Stockton Unified School District
2009/2010 Instructional Guide for English 1-2 Quarter 3, 4X4 Schedule (October 12, 2009 – November 6, 2009)
Instructional Period
Unit 7 Chapter 7 5 Days (10/12 – 10/16) Poetry 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal 3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (Aesthetic approach)
Content Standards/ Learning Objectives
Reading 1.1 Identify and use the literal and figurative meanings of words and understand word derivations 1.2 Distinguish between the denotative and the connotative meanings of words and interpret the connotative power of words
Assessments CST (standards Emphasis
covered) R 1.1 5 questions
CAHSEE Emphasis
R 1.1 5 questions
Academic Vocabulary
denotative connotative diction metaphor extended metaphor simile monologue tone speaker sound devices voice rhyme rhythm imagery personification literary devices allude
Curriculum and Resources
Holt Text Internment ( p. 436-439) The Seven Ages of Man (p. 444-446) Women (p. 447-449) Legal Alien/Extranjera legal (p. 472 – 474)
Resources for Struggling Readers/EL
Lesson Plans for Language Development p. 199, 200, 228, 242
R 1.2 2 questions Possible ondemand essay R 3.7 2 questions
R 1.2 2 questions R 3.7 2 questions
p. 203, 204, 230, 243
p. 205, 231
R 3.11 1 question
R 3.11 0 questions Essay Possibility
p. 215, 237
Unit 7 Grammar
Written and Oral Language Conventions 1.1 Identify and correctly use clauses, phrases, and mechanics of punctuation.
abbreviation exclamation point title series colon semicolon formal
Holt Handbook Ch. 11 Punctuation End Marks (p. 265 – 267) Abbreviations (p. 267 – 271) Commas (p. 271 – 280) Ch. 12 Punctuation Semicolons, colons (p. 296 – 306)
Lesson Plans for Language Development p. 125 – 128
p. 129 - 132
ELA 9th grade, 4X4, 2nd semester
8
Instructional Period
Unit 8 Research Paper Unit
Content Standards/ Learning Objectives
Note: This unit can be related to the upcoming literature piece or can be a “theme related” unit. No matter the length or topic, research papers should address the following standards: Writing 1.1 Establish a coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. 1.3 Use clear research questions and suitable research methods to elicit and present evidence from primary and secondary sources. 1.4 Develop the main ideas within the body of the composition through supporting evidence. 1.5 Synthesize information from multiple sources. 1.7 Use appropriate conventions for documentation in the text, notes, and bibliography. 2.0 Students produce texts of at least 1,500 words each. 2.3 Write expository compositions, including analytical essays and research reports.
Assessments CST (standards Emphasis
covered)
CAHSEE Emphasis
Academic Vocabulary
analyze evaluate synthesize paraphrase elaborate draw conclusions primary source secondary source bibliography works cited
Curriculum and Resources
Holt Text Ch. 9 Writing a Research Paper (p. 610 - 629) Citing Internet Sources (p. 955 – 958) Handbook of Reading and Informational Terms (p. 1033 – 1044) Holt Handbook Manuscript Form (p. 490 – 500) School site computer lab Campus library
Resources for Struggling Readers/EL
Lesson Plans for Language Development p. 291, 292
5 days (10/19 – 10/23)
Full Process Essay (Teacher set due date) Review & Reteach & Formative Assessment #’s 5 & 6 (10/26) #5 Standards: LRA 3.7 3.11 #6 Standard: LRA 3.12
WS 1.1 3 questions
WS 1.1 3 questions
p. 386, 396, 402
WS 1.3 2 questions
WS 1.3 0 questions
If possible, use SLC theme connected narrative selection.
WS 1.4 2 questions WS 1.5 2 questions WS 1.7 2 questions
WS 1.4 2 questions WS 1.5 1 question
WS 2.0 and WS 2.3 are addressed
Citation reference manual
Unit 8 Grammar
Written and Oral Language Conventions 1.5 Reflect appropriate manuscript requirements with appropriate citations. Writing 1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.
WOC 1.5 1 question
italics quote quotation direct quotation dialogue
Holt Handbook Ch. 13 Punctuation Italics (p. 311 – 314) Quotation Marks (p. 314 – 322)
Lesson Plans for Language Development p. 429, 430
ELA 9th grade, 4X4, 2nd semester
9
Instructional Period
Unit 9 Literature Unit Choice
Content Standards/ Learning Objectives
Choose one of the two Literature Units attached at the end of the second semester Instructional Guide. You will teach the other unit during the fourth quarter.
