Foundations Part 1-Unit Overviews

2009-10 Foundations
Pacing & Alignment & English I

Semesters 1 & 2
English I
Table of Contents
Introduction – What’s New .................................................................. 1
Key Features ................................................................................................ 5
English I Essential Objectives ............................................................... 7
Unit Overviews ..................................................................................... 9
Beginning of Year ...................................................................................... 11
Unit 1 Nonfiction ....................................................................................... 12
Unit 2 Fiction ............................................................................................. 13
Unit 3 Poetry ............................................................................................. 14
Unit 4 Media, Technology & Research ..................................................... 15
Unit 5 Drama ............................................................................................ 16
Unit 6 Thematic Unit ................................................................................ 17
Unit 7 Nonfiction (2) ................................................................................ 18
Unit 8 Fiction (2) ....................................................................................... 19
Unit 9 Poetry (2) ....................................................................................... 20
Unit 10 Thematic Unit (2) with Media, Technology &Research .............. 20
Objective Overviews .......................................................................... 21
Portfolio ............................................................................................. 51
Gateway Rubric ......................................................................................... 53
Artifact Explanation & Samples ................................................................ 55
Organizing Your English Portfolio ............................................................. 63
Frequently Asked Questions ..................................................................... 67
Independent Reading ......................................................................... 69
Recomendations ....................................................................................... 73
Reading Projects ....................................................................................... 74
Student Survey .......................................................................................... 77
30 Reading Activities ................................................................................. 81
Short Sheets .............................................................................................. 83
Writer’s Notebook ............................................................................. 89
Graphic Representation ............................................................................ 91
Tips ............................................................................................................ 93
Stamp Sheet .............................................................................................. 95
Power Focus ....................................................................................... 97
Reading & Writing Assessment ................................................................. 99

