Lakewood City Schools Language Arts Course of … 9... · Web viewLakewood City Schools Course of Study for English 9/10 Block Revised: 6/04/08 Shane A. Sullivan – Lakewood High

Lakewood City Schools Course of Study for English 9/10 Block

Revised: 6/04/08Shane A. Sullivan – Lakewood High School

Scope and Sequence – Be the Change for the Future

The students entering the English 9/10 Block class are 10th grade students who have failed 9th grade English but still need to take the OGT. A major goal is for these students to obtain two English credits in one year and pass the OGT. This course is an intensive OGT class focusing on the students’ identities as students in our school, community, society, nation, and world. Each quarter is designed around several themes/guiding questions to help the students use their own experiences to make sense of and connect to the texts. The activities in each quarter are designed to help the students rigorously analyze and examine their experiences in connection to the texts. Backing up the texts and activities are the standards of English/Language Arts instruction designed by the Ohio Department of Education.

“YOU ARE HERE” – First Quarter

As students enter high school, they often struggle with concepts of self-identity, self-worth, and shifting notion of new identity acquisition. In the first quarter, we would like our students to ponder the essential questions that are inherent to any investigation and reflection of self:

Where am I now?How did I get here?Why am I here?How am I defined? Who does it?What do I have? (resources/talents/dreams/limitations)

Through these questions, students can inquire and investigate the connections between these topics and their emerging selves.

The aim of the units and lesson in this section is to make the literary texts relevant to the actual experiences of our students during this exciting time of self-discovery and reflection. Student will be using authentic experiences as a means to guide them through a literary text, as opposed to a literary text that drives them to make sense of their experiences. The suggested unit plans employ a rigorous approach to literature that builds a connection to self and text.

(How did the students get into this class? Focus on their attitudes toward school and themselves and how these attitudes developed.)

Course of Study for English 9/10 BlockRevised: 6/4/08 Page 1 of 17

Standard and Benchmark Grade Level Indicators Clear Learning Targets Strategies/Resources

WA 2

WP 1

RP 1-5

WA 6.

WP 1-17

WA 3

Reading Process: Conceptsof Print, ComprehensionStrategies and Self-Monitoring Strategies: A,B.C

Writing Process: A-F

I can…

Apply reading comprehension strategies to understand grade appropriate text.

Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).

Use appropriate self-monitoring strategies for comprehension

I can…

Formulate writing ideas, and identify a topic appropriate to the purpose and audience

Determine the usefulness and apply appropriate pre-writing tasks.

Use revision strategies to improve the style, variety of sentence structure, clarity of controlling idea, logic, effectiveness of word choice, and transitions between paragraphs, passages or ideas.

**Please view the extensive information on pages 12-17 for strategies and resources


Writing Applications: A,C

Edit to improve sentence fluency, grammar and usage.

Apply tools to judge the quality of their writing.

Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics

I can…

Compose narratives that establish a specific setting, plot, and a consistent point of view, and develop characters by using sensory details and concrete language.

Produce letters (business, letters to the editor, job applications) that follow the conventional style appropriate to the text, include appropriate details and exclude extraneous details and inconsistencies

“What is the What?” – Second QuarterCourse of Study for English 9/10 BlockRevised: 6/4/08 Page 3 of 17

As students have contemplated their identities, self-worth and self-concepts, and have investigated their roles in this class and school, in the second quarter students will investigate their local and immediate society, their roles in that society, and will identify injustices they see in that society. Students will use the questions below to guide their investigations.

What is my society? What is my role in that society?

o Ageo Economico Raceo Gendero Education

What do I see as (an) injustice(s) in my society? (I-Search Topic)

Using experiences from their own lives, the students will read and analyze different literary works to make sense of the injustices and struggles that other human being have had to endure. Students will use the guiding questions to examine their own community and end the quarter with a walk across Lakewood to examine more closely their relationship to their community.


RA:LT 1

WA 1

WA 2

WA 3

WA 6.

Reading Applications: Literary Text: A

Writing Applications: A, B, C, D

I can…

Analyze interactions between characters in literacy text and how the interactions affect the plot

I can…

Compose narratives that establish a specific setting, plot, and a consistent point of view, and develop characters by using sensory details and concrete language.



Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge


Use documented textual evidence to justify interpretations of literature or to support a research topic

“REACHING OUT – Be the CHANGE” (Being an UPSTANDER in your community) – Third Quarter


The aim of the units and lessons in this section is to encourage students to analyze information from previous quarters to guide them through rigorous and relevant investigations of injustices that have occurred locally, nationally and world-wide. Drawing on their own experiences to make connections to the experiences of individuals in their local, state, and world-wide societies, students will foster an appreciation for human potential and the abilities of the individual to make sense of injustices in their societies. Students will use the questions below to guide their investigations.

What do I see as (an) injustice(s) in my World? Nation? Society? Community? School? What are solutions to these injustices? (if any) How can YOU be the change in your community? How does change happen? How can YOUR voice be heard?

After investigating injustices, the students will develop ideas on how the become UPSTANDERS in their community. Students will be encouraged to develop ideas to solve some of these injustices they have identified and develop ideas on how they can affect change in their community.


C:OV 1,2,3

WA 4

C:OV 8,9,10

WA 6

RA:LT 4,5

WA 2

WA 5

R 2,4,6,7

WP 1-16

Reading Applications: Literary Text: D.E

Reading Applications: Informational, Technical, and Persuasive Text: C, D

I can…

Identify similar recurring themes across different works

Analyze the use of a genre to express a theme or topic.

I can…

Analyze whether graphics supplement textual information and promote the author’s purpose.

Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.



C:OV 8,9,10

Writing Applications: A-E

Communication: Oral and Visual: A-

I can…

Compose narratives that establish a specific setting, plot, and a consistent point of view, and develop characters by using sensory details and concrete language

Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.



Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details

I can…

Use a variety of strategies to


G enhance listening comprehension.

Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of the speaker or media message.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by the speaker.

Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques

Give informational presentations that present ideas in a logical sequence; include relevant facts and details from multiple sources; and use a consistent organizational structure.

Provide persuasive presentations using varied speaking techniques and strategies, and include a clear controlling idea or thesis.

Give presentations using a variety of delivery methods, visual displays and technology.

“This is my FUTURE” – 4th Quarter


In the previous three quarters, students have examined their identities, their roles in the community in which they live, injustices in their community, and solutions to those injustices. Now it is time for the students to imagine a future in their community. Many of these students will stay in Lakewood for the rest of their lives. What do they envision the future to look like? What do they WANT the future to look like? Students will use the questions below to guide their investigations.

What does the future look like to you? Where will you be next year? In 10 yrs? 20 yrs? 50 yrs? What kind of change will take place? What are your beliefs and how do they affect your future?

However, students will see that the only way we can make sense of the future we want to see is by first making sense of the past and present in which we have lived. The aim of the units in this section is to examine our past in order to make sense of the future. Students will create a service project that employs their understanding of the Lakewood community and utilizes their passion for a great future. Students will also end the year with the capstone project This I Believe that will synthesize their beliefs.


WA 2

C:OV 9

WA 1

RP 2; WC 1-6; WP 1-16, *17, WA 1

WA 1,3

WP 1-17, WA 3,4

Reading Process: Conceptsof Print, ComprehensionStrategies and Self-Monitoring Strategies: B

Writing Conventions: A-C

I can…

Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).

I can…

Use correct spelling conventions

Use correct punctuation and capitalization

Demonstrate understanding of the grammatical conventions of the English language

I can…



Writing Applications: A-E Compose narratives that

establish a specific setting, plot, and a consistent point of view, and develop characters by using sensory details and concrete language

Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.



Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details

I can…


Writing Process: A-F Formulate writing ideas, and

identify a topic appropriate to the purpose and audience

Determine the usefulness and apply appropriate pre-writing tasks.

Use revision strategies to improve the style, variety of sentence structure, clarity of controlling idea, logic, effectiveness of word choice, and transitions between paragraphs, passages or ideas.

Edit to improve sentence fluency, grammar and usage.

Apply tools to judge the quality of their writing.

Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics

Lakewood City Schools Course of Study for English 9/10 Block


Revised: 6/04/08Shane A. Sullivan – Lakewood High School

**The information below represents the English 9/10 Block curriculum. Included are explanations for themes/guiding questions and examples of useful texts and activities to use during each quarter.

CONNECTIONS THEME / ESSENTIAL QUESTIONS TEXTS ACTIVITIES STANDARDS

1st Quarter

** Being the Change for the Future!

The themes and essential questions in each quarter are designed to move the students toward the capstone project This I Believe. The texts in each quarter can be used in any combination and can be substituted for other texts as the need arises.

