English 1-Sheltered Class

Hillside Township School District

English 1-Sheltered Class

Grades 9-12

Curriculum Contributors: Musheerah Gill Nicole Adams

Supervisor Nicole Adams, Academic Directors

Zende Clark Grace Conway

Board of Education Approved: December 19, 2013

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Table of Contents Section Page Mission Statement Academic Overview Affirmative Action Compliance Statement Units and Pacing Charts Unit 1: Culture 6-8 Unit 2: Family 9-13 Unit 3: Heroes 14-18 Unit 4: Survival 19-23 Unit 5: Sports and Hobbies 24-27 Unit 6: Myths, Fables, and Folklore 28-31 Unit 7: Friendship 32-36 Unit 8: Technology 37-41

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District Mission Statement The mission of the Hillside Public Schools is to ensure that all students at all grade levels achieve the New Jersey Core Curriculum Content Standards and make connections to real-world success. We are committed to strong parent-community school partnerships, providing a safe, engaging, and effective learning environment, and supporting a comprehensive system of academic and developmental support that meets the unique needs of each individual.

Academic Area Overview The Hillside Township School District is committed to excellence. We believe that all children are entitled to an education that will equip them to become productive citizens of the twenty-first century. We believe that an education grounded in the fundamental principles of Language Arts will provide students with the skills and content necessary to become our future leaders. Language Arts is an integral component in the development of every student. Their competence in this area corresponds to their success in other academic disciplines. As such, the program is rooted in promoting awareness of how literacy is integral to their goal attainment and advancement. They have opportunities to apply grammar concepts, writing objectives and textual analysis to project creation. Children have the chance to explore areas of interests, exercise inquiry and demonstrate knowledge by constructing unit artifacts. Their ingenuity and perspectives will be respected as they assess their work and that of their peers utilizing rubrics. They will work in an environment that encourages them to take compositional risks and embraces the writing process. Unit topics correspond to text selections; novels vary according to lexile levels. College Prep, Honors and differentiated instruction books are noted accordingly with an H and DI designation. Our program provides teachers with the support and resources to diversify methodology and consistently utilize technology in daily instruction. Teachers are scheduled to meet weekly to share planning ideas and classroom innovations. The expectation of excellence extends to the professional staff; our teachers are full of views from approved development workshops and academic courses to provide students with the tools needed to maximize their potential.

Equality and Equity in Curriculum The Hillside Township School District ensures that the district’s curriculum and instruction are aligned to the State’s Core Curriculum Content Standards and addresses the elimination of discrimination and the achievement gap, as identified by underperforming school-level AYP reports for State assessment, by providing equity in educational programs and by providing opportunities for students to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972

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Lesson Information Lesson Name: ________________________ Unit: _______________________________ Date: _______________________________ Lesson Data 1. Essential Questions: 2. NJCCCS: 3. Knowledge: 4. Skills:

Students will know……

Students will be able to…..

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5. Assessment: 6. Lesson Agenda:

7. Homework:

Unit 1: Rites of Pass UNIT 1: Coming of Age

Evidence of Student Learning:

Include in Lesson Outline: • Anticipated Timing • Do Now • Whole Group Instruction w/Reading Comprehension Inquiries • Discussion Prompts • Journal Writing Prompts • Guided Reading Questions and Station Assignments • Grammar Activity • Materials (Incorporation of Technology)

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UNIT: _Culture_______________

ENDURING UNDERSTANDINGS

ESSENTIAL QUESTIONS

Cultures are comprised of physical/material manifestations as well as beliefs, ideas, and values. One’s culture shapes his/her identity, values, and worldview. Individuals sometimes must make difficult choices concerning acculturation and assimilation Effective readers employ various strategies to interact with texts Paragraphs are constructed with topic sentences, supporting details, and closing sentences Narratives are comprised of the same basic elements (characters, plot, conflict, setting, theme)

How does one’s culture help shape one’s identity, values, and worldview?

How do people negotiate living in a multi-cultural society? What are the benefits and drawbacks of acculturation and

cultural assimilation? How does identifying cause and effect increase the

comprehensibility of text? How does one distinguish between essential and non-essential

information from an informational text? How is a paragraph constructed? What is a topic sentence?

What are supporting details? What is a closing sentence?

