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English 1 and Honors English 1

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English 1 and Honors English 1 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION ENGLISH DEPARTMENT ENGLISH 1 AND HONORS ENGLISH 1 Grade Level: 9 Credits: 5 BOARD OF EDUCATION ADOPTION DATE: AUGUST 26, 2013 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS FREEHOLD REGIONAL HIGH SCHOOL DISTRICT Board of Education Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President Mr. Carl Accettola Mr. William Bruno Mrs. Elizabeth Canario Mrs. Kathie Lavin Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic Mr. Charles Sampson, Superintendent Mr. Jeffrey Moore, Director of Curriculum and Instruction Curriculum Writing Committee Ms. Cheryl Lanza Ms. Lisa Lomovsky Ms. Lori Nava Ms. Sharon Spiers Supervisors Ms. Deirdre Bova Mr. Craig Chern Ms. Jane Goldstein Ms. Mary Hough Ms. Judith Lagana Ms. Melissa Venuto Academic & Honors English I Course Philosophy The goal of the Freehold Regional High School District’s English program is to prepare students for the literacy demands of the world at large and to have students examine their role in the world, using literature as the conduit. The literature selected is an overview of both classic and contemporary pieces, allowing students the opportunity to make connections between the past and present. In so doing, students become critical thinkers and gain life-long skills that transcend any particular subject. Students are encouraged to challenge themselves in a variety of ways, from defending their opinions with evidence to reading complex fiction and non-fiction. English teachers’ greatest responsibility is to strengthen each student’s ability to process, analyze, and communicate information. As stated by the National Council of Teachers of English, the priority of English instruction is to promote “the development of literacy, the use of language to construct personal and public worlds and to achieve full participation in society.” In order to effectively prepare students for college or careers, the English enduring understandings are based on the Common Core State Standards. The ultimate purpose is to make students literate readers, writers, speakers, as well as astute listeners and viewers. To this end, the English curricula have been designed to make the program more relevant to the students by focusing each unit around enduring understandings. In other words, students will read related literature in each unit, keeping in mind “the larger picture” at all times, allowing the students to cumulatively deepen their reading, writing, and research skills. Even though there are varied fiction and non-fiction genres, students will engage in thoughtfully designed learning activities that promulgate reading, writing, speaking, listening and research skills. Teachers are invited to revise and adapt them to suit the individual needs of their students. Course Description The English I curriculum is designed to meet the varied needs of the students. Freshman year is an important overview of the various genres of literature, including but not limited to poetry, plays, novels, short stories, essays, and speeches. In accordance with the Common Core State Standards, non-fiction and fiction pieces are incorporated to supplement understanding of how meaning is constructed and conveyed in writing. Freshman year serves as a basis not only for literature, but also for an expected set of skills that will be developed, reinforced, and refined in coming years. By the conclusion of the course, students will have an appreciation for various genres, and will know the grammatical constructs important for composing research projects, as well as MLA format. They will also be exposed to a variety of different types of writing styles, including literary analysis, expository essays, process analysis, compare/ contrast, cause and effect, and persuasive styles. The selected units are designed to inspire, provoke thought, and provide a solid basis upon which students can build in future years. In addition, students will receive guided instruction in class and be able to navigate the literary waters with independence and personal responsibility. They will integrate technology and analyze literature in various ways, all the while noting key ideas present in each unit. Students will acquire necessary skills for success in future years and be able to utilize these skills across the curriculum as they become life-long learners. 