English I
Core Content 4.1	Content/Terms	Activities/Resources Thoughtful Ed.			Reading selections		Assessment/ Open response		Month Taught
Big Idea: Forming a Foundation (Reading) Forming a foundation requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading a variety of texts at the word, sentence, and connected text level across all content areas. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen.
RD-09-1.0.1 Students will interpret literal or non-literal meanings of words in a passage.	Literal language Figurative Language Connotations Denotations	Word Bank Semantic Map Analogies C.O.D.E. Context, Connect, Organize		“The Golden Kite, the Silver Wind” “Teaching Chess, and Life” “Far-out Housekeeping on the ISS”			Analysis of Poem Threaded Discussion		On-going
RD-09-1.0.2 Students will make predictions based on what is read.	Context Cues Cause/Effect Sequences	“If, then” questions Annotating texts Questioning Ladders Context Connections		“The Most Dangerous Game” “Poe’s Final Days” “Community Service & You”			“Complete the Story” prompt Fishbowl Discussion		On-going
RD-09-1.0.3 Students will formulate questions to guide reading.		“Think, Share, Pair” Comment-Response Charts Thinking Notes		“Feeding Frenzy” “Rabies Death Theory” “A Christmas Memory” The Pigman					On-going
RD-09-1.0.4 Students will interpret the meaning of jargon, dialect or specialized vocabulary found in a passage.	Jargon Dialect Slang Technical terminology	Visualizing Vocabulary Tools for Practicing Vocabulary Power Decoding		“A Christmas Memory”			Vocabulary		On-going
Program of Studies and Academic Expectations
Big Idea: Developing an Initial Understanding (Reading) Developing an initia understanding of text requires readers to consider the text as a whole or in a broader perspective. Texts (including multicultural texts) encompass literary and informational texts (expository, persuasive, and procedural texts and documents). Strategies for gaining a broad or literal understanding of print texts can also be applied to non-print texts (e.g., digital, environmental). Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen.
RD-09-2.0.1 Students will paraphrase information in a passage.	Paraphrase Quotes Synthesis	Timed Writing Quote/Paraphrase Scramble Grammar Exercises		Poetry selections Romeo and Juliet			Open Response writing		On-going
RD-09-2.0.2 Students will identify essential information from a passage needed to accomplish a task.	Essential Non-essential Sequencing Interpretation Reasoning	Ladders of Questions Collaborative Summarizing Divergent Thinking		Romeo and Juliet “Comparing Media Coverage” “Liberty” “Exile” “An American Story”			On-going
RD-09-2.0.3 Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage.							On-going
RD-09-2.0.4 Students will follow the sequence of information from a passage.	Sequence Chronology Time/Space Flashback Flash forward	Sketch-to-Stretch Sequencing Event Scramble Timelines Event line		A Tale of Two Cities “Rising Tides” “The Interlopers” “The Most Dangerous Game”			Process Writing		On-going
RD-09-2.0.5 Students will interpret concrete or abstract terms using context from the passage.	Concrete Abstract Connotation Denotation	Semantic maps C.O.D.E Jeopardy		“The Sound of Thunder” “The Cask of the Amontillado”			Daily Oral Grammar Open Response Writing		On-going
RD-09-2.0.6 Students will explain the main ideas of a passage and identify the key ideas or information that supports them.	Thesis Logical inferences Proofs Supporting details “If, then” Fallacies Outline	Flow charts Outlining Newspaper Analysis Power Notes		Book Review Non-fiction Analysis			“A Country Divided” “Harrison Bergeron” Current periodicals		Fall Semester
RD-09-2.0.7 Students will make inferences, draw conclusions or make generalizations based on evidence from a passage.	Generalization Stereotyping Inference Single Source Research technique terms KVL terms Vertical File	Grammar Review Stereotyping Survey Analogies Library Research tour Independent Research		“Marigold” “Cranes” “A Defense of the Jury System” Twelve Angry Men video “A Warm, Clear Day in Dallas”			Source Paper Over Controversial and/or Contemporary Issue Works Cited		Spring Semester
Program of Studies and Academic Expectations
Big Idea: Interpreting Text (Reading) Interpreting text requires readers to extend their initial impressions of the text to develop a more complete understanding of what is read. This involves linking information across parts of a text, as well as focusing on specific information. Texts (including multicultural texts) encompass literary and informational texts (expository, persuasive, and procedural texts and documents). Strategies for interpreting print texts can also be applied to non-print texts (e.g., digital, environmental). Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen.
