1 / Introductions, Course Expectations, Routines and Procedures, Diagnostic Testing, Etc.
Week / Focus / Standards (IAS 2006) / Scaffolded “I CAN” Statements / Materials/Strategies/Implementation Ideas
2 / Nonfiction: Format & Structure / 10.2.1 / I can identify different types of text structures used in non-fiction.
I can evaluate a piece of non-fiction text for structure and analyze why the given structure was used.
I can identify different textual features used in non-fiction.
I can analyze textual features for purpose and effectiveness. / ●NewsELA.com
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●Use newspapers from past week and have students identify formats and structures. Examine why they chose those formats/structures.
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Writing: Decoding the Prompt / 10.4.2 / I can break down an ECA-style prompt for format, audience, topic and purpose. / ●Use released ECA prompts to assist students in breaking down prompt. F.A.T.P. - Format, Audience, Topic, Purpose
●Purdue OWL -
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Grammar: Sentence Structure & Parallelism / 10.6.2 / I can identify the subject, verb and object in a sentence.
I can identify adjectives and adverbs.
I can identify simple, compound, complex and compound-complex sentences.
I can identify parallel elements in a sentence.
I can modify a sentence to reflect proper parallel structure. / ●
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Week / Focus / Standards (IAS 2006) / Scaffolded “I CAN” Statements / Materials/Strategies/Implementation Ideas
3 / Nonfiction: Drawing Conclusions & Making Inferences / 10.2.5 / I can define inference and explain the types of inferences
I can identify key details from the text.
I can use background knowledge and textual details to draw a conclusion or inference. / ●
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Writing: Prewriting Strategies / I can create a prewriting strategy to brainstorm ideas.
I can complete activate my prior knowledge for prewriting. / ●Shmoop Essay Lab
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Vocabulary: Context Clues / 10.1.2 / I can identify the four types of context clues
I can define an unknown word using context clues / ●
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Week / Focus / Standards (IAS 2006) / Scaffolded “I CAN” Statements / Materials/Strategies/Implementation Ideas
4-5 / Nonfiction: Using Supporting Evidence / 10.2.5 / I can restate a question and answer it in the form of a claim.
I can provide evidence (textual and anecdotal) to support a claim.
I can articulate the connection between my evidence and claim (and the original question). / ●R.A.C.E. strategy- Restate, Answer, Cite Evidence, Explain connection
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Writing: Personal Essay Writing / 10.4.2; 10.4.3; 10.4.5; 10.4.13;
10.5.1; 10.5.7; 10.5.8 / I can use significant experiences from my own life to write an engaging personal essay.
I can use descriptive language to appeal to the five sense of my readers. / ●Vocabulary--descriptive language
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Grammar: Usage & Verb Tense / 10.6.2 / I can identify instances of correct and incorrect subject/verb agreement in a variety of tests.
I can accurately correct instances of incorrect subject/verb agreement in a variety of texts. / ●Subject/Verb Agreement Notes
●Correcting subject/verb agreement in rap songs
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Week / Focus / Standards (IAS 2006) / Scaffolded “I CAN” Statements / Materials/Strategies/Implementation Ideas
6-7 / Nonfiction: Evaluating the Author’s Argument / 10.2.4 / I can identify an author’s argument (claim) in a variety of nonfiction (informational texts). / ●NewsELA.com
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Writing: Editing, Revising, Word Choice, & Descriptive Writing / 10.4.3; 10.5.7; 10.6.3 / I can identify areas in need of editing in my own writing and in the writing of others.
I can use editing marks to suggest changes for a peer’s writing.
I can implement editing changes in my own writing. / ●
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Vocabulary: Literal & Figurative Meanings of Words / 10.1.2; 10.1.4 / I can explain the difference between “connotation” and “denotation.”
I can explain the denotation of a given word.
I can explain the connotation of a given word.
I can identify the following literary devices: Similes, metaphors, personification, ambiguity, irony, subtlety, and idioms
I can understand the meanings of
similes, metaphors, personification, ambiguity, irony, subtlety, and idioms. / ●Denotation vs. Connotation: Shades of meaning
●Similes, Metaphors, Personification, Ambiguity, Irony, Subtlety, Idioms (figures of speech)
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Week / Focus / Standards (IAS 2006) / Scaffolded “I CAN” Statements / Materials/Strategies/Implementation Ideas
8-9 / Fiction: Analyzing Plot & Theme / 10.3.2; 10.3.5; 10.3.6; 10.3.12 / I can identify the elements of the plot (exposition, rising action, climax, falling action, resolution).
I can identify flashback and foreshadowing.
I can explain how flashback and foreshadowing develop the plot.
I can explain what a theme is.
I can identify the theme of a literary work.
