MIDDLE AND HIGH SCHOOL - Taylor McCarey`s Online Portfolio

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2013-2017
ISG
MIDDLE AND HIGH SCHOOL
CURRICULUM | LANGUAGE AND LITERATURE (A) v1
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This Curriculum Document was reviewed by:
Ms. Chiara Borselli
Ms. Fulvia Gabinio
Ms. Kristin Nazario
Ms. Kate Ryder
Dr. Matteo Merlo
Mr. Samer Khoury
The International School in Genoa
Badia Benedettina della Castagna
11A, Via Romana della Castagna
16148 Genova
Italy
Phone: +39 – 010 – 386528
Fax: +39 – 010 – 398700
www.isgenoa.it
[email protected]
Last revision: April 8, 2013
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TABLE OF CONTENTS
ISG MISSION STATEMENT............................................................................................................................................................. 5
MIDDLE AND HIGH SCHOOL LANGUAGE A AT ISG ............................................................................................................... 7
AIMS AND OBJECTIVES .................................................................................................................................................................. 9
AIMS….. ..................................................................................................................................................................................................................9
OBJECTIVES .........................................................................................................................................................................................................9
KEY COMPETENCES ..................................................................................................................................................................... 11
TEACHING METHODOLOGIES, MATERIALS AND RESOURCES ...................................................................................... 15
EVALUATION OF STUDENT PROGRESS ................................................................................................................................. 17
ASSESSMENT POLICY .................................................................................................................................................................................. 17
ASSESSMENT CRITERIA ............................................................................................................................................................................. 18
CURRICULUM REVISION POLICY ............................................................................................................................................. 25
REVISION PROCESS AND TIMETABLE ................................................................................................................................................. 25
MIDDLE SCHOOL LANGUAGE A ................................................................................................................................................ 27
ENGLISH SYLLABUS BY LEVEL ................................................................................................................................................................ 27
GRADE 6 SYLLABUS ...................................................................................................................................................................... 28
GRADE 7 SYLLABUS ...................................................................................................................................................................... 35
GRADE 8 SYLLABUS ...................................................................................................................................................................... 42
PROGRAMMA DI ITALIANO ...................................................................................................................................................................... 52
PROGRAMMA DELLA CLASSE SESTA ..................................................................................................................................... 53
PROGRAMMA DELLA CLASSE SETTIMA ............................................................................................................................... 56
PROGRAMMA DELLA CLASSE OTTAVA ................................................................................................................................. 60
HIGH SCHOOL LANGUAGE A...................................................................................................................................................... 65
OBJECTIVES FOR THE ENGLISH LANGUAGE .................................................................................................................................... 65
GRADE 9 ENGLISH SYLLABUS.................................................................................................................................................................. 66
GRADE 10 ENGLISH SYLLABUS ............................................................................................................................................................... 71
OBIETTIVI PER LA LINGUA ITALIANA ................................................................................................................................................. 77
PROGRAMMA DI ITALIANO DELLA CLASSE NONA ........................................................................................................................ 79
PROGRAMMA DI ITALIANO DELLA CLASSE DECIMA ................................................................................................................... 81
SOURCES .......................................................................................................................................................................................... 85
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ISG MISSION STATEMENT
OUR SCHOOL'S MISSION IS FOR EVERYONE TO DEMONSTRATE
THE ISG COMMUNITY THEMES OF
RESPECT,
RESPONSIBILITY AND
REACHING FOR EXCELLENCE
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MIDDLE AND HIGH SCHOOL LANGUAGE A AT ISG
THE INDIVIDUAL’S WHOLE EXPERIENCE IS BUILT UPON THE PLAN OF HIS
LANGUAGE
HENRI DELACROIX
ISG Middle and High School (IMHS) Language A is a school-based curriculum articulated over five years; it aims
to equip all students with the knowledge, understanding and intellectual capabilities to address further courses
in Studies of Language and Literature (Language A) at the International Baccalaureate (IB) Diploma Programme
(DP) level, as well as to encourage in the student an appreciation of the nature, of the many influences, and of the
power and beauty of language and literature. IMHS Language A combines themes from the IB Middle Years
Programme (MYP), the US Common Core Standards for English Language Arts, the requirements for the Italian
national examination at the end of 8th grade, and tested practices developed at ISG over the years by the
Language faculty.
Language is fundamental to learning, thinking and communicating, therefore it permeates the whole curriculum.
The power of language is best experienced through quality literature. The study of language and literature
enables students to become highly proficient in their understanding and use of their language A.
IMHS language A is academically rigorous, and equips students with linguistic, analytical and communicative
skills that can also be used in an interdisciplinary manner across all other subject groups. There are four skill
areas: listening, speaking, reading, and writing, which develop as both independent and interdependent skills.
Students develop these skills through the study of both language and literature. The choice of texts also provides
opportunities for and influences students in further developing the attributes of the IB learner profile.
IMHS Language A builds on experiences in language learning that students have gained during their time in the
International Primary Curriculum (IPC). Knowledge, conceptual understanding and skills will have been
developed through transdisciplinary units of inquiry or independent language inquiry. Students continuing on to
the Diploma Programme (DP) will have a grounding in at least one language A that will enable them to undertake
the DP course options, particularly those in DP group 1 but also in the core and in groups 2–6, and will have
developed an inquiring, reflective approach to the study of language and literature.
There are three OBJECTIVES in IMHS Language A. These are mostly addressed in the 9th and 10th grade Language
A courses.
Content (receptive and productive)
Organization
Style and language mechanics
In each of the above-mentioned courses, the KEY COMPETENCES of
Reading
Writing
Speaking and Listening
Language
are addressed at various degrees of sophistication, with age-appropriate methods, and both as discrete and
interrelated skills. In fact, the US Common Core Standards and the requirements for the Italian national
examination at the end of 8th grade inform the Middle School English A and Italian courses, respectively. As
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mentioned above, a unified IB MYP approach characterises both Language A courses for grades 9 th and 10th, the
better to prepare the students for the rigorousness of the IB Diploma Programme.
The present document contains all the general information relevant to the teaching and learning of Middle and
High School Language A at the International School in Genoa. In it, ideas and concepts from the best educational
programs worldwide are adapted to the ISG context and background, and enriched to better match the needs of our
learners.
Further information related to individual Language A courses and materials can be found in the Course Outlines
published each year and handed out to parents during Open House and to students at the beginning of September.
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AIMS AND OBJECTIVES
AIMS…..
The aims state in a general way what the teacher may expect to teach or do, and what the student may expect to
experience or learn. In addition, they suggest how the student may be changed by the learning experience.
The aims of the teaching and study of IMHS Language A are to:
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use language as a vehicle for thought, creativity, reflection, learning, self-expression and social
interaction
develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety
of contexts
develop critical, creative and personal approaches to studying and analysing literary and non-literary
works
engage in literature from a variety of cultures and representing different historical periods
explore and analyse aspects of personal, host and other cultures through literary and non-literary
works
engage with information and communication technology in order to explore language
develop a lifelong interest in reading widely
apply language A skills and knowledge in a variety of real-life contexts.
OBJECTIVES
The objectives state the specific targets and expected outcomes that are set for learning in the subject. They
define what the student will be able to accomplish as a result of studying the subject. These objectives relate to
the assessment criteria found in the EVALUATION OF STUDENT PROGRESS section.
Learning outcomes, in terms of acquired concepts and developed skills, are detailed in the SYLLABUS BY LEVEL
section.
The objectives of IMHS Language A support the IB learner profile, promoting the development of students who
are knowledgeable, inquirers, communicators and reflective learners.
A Content (receptive and productive)
This objective reflects the student’s ability to demonstrate an awareness of the function of language through
critical and creative writing; an understanding of the works studied; and an effective response to literature.
B Organization
This objective addresses the student’s ability to express ideas with clarity and coherence; structure arguments in
a sustained and logical fashion; and support these arguments with relevant examples.
C Style and language mechanics
This objectives relates to the student’s ability to use language for a variety of purposes, including description,
analysis, and persuasion. Appropriate register and language should be chosen, according to intention and
audience.
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KEY COMPETENCES
As a further specification to the OBJECTIVES, the KEY COMPETENCES complement the description of the
expected outcomes of students’ learning at the end of the IMHS first three years. They are expressed as a series
of skills that the students will have mastered by the time they enter the High School. Following are the generic
standards for the four key competences: the SYLLABUS BY GRADE section contains the standards, broken down
by grade level, that will be addressed in the course.
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READING
1. key ideas and details
a)Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
b)Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
c)Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
2. craft and structure
a)Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
b) Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and
the whole.
c) Assess how point of view or purpose shapes the content and style of a text.
3. integration of knowledge and ideas
a)Integrate and evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.*
b) Delineate and evaluate the argument and specific claims in a text, including the validity
of the reasoning as well as the relevance and sufficiency of the evidence.
c)Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
4. range of reading and level of text complexity
a)Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
5. responding to literature
a)Read and comprehend complex literary and informational texts independently and
proficiently.
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WRITING
1. text type and purposes
a)Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
b)Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
c) Write narratives to develop real or imagined experiences or events using effective
technique, wellchosen details, and wellstructured event sequences.
2. production and distribution of writing
a)Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
b) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
c) Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
3. research to build and present knowledge
a)Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
b)Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
c)Draw evidence from literary or informational texts to support analysis, reflection, and
research.
4. range of writing
a)Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
5. responding to literature
a)Develop personal, cultural, textual, and thematic connections within and across genres
as they respond to texts through written, digital, and oral presentations,
employing a variety of media and genres.
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SPEAKING AND LISTENING
1. comprehension and collaboration
a)Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
b) Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
c)Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
2. presentation of knowledge and ideas
a)Present information, findings, and supporting evidence such that listeners can follow
the line of reasoning and the organization, development, and style are appropriate to
task, purpose, and audience.
b)Make strategic use of digital media and visual displays of data to express information
and enhance understanding of presentations.
c)Adapt speech to a variety of contexts and communicative tasks, demonstrating
command of formal language when indicated or appropriate.
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LANGUAGE
1. conventions of standard language
a)Demonstrate command of the conventions of standard language grammar and usage
when writing or speaking.
b)Demonstrate command of the conventions of standard language capitalization,
punctuation, and spelling when writing.
2. knowledge of language
a)Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
3. vocabulary acquisition and use
a)Determine or clarify the meaning of unknown and multiplemeaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
b)Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
c)Acquire and use accurately a range of general academic and domainspecific 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.
TEACHING METHODOLOGIES, MATERIALS AND RESOURCES
METHODOLOGIES
Teachers at ISG adopt a variety of teaching methodologies in order to cater for different learning styles. The
various approaches to learning are a means to provide students with the tools that will enable them to take
responsibility of their own learning. This involves articulating, organizing and teaching the skills, attitudes and
practices that students require to become successful learners.
Action
Skill
Providing an inclusive, positive
and safe class ethos
Students feel confident to explore and experiment with their own responses and
to challenge those of others
Empowering students
Students have a variety of opportunities, both critical and creative, to
demonstrate their understanding of skills through a wide variety of active
learning approaches, including discussion, debate, role play, reading, writing
and oral presentation.
Recognizing that students learn in
different ways
Students experience a range of activities and assessment tasks that best advance
their understanding and enjoyment of the texts they encounter
Facilitating critical discourse
Teachers ensure from the very beginning of the course that students acquire, in
an integral and practical way, the language of critical discourse for literature
Promoting the appreciation of
language as an art form.
Students have opportunities to go beyond the mere “decoding” of texts towards
a wide and humane appreciation of the texts studied
Enabling students to explore a
wide variety of texts
A wide variety of texts that are diverse in convention, culture, and complexity
are available to students
Providing opportunities for
student inquiry into the subtleties
and implications of cultural
contexts
This includes such dimensions as the geographical, the historical and the ethnic
situations of texts
Providing opportunities for
writing about literature
Effective feedback supports students in writing in a structured and analytical
manner
Scaffolding the processes necessary
for making reasonable
comparative judgments about texts
Students are encouraged to express these both orally and in writing
Ensure students acquire core skills
These are the skills that are particular to the study and expression of students’
experience of literature and language
Clarify learning goals for students
This is done on a regular basis and should refer to the requirements and
learning outcomes of the course
Provide systematic formative
assessment
There is regular feedback to students about their performance against specified
assessment criteria, which considers the question “What do I need to do to
improve?
Ensure practice of rhetorical skills
These are the skills that students require in order to deliver effective oral
presentations to a variety of audiences
More detail on Instructional Practices is found in the SYLLABUS BY GRADE section.
RESOURCES
ISG offers several resources to facilitate student learning in language acquisition. They include:
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a computer lab with 20+ laptops
a rich library section with reference textbooks, literature books and graded readers
subscriptions to magazines published in various languages, e.g. Focus Italia and Focus UK
audiovisual support (CD’s and DVD’s)
MATERIALS
During IMHS Language B classes, all students are expected to have with them the following materials:
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textbook
writing instruments
notebook
digital/paper dictionary
More details on the required materials can be found in each teacher’s Course Outline.
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EVALUATION OF STUDENT PROGRESS
ASSESSMENT POLICY
Assessment in IMHS Language B is
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designed so that students can
a.
demonstrate their learning of concepts in authentic contexts
b.
apply acquired skills to familiar and unfamiliar problems.
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structured to examine the achievement levels in each of the OBJECTIVES and KEY COMPETENCES.
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meant to provide teachers with feedback that is used to adapt the teaching and learning strategies
with the aim of meeting each learner's needs.
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criterion-referenced as opposed to norm-referenced. Please see the ASSESSMENT CRITERIA section
below.
Assessment tasks are divided into:
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Informal assessment, consisting of class worksheets, homework, projects, investigations, presentations,
class participation, etc.
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Formal assessment, consisting of tests and quizzes under examination conditions.
This reflects the IB Diploma Programme division into Internal Assessment – student investigations developed
over the two-year course – and External Assessment – a series of externally set exams taken at the end of the
second IBDP year.
Assessment is carried out formatively throughout each course: the purpose of formative assessment is to provide
students, parents and teachers with objective and timely feedback on the learner’s progress. Formative
assessment tasks, both informal and formal, are graded on a 1 to 7 scale based on the assessment criteria listed
