ENGLISH II - Quarter 3seregionsecondaryliteracyconnect.weebly.com/... · ENGLISH II - Quarter 3 Instructional Planning – English II, 2012-2013 Writing Workshop Research Writing

ENGLISH II - Quarter 3

Instructional Planning – English II, 2012-2013

Writing Workshop Research Writing …..pg, 1020

1. Defining the Form 2. Prewriting / Planning Strategies a. My Research Plan b. Possible sources 3. Drafting Strategies 4. Writers on Writing 5. Revising Strategies 6. Documenting Sources 7. Sentence Fluency 8. Student Model 9. Editing and Proofreading 10. Publishing and Presenting

Q3 - Week 1 (Jan 2-4) (3 day week)

1. Defining the Form 2. Prewriting / Planning Strategies a. My Research Plan b. Possible sources

Common Core State Standards State Performance Indicators (SPIs) Content 9-10.W.2. Write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10. W. 2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions. 9-10. W. 2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotation, or other information and examples appropriate to the audience’s knowledge of the topic. 9-10. W. 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Research

SPI 3002.4.1 Select the research topic with the highest

degree of focus.

SPI 3002.4.2 Differentiate between primary and

secondary sources.

SPI 3002.4.3 Evaluate the reliability and credibility of

sources for use in research.

Informational Text

SPI 3002.6.1 Discern the stated or implied main idea

and supporting details of informational and technical

passages.

SPI 3002.6.2 Use the graphics of informational and

technical passages to answer questions.

SPI 3002.6.3 Determine the appropriateness of a

graphic used to support an informational or technical

passage.

Start this unit with the requirements for a

research paper

Begin with a start to finish Research Paper

Calendar

Explain to students the Research Paper Rubric

Students should cite no fewer than five sources

for their research papers.

1. Getting Started

2. Topic

3. Forming a Focus

4. Finding Sources

5. Taking Notes

6. Forming a Thesis Statement

7. Organized Note-taking

8. Rough Draft

9-10. W. 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question.

SPI 3002.6.4 Identify the organizational structure of an

informational or technical text (e.g., sequential,

problem-solution, comparison-contrast, cause-effect).

Writing

SPI 3002.3.7 Select the thesis statement in a writing

sample or passage.

Language

SPI 3002.1.8 Recognize correct subject-verb

agreement with intervening elements.

SPI 3002.1.9 Recognize a shift in either verb tense or

point or view within a writing sample.

9. Revision of Paper

10. Present Research

Q3 - Week 2 (Jan 7-11)

1. Defining the Form 2. Prewriting / Planning Strategies a. My Research Plan b. Possible sources

Common Core State Standards State Performance Indicators (SPIs) Content 9-10.W.2. Write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10. W. 2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions. 9-10. W. 2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotation, or other information and examples appropriate to the audience’s knowledge of the topic. 9-10.W. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10. W. 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question)

Research


degree of focus.


secondary sources.



Informational Text



passages.





Start this unit with the requirements for a

research paper

Begin with a start to finish Research Paper

Calendar

Explain to students the Research Paper Rubric

Students should cite no fewer than five sources

for their research papers.

1. Getting Started

2. Topic

3. Forming a Focus

4. Finding Sources

5. Taking Notes

6. Forming a Thesis Statement

or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9-10. W. 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question.

passage.




Writing


sample or passage.

Language



SPI 3002.1.9 Recognize a shift in either verb tense or

point or view within a writing sample.

7. Organized Note-taking

8. Rough Draft

9. Revision of Paper

10. Present Research

Q3 - Week 3 (Jan 14-18)

3. Drafting Strategies 4. Writers on Writing

Common Core State Standards State Performance Indicators (SPIs) Content 9-10.W.2. Write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10. W. 2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions. 9-10. W. 2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotation, or other information and examples appropriate to the audience’s knowledge of the topic. 9-10.W. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10. W. 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

Research

SPI 3002.4.1 Select the research topic with the

highest degree of focus.


secondary sources.



SPI 3002.4.4 Evaluate the validity of Web pages as

sources of information.

SPI 3002.4.5 Determine which statement presents an

opposing view from those stated on a Web page.

SPI 3002.4.6 Identify information that must be cited

or attributed within a writing sample.

Informational Text



passages.

Evaluate Resources

Explain the characteristics of a thesis statement

Example: have students research an author.

Tell students to locate information on an author.

Tell students to keep track of the websites they use.

Discuss plagiarism with students

Students will use computers with internet access.

Students will use a designated amount of time

gathering information about their author.

Teach a mini lesson on the thesis statement.

Students will develop a thesis statement about their

author.

Teach a mini lesson on web addresses.

understanding of the subject under investigation. 9-10. W. 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question.

