Developmental and Advanced English Language Arts Curriculum Map Grade 11 2011-2012 1 First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision Statement. In essence, there are three major components involved in lesson planning: Standards (What do I want my students to know?), Materials (What will my students read/use/manipulate?), and Checks for Understanding (How will I know if my students mastered the standard?). This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate confusion about the term “fidelity,” we offer you these qualifiers: Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet student needs, based on the Next Generation Sunshine State Standards. When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’ mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this curriculum map to meet students’ needs. The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison Brietenstine, Marci Garner, and Sara Treiser.
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Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
1
First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English
Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students
will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision
Statement.
In essence, there are three major components involved in lesson planning:
Standards (What do I want my students to know?),
Materials (What will my students read/use/manipulate?),
and Checks for Understanding (How will I know if my students mastered the standard?).
This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate
confusion about the term “fidelity,” we offer you these qualifiers:
Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use
SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students
master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet
student needs, based on the Next Generation Sunshine State Standards.
When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard
activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’
mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular
modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this
curriculum map to meet students’ needs.
The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our
SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison
Published writing: writing prompt Completed T-chart
@ Interpret tone in satirical texts and evaluate the effectiveness of satire.
Mark the text Quickwrite Debate
Activity 2.17 Satire: “How to Poison the Earth” Satire: “Gambling in Schools”
“Coyote v. Acme” p. 1384
Word wall Word connections: gravis Academic vocabulary: verbal phrase
Debate Quickwrite
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
15
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
gerund participle Grammar: verbals
@ Analyze the use of irony and humor to critique a social issue.
Marking the text SOAPStone Oral reading Quickwrite Brainstorming Rereading Drafting Graphic organizer
Activity 2.18 Satire: “Maintaining the Crime Supply”
Word wall Word connections: bene
Completed graphic organizer Completed SOAPStone
Published writing: response paragraph
@ ^ Analyze the use of parody to critique a subject and create a pardody.
Marking the text Oral reading Drafting
Activity 2.19 Parody: “In Depth…”
“Coyote v. Acme” p. 1384
Completed discussion questions
Published writing: parody
@ Analyze the use of satire to critique society and evaluate the use of tone in
Mark the text Graphic organizer RAFT
Activities 2.20 – 2.21 Satire: “Advice to Youth”
“The Unknown Citizen”, p. 774
Word connections: analogies Grammar:
Completed graphic organizer Completed SOAPStone
Published writing
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
16
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
writing. SOAPStone
Satire: “The War Prayer”
loose sentences clichés
@ Analyze the impact of ridicule on the audience’s perception of a text.
Mark the text Graphic organizer Quickwrite Read aloud
Activity 2.22 Satire: “Girl Moved to Tears…”
“Coyote v. Acme” p. 1384
Grammar: dashes
Quickwrite Completed graphic organizer
Embedded Assessment #2: Published writing: satirical work
Embedded Assessment 2: Writing a Satirical Piece
Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Close reading Marking the text Graphic organizer Questioning the text Notetaking Socratic seminar
Activity 3.20 Speech: “Declaration of Conscience” Essay: “Why I Wrote The Crucible”
“from Of Plymouth Plantation”, p. 58 “Commission of Meriwether Lewis”, p. 245
Word wall Film excerpt: Good Night and Good Luck Film excerpt: Kazan and Miller (PBS) Academic vocabulary: social commentary Word connections: ob- -scurus- spirare surpris
Completed graphic organizer Notes summary
Published writing
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
24
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Grammar: parallel structures
@ Examine the relationship between character and thematic development.
Graphic organizer Rereading Visualizing Marking the text
Activities 3.21 – 3.22 Drama: “The Crucible, Acts 4 and 5”
DVD: The Crucible (1996)
Completed graphic organizer
Published writing: compare and contrast text and film
^ Synthesize knowledge of dramatic elements into an analysis essay.
SIFT Think pair share Drafting
Activity 3.23 Drama: “The Crucible, Act 5”
“The Crucible” p. 1217
Published writing
Embedded Assessment 2: Creating and Performing a Dramatic Scene
Presentation for Embedded Assessment #2 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
God” Chapter 1 metaphor Word connections: analogies Writing Workshop: response to literary and expository text
@ Analyze figurative language and distinguish point of view.
Marking the text Think pair share Double-entry journal Graphic organizer Close reading Rereading Drafting Sketching Word map
Activity 4.6 Novel: “Their Eyes Were Watching God” Chapter 2 Poetry: “Mother to Son”
“Mirror”, p. 1052 “Courage”, p. 1053
Word wall Literary terms: point of view simile motif Word connections: metaphor
Completed graphic organizer Double-entry journal
Visual representation
@ Analyze characters, plot, and motif.