in the next section, and contribute to quarter average grades.
Quarter grades are then converted into IB grades according to the ISG Secondary School grading system below.
ISG Comment
Grade
Percent
Excellent work: the student consistently and almost faultlessly demonstrates sound understanding of
concepts and successful application of skills in a wide variety of contexts and consistently displays
independence, insight, autonomy and originality.
7
90-100
Very good work: the student consistently demonstrates sound understanding of concepts and successful
application of skills in a wide variety of contexts and generally displays independence, insight, autonomy and
originality.
6
80-89
Good work: the student consistently demonstrates sound understanding of concepts and successful
application of skills in a variety of contexts and occasionally displays independence, insight, autonomy and
originality.
5
70-79
Satisfactory performance: the student generally demonstrates understanding of concepts and successful
application of skills in normal contexts and occasionally displays independence, insight, autonomy and
originality.
4
60-69
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Mediocre work (conditional pass): the student demonstrates a limited understanding of the required
concepts and only applies skills successfully in normal situations with support. Partial achievement against
most of the objectives.
3
50-59
Poor work: the student has difficulty in understanding the required concepts and is unable to apply skills
successfully in normal situations even with support. Very limited achievement against all the objectives.
2
20-49
1
0-19
Very poor work: Minimal achievement in terms of the objectives.
High school students are also assessed summatively. Summative assessment consists of formal benchmarks at
the end of significant portions of each course – i.e. semester finals. A score out of 7 is given to all summative
assessment tasks.
Please see the document “Secondary school grading systems” for further clarification on the calculation of
semester and end-of-year averages and for GPA and letter grade conversions.
ASSESSMENT CRITERIA
For the Middle School Language A courses, the assessment tasks relate directly to the KEY COMPETENCES as
listed in the previous sections.
The holistic rubrics listed below are used to determine a students’ performance within each of the four key
competences. Throughout the semester, individual assessment tasks will focus on specific rows found on the
rubrics. The portfolio of tasks students compile will determine their level on these rubrics and their grade for
the semester.
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READING – Literary and
Informational Text
1-2
Not at Standard
3-4
Approaching the Standard
5-6
Meets the Standard
7
Exceeds the Standard
Key Ideas and Details
Students do not yet cite text, make
inferences, summarize central ideas,
and refer appropriately to character,
setting, plot, conflict, and theme in a
manner appropriate to their grade
level.
Students may sometimes cite text,
make inferences, summarize central
ideas, and refer to character, setting,
plot, conflict, and theme in a manner
appropriate to their grade level.
Students consistently cite text, make
inferences, summarize central ideas,
and refer appropriately to character,
setting, plot, conflict, and theme in a
manner appropriate to their grade
level.
Students cite text, make inferences,
summarize central ideas, and refer
appropriately to character, setting,
plot, conflict, and theme in a manner
that is above their grade level.
Craft and Structure
Students do not yet interpret words
and language, and work with point of
view in a manner appropriate to their
grade level.
Students may sometimes interpret
words and language, and work with
point of view in a manner
Students consistently interpret words
and language, and work with point of
view in a manner appropriate to their
grade level.
Students interpret words and
language, and work with point of
view in a manner that is above their
grade level.
Integration of Knowledge and Ideas
Students do not yet integrate
concepts from various genres of text,
different forms of media, and that
represent balanced perspectives into
their ideas in a manner appropriate to
their grade level.
Students may sometimes integrate
their grade level.
Students consistently integrate
their grade level.
Students integrate concepts from
various genres of text, different
forms of media, and that represent
balanced perspectives into their ideas
in a manner appropriate to their
grade level.
Range of Reading and Level of Text
Complexity
Students have read fewer than 15
books. Text selection does not
demonstrate proficiency in reading a
range of texts that falls within grade
level text complexity.
Students have read fewer than 15
books that demonstrate proficiency
in reading a range of texts that falls
within grade level text complexity.
Students have read a total of 15-20
books that demonstrate proficiency
in reading a range of texts that falls
within grade level text complexity.
Students have read a total of more
than20 books that demonstrate
proficiency in reading a range of
texts that falls within or is above
grade level text complexity.
Responding to Literature
Students often are unable to make
connections between texts and other
texts, ideas, events, and situations
that are appropriate for their grade
level. Students rarely select and
reflect upon the quality and value of
texts in a manner appropriate to
grade level.
Students sometimes make
level. Students select and are at
times able to reflect upon the quality
and value of texts in a manner
appropriate to grade level.
Students consistently make
level. Students select and are able to
reflect upon the quality and value of
texts in a manner appropriate to
grade level.
Students make connections between
texts and other texts, ideas, events,
and situations that are beyond what
is appropriate for their grade level.
Students select and are able to reflect
upon the quality and value of above
grade level texts.
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WRITING
1-2
Not at Standard
3-4
5-6
Meets the Standard
7
Text Type and Purposes
Students do not yet write with
different purposes adjusting format,
formality, and language accordingly.
In expository and narrative writing,
students do not yet write in a logical
order and include relevant supporting
details in a manner that is
Students write with different
purposes adjusting format, formality,
and language accordingly. In both
expository and narrative writing,
students consistently write in a
logical order and include relevant
supporting details in a manner that is
Students write with different
purposes adjusting format, formality,
and language accordingly. In both
expository and narrative writing,
students write in a logical order and
include relevant supporting details in
a manner that is beyond their grade
level.
Production and Distribution of
Writing
Students do not yet use the writing
process to plan, draft, revise, edit,
and publish their work. They do not
yet consistently use input from
adults, peers, technology, and other
resources in a manner that is
Students are not yet able to conduct
research to answer a question by
gathering information from a number
of sources. They do not cite sources
properly and may therefore
plagiarize.
Students may sometimes write with
different purposes adjusting format,
formality, and language accordingly.
In both expository and narrative
writing, students may sometimes
write in a logical order and include
relevant supporting details in a
manner that is appropriate to their
grade level.
Students may sometimes use the
writing process to plan, draft, revise,
edit, and publish their work. In
doing so, they sometimes use input
from adults, peers, technology, and
other resources in a manner that is
Students are sometimes able to
conduct research to answer a
question by gathering information
from a number of sources. They
usually cite the sources properly and
avoid plagiarism in a manner
appropriate to their grade level with
the suitable amount of guidance.
Students may sometimes be able to
write over extended time frames
(time for research, reflection, and
revision) and shorter time frames (a
single sitting or a day or two) for a
range of discipline specific tasks,
purposes, and audiences in a manner
Students may sometimes create
presentations, art work, and texts
including poetry, stories, plays, and
essays in response to a literary work
that build on the theme and
perspective of the work in a manner
Students consistently use the writing
and publish their work. In doing so,
they use input from adults, peers,
technology, and other resources in a
manner that is appropriate to their
grade level.
Students are able to conduct research
to answer a question by gathering
information from a number of
sources. They consistently cite the
sources properly and avoid
plagiarism in a manner appropriate to
their grade level with the suitable
amount of guidance.
Students are consistently able to
write over extended time frames
(time for research, reflection, and
revision) and shorter time frames (a
single sitting or a day or two) for a
range of discipline specific tasks,
purposes, and audiences in a manner
Students create presentations, art
work, and texts including poetry,
stories, plays, and essays in response
to a literary work that build on the
theme and perspective of the work in
a manner appropriate to their grade
level.
Students consistently use the writing
and publish their work. In doing so,
they use input from adults, peers,
technology, and other resources in a
manner that is beyond their grade
level.
Students are able to conduct research
to answer a question by gathering
information from a number of
sources. They consistently cite the
sources properly and avoid
plagiarism in a manner beyond their
grade level and with little guidance.
Research to Build and Present
Knowledge
Range of Writing
Responding to Literature
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Students are not yet able to write
over extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range of
discipline specific tasks, purposes,
and audiences in a manner
Students do not yet create
Students are able to write over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range of
discipline specific tasks, purposes,
and audiences in a manner that is
above their grade level.
Students create extraordinary
beyond to their grade level.
SPEAKING AND LISTENING
1-2
Not at Standard
3-4
5-6
Meets the Standard
7
Comprehension and Collaboration
Students do not yet engage
effectively in a range of collaborative
discussions (one-on-one, in groups,
and teacher-led) with diverse
partners on grade level topics, texts,
and issues, building on others’ ideas
and expressing their own clearly.
They may not yet analyze the main
ideas and supporting details
presented in diverse media and
formats and explain how the ideas
clarify a topic, text, or issue under
study. Students may not be able to
delineate a speaker’s argument and
specific claims, evaluating the
soundness of the reasoning and the
relevance and sufficiency of the
evidence.
Students may sometimes engage
They may sometimes analyze the
main ideas and supporting details
study. Students might be able to
delineate a speaker’s argument and
specific claims, evaluating the
evidence.
Students consistently engage
They always analyze the main ideas
and supporting details presented in
diverse media and formats and
explain how the ideas clarify a topic,
text, or issue under study. Students
also delineate a speaker’s argument
and specific claims, evaluating the
evidence.
Presentation of Ideas
Students do not yet present claims
and findings, emphasizing salient
points in a focused, coherent manner
with pertinent descriptions, facts,
details, and examples. They may not
use appropriate eye contact, adequate
volume, and clear pronunciation.
They may not yet include multimedia
components and visual displays in
presentations to clarify claims and
findings and emphasize salient
points. Students may not yet adapt
speech to a variety of contexts and
tasks, demonstrating command of
formal English appropriate to their
grade level.
Students may sometimes present
claims and findings, emphasizing
salient points in a focused, coherent
manner with pertinent descriptions,
facts, details, and examples using
appropriate eye contact, adequate
They may sometimes include
multimedia components and visual
displays in presentations to clarify
claims and findings and emphasize
salient points. Students may
sometimes adapt speech to a variety
of contexts and tasks, demonstrating
command of formal English
Students consistently present claims
details, and examples using
They include multimedia
points. Students also consistently
adapt speech to a variety of contexts
and tasks, demonstrating command
of formal English appropriate to their
grade level.
Students consistently engage
partners on above grade level topics,
texts, and issues, building on others’
ideas and expressing their own
clearly. They always analyze the
main ideas and supporting details
study. Students also delineate a
speaker’s argument and specific
claims, evaluating the soundness of
the reasoning and the relevance and
sufficiency of the evidence. All of
this is done in a manner that exceeds
grade level standards.
Students consistently present claims
details, and examples using
They include multimedia
points. Students also consistently
adapt speech to a variety of contexts
and tasks, demonstrating command
of formal English appropriate to their
grade level. All of this is done in a
manner that is beyond grade level.
21
LANGUAGE
1-2
Not at Standard
3-4
Conventions of Standard English
Students do not yet demonstrate
command of the conventions of
standard English grammar and usage,
capitalization, punctuation, and
spelling when writing or speaking in
level.
Students sometimes demonstrate
command of the conventions of
standard English grammar and usage,
capitalization, punctuation, and
spelling when writing or speaking in
level.
Students demonstrate command of
the conventions of standard English
grammar and usage, capitalization,
punctuation, and spelling when
writing or speaking in a manner
Students demonstrate command of
the conventions of standard English
grammar and usage, capitalization,
punctuation, and spelling when
writing or speaking in a manner that
is beyond their grade level.
Knowledge of Language
Students do not yet use knowledge of
language and its conventions when
writing, speaking, reading, or
listening and choose language that
expresses ideas precisely and
concisely, recognizing and
eliminating wordiness and
redundancy in a manner that is
Students are not yet able to
determine or clarify the meaning of
unknown and multiple-meaning
words and phrases based on grade
level reading and content by
choosing flexibly from a range of
strategies. They do not yet
demonstrate understanding of
figurative language, word
relationships, and nuances in word
meanings. Students are not yet able
to acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases,
and to gather vocabulary knowledge
when considering a word or phrase
important to comprehension or
expression.
Students may sometimes use
knowledge of language and its
conventions when writing, speaking,
reading, or listening and choose
language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
Students may sometimes determine
or clarify the meaning of unknown
and multiple-meaning words and
phrases based on grade level reading
and content, choosing flexibly from a
range of strategies. They may
sometimes demonstrate
understanding of figurative language,
word relationships, and nuances in
word meanings. Students are
sometimes able to acquire and use
accurate, grade-appropriate general
academic and domain-specific words
and phrases and to gather vocabulary
knowledge when considering a word
or phrase important to
comprehension or expression.
Students consistently use knowledge
of language and its conventions
when writing, speaking, reading, or
Students determine or clarify the
meaning of unknown and multiplemeaning words and phrases based on
grade level reading and content,
choosing flexibly from a range of
strategies. They consistently
meanings. Students are able to
acquire and use accurate, gradeappropriate general academic and
domain-specific words and phrases
and to gather vocabulary knowledge
when considering a word or phrase
expression.
Students consistently use knowledge
of language and its conventions
when writing, speaking, reading, or
beyond their grade level.
Students determine or clarify the
meaning of unknown and multiplemeaning words and phrases based on
above grade level reading and
content, choosing flexibly from a
range of strategies. They consistently
meanings. Students are able to
acquire and use accurate, above
grade level academic and domainspecific words and phrases and to
gather vocabulary knowledge when
considering a word or phrase
expression.
Vocabulary Acquisition and Use
22
5-6
Meets the Standard
7
For the High School Language A courses, the assessment tasks relate to the OBJECTIVES as listed in the previous
sections.
For each objective, a number of band descriptors are defined. The descriptors concentrate on positive
achievement, although failure to achieve may be included in the description for the lower levels.
Criterion A: Content
Level of Achievement
Descriptor
1-2
The student demonstrates very limited understanding of the topic or theme. The work lacks
detail, development and support. Creative pieces do not reflect imagination and sensitivity.
The student's response to literature demonstrates little or no awareness of the author's
intention or techniques.
3
The student demonstrates a limited understanding of the relevant aspects of the topic or
theme. The work displays insufficient detail, development and support. Creative pieces
reflect limited imagination and sensitivity. The student's response to literature sometimes
demonstrates an awareness of the author's intention and techniques.
4
The student demonstrates a sufficient understanding of the relevant aspects of the topic or
theme. The work displays adequate detail, development and support. Creative pieces reflect
a degree of imagination and sensitivity. The student's response to literature demonstrates an
awareness of the author's intention and techniques.
5
The student demonstrates a good understanding of the relevant aspects of the topic or theme.
The work displays substantial detail, development and support. Creative pieces reflect
substantial imagination and sensitivity. The student's response to literature demonstrates a
good appreciation of the author's intention and techniques.
6-7
The student demonstrates a perceptive understanding of the relevant aspects of the topic or
theme. The work consistently displays illustrative detail, development and support. Creative
pieces reflect a high degree of sensitivity and originality. The student's response to literature
demonstrates a sophisticated analysis of the author's intention and techniques.
23
Criterion B: Organization
1-2
Descriptor
The student's work is generally disorganized and confused; arguments are not presented in a
logical manner. Paragraph structure and transitions are very weak. When such devices are
required, no attention is paid to critical apparatus.
3
The student's work shows the beginnings of organization but lacks significant logical order.
Paragraphs and transitions are weak. When such devices are required, little attention is paid to
critical apparatus.
4
The student's work is basically organized, clear and coherent; arguments are presented in a
logical manner. Paragraph structure and transitions are apparent. When such devices are required,
some attention is paid to critical apparatus.
5
The student's work is usually well organized, clear and coherent, and arguments are presented in
a thoughtful, logical manner. Paragraph structure and transitions help to develop the ideas. When
such devices are required, sufficient attention is paid to critical apparatus.
6-7
The student's work is consistently well organized, clear and coherent, and arguments are
presented in a perceptive and persuasive manner. Paragraph structure and transitions effectively
develop and substantiate the ideas being expressed. When such devices are required, critical
conventions and apparatus are used in a sophisticated manner.
Criterion C: Style and Language Usage
1-2
The student's use of vocabulary is often inappropriate and limited. Very frequent errors in
spelling, pronunciation, punctuation and syntax persistently hinder communication. Little
attempt has been made to use a register suitable to the intention and audience.
3
The student's use of vocabulary is sometimes appropriate and somewhat varied. Regular
errors in spelling, pronunciation, punctuation and syntax hinder communication. The
student attempts to use a register suitable to intention and audience.
4
The student's use of vocabulary is usually appropriate and generally varied. Some errors in
spelling, pronunciation, punctuation and syntax sometimes hinder communication. The
student often uses a register suitable to intention and audience.
5
The student's use of vocabulary is appropriate and varied. Occasional errors in spelling,
pronunciation, punctuation and syntax rarely hinder communication. The student
consistently uses a register suitable to intention and audience.
6-7
24
Descriptor
The student's use of vocabulary is always appropriate and greatly varied with very
infrequent errors in spelling, pronunciation, punctuation and syntax. The student has
mastered the use of a register suitable to intention and audience.
CURRICULUM REVISION POLICY
A curriculum revision process is established at ISG to ensure that the Language A syllabus is



