LSSD Moodle Site: All courses

Course categories:

English/Language Arts 6-11 Curriculum Map

Required Text list:

Texts that are on this vertical alignment will not be used in any other classroom/grade level (including elementary) as instructional material, read alouds, required reads, literature circles, or paired reads.

Grade Six ELA: The Cay, The Lightning Thief, The Sneetches, I Was Not Alone, Ta-Na-Eka

Grade Seven ELA: Roll of Thunder, Hear My Cry, Names/Nombres, Barrio Boys, Song of the Trees, Phineas Gage: A Gruesome but True Story of Science

English Eight: Out of the Dust, The Landlady, Monkey's Paw, The Foghorn, The Stranger, Diary of Anne Frank,

English Nine: To Kill a Mockingbird, Romeo and Juliet,

English 10: Fahrenheit 451, Night, The Crucible, Siddhartha, The Joy Luck Club, The Old Man and the Sea

English 11: The Crucible, The Great Gatsby, The Devil and Tom Walker, The Masque of Red Death, Narrative of the Life of Frederick Douglas, Mother Tongue, .

English/Language Arts 6-11 Curriculum Map

*Bundled Standards Focus and Essential Questions*		*Close reading and working with evidence* What are the essential elements of literature that make a story effective? What is the central idea or theme? How does the author support & develop his or her central idea or theme?	*Understanding text structures & author’s craft* What literary techniques does the author use to convey meaning for the reader? Why do authors make certain choices as they write? How does a writer’s decisions impact the reader’s understanding?	*Argumentative reading and writing* What is the point of view of the narrator/speaker/author? How does the author support his or her point of view? Can I trust this source?	*Inquiry (research) and Argument* How do I best develop and refine a question for inquiry, and how do I best narrow or broaden the inquiry when appropriate? What is the point of view of the narrator/speaker/author? How does the author support his or her point of view? Can I trust this source?
Grade Six – approximate Lexile Band 995-1035	Central Texts	RL - The Cay (860L)	Determined by teacher	Determined by teacher	RL – Excerpts from E.M. Berens’ Myths of Ancient Greece and Rome (lexile range between 980-1230) The Lightning Thief (740L)
	Paired Reads	*See Grade Six Horizontal Map for required and optional reads
	Writing Tasks	Explanatory writing task – in creation	Narrative writing task - determined by teacher	Argument writing task – determined by teacher	Explanatory writing task OR Argument writing task – in creation
	Language& Grammar	In development	In development	In development	In development
	PT	Explanatory Baseline PT #1- Focus: characterization (Tom Sawyer excerpts) Explanatory End of Unit PT#2: Focus: conveying characterization (Ta-Na-E-Ka)	Explanatory Focus: Theme (Sneeches and I was Not Alone)	Argument – need link	Argument – need link
	Major CCSS	RL – 6.1, 6.2, 6.3, 6.6 RI – 6.1, 6.2 W – 6.2, 6.7, 6.9 L - all standards S&L – all standards Woven throughout: 6.4	RL – 6.5, 6.6 RI – 6.5, 6.6 W – 6.2, 6.3 L – all standards S&L – all standards Woven throughout: 6.4	RL – 6.6, 6.9 RI – 6.3, 6.8, 6.9 W – 6.1, 6.7, 6.9 L – all standards S&L – all standards, but specifically 6.3 Woven throughout: 6.4	RL 6.1, 6.4, 6.7, 6.9 RI 6.4, 6.3, 6.7, 6.8, 6.9** W – 6.1, 6.2, 6.6, 6.9 L – all standards S&L – all, but specifically 6.3, 6.5
Grade Seven – approximate Lexile Band 1035-1075	Central Texts	Determined by teacher	Roll of Thunder, Hear my Cry (920L)	Determined by teacher	Phineas Gage: A True but Gruesome Tale about Brain Science (L
	Paired Reads	*See Grade Seven Horizontal Map for required and optional reads