SPI 3002.6.4 Identify the organizational structure of

an informational or technical text (e.g., sequential,


SPI 3002.6.5 Synthesize information across two or

more informational or technical texts.

Writing

SPI 3002.3.6 Determine the most effective placement

of information using a prewriting graphic organizer.


sample or passage.

Language



SPI 3002.1.9 Recognize a shift in either verb tense

or point or view within a writing sample.

SPI 3002.1.10 Select correct pronoun usage in a

sentence (e.g., with compound elements such as

between you and me, or following than or as).

SPI 3002.1.11 Select correct pronoun-antecedent

agreement using collective nouns or indefinite

pronouns.

Q3 - Week 4 (Jan 22-25)

3. Drafting Strategies 4. Writers on Writing

Common Core State Standards State Performance Indicators (SPIs) Content 9-10.W.2. Write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10. W. 2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions. 9-10. W. 2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotation, or other information and examples appropriate to the audience’s knowledge of the topic. 9-10.W. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10. W. 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

Research




secondary sources.







SPI 3002.4.6 Identify information that must be cited or

attributed within a writing sample.

Informational Text



passages.

Convey to students the importance of being able to

relocate the names of sources and information.

After developing thesis statements, students will

organize supporting ideas based on their research.

Teach a mini lesson on summarizing.

Students will be able to write a thesis statement and

support the statement with ideas based on their

research.

Teach a mini lesson on note-taking and organization

Address students’ documentation.

Address students’ lack of documentation.

Notes:

Check students’ notes

Check students’ outlines

understanding of the subject under investigation. 9-10. W. 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question. 9-10.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.






Writing




sample or passage.

Language










pronouns.

Teach a mini lesson on documenting sources.

Allow students to share their outlines with their class,

using on overhead projector, computer-projector

setup, or a SmartBoard.

Teach a mini lesson on paraphrase.

After students have developed a workable outline,

have them to begin their first draft.

Teach a mini lesson on parenthetical citations.

Demonstrate to students the MLA format.

Q3 - Week 5 (Jan 28- Feb 1 )

5. Revising Strategies 6. Documenting Sources

Common Core State Standards: State Performance Indicators (SPIs) Content:

9-10. W. 2.c. Use appropriate and varied

transitions to link the major sections of the text,

create cohesion, and clarify the relationships

among complex ideas and concepts.

9-10. W. 2.d. Use precise language and

domain-specific vocabulary to manage the

complexity of the topic.

9-10. W. 5. Develop and strengthen writing as

needed by revising, focusing on addressing

what is most significant for a specific purpose

and audience.

9-10.W.6 Use technology, including the

Internet, to produce, publish, and update

individual or shared writing products, taking

advantage of technology’s capacity to link to

other information and to display information

flexibly and dynamically.

9-10. W. 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the

Research




secondary sources.









Informational Text



passages.

Conduct a question and answer session with

students concerning their rough drafts.

After rough drafts are returned, students will

revise their research papers using the MLA

format.

Conference with students as needed.

Sample Student Work Products/Performances

One product/performance may address multiple

content / skill pieces

inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

9-10. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question.

9-10.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.





passage.






Writing

SPI 3002.3.1 Proofread a passage for correct

punctuation, mechanics, and usage.

SPI 3002.3.2 Choose the most effective order of

sentences in a paragraph.

SPI 3002.3.3 Choose the transitional device that

appropriately connects sentences or paragraphs

within a writing sample.

SPI 3002.3.4 Select a vivid word (e.g., adjective,

adverb, verb) to strengthen a written description.

SPI 3002.3.5 Demonstrate the ability to combine a set

of simple sentences into a longer, more interesting

sentence.




sample or passage.

Language

SPI 3002.1.1 Demonstrate an understanding of the

eight parts of speech, including their troublesome

aspects, such as how to form the past and past

participle of irregular but commonly used verbs.

SPI 3002.1.2 Identify the patterns of a given set of

sentences (i.e., subject-verb, subject-action verb-

direct object, subject-action verb-indirect object-

direct object, subject-linking verb-subject

complement, subject-action verb-direct object-

object complement).

SPI 3002.1.3 Combine a set of simple sentences

into a single compound or complex sentence.

SPI 3002.1.4 Use sentence-combining techniques,

effectively avoiding problematic comma splices,

run-on sentences, and sentence fragments.

SPI 3002.1.5 Use commas correctly with

appositives and introductory words, phrases, or

clauses.

SPI 3002.1.6 Use commas to set off nonessential

elements in a sentence.

SPI 3002.1.7 Correct a run-on sentence by using a

comma and coordinating conjunction, subordinate

conjunction, or semicolon.










pronouns.

