Reading Writing Workshop Grades 11 and 12, Assignments of Literature

Download Reading Writing Workshop Grades 11 and 12 and more Assignments Literature in PDF only on Docsity! 1 Reading Writing Workshop Grades 11 and 12 Curriculum Committee Members Patty Ulrich, ELA Curriculum Coordinator Jami Vault, ELA Curriculum Coach Reviewed by High School ELA Teachers on December 14, 2016 Reviewed by Curriculum Advisory Committee on January 11, 2017 Approved by the HSD Board of Education on June 20, 2017 2 TABLE OF CONTENTS Reading Writing Workshop Hazelwood School District Mission Statement 3 Hazelwood School District Vision Statement 3 Hazelwood School District Goals 3 Curriculum Overview 4 Course Overview 5 Reading Writing Workshop – Unit 1 12 Reading Writing Workshop – Unit 2 83 5 “You do it together” stage in which students practice applying the skill in small groups or pairs. In this third stage, the teacher continues to provide support as needed. Finally, if the teacher confidently assesses that students have mastered the skill and can perform it independently, he or she can move students into the “You do it alone” stage during which student apply the skill on their own. The committee members aligned the curriculum with the 2016 Missouri Learning Standards published by the Department of Elementary and Secondary Education (DESE). The curriculum meets all of the state and district requirements for research, technology, workplace readiness skills, gender/racial equity, and disability awareness. The curriculum contains performance assessments, constructed responses, and selected responses that are rigorous and outline clear expectations. As the curriculum is implemented and taught, the assessments will be revised. The assessments are required; the learning activities are suggested. Teachers are encouraged to select the learning activities which meet the needs of their students. Some of the learning activities are very sequential and, when all of them are used, a student should be able to successfully complete the performance assessment. Other activities provide a menu of suggestions, and the teacher should select from those offered or design his/her own. Some of the objectives in the curriculum are sequential because they build on necessary skills. Other objectives will need to be sequenced in a way that fits a thematic or interdisciplinary approach. The Hazelwood Required Instructional Components for High School should be used by teachers when selecting the order of the objectives. The Hazelwood Required Instructional Components ensures an appropriate balance of reading, writing, listening and speaking that is recommended by research and the District Literacy Task Force recommendations from 2015. All English Language Arts teachers should select objectives and resources to best match the instructional activities and fit the needs of their students. The required components should be integrated into instruction by all teachers to ensure consistent and rigorous instruction and that students consistently receive high quality reading, speaking, listening and writing instruction. 6 COURSE TITLE: READING WRITING WORKSHOP GRADE LEVEL: 11 and 12 Course Description: This course is a reading/writing approach to exploring fiction and non-fiction. Reading materials, primarily chosen by students, will be approved by the teacher. Students will read, speak, write, listen, and think about literature and respond through journal entries, group discussions, book talks, and literature circles. Major writing assignments will be in response to literature with one research project involving an investigation of reading and writing in the workplace. Students will add at least one piece of writing to their District-wide portfolios. Through these activities, students will explore the elements of fiction and non-fiction and learn to select appropriate reading materials for personal enrichment. Course Rationale: The Reading Writing Workshop curriculum promotes the academic, social and cognitive development of students who are expected to become successful and productive members of society. The Reading Writing Workshop curriculum contains the listening, discourse, reading and writing skills needed for students to demonstrate maximum growth in every other subject area and in their future careers. As part of the Reading Writing Workshop curriculum, students will acquire the necessary skills to think analytically about information presented to them in a variety of formats, including speaking, writing and various forms of print and electronic media. The Reading Writing Workshop curriculum will prepare students to be critical interpreters of media, to articulate their thoughts and back them with evidence, and prepare them to express their own ideas artfully and effectively. The Reading Writing Workshop curriculum is designed to elevate students beyond baseline skills and provide them with rigorous and relevant opportunities to arm them with the communication skills and literacy interpretation skills required to not only skillfully navigate but lead the global community of the ever evolving 21st Century. COURSE SCOPE AND SEQUENCE Unit 1: : Applying Reading Strategies and Writing about Literature 40 class periods of 90 minutes in length Unit 2: Reading Non-Fiction and Conducting Research 40 class periods of 90 minutes in length 7 Unit Objectives Unit 1: 1. Students will analyze informational and literary text by drawing conclusions and making inferences about what text says explicitly as well as when the text leaves matters uncertain. 2. Students will determine the meaning of words and phrases as they are used in informational and literary text, including figurative and connotative meanings using context, affixes, or reference materials. 3. Students will cite relevant and thorough textual evidence to support their analysis of informational and literary text. 4. Students will determine two or more themes in a fictional text, analyze their development throughout the text, and relate the themes to human nature and the world. 5. Students will explain two or more central/main ideas in informational text, analyze their development throughout the text, and relate the central ideas to human nature and the world. 6. Students will provide an objective and concise summary of informational and literary text. 7. Students will evaluate how the author's word choices and use of syntax contribute to an informational and literary text's overall meaning, tone and aesthetic impact. 8. Students will evaluate the impact of the author’s choices regarding how to develop and relate elements of a literary text. 9. Students will evaluate how an author's choices to structure specific parts of a text contribute to a text's overall meaning and its aesthetic impact. 10. Students will follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience. 