English Language Arts
English Language Arts
Quarter 2
Informational/ Fear and Power
Quarter 2
Informational/ Fear and Power
Embedded Files
Informational/ Fear and Power
Quater 2 - Overview
Quater 2 - Overview
The English Department has organized Quarter 2 to focus on the comprehension of argumentative text.
Weeks 1 & 2 - Students will read argumentative essays to determine the author’s purpose, determine the meaning of words using prefixes, and spell words correctly.
Weeks 3 & 4 -Students will read argumentative articles to distinguish between facts and opinions, distinguish between connotation and denotation of words, and use parallel structures.
Weeks 5 & 6 - Students will continue to read argumentative essays & interviews to evaluate the claim in an author’s argument, determine the meaning of multiple-meaning words, and expand sentences with noun phrases.
Weeks 7 & 8 - Students will learn how to write an argumentative text.
Weeks 9 - Students will complete the quarter 2 assessment
Quarter 2 - At a Glance
Quarter 2 - At a Glance
The English Language Arts curriculum carefully selected text from different units from the Savvas My Perspective to focus on the collection of Argumentative texts. Quarter 2 collection contains non-fictional text, blogs, and magazine articles. Students engage with the text and ideas repeatedly throughout the unit to build knowledge and grasp big ideas.
Quarter 2 - Focus Objectives and Priority Standards
Quarter 2 - Focus Objectives and Priority Standards
Reading Literature (RI) (click on arrows to expand section)
Reading Literature (RI) (click on arrows to expand section)
RI. 4 Determine Central Idea
RI. 4 Determine Central Idea
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
Focus Objective 1: Determine the technical meanings of words and phrases.
Focus Objective 2: Determine the connotative meanings of words and phrases.
RI. 5 Analyze Author's Ideas or Claims
RI. 5 Analyze Author's Ideas or Claims
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Focus Objective 1: Analyze how an author’s ideas or claims are developed and refined.
RI. 6 Author's Point of View
RI. 6 Author's Point of View
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Focus Objective 1: Analyze how an author uses rhetoric to advance a point of view
Focus Objective 2: Analyze an author's point of view
Focus Objective 3: Analyze an author's purpose
RI. 8 Analyze Different Types of Mediums
RI. 8 Analyze Different Types of Mediums
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Focus Objective 1: Delineate and evaluate the argument in a text.
Click here to view all ELA Standards and Learning Objectives
Writing (W) (click on arrows to expand section)
Writing (W) (click on arrows to expand section)
W. 1 Write an Argumentative Text
W. 1 Write an Argumentative Text
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Focus Objective 1: Write an argument
Click here to view all ELA Standards and Learning Objectives
Language (L) (click on arrows to expand section)
Language (L) (click on arrows to expand section)
L. 1 Demonstrate Command of the Conventions
L. 1 Demonstrate Command of the Conventions
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Focus Objective 1: Use parallel structure.
Focus Objective 2: Use various types of phrases.
Focus Objective 3: Use various types of clauses.
L. 2C Spell Correctly
L. 2C Spell Correctly
Spell correctly
Spell correctly
Focus Objective 1: Spell words correcty
L. 4B Use Affixes to Determine meaning of Words
L. 4B Use Affixes to Determine meaning of Words
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
Focus Objective 1: Use Prefixes to determine the meaning of words
Focus Objective 2: Use Suffixes to determine the meaning of words
Focus Objective 3: Use Latin Roots to determine the meaning of words
Focus Objective 4: Use Greek Roots to determine the meaning of words
L. 4 Use Context Clues to Determine meaning of Words
L. 4 Use Context Clues to Determine meaning of Words
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Focus Objective 1: Determine the meaning of unknown words using context clues.
L. 6 Academic and Content Vocabulary
L. 6 Academic and Content Vocabulary
Acquire and use accurately general academic domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Acquire and use accurately general academic domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Focus Objective 1: Use Academic Vocabulary
Focus Objective 2: Use Content Vocabulary
Click here to view all ELA Standards and Learning Objectives
Quarter 2 - Canvas Pacing Guide
Quarter 2 - Canvas Pacing Guide
The ELA curriculum is structured so that all students participate in WHOLE-CLASS instruction and break off into SMALL-GROUP.
