Scope and Sequence

Jake Pappas Dr. Pamela Coke E322: English Language for Teachers I 09 December 2013

Jake Pappas Dr. Pamela Coke E322: English Language for Teachers I 09 December 2013

I have neither given nor received unethical assistance on this assignment. Signature: ________________________________ Date: ______________

CONTENTS
I. II. III. Course Overview
Setting and Context

Grammar Calendar
Unit Calendar and Poudre School District Calendar

Suggested Pedagogy
Detailed outline of daily plans, activities, and instruction Handouts, reading selections, etc. included

IV. V.

Terminology
Definitions and citations for terminology throughout unit

Summary and Reflective Commentary

Synthesis of skills students have developed Standards addressed Overarching summary Reflective Commentary

COURSE OVERVIEW: Setting and Context

I. Community: Fort Collins, Colorado http://factfinder2.census.gov/faces/nav/jsf/pages/community_facts.xhtml#none a. Population: 310,487 (2012 Population Estimate) b. Education a. 93.9% high school graduate or higher (2007-2011 American Community Survey 5Year Estimates) c. Socioeconomic Status: a. $57,215 median household income (2007-2011 American Community Survey 5-Year Estimates) b. Fort Collins specifically 6.3% unemployment rate (December 2011, Bureau of Labor Statistics) d. Race/Ethnicity: a. 16,000 foreign born population (2007-2011 American Community Survey 5-Year Estimates) 1. 93.7% White 2. 1.5% Black or African American 3. 1.6% American Indian and Alaska Native 4. 2.6% Asian 5. 0.2% Native Hawaiian and Other Pacific Islander 6. 3.4% Some other race http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml? pid=ACS_11_5YR_DP05 e. Employers

Based off Private companies. Colorado State University is the largest public employer in the area. f. Voting trends a. Colorado Amendment 66, the Tax Increase for Education Initiative, formerly known as Initiative 22, was on the November 5, 2013 ballot in Colorado as an initiated constitutional amendment. It was defeated, according to the unofficial vote count (http://www.sos.state.co.us/pubs/elections/Initiatives/ballotContactList.html) b. Unofficial ballot results below.

c. Designated Voters by Designated Affiliation

http://www.larimer.org/elections/past/index.htm II. Poudre School District [2011-2012 SCHOOL YEAR INFO] a. PSD has 31 elementary schools, 10 middle schools, 7 high schools, 2 charter schools and 1 K-12 online school. b. Transportation: Approximately 11,500 students are safely transported to and from school every day by the 129 PSD school buses. Transportation is offered to and from school for fullday Kindergarten as well as all neighborhood schools. Transportation is not offered for school choice (http://www.psdschools.org/node/5731). c. Boundaries: See following page.

III.

d. Size: PK-12, 27,510 students e. Identities (http://www.psdschools.org/about-us/psd-profile/psd-demographics) a. Asian: 3.04% b. Black/African American: 1.36% c. Hispanic/Latino: 17.29% d. Native American: 0.54% e. Native Hawaiian/Pacific Islander: .12% f. White: 74.47% g. Two or More: 2.62% f. Student Profile a. Participating in Free/Reduced Lunch: 31.46% b. Special Education Programs: 8.17% c. Gifted and Talented Programs: 10.08% d. English Language Learner Programs: 8.84% g. Staff Profile a. Total Staff: 3,289 b. Licensed: 1,785 (average 11 years of experience) c. Administrators: 100 d. Support Staff: 1,404 e. 68.3% hold a Masters Degree or higher h. Academics a. Dropout Rate: 1.33% b. Graduation Rate: 84% c. 8.9 out of 10 graduates completed at least one post-secondary class prior to graduation d. Graduates earned $33 million in scholarships in 2011 e. Students performed 8-18% higher than students around the state in all subjects and in all 27 areas tested on the 2012 Transitional Colorado Assessment Program (TCAP) i. Learning Goals a. Third Grade Reading Proficiency - 83.9% of 3rd graders scored proficient on CSAP b. Annual Academic Growth - 73.8% in Reading, 71.9% in Writing, 72.6% in Math c. Post-Secondary Readiness - 72.3% in English, 53.7% in Math, 57.9% in Reading, 43.7% in Science d. Successful Transitions - 94.2% average attendance rate j. Finances and Funding a. Revenue: $205,764,758 b. Local - 79.9% c. State - 46.8% d. Federal Stimulus - 3.3% k. Expenditures: $193,178,644 a. Instruction - 55.4% b. Support Services - 19.8% c. School Administration - 6.9% d. Instructional Support Staff - 6.0% e. Student Support - 5.9% f. Charter Schools - 5.6% g. Other - 0.4% l. Mission: Educate Every Child, Every Day. School a. Size (http://findgoodschool.com/school/080399000541-POUDRE-HIGH-SCHOOL-FORTCOLLINS-CO)

a. Students: 1,908 b. Total full-time equivalent classroom teachers: 106.95 b. Class size a. Student to Teacher ratio: 17.84 c. Curriculum Guide: http://phs.psdschools.org/webfm/5769

d. Overall Staff http://www.psdschools.org/school/poudre-high-school a. Staff average years teaching experience: 12 years b. Education level of teachers: 78 of 112 teachers hold master's degrees or above e. English department
http://phs.psdschools.org/directory/staff?profile_firstname=&profile_lastname=&profile_email=&dep artment=Language+Arts

f.

