School District of South Orange-Maplewood · THE SCHOOL DISTRICT OF SOUTH ORANGE-MAPLEWOOD ......

The School District of South Orange-Maplewood

August 2010

School District of South Orange-Maplewood English Language Arts Curriculum Grade 9

THE SCHOOL DISTRICT OF SOUTH ORANGE-MAPLEWOOD

BOARD OF EDUCATION MEMBERS

MARK GLEASON, PRESIDENT

ELIZABETH DAUGHERTY, FIRST VICE-PRESIDENT

SANDRA KARRIEM, SECOND VICE-PRESIDENT

LYNNE CRAWFORD, MEMBER

WAYNE EASTMAN, MEMBER

DAVID R. GILES, MEMBER

RICHARD LAINE, MEMBER

JENNIFER PAYNE-PARRISH, MEMBER

ANDREA WREN-HARDIN, MEMBER

ADMINISTRATION

BRIAN OSBORNE, SUPERINTENDENT

ROSETTA WILSON, ASSISTANT SUPERINTENDENT FOR CURRICULUM

GARY PANKIEWICZ, SUPERVISOR, 6-12 ELA

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Committee Credits

English Language Arts (Grades 6-10)

Susan Barry

Mary Brancaccio

Janet Bustrin

Melissa Butler

Solmaz Calone

Carolyn Campbell

Robert Cohen

Jennifer Dalton

Rebecca Donahue

Nicole Dufault

Danielle Elko

Josh Enyeart

Angela Forero

Sara Griffiths

Xenia Harley

Anna Herstatt

Toi Jackson

Beth Johnson

Carolyn Johnson

Vanessa Jones-Harris

Katerina Karis

Eve Kingsbury

Christine Layne

Danielle Levine

Julia Leider

Sue Logeman

Joe Lombardo

Wendy Lovas

Steve MacPherson

Janet Mandel

Lori Martling

Ryan ODell

Maureen OSullivan

Carly Orpurt

John Pascarella

Robin Patton

Elisa Pianka

John Poglinco

Eugene Pollioni

Rich Saporita

Dan Savarese

Desiree Spriggs

Ulrike Wiede

Thomas Whitaker

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Draft Philosophy:

The South Orange Maplewood School District believes students should be engaged in literacy

development which is scaffolded from kindergarten through high school graduation. Students will learn

about the power of words through deep and enduring educational experiences that assist them in

understanding and effectively communicating both the written and spoken language. Through a rich

comprehensive curriculum, students will gain the requisite skills to be dynamic communicators with the

ability to integrate components of English Language Arts Literacy in a manner that allows them to

become powerful users, critics, and creators of information as well as integral contributors to a global

community. The South Orange Maplewood School District supports an English Language Arts curricular

program, which is inclusive of ALL learners and maximizes opportunities for each student to:

Experience a wide range of high quality literature

Appreciate literature as an art form in both fiction and nonfiction works

Achieve a high level of skill in interpreting complex materials

Learn the forms and functions of language

Experience and understand cultural and linguistic diversity

Build upon previous knowledge and intuition about language

Integrate language experiences into other disciplines

Use technology and digital literacy for expression and communication

Share their experiences and interact with adults, peers, and younger learners

Utilize a research based process approach to reading and writing

Examine the relationship between literature and composition

We believe English Language Arts Literacy is essential to the development of all children as life-long

learners. English Language Arts Literacy is a conduit for learning across all content areas that equip

students with the skills and knowledge necessary to be effective contributors and active participants of

the 21st century. English Language Arts Literacy, which integrates reading, writing, listening, and

speaking promotes critical thinking and produces effective communicators who use both printed and

digital technology literacy for expression and communication.

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English Language Arts Curriculum

Grade 9

Table of Contents

Overview of the Literature Units of Study 4

Units of Study and Grade Level Common Assessments. 6

Grade 9 Book List.. 7

Reading Instruction.. 9

Vocabulary Instruction.. 13

Writing Instruction 15

Grade Level Common Assessments.. 20

Units of Study 21

Self.... 22

Self & Family/Friends... 32

Self & Authority... 40

Self & Public Values.. 46

New Jersey/National Core Curriculum Content Standards Alignment. 52

Rubrics . 64

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Overview of Literature Units of Study

The South Orange/Maplewood Grade Nine English Language Arts Curriculum addresses students in transition. Ninth grade students are moving to a new school building, as well as a new social environment and new life stage. They are seeking to discover identity through relationships with family, peers, and the larger community. The ninth grade course of study reflects this ongoing search. Using a novels-based approach, each of the four thematic units contains numerous formative

and authentic assessments in preparation for a summative student writing piece. In addition,

the Grade Nine ELA experience requires an independent reading project with a book-of-choice

and four grade level common assessments (scored with NJ HSPA rubrics). Each student will also

access and utilize an account on Turnitin.com.

The following expectations are consistent in every unit:

Driving questions- Created to identify the desired results for deep understanding around thematic inquiries, the driving questions are a critical component of the backward design model for curriculum writing developed by Grant Wiggins and Jay McTighe (2005). The driving questions are designed to identify the big ideas that students will grapple with during the course of the unit. After a teacher-driven introduction to each unit, teachers facilitate the construction of a student-driven driving question in an effort to be responsive to student interest. Guided by driving questions, students will explore and examine a variety of texts and will engage in a variety of language activities. In order for students to be successful, the exploration must take place within a structured environment, which emphasizes study and organizational skills. Through this structured inquiry, students will expand their understanding of themselves in relationship to an increasingly complex and diversified environment and will learn to communicate this understanding more effectively.

6-8 formative assessments/1 published summative writing piece- In the second stage

of backward design, it is important to determine acceptable evidence. Formative

assessments drive instruction when they provide information for teachers to adjust

teaching and learning. Formative assessments should also provide effective feedback to

students. The published writing piece is used as a summative assessment or overall unit

evaluation. For example, in the Self & Public Values thematic unit of study, each

student will address the question: How is an individual affected by societys

expectations? Ultimately, students will participate in a media center-driven research

project that compares a current social issue to a social context in a core text. The

research project will include a student-driven editorial about a social issue (using a

process approach to writing). Students will practice connections to social contexts in

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literary texts in addition to enhancing persuasive writing skills throughout the marking

period. The research project serves as a summative writing piece that is a culmination

of the entire units course of study.

