CURRICULUM RESOURCE FOR ENGLISH COMPOSITION, COURSE # 921015 ANCHOR (TEACHER) TEXT Write Like This by Kelly Gallagher (GRADES 9 OR 10; SEMESTER ELECTIVE) (Request a free, print copy from This English Composition courseresource with its aligned lessons and exemplars CCS ELA 6-12 Curriculum at can be used as a tool to increase student mastery of Ohio’s Learning Standards for Writing and prepare students for real-world writing. The course and this [email protected]) resource are based upon Kelly Gallagher’s Write Like This, which serves as the STUDY GUIDE FOR TEXT Available HERE teacher’s text for the course. Teachers of the course should request a free print copy of this text at [email protected]. The lessons are designed to target specificpurposes for writing. This resource is not prescriptive, but instead offers many ideas for teaching the course. OHIO’S LEARNING POWER STANDARDS RESOURCE FOCUS W.9-10.1, W.9-10.2, W.9-10.3, W.9-10.4, W.9-10.5, Student learning will center on preparing students to write in the real world. Using mentor texts as guides, W.9-10.6, W.9-10.7, W.9-10.10, L.9-10.1, L.9-10.2, students will produce writings for each of the following purposes: Express and Reflect, Inform and Explain, L.9-10.6 Evaluate and Judge, Inquire and Explore, Analyze and Interpret, & Take a Stand/Propose a Solution. COURSE ORIENTATION STUDENT ORIENTIATION EXPRESS AND REFLECT INFORM AND EXPLAIN Guiding Documents/Sites/Information Beginning & Ending Activities Write Like This Chapter Two Write Like This Chapter Three SAMPLE COURSE SYLLABUS WRITING ACTIVITIES LESSONS/MINI LESSONS LESSONS/MINI LESSONS SAMPLE COURSE PACING GUIDE WRITING RUBRICS & TASKS EXEMPLARS/MENTOR TEXTS EXEMPLARS/MENTOR TEXTS CORE DOCUMENTS/PROTOCOLS CHAPTER ONE LESSONS VOCABULARY/WRITING TERMS VOCABULARY/WRITING TERMS MLA STYLE GUIDE PRE-TESTS LANG & COMP NO RED INK NO RED INK POST-TESTS LANG & COMP EDITING EDITING COURSE EVALUATION LANGUAGE ASSESSMENTS LANGUAGE ASSESSMENTS EVALUATE AND JUDGE INQUIRE AND EXPLORE ANALYZE AND INTERPRET TAKE A STAND/PROPOSE A SOLUTION Write Like This Chapter Four Write Like This Chapter Five Write Like This Chapter Six Write Like This Chapter Seven LESSONS/MINI LESSONS LESSONS/MINI LESSONS LESSONS/MINI LESSONS LESSONS/MINI LESSONS EXEMPLARS/MENTOR TEXTS EXEMPLARS/MENTOR TEXTS EXEMPLARS/MENTOR TEXTS EXEMPLARS/MENTOR TEXTS VOCABULARY/WRITING TERMS VOCABULARY/WRITING TERMS VOCABULARY/WRITING TERMS VOCABULARY/WRITING TERMS NO RED INK NO RED INK NO RED INK NO RED INK EDITING EDITING EDITING EDITING LANGUAGE ASSESSMENTS LANGUAGE ASSESSMENTS LANGUAGE ASSESSMENTS LANGUAGE ASSESSMENTS English Language Arts 6-12 Curriculum, https://www.ccsoh/English6-12 1 COURSE ORIENTATION Guiding Documents/Sites/Information SAMPLE SYLLABUS (CLICK HERE FOR A SHARABLE COPY) English Composition 921015 (Sample Syllabus) Class Description & Objective: English Composition is a writing-intensive, workshop-style, semester elective course designed to help students be successful in high school and their future educational careers by preparing them for real-world writing. Using mentor texts as guides, students will produce writings for the following purposes: Express and Reflect, Inform and Explain, Evaluate and Judge, Inquire and Explore, Analyze and Interpret, & Take a Stand/Propose a Solution. Mastery of Ohio’s Learning Standards for Grades 9-10 Writing should happen through application of the skills needed to become better readers, writers, speakers, and thinkers. Class Materials: • One 100-page spiral notebook + One 70-page spiral notebook OR One three-five subject spiral notebook OR a digital notebook (e.g. shared Google Doc) • One 1 ½ -inch binder with dividers and loose leaf paper for notes OR a shared Google folder OR a Google Classroom account for accessing all “binder” items • Writing Utensils: at least one pen and one pencil every day; highlighters, colored pencils, etc. • Electronic Device for Access to Google Education Suite, No Red Ink, Vocabulary.com, digital notebook/binder , etc. (Schools will provide this if possible.) Class Expectations: Due to the fast-paced intensity of this class, students are expected to be in class on time, prepared to engage in the learning. The teacher will respect all students and will ask that students afford the teacher and their classmates the same courtesy because the class will often share insights, analysis, reflections and writings. Students should be resilient and exhibit a willingness to improve. Writing is a process; in order to improve writing, students must be open to new ideas, critiques, and challenges from the teacher, other students, and themselves. Students are responsible for all make-up work and will have the same number of days they were absent to complete it for full credit. Class Assignments: The following categories of assignments may be required of this course: WOW (Word of the Week) Spiral or Digital Notebooks Vocabulary.com Exercises No Red Ink Exercises Pre- and Post-Assessments Writing Workshop Collaboration/Class Activities Quizzes/Tests Informal Writing Drafting Editing Essays Writing Assignments: Students will write for six major purposes this semester. Students will also need to fill 70 pages in their spiral or digital notebook (writer’s workbook) with practice writing. Because this course uses a workshop style, there will be plenty of time to write during class. Grading Scale: Grade Quality Point Scale Please note that this is a semester course. 