CHAMBERSBURG AREA SCHOOL DISTRICT - DOC by 3H921K

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									                                  CHAMBERSBURG AREA SCHOOL DISTRICT
                                     COURSE OF PLANNED INSTUCTION



SCHOOL FAUST                                DEPARTMENT ENGLISH                  DATE 6/2000

COURSE TITLE ENGLISH CP                     GRADE 9                             COURSE LENGTH 1 YR.

LESSON FREQUENCY (PER WEEK) 5               TIME 43 min                         COURSE REVISED ___

COURSE CREDIT        1                      COURSE REQUIRED          YES        ELECTED ____

==================================================================================

I.    MAJOR COURSE OBJECTIVES AND STUDENT PERFORMANCE INDICATORS

      All students will

      A.   Read literature and use a variety of methods to understand universal themes and techniques
           Reading, Writing Standard: 1.1.11, 1.2.11, 1.3.11
           1. Read selected works of fiction, nonfiction, and poetry
              Reading, Writing Standard: 1.1.11D,G,H
           2. Read a major work from a world-renowned playwright and dramatist
              Reading, Writing Standard: 1.2.11A, 1.3.11A
           3. Identify themes in selections from literature
              Reading, Writing Standard: 1.3.11B
           4. Recognize literary elements of genre
              Reading, Writing Standard: 1.3.11B,C,D,E

      B.   Recognize, analyze, and respond in both oral and written form to literary elements in literature
           Reading, Writing Standard: 1.1.11, 1.3.11, 1.6.11
           1. Recall facts and recognize meanings in selections from literature by responding to questions
               Reading, Writing Standard: 1.6.11 D, E
           2. Respond in writing to questions about literary selections
               Reading, Writing Standard: 1.5.11
           3. Recognize examples of literary techniques specific to selected works
               Reading, Writing Standard: 1.1.11B, G, 1.3.11
           4. Generate examples of various genre
               Reading, Writing Standard: 1.4.11

      C.   Identify the cause and effect progression of problem-solving and decision-making processes in literature
           1. Recognize the cause of problems and the process of selecting solutions to implement the decisions
               made by characters in literature
               Reading, Writing Standard: 1.3.11
           2. Evaluate the decision-making and problem-solving processes in literature
               Reading, Writing Standard: 1.5.11, 1.6.11
           3. Observe the outcomes of decisions of characters and their relevancy to real life experiences
               Reading, Writing Standard: 1.6.11, 1.1.11G

       D. Write paragraphs and multi-paragraph essays employing the steps of the writing process for a variety
          of purposes
          Reading, Writing Standard: 1.3.11, 1.5.11, 1.8.11
          Mathematics Standards: 2.2.11D, 2.6.11G, 2.6.11 I, 2.7.11A, 2.8.11G
           1. Develop and limit a topic identifying topic, audience, and purpose
           2. Write appropriate topic and concluding sentences
           3. Provide supporting statements
           4. Apply logical organization in paragraphs
           5. Demonstrate effective transitions within paragraphs
           6. Use appropriate tense and point of view
           7. Revise for clarity of meaning and completeness
           8. Revise and edit rough copy
           9. Apply word processing skills to the writing process
           10. Share written work

*italics reference student expectations taught by Classroom Teacher and/or Librarian
E.   Utilize the various conventions of language as they apply to oral and written communication
     Reading, Writing Standard: 1.8.11

F.   Communicate effectively about literature, writing, or vocabulary in class and in small-group discussions,
     oral presentations, and peer and teacher conferences
      Reading, Writing Standard: 1.1.11, 1.6.11
     1. Share individual responses to literature in class and in small-group discussion
     2. Collaborate on activities related to literature and writing
     3. Participate in oral presentations related to literature or vocabulary
     4. Confer with peers and teacher about writing