Various instructional tasks, activities, and experiences- Core text activities within the

thematic units are aligned to the National Common Core Standards for English

Language Arts (http://www.corestandards.org/the-standards/english-language-arts-

standards). In addition, all classroom endeavors must be relevant to the driving

questions while building student capacity for a successful summative assessment. At

times, teachers afford students a choice of different reading and writing opportunities

(Many educational experts attest to the connection between student choice, student

engagement, and student success.). Teacher observation of the needs of students is

essential to informing instructional practices thereby maximizing student learning

opportunities. For example, a teacher may recognize that some groups of students

respond better to a particular prewriting activity and, as a result, use the strategy more

often.

Teachers should include a wide variety of materials, including literary, informational, and persuasive texts. Similarly, students should write in a variety of modes, with a balance among literary, informational, and persuasive forms.

High school lesson work emphasizes a process approach to reading and writing to access an ambitious content knowledge, oftentimes infusing technology- when appropriate. The following model uses a technology-based prereading activity for students to connect Shakespeare to their own lives while emphasizing the meaning of tragedy: http://www.readwritethink.org/lessons/lesson_view.asp?id=1162

The grammar emphasis using Write for College textbooks is outlined in a Curriculum Alignment

with Write for College Resource Text following the thematic units. A model grammar mini-

lesson can be found at:

http://www.readwritethink.org/lessons/lesson_view.asp?id=201

The model grammar lesson is further supported by the grammar rules, authentic examples, exercises, and writing prompts in the Write for College text. All teachers have a copy of the Write for College Teachers Edition of the Write for College text.

http://www.corestandards.org/the-standards/english-language-arts-standardshttp://www.corestandards.org/the-standards/english-language-arts-standardshttp://www.readwritethink.org/lessons/lesson_view.asp?id=1162http://www.readwritethink.org/lessons/lesson_view.asp?id=201

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8-10 English Language Arts

Units of Study & Grade Level Common Assessments

Grade 8:

Thematic Unit

Historical Fiction &

Independent Reading

Social Justice

Rebellion

Shakespearean and

Greek Tragedy

Published

Writing

Piece

Historical Research &

Historical Fiction,

NJASK Narrative

Reading Task

Expository Essay,

NJASK Persuasive

Reading Task

Comparison/Contrast

Essay,

NJASK Explanatory

Prompt

Dramatic

Performance Piece,

NJASK Persuasive

Essay Prompt

Grade 9:

Thematic Unit

Self

Self &

Family/Friends

Self & Authority

Self & Public Values

Published

Writing

Piece

Memoir,

HSPA Persuasive

Essay

Analytical Essay,

HSPA Narrative

Reading Task

Media Center-Driven

Research

Presentation,

HSPA Persuasive

Reading Task

Position Paper,

HSPA Expository

Essay

Grade 10:

Thematic Unit

Innocence to

Experience

Justice and

Revenge

Social Context and

Criticism

Dreams vs. Reality

Published

Writing

Piece

Analytical Essay

(with an emphasis on

academic essay

structure),

HSPA Informational

Reading Prompt

Analytical Essay

(with an emphasis

on elaborate

textual support),

NJASK Persuasive

Essay

Analytical Essay

(with an emphasis on

MLA in-text citations

and works cited) ,

HSPA Narrative

Reading Task

Expository Essay,

HSPA Expository

Essay

Each grade level incorporates a book-of-choice and a research component.

NJ HSPA-style Grade Level Common Assessments are italicized. The first NJASK-style Grade Level Common Assessment is completed in September as a diagnostic assessment. All Grade Level Common Assessments utilize state rubrics.

The Six Traits Scoring Rubric is used as an intermediate tool for feedback on student writing in select processed writing pieces.

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Grade 9 Book List

An eight-book minimum is a goal for all Grade 9 students. In addition to the books on this list, students

may read different books (approved by their teacher) independently and/or in literature circles.

Consistent non-fiction classroom libraries are housed in each Grade 9 classroom. Students may borrow

books at any point during the school year.

All students are required to read the following two Grade 9 books:

A Raisin in the Sun by Lorraine Hansberry NP

Romeo and Juliet or Julius Caesar by William Shakespeare NP

Maus I by Art Spiegelman NP

All Quiet on the Western Front 830L

Always Running (with parent permission) 830L

Ask Me No Questions 790L

Betsey Brown NA

Black Like Me 990L

Bless Me, Ultima 840L

The Chosen 970L

Death Be Not Proud 1060L

Fahrenheit 451 by Ray Bradbury 890L

Inherit the Wind 850L

Jane Eyre 1040L

Killing Mr. Griffin 720L

The Miracle Worker NP

Night 590L

A Night to Remember 950L

The Odyssey NP

The Old Man and the Sea 940L

Oliver Twist 990L

The Pearl 1010L

Rebecca 880L

A Tale of Two Cities 990L

And Then There Were None 570L

*Lexile Reading Measure

*A Lexile reading score links a readers ability to a texts difficulty level. More information on The Lexile

Framework for Reading is available at: http://www.lexile.com.

http://www.lexile.com/

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Short Story Texts:

The Multicultural Reader

Sixteen

Living Up the Street

Reader Response A + 1

*Grade 9 Non-fiction Classroom Library Books:

(During the school year, the following books reside in Grade 9 classroom libraries. During

the summer months, the classroom library books are loaned to the public libraries. In turn,

these multi-cultural, high-interest selections are accessible to students throughout the

year.)

Bury My Heart at Wounded Knee by Dee Brown Close to Shore: a true story of terror in an age of innocence by Michael Capuzzo In My Hands: memories of a Holocaust rescuer by Irene Gut Opdyke Funny in Farsi: a memoir of growing up in America by Dumas Firoozeh The Jump: Sebastian Telfair and the high stakes business of high school ball by Ian

OConnor Once Upon a Quinceanera: coming of age in the USA by Julia Alvarez Shadow Divers: the true adventure of two Americans who risked everything to solve

one of the last mysteries of World War II by Robert Kurson 7 Habits of Highly Effective Teens by Sean Covey

*A detailed review of these classroom library books can be found on the Language Arts

Department link on the district web site:

http://www.somsd.k12.nj.us/18961012181173773/lib/18961012181173773/Summer_Reading_

Selections_best_copy.pdf

http://www.somsd.k12.nj.us/18961012181173773/lib/18961012181173773/Summer_Reading_Selections_best_copy.pdfhttp://www.somsd.k12.nj.us/18961012181173773/lib/18961012181173773/Summer_Reading_Selections_best_copy.pdf

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Reading Instruction

All English Language Arts teachers have a desk copy of Daniels and Zemelmans Subjects Matter, a content-area reading guide that focuses on prereading and reading processing strategies. Subjects Matter is referenced in various core text activities within the thematic units. Prereading, processing, and postreading strategies are essential to student engagement and reading comprehension. In addition, effective questions that may promote active reading are available at: http://www.pbs.org/teachers/_files/pdf/Microsoft%20Word_FormattedReadDoc.pdf. Moreover, two professional books, Mosaic of Thought and Strategies That Work, provide a framework for exemplary strategic reading instruction. Zimmerman, Keene, Harvey, and Goudvis, the authors of the books (available in the school media centers), examined the cognitive processes and strategies used commonly by proficient readers. Think- Aloud: One of the most important reading comprehension strategies is the Think Aloud. In the Think Aloud (Daniels and Zemelman), the teacher models his/her reading proficiency by reading aloud. The teacher, as the guide to proficient reading, pauses to explain his/her reflection process to students with respect to key concepts and ideas in reading passages. Moreover, the teacher Think Aloud may serve as a model for a student Think Aloud in pairs or in a whole-class discussion.

