CIS Curriculum Maps 2014
Class Title: English
Grade Level: 4th Grade:
Unit: Narrative
Concepts/Content
Demonstrates command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Write narratives to develop or imagined experiences or events using
effective technique, descriptive details, and clear event sequence.
With guidance and support from peers, adults develop and strengthen
writing as needed by planning, revising, and editing.
Write routinely over time extended time
With some guidance and support from adults, use technology, including the
interne, to produce and publish writings as well as to interact and
collaborate with others.
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
a. Introduce a topic clearly and group related information in paragraphs and
sections; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g.,
another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
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Desired Outcomes
Students will be able to use hook and grabbers, develop introductions and
conclusions and have organization in their narrative writings.
Students will be able to develop enriched vocabulary in their writing and use
smiley faces tricks in enhance their writing.
Students will be able to properly add dialogue into their writing with correct
punctuation.
Students will write different narratives for different audience members.
Students will be able to planning their writing, edit, and revising their writing.
Students will write short pieces and longer pieces of narrative writing.
Students will use transition words in their writing.
Students will be able to use correct grammar and punctuation in their writing.
CIS Curriculum Maps 2014
Class Title: English
Grade Level: 4th Grade
Nine Weeks: 2nd
Unit: Persuasive
Concepts/Content
Desired Outcomes
Demonstrates command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
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Write opinion pieces on topics or texts, supporting a point of view with
reasons and information
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to support the
writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in
order to, in addition).
d. Provide a concluding statement or section related to the opinion
presented.
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Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
With guidance and support from peers, adults develop and strengthen
writing as needed by planning, revising, and editing.
Write routinely over time extended time
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
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Students will be able to develop strong persuasive reasons within their essay.
Students will be able to develop introductions and conclusions as well as topic
sentences in their persuasive essays.
Students will be able to conduct research to add facts to their writing.
Students will be able to use correct grammar and punctuation in their writing.
Students will be able to planning their writing, edit, and revising their writing.
Students will write short pieces and longer pieces of persuasive writing.
Students will be able to use hook and grabbers, develop introductions and
conclusions and have organization in their writing.
Students will be able to use correct grammar and punctuation in their writing.
With some guidance and support from adults, use technology, including the
interne, to produce and publish writings as well as to interact and
collaborate with others.
With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.
CIS Curriculum Maps 2014
CIS Curriculum Maps 2014
Class Title: English
Grade Level: 4th Grade
Nine Weeks: 3rd, 4th
Unit: Expository
Concepts/Content
Demonstrates command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Produce clear and coherent writing in which development and organization
are appropriate to takes, purpose, and audience
Write informative. Explanatory texts to examine a topic and convey ideas
and information clearly.
With guidance and support from peers, adults develop and strengthen
writing as needed by planning, revising, and editing.
Write routinely over time extended time
With some guidance and support from adults, use technology, including the
interne, to produce and publish writings as well as to interact and
collaborate with others.
Conduct short research projects that build knowledge through investigation
of different aspects of a topic.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
b. Use commas and quotation marks to mark direct speech and quotations
from a text.
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Desired Outcomes
Students will be able to pull information from story problems and nonfiction
and well as fiction writing to write an extended response.
Students will be able to use transition words to write a step by step paper.
Students
Students will be able to pull information from their research and paraphrase it
in their writing.
Students will be able to research information on a topic.
Students will be able to use correct grammar and punctuation in their writing.
Students will be able to use hook and grabbers, develop introductions and
conclusions and have organization in their writing.
Students will be able to elaboration in their writing and use different voices.
Students will be able to decipher between fact and opinion.
Students will be able to planning their writing, edit, and revising their writing.
Students will write short pieces and longer pieces of expository writing.
With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting. particular points in a text”).
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CIS Curriculum Maps 2014
CIS Curriculum Maps 2014
Class Title: English
Grade Level: 4th Grade
Nine Weeks:
Unit: Grammar
Concepts/Content
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
a. Use relative pronouns (who, whose, whom, which, that) and relative
adverbs (where, when, why).
b. Form and use the progressive (e.g., I was walking; I am walking; I will be
walking) verb tenses.
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
d. Order adjectives within sentences according to conventional patterns
(e.g., a small red bag rather than a red small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and correcting inappropriate
fragments and run-ons.*
g. Correctly use frequently confused words (e.g., to, too, two; there, their).*
2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations
from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as
needed.
