Discipline Specific Vocabulary

Genre Author’s Craft Figurative Language Modes of Writing Characterization Voice Theme Perspective/POV Author’s Purpose Literary Analysis Credibility Synthesis Symbolism Rhetorical Strategies Annotation Argument Vocabulary in Context Textual Support Research Composition Transitions Clarity Coherence Sentence Structure Syntax Sentence Variety Diction

Foundations of English I Language Arts

COURSE ESSENTIAL QUESTIONS

COURSE DESCRIPTION

• How do I read critically in order to analyze a text?

• What are resources for research, and how do I evaluate their credibility?

• How do I create a clear, cohesive and mechanically sound work?

• How do I distinguish between argumentative, critical, and informative writing?

Students will strengthen foundational reading comprehension skills through exposure to texts that vary in genre and complexity. Students will employ textual analysis strategies to form an analytical point of view in order to begin composing various modes of writing (argumentative, critical and informative) that are clear, cohesive, and mechanically sound.

Course Title

Foundations of English I

Rev. 8.8.2012

How does home impact our view of the world and is this influence positive or negative?

Using the Level 3 annotation strategies, students will thoroughly annotate the Supported Reading/Anchor Text associated with the W1/W2 task to be completed.

Several texts have been suggested for each unit. It is strongly recommended that students in this course read at least 1 full-length novel. Teachers may choose to use a novel for Supported reading instruction, or have students choose their own for independent reading.

Does home impact our view of the world?

After reading and analyzing the unit texts, create a claim that argues whether home impacts our view of the world. Be sure to include support from at least two sources.

Possible modes of writing: editorial, blog post, essay, speech, chart, graphic organizer, Prezi, or power point

Vocabulary: Objective, Subjective, Evaluation, Claim, Synthesis, Evidence, Details, Audience, Tone, Diction, Argumentative, Informative

How do authors use literary elements to develop the narrative?

After reading and analyzing the unit texts, explain how authors use the idea of “home” in their work. What impact does this treatment have on the work as a whole?

Possible modes of writing: editorial, blog post, essay, speech, chart, graphic organizer, Prezi, or power point

Vocabulary: Objective, Subjective, Evaluation, Claim, Synthesis, Evidence, Details, Audience, Tone, Diction, Argumentative, Informative

Course Title

Foundations of English I

Rev. 8.8.2012

Unit 1: The Impact of Home

R1/R10 W1 W2

Question How does home impact our view of the world and is this influence positive or negative?

Question Does home impact our view of the world? Question How do authors use literary elements to develop the narrative?

Task Using the Level 3 Annotation strategies, students will thoroughly annotate the Supported Reading/Anchor Text associated with the W1/W2 Task to be completed.

Task After reading and analyzing the unit texts, create a claim that argues whether home impacts our view of the world. Be sure to include support from at least two sources.

Possible modes of writing: editorial, blog post,

essay, speech, chart, graphic organizer, Prezi, or power point

Task (s) After reading and analyzing the unit texts, explain how authors use the idea of “home” in their work. What impact does this treatment have on the work as a whole? Possible modes of writing: editorial, blog post, essay, speech, chart, graphic organizer, Prezi, or power point

Vocabulary

R1/R10 W1 W2

Based on the texts you have selected from the options below, refer to the unit guides associated with those texts for

vocabulary.

Objective, Subjective, Evaluation, Claim, Synthesis, Evidence, Details, Audience, Tone, Diction, Argumentative, Informative

Objective, Subjective, Evaluation, Claim, Synthesis, Evidence, Details, Audience, Tone, Diction, Argumentative, Informative

Suggestions for text selection: Students should be exposed to at least 1 Supported Reading/Anchor Text and at least 2 Independent Reading/Supplementary Texts.

Unit Supported Reading: Anchor Texts Lexile Genre

1 “Island Morning” Jamaica Kincaid 1230 Essay

Suggested Unit Independent Reading: Supplementary Texts Lexile Genre

1

“House on Mango Street” Sandra Cisneros 890 Fiction

Biography of Jamaica Kincaid p.558 830-890 Nonfiction

Course Title

Foundations of English I

Rev. 8.8.2012

1 “Dear Mama” Tupac Shakur N/A Song

“I Ask My Mother to Sing” N/A Poem

Course Title

Foundations of English I

Rev. 8.8.2012

Unit 2: Love and Politics

Unit Essential Questions

How effective is poetry in telling a story versus a novel or short story? To what extent does background knowledge of an author increase understanding of a text? In what way does the validity of historical contexts impact the meaning of a text?

Lesson Essential Questions

How is a sonnet different from other forms of poetry? How does the author use descriptions to develop characters? How does the reader cite evidence to support inferences drawn from the text or to support the analysis of what the text says explicitly? How does the reader determine the author’s purpose in a text? How does the reader determine connotative meaning of words as they are used in the text? How does the reader determine the meaning of unknown or multiple meaning words within a text?