g.

h.

i.

j.

a. Chair(s): Katy Sayers b. Instructors: 14 Certified Teachers Race/Ethnicity (http://findgoodschool.com/school/080399000541-POUDRE-HIGH-SCHOOLFORT-COLLINS-CO) a. American Indian/Alaska Native: 24 students; 1.2% b. Asian/Hawaiian Native/Pacific Islander: 69 students; 3.6% c. Hispanic: 364 students; 19.1% d. Black, non-Hispanic: 37 students; 1.9% e. White, non-Hispanic: 1,414 students; 74.1% Free/reduced lunch a. Number of students eligible to participate in Free Lunch Program: 410 b. Number of students eligible to participate in Reduced-Price Lunch Program: 100 c. Total percentage of students either Free Lunch / Reduced Lunch Program eligible: 26.7% English Language Learners [STUDENT LABELS] a. Poudre High School is the magnet school of Poudre School District for English as a Second Language students. The program is called Newcomer Academy. This academy is focused on students who are in their first or second year in the United States and require intensive language instruction. The hope is that after one or two years in the Newcomer Academy, students would go back to the school they live in the boundary of to enter mainstream classrooms. Qualified staff in the school practice little push-in instruction, but practice more pull-out instruction methods for students that have graduated or are not in the Newcomer Academy. Students at the school are labeled as English Language Learners (Ortmeier-Hooper 14-15). Specialty http://www.psdschools.org/school/poudre-high-school a. PHS is one of three North Central Accreditation Transition Endorsed schools in Colorado and received Exemplary ratings at the National NCA Conference. Instructional & Enrichment Programs http://www.psdschools.org/school/poudre-high-school a. Freshman/Sophomore SeminarA year-long, required course providing students with tools, strategies, and skills needed for success in high school and throughout life (i.e., study skills, time management, personal health and organization). b. The International Baccalaureate Program (IB) is a four-year accelerated, honors curriculum. The IB organizations diploma program is a demanding pre-university course of study that leads to examinations and is designed for highly motivated secondary school students. c. The Advanced Placement (AP) program provides the means for colleges to grant credit and/or placement to students who test successfully on examinations. A student earns high school credit for AP classes and can qualify for college credit. d. Middle Years Program (MYP) provides an academic challenge and life skills for students aged 1116 years in preparation for the IB Diploma program. e. Poudre Pathways After Hours is an alternative program offered from 3:30-6:30 p.m., M-Th, for students who need additional academic options. General Education Diploma (GED) program is available for students seeking a GED diploma. f. Sophomore Academy is an intense course for selected sophomores. g. Newcomer Academy provides extensive support to our English Language Learners (ELL). h. Capstone Experience is available to any student who wishes to create and complete a community-based, career-oriented project. A capstone is a self-initiated, self-paced,

IV.

independent research project that affords students the opportunity to receive school credit while researching and focusing on a topic of special interest to them. i. Advancement Via Individual Determination (AVID) is designed to help students succeed in a rigorous curriculum taking responsibility for their own education and future plans. Classroom a. Class (PHS Curriculum Guide: http://phs.psdschools.org/webfm/5769) a. 5033 MYP (Middle-Years Program) Intro to Classical & World Literature b. Number of semesters: 2 (10 credits) c. Prerequisites: Acceptance to MYP/IB Program, Grade 9 d. Meets requirements: 1, 3 (Graduating class 2014) e. Meets requirements: 1, 2 (Graduating classes 2015-2017) f. Course Description: Course includes the studies of classical literature, mythology, and the Bible as literature. Also included is an introduction to different genres in literature (poetry, short story, drama, and novel) representing diverse world cultures. Course includes expository writing skills including style, technique, grammar and usage, and documentation skills, as well as introduction to oral skills through speeches, presentations, and commentaries. g. This class meets for 45 minutes on Mondays and 90 minutes on Wednesdays and Fridays. b. Students a. 27 students in room b. 4 students participating in Free or Reduced-Lunch Programs c. 1 student born in Germany, but fluent in English (moved to US when 5) d. 1 student on a 504 e. 2 students on IEPs f. 2 ELLs g. 12 identify as boys, 15 as girls. c. General: a. Students in this MYP 9 classroom are initially timid and quiet. General discussion and engagement levels are low until their personal interests are tapped into. Uncertainty of their responses and a desire to get the right answer for discussion and feedback is a difficult learning process for these students. A high number of these students are in the upper-to-middle class, and above average on the socioeconomic scale when compared to the rest of the school. Most students have a strong need to receive affirmation and confirmation that theyre on the right path. b. The ELLs in the classroom have each been in the country for more than four years, and have developed strong academic standards. Both are in mainstream courses. One struggles with speaking out loud, especially in front of the class, but is an excellent writer. The other struggles with writing, both broad concepts and specific grammar, but can speak fluently to her peers, and often speaks in class discussions. Neither ELL in this classroom requires push-in or pull-out support, but schedule monthly meetings with their assigned staff member in the ESL department to help support their continuing transition as ELLs. d. Language Concepts: a. Adverbial Clauses (Polette 47) b. Combining Sentences with Conjunctions (26) c. Expanding Sentences (54) d. Adding Appositives (43) e. Context of Unit Overarching a. This four weeks of grammar instruction is laid within a 6 week unit on To Kill a Mockingbird. Grammar instruction and this Scope and Sequence will be laid out within the 6 week unit, starting the second week and ending the fifth week. Students will create a culminating text at the end of their entire 6 week unit that showcases their mastery of concepts in their writing. The culminating text will include students

doing research on a social issue they passionate about, then writing an argumentative essay with support and the inclusion of appropriate usage of the language concepts. These language concepts, in a broad sense, will allow students to vary their syntax and structure to accommodate more elaborate and complex ideas that will result from their research and critical thinking through social issue research and argumentation. f. Classroom Setup:

UNIT CALENDAR: To Kill a Mocking Bird (Scope and Sequence: Weeks 2-5) October 14, 2013 October 16, 2013 Beginning of To Kill a Mockingbird Unit

October 18, 2013 School not in session K-12 Schools Not in Session, Teachers on Duty

October 21, 2013 Day 1 Beginning: Adverbial Clauses

Scope and Sequence Begins October 23, 2013 October 25, 2013 Day 2 Day 3 Mastery: Adverbial Clauses November 1, 2013 Day 6 Mastery: Combining Sentences with Conjunctions November 8, 2013 Day 9 Mastery: Expanding Sentences November 15, 2013 Day 12 Mastery: Adding Appositives

October 28, 2013 October 30, 2013 Day 4 Day 5 Beginning: Combining Sentences with Conjunctions November 4, 2013 Day 7 Beginning: Expanding Sentences November 11, 2013 Day 10 Beginning: Adding Appositives November 18, 2013 November 6, 2013 Day 8 November 13, 2013 Day 11

Scope and Sequence Ends November 20, 2013 November 22, 2013 End of To Kill a Mockingbird Unit Culminating Text Due

Please see attached Poudre School District Calendar that coincides with this Unit Calendar.

KEY FOR REQUIRED COMPONENTS

Recursive Learning Scaffolding Visuals and Manipulatives Application in Writing Process Relationship to Literature Being Taught Handouts / Overheads / Reading Selections / Materials Addressing Needs of ELLs

Suggested Pedagogy
(Note: Grammar Instruction will begin on the second week of a six week unit) Certain handouts and visual/manipulatives are included following that weeks instruction.

Week 2 (Beginning of Grammar Instruction)

Day/Date Day 1 10/21 45 minutes Beginning: Adverbial Clauses Goals Review definitions of adverb and clause. Define adverbial clause. Begin to identify the six types of adverbial clauses. As a class, create examples of the six types. Give skeleton notes to students on Adverbial Clauses and use lecture/discussion to complete. Using the students prior knowledge on adverbs, have students solidify their definitions of clause [SCAFFOLDING]. With these two definitions, help students define Adverbial Clause. Note the six uses of Adverbial Clauses and give examples, unrelated to text, to have students write in their notes. Some will write examples on SmartBoard. Discuss importance of adverbs in Lees opening chapters of TKAM [APPLICATION IN WRITING PROCESS / VISUAL MANIPULATIVE / HANDOUT / RELATIONSHIP TO LITERATURE]. *For ELLs in the classroom, this set of skeleton notes will help them focus on what is important without trying to write every word we discuss. Definitions will be clear and concise, with example written on their own [ELLs]. Warm Up: Students will independently define Adverbial Clauses and give two occasions for them being used [APPLICATION TO WRITING PROCESS]. To be collected after activity, and three students will be asked to write examples on the board [RECURSIVE LEARNING / SCAFFOLDING] In small groups, students will be assigned a certain occasion for using Adverbial Clauses (of the six). Each group will focus on one occasion and search through Chapters 1-8 of TKAM to find examples [RELATIONSHIP TO LITERATURE / READING SELECTIONS]. Students will record their groups examples from the chapters and jigsaw into other groups so that all students can have example of each type of Adverbial Clause [APPLICATION IN WRITING PROCESS]. Class discussion on Exposition and Description of Maycomb/major characters for Chapters 1-8 (characterization). Warm Up: Have students write down qualities/characteristics of Maycomb and its inhabitants. Textual evidence is encouraged. Think/pair/share out to class [RELATIONSHIP TO LITERATURE / RECURSIVE LEARNING]. Discussion authorial intent and characterization in Chapters 7-10. Setting and Exposition activity/handout [APPLICATION IN WRITING PROCESS / RECURSIVE LEARNING / SCAFFOLDING / RELATIONSHIP TO LITERATURE / VISUAL MANIPULATIVE / HANDOUT]. *For ELLs in the classroom, this assignment will allow them to brainstorm ideas for their descriptions in pairs, as a class, and then show their work independently. Being able to use their handout on adverbial clauses while practicing the creative writing will allow students to model their work from examples created as a class [ELLs]. Instruction Warm Up: Review definition of adverb from first unit in year. Ask students to define and give examples [RECURSIVE LEARNING / SCAFFOLDING]. Homework/ Assignment Due Reading: TKAM Chapters 5-6

Day 2 90 minutes 10/23

Independently define adverbial clause. Identify types of adverbial clauses in Chapters 1-8 of TKAM. Begin discussion of characterization in TKAM.

