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ENGLISH I CURRICULUM
June 2014
I. Course Description
The English I Curriculum will adhere strictly to the current Common Core Standards. The standards establish a
“staircase” of increasing complexity in what students must be able to read so that all students are ready for the
demands of college- and career-level reading by the end of their high school career. There will be a requirement
that the progressive development of reading comprehension will allow students to advance through the grades
in order to gain more from whatever they read and succeed in entry-level, credit-bearing academic college
courses and in workforce training programs. Through reading a diverse array of classic and contemporary
literature, as well as challenging informational texts in a range of subjects, students will be expected to build
knowledge, gain insights, explore possibilities, and broaden their perspective. Moreover, the ability to write
logical arguments based on substantive claims, sound reasoning, and relevant evidence, including research
writing and using evidence to support a claim, is a cornerstone of the writing standards, which is an essential
element in English I. The standards also require that students gain, evaluate, and present increasingly complex
information, ideas, and evidence through listening and speaking as well as through media. Furthermore,
students will be expected to grow their vocabularies through a mix of conversations, direct instruction, and
reading as well as determine word meanings, appreciate the nuances of words, and steadily expand their
repertoire of words and phrases which will prepare students for real life experience at college and in TwentyFirst Century careers. In addition, just as media and technology are integrated in school and life in the TwentyFirst Century, skills related to media use (both critical analysis and production of media) are also integrated
throughout the standards for English I.
II. Outline of Course
PCTI ELA Curriculum Unit 1 Planner
Content Area:
English 1
Grade(s) 9
Unit 1 Title:
Technology and Society
Time Frame 10 Weeks
Standard(s)
 RL.9-10.1 to 10.9
 W.9-10.1 to 10.10
 SL.9-10.1 to 10.6
Essential Questions
 What role should the government have in the lives of its citizens?
 Why do people engage in social protest?
 Can censorship be used effectively?
 How does science/technology affect society?
Anchor Text
 Fahrenheit 451—Ray Bradbury
Supplemental Texts
 Fahrenheit 451 – Audio version
 Fahrenheit 451- Graphic novel version
Informational Texts (3-5)
Mandatory
 “Big Read” Video interview with Ray Bradbury http://www.neabigread.org/books/fahrenheit451/media/
(22:50)
 “Primal Screen” Essay by Ellen Goodman (pg. 640 – 641)
 “The Physics of Time Travel”—Brad Stone (pg. 51)
Content Area:
English 1
Grade(s) 9
Unit 1 Title:
Technology and Society
Time Frame 10 Weeks
Optional
 Kurt Vonnegut’s Letter to Drake High School: ‘You Have Insulted Me’ – Laura Hibbard
 “The Book-Burning Campaign that Saved a Public Library” – Eric Jaffe (article) (6/29/12)
Short Texts (3-5)
Mandatory
 “The Pedestrian”—Ray Radbury (Blackboard Short Text tab)
 “Sound of Thunder”—Ray Radbury (pg. 32)
Optional
 “The Most Dangerous Game”—Richard Connell (pg. 52)
 “Dover Beach” – Matthew Arnold http://www.poetseers.org/the-romantics/matthew-arnold/library/doverbeach/index.html
Writing
Skills
 The Writing Process (plan, draft, revise, edit)
 Parts of an Essay
 Thesis Statement
 Scoring Rubric (PARCC)
 Research: MLA Format, In-text citations
Types of Formal Writing
 Argument: Consider Goodman’s “Primal Screen” and Bradbury’s “The Pedestrian.” In a four- or fiveparagraph essay, compare and contrast these works as examples of social criticism, identifying each writer’s
message and the techniques used to convey it. In your opinion, which work makes a stronger case? Support
your analysis with details from the two works. (pg. 649)
 Informative/Explanatory: What are the advantages and risks of time travel? (p. 50)
 Narrative: Write a narrative about a challenging experience that taught you a lesson. (p. 168)
Vocabulary
 Terms from Fahrenheit 451, “The Pedestrian”, “Sound of Thunder”
Writing and Grammar Focus
Sentence Sense
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Parts of Speech (Language Network, Chapter 1)
o Verbs
o Nouns
o Pronouns
o Adjectives
o Adverbs
o Prepositions, Conjunctions, and
Interjections
Word Choice (Write Source pp.532-548)
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Resources
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Blackboard
Word Processors
Microsoft Office Programs
Online Library Catalog (OPAC)
Online Library Databases
Online Texts
Online Audio Texts
PowerPoint
Using nouns- specific nouns/appositives
Using pronouns - point of view
Using verbs - show instead of tell
Using adjectives - objective/subjective
Using adverbs - answering questions
Using prepositions - create action/mood
Using subordinating conjunctions- time, cause and
effect, and logical order
Plurals/Possessives
Tense
PCTI ELA Curriculum Unit 2 Planner
Content Area:
Unit 2 Plan Title:
Standard(s)
English 1
Societal Pressures, Norms, and Identity
Time Frame
Grade(s) 9
10 Weeks
 RL.9-10.1 to 10.9
 W.9-10.1 to 10.10
 SL.9-10.1 to 10.6
Essential Questions
 What is the difference between moral and physical courage?