adequate to current students’ needs
in line with current educational thinking
pursuant to the current IBDP Language Curricula and to the Italian State Examinations.
To this effect, the results of student assessment – both internal (e.g. ISG tests) and external (e.g. ISA testing, IBDP
scores) – will be carefully evaluated to identify areas of weakness and strength in the delivery of the curriculum.
A four-year revision cycle is established for each curricular area on a rotation basis, with two curricula revised
each academic year.
REVISION PROCESS AND TIMETABLE
The present document will become effective at the beginning of the academic year 2013-2014. During its first
year of validity, it will be completed and updated in all its parts as a work-in-progress process. It will then be in
place in its definite form for the academic years 2014-2015 and 2015-2016. The next year will be a curriculum
review year, with the new document entering into effect by September 2017.
academic year
curriculum in place
action
2013-2014
Language A 2013-2017 v1
(present document)
creation of
curriculum
update and
completion
2014-2015
none
2015-2016
none
2016-2017
curriculum review
2017-2018
update and
completion
2012-2013
next
cycle
25
26
MIDDLE SCHOOL LANGUAGE A
The following section contains the details of the syllabus. Each level is described in terms of the standards that
will be achieved by the end of each grade as listed in the KEY COMPETENCES section. The syllabus is described
separately for each language with reference to the specific programmes.
ENGLISH SYLLABUS BY LEVEL
Example:
Common Core
Standards
Instructional
practices
Assessment tasks
Standards
G7.RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet)
contributes to its meaning.
G7.RL.11 Recognize, interpret, and make connections in narratives, poetry, and drama,
ethically and artistically to other texts, ideas, cultural perspectives, eras, personal
events, and situations.
a. Self-select text based on personal preferences.
b. Use established criteria to classify, select, and evaluate texts
to make informed judgments about the quality of the pieces.
Assessments
Formative
Summative
Writers’
Poetry Test
Workshop
drafting and
Poetic
revising
Devices in
phases
and Song
Lyrics Project
Quickwrites
Collection of
Poetry
Instructional Practices
Writers’ Workshopusing models of poetry
to draft
Exposure to variety of
poetic forms
Read aloud
Interacting with the text
(Odes)
Enduring Understandings
Essential Questions
Poetry is meant to be read aloud and heard.
What poetic devices bring poetry to
life?
Poets use sound devices to make music, to
emphasize ideas, or to remind you of the
subjects they are describing.
Unit: Poetry
Poetry exists all around us.
Identifying poetry’s figurative language,
mood and tone foster the analysis and
appreciation of this art form.
Where can you find a poem?
Resources/Suggested Texts
Selected poems from:
Beers, Kylene. Elements of Literature. Austin, [Tex.: Holt,
Rinehart and Winston, 2005. N. pag. Print.
What makes a poem a poem? (Types,
forms, punctuation, rules)
How do mood/tone and style assist the
reader in appreciating poetry?
Poetry is a way to communicate.
Unit
Questions and
Understandings
Texts and
resources
27
GRADE 6 SYLLABUS
Unit: Language – Grammar, Mechanics, Punctuation, Spelling, and Vocabulary
Standards
G6.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
e. Recognize variations from standard English in their own and others' writing and speaking, and
identify and use strategies to improve expression in conventional language.*
G6.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical
elements.*
b. Spell correctly.
G6.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.*
b. Maintain consistency in style and tone.*
G6.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a
word (e.g., audience, auditory, audible).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its precise meaning or its part of
speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a dictionary).
G6.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category)
to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
G6.L.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Understanding our language enhances and deepens our ability to
make meaning.
Essential Questions
How does the way I construct and punctuate writing affect meaning?
How do I unlock the meaning of words?
How do spelling errors alter/change my intended meaning or message?
Assessments
Formative
Summative
Grammar
Grammar tests
exercises
Weekly selfCorrecting and
selected spelling
editing
quizzes
Mini lessons
Word sorts
Graphic Organizers
(Concept of Definition,
Semantic Mapping, Semantic
Feature Analysis,
Compare/Contrast)
Pre-tests
Silly Words
Self-selecting
spelling based
on a root, rule,
prefix, suffix
Examples/Non-examples
Interactive Word Walls
Elements of Language, Grade 6. Grammar, Usage, and Mechanics
Language Skills Practice: Holt Elements of Language, Introductory
Course.
Elements of Language, Grade 6. Spelling Lessons and Activities:
Holt, Introductory Course.
28
Unit: Novel Elements – Character
Standards
G6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
G6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the
development of the theme, setting, plot, or central idea.
G6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using
strategies such as definition, classification, comparison/contrast,
and cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform
about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the
information or explanation presented.G6.W.2
Character traits, choices, and motivations contribute to conflict.
Connections with literary characters deepen the readers’
understanding of themselves, others and the world around them.
Assessments
Formative
Bookmarks – Making
connections to the character
Bookmarks – Choosing quotes
within texts
Small group discussions
Graphic organizer – Character
traits
Graphic organizer – Writing a
quote sandwich
Summative
Comprehension
tests for the
novel
Notes – Elements of fiction
Modeling writing
Quote Sandwich
– Character
analysis
Writers’ Workshop –
Steps of the writing process
Traits of writing
Essay – Write
about a person
whose character
traits you
admire
Small group guided
discussions
Graphic organizer – Writing an
essay with introduction, body,
and conclusion
Journal writing
Essential Questions
What lessons do we learn about ourselves as we observe
literary characters and their struggles with external
conflicts?
- Island of the Blue Dolphins
What lessons do we learn about human nature as we
observe literary characters and their struggles with
external conflict?
- “5 Facts of Fiction”
www.ttms.org
How can I connect prior knowledge and information
from the text to “read between the lines” so I can
interpret the author’s message?
29
Standards
Unit: Novel Elements – Plot and Conflict
G6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from
personal opinions or judgments.
G6. RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
6a. Explain how an author’s geographic location or culture affects his or her perspective.
G6.W.11 Create and present a text or art work in response to a literary work.
a. Develop a perspective or theme supported by relevant details.
b. Recognize and illustrate social, historical, and cultural features in the presentation of literary texts.
c. Create poetry, stories, plays, and other literary forms (e.g.
videos, art work).
G6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under
discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.
Summarizing reflects the important information in a text.
Essential Questions
What’s important and what’s not?
An inciting incident introduces the central conflict and the events
that follow develop the rising action.
How does the rising action contribute to the development of the plot in
mystery and sci-fi?
What lessons do we learn about ourselves as we observe literary
characters and their struggles?
What lessons do we learn about human nature as we observe literary
characters and their struggles?
How does the author use these elements of short stories to engage the
reader?
30
Assessments
Formative
Summative
Plot diagram
Short answer
end of book test
Story map
Skit – Write a
short script to
Journal entries
convey a
significant scene
Types of
Questions
Literary
bookmarks
Element
Organizer
The Egypt Game
- “5 Facts of Fiction”
www.ttms.org
Bookmarks – Asking
different types of questions
Bookmarks- Chapter
summaries
Story mapping
Discussion circles
Standards
Unit: Narrative writing and storytelling
G6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the
plot moves toward a resolution.
G6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
a. Engage and orient the reader by establishing a context and
introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to
another.
d. Use precise words and phrases, relevant descriptive details, and
sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences
or events.
G6.L.1-6
Writing can be used to entertain.
Essential Questions
How does writing with sensory details represent my understanding of the
world?
Assessments
Formative
Summative
Journal writing
Narrative story
Workshop model
Graphic
organizers (i.e.,
plot diagram)
Letter writing to
tell parts of a
story
Accountable Talk
Webbing/brains
torming
Optional:
Point of View- 1st, 3rd,
Omniscient
ABC Book
Small group
discussion;
Peer and selfassessment
Plot diagram
Modeling
Writing a script
Exemplars
Alternate
perspective
story
Writers’ Workshop
A Long Walk to Water
Writing, using sensory details, paints a picture with words.
Writing allows the writer to communicate their ideas about the world
to others.
How does writing with sensory details allow me to communicate my
ideas about the world to others?
Writers’ Workshop from: Beers, Kylene. Elements of Literature.
Austin, [Tex.: Holt, Rinehart and Winston, 2005. Print.
Effective writers choose their words/language with care, depending
on the content, purpose, and audience.
31
Standards
G6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of
the theme, setting, plot, or central idea.
G6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
a. Explain how an author’s geographic location or culture affects his
or her perspective.
G6.RL.11 Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural
perspectives, eras, personal events, and situations.
b. Use established criteria to classify, select, and evaluate texts to
make informed judgments about
the quality of the pieces
a. Develop a perspective or theme supported by relevant details.
b. Recognize and illustrate social, historical, and cultural features in
the presentation of literary texts.
c. Create poetry, stories, plays, and other literary forms (e.g. videos,
art work).
G6.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect,
part/whole, item/category) to better understand each of the
words.
c. Distinguish among the connotations (associations) of words with
similar denotations (definitions) (e.g., stingy, scrimping, economical,
unwasteful, thrifty).
Comprehension
questions
Writers’ Workshop- using
models of poetry to draft
Exposure to variety of poetic
forms
Read aloud
Socratic Seminar
Essential Questions
What poetic devices bring poetry to life?
Poets use sound devices to make music, to emphasize ideas, or to
remind you of the subjects they are describing.
Beers, Kylene. Elements of Literature. Austin, [Tex.: Holt, Rinehart
and Winston, 2005. N. pag. Print.
What makes a poem a poem? (Types, forms, punctuation, rules)
Unit: Poetry
Assessments
Formative
Summative
Compare and
Poetry Test
contrast graphic
organizer
Comparing and
Contrasting
Writers’
Poems Essay
Workshop
drafting and
Poetry
revising phases
Collection
Identifying poetry’s figurative language, mood and tone foster the
analysis and appreciation of this art form.
Poetry is a way to communicate
32
Standards
Unit: Conducting and presenting research
G6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
G6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
G6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
G6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical
novels and fantasy stories] in terms of their approaches to similar themes and topics”).
b. Apply grade 6 Reading standards to literary nonfiction (e.g.,
“Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and
evidence from claims that are not”).
G6.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear pronunciation.
G6.SL.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
G6.L.1-6
Writing allows the writer to communicate ideas and information
about the world to others.
Essential Questions
How does the writing process organize the thought process of a writer
and allow one to effectively communicate ideas to the intended audience?
We need to give credit to the sources we use to compose our writing
through standard citation
How do I give credit to a source?
When do I need to give credit to a source?
Assessments
Formative
Summative
Assessing each
Short research
step of the
paper
research process
Oral
Assessing steps
presentation of
of the writing
research finding
process
Quiz on MLA
Graphic
format
organizers
Workshop model the
research and writing process
Mini lessons
Painting the essay
Examination of rubrics
www.worldbookonline.com
“Writing and Research in the Digital Age” Holt, Rinehart, Winston
33
Standards
Unit: Supporting an argyument
G6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
G6.W.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to clarify the relationships among
claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the
argument presented.
G6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
G6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
G7.SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are
not.
G7.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Assessments
Formative
Summative
Graphic
Persuasive
organizers
Essay
Workshop Model
Accountable Talk
Small group
discussions
Persuasive Piece
Socratic Seminar
Debate
Conferencing
Self/peer
editing/revising
Examination of the
Persuasive Rubric
I-Search Persuasive
Project
Exit Slips
Essential Questions
Persuasion is the art of leading others to accept a certain idea or take
a specific action.
How can the art of persuasion change your life?
The Breadwinner
What makes persuasion an art?
Persuasion can change your life.
How does researching both sides of
your argument strengthen your written piece?
How does knowing both sides of an
issue in the real world help you stand your ground?
34
Austin, [Tex.: Holt, Rinehart and Winston, 2005. Print
GRADE 7 SYLLABUS
Unit: Language – Grammar, Mechanics, Punctuation, Spelling, and Vocabulary
Standards
G7.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
G7.L.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
G7.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
G7.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word
or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
G7.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending).
G7.L.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge
when considering a word or phrase important to comprehension or expression.
Assessments
Formative
Summative
Assessing each
Short research
step of the
paper
research process
Oral
Assessing steps
presentation of
of the writing
research finding
process
Quiz on MLA
Graphic
format
organizers
Workshop model the
Mini lessons
Painting the essay
Essential Questions
Understanding our language enhances and deepens our ability to
make meaning.
How does the way I construct and punctuate writing affect meaning?
How do I unlock the meaning of words?
How do spelling errors alter/change my intended meaning or message?
Elements of Language, Grade 7. Grammar, Usage, and Mechanics
Language Skills Practice: Holt Elements of Language, First Course.
Elements of Language, Grade 6. Spelling Lessons and Activities:
Holt, First Course.
35
Standards
Unit: Elements of a Novel – Theme
G7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the
text.
G7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
b. Use established criteria to classify, select, and evaluate texts to
make informed judgments about the quality of the pieces.
