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Course Description
Course Description
In accordance with New York State Standards for English Language Arts, students will evaluate a variety of fiction and non-fiction to expand their literary and cultural connections. They will develop the skills of analysis, critical thinking, and organization to produce high-quality writing to be revised and refined. By writing regularly and participating in a variety of collaborative discussions and presentations, students will assert and defend claims using appropriate examples and evidence from a text. Students will work through the following themed units: In Pursuit, The Powers That Be, Justice Served and Getting Along.
MS. PARKS
Mrs. Klatt
MS. BRADBERRY
MS. CARUANA
MS. LIZOTTE, AIS
MR. BOMGREN, AIS
MR. MCCAFFREY, AIS
Quarter 1
In Pursuit/Survival
Essential Questions:
What is it that drives us to undertake a mission?
Is it to pursue a goal regardless of the risks?
And is achieving that goal as important as what we learn on the mission to accomplish it?
Texts:
An excerpt from Barrio Boy by Ernesto Galarza
An excerpt from The Other Side of the Sky by Farah Ahmedi
An excerpt from Call of the Klondike by David Meissner and Kim Richardson
The narrative poem, “Cremation of Sam McGee” by Robert W. Service
Novel (or excerpt from) A Long Walk to Water by Linda Sue Park
Skills:
I can analyze the individuals’ experiences for what motivated each to overcome the challenges they faced.
After analyzing the unit texts, I can formulate a written response with details to support what motivated two individuals to overcome the challenges they faced.
Quarter 2
The Powers that Be
(Dystopia/Utopia)*
(Humanities Unit)
Essential Questions:
What do people mean when they talk about a “just” society?
The term implies fairness—but to whom? The people who rule the society?
Those who work to keep it alive and flourishing?
Texts:
An excerpt from Gladiator by Richard Watkins
A Japanese folktale, “The Wise Old Woman” by Yoshiko Uchida
An excerpt from The Hunger Games by Suzanne Collins
Point/Counterpoint (Opposing claim and refute) Article “Reality TV and Society”
Novel: The Giver by Lois Lowry
*Social Studies: The Words We Live By: Your Annotated Guide to the Constitution
Skills:
I can analyze the principles of a fair, or just, society from a variety of literary perspectives–through folktales, short stories, poetry, and excerpts from contemporary novels, as well through timely nonfiction texts.
After analyzing the unit texts, I can formulate my own dystopian society. (Humanities project)
Quarter 3
Justice Served
Essential Question:
Is it easy to defend your rights?
Texts:
An excerpt from Mother Jones: Fierce Fighter for Workers’ Rights by Judith Pinkerton Josephson
An excerpt from Flesh and Blood So Cheap: The Triangle Fire and It’s Legacy by Albert Marrin
An excerpt from Harriet Tubman: Conductor on the Underground Railroad by Ann Petry
The folktale, “The People Could Fly” by Virginia Hamilton
Skills:
I can analyze a variety of texts that explore human struggle, determination, and the fight for human rights.
I can formulate a written analysis based on individual research information to support the claim that their chosen leader was a great defender of human rights and had an impact on society.
Quarter 4
Getting Along
Essential Questions:
Why is it so difficult for people to get along?
What are the barriers that hold us back from communicating with one another and forming strong, lasting relationships?
Texts:
Novel (or excerpt from) The Outsiders by SE Hinton
An excerpt from The Tragedy of Romeo and Juliet
An excerpt from Freak the Mighty by Rodman Philbrick
Skills:
I can analyze a variety of texts to explore the outside forces that create challenges for human interaction.
I can formulate a written response after analyzing the unit texts that provide evidence of the challenges humans face in forming relationships with one another and the world around them.
Standards embedded in all units:
Reading Essential Standards
I can cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences (7R1) (RI&RL)
I can determine a theme or central idea of a text and analyze its development over the course of the text; summarize a text (7R2) (RI&RL)
In literary texts, I can analyze how elements of plot are related, affect one another, and contribute to meaning. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed (7R3) (RI)
I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings (7R4) (RI&RL)
Writing Essential Standards
I can write arguments to support claims with clear reasons and relevant evidence (7W1)
I can introduce a precise claim, acknowledge and distinguish the claim from a counterclaim, and organize the reasons and evidence logically (7W1a)
I can support claim(s) with logical reasoning and relevant evidence, using credible sources while demonstrating an understanding of the topic or text (7W1b)
I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content (7W2)
I can introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast and cause/effect (7W2a)
Language Essential Standards
Conventions
I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
I can use and maintain throughout piece, proper tense when writing
I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
I can use commas to indicate a pause or break
I can use and ellipsis to indicate an omission
I can capitalize proper nouns
I know how to use various resources such as
Spelling/Grammar Check to help spell words correctly.
Use quotations properly when citing evidence or including dialogue
Speaking and Listening Essential Standards
I can engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others (7SL1)
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