 What makes it so difficult for people to stand up and do what is right?
 Is it possible for one person to make a difference?
 Is conflict necessary?
 What consequences can be found when society punishes citizens using the jury system?
Anchor Text
 To Kill a Mockingbird – Harper LeeSupplemental
 To Kill a Mockingbird screenplay - Horton Foote
 To Kill a Mockingbird – Audio version
Informational Texts (3-5)
Mandatory
Optional
 To Kill a Mockingbird: In Context (DVD)
 “Growing up a Lady”
 “I Have a Dream” – Martin Luther King, Jr. (p.
 “Meet Harper Lee”
600)
 “Growing up in The Great Depression”
 “Glory and Hope” – Nelson Mandela
 “Jim Crow Laws”
 “Scottsboro Trial”
 from Black Boy “The Rights to the Streets of
Memphis” – Richard Wright (pg. 112)
Short Texts (3-5)
Mandatory
Optional
 “Courage” - Anne Sexton (poem)
 “I, Too” – Langston Hughes (poem)
 “If” - Rudyard Kipling
 “Strange Fruit” - Lewis Allan
 Atticus’ closing argument
 “The Hypocrisy of American Slavery” Fredrick Douglass speech
http://www.historyplace.com/speeches/douglas
s.htm
Suggested Writing Assessments
Skills
 The Writing Process (plan, draft, revise, edit)
 Parts of an Essay
 Thesis Statement
 Scoring Rubric (PARCC)
 Research: MLA Format, In-text citations
Types of Formal Writing
 Argument: What would you consider to be Harper Lee’s most important message through her novel, To Kill
a Mockingbird? Why would she have decided to convey this through a novel rather than a speech or an
essay? Explain and provide evidence to support your answer.
 Informative/Explanatory: In the novel, To Kill a Mockingbird, the all-white jury took much longer than
expected to reach its decision in Tom’s case, due to Atticus’ efforts to focus on the facts. Miss Maudie sees
this as a “baby step” forward for the community. Do you think the cause of justice is best advanced through
such “baby steps”? Explain providing evidence from the literature to support your answer.
 Narrative: Write a narrative about a memorable incident from your childhood that changed the way you
looked at the world in which you live. (p. 168)
Content Area:
Unit 2 Plan Title:
Vocabulary
English 1
Societal Pressures, Norms, and Identity
Time Frame
Grade(s) 9
10 Weeks
 Terms from To Kill a Mockingbird and from Black Boy, “The Rights to the Streets of Memphis”
Writing and Grammar Focus
Sentence Sense
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Types of Sentences
o Declarative, Interrogative, Exclamatory, and Imperative
o Simple, Compound, and Complex
The Parts of a Sentence - subject, predicate, complement (Language Network, Chapter 2)
Sentence Problems
Writing Complete Sentences - sentence fragments and run-on sentences (Language Network, Chapter 5)
Mechanics
 Punctuation (Language Network, Chapter 11 )
o End Punctuation
o Periods
o Commas
o Semicolons and Colons
o Quotation Marks, Italics, and Underlining
Resources
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Blackboard (English Department Page)
Word Processors
Microsoft Office Programs
Online Library Catalog (OPAC)
Online Library Databases
Webquests
Online Texts
Online Audio Texts
PowerPoint
PCTI ELA Curriculum Unit 3 Planner
Content Area:
Unit 3 Title:
Standard(s)
English 1
Journey, Destinations and, Obstacles
Time Frame
Grade(s) 9
10 Weeks
 RL.9-10.1 to 10.9
 SL.9-10.1 to 10.6
 W.9-10.1 to 10.10
Essential Questions
 What is the definition of a hero? Please provide the specific characteristics that illustrate this definition.