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Desired Outcomes
Students will know all eight parts of speech and how to use
them within sentence development.
Students will be able to write complete sentence and correct
run-on sentences.
Students will be able to write complex and compound
sentences.
Students will be able to use correct capitalization,
punctuation, and spelling in writing.
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 1st
Unit: Capitalization
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Concepts/Content
Rule #1: Capitalize the first word
Rule #2: Capitalize names, initials, and titles of people
Rule #3: Capitalize designations of time
Rule #4: Capitalize the names of places
Rule #5: Capitalize names of other nouns and proper
adjectives
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Desired Outcomes
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
- Identify and make corrections to capitalization errors in
writing during the editing process
- Appropriately use and apply the 5 capitalization rules to
every day writing
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 1st
Unit: Paragraphing
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Concepts/Content
Why paragraphing is important and how to use
paragraphs
Paragraphing vocabulary terms and definitions:
- Paragraph
- Topic sentence
- Key word(s)
- Supporting sentences
- Supporting details
- Conclusion
- Signal words/transition words
The parts of the paragraph
Proofreading, editing, and revising of writing
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Desired Outcomes
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information:
- Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which ideas are
logically grouped to support the writer’s purpose
- Provide logically ordered reasons that are supported by
facts and details
- Link opinion and reasons using words, phrases, and
clauses
- Provide a concluding statement or section related to the
opinion presented
Write informative/expository texts to examine a topic
and convey ideas and information clearly:
- Introduce a topic clearly, provide a general observation
and focus, and group related information logically;
include formatting, illustrations, and multimedia when
useful to aiding comprehension
- Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to
the topic
- Link ideas within and across categories of information
using words, phrases, and clauses
- Use precise language and domain-specific vocabulary to
inform about or explain the topic
- Provide a concluding statement or section related to the
information or explanation presented
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
CIS Curriculum Maps 2014
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and clear event sequences:
- Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an
event sequence that unfolds naturally
- Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show
the responses of characters to situations
- Use a variety of transitional words, phrases, and clauses
to manage the sequence of events
- Use concrete words and phrases and sensory details to
convey experiences and events precisely
- Provide a conclusion that follows from the narrated
experiences or events
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach
With some guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a
single sitting
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
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
o
CIS Curriculum Maps 2014
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
logical relationships
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 1st
Unit: 4 Types of Sentences
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Concepts/Content
Each type of sentence, its purpose, and the
appropriate punctuation
- Declarative
- Interrogative
- Exclamatory
- Imperative
Using each type of sentence in every day writing
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Desired Outcomes
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information
Write informative/expository texts to examine a topic
and convey ideas and information clearly
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
and clear event sequences
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience
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
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 1st to 2nd
Unit: Run-on Sentences, Sentence Fragments, & Improperly Joined Sentences
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Concepts/Content
Identifying run-on sentences, sentence fragments, and
improperly joined sentences in writing
Developing new sentences from run-on sentences,
sentence fragments, and improperly joined sentences
in writing
Avoiding the use of run-on sentences, sentence
fragments, and improperly joined sentences in writing
Composing various pieces of text without using run-on
sentences, sentence fragments, and improperly joined
sentences
Simple and complete subjects
Simple and complete predicates
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Desired Outcomes
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information
Write informative/expository texts to examine a topic
and convey ideas and information clearly
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
and clear event sequences
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach
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
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 2nd
Unit: Narrative Writing
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Concepts/Content
What narrative writing is and its purpose
Narrative story including all the key elements (i.e., plot,
character, setting, conflict/resolution, transitions,
dialogue, etc.)