G.   Develop information literacy skills through literary projects
     Reading, Writing Standard: 1.8.11
     1. Select and refine a topic for research to complete a two to three page research paper
        Reading, Writing Standard: 1.8.11.A
     2. Access information using appropriate sources and strategies.
        Reading, Writing Standard: 1.8.11.B
        Math Standard: 2.4.11.E, 2.6.11.A, 2.6.11.G
     3. Determine the validity and reliability of primary and secondary source information and use information
        accordingly in reporting on a research topic.
        Reading, Writing Standard: 1.8.11.C
        Math Standard: 2.5.11.B, 2.6.11.E, 2.6.11.F, 2.7.11.B
     4. Effectively use technology as a resource (1.2, 1.5, 1.6, 1.8)
        (2.1.11.D, 2.1.11.E, 2.2.11.A, 2.2.11.F, 2.3.11.A, 2.4.11.C, 2.5.11.C)
     5. Practice ethical behavior in regard to information and information technology (1.5, 1.6, 1.8)
     6. Utilize the MLA manual for works cited.

H.   Listen to others and to selections of literature
     Reading, Writing Standard: 1.6.11

I.   Use media to supplement curriculum for learning purposes
     Reading, Writing Standard: 1.2.11B, 1.6.11 F

J.   Use appropriate speech in formal and informal speaking situations
     Reading, Writing Standard: 1.6.11C,D,E

K.   Expand a reading and speaking vocabulary through the use of literature and word study
     Reading, Writing Standard: 1.1.11C, 1.1.11E, 1.1.11F
II.         CONTENT OUTLINE AND TIME ALLOCATION
            Suggested recommendations; alternate pre-approved selections may be substituted
            A. Elements of the Short Story Unit                                 (A. - G.) 18 Weeks
                1. Plot
                     a. “Poison” (Dahl)
                     b. “The Most Dangerous Game” (Connell)
                     c. “The Birds” (Du Maurier)
                     d. “The Woods-Devil” (Annixter)
                     e. “Through The Tunnel” (Lessing)
                      f. “The Lady, or the Tiger?” (Stockton)
             2.     Character
                    a. “A Christmas Memory” (Capote)
                     b. “Thank You, M'am” (Hughes)
                    c. “From Mother With Love” (Sherburne)
                    d. “Hop-Frog” (Poe)
                     e. “The Open Window” (Saki)
                     f. “Charles” (Jackson)
             3.     Theme
                    a. “Born of Man and Woman” (Matheson)
                    b. “The Scarlet Ibis” (Hurst)
                     c. “The Bridge” (Chukovski)
                    d. “Red Dress” (Munro)
                    e. “The Selfish Giant” (Wilde)
                    f. “Now There is Peace” (Sherman)
             4.     Setting
                    a. “A Man Called Horse” (Johnson)
                    b. “Antaeus” (Deal)
             5. Irony
                   a. “The Necklace” (Maupassant)
                   b. “The Princess and the Tin Box” (Thurber)
                   c. “The Cask of Amontillado” (Poe)
                   d. “The Little Girl and the Wolf” (Thurber)
                   e. “The Sniper” (O'Flaherty)
                   f. “The Monkey's Paw” (Jacobs)
                   g. “Cemetery Path” (Rosten)
             6. Conflict – “The Interlopers” (Saki)

       B.    Elements of Poetry
            1. Figurative language including simile, metaphor, and personification
                a. “Fog” (Sandburg)
                b. “The Seven Ages of Man” (Shakespeare)
                c. “The Rebel” (Evans)
                d. “How to Eat a Poem” (Merriam)
            2. Imagery
                a. “On the Pulse of Morning” (Angelou)
                b. “The Toaster” (Smith)
                c. “Child on Top of a Greenhouse” (Roethke)
                d. “The Moth and the Lamp” (Eldridge)
            3. Sounds of Poetry, including alliteration, basic rhyme, and creative innovations
                a. “Daffodils” (Wordsworth)
                 b. “Forsythia" (Solt)
            4. Tone
                a. “Out, Out-” (Frost)
                b. “Phenomenal Woman” (Angelou)
                c. “We Real Cool” (Brooks)

      C. Elements of Nonfiction
         1. “The Night the Bed Fell” (Thurber)
         2. “I Know Why the Caged Bird Sings” (Angelou)

      D. Elements of Drama
         1. The Miracle Worker (Gibson)
         2. “Visitor from Forest Hills” (Simon)
         3. “The Mother” (Chayefsky)
         4. The Tragedy of Romeo and Juliet (Shakespeare)
      E.    Elements of the Novel
            1. Animal Farm (Orwell)
            2. Other titles from the paperback list
            3. Student-selected titles with teacher and parent approval