Common Core Objectives

RL 9-10.1 TLW cite textual evidence to support what the explicitly says and inferences drawn

RL 9-10.2 TLW determine the theme of the text and analyze its development over the course of the text

RL 9-10.3 TLW analyze how characters interact with each other throughout the text

RL 9-10.4 TLW determine the figurative and connotative meanings of words

Course Title

Foundations of English I

Rev. 8.8.2012

Suggested Activity and Assessment Options

Suggested Activity Resources

1) 7 wonders of the world, Using “The New Colossus” as a mentor text students will create a political cartoon with one of the wonders of the world

“The New Colossus”

http://www.libertystatepark.com/emma.htm

2) Using the background knowledge about Abraham Lincoln and the sonnet “Oh Captain My Captain” create a character analysis on Abraham Lincoln

“Oh Captain, My Captain”

http://www.poetryfoundation.org/poem/174742

3) For writing into the day respond to the following prompt…….Think of your favorite food. Have you ever left home looking forward to finishing it when you return then when you get home it isn’t there? How does that make you feel? Students will read “This is Just to Say” by William Carlos Williams and write their own responses, following the styles of the author.

“This Is Just to Say”

http://www.poets.org/viewmedia.php/prmMID/15535

4) Line by line analysis of “How do I love thee” using graphic organizer

“How do I love thee” http://www.poets.org/viewmedia.php/prmMID/15384

5) Tea party activity with “Those Winter Sundays”

“Those Winter Sundays” http://www.poetryfoundation.org/poem/175758

Course Title

Foundations of English I

Rev. 8.8.2012

Unit 3: The Impact of Dreams R1/R10 W1 W2

Question How can dreams initiate change for individuals and for society as a whole?

Question Can a dream change the world? Question How do authors and speakers use diction, style, and other literary devices to influence societal change?

Task Using the Level 3 Annotation strategies, students will thoroughly annotate the Supported Reading/Anchor Text associated with the W1/W2 Task to be completed.

Task After reading and analyzing the unit texts, create a claim that argues whether dreams can change the world. Be sure to include support from at least two sources.

Possible modes of writing: editorial, blog post, essay, speech, chart, graphic organizer, prezi,

or power point

Task (s) After reading and analyzing the unit texts, Dr. Martin Luther King use diction, style, and other literary devices to illustrate his point and influence societal change? Possible modes of writing: editorial, blog post, essay, speech, chart, graphic organizer, prezi, or power point

Vocabulary

R1/R10 W1 W2

Based on the texts you have selected from the options below, refer to the unit guides associated with those texts

for vocabulary.

Objective, Subjective, Evaluation, Claim, Synthesis, Evidence, Details, Audience, Tone, Diction, Argumentative, Informative

Objective, Subjective, Evaluation, Claim, Synthesis, Evidence, Details, Audience, Tone, Diction, Argumentative, Informative

Suggestions for text selection: Students should be exposed to at least 1 Supported Reading/Anchor Text and at least 2 Independent Reading/Supplementary Texts.

Unit Supported Reading: Anchor Texts Lexile Genre

3 “I Have a Dream” Lines 94-145 1120 Essay

Course Title

Foundations of English I

Rev. 8.8.2012

Suggested Unit Independent Reading: Supplementary Texts Lexile Genre

3

“Sowing Change” Donna Freedman 1230 Article

“In Our Hands” p.458 N/A Illustration

Course Title

Foundations of English I

Rev. 8.8.2012

Levels of Annotation When annotating a text, levels of analysis create a scaffold of understanding for the reader. Reading a text only once does not allow a reader to fully evaluate for the overall effect and significance of the text. Readers must re-read, often more than once, in order to

identify and assess nuances.

Level One: Reading On the Lines The first level of annotation occurs during a first reading. Readers should be reading and paraphrasing for understanding-answering

the who, what, when, where and why of the text. Notice things such as figurative language, striking diction, and unknown vocabulary.

Level Two: Reading Between the Lines The next level of annotation may occur during the first read, or during a revisit of the text. Readers are not simply reading for

understanding, but are now noticing connections between elements within the text and texts/knowledge previously acquired. Readers are noting comparisons and contrasts, shifts in tone and mood, etc. Readers should now be drawing conclusions and

making inferences about what has been noted.

Level Three: Reading Beyond the Lines The final level of annotation occurs after multiple readings/ visits to the text. Readers are synthesizing information and inferences

noted in levels one and two in order to assess the text as a whole. Readers evaluate the text for author’s purpose and theme. Readers should also relate the text and its significance to the world around them, prior or previous understanding, cross curricular

knowledge, time period and self.

J. Walker 2012

Course Title

Foundations of English I

Rev. 8.8.2012

Course Title

Foundations of English I

Rev. 8.8.2012

Supplemental: Uncovering Informational Text

Texts may be accessed by searching the internet. Teachers must read each selection to determine its relevance and appropriateness for their students, and for the lesson they are teaching.