	Writing Tasks	Explanatory writing task – determined by teacher	Narrative writing task – in creation	Argument writing task – determined by teacher or in creation	Explanatory writing task OR Argument writing – determined by teacher or in creation
	Language& Grammar	In development	In development	In development	In development
	PT	Explanatory Baseline PT#1: Focus: Conveying theme (Names/Nombres) Explanatory Performance Task #2: Focus: Conveying theme (Barrio Boys)	Explanatory – Task #3 Focus: Author’s craft and style	Argument – need link	Argument – need link
	Major CCSS	RL – 7.1, 7.2, 7.3, 7.6 RI – 7.1, 7.2 W – 6.2, 6.7, 6.9 L - all standards/S&L – all standards Woven throughout: 7.4	RL – 7.5, 7.6, 7.9 RI – 7.6, 7.6, 7.9 W – 6.2, 6.3 L – all standards/S&L – all standards Woven throughout: 7.4	RL – 7.6, 7.9 RI – 7.3, 7.8, 7.9 W – 7.1, 7.7, 7.9 L – all standards/S&L – all standards, but specifically 7.3 Woven throughout: 7.4	RL 7.1, 7.7 RI 7.3, 7.7, 7.8 W – 7.1, 7.2, 7.6, 7.9 L – all standards/S&L – all, but specifically 7.3, 7.5 Woven throughout: 7.4
Grade Eight – approximate Lexile Band 1075-1115	Central Texts	RL – The Landlady (1000L) RL - The Monkey’s Paw 1110L) RL – The Foghorn RI – The Stranger (880L)	TBD: NOVEL PILOT	TBD: NOVEL PILOT	RL -Diary of Anne Frank (1080L)
	Paired	*See Grade Eight Horizontal Map for required and optional reads
	Writing Tasks	Narrative - Write a short story of suspense. – need link	Explanatory - Determined by teacher	Argumentative - Determined by teacher	Explanatory - Hero Project-research 3 types of heroes – need link
	Language& Grammar	In development	In development	In development	In development
	PT	Baseline (explanatory) Focus: compare how author develops character	Explanatory – in creation/need link	Argument – in creation/need link	Argument – in creation/need link
	Major CCSS	RL – 8.1, 8.2, 8.3, 8.6 RI – 8.1, 8.2 W – 8.3, 8.6 L - all standards S&L – all standards Woven throughout: 8.4	RL – 8.5, 8.6 RI – 8.5, 8.6 W – 8.2, 8.3 L – all standards S&L – all standards Woven throughout: 8.4	RL – 8.6, 8.9 RI – 8.3, 8.8, 8.9 W – 8.1, 8.7, 8.9 L – all standards S&L – all standards, but specifically 8.3 Woven throughout: 8.4	RL 8.1, 8.4, 8.7, 8.9 RI 8.4, 8.3, 8.7, 8.8, 8.9** W – 8.1, 8.2, 8.6, 8.7, 8.9 L – all standards S&L – all, but specifically 8.3, 8.5 Woven throughout: 8.4
Grade Nine – approximate Lexile Band 1080-1190	Central Texts	Determined by teacher	RL – To Kill a Mockingbird (870L - CCCS Appendix B recommended grade 10)	Determined by teacher	RL – Romeo and Juliet (1260L)
	Paired	*See Grade Nine Horizontal Map for required and optional reads
	Writing Tasks	Determined by teacher	Literary analysis essay – in creation/need link	Determined by teacher	Argument essay – Whose is to blame for Romeo and Juliet’s death? – in creation/need link
	Language& Grammar	In development	In development	In development	In development
	PT	Explanatory Focus: how author conveys theme	Explanatory – in creation/need link	Argument – in creation/need link	Argument – in creation/need link
		RL – 9/10.1, 9/10.2, 9/10.3, 9/10.6 RI – 9/10.1, 9/10.2 W – 9/10.2, 9/10.7, 9/10.9 L - all standards S&L – all standards Woven throughout: 9/10.4	RL – 9/10.4, 9/10.5, 9/10.6, 9/10.7 RI – 9/10.5, 9/10.6 W – 9/10.2, 9/10.3 L – all standards S&L – all standards Woven throughout: 9/10.4	RL .– 9/10.6, 9/10.9 RI – 9/10.3., 9/10.8, 9/10.9 W – 9/10.1, 9/10.7, 9/10.9 L – all standards S&L – all standards, but specifically 9/10.3 Woven throughout: 9/10.4	RL 9/10.1, 9/10.4, 9/10.7, .9/10.9 RI 9/10.4, 9/10.3, 9/10.7, 9/10.8, 9/10.9** W – 9/10.1, 9/10.2, 9/10.6, 9/10.9 L – all standards S&L – all, but specifically 9/10.3, 9/10.5 Woven throughout: 9/10.4

English/Language Arts 6-11 Curriculum Map

Note: The English 10 and English 11 Courses continue in development, as do those in 6-9.

