English+1

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || Animal Farm || * relate prior knowledge to Animal Farm. Romeo and Juliet || 1. to analyze and respond to literary elements 2. to read, comprehend, analyze, and critique drama 3. to develop word analysis skills, fluency and systematic vocabulary 4. to understand and apply written and oral language conventions 5. to understand and apply appropriate writing and research strategies 6. to understand and apply listening and speaking strategies 7. Identify and discuss the historical events of William Shakespeare’s life and times. 8. Identify and discuss the elements of the Shakespearean theater. 9. Identify and discuss, interpret, analyze, and show an understanding of the elements of the play ‘Romeo and Juliet’. || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. || 35 || Literary Elements and terms relating to Shakespeare's theater, life, publication and plays || text, film, study guides || oral readings, study guide questions, discussion, notes, group work || quizzes, tests, and teacher made projects || Poetry || 1. Identify unique characteristics of the poetry genre. 2. Practice poetry writing skills such as rhyme, rhyming, descriptive vocabulary. 3. Follow the writing process to create original poetry. 4. Understand how to review and revise their own writing. 5. Use web technology to post original writing online. || 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. || 15 || Literary Elements || textbook, teacher made materials || reading, discussion, writing, study guides || tests and quizzes, oral interpretation of poem, projects || Speech || A. Define the following types of communication: a. Formal. b. Verbal. c. Non-verbal. B. Complete a variety of shared communication activities as determined by the instructor. RWSL 12.4.1.f: Gather and share information and opinions as a result of communication with others. C. Demonstrate active listening skills. D. Understand, give, and receive constructive criticism. RWSL 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. E. Complete speech as assigned by the instructor. F. Practice speech performance levels to a minimum competency of 70% according to the teacher’s evaluation procedure. || 12.3.1.a: Communicate ideas and information in a manner appropriate for the purpose and setting. 12.3.1.b: Demonstrate and adjust speaking techniques for a variety of purposes and situations. 12.3.1.c: Utilize available media to enhance communication. || 20 || Oral Communication Terms || teacher made materials, video covering basics of speech and famous speeches || researching, preparing and presenting 4-5 speeches || teacher evaluation of speeches, using teacher created rubrics from NESA standards || Explorations || A. Write a complete simple sentence. B. Expand the sentence through modifiers of principal parts. C. Expand ideas into paragraph form. D. Correct mechanical errors in context, individually or through writer’s groups. E. Identify and demonstrate competent uses of the essay especially in the form of an essay test question. F. Write effective paragraphs demonstrating skills is essay writing. || 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 35 || plagiarism || Boys Town Materials, resource books, encyclopedias, etc. || note taking, researching, organizing, writing informational text || Boys Town rubrics for 5, 10, 15, 30, and 50 point questions || Short Stories || ===1. identify and analyze the conventions of the short story; 2.develop strategies for reading and responding personally and analytically to short stories; 3.determine how ideas, issues, and/or subjects developed in specific short stories apply to your own life; 4.determine similarities and differences between reading stories, poems, and plays; 5.analyze the concepts of "truth" and "imagination" in literature; and 6improve written argument by writing critically about fiction.=== || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities. 12.3.2.b: Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations. 12.3.2.c: Listen to and evaluate the clarity, quality, and effectiveness of important points, arguments, and evidence being communicated. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. 12.4.1.f: Gather and share information and opinions as a result of communication with others. || 20 || Literary Elements and vocabulary pertaining to each story || textbook, teacher made materials || notes, discussion, text questions, || quizzes and tests || LBU || * relate prior knowledge to novel. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. || 20 || terms relating to WWII and the Holocaust, literary elements || I Have Lived a Thousand Years, All But my Life, Soldier Boys, Night || reading, discussion, group work, notes, projects || tests, quizzes, and group presentation || Civil Rights || * Explain the rights and responsibilities of individuals living in the United States.
 * Teachers****:** Ronelle Kilmer, Melissa Pilakowski
 * Textbook:** (Timeless Voices, Timeless Themes: Gold Level, Prentice Hall, 2002)
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1 || 1
 * integrate ideas from more than one work of literature.
 * summarize and reflect on reading.
 * recognize and record elements found in the novel.
 * connect the novel to life in a meaningful way.
 * assess reading comprehension through factual, interpretive, and evaluative questions.
 * evaluate interpretations of the novel using textual evidence, personal experience, and knowledge of related literature.
 * recognize the formation of a totalitarian society. || ** 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.6.o: Respond to text verbally, in writing, or artistically. ** ** 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. ** || 21 || literary elements and terms relating to Communism, Socialism, and utopias || Animal Farm text and film || notes, discussion, group work, study guides || test and quizzes ||
 * 2 || 2
 * 3 || 3
 * 4 || 4
 * 5 || 5
 * 6 || 6
 * 7 || 7
 * integrate ideas from more than one work of literature.
 * summarize and reflect on reading.
 * recognize and record elements found in the novel.
 * connect the novel to life in a meaningful way.
 * assess reading comprehension through factual, interpretive, and evaluative questions.
 * evaluate interpretations of the novel using textual evidence, personal experience, and knowledge of related literature. || A. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. . 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.f: Gather and share information and opinions as a result of communication with others.
 * 8 || 8


 * Identify and discuss the responsibilities of government to ensure the rights of all citizens.