Discussion (based on texts): Additionally, providing opportunities for extended discussion of

text meaning and interpretation is proven to improve adolescent literacy. A panel of experts,

chaired by Michael L. Kamil from Stanford University through the National Center for Education

Evaluation and Regional Assistance, published a practice guide for Improving Adolescent

Literacy: Effective Classroom and Intervention Practices (2008) to facilitate literacy education.

The practice guide is available at:

http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf. The goal of the practice

guide is to formulate specific and coherent evidence-based recommendations that educators

can use to improve literacy levels among adolescents in upper elementary, middle and high

schools (page 1). In brief, the practice guide exhibits that adolescent students need to be

more prepared in reading.

At an October 20, 2009 Rutgers Forum sponsored by the New Jersey Department of Education,

Kamil urged educators to preview passages to formulate some framing questions and unpack

the important facts of the text. Framing questions are used to begin and/or extend relevant

discussion.

http://www.pbs.org/teachers/_files/pdf/Microsoft%20Word_FormattedReadDoc.pdfhttp://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

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Page 24 of the practice guide also lists the following discussion protocol:

1. Teachers ask questions that require students to explain their positions and the

reasoning behind them.

2. Teachers model reasoning processes by thinking out loud.

3. Discussion participants propose counter arguments or positions.

4. Discussion participants recognize good reasoning when it occurs.

5. Discussion participants summarize the flow and main ideas of a discussion as it draws to

a close.

Shared Reading: Shared reading is another focus of the SOMSD curriculum. Literature circle

opportunities are specified in each thematic unit. Literature Circles: Choice and Voice in the

Student-Centered Classroom by Harvey Daniels (1994) is available in the high school media

center. Literature circles are small (4-6 students), student led, temporary discussion groups

comprised of students who have chosen to read the same story, poem, informational text, or

novel. Each group determines the portion of the text that they will read, within the constraints

of the teachers timeline. The teacher through mini-lessons explicitly teaches skills and

strategies, which are applied to the students independent reading and discussed in circle time.

During literature circle sessions, students may assume various roles that guide their reading (Daniels, 1994). Students meet on a regular basis to discuss agreed-upon sections of the text, rotating the roles among members of the group. The strategy ends with students presenting their text to their peers in the large group setting. Traditionally, the literature circle strategy was applied to fiction. Recently, it has been updated and used with a variety of texts, including nonfiction. Furthermore, Daniels (2006) has recently advocated for the use of alternate ways to incorporate the roles into literature circles, but many secondary teachers retain the use of specified roles as a best practice. Lastly, the English Department administers the Scholastic Reading Assessment (SRI) to assess

for a students Lexile Reading Level. This helps to inform instruction and determine

recommendations for independent reading at an appropriate reading level. Moreover, the SRI

assessment helps to identify struggling readers who may require the READ 180 Reading

Intervention Program offered to students in the district in Grades 7, 8, and 9.

More information on the SRI assessment is available at:

http://teacher.scholastic.com/products/fundingconnection/programs_services/pdfs/2009_PO_SRI.pdf

More information on the READ 180 Program is available at:

http://teacher.scholastic.com/products/read180/

http://teacher.scholastic.com/products/fundingconnection/programs_services/pdfs/2009_PO_SRI.pdfhttp://teacher.scholastic.com/products/read180/

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Learning Objectives in Reading Literature as per the National Core Standards initiative at http://www.corestandards.org/:

English Language Arts Standards Reading: Literature Grade 9 -10

http://www.corestandards.org/the-standards/english-language-arts-standards/reading-

literature-6-12/grade-9-10/

The College and Career Readiness Anchor Standards and High School Grade-Specific Standards work in tandem to define college and career readiness expectationsthe former providing broad standards, the latter providing additional specificity.

Key Ideas and Detai ls

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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.

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.

Craft and Structure

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).

5. Analyze how an authors 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.

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.

Integration of Knowledge and Ideas

7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Audens Muse des Beaux Arts and Breughels Landscape with the Fall of Icarus).

8. (Not applicable to literature)

http://www.corestandards.org/http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature-6-12/grade-9-10/http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature-6-12/grade-9-10/

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9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Vocabulary Instruction

Teachers are expected to conduct explicit vocabulary instruction with core texts. To that end,

teachers must preview reading passages to select the vocabulary terms that are critical to

understanding the text. The importance of the words should also be noted. Dr. Kamil (Rutgers

Forum 2009) suggests that by scouting out target words and providing rationale for new or

troublesome vocabulary, teachers will provide greater access to the reading material for

students.

In addition, the Sadlier-Oxford Vocabulary Workshop (the new edition with an online audio

program) is utilized in Grade 9 (Level D) and Grade 10 (Level E) to improve student vocabularies

and skills while preparing students for the vocabulary facets of standardized tests.

The following is a summary of the Introduction provided in the Teachers Edition of the

Sadlier-Oxford Vocabulary Workshop text:

Key Elements:

300 leveled words, plus hundreds of synonyms, antonyms, and other related words

Research-based five-step approach to instruction with regard to word meaning and

usage

Preparation for the SAT and ACT: frequently-used words and formats on standardized

tests

Consistent opportunities for review and assessment

New Features:

Vocabulary for Comprehension: reading passages with comprehension and vocabulary

questions similar to the SAT and ACT

Grammar in Context: grammar and usage skill questions similar to the SAT Writing

Section

Additional Features include: definitions (including synonyms, antonyms, illustrative sentences,

and parts of speech); vocabulary in context (in a reading passage); strategies using context and

word structure for decoding word meanings; as well as Latin and Greek roots.