G7.W.1Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), reasons, and evidence.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
G7.W.11Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections.
a. Make deliberate, personal, cultural, textual, and thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
Assessments
Formative
Summative
Graphic
Quote Sandwich
organizers
Response to
Journals
Literature
Rubric
Teacher created
quizzes
Exit Slips
Literature circle
role sheets
Self/peer
editing/revising
Essential Questions
The author chooses a particular point of view to affect the theme and
it contributes to the reader’s interpretation.
What lessons do we learn about human
nature as we observe literary characters
and their struggles with their own internal conflicts?
The Uglies
Readers make inferences in order to develop logical ideas about
unstated information.
Reading literature can help us form opinions about themes and big
ideas.
How might the author's own life inform
his/her stylistic choices and insights presented for the reader or audience?
How does the author’s use of figurative
language and point of view affect the
reader’s interpretation?
How can what I know help me to “read
between the lines” to interpret the
author’s meaning?
36
Mini lesson on theme
Literature Circles
Standards
G7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the
text.
G7.RL.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of
techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
b. Use established criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces.
G7.W.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and
examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Assessments
Formative
Summative
Graphic
Quote Sandwich
organizers
Response to
Journals
Literature
Rubric
Compare and
Teacher created
Contrast Essay –
quizzes
Book versus
Exit Slips
Film
Literature circle
role sheets
Mini lessons on setting
Literature Circles
Socratic seminar
Unit: Elements of a Novel – Setting and conflict
Self/peer
editing/revising
Essential Questions
Readers have similar experiences with
the literary characters that they read
about which deepen their understanding.
What lessons do we learn about human
nature as we observe literary characters
and their struggles with their own internal conflicts?
The Hunger Games
Analyzing internal conflict and character
change helps the reader to infer a logical
conclusion and explain the author’s
message.
How might the author's own life inform
his/her stylistic choices and insights presented for the reader or audience?
“The Lottery”
The author can use futuristic settings to comment on the direction
society is currently heading.
How can what I know help me to “read
between the lines” to interpret the
author’s meaning?
How do features of a futuristic setting relate to the world we live in
today?
Shirley Jackson
“There Will Come Soft Rain”
“All Summer in a Day”
short story and film
Ray Bradbury
37
Standards
G7.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to
another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
G7.L.1-6
Assessments
Formative
Summative
Journal writing
Narrative story
Workshop model
Graphic
organizers (i.e.,
plot diagram)
Letter writing to
tell parts of a
story
Accountable Talk
Webbing/brains
torming
Optional:
Point of View- 1st, 3rd,
ABC Book
Omniscient
Writing a script
Modeling
Alternate
perspective
story
Exemplars
Small group
discussion;
Peer and selfassessment
Unit: Narrative writing
Plot diagram
Writers’ Workshop
Essential Questions
Personal narratives help authors
strengthen their thinking and learning
about themselves.
How do our past experiences shape
who we are today?
Mastery of the writing process
strengthens our ability to process and
express our thoughts in a clear, coherent
storyline.
38
How does the writing process
strengthen our thinking and learning?
Standards
G7.RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
b. Use established criteria to classify, select, and evaluate texts
to make informed judgments about the quality of the pieces.
G7.W.4 task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of cultures and perspectives.
G7.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grade 7 on page 66.)
G7.W.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate
with others, including linking to and citing sources.
G7.L.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
G7.SL.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech in context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite,
diplomatic, condescending).
Assessments
Formative
Summative
Writers’
Poetry Test
Workshop
drafting and
Poetic Devices
revising phases
in and Song
Lyrics Project
Quickwrites
Quote Sandwich
Song Analysis
Essay
Writers’ Workshop- using
models of poetry to draft
Exposure to variety of poetic
forms
Read aloud
Collection of
Poetry
(Odes)
Essential Questions
What poetic devices bring poetry to life?
Poets use sound devices to make music, to emphasize ideas, or to
remind you of the subjects they are describing.
Beers, Kylene. Elements of Literature. Austin, [Tex.: Holt, Rinehart
and Winston, 2005. N. pag. Print.
Unit: Poetry
What makes a poem a poem? (Types, forms, punctuation, rules)
How do mood/tone and style assist the reader in appreciating poetry?
Identifying poetry’s figurative language, mood and tone foster the
analysis and appreciation of this art form.
Poetry is a way to communicate.
39
Unit: Conducting and presenting research
Standards
G6.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
G7.W.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
a. 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; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
G6.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for
further research and investigation.
G6.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
G6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g.
“Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is
relevant and sufficient to support the claims”).
G6.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and
examples; use appropriate eye contact, adequate volume, and clear pronunciation.
G6.SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Essential Questions
Writing allows the writer to communicate ideas and information
about the world to others.
How does the writing process organize the thought process of a writer
and allow one to effectively communicate ideas to the intended audience?
We need to give credit to the sources we use to compose our writing
through standard citation.
How do I give credit to a source?
When do I need to give credit to a source?
40
Assessments
Formative
Summative
Assessing each
Short research
step of the
paper
research process
Oral
Assessing steps
presentation of
of the writing
research finding
process
Quiz on MLA
Graphic
format
organizers
Workshop model the
Mini lessons
Painting the essay
www.worldbookonline.com
“Writing and Research in the Digital Age” Holt, Rinehart, Winston
Standards
Unit: Supporting an argument
G7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
G7.W.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
G7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of cultures
and perspectives.
G7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for
further research and investigation.
G7.W.11 Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections.
a. Make deliberate, personal, cultural, textual, and thematic
connections across genres.
b. Create poetry, stories, plays, and other literary forms (e.g.
videos, art work).
G7.SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the
evidence.
G7.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and
examples; use appropriate eye contact, adequate volume, and clear pronunciation
Essential Questions
Persuasion is the art of leading others to accept a certain idea or take
a specific action.
How can the art of persuasion change your life?
Assessments
Formative
Summative
Graphic
Persuasive
organizers
Essay
Workshop Model
Accountable Talk
Small group
discussions
Persuasive Piece
Socratic Seminar
Debate
Conferencing
Self/peer
editing/revising
Examination of the
Persuasive Rubric
I-Search Persuasive
Project
Exit Slips
The Giver
What makes persuasion an art?
Persuasion can change your life.
How does researching both sides of
your argument strengthen your written piece?
How does knowing both sides of an
issue in the real world help you stand your ground?
Videos (i.e., The Great Debate, Dead Poets
Society, A Few Good Men,…)
41
GRADE 8 SYLLABUS
Standards
Unit: Descriptive writing
3.
Text types and purposes 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting
(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the
relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing 4.Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
a. Produce text (print or nonprint) that explores a variety of cultures and perspectives.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have been addressed.
6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as
well as to interact and collaborate with others.
Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Responding to Literature 11. Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections
and explains divergences from the original.
a. Make well-supported personal, cultural, textual, and thematic connections across genres.
Assessments
Formative
Summative
Initial
Diagnostic
essay
Warm Ups
Assessment #1
Subject: A
person who has
positively
influenced you
Quick Writes
Miniconferences
Anecdotal logs
Purpose: To
describe a
person
Audience:
Classmates
Graphic
Organizers /
outlines
Read samples of descriptive
writing.
Teach each of the
components of descriptive
writing as mini lessons. (I
actually have a great unit
already made, that can work
very well, featuring pictures,
videos, and many methods
for Show, Don’t Tell and
sensory writing)
Assessment #2
In class exam
Assessment #3
Give students template to
plan.
Introduction to google docs,
saving, etc.
In class exam
Write.
Revise.
Peer Edit
Final Editing
Publishing
42
Unit: Descriptive writing
Essential Questions
We define ourselves by painting a picture of where we have been,
who we would like to be and where we would like to go.
How does writing about ourselves teach us about who we are?
Grade 8 Writing Workbook or Grade 8 Daybook
Descriptive writing paints a picture of something by using words.
Amy Tan “Fish Cheeks,” student sample Descriptive Essays.
It is important to read a variety of texts at our reading level.
43
Unit: Novel – Focus on Literary analysis
Standards
Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.
3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Craft and Structure 4. 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 and tone, including analogies or allusions to other texts.
5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and
style.
6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony)
create such effects as suspense or humor. a. Analyze full-length novels, short stories, poems, and other genres by authors who represent diverse
world cultures.
a. Analyze full-length novels, short stories, poems, and other genres by authors who represent diverse world cultures.
Integration of Knowledge and Ideas 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Responding to Literature 11. Interpret, analyze, and evaluate narratives, poetry, and drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate texts to make
Craft and Structure 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing
and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or
viewpoints.
Range of Reading and Text Complexity 10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8
text complexity band independently and proficiently.
Speaking and Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as
needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations,
and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
Language Standards 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.*
Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
44
Assessments
Formative
Summative
Reading logs
Quizzes
Pair-share
Anecdotal logs
Diagnostic Literary analysis
essay on independent reading
book
Tests
Anticipation guide
Warm-up and
quick writes
Summative
Literary
Analysis essay
Research and presentation on
author’s history and life
Read at home, reading log.
Discuss in class.
Activities aligned to each
section of book read.
Practice with the S.E.E.
method (Statement, Evidence
and Explanation) for pulling
and examining quotes.
Midway through book, hand
out assignment for the
summative essay and minilessons for analysis.
4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly
from a range of strategies.
or phrase.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent,
resolute).
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when
Essential Questions
What makes a story a great story?
Unit: Focus on Literary analysis
Literature affects the way we see ourselves and the world and
determines our sense of community.
Good readers/writers understand the language of literature and how
to use it.
When people talk about the depth and meaning of a piece of
literature, they are referring to the literature’s theme.
Silas Marner – George Eliot
How can we get people talking about literature?
How can a fictional text open our eyes up to something new?
Number the Stars – Lois Lowry or other Lowry texts
Why do we need to “read between the lines?”
How does an individual's identity impact his/her community?
Theme is the lesson that a book or story teaches the reader about life.
45
Unit: Nonfiction texts
Standards
Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and
style.
world cultures.
Integration of Knowledge and Ideas:
7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the
choices made by the director or actors.
Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Responding to Literature 11. Interpret, analyze, and evaluate narratives, poetry, and drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal events, and situations.
Reading Standards for Informational Texts 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide
an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key
concept.
viewpoints.
Integration of Knowledge and Ideas 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of
fact or interpretation.
a. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and
advocate persuasively.
46
Assessments
Formative
Summative
Anecdotal
observations
Brainstarter
surveys
Assessment #1
Subject: An
extended period
of time in your
life
Share outs
Purpose: To
share a part of
your life
A nticipation Guide and prereading activities for Things
They Carried excerpt.
Hints / reading strategies.
Distribute post-it notes for
students to record ideas,
thoughts, and unfamiliar
words. We will periodically
scan to see progress on postits.
Audience:
Classmates
Assessment #2
In class exam
Excerpts will be read at
home, sometimes in class.
But each time they read, they
will record thoughts in
reading log. (In their
notebook or will students
create their own packets for
this book?)
As we read, we’ll have mini
lessons covering “what
students should know and be
able to do” as outlined
above.
Unit: Nonfiction texts
Essential Questions
What makes a story a great story?
We can learn about the human condition through stories.
How can we get people talking about literature?
The Diary of Ann Frank
The Things They Carried
How can a fictional text open our eyes up to something new?
Why do we need to “read between the lines?”
47
Unit: Allegory
Standards
Key Ideas and Details1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
world cultures.
Integration of Knowledge and Ideas. Range of Reading and Level of Text Complexity:
10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity
band independently and proficiently.
Responding to Literature 11. Interpret, analyze, and evaluate narratives, poetry, and
drama, artistically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations.
Reading Standards for Informational Texts 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide
an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key
concept.
viewpoints.
Integration of Knowledge and Ideas 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence
logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Production and Distribution of Writing 4.Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) a. Produce text (print or
nonprint) that explores a variety of cultures and perspectives.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command
48
Assessments
Formative
Summative
Text-text
connections
Anticipation guide
Quizzes
Teach concept of allegory
Reading logs
Tests
Anecdotal logs
Student
conferences
Warm up
activities
Presentation on
aspects of
context
Pre-reading and research
connections to allegory
relevant to book
Paper
analyzing use
of allegory in
text
Read in class to get students
started
Pair-share
Teach methods for reading in
groups
Use “book clubs” method for
reading groups and analysis
Whole class discussions
Distribute and discuss
assignment
Students read at home and
update reading logs, return
and share.
of Language standards 1–3 up to and including grade 8.)
Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character
types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as
needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations,
and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g.,
social, commercial, political) behind its presentation.
a. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and
advocate persuasively.
Presentation of Knowledge and Ideas 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8
Language standards 1 and 3.)
Language Standards 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor
or the action; expressing uncertainty or describing a state contrary to fact).
4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly
from a range of strategies.
or phrase.
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
Work on stages of essay:
Pre-writing
Outline
Draft
Peer edit
Revise
publish
mix these in for final edit
Utilize lit circles to help with
discussion/understanding of
Speak and to prepare
students for final lit circle
unit in June.
Reflections, discussions as
reading
Reading Log.
Related essays and activities
as we read.
Some reading will be done at
home and some in class.
Mini-lessons on creative
49
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent,
resolute).
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when
Essential Questions
Allegory and satire can help elucidate problems and dangers in
society.
How should we think critically about our government?
Unit: Allegory
50
What happens when we don’t think critically about our government?
writing based on skills listed
above
Animal Farm – George Orwell
51
PROGRAMMA DI ITALIANO
Esempi:
Saper fare
Scrivere
Conoscere
1. Procedure per isolare ed evidenziare negli appunti
concetti importanti (sottolineature, utilizzo di
segnali grafici, ecc.), uso di abbreviazioni, sigle,
disegni, mappe, uso della punteggiatura come
elemento di registrazione.
2. Caratteristiche testuali fondamentali dei testi d’uso,
informativi, regolativi, espressivi, epistolari,
descrittivi.
3. Riscrittura e manipolazione di un testo narrativo,
descrittivo,
regolativo,
espositivo,
poetico
(condensazioni, espansioni, introduzione di nuove
parti, spostamento di paragrafi, riassunto, parafrasi,
ecc.).
1. Produrre testi scritti, a seconda degli scopi e dei
destinatari (espositivi, epistolari, espressivi, poetici,
regolativi, informativi, testi d’uso).
2. Svolgere progetti tematici e produrre tesi adeguati sull
abase di un progetto stabilito (pianificazione, revisione,
manipolazione).
3. Compilare autonomamente una “scheda di lettura”
ragionata per testi di vario tipo.
Ambito di
competenza
Testi
Storie per cominciare (lettura ed esercizi di comprensione ed analisi del testo)
R. Guarnieri Un gioco a sorpresa
A. Rubino Lo strano viaggio di viperetta
R. Jonsson Viki, un vichingo particolare
V. Cercenà Uno stalliere dal sangue blu
52
PROGRAMMA DELLA CLASSE SESTA
Leggere
1. Leggere silenziosamente e ad alta voce utilizzando
tecniche adeguate.
2. Leggere ad alta voce in modo espressivo testi noti e non
di diverso tipo.
3. Comprendere ed interpretare in forma guidata e/o
autonoma testi letterari e non (espositivi, narrativi,
descrittivi, regolativi, ecc.) attivando le seguenti abilità:
a. individuare informazioni ed elementi costitutivi dei
testi
b. individuare il punto vista narrativo e descrittivo
c. comprendere le principali intenzioni comunicative
dell’autore.
5. Caratteristiche testuali fondamentali dei testi d’uso,
informativi, regolativi, espressivi, epistolari,
descrittivi.
6. Riscrittura e manipolazione di un testo narrativo,
descrittivo,
regolativo,
espositivo,
poetico
(condensazioni, espansioni, introduzione di nuove
parti, spostamento di paragrafi, riassunto, parafrasi,
ecc.).
4. Produrre testi scritti, a seconda degli scopi e dei
destinatari (espositivi, epistolari, espressivi, poetici,
regolativi, informativi, testi d’uso).
5. Svolgere progetti tematici e produrre tesi adeguati sull
abase di un progetto stabilito (pianificazione, revisione,
manipolazione).
6. Compilare autonomamente una “scheda di lettura”
ragionata per testi di vario tipo.
1. Strategie dell’ascolto finalizzato e dell’ascolto
attivo di testi orali complessi.
2. Appunti: prenderli mentre si ascolta e riutilizzarli.
3. Avvio all’ascolto critico di testi espositivi,
narrativi, descrittivi.
4. Interventi correttivi delle difficoltà dell’ascolto.
5. Tratti fondamentali che distinguono il parlato e lo
scritto.
6. Registri linguistici del parlato narrativo, descrittivo,
dialogico.
7. Strategie di memoria e tecniche di supporto al
discorso orale (appunti, schemi, cartelloni e altro).
8. Caratteristiche dei testi parlati più comuni.
1. Identificare attraverso l’ascolto attivo e finalizzato vari
tipi di testo e il loro scopo.
2. Comprendere testi d’uso quotidiano e riorganizzare le
informazioni raccolte in appunti, schemi, tabelle, testi di
sintesi vari.
3. Ricostruire oralmente la struttura informativa di una
comunicazione orale con/senza l’aiuto di note
strutturali.
4. Interagire con flessibilità in una gamma ampia di
situazioni comunicative orali formali e informali con
chiarezza e proprietà lessicale, attenendosi al tema, ai
tempi e alle modalità richieste dalla situazione.
5. Sostenere, attraverso il parlato parzialmente pianificato,
interazioni e semplici dialoghi programmati.
1. Studio delle categorie sintattiche.
2. Struttura logica della frase semplice.
3. Struttura comunicativa della frase semplice.
4. Uso dei dizionari.
5. Analisi grammaticale.
1. Usare creativamente il lessico.
2. Riconoscere le parti variabili ed invariabili del discorso:
articolo, nome, verbo, aggettivo, pronome, avverbio,
preposizione, congiunzione, esclamazione.
Linguaggio
Parlare ed ascoltare
1. Elementi caratterizzanti il testo narrativo letterario
e non (favola, fiaba, racconto, leggenda, mito,
ecc.).
2. Elementi caratterizzanti il testo poetico (lirica,
epica).
3. Strategie di controllo del processo di lettura ad alta
voce al fine di migliorarne l’efficacia (pause,
intonazioni, ecc.).
4. Strategie di lettura silenziosa e tecniche di
miglioramento dell’efficacia quali la sottolineatura
e le note a margine.
5. Esperienze autorevoli di lettura come fonte di
ispirazione.
Scrivere
COMPETENZE
53
PROGRAMMA SPECIFICO
Storie per cominciare (lettura ed esercizi di comprensione ed analisi del testo)
R. Guarnieri Un gioco a sorpresa
A. Rubino Lo strano viaggio di viperetta
R. Jonsson Viki, un vichingo particolare
V. Cercenà Uno stalliere dal sangue blu
Il testo narrativo (approccio alla teoria, lettura di esempi significativi e produzione a tappe di un testo
narrativo complesso)
Il personaggio (Individuare i personaggi di un testo narrativo, distinguere i protagonisti e i personaggi secondari,
individuare i ruoli dei personaggi)
Il tempo (individuare le indicazioni temporali)
Lo spazio (individuare i riferimenti allo spazio)
La descrizione (la descrizione di persone e luoghi)
La scomposizione in sequenze (riconoscere i vari tipi di sequenze)
La Fiaba (lettura di fiabe, analisi degli elementi caratteristici della fiaba, produzione guidata ed
autonoma di fiabe, esposizioni orali)
H.Ch. Andersen La principessa sul pisello, Aladino e la lampada fatata
J. e W. Grimm Hansel e Gretel, Rosaspina
Ch. Perrault La fata
M. Ende Il mangiasogni
Visione di una fiaba rivisitata in chiave cinematografica e produzione di un commento strutturato.
La Favola (lettura di favole, analisi degli elementi caratteristici della favola, produzione guidata ed
autonoma di favole, esposizioni orali)
Animali come simboli
Esopo La cicala e la formica
Fedro La volpe e il corvo
Fedro Il cervo alla fonte
Una morale per colpire i vizi e esaltare le virtù
Fedro La volpe e l’uva
Esopo Il lupo e l’agnello
Trilussa L’agnello infurbito
G. Rodari Il filobus numero 75
Una morale per conoscere i propri limiti
Fedro La rana gonfiata e il bue
Fedro Il corvo e il pavone
Trilussa La vecchia tartaruga
Thurber La foca che divenne famosa
Visione di una fiaba rivisitata in chiave cinematografica e produzione di un commento strutturato.
Il Mito: le più antiche storie del mondo (lettura di miti, contestualizzazione, individuazione degli
elementi fondamentali, produzione di miti, esposizioni orali)
Come è nato il mondo
La Sacra Bibbia La creazione nella Genesi
Esiodo Il mito greco della creazione
Petazzoni Secondo gli Iban del Borneo in principio era l`acqua, I Pigmei e le noci della creazione, Dalle isole
Salomone: e Dio creò prima la donna
Il perchè dei fenomeni naturali
Il perchè della luna nuova
L’alternarsi delle stagioni
54
Perchè il sole e la luna vivono in cielo (mito africano)
L’origine dei venti (mito esquimese)
La poesia epica (lettura di testi in versi, studio delle principali figure retoriche, analisi del contenuto, del
contesto, studio dei principali dei greci, produzione di materiale multimediale in supporto alla
produzione orale)
Brani tratti dall'Iliade:
La terribile lite
Ettore e Andromaca
Ettore e Achille
I funerali di Ettore
Brani tratti dall'Odissea:
Alla reggia di Itaca
Nausicaa
Polifemo
Argo, il cane fedele
Visione del documentario L’ Odissea.
55
PROGRAMMA DELLA CLASSE SETTIMA
1. Leggere ad alta voce in modo espressivo testi noti e non,
con pronuncia chiara e conforme al significato del
contesto.
2. Leggere in modo critico attivando un processo costante
di apprendimento e di immediato confronto con la realtà
della propria esperienza e della società contemporanea.
3. Comprendere ed interpretare in forma guidata e/o
autonoma testi letterari e non (espositivi, narrativi,
descrittivi, regolativi,ecc.) attivando le seguenti abilità:
a. individuare informazioni ed elementi costitutivi dei
testi,
b. individuare il punto vista narrativo e descrittivo,
c. comprendere le inferenze ed anticipazioni di senso
anche in riferimento ad un lessema non noto
d. leggere integrando informazioni provenienti da
diversi elementi del testo (immagini, tabelle, indici,
grafici, capitoli, didascalie,ecc.)
e. comprendere impliciti e presupposizioni.
4. Leggere testi su supporto digitale e ricavarne dati per
integrare le conoscenze scolastiche.
Leggere
1. Elementi caratterizzanti il testo narrativo letterario
e non (biografia, autobiografia, diario, lettera,
cronaca, articolo di giornale, racconto, leggenda,
mito,ecc.)
2. Elementi caratterizzanti il testo poetico (lirica,
epica, canzone d’autore e non).
3. Meccanismi di costituzione dei significati traslati
e altre figure retoriche.
4. Strategie di controllo del processo di lettura ad alta
voce al fine di migliorarne comprensione e di
individuarne l’espressività adeguata.
5. Avvio all'analisi ed alla comprensione del testo e
dei diversi contesti caratterizzanti (storico,
culturale, linguistico, sociale, letterario).
6. Esperienze di lettura come fonte di piacere e di
arricchimento personale, secondo una scelta
autonoma ed extracurriculare.
7. Strategie di lettura mentale e tecniche di efficacia
quali sottolineatura e note a margine.
8. Leggere in forma guidata e/o autonoma testi
poetici d’autore e analizzarli a livello fonico,
metrico-sintattico, polisemico.
9. Applicazione
delle
categorie
procedurali
dell’analisi narratologica: fabula, intreccio,
focalizzazione.
Scrivere
COMPETENZE
1. Avvio all'acquisizione di organizzazione strutturale
del testo scritto, secondo le finalità espressive e
comunicative della tipologia prescelta.
2. Acquisizione delle logiche e formali procedure di
consecutio temporis nell’ espressione coerente del
testo elaborato.
3. Acquisizione dell’impiego corretto dei connettivi
nella formazione sintattica del periodo.
4. Uso corretto della punteggiatura come elemento di
segnaletica per la comprensione espressiva e
comunicativa del testo.
5. Comprensione ed uso delle fondamentali strutture
ortografiche e morfologiche della lingua italiana.
6. Caratteristiche fondamentali dei testi informativi,
regolativi, espressivi, epistolari, descrittivi.
1. Scegliere ed adottare un registro adeguato al carattere
ed al contesto espressivo e comunicativo.
2. Svolgere progetti tematici (relazioni di ricerca,
monografie frutto di lavori di gruppo, ecc.) e produrre
testi adeguati sulla base di un progetto stabilito.
3. Produrre testi scritti: espositivi, epistolari, espressivi,
poetici, regolativi, informativi.
4. Riscrivere testi narrativi applicando trasformazioni
(ordine delle sequenze del testo, personaggi, ambienti,
Narratore, punto di vista , ecc.).
5. Scrivere un testo di fantasia, mantenendo determinate
caratteristiche stilistiche di uno specifico testo
precedentemente analizzato e studiato.
6. Acquisire ed incrementare il patrimonio lessicale e
ricercare l’applicazione appropriata dei termini.
7. Acquisire tecniche efficaci per l’uso dinamico ed
appropriato della forma comunicativa ed espressiva.
8. Individuare gli aspetti caratterizzanti lo stile ed il
linguaggio di un testo e di un autore.
56
1. Tratti fondamentali che distinguono il parlato
e lo scritto.
2. Registri linguistici del parlato narrativo,
descrittivo, dialogico.
3. Strategie di memoria e tecniche di supporto al
discorso orale (appunti, schemi, cartelloni,
lucidi e altro).
4. Analisi critica dei "luoghi comuni" e degli
stereotipi linguistici.
5. Analisi delle caratteristiche dei testi parlati più
comuni, secondo le modalità e la relativa
efficacia.
6. Strutturazione organica del discorso in senso
esaustivo ed adeguatamente espressivo.
7. Acquisizione di modalità di ascolto e
tempistiche di intervento nei confronti di
interlocutori singoli o di gruppo.
8. Strategie dell'ascolto finalizzato e dell’ascolto
attivo di testi orali complessi (giornale radio,
telegiornale, documentario, ecc.).
9. Avvio all'ascolto critico di testi espositivi,
narrativi, descrittivi, argomentativi.
10. Interloquire con capacità espressiva
e
sintetica per ottenere uno scambio costruttivo
di conoscenze.
11. Appunti: prenderli mentre si ascolta e
riutilizzarli.
12. Tratti distintivi fra il linguaggio parlato e
l'espressione scritta
1. Ricostruire oralmente la struttura informativa di una
comunicazione orale con/senza l’aiuto di note
strutturali.
2. Interagire con flessibilità in una gamma ampia di
situazioni comunicative orali formali e informali con
chiarezza e proprietà lessicale, attenendosi al tema, ai
tempi e alle modalità richieste dalla situazione.
3. Costruire un processo sintetico di comunicazione.
4. Sostenere, attraverso il parlato parzialmente pianificato,
interazioni e dimostrazioni a livello dialettico.
5. Ricorrere ad un patrimonio espressivo e lessicale
appropriato
e
adeguatamente
ricercato,
incrementandolo costantemente.
6. Rispettare i tempi di ascolto ed intervento, finalizzando
la reciprocità ad un confronto dialettico.
7. Identificare attraverso l'ascolto attivo e finalizzato vari
tipi di testo e il loro scopo.
8. Comprendere testi d'uso quotidiani ( racconti,
trasmissioni radiofoniche e televisive, istruzioni,
canzoni, ecc.) e riorganizzare le informazioni raccolte in
appunti, schemi, tabelle, testi di sintesi vari.
9. Acquisire ed avviare sensibilità d'ascolto nei confronti
della diversità di provenienza culturale.
Linguaggio
1. Conoscenza del significato e dell'utilizzo dei modi
e dei tempi del verbo; le differenti funzioni di
predicato verbale e nominale.
2. Studio sistematico delle categorie sintattiche:
comprensione delle dinamiche di collegamento