Foundations & English I It's about the LEARNING!
What’s New!
The format for curriculum materials in English I, Foundations,
Literacy, and Honors has changed this year. In order to be more
student‐friendly and more teacher‐efficient, we’re hoping these
three document sets will provide curriculum, instruction and
assessment guidance for ninth grade teachers.
• Objective Overviews
• Unit Overviews
• Parallel Assessments by Objective
Also new this year, portfolios are required for all students in Gateway courses. We’ve de‐
signed materials, checklists and more to make the portfolio assembly, and more impor‐
tantly the learning, easier for teachers and students. The objectives in all three of the
above new document formats are totally aligned to the requirements for the portfolio.
Objective Overviews
Using the NCSCOS as well as the information from the state about future changes, we iden‐
tified thirty specific course level objectives for ninth graders that will ensure their success
in tenth grade and beyond. Each objective is described in an Objective Overview page.
Parallel Assessments by Objective
Where applicable, for course objectives, an aligned set of parallel assessments has been
developed. As the year progresses, we will be adding to this bank of assessment items.
Teachers can use these classroom‐ready In‐House Assessments to monitor the progress of
their students.
Unit Overviews
Instead of a day‐by‐day pacing and
Making it Work
alignment guide, the content has been We have several suggestions for ensuring
divided into units. The objectives for success and providing support.
each unit are clearly identified as well Work as part of a team.
as the level of rigor needed for success. Have at least one member of the team
Teacher teams will need to make deci‐ attend alliance meetings throughout
sions based on the needs and back‐ the school year.
ground knowledge of their students. Use a Writer’s Notebook in all ninth
For teachers whose courses are year grade classes.
long, we’ve divided the content into Collect portfolio samples from the be‐
ten units. For those teaching the course ginning of the school year. Periodically,
in just a semester, there are seven have students review what has been
units designed to move at a much collected, reflect over their learning,
faster pace. Literacy has extra time de‐ and choose artifacts that meet course
signed to raise Lexile scores prior to
objectives.
beginning the ten unit sequence.
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Key Features
A
What do I Want Them to Learn?
Course Objectives in Student‐Friendly Language
Throughout all the documents, daily course objectives are stated in language
FOR STUDENTS. Research from multiple sources shows that students learn best
when they know exactly what it is that they are supposed to be learning. There‐
fore, we’ve written the objectives in straight‐forward, easy to understand
terms. We can use this language on whiteboards, in assignments, on teacher‐
designed assessments, within record‐keeping, and more.
B Alignment with NCSCOS
While student‐friendly daily objectives are a must, state standards are the
driving force behind all instruction. On each overview page, the aligned state
standards are provided for teachers. For teachers, 3.02 and 3.03 might make
sense, but for students it makes more sense to let them know they are learn‐
ing to “support my opinions.” Gone are the days where a single number needs
to appear as an indication for kids need to learn.
How Will I Know WHEN They’ve Learned It?
Assessment Options
C On each Objective Overview, we’ve listed several assessment options that will
work for showing when students have mastered the objective. As the year
progresses, we’ll be adding to these lists during alliance meetings.
D Parallel Assessments by Objective
For each of the course objectives, we’ve provided parallel assessments for
classroom use. Labeled as “In‐House Assessments,” teachers can use these as‐
sessments to monitor student progress toward course‐level outcomes. Again,
as the year progresses, we’ll be adding to the bank of available assessments.
E What Will I Do for the Ones Who Haven’t Learned It YET?
Classroom Intervention Options
Since students learn in different ways and at different rates, they will not all
reach mastery of course objectives at the same time. Each Objective Overview
document has a list of possible ways that the course objectives can be
2009-2010 5
addressed to meet the needs of all learners. Additions to these lists will also
occur throughout the year.
The common assessment alliance meetings will address how to manage paral‐
lel assessments and the intervention corrective loops. Several tricks make the
whole process easier for teachers and students.
F Unit Overview
For each unit in ninth grade, an overview highlights all the requirements at a
glance. First, all the objectives are listed along with the unit‐level indicators
for that objective. We’ve even labeled if the objective is new or has been pre‐
viously taught and can now be incrementally developed and taught at a more
difficult level.
G Essential Academic Vocabulary
A list of the essential academic vocabulary for each unit is provided on every
Unit Overview. These terms reflect the background knowledge that all stu‐
dents should know once they leave English I. The list reflects English I con‐
cepts as well as assessment verbs and other language students will encounter
on EOC tests.
H Suggested Resources
Aligned reading selections for each unit are provided. Teachers can add to
this list from other resources they may have in their buildings; however, the
titles here are available to all teachers in the district through the Holt text‐
book series. Materials for the Literacy course vary from building to building at
this point.
I Important Notes
This small section on each Unit Overview highlights reminders that might be
overlooked by looking at only one overview sheet at a time. For example, the
resource lists for units later in the year might contain a title to avoid in the
current unit. By providing these small reminders about future content, we’re
hoping to make the task of teaching a unit a bit easier.
It’s about the LEARNING!
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English I Essentials
At the end of 9th Grade, what should every student know or be able to do?

Objective ID Objective
Language
L1 Academic Vocabulary
L2 Vocabulary: Prefixes, Suffixes, Roots
L3 Vocabulary: Context Clues
Media, Technology
& Research
MT1 The Research Process
MT2 Teach a Process (How‐to)
Reading
R1 Comprehension Nonfiction
R2 Comprehension Fiction
R3 Comprehension Poetry
R4 Make Connections Between Myself, What I Read and the World
R5 Read & Respond to Nonfiction
R6 Read & Respond to Fiction
R7 Read & Respond to Poetry
R8 Make Inferences in Nonfiction
R9 Make Inferences in Fiction
R10 Make Inferences in Poetry
R11 Read & Analyze Nonfiction
R12 Read & Analyze Fiction
R13 Read & Analyze Poetry
R14 Analyze Opinions
R15 Critique the Effectiveness of Nonfiction
R16 Critique the Effectiveness of Fiction
R17 Critique the Effectiveness of Poetry
Writing
W1 My Narrative Writing
W2 My Reflections about Expressive Writing
W3 Supporting My Opinions
W4 My Writing is Clear and Concise
W5 Sentence Variety in My Writing
W6 Edit My Writing
W7 Grammar, Usage & Mechanics
W8 Sentence Combining

It’s about the LEARNING!
2009-2010 7
2009-2010 8

Foundations & English I 2009‐10 School Year

In order to assist team planning, the following topics, skills and concepts are divided into suggested time frames for bi‐weekly
lessons. Please arrange weekly schedules to ensure the learning is appropriate, rigorous and aligned for your students.

