacy of evidence given to support an idea or conclusion in a text. For example, after reading "Lather and Nothing Else" (p. 14), have students evaluate whether or not the barber would have killed Captain Torres 5. Assign the task of reading short passages and identifying main ideas, unrelated sentences and redundant sentences. Have students rewrite redundant sentences/passages for cohesiveness 6. Have students distinguish between fact and opinion in the context of a passage. A suggested exercise is "Critical Thinking" on p. 391 |
Teacher observation Class discussions |
Scope, pp. 95-96 Globe Literature Globe Resource RCA 33-38 |
R. II S-9 |
| 25. 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 student 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. Discuss the different approaches student took to each assignment and why 5. Assign the student the task of reading and solving short word problems in math. Discuss the differences between reading for literature than for math 6. Assign students the task of completing life skills-based assignments on a variety of functional texts and materials such as filling out applications for jobs, credit cards, bank accounts, driver’s licenses, etc. Have students articulate reasons for needing such skills |
Teacher observation |
Core/Supplemented Novels; Globe Literature Periodicals Journals Newspapers; CD-ROMS |
R. VI S-9 |
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26. Learn and understand the components of the short story. |
3.4 |
1. Define the term short story: (see Globe, p. 106) 2. Define and discuss the four elements of a short story: setting, characters, plot and theme, pp. 12-13. Assign students to apply each to stories assigned 3. Assign students to read Hernando Te’llez, "Lather and Nothing Else", pp. 14-19 4. Assign "Think About the Short Story" #1-5, p. 21 and review responses |5. Assign students to read Edgar Allan Poe’s, "The Pit and the Pendulum", pp. 107-116. Have students identify the mood of the story 6. Assign "Think About the Short Story" #1-6, p. 117 and review responses 7. Assign students to read Shirley Jackson’s, "After You, My Dear Alphonse" (pp. 412-417) to reinforce theme and point of view 8. Assign "Think About the Selection #1-6 (p. 419) and revie 9. Assign the students to read Norah Burke’s, "Polar Night" (pp. 46-53) 10. Assign "Write About the Selection" (p. 54) an evaluation of a short story 11. Assign students to work individually or in small groups to compose an original short story which must include each of the four elements learned. Use "Skill Builder" (p. 412) for reinforcement 12. Assign students the task of making a semantic map on a short story (see Globe, p. 453) 13. In reading the Pearl, students will analyze and discuss Kino and Juana in terms of characterization and point of view 14. Discuss the element of foreshadowing. Assign the task of orally reading W.F. Harvey’s "August Heat" (p. 151) and have students predict events throughout the story 15. Discuss inference/ "reading between the lines". Assign "Critical Thinking" (p. 215 16. Have students identify the reasons specific details are included in reading passages: to inform, to entertain, to set tone/images, etc 17. Discuss ways figurative language can be effective in writing. Have students write and translate figurative expressions. Suggested exercises and "Vocabulary" on p. 317 and on p. 389 |
Teacher observation Teacher made quiz on elements of a short story Evaluation of short story written by student |
Globe Literature, pp. 12-21, 54, 106, 110, 116, 117, 412, 419 Globe Resource, pp. R 2-8 "Literary Analysis" section (L 1 to L 13) |
R. I S-9 |
| 27. Apply literary terminology and sequence in the reading of four required novels/plays. | 3.4 |
1. Define and discuss literary term; characterization, conflict,
fore-shadowing, imagery, irony, plot, satire, symbolism, theme and tone 2. Look for examples of literary terms in the novel being studied and discuss each accordingly 3. Assign the task of selecting appropriate titles for untitled chapters, such as in The Pearl 4. In reading The Pearl, assign the task of placing given events in proper sequential order |
Teacher observation Teacher-generated tests on individual novels assigned |
Core and Supplemental novels Globe Resource, pp. R 17-21 |
R. I S-9 |
| 28. Identify the characters and events in the novel as well as understand the inter relationships of the characters and their importance to the development of the plot. | 3.4 |
1. Introduce the concept of relationships with Globe Resource, pp. RCA
29-301 "Mathematics" 2. Assign students to read Isaac Loeb Peretz, "If Not Still Higher" (Globe, pp. 547-552) and S. Rajaratnam’s, "The Tiger" (pp. 233-238) 3. Assign "Think About Point of View" (Globe Lit. p. 553) and "Relationships" (Globe Resource, p. 44) 4. Assign student’s to read James Hurst’s "The Scarlet Ibis". As well as assign "Interpreting Character" Globe Teacher Resource, p. 18 5. Assign reading of "Cipher in the Snow" and do Globe Resource, p. 60 6. Assign students the task of identifying and analyzing characters functions as portrayed in a variety of short stories, dramas, and novels. Discuss how this varies from culture to culture 7. Discuss various types of characters (flat, round, static, dynamic) and assign "Think About Characters" (p. 275 8. Assign students to read "The Necklace" (p. 31) and identify the character traits of Mathilde 9. Discuss the relationship between character motive/point of view with the plot. Apply this concept upon reading Isaac Loeb Peretz’ "If Still Not Higher" (p. 547) 10. Assign the reading of Jackson’s "After You, My Dear Alphonse" (p. 413) and have discuss the character traits of Mrs. Wilson, specifically based on her assumptions about Boyd |
