Pitt County Schools
102112 ENGLISH I
Instructional Guide
Time Frame: First Marking PeriodGeneralizations:
· Effective narratives are located effectively in time and place.
· Good narrative writers develop a personal voice.
· Narratives exhibit a characteristic structure.
· An understanding of text structures leads to greater comprehension.
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
1.01 Narrate personal experiences that offer an audience: scenes and incidents located effectively in time and place; vivid impressions of being in a setting and a sense of engagement in the events occurring; appreciation for the significance of the account; a sense of the narrator’s personal voice.
1.02 Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience an understanding of the student’s personal reaction to the text; a sense of how reaction results from careful consideration of text; an awareness of how personal and cultural influences affect the response. / · What are the procedures for Writer’s Workshop?
· What are the steps of the writing process?
· How do writers address audience?
· What skills do writers use to locate narratives effectively in time and place?
· How can a writer craft vivid impressions that create a sense of engagement?
· What are some strategies for imparting a sense of the importance of narrative events?
· How can writers express personal voice in writing?
· How does text shape personal responses to concepts expressed in the text? (Text to Self connections)
· How do cultural influences affect personal responses?
· What are the elements of a short story?
· How do the elements of a short story impact the text and the reader? / · Establish Writer’s Workshop routine and procedures
· Establish the Writing Process
· Prewriting
· Drafting
· Conferencing
· Revising
· Editing
· Publishing
· Establish Writer’s Notebook procedures
· Introduce Writing Rubrics
· Introduce “snap shots, thought shots, heart shots, slow motion replay, explode a moment” (Barry Lane) strategies
· Write personal experience narratives, memoirs, vignettes, diaries
· Establish Reader Response Journal procedures.
· review the characteristics of descriptive writing
· choose vivid impressions of a setting
· assess the scenes and incidents in a text
· explore opportunities to identify the narrator’s voice
· respond to a text or personal experiences
· explore own personal voice
· respond to a text or personal experiences
· explore own personal voice
· Writing Product - reading response journal entry / · Writer’s Inc. Sourcebook
· Daily Grammar Exercise (DGE)
· Holt Elements of Literature (HEOL): Writing an Autobiographical Narrative
· One-Stop Planner (OSP) – Rubrics, Test Generator, Planner
· TR = Teacher Reference
· TR: Barry Lane’s Reviser’s Toolbox
· TR: Jim Burke’s Writing Reminders
Teacher References should be located in your school’s Professional Library
· Reader Response Journals
· HEOL: The Most Dangerous Game by Richard Connell
· HEOL: Elements of Literature – Putting Us There
· OSP- Rubrics
1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by: selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose; identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text; providing textual evidence to support understanding of and reader's response to text; demonstrating comprehension of main idea and supporting details; summarizing key events and/or points from text; making inferences, predicting, and drawing conclusions based on text; identifying and analyzing personal, social, historical or cultural influences, contexts, or biases; making connections between works, self and related topics; analyzing and evaluating the effects of author's craft and style; analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences; identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context. / · What reading strategies do good readers use for expressive texts?
· What text structures contribute to facility in determining main ideas and supporting details?
· What are the features of effective summaries?
· How do the skills of drawing inferences, making predictions, and drawing conclusions impact reading comprehension?
· How does the technique of “close reading” support a reader’s responses to texts?
· What insights are gained when readers make text-to-self, text-to-text, and text-to-world connections?
· What text elements contribute to the connection and relationship of ideas within a text?
· What criteria are used to evaluate the effects of authors’ craft?
· How do purpose, audience, and context shape text elements? / · Students engage in Literature Circles around books of their choice.
· Students analyze elements of text structures.
· Respond to readings and monitor reading strategies in Reader Response Journals.
· provide textual evidence for reader’s understanding and respond to different genres
· analyze elements in light of purpose, audience, and context
· evaluate the elements of the expressive environment as they relate to personal, social, historical or cultural influences, contexts, or biases
· analyze connections between author’s craft and style and reader’s response to text / · Rubrics for Literature Circle participation.
· Rubrics for Reading Response Journal feedback.
· HEOL: The Necklace by Guy de Maupassant
· Holt Reading Solutions
5.01 Read and analyze literary works by: using effective reading strategies for preparation, engagement, reflection; recognizing and analyzing the characteristics of literary genres, including fiction (e.g., short stories), nonfiction (e.g., biographies, autobiographies), interpreting literary devices such as allusion, symbolism, figurative language, flashback, and imagery; understanding the importance of tone, mood, diction, and style; explaining and interpreting themes, settings; explaining how point of view is developed and its effect on literary texts; determining a character's traits from his/her actions, speech, appearance, or what others say about him or her; explaining how the writer creates character, setting, motif, theme, and other elements; making thematic connections among literary texts and media and contemporary issues; understanding the importance of cultural and historical impact on literary texts; producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre. / · How do authors use setting vivid impressions, and voice to make narratives significant to reader?
· What thematic connections can readers make to their own lives?
· How do writers establish setting?
· What are the conflict, exposition, rising action, resolution, and denouement?
· What audience does the author appeal to?
· What is the impact of the stylistic and literary devices used?
· How does the author’s grammar and vocabulary coincide with the grammar and vocabulary usage in society? / · Establish Reader’s Workshop or Literature Circles procedures.