NJCCCS

KNOWLEDGE

SKILLS

Standards: RL.9-10.1 RL.9-10.2 RL.9-10.4 RL.9-10.6 RL.9-10.7 RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4

Students will know that: Cite thorough textual evidence to support analysis and inferences Analyze theme of a text; provide an objective summary of the text Determine the meaning of words and phrases as they are used in a text Analyze how point of view and/or cultural experiences reflected in literature Analyze the representation of a subject two different artistic mediums Cite textual evidence to support analysis of implicit and explicit meanings Determine the central idea of a text; provide an objective summary of the text. Analyze an author’s analysis or series of ideas and/or events Determine the meaning of words and phrases as they are used in a text

Students will be able to: • Develop listening and speaking skills. • Critically read and analyze narrative text. • Identify and analyze narrative, thematic and characterization

elements in text. • Make cultural and interdisciplinary thematic connections

linguistically. • Engage in collaborative peer discussions for the generation

and exchange of ideas. • Generate expository essays, specifically character portraits

and cause and effect essays • Develop and strengthen writing skills through process. • Generate and publish text using technology. • Develop research skills, evaluate sources both print and

digital, and present findings utilizing technology. • Identify and employ effective language adhering to standard

convention usage. • Develop, enhance, recognize and employ vocabulary in

critical reading and writing.

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RI.9-10.5 RI.9-10.6 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9 SL.9-10.1 L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6

Analyze in detail how authors ideas develop through sentence, paragraph and sections Determine an author’s point of view or purpose in a text and explain how it is advanced by rhetoric. Produce clear and coherent writing. Develop writing through process with guidance and support Use technology to produce and publish writing Conduct short research projects Gather relevant information from multiple print and digital sources, Draw evidence from literary or informational texts to support, reflection and research. Engage effectively in a range of collaborative discussion with diverse partners on grade level topics. Demonstrate the command of the conventions of standard English Correctly use capitalization, punctuation, and spelling when writing Understand how language functions in different context, for effective choices and comprehension when reading or listening Clarify the meaning of words or phrases based on grade 9-10 reading and content Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

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Pacing Chart Unit _Culture_

Grade 9-12

TIME FRAME

TOPIC

PERFORMANCE TASKS ACTIVITIES/PROJECTS

ASSESSMENTS

RESOURCES/INTERDISCIPLINARY

CONNECTIONS

1 week Elements of Culture (readings)

Dialectic Journal, Type 1 and 2 Writing, Journal Entries, Inner-voice Reading sheet, Text Annotations, Group Discussions, Open-ended questions

Material Selection: Fiction Text: Pacemaker: American Literature

• “Ribbons” by Laurence Yep

Nonfiction:

Text: Visions, Level A • “Birthday Barbecue” Carmen Lomas

Garza • “Turkish Delight” Hamdiye Celik

Text: Pacemaker: American Literature • “The All American-Slurp” Lensey

Namioka • “Little Things are Big” Jesus Colon • “At Last I Kill a Buffalo” Luther

Standing Bear Text: Themes for Today, 2nd edition, level 1

• “Learning a Second Language” • “Food and Culture”

Text: • Various online informational articles

about the nations/countries of the world (bbcnews: country profiles, United Nations Information, Library of Congress)

Text: Visions, level A

• “Family Photo” by Ralph Fletcher • “Thanksgiving” by Miriam Nerlove

Film: Whale Rider

1 week

Acculturation and Assimilation (readings)


1 week Travel Brochure (product using Microsoft Publisher) Students will research a culture of the world and will create a brochure about that culture, which will include topics such as food, holidays, etiquette, education, religion, language, etc.

Internet research/note-taking, graphic organizer, peer review

1 week

Cultural Tradition Presentation (product and performance) Students create a presentation about a song, food, clothing item about their culture

Brainstorm sheets, outline, peer review,

1 week

Expository Essay-My Favorite Cultural Tradition/Holiday (writing) Students write an essay about their favorite holiday or cultural tradition

Graphic Organizers/Outlines, Multiple Drafts, Peer Editing, Author’s Chair

2 classes Grammar: Identifying nouns, common vs. proper

Graphic organizers, Worksheets,

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UNIT: _Family_______________


ESSENTIAL QUESTIONS

The definition of family varies among cultures, societies, and communities. The concept of family evolves throughout time. Effective readers use various strategies to increase comprehensibility of texts Authors use various techniques to create realistic characters Compare and contrast essays are constructed in specific ways Effective essay writers employ thesis statements Effective writers use evidence to support claims Effective writers use techniques in introductions and conclusions to engage and inform

readers

How does society define family? How has the idea of family evolved over time? How do family structures and familial roles compare in

different societies? How does one use context clues to determine word

meanings in informational and narrative texts? How do authors use direct and indirect characterization to

create memorable characters? How is a compare and contrast essay structured and what

purpose does it serve? How does one craft a thesis statement for a compare/contrast

essay? How does one select and incorporate supporting details for a

compare/ contrast essay? How does one write engaging and informative introductions

and conclusions?

