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Various reading standards for literature analysis at the 9th and 10th grade level. It covers skills such as determining themes, analyzing character development, understanding word meanings, and analyzing an author's craft. The document also emphasizes the importance of close reading and annotating texts for comprehension and analysis.
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Bloomfield Public SchoolsUnderstanding by Design Unit Template
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Introduction:
This document is a tool that will provide an overview as to what to teach, when to teach it, and how to assess student progress.
As well, with considerations made for altered pacing, modifications, and accommodations; this document is to be utilized for allstudents enrolled in this course, regardless of ability level, native language, or classification.
It is meant to be a dynamic tool that
we, as educators, will revise and modify as it is used during the course of the school year.
Below is a series of important points about this
supplement and the English language arts course.The
English 1 curriculum is aligned with both the new
National Common Core Standards and the 21
st^ century themes and mandates set forth in
the 2010
New Jersey Core Curriculum Content Standards.
Both sets of standards demand that language arts curricula work to promote the
selection of increasingly complex texts, a balanced approach to understanding fictional and informational writing, and the integration oftechnology into the classroom.
This document ensures that all English Language Arts standards will be met over the duration of the course.
As
well, the documents specifically cross-reference the four 21
st^ Century themes (Global Awareness; Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; and Health Literacy) and primary inter-disciplinary connections. Mapping/Sequence:
The format in which the curriculum is written follows the parameters of
Understanding by Design.
Each new course
curriculum document is written as a series of units containing established transfer goals, enduring understandings, essential questions, and thenecessary skills and knowledge a student must attain in a school year.
In addition, each document stipulates both required and suggested works,
activities, and assessments.
Teachers are expected to design lessons that will meet the requirements stipulated in this document; however, they
are provided flexibility in how they choose to meet these demands.The
English 1 Reading and Writing Strategies course is divided into 5 units: two reading and three writing that not only seek to develop a student’s reading and writing skills but also investigate different genres of literature (Drama, Epic, Non-fiction, Novel, Poetry, Short Story).
Each
of the Reading Units focuses on a specific metacognitive strategy aimed at supporting comprehension development.
The reading and writing
units are intended to be done simultaneously over the course of the year.
There is no set order to the genre units.
A teacher may introduce the
units as he/she feels best meets the needs of the class. Pacing:
Each of the reading units provides a time frame that averages between 8 to 10 weeks, while the writing units are paced for 6-8 week
completion.
This pacing takes into consideration the time needed to complete the writing activities that will be done in conjunction with the
reading study. Resources:
In each unit, both electronic and text resources are listed.
It is the intention that teachers will be able to access the curriculum
document on the district website as well as be able to add to the resources lists periodically throughout the school year.
Other valuable sites that
should be referenced in planning are http://www.corestandards.org/the-standards/english-language-arts-standards andhttp://www.commoncore.org/maps/.
Primary Interdisciplinary Connections
6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how
past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable studentsto make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.3 Active Citizenship in the 21st Century:
All students will acquire the skills needed to be active, informed citizens who value diversity
and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world. 8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve
problems individually and collaboratively and to create and communicate knowledge. 9.1 21st-Century Life and Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving
st^
T
ransfer
Students will be able to independently use their learning to…T
Meaning
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
Bloomfield Public SchoolsUnderstanding by Design Unit TemplateU
Acquisition
Knowledge Students will know…
Skills Students will be able to…
Evidence (Stage 2)
Checks for Alignment
Evaluation CriteriaPerformance is judged in termsof…
Assessment Evidence
Learning Plan (Stage 3)
Checks for alignment
and best practice
The teaching and learning needed to achieve the unit goals.
Select tasks as required by
“I do, We do, You do” activitiesQuestion journalReading “speed bumps”Sign postsDouble-entry journalsGraphic organizersKWL charts
“The Secret Life of Walter Mitty” by James Thurber (
Strategies for Differentiation
Learning buddies ^
Varied rubrics ^
Tiered products/activities (Utilizing Bloom’s) ^
I do, We do, You do activities ^
Small group instruction ^
Paired/Group activities ^
Guided practice
Interest-based mini-lessons ^
Wall walks ^
Skill-based mini-lessons ^
I do, We do, You do activities ^
Tiered products/activities (Utilizing Bloom’s) ^
Role play ^
Cooperative learning
Cooperative learning (Jigsaw, Frayer model, etc.) ^
Embedded visual cues ^
Chunking ^
Advanced notice of assignments ^
Guided organizational skills ^
One-minute essays ^
Test modifications/Time extensions ^
Pre-test to assess readiness
Offer choice of response (verbal, visual, etc.)