Narrative story using appropriate subject-verb
agreement and correct verb tenses throughout
3 Smiley Face Tricks (figurative language, Magic 3,
and hyphenated modifier)
Peer editing a partner’s essay to look for errors and all
the key elements of the story
Give constructive criticism and suggestions on ways to
improve a partner’s story
Use a partner’s peer editing criticism to make revisions
to one’s own narrative story
Type the story using appropriate keyboarding skills
The writing process
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Desired Outcomes
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
and clear event sequences:
- Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an
event sequence that unfolds naturally
- Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show
the responses of characters to situations
- Use a variety of transitional words, phrases, and clauses
to manage the sequence of events
- Use concrete words and phrases and sensory details to
convey experiences and events precisely
- Provide a conclusion that follows from the narrated
experiences or events
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach
With some guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a
single sitting
Write routinely over extended time frames (time for
CIS Curriculum Maps 2014
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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
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
logical relationships
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 2nd
Unit: Parts of Speech—Nouns
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Concepts/Content
A noun and its purpose
Common and proper nouns
Concrete and abstract nouns
Using nouns appropriately in writing with correct
capitalization
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Desired Outcomes
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Pronouns
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Concepts/Content
Pronouns and their function in a sentence:
- Personal pronouns
- Possessive pronouns
Changing nouns into pronouns to prevent noun
repetition
Using pronouns appropriately in writing
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Desired Outcomes
Demonstrate commands of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Verbs
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Concepts/Content
Verbs and their purpose
- Action verbs
- Helping verbs
- Linking verbs
Various verb tenses and how they affect sentence
meanings
Locate and correct inappropriate verb tense usage
during the editing process of writing
Using verbs appropriately in writing
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Desired Outcomes
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking:
- Form and use the perfect verb tenses
- Use verb tense to convey various times, sequences,
states, and conditions
- Recognize and correct inappropriate shifts in verb tense
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Adjectives
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Concepts/Content
Adjectives and their purpose in writing:
- Regular adjectives
- Proper adjectives
- Comparative adjectives
- Superlative adjectives
Understanding the adjective questions:
- How many?
- Which one?
- What kind?
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Desired Outcomes
Demonstrate commands of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Adverbs
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Concepts/Content
Adverbs and their purpose in writing
Various ways adverbs are used in a sentence
Understanding the adverb questions:
- How?/In what manner?
- When?/How often?
- Where?/In what direction?
- Why?/Under what condition?
Adverbial phrases
Using adverbs to add detail to writing
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Desired Outcomes
Demonstrate commands of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Conjunctions
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Concepts/Content
Conjunctions and their function in a sentence
Using conjunctions appropriately in writing
- Coordinating conjunctions
- Correlative conjunctions
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Desired Outcomes
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking:
- Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences
- Use correlative conjunctions
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Interjections
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Concepts/Content
Interjections and their functions
How interjections put emphasis on the meaning of a
sentence
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Desired Outcomes
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking:
- Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Prepositions
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Concepts/Content
Prepositions and their purpose in writing
Prepositional phrases and their purpose in writing
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Desired Outcomes
Demonstrate commands of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd to 4th
Unit: Persuasive/argumentative Writing
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Concepts/Content
What persuasive writing is and its purpose
Persuasive essay including all the key elements (i.e.,
topic, opinion, facts/research/reasons, rebuttal
statement, etc.)
Conducting research through a variety of printed and
digital sources
Include a direct quote from a reliable source to give
support
Take notes and paraphrase information from various
sources through research
Peer editing a partner’s essay to look for errors and all
the key elements of persuasive writing
Give constructive criticism and suggestions on ways to
improve a partner’s essay
Use a partner’s peer editing criticism to make revisions
to one’s own persuasive essay
Create a works cited
Type the essay using appropriate keyboarding skills
The writing process
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Desired Outcomes
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information
Recall relevant information from experience or gather
relevant information from print and digital sources;
summarize or paraphrase information in notes and
finished work, and provide a list of sources
Draw evidence from literary or informational texts to
support analysis, reflection, and research
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach
With some guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a
single sitting
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
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
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CIS Curriculum Maps 2014