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NJCCCS

KNOWLEDGE

SKILLS

Standards: RL.9-10.1 RL.9-10.2 RL.9-10.4 RL.9-10.5 RL.9-10.6 RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 W.9-10.3 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9 SL.9-10.1

Students will know that: Cite thorough textual evidence to support analysis and inferences Analyze theme of a text; provide an objective summary of the text Determine the meaning of words and phrases as they are used in a text Analyze how author’s choices in structure and time create effects Analyze how point of view and/or cultural experiences reflected in literature Cite textual evidence to support analysis of implicit and explicit meanings Determine the central idea of a text; provide an objective summary of the text. Analyze an author’s analysis or series of ideas and/or events Determine the meaning of words and phrases as they are used in a text Analyze in detail how authors ideas develop through sentence, paragraph and sections Determine an author’s point of view or purpose in a text and explain how it is advanced by rhetoric. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Produce clear and coherent writing. Develop writing through process with guidance and support Use technology to produce and publish writing Conduct short research projects Gather relevant information from multiple print and digital sources, Draw evidence from literary or informational texts to support, reflection and research. Engage effectively in a range of collaborative discussion with diverse partners on grade level topics.

Students will be able to:

• Develop listening and speaking skills. • Critically read and analyze narrative text. • Identify and analyze narrative, thematic and

characterization elements in text. • Make cultural and interdisciplinary thematic

connections linguistically. • Engage in collaborative peer discussions for the

generation and exchange of ideas. • Use context clues to determine meanings of

unfamiliar words • Generate expository essays, specifically character

portraits and cause and effect essays • Develop and strengthen writing skills through

process. • Generate and publish text using technology. • Develop research skills, evaluate sources both print

and digital, and present findings utilizing technology.

• Identify and employ effective language adhering to standard convention usage.

• Develop, enhance, recognize and employ vocabulary in critical reading and writing.

• Locate appropriate sources for research • Use proper MLA citation • Create a works cited page in MLA format

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L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6

Demonstrate the command of the conventions of standard English Correctly use capitalization, punctuation, and spelling when writing Understand how language functions in different context, for effective choices and comprehension when reading or listening Clarify the meaning of words or phrases based on grade 9-10 reading and content Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

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Pacing Chart Unit Family Grade 9-12

TIME FRAME

TOPIC


ASSESSMENTS

RESOURCES/INTERDISCIPLINARY CONNECTIONS

3 weeks What is family? (readings)


Material Selection: Fiction: Text: Snapshots, Literature for Young Adults

• “Ashes” by Susan Beth Pfeffer

Non-fiction: Text: Themes for Today, 2nd edition, level 1

• “The McCaugheys: An Unusual Family” • “A Musical Family”

Text: Insights for Today, 2nd edition, level 2

• “How Alike are Identical Twins” • “Diary of a Triplet Father” • “The Search for Happiness through Adoption” • Text: Snapshots, Literature for Young Adults, 2nd edition • “A Plate of Peas” by Rick Beyer • “Looking for Work” by Gary Soto

Text: Pacemaker: American Literature • “Childtimes” by Eloise Greenfield and Lessie Jones Little

• “The Medicine Bag” by Virginia Driving Hawk Sneve

Text: “The Gift of the Magi” by O. Henry

http://www.teachervision.fen.com/short-stories/resource/3427.html

Poetry: Text: Pacemaker: American Literature

• “Mother to Son” by Langston Hughes • “To My Dear and Loving Husband” by Anne Bradstreet

Text: Snapshots, Literature for Young Adults • “After the Divorce” by Jewel Kilcher

Text: Visions, Level A “Family Photo” by Ralph Fletcher

2 weeks

Compare and Contrast Essay (writing) Students write an essay in which they compare typical American family structure to that of another culture OR compare modern American family structure to that of a bygone era (e.g. colonial times)


1 week

Character Portrait (writing) Students use direct/indirect characterization to write an essay about a family member


2 classes

Pronouns: Identifying and using the proper pronouns

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UNIT: _Heroes


ESSENTIAL QUESTIONS

Individuals, communities, and societies have varying concepts of heroism Recognizing heroes can have both positive and negative associations Effective readers use various techniques to aid in comprehension Effective essays have thesis statements Effective writers use transitional words and phrases to connect ideas Writers must follow the rules of citation to avoid plagiarism and to foster intellectual

integrity Effective presenters use techniques to engage their audiences Newspaper and magazine articles employ specific conventions

How do societies, communities, and individuals define heroism? What are the qualities of a hero? In what ways can “hero worship” be both positive and negative? How can identifying the main idea and supporting details of

informational text aid comprehension? How does one craft a thesis statement? How does one locate, select, and organize information to be used

as supporting details? How does one use transitions effectively? How does one use proper MLA citation? How does one create a works cited page in MLA? How does one create an effective presentation? How does one deliver an effective presentation? How do newspaper/magazine reporters organize information to

maximize reader interest and understanding?