There is also an online component available at www.vocabularyworkshop.com that provides:

An online audio program

SAT and ACT practice worksheets

Interactive games and puzzles

http://www.vocabularyworkshop.com/

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Teachers should complete a minimum of 2 vocabulary units per marking period. Teachers

receive professional development in infusing technology into vocabulary instruction and

appropriate pacing of lesson work.

Learning Objectives in Language/Vocabulary Acquisition and Use as per the National Core

Standards Initiave (http://www.corestandards.org/the-standards/english-language-arts-

standards/language/grade-9-10/):

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 910 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

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.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

http://www.corestandards.org/the-standards/english-language-arts-standards/language/grade-9-10/http://www.corestandards.org/the-standards/english-language-arts-standards/language/grade-9-10/

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Writing Instruction

All major writing assignments include a process approach to writing. The stages of process-based writing include: prewriting drafting sharing revising editing proofreading publishing

The Write for College text provides explicit instructional lesson work and strategy for teaching the writing process using the Six Traits of Writing. All students have desk copies of student copies of Write for College. Teachers are supplied with a Write for College Teachers Edition. Also, the following web site also shares a wealth of graphic organizers to be utilized as organizational tools: http://www.heinemann.com/shared/onlineresources/E00464/appendix.pdf. The six traits of writing include: ideas organization voice word choice sentence fluency conventions

Sheryl Lains Six Traits Resource Handbook delineates Six Traits work explicitly. It is available in the high school media center. The resource handbook is referenced in various core text activities within the thematic units. The ELA supervisor received exclusive permission to share the resource handbook with SOMSD teachers by the author.

http://www.heinemann.com/shared/onlineresources/E00464/appendix.pdf

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Adapted/edited from the North West Regional Education Laboratory, SOMSD created some Question and Answer explanation of the 6+ 1 Analytical Traits of Writing:

Q: Whats the best thing about the traits? A: Its the language, the shared vocabulary that adds such a rich component to our teaching and assessing of student writing. The traits give us all a common language for talking about and celebrating writing.

Q: Which trait should I teach first? A: We think it makes sense to begin with Ideas. After all, this is the foundational trait. Your idea is your whole reason for writing. All other traits flow out of, and are influenced by, this one. But with that said, remember we are teaching writing, not the traits.

Q: Is there ever a time all six traits come together in students revision? A: Yes. Absolutely. They must. The division of the traits in order to do focused revision-working on one trait at a time- is artificial, we admit. But its a way of making revision manageable for students, who often do not know where to begin. Writing process steps arent really separate either. Prewriting, drafting, revision, and editing arent really mutually exclusive; we separate them to make the writing process easier to understand and put into practice. Similarly, real writers do think about organization and ideas at the same time; when they revise ideas, the voice also improves; when they alter the wording, the change affects fluency, and so on. Q: Do I have to assess all six traits for each piece of student writing? A: No! You do what makes sense for the assignment given to students. For example, you

might be working on ideas, voice, and conventions for a period of time and only want to have

students focus on those traits. Or perhaps you will want to take it even more slowly and work

on one revision and one editing trait at a time. Remember that we have grouped ideas,

organization, and voice for the revising process, and sentence fluency, word choice, and

conventions for the editing process. The beauty of an analytic system is you can take the pieces

apart, examine them, and then insert them back into the larger picture.

In addition to using the Six Traits and state assessment rubrics, teachers are responsible for more specific written feedback to student writing. In the words of Ralph Fletcher, an expert in Writing Workshop and author of Craft Lessons (2007), teachers should provide a glow and a grow to students as feedback during a writing conference or in written feedback. In other words, in addition to specific marginal notes, students will receive some praise in addition to some suggestions for improvement in their processed writing pieces. John Beans Writing Comments on Students Papers in Engaging Ideas (1996) was reviewed with staff as a basis for effective feedback strategy. The article is available in the school media centers for review.

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Learning Objectives as per the College and Career Readiness Standards for Writing in Grades

9-10 ( http://www.corestandards.org/the-standards/english-language-arts-standards/writing-6-

12/grade-9-10/):

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.

2. 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.

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic.

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

http://www.corestandards.org/the-standards/english-language-arts-standards/writing-6-12/grade-9-10/http://www.corestandards.org/the-standards/english-language-arts-standards/writing-6-12/grade-9-10/

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3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

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.

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; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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

Apply grades 910 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]).

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Apply grades 910 Reading standards to literary nonfiction (e.g., 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).

Range of Writing

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.

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Grade Level Common Assessments

Grade Level Common Assessments have been created for all students in Grades 6-12. These are tests created by grade level teams of teachers that assess the New Jersey Core Curriculum Content Standards and national core standards, mirror High School Proficiency Assessment tasks, and utilize grade level content. Assessments were created and revised in grade level teams. There are two reading tasks (one narrative and one persuasive/non-fiction) and two essay prompts (one persuasive essay and one expository). Teacher Expectations for effective implementation of Grade Level Common Assessments:

A mini-lesson that explicitly explores the state rubric to preview each grade level common assessment task

Storage of all tasks in Individual student folders provided by the department supervisor

Specific feedback to students in addition to the holistic score. In particular, students should receive some praise, suggestion(s) for improvement, and an indication of proofing errors.

Facilitation of a reflection sheet that acts as a cover page to the assessments kept in the folder

Folders kept in a visible place in the classroom for review by the supervisor and/or principal (usually at the beginning of each marking period)

Specific review of grade level common assessment tasks the week before the NJASK (with a special emphasis placed on Advance Proficient skills: textual connections in open-ended questions and compositional risks in essay work)

The Grade Level Common Assessment Folder becomes a portfolio when students have an opportunity to include additional classroom projects and processed writing pieces in their folders/portfolios. To that end, students will complete the reflection sheet with respect to their selected works for their portfolio. Students are provided with an opportunity to include, at least, two pieces of writing in their Grade Level Common Assessment folders/portfolios. Folders are collected and monitored by the department supervisor and/or building principal at

the end of the year (to be passed to next years English teacher).

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Grade 9

Units of Study

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Self

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District of South Orange and Maplewood English Language Arts Curriculum- Grade 9

Thematic Unit of Study: Self

Thematic Overview: This unit is designed to introduce the ninth grade theme, self, through texts that focus on elements that contribute to the formation of personal identity. Students will explore literature that asks them to examine the literary self within texts and make connections to their developing selves. This unit also introduces the following skills:

Narrative technique

Character analysis

Writing Dialogue

Driving Questions: 1. How is identity crafted? 2. What do interests, values, and possessions reveal about the self? 3. TBD- After a teacher-driven introduction to each unit, teachers facilitate the construction of a student-driven driving question in an effort to be responsive to student interest.

