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2011-12 SJS English Language Arts (ELA) Curriculum Map

Essential Questions Reading, Writing, and Oral Communication (Week 1, 36 weeks) What are the different applications of writing in school and career applications? What is author s craft? What are the steps in the writing process? How do I respond to feedback? What are the different components of a sentence? How does an understanding of grammar help improve writing? What are the parts of speech? How does understanding and applying grammar knowledge improve writing? How will you present your assignment in the yearbook? How does your yearbook page(s) represent the school s theme? What makes a great yearbook photo? How are your photos/images connected to the content on the page? Content A variety of writing formats and styles with task, audience, and purpose in mind. Skills/Standards (CCS)/ Assessments Common Core Standards (CCS) Writing, Speaking and Listening, Language, and Literature Standards Journals, on-demand essays, and writing projects, rubrics, tests, quizzes, graphic organizers, interviews, observations, etc Resources Strategies for Writers, Prentice Hall Grammar, Write Source 2000, Novels, Internet, Class web site, libraries, videos

Grammar/Parts of Speech (Week 1, 36 weeks) Task: DGP daily HW Audience: Teacher Purpose: analyze/ interpret

Daily Grammar Practice (DGP): Sentence structure, sentence components, mechanics, and usage. Nouns, Pronouns, Verbs, Adjectives, Adverbs, Prepositions, Interjections, Conjunctions Proofreading Interview skills (speaking and listening), Notetaking, Photography, Writing Process, Publishing , Research and Technology skills

Writ. 2: Write to examine and convey complex ideas content. Writ. 10: Write routinely over extended time frames Lang. 1: Conventions of English grammar and usage when writing or speaking. Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing. Lang. 6: Academic and domainspecific words Weekly DGP units (Class work notebook), essays and writing projects, tests, and quizzes Writ. 3: Narratives using technique and well-chosen details Writ. 5: Develop and strengthen writing Writ. 6: Use technology to produce and publish writing Writ. 7: Research project, based on focused questions, understanding of subject Lang. 1: Conventions of English grammar and usage when writing or speaking Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing Lang. 3: Effective choices for meaning or style Rubrics, oral and written feedback, and tasks and assignments

DGP curriculum, Prentice Hall Grammar Write Source 2000, Internet

Yearbook (Week 1, 26 weeks) Task: School Annual Audience: Entire School Community Purpose: inform/ explain

Lifetouch, Research, St. Joseph Library

2011-12 SJS English Language Arts (ELA) Curriculum Map


Essential Questions Why are ondemand writing skills important? How do I manage my time when completing an on-demand writing piece? Content ABCD: Analyze Prompt Brainstorm Possible Answers Choose order Detect errors Skills/Standards (CCS) Assessments Writ. 1: Write arguments to support claims using reasoning and evidence Writ. 2: Write to examine and convey complex ideas content. Writ. 10: Write routinely over shorter time frames Lang. 1: Conventions of English grammar and usage when writing or speaking Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing Lang 3: Apply knowledge of language to understand how language functions in different contexts Journals, rubrics, tests, quizzes, graphic organizers, and assignments Writ. 7: Research project, based on focused questions, understanding of subject Writ. 9: Draw evidence from informational texts to support analysis, reflection, and research. Lang. 1: Conventions of English grammar and usage when writing or speaking Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing Lang 3: Apply knowledge of language to understand how language functions in different contexts Interview, Resumes, Cover Letters, and formal letters (letter of recommendation) Writ. 3: Narratives using technique and well-chosen details Writ. 5: Develop and strengthen writing Writ. 6: Use technology to produce and publish writing Lang. 1: Conventions of English grammar and usage when writing Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing Resources Strategies for Writers, Class web site, PurdueOWL

WP: On-demand Writing (Week 3, 3 weeks, revisited later) Task: On-demand essay writing Audience: Teacher, Coaches, Students Purpose: express/reflect; inquire/explore; analyze/interpret; take a stand; evaluate/judge; propose a solution College and Career Writing [J. Howell] (Week 6, 3 weeks) Task: College and Career Readiness Audience: Teacher, Parent, and Professors Purpose: express/reflect; inquire/explore; inform/explain

How do I present myself in an interview? What are the functions of a cover letter? How is a business letter formatted differently than an informal letter?