NJCCCS

KNOWLEDGE

SKILLS

Standards: RL.9-10.1 RL.9-10.2 RL.9-10.4 RL.9-10.5 RL.9-10.6 RI.9-10.1

Students will know that: Cite thorough textual evidence to support analysis and inferences Analyze theme of a text; provide an objective summary of the text Determine the meaning of words and phrases as they are used in a text Analyze how author’s choices in structure and time create effects Analyze how point of view and/or cultural experiences reflected in literature Cite textual evidence to support analysis of implicit and explicit meanings

Students will be able to: • Develop listening and speaking skills. • Critically read and analyze narrative text. • Identify and analyze narrative, thematic and



generation and exchange of ideas. • Generate expository essays, specifically character

portraits and cause and effect essays • Develop and strengthen writing skills through

process. • Generate and publish text using technology. • Develop research skills, evaluate sources both print

and digital, and present findings utilizing technology. • Identify and employ effective language adhering to

standard convention usage. • Develop, enhance, recognize and employ vocabulary

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RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9 SL.9-10.1 L.9-10.1 L.9-10.2

Determine the central idea of a text; provide an objective summary of the text. Analyze an author’s analysis or series of ideas and/or events Determine the meaning of words and phrases as they are used in a text Analyze in detail how authors ideas develop through sentence, paragraph and sections Determine an author’s point of view or purpose in a text and explain how it is advanced by rhetoric. Produce clear and coherent writing. Develop writing through process with guidance and support Use technology to produce and publish writing Conduct short research projects Gather relevant information from multiple print and digital sources, Draw evidence from literary or informational texts to support, reflection and research. Engage effectively in a range of collaborative discussion with diverse partners on grade level topics. Demonstrate the command of the conventions of standard English Correctly use capitalization, punctuation, and spelling when writing

in critical reading and writing. • develop a personal definition of the term “hero”, • identify heroes of the world, nation, state ,and local

community, • determine the main idea and supporting details of

informational text, • write a formal research paper that incorporates

standard MLA format, • create and deliver a presentation that suits a purpose, • recognize the structure of newspaper articles and use

this structure to produce original work

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L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6

Understand how language functions in different context, for effective choices and comprehension when reading or listening Clarify the meaning of words or phrases based on grade 9-10 reading and content Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

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Pacing Chart

Unit _Heroes___ Grade _9-12___

TIME FRAME TOPIC


ASSESSMENTS

RESOURCES/INTERDISCIPLINARY CONNECTIONS

2 weeks

Defining “Hero” (readings)


Material Selection: Fiction: Text: Pacemaker, American Literature

• “Thank You Ma’am” by Langston Hughes

• “The Miracle Worker” by William Gibson

Non-fiction: Text: Visions, Level A

• “Roberto Clemente” • “Nelson Mandela” by Jack L. Roberts • “The Inaugural Address, May 10,

1994” by Nelson Mandela Text: Visions, Level B

• “Helen Keller” by George Sullivan • “I Have a Dream” by Martin Luther

King Text: Insights for Today, level 2, 3rd edition

• “Marie Curie: A Twentieth Century Woman”

Text: Pacemaker, American Literature

• from Rosa Parks • from Helen Keller: The Story of My

Life Text: Various internet newspaper and magazine articles on (preferably teenaged) heroes Poetry: Text: Pacemaker, American Literature

• “Harriet Tubman” by Eloise Greenfield • “The Ballad of John Henry”

1 week

My Heroes- slide show Presentation (product)-Students create a slide show about people who they admire (one personal, one historical, one famous)

Brainstorm sheets, outline, peer review,

2 weeks Magazine/Newspaper Feature Article- about a local “hero”(writing) Students interview a local hero (school employee, family member, friend, community member) and write a magazine/ newspaper style feature article about the person

Reading sample articles/note-taking, generating interview questions, interviews, graphic organizers, multiple drafts, peer editing, author’s chair

1 week

Expository Research Paper-Heroes of the World (writing)- Students research a notable person and write a short research paper about the person.

Internet Research, Graphic Organizers/Outlines, MLA citation practice worksheets, Multiple Drafts, Peer Editing, Author’s Chair

1 week

Grammar: Identifying and using adjectives

Worksheets, Graphic Organizers

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(anonymous) • “Paul Revere’s Ride” by Henry

Wadsworth Longfellow Text: Visions, Level A

• “My Father is a Simple Man” by Luis Omar Salinas

• “Growing Up” by Liz Ann Baez Aguilar

•

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UNIT: _Survival


ESSENTIAL QUESTIONS

People develop various strategies to deal with challenging situations Writers use various techniques to enhance the readers’ experience Effective readers use various techniques to engage with texts Images can be used to enhance the message/purpose of a text

What internal and external resources do people use to overcome challenging situations?

How can making inferences help deepen understanding of texts?

How can one structure a narrative writing (chronologically, flashback, etc)

How can one compress and/or expand time to increase suspense in narrative writing?