Reading: TKAM Chapters 7-8

Day 3 90 minutes 10/25 Mastery: Adverbial Clauses

Describe setting and characters in TKAM. Independently label types of adverbial clauses in their own writing.

Reading: TKAM Chapters 910

ADVERBIAL CLAUSE

Skeleton Notes

Fill this out as we discuss and give examples in class. Please keep this sheet in your notes section of your three-ring binder.
Adverb: ________________________________________________________________________________ Clause: ________________________________________________________________________________

An ADVERBIAL CLAUSE is a group of words that has a _____________ and a ______________. An adverbial clause is not a complete sentence, however, because it cannot ____________________. Adverbial clauses give more information about a _______, an ____________, or an __________. Adverbial clauses tell time, cause or reason, purpose or result, or condition; they begin with subordinating conjunctions.

Reasons for using adverbial clauses:

Include your own examples and examples from classmates below each reason.

TIME: _____________________________________________________________________

PLACE: ____________________________________________________________________

CAUSE/REASON: ____________________________________________________________

PURPOSE: _________________________________________________________________

RESULT: ___________________________________________________________________

CONDITION: ________________________________________________________________

Adapted from Keith Polettes Teaching Grammar Through Writing (47)

SETTING and exposition assignment sheet

Due at the end of class, this assignment will begin in pairs, but each individual will turn in a completed writing assignment. In partners, extend on our discussion and warm up on the characteristics of Maycomb. Spend five minutes writing a comprehensive list of words that describe the town and its people. After youve brainstormed some good examples with your partner, please write your own setting described below. Using the evidence from last periods discussion and your warm up on the characteristics of Maycomb and its inhabitants, you will be writing a short description of the setting in To Kill a Mockingbird. This description should be narrative in style, and should not include direct citations from the novel. Please creatively paraphrase and interpret what youve read about the setting. In your writing you will showcase your knowledge on adverbial clauses. Please reference your skeleton notes to be sure you are using the clauses appropriately. Please clearly label which occasion (of the six) you are using by writing the type in brackets following the sentence. Example: When it rains in Maycomb, all of the children come out to play [TIME]. Your writing should be at least one page (on lined paper), and include your name, period, and date on the upper left corner. Use the checklist below to make sure youre completing all of the components necessary.

You will be graded per the following checklist. Point values are listed next to each required component: ____ At least two inclusions of TIME. (4) ____ At least two inclusions of PLACE. (4) ____ At least two inclusions of CAUSE/REASON. (4) ____ At least two inclusions of PURPOSE. (4) ____ At least two inclusions of RESULT. (4) ____ At least two inclusions of CONDITION. (4)

If the following requirements are not met, the assignment cannot receive a passing grade: ____ Creatively (your own description) depict Maycomb and its inhabitants. No direct textual evidence to be given. ____ Depictions of Maycomb (the town). ____ Depictions of people in Maycomb. ____ At least one page (single spaced) on college-ruled paper.

Week 3
Day/Date Day 4 10/28 45 minutes Beginning: Combining Sentences with Conjunctions Goals Find commonalities in words that are conjunctions. Define conjunction. Identify the conjunction in examples of sentences provided. Instruction Warm Up: Show first grouping of words from Conjunctions hand out on the Doc Cam and ask students to identify the commonality in the words [RECURSIVE LEARNING]. Show Conjunction Junction video from YouTube [VISUAL MANIPULATIVE]. Whole class discussion on examples of conjunctions (not specific types) on Doc Cam. Underneath the conjunctions is a passage from Chapter 11. As a class, teacher and students will identify conjunctions in the passage and annotate them in the example. Teacher notes differences if the passages if they were all short, choppy sentences instead [VISUAL MANIPULATIVE / SCAFFOLDING / READING SELECTION / RELATIONSHIP TO LITERATURE / APPLICATION IN WRITING PROCESS]. Hopefully students will notice that the passage opens with an adverbial clause if not, help students see this example from last weeks concept [RECURSIVE LEARNING]. Warm Up: Have three students write their own definitions of conjunction on the SmartBoard [RECURSIVE LEARNING]. Discuss validity of each definition, have class supply examples. Specific types of conjunctions: coordinating, subordinating, correlative. Explain each type of conjunction and have students write examples in their notes. Touch on significance of linking subordinating conjunctions to introduce adverbial clauses [RECURSIVE LEARNING / SCAFFOLDING]. Have students draw arrows and lines in their examples to show order and direction and help them see this is applicable to all writing, not just examples [APPLICATION IN WRITING PROCESS / VISUAL MANIPULATIVE]. *For ELLs, drawing big annotations to show where conjunctions are linking words or clauses. Giving them incorrect examples and having them draw arrows that will clearly show the mistakes will help students visually see the order and ways in which different kinds of conjunctions will work [ELLs]. Class Activity: Morality Spectrum. Students get introduced to argumentative writing by stating agree/disagree by standing on sides of the room regarding different social issues at school. Start making connections to social issues in the text [RELATIONSHIP TO LITERATURE]. Warm Up: Hand out Warm Up 11/01/2013 and have students work in pairs to complete. Go over correct answers as class and clarify differences in the type of conjunctions. Have students hand in work to be given active participation points if answers are complete and corrected where needed [RECURSIVE LEARNING / SCAFFOLDING / HANDOUT / RELATIONSHIP TO LITERATURE / APPLICATION IN WRITING PROCESS] . Mob Mentality and Groupthink. Reintroduce socialization and how it plays a role in community and mob mentality. *For ELLs, this could be a great opportunity to share with their classmates how their upbringing has socialized them differently than their native English speaking counterparts. Small group discussion or pairing for a comfortable environment [ELLs]. Ticket Out the Door: Why is using conjunctions important? Homework/ Assignment Due Reading: TKAM Chapters 1112

Day 5 90 minutes 10/30

Identify the three types of conjunctions. Annotate sentences with arrows and diagrams to show linking of conjunctions. Begin argumentative writing instruction finding support for an argument.