How do history and culture impact elements of texts? LEQ CCSS Tasks Suggested Texts

What impact do cause-effect relationships have on problems and their possible solutions? RI 9-10.1, RI 9-10.3

W2: Choose an issue (destruction of environment, censorship in school, racial profiling)and research the impact of the issue on your community. Students should analyze data, policy makers, and effects of expected outcome. Students should use digital literacy to present their findings.

“We Are Destroying Our National Parks” http://sportsillustrated.cnn.com/vault/article/magazine/MAG1129768/index.htm “One Girls Protest of Seventeen Magazine” http://kellygallagher.org/resources/AoW%2038%20Seventeen%20Magazine.pdf “Will Jeremy Lin’s Success End Stereotypes” http://kellygallagher.org/resources/AoW%2025%20Lin.pdf “The Trayvon Martin Killing” http://kellygallagher.org/resources/AoW%2029%20Trayvon%20Martin.pdf

LEQ How can historical context influence lyrics of a song? RL 9-10.1, RL 9-10. 2, RL 9-10.4, W9-10.4, W 9-10. 9

R1, W2: Using the suggested national anthem, analyze how lyrics reflect certain ideals from a specific time period. Research and choose a national anthem that represents a specific time period. Draw conclusions about the time period based on the lyrics.

Ray Charles..Lift Every Voice and Sing http://www.youtube.com/watch?v=QU8921j20e8

LEQ How does a person’s belief and values influence their purpose for

R1: After reading Writers on Writing by Walter Mosley determine what is revealed from his perspective based on his column. R1, R10: Using the series of columns written by various authors, pick one of your favorite authors and analyze his or her column that

“Writers on Writing: For Authors, Fragile Ideas Need Loving Every Day Walter Mosley”

Course Title

Foundations of English I

Rev. 8.8.2012

writing? reveals their perspective on writing. LEQ How does the author’s culture influence their story elements and author’s craft?

R1, R10: Draw conclusions about women’s rights after reading “The Harrington’s Daughter”, “A Worn Path”, and “How Did I Get Away with Killing One of the Biggest Lawyers in the State? It Was Easy”

“The Harringtons’ Daughter” “A Worn Path” “How Did I Get Away with Killing One of the Biggest Lawyers in the State? It Was Easy”

LEQ How do differences in point of view, perspective and voice influence how the reader gathers meaning from the text? RL 9-10.6, RI 9-10.6, W 9-10.1, W 9-10.4, RL 9-10.4

R1, R10: Using suggested texts, differentiate the factors that influence voice, perspective and point of view. Find essays, editorials, or speeches that are related and identify the differences in voice, perspective and point of view. Annotate the text looking for figurative language.

“From “Uncle Tom” to “The Help”: Can white writers tell black stories?” “How it Feels to be Colored Me” “Alabama Clergymen’s Letter to Dr. Martin Luther King, Jr.” “Letter From Birmingham City Jail”

Charlotte Mecklenburg Library Graduation Project Support The public library is likely one of the first places you think of when it comes to doing research for an assignment like the Graduation Project. We know that this project is a significant part of your grade and also an opportunity to share what you’re passionate about and interested in. We’re here to help. Here are some resources the library has that can help support each component of this important project: The Paper We invite you to schedule a research appointment where you can learn more about getting started on your research project: http://www.cmlibrary.org/online/Ask_a_Librarian/ResearchSupport.asp A requirement of your essay paper is to use five different resources, primary sources being one of them. The public library, particularly Main Library on the second floor has a lot of examples of these that we can help you find. Some examples the library has include:

• speeches • ephemera such as theatre programs • newspaper and magazine articles • advertisements • photographs • maps

The Product One example of your Graduation Project product could be a video you created about the topic you researched. Studio i at ImaginOn is a music and video production facility that is available to use for creating such a product. Library staff and interns are available to show you how to get started as well as give you guidance on how to produce a quality product. For more information on the hours Studio i is available, view this link here: http://imaginon.org/Programs_&_Events/default.asp#tech The Presentation “Throughout the school year, ImaginOn which is a partnership with the Charlotte Mecklenburg Library and the Children’s Theatre of Charlotte, will hold scheduled presentation skills workshops to better prepare you for the required oral presentation. Teaching artists from the Children’s Theatre of Charlotte will offer tips and feedback to help better prepare you for communicating about your project in front of the actual review panel. Check the ImaginOn programming calendar for more information at: www.imaginon.org.” The Portfolio We’ve got free Internet access at all of our library locations. Staff are available to help you format items such as your resumé or create a PowerPoint. For more information about how the Charlotte Mecklenburg Library can assist with your Graduation Project, contact Teen Services with the Loft at ImaginOn: 704-416-4660 or theloft@cmlibrary.org to get started.