How does one use narrative compositional risks- dialogue, flashback, description-to enhance narration?

How does the incorporation of dialogue and description add to a narrative?

How does one clearly convey a message using text and images?

NJCCCS

KNOWLEDGE

SKILLS


Students will know that: Cite thorough textual evidence to support analysis and inferences Analyze theme of a text; provide an objective summary of the text Determine the meaning of words and phrases as they are used in a text Analyze how author’s choices in structure and time create effects Analyze how point of view and/or cultural experiences reflected in literature Cite textual evidence to support analysis of implicit and explicit meanings

Students will be able to: • Develop listening and speaking skills. • Critically read and analyze narrative text. • Determine author’s purpose in informational text • Identify and analyze narrative, thematic and



generation and exchange of ideas. • Develop and strengthen writing skills through

process. • Generate a narrative that incorporates techniques,

such as dialogue and description. • Generate and publish text using technology. • Develop research skills, evaluate sources both print


• Identify and employ effective language adhering to

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RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 W.9-10.3 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9 SL.9-10.1 L.9-10.1

Determine the central idea of a text; provide an objective summary of the text. Analyze an author’s analysis or series of ideas and/or events Determine the meaning of words and phrases as they are used in a text Analyze in detail how authors ideas develop through sentence, paragraph and sections Determine an author’s point of view or purpose in a text and explain how it is advanced by rhetoric. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Produce clear and coherent writing. Develop writing through process with guidance and support Use technology to produce and publish writing Conduct short research projects Gather relevant information from multiple print and digital sources, Draw evidence from literary or informational texts to support, reflection and research. Engage effectively in a range of collaborative discussion with diverse partners on grade level topics. Demonstrate the command of the conventions of standard English

standard convention usage. • Develop, enhance, recognize and employ

vocabulary in critical reading and writing.

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L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6

Correctly use capitalization, punctuation, and spelling when writing Understand how language functions in different context, for effective choices and comprehension when reading or listening Clarify the meaning of words or phrases based on grade 9-10 reading and content Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

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Pacing Chart

Unit _Survival__ Grade _9-12___

TIME FRAME

TOPIC


ASSESSMENTS


CONNECTIONS

2 weeks Trauma and Survival Strategies (Readings)

Quizzes, Dialectic Journal, Type 1 and 2 Writing, Journal Entries, Inner-voice Reading sheet, Text Annotations, Group Discussions, Open-ended questions

Material Selection: Fiction: Text: Pacemaker, American Literature

• “The Secret Life of Walter Mitty” by James Thurber, adapted

Non-fiction: Text: Insights for Today, 2nd edition, level 2

• “How Earthquakes Happen” • “A Survivor’s Story”

Text: Visions, level A • “Plain Talk about Handling Stress”

Text: Visions, level B • “The Lewis Clark Expedition”


• from “Prisoner of My Country” by Yoshiko Uchida, adapted

• from “Narrative of the Life of Frederick Douglass” by Frederick Douglass, adapted

• “Escape” by James W.C. Pennington

Text: Great Source Reading Advantage: Survival • Choose from selection of narrative and

informational texts about survival

Poetry/Song: Text: Visions, Level A “We Shall Overcome” Film: Slumdog Millionaire

1 week

Survival Guide (product)- Students create a “survival guide” for high school or for moving to a new country

Brainstorm sheets, graphic organizer, peer review,

1 week Personal Narrative (writing)- Students write a narrative about a challenging situation they have faced and the techniques they used to cope with it.


1 week Grammar: Verbs-linking and action verbs, simple verb tenses (past, present, future)

Worksheets; Graphic Organizers; Past, present, future essay

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UNIT: _Sports and Hobbies


ESSENTIAL QUESTIONS

Participating in sports and engaging in hobbies enhance people’s lives Readers use varying strategies to aid in comprehension Poets use a variety of techniques to convey themes and create impressions Writers and speakers use various persuasive appeals and techniques when attempting to

convince audiences Images can be used to enhance the purpose/message of a text

How do sports and hobbies enhance people’s lives? How do authors use poetic devices to enhance the meaning

and sound of poetry? How does identifying main ideas and supporting details

deepen understanding of texts? How does one deliver an effective speech? What are persuasive techniques and how can they be used

to maximize impact? How can images be used to support a message or theme?