Reading: TKAM Chapters 1314

Day 6 90 minutes 11/01 Mastery: Combining Sentences with Conjunctions

Work in pairs to find types of conjunctions in passages from TKAM. Define Mob Mentality and how it plays out in the Maycomb community. Independently answer the question: Why is using conjunctions important?

Reading: TKAM Chapters 1516

Responses should include mention of the difference between writing short, choppy sentences and writing in full, complex sentences to relate interesting and complicated ideas. Connection to argumentative writing and ethos. Why does someone who sounds smart usually win an argument? [APPLICATION IN WRITING PROCESS / RECURSIVE LEARNING / SCAFFOLDING].

CONJUNCTIONS

What do all these words have in common? and after before since but although how than or as if though yet because once until

Adapted from Keith Polettes Teaching Grammar Through Writing (26).

To Kill a Mockingbird, Chapter 11:

When we were small, Jem and I confined our activities to the southern neighborhood, but when I was well into the second grade at school and tormenting Boo Radley became pass, the business section of Maycomb drew us frequently up the street past the real property of Mrs. Henry Lafayette Dubose. It was impossible to go to town without passing her house unless we wished to walk a mile out of the way. Previous minor encounters with her left me with no desire for more, but Jem said I had to grow up some time (132).

Warm Up: 11/01/2013

Name: _________________ Period: _____ Please annotate the passages from To Kill a Mockingbird by identifying types of conjunctions. Circle the conjunction and write the type (coordinating, subordinating, or correlative) above each circled word. Also, identify an adverbial clause in two of the examples. Passages will be from Chapters 12-16. 1. His appetite was appalling, and he told me so many times to stop pestering him that I consulted Atticus: Reckon hes got a tapeworm? Atticus said no, Jem was growing. I must be patient with him and disturb him as little as possible (153).

2. There was a story behind all this, but I had no desire to extract it from her then. Today was Sunday, and Aunt Alexandra was positively irritable on the Lords Day (170).

3. Dill made his way back through the leftovers and was reaching for a can of pork and beans in the pantry when Miss Rachels Do-oo Je-sus went off in the hall. He shivered like a rabbit (189).

4. I walked home with Dill and returned in time to overhear Atticus saying to Aunty, in favor of Southern womanhood as much as anybody, but not for preserving polite fiction at the expense of human life, a pronouncement that made me suspect they had been fussing again (196).

5. Atticus and Jem were well ahead of us, and I assumed that Atticus was giving him hell for not going home, but I was wrong. As they passed under a streetlight, Atticus reached out and massaged Jems hair, his one gesture of affection (207).

Week 4
Day/Date Day 7 10/21 45 minutes Beginning: Expanding Sentences Goals
Students will be able to

Instruction Warm Up: Are there sentences that can be combined or made longer without conjunctions? Write three examples. Introduce expanding sentences (other than with conjunctions) and the benefits of expanding sentences rather than repetitively using short, simple sentences [RECURSIVE LEARNING / SCAFFOLDING / APPLICATION IN WRITING PROCESS]. Using examples from TKAM projected on SmartBoard (Joint Construction), allow students to combine sentence parts and expand sentences that work and identify the ones that dont work [VISUAL MANIPULATIVE / OVERHEAD / RELATIONSHIP TO LITERATURE]. Discuss the difference between simple and complex sentences in Lees writing. Film Study: Have students watch scenes from Chapter 17-18 (beginning of trial). Students will record observations of expression and body language in the skeleton notes provided. How do we describe nonverbal things? What do we see and how can we interpret that? [RECURSIVE LEARNING / VISUAL MANIPULATIVE / RELATIONSHIP TO LITERATURE / APPLICATION IN WRITING PROCESS / HANDOUT]. Warm Up: Have students write a short description of their day so far. Encourage students to write using short, simple sentences with little detail and attention to adjectives. After their work is done, tell them to rewrite the sentences by expanding with vivid detail and explanation of each activity. Share and discuss in pairs, noting the differences. Bring discussion to group to ask: What differences did you note? Why might we expand upon our sentences in argumentative writing? Is there a line in sentence expanding that could be crossed? Why or why not? [RECURSIVE LEARNING / APPLICATION IN WRITING PROCESS / SCAFFOLDING] *For ELLs, working and discussing in pairs before sharing out with the larger group may help them discover things they havent approached independently without having to speak up to the class. If they get positive feedback on their work in their pairing, they may feel encourage to speak up in the classroom [ELLs]. Begin Trial Scenes: Students read Chapter 18-20 out loud, and take on roles of characters. Set up room as described in trial scenes, and have students read lines with teacher as narrator. Finish Trial Scenes reciting and acting. End trial scenes with discussion on importance of nonverbal and expression (connection back to film), and note the inclusion of socialization and mob mentality in this scene [RECURSIVE LEARNING / RELATIONSHIP TO LITERATURE / READING SELECTION / VISUAL MANIPULATIVE / SCAFFOLDING]. *For ELLs, this activity will help more visual learners identify the setting of the trial scenes and identify what the American court system might look like. By asking students to read aloud certain parts, ELLs who do better in reading and speaking may get to shine, while the more timid ELLs could get a lot of seeing things visually laid out and hearing the trial scene out loud [ELLs]. Students will work in pairs to find evidence for a side of the case (for/against Tom Robinson). Direct textual evidence is utilized to find specific details. Class discussion to synthesize the use of evidence its direct correlation to the argumentative writing process [RELATIONSHIP TO LITERATURE / APPLICATION IN