What you see below will continue to be adjusted as time goes on.

		*Close reading and working with evidence*	*Understanding text structures & author’s craft*	*Argumentative reading and writing*	*Inquiry (research) and Argument*
Grade Ten – approximate Lexile band 1190-1305	Units	Unit One Unit Seven	Unit Three Unit Five	Unit Two Unit Eight	Unit Four Unit Six
	Central Texts and Paired Reads	This is course is currently being developed and curricular decisions are being made. Required:* Fahrenheit 451 (890L) Night (570L - CCCS Appendix B recommended grade 10) A Shakespearean play (TBD) In addition, choose one: Siddhartha (1010L) – The Joy Luck Club (930L) Old Man and the Sea (940L)
	Writing Tasks	Explanatory Essay	Narrative text	Argumentative essay	Research paper
	Language& Grammar	In development	In development	In development	In development

Grade Eleven – approximate Lexile band 1215-1355	Central Texts	Semester One The Crucible (1320L)		Semester Two The Great Gatsby (1070L - CCCS Appendix B recommended grade 11)
	Paired Reads	“Upon the Burning of Our House” (1250L) “The Devil and Tom Walker” (1130L) “The Masque of the Red Death” (1180L)		“The Celebrated Jumping Frog” (1000L) “The Story of an Hour” (960L) “Mending Wall” (CCCS Appendix B recommended grade 11) “The Love Song of J. Alfred Prufrock” (CCCS Appendix B recommended grade 11) “How it Feels to be Colored Me” (1220L) “Mother Tongue” (1110L) “In Search of our Mother’s Gardens” (1160L) Letter from a Birmingham Jail (1340L)
	Writing Tasks	Comparative Analysis Research presentation	Argument writing: speech	The Great Gatsby literary analysis	Research paper
	Language& Grammar	In development	In development	In development	In development

Grade Six General Education ELA Horizontal Curriculum Map

Approximate Lexile Band

995-1035

	*Close reading and working with evidence*	*Understanding text structures & author’s craft*	*Argumentative reading and writing*	*Inquiry (research) and Argument*
Theme	TBD	Determined by teacher	Determined by teacher	Myths: Not Just Long Ago
Essential Questions	What are the essential elements of literature that make a story effective? What is the central idea or theme of the text? How does the author support his or her central idea or theme? How does Phillip’s blindness contribute to his survival? What literary techniques does the author use to convey meaning for the reader? Why do authors make certain choice as they write? How does a writer’s decisions impact the reader’s understanding? What is the point of view of the narrator/speaker/author? How does the author support his or her point of view? Can I trust the source? How do I best develop and refine a question for inquiry, and how do I best narrow or broaden the inquiry when appropriate? What makes a person/writer’s argument valid? How does Rick Riordan’s portrayal of Greek mythology compare to the original pieces of mythology read in class? What is the hero’s journey? What makes a myth? Why do myths matter?
Central Texts	The Cay (860L)	Determined by teacher	Determined by teacher	RL – Excerpts from E.M. Berens’ Myths of Ancient Greece and Rome (lexile range between 980-1230) Independent, paired text: The Lightning Thief (740L)
Timeline	Within first 9 weeks of semester one	Within second nine weeks of first semester	Within first nine weeks of second semester	Within last 9 weeks of semester two
Paired Reads	REQUIRED: Great Events, 1931-1939, Vol. 3, “The Allies Win the Battle of the Atlantic” EBSCO (RI, 1060L) REQIURED: “Prejudice,” Lizelia Augusta Jenkins Moorer Close reading lesson (RI-poem) Sight Unseen: People Blinded by Brain Damage Can Respond to Emotive Expressions (RI)			REQUIRED:Introduction “Myths and Legends,” based on E.M. Berens (RI, 1150L) “Shrouded in Myth,” Jessica Fisher Neidl (RI, 1100L) REQUIRED: “The Hero’s Journey,” Expeditionary Learning (RI, 865L) REQUIRED:“The Fates,” based on E.M. Berens (RL, 1230L) “The Story of Medusa and Athena,” by Leanne Guenther REQUIRED: Cronus,” based on E.M. Berens (RL, 980L) “Prometheus and Pandora,” based on Jean Lang (RL, 920L) “Theseus and the minotaur,” based on Nathaniel Hawthorne (RL, 920L) REQUIRED: The Lightning Thief, Rick Riordan (RL, 740L)
Writing Tasks	Explanatory writing task – in creation	Narrative writing task - determined by teacher	Argument writing task – determined by teacher	Explanatory writing task OR Argument writing task – in creation
Performance Tasks	Explanatory Baseline PT #1- Focus: characterization (Tom Sawyer excerpts) Explanatory End of Unit PT#2: Focus: conveying characterization (Ta-Na-E-Ka)	Explanatory Focus: Theme (Sneeches and I was Not Alone)	Argument – need link	Argument – need link
Language/ Grammar	In development	In development	In development	In development
Major CCSS Standards	RL – 6.1, 6.2, 6.3, 6.6 RI – 6.1, 6.2 W – 6.2, 6.7, 6.9 L - all standards S&L – all standards	RL – 6.5, 6.6 RI – 6.5, 6.6 W – 6.2, 6.3 L – all standards S&L – all standards	RL – 6.6, 6.9 RI – 6.3, 6.8, 6.9 W – 6.1, 6.7, 6.9 L – all standards S&L – all standards, but specifically 6.3	RL 6.1, 6.4, 6.7, 6.9 RI 6.4, 6.3, 6.7, 6.8, 6.9** W – 6.1, 6.2, 6.6, 6.9 L – all standards S&L – all, but specifically 6.3, 6.5