Focus Reading Strategy: Bookmark Strategy Students are instructed to fold a piece of paper in thirds as a bookmark for reading. When a key idea is encountered, students should write or sketch thoughts on the bookmark. Bookmarks should focus on passages that seem especially important, confusing, or helpful (Daniels and Zemelmen 116).

Materials Student Texts:

The Pearl

The Odyssey

The Miracle Worker

Fahrenheit 451

Old Man and the Sea

A Raisin in the Sun

Harlem (and other select poetry)

President Cleveland, Where are you? (and other select short stories)

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Literature Circles: Short Story Anthologies

Independent Reading/Research: Summer Reading Initiative peer recommendations (All summer reading titles are housed in classroom libraries.)

Bury My Heart at Wounded Knee by Dee Brown Close to Shore: a true story of terror in an age of

innocence by Michael Capuzzo In My Hands: memories of a Holocaust rescuer by Irene

Gut Opdyke Funny in Farsi: a memoir of growing up in America by

Dumas Firoozeh The Jump: Sebastian Telfair and the high stakes business

of high school ball by Ian OConnor Once Upon a Quinceanera: coming of age in the USA by

Julia Alvarez Shadow Divers: the true adventure of two Americans

who risked everything to solve one of the last mysteries of World War II by Robert Kurson

7 Habits of Highly Effective Teens by Sean Covey

Teacher Resources: Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to Content- Area Reading. Portsmouth, NH: Heinemann, 2004. Provides a process approach to reading- (All language arts teachers should retain a desk copy.).

Lain, Sheryl, ed. Strengthen Your Students' Writing Using the Six Traits (Grades 6-12). Bellevue, WA: Bureau of Education & Research, 2008. A resource handbook for Six Traits Writing Workshop activities (available in the school library). ReadWriteThink Lesson Plan Index. National Council Teachers of English and International Reading Association. 7 May 2009 http://www.readwritethink.org/lessons/index.asp. Grade level appropriate lessons linked to national standards. Sebranek, Patrick, Verne Meyer, and Dave Kemper, eds. Write for College. N.p.: Great Source Education Group, 2007. Print. (All students and teachers have a desk copy of this grade level writing text.) Audio-Visual: Audio books

http://www.readwritethink.org/lessons/index.asp

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DELINEATION OF UNIT OBJECTIVES FOR LESSON WORK

Unit: Self

National Core

Anchor Standard

Grade Level Specific Standards as Student

Objectives for lesson work (Students will be able to)

Core Text Activities

College & Career Readiness For Writing: Standards 1 10

W 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Use Preparing for an interview in Write for College p457-458 and Write for College Teachers Guide p54 Writing an Interview Report. The interview may include an explanation of the origin of the students own names.

Facilitate an interview opportunity. Students may interview someone at home or in the community about some aspect relevant to self or identity such as name, immigrant experiences, etc.

After giving students an opportunity to write on the topic, ask students to present findings in a written self-analysis which reflects ones personal values at the life stage, possibly accompanied by a collage visually paralleling the writing.

Additional opportunities for publication may include pair-share, class discussion, wiki, power point, etc.

College & Career Readiness For Writing: Standard # 1

R L 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).

Introduce literary terms to be noted in a student literary term notebook focusing on narrative elements using the Literary Terms section of Write for College p287-294:

allusion antagonist characterization conflict diction figurative language flashback foreshadowing genre imagery irony mood plot (exposition, rising action, climax, falling action, and

resolution/denouement) point of view protagonist pun satire stereotype style symbol theme tone.

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R I 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).

Utilize the department-issued reproducible teachers edition to Figurative Language Terms: Review and Practice http://www.teachersdiscovery-english.com/item_details.php?item=156+840+X0000042&SBJ=English

College & Career Readiness For Writing: Standards # 8 & 9

S S & L 1. Initiate and participate effectively in a

range of collaborative

discussions (one-on-one, in

groups, and teacher-led) with

diverse partners on grades

910 topics, texts, and

issues, building on others

ideas and expressing their

own clearly and

persuasively.

Literature Circle Work with an emphasis on narrative technique-Becoming Me stories from A Multicultural Reader:

A Whole Nation and a People by Harry Mark Petrakis- p 133 From Black Boy by Richard Wright- p 140 Indian Education by Sherman Alexie- p 146 "Chitterling by Henry Van Dyke- p151 Fox Hunt by Lensey Namioka- p166

College & Career Readiness For Writing: Standards # 1 - 10

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

Read models of student memoirs from Active Voices p47-77.

Instruct students to apply narrative techniques in short writing exercises with respect to a core novel. In particular, the Write for College Teachers Guide p138-139 Implementing Writing-to-Learn Activities includes an explanation of the following: admit slips, brainstorming, class minutes, clustering, completions, correspondence, creative definitions, dialogues, dramatic scenarios, exit slips, first thoughts, focused writing, how-to writing, learning logs, listing, nutshells, predicting, question of the day, and stop n write.


R.I. 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.

Utilize the Bookmark (Daniels p116) reading comprehension strategy while reading a core text. This strategy entails folding a piece of paper that serves as a bookmark as well as a place to write thoughts and pieces of information encountered in the text. Student bookmarks are later shared in small groups or with the whole class.

http://www.teachersdiscovery-english.com/item_details.php?item=156+840+X0000042&SBJ=Englishhttp://www.teachersdiscovery-english.com/item_details.php?item=156+840+X0000042&SBJ=Englishhttp://www.teachersdiscovery-english.com/item_details.php?item=156+840+X0000042&SBJ=English

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R.L. 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.

W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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.

Facilitate a passage analysis focusing on a single narrative element in a core novel such as tone in The Pearl; characterization in Raisin in the Sun; and/or imagery in Fahrenheit 451.

Question Ideas for Literary Analysis (from Write for College p286): Theme: Does the author say something about a time and

place in history? Characterization and Plot: What motives determine a

characters course of action? What are the most revealing aspects of one of the characters? What external or internal conflicts challenge the main character?

Setting: What effect does the setting have on the characters? The plot? The theme?

Style: What feeling or tone is created in the selection? How is it created?

Author: How does the literary work represent the authors particular time, place, and culture?

In pairs or small groups, ask students to define narrative elements and find examples from core texts. Students should use the text to support their examples and the final product could be presented.

College & Career Readiness For Writing: Standards # 4, 5, 7 &

8

W. 2. 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.

Guide students to write an Observation Report Write for College p176-179 and Write for College Teachers Guide p55. Students will choose an appealing location (that meets the requirements established by the teacher) as a subject for a processed writing piece.