Begin to see how they can connect or expand sentences without conjunctions. Discuss syntax and variation in writing simple vs. complex sentences. Study film to note expression and nonverbals.

Homework/ Assignment Due Reading: TKAM Chapters 1718

Day 8 90 minutes 11/06

See differences of simple and expanded sentences in own writing. Act out Trial Scenes to get visual idea of reading.

Reading: TKAM Chapters 1920

Day 9 90 minutes 11/08 Mastery: Expanding Sentences

Finish Trial Scenes. Argumentative writing instruction with finding evidence for both sides of the case.

Reading: TKAM Chapters 2122

WRITING PROCESS / SCAFFOLDING / READING SELECTIONS].

(on SmartBoard)

Expanding Sentences
On the SmartBoard, move around sentence parts to expand or combine them.

SCOUT SMILED

JEM RAN

AND HE FELL

ON THE LAWN

BUT DILL REFUSED

TO SIT STILL

SINCE SHE HAD NOTHING TO DO

ATTICUS WAS SILENT

ALTHOUGH JEM DIDNT KNOW WHY

SOMETIMES HE DID TOO

THE JUDGE SHOUTED

AND WE SAT STILL

HE WAS READING

BUT HIS PANTS CAUGHT ON THE FENCE

BELOW US

I MUST BE PATIENT WITH HIM

SHE WAS A BEAUTIFUL YELLOW FEMALE

THE CONGREGATION HESITATED

IT WAS DECIDED DILL COULD STAY

AFTER MUCH DISCUSSION

Film Study: Beginning of Trial Scenes

In the spaces provided below, please write your observations of certain characters. On the left, record your observations of the purely visual aspects. On the left, record your analysis of what those actions/expression/movements might mean or could be interpreted as. An example is given. Please try to fill the spaces provided.

Heck Tate Nonverbals Tates hands are clasped between his knees. Interpretation/Analysis Nervous at hearing, knows stakes are high.

Mayella Ewell Nonverbals Interpretation/Analysis

Atticus Finch Nonverbals Interpretation/Analysis

Judge Taylor Nonverbals Interpretation/Analysis

Mr. Gilmer Nonverbals Interpretation/Analysis

Week 5 (End of Grammar Instruction)

Day/Date Day 10 11/11 45 minutes Beginning: Adding Appositives Goals
Students will be able to

Instruction Prezi on appositive phrases: Review basic concepts of noun/subject/predicate. Show Prezi. Movement and visual of the appositive fitting between the noun and the rest of the sentence will set a good foundation for students to understand its definition and its place in the structure of a sentence (Polette 43) [VISUAL MANIPULATIVE / RECURSIVE LEARNING / SCAFFOLDING / APPLICATION IN WRITING PROCESS]. *For ELLs, this opportunity to see words/phrases moving into sentences to show exactly where the appositive phrase is positioned would be far more helpful than simply lecturing or giving students an assignment on it. Independent note-taking and arrow-drawing would be helpful to accompany this activity, and accommodations of doing a one-on-one check in while students practice examples would be beneficial [ELLs]. WebQuest for social issues to broaden scope. Must decide on issue by next class. Beginning research on social issue of choice. Adding Appositives Activity: Students are handed envelop with cut up phrases to add appositives into sentences. Teacher will give example and show how to cut, students work in pairs to match correct descriptions with characterization of inhabitants of Maycomb. Example: Students look at piece that reads, Scout sat on the porch. Students would make cut between scout / sat and add an appositive phrase from their envelop that might match up with her characterization at that point in the novel [RECURSIVE LEARNING / RELATIONSIHP TO LITERATURE / VISUAL MANIPULATIVE / SCAFFOLDING] Open class discussion on the importance of appositive phrases: What do most appositive phrases look/sound like? In what situations/sentences would it be weird or inappropriate to use appositive phrases? How can appositive phrases improve our writing and how we read others work? [RECURSIVE LEARNING / SCAFFOLDING / APPLICATION IN WRITING PROCESS] Continuing in-class research (with topic chosen) Ticket Out the Door: Students do a 5 minute quick write on the topic theyve chosen: Discuss your excitement and fears on the topic Why do you feel this social issue is important to you/your community? What do you need from me before your final draft is due? *For ELLs, especially those who have a difficult time with handson activities or speaking up in class, this would be a good indicator of their progress and hopes for their argumentative writing. The teacher could hear their struggles from a personal writing excerpt and tailor the future weeks of instruction to help differentiation here [ELLs].