Grade Seven General Education ELA Horizontal Curriculum Map

Approximate Lexile Band 1035-1075

	*Close reading and working with evidence*	*Understanding text structures & author’s craft*	*Argumentative reading and writing*	*Inquiry (research) and Argument*
Unit Theme	Who Am I?	“Liberty and Justice for All”	TBD or determined by teacher	Determined by teacher
Essential Questions	What are the essential elements of literature that make a story effective? What is the central idea or theme? How does the author use literary elements (character, setting, conflict, plot, point of view) to develop his or her central idea or theme? How do authors’ experiences influence their story telling? When should we follow conscience over consequence? How does historical fiction connect readers to the people and events of the past? What literary techniques does the author use to convey meaning for the reader? Why do authors make certain choices as they write? How does a writer’s decisions impact the reader’s understanding? What is the point of view of the narrator/speaker/author? How does the author support his or her point of view? Can I trust this source? How do I best develop and refine a question for inquiry, and how do I best narrow or broaden the inquiry when appropriate? What is the point of view of the narrator/speaker/author? How does the author support his or her point of view? Can I trust this source?
Central Texts	Determined by teacher	RL – Roll of Thunder (920L)	Determined by teacher	Phineas Gage: A True but Gruesome Tale about Brain Science (1030L)
Timeline	Within first 9 weeks of semester one	Within second nine weeks of semester one	Semester Two	Semester Two
Paired Reads	REQUIRED: Excerpt from The Invisible Thread (1060L) (need link) REQUIRED: “Eleven” (970L) (need link) REQUIRED “Papa’s Parrot” (7^th grade lit book) (930L)	REQUIRED: Background information on sharecropping -- (primary document) showing a contract between landlord and sharecropper: http://www.pbs.org/wgbh/amex/reconstruction/sharecrop/ps_dawson.html (need lexile) REQUIRED: Background information regarding the Great Migration of African Americans to the north: http://www.history.com/topics/black-history/great-migration(need lexile) Not recommended as a close reading lesson, but as a pre-read to build background; as students progress in the book, they identify parallels between the history described in the article and the novel; in conjunction with http://www.pbs.org/wnet/jimcrow/stories_narratives.html Students listen to first-hand accounts (provides differentiation for students by providing both audio and written accounts) (need lexile) As a resource as individual or group resource project: http://www.pbs.org/wnet/jimcrow/ (need lexile) Mason-Dixon Memory (7^th grade lit book) (840L) Gold Cadillac (650L)	TBD or determined by teacher
PT	Explanatory Baseline PT#1: Focus: Conveying theme (Names/Nombres) Explanatory Performance Task #2: Focus: Conveying theme (Barrio Boys)	Explanatory – need link	Argument – need link	Argument – need link
Writing Tasks	Explanatory writing task – determined by teacher	Narrative writing task – in creation	Argument writing task – determined by teacher or in creation	Explanatory writing task OR Argument writing – determined by teacher or in creation
Language/ Grammar	In development	In development	In development	In development
Major CCSS Standards	RL – 7.1, 7.2, 7.3, 7.6 RI – 7.1, 7.2 L - all standards S&L – all standards	RL – 7.5, 7.6, 7.9 RI – 7.6, 7.6, 7.9 L – all standards S&L – all standards	RL – 7.6, 7.9 RI – 7.3, 7.8, 7.9 L – all standards S&L – all standards, but specifically 7.3	RL 7.1, 7.4, 7.7 RI 7.4, 7.3, 7.7, 7.8 L – all standards S&L – all, but specifically 7.3, 7.5