writing
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
logical relationships
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 1st/4th
Unit: Expository Writing
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Concepts/Content
What expository writing is and its purpose
Conducting research through a variety of printed and
digital sources
- Biography flip book
- American Revolution letter
Take notes and paraphrase information from various
sources through research
Include a direct quotation from a reliable source and
punctuate it correctly
Peer editing a partner’s work to look for errors and all
the key elements of the expository writing
Give constructive criticism and suggestions on ways to
improve a partner’s expository writing
Use a partner’s peer editing criticism to make revisions
to one’s own expository writing
Create a works cited
Type the sections for the biography flip book using
appropriate keyboarding skills
The writing process
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Desired Outcomes
Write informative/explanatory texts to examine a topic
and convey ideas and information clearly
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach
With some guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a
single sitting
Conduct short research projects that use several
sources to build knowledge through investigation of
different aspects of a topic
Recall relevant information from experience or gather
relevant information from print and digital sources;
summarize or paraphrase information in notes and
finished work, and provide a list of sources
Draw evidence from literary or informational texts to
support analysis, reflection, and research
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
Demonstrate command of the conventions of standard
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CIS Curriculum Maps 2014
English grammar and usage when writing or speaking
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
logical relationships
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 4th
Unit: Commas
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Concepts/Content
Identifying and correcting comma errors in writing
during the editing process
Appropriately use and apply the comma rules to every
day writing
- Separate items in a list of 3 or more
- Separate independent clauses when they are
joined with a conjunction
- Separate a dependent clause from an independent
clause
- Separate any word/phrase from the rest of the
sentence that is not essential to the sentence’s
meaning
- Separate a quotation from the rest of the sentence
- Separate an introductory element from the rest of a
sentence
- Separate the name of a city from a country or state
- Separate the day of the week, the day of the
month, and the year
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Desired Outcomes
Demonstrate the command of the conventions of
standard English capitalization, punctuation, and
spelling when writing
Class Title: English/ Writing
Grade Level: 6th grade
CIS Curriculum Maps 2014
Nine Weeks: 1st
Unit: Persuasive Writing
Concepts/Content
Desired Outcomes
Text Type and Purpose
Write arguments to support claims with clear reasons and
relevant evidence.
Students will be able to debate issues and back up with evidence
When given a topic students will be able to support with details.
Text Type and Purpose
Support claim(s) with clear reasons and relevant evidence,
using credible sources and demonstrating an understanding of
the topic or text.
Text Type and Purpose
Provide a concluding statement or section that follows from
the argument presented.
Production and Distribution of Writing
With some guidance and support from peers and adults,
students will develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach
Production and Distribution of Writing
Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills
to type a minimum of three pages in a single sitting
Conventions of Standard English
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
Students will maintain credibility by finding good, reliable sources
and using them to back evidence.
Students will wrap up paper with a powerful concluding statement.
Students will be able to edit their peers and their own work. They
will look at sentence structure, word choice and mechanics.
Students will feel comfortable sharing their writing and listening to
peers.
Students will correctly type an essay with proper formatting.
Throughout the year, students will use correct grammar, spelling
and punctuation when writing.
CIS Curriculum Maps 2014
Conventions of Standard English
Pose and respond to questions to improve comprehension;
use speaking skills to participate in group discussions.
Students will collaboratively work in a group in writing activities and
Students will when given a topic develop a thesis, back their
position with evidence and discuss other sides of the issue.
Conventions of Standard English
Demonstrate command of the conventions of standard
English capitalization, punctuation and spelling when writing
Conventions of Standard English
Use punctuation (commas, parentheses) to set off
nonrestricting elements
Knowledge of Language
Vary sentence patterns for meaning, reader/ listener interest
and style
Students, throughout the year, will edit essays (their own and
peers) to find grammatical errors. Also, students will complete DOL
sentences focusing on editing and correct spelling.
Students will learn how to correct using punctuation in their
writing.
Comprehension and Collaboration
Review the key ideas expressed and demonstrate understand
of multiple perspectives through reflection and paraphrasing
Students will be able to differ their writing style based off of
purpose and audience.
Students will vary sentences in order to make a more interesting
piece for the reader.
Students will learn what a rebuttal is and the importance of
researching your opposing viewpoint prior to writing.
Students will learn how to paraphrase the information gathered
from sources.
Class Title: English/ Writing
Grade Level: 6th grade
CIS Curriculum Maps 2014
Nine Weeks: 2nd
Unit: Narrative Writing
Concepts/Content
Key Ideas and Details
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
Text Type and Purpose
Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and /or
characters
Text Type and Purpose
Use a variety of transition words, phrases, and clauses to
convey sequence and signal shifts from one time frame or
setting to another
Text Type and Purpose
Use precise words and phrases, relevant descriptive details
and sensory language to convey experiences and events
Text Type and Purpose
Provide a conclusion that follows from the narrated
experiences or events.