 What is the purpose of “the hero” in literature and culture?
 How does a journey change one’s perspective?
 Which is more important: the journey or the destination?
 What personal characteristics cause an individual to persevere or relent?
Anchor Text
Supplemental
 The Odyssey – Homer
 The Odyssey - Pacemaker version
 The Odyssey – Graphic novel version
 The Odyssey – Audio version
Informational Texts (3-5)
Mandatory
 “Homer’s World” – (pg. 1088-1093)
 “The Epic” – (pg. 1094-1101)
 The History Channel “Clash of the Gods-Zeus” (DVD 291.1)
Optional
 Helen Keller’s speech at 1925 International Convention (June 30, 1925
 Elie Wiesel’s speech - “Hope, Despair, and Memory”
 “Testimony before the Senate” - Michael J. Fox (speech to Congress) (p.611)
Short Texts (3-5)
Mandatory
 “Ithaka” – C.P. Cavafy (poem) http://www.cavafy.com/poems/content.asp?cat=1&id=74
 “Penelope” – Dorothy Parker (poem) (p. 1166)
Optional
 “Oh Brother Where Art Thou” (film)
 “Siren Song” - Margaret Atwood (poem) http://www.poetryfoundation.org/poetrymagazine/poem/21988
 “Calypso” – Suzanne Vega (poem) http://www.metrolyrics.com/calypso-lyrics-suzanne-vega.html
Suggested Writing Assessments
Skills
 The Writing Process (plan, draft, revise, edit)
 Parts of an Essay
 Thesis Statement
 Scoring Rubric (PARCC)
 Research: MLA Format, In-text citations
Types of Formal Writing
 Argument: Is Odysseus someone who would be admired by young people today? Write a three-to-fiveparagraph response in which you describe Odysseus’ behavior and attitudes and explain why people would or
would not look up to him today. (p.1169)
 Informative/Explanatory: What is more important, the journey or the destination? Please explain your
answer and support your answer using evidence from the literature.
 Narrative: What do you think Penelope’s hopes for the future might be after Odysseus’ homecoming? Write
a stanza (at least ten lines) in the style of the Odyssey in which Penelope expresses her dreams for her future
years with Odysseus. (p. 1169)
Content Area:
Unit 3 Title:
Vocabulary
English 1
Journey, Destinations and, Obstacles
Time Frame
Grade(s) 9
10 Weeks
 Terms from The Odyssey
Writing and Grammar Focus
Sentence Sense
 Sentence Problems
 Agreement - subject and verb, pronoun and antecedent (Language Network, Chapters 7 and 8)
 Pronoun reference (Language Network, Chapter 8)
Mechanics
 Capitalization (Language Network, Chapter 10)
o Common/proper nouns
o First words
o Sentences in Parentheses
o Sections of the Country
o Titles
 Abbreviations
 Numbers- numerals or words
Resources
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Blackboard (English Department Page)
Word Processors
Microsoft Office Programs
Online Library Catalog (OPAC)
Online Library Databases
Webquests
Online Texts
Online Audio Texts
PowerPoint
PCTI ELA Curriculum Unit 4 Planner
Content Area:
Unit 4 Title:
English 1
Communication, Misunderstandings and
Consequences
Time Frame
Grade(s) 9
10 Weeks
Standard(s)
 RL.9-10.1 to 10.9
 SL.9-10.1 to 10.6
 W.9-10.1 to 10.10
Essential Questions
 How do choices in life affect our families, friends, and communities?
 What qualities and skills are needed for effective communication?
 What are the potential consequences of misunderstandings and unresolved conflict?
 Does the drive for revenge always lead to destruction?