Introduce students to definition of Appositive Phrases and show examples. Guided practice of own examples. WebQuest to discover social issues for argumentative paper.

Homework/ Assignment Due Reading: TKAM Chapters 2324

Day 11 90 minutes 11/13

Adding Appositive Activity with TKAM clips. Class discussion on appositive phrases students develop bigger picture in writing application. Continued research. Quick-write on social issue for TOD.

Reading: TKAM Chapters 2526 Have topic decided for research

Day 12 90 minutes 11/15 Mastery: Adding Appositives

Quick-write for warm up on social issues. Appositive Phrases Quiz students will define term and use in sentences, and identify in course text. Workshop time on outlines students will create thesis statements for argumentative essays.

Warm Up: 10 minute free write social issues and their importance in society. How do we decide whats important to us? In what ways are you an advocate? What social topics make you uncomfortable? Appositive Phrases Quiz [HANDOUT / RECURSIVE LEARNING / SCAFFOLDING / READING SELECTION / APPLICATION IN WRITING PROCESS / RELATIONSHIP TO LITERATURE]. Workshop on outlines (Polettes Writing Process) Included in the workshop, partners with help each other write thesis statements for their topics using an appositive phrase [RECURSIVE LEARNING / APPLICATION IN WRITING PROCESS / SCAFFOLDING].

Reading: TKAM Chapters 2728 Outline of Argumentati ve Essay DUE

(FRAGMENTS TO BE CUT UP AND DISTRIBUTED TO PAIRS)

Scout sat on the porch. the stubborn daughter of Atticus Finch Boo Radley hid for years. the recluse who never left his home during the day Atticus wrapped his knuckles on the table. the honest man with a good shot Atticus crossed his knees and folded his arms. the gentle man of patience Judge Taylor silenced the crowd. the calming presence in the courtroom

APPOSITIVE PHRASES QUIZ

11/15/2013 Name: ____________________ Period: _____ Please give your own definition of an appositive phrase (4 points). Grade: ___ / _28_

Please write three sentences that include an appositive phrase and the following components. Underline the appositive phrase in each sentence and circle the required component (conjunction, prepositional phrase, participial phrase). You may include more than asked, but must include the bare minimum listed to receive full points. Your sentences must make sense! Each is worth 4 points (one for using an appositive phrase, and three for each of the required components). 1. Appositive phrase (adjective + noun + conjunction)

2. Appositive phrase (adjective + noun + prepositional phrase)

3. Appositive phrase (adjective + noun + participial phrase)

Using your copy of To Kill a Mockingbird (Chapters 25-28 only), please find two separate sentences that include an appositive phrase. Please write out the sentence and underline the appositive phrase. Be sure to cite the page number. Beneath, include your explanation of WHY this phrase is considered appositive. Sentence #1 (3 points for underlining the appositive phrase):

Explanation (3 points):

Sentence #2 (3 points):

Explanation (3 points):

TERMINOLOGY

1. Adverbial Clause (Polette 47) An adverbial clause is a grouping of words that contains both a subject and predicate. The adverbial clause isnt a complete sentence because it is not an independent clause. The adverbial clause gives more information about an adjective, a verb, or an adverb. There are six uses/types of adverbial clauses: i. Time ii. Place iii. Cause/Reason iv. Purpose v. Result vi. Condition 2. Conjunction (Polette 26) A conjunction is a word that joins or links words or groups of words. There are three types of conjunctions: i. Coordinating Conjunctions: Link words or independent clauses. ii. Subordinating Conjunctions: Introduce clauses (and adverbial clauses) iii. Correlative Conjunctions: Common pairs of words (ex: bothand) 3. Idiolect (Andrews 205) This term is used to describe the uniquely individual ways each person uses written and spoken language. This could also be called someones personal language, and is a way in which individuals distinguish themselves from other people. 4. Appositive Phrase (Polette 43) An appositive phrase is a grouping of words that is not a complete sentence, and follows a noun that is usually the subject of the sentence. Itll restate the noun and gives more information about the noun it follows. A lot of appositive phrases are made of an article with an adjective plus a noun. They can also include prepositional phrases, participial phrases, infinitive phrases, and clauses. Commas will separate the appositive phrase from the rest of the sentence. A good rule to find appositive phrases is to take out the first subject/noun and see the sentence can still stand with the appositive phrase. 5. Inclusive Writing Assignment (Ortmeier-Hooper 118) Inclusive writing assignments include high-context writing prompts place a writing task within a believable and authentic social and rhetorical context. These are meant to be engaging for both teachers and students. Students need to feel personally invested in the assignment and included by drawing from their past experiences. 6. Characterization (http://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf) Characterization is the process by which the writer reveals the personality of a character. This could include their actions, choices, appearance, interactions, etc. Characterization is revealed through indirect and direct characterization. 7. Socialization (http://anthro.palomar.edu/social/soc_1.htm) Socialization is the general process of acquiring or learning culture. This includes norms, established by the community in which one lives. 8. Evidence (http://writingcenter.unc.edu/handouts/evidence/) In terms of argumentative writing, evidence refers to the support gathered for a certain stance. Evidence can be gathered from print and electronic sources, observations, interviews, surveys, experiments, and personal experience. 9. Joint Construction (Ortmeier-Hooper 128) In Joint Construction of a text, the whole class works to write a text collaboratively. The teacher may work from a projection of selected passage (etc.), and with teacher facilitation, students work together to complete the class activity on the projector/board/etc. 10. The Writing Process (Polette 104) Polettes Writing Process is the five recursive steps in the writing process: Prewriting, Drafting, Revising, Editing, and Sharing/Publishing.