Every Week
• Reading Skills (5x)
• Writer’s Notebook (3x in class, build to 5 pages per week required out‐of‐class)
• Grammar, Usage, and Mechanics (3x)
• Independent Reading (2x)
• Language Skills (2x)

Every Other Week
• Test‐Taking Skills (15 min)
• In‐House Assessments when students are ready (20 min)
• Checkpoints (Classroom Formative Assessments)

Additional Items to Incorporate
• Projects
• Formal Writing Assignments (essays, etc)

A Possible Bi‐Weekly Schedule Template

Monday Tuesday Wednesday Thursday Friday
1. Warm‐Up 1. Warm‐Up 1. Warm‐Up 1. Warm‐Up 1. Warm‐Up
2. Grammar 2. Independent 2. Grammar 2. Independent 2. Grammar
3. Reading Reading 3. Reading Reading 3. Reading
Skills 3. Language Skills Skills 3. Language Skills Skills
4. Writer’s 4. Reading Skills 4. Writer’s 4. Reading Skills 4. Writer’s
Notebook Notebook Notebook
1. Warm‐Up 1. Warm‐Up 1. Warm‐Up 1. Warm‐Up 1. Warm‐Up
2. Grammar 2. Independent 2. Grammar 2. Independent 2. Grammar
3. Test‐Taking Reading 3. Reading Reading 3. Reading
Skills 3. Language Skills Skills 3. Language Skills Skills
4. Reading 4. Reading Skills 4. Writer’s 4. Checkpoint 4. Writer’s
Skills Notebook 5. Reading Skills Notebook
5. Writer’s
Notebook

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Essential Academic Vocabulary
Beginning the School Year Nonfiction
Fiction
Poetry
August Prose
Suggested Timeline: 1 Week Approx. Figurative language
Prefix
Classroom Environment Suffix
Root
Establish a positive physical classroom climate – one that is Context clues
conducive to learning. Comprehend
Provide activities to meet students and allow students to Infer
meet each other. Analyze
Teach (yes, teach!) your classroom procedures. Critique

Reading See Unit descriptions for additional
vocabulary lists
Administer SRI test to determine student Lexile levels.

Survey students for their reading interests and behaviors.
Establish Writer’s Notebook for future reading responses.
Assist students in their choice of independent reading Important Notes:
selections. • The checklists are purposefully flexible to
Other allow for all the miscellaneous events
that occur at the beginning of a school
Writing year (e.g. picture day, schedule changes,
etc.). Use this time to set the tone for a
Establish Writer’s Notebook process. successful year with your students.
Assign and collect a baseline writing assignment if • Begin the content for Unit 1‐Nonfiction
applicable. as soon as it is appropriate for your
students.
Language
Introduce major academic vocabulary for the entire year.
The awareness level achieved at the beginning of the year
will pay dividends as the year progresses.

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Unit 1 Nonfiction Author’s purpose
Autobiography
Biography
September Context clues
Suggested Timeline: 3 Weeks Approx. Essay
(Sept 14‐Oct 2) Fact
Inference

Main idea
What do I want students to LEARN Memoir
(Know or Be Able to Do)? Narrative
Nonfiction
Reading Opinion
Speech
R1 Comprehend Nonfiction Summarize
• Identify author’s purpose Supporting details
• Identify main idea and supporting details Tone
• Classify supporting details (facts, opinions, anecdotes, personal Visualize
experiences, sensory details)
• Summarize text
• Visualize text
R4 Make Connections (text to self, text to text, text to world/media) Suggested Resources Start
R5 Read & Respond to nonfiction (identify types of nonfiction) Elements of Literature Page
*R8, R9, R10 Introduce skill of making inferences outside of text “How to Eat a Guava” from 543
∗R11 Introductory Level: Read & Analyze Nonfiction When I was Puerto Rican
Tone, connotation
“Teaching Chess, and Life ” 97
Imagery
“Community Service,” 98
Primary & secondary sources
“Feeding Frenzy” 100
“Kennedy’s Assassination” 632,
Writing
“A Warm, Clear Day in Dallas” 580
W1 My Narrative Writing (Completed in conjunction with making “A Country Divided,” 232,
connections to text (Objective R4)) “Lives in the Crossfire,” 236,
W2 My Reflections about Expressive Writing “Internment,” 238,
∗W3 Introductory Level: Supporting My Opinions “Peace Isn’t Impossible” 240
*W4 Introductory Level: My Writing is Clear and Concise
“The Great American Art 344
If applicable to your class, begin seeding for word
Heist” (Holt Reader)
choice, connotation and denotation.
W6 Edit My Writing “A Hill Reveals Its Secrets” 353
W7 Grammar, Usage & Mechanics ”D.H. Lawrence at Tarquinia 357
“Protecting the Past” 358
Language
L1 See right – Essential Academic Vocabulary Terms