Anchor Text
Romeo and Juliet — William Shakespeare
Supplemental
 Romeo and Juliet Pacemaker Version (SN and LD Level)
 Romeo and Juliet – Barron’s (Shakespeare Made Easy) (ICS Level Supplemental Choice)
 Romeo and Juliet - Barron's Simply Shakespeare, Original Shakespearean Text With a Modern Line-for-Line
Translation (Resource Level)
Informational Texts (3-5)
Mandatory
Optional
 “Shakespeare’s World” – (pg. 926-929)
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Cerchi and Donati Feud—article
 “Shakespearean Drama” – (pg. 930 – 937)
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“Are Teenage Brains Really Different from Adult
Brains?”—Molly Edmonds (How Stuff
 Standard Deviants: Shakespeare tragedies:
Works—Discovery)
Origins & Style (822.33S SHA)
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“Romeo and Juliet in Bosnia” – Bob Herbert
http://www.nytimes.com/1994/05/08/opinion/in
-america-romeo-and-juliet-in-bosnia.html
Short Texts (3-5)
Mandatory
Optional
 “Pyramus and Thisbe” – Ovid (pg. 1064-1068)
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“The Necklace”—Guy de Maupassant (pg. 206)
or Edith Hamilton text
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“The Gift of the Magi”—O. Henry (pg. 94)
 Sonnet 18 (“Shall I Compare”) – William
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“The Possibility of Evil”—Shirley Jackson
Shakespeare
http://sussexmiddle.nbed.nb.ca/jjohnston/Jackso
 Sonnet 130 – William Shakespeare
n,%20Shirley%20%20The%20Possibility%20of
%20Evil.pdf
Suggested Writing Assessments
Skills
 The Writing Process (plan, draft, revise, edit)
 Parts of an Essay
 Thesis Statement
 Scoring Rubric (PARCC)
 Research: MLA Format, In-text citations
Types of Formal Writing
 Argument: Who is to blame for all that happened in this tragedy? Explain using support from the literature.
 Informative/Explanatory: Extended Response: Analyze Tragedy: How does Shakespeare portray both love
and hate as causes of violence in Romeo and Juliet? Write a three-to-five-paragraph response describing how
the writer presents each emotion as a cause of catastrophe. (pg. 1051)
 Narrative: Journal: At the end of Act I, write a journal entry from the point of view of Romeo. How would
he express his feelings about his current situation using literary devices such as, oxymorons, similes,
metaphors, hyperbole etc..
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Content Area:
Unit 4 Title:
English 1
Communication, Misunderstandings and
Consequences
Time Frame
Grade(s) 9
10 Weeks
Vocabulary
 Terms from Romeo and Juliet
Writing and Grammar Focus
Sentence Style/Variety
 Parallel construction (Write Source p.550)
 Expanding/Combining sentences (Write Source pp.551-556)
o The Phrase- prepositional and appositive phrases (Language Network, Chapter 3)
o The Clause - independent and subordinate clauses (Language Network, Chapter 4)
 Sentence Problems (Language Network, Chapter 9 and Write Source p.559)
o Misplaced modifiers
o Dangling modifiers
Resources
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Blackboard (English Department Page)
Word Processors
Microsoft Office Programs
Online Library Catalog (OPAC)
Online Library Databases
Webquests
Online Texts
Online Audio Texts
PowerPoint
III.
Methods of Student Evaluation (including assessment and evaluation)
Assessment - Assessment can be divided into two general categories - formal (graded) and
informal/classroom-based (ungraded). The key to effectively assessing your students' mastery of skills is
to match the assessment method to the learning objectives.
Some of the more common types of formal assessments include:
 Multiple-choice exam
 Essays
 Short-answer or problem-solving exam
 Lab report
 Research paper
 Performance-based ("authentic") - interpreting a piece of music, writing a computer program,
constructing a three-dimensional model of a scientific concept, etc.
 Oral Presentations
 Comprehensive portfolios
Some of the more common types of informal assessments include, but are not limited to:
 "Minute Essays" - at the end of a class/unit, students take 5 minutes to write about what they have
learned, and how it relates to a learning objective
 "Peer Teaching" - after a short lecture about a new concept, have students work in pairs and explain
that concept to each other
 "Question Time" - students are given an index card and asked to record two questions they have
about the material covered in lecture that day/week. Allow time in the next class period to respond
to some of the more common questions
 "5 Minute Quiz" - at the beginning of class, give students one or two questions over material
covered in the previous class session. Discuss answers and do a show of hands to see how many
understand the concepts.
 BlackBoard®
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Power Point, Prezi, Popplet, Glogsters, Blogs, Wikis…and any additional multi-media presentation
options available
Evaluation
During each marking period in ninth grade, a combination of the following methods will be used to
evaluate each student’s performance.