      F.    Elements of Composition
            1. Paragraph development
            2. Persuasive paragraph
            3. Compare/contrast paragraph
            4. Multi-paragraph development
            5. Write to a teacher driven thesis statement
            6. Develop introductory and concluding paragraphs
            7. Use appropriate transitional devices
            8. Apply the steps of the writing process
            9. Research development
            10. Develop and refining an appropriate topic for research using appropriate sources
            11. Use notecards to organize a bibliography
            12. Write a formal research paper including a work cited page
            13. Write dialogue

     G.      Reinforced composition skills
            1. Narrative paragraph
            2. Expository paragraph
            3. Descriptive paragraph
            4. Writing Process
            5. Avoidance of fragments and run-ons
            6. Use of appropriate transition words

     H.     Vocabulary skills                    (H. – M.)      18 Weeks
            1. Vocabulary (Approximately 250 -300 words)
               a. 12 - 15 workbook units
               b. Vocabulary from literature

     I.     Elements of Grammar
            1. Recognize verbals and verbal phrases and their function
            2. Recognize types of subordinate clauses and their functions
            3. Identify compound-complex sentence structure
            4. Utilize consistent and appropriate verb tense

 J.         Elements of Usage
            1. Demonstrate correct subject-verb agreement
            2. Demonstrate correct pronoun-antecedent agreement
            3. Demonstrate effective irregular verb usage
            4. Recognize active/passive voice as it applies to writing
            5. Recognize dangling and misplaced modifiers
            6. Identify pronoun case including relative pronoun

K.         Elements of Mechanics
           1. Underlining
           2. Quotation marks with dialogue
           3. Dash

L.         Reinforced Grammar and Usage Skills
           1. Complements
               a. Direct object, indirect object, objective complement
               b. Predicate nominative, predicate adjective
               c. Six sentence bases
               d. Quotation marks
               e. Comma usage
               f. Capitalization
               g. Review of sentence structure
M.   Information literacy skills
     1. Recognize and locate print and electronic resources.
     2. Use print and electronic resources to research a major author or topic related to literature
     3. Prepare a bibliography for a research paper using the MLA guideline
III.   TEXTS, MATERIALS, AND MAJOR RESOURCES

       Anderson, Robert, et. al. Elements of Literature: Third Course. Austin: Holt, 1993.
       Carlsen, G. Robert, et. al. Insights: New York: McGraw Hill, 1985.
       Language Network. Evanston: McDougal Littell, Inc., 2001.
       Shostak, Jerome. Vocabulary Workshop: Level D. New York: Sadlier, 1996.
       Teacher selected material deemed appropriate
       District libraries (print and electronic sources)

IV.    PROCEDURES FOR ASSESSMENT OF PA ACADEMIC STANDARDS
       Suggested recommendations; alternate pre-approved assessments may be substituted

       Teacher designed/standard text tests and quizzes
       Mid-term/cumulative exams as designated by district policy
       Homework check
       Teacher observation
       Class discussion, small-group discussions, and teacher conferences
       Teacher, peer, and self-assessments of writing
       Journals/notebooks.logs/portfolios
       Student presentations
       Special reports and research
       Alternative assessment procedures deemed appropriate

V.     SPECIAL CONDITIONS OR PREREQUISITES

       Evidence of mastery of Grade 8 CP curriculum with at least a C or
       Successful completion of Grade 8 curriculum with an A or
       Teacher recommendation


VI.    COURSE EVALUATION PROCEDURE

       Department chairs and building administrators will monitor and revise all planned courses
       according to the district curriculum revision cycle.

VII.   ACCOMMODATIONS

       The needs of students in the learning support and gifted programs are met through a variety of
       adaptations, modifications, or enrichments to the planned course. If a student has an IEP or a
       GIEP (Gifted Individual Education Plan), specific strategies and accommodations for that student
       will be identified in his or her individualized educational plan under the section called specially
       designed instruction. The learning support and gifted teachers are available to provide classroom
       teachers with any kind of assistance in providing accommodations.

								
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