Related extending activities in the Write for College Teachers Guide include:

Organization: Finding a Form, p188 Fluency: Parallel Structure, p208


W. 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Facilitate the creation of a dialogue.

In The Pearl, students could create a dialogue between Kino and Juana as they return home after Coyotitos death.

In A Raisin in the Sun, student could create a dialogue between Beneatha and George after the final scene.

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W 3. Write narratives to develop real or imagined

experiences or events

using effective

technique, well-chosen

details, and well-

structured event

sequences.

The following ReadWriteThink minilesson supports correct use of quotations with references to The Owl at Purdue web site: http://www.readwritethink.org/classroom-resources/lesson-plans/inside-outside-minilesson-quotation-118.html?tab=3#tabs

Short Term Projects:

Writers Notebook/Journals- own writing, non-directed and directed, teacher-driven create images

Snapshot writing

Show Dont Tell

Text to self- connection

Dialogue writing

Original I am poem

Character sketches

Close readings of authors style

Letters About Literature letter/essay

Summative Writing Publication:

Memoir

Focus on writing for a purpose (genre of memoir)

Narrative techniques (theme, characterization, style,

and voice)

Utilize Write for College- Personal Writing guidelines

and models on pages 143-155

Emphasis on High School Proficiency Assessment

Compositional Risks

http://www.readwritethink.org/classroom-resources/lesson-plans/inside-outside-minilesson-quotation-118.html?tab=3#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/inside-outside-minilesson-quotation-118.html?tab=3#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/inside-outside-minilesson-quotation-118.html?tab=3#tabs

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Formative Assessments Informal daily observations Write for College mini-lessons Anecdotal notes (literature circles) Vocabulary quizzes

Reading checks

Homework

Do Now activities

Group Work

Small group presentations

Independent oral presentations

Journal writing

Unit quizzes and tests

Close reading analysis

Peer editing and conferencing Writing conferences Open-ended scoring rubric (reader responses) Holistic scoring writing rubric Six Traits writing rubric MLA style guide http://library.montclair.edu/guides/mla_style.pdf MLA style guide for in-text citations http://owl.english.purdue.edu/

http://library.montclair.edu/guides/mla_style.pdfhttp://owl.english.purdue.edu/

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Curriculum Alignment with Write for College Resource Text

**Refer to this guide for all Grade 9 Units of Study

See Write for College (pages 509-593) for Proofreaders Guide and information related to

punctuation, mechanics, parts of speech and usage. Specifically, find relevant material as

follows:

Page # Topic Focus/Skill

Page 509 Page 510 Page 511 Page 516 Page 517 Page 518 Page 520 Page 522 Page 524 Page 525 Page 526 Page 527 Page 528 Page 529 Page 532 Page 534 Page 535 Page 537 Page 538 Page 539-543 Page 544 Page 545 Page 551 Page 561 Page 562 Page 563 Page 565 Page 567 Page 569 Page 570-573 Page 571 Page 574 Page 576 Page 577

Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Checking Mechanics Checking Mechanics Checking Mechanics Checking Mechanics Checking Mechanics Spelling Rules Spelling Rules Spelling Rules Word Usage Word Usage Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech

Page 510 Question Mark + Exclamation Point Comma Semicolon Colon Hyphen Apostrophe Quotation Marks Italics (Underlining) Parentheses Diagonal + Dash Ellipsis Brackets Capitalization Plurals Numbers Abbreviations Acronyms and Initials Quick Guide Commonly Misspelled Words Steps to Becoming a Better Speller Understanding Idioms Using the Right Word Noun Forms of Nouns Pronouns Forms of Personal Pronouns Verbs Verbals Forms of Verbs Irregular Verbs Adjectives Adverbs Prepositions

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Page # Topic Focus/Skill

Page 578 Page 579 Page 580 Page 582-583 Page 584 Page 586

Parts of Speech Parts of Speech Using the Language Using the Language Using the Language Using the Language

Conjunctions Quick Guide Parts of Speech Constructing Sentences Using Phrases Using Clauses Using Sentence Variety Diagramming Sentences

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Self & Family/Friends

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Thematic Unit of Study: Self & Family/Friends

Thematic Overview:

This unit is designed to continue the Grade 9

theme of self-exploration through texts that

focus on the individual as well as relationships

to, and with, family and friends.

This unit also introduces the following skills:

Explicit exploration of self in relation to friends and family through the use of poetry, short stories, fiction, and memoirs

Continuation of thesis writing, exploring the facets of the six traits rubric in relationship to analytical papers

Driving Questions: 1. How do family and friends influence, affect, and/or relate to the individual? 2. How predetermined is identity by environmental factors uch as cultural and socio-economic status? 3. TBD- After a teacher-driven introduction to each unit, teachers facilitate the construction of a student-driven driving question in an effort to be responsive to student interest.

*Focus Reading Strategy: Double-Entry Journal strategy (Daniels and Zemelman 118-119). While reading a text, students record two sets of notations in a two-column journal: important ideas and personal reflections.

Materials Student texts:

Always Running (with parent permission)

Black Like Me

The Chosen

Death Be Not Proud

Jane Eyre

Julius Caesar or Romeo and Juliet

Killing Mr. Griffin

Maus I

The Pearl

A Raisin in the Sun

Nikki-Rosa poem

Roots excerpt

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Literature Circles: Focus on plot and setting

The Most Dangerous Game by Richard Connell

Liberty by Julia Alvarez

Mother Tongue by Amy Tan

Everyday Use by Alice Walker

Independent Reading/Research: Book-of-choice

Teacher Resources: Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to Content- Area Reading. Portsmouth, NH: Heinemann, 2004. Provides a process approach to reading- (All language arts teachers should retain a desk copy.). Lain, Sheryl, ed. Strengthen Your Students' Writing Using the Six Traits (Grades 6-12). Bellevue, WA: Bureau of Education & Research, 2008. A resource handbook for Six Traits Writing Workshop activities (available in the school library). ReadWriteThink Lesson Plan Index. National Council Teachers of English and International Reading Association. 7 May 2009 http://www.readwritethink.org/lessons/index.asp. Grade level appropriate lessons linked to national standards. Sebranek, Patrick, Verne Meyer, and Dave Kemper, eds. Write for College. N.p.: Great Source Education Group, 2007. Print. (All students and teachers have a desk copy of this grade level writing text.)

Audio-Visual: Audio books Film excerpts

http://www.readwritethink.org/lessons/index.asp

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Unit Two: Self & Family and Friends

National Core Anchor

Standard

Grade Level Specific Standards as Student

Objectives for lesson work (Students will be able to)


College and Career Readiness Anchor Standards for Reading 1 10

S&L 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.

