Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015 English Language Arts – Quarter 1, Unit 1 (23 days) Grade: English I Unit of Study: Argument Text: Holt McDougal Literature Overarching Question: What are the characteristics of a hero? Using valid reasoning and sufficient evidence from texts in this unit, support your claim. Unit Power Standards: RL 1 22% Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences from the text. RL 2 Determine a theme or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL 3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL 5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time to create such effects as mystery, tension, or surprise. RL 9 Analyze how an author draws on and transforms source material in a specific work. (Here: Use video American Experience -- Scottsboro: An American Tragedy ) RI 2 37% Determine theme/central idea and analyze in detail its development through the course of the text including how it emerges and is shaped by details; provide objective summary of text. RI 3 Analyze how the author unfolds an analysis or series of events, including the order in which the points are made, how they are introduced/developed, and the connections that are drawn between them. RI 5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of texts. RI 6 Determine an author’s view point or purpose and analyze the use of rhetoric to advance the point of view/purpose. RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI 9 Analyze seminal U.S. documents of historical and literary significance and include how they address related themes/concepts.
Transcript
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
English Language Arts – Quarter 1, Unit 1 (23 days)
Grade: English I Unit of Study: Argument Text: Holt McDougal Literature
Overarching Question: What are the characteristics of a hero? Using valid reasoning and sufficient evidence from texts in this unit, support your claim.
Unit Power Standards:
RL 1
22%
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences from the text.
RL 2 Determine a theme or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL 3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL 5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time to create such effects as mystery, tension, or surprise.
RL 9 Analyze how an author draws on and transforms source material in a specific work. (Here: Use video American Experience -- Scottsboro: An American Tragedy )
RI 2
37%
Determine theme/central idea and analyze in detail its development through the course of the text including how it emerges and is shaped by details; provide objective summary of text.
RI 3 Analyze how the author unfolds an analysis or series of events, including the order in which the points are made, how they are introduced/developed, and the connections that are drawn between them.
RI 5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of texts.
RI 6 Determine an author’s view point or purpose and analyze the use of rhetoric to advance the point of view/purpose.
RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI 9 Analyze seminal U.S. documents of historical and literary significance and include how they address related themes/concepts.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
L 1(A) 12% Use parallel structure.
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. Write and edit work so that it conforms to the guidelines in a style
manual appropriate for the discipline and writing type.
RL 4
13%
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RI 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
W 1
34%
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear relationships among claims, counterclaims, reasons, and evidence. b. Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
Instructional Strategies (See Appendix for graphic organizers and other resources.)
Close Reading of Text Citing Evidence and Analyzing
Test Responding to text through text-dependent questions Writing to Sources
Vocabulary and Language Development
Close reading is an instructional routine in which students critically examine a text, especially through repeated readings. The specific reason for rereading needs to be clear so the reader is focused and strategic. A close read should ultimately lead students to an understanding of the text as a whole.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence. Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
Types of Text-Dependent Questions:
General Understandings
Key Details
Vocabulary and Text Structure
Author’s Purpose
Inferences
Opinion, Arguments, and Intertextual Connections
Use this progression to structure questions that move students from explicit to implicit meaning and from sentence level to whole level of a text.
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
Instructional Unit
Instructional Texts Writing to Sources Language and Vocabulary Speaking and Listening Suggested Assessments
Extended Text To Kill a Mockingbird by Harper Lee
“I Have a Dream” (speech) (660–669)
“Testimony Before the Senate” (speech), (670–679)
“How Private Is Your Private Life?”/“The Privacy Debate: One Size Doesn’t Fit All” (magazine article/newspaper editorial), (680–693)
American Experience -- Scottsboro: An American Tragedy (video: YouTube)
Routine Writing includes short constructed-responses to text-dependent questions. Analyses should always emphasize the use of evidence and demonstrate logical integration and coherence. These can range in length from brief-question answers to multi-paragraph responses. Analytic writing should also include comparative analysis. Use writing mnemonic instruction. (STOP+AIM+TREECL) See Appendix.