Entrance/Exit tickets
Encourage oral reading ^
Teach multiple meanings of vocabulary words ^
Use oral
and
written questions to check comprehension
Direct questioning to elicit knowledge ^
Pre-teach vocabulary ^
Clearly define (oral
and
written) limits and expectations
Small-group instruction
Allow additional “wait” time
Allow student to write based upon vocabulary word bank ^
Visual aids to allow student to organize plot structure ^
Teach outlining skills
Provide questions for student to allow organization
Bloomfield Public SchoolsUnderstanding by Design Unit TemplateL.9-10.5:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering aword or phrase important to comprehension or expression.
Primary Interdisciplinary Connections
6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how
past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable studentsto make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.3 Active Citizenship in the 21st Century:
All students will acquire the skills needed to be active, informed citizens who value diversity
and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world. 8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve
problems individually and collaboratively and to create and communicate knowledge. 9.1 21st-Century Life and Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving
st^
T
ransfer
Students will be able to independently use their learning to…T
Meaning
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
Acquisition
Knowledge Students will know…
Skills Students will be able to…
Evidence (Stage 2)
Checks for Alignment
Evaluation CriteriaPerformance is judged in termsof…
Assessment Evidence
Degree of accuracy ^
Comprehension ^
Observation ^
Rubrics ^
Preparedness
Select tasks as required by
Classroom discussion
Informal observation
Bloomfield Public SchoolsUnderstanding by Design Unit TemplateT1-T2U1-Q3Q1-Q4K1-K4S1-S
Select tasks as required by
“I do, We do, You do” activitiesChalking/Silent discussionReading “speed bumps”Double-entry journalsSocratic seminar
Additional texts:“Fire and Ice” by Robert Frost (
“Dream Deferred” by Langston Hughes (
“Dreams” by Langston Hughes (
Other:ZPD (Zone of Proximal Development) Books
Strategies for Differentiation
Learning buddies ^
Varied rubrics ^
Tiered products/activities (Utilizing Bloom’s) ^
I do, We do, You do activities ^
Small group instruction ^
Paired/Group activities ^
Guided practice ^
Cooperative learning (Jigsaw, Frayer model, etc.) ^
Embedded visual cues ^
Chunking ^
Advanced notice of assignments ^
Guided organizational skills ^
One-minute essays ^
Test modifications/Time extensions ^
Pre-test to assess readiness
Offer choice of response (verbal, visual, etc.)
Interest-based mini-lessons ^
Wall walks ^
Skill-based mini-lessons ^
I do, We do, You do activities ^
Tiered products/activities (Utilizing Bloom’s) ^
Role play ^
Cooperative learning
Entrance/Exit tickets
Encourage oral reading ^
Teach multiple meanings of vocabulary words ^
Use oral
and
written questions to check comprehension
Direct questioning to elicit knowledge ^
Pre-teach vocabulary ^
Clearly define (oral
and
written) limits and expectations
Small-group instruction
Allow additional “wait” time
Allow student to write based upon vocabulary word bank ^
Visual aids to allow student to organize plot structure ^
Teach outlining skills
Provide questions for student to allow organization
Bloomfield Public SchoolsUnderstanding by Design Unit TemplateL.9-10.5:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering aword or phrase important to comprehension or expression. WritingW.9-10.3:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences. W.9-10.4:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.9-10.5:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience. W.9-10.6:
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage
of technology's capacity to link to other information and to display information flexibly and dynamically. W.9-10.10:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Primary Interdisciplinary Connections
6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how
past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable studentsto make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.3 Active Citizenship in the 21st Century:
All students will acquire the skills needed to be active, informed citizens who value diversity
and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world. 8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve
problems individually and collaboratively and to create and communicate knowledge. 9.1 21st-Century Life and Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving
skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
st^
T
ransfer
Students will be able to independently use their learning to…T
Meaning
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
Acquisition
Knowledge Students will know…
Skills Students will be able to…
Learning Plan (Stage 3)
Checks for alignment
and best practice
The teaching and learning needed to achieve the unit goals.
Compose fictional/personal narrative (including thebasic elements of narrative writing)
CharactersSettingPlotConflictResolution
Story mappingDrafting/RevisionPeer reviewGrammar mini-lessons
Mentor texts:“The Birds” by Daphne Du Maurier (
“The Gift of the Magi” by O. Henry (
Strategies for Differentiation