Quickwrite Predicting
Activity 4.7 Novel: “Their Eyes Were Watching
“The Story of an Hour”, p. 628
Word wall Literary terms: irony
Quickwrite
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
29
Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Discussion group Close reading Rereading
God” Chapters 3 and 4
@ Analyze the effects of setting on characters.
Questioning the text Close reading Graphic organizer Think pair share Discussion groups Rereading Jigsaw
Activity 4.8 Novel: “Their Eyes Were Watching God” Chapters 5 and 6
“The Rockpile”, p. 1082
Completed graphic organizer
Oral presentation
@ Analyze tone, character and voice.
Close reading Marking the text Predicting Shared reading Graphic organizer
Activity 4.9 Novel: “Their Eyes Were Watching God” Chapters 7, 8, and 9
“The First Seven Years”, p. 1028
Completed graphic organizer
Published writing: writing prompt
@ Synthesize stylistic and literary elements.
Discussion groups Questioning the text Notetaking
Activity 4.10 Novel: “Their Eyes Were Watching God” Chapters 10-19
Notes summary Completed graphic organizer
Double-entry journal
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
30
Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Double-entry journal
@ Analyze figurative language and text structure and evaluate a critical review.
Double-entry journal Drafting Sharing and responding Think pair share Questioning the text Marking the text
Activity 4.11 Novel: “Their Eyes Were Watching God” Chapter 20
“from The New York Times: The Crucible” p. 1251 “from The Miami Herald: Crucible Casts…” p. 1252 “from the New York Times: A Rock of the Modern…” p. 1253
Word wall Word connections: omnis scientia Grammar: punctuating quotations
Completed graphic organizer
Published writing: critical review
! @ Infer a media producer’s point of view and critique a media production.
Skimming/scanning Notetaking Think pair share Discussion groups Graphic organizer Revisiting prior work
Activity 4.12 Novel: “Their Eyes Were Watching God”
Approaches to Criticism, p. R18
DVD: Oprah Winfrey Presents Their Eyes Were Watching God
Completed graphic organizer Notes summary
Published writing
Embedded Assessment 1: Writing an Analytical Essay
Published writing: essay for Embedded Assessment #1
% Analyze sources to answer a
KWHL chart
Activity 4.14 “Visions of America:
Completed graphic organizer
Published writing
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
31
Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
research question and conduct research.
Discussion groups Graphic organizer Generating questions Role playing Notetaking Fishbowl
Interview”, p. 453
^ Create a resume. Drafting Sharing and responding Peer editing Brainstorming Word map
Activity 4.15 “Job Search Document” p. R36
Word wall Academic vocabulary: resume Writing workshop 7: Procedural writing
Completed discussion questions
Published writing: resume
% Establish evaluation criteria.
Brainstorming Discussion groups Think pair share Quickwrite Marking the text Questioning the text
Activity 4.16 Article: “Narcissism on the Internet…” Article: “Web of Risks” Article: “Potential Employers…”
Word wall Word connections: audire ludere Grammar: summarizing sources
Completed survey Quickwrite
Published writing: written response Character social networking page Criteria list
& Generate Discussion groups Activity 4.17 Extend Your Completed Presentation – for Embedded
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
32
Power Benchmark Recommended Strategies
SpringBoard Texts Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
interview questions and listen to an interview.
Notetaking Role playing Generating questions Sharing and responding Graphic organizer Fishbowl
Learning: Interview, p. 978
graphic organizer Notes summary
Assessment #2 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Embedded Assessment 2: Using Communication Skills to Present Myself
Sharing and responding Drafting Think pair share Free writing
Activity 5.23 “The Things They Carried”, p. 947
Word wall Literary terms: discourse
Completed discussion questions
Published writing (Embedded assessment)
# Prepare work for publication.
Discussion groups Sketching Sharing and
Activity 5.24 Publishing and Presenting, p. 951
Quickwrite Published writing (Embedded assessment)
Developmental and Advanced English Language Arts
Curriculum Map
Grade 11
2011-2012
40
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
responding
% Select a topic for research
Brainstorming Sorting Think pair share KWHL chart
Activity 5.25 Prewriting, p. 945
Completed graphic organizer
Published writing
Embedded Assessment 2: Writing a Multi-Genre Research Project
Presentation Research project for Embedded Assessment #2
Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.