Craft and Structure
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative meanings;
Desired Outcomes
Student will fully create a character sketch examining his/her
actions, thoughts, etc. In addition, student will map out a logical
order of events focusing on rising action, climax, and resolution.
Student will understand how to properly format and utilize dialogue
within a story.
Student, through a variety of exercises, will use synonyms to
develop an expanded vocabulary with vivid verbs and colorful
adjectives.
Student will learn and utilize transitions and sentence variety within
their narrative pieces.
Student will learn smiley face tricks through writer’s workshop to
improve writing.
Student will work with a variety of genres and create an ending that
is memorable to the reader.
Students will learn about a variety of figurative language (similes,
metaphors, personification, idioms, hyperboles etc) that will be
analyze the impact of a specific words choice on meaning and
tone
Production and Distribution of Writing
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
Production and Distribution of Writing
Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills
to type a minimum of three pages in a single sitting
Conventions of Standard English
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
Speaking/Listening
Pose and respond to questions to improve comprehension;
use speaking skills to participate in group discussions
Integration of Knowledge and Ideas
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.
Comprehension and Collaboration
Pose and respond to specific questions with elaboration and
detail by making comments that contribute to the topic text,
or issue under decision
Conventions of Standard English
Recognize and correct inappropriate shifts in pronoun number
and person.
CIS Curriculum Maps 2014
included in their writing assignments.
Student will learn about various tones and how one’s style of
writing changes depending on the audience.
Student will be able to edit his/her peers and his/her own work.
The student will look at sentence structure, word choice and
mechanics.
The student will feel comfortable sharing his/her writing and
listening to peers.
Student will correctly type letters and essay with proper formatting.
Student will use correct grammar, spelling and punctuation when
writing.
Student will work with a group for writing activities and stations
collaborating on one piece.
Student will read various genres of text and paired texts. These
informative articles and/or stories will be discussed. Student will
respond after reading.
Students through peer editing will make specific remarks in order to
help classmate’s writing
Student will read Scope articles throughout the year and add to
class discussions regarding their viewpoints on an issue.
Students will understand pronouns, correct vague pronouns and
correctly use them in writing.
Class Title: English/ Writing
Grade Level: 6th grade
CIS Curriculum Maps 2014
Nine Weeks: 3rd
Unit: Expository Writing
Concepts/Content
Desired Outcomes
Key Ideas and Details
Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Text Type and Purpose
Continue to work on proper format
Students will be able to gather information and research facts to
support topic.
Students essay must be typed in the proper format (double spaced,
12 font, Times New Roman, etc.)
Text Type and Purpose
Establish and maintain a formal style.
Production and Distribution of Writing
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
Production and Distribution of Writing
Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills
to type a minimum of three pages in a single sitting
Conventions of Standard English
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
Speaking/Listening
Pose and respond to questions to improve comprehension;
use speaking skills to participate in group discussions
Students will learn how to present a topic to their specified
audience.
Students will be able to edit their peers and their own work. They
will look at sentence structure, word choice and mechanics.
Students will feel comfortable sharing their writing and listening to
peers.
Students will correctly type letters and essay with proper
formatting.
Students will use correct grammar, spelling and punctuation when
writing.
Students will work with a group collaborating on writing activities
through stations
Text Type and Purpose
Develop a topic with relevant facts, concrete details,
quotations or other information and examples
Research to Build and Present Knowledge
Conduct short research projects to answer a question,
drawing on several sources, and refocusing the inquiry when
appropriate
Research to Build and Present Knowledge
Gather relevant information from multiple print and digital
sources; assess the credibility of each source; and quote or
paraphrase the data and confusion of others while avoiding
plagiarism and providing basic bibliographic information for
sources
Comprehension and Collaboration
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
the issue under discussion.
Comprehension and Collaboration
Delineate a speaker’s argument and specific claims,
distinguishing claims that are supported by reasons and
evidence from claims that are not.
Presentation of Knowledge and Ideas
Present claims and findings sequencing ideas, logically and
using pertinent descriptions facts. Use appropriate eye
contact, adequate volume and clear pronunciation
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Throughout the year students will read Scope magazines articles.
Students will read both sides of a debatable topic and give evidence
to back their side.
Students will create a multi-genre research project gathering
information from several sources.
Students will research a topic and determine the credibility of the
sources.
Students will find quotes and data to back their topics.