Utilize Literature Circles - classes are broken into groups with delegated tasks including but not limited to creative connector, character analysis, passage master, question guider (leads), etc Suggested Short Story Text: The Monkeys Paw Suggested Graphic Novel Text: Maus I

College and Career Readiness Anchor Standards for Reading # 1 - 3

R L 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.

Post It Activity (Daniels p114-115) to trace theme throughout a core text. At the end of the core text, consolidate post-its on composition paper. Furthermore, students should write to explain the evolution of theme throughout the core text.

College and Career Readiness Anchor Standards for Reading # 4 & 5

W 5. Develop and strengthen writing as

needed by planning,

revising, editing, rewriting,

or trying a new approach,

focusing on addressing

what is most significant for

a specific purpose and

audience.

After reading a short story, create an opportunity for students to freewrite an original response to create a framework for literary analysis. A discussion on solid thesis statements will scaffold into an outline for a literary analysis essay. The lesson work with PowerPoint presentations and handouts is available at:

http://www.readwritethink.org/classroom-resources/lesson-plans/creative-outlining-from-freewriting-1071.html?tab=3#tabs

See Write for College Teachers Guide p. 71 (Writing About Literature) and p. 72 (Writing a Personal Response), linked to pp. 257-262 in Write for College resource. Also see Teachers Guide p. 74 (Writing a Limited Literary Analysis) and p. 75 (Writing an Extended Literary Analysis)

http://www.readwritethink.org/classroom-resources/lesson-plans/creative-outlining-from-freewriting-1071.html?tab=3#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/creative-outlining-from-freewriting-1071.html?tab=3#tabs

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W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.)

Utilize Persuasive open-ended questions as Do Now activities- with follow-up debriefing on the open-ended scoring rubric and compositional risks. Sample question: In A Raisin in the Sun, if you were Ruth, would you support Walter in his efforts to accomplish his goals?


W 1. Use words, phrases, and clauses to link the

major sections of the text,

create cohesion, and clarify

the relationships between

claim(s) and reasons,

between reasons and

evidence, and between

claim(s) and counterclaims.

Write for College Teachers Guide p138-139 Implementing Writing-to-Learn Activities in response to a core text: admit slips, brainstorming, class minutes, clustering, completions, correspondence, creative definitions, dialogues, dramatic scenarios, exit slips, first thoughts, focused writing, how-to writing, learning logs, listing, nutshells, predicting, question of the day, and stop n write.

College and Career Readiness Anchor Standards for Reading # 3 6, 8

R I 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.

Admit / Exit Cards (Daniels 124-12) suggested use 1 5 times per week, for a core text.

College and Career Readiness Anchor Standards for Reading # 7

S&L 6. Adapt speech to a variety of contexts and

tasks, demonstrating

command of formal English

when indicated or

appropriate.

Direct students to complete an interview of a friend or family member. A sample interview framework is available at: http://www.readwritethink.org/parent-afterschool-resources/printouts/possible-interview-questions-30229.html

College and Career Readiness Anchor Standards for Reading # 7 10

R I 5. Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Write For College mini lesson p94: Forming a Thesis Statement

http://www.readwritethink.org/parent-afterschool-resources/printouts/possible-interview-questions-30229.htmlhttp://www.readwritethink.org/parent-afterschool-resources/printouts/possible-interview-questions-30229.html

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R I 5. Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Write For College mini lesson p100-102: Developing Your Main Points


W 2. Develop the topic with well-chosen, relevant, and

sufficient facts, extended

definitions, concrete

details, quotations, or other

information and examples

appropriate to the

audiences knowledge of

the topic.

R L 1. Cite strong and thorough textual evidence

to support analysis of what

the text says explicitly as

well as inferences drawn

from the text.

Lesson work on using quotes from literature- including mini-lessons on the use of punctuation marks, including when various types of punctuation (comma, period, semicolons, colons, question marks, and exclamation points) go inside or outside quotation marks or after parenthetical citations:

http://www.readwritethink.org/classroom-resources/lesson-plans/quote-punctuation-proofreading-minilesson-1124.html?tab=3#tabs


R L 9. Analyze how an author draws on and transforms source material in a specific work.

R I 6. Determine an authors point of view or

purpose in a text and

analyze how an author

uses rhetoric to advance

that point of view or

purpose.

After reading various poems, students create a friendship poem that evidences the sounds of languages role in meaning and mood. Resources are provided at: http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.html

http://www.readwritethink.org/classroom-resources/lesson-plans/quote-punctuation-proofreading-minilesson-1124.html?tab=3#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/quote-punctuation-proofreading-minilesson-1124.html?tab=3#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/quote-punctuation-proofreading-minilesson-1124.html?tab=3#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.htmlhttp://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.html

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Biographical sketch on a family

member or close friend

A letter to Clybourne Park Home

Association (reflection on A Raisin in

the Sun)

Extend the text: Create Act IV to A

Raisin in the Sun or a court scene to

Killing Mr. Griffin

Themed memoir on personal

relationships

Open-ended close reading analysis

regarding the style and/or relationship

of selected author

Expository prompts (using quotes as a

springboard for writing)

Oral histories (interviews with family

members)

Summative Published Writing Analytical essay Thesis (original claim, divisible by parts, not obvious- must be proven)

*This essay requires teacher feedback using the Six Traits of Writing.

Formative Assessments Informal daily observations Write for College mini-lessons Anecdotal notes (literature circles) Vocabulary quizzes

Reading checks

Homework

Do Now activites

Group Work

Small group presentations

Independent oral presentations

Journal writing

Unit quizzes and tests

Close reading analysis

Peer editing and conferencing Writing conferences Open-ended scoring rubric (reader responses) Holistic scoring writing rubric Six Traits writing rubric MLA style guide http://library.montclair.edu/guides/mla_style.pdf MLA style guide for in-text citations http://owl.english.purdue.edu/

http://library.montclair.edu/guides/mla_style.pdfhttp://owl.english.purdue.edu/

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Appendix

Write for College Alignment Analytical/Thesis Essay

Page # Focus

Page 30 Page 44 Page 94 Page 187 Page 188 Page 189 Page 90-192 Page 193 Page 194-197 Page 198 Page 199-202 Page 203 Page 204-206 Page 207 Page 208-211 Page 212 Page 213-218 Page 219 Page 220-225

Forming a Thesis Statement Revising for Ideas (6+1 Traits)/Evaluating Your Thesis Forming a Thesis Statement + Checklist for a Thesis Statement Analytical Writing Analytical Writing Writing an Analysis of a Process Process Essay Writing an Essay of Comparison Essay of Comparison Writing an Essay of Classification Essay of Classification Writing an Essay of Definition Essay of Definition Writing a Cause-Effect Essay Cause-Effect Essay Writing a Problem-Solution Essay Problem-Solution essay Writing an Essay of Evaluation Essay of Evaluation

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Self & Authority

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Thematic Unit of Study: Self & Authority

Thematic Overview: Focusing on authority in various core texts, this unit is designed to expand the developing exploration of self to include the impact of authority on the individual. This unit also introduces the following skills:

Media Center research

Oral report speaking skills

Close Reading

Synthesizing

Driving Questions: 1. How do the various roles of authority and power in society affect the individual? 2. How is authority shaped by society? 3. What responsibilities do individuals have to society? 4. TBD- After a teacher-driven introduction to each unit, teachers facilitate the construction of a student-driven driving question in an effort to be responsive to student interest.