Assessments CST (standards Emphasis
covered) Review & Reteach (11/5) Quarter Summative Assessment (11/6)
CAHSEE Emphasis
Academic Vocabulary
Curriculum and Resources
Resources for Struggling Readers/EL
See your chosen Literature Unit
See your chosen Literature Unit
7 Days (10/27– 11/4) Of Mice and Men or Romeo and Juliet
The following grammar unit should be done with whichever Literature Unit is chosen for third quarter.
Unit 9 Grammar
Written and Oral Language Conventions 1.1 Identify and correctly use clauses, phrases, and mechanics of punctuation. 1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Standards: Reading 1.1 1.2 2.3 2.4 2.5 2.8 Lit. Response and Analysis 3.4 3.7 3.9 3.11 3.12 Written and Oral Conventions 1.1 1.3
WOC 1.1 3 questions WOC 1.4 3 questions
WOC 1.1 5 questions
possessive contractions
Holt Handbook Ch. 14 Punctuation Possessive Case (p. 327 – 335) Contractions (p. 335 – 337) Plurals (p. 337, 338)
Lesson Plans for Language Development p. 431, 432
ELA 9th grade, 4X4, 2nd semester
10
Stockton Unified School District
2009/2010 4X4 Instructional Guide for English 1-2 Quarter 4, 4X4 Schedule (November 9, 2009 – December 18, 2009)
Instructional Period
Unit 10 Consumer and Workplace Documents
Content Standards/ Learning Objectives
Reading Comprehension 2.1 Analyze the structure of workplace documents, including graphics and headers, and explain how authors use the features to achieve their purposes. 2.6 Demonstrate use of sophisticated learning tools by following technical directions. 2.7 Critique the logic of functional documents. 2.8 Evaluate the credibility of an author’s argument or defense of a claim.
Assessments CST (standards Emphasis
covered) R 2.1 2 questions Teacher option R 2.6 2 questions R 2.7 4 questions R 2.8 4 questions
CAHSEE Emphasis
R 2.1 0 questions R 2.6 0 questions R 2.7 3 questions R 2.8 5 questions
Academic Vocabulary
informational consumer documents technical documents functional documents warranty license
Curriculum and Resources
Holt Text Ch 12 (p. 946-951 & 959 – 964)
Resources for Struggling Readers/EL
Lesson Plans for Language Development p. 382, 384, 386, 388, 390, 394 – 399, 401 – 403
4 days (11/9 – 11/12)
Handbook of Reading and Informational Terms (p. 1033 – 1044)
If possible, use SLC theme connected documents.
Optional Business Letter (May be done in connection with either Literature Unit) Writing Applications 2.5 Write Business Letters a. Provide clear and purposeful information and address the intended audience appropriately b. Use appropriate vocabulary, tone, and style. c. Highlight central ideas d. Follow conventional style of page format, fonts, and spacing. Written and Oral Language Conventions 1.1 Identify and correctly use clauses, phrases, and mechanics of punctuation. 1.2 Understand sentence construction and proper English usage.
WS 2.5 N/A
WS 2.5 Possible essay
formal courtesy style tone salutation closing signature
Holt Text (p. 970 – 973)
Lesson Plans for Language Development p. 392, 399, 403
Unit 10 Grammar
WOC 1.1 3 questions WOC 1.2 3 questions WOC 1.3 3 questions
WOC 1.1 5 questions WOC 1.2 5 questions WOC 1.3 5 questions
compound sentence complex sentence participial phrase
Holt Handbook Ch. 19 Writing Effective Sentences Combining Sentences (p. 451 – 461) Improving Sentence Style (p. 461 – 470)
Lesson Plans for Language Development p. 441, 442
1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. ELA 9th grade, 4X4, 2nd semester
11
Instructional Period
Unit 11 Epic and Myth
Content Standards/ Learning Objectives
Literary Response and Analysis 3.3 Analyze interactions between main and subordinate characters in a literary text. 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. 3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
Assessments CST (standards Emphasis
covered) Possible ondemand essay R 3.3 2 questions R 3.7 2 questions
CAHSEE Emphasis
R 3.3 2 questions R 3.7 2 questions
Academic Vocabulary
adversity adversary formidable ravage profusion rancor abominably ardor tumult restitution
Curriculum and Resources
Resources for The Odyssey, Part one and Part Two are chunked into possible daily units Holt Text, Ch. 10 An Introduction to The Odyssey (p. 640 – 646) The Odyssey, Part One People And Places In The Odyssey and Before You Read (p. 647 – 649) The Odyssey, Part One (651 – 654, 656 – 658) The Cyclops (p. 660 – 670) A Closer Look, The Enchantress Circle Land of The Dead, and The Sirens (p. 671 – 683) Cattle of the Sun God, Literary Response & Analysis, and Vocabulary Development (p. 684 – 688)
Resources for Struggling Readers/EL
5 days (11/13 – 11/19) Note: This unit detours from the minimum course of study in that it includes selections from Part Two of The Odyssey. Poems have been omitted but may be used as homework.
