Curriculum Overview Map

Detroit Public Safety Academy 2015-2016

Course/Subject: ENGLISHGrade:9Quarter: 1st

Essential Questions-Units-Chapters-Concepts / Resources (include websites)
UNIT 1LAUNCHING WRITER’S NOTEBOOK: In what ways does the act of writing about our own experiences uncover truths about who we are?
  • What are the responsibilities of a participant in a writing community?
  • What can we learn about ourselves by exploring memories?
  • How does the reading of short stories and memoirs impact one’s ability to write an effective personal narrative?
UNIT 2INDEPENDENT READING: What habits are developed from independent reading? In what ways do authors convey ideas through text?
  • What reading and thinking habits do I have or will I learn by stretching my reading in fiction/nonfiction?
  • What strategies do I use to engage in reading, in order to explore central ideas and arguments posed in fiction/nonfiction?
  • What are the basic elements and structures of fiction/nonfiction?
  • How can I use knowledge about these elements and structures to enable myself to engage increasingly complex texts, while also identifying an author/s multiple purposes in a text?
/ Atlas Rubicon Oakland Schools (2015). -
Holt McDougal, 2012
Literature
Curriculum Crafter-
English Unit Plans, 2015

YouTube, 2015

Houghton Miffin, 2008

Teacher Tube, 2015

Learning Focused, 2013.
Higher Order Thinking
Learning Focused Lessons

Standards-CCSS/GLCEs/HSCEs-KC4
Unit 1: RL.9-10.2, RL.9-10.5, RL.9-10.7, W.9-10.3, W.9-10.3a, W.9-10.3b, W.9-10.3c, W.9-10.3d, W.9-10.3e, W.9-10.4, W.9-10.5, W.9-10.10
Unit 2: RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.10, W.9-10.2, W.9-10.2a, W.9-10.2b, W.9-10.4, W.9-10.9, W.9-10.9a, W.9-10.10
Vocabulary/Key Concepts / Assessments/Projects
Unit 1: Character, exterior elements (description and dialogue), formatting dialogue, internal elements (thoughts), narrative elements of storytelling, personal narrative, reader’s/writer’s notebook, writer response, writer’s response group, writing to think
Skills:
  • discovering significance of personal narratives
  • sense of being a storyteller
  • sequence
  • significance of the story
  • writing community
  • writing workshop
Unit 2: Genre elements, genre structures, readers’ identities, textual interaction / Standard Based Assessment: (Pre/Post x 2)Understand/Comprehend & Describe/Explain
Unit 1 & 2 Assessments (pre/post)
Cross Curricular Projects
M-STEP & SAT Prep
Scantron

Curriculum Overview Map

Detroit Public Safety Academy 2015-2016

Course/Subject: ENGLISHGrade: 9Quarter: 2nd

Essential Questions-Units-Chapters-Concepts / Resources (include websites)
UNIT 3NARRATIVE READING: How do good readers approach fiction? How is a novel from the literary canon still relevant for a reader in today’s world?
  • How do readers monitor their understanding?
  • What do readers know about how stories are structured?
  • How do readers accumulate story details to understand theme and author’s purpose?
  • Why do we read fiction? How does it impact our lives?
UNIT 4LITERARY ESSAY: How do we find meaning in stories beyond the plot?
  • In what ways does rereading change our understanding of stories?
  • How do we read stories on multiple levels?
  • How do we find evidence to support our claim?
  • How do we provide support for a claim in a body paragraph?
/ Atlas Rubicon Oakland Schools Atlas Rubicon Oakland Schools (2015). -
Holt McDougal, 2012
Literature
Curriculum Crafter-
English Unit Plans, 2015

YouTube, 2015

Houghton Miffin, 2008

Teacher Tube, 2015

Learning Focused, 2013.
Higher Order Thinking
Learning Focused Lessons

Standards-CCSS/GLCEs/HSCEs-KC4
Unit 3: RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.5, RL.9-10.10, W.9-10.4, W.9-10.8, W.9-10.10,SL.9-10.1, L.9-10.6, WHST.9-10.2b, WHST.9-10.2f, WHST.9-10.8, WHST.9-10.10
Unit 4: RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.10, W.9-10.1, W.9-10.4, W.9-10.5, W.9-10.10
Vocabulary/Key Concepts / Assessments/Projects
Unit 3: Character, conflict/resolution, dialogue, fiction ,point of view, reading comprehension, setting, theme, three parts of a story
Skills:
  • Elements of engaging stories
  • Monitoring comprehension
  • Prediction
Unit 4: Body paragraph, claim, conclusion, connected-example paragraph, evidence, extended-example paragraph, meaning, plot, summary paragraph, thesis paragraph, topic sentence, transition
Skills:
  • Collecting evidence to support a claim
  • Determining the most appropriate type of body paragraph to support the claim
  • Evaluating evidence to determine which evidence provides the best support
  • Interpreting the meaning of a text
  • Reading on multiple levels
/ Standard Based Assessment: (Pre/Post x 2)Understand/Comprehend & Describe/Explain
Unit 3 & 4 Assessments (pre/post)
Cross Curricular Projects
M-STEP & SAT Prep
Scantron