Career/College Research, Resume, Cover Letter for College App. Letter or Recommendation

Guest Speaker (Jordan Howell), Write Source 2000, Strategies for Writers, Class web site, Internet

Short-Story Writing [L. Gamache] (Week 5, 6 weeks: HW) Task: Short Story Anthology Piece Audience: Teacher, Parent, Student Purpose: express/reflect

What makes a short story worth reading? How does author s craft improve narrative writing?

Elements of Literature Plot, Conflict, Characterization, Setting, Mood, Style, Tone Author s craft, Short Story Elements

Guest Speaker (Laura Gamache), Write Source 2000, Strategies for Writers, Class web site, Internet

Rubrics, Oral and written feedback on pre-writes, drafts, revisions, edits, and final submissions

2011-12 SJS English Language Arts (ELA) Curriculum Map


Essential Questions How do you analyze a subject to find similarities and differences? How do you compare and contrast ideas in an essay? Of my choices for high school, what is the best one for my family and me Content High School Choices Research into Academic and Student Programs Pros/Cons Skills/Standards (CCS) Assessments Writ. 1: Write arguments to support claims using reasoning and evidence Writ. 2: Write to examine and convey complex ideas content. Writ. 5: Develop and strengthen writing Lang. 1: Conventions of English grammar and usage when writing Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing Lang. 6: Academic and domainspecific words Rubrics, Oral and written feedback on pre-writes, drafts, revisions, edits, and final submissions Speak 2: Analyze the purpose of information presented in diverse media and formats Speak 4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence Speak 5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Resources Write Source 2000, Strategies for Writers, Class web site, Internet

Compare & Contrast Essay: High School (Week 9, 3 weeks) Task: High School Choice Essay Audience: Teacher, Student, Parent Purpose: express/reflect inform/explain propose a solution

Portfolio/SLC Preparations/1st Trimester Final (Week 12, 1 week) Task: Trimester Assessment Audience: Teacher, Parent Purpose: evaluate/judge express/reflect Yearbook Workshop (Week 13, 3 weeks) Poetry (Week 16, 2 weeks) Task: Poetry Experience Audience: Teacher, Student, Parent Purpose: express/reflect

How have you grown as a writer? What skills, techniques, or ideas have you improved upon? What are your writing goals for the next trimester?

Writing Portfolio Evidence: 1) Writing Preassessment 2) Writing Goals 3) On-demand Essay 4) Compare & Contrast Essay 5) Short Story 6) Content (Math, Science, or Social Studies)

Class web site

Writing Portfolio, Interview (Studentled conference) See Yearbook above for essential questions, content, skills/standards/assessments, and resources.

What makes some writing poetry and some prose? What are the forms and terms associated with poetry?

Poetry: definition of poetry Forms of Traditional Poetry: ode, limerick, cinquain, free verse, ballad, epic, haiku, sonnet, lyric, elegy, couplet, blank verse Traditional Poetry terms: alliteration, assonance, consonance, rhyme, stanza, verse/meter

Writ. 3: Narratives using technique and well-chosen details Writ. 5: Develop and strengthen writing Speak 5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Speak 6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Lang 5: Understanding of figurative language and word relationships Lang. 6: Academic and domainspecific words Poetry books/posters, Poetry readings, Exam, Oral presentation

Literature, Write Source 2000, Class web site, Internet

2011-12 SJS English Language Arts (ELA) Curriculum Map


Essential Questions What are the necessary elements of a persuasive essay? What characterizes a persuasive essay? Content Pathos, Logos, and Ethos Persuasive elements/techniques Essay writing Thesis statements Introduction and conclusion Skills/Standards (CCS) Assessments Writ. 1: Write arguments to support claims using reasoning and evidence Writ. 5: Develop and strengthen writing Writ. 6: Use technology to produce and publish writing Lang. 1: Conventions of English grammar and usage when writing Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing Rubric, oral and written feedback on pre-writes, drafts, revisions, edits, and final submissions, Persuasive speech presentation Writ. 2: Write to examine and convey complex ideas content. Writ. 5: Develop and strengthen writing Writ. 6: Use technology to produce and publish writing Writ. 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. Lang. 1: Conventions of English grammar and usage when writing Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing Rubric, oral feedback, 5-paragraph essay Speak 2: Analyze the purpose of information presented in diverse media and formats Speak 4: Present claims and findings in a focused, coherent manner with relevant evidence Speak 5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Writing Portfolio, Interview (Studentled conference) See Yearbook above for essential questions, content, skills/standards/assessments, and resources. Resources Strategies for Writers, Write Source 2000, Internet, Class web site