Q3 - Week 6 (Feb 4-8 )

5. Revising Strategies 6. Documenting Sources 7. Sentence Fluency

Common Core State Standards: State Performance Indicators (SPIs) Content: 9-10. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question. 9-10.L. 1 Demonstrate command of the convention of standard English grammar and usage when writing or speaking. 9-10.L. 1.b. Use various types of clauses to convey specific meanings and add variety and interest o writing or presentations. 9-10. L. 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Research


degree of focus.


secondary sources.









Informational Text



Demonstrate to students the MLA format.

Conduct a questions and answer sessions with

students concerning their rough drafts.

After rough drafts are returned, students will revise

their research papers using the MLA format.

Conference with students as needed.

Sample Student Work Products/Performances

One product/performance may address multiple

content/skill pieces

passages.





passage.






Writing






appropriately connects sentences or paragraphs within

a writing sample.





sentence.




sample or passage.

Language









complement, subject-action verb-direct object-object

complement).




effectively avoiding problematic comma splices, run-

on sentences, and sentence fragments.

SPI 3002.1.5 Use commas correctly with appositives

and introductory words, phrases, or clauses.















pronouns.

Q3 - Week 7 (Feb 11 - 15 )

6. Documenting Sources 7. Sentence Fluency 8. Student Model

Common Core State Standards State Performance Indicators (SPIs) Content 9-10. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question. 9-10.L. 1 Demonstrate command of the convention of standard English grammar and usage when writing or speaking. 9-10.L. 1.b. Use various types of clauses to convey specific meanings and add variety and interest o writing or presentations. 9-10. L. 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 9-10. SL.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Research




secondary sources.





SPI 3002.4.5 Determine which statement presents

an opposing view from those stated on a Web page.

SPI 3002.4.6 Identify information that must be cited

or attributed within a writing sample.

Informational Text



Documenting Electronic Sources

http://owl.english.purdue.edu/owl/resource/584/01/

Evaluating Sources of Information


MLA Formatting and Style Guide


MLA Overview and Workshop


Paraphrase: Write it in your own words


Quoting, Paraphrasing, and Summarizing






9-10.SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

passages.





passage.



problem-solution, comparison-contrast, cause-

effect).



Writing










SPI 3002.3.5 Demonstrate the ability to combine a

set of simple sentences into a longer, more


Searching the World Wide Web


Writing a Research Paper





interesting sentence.

SPI 3002.3.6 Determine the most effective

placement of information using a prewriting graphic

organizer.


sample or passage.

Language

SPI 3002.1.1 Demonstrate an understanding of

the eight parts of speech, including their

troublesome aspects, such as how to form the

past and past participle of irregular but commonly

used verbs.






object complement).



SPI 3002.1.4 Use sentence-combining

techniques, effectively avoiding problematic

comma splices, run-on sentences, and sentence

fragments.



clauses.



SPI 3002.1.7 Correct a run-on sentence by using

a comma and coordinating conjunction,

subordinate conjunction, or semicolon.



SPI 3002.1.9 Recognize a shift in either verb

tense or point or view within a writing sample.






pronouns.

Q3 - Week 8 (Feb 18 - 22 )

8. Student Model 9. Editing and Proofreading 10. Publishing and Presenting

Common Core State Standards State Performance Indicators (SPIs) Content 9-10. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question. 9-10.L. 1 Demonstrate command of the convention of standard English grammar and usage when writing or speaking. 9-10.L. 1.b. Use various types of clauses to convey specific meanings and add variety and interest of writing or presentations. 9-10. L. 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Research




secondary sources.









Informational Text



When sources are used or referenced (e.g., in

research, informational essays, literary essays),

adhere to the following:

Acknowledge source material and create a reliable bibliography in a standard format.

Cite sources using a standard format (MLA, APA) with a high degree of accuracy.

Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.

Correctly incorporate ideas within text.

Embed quotations and graphics from other sources, when appropriate.

9-10.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

passages.





passage.






Writing












sentence.




sample or passage.

Language










object complement).




effectively avoiding problematic comma splices,

run-on sentences, and sentence fragments.



clauses.















pronouns.

Q3 - Week 9 (Feb 25 – Mar 1) The end of the third nine weeks is Wednesday, March 6.

10. Publishing and Presenting Students present their findings

Common Core State Standards State Performance Indicators (SPIs) Content 9-10. L. 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 9-10.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Students will use the Rubric for Self-Assessment

found on page 1031 to address the writing for

each category.

Documents

ENGLISH II - Quarter 3seregionsecondaryliteracyconnect.weebly.com/... · ENGLISH II - Quarter 3 Instructional Planning – English II, 2012-2013 Writing Workshop Research Writing