* Focus Reading Strategy: Coding Text strategy (Daniels and Zemelman 120). As they read, students will use symbols to code the following: character traits, elements of science fiction and fantasy, cause and effect relationships, literary conflicts, and textual connections.

Materials Student Texts:

Ask Me No Questions

Bless Me, Ultima

The Bread Givers

The Chosen

Fahrenheit 451

Julius Caesar or Romeo and Juliet

Killing Mr. Griffin

The Miracle Worker

Maus I

Night

Old Man and the Sea

A Raisin in the Sun

A Tale of Two Cities

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Literature Circles: Focus on Symbolism and Irony Short stories: The Scarlet Ibis by James Hurst The Necklace by Guy de Maupassant The Gift of the Magi by O. Henry The Golden Kite, the Silver Wind by

Ray Bradbury

Independent Reading/Research: Media Center database articles

Teacher Resources: Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to Content- Area Reading. Portsmouth, NH: Heinemann, 2004. Provides a process approach to reading- (All language arts teachers should retain a desk copy.). Lain, Sheryl, ed. Strengthen Your Students' Writing Using the Six Traits (Grades 6-12). Bellevue, WA: Bureau of Education & Research, 2008. A resource handbook for Six Traits Writing Workshop activities (available in the school library). ReadWriteThink Lesson Plan Index. National Council Teachers of English and International Reading Association. 7 May 2009 http://www.readwritethink.org/lessons/index.asp. Grade level appropriate lessons linked to national standards. Sebranek, Patrick, Verne Meyer, and Dave Kemper, eds. Write for College. N.p.: Great Source Education Group, 2007. Print. (All students and teachers have a desk copy of this grade level writing text.)

Audio-Visual: Folger Shakespeare Library links to audio and visual sites: http://www.folger.edu/eduLesPlanSearch.cfm

http://www.readwritethink.org/lessons/index.asphttp://www.folger.edu/eduLesPlanSearch.cfm

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Unit Three: Self & Authority

National Core

Anchor Standard

Grade Level Specific Standards as Student Objectives for

lesson work (Students will be able to)


College and Career Readiness Anchor Standards for Language # 1 6

S&L 1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Facilitate the use of KWL Charts (Daniels 106-107). For use with texts such as: A Tale of Two Cities and The French Revolution; A Raisin in the Sun and Civil Rights; Fahrenheit 451 and censorship; Night or Maus and the Holocaust


W 8. Gather relevant information from multiple

print and digital sources,

assess the credibility and

accuracy of each source,

and integrate the information

while avoiding plagiarism.

W 9. Draw evidence from

literary or informational texts

to support analysis,

reflection, and research.

Writing for College Introduction to research and prep work mini lesson p 317-326. Includes note cards and note-taking relevant to a topic on a core text.


W 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.

Pre-reading lesson on Shakespeare and tragedy before reading Romeo and Juliet and/or Julius Caesar: http://www.readwritethink.org/parent-afterschool-resources/printouts/possible-interview-questions-30229.html


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.

RI 7. Analyze various accounts of a subject told in different mediums.

After reading a play or novel, assist students to create a resume for one of the characters. Lesson work is available at:

http://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-characters-198.html

http://www.readwritethink.org/parent-afterschool-resources/printouts/possible-interview-questions-30229.htmlhttp://www.readwritethink.org/parent-afterschool-resources/printouts/possible-interview-questions-30229.htmlhttp://www.readwritethink.org/parent-afterschool-resources/printouts/possible-interview-questions-30229.htmlhttp://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-characters-198.htmlhttp://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-characters-198.html

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W 1. Use words, phrases, and clauses to link the major

sections of the text, create

cohesion, and clarify the

relationships between

claim(s) and reasons,

between reasons and

evidence, and between

claim(s) and counterclaims.

Write for College Teachers Guide p138-139 Implementing Writing-to-Learn Activities in response to a core text: admit slips, brainstorming, class minutes, clustering, completions, correspondence, creative definitions, dialogues, dramatic scenarios, exit slips, first thoughts, focused writing, how-to writing, learning logs, listing, nutshells, predicting, question of the day, and stop n write.


RI 10. By the end of grade 9, read and comprehend

literary nonfiction in the

grades 910 text complexity

band proficiently, with

scaffolding as needed at the

high end of the range.

W 2. Develop the topic with well-chosen, relevant, and

sufficient facts, extended

definitions, concrete details,

quotations, or other

information and examples

appropriate to the

audiences knowledge of the

topic.

Create a classroom anchor chart for the MLA style guide for in-text citation: http://owl.english.purdue.edu/


S&L 1. Propel conversations by posing and responding to

questions that relate the

current discussion to

broader themes or larger

ideas; actively incorporate

others into the discussion;

and clarify, verify, or

challenge ideas and

conclusions.

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 documents of

historical and literary

significance.

Facilitate a study of Langston Hughes poetry to gain a better understanding of social and historical context:

http://www.readwritethink.org/classroom-resources/lesson-plans/discovering-passion-poetry-with-251.html

http://owl.english.purdue.edu/http://www.readwritethink.org/classroom-resources/lesson-plans/discovering-passion-poetry-with-251.htmlhttp://www.readwritethink.org/classroom-resources/lesson-plans/discovering-passion-poetry-with-251.html

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Summarizing and paraphrasing summary statements

Library-driven research

Use of databases

Student handbooks

School District of South Orange-Maplewood · THE SCHOOL DISTRICT OF SOUTH ORANGE-MAPLEWOOD ......

Documents

Transcript of School District of South Orange-Maplewood · THE SCHOOL DISTRICT OF SOUTH ORANGE-MAPLEWOOD ......