Lesson Plans for Language Development p. 303-305, 322, 326
R 3.12 1 question
R 3.12 possible
ELA 9th grade, 4X4, 2nd semester
12
Instructional Period
Unit 11 (Cont.) Epic and Myth
Content Standards/ Learning Objectives
Reading 1.1 Identify and use the literal and figurative meanings of words and understand word derivations. 1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words. Literary Response and Analysis 3.3 Analyze interactions between main and subordinate characters in a literary text. 3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.
Assessments CST (standards Emphasis
covered) Possible ondemand essay Review & Reteach & Formative Assessment #’s 7 & 8 (11/20) #7 Standards: LRA 3.1 3.12 #8 Standards: Literary Response and Analysis 2.2 2.6 2.7 R 1.1 5 questions R 1.3 1 question
CAHSEE Emphasis
R 1.1 5 questions R 1.3 0 questions
Academic Vocabulary
candor disdainful adorn revelry glowered avails lavished aloof pliant tremulous
Curriculum and Resources
The Odyssey, Part Two Holt Text, Ch. 10 Before You Read, The Meeting of Father and Son, and The Beggar and the Faithful Dog (p. 689 – 696) The Test of the Great Bow and Death at the Palace (p. 698 – 705) Odysseus and Penelope and Literary Response and Analysis (p. 706 – 709, 713) Vocabulary Development and Words from Greek and Roman Myths (p. 715 – 717)
Resources for Struggling Readers/EL
5 days (11/16 – 11/20) Note: This unit detours from the minimum course of study in that it includes selections from Part Two of The Odyssey. Poems have been omitted but may be used as homework.
Lesson Plans for Language Development p. 307-309, 323, 327
R 3.3 2 questions R 3.4 1 question
R 3.3 2 questions R 3.4 2 questions
R 3.7 2 questions
R 3.7 2 questions
Optional: Informational Text Reading 2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the way in which the author’s intent affects the structure and tone of the text.
R 2.8 4 questions
R 2.8 5 questions
advocate defers emaciated annihilate emulate
Holt Text Ch. 10 (p. 718 – 724)
Lesson Plans for Language Development p. 311-313, 324, 328
Unit 11 Grammar
Written and Oral Language Conventions 1.1 Identify and correctly use clauses, phrases, and mechanics of punctuation. 1.4 Produce work that shows correct use of the conventions of punctuation.
WOC 1.1 3 questions WOC 1.4 3 questions
WOC 1.1 5 questions WOC 1.4 0 questions
hyphen parenthesis dashes ellipses points brackets
Holt Handbook Ch. 15 Punctuation (p. 344 – 354)
Lesson Plans for Language Development p. 141 -144
ELA 9th grade, 4X4, 2nd semester
13
Instructional Period
Unit 12 Literature Unit Choice
Content Standards/ Learning Objectives
Teach the second of the two Literature Units attached at the end of this Instructional Guide. This unit will include the full process essay for this quarter. Note: This unit is conducted during the CST testing window for 1-6 sites.
Assessments CST (standards Emphasis
covered) Full Process Essay
CAHSEE Emphasis
Academic Vocabulary
Curriculum and Resources
Resources for Struggling Readers/EL
See your chosen Literature Unit Reteach & Review (12/14 &15) Semester Summative Assessment (12/16 – 18) Reading 1.1 2.1 2.2 2.5 2.6 2.7 2.8 LRA 3.1 3.3 3.4 3.6 3.7 3.9 3.10 3.12 WOC 1.1 1.2 1.3
See your chosen Literature Unit
2 weeks (11/31 – 12/11)
Of Mice and Men or Romeo and Juliet
Unit 12 Grammar
The following grammar unit should be done with whichever Literature Unit is chosen for fourth quarter. Written and Oral Language Conventions 1.1 Identify and correctly use clauses, phrases, and mechanics of punctuation. 1.2 Understand sentence construction and proper English usage. 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. 1.4 Produce work that shows correct use of the conventions of punctuation.