· Establish Reading Response Journal procedures
· Analyze narrative strategies
· Read and analyze short stories
· Create plot graph
· Create a plot summary
· Evaluate authors’ reasons for writing
· Use “Questioning the Author” strategies to determine impact of literary devices and grammar and vocabulary
· Employ pre-reading strategies such as predicting, skimming, vocabulary, etc.
· review the elements of fiction
· analyze how the type of genre may impact the meaning of the selection
· review tone, mood, and style
· define diction
· identify the tone, mood, style, and diction of a literary piece
· demonstrate an understanding of the importance of these elements to the literary piece
· define archetype
· use archetype to analyze/interpret character, themes, and settings
· review the three points of view
· analyze how the point of view is developed and its effect on the text
· understand aspects of character as a literary element
· define motif
· analyze and explain how the writer developed character, setting, motif, theme, and other story elements
· analyze the relationship between literature and life
· define culture and history
· determine the influences of culture and history on literature
· create a piece of writing for each of the following genres (paying close attention to the specific devices for each genre): fiction, / · HEOL: Cask of Amontillado by Edgar Allan Poe
· Literature Circles:
· http://www.mcps.k12.md.us/curriculum/english/elg_lit_circles.htm
· DGE
· HEOL: The Scarlet Ibis by James Hurst
· HEOL: Evaluating Style – The Writer’s Personal Stamp
· HEOL: Writing Workshop- Analyzing a Short Story
· HEOL: Symbolism and Allegory – Layers of Meaning
· HEOL: (Index)
4.01 Evaluate the effectiveness of communication by: examining the use of strategies in a presentation or product; applying a set of predetermined standards; creating an additional set of standards and applying them to the presentation or product; comparing effective strategies used in different presentations/products. / · How does the setting play an important role in a story?
· What structure does narrative plot exhibit?
· How can readers improve comprehension by using reading strategies?
· To what audience does the author appeal?
· What is the impact of the stylistic and literary devices used?
· How does the author’s grammar and vocabulary usage coincide with the grammar and vocabulary usage in society? / · Analyze narrative strategies.
· Reading Strategy: Think Aloud
· Reading Strategy: DRTA
· Reading Strategy: Read-And-Say Something
· examine communication models
· distinguish between sender, receiver, distractions
· identify methods of effective communication
· understand how the following strategies contribute to effective communication: eye contact, body language, pitch, tone, volume, posture
· use effective communication standards/strategies to present to an audience
· develop a list of criteria to evaluate the effectiveness of presentation/product
· develop another list of standards based on the specifics of the presentation/product
· identify and critique the use of these standards
· analyze strategies used by different presenters
· determine the effectiveness of these strategies / · HEOL: various selections
· Reading Strategies Handout
· Periodicals: includes news articles, magazine columns, editorials, etc.
· HEOL: Analyzing and Evaluating Speeches
· Communications Triangle
6.01 Demonstrates an understanding of conventional written and spoken expression that uses varying sentence types for specific effect. / · How can simple sentences be used effectively in narratives?
· What is the process for sentence combining?
· How can simple sentences be combined to form effective complex and compound sentences?
· What marks of punctuation are used when combining simple sentences to form complex and compound sentences? / · Examine models of effective simple sentences.
· Sentence combining exercises using complex & compound sentences / · Writer’s Inc. – Sentence Combining Exercises
· Writer’s Inc. Sourcebook
· HEOL: (Index)
· DGE
6.01 Selects verb tense to show an appropriate sense of time; applies parts of speech to clarify and edit language; analyzes the place and role of dialects and standard/nonstandard English; / · What tools do authors use to make dialects sound realistic in novels?
· What effect does the use of dialects have on literary works?
· How do purpose, audience, and context influence the tone of a personal letter? / · Use “Question the Author” strategies to analyze text.
· Writing Product - Personal Letter. / · HEOL: (Index)
· Writer’s Inc.
· DGE
6.01 Uses vocabulary strategies such as roots and affixes, word maps, and context clues to discern the meanings of words. / · How can learning roots and affixes strengthen vocabulary development?
· Which word roots, affixes are to be studied in the context of the present readings? / · Students find words in personal readings and construct a “vocabulary tree” based on roots.
· Writing Product: Definition Essay / · Vocabulary Wheels: define, illustrate, analyze, and apply vocabulary terms
· HEOL: Context Clues
· HEOL: (Index)
· Holt Vocabulary Development (HVD)
Time Frame: Second Marking Period
Generalizations:
· Audiences understand procedures best when they are properly sequenced.
· Definitions of terms and concepts can be developed through anecdotes and vignettes.
· Informational texts employ various text structures to improve comprehension.
· Ideas can be evaluated against objective criteria.
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by: selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose; identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text; providing textual evidence to support understanding of and reader's response to text; demonstrating comprehension of main idea and supporting details; summarizing key events and/or points from text; making inferences, predicting, and drawing conclusions based on text; identifying and analyzing personal, social, historical or cultural influences, contexts, or biases; making connections between works, self and related topics; analyzing and evaluating the effects of author's craft and style; analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences; identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context. / · What reading strategies do good readers use for informational texts?
· What text structures contribute to facility in determining main ideas and supporting details?
· What are the features of effective summaries?
· How do the skills of drawing inferences, making predictions, and drawing conclusions impact reading comprehension?
· How does the technique of “close reading” support a reader’s responses to texts?
· What insights are gained when readers make text-to-self, text-to-text, and text-to-world connections?