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Book reports/reviews
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Poetry analysis and interpretation
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Class participation
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Quizzes
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Cooperative learning activities
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Reports and presentations
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Creative assignments
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Research Paper
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Descriptive writing
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Technological applications (blogs,
online meetings, online posts, online
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Expository writing
journals, etc.)
Homework and class work
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Unit tests
assignments
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Various speaking and listening
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Journal writing
assessments
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Persuasive writing
IV. Instructional Strategies Based on Instructional Goals (Applying Universal Design for Learning)
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Instructional Strategies commonly utilized in English I:
Provide multiple means of
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representation, action & expression
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and engagement
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Promote self-regulation techniques
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Maps, photos, graphs and other
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visuals
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Engaging in discussion (whole
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class/small group)
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Reading silently and aloud
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Listening and speaking activities
Role playing
Watching and responding to media
Brainstorming (think-aloud/written)
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Listing
Mapping
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Free writing
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Revising and editing
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Participating in small and large
groups
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Researching to make connections to
texts and classroom discussions
Learning centers
Collaborative projects
Answering questions (oral/written)
Summarizing
Debating
Analyzing texts, discussions, etc.
Paraphrasing
Peer teaching
Conferring
Interviewing (topic specific
questioning/collecting data/creating
questions that will get the desired
response)
Competing in teams/debating about
controversial topics and literary
analysis
Playing games
Creating games
Note taking/note making
Drafting/writing
Learning Styles- There are three main types of learning styles: auditory (hearing), visual (seeing),
and kinesthetic (touching). Most people learn best through a combination of the three types of
learning styles, but every student is different. In order to accommodate different learning styles
among students, various types of classroom activities will be utilized throughout English 1 course of
study. Optimal teaching approaches will include a variety of methods; the methods will vary from
day to day and may be individual or collaborative efforts.
Project Based Learning - collection of media activities that will enable teachers to teach their
students how to use the Internet responsibly, how to think critically, as well as how to recognize
different writing styles.
* Additional information can be found through the National Center on Universal Design for
Learning and The Iris Center (Peabody-Vanderbilt)
V. Scope and Sequence
English Language Arts Grade 9
I = Introduce
SKILLS TO BE LEARNED
D = Develop in depth
R = Reinforce
M = Master
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. (RL.9-10.1, RI.9-10.1)
ID
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas. (RL.9-10.2, RI.9-10.1)
ID
Analyze how and why individuals, events, and ideas develop and interact over
the course of a text. (RL.9-10.3, RI.9-10.3)
ID
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. (RL.9-10.4, RI.9-10.4)
I
Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text relate to each other and the whole. (RI.9-10.5)
ID
Assess how point of view or purpose shapes the content and style of a text. (RI.910.6)
I
Integrate and evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words. (RI.9-10.7)
I
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.
(RI.9-10.8)
I
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take. (RI.9-10.9)
I
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. (W.9-10.a,b,e)
ID
Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content. (W.9-10.2.a,b)
ID
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. (W.9-10.3.d)
ID
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (W.9-10.4)
I
I = Introduce
SKILLS TO BE LEARNED
D = Develop in depth
R = Reinforce
M = Master
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. (W.9-10.5)
I
Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others. (W.9-10.6)
I
Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
(W.9-10.7)
ID
Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism. (W.9-10.8)
I
Draw evidence from literary or informational texts to support analysis, reflection,
and research. (W.9-10.9.a,b)
ID
Write routinely over extended time frames and shorter time frames for a range of
tasks, purposes, and audiences. (W.9-10.10)
ID
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. (SL.9-10.1.a-d)
ID
Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively, and orally. (SL.9-10.2)
ID
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
(SL.9-10.3)
ID
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. (SL.9-10.4)
ID
Strategic use of digital media and visual displays of data to express information
and enhance understanding of presentations. (SL.9-10.5)
ID
Adapt speech to a variety of contexts and communicative tasks, demonstrating
command of formal English when indicated or appropriate. (SL.9-10.6)
ID
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. (L.9-10.1)
I
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. (L.9-10.2)
RM
I = Introduce
SKILLS TO BE LEARNED
D = Develop in depth
R = Reinforce
M = Master
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. (L.9-10.3)
I
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate. (L.9-10.4.a-d)
ID
Demonstrate understanding of figurative language, word relationships and
nuances in word meanings. (L.9-10.5.a)
DRM
Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension or expression. (L.9-10.6)
ID
VI. English I Student Proficiencies Handout
COURSE DESCRIPTION
English I is intended to develop the essential skills necessary for mastering grammar, composition, vocabulary,
library skills and basic forms of literature. Students will become familiar with the characteristics of non-fiction,
fiction, autobiography and poetry. The subject will also include an overview of the elements of short story (plot,
character, conflict, theme, and setting), along with a focus on literary terminology. The fundamentals of grammar and
research skills will be emphasized throughout the year. Stress is also placed upon vocabulary development, critical
reading, developing analytical skills, and improvement of writing skills. These rigorous proficiencies are designed to be
relevant to the real world, reflecting the knowledge and skills that PCTI students need for success in college and careers.