WOC 1.1 3 questions WOC 1.2 3 questions WOC 1.3 3 questions WOC 1.4 3 questions
WOC 1.1 5 questions WOC 1.2 5 questions WOC 1.3 5 questions
fragment appositive preposition subordinate clause
Holt Handbook Ch. 16 Spelling Spelling Habits and Rules (p. 359 – 374) Words Often Confused (p. 374 – 385) Ch. 18 Writing Complete Sentences (p. 434 – 444)
Lesson Plans for Language Development p. 435, 436
p. 435, 436
p. 159 - 162
ELA 9th grade, 4X4, 2nd semester
14
Instructional Period
Literature Unit for Of Mice and Men
Content Standards/ Learning Objectives
Reading: Literary Response and Analysis 3.3 Analyze interactions between main and subordinate characters in a literary text and explain the way those interactions affect the plot 3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy 3.5 Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work 3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices. 3.7 Recognize and understand the significance of various literary devices, including figurative language, imager, allegory, and symbolism, and explain their appeal Optional oral presentation standards Listening and Speaking Analysis and Evaluation of Oral and Media Communication 1.4 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them. 1.3 Choose logical patterns of organization to inform and persuade the audience. Speaking Applications 2.4 Deliver oral responses to literature: a. Advance a judgment demonstrating a comprehensive grasp of the significant ideas of works or passages b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
Assessments CST (standards Emphasis
covered) Note: Teacher choice dependant upon which quarter this unit is taught. Full Process Essay, chapter tests, or other. R 3.3 2 questions R 3.4 1 question
CAHSEE Emphasis
R 3.3 2 questions R 3.4 2 questions
Academic Vocabulary
foreshadowing, flashback imagery symbolism character traits dialogue internal conflicts external conflicts theme relationships motivations influences
Curriculum and Resources
Novel: Of Mice and Men
Resources for Struggling Readers/EL
Lesson Plans for Language Development p. 3, 4, 33, 34, 185, 186
Holt Text Writer’s Handbook (p. 995 – 1002) Handbook of Literary Terms (p. 1019 – 1031)
R 3.5 2 questions R 3.6 1 question
R 3.5 2 questions R 3.6 2 questions
Optional: Oral Presentation
R 3.7 2 questions
R 3.7 2 questions Holt Text Presenting a Literary Response (p. 488, 489) Note: Information needs to be adapted to narrative text. Lesson Plans for Language Development p. 220
Does not address Listening & Speaking standards
Does not address Listening & Speaking standards
ELA 9th grade, 4X4, 2nd semester
15
Instructional Period
Literature Unit for Romeo and Juliet
Content Standards/ Learning Objectives
Reading 3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature. (e.g., comedy, tragedy, drama, dramatic monologue) 3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature. 3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. 3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
Assessments CST (standards Emphasis
covered) Note: Teacher choice dependant upon which quarter this unit is taught. Full Process Essay, end-ofact test, or other. R 3.1 1 question
CAHSEE Emphasis
R 3.1 2 questions
Academic Vocabulary
puns soliloquy dramatic irony aside monologue character foils mood theme
Curriculum and Resources
Holt Text The Tragedy of Romeo and Juliet (p. 776 – 913)
Resources for Struggling Readers/EL
For Reading Lesson Plans for Language Development For Act I p. 339 – 341, 367, 374 For Act II p. 343, 345, 368, 375 For Act III p. 347 – 349, 369, 376 For Act IV p. 351 – 353, 370, 377 For Act V p. 355 – 357, 371, 378 For Essay Writing Lesson Plans for Language Development p. 3, 4, 33, 34, 185, 186, 331, 332
R 3.10 1 question
R 3.10 1 question
R 3.11 1 question
R 3.11 0 questions
Holt Text Writer’s Handbook (p. 995 – 1002) Handbook of Literary Terms (p. 1019 – 1031)
R 3.12 1 question
R 3.12 0 questions
Optional oral presentation standards Listening and Speaking Analysis and Evaluation of Oral and Media Communication 1.4 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them. 1.3 Choose logical patterns of organization to inform and persuade the audience. Speaking Applications 2.4 Deliver oral responses to literature: a. Advance a judgment demonstrating a comprehensive grasp of the significant ideas of works or passages b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
Optional: Oral Presentation
Does not address Listening & Speaking standards
Does not address Listening & Speaking standards
Holt Text Presenting a Literary Response (p. 488, 489) Note: Information needs to be adapted to a play.
For Oral Presentations Lesson Plans for Language Development p. 220
ELA 9th grade, 4X4, 2nd semester
16