Vocabulary || At the end of each lesson, the student should be able to: 1. Pronounce each word correctly. 2. Apply pronunciation rules. 3. Spell each word correctly. 4. Apply spelling rules. 5. Give the opposite of a word. 6. Give all the words that share the same meaning. 7. Group related words together. 8. Give the part of speech of each word. || 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. || 35 || Word Lists for each unit || Greek and Latin Roots Vocabulary Series || Workbook exercises, daily vocabulary word || quizzes, graded workbook assignments || IR || Students are required to read four paperback books, one per nine weeks/quarter, during the school year, completing a project for each. || 12.1.4.a: Independently incorporate elements of prosodic reading to interpret text in a variety of situations. 12.1.4.b: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style. 12.1.4.c: recognize and represent writer’s tone and style while reading individually or in groups. 12.1.5.a: determine meaning or words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies. 12.1.5.b: relate new grade level vocabulary to prior knowledge and use in new situations. 12.1.5.c: Independently apply appropriate strategy to determine meaning of unknown words in text. 12.1.5.d: Use semantic relationships to evaluate, defend, and make judgments. 12.1.5.e: Determine meaning using print and digital reference materials. 12.1.6.a: Evaluate the meaning, reliability, and validity of the text considering author’s purpose perspective, and information from additional sources. 12.1.6.b: Analyze and evaluate narrative text. 12.1.6.c: Analyze the function and critique the effects of the author’s use of stylistic and literary devices. 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.h: Critique the effects of historical, cultural, political, and biographical influences in a variety of genres. 12.1.6.i: Use narrative and informational text to develop a national and global multi-cultural perspective. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.1.6.o: Respond to text verbally, in writing, or artistically. 12.2.1.a: Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information. 12.2.1.b: Generate a draft by constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject, structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience, applying standard rules of sentence formation – including parallel structure and subordination. 12.2.1.c: Revise to improve writing. 12.2.1.d: Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing. 12.2.1.e: Edit writing for format and conventions. 12.2.1.f: Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document. 12.3.3.a: Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats. 12.3.3.b: Solicit and respect diverse perspectives while searching for information, collaborating, and participating as a member of the community. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.c: Practice safe and ethical behaviors when communicating and interacting with others. 12.4.1.e: While reading, listening, and viewing, evaluate the message for bias, commercialism, and hidden agendas. || 26 || as per individual students' needs || chosen novels || one free-reading day every two weeks, discussion || Book Talks, IR Projects, Free Reading Journals || Persuasive Essays || * recognize the importance of effective communication in one's personal life LA 12.2.1.a Select and use appropriate prewriting tools to generate and organize information, guide writing, answer questions, and synthesize information LA 12.2.1.b Generate a draft by: Constructing clearly worded and effectively placed thesis statements that convey a clear perspective on the subject Structuring ideas and arguments in an effective and sustained way, following an organizational pattern appropriate to the purpose and intended audience Applying standard rules of sentence formation, including parallel structure and subordination LA 12.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice) LA 12.2.1.d Provide oral, written and/or electronic feedback to other writers; utilize others feedback to improve own writing LA 12.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation) LA 12.2.1.f Publish a legible document that applies formatting techniques to contribute to the readability and impact of the document e.g., fonts, spacing, highlighting, images, style conventions, manuscript requirements) || 10 || Composition Terms: Transitions, etc. Writing Composition Terms: revision || teacher made materials, state writing rubric and topics || discussion, lecture, practice || state writing rubric ||
 * Describe the leadership of Martin Luther King, Jr. in gaining these civil rights for all people. || 12.3.2.a: Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities 12.1.6.d: Summarize, analyze, synthesize, and evaluate informational text. 12.1.6.e: Apply knowledge of organizational patterns found in informational text. 12.1.6.f: Analyze and evaluate information from text features. 12.1.6.g: Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding. 12.1.6.j: Generate and/or answer literal, inferential, critical, and interpretive questions by analyzing, synthesizing, and evaluating prior knowledge, information from the text, and additional sources to support answers. 12.1.6.k: Select a text for a particular purpose. 12.1.6.l: Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading. 12.1.6.m: Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct. 12.1.6.n: Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text. 12.4.1.a: Select and use multiple resources to answer questions and defend conclusions using valid information. 12.4.1.b: Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools. || 8 || text related vocabulary || text, videos related to Rosa Parks and Martin Luther King, Jr. || reading, discussion, study guides, notes || tests and quizzes ||
 * 9 || 9
 * 10 || 10
 * 11 || 11
 * recognize the importance of effective communication in work and professions
 * recognize the importance of effective communication in lifelong learning experiences
 * select and apply appropriate methods of communication in various experiences
 * recognize that communication is an interactive process between sender and receiver
 * recognize the role of culture in communication
 * consider purpose, occasion, and audience in communication endeavours
 * approach communication experiences (both sending and receiving) as active, thinking participants
 * think creatively and critically when speaking, listening, reading, writing, viewing, and representing
 * consider various types of reasoning
 * consider various appeals to an audience
 * consider the communicator's moral and ethical responsibilities
 * use the writing process to organize thoughts and discover new areas of knowledge
 * demonstrate the ability to transmit existing information with clarity and brevity
 * use specific concrete language to protect the integrity of the message
 * confer with peers and teachers
 * analyze and evaluate own and others' writing
 * demonstrate the ability to find and select relevant text
 * recognize patterns of organization within text (chronological, spatial, logical) || ** Writing Process: 12.2.1 **
 * Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level. **