WP: Persuasive Essay (Week 18, 3 weeks) Task: Persuasive Essay and Speech Audience: Teacher, Coach, Students and World (Internet) Purpose: Take a stand; inform/explain; seek common ground Response to Literature Journal/Essay (Week 21, 3 weeks) Task: Adolescent Research Project Audience: Teacher, Parent, Students Purpose: inform/explain

How does an author use craft and elements of literature to tell a story?

Novel study (Adolescent Issues) Literary terms

Strategies for Writers, Write Source 2000, Internet, Class web site

Portfolio Preparations/ 2nd Trimester Final (Week 24, 1 week) Task: Trimester Assessment Audience: Teacher, Parent Purpose: evaluate/judge express/reflect Yearbook Workshop (Week 25, 2 weeks)

How have you grown as a writer? What skills, techniques, or ideas have you improved upon? What are your writing goals for the next trimester?

Writing Portfolio Evidence: 1) Goals 2) Poetry 3) Persuasive Essay 4) Response to Literature essay 5) Trimester Final 6) Content (Math, Science, or Social Studies)

Class web site

2011-12 SJS English Language Arts (ELA) Curriculum Map


Essential Questions What are the most memorable experiences have you had at St. Joseph School? How have you been impacted by the people and events in your life? What is a science observation report? How does the organization and style of a science report differ from a standard essay? Content Journal writing 5 pages per week (10-week unit) Skills/Standards (CCS) Assessments Writ. 3: Narratives using technique and well-chosen details Writ. 5: Develop and strengthen writing Lang. 1: Conventions of English grammar and usage when writing Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing Rubric, journal, bound Memoir project Writ. 2: Write to examine and convey complex ideas content. Writ. 5: Develop and strengthen writing Writ. 6: Use technology to produce and publish writing Writ. 8: Draw evidence from literary or informational texts to support analysis, reflection, and research. Lang. 1: Conventions of English grammar and usage when writing Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing Science observation, Rubric, oral and written feedback on pre-writes, drafts, revisions, edits, and final submissions Writ. 3: Narratives using technique and well-chosen details Writ. 5: Develop and strengthen writing Lang. 1: Conventions of English grammar and usage when writing Lang. 2: Conventions of English capitalization, punctuation, and spelling when writing Speak 2: Analyze the purpose of information presented in diverse media and formats Speak 4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence Speak 5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Writing Portfolio, Interview (Studentled conference) Resources Strategies for Writers, Write Source 2000, Internet, Class web site

Memoir Writing (Week 25, 10 weeks) Task: Memoir Audience: Student, Parent Purpose: express/reflect WP: Science Observation (Week 27, 3 weeks) Task: Science Observation Report Audience: Teacher, Coach, Purpose: inform/explain analyze/interpret

Science Experiment Science Research Report/Abstract Writing

Strategies for Writers, Write Source 2000, Internet, Class web site

Vignette Project (Week 30, 3 weeks) Task: Vignette book Audience: Teacher, Student, Parent Purpose: express/reflect Portfolio Preparation/ 3rd Trimester Final (Week 33, 2 weeks) Task: Trimester Assessment Audience: Teacher, Parent Purpose: evaluate/judge express/reflect

How does author s craft enhance writing? What s needed to get something published?

Vignette book

House on Mango Street, Write Source 2000,

How have you grown as a writer? What skills, techniques, or ideas have you improved upon? What are your writing goals?

Writing Portfolio Evidence: 1) Goals 2) Memoir 3) Science Observation 4) Vignette Project 5) Final Assessment 6) Content (Math, Science, or Social Studies)

Class web site

2011-12 SJS English Language Arts (ELA) Curriculum Map

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