Grade Eight ELA Horizontal Curriculum Map

Approximate Lexile Band 1075-1115

	*Close reading and working with evidence*	*Understanding text structures & author’s craft*	*Argumentative reading and writing*	*Inquiry (research) and Argument*
Unit Theme	Tales of Suspense Genre study	PILOT	PILOT	Heroes Come in all Shapes and Sizes
Essential Questions	What are the elements of suspense in a short story? How is suspense developed to drive a story? What is the central idea or theme of the text? How does the author use literary elements (character, setting, conflict, plot, point of view) to develop his or her central idea or theme?	What literary techniques does the author use to convey meaning? Why do authors make certain choices as they write? How does a writer’s decisions impact the reader’s understanding? What is the point of view of the narrator/speaker/author? How does the author support his or her point of view? Can I trust this source? How do I best develop and refine a question for inquiry, and how do I best narrow or broaden the inquiry when appropriate? What is the point of view of the narrator/speaker/author? How does the author support his or her point of view? Can I trust this source?
Central Texts	RL – The Landlady RL - The Monkey’s Paw RL – The Foghorn (link to an optional lesson plan from achievethecore.org) RI – The Stranger	TBD – PILOT	TBD – PILOT	TBD - PILOT
Timeline	Within the first 9 weeks of semester one	Within second nine weeks of semester one	Second semester	Second semester
Paired Reads	REQUIRED “A case of false suspense: An opening withholds information, leaving readers adrift and in search of the wrong answer.” http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=74158779&site=ehost-live (RI – 1190L) REQUIRED“How To Generate Suspense in Fiction” http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=1979037&site=ehost-live (RI – 1140L) REQUIRED“Suspense: Keeping your reader reading” http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=9610215173&site=ehost-live (RI- 980L) “I know Suspense -- it steps so terse”. Emily Dickinson http://www.repeatafterus.com/title.php?i=1312 “Suspense -- is Hostiler than Death – “. Emily Dickinson http://www.poemhunter.com/poem/suspense-is-hostiler-than-death/	Determined by teacher	Determined by teacher	In creation
Writing Tasks	Narrative-write a short story of suspense – need link	Explanatory – determined by teacher	Argument – determined by teacher	Explanatory/Argument-hero research – determined by teacher – need link
Language/ Grammar	In development	In development	In development	In development
PT	Baseline (explanatory) Focus: compare how author develops character	Explanatory – in creation	Argument – in creation	Argument – in creation
Major CCSS Standards	RL – 8.1, 8.2, 8.3, 8.6 RI – 8.1, 8.2 W – 8.3, 8.6 L - all standards S&L – all standards	RL – 8.5, 8.6 RI – 8.5, 8.6 W – 8.2, 8.3 L – all standards S&L – all standards	RL – 8.6, 8.9 RI – 8.3, 8.8, 8.9 W – 8.1, 8.7, 8.9 L – all standards S&L – all standards, but specifically 8.3	RL 8.1, 8.4, 8.7, 8.9 RI 8.4, 8.3, 8.7, 8.8, 8.9 W – 8.1, 8.2, 8.6, 8.7, 8.9 L – all standards S&L – all, but specifically 8.3, 8.5