NJCCCS

KNOWLEDGE

SKILLS


Students will know that: Cite thorough textual evidence to support analysis and inferences Analyze theme of a text; provide an objective summary of the text Determine the meaning of words and phrases as they are used in a text Analyze how author’s choices in structure and time create effects Analyze how point of view and/or cultural experiences reflected in literature Cite textual evidence to support analysis of implicit and explicit meanings Determine the central idea of a text; provide an objective summary of the









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text. Analyze an author’s analysis or series of ideas and/or events Determine the meaning of words and phrases as they are used in a text Analyze in detail how authors ideas develop through sentence, paragraph and sections Determine an author’s point of view or purpose in a text and explain how it is advanced by rhetoric. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Produce clear and coherent writing. Develop writing through process with guidance and support Use technology to produce and publish writing Conduct short research projects Gather relevant information from multiple print and digital sources, Draw evidence from literary or informational texts to support, reflection and research. Engage effectively in a range of collaborative discussion with diverse partners on grade level topics. Demonstrate the command of the conventions of standard English Correctly use capitalization, punctuation, and spelling when writing



24

L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6


25

Pacing Chart Unit _Sports and Hobbies__

Grade _9-12___

TIME

FRAME

TOPIC


ASSESSMENTS


CONNECTIONS

2 weeks The Importance of Sports and Hobbies (readings)


Material Selection: Fiction: Non-fiction: Text: Themes for Today, 2nd edition, level 1

• “The Importance of Exercise for Children” • “The New York Marathon: A World Race”

Text: Issues for Today, 2nd edition, level 2 • “A Family Sees America Together” • “Volunteer Vacations” • “Who Volunteers”

Text: Great Source Reading Advantage: Music

• Choose from selection of narrative and informational texts about music

• Poetry:

Text: Dream in Color: A Resource Guide for Middle School Teachers www.poetryfoundation.org/ downloads/BHM_MiddleSchool.pdf

• “Slam, Dunk, Hook” by Yusef Komunyakaa • “Harlem Hopscotch” by Maya Angelou • “Making Jump Shots” by Michael S. Harper • “Once the Dream Begins” by Yusef Komunyakaa • “Old Tennis Player” by Gwendolyn Brooks • “Zuri at Bat” by Nickki Grimes

1 week

How-To Essay (writing) Students write an instructional/process essay, in which they give step by step instructions on how to complete a task related to their favorite sport or hobby.

Brainstorm sheets, graphic organizer, peer review, Author’s Chair

1 week Persuasive Speech (writing) Students write a speech about a controversial sports related topic-random drug testing for high school athletes, college athletes being paid, high school athletes maintaining a “B” in classes.


1 week Olympic/World Sports Poster (product) Students research a sport that is not popular in the US and create a poster that details the rules, history, countries where it is popular, etc.

Research/Note-taking/Paraphrasing/Image Selection/Presentation

2 days Grammar: Identifying Adverbs, Using Adverbs

Worksheets; Graphic Organizers; Paragraph using adverbs

http://www.poetryfoundation.org/�

26

UNIT: _Myths, Fables, and Folklore


ESSENTIAL QUESTIONS

All cultures develop myths, fables, and folklore Studying myths, fables, and folklore can reveal much about the cultures that produced them Myths, fables, and folklore aim to entertain and instruct Images can be powerful aids in conveying messages Themes are developed through various techniques utilized by the author. Themes in literature can be applied to real-world situations. Readers use ideas in literature to better understand the world in which they live.

How and why are myths and fables constructed? What might myths and fables reveal about the cultures

that produced them? What are some similarities and differences among myths

from different cultures? How can identifying cause and effect help one

comprehend a narrative? How do stories develop themes? How can one organize a narrative? How do images help enhance the telling of a story? How can one compare and contrast two works of

literature?

NJCCCS

KNOWLEDGE

SKILLS


Students will know that: Cite thorough textual evidence to support analysis and inferences Analyze theme of a text; provide an objective summary of the text Determine the meaning of words and phrases as they are used in a text Analyze how author’s choices in structure and time create effects Analyze how point of view and/or cultural experiences reflected in literature Cite textual evidence to support analysis of implicit and explicit meanings Determine the central idea of a text; provide an objective summary of the









27


text. Analyze an author’s analysis or series of ideas and/or events Determine the meaning of words and phrases as they are used in a text Analyze in detail how authors ideas develop through sentence, paragraph and sections Determine an author’s point of view or purpose in a text and explain how it is advanced by rhetoric. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Produce clear and coherent writing. Develop writing through process with guidance and support Use technology to produce and publish writing Conduct short research projects Gather relevant information from multiple print and digital sources, Draw evidence from literary or informational texts to support, reflection and research. Engage effectively in a range of collaborative discussion with diverse partners on grade level topics. Demonstrate the command of the conventions of standard English Correctly use capitalization, punctuation, and spelling when writing



28

L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6


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Pacing Chart

Unit _Myths, Fables, Folklore_ Grade _9-12_

TIME FRAME

TOPIC


ASSESSMENTS


CONNECTIONS

2 weeks The Value of Cultural Myths, Fables, and Folklore (readings)