Throughout the quarter, the teacher will use the Holt Literature textbook for vocabulary study. Academic vocabulary is provided for each unit, and every selection has a selected vocabulary list. Teachers may use alternate vocabulary programs to teach the standard, especially in conjunction with outside novels. Throughout the quarter, the teacher will use various county resources for language and grammar study. According to the Tennessee State ELA standard L.9.1, this grammar study should emphasize the use of various types of phrases and clauses in writing and lead to a mastery of using parallel structure in writing.
Throughout the quarter, students will initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, and issues raised within selective texts, building on others’ ideas and expressing their own clearly and persuasively.
Activities in bold are common assessments, required of each class. SOAPSTone annotations Graphic organizers Multiple choice quizzes to assess compression Summary vs. analysis paragraphs Daily editing exercises Assessment Practice (724-735) Argumentative essay:
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
“Always” Standards:
Always Standards: Each quarter, students are expected to look closely at texts, learning and demonstrating an ability to do the following: cite evidence, analyze
content, study and apply grammar, study and apply vocabulary, conduct discussions, and report findings. Standards RL.1, RL.10, RI.1, RI.10, L.1, L2, SL.1,
W7, and W.10 are the standards that target these skills. Some of these will appear as priority standards during quarters where they are to be particularly
emphasized, but they are to be a consistent part of instruction throughout the year. These standards are listed in full after the supporting standards below.
RL 1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
L 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
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.
W 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
English Language Arts – Quarter 1, Unit 2 (22 Days)
Grade: English I Unit of Study: Informational Analysis Text: Holt McDougal Literature
Overarching Question: How does an author reveal the central idea throughout the use of specific details within an informational text?
Unit Power Standards:
RL 1
22%
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
RL 2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL 3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL 6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RI.1
37%
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI 3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
L 1(B)
12%
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
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. Write and edit work so that it conforms to the guidelines in a style
manual appropriate for the discipline and writing type.
L.4 (a, b)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
13%
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze,
analysis, analytical; advocate, advocacy).
L 5 (b) Analyze nuances in the meaning of words with similar denotations.
W 2 34% Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
Instructional Strategies (See Appendix for graphic organizers and other resources.)
Close Reading of Text Citing Evidence and Analyzing
Test Responding to text through text-dependent questions
Writing to Sources Vocabulary and Language
Development
Close reading is an instructional routine in which students critically examine a text, especially through repeated readings. The specific reason for rereading needs to be clear so the reader is focused and strategic. A close read should ultimately lead students to an understanding of the text as a whole.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence. Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
Types of Text-Dependent Questions:
General Understandings
Key Details
Vocabulary and Text Structure
Author’s Purpose
Inferences
Opinion, Arguments, and Intertextual Connections
Use this progression to structure questions that move students from explicit to implicit meaning and from sentence level to whole level of a text.
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
Instructional Unit
Instructional Texts Writing to Sources Language and Vocabulary Speaking and Listening Suggested Assessments
The Scarlet Ibis/Woman With Flower, (short story), (460–479)
“Math and Aftermath” (essay) (480-489)
“The Future in My Arms” (essay) (492-497) “Poem On Returning to Dwell in the Country”/“My Heart Leaps Up”/“The Sun” (poems), (500–505)
Routine Writing includes short constructed-responses to text-dependent questions. Analyses should always emphasize the use of evidence and demonstrate logical integration and coherence. These can range in length from brief-question answers to multi-paragraph responses. Analytic writing should also include comparative analysis Writing Workshop: Informative Text: Analysis of Literary (Non)fiction, (524–533) Use writing mnemonic instruction. POW+TREE/POW+TIDE (See Appendix) Every unit should provide the opportunity for students to produce one extended project that uses research to address a significant topic, problem, or issue. These projects should be agreed upon at the school level and should build in complexity.
Throughout the quarter, the teacher will use the Holt Literature textbook for vocabulary study. Academic vocabulary is provided for each unit, and every selection has a selected vocabulary list. Teachers may use alternate vocabulary programs to teach the standard, especially in conjunction with outside novels. Throughout the quarter, the teacher will use various county resources for language and grammar study. According to the Tennessee State ELA standard L.9.1, this grammar study should emphasize the use of various types of phrases and clauses in writing and lead to a mastery of using parallel structure in writing.