analitico e sintetico di analisi logica.
3. Struttura logica della frase: il soggetto, i diversi tipi
di sintagmi, loro funzione e legame col verbo, la
funzione dei complementi diretti ed indiretti.
4. Il lessico (famiglie di parole, campi semantici,
legami semantici tra parole, impieghi figurati, ecc.).
5. Basi della metrica (divisione in versi, ripresa di
gruppi di suoni, rima, assonanza, consonanza,
allitterazione, ecc.).
6. Principali tappe evolutive della lingua italiana,
l'origine e la trasformazione dal latino, le parole e le
espressioni secondo il mutamento delle necessità
storiche d'uso.
1. Riconoscere e analizzare le funzioni logiche della frase
semplice ed utilizzare tecniche di costruzione della frase
semplice in base al profilo comunicativo.
2. Approfondire ed esaminare il significato del vocabolo,
anche nel senso etimologico.
3. Incrementare il proprio patrimonio
lessicale
e
organizzare la struttura sintattica in modo corretto e
dinamico.
4. Avvicinarsi alla conoscenza della lingua italiana
corrispondente ad altre epoche, per poter affrontare e
comprendere
autori e
testi non contemporanei;
approfondimento di espressioni e vocaboli ormai
desueti.
5. Individuare le caratteristiche fondamentali che
collocano e spiegano storicamente un testo.
6. Intraprendere un cammino di formazione e scelta di un
proprio stile linguistico-espressivo.
57
PROGRAMMA SPECIFICO
Il programma si suddivide principalmente in tre ambiti contenitori:
Ambito A: Letture antologiche
Analisi del testo nelle sue componenti stilistiche e letterarie:
 l'evoluzione narrativa tra fabula e intreccio
 analessi e prolessi
 il narratore, tipologie e gradi
 la prospettiva, focalizzazione e punti di vista
 i personaggi: modalità di presentazione- caratteri specifici, griglie di analisi
 le sequenze: narrative, descrittive, argomentatve, riflessive, dilogiche
 il registro linguistico: i diversi livelli
 il significato del testo attraverso i caratteri ed il significato
 i generi di scrittura, nelle rispettive tipologie e relative caratteristiche:
◦ il diario
◦ la lettera
◦ la biografia
◦ l'autobiografia
 i generi letterari: il racconto ed il romanzo ed i relativi sottogeneri (d'avventura, d'attualità, poliziesco,
ecc.)
 la poesia
 l'articolo di giornale.
Attività:
Attività individuali e di gruppo svolte in tale ambito sono finalizzate all'acquisizione e alla applicazione dei
diversi elementi conoscitivi sopraindicati ed all'approfondimento tematico. Per ogni parte del programma sono
previste ed attuate:
 attività di ricerca, attraverso vari strumenti di informazione e testimonianze
 organizzazione di interviste e presentazioni
 attività creative: manuali, figurative, ecc.
 esercitazioni di scrittura secondo l'uso dei caratteri di genere
 lavoro sul testo nelle diverse applicazioni degli elementi letterari.
Testi:
Testo base adottato: antologia scolastica.
Letture scelte di letteratura italiana ed internazionale:
 almeno 3 testi per genere:
 inerenti ai diversi tipi di diario; di lettera; di biografia; di autobiografia.
 brani tratti da romanzi d'avventura (scelti secondo diverse modalità narrative)
 testi riguardanti tematiche sull'ambiente ed il nostro pianeta
 testi di attualità ed a carattere sociale ed umanitario.
Ambito B: Analisi logica
Analisi degli elementi costitutivi della lingua, analisi delle forme espressive:
 il linguaggio espressivo
 la lingua parlata e scritta
 le diverse componenti che formano il discorso
 il collegamento logico e sintattico della comunicazione
 il predicato verbale e nominale
 l'apposizione
 i molteplici complementi e la loro funzione
 le parti connettive del discorso
 i suffissi: funzione e significato
 aree semantiche e derivazioni etimologiche.
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Attività:
Le attività riguardanti questo particolare ambito sono finalizzate alla considerazione delle innumerevoli
potenzialità della nostra lingua, della dinamicità della medesima e sono rivolte all'acquisizione di cognizioni
specifiche degli elementi linguistici e delle loro logiche connessioni nelle varietà comunicative.
 Attività individuali di analisi del discorso: individuazione delle rispettive funzioni degli elementi
linguistici all'interno della frase
 Attività di gruppo nell'applicazione delle forme esaminate e nella dinamica del discorso
 Laboratori di applicazione creativa degli elementi studiati
 Progetti finalizzati alla organizzazione esplicativa degli elementi studiati.
Testi:
In relazione a tale ambito del programma, un testo di Elementi di Analisi Logica fra quelli adottati nella scuola
italiana secondaria di primo grado secondo il programma ministeriale vigente.
Ambito C: Lettura integrale di opere letterarie
Lettura integrale di testi letterari
 lettura spontanea individuale e collettiva
 individuazione del contesto storico, sociale, culturale
 analisi degli elementi costitutivi dell'opera narrativa
 approfondimento delle principali componenti narrative
 analisi delle principali caratteristiche stilistiche
 analisi del rapporto significante-significato
 individuazione ed approfondimento tematico
 comparazione tra testi e contesti
 discussione delle precedenti aree di studio
 visione dell'eventuale trasposizione cinematografica e relativo approfondimento e discussione.
Attività:
La lettura del testo letterario si svolge principalmente in classe. L'insegnante interviene per fornire chiarimenti e
spiegazioni riguardo elementi sconosciuti del testo e del contesto. Il gruppo affronta il testo alternando la lettura
tra studenti, ponendo attenzione alle regole basilari di comunicazione espressiva; ciò costituisce un impegno nel
miglioramento individuale della diretta comunicazione al gruppo.
Varie attività di approfondimento sono effettuate in relazione alle caratteristiche del contesto dell'opera ed ai
riferimenti specifici del testo.
 lavori di ricerca, interviste e presentazioni
 attività creative: manuali, figurative, ecc.
 attività di discussione su argomenti specifici evidenziati durante la lettura
 attività di approfondimento sulle diverse fasi della narrazione e delle connessioni
 attività individuali e collettive di analisi e di riflessione
 comparazione ed analisi del testo con l'eventuale trasposizione cinematografica
 studio delle specifiche tecniche di trasposizione cinematografica del testo narrativo.
Testi:
La scelta dei testi adottati viene effettuata sulla base della sensibilità dell'insegnante e su criteri di comprensione
e di interesse, relativi all'età degli studenti e alla eterogenea costituzione del gruppo classe.
Durante l'anno sono affrontati almeno 3 testi letterari scelti fra le opere di letteratura per ragazzi. La scelta
permetterà di analizzarli e compararli nelle diverse attività suddette. Qualora esista una o più trasposizione
cinematografica dell'opera, essa sarà oggetto di visione e di discussione.
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PROGRAMMA DELLA CLASSE OTTAVA
COMPETENZE
1. Comprendere e interpretare autonomamente/con guida
testi, non solo letterari, di tipologie diverse per:
a. riconoscere e formulare ipotesi sul significato di
particolari scelte narrative e stilistiche
b. riconoscere le tesi esposte e l’opinione dell’autore
c. esplicitare le principali relazioni extratestuali
(rapporti del testo con altri testi, col contesto culturale
e le poetiche di riferimento)
d. riflettere sulla tesi centrale di un testo a dominanza
argomentativa ed esprimere semplici giudizi
e. dimostrare la competenza della sintesi.
1. La struttura del testo argomentativo: gli elementi di
cornice (tema, riferimenti allo scopo, ai destinatari,
informazioni sul contesto, tempo, spazio, fonti), e
gli elementi che fanno parte del nucleo
argomentativo (una tesi o un’opinione, le
argomentazioni, un ragionamento che utilizzi le
argomentazioni per confermare o dedurre la tesi
oppure per negarla).
1. Ricercare materiali e fonti da utilizzare nello sviluppo
di un testo a dominanza argomentativa.
2. Riconoscere e riprodurre le caratteristiche testuali delle
più consuete tipologie di comunicazione scritta (lettera,
diario, relazione)
3. Scrivere testi a dominanza argomentativa su argomenti
specifici usando un linguaggio oggettivo e un registro
adeguato.
4. Scrivere testi "imitativi" dello stile di un autore
cogliendone le peculiarità più significative.
5. Organizzare testi mono/pluri tematici articolati anche in
forma multimediale.
Scrivere
Leggere
1. Elementi caratterizzanti il testo argomentativo.
2. Elementi caratterizzanti il testo letterario narrativo
(novella, racconto della memoria, monologo
interiore, romanzo, ecc.).
3. Elementi caratterizzanti il testo poetico e
l’intenzione comunicativa dell’autore.
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2. La scrittura imitativa, la riscrittura,
manipolazione di testi narrativi letterari.
la
1. Strategie di utilizzo degli elementi predittivi di un
testo orale (contesto, titolo, collocazione)
2. Elementi che servono a identificare anche a
distanza di tempo gli appunti (data, situazione,
argomento, autore) e a utilizzarli.
3. Esempi di argomentazione come forma di
ragionamento che parte da un problema, formula
ipotesi di soluzione, scarta quelle insostenibili,
formula una tesi basandosi su prove.
4. Alcuni film come comunicazione che utilizza vari
linguaggi e codici (linguistico, visivo, sonoro,ecc.).
5. Tecniche e strategie per argomentare.
1. Adottare, secondo la situazione comunicativa,
opportune strategie di attenzione e comprensione.
2. Dato un testo orale adeguato identificare e confrontare
opinioni e punti di vista del mittente.
3. Valutare la natura e l`attendibilità del messaggio
ascoltato secondo il proprio punto di vista.
4. Sostenere tramite esempi il proprio punto di vista o
quello degli altri.
5. Avviarsi alla selezione di fonti ritenute occasioni di
arricchimento personale e culturale.
6. Intervenire nelle discussioni usando argomentazioni per
formulare e validare ipotesi, per sostenere tesi o
confutare tesi opposte a quella sostenuta; per
giustificare, persuadere, convincere, per esprimere
accordo e disaccordo, per fare proposte.
7. Descrivere, argomentando, il proprio progetto di vita e
le scelte che si intendono fare per realizzarlo.
Linguaggio
1. Approfondimenti sulla struttura logica e
comunicativa della frase semplice.
2. Struttura logica e comunicativa della frase
complessa (coordinazione, subordinazione).
3. Approfondimenti sul lessico.
4. Approfondimenti sulla metrica.
5. Approfondimenti sulle principali tappe evolutive
della lingua italiana, valorizzando l’origine latina.
6. Rapporto esistente tra evoluzione della lingua e
contesto storico-sociale.
7. Riconoscere i principali mutamenti e le
permanenze lessicali e semantiche della lingua
latina nell’italiano e nei dialetti.
8. Analisi del periodo
1. Riconoscere i principali mutamenti e le permanenze
lessicali e semantiche della lingua latina nell’italiano e
nei dialetti.
2. Individuare ed utilizzare strumenti di consultazione per
dare risposta ai propri dubbi linguistici.
3. Essere consapevole della variabilità delle forme di
comunicazione nel tempo e nello spazio geografico,
sociale e comunicativo.
4. Operare confronti tra parole e testi latini, lingua
italiana, dialetti, e altre lingue studiate.
5. Riconoscere le caratteristiche più significative di alcuni
importanti periodi della storia della lingua italiana.
6. Saper riconoscere:
a. proposizioni
principali, reggenti, subordinate,
coordinate.
b. proposizioni implicite ed esplicite.
c. proposizioni soggettive, oggettive, interrogative
indirette, dichiarative, causali, finali, modali,
concessive, consecutive, temporali, relative.
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PROGRAMMA SPECIFICO
La Fantascienza (studio delle caratteristiche del genere, delle tecniche narrative, lettura e analisi di
brani utili allo studio di questo genere letterario, produzione di racconti di fantascienza)
H.G. Wells Viaggiare nel tempo
A.D. Foster L’incontro con l’alieno
I. Asimov Mezzosangue
E. Verrengia Un’invasione (da ridere)
Visione di un film fantascientifico e analisi delle tecniche utilizzate dal regista (flashback, anticipazione, colpo di
scena, ribaltamento delle aspettative del lettore).
Storia della lingua italiana
Profilo storico, studio delle diverse tappe che hanno condotto alla nascita della Lingua italiana,
contestualizzazione, osservazione di esempi, lettura di testi in volgare, esposizione di ciò che si è appreso
utilizzando variati mezzi di comunicazione o supporti multimediali.
IL ROMANTICISMO
A. Manzoni e la questione della lingua (lettura di brani tratti da I Promessi Sposi, analisi del contenuto e
dello stile, esposizione scritta e orale, produzione di un commento ragionato)
I promessi sposi
Il romanzo storico e sociale (studio delle caratteristiche del genere e del contesto sociale in cui si è
sviluppato, esposizione orale e scritta)
Il testo narrativo (studio delle caratteristiche testuali e lavori di produzione guidata ed autonoma)
Il testo espositivo
Il testo argomentativo
La lettera
Il diario
La relazione
IL REALISMO
La narrativa realista (studio della corrente storico-letteraria, delle caratteristiche del genere, lettura di
brani significativi, analisi del contenuto e dello stile, esposizione scritta e orale, produzione di commenti
ragionati e motivati)
Il verismo
G. Verga I Malavoglia
La novella come genere letterario
Le novelle di G. Verga
Nedda
IL DECADENTISMO
Il romanzo e il racconto d’analisi (studio della corrente storico-letteraria, delle caratteristiche del
genere, lettura di brani significativi, analisi del contenuto e dello stile, esposizione scritta e orale,
produzione di commenti ragionati e motivati)
La narrativa e la crisi del Novecento
Il decadentismo
I. Svevo La coscienza di Zeno
L. Pirandello Il fu Mattia Pascal
L. Pirandello Mia moglie e il mio naso (da Uno, nessuno e centomila)
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LA POESIA (lettura, analisi e produzione di commenti)
I livelli del testo poetico (fonico, stilistico, tematico, lessicale, storico-ideologico, letterario)
Il significato della poesia:
G. Ungaretti Commiato
E. Montale Non chiederci la parola
U. Saba Amai
La guerra:
G. Ungaretti Veglia, Fratelli, Soldati, San Martino del Carso
U. Saba La capra
Gli stati d’animo
G. Pascoli La mia sera, Lavandare
E. Montale Spesso il male di vivere ho incontrato
Il Decadentismo di Pascoli, la poetica del frammento di Ungaretti, l’Ermetismo di Montale e l’esperienza di Saba.
IL NEOREALISMO (studio della corrente storico-letteraria, delle caratteristiche del genere, lettura di
brani significativi, analisi del contenuto e dello stile, esposizione scritta e orale, produzione di commenti
ragionati e motivati)
Guerra, Fascismo, Nazismo
Lettura integrale del libro Un sacchetto di biglie di Joffo
J. Steinbeck La seconda guerra mondiale: l’invasione dei Tedeschi
B. Fenoglio La lotta dei partigiani contro il nazifascismo
I. Calvino Il sentiero dei nidi di ragno
Visione del film La vita è bella, analisi, commento.
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64
HIGH SCHOOL LANGUAGE A
OBJECTIVES FOR THE ENGLISH LANGUAGE
A Content (receptive and productive)
At the end of the course, students will be able to:
A.a) understand and analyse the language, content, structure, meaning and significance of both familiar
and previously unseen oral, written and visual texts
A.b) understand and apply language A terminology in context
A.c) analyse the effects of the author’s choices on an audience
A.d) compose pieces that apply appropriate literary and/or non-literary features to serve the context and
intention
A.e) compare and contrast works, and connect themes across and within genres
A.f) express an informed and independent response to literary and non-literary texts.
B Organization
B.a) create work that employs organizational structures and language-specific conventions throughout a
variety of text types
B.b) organize ideas and arguments in a sustained, coherent and logical manner
B.c) employ appropriate critical apparatus.
C Style and language mechanics
C.a) use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express
feelings
C.b) use language accurately
C.c) use appropriate and varied register, vocabulary and idiom
C.d) use correct grammar and syntax
C.e) use appropriate and varied sentence structure