I can explain how the plot develops the theme. / ●
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Writing:
5 Paragraph Essay Structure, Thesis Writing,
Persuasive Essay Writing / 10.4.2; 10.4.3; 10.4.5; 10.4.13; 10.5.4; 10.5.7; 10.5.8 / I can identify the 5 paragraphs of an essay.
I can explain the function of each of the 5 paragraphs.
I can identify the thesis sentence of an essay.
I can explain what a thesis sentence does.
I can write a thesis sentence.
I can identify a persuasive essay.
I can write a thesis sentence for a persuasive essay.
I can formulate 3 main points and order them effectively. / ●BrainPop:
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Grammar: Clauses & Punctuation / 10.6.1 / I can identify main and subordinate clauses.
I can identify and explain the function of punctuation marks, including semicolons.
I can write sentences using clauses and punctuation marks correctly.
I can accurately correct instances of incorrect punctuation and/or clauses in the writing of others. / ●
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Week / Focus / Standards (IAS 2006) / Scaffolded “I CAN” Statements / Materials/Strategies/Implementation Ideas
10-11 / Fiction: Evaluating Characters’ Traits & Actions / 10.3.3; 10.3.4
10.4.2; 10.4.3; 10.4.5; 10.4.13; / I can identify the main characters in a text.
I can explain what a character trait is.
I can explain the difference between a dialogue and a soliloquy.
I can explain how dynamic characters change throughout a text.
I can explain how static characters do not change throughout a text.
I can explain how characters influence each other within a text through their speech or actions.
I can explain how the plot is influenced by the way characters interact with each other.
I can explain how I learn about characters through their actions.
I can explain how I learn about characters through their narration, dialogue and thoughts. / ● text of poem
● ppt has faults, but some good info there---engaging poem
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● The Story of an Hour full text
● reading passage with questions
● reading passage with questions
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Writing: Persuasive Essay Writing / 10.4.2; 10.4.3; 10.4.5; 10.4.13; 10.5.1; 10.5.7; 10.5.8 / (Building from weeks 5-6)
I can organize my main points effectively.
I can write one paragraph for each of my three main points.
I can explain the importance of an introduction and conclusion.
I can write an introduction and a conclusion.
I can put all 5 of my paragraphs together in order.
I can identify rhetorical devices.
I can use rhetorical devices to support my main points. / ● video
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● Writing Process PPT
● resource page with links
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Vocabulary: Word Roots & Origins / 10.1.4 / I can identify common word roots, prefixes and suffixes.
I can use my knowledge of word parts to predict the meaning of unknown words. / ● 30 most common word roots
● word roots and prefixes--comprehensive list
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Week / Focus / Standards (IAS 2006) / Scaffolded “I CAN” Statements / Materials/Strategies/Implementation Ideas
12-13 / Fiction: Analyzing and Evaluating the Effectiveness of Literary Devices / 10.3.7 / I can identify the following literary devices: Similes, metaphors, personification, hyperbole, symbolism, allegory, and imagery
I can identify the following sound devices: Alliteration, assonance, consonance, onomatopoeia, rhythm, rhyme, repetition
I can explain how a literary device or sound device impacts a text.
I can explain why authors choose to include a specific literary device or sound device. / ● Figurative Language Rap
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● reading passage with questions
● reading passage with questions
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Writing: Persuasive/ Personal Essay / 10.4.2; 10.4.3; 10.4.5; 10.4.13;
10.5.1
10.5.4
10.5.5; 10.5.7; 10.5.8 / I can identify the different forms of rhetoric used in persuasive writing.
I can effectively use the different forms of rhetoric used in persuasive writing.
I can write a thesis statement.
I can support my thesis statement throughout the essay.
I can describe a sequence of events, characters, settings and actions using vivid language and imagery. / ● writing process ppt
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Grammar: Verbals / 10.6.1 / I can identify a gerund and gerund phrase.
I can use a gerund and/or gerund phrase correctly in a sentence.
I can identify an infinitive and infinitive phrase.
I can use an infinitive and/or infinitive phrase correctly in a sentence.
I can combine two or more sentences by using gerunds and gerund phrases.
I can combine two or more sentences by using infinitives and infinitive phrases. / ● video
● info with quiz
● info with quiz
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Week / Focus / Standards (IAS 2006) / Scaffolded “I CAN” Statements / Materials/Strategies/Implementation Ideas
14 / Fiction: Point of View & Author’s/
Narrator’s Voice / 10.3.9; 10.3.13 / I can identify 1st person, 2nd person, and omniscient POV.
I can identify the narrator of a literary work.
I can explain what tone and mood are.
I can identify the tone and/or mood of a literary work.
I can identify the narrator’s view of other characters, the events in a text, etc. / ● - good intro material
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●POV & Voice PowerPointVoiceandNarrator_002.ppt
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Writing: / Review - Decoding the prompt; prewriting; organization, etc.
Indianapolis Public Schools Curriculum and Instruction 1