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Olcott, Cory; Briggs, Kindra; Yang, Crystal / English 9: Foundations 1 / Grade 9


Unit Title Quarter 1 Content -To begin exploring essential questions for course -To develop specific reading skills while engaging students in discussion, reflection and written response to literature -Introduction to analysis/critical thinking -Focus on elements of the short story -Vocabulary building -Grammar Skills -Read for pleasure and meaning with a focus on active reading strategies -Develop questioning skills -Recognize significant themes and ideas in literature, particularly the short story -Identify and understand the significance of literary genres -Actively participate in class discussions and follow-up questions -Write critical responses to literature -Use reading to build vocabulary Resources -War Dances, Sherman Alexie -Several short stories and poems from around the world -Vocabulary Workshop, Level D -A Pocket Style Manual, 9th Edition, Diane Hacker Instructional Strategies -Discussion and lecture (small groups and whole class) -Active questioning -Reading aloud, discovering words -Individual and group work in class, using a variety of writing strategies -Individual and group presentations -Multiple drafts of written work -Research skills Assessment -Weekly vocabulary quizzes -Small group projects -Several in-class writing exercises -1-2 major essays -Timed in-class essays -Creative writing Outcomes Students will: -become increasingly aware of processes and growth as readers, writers and thinkers -ask different kinds of questions about a text -identify text features such as signal words, structures, and specialized vocabulary -participate in small- and large-group discussions about reading and texts -participate in active listening of fellow students in text discussions -articulate follow-up questions -name the structure of a text and understand how the structure contributes to communicate meaning -respond to text excerpts and themes; articulate main ideas and themes
Unit Title Quarter 2 Content -Build on essential questions for course -To develop specific reading skills while engaging students in discussion, reflection and written response to the selected readings -Focus on drama - both form and content -To develop writing skills (focus on thesis statements, quote interpretation, structure) -Grammar -Vocabulary building Skills -Read for pleasure and meaning -Develop questioning skills -Recognize significant themes and ideas in literature, particularly as they function in a play -Analyze how dramatic elements-- e.g. blocking/character activity, set design, costuming, etc.-- influence interpretation and impact a play's overall effect. -Identify and understand the significance of literary genres -Actively participate in class discussions and follow-up questions -Write critical responses to literature -Use reading to build vocabulary Resources -Romeo & Juliet, William Shakespeare -Additional in-class resources -Vocabulary Workshop, Level D Instructional Strategies -Discussion and lecture (small groups and whole class) -Active questioning -Reading aloud, discovering words -Individual and group work in class, using a variety of writing strategies -Individual and group presentations -Multiple drafts of written work -Research skills Assessment -Weekly vocabulary quizzes -Small group projects -Several in-class writing exercises -Concept Film + director's cut essay -Timed in-class essays -Creative writing Outcomes Students will: -become increasingly aware of processes and growth as readers, writers and thinkers -ask different kinds of questions about a text -identify text features such as signal words, structures, and specialized vocabulary -participate in small- and large-group discussions about reading and texts -participate in active listening of fellow students in text discussions -articulate follow-up questions -name the structure of a text and understand how the structure contributes to communicate meaning -respond to text excerpts and themes; articulate main ideas and themes
Unit Title Quarter 3 Content -Build on essential questions for course -To develop specific reading skills while engaging students in discussion, reflection and written response to the selected readings -Focus on the novel - focus on form and content (compared to the short story and the play) -Introduction to media literacy (focus on image analysis) -To develop writing skills (focus on thesis statements, quote interpretation, structure) -Grammar -Vocabulary building Skills -Read for pleasure and meaning -Develop questioning skills -Recognize significant themes and ideas in literature, particularly as they function in the novel -Analyze how media images convey cultural messages -Identify and understand the significance of literary genres -Actively participate in class discussions and follow-up questions -Write critical responses to literature -Use reading to build vocabulary Resources -The Kite Runner, Khaled Hosseini -Additional in-class resources (academic essays and articles on race and racism) -Vocabulary Workshop, Level D Instructional Strategies -Discussion and lecture (small groups and whole class) -Active questioning -Reading aloud, discovering words -Individual and group work in class, using a variety of writing strategies -Individual and group presentations -Multiple drafts of written work -Research skills Assessment -Weekly vocabulary quizzes -Small group projects -Several in-class writing exercises -1-2 major essays -Timed in-class essays -Creative writing Outcomes Students will: -become increasingly aware of processes and growth as readers, writers and thinkers -ask different kinds of questions about a text -identify text features such as signal words, structures, and specialized vocabulary -participate in small- and large-group discussions about reading and texts -participate in active listening of fellow students in text discussions -articulate follow-up questions -name the structure of a text and understand how the structure contributes to communicate meaning -respond to text excerpts and themes; articulate main ideas and themes
Unit Title Quarter 4 Content -Build on essential questions for course -To develop specific reading skills while engaging students in discussion, reflection and written response to the selected readings -Focus on memoir and the graphic novel (in comparison to earlier units on the short story, the novel, and the play) -To develop writing skills (focus on thesis statements, quote interpretation, structure) -Grammar -Vocabulary building Skills -Read for pleasure and meaning -Develop questioning skills -Develop visual literacy skills -Develop narrative writing skills -Recognize significant themes and ideas in literature, particularly as they function in the memoir and the graphic novel -Identify and understand the significance of literary genres -Actively participate in class discussions and follow-up questions -Write critical responses to literature -Use reading to build vocabulary Resources -Stealing Buddha's Dinner, Bich Minh Nguyen -Persepolis, Marjane Satrapi -Additional in-class resources -Vocabulary Workshop, Level D Instructional Strategies -Discussion and lecture (small groups and whole class) -Active questioning -Reading aloud, discovering words -Individual and group work in class, using a variety of writing strategies -Individual and group presentations -Multiple drafts of written work -Research skills Assessment -Weekly vocabulary quizzes -Small group projects -Several in-class writing exercises -1-2 major essays -Visual memoir project -Timed in-class essays -Creative writing Outcomes Students will: -become increasingly aware of processes and growth as readers, writers and thinkers -ask different kinds of questions about a text -identify text features such as signal words, structures, and specialized vocabulary -participate in small- and large-group discussions about reading and texts -participate in active listening of fellow students in text discussions -articulate follow-up questions -name the structure of a text and understand how the structure contributes to communicate meaning -respond to text excerpts and themes; articulate main ideas and themes