Weekly Framework
Weekly Framework
Monday - First Read & Concept Vocabulary
Tuesday - Vocabulary Lesson
Wednesday - Word Study
Thursday - Reading Comprehension Lesson
Friday - Close Read & Comprehension Check
Monday - Analyze Craft & Structure
Tuesday - Language Lesson
Wednesday - Author's Style & Conventions
Thursday - Analyze the Text
Friday - Assessment
Daily Framework
Daily Framework
The structure of daily lessons depends on
which of these five goals are needed:
Teaching and reinforcing a new topic: Whole Class Instruction followed by Small-Group instruction.
Reinforcing what has been taught: Small-Group Instruction
Reteaching what has been taught: Small-Group Instruction
Periodically reviewing what has been taught: Small-Group Instruction, or Independent Work
Quarter 2 - Chapters at a Glance
Quarter 2 - Chapters at a Glance
Chapter 5
Back to My Own Country: An Essay
5.1 Application: First Read & Comprehension Vocabulary
5.2 Lesson: Vocabulary - Use Prefixes to Determine the Meaning of Words
5.3 Application: Word Study
5.4 Application: Close Read & Comprehension Check
5.5 Lesson: Reading Comprehension - Determine the Author's Purpose
5.6 Application: Analyze Craft & Structure
5.7 Lesson: Language - Use Irregular Plural Nouns
5.8 Application: Author's Style & Conventions
5.9 Application: Analyze the Text
5.10 Application: Assessment
Chapter 6
Teens and Technology Share a Future
6.1 Application: First Read & Comprehension Vocabulary
6.2 Lesson: Vocabulary - Use Connotation and Denotation
6.3 Application: Word Study
6.4 Application: Close Read & Comprehension Check
6.5 Lesson: Reading Comprehension - Cite Evidence to Support Assertion
6.6 Application: Analyze Craft & Structure
6.7 Lesson: Language - Use Parallel Structure
6.8 Application: Author's Style & Conventions
6.9 Application: Analyze the Text
6.10 Application: Assessment
Chapter 7
The Future of U.S. Space Exploration
7.1 Application: First Read & Comprehension Vocabulary
7.2 Lesson: Vocabulary - Determine the Meaning of Multiple Meaning Words
7.3 Application: Word Study
7.4 Application: Close Read & Comprehension Check
7.5 Lesson: Reading Comprehension - Evaluate the Claim in an Author's Argument
7.6 Application: Analyze Craft & Structure
7.7 Lesson: Language - Combine Sentences with Appositives
7.8 Application: Author's Style & Conventions
7.9 Application: Analyze the Text
7.10 Application: Assessment
Chapter 8
Inspiration is Overrated!
8.1 Lesson: (Part 1: Research) Write Argumentative Text
8.2 Lesson: (Part 2: Plan) Write Argumentative Text
8.3 Lesson: (Part 3: Write) Write Argumentative Text
8.4 Lesson: (Part 4: Revise) Write Argumentative Text
8.5 Lesson: (Part 5: Independent Practice) Write Argumentative Text
8.6 Application: Analyze Text
8.7 Application: Quick Write
8.8 Application: Summarize
8.9 Application: Performance Task
8.10 Application: Assessment
Quarter 2 - Bi-Weekly At-A-Glance
Quarter 2 - Bi-Weekly At-A-Glance
Cycle 1
Cycle 2
Cycle 3
Cycle 4
Quarter 2 - Assessment
Quarter 2 - Assessment
NOTES:
Pathways:
Unlike conventional ELA programs, there is no single grade level classrooms. Rather teachers can selected a PATHWAY depending on the classroom's reading level.
Teachers will teach all students the same focus objective and center on the Pathway unit text during WHOLE CLASS time.
Students will then apply the skill taught in WHOLE CLASS to their grade level assignment during SMALL-GROUP time.
The following standards offer a focus for instruction and help ensure that students gain adequate exposure to a range of texts, tasks, and applications pertaining to but not limited to, argumentative text and argumentative writing. The rigor and complexity of text and skill increase depending on the pathway selected. Students are expected to meet each year's grade-specific standards and retain or further develop skills and understanding in preceding grades.
The following standards offer a focus for instruction and help ensure that students gain adequate exposure to a range of texts, tasks, and applications pertaining to but not limited to, argumentative text and argumentative writing. The rigor and complexity of text and skill increase depending on the pathway selected. Students are expected to meet each year's grade-specific standards and retain or further develop skills and understanding in preceding grades.
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