Course/Grade: English I/Grade 9
Unit 1: Overview and Review Student Intro. Project & Grammar Review
Time Frame: 2 Weeks
Essential Questions / Targeted Core Content & Program of Studies / Essential Vocabulary / Bank of SuggestedActivities & Assessments
Reading / Writing / Speak, Listen, & Observe
1. How can I become a better writer through the use of standard grammar and usage?
2. What can I do to learn about myself and others in this class?
3. What are the rules that I need to follow in this class?
4. What English skills do I need to become a better student (in this class and others?) /
EL-9-FF-S-1
Students will apply context and self-correction strategies while readingEL-9-FF-S-3
Students will read grade-appropriate material orally—and silently—with automaticity (accuracy and fluency)EL-9-FF-S-5
Students will use print and electronic resources (general and specialized dictionaries, thesauruses and glossaries) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, or content-specific meanings of words
EL-9-DIU-U-3
Students will understand that the use of comprehension strategies enhances understanding of text.EL-9-DIU-U-4
Students will understand different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitate the reader’s ability to make meaning of the text.EL-9-DIU-S-6
Students will demonstrate understanding of literary elements and literary passages/texts:A. identify characteristics of different types of literary texts (e.g., short stories, poems, novels, adventure, myths, dramas)
B. explain the main ideas of a passage and identify the key ideas or information that support them
RD-09-2.0.6
Students will explain the main ideas of a passage and identify the key ideas or information that support them.
EL-9-IT-S-3
Students will use text references to explain author’s purpose, author’s message or theme, or supporting evidenceRD-09-3.0.2
Students will identify or explain an author’s purpose in a passage.
EL-9-IT-S-4
Students will organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizers, outlining)EL-9-RRT-U-2
Students will understand that references from texts provide evidence of applying ideas and making text-to-self, text-to-text, and text-to-world connections.El-9-RRT-U-3
Students will understand that reading a wide range of literature by different authors, and from many time periods, cultures, and genres, builds an understanding of the extent of human experience.EL-9-DCS-8
Students will evaluate the accuracy of information presented in texts/ EL-9-WC-U-1
Students will understand that there are many reasons for all high school students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.
EL-9-WC-S-1
Students will write to learn by applying strategies effectively (e.g., personal journals, writer’s notebooks)
EL-9-WC-U-2
Students will understand that different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g., journals, on-demand responses, editorials, literary critiques).
EL-9-WC-U-4
Students will understand that writing can be used to make meaning of one’s own experience, as well as of other information/ ideas
EL-9-WS-S-1
Students will use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-9-WS-S-6
Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent
EL-9-WV-U-3
Students will understand that standard grammar and usage are important in making meaning clear to the reader; nonstandard and/or unconventional grammar, mechanics and usage may be used for intended effect.
EL-9-WV-S-2
Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-9-WV-S-3
Students will apply correct grammar skills (e.g., complete sentences, various sentence structures, subject/ verb agreement, pronoun antecedent agreement); mechanics (e.g., use of commas and semicolons); and usage (e.g., father/further, fewer/less, amount/number)
EL-9-WP-U-1
Students will understand that the writing process is a helpful tool in constructing and demonstrating meaning of content (whether personal expressive, literary, academic or practical) through writing.
EL-9-WP-U-3
Students will understand that writers work through the process at different rates. Often, the process is enhanced by conferencing with others.
EL-9-WC-S-1
Students will write to learn by applying strategies effectively (e.g., personal journals, writer’s notebooks)
EL-9-WS-S-1
Students will use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-9-WP-S-1
Students will focus: establish and maintain a controlling idea on a selected topic
EL-9-WP-S-5
Students will edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sources
EL-9-WP-S-6
Students will publish to produce products for intended audience:
· present written material using digital presentation and graphics (e.g., spreadsheets, graphing formats)
· present final work in a neat, legible form
EL-9-WP-S-7
Students will reflect and evaluate personal progress and skills in writing / During times of cooperative learning, class presentations and speaking opportunities, the following will be assessed.
EL-9-SLO-U-1
Students will understand that communication, both formal and informal, is an interpretive process that integrates listening, observing, reading, writing and speaking with confidence. Different levels of discourse are appropriate for different contexts, occasions, purposes and audiences.
EL-9-SLO-U-2
Students will understand that regardless of the topic, the context or the intended audience, students need to be able to communicate ideas effectively. Effective communication involves verbal and nonverbal techniques to enhance or emphasize content. These techniques aid the listener’s ability to interpret the information.EL-9-SLO-U-3
Students will understand that language usage is related to successful communication; language patterns and vocabulary transmit culture and affect meaning.EL-9-SLO-S-2
Students will apply delivery techniquesa) both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., gestures, facial expressions, eye contact)
b) avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)
c) use language appropriate to audience; use specialized content vocabulary as needed
d) adhere to standard guidelines for grammar, usage, mechanics or use non-standard language for effect when appropriate (e.g., word plays, common figures of speech)
e) choose language for its effect on the audience (e.g. strong nouns, active verbs, concrete and sensory details, figurative language)
EL-9-SLO-S-6
Students will ask and respond to questions as a way to enrich class discussionsEL-9-SLO-S-7
Students will play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder)When listening
EL-9-SLO-S-8
Students will give and follow spoken instructions to perform specific tasksEL-9-SLO-S-11
Students will respond to information in a variety of ways by summarizing, taking useful notes, organizing, analyzing or recording that which is meaningful and usefulEL-9-SLO-S12
Students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)EL-9-SLO-S-13
Students will follow the organization of a presentation and recognize the speaker’s use of transitionsEL-9-SLO-S-14
Students will interpret and evaluate the effectiveness of verbal and nonverbal delivery techniques, including visual cues / Larry Bell’s 12 Testing Words1. Explain
2. Analyze
3. Trace
4. Infer
5. Describe
6. Evaluate
7. Support
8. Predict
9. Contrast
10. Summarize
11. Formulate
12. Compare / Teacher will select at least one of the Introduction Activities
· All About My Autobiography
· Introduction Presentations
· Personal Collage
Grammar & Usage Review
· Eight Parts of Speech Review
· Sentence Diagramming
· Sentence Structure
· Transitive & Intransitive Verbs
· Capitalization
· Punctuation
Beginning of Year Discussions
· Discussion of notebooks and journals
· “How to be a good student.”
9th Pretest
· Critical reading Passages Pre—Test
Knott County School District Hindman, KY 2008/2009