Post on 29-May-2018
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.
College & Career Readiness For Writing: Standards # 2 - 5
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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College & Career Readiness For Writing: Standards # 2 - 5
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
College & Career Readiness For Writing: Standards # 1 - 10
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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District of South Orange and Maplewood English Language Arts Curriculum- Grade 9
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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DELINEATION OF UNIT OBJECTIVES FOR LESSON WORK
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)
Core Text Activities
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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College and Career Readiness Anchor Standards for Reading # 3 & 4
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?
College and Career Readiness Anchor Standards for Reading # 8 & 9
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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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 p100-102: Developing Your Main Points
College and Career Readiness Anchor Standards for Reading # 1 - 10
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
College and Career Readiness Anchor Standards for Reading # 1 - 10
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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Short Term Projects:
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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District of South Orange and Maplewood English Language Arts Curriculum- Grade 9
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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DELINEATION OF UNIT OBJECTIVES FOR LESSON WORK
Unit Three: Self & Authority
National Core
Anchor Standard
Grade Level Specific Standards as Student Objectives for
lesson work (Students will be able to)
Core Text Activities
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
College and Career Readiness Anchor Standards for Language # 1 6
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.
College and Career Readiness Anchor Standards for Language # 1 6
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
College and Career Readiness Anchor Standards for Language # 1 6
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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College and Career Readiness Anchor Standards for Language # 1 6
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 Language # 1 6
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/
College and Career Readiness Anchor Standards for Language # 1 6
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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Short Term Projects:
Summarizing and paraphrasing summary statements
Library-driven research
Use of databases
Student handbooks