Students will close read Scope nonfiction articles and be prepared
to discuss in class or blogs.
Analyze resources to find good, reliable resources.
Students will share journals throughout year and discuss issues.
Students will participate in Reader’s Theater to work on oral
language.
Class Title: English/ Writing
Grade Level: 6th grade
CIS Curriculum Maps 2014
Nine Weeks: 4th
Unit: Descriptive Writing
Concepts/Content
Range of Writing
Write routinely over extended time frames for a range of
discipline-specific tasks, purposes, and audiences
Research to Build and Present Knowledge
Compare and contrast texts in different forms or genres for
theme
Comprehension and Collaboration
Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles.
Presentation of Knowledge and Ideas
Present claims and findings sequencing ideas, logically and
using pertinent descriptions facts. Use appropriate eye
contact, adequate volume and clear pronunciation
Vocabulary Acquisition and Use
Interpret figures of speech in context
Vocabulary Acquisition and Use
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; father
vocabulary knowledge when considering a word or phrase
important to comprehension or expression
Text Types and Purposes
Use precise words and phrases, relevant descriptive details,
and sensory language to convey experiences or events.
Desired Outcomes
Students will focus on snippets of writing (i.e. intro, rebuttal, letter,
poem, short story etc.
Students will read a variety of poetry (The Road Not Taken among
others) discuss in detail the meaning and find similar literature,
examples
Students will work on a variety of projects where the team sets
goals and clearly defines roles of individuals within the specified
project.
Students will share journals throughout year and discuss issues.
Students will participate in Reader’s Theater to work on oral
language.
Students will study figurative speech, be able to identify and use it
appropriately in their writing.
Throughout the year students will journal based on vocabulary
words. Students will take a cumulative test regarding part of speech
within a sentence, definition, synonyms and antonyms
Students will use sensory details when writing poetry to express
themselves.
CIS Curriculum Maps 2014
Class Title: English
Grade Level: 7
CIS Curriculum Map 2014
Nine Weeks: 1
Unit: Sentence Syntax Unit
Concepts/Content
*Function of phrases and clauses
Desired Outcomes
--Identify in sentences prepositional phrases, participial phrases,
infinitive phrases, appositive phrases, subordinate clauses, and
absolutes.
*Utilization of phrases and clauses within a sentence
--Construct and combine sentences, utilizing the following phrases
and clauses: prepositional phrases, participial phrases, infinitive
phrases, appositive phrases, subordinate clauses, and absolutes.
*Simple, compound, complex, and compound-complex
sentences
*Conventions of standard English grammar in avoiding run-on
sentences and fragments
--Construct the following types of sentences: simple, compound,
complex, and compound-complex.
--Write and correct sentences to conform to the conventions of
standard English grammar, avoiding run-on sentences and
fragments.
Class Title: English
Grade Level: 7
CIS Curriculum Map 2014
Nine Weeks: 1
Unit: Narrative Composition Unit
Concepts/Content
*Development of real or imagined experiences or events,
using effective techniques, relevant descriptive details, and
well-structured event sequences in narrative compositions
Desired Outcomes
--Construct pre-writing maps to plan and organize a narrative.
*Establishment of a context, point of view, and
character/narrator introductions
--Compose an opening paragraph for narrative.
*Narrative techniques, including dialogue and description
--Compose a humorous dialogue for narrative.
--Compose expanded-moment, descriptive paragraphs.
*Transitional devices (words, phrases, clauses, and
sentences)
--Write sentences containing context-specific transitions.
--Write transitional sentences.
--Incorporate appropriate transitions into the narrative.
*Precise words and phrases, relevant descriptive details, and
sensory language
--Substitute vivid, specific verbs for weak, general verbs.
--Convert dead-verb sentences into action-verb sentences.
--Construct strong-verb sentences.
--Compose a humorous formal diction paragraph.
--Compose a humorous informal diction paragraph.
*Style (voice) appropriate to task, purpose, and audience
--Compose a paragraph that employs caricature.
--Compose a descriptive paragraph with vivid adjectives, strong
verbs, similes or metaphors, and original diction.
--Write sentences containing comical hyperboles.
*Editing and revision
--Edit and revise one’s own narrative and provide recommendations
for editing and revising peers’ narratives.
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*Conventions of standard English capitalization, punctuation,
grammar, and spelling when writing
--Correct convention errors in narrative.