C.f) use correct spelling (alphabetic languages) or writing (character languages).
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GRADE 9 ENGLISH SYLLABUS
Assessments
Formative
Summative
Initial Diagnostic essay
Assessment #1
Diagnostic Descriptive Writing Essay
Warm Ups
Context:
Quick Writes
Everyday People magazine plans a special issue featuring
autobiographical sketches by students. You are invited to write an
uplifting story about a person or incident that made a real difference
in your life. Focus on your personal feelings and on why the event or
person was so important to you.
Begin reading memoirs / excerpts from memoirs. Authors to consider:
Sherman Alexie, Maya Angelous, Amy Tan, Frank McCourt, Bill Bryson. .
Definitely need to include Sherman Alexie’s “Indian Education” which is a
great style of memoir, perfect for the beginning of the school year as it
features memories of all school years, and it will serve as in introduction to
the author for next month’s book.
Mini-conferences
Anecdotal logs
Graphic Organizers / outlines
Students write their own memoirs
Purpose:
To write a vivid personal account that will allow readers to
understand the impact of this event.
Graphic Organizers, Drafts, Peer Review, Published version. May wish to use
writing workbook.
Audience:
Unit: Novel – Memoir
Everyday people – students, parents, teachers, other townspeople
Length1-2 pages
Essential Questions
We define ourselves by painting a picture of where we have been,
who we would like to be and where we would like to go.
How does writing about ourselves teach us
about who we are?
Sample Memoirs, including texts by Bill Bryson, Sherman Alexie’s “Indian Education,” and
Maya Angelou’s “Champion of the World.”
Descriptive writing paints a picture of something by using words.
How does an individual's identity impact
his/her community?
It is important to read a variety of texts at our reading level.
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Assessments
Unit: Nonfiction Writing – Theme: The importance of bearing witness
Formative
Summative
Anticipation guide.
Assessment #2
Segue from WWII presentations into the unit.
Feedback on Gallery Walk sheets.
In class exam
Frontloading. Gallery Walk images of Holocaust and response.
Conferences.
Quizzes.
Group and whole-class discussion.
Essay on theme: Why is it important to bear witness using specific
textual support from the book.
Frontloading. Watch Life is Beautiful and learn what it can teach about the
Holocaust and life in a concentration camp.
(Students must read subtitles, so the movie will also help improve reading
fluency)
Reading log reflections on the book
Pre-read the text
First reading and first reflections.
7-10 pages per night and lessons based on different quotes, ideas and themes.
Supplemental readings, videos, images, interviews, etc to help address various
themes that come up during the readings.
Present and explain the performance task
Students understand the task then begin outlining and preparing for the
writing portion, several drafts, and final draft.
Trip to Holocaust Museum
Essential Questions
It is important to bear witness in the face of tragedy.
Knowledge is powerful tool for those who use it wisely.
Communities grow stronger when
Knowledge is shared.
Reading is more than decoding words. We must make meaning of
the text for ourselves.
Even the best readers “get stuck” and have strategies to help them
understand a text.
How can we learn from the evils of history?
Why is there still genocide, even today?
What can we do as individuals?
Night – Elie Wiesel
A copy of Night for each student.
Supplemental readings
Elie Wiesel interview with Oprah
Elie Wiesel on NPR
Life is Beautiful
Clips from Schindler’s List or Escape from Sorbibor
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Assessments
Unit: Novel: Historical context
Formative
Summative
Reading logs
Research presentations
Anticipation guide
Class discussions
Quizzes
Research author and context
Anecdotal logs
Final paper
Present research findings
Final project (group)
Begin reading together
Reading log reflections, keeping historical context in mind of the time period
Work on group project
Work on paper at the end
Essential Questions
History is best explored thorugh perspectdives.
How do we use context to understand
literature?
Fitzgerald’s Great Gatsby
Literature can give a helpful perspective for history.
How do we use context to understand others?
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Assessments
Formative
Summative
Philosophical inquiry
Quizzes
What is Philosophy? Class discussion.
Class discussions
Philosophy response paper
Introduction to philosophical inquiry based on themes that will appear in the
book.
Pair-share
Present information on author and context.
Reading logs
Begin read aloud in class, rest done for homework
Anecdogt
Related readings based on philosophical concepts
Philosophical inquiry at least once per week based on topics and questions
raised in text
Unit: Philosophical text
Leading to philosophy response paper
Essential Questions
The unexamined life is not worth living.
Why are we here?
Jonathan Livingston Seagull – Richard Bach
Analyzing big concepts in life help us make better decisions.
What is the purpose of life?
Analyzing big concepts in life help us to better understand the world
around us
How do we give our life meaning?
What is the effect of our emotions?
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Assessments
Formative
Diagnostic survey
Research Paper
Class discussions
Presentation
Anecdotal logs as students research and
discuss.
Google document where students store and
share their research throughout the process.
Student conferences
Powerpoint file and the 5 minute
presentation.
Research log in google docs
Reflections on the group process.
Unit: Research presentation and paper
Summative
Research topics are assigned aligned with work in another subject area to enhance understanding (History, Science, etc) . .
.
Google doc survey to see what students already know about research papers
Lessons based on what they need to know
Assign topics
Evaluating sources
Research skills and brainstorming
Outlining
Prewriting
Thesis statement
Incorporating sources and citing in MLA format
Peer edit
Revision
Publish and present with a related powerpoint (class will learn from all presentations)
Work collaboratively in a group, evenly distributing the workload.
Create an engaging powerpoint presentation, utilizing multimedia and avoiding plagiarism.
Use multimedia elements such as videos, sound clips, music, website links, photos.
Sort information and paraphrase properly.
Utilize a multitude of reliable sources for research and create a works cited paper
Distribute and explain overall task.
Distribute each group’s assigned topic along with focused research questions to help guide research.
Begin research on laptop and guide students/conference as they begin.
Reflections.
Lessons on avoiding plagiarism.
Samples of multimedia and other good practices for powerpoint presentation (less on slide and more in spoken
presentation as notes. Do not read to students, talk and explain
Essential Questions
It is possible to do more and achieve great things when working
collaboratively as a group.
How does history permeate literature?
Sample exemplar research papers, at least one marked up with what went well.
Teamwork is essential for group work.
What are some of the events that lead to
WWII?
It is sometimes helpful to learn from peers.
What makes a presentation engaging?
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GRADE 10 ENGLISH SYLLABUS
Assessments
Unit: Novel Historical context
Formative
Summative
Reading logs
Literary Analysis Paper
Presentations on background information for novel
Anecdotal logs
Student Presentations
Critical theory to place in context
Student conferences
Scene performances
Read at home, reading log, discuss each class
Daybook
Movie reflection
Supplemental readings and activities in class
Pair share
Begin writing paper
Class discussions
Then group project
Warm ups
Essential Questions
Literature can help give a perspective on history.
How does place and time affect our
understanding of events?
Frankenstein
History can give a perspective on literature.
It’s difficult to read literature without understanding context.
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Assessments
Unit: Drama – Theme and Symbolism
Formative
Summative
Bingo activity with statements related to play – for example in Streetcar – “Is it ever ok to hit a woman?” “Love makes
everything ok,” etc. Put students name if they agree.
Discuss the statements after the activity.
Lead into philosophical inquiry on topics in the play.
Discuss plays as a genre
Research and presentations on context of play
Read aloud in class
Stop for inferences, predictions and reflections.
Reading log at home
Pair share reading log leading into Socratic Dialogue
Perform scenes
Creative final project
Watch the movie and write a reflection paper
Literary analysis paper
Essential Questions
Art imitates reality
How does fiction reflect human nature – “to
hold the mirror to nature?”
A Streetcar Named Desire
Long Day’s Journey into Night
Waiting for Godot
6 Degrees of Separation
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Assessments
Unit: Novel Literary Analysis
Formative
Summative
Reading logs
Quizzes
Presentations on background information for novel
Anecdotal logs
Literary Analysis Paper
Practice with 7 habits of highly efficient readers
Student conferences
Read at home, reading log, discuss each class
Daybook
Supplemental readings and activities in class
Pair share
Begin writing paper
Class discussions
Then group project
Warm ups
Creative Writing – rewrite scene
Essential Questions
Our identity is shaped by many factors.
What influences and shapes our identity?
The Catcher in the Rye
We must reevaluate our belief systems as we mature.
What does it mean to be real or fake?
Why should we question the world around
us?
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Assessments
Formative
Unit: Shakespearean Drama / Othello
Cornell Notes
Class discussion
Summative
Presentation
Individual powerpoint presentations on different aspects of shakespeare’s life
Quiz on presentations
Present, take notes quiz
Weekly comprehension quizzes
Begin reading aloud in class
Final paper
Stop for discussion, clarification, summarization
Final scene acting project
Use cornell style notes to record thoughts and observations of difficult text
Take time to act out scenes and pieces of scenes (each group gets a scene)
Essential Questions
What does it mean to be “Not of an Age but
for All Time?”
Othello
Midsummer Night’s Dream
Hamlet
What is our true human nature?
Romeo and Juliet
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Assessments
Formative
Reading log
Class discussions
Anecdotal logs
Summative
Quizzes
Anticipation philosophical inquiry and related discussions
Paper analyzing a theme in text
Web research and presentations on author’s life and context of work
Creative project
(movie trailer, interview with the author, etc)
Lessons on generating ideas for class discussion (questioning, connections, etc)
Unit: Philosophical novel
Socratic dialogue for deeper meaning and reflection
Philosophical inquiry
Essential Questions
Allegory and satire can help elucidate problems and dangers in
society.
How should we think critically about our
government?
Siddhartha
What happens when we don’t think critically
about our government?
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Assessments
Formative
Reading log
Class discussions
Anecdotal logs
Summative
Quizzes
Frontloading: “What is a short story? “ analyzing the genre
Short story creative project
Analyzing the elements of a short story and differences for analysis and writing.
Essay on one or more short stories exploring
theme
Read and dissect theme, symbolism, ideas.
Analhyze word economy – short stories have to have really tight writing.
Creatieve writing of own short stories
Unit: Short Stories
Turning short story or section of story into a screenplay and filming the performance
Essential Questions
Depend heavily on text used, but if similar to Dubliners:
Should we marry for love?
Life gets more real as we gain experience and move away from
innocence.
How do we make decisions in a complex
world?
How do we address problems in society?
Is there a purpose to life?
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“Dubliners” – James Joyce
OBIETTIVI PER LA LINGUA ITALIANA
OBIETTIVI GLOBALI DELLA LINGUA A
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Utilizzare la lingua per esprimere i propri pensieri, creativita, capacita’ di riflessione e
d’assimilazione;per sviluppare la propria espressione personale e l’interazione sociale.
Sviluppare, in diversi contesti, le competenze inerenti alla comprensione orale, l’espressione
orale, la lettura, l’espressione scritta, l’osservazione e la presentazione.
Intraprendere lo studio e l’analisi delle opere letterarie e non letterarie a livello critico,
creativo e personale.
Esplorare la letteratura attraverso le differenti culture e presentando differenti periodi storici.
Studiare alcuni aspetti rilevanti della propria cultura, della cultura d’accoglienza e delle
differenti culture attraverso opere letterarie e non letterarie.
Utilizzare le tecnologie dell’informazione e della comunicazione per esplorare la lingua.
Mantenere anche in futuro un interesse per letture diversificate.
Applicare le competenze e le conoscenze connesse alla Lingua A nei numerosi contesti
concreti.
OBIETTIVI SPECIFICI DELLA LINGUA A
A
Contenuto (comprensione e produzione)
Al termine del biennio gli studenti avranno la capacita’ di:
A.a) comprendere ed analizzare la lingua, il contenuto, la struttura, il senso e la portata dei testi conosciuti
e non, sia orali sia scritti o visivi
A.b) comprendere ed utilizzare la terminologia della Langue A all’interno del contesto
A.c) analizzare gli effetti delle scelte dell’autore verso il lettore
A.d) realizzare elaborati che integrino elementi letterari e non adattati al contesto ed all’intenzione
A.e) comparare le opere, esprimere una associare temi relativamente ad un medesimo genere e non
A.f) evidenziare una reazione personale in riferimento a testi letterari e non.
B
Organizzazione:
Al termine del biennio, gli studenti saranno capaci di:
B.a) realizzare tipi di elaborati che comprendano l’applicazione delle competenze acquisite
B.b) organizzare il contenuto rispettando specifiche convenzioni di lingua e struttura, attraverso
differenti tipi di testo
B.c) organizzare le idee e gli argomenti con coerenza e logica; di utilizzare l’apparato critico in
modo appropriato.
77
C
Stile e struttura
Al termine del biennio, gli studenti saranno capaci di:
C.a) utilizzare la lingua per raccontare, descrivere, analizzare, spiegare, discutere, persuadere, informare,
esprimere sentimenti
C.b) fare un uso corretto della lingua
C.c) impiegare un registro, un vocabolario ed espressioni varie ed appropriate
C.d) utilizzare una grammatica ed una sintassi corrette
C.e) impiegare strutture sintattiche variate ed appropriate.
Il programma si sviluppa nell'arco dei due anni scolastici delle prime classi di H.S. . Esso è rivolto al
raggiungimento degli obbiettivi precedentemente presentati e ha come naturale incremento il biennio
espletativo di esami IB.
78
PROGRAMMA DI ITALIANO DELLA CLASSE NONA
Programma: si articola su diverse unità di studio ed applicazione costituite dall'esame di determinati
generi letterari e da specifiche aree di applicazione.
Unità A: Il Mito e l'origine della narrazione.
Testi: selezione di brani tratti da testi di diverse provenienze e tradizioni, rappresentativi del genere.
Unità B: Epica classica.
Testi: antologia di passi dell'Iliade e dell'Odissea.
Unità C: Il racconto ed il romanzo breve.
Testi: scelta di almeno tre testi a carattere storico/sociale.
Unità D: Analisi ed approfondimento di un genere letterario, scelto di anno in anno, come:
Il racconto e il romanzo di genere poliziesco.
Testi: lettura e analisi di un romanzo e di racconti polizieschi classici, scelti tra le opere di autori
italiani e stranieri. Per lo studio di modalità espressive ed interpretative di comparazione:

trasposizione cinematografica o teatrale dei testi affrontati.
Unità E: Il romanzo fantastico-meraviglioso. Fra scienza e finzione.
Testi: brani antologici di diversa caratterizzazione. Lettura integrale di un romanzo di particolare
significato e rappresentativo del genere. Per lo studio di modalità espressive ed interpretative di
comparazione:

trasposizione cinematografica dei testi affrontati.
79
Unità F: La poesia.
Testi: antologia di poesie di autori di diverse correnti, epoche e provenienze; composizioni scelte in
modo organico per affrontare:



le rispettive forme stilistiche
i diversi aspetti letterari
le aree tematiche.
Attività: ogni unità è connessa a diverse tipologie di aree di applicazione:



ricerca
presentazione degli elaborati
analisi ed approfondimenti
o tematici,
o comparativi
o contestuali
a livello





o storico
o sociale
o culturale
attivita’ di discussione
esercitazioni
o scritte e orali
o di composizione
o di commento critico;
attività a carattere creativo inerenti al genere in esame.
progetti disciplinari ed interdisciplinari come approfondimento ed integrazione delle unita’
tematiche
specifiche attivita’ propedeutiche ad acquisire le competenze per accedere al programmi IB.
Esami: nel biennio secondario, con scadenza semestrale hanno luogo, esami interni, con finalita’ di
verifica generale e relativa valutazione.
80
PROGRAMMA DI ITALIANO DELLA CLASSE DECIMA
Programma: si articola su diverse unità di studio ed applicazione costituite dall'esame di determinati
generi letterari e da specifiche aree di applicazione.
Unità A: Introduzione alla storia della lingua italiana: origine e diffusione.
Il concetto di dinamicita’ della lingua parlata e scritta;


evoluzione delle forme linguistiche
analisi delle radici etimologiche.
Testi: Compendio introduttivo alla storia della lingua italiana.
Antologia di testi e documenti riguardanti le prime forme di volgare e della sua evoluzione culturale a
livello



storico
geografico
sociale.
Unità B: Introduzione alla storia della letteratura italiana: le prime forme espressive letterarie.
Approfondimento delle aree culturali di genere e di stile: le diverse Scuole letterarie.
Testi: compendio di: Introduzione alla storia della letteratura italiana. Selezione antologica di testi
relativi alle diverse aree di appartenenza.
Unità C: Epica cavalleresca: l’espressione morale ed etica del mondo cortese.
Il riflesso letterario della societa’ feudale. La struttura descrittiva e didascalica della poesia epica e la
presenza dell’elemento simbolico nel poema epico-cavalleresco.
I due grandi cicli letterari: aspetti stilistici e linguistici.
Testi: antologia di testi tratti dai poemi del ciclo bretone e carolingio.
Unità D: Il romanzo storico italiano.



introduzione al contesto storico-sociale-culturale.
le diverse chiavi di lettura di approfondimento tematico e stilistico.
lettura ed analisi critica degli aspetti letterari di un’opera rappresentativa del genere.
Testi: lettura di un romanzo scelto fra quelli piu’ rappresentativi del genere dell‘800 o del ‘900.
81
Unità E: analisi comparativa di opere appartenenti al genere della narrativa.
Confronto degli aspetti



letterari
stilistici
tematici.
Lettura ed esame di due testi di letteratura italiana o straniera.
Testi: lettura di due testi ( romanzi brevi) collegabili per alcuni aspetti formali o di contenuto,
possibilmente di due autori appartenenti ad aree geografiche e culturali o cronologiche differenti.
Unità F: Analisi comparativa di opere appartenenti al genere del teatro.
Introduzione al genere del teatro, attraverso le proprieta’ espressive e le dinamiche del testo.
Ampia area di approfondimento:


Il significato culturale e sociale del teatro
la sua trasformazione attraverso le epoche e le culture.
Testi: Lettura critica e comparativa di due opere teatrali con analogie tematiche e particolarmente
rilevanti nei rispettivi contesti culturali. Scegliendole opportunamente da ambiti differenti.
Unità G: La poesia. Analisi degli aspetti






letterari
iconici
formali
tematici
stilistici
retorici.
Testi: antologia di poesie di autori di diverse correnti, epoche e provenienze; composizioni scelte in
modo organico per affrontare: le rispettive forme stilistiche, i diversi aspetti letterari, le aree
tematiche.
Attività: ogni unità è connessa a diverse tipologie di aree di applicazione:



82
ricerca
presentazione degli elaborati
analisi ed approfondimenti
o tematici,
o comparativi
o contestuali
a livello





o storico
o sociale
o culturale
attivita’ di discussione
esercitazioni
o scritte e orali
o di composizione
o di commento critico;
attività a carattere creativo inerenti al genere in esame.
progetti disciplinari ed interdisciplinari come approfondimento ed integrazione delle unita’
tematiche
specifiche attivita’ propedeutiche ad acquisire le competenze per accedere al programmi IB.
Esami: nel biennio secondario, con scadenza semestrale hanno luogo, esami interni, con finalita’ di
verifica generale e relativa valutazione.
83
84
SOURCES
The present series of IMHS Curriculum Documents draws on a number of existing documents that we
acknowledge in the following list. All rights belong to the respective owners.
Documents published by the International Baccalaureate Organization are used under the following
conditions (Rules and policy for use of IB intellectual property, Copyright materials, IB World
Schools, Guidelines for permitted acts):
“b) IB teachers with authorized access to the online curriculum centre (OCC) may download to a
computer and save any IB files that are published there as programme documentation. They, or a
designated department of the school on their behalf, may then print a copy (or copies) in part or
whole. They may also extract sections from that file, for using independently or inserting into another
work for information or teaching purposes within the school community.”
Documents published by the NGA Center for Best Practices and the Council of Chief State Officers are
used under the following conditions (Public License, License grant):
“The NGA Center for Best Practices (NGA Center) and the Council of Chief State School Officers
(CCSSO) hereby grant a limited, non-exclusive, royalty-free license to copy, publish, distribute, and
display the Common Core State Standards for purposes that support the Common Core State
Standards Initiative. These uses may involve the Common Core State Standards as a whole or selected
excerpts or portions.”
Documents published by the Council of Europe are used under the following conditions (Copyright
Information):
“The Common European Framework of Reference for Languages is protected by copyright. Extracts
may be reproduced for non-commercial purposes provided that the source is fully acknowledged.”
LANGUAGE A:




MYP GUIDE Published January 2009
DP GUIDE Published February 2011
Common core standards “© Copyright 2010. National Governors Association Center for Best
Practices and Council of Chief State School Officers. All rights reserved.”
MIUR, Ministero dell’Istruzione, dell’Università e della Ricerca, “Piani Specifici di
Apprendimento – Scuola Secondaria di I grado”
LANGUAGE B :



MYP GUIDE Published March 2012
DP GUIDE Published March 2011
CEFR various documents © Council of Europe 2011
SOCIAL STUDIES :
85


MYP GUIDE Published August 2009, Published February 2012
DP GUIDE – HISTORY Published March 2008
SCIENCE:


MYP GUIDE Published February 2010
DP GUIDE – BIOLOGY, CHEMISTRY, PHYSICS Published March 2007
MATHEMATICS :


MYP GUIDE Published January 2011
DP GUIDE Published September 2006
ARTS
 MYP GUIDE Published August 2008
PE and IT
86


MYP GUIDE PE Published August 2009
MYP GUIDE TECHNOLOGY Published August 2008



https://sites.google.com/a/westlakeacademy.org/teachers/Home/MYPtechnologycourseinfo
http://www.wuxitaihuinternationalschool.org/technology.html#4
http://www.isparis.edu/page.cfm?p=406)
END OF DOCUMENT
Last revision: April 8, 2013

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