L3 Vocabulary: Context Clues Important Notes:
• Please review list of suggested resources
for Unit 7 Nonfiction‐2. Certain titles

might be best saved for this unit.
• Please review options for Units 6 & 10.
These are thematic units that will require
making choices for text selection. Certain
titles might be best saved for these units.

2009-2010 11

Unit 2 Fiction Allusion
Character development
Character traits
October Characterization
Suggested Timeline: 2 ½ Weeks Approx. Climax
(Oct 5‐21) Conflict
Direct characterization

Fiction
What do I want students to LEARN? Flashback
(Know or Be Able to Do) Foreshadowing
Indirect characterization
Reading Irony
Mood
R1 Comprehend Fiction Plot
• Summarize Point of View
• Visualize Prefix
R4 Make Connections (text to self, text to text, text to world/media) Root
R6 Read and Respond to Fiction (If applicable for your students, begin Setting
requiring use of academic vocabulary in their responses.) Suffix
R9 Make Inferences Summarize
• Indirect characterization (see below) Symbolism
• Identify mood of setting Theme
R12 Introductory Level: Read and Analyze Fiction Tone
Identify setting, mood, plot, climax, conflict, foreshadowing
Identify theme
Identify characterization (direct and indirect)
o physical traits Suggested Resources Start
o personality traits Elements of Literature Page
o motivation “The Sniper” 211
o character development
“Cranes” 220
Writing “The Gift of the Magi” 286

“The Necklace” 159
W1 My Narrative Writing (Use the students writers’ notebooks and
reading objectives R4 and R6 above to meet this writing objective.) “Marigolds” 118
W2 My Reflections about Expressive Writing (Use the students’ writers’ “Thank‐you, M’am” 86
notebooks and reading objectives R4 and R6 above to meet this “The Interlopers” 150
writing objective.)
W4 Introductory Level: My Writing is Clear and Concise (If applicable to
your class, begin seeding for word choice, connotation and Important Notes:
denotation.) • Please review list of suggested resources
W6 Edit My Writing for Unit 8 Fiction‐2. Certain titles might
W7 Grammar, Usage & Mechanics be best saved for this unit.
Language These are thematic units that will require
L1 Essential Academic Vocabulary Terms (Listed at right) titles might be best saved for these units.
L2 Vocabulary: Prefixes, Suffixes and Roots

Distributed Practice & Incremental Development
This objective (or the skill within the objective) was introduced in a
previous unit and should continue and/or increase in difficulty in the
current unit.
2009-2010 12

Unit 3 Poetry Alliteration
Assonance
Ballad
November Connotation
Suggested Timeline: 2 Weeks Approx. Consonance
(Nov 2‐13) Diction
Figurative language
Free Verse
What do I want students to LEARN?
Imagery
(Know or Be Able to Do)? Lyric poetry
Metaphor
Reading Narrative poetry
Onomatopoeia
R3 Comprehend Poetry Paraphrase
• Identify main ideas Personification
• Summarize text (paraphrase) Poetry
• Visualize Rhyme
R4* Make Connections (text to self, text to text, text to world/media) Rhythm
R7* Read and Respond to Poetry (If applicable for your students, begin Simile
requiring use of academic vocabulary in their responses.) Sonnet
R13 Introductory Level: Read and Analyze Poetry Speaker
Identify types of poetry (ballad, lyric poetry, free verse, Stanza
sonnet, narrative) Theme
Identify examples of figurative language and devices of Tone
sound

