St. Mary Parish Instructional Calendar English Grade 9

St. Mary Parish School Board

Instructional Calendar

English I Grade 9

Revised June 2009

High School English Calendar Team

Writing Team Revision Team

Tiffany Shirrey Mary Borkowski

Amy Deslattes Tiffany Shirrey

Sheryl Gibbons Crystal Daigle

Virginia Thibodeaux Amy Deslattes

Rachael Wilson Nannette Millet

Lisa Thibodeaux

English Program Manager

Monica Mancuso

Secondary Supervisor

Donald Aguillard

Superintendent

The Louisiana ComprehensiveCurriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning.

A written, aligned curriculum brings academic expectations into sharp focus by describing what instruction will be presented, to whom, when, and how. Without a written curriculum, textbooks often become the de facto curriculum of a school or district. Unfortunately, so much is included in textbooks that they have little ability to focus instruction or to provide the depth needed for good teaching and learning. While the Comprehensive Curriculum may be used in conjunction with textbooks, it will help teachers limit the topics they address to those the Louisiana standards define as important. This alignment with standards can focus classroom activities and ensure a depth of coverage that will help students achieve mastery (Schmidt et al., 2001; Alexander, 1960; FitzGerald, 1979; Palmer, 1967; White, 1988; Beck & McKeown, 1994; Kulm et al, 1999; Loewen, 1995; Crismore, 1985; Rowe, 1985; Harste, 1989).

The role of English language arts, like curriculum itself, has evolved through the years. Although still the cornerstone of basic communication and literary skills, the English language arts today embody many concepts new and foreign to the traditional ideals of the English teacher of several decades ago. No longer is the teacher a grammarian for half the school year and a teacher of literature for the other half. The English language arts teacher of the twenty-first century realizes the importance of integrating reading, writing, and higher–order thinking throughout every classroom experience. The emphasis now is on creating a student-centered classroom where the teacher performs less as a disseminator of information and more as a facilitator of the learning experience. As such, the voice of the English language arts teacher fades into the background as the student voice becomes more prominent.

The English language arts curriculum has also been influenced by the increasingly complex and rapidly changing technology of an age daily bombarded with information in such mass that it is impossible to keep up. Charged for decades with the task of teaching not only reading and writing but also research skills, the English language arts teacher now faces the task of instruction in the access and use of the vast and often intricate and complicated resources available in the Age of Information. Like others affected by the paradigm shift to a post-modern society, the teacher of English language arts must make a shift, herself, from teacher to media specialist to Web expert. Once again, the discipline has added another dimension, and this time the medium is such a powerful one that it is imperative the teacher possess the essential skills, not just to instruct students in basic operations, but, more important, to instruct them in the absolute necessity of analysis and judgment of accurate and reliable information.

from ELA Introduction to Louisiana Comprehensive Curriculum

The 2008 Louisiana Comprehensive Curriculum is the curriculum for St. Mary Parish and the activities, blackline masters, and sample assessments have been incorporated into the instructional calendars.

St. Mary Parish instructional calendarsin English grades 6-12 and reading grades 6-8 provide teachers witha framework to appropriately addressrequirements ofthe 2008 Louisiana Comprehensive Curriculum (LCC) andGrade Level Expectations (GLE’s).Teachers should use calendars forcreating weekly lesson plans throughout the year. Honors classes are encouraged to supplementadditional activitiesalong withchallenging projects and/or assessments beyond the curriculum while still adhering toLCC guidelines and course instructional calendars.

Lessons for days listed in each instructional calendarare flexible withinevery 30 day period. Therefore,lessonsmay be rearranged as long as the lessonsare addressedduring the 30 day window. Re-teaching, enrichment, standardized test review, and extra teaching days have been added to facilitateanyloss of instructional time due to the ever-changing school situation.