RD-09-3.0.1 Students will explain or analyze how a conflict in a passage is resolved.	Freytag Pyramid Internal Conflict External conflict Characterization Plot Sequencing		Pyramid charting Conflict Analysis Reading logs			“Dog Star” “Marigolds” “Initiation” “The Lady and the Tiger” “The Scarlet Ibis”		Objective Exam Open Response		On-going
RD-09-3.0.2 Students will identify or explain an author’s purpose in a passage.	Theme Tone Style		Annotating text Laddering of Questions Outlining Sequences Essay Analysis and Annotations Etch-A-Sketch			“An Artic Flow of Climate Questions” “I Have a Dream” excerpt Night connections		Literary Analysis		On-going
RD-09-3.0.3 Students will explain an author’s position based on evidence in a passage.	Essay terms: Introduction Outlining Sequences “The Lottery” video Open Response On-going Body paragraphs Rank Order Ladder Conclusion Supporting Paragraphs Transitions Outlining Sequences
RD-09-3.0.4 Students will accept or reject an argument, giving supporting evidence from the passage.
RD-09-3.0.5 Students will analyze an argument, giving supporting evidence from the passage.
RD-09-3.0.6 Students will analyze the relationship between a speaker’s or character’s motivation and behavior in a passage, as revealed by the dilemmas.
RD-09-3.0.7 Students will analyze or evaluate the use of supporting details as they relate to the author’s message.
RD-09-3.0.8 Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage.	Persuasion Video and Audio Comparisons: “A Road Not Taken” Debate on-going Propaganda Hitler “Lives in the Crossfire” Presentation Debate terminology Tokyo Rose “Internment” Joe McCarthy “Peace isn’t Impossible” Political debates and ads Forget Me Not video Debate Research Procedures A Tale of Two Cities Debate Protocol Practice Night selections Four Thoughts
RD-09-3.0.9 Students will explain the appropriateness of the author’s content for an intended audience.
Program of Studies and Academic Expectations
Big Idea: Reflecting and Responding to Text (Reading) Reflecting and responding to text requires readers to connect knowledge from the text with their own background knowledge and experience. The focus is on how the text relates to personal knowledge. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen.
RD-09-4.0.1 Students will analyze the content or make connections as it applies to students’ lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text).	Persuasion Video and Audio Comparisons: See RD-09-3.8 Debate on-going Propaganda Hitler Debate terminology Tokyo Rose Joe McCarthy Political debates and ads
RD-09-4.0.2 Students will use evidence from a passage to formulate opinions in response to a reading passage.
Program of Studies and Academic Expectations
Big Idea: Demonstrating a Critical Stance (Reading) Demonstrating a critical stance requires readers to consider the text objectively in order to evaluate its quality and appropriateness. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of features such as irony, humor, and organization. Knowledge of text content and structure is important. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.
RD-09-5.0.1 Students will compare and contrast the characteristics of a variety of literary genres.	Genres Venn Diagrams The Odyssey Open Responses on-going Comparison Thinking Notes Separate Peace Contrast Thinking Aloud Summer of my German Soldier Tone Reading Conferences “Fire and Ice” Style 3 – 2 – 1 A Tale of Two Cities K-W-L “Romeo and Juliet in Bosnia” “Dear Juliet”
RD-09-5.0.2 Students will analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage.
RD-09-5.0.3 Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language).
RD-09-5.0.4 Students will critique the author’s word choice, style, tone or content.
RD-09-5.0.5 Students will compare or contrast elements, views, ideas or events presented in one or more passages.
RD-09-5.0.6 Students will analyze the ways in which similar themes or ideas are developed in more than one text.
RD-09-5.0.7 Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
RD-09-5.0.8 Students will explain how the use of text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions), format or layout enhances the reader’s understanding of a passage.
RD-09-5.0.9 Students will analyze the effectiveness of the organizational patterns in a passage (e.g., cause and effect, repetition, comparison and contrast, sequence, generalizations) for fulfilling the purpose of the passage.
Program of Studies and Academic Expectations
Depth of Knowledge

Freshmen Novels

*Summer of My German Soldier

*A Separate Peace

*Odyssey

*Romeo and Juliet

*A Tale of Two Cities

My Antonio

Great Expectations

(H)Cold Sassy Tree

(H) The Thread that Runs So True

The Cay

Jacob’s Rescue

Hatchet

The Pigman