11. Students will organize their writing to include an introduction of the topic, maintain a clear focus throughout the text, and provide a conclusion that follows from the text. 12. Students will achieve the writer's purpose and enhance the reader's understanding of and experience with the text by making choices regarding organization and content. 13. Students will choose precise language and make syntactical choices to reflect an understanding of how language functions in different contexts and enhance the reader's understanding of the text. 14. Students will demonstrate a command of the conventions of standard English grammar and usage including spelling and punctuation in their writing. 15. Students will use a variety of appropriate transitions to clarify relationships and connect ideas, claims and signal time shifts in their writing. 16. Students will speak audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including fluent and clear 10 Essential Terminology/Vocabulary Essential Vocabulary in this course represents words from three tiers of vocabulary recommended in research. Hazelwood Vocabulary Acquisition Plan Tier 3 Academic Vocabulary from English Language Arts skills and standards Tier 2 Academic Vocabulary found across and within texts Tier 1 Mastered-Reviewed as an Intervention Academic vocabulary is taught through learning targets and skills to represent Tier 3 words. Tier 2 words are determined based upon the commonly used academic words within each text read with students. The key Tier 3 academic vocabulary words for each are listed below. Unit 1 Annotation, close reading, inference/infer, draw conclusions, cite, textual evidence, determine, explicit, analyze, quotation, paraphrase, summary, summarize, central idea, main idea, details, examples, theme, objective, summarize, development, literary elements, text structure, plot, character, setting, plot, mood, tone, conflict, aesthetic impact, author’s purpose, plot development, purpose, sequence, point of view, elaboration, dialogue, transitions, purpose, audience, word choice, revise, edit, affix, root, connotative, denotative, figurative language, allusion, imagery, metaphor, simile, onomatopoeia, personification, diction, syntax, thesis, cause and effect, problem and solution, compare and contrast, description, volume, pace, pitch, eye contact, gestures, and body language. Unit 2 Analyze, central/main idea, inference, textual evidence, conclusion, summarize, tone, aesthetic impact, syntax, positive/negative connotation, denotation, literary elements, literary devices, allusion, anthropomorphism, imagery, parallelism, visualize, visual elements medium, media, compare, contrast, omitted, emphasized, evaluate, plagiarism, cite, sources, paraphrase and quotation, account, historical, cultural, perspective, point of view, imply, argument, claim, counter-claim, reasoning, premise, problem, purpose, multimedia, source, media clip, newspaper article, speech, cite, advance organizer, cause and effect relationships, synthesize, credibility, logic, relevance, validity, delineate, stance, clarify, conventions, grammar, usage, standard English, writer’s purpose, transitions, integrate, and Socratic Seminar. 11 Proposed Course Materials and Resources: Reading Instructional Resources: Bloom, Lynn Z. (2013). The Essay Connection, 10th ed. Cengage Learning. Additional Resources: ● Online Text o News ELA o Readworks o Library of Congress o American Rhetoric ● Online Dictionary and Thesaurus Resources o http://www.merriam-webster.com/dictionary o http://www.thefreedictionary.com ● Citation Websites o http://content.easybib.com/citation-guides o https://owl.english.purdue.edu/owl/section/2/ 12 Hazelwood Required Instructional Components Sample Lesson Pacing Guide Direct Instruction , Cooperative Learning, and Independent Reading Strategies Writing Workshop Lesson Opening (5-10 Minutes)  Introduce the Learning Targets  Do Now (to begin a new lesson or check for understanding on a previous lesson) Lesson Opening (5-10 Minutes)  Introduce the Learning Targets  Do Now (to begin a new lesson or check for understanding on a previous lesson) Vocabulary/ Word Study (10-15 Minutes)  Introduce new vocabulary words for the day, OR review previous words from the current lesson  Use context clues to understand the meaning of new words.  Model use of new words through student participation. Vocabulary/Word Study (10-15 minutes)  Introduce new vocabulary words for the day, OR review previous words from the current lesson  Use context clues to understand the meaning of new words.  Model use of new words through student participation. Teacher Direct Instruction and Modeling (15-20 minutes)  Teacher models the skill being taught using specific examples, visual representation  Model thinking aloud with a visual template or annotation guide the strategy or skill students are focusing on learning and applying.  Within this time frame, facilitate students practicing as a whole group using a small segment of text to check for understanding. Mini-lesson (10-15 minutes)  Teacher provides direct instruction on grammar, editing, or revision skill on which the majority of students require instruction.  Students may do short practice as whole group to check for understanding of the skill. Guided Practice (15 Minutes)  Facilitate students reading a section of the text with partnerships or in small groups.  The teacher circulates around the classroom and provides support, monitoring and feedback  Format options: o Literature Circles o Reciprocal Reading o Close Reading: 1st and 2nd Read Teacher Direct Instruction and Modeling (15-20 minutes)  Teacher models the writing skill being taught using specific examples, visual representation  Model thinking aloud with a visual template or annotation guide the strategy or skill students are focusing on learning and applying. Within this time frame, facilitate students practicing with a partner using a small segment of text to check for understanding. Independent Practice (20 Minutes)  Ask students to read a section of the text independently and apply the skill o Students Self-Assessment Journals o Learning Logs o Skill Tracking Documents o Annotations o Students work independently on their current writing prompt or an assigned writing task in response to their reading Writer’s Workshop (35-45 Minutes) Teacher-Led Small Groups:  Teacher conferences with students  The teacher meets with small groups of students pulled based upon skills and/or writing level to provide support groups while they write a section of their current piece of writing. Independent Writing: Students engage in independent writing or student-led groups by following the writing process. Students can share, edit, and revise each other’s work.  *Students should include learned grammar skills and vocabulary in these workshop activities.