Include GLE’s taught on a daily basis identified by both number and general skill description on lesson plans. Any GLE’s covered in a teacher’s lesson plans MUST be included on the lesson plan format whether or not the GLE is labeled on the instructional calendar. This is especially necessary for teacher-created activities for review, re-teaching, and enrichment.

Display GLE’s in the classroom. GLE’s must be emphasized in lesson plans, lessons, and classroom. Students should be clearly aware of the skills they are expected to master in the course.

Background Knowledge words (BKVoc) will be incorporated in Reading grades 6-8 and English 9-12. See vocabulary strategies for ideas to include words into lessons.

Word Wisdom: Vocabulary for Listening, Speaking, Reading, and Writing will be used in all English courses grades 6-8.

Vocabulary for Achievement will be used in all English courses grades 9-12.

Formatives will be used in Reading 6-8 and English I. Lists are found in the appendix

Daily Language Workouts (MUG Shots) will be incorporated in all English courses grades 6-12. Resources, strategies and teaching suggestions are included in the calendar.

The McDougall-Littell and Great Source textbook adoptions include eEditions for student use. Replacement costs for this software range from $75-100 per disk. Students should sign for and check out disks as needed. Teachers must keep inventory and checkout records to prevent loss of disks.

Teachers on the seven period day should work with the other teachers of students on scheduling major tests to prevent test overload.

General Grading Procedures

Minimum Points Per Nine Week Marking Period (from Local Pupil Progression Plan)

Grades 6-8 600 points
Grades 9-12 700 points

Parish-wide assessments will be given on a six-week basis and should be averaged into the nine-week grading period.

In grades 6-8, the assessments should count for at least 25 points but no more than 50 points.
In grades 9-10, the assessments should be worth at least 30 points but no more than 80 points.
Parish grading chart p. 6 should be used to determine grade of assessment.

Word Wisdom: Vocabulary for Listening, Speaking, Reading, and Writing will be used in all English courses grades 6-8.

Grade suggestion: 10-20 points for each part quiz. 15-30 points for each unit test.

Daily Oral Language will be incorporated in all English courses grades 6-12. Grammar rules should be emphasized. Daily Oral Language or MUG Shots grade suggestion: 25 points per week/unit.

Teacher-made tests should aim to test students in higher order thinking skills similar to the iLEAP and LEAP testing. Tests should emphasize application of skills and content covered, rather than mere rote memorization of material. Tests should carry more weight than journals, class work, homework, or quizzes. Teachers should consider accuracy of grade averages based on weighting of all quizzes, tests, projects, etc. It is imperative that a student’s average tells the true picture of the student’s abilities in the course.

Honors courses will use the 10 point scale. Honors courses should involve projects and assignments beyond the regular course curriculum. Quizzes, tests, and projects should be more challenging than in the regular courses. In addition, honors students will read a third novel and must do a formal research paper following the parish guidelines.

English IV honor students will complete a senior project.

Accelerated Reader has not been included in the instructional calendars; however please follow the AR parish policy if you choose to use AR. If a teacher uses AR or RC in the classroom, the grade may not represent more than 10% of the student’s grade in reading or English for a marking period. Scores on AR quizzes are NOT to be used like grades on traditional tests. An average AR score of 85% means the student is reading satisfactorily in his/her zone (ZPD). It is NOT the same as an 85% on a traditional test.

Parish Assessment Grading

Parish-wide assessments are stand-alone tests based onGLE’s covered within each 30 day period. In addition, material from any previous assessment may be included to review identified parish weaknesses based on assessment results. Calendars also include days to reviewassessments with students. This is an extremely essential part of the process and should be considered an important element of a teacher’s weekly lesson planning. Teachers should use the results of the parish assessments to determine lessons for re-teaching and additional clarification. Accordingly, parish-wide assessments will be graded and averaged into the nine weeks grade.

The grading scale below provides district guidelines for assigning scores on core area six-week assessments. Parish assessments are patterned after standardized tests; therefore a score of 100% correct is not a reasonable expectation from all test-takers.