92-100=A 4.000 According to district policy, “For a class 90-91.99=A- 3.700 88-89.99=B+ 3.300 granting less than one credit for which a 82-87.99=B 3.000 final exam is not given, the final grade 80-81.99=B- 2.700 shall be calculated by adding the quality 78-79.99=C+ 2.300 points for each quarter’s grade. The total 72-77.99=C 2.000 70-71.99=C- 1.700 shall then be divided by four (4). The final 68-69.99=D+ 1.300 grade shall be determined by applying the 62-67.99=D 1.000 resulting quality points to the above final 60-61.99=D- 0.650 grade calculation scale.” 0-59.99=F 0.000 English Language Arts 6-12 Curriculum, https://www.ccsoh/English6-12 2 English Language Arts 6-12 Curriculum, https://www.ccsoh/English6-12 3 COURSE ORIENTATION Guiding Documents/Sites/Information SAMPLE PACING GUIDE The chart shows possible weekly pacing for real-world writing and mastery of Ohio’s Learning Standards for Grades 9-10 Writing using Write Like This content in the English Composition course. Below this chart, you will find links to two Pacing Guides that were used during the pilot phase for this course. All three of these items (chart and two sample pacing guides) can serve as reference for your own adaptation of the course. WEEK STANDARDS CONTENT/TOOLS WEEK STANDARDS CONTENT/TOOLS Week 1 W.9-10.5, W.9- -Course/Student Orientation: Guiding Docs Week 10 W.9-10.1, W.9- -Inquire and Explore (Chapter Five) Lessons 10.6, W.9-10.10, and Protocols for Course & Setting Up 10.2, W.9-10.4, -WOW L.9-10.1, L.9- Digital/Spiral Notebooks, Writing Activities W.9-10.5, W.9- -Vocabulary.com and Noredink.com Practice 10.2, L.9-10.6 -Google, No Red Ink, Vocabulary Signups 10.6, W.9-10.7, W.9-10.10, L.9- -Sentence Branching Editing -Pre-Tests for Language and Composition 10.1, L.9-10.2, -WOW L.9-10.6 Week 2 W.9-10.3, W.9- - Course/Student Orientation: Writing Week 11 W.9-10.1, W.9- -Inquire and Explore (Chapter Five) Lessons 10.4, W.9-10.5, Activities and Chapter One Lessons 10.2, W.9-10.4, -WOW W.9-10.6, W.9- W.9-10.5, W.9- -Express and Reflect (Chapter Two) Lessons -Vocabulary.com and Noredink.com Practice 10.10, L.9-10.1, 10.6, W.9-10.7, -WOW L.9-10.2, L.9- W.9-10.10, L.9- -Sentence Branching Editing 10.6 -Parts of Speech 10.1, L.9-10.2, L.9-10.6 Week 3 W.9-10.3, W.9- -Express and Reflect (Chapter Two) Lessons Week 12 W.9-10.1, W.9- -Inquire and Explore (Chapter Five) Lessons 10.4, W.9-10.5, -WOW 10.2, W.9-10.4, -WOW W.9-10.6, W.9- W.9-10.5, W.9- -Vocabulary.com and Noredink.com Practice -Vocabulary.com and Noredink.com Practice 10.10, L.9-10.1, 10.6, W.9-10.7, L.9-10.2, L.9- -Dead Word Editing W.9-10.10, L.9- -Sentence Branching Editing 10.6 10.1, L.9-10.2, L.9-10.6 Week 4 W.9-10.2, W.9- -Inform and Explain (Chapter Three) Lessons Week 13 W.9-10.1, W.9- -Analyze and Interpret (Chapter Six) Lessons 10.4, W.9-10.5, -WOW 10.2, W.9-10.4, -WOW W.9-10.6, W.9- W.9-10.5, W.9- -Vocabulary.com and Noredink.com Practice -Vocabulary.com and Noredink.com Practice 10.7, W.9-10.10, 10.6, W.9-10.7, L.9-10.1, L.9- -Replacing “Be” Words Editing W.9-10.10, L.9- -Brush Strokes Editing 10.2, L.9-10.6 -Common Spelling Errors 10.1, L.9-10.2, L.9-10.6 English Language Arts 6-12 Curriculum, https://www.ccsoh/English6-12 4 Week 5 W.9-10.2, W.9- -Inform and Explain (Chapter Three) Lessons Week 14 W.9-10.1, W.9- -Analyze and Interpret (Chapter Six) Lessons 10.4, W.9-10.5, -WOW 10.2, W.9-10.4, -WOW W.9-10.6, W.9- W.9-10.5, W.9- -Vocabulary.com and Noredink.com Practice -Vocabulary.com and Noredink.com Practice 10.7, W.9-10.10, 10.6, W.9-10.7, L.9-10.1, L.9- -Replacing “Be” Words Editing W.9-10.10, L.9- -Brush Strokes Editing 10.2, L.9-10.6 10.1, L.9-10.2, L.9-10.6 Week 6 W.9-10.2, W.9- -Inform and Explain (Chapter Three) Lessons Week 15 W.9-10.1, W.9- -Analyze and Interpret (Chapter Six) Lessons 10.4, W.9-10.5, -WOW 10.2, W.9-10.4, -WOW W.9-10.6, W.9- W.9-10.5, W.9- -Vocabulary.com and Noredink.com Practice -Vocabulary.com and Noredink.com Practice 10.7, W.9-10.10, 10.6, W.9-10.7, L.9-10.1, L.9- -Replacing “Be” Words Editing W.9-10.10, L.9- -Brush Strokes Editing 10.2, L.9-10.6