Material Selection: Fiction: Text: Visions, level A

• “Coyote” by Andrew Matthews • “Why the Rooster Crows at Sunrise” by Lynette

Dyer Vuong Text: Stories We Brought with Us: Beginning Readings

• “The Mountain God and the River God" • “Why Female Mosquitos Bite” • “The Ant and the Cicada” • “The Tortoise and the Hare” • “Don’t Make a Bargain with a Fox” • “The Smartest Animal”

Text: Pacemaker: American Literature • “The Sky is Low” by Emily Dickinson

Text: Web English Teacher Creation Stories: http://www.webenglishteacher.com/creation.html

• Links to various cultural creation myths

ReachEveryChild.com

http://www.reacheverychild.com/feature/folklore.html#3

1 week

Children’s Book: (product) Students will create (or research) a myth and will construct a children’s book from it.

Plot Map graphic organizer or Research/Note-taking/Paraphrasing/Image Selection/ Creation/Author’s Chair

1 week Comic Strip: (product) Students will create (or research) a myth and will create a comic strip from it.

Brainstorming worksheet, storyboard, image creation

1 week Prepositions of time and space: identifying and using correct prepositions

Worksheets, Graphic Organizers, Quizzes

http://www.webenglishteacher.com/creation.html�

http://www.reacheverychild.com/feature/folklore.html#3�

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UNIT: _Friendship


ESSENTIAL QUESTIONS

Having friends can enhance a person’s life People’s peer groups can influence their outlook, decisions, and behaviors Writers use organization to effectively produce a coherent essay entailing a solution to a

problem. Thesis statements anchor an essay. Transitions provide a clear understanding of how the ideas that are being communicated are

connected.

Why are friendships important to people? What are the qualities of a true friend? How does one know whether a friendship is healthy or

unhealthy? How does making inferences aid one’s understanding

of a text? How does one write a thesis statement? How does one use transitions and transitional phrases

successfully? How does one use specific supporting ideas?

NJCCCS

KNOWLEDGE

SKILLS


Students will know that: Cite thorough textual evidence to support analysis and inferences Analyze theme of a text; provide an objective summary of the text Determine the meaning of words and phrases as they are used in a text Analyze how author’s choices in structure and time create effects Analyze how point of view and/or cultural experiences reflected in literature Cite textual evidence to support analysis of implicit and explicit meanings Determine the central idea of a text; provide an objective summary of the text.





process. • Generate a narrative that incorporates

techniques, such as dialogue and description. • Generate and publish text using technology. • Develop research skills, evaluate sources both

print and digital, and present findings utilizing technology.

• Identify and employ effective language adhering

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RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9 SL.9-10.1 L.9-10.1 L.9-10.2

Analyze an author’s analysis or series of ideas and/or events Determine the meaning of words and phrases as they are used in a text Analyze in detail how authors ideas develop through sentence, paragraph and sections Determine an author’s point of view or purpose in a text and explain how it is advanced by rhetoric. Produce clear and coherent writing. Develop writing through process with guidance and support Use technology to produce and publish writing Conduct short research projects Gather relevant information from multiple print and digital sources, Draw evidence from literary or informational texts to support, reflection and research. Engage effectively in a range of collaborative discussion with diverse partners on grade level topics. Demonstrate the command of the conventions of standard English Correctly use capitalization, punctuation, and spelling when writing Understand how language functions in different context, for effective choices and comprehension when reading or listening

to standard convention usage. • Develop, enhance, recognize and employ


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L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6

Clarify the meaning of words or phrases based on grade 9-10 reading and content Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

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Pacing Chart

Unit _Friendship Grade 9-12

TIME FRAME

TOPIC


ASSESSMENTS


CONNECTIONS

2 weeks Qualities of a Friend (readings) • Quizzes, Dialectic Journal, Type 1 and 2

Writing, Journal Entries, Inner-voice Reading sheet, Text Annotations, Group Discussions, Open-ended questions

Material Selection: Fiction: Text: The Outsiders by S.E. Hinton


• “Amigo Brothers” by Piri Thomas • “After Twenty Years” by O. Henry

Text: Milestones, Level B

• “Friends” by Naomi Shihab Nye

Nonfiction: Text: We Beat the Streets by The Three Doctors and Sharon Draper Text: Snapshots, Literature for Young Adults

• “Josh: The Smartest Dog in the World” by Gary Paulsen

Text: Various internet articles such as:” Unlikely Friends: Why We Love Odd Animal Pairs” by Kim Campbell Thorton MSNBC.com

1 week

Expository Essay: My Best Friend or Why I am a Good Friend (writing) Students write an essay that either describes the qualities of their best friend or the qualities that make them a good friend.