SUMMARY
Although the Scope and Sequence required for this assignment is only situated within a larger unit on To Kill a Mockingbird and argumentative writing, the concepts mastered by students in this MYP 9 English class are vital to writing an argumentative essay. Looking at the Grammar Calendar, this Scope and Sequence allows the class to focus on four week of grammar instruction with a slight introduction to argumentative writing. If the grammar was wholly concurrent with the argumentative writing unit, it may be too much to tackle. Students in this unit will be addressing a number of COMMON CORE STATE STANDARDS: 1.1.b Use verbal and nonverbal techniques to communicate information 1.2.a 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. (CCSS: SL.9-10.1) Students will engage in variety of pairing, small group, and large group discussions to practice language concepts and engage with the class novel and topics of social issues. 1.1.c Define a position and select evidence to support that position: In the beginning of their approach to argumentative writing, students will engage in a number of activities and discussions where they must choose a side and defend it using various forms of evidence. The Morality Spectrum activity on Day 5 (10/30) asks students to do just that. 1.2.f Explain how variables such as background knowledge, experiences, values, and beliefs can affect communication Students will engage in discussions and activities that address characterization and socialization in To Kill a Mockingbird. Socialization for individuals in the Maycomb community will include topics of values, beliefs, knowledge, and how they each affect communication. 2.2.b 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). (CCSS: RI.9-10.5) When beginning their analysis of argumentation, students will identify the four language concepts in the class novel and address concerns of structure and syntax. 3.2.a Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.9-10.1) Students work throughout this Scope and Sequence will be formative scaffolding for the end of the units summative assessment (argumentative essay). 3.3.a.ii Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences. Students efforts to master the four language concepts through the four weeks will allow them to build from prior knowledge on phrases and clauses to create varied, complex sentences in their own argumentative writing. In a broad sense, students will be able to pick out the four language concepts in writing (their own as well as others), and use their knowledge of these concepts to vary their syntax and structure in their writing. Class writing exercises, discussions, and practices of varying sentence length and complexity will help students understand the importance of writing for certain rhetorical situations.

Reflective Commentary
What is one thing you learned about teaching language that you did not previous know? How did you learn it? Before this class and before working on my Scope and Sequence, I was under the assumptions that language and grammar instruction are an all or nothing game in the classroom. I would either have to focus most of my energy on nitpicking students to get everything one hundred percent correct, or I would have to sacrifice my sanity and put up with all of the petty mistakes that are bound to happen. Working on this assignment has shown me that even if Im only spending an inconsis tent 15-20 minutes every few days on grammar and language, that recursive knowledge will become relevant in students writing. For this assignment, specifically, it could feel restrictive to focus so heavily on grammar and language, but it was nice to see how we can begin to weave these concepts into another unit dedicated to a class novel and its own concepts as well. What is one thing about language that you look forward to teaching? Why? Im really excited to teach my students about expanding and comb ining sentences. I feel like a huge turning point for writers is when they can begin transition from simple, repetitive sentences into longer, more fluid sentences that more effectively convey ideas and complex thoughts. Arming my students will these skills will help them realize the outlets they have to express the great ideas theyve got floating around in their heads, instead of rewriting the same equation for all of their thoughts. Point to one thing about teaching language with which you still struggle. How could you overcome that struggle? In my own journey with grammar and language, Im still struggling with identifying the correct and appropriate times to consistently use commas. I would like to have my students go through previous writing examples (their own) to do workshops directly related to specific grammar and language concepts. Focused lessons attentive to one or two rules for an entire writing example would be extremely helpful for me to narrow my thoughts on a few specific concepts and tackle that in my own writing and would probably be helpful for my students as well. What is one, specific thing you learned from one of your group members during workshop time? How did you / will you use that knowledge? When I had workshop time with my classmate, Fairon Bleam, she gave me some honest feedback in terms of my general grammar calendar. For some reason, I was trying to fit the entire novel, all of argumentative writing, and these four language concepts into my little four week unit. Fairon literally said, Why are you doing so much?! We had a great discussion on the reality of teaching so many things at once. With only meeting three times a week in this context, the amount of concepts I was trying to jam into my unit was simply ridiculous. My conversation with Fairon helped me discover that it was okay to situation my Scope and Sequence into a longer, less grammar/language-focused unit, but more as a recursive building block towards my end goal (argumentative writing). What would you still like to do with this scope and sequence outline? Why? If I had the time and energy to expand this unit into a full, eight week unit, I would absolutely love the opportunity. I would spread out the language and grammar instruction so it wasnt so concentrated into the middle four weeks, and work to really lay down a foundation on argumentative writing before hopping into a lengthy novel. Finding supplementary articles and other texts to showcase good examples of argumentative writing would be great for students to model their writing off of, and would help students identify some of the language concepts outside of their own work and passages from To Kill a Mockingbird.