An Introduction to the World of Literature and Identity
Course Description:
English I develops basic structures of reading and writing, using a variety of works from diverse authors to increase student interest, awareness, appreciation, and understanding of a variety of genre as well as opportunities to apply the writing process to promote communication through written expression. Students will come to understand that personal expression and the way we express ourselves is influenced by society and culture through literary analysis, reflective writing, persuasive writing and character analysis.
The scope of this course should address the topic of IDENTITY through many lenses. Consider the following guiding questions to guide your text choices and topics for discussion.
Text complexity is a measure of multiple intersections of Lexile, language features, themes, and knowledge demands. Every text used for whole group instruction should be carefully considered for how it will serve grade-level access to standards based instruction. Supplemental texts can be used to support individual students build content vocabulary but all students should have access to grade-level materials every day. Please consider the following rubrics when discussing text complexity with your PLC.
9th Graders should be exceeding 1050L by the end of the year to be on track for proficiency.
English I develops basic structures of reading and writing, using a variety of works from diverse authors to increase student interest, awareness, appreciation, and understanding of a variety of genre as well as opportunities to apply the writing process to promote communication through written expression. Students will come to understand that personal expression and the way we express ourselves is influenced by society and culture through literary analysis, reflective writing, persuasive writing and character analysis.
The scope of this course should address the topic of IDENTITY through many lenses. Consider the following guiding questions to guide your text choices and topics for discussion.
- What is changeable within ourselves?
- How does what we know about the world shape the way we view ourselves?
- How do our personal experiences shape our view of others?
- How do we form and shape our identities?
- In a culture where we are bombarded with ideas and images of “what we should be,”
- How does one form an identity that remains true and authentic for her/himself?
- What turning points determine our individual pathways to adulthood?
- In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Text complexity is a measure of multiple intersections of Lexile, language features, themes, and knowledge demands. Every text used for whole group instruction should be carefully considered for how it will serve grade-level access to standards based instruction. Supplemental texts can be used to support individual students build content vocabulary but all students should have access to grade-level materials every day. Please consider the following rubrics when discussing text complexity with your PLC.
9th Graders should be exceeding 1050L by the end of the year to be on track for proficiency.
- Rubric for Assessing Fiction
- Rubric for Assessing Non-Fiction
- Lexile Finder (look up a book)
- Lexile Analyzer (check passages from texts to determine current Lexile)
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Curriculum Guide:
The complete English I curriculum guide is located at the link below. Note that the guide may update periodically throughout the year, particularly as resources and clarifications are added to teacher support sections. |
Assessments:
English I is a course taught in the DMPS Standards-Referenced Grading system. The topic assessments provided by the district for use in the English I classroom are found at the link below. Note that assessments are revised and expanded upon throughout the year. |
Writing Genre Focus: NarrativeIn each year of the seven-year progression through Secondary Literacy, a specific genre of writing is focused upon in both practice and assessment. As students advance through English I, they are assessed on their skills in working with narrative writing. Additionally, research writing is a focus area for English I students.
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No Red Ink (IN PROGRESS, check back soon...)
All ELA teachers now have a premium account through NoRedInk.com. Please see the attached pacing guide that identifies activities and assessments in NRI that connect with each learning target from your curriculum guide.
This tool is an incredible resource for grammar instruction but should not take the place of strong in-person lessons from you, their teacher. Students should have opportunities to engage in authentic practice through writing.
Log-in Info:
Teachers
Students
All ELA teachers now have a premium account through NoRedInk.com. Please see the attached pacing guide that identifies activities and assessments in NRI that connect with each learning target from your curriculum guide.
This tool is an incredible resource for grammar instruction but should not take the place of strong in-person lessons from you, their teacher. Students should have opportunities to engage in authentic practice through writing.
Log-in Info:
Teachers
Students
Additional Resources
English I is primarily supported by the 2012 Holt McDougal Literature Grade 9 textbook and is supplemented by the 2015 Prentice Hall Writing Coach Grade 9 textbook. Additional resources, as compiled by DMPS teachers, are listed below.