The activities in each quarter are

“YOU ARE HERE”

As students enter high school, they often struggle with concepts of self-identity, self-worth, and shifting notion of new identity acquisition. In the first quarter, we would like our students to ponder the essential questions that are inherent to any investigation and reflection of self:

Where am I now?How did I get here?Why am I here?How am I defined? Who does it?What do I have? (resources/talents/dreams/limitations)

Through these questions, students can inquire and investigate the connections between these topics and their emerging selves.

The aim of the units and lesson in this section is to make the literary texts relevant to the actual experiences of our students during this exciting time of self-discovery and reflection. Student will be using authentic experiences as a means to guide

Major Work: Freedom Writer’s Diary (Curriculum available at www.freedomwriters.org)

“Teenage Wasteland” (short story – Yellow book)

“Baba O’Riley” by the Who (music)

“Mallrats” by Glaberson

“Am I Blue” by Bruce Coville

Catcher in the Rye (excerpts)

King Dork (excerpts)

The Quitter (excerpts) by Pekar

Hip-Hop/Bio Lyrics-self/identityNOTE: Need boy’s voices

Learning Inventory

Letter to self (who am I? Goal setting)

Autobiographical sketch of classmate

Literacy Surveys/Big Paper Sharing

Identity Art Show (tech gallery?)

Literacy narrative

Field Trip(Trinity Cathedral)

***Service Project #1 (Mix it up Day –

WA 2, WP 1

RP 1-5

WA 1,6

WA 1 a,b,c

RP 1-5

WA 1 a,b,c

WP 1-17, WA Course of Study for English 9/10 BlockRevised: 6/4/08 Page 12 of 17

designed around the essential questions and texts for each quarter. Other activities can be substituted as the need arises.

Keep in mind, ongoing writing, vocabulary, and conventions practice is part of every quarter and will be used as needed.

them through a literary text, as opposed to a literary text that drives them to make sense of their experiences. The suggested unit plans employ a rigorous approach to literature that builds a connection to self and text.

(How did the students get into this class? Focus on their attitudes toward school and themselves and how these attitudes developed.)

“Being Mixed in America” by Tennessee Reed

“Werewolves in their Youth” by Chabon (excerpt) – podcast/story

Go Ask Alice (excerpts)

Jonathon Livingston Segull (excerpts) by Richard Bach

Films: Freedom Writer’s DiaryDead Poet’s SocietyLean on MeFinding ForresterMean GirlsStand by Me

involve teen groups, cliques, racial groups, etc.?) This project should take place (planning, implementation, etc.) the first semester.

**Begin use of Platoweb and Reading Plus computer software

3,4

Software covers all standards


2nd Quarter “What is the What?”

What is my society? What is my role in that society?

o Ageo Economico Raceo Gendero Education

What do I see as (an) injustice(s) in my society? (I-Search Topic)

As students have contemplated their identities, self-worth and self-concepts, and have investigated their roles in this class and school, in the third quarter students will investigate their local and immediate society, their roles in that society, and will identify injustices they see in that society. Using experiences from their own lives, the students will read and analyze different literary works to make sense of the injustices and struggles that other human being have had to endure. Students will use the guiding questions to examine their own community and end the quarter with a walk across Lakewood to put examine more closely their relationship to their community.

Major Work: Finding Fish

Block Party, 45th Street

The Laramie Project (excerpts from play)

“Boys and Girls” Alice Munro

“Nikki Rosa” Nikki Giovanni

“Why I Quit the Klan” Studs Terkel

“Small Things Are Big” Jesus Colon

News article focus – read from current issues of the newspaper to identify issues in our society today.

Film: Anwtone Fisher The Laramie

Project Lady in the Water

Character vanity plates

Choose your own path/ending

Reflective Essay/relating to a character

Choose a new role(letter writing- Become a different person in society and write letters from different points of view)

Meeting of the Minds (no research)

Walk Across Lakewood

News Article Analysis

Potential Guest Speakers

RA:LT 1

WA 1, 2

RA:LT 1, WA 2

WA 3

WA 3

WA 6

RA:IT

3rd Quarter “REACHING OUT – Be the Major Works: Activities:Course of Study for English 9/10 BlockRevised: 6/4/08 Page 14 of 17

CHANGE”(Being an UPSTANDER in your community)

What do I see as (an) injustice(s) in my World? Nation? Society? Community? School?

What are solutions to these injustices? (if any)

How can YOU be the change in your community?

How does change happen? How can YOUR voice be heard?