1 Academic & Honors English I The Importance of Reading & Text Complexity The ultimate goal of any educational institution is to ensure that students graduate prepared for both college and careers. The most important factor in a student’s post-high school success is his or her ability to read and understand complex texts (MetaMetrics, 2013). Therefore, the Freehold Regional High School District’s English curricula are designed for students to read a wide variety of texts, and to read them deeply. A broad range of texts is included, from novels to poetry, dramas to speeches, essays to short stories. The new Common Core State Standards emphasize this in their final College and Career Readiness Anchor Standard in Reading: students will “read and comprehend complex literary and informational texts independently and proficiently” (NGA & CCSSO, 2010). With this increased emphasis on independent and proficient reading of complex texts, a new word is heard more often around schools: Lexile. It is a measurement of an individual’s reading ability, as well as the complexity of a text. Both students and texts have Lexile scores. It is important to note that when referring to a student’s Lexile score, it refers to his/her reading ability, not overall intelligence or potential. With this data, teachers can match students with appropriate texts, as well as alter their teaching strategies to fit their students’ needs. The Standards define a three-part model for determining how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling. These are to be used together with grade-specific standards that require increasing sophistication in students’ reading comprehension ability. The Standards thus approach the intertwined issues of what and how student read (CCSS for ELA & Literacy in HSST, Appendix A, 2011). Lexile takes into account three equally important parts: quantitative text complexity (word length/frequency, sentence length, text cohesion), qualitative text complexity (levels of meaning/purpose, structure, language conventionality/clarity, knowledge demands), and reader/task considerations (student motivation, knowledge, maturity). A Lexile measurement alone does not determine its inclusion into a curriculum. More simply put, Elie Wiesel’s Holocaust memoir Night (570L) would never be read by a third grader due to content and student maturity. Although its Lexile measurement is low, it is most appropriate for a more mature reader. The Common Core State Standards Organization has established grade-level target exit ranges (see chart below). Students should read texts on their Lexile level to gain competency and confidence, while challenging themselves to higher-Lexiled material in order to improve their reading ability. Like any other skill, improvement can only occur when practice takes place. Students must practice at their current level as well as challenging themselves to higher-Lexile material, with proper support. A variety of Lexiled-texts are included in each unit in order to ensure accessibility and challenges. Grade Band in Lexile Ranges the CCSS K-1 N/A 2-3 450-790 4-5 770-980 6-8 955-1155 9-10 1080-1305 11-12 1215-1355 2 Course Map CCSS Enduring Understandings Essential Questions Common Assessments In what ways does reading various genres TCA#1 – Process Analysis in a Novel contribute to a deeper understanding of TCA#2 – Compare/Contrast Poetry Enduring Understanding 1: The ability literature? TCA#3 – Cause/Effect in Drama 9-10.RL. 1, 2, 3, 4, 5, 10 to comprehend the particular 9-10.RI. 1, 2, 3, 4, 6, 10 conventions and characteristics of a 9-10.W. 1, 2, 4, 8, 9, 10 TCA#1 – Process Analysis in a Novel 9-10.L. 1, 2, 3, 5 genre is integral to a deeper How do authors use literary/rhetorical devices TCA#2 – Compare/Contrast Poetry understanding of an author’s intent. and nuances of language to convey specific TCA#3 – Cause/Effect in Drama thematic messages? Persuasive Argument Essay TCA#4 – Support/Refute Literary Criticism Process Analysis Essay 9-10.RL. 1, 2, 3, 4, 5, 10 Enduring Understanding 2: An TCA#1 – Process Analysis in a Novel 9-10.RI.1, 2, 3, 4, 5, 6, understanding of fiction and Compare/Contrast Essay How do description and point of view contribute 10 nonfiction involves interpreting words TCA#2 – Compare/Contrast Poetry to a literary work? 9-10.W. 1, 2, 4, 8, 9, 10 and phrases, analyzing structure, and Cause/Effect Essay 9-10.L. 1, 2, 3, 5, 6 assessing point of view and purpose. TCA#3 – Cause/Effect in Drama TCA#4 – Support/Refute Literary Criticism Why is it important to use specific evidence and cite thoroughly from a text to draw conclusions? TCA#1 – Process Analysis in a Novel Compare/Contrast Essay 9-10.RL. 1, 2, 3, 4, 5, 10 Enduring Understanding 3: The ability TCA#2 – Compare/Contrast Poetry 9-10.RI.1, 2, 3, 4, 5, 6, to analyze the central ideas of texts in Cause/Effect Essay 10 both fiction and nonfiction is essential TCA#3 – Cause/Effect in Drama 9-10.W. 1, 2, 4, 8, 9, 10 TCA#4 – Support/Refute Literary Criticism 9-10.L. 1,2, 3, 5, 6 to determine the author’s purpose. How does a text support key ideas or themes? 3 Course Map CCSS Enduring Understandings Essential Questions Common Assessments Process Analysis Essay How do focus and organization contribute to writing an Compare/Contrast Essay effective essay? Persuasive Argument Essay How does a writer utilize textual evidence to support an Persuasive Argument Essay Enduring Understanding 4: Effective writing involves argument? TCA#4 – Support/Refute Literary Criticism 9-10.RL.
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