• Brainstorm sheets, graphic organizer, peer review, Author’s Chair

1 week PSA: Choosing the Right Friends (product) Students write a script about the importance of choosing the right friends and shoot an original Public Service Announcement

• Graphic organizer, storyboard, script, video

2 days Conjunctions: Indentifying and using conjunctions

W

34


ESSENTIAL QUESTIONS

People’s peer groups can influence their outlook, decisions, and behaviors

People have the power to choose their peer groups Readers use various strategies to engage with texts Writers use organization to effectively produce a coherent essay

entailing a solution to a problem. Thesis statements anchor an essay. Transitions provide a clear understanding of how the ideas that are

being communicated are connected.

Why are friendships important to people? What are the qualities of a true friend? How does one know whether a friendship is healthy or unhealthy? How does making inferences aid one’s understanding of a text? How does one write a thesis statement? How does one use transitions and transitional phrases successfully? How does one use specific supporting ideas?

NJCCCS

KNOWLEDGE

SKILLS

Standards: RL.9-10.1 RL.9-10.2 RL.9-10.4 RL.9-10.5 RL.9-10.6 RI.9-10.1 RI.9-10.2

Students will know that: Cite thorough textual evidence to support analysis and inferences Analyze theme of a text; provide an objective summary of the text Determine the meaning of words and phrases as they are used in a text Analyze how author’s choices in structure and time create effects Analyze how point of view and/or cultural experiences reflected in literature Cite textual evidence to support analysis of implicit and explicit meanings Determine the central idea of a text; provide an objective summary of the text. Analyze an author’s analysis or series of ideas and/or events Determine the meaning of words and phrases as they are used in a text Analyze in detail how authors ideas develop through sentence,

Students will be able to: • Develop listening and speaking skills. • Critically read and analyze narrative text. • Determine author’s purpose in informational text • Identify and analyze narrative, thematic and characterization elements in text. • Make cultural and interdisciplinary thematic connections linguistically. • Engage in collaborative peer discussions for the generation and exchange of

ideas. • Develop and strengthen writing skills through process. • Generate a narrative that incorporates techniques, such as dialogue

and description. • Generate and publish text using technology. • Develop research skills, evaluate sources both print and digital, and present

findings utilizing technology. • Identify and employ effective language adhering to standard convention usage. • Develop, enhance, recognize and employ vocabulary in critical reading

and writing.

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RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9 SL.9-10.1 L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6

paragraph and sections Determine an author’s point of view or purpose in a text and explain how it is advanced by rhetoric. Produce clear and coherent writing. Develop writing through process with guidance and support Use technology to produce and publish writing Conduct short research projects Gather relevant information from multiple print and digital sources, Draw evidence from literary or informational texts to support, reflection and research. Engage effectively in a range of collaborative discussion with diverse partners on grade level topics. Demonstrate the command of the conventions of standard English Correctly use capitalization, punctuation, and spelling when writing Understand how language functions in different context, for effective choices and comprehension when reading or listening Clarify the meaning of words or phrases based on grade 9-10 reading and content Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

36

37

Pacing Chart Unit _Technology

Grade 9-12

TIME FRAME

TOPIC


ASSESSMENTS


CONNECTIONS

2 weeks Examining the Role of Technology in Our Lives (readings)


Material Selection: Fiction: Text: Visions, 2nd edition, level A

• “They Fun they Had” by Isaac Asimov

Text: Snapshots, Literature for Young Adults • “The Defender” by Robert Lipsyte

Nonfiction: Text: Themes for Today, 2nd edition, level 1

• “Saving Lives with Weather Forecasting”

• “Clues and Criminal Investigation”

Text: Visions, 2nd edition, level A • “It Could Still Be a Robot” by Allan

Fowler • “High-Tech Helping Hands” by Jane

McGoldrick

Text: Insights for Today, 2nd edition, level 2 • “Laptops in the Classroom” • “Banking at Home” • “A New Way to Go” • “Young Inventors”

1 week

Argumentative Essay: (writing) Students write about a variety of topics, such as: Should there be a minimum age for using social media? Does technology bring people together or keep them apart?


1 week Argumentative or Informational Research Paper: (writing) Students research one or more technological innovations of the past fifty years. (For argumentative component, they argue why it was a more important innovation than others.)

Research/note-taking/Graphic Organizers/Outlines, Multiple Drafts, Peer Editing, Author’s Chair

1 week Technology Assessment/ Reflective essay Version A: Students keep a log of their personal use of technology and write a reflective essay about technology’s impact on their lives. (They use Microsoft Excel to create charts/graphs of their technology use.) Technology Assessment/ Reflective essay Version B: Students refrain from using a technology for a day or more. They keep a log noting changes due to the technology’s absence and write a reflective essay. (They use Microsoft Excel to create charts/graphs of their technology use.)

Journal/ Graphic Organizers/Outlines, Multiple Drafts, Peer Editing, Author’s Chair

2 days

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Documents

English 1-Sheltered Class