Teachers should use this chart to convert student scores from Achievement Series into raw point grades for all parish assessments given in grades 6-11.

Parish Assessments should count for at least 25 points, but no more than 50 points on the junior high level. High school parish assessments should count for at least 30 points but no more than 80 points.

Scores in Achievement Series / 80 pt.
Raw scores / 60 pt.
Raw scores / 50 pt.
Raw scores / 40 pt.
Raw scores / 30 pt.
Raw scores / 25 pt.
Raw scores / For Comparison:
Percentage and Letter
85-100 / 80 / 60 / 50 / 40 / 30 / 25 / 100% A
75-84 / 77 / 58 / 48 / 38 / 29 / 24 / 96% A
65-74 / 74 / 55 / 46 / 37 / 28 / 23 / 92% B
60-64 / 70 / 53 / 44 / 35 / 26 / 22 / 88% B
55-59 / 67 / 50 / 42 / 34 / 25 / 21 / 84% C
50-54 / 64 / 48 / 40 / 32 / 24 / 20 / 80% C
45-49 / 61 / 46 / 38 / 30 / 23 / 19 / 76% D
40-44 / 58 / 43 / 36 / 29 / 22 / 18 / 72% D
35-39 / 54 / 41 / 34 / 27 / 20 / 17 / 68% F
30-34 / 51 / 38 / 32 / 26 / 19 / 16 / 64% F
Below 30 / 48 / 36 / 30 / 24 / 18 / 15 / 60% F

Strategies for Direct Vocabulary Instruction (Adapted from Building Background Knowledge for Academic Achievement by Robert J. Marzano, 2004)

Teacher describes vocabulary terms to students and pronounces the terms correctly. (Research does not support students looking up definitions)

Conversational descriptions, Examples, Explanations

Students construct both linguistic and non-linguistic descriptions of terms.

Draw term, Act out term

Students are given opportunities to review and add to their knowledge of terms.

General exercises and activities

Students play vocabulary games and discuss terms with each other.

Charades, Pictionary, Crosswords and word puzzles, Gestures, Pair or group activities

Vocabulary Strategies(Adapted from Louisiana Literacy Strategies by Dr. William Brozo.)

Vocabulary Cards

Demonstrate how to create a vocabulary card with students by writing a key term on the board and drawing a large, rectangular card-like frame around it so that it is in the center of the rectangle.
In the corners of the card write a definition, characteristics, examples, and an illustration of the term (Note: You may require students to learn other information or demonstrate other applications with the terms, which would necessitate a modification of the card features described here.)
Discuss with students how the card can be reviewed quickly and easily in preparation for tests, quizzes, and other activities with the word.
Identify a list of key vocabulary terms from the lesson and have students write them in the center of a 3x5 index card. Once cards are completed, allow time for students to review their words individually and with a partner. .

Vocabulary Self-Awareness

Provide students a list of important words at the beginning of the reading or unit and have students write them in a vocabulary self-assessment chart
Ask students to complete the chart before the lesson begins by rating each vocabulary word according to their level of familiarity and understanding. A plus sign (+) indicates a high degree of comfort and knowledge, a check mark (√) indicates uncertainty, and a minus sign (--) indicates the word is brand new to them.
Also ask students to try to supply a definition and example for each word. For words with check marks or minus signs, students may have to make guesses about definitions and examples.
Over the course of the reading or unit, allow time for students to revisit their self-awareness charts to add new information and update their growing knowledge about key vocabulary.