Grade Nine Horizontal ELA Curriculum Map

Approximate Lexile Band 1080-1190

	*Close reading and working with evidence*	*Understanding text structures & author’s craft*	*Argumentative reading and writing*	*Inquiry (research) and Argument*
Unit Theme	Determined by teacher	TBD	TBD	Determined by teacher
Essential Questions	What are the essential elements of literature that make a story effective? What is the central idea or theme of the text? How does the author support his or her central idea or theme?	What are themes of the novel? How does the author develop the story elements through author’s craft? How does the structure of the text contribute to its meaning? How does cultural experience influence or shape the point of view?	What is the point of view of the narrator/speaker/author? How does the author support his or her point of view? Can I trust this source? How do I best develop and refine a question for inquiry, and how do I best narrow or broaden the inquiry when appropriate? What is the point of view of the narrator/speaker/author? How does the author support his or her point of view? Can I trust this source?
Central Texts	Determined by teacher	RL – To Kill a Mockingbird (870L - CCCS Appendix B recommended grade 10)	Romeo and Juliet (1260L)	Determined by teacher
Paired Reads	Determined by teacher	REQUIRED: Background information on author http://www.neabigread.org/books/mockingbird/readers-guide/about-the-author/ (below grade level) OR http://www.biography.com/people/harper-lee-9377021#early-life (at grade level) REQUIRED: Background information on Scottsboro trials http://web.b.ebscohost.com/hrc/detail/detail?vid=7&sid=2800c6eb-ba36-4ac2-857b-af4d81894b67%40sessionmgr111&hid=123&bdata=JnNpdGU9aHJjLWxpdmU%3d#db=khh&AN=6346108 (below grade level) OR http://web.b.ebscohost.com/hrc/pdfviewer/pdfviewer?sid=2800c6eb-ba36-4ac2-857b-af4d81894b67%40sessionmgr111&vid=34&hid=124 (at grade level)	In creation	Determined by teacher
Writing Tasks	Explanatory - Determined by teacher	Explanatory-literary analysis essay – need link	Argument – Determined by teacher	Explanatory OR Argument – in creation/need link
Language& Grammar	In development	In development	In development	In development
PT	Explanatory Focus: how author conveys theme	Explanatory – need link	Argument – need link	Argument – need link
Major CCSS Standards	RL – 9/10.1, 9/10.2, 9/10.3, 9/10.6 RI – 9/10.1, 9/10.2 W – 9/10.2, 9/10.7, 9/10.9 L - all standards S&L – all standards	RL – 9/10.4, 9/10.5, 9/10.6, 9/10.7 RI – 9/10.5, 9/10.6 W – 9/10.2, 9/10.3 L – all standards S&L – all standards	RL .– 9/10.6, 9/10.9 RI – 9/10.3., 9/10.8, 9/10.9 W – 9/10.1, 9/10.7, 9/10.9 L – all standards S&L – all standards, but specifically 9/10.3	RL 9/10.1, 9/10.4, 9/10.7, .9/10.9 RI 9/10.4, 9/10.3, 9/10.7, 9/10.8, 9/10.9** W – 9/10.1, 9/10.2, 9/10.6, 9/10.9 L – all standards S&L – all, but specifically 9/10.3, 9/10.5
Timeline	Within the first 9 weeks of semester one	Within second nine weeks of semester one	Second semester	Second semester

Lake Stevens High School	[ENGLISH 10:] DRAFT Curriculum Overview – Full Year – 13/14
	Approximate Lexile Band: 1190-1305

NOTE: This document is a work in progress. As such, it requires feedback, clarifying questions, and well-intentioned challenges to its coherence and unity. We collectively own this document, its content, and implications on students and their learning.

Guiding Principles:

It’s impossible to provide intentional, focused, coherent instruction AND assessment for every single literacy skill articulated in the CCSS at the 9-10 grade band
Some skills are higher-leverage than others
Some skills are foundational and must be mastered prior to tackling those that are more complex

SEMESTER ONE SEQUENTIAL SKILLS FOCUS:

Ongoing throughout semester – RL 9-10.4 (vocabulary), L 9-10.1-2 (grammar, usage, capitalization, punctuation, spelling)

Unit 1: RL 9-10.1 – Using text evidence to support conclusions drawn from text

RL 9-10.2 – Determine theme emergence/ development

SL 9-10.1 – Prepare for and participate in a collaborative discussion

Unit 2: W 9-10.1 – Write arguments to support analysis of texts

W 9-10.5 – Develop and strengthen writing by planning, revising, editing, rewriting, etc.