*Use of technology, including the Internet, to produce and
publish writing
--Type and format humorous narrative on Internet-based Google
Docs on computer.
Class Title: English
Grade Level: 7
Nine Weeks: 2
Unit: Poetry Unit
Concepts/Content
*Use of precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events
*Poetic style appropriate to task, purpose, and audience
Desired Outcomes
--Identify in tribute poems poetry elements that enhance description
and sensory language.
--Compose sentences containing creative similes and/or metaphors.
--Compose sentences containing personification.
--Compose an anecdote containing alliteration.
--Compose a story containing onomatopoeia words.
--Replace clichés in sentences with original, descriptive language.
--Compose a tribute poem.
CIS Curriculum Map 2014
Class Title: English
Grade Level: 7
Nine Weeks: 2
Unit: Conventions of Grammar, Punctuation, and Capitalization Unit
Concepts/Content
*Standard English grammar and usage
Desired Outcomes
--Use pronouns correctly.
--Demonstrate proper subject-verb agreement.
--Demonstrate proper pronoun-antecedent agreement.
--Avoid run-ons and fragments in sentence construction.
*Standard English capitalization and punctuation
--Apply the rules of standard capitalization in writing.
--Use apostrophes correctly.
--Demonstrate correct comma usage.
--Demonstrate proper usage of periods, semicolons, and hyphens.
Class Title: English
Grade Level: 7
Nine Weeks: 4
Unit: Persuasive Composition Unit
Concepts/Content
*Production and analysis of claims, reasons, and evidence in
persuasive argumentation
Desired Outcomes
--Identify and analyze the assertions, reasons, evidence, and
rebuttals of a persuasive essay.
--Write a rebuttal paragraph that first accurately states the
opposition’s point, and then proceeds to employ strategies of
rebuttal to provide a counterpoint.
*Delineation and evaluation of a speaker’s argument
--Verbally apply the Assertions/Reasons/Evidences Method and
Five-Step Refutation Model.
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*Discussion protocol
--Apply debate procedure while engaging in “debate tennis”
discussion in class.
*Support of claims with clear reasons and relevant evidence
--Write a persuasive essay composition that includes supports for
the writer’s view as well as supports for a rebuttal of the opposing
view.
*Question and response procedure, maintaining focus in
group discussion
--Generate appropriate questions and persuasive responses while
engaging in a small-group discussion on a debatable philosophical
question.
*Acknowledgement of opposing claims
--Rebut fallacies in logic.
*Research strategies
--Record research cards (paraphrased research information) and
source cards, according to proper format, while researching Internet
articles and books.
--Paraphrase, in a debate notes packet, research notes from
Internet sources.
*Formation of arguments to support claims with clear reasons
and relevant evidence
--Write a persuasive essay composition on the topic of technology
use in school or in society.
*Standard format for citation of research sources
--Construct and type, in proper format, a bibliography page with
research sources.
--In the paragraphs of the persuasive essay composition, use
proper format for inserting parenthetical citations of research
sources.
*Application of multimedia components and visual displays in
presentations
--Construct a Google Docs slide presentation for debate speech.
*Protocol for small-group, collaborative discussions
--Contribute actively to team debate preparations.
*Effective argumentation to support claims
*Protocol for collaborative discussion
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--Prepare and deliver a formal debate speech.
CIS Curriculum Maps 2014
Class Title: English
Grade Level: 8th
Nine Weeks: 1st
Unit: Grammar (punctuation and citations)
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•
•
Concepts/Content
Concepts/Content
Proper usage of commas, semicolons, and colons
Parenthetical citations
Works Cited page
Desired Outcomes
Main Outcomes:
1. Students will demonstrate correct placement of punctuation in their written work.
2. Students will correctly cite (following the MLA format) researched information within the essay.
3. Students will produce a proper Works Cited page (following the MLA format) for all cited
sources.
Power Standards:
• Use punctuation to indicate a pause or break.
• Gather relevant information from multiple sources, and quote the data while avoiding plagiarism
and following a standard format for citation.