Writing Suggested Resources Start
Elements of Literature Page
W1* My Narrative Writing (Use the students writers’ notebooks and
You may want to begin with narrative
reading objectives R4 and R7 above to meet this writing objective.)
poetry if your students have just finished
W2* My Reflections about Expressive Writing (Use the students’ writers’
short stories in the fiction unit.
notebooks and reading objectives R4 and R7 above to meet this
writing objective.) “Forgive My Guilt” 128
W3 Supporting My Opinions “Internment” 436
W4 Introductory Level: My Writing is Clear and Concise (If applicable to
“Los Ancianos” 294
your class, begin seeding for word choice, connotation and
denotation.) “A Blessing” 404
W6* Edit My Writing “The Ballad of Birmingham” 463
W7* Grammar, Usage & Mechanics “Seven Ages of Man” 444
“Legal Alien” 472
Language

L1 See right – Essential Academic Vocabulary Terms Important Notes:
L2* Vocabulary: Prefixes, Suffixes and Roots
L3* Vocabulary: Context Clues
for Unit 9 Poetry‐2. Certain titles might
be best saved for this unit.
*Distributed Practice & Incremental Development making choices for text selection. Certain
This objective (or the skill within the objective) was introduced in a titles might be best saved for these units.
current unit.

2009-2010 13

Unit 4 Media, Technology & Research Credibility
Critique
MLA
SLIDING UNIT – This unit can be moved to adjust for Paraphrase
individual school, department and teacher needs. Plagiarism
Primary source
Research
Suggested Timeline: 1 Weeks Approx.
Secondary source
(Nov 16‐24)

Suggested Resources Start
What do I want students to LEARN? Elements of Literature Page
(Know or Be Able to Do)?
Chapter 6: Investigating a 195
Research Question
Media, Technology & Research
Chapter 7: Supporting an 247
MT1 The Research Process Opinion
• Form a question to investigate The Library/Media Center 823
• Use technology to find print and non‐print sources
• Prioritize and organize my information Speaking & Listening 848
• State the information I have learned in my own words Writing 887
Writing a Research Paper 610
Reading Presenting Research 630
R2* Comprehend Nonfiction Writer’s Handbook 995
R4* Make Connections (text to text) In the teacher’s edition of Elements of
R11 Introductory Level: Read and Analyze Nonfiction Literature, see pages T55‐T57 for skills,
R14 Introductory Level: Analyze Opinions workshops, and features.
R15 Introductory Level: Critique the Effectiveness of Nonfiction
Credibility of sources
Primary and secondary sources Important Notes:
Consider incorporating a mini‐research project
Writing to build background knowledge for a novel, a
thematic unit, Romeo and Juliet or something
W3 Supporting My Opinions similar. You could assign varied topics for
W4 My Writing is Clear and Concise students to research. After finding three
W6* Edit My Writing articles, for example, students could then
W7* Grammar, Usage & Mechanics share their findings as part of an informal
discussion.
Language
If applicable for your students, a more formal
L1 See right – Essential Academic Vocabulary Terms presentation might be appropriate. Expand
the objectives to include MLA citations.

*Distributed Practice & Incremental Development
current unit.

2009-2010 14

Unit 5 Drama Monologue
Soliloquy
Prologue
December Aside
Suggested Timeline: 2 Weeks Approx. Stage Directions
(Nov 30 – Dec 11) Act
Scene

Line
What do I want students to LEARN? Pun
(Know or Be Able to Do) Plot
Characterization
Reading Dramatic Irony
Irony
R1 Comprehend Fiction Figurative Language
• Follow complex plot sequence Imagery
• Summarize Allusion
• Visualize
• Paraphrase
• Clarify
R4* Make Connections (text to self, text to text, text to world/media) Suggested Resources Start
R6* Read and Respond to Fiction (Require use of academic vocabulary in Elements of Literature Page
student responses.) “The Sniper” 211
R9* Make Inferences
“Cranes” 220
• Indirect characterization (see below)
R12 Read and Analyze Fiction “The Gift of the Magi” 286
Identify setting, mood, plot, climax, conflict, foreshadowing “The Necklace” 159
Analyze for theme
“Marigolds” 118
Identify characterization (direct and indirect)
o physical traits “Thank‐you, M’am” 86
o personality traits “The Interlopers” 150
o motivation

o character development
Writing
W1 My Narrative Writing (Use the students writers’ notebooks and
reading objectives R4 and R6 above to meet this writing objective.)
W2 My Reflections about Expressive Writing (Use the students’ writers’
notebooks and reading objectives R4 and R6 above to meet this
writing objective.)
W6 Edit My Writing
W7 Grammar, Usage & Mechanics
Language
L1 Essential Academic Vocabulary Terms (Listed at right)
L2 Vocabulary: Prefixes, Suffixes and Roots
L3 Vocabulary: Use Context Clues

current unit.
2009-2010 15

Unit 6 Thematic Unit Refer to previous unit vocabulary lists.

