English I: Honors Freshman English I: Nonfiction (semester class .5 credit)

Course Description:

English I is divided into two sections, nonfiction and fiction. It is designed to enhance communication, analytical thinking, and creative reasoning skills. The four major units will coincide with the four academic quarters––short nonfiction, longer works of nonfiction, short story, and novel. During each of these units students will be expected to write for a variety of purposes, demonstrate understanding through creative projects and formal assessments, use technology to enhance learning, and prepare oral presentations. This course of study will develop students’ understanding of author’s purpose and audience. Through analyzing a variety of texts, students will explore human nature and the vast landscape that shapes individual character.

English I, Nonfiction is designed as a step in the four-year sequence of English courses every student must take to graduate. Over the span of the semester students will read short nonfiction (essays), analyze non-print texts for meaning, study the art of rhetoric, and read longer nonfiction texts. The Honors course is differentiated from the College Prep course by the level of text difficulty and the autonomy expected from students.Honors level students will be required to complete summer reading prior to the first class of the semester. Prerequisites for entry into Honors level: a minimum RIT of 230, 85 or better in previous Language Arts course, or permission of the instructor.

The course curriculum for English I: Nonfiction consists of vocabulary study, structural analysis (essay modes), evaluating for purpose and audience, and reading shorter and longer works of nonfiction. Student writing will focus on the following essay modes: narrative, descriptive, cause and effect, and synthesis, but there may be additional assignments created by English teachers in accordance with students’ needs. Students will analyze images and non-print text sources, hold critical discussions, and learn how to engage an audience through written and oral expression. The vocabulary development strand is derived from the Top 100 SAT words and/or Vocabulary for Achievement. The grammar strand emphasizes usage and mechanics.

Essential Concepts and/or Questions:

  1. What skills and knowledge do people need in order to use the English language to communicate effectively?
  2. What are the characteristics of strong analytical thought?
  3. What are the characteristics of quality writing?
  4. What steps are useful for creating quality writing?
  5. What are the characteristics of quality literature?
  6. After evaluating purpose and audience, how so you effectively communicate?
  7. What techniques does an author use to develop a quality essay?
  8. How do images impact our perception of facts?
  9. What is truth––how do people manipulate images and written language to create bias?

Intended Course Outcomes:

CHRHS ELA Graduation Standards

1. Reading Comprehension

Read and comprehend appropriately complex literary and informational texts independently and proficiently. (CCRA 10)

2. Reading Interpretation

Interpret, analyze, and evaluate appropriately complex literary and informational texts. (CCRA 7, 10)

3. Writing Arguments

Write clear and coherent arguments for a range of tasks, purposes, and audiences. (CCWA 1, 4, 10)

4. Writing Informative and Narrative Texts

Produce clear and coherent informative and narrative writing for a range of tasks, purposes, and audiences. (CCWA 2, 3, 4, 10)

5. Writing Process

Develop and strengthen writing. (CCWA 5)

6. Writing Research

Conduct short and sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. (CCWA 7, 10)

7. Speaking and Listening Discussion

Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives, and expressing ideas clearly and persuasively. (CCSLA 1)

8. Speaking and Listening Presentation

Present information, findings, and supporting evidence, conveying a clear and distinct perspective (CCSLA 4)

Common Core Standards(Covered under the Graduation Standards)

Reading:

1. Readclosely todeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;cite specifictextualevidencewhenwritingorspeakingtosupport conclusionsdrawnfromtext.

9/10 Nonfiction: Cite strongandthoroughtextualevidencetosupportanalysisof whatthetextsaysexplicitlyaswellasinferencesdrawnfromthe text (CP2/H3)

2. Determinea theme orcentralidea of a text andanalyzeindetailitsdevelopmentover thecourse of a text,includinghowitemergesandisshapedandrefinedbyspecificdetails;providean objectivesummaryof thetext.

9/10 Nonfiction: Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofatext,includinghow theyinteractandbuildon oneanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext (CP3/H3)

3. Analyzehowandwhy individuals,events,and ideasdevelopandinteractover thecourse of a text.

9/10 Nonfiction: Analyzehowtheauthorunfoldsananalysisorseriesofideasorevents,including the order inwhichthepointsare made,how theyare introducedanddeveloped,andthe connections thataredrawnbetweenthem (CP1/H3)

4. Interpretwordsandphrasesas theyare usedina text, includingdetermining technical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoices shapemeaning ortone.

9/10 Nonfiction: Determinethemeaningofwordsandphrasesas theyare usedina text, includingfigurative,connotative,andtechnicalmeanings;analyzethecumulativeimpactof specificwordchoicesonmeaningandtone(e.g.,howthelanguage of acourtopiniondiffersfromthatof a newspaper( (CP1/H2)

5. Analyzethestructure of texts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext (e.g.a section, chapter,scene,orstanza) relate toeach otherandthewhole.

9/10 Nonfiction: Analyze indetailhowanauthor’sideasor claimsare developedandrefinedbyparticularsentences,paragraphs,orlargerportionsof a text (e.g.a section orchapter) (CP2/H3)

6. Assesshowpoint ofvieworpurposeshapes thecontentandstyle of a text.

9/10 Nonfiction: Determine anauthor’spointofvieworpurpose ina textandanalyzehowanauthorusesrhetorictoadvancethatpointof vieworpurpose. (CP2/H3)

10. Readand comprehendcomplexliteraryandinformational texts independentlyandproficiently.

9/10 Nonfiction: By theend of grade9 and 10, readandcomprehendliterarynonfictioninthegrades9-10 textcomplexitybandproficiently with scaffoldingas neededat thehighend of therange (CP3/H3)

Language

  1. Demonstratecommand of theconventionsofstandardEnglish grammarandusagewhenwritingorspeaking (CP3/H3)
  2. Demonstrate thecommand of theconventionsof standardEnglishcapitalization,punctuation,andspellingwhenwriting (CP3/H3)
  3. Applyknowledge of languagetounderstandhowlanguagefunctions indifferent

contexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreading orlistening(CP2/H2)

  1. Determine orclarifythemeaningof unknownandmultiple-meaningwordsand

phrasesbyusingcontextclues,analyzingmeaningfulwordparts,andconsultinggeneralandspecializedreferencematerials,asappropriate (C3/H3)

5. Demonstrate understandingof figurativelanguage,wordrelationships,andnuances in

wordmeanings (CP2/CP3)

6. Acquireanduse accuratelygeneralacademicanddomain-specificwordsandphrases

sufficientforreading,writing,speakingandlisteningatthecollege andcareer

readinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhen

consideringa word orphrase importanttocomprehension orexpression (CP2/H3)

Writing

  1. Write arguments tosupport claimsinananalysisof substantivetopicsortexts,usingvalidreasoning andrelevantandsufficient evidence. (CP1/H1)
  2. Write informative/explanatory textstoexamineandconveycomplexideasandinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent (CP1/H2)
  3. Write narratives todeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well-chosendetails,andwell-structuredeventsequences (CP2/H3)
  4. Produceclearandcoherent writinginwhichthedevelopment,organization,andstyleare appropriate totask,purpose,andaudience (CP1/H2)
  5. Developandstrengthenwritingasneededbyplanning, revising,editing,rewritingor tryinga newapproach,focusingon addressingwhatismostsignificantforaspecificpurposeandaudience (CP1/H2)
  1. Conductshortas wellas moresustained researchprojects toanswera question (includingaself-generatedquestion)or solveaproblem;narrow orbroadentheinquirywhenappropriate; synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthe subjectunder investigation (CP2/H2)
  2. Gather relevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearcheseffectively;assess theusefulnessof eachsourceinanswering theresearchquestion;integrateinformationintothetextselectively tomaintaintheflow of ideas, avoidingplagiarismandfollowingastandardformatforcitation (CP2/H2)
  3. Draw evidence from literary or informational texts to support analysis, reflection, and research (CP2/H3)
  4. Write routinely over extendedtime frames (time for research,reflection,andrevision)andshortertime frames(a singlesitting oradayortwo)fora rangeof tasks,purposes,andaudiences (CP2/H2)

Speaking and Listening

  1. Prepareforandparticipate effectively inarange of conversationsandcollaborationswithdiversepartners,buildingoneach others’ideasandexpressing their ownclearlyandpersuasively. (CP2/H3)
  2. Integrate andevaluateinformationpresentedindiversemediaandformats,includingvisually,quantitatively,and orally. (CP1/H1)
  3. Evaluate aspeaker’s pointof view,reasoning,anduse of evidence andrhetoric. (CP1/H2)
  4. Present information,findings,andsupportingevidencesuchthatlistenerscanfollow theline ofreasoningandtheorganization,development,andstyleareappropriate totask,purpose,andaudience (CP2/H2)
  5. Makestrategicuseof digitalmediaand visualdisplaysof datatoexpress informationandenhanceunderstandingof presentations (CP2/H2)
  6. Adaptspeechtoa varietyof contextsandcommunicativetasks,demonstratingcommand of formalEnglishwhenindicatedorappropriate (CP1/H2)

Students will also meet the following outcomes:

  1. Students will be able to use the English language to communicate effectively through reading, writing, speaking, and listening.
  2. Students will be able to use the writing process as a means of effective composition.
  3. Students will be able to use applicable rules of grammar, usage, and mechanics in their writing.
  4. Students will develop and use critical thinking skills through reading, writing, and speaking processes.
  5. Students will understand the impact and influence of perspective.
  6. Students will be able to develop a deeper understanding of diversity in society through literature.

Unit Outline/Learning Strands:

  1. The Reading Strand will use a variety of essays, images, and other texts to

hone critical thinking skills. Students will also evaluate texts for stylistic approaches and compose their own works.

Possible texts include: Endurance, The Perfect Storm, Into Thin Air, I Know Why the Caged Bird Sings, In These Girls Hope is a Muscle, Endurance, Hiroshima, Night, Winterdance, and student-selected texts. Students will also read a variety of essays.

  1. Students will be expected to write for a variety of purposes, demonstrate

understanding through creative projects and formal assessments, use technology to enhance learning, and prepare oral presentations. The Writing Strand is focused on developing students’ writing skills and analytical skills. Instruction will include writing pieces that evolve through a series of drafts and edits. Students will learn how to write various modes of discourse: narration, description, and analysis. Students will be required to document their sources using MLA format.

  1. The Grammar/Mechanics Strand is focused on individual student writing,

addressing mechanics and grammar, and clarity and variety in sentence structure.

  1. The vocabulary program for Freshman English is designed to improve the

student’s ability to recognize and use words in context, utilize synonyms, and recognize patterns in pronunciation. Words are drawn from Princeton’s Top 100 SAT words and/or Vocabulary for Achievement

  1. Assessments may include journals, quizzes, tests, essays, presentations,

projects, discussions, and a final exam.