Word Grid

Put a simple word grid on the wall that will serve as an example for explaining how it is constructed and used. After analyzing a demonstration word grid, students will be much better prepared to create and study from one with actual disciplinary content.
Students should be provided a blank word grid with plenty of columns and rows for an upcoming lesson or chapter. A large version of the grid could be put on poster paper and attached to the wall, or one could be projected from an overhead or computer. As critical related terms and defining information are encountered, students should write them into the grid. The teacher can invite students to suggest key terms and features, too. To take full advantage of word grids, they should be co-constructed with students, so as to maximize participation in the word learning process.
Once the grid is complete, the teacher should quiz students by asking questions about the words related to their similarities and differences. In this way, students will make a connection between the effort they put into completing and studying the grid, and the positive outcome on word knowledge quizzes.
Once several related terms are written along the vertical dimension of the grid, then add features, characteristics, or other defining information in the spaces at the top of the grid moving left to right.
The teacher can demonstrate for students how the grid can be used to study key terminology based on critical defining characteristics. Students can be asked to provide features of similarity and difference for pairs of terms, as in “What are two common characteristics of apples and bananas?” or “Give me two ways that oranges and grapes are different?

Word Wisdom (WW) from Zaner-Bloser and Vocabulary for Achievement (VFA) from Great Source 2006

Junior high: Word Wisdom Grade 6-Level F Grade 7-Level G Grade 8-Level H

High School: Vocabulary for AchievementGrade 9-Third Course Grade 10-Fourth Course Grade 11-Fifth Course Grade 12-Sixth Course

Each Word Wisdom unit consists of the following:
Part 1: Context Clues Strategies
Part 2: Latin and Greek Roots
Part 3: Reference Skills
Part 4: Review and Assess
Each part consists of three sections: Unlock, Process, and Apply.

Each VFA lesson consists of the following:

Word list of ten terms with pronunciations, definitions, etymologies, examples sentences, related words, and word enrichment

Write the Correct Word exercise to reinforce definitions and spelling

Complete the Sentence exercise providing application practice with a challenge activity similar to standardized tests

Reading passages and follow-up questions to reinforce the link between vocabulary and comprehension

Writing Extended Response and Complete the Thought exercises to apply new words through writing

Write the Derivative exercise to practice using related forms of words

Find the Example exercise to encourage creative and higher-level thinking

For every two lessons, an additional bonus word activity is available for enrichment and reviews as well as a twenty questions multiple choice test.

Teachers may cover the vocabulary lesson in a variety of ways. Teachers should use the vocabulary literacy strategies described by Dr. William Brozo in the Louisiana Comprehensive Curriculum whenever presented in the curriculum.

WW Grades 6-8 will cover one unit every four weeks. Each unit is divided into four parts; thus one part will be covered each week. Nine units will be covered for 36 units of instruction.

VFA Grades 9-12 will cover one lesson a week for a total of 16 lessons in 18 weeks.

Spelling, general spelling rules, and proper pronunciation should be emphasized in each lesson.

Word Wisdom andVocabulary for Achievement workbooks are NOT consumable and may NOT be reproduced. Students should write terms and complete all activities in a vocabulary notebook or answer sheet according to teacher preference.

Constructed Response Items

Teachers should teach the LEAP scoring rubrics so students will be aware of how to score the most points on a CRI. Constructed response items should be given on every major test and emphasize the analysis of literature and writing. Some Vocabulary for Achievement lessons include a CRI that could be incorporated in your lessons or testing. In addition, it is imperative to include the rubric on your test or place it in your classroom for easy student access.

LEAP General Scoring Guide (Rubric) – Constructed Response Items

4 The student’s response demonstrates in-depth understanding of the relevant content and/or procedures.

The student completes all important components of the task accurately and communicates ideas effectively.

Where appropriate, the student offers insightful interpretations and/or extensions.

Where appropriate, the student uses more sophisticated reasoning and/or efficient procedures.

3 The student completes most important aspects of the task accurately and communicates clearly.

The response demonstrates an understanding of major concepts and/or processes,

although less important ideas or details may be overlooked or misunderstood.

The student’s logic and reasoning may contain minor flaws.

2 The student completes some parts of the task successfully.

The response demonstrates gaps in the conceptual understanding.

1 The student completes only a small portion of the tasks and/or shows minimal