January

Suggested Timeline: 2 ½ Weeks Approx.
Suggested Resources
(Jan 4‐Jan 22)

Text, music and media
What do I want students to LEARN? selections will vary based on
(Know or Be Able to Do)? the theme being studied.
• Novels
In this unit, students should showcase their skills from the
• Newspaper articles
entire semester. They should be able to “put it all
together.” • Magazine articles
• Short stories
Reading* • Poetry
R1*, R2*, R3* Comprehend Nonfiction, Fiction, Poetry • Songs
R4* Make Connections (text to text, text to world/media)
• Internet
R5*, R6*, R7* Read and Respond to Nonfiction, Fiction, Poetry
R11*, R12*, R13* Read and Analyze Nonfiction, Fiction, Poetry • Movie clips
R15*, R16*, R17* Critique the Effectiveness of Nonfiction, Fiction, Poetry • TV clips
Writing • Other

W3* Supporting My Opinions
W4* My Writing is Clear and Concise
Suggested Themes
W6* Edit My Writing • Challenges & Choices
W7* Grammar, Usage & Mechanics • Conflict & Resolution
W8* Sentence Combining • Dreams
• Environment
Language • Family
• Future Societies
L1* Essential Academic Vocabulary Terms
L2* Vocabulary: Prefixes, Suffixes and Roots • Relationships
L3* Vocabulary: Context Clues • Suspense
• War

current unit.

2009-2010 16

Unit 7 Nonfiction‐2 Analyze opinions
Argumentative strategies
Bias
February Connotation
Suggested Timeline: 2 Weeks Approx. Credibility
(Jan 26‐Feb 19) Diction
Effectiveness

Emotional appeals
What do I want students to LEARN? Ethical appeals
(Know or Be Able to Do)? Facts
Loaded words
Reading Logical appeals
Statistics
R1* Comprehend Nonfiction
R5* Read & Respond to nonfiction (Use academic vocabulary in Suggested Resources Start
responses) Elements of Literature Page
R8* Introduce skill of making inferences outside of text “Poe’s Final Days” 184
R11* Read & Analyze Nonfiction “Poe’s Death is Rewritten as 187
• Tone, connotation Case of Rabies, Not Telltale
• Imagery Alcohol”
• Primary & secondary sources “If Only Poe Had Succeeded 189
R14 Analyze Opinions When He Said Nevermore
• Rhetorical strategies to Drink”
R15 Critique the Effectiveness of Nonfiction “Rabies Death Theory” 190
“Weapons of the Spirit” 375
Writing “Letter to President 376
Roosevelt”
W3∗ Supporting My Opinions
“On the Abolition of the 378
W4* My Writing is Clear and Concise
Threat of War”
W6* Edit My Writing
“The Arms Race” 379
W7* Grammar, Usage & Mechanics
“Rising Tides” 518
“An Arctic Floe of Climate 521
Language
Questions”
L1 See right – Essential Academic Vocabulary Terms “Where I Find My Heroes” 719
L2* Vocabulary: Prefixes, Suffixes and Roots “Heroes with Solid Feet” 721
L3* Vocabulary: Context Clues “An American Story” 262
“Ex‐refugee is Nominated for 265
Justice Post”

“You Too Could Find a 363
Dinosaur” (Holt Reader)
“The Dinosaurs Weren’t 367
Alone” (Holt Reader)
current unit.
“What Caffeine Does to You” 374
(Holt Reader)

2009-2010 17

Unit 8 Fiction‐2 Allusion
Character development
Character traits
March Characterization
Suggested Timeline: 2 ½ Weeks Approx. Climax
(Feb 22‐Mar19) Conflict
Direct characterization