Globe Literature Globe Resource RCA |
R. IV S-9 |
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| 29. Develop an appreciation for the novel as a literary form. | 3.4 |
1. Ask student’s for their opinions/ reactions to the novel’s
ending 2. Discuss the differences between reading a novel and seeing it as a movie 3. Assign an outside novel to be shared with the class as an oral presentation 4. Discuss how authors are affected by the characteristics of their social and cultural surroundings by studying their written works, such as Lorraine Hansberry’s A Raisin in the Su 5. Assign students the task of keeping a reading response log which summarizes details and voices personal responses to the material read 6. Assign students the task of relating personal experiences and/or visual images to reading log responses |
Teacher observation Evaluation of oral presentation |
(Core and Supplemental) novels Julius Caesar A Raisin in the Sun The Pearl |
R. VI S-9 |
| 30. Read and demonstrate an understanding of the components or conventions of a poem. |
3.4 3.1 |
1. Review figures of speech found in poetic expression, alliteration,
hyperbole, metaphor, personification, onomatopoeia, symbolism, and simile 2. Discuss how tone, theme, point of view, etc., are also components of poetry 3. Discuss poetic elements such as stanza, and rhyme scheme. Give examples of rhyme schemes. (See Globe, pp. 249, 398-401) 4. Review Unit 12, lesson 3 of Scope, pp. 260-263 and assign Exercise 5 5. Review "Focus on Poetry" Globe, pp. 224-22 6. Read "Beware: Do Not Read This Poem (p. 227) and "How to Eat A Poem" (p. 229) and answer # 1-3, p. 225 7. Read "Focus on Poetry" (Globe, pp. 402-403) 8. Assign student to read "Concrete Mixers" (p. 404) and answer #1-5 on (p. 403) 9. Discuss various forms of poetry; ballad concrete poem, haiku, and narrative poetry 10. Assign the students the task of writing concrete poem illustrating their favorite subject for example, a geometrically shaped poem for geometry 11. Read several poems. Discuss the meaning of each poem and discuss each of the poetic terms as they apply to respective poems 12. Assign "Five Haiku", Globe Resource, p. 46 13. Assign students to read "Africa’s Plea" and "Forefathers" and do Globe Resource, p. 54 14. Assign students a poem/poems to interpret orally in class review "Speaking and Listening" (pp. 100-101 and pp. 318-319 of Globe Literature) 15. Read poems orally and have students distinguish between rhyme and rhythm. A suggested poem is Noyes’ "The Highway Man" (pp. 368-369, 375) 16. Assign students the task of analyzing the connation of selected poems 17. Student will research the background of a multicultural poet then read a poem by him/her. Discuss in oral or written form, how the Author’s background and culture connected to the poem 18. Students will create and recite original poetry using any or all of the poetic elements studied
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Teacher mandated poetry test Evaluation of oral interpretation Evaluation of original work |
Scope, pp. 260-263 Globe Literature, pp. 100-101, 224-229, 240, 243, 295, 318-319, 368, 396-401, 411 Globe Resources Binder worksheets, pp. 12, 16, 46, 50, 88-92 R-39-43 |
R. I R. II S-9 |
| 31. Learn, understand, and appreciate the different genres of literature, such as: non-fiction, autobiography, biography, drama, proverbs, and folk tales. | 3.4 |
1. Define and discuss each of the elements given 2. Assign students the task of reading various non-fiction selections such as Yuveny Yevtushenko’s "Red" (p. 334) and Leon Hugo’s "My Father and the Hippopotamus" (p. 341 3. Assign students the task of reading biographical selections, such as: Guy deMaupassant (p. 39), Gabriela Histeal (p. 59), Bella Alehmadulina (p. 199) and Chinua Achebe (p. 537) 4. Assign students the task of writing a biographical sketch of a peer or relative. 5. Assign students the task of reading a drama, such as, Gorton Dart’s "The Pen of My Aunt" (p. 225) and William Shakespeare’s Julius Caesar 6. Assign the student the task of reading proverbs for the "Talmud" P. 203) 7. Assign the student the task of reading a significant, social/sports/entertainment figure and giving an oral presentation of this research to the class 8. Assign the student to read Yuveny Yevtushenko’s autobiography "Red" (p. 334) and do Globe Reinforcement, p. R36 9. Assign students to read "The Oath of Athenian Youth" (p. 27) to reinforce point of view in a nonfiction passage 10. Assign students the task of reading folk tales from various cultures such as Japanese tales "A Promise Kept" (p. 175) and "A Promise Broken" (p. 179) Have students articulate responses to the tales and compare and contrast the two 11. Assign students the task of recognizing various writing styles of specific authors: Steinbeck’s imagery, Shakespeare’s verse, Hansberry’s dialect, Chekhov’s comedy 12. Assign students the task of reading and demonstrating an understanding of an informational, nonfiction story derived from a magazine of the student’s choice to reinforce author’s purpose 13. Assign students the task of reading and demonstrating an understanding of a descriptive, narrative text such as Thor Keyerdahl’s "Kon-Tiki" (pp. 138-148). Reinforce with "Think About Narration" on p. 149 14. Utilize text illustrations and art transparencies that correlate with works studied. Have students evaluate visual images. Assign the task of writing a personal narrative based on one’s reaction to a visual presented in class. Suggested text illustrations are Paxon’s on p. 32 ("The Necklace"), Kircher’s on p. 158 ("The Interlopers") | |||