The aim of the units and lessons in this section is to encourage students to analyze information from previous quarters to guide them through rigorous and relevant investigations of injustices that have occurred locally, nationally and world-wide. Drawing on their own experiences to make connections to the experiences of individuals in their local, state, and world-wide societies, students will foster an appreciation for human potential and the abilities of the individual to make sense of injustices in their societies.

After investigating injustices, the students will develop ideas on how the become UPSTANDERS in their community. Students will be encouraged to develop ideas to solve some of these injustices they have identified and develop ideas on how they can affect change in their community.

SpeakTears of a TigerPay it Forward (excerpts)

9/11 Report – Graphic Novel

Racial Profiling (news articles)Media Representation

Hurricane Katrina Looting Articles

Fear on the news (News clips)

What Would You Do? (Dateline TV series)

The Bad Samaritan – David Cash Story (Dateline TV special – Time Magazine article)

Protest Songs:60s ProtestRap(anti-pro) lead into This I Believe

Films:SpeakPay it ForwardRemember the TitansGlory RoadKilling Us Softly

Guest Speakers – Cleveland Rape

Crisis Center Alcohol

Prevention

Surveys (student generated and completed)

Fear Log – Watch the news and keep track of things that we should fear

This American Life – use www.thisamericanlife.org to find themes/podcasts relating to guiding questions.

Podcast Project – Be the Change

UPSTANDER Project – Identifying problem in community and solution (Research Project/ Persuasive Essay)

*Continued Writing on various novels and shorter works.

C:OV 1,2,3

WA 4; C:OV 8,9,10

WA 6

RA:LT 4,5; WA 2

WA 5; R 2,4,6,7; WP 1-16; C:OV 8,9,10


http://www.thisamericanlife.org/

http://www.thisamericanlife.org/

*God Grew Tired of UsWhat’s Eating Gilbert GrapeEmmit Till (documentary)

4th Quarter “This is my FUTURE”

What does the future look like to you?

Where will you be next year? In 10 yrs? 20 yrs? 50 yrs?

What kind of change will take place? What are your beliefs and how do

they affect your future?

In the previous three quarters, students have examined their identities, their roles in the community in which they live, injustices in their community, and solutions to those injustices. Now it is time for the students to imagine a future in their community. Many of these students will stay in Lakewood for the rest of their lives. What do they envision the future to look like? What do they WANT the future to look like?

However, students will see that the only way we can make sense of the future we want to see is by first making sense of the past and present in which we have lived. The aim of the units in this section is to examine our past in order to make sense of the future. Students will create a service project that employs their understanding of the Lakewood community and utilizes their passion for a great future. Students will also end the year with the capstone project This I Believe that will synthesize their

Major Work: The GiverRichard Bach?

Declaration of Independence Bill of Rights

Audacity of Hope (excerpts) by Obama

(texts from leaders in the world?)

(texts from the past – how did past leaders/people view the future?) Emerson, Thoreau?

Spoon River Anthology(Excerpts)“Super Toys Last All Summer Long” by Aldiss

FilmA.I.: Artificial IntelligenceInconvenient TruthAkeelah & the BeePursuit of Happyness

Student Bill of Rights and Declaration of Independence

Pictures from the Past – Create a timeline of pictures from Lakewood’s history (How did Lakewood look 100 yrs. ago?)

Utopia ProjectDistopia Project(These two must be done together)

Field Trip – Cemeteries of Lakewood/Cleveland (Lakeview Cemetery)

This I Believe (Capstone Project)-writing-review of one they like -podcasts(use www.thisibelieve.org)

WA 2

C:OV 9

WA 1

RP 2; WC 1-6; WP 1-16, *17, WA 1

WA 1,3


http://www.thisibelieve.org/

beliefs. Film Analysis

Letter to next year’s teacher – Collins Writing

Field trip possibility – Historical Landmarks in Lakewood

Service Project #2-H20 Service Group-self-selected

WP 1-17, WA 3,4

Texts: Literature and the Language Arts/Experiencing Literature (EMC Paradigm) Writer’s Inc., 2001 (Write Source/Houghton Miflin Company) Various print and non-print texts

Resources: Facing History and Ourselves Image Grammar – Using Grammatical Structures to Teach Writing. Harry Noden, 1999


Documents

Lakewood City Schools Language Arts Course of … 9... · Web viewLakewood City Schools Course of Study for English 9/10 Block Revised: 6/04/08 Shane A. Sullivan – Lakewood High