CIS Curriculum Maps 2014
Class Title: English
Grade Level: 8th
Nine Weeks: 2nd
Unit: Grammar (word usage)
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•
Concepts/Content
Concepts/Content
Vocabulary
Verbs
Desired Outcomes
Main Outcomes:
1. Students will recognize passive verbs and replace with active verbs.
2. Students will use a thesaurus to utilize stronger terms.
3. Students will understand verb tense and consistently apply it to their writing.
Power Standards:
• Use grade-appropriate words
• Consult reference materials to find information on a word
• Recognize and correct inappropriate shifts in verb voice and mood
• Form and use verbs in the active and passive voice
CIS Curriculum Maps 2014
Class Title: English
Grade Level: 8th
Nine Weeks: 1st
Unit: Narrative Writing
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•
•
Concepts/Content
Concepts/Content
Telling stories about self
Expanding moments
Writing for an audience
Desired Outcomes
Main Outcomes:
1. Students will recognize and connect with desired audience through tools such as hooks and
figures of speech.
2. Students will address the five senses throughout their writing as a way to describe particular
moments of their narratives.
3. Students will produce stories with clear beginnings, middles, and ends.
4. Students will re-read and revise product through one-on-one editing with me.
5. Students will provide a life lesson at the end.
Power Standards:
• Engage reader by establishing a point-of-view
• Use dialogue, description, and reflection to develop story
• Provide a conclusion that reflects on the experience
• Produce clear and coherent writing
• Strengthen writing by revising, editing, and rewriting
CIS Curriculum Maps 2014
Class Title: English
Grade Level: 8th
Nine Weeks: 2nd
Unit: 10-Chapter Stories
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•
•
Concepts/Content
Concepts/Content
Creative writing
Plot and character development
Story telling
Desired Outcomes
Main Outcomes:
1. Students will develop and organize a story with a complete beginning, middle, and end.
2. Students will create and develop characters to tell the story.
3. Students will identify and write to their desired audience.
4. Students will identify core components of story-telling and apply understanding to books read
the rest of the year.
Power Standards:
• Engage the reader by establishing a point-of-view and introducing characters
• Organize an event sequence that unfolds naturally and logically
• Use techniques such as dialogue, pacing, and description to develop events and/or characters
• Use precise words and phrases, descriptive details, and sensory language to capture the action
and convey events.
CIS Curriculum Maps 2014
Class Title: English
Grade Level: 8th
Nine Weeks: 3rd
Unit: Argumentative Writing
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•
•
•
•
Concepts/Content
Concepts/Content
Write persuasively
Personal examples
Compromises
Proof/research
Citations
Desired Outcomes
Main Outcomes:
1. Students will clearly argue one side of a topic.
2. Students will identify and rebut the opposing viewpoint.
3. Students will conclude with a compromise in an effort to end the argument.
4. Students will provide examples for each of their reasons, including at least one personal example.
5. Students will provide researched evidence to support each of their reasons.
6. Students will correctly cite all research following the MLA format.
7. Students will include a Works Cited page following the MLA format.
8. Students will re-read and revise product through one-on-one editing with me.
Power Standards:
• Introduce claim and distinguish claim from opposing claim
• Support claim with logical reasoning and evidence from credible source
• Provide a concluding statement that supports the argument presented
• Produce clear and coherent writing
• Gather relevant information from multiple sources, and quote the data while avoiding plagiarism
and following a standard format for citation
• Strengthen writing by revising, editing, and rewriting
CIS Curriculum Maps 2014
Class Title: English
Grade Level: 8th
Nine Weeks: 4th
Unit: Informative Writing
•
•
•
Concepts/Content
Concepts/Content
Teaching the reader
Research
Citations
Desired Outcomes
Main Outcomes:
1. Students will instruct the reader on a topic as a teacher instructs a student.
2. Students will provide research to help support their “lesson.”
3. Students will correctly cite research following the MLA format.
4. Students will include a Works Cited page following the MLA format.
5. Students will provide examples to help demonstrate their “lesson.”
6. Students will re-read and revise work based on one-on-one editing with me.
Power Standards:
• Introduce a topic clearly; organize ideas and information
• Develop the topic with relevant facts, concrete details, quotations, or other information and
examples
• Establish and maintain a formal style
• Conduct research projects to answer a question
• Gather relevant information from multiple sources, and quote the data while avoiding plagiarism
and following a standard format for citation.
• Produce clear and coherent writing
• Strengthen writing by revising, editing, and rewriting