Fiction
What do I want students to LEARN? Flashback
(Know or Be Able to Do)? Foreshadowing
Indirect characterization
Reading Irony
Mood
R2 Comprehend Fiction Plot
R4* Make Connections (text to text, text to world/media using academic Point of View
vocabulary) Prefix
R6* Read and Respond to Fiction Root
R9* Make Inferences Setting
R12*Introductory Level: Read and Analyze Fiction Suffix
• Figurative Language Summarize
R16 Critique the Effectiveness of Fiction Symbolism
Theme
Writing Tone

W6 Edit My Writing Suggested Resources Start
W7 Grammar, Usage & Mechanics Elements of Literature Page
W8 Sentence Combining
“The Cask of Amontillado” 172
Language “The Most Dangerous Game” 4
“The Scarlet Ibis” 342
L1 Essential Academic Vocabulary Terms (Listed at right)
L2 Vocabulary: Prefixes, Suffixes and Roots “A Sound of Thunder” 498
L3 Vocabulary: Context Clues “The Lady, or the Tiger?” 297
“The Golden Kite, the Silver 364
Wind”
“from Jurassic Park” 511
current unit.
Important Notes:
for Unit 8 Fiction‐2. Certain titles might
be best saved for this unit.

2009-2010 18

Unit 9 Poetry‐2 Alliteration
Assonance
Ballad
April Connotation
Suggested Timeline: 2 ½ Weeks Approx. Consonance
(Mar 22‐Apr 23) Diction
Figurative language

Free Verse
What do I want students to LEARN? Imagery
(Know or Be Able to Do)? Lyric poetry
Metaphor
Reading Narrative poetry
Onomatopoeia
R3 Comprehend Poetry Paraphrase
R4* Make Connections (text to text, text to world/media) Personification
R7* Read and Respond to Poetry Poetry
R13*Read and Analyze Poetry Rhyme
R17 Critique the Effectiveness of Poetry Rhythm
Simile
Writing Sonnet
Speaker
W3 Supporting My Opinions Stanza
W4 Introductory Level: My Writing is Clear and Concise (If applicable to Theme
your class, begin seeding for word choice, connotation and Tone
denotation.)

W6* Edit My Writing
W7* Grammar, Usage & Mechanics Suggested Resources Start
W8* Sentence Combining Elements of Literature Page
“from the Odyssey” 649
Language “Mother to Son” 92
L1 See right – Essential Academic Vocabulary Terms “The Road Not Taken” 314
“Women” 447
“The Courage That My 461
Mother Had”

“An Ancient Gesture” 697

This objective (or the skill within the objective) was introduced in a Important Notes:
previous unit and should continue and/or increase in difficulty in the • Please review options for Units 6 & 10.
current unit. These are thematic units that will require

2009-2010 19

Unit 10 Thematic Unit‐2 with Media, Refer to previous unit vocabulary lists.
Technology & Research

April Suggested Resources
Suggested Timeline: 2 ½ Weeks Approx.
(Apr 26‐May 21) Text, music and media
selections will vary based on
What do I want students to LEARN? the theme being studied.
(Know or Be Able to Do)? • Novels
• Newspaper articles
In this unit, students should showcase their skills from the
• Magazine articles
entire semester. They should be able to “put it all
together.” • Short stories
• Poetry
Reading* • Songs
R1*, R2*, R3* Comprehend Nonfiction, Fiction, Poetry • Internet
• Movie clips
R5*, R6*, R7* Read and Respond to Nonfiction, Fiction, Poetry
R11*, R12*, R13* Read and Analyze Nonfiction, Fiction, Poetry • TV clips
R15*, R16*, R17* Critique the Effectiveness of Nonfiction, Fiction, Poetry • Other

Writing
Suggested Themes
W3* Supporting My Opinions • Challenges & Choices
W4* My Writing is Clear and Concise • Conflict & Resolution
W6* Edit My Writing
• Dreams
W7* Grammar, Usage & Mechanics
W8* Sentence Combining • Environment
• Family
Language • Future Societies
• Relationships
L1* Essential Academic Vocabulary Terms • Suspense
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2009-10 Foundations

Pacing & Alignment & English I

How Will I Know WHEN They’ve Learned It?

E What Will I Do for the Ones Who Haven’t Learned It YET?

Writing “The Gift of the Magi” 286

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