L 9-10.1 – Demonstrate command of standard English grammar and usage

L 9-10.2 – Demonstrate command of standard English capitalization, punctuation, spelling

Unit 3: RL 9-10.3 – Analyze character development and interaction with theme, other characters

RL 9-10.7 – Analyze representation of subject in two different artistic mediums

Unit 4: W 9-10.2 – Write informative/explanatory texts to examine and convey complex ideas

W 9-10.5 – Develop and strengthen writing by planning, revising, editing, rewriting, etc.

L 9-10.1 – Demonstrate command of standard English grammar and usage

L 9-10.2 – Demonstrate command of standard English capitalization, punctuation, spelling

SEMESTER ONE TEXTS AND ESSAYS:

Texts: Informational texts are included in an intentional and connected way throughout the semester

Science Fiction Short Stories (see attached list) need to develop the list, please help
Fahrenheit 451
Supplemental Novel – Siddhartha, The Joy Luck Club, The Old Man and the Sea (are there others?)

Essays:

Argumentative Essay (should we require this to be attached to a text? The CCSS state “topics or texts”)
Expository Essay (this could be a compare/contrast essay if the content is substantial enough to align with the CCSS … thoughts?)

Remember the E10 mid-year check for reading and writing – three days of testing, two days of pullout for scoring …

Since we were so intentional about scaffolding the skills in first semester, we don’t think the units in second semester need to be scaffolded. This semester is far less developed … need to work here.

SEMESTER TWO SKILLS FOCUS:

Ongoing throughout semester – RL 9-10.4 (vocabulary), RL 9-10.7 (multiple mediums), L 9-10.1-2 (grammar, usage, capitalization, punctuation, spelling)

Unit 5: RL 9-10.5 – Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Unit: W 9-10.7 – Research to answer a question, synthesize multiple sources

W 9-10.8 – Gather relevant information, assess each source, integrate sources and use proper citation

W 9-10.2 – Write informative/explanatory texts to examine and convey complex ideas

RI 9-10.8 – Evaluate claims in a text, assess validity of reasoning

L 9-10.1 – Demonstrate command of standard English grammar and usage

L 9-10.2 – Demonstrate command of standard English capitalization, punctuation, spelling

Unit: RL 9-10.3 – Analyze character development and interaction with theme, other characters

Unit: W 9-10.1 – Write arguments to support analysis of texts (OR – students could choose W9-10.2)

L 9-10.1 – Demonstrate command of standard English grammar and usage

L 9-10.2 – Demonstrate command of standard English capitalization, punctuation, spelling

SEMESTER TWO TEXTS AND ESSAYS:

Texts:

Short Stories (see attached list) [need to develop the list, is this where people used to do the “cultural diversity” stuff?]
Night
Shakespeare play (need to develop the list of possibles from the book room)

Essays:

Research paper (should we require this to be attached to a text? The CCSS state “topics or texts”)
Literary Analysis

English 11 Course Overview

Approximate Lexile Band: 1215-1355

First Semester

Diagnostic Assessment: Performance Task #1 (1 Week)

Unit 1: Early American Writers (6 Weeks)

Reading

1. Bradstreet, “Upon the Burning of Our House” (literary devices)

2. Miller, The Crucible (theme, mood, paradox, irony, symbolism)

3. Jefferson, Declaration of Independence (elements of an argument)

4. Henry, Speech in the Virginia Convention (rhetorical devices)

Writing / Speaking & Listening

1. Argument Writing: Speech

Unit 2: American Romanticism (5 Weeks)

Reading

1. Irving, “The Devil and Tom Walker” (satire & imagery)

2. Poe, “The Masque of the Red Death” (mood)

3. Emerson, “from Self Reliance” (Transcendentalism)

4. Thoreau, “from Civil Disobedience” (paradox)

Writing / Speaking & Listening

1. Socratic Seminar

2. Comparative Analysis: Timed-Write

Unit 3: From Romanticism to Realism (5 Weeks)

Reading

1. Whitman, Selected Poetry (literary devices, tone, theme)

2. Dickinson, Selected Poetry (literary devices, tone, theme)

3. Douglas, “from Narrative of the Life of Frederick Douglass” (style)

Writing / Speaking & Listening

1. Research & Slides Presentation: Dead Poets

Final Exam: Performance Task #2 (1 Week)

