Unit Estimated Duration Content Standards Grading Topics Year-Long Standards Unit One: Narrative Elements 9 Weeks Reading Literature 1 Reading Literature 6 Analyzing Character Point of View Collected & Reported: Constructing Writing [W4, W5, L3] Collected & Reported Unscored: Comprehending Text [RL10, RI10] Collected But Not Reported: Applying Grammar and Mechanics [L1, L2] Mastering Vocabulary [RL4, RI4, L4] Reading Literature 5 Analyzing Text Structure Unit Two: Complex Fiction 9 Weeks Reading Literature 2 Reading Literature 3 Analyzing Themes and Complex Characters Writing 3 Writing Narratives Unit Three: Research and Argument 9 Weeks Reading Informational Text 1 Reading Informational Text 8 Evaluating Arguments and Purpose Collected & Reported: Mastering Vocabulary [RL4, RI4, L4] Constructing Writing [W4, W5, L3] Applying Grammar and Mechanics [L1, L2] Comprehending Text [RL10, RI10] Writing 7 Writing Research Writing 8 Organizing Research Unit Four: Connections Across Texts 9 Weeks Reading Literature 9 Analyzing Literary Interpretation Grade Fall MAP Winter MAP Spring MAP 9 October 7 January 31 May 19 Course Texts English I uses a literature textbook that mirrors that of our English II reading materials and echoes elements of ELA7 and ELA8. English I also uses a writing and grammar textbook aligned to all courses from ELA6 through English II. Year-Long Language Arts Grading Topics
CCSS W9.4, W9.5, L9.3 Grading Topic: Constructing Writing [Post in Semester 1 AND Semester 2] 4 In addition to score 3.0 performance, the student demonstrates a command of voice and style that rises above formulaic writing. 3 Students demonstrate they have the ability to: Produce clear and coherent writing in which the development, organization, and style are appropriate the task, purpose, and audience (for example, opinion, informative/explanatory, narrative, and research writing) Strengthen writing by planning, revising, and editing Write and edit work so that it conforms to the guidelines in a style manual (MLA Handbook) appropriate for the discipline and writing type Learning Goal 2 Students demonstrate they have developed the ability to: Describe the task, purpose, and audience for a given writing task Describe how to modify samples of writing for a specific task, purpose, and audience Plan writing using a template or graphic organizer Demonstrate the use of a style manual 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments Topic Guidance Questions for Students... Advice for Teachers... Year-Long Language Arts Grading Topics, Continued
UNIT ONE: Elements of Text 9 weeks Organizing Principles: A unit focused on the ways authors choose to structure texts and infuse them with meaning. Students will read a variety of texts, both fiction and non-fiction, throughout this unit, giving teachers ample opportunity to engage with short stories or modest-duration novels. Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Supplemental Material Material is drawn from Holt McDougal Grade 9 Literature Book ©2010. Pending No specific text from this list is required, but these are texts most commonly taught in this course in DMPS. Speak Freedom Writer’s Diary Of Mice and Men Before We Were Free Five People You Meet in Heaven The House on Mango Street The Absolutely True Diary of a Part-Time Indian Resources from outside the textbook are acceptable, but should be shared with the PLC. Some strong external resources recommended by teachers include: Pending Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and Mechanics Comprehending Text Text-specific vocabulary from short pieces and full-length texts read throughout the unit Writing tasks that support Analyzing Character Point of View Revision of significant tasks The following chapters of Writing Coach are appropriate to the requirements of this topic: 15.1, 15.2, 15.3, 16.6, 16.7, 23.3 At minimum, this unit should work on Phrases, Clauses, Sentence Structure, and foundational skills needed to support both Fall MAP administered during this unit
Unit 1 Topic Scales, Continued CCSS RL9.5 Grading Topic: Analyzing Text Structure 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal. 3 Students demonstrate they have the ability to: Analyze an author’s choices concerning how to structure a text and order events within it Analyze how an author manipulates time to create such effects as mystery, tension, or surprise Learning Goal 2 Students demonstrate they have developed the ability to: Recognize or recall specific vocabulary such as: develop, refine, structure, narrative tension Describe how an author chooses to structure a text and order events 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA1-TX Topic Guidance Questions for Students... Advice for Teachers... Text structure terms to consider include: parallel plots, pacing, flashbacks
Topic Guidance Questions for Students... Advice for Teachers... Consider the sub-genres of Narrative Writing—this standard works for personal narrative, imaginative narrative, hypothetical narrative, etc. UNIT THREE: Research and Argument 9 weeks Organizing Principles: An exploration into non-fiction text, argumentative analysis, and shorter research writing. Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Supplemental Material Material is drawn from Holt McDougal Grade 9 Literature Book ©2010. Pending No specific text from this list is required, but these are texts most commonly taught in this course in DMPS. A Long Way Gone Night Resources from outside the textbook are acceptable, but should be shared with the PLC. Some strong external resources recommended by teachers include: The Lady or the Tiger