By fully preparing students for the future, our communities will be best positioned to compete successfully in the global
economy.
PROFICIENCIES
1. The student will be provided vocabulary in context, as well as vocabulary pertinent to the SAT, to enhance
and reinforce their comprehension. (ALL)
2. The student will recognize major literary genres and their respective elements. (RL)
3. The student will infer a character’s traits, motives and functions in a given selection and interpret literary
devices and figurative language. (RL)
4. The student will practice strategies for improving comprehension. (RI, RL)
5. The student will become familiar with and employ a thesis statement in appropriate writing experiences.
(W)
6. The student will utilize the writing process in paragraphs, essays, and research projects: pre-writing
strategies, drafting, editing, revising, and publishing. (W, L)
7. The student will develop written responses that propose a solution to a given problem or situation, as well as
structured reactions to the studied works. (ALL)
8. The student will use correct capitalization and punctuation, including abbreviations, commas, etc. in all
writing. (W, L)
9. The student will edit common usage problems such as; pronoun agreement and modifiers in writing
assignments. (W, L)
10. The student will compose a variety of sentence types correctly. (W, L)
11. The student will apply multiple research sources to locate information relevant to research questions. (RI,
W)
12. The student will prepare a research paper using note cards, outline format, citations, and appropriate
bibliography. (RI, W, L)
13. The student will collaborate by sharing ideas, examples and insights productively and respectfully in
informal discussion/conversation. (ALL)
14. The student will utilize appropriate multi-media technology in order to give oral presentations of various
lengths and types. (ALL)
15. The student will demonstrate his/her listening abilities in various speaking situations. (SL)
16. The student will make proper use of print and non-print sources, including on-line. (RL, RI)
17. The student will employ an organized, systematic method for taking notes. (SL, L, W)
THESE PROFICIENCIES MEET OR EXCEED THE 2012 COMMON CORE STATE STANDARDS
(CCSS) FOR ENGLISH LANGUAGE ARTS (ELA)
KEY:
RI = Reading Informational Text
W = Writing
L = Language
SL = Speaking/Listening
RL = Reading Literature
ALL = RI, RL, SL, L, W
VII. AFFIRMATIVE ACTION CHECKLIST FOR TEXTBOOK ADOPTION
Title: McDougal Littell Literature
Subject:
Language Arts
Publisher: Houghton Mifflin Harcourt Publishing Co.
Date of Publication: 2012___
Intended Grade(s): 9__
Evaluator: _____________________
ILLUSTRATIONS
Yes
1.
2.
3.
4.
Do the illustrations promote positive images that
students can identify with regardless of gender,
race or ethnicity?
__
Do the illustrations portray women, minorities
and the handicapped as active, contributing
members of society?
__
Are males and females presented in non-stereotyped activities and roles?
__
Are the illustrations free of bias and stereotyping?
__
TEXTUAL CONTENT
5.
6.
7.
8.
9.
Is there adequate coverage of the contributions of
minorities, women and the handicapped where
appropriate?
__
Is all content on matters of race, gender, religion
and ethnicity factual?
__
Is the language free of sexual, cultural and racial
bias?
__
Does the material provide for diversity in career
models that appeal to all students regardless of
gender, race or ethnicity?
__
Do the authors included in an anthology represent
a cross section of minorities, males and females?
__
10.
Is the textbook acceptable in content and compatible
with the curriculum?
__
11.
Is the textbook recommended for adoption?
__
No
Signature of Evaluator
Date of Evaluation
___
__________
_______
Comments (optional)
VIII. TEXTBOOK/INSTUCTIONAL MATERIALS EVLAUATION FORM