Curriculum Overview Map

Detroit Public Safety Academy 2015-2016

Course/Subject: ENGLISHGrade: 9Quarter: 3rd

Essential Questions-Units-Chapters-Concepts / Resources (include websites)
UNIT 5 BASICS OF ARGUMENTATION: What is being sold? What does marketing do to the potential buyer? How do marketing and media create real and perceived value to persuade a consumer to buy?
  • What values do advertisers use to persuade consumers?
  • How do advertisers influence a consumer?
  • What methods do advertisers use in print and non-print texts? What makes these methods effective?
UNIT 6 INFORMATIONAL READING: Why do we read informational texts? How do they influence our lives? How do good readers approach informational texts?
  • How can identifying text structures help in reading informational texts?
  • How do the text features of informational texts help the reader to understand the author’s purpose?
  • How do good readers draw inferences from informational texts?
/ Atlas Rubicon Oakland Schools (2015). -
Holt McDougal, 2012
Literature
Curriculum Crafter-
English Unit Plans, 2015

YouTube, 2015

Houghton Miffin, 2008

Teacher Tube, 2015

Learning Focused, 2013.
Higher Order Thinking
Learning Focused Lessons

Standards-CCSS/GLCEs/HSCEs-KC4
Unit 5: RI.9-10.1, RI.9-10.4, RI.9-10.7, RI.9-10.9, RI.9-10.10, W.9-10.1, W.9-10.1a, W.9-10.1c, W.9-10.1e, W.9-10.4, W.9-10.7, W.9-10.9, W.9-10.10, SL.9-10.1, SL.9-10.1a, SL.9-10.4, L.9-10.1, L.9-10.1a, L.9-10.2, L.9-10.2c
Unit 6: RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.7, RI.9-10.9, RI.9-10.10, W.9-10.1, W.9-10.4, W.9-10.7, W.9-10.8, W.9-10.9, W.9-10.10
Vocabulary/Key Concepts / Assessments/Projects
Unit 5: Audience, context, hook, perceived value, purpose, real value
Skills:
  • Engage in authentic learning experiences to maximize learning and transfer.
  • Students have a repertoire of cognitive and meta cognitive skills and strategies for problem solving, decision making, and inquiry.
  • Through explicit emphasis on intellectual processes, students will become aware of the nature of thinking and their mental capability to control attitudes, dispositions, and development.
  • Through numerous experiential activities, students will be able to use thinking skills and strategies with increasing independence and responsibility.
Unit 6: Author’s intent, bias, inference, nonfiction, premise, purpose, text features, text structures
Skills:
  • analyzing
  • interpreting
  • synthesizing
/ Standard Based Assessment: (Pre/Post x 2)Understand/Comprehend & Describe/Explain
Unit 5 & 6 Assessments (pre/post)
Cross Curricular Projects
M-STEP & SAT Prep
Scantron

Curriculum Overview Map

Detroit Public Safety Academy 2015-2016

Course/Subject: ENGLISHGrade: 9Quarter:4th

Essential Questions-Units-Chapters-Concepts / Resources (include websites)
UNIT 7 INFORMATIONAL ESSAY: How do we find valid evidence to support a claim about a trend? How do researchers evaluate sources for validity and bias? How do researchers decide upon topics of interest to study? How do researchers identify what the trend is, how it has changed over time, and who participates in the trend?
  • How do researchers find information to support a theory?
  • How do researchers narrow the focus of their investigations?
  • How do researchers make sense of the information they collect?
  • How do researchers use proper documentation?
UNIT 8 WRITING THE ARGUMENT: What do I believe? What drives my beliefs? How do my beliefs impact my thoughts, actions, and interactions with others?
  • What beliefs do I hold? How did I come to believe and value these beliefs? How do I take action to demonstrate my beliefs?
  • How do my beliefs impact my life and the lives of others?
  • How will the modes, formats, and forms of personal essays influence my argument?
/ Atlas Rubicon Oakland Schools (2015). -
Holt McDougal, 2012
Literature
Curriculum Crafter-
English Unit Plans, 2015

YouTube, 2015

Houghton Miffin, 2008

Teacher Tube, 2015

Learning Focused, 2013.
Higher Order Thinking
Learning Focused Lessons

Standards-CCSS/GLCEs/HSCEs-KC4
Unit 7: RL.9-10.1, RL.9-10.3, RL.9-10.7, W.9-10.2, W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.7, W.9-10.9, W.9-10.10, SL.9-10.1, SL.9-10.1
Unit 8: RL.9-10.1, RL.9-10.3, RL.9-10.9, RI.9-10.1, RI.9-10.3, RI.9-10.8, RI.9-10.10, W.9-10.1, W.9-10.1a, W.9-10.1b, W.9-10.1c, W.9-10.1e, W.9-10.4, W.9-10.9, W.9-10.9b, W.9-10.10, SL.9-10.1, SL.9-10.1a, SL.9-10.1b, SL.9-10.4, L.9-10.1, L.9-10.2, L.9-10.2c, L.9-10.6
Vocabulary/Key Concepts / Assessments/Projects
Unit 7: Citations, claim/thesis, documentation, Modern Language Association (MLA), primary research, secondary research, works cited
Unit 8: Audience, context, personal belief, purpose, story as evidence, Toulmin model of argument / Standard Based Assessment: (Pre/Post x 2)Understand/Comprehend & Describe/Explain
Unit 7 & 8 Assessments (pre/post)
Cross Curricular Projects
M-STEP & SAT Prep
Scantron