Throughout the quarter, students will initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, and issues raised within selective texts, building on others’ ideas and expressing their own clearly and persuasively.
Activities in bold are common assessments, required of each class. SOAPSTone annotations Graphic organizers Multiple choice quizzes to assess compression Summary vs. analysis paragraphs Daily editing exercises Assessment Practice (536-547) Informative/Explanatory
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
“Always” Standards:
Always Standards: Each quarter, students are expected to look closely at texts, learning and demonstrating an ability to do the following: cite evidence, analyze
content, study and apply grammar, study and apply vocabulary, conduct discussions, and report findings. Standards RL.1, RL.10, RI.1, RI.10, L.1, L2, SL.1,
W7, and W.10 are the standards that target these skills. Some of these will appear as priority standards during quarters where they are to be particularly
emphasized, but they are to be a consistent part of instruction throughout the year. These standards are listed in full after the supporting standards below.
RL 1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
L 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation. c. Spell correctly.
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.
W 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
English Language Arts – Quarter 2, Unit 1 (30 days)
Grade: English I Unit of Study: Literary Analysis Text: Holt McDougal
Overarching Question: How do authors use literary devices in their craft?
Unit Power Standards:
RL.1
22%
Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from text.
RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL 5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
RL 6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
RI 1
37%
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
RI 5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a
section or chapter).
L 1 (b) 12%
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L 4
13%
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly
from a range of strategies.
L 4(a) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L 5 (a, b)
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
RL 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RI 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
W 3 (b) 34%
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
Each Instructional Unit should focus on:
Close Reading of Text Citing Evidence and Analyzing
Test Responding to text through text-dependent questions
Writing to Sources Vocabulary and Language
Development
Close reading is an instructional routine in which students critically examine a text, especially through repeated readings. The specific reason for rereading needs to be clear so the reader is focused and strategic. A close read should ultimately lead students to an understanding of the text as a whole.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence. Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
Types of Text-Dependent Questions:
General Understandings
Key Details
Vocabulary and Text Structure
Author’s Purpose
Inferences
Opinion, Arguments, and Intertextual Connections
Use this progression to structure questions that move students from explicit to implicit meaning and from sentence level to whole level of a text.
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
To be college and career ready in language, students must have firm command of the conventions of standard English. At the same time, they must come to appreciate that language is at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
Instructional Unit
Instructional Texts Writing to Sources Language and Vocabulary Speaking and Listening Suggested Assessments
Extended Text Night – Elie Wiesel
“The Most Dangerous Game” (short story), (58-83)
“The Gift of the Magi” (short story), (100-111)
from Horse of the Century (magazine article, timeline, radio transcript) (138-143)
“The Raven”/“Incident in a Rose Garden” (narrative poems), (144-153) Comparing Texts: “The Necklace” (short story), “Spending Spree” (magazine article), and “Is Debt Dragging You Down?” (flier), (222-239)
from I Know Why The Caged Bird Sings (autobiography) and Caged Bird (poem), (254-267)
from Rosa Parks/“Rosa” (biography/poem), (292-301)
Routine Writing includes short constructed-responses to text dependent questions. Analyses should always emphasize the use of evidence and demonstrate logical integration and coherence. These can range in length from brief question answers to multi-paragraph responses. Analytic writing should also include comparative analysis.
Throughout the quarter, the teacher will use the Holt Literature textbook for vocabulary study. Academic vocabulary is provided for each unit, and every selection has a selected vocabulary list. Teachers may use alternate vocabulary programs to teach the standard, especially in conjunction with outside novels. Throughout the quarter, the teacher will use various county resources for language and grammar study. According to the Tennessee State ELA standard L.9.1, this grammar study should emphasize the use of various types of phrases and clauses in writing and lead to a mastery of using parallel structure.
Throughout the quarter, students will initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with partners on topics, and issues raised within selected texts, building on others’ ideas and expressing their own clearly and persuasively.
Activities in bold are common assessments, required of each class. SOAPSTone annotations Graphic organizers Multiple choice quizzes to assess compression Summary vs. analysis paragraphs Daily editing exercises Assessment Practice (314-325) Narrative essay: Write a
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
“Always” Standards:
Always Standards: Each quarter, students are expected to look closely at texts, learning and demonstrating an ability to do the following: cite evidence, analyze
content, study and apply grammar, study and apply vocabulary, conduct discussions, and report findings. Standards RL.1, RL.10, RI.1, RI.10, L.1, L2, SL.1,
W7, and W.10 are the standards that target these skills. Some of these will appear as priority standards during quarters where they are to be particularly
emphasized, but they are to be a consistent part of instruction throughout the year. These standards are listed in full after the supporting standards below.
RL 1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
L 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
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.
W 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
English Language Arts – Quarter 2, Unit 2 (15 days)
Grade: English I Unit of Study: The Tragedy of Romeo and Juliet Text: Holt McDougal Literature
Overarching question: Which is stronger – fate or free will?
Unit Power Standards:
RL.1 22%
Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from text.
RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL 5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
RL 6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
RL 9 Analyze how an author draws on and transforms source material in a specific work
RI.1 37%
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI 3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
RL 4
14%
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
L 4 (c)
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word
or determine or clarify its precise meaning, its part of speech, or its etymology.
L 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
Instructional Strategies (See Appendix for graphic organizers and other resources.)
Close Reading of Text Citing Evidence and Analyzing
Test Responding to text through text-dependent questions
Writing to Sources Vocabulary and Language
Development
Close reading is an instructional routine in which students critically examine a text, especially through repeated readings. The specific reason for rereading needs to be clear so the reader is focused and strategic. A close read should ultimately lead students to an understanding of the text as a whole.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence. Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
Types of text-dependent questions:
General Understandings
Key Details
Vocabulary and Text Structure
Author’s Purpose
Inferences
Opinion, Arguments, and intertextual Connections
Use this progression to structure questions that move students from explicit to implicit meaning and from sentence level to whole level of a text.
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content.
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
Instructional Unit
Instructional Texts Writing to Sources Language and Vocabulary Speaking and Listening Suggested Assessments
Extended Text: The Tragedy of Romeo and Juliet (1034–1147)
“Great Movies: Romeo and Juliet” Critical review by Roger Ebert (1152 – 1156)
*“Teenage Brains Are Malleable” – Jon Hamilton (NPR article)
*“Teen Brain Under Construction” (National Institute of Mental Health study)
*“Teenage Brains” – David Dobbs (National Geographic article)
Routine Writing includes short constructed-responses to text-dependent questions. Analyses should always emphasize the use of evidence and demonstrate logical integration and coherence. These can range in length from brief-question answers to multi-paragraph responses. Analytic writing should also include comparative analysis
Throughout the quarter, the teacher will use the Holt Literature textbook for vocabulary study. Academic vocabulary is provided for each unit, and every selection has a selected vocabulary list. Teachers may use alternate vocabulary programs to teach the standard, especially in conjunction with outside novels. Throughout the quarter, the teacher will use various county resources for language and grammar study. According to the Tennessee State ELA standards L.9.1, this grammar study should emphasize the use of various types of phrases and clauses in writing and lead to a mastery of using parallel structure in writing.
Throughout the quarter, students will initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and issues raised within selective texts, building on others’ ideas and expressing their own clearly and persuasively.
Activities in bold are common assessments, required of each class. SOAPSTone annotations Graphic organizers Multiple choice quizzes to assess compression Summary vs. analysis paragraphs Daily editing exercises Assessment Practice (1178-1183)
Teachers may choose/change the selections as long as the same Power Standards from the Tennessee State Standards for English Language Arts are covered and the texts selected are grade
appropriately complex. http://www.tn.gov/education/standards/english/ELA_literacy_standards.pdf June 2015
“Always” Standards:
Always Standards: Each quarter, students are expected to look closely at texts, learning and demonstrating an ability to do the following: cite evidence, analyze
content, study and apply grammar, study and apply vocabulary, conduct discussions, and report findings. Standards RL.1, RL.10, RI.1, RI.10, L.1, L2, SL.1,
W7, and W.10 are the standards that target these skills. Some of these will appear as priority standards during quarters where they are to be particularly
emphasized, but they are to be a consistent part of instruction throughout the year. These standards are listed in full after the supporting standards below.
RL 1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
L 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly.
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.
W 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