First Semester Language Focus

Conventions

1. taboo verbs

2. subject/verb agreement

3. pronoun/antecedent agreement

4. colons & semicolons
Syntax

1. parallelism

2. demonstrate sentence variety in writing (e.g. simple, compound, complex)

Academic / Domain-Specific Vocabulary

1. vocabulary / grammar in context (textbook)

2. review: theme, purpose, tone, mood

3. diction

4. paradox

5. hyperbole

6. rhetoric

English 11 Overview

Second Semester

Unit 4: Regionalism and Naturalism (2 Weeks)

Reading

1. Twain,“The Notorious Jumping Frog...” (characterization, setting, hyperbole)

2. Chopin, “The Story of an Hour” (imagery, symbolism, tone, theme)

Performance Task #3 (1 Week)

Unit 5: The Harlem Renaissance and Modernism (8 Weeks)

Reading

1. Hughes, Selected Poetry (literary devices, imagery, tone)

2. Frost, “Mending Wall” (literary devices, tone, theme)

3. Eliot, “The Love Song of J. Alfred Prufrock” (stream of consciousness, literary devices)

4. Fitzgerald, The Great Gatsby (literary devices, multiple themes)

5. Hurston, “How it Feels to Be Colored Me” (analogy, tone, theme)

Writing / Speaking & Listening

1. Socratic Seminars

2. Literary Analysis: The Great Gatsby Essay

3. Comparative Analysis: Suffrage Poster Project

Unit 6: Contemporary Literature (5 Weeks)

Reading

1. Tan, “Mother Tongue” (elements of a personal essay)

2. Walker, “In Search of our Mother’s Gardens” (paradox, theme)

3. King, Letter from Birmingham Jail (analogy, allusions, aphorism, rhetoric)

Writing / Speaking & Listening

1. Socratic Seminar

Final Exam: Performance Task #4 (1 Weeks)

Second Semester Language Focus

Conventions

1. hyphenation & dashes

2. parenthesis

3. italics

4. active/passive voice

Syntax

1. identify sentence variety in core reads and to what effect

2. demonstrate sentence variety in writing

Academic & Domain-Specific Vocabulary

1. vocabulary / grammar in Context (textbook)

2. juxtaposition

3. satire

4. rhetoric continued

ELA 6-11 Curriculum Map

English/Language Arts 6-11 Curriculum Map

Required Text list:

Texts that are on this vertical alignment will not be used in any other classroom/grade level (including elementary) as instructional material, read alouds, required reads, literature circles, or paired reads.

Grade Six ELA: The Cay, The Lightning Thief, The Sneetches, I Was Not Alone, Ta-Na-Eka

Grade Seven ELA: Roll of Thunder, Hear My Cry, Names/Nombres, Barrio Boys, Song of the Trees, Phineas Gage: A Gruesome but True Story of Science

English Eight: Out of the Dust, The Landlady, Monkey's Paw, The Foghorn, The Stranger, Diary of Anne Frank,

English Nine: To Kill a Mockingbird, Romeo and Juliet,

English 10: Fahrenheit 451, Night, The Crucible, Siddhartha, The Joy Luck Club, The Old Man and the Sea

English 11: The Crucible, The Great Gatsby, The Devil and Tom Walker, The Masque of Red Death, Narrative of the Life of Frederick Douglas, Mother Tongue, .

English/Language Arts 6-11 Curriculum Map

English/Language Arts 6-11 Curriculum Map

Note: The English 10 and English 11 Courses continue in development, as do those in 6-9.

What you see below will continue to be adjusted as time goes on.

Grade Six General Education ELA Horizontal Curriculum Map

Approximate Lexile Band

995-1035

Grade Seven General Education ELA Horizontal Curriculum Map

Approximate Lexile Band 1035-1075

Grade Eight ELA Horizontal Curriculum Map

Approximate Lexile Band 1075-1115

Grade Nine Horizontal ELA Curriculum Map

Approximate Lexile Band 1080-1190

Lake Stevens High School

[ENGLISH 10:] DRAFT Curriculum Overview – Full Year – 13/14

Approximate Lexile Band: 1190-1305

English 11 Course Overview

Approximate Lexile Band: 1215-1355

First Semester

Second Semester