EN 38
Sophomore Essentials of English
Course Curriculum
Aligned to the Arizona English Language Arts Standards
(Reading, Writing, Speaking & Listening, Language)
GOVERNING BOARD APPROVAL AUGUST 2017
Table of Contents
Table of Contents
Document Introduction...... Page 1
Standards Overview...... Page 3
Course Overview...... Page 4
Coding...... Page 5
Reading Standards...... Page 6
Reading for Literature ...... Page 8
Reading for Informational Text...... Page 13
Writing Standards...... Page 20
Speaking and Listening Standards...... Page 34
Language Standards...... Page 40
Language Standards Progression Chart...... Page 46
Arizona English Language Arts Standards Grades 9-10...... Page 48
Introduction
1
Introduction
Arizona English Language Arts Standards
The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms. These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the Arizona State Board of Education.
Mesa Public Schools Curriculum Documents
In response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content experts for each grade level. These groups included representation from each of the district’s high school campuses and teachers experienced in each of the courses offered in the district. The 9th and 10th grade expert groups worked in conjunction to create an instructional progression for each standard in each strand of the English Language Arts Standards that reflects an intentional scaffolding within the 9-10 grade band. The curriculum documents that resulted provide the following:
- an overview of The Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading (literature and informational text), Writing, Speaking and Listening, and Language
- course information including course number, level of difficulty, and course descriptions
- a key to the correct coding of standards
- a breakdown of suggested quarterly progression of instruction per standard by strand
- a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard
The Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state. These documents provide a suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for instruction by standard as well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources adopted by the district, supplemental resources provided by the school, as well as instructional tools suggested in the right-hand column below each standard.
While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested progressions, time frames, and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is that every student achieve mastery of every standard in its entirety by the end of year in alignment with the grade band progression.
Design Features for MPS Curriculum Documents
Grade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts Standards. Below each standard are two columns.
The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Any bolded portion of the text within this progression indicates a new focus for the quarter.
The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add resources that will facilitate effective instruction for their students.
1
Overview
Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks.
Reading Standards for Literature:
- Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres
- Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose
- Use details to cite and analyze examples from the text
- Analyze how an author’s choices about structure, order of events, or manipulation of time create such effects as mystery, tension, or surprise
- Analyze author’s word choice and intent to examine impact on meaning and tone
Reading Standards for Informational Text:
- Analyze supporting details to infer meaning and determine main ideas and author’s purpose
- Analyze and synthesize texts to determine how structure and organization impact the presentation of information and its effectiveness in conveying information and support claims
- Support their analysis with strong textual evidence
Writing Standards:
- Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal
- Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard format for citation appropriate for the task and audience
- Plan, draft, revise, and edit writing in an effective and strategic manner
Speaking and Listening Standards:
- Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal
- Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources
- Present information using various forms of multimedia technology appropriate to the task, purpose, and audience
Language Standards:
- Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)
- Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences; Write and edit work so that it conforms to the guidelines in a style manual
- Use parallel structure and various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations
- Determine the meanings of unknown words and figurative language using a variety of strategies
1
Overview
Course #: EN38Grade Level: 10th GradeCourse Name: Sophomore Essentials of EnglishLevel of Difficulty: Low
Prerequisites: None# of Credits: 1 (2 Sem.)
Course Description: This course reinforces basic skills in reading and writing while teaching the essential skills of Sophomore English at a slower, more individualized pace. EN 38S: Course may be taken only upon teacher approval. Course content and pace of instruction will be differentiated to meet the specialized needs of the student.
ARIZONA’S ENGLISH LANGUAGE ARTS STANDARDS
READING / SPEAKING AND LISTENING
- Key Ideas and Details
- Craft and Structure
- Integration of Knowledge and Ideas
- Range of Reading and Level of Text Complexity
- Comprehension and Collaboration
- Presentation of Knowledge and Ideas
WRITING / LANGUAGE
- Text Types and Purposes
- Production and Distribution of Writing
- Research to Build and Present Knowledge
- Range of Writing
- Conventions of Standard English
- Knowledge of Language
- Vocabulary Acquisition and Use
Teacher’s Note:
The design of the Arizona English Language Arts Standards includes two-year grade bands for the high school level, meaning the standards for Grade 10 are the same as those for Grade 9. As teachers begin their instruction for 10th Grade, they should keep in mind that students have worked on these same skills in 9thGrade. Instruction for 10thGrade should include rigor as students read complex texts. This should be demonstrated through sophistication in writing, which includes all aspects of language use, from vocabulary and syntax to the development and organization of ideas. Students should address demanding content and sources. By the end of the 10thGrade year, they should show mastery of the skills indicated in each standard independently and proficiently.
1
Coding
1
READING STANDARDS
1
1
SOPHOMORE ESSENTIALS OF ENGLISHEN38
READING STANDARDS FOR LITERATUREStandard and Suggested Progression / Suggested Activities for Instruction
MPS Resources
9-10.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
1st Quarter / Cite textual evidence; make inferences from the text. / Critical Reading/AVID Strategies:
- identify the literary focus (theme, characterization) and underline the evidence
- list specific quotes from text for each section
Practice MLA citation format
Guided Questions
Character Analysis: Find support to validate evaluation (citation)
Note: For each standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and provide step-by-step instruction, in order to meet students’ needs.
2nd Quarter / Select and cite strong evidence from text to support explicit meaning and inferences.
3rd Quarter / Select and cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
4th Quarter / Mastery of the standard in its entirety, independently and proficiently.
9-10.RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
1st Quarter / Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. / Create original theme outline
Graphic organizer
Sentence starters
Non-verbal representations of summary:
- cartoon, comic strip, poster, digital story, storyboard, children’s book based on theme, act out as skit
Make connection between theme and title
Use 25 words to summarize the text
Note: For each standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and provide step-by-step instruction, in order to meet students’ needs.
2nd Quarter / Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.
3rd Quarter / Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
4th Quarter / Mastery of the standard in its entirety, independently and proficiently.
READING STANDARDS FOR LITERATURE
Standard and Suggested Progression / Suggested Activities for Instruction
MPS Resources
9-10.RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
1st Quarter / Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop and interact with other characters. / Create a Facebook page for a complex character
Character web
Journal entry from character’s point of view
Dialectical journal
Venn diagram
Assume the role of a character
- write letters to another character
- exchange and reply
- what motivates a character and how that develops the plot or the theme
- interaction, motives, choices
Note: For each standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and provide step-by-step instruction, in order to meet students’ needs.
2nd Quarter / Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop, interact with other characters, and advance the plot or develop the theme.
3rd Quarter / Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
4th Quarter / Mastery of the standard in its entirety, independently and proficiently.
9-10.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
1st Quarter / Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings and tone. / TP-CASTT (title, paraphrase, connotation, attitude, shifts, title, theme)
Analyze author’s use of dialect
- historical context
- local color
2nd Quarter / Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
READING STANDARDS FOR LITERATURE
Standard and Suggested Progression / Suggested Activities for Instruction
MPS Resources
3rd Quarter / Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;analyze the cumulative impact of specific word choices on meaning and tone. / Analyze author’s word choice
- identify patterns of diction
- identify author’s purpose
Note: By second quarter, instruction should begin to address how the language evokes a sense of time and place and how it sets a formal or informal tone.
Note: For this standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and provide step-by-step instruction, in order to meet students’ needs.
4th Quarter / Mastery of the standard in its entirety, independently and proficiently.
9-10.RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
1st Quarter / Analyze how an author’s choices creates such effects as mystery, tension, or surprise. / Map the structure of the plot and its effects
- parallel plots
- flashback
- pacing
Write mini screenplays that mimic the text’s effects
Compare/contrast two or more works (i.e. novel, short story, film clip, poem, essay, etc.)
Track changes, choices, and order of events
Note: For this standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and provide step-by-step instruction, in order to meet students’ needs.
2nd Quarter / Analyze how an author’s choices concerning how to structure a text, order events within it , and manipulate time create such effects as mystery, tension, or surprise.
3rd Quarter / Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
4th Quarter / Mastery of the standard in its entirety, independently and proficiently
READING STANDARDS FOR LITERATURE
Standard and Suggested Progression / Suggested Activities for Instruction
MPS Resources
9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.
1st Quarter / Analyze a particular point of view (cultural perspective/worldview) reflected in works of literature, drawing from a variety of literary texts. / Compare/contrast
American version of texts with those from other cultures (i.e., myths, fairy tales)
Research
- history/culture
- author biography/background or author’s purpose (exigence)
Analyze character’s point of view
Analyze how a particular culture is revealed
Use poetry and short stories in addition to longer text
Role-play scenarios from text
Note: It is suggested that in order to thoroughly and effectively address the standard, works from a wide variety of cultures and global experiences be addressed.
Note: For this standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and provide step-by-step instruction, in order to meet students’ needs.
2nd Quarter / Analyze a particular cultural experience reflected in works of literature, drawing from a variety of literary texts.
3rd Quarter / Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.
4th Quarter / Mastery of the standard in its entirety, independently and proficiently.
9-10.RL.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
1st Quarter / Analyze the representation of a subject in two different artistic mediums. / Compare/contrast
- song to text
- painting to sculpture
- poem to artwork
- theater production to film
2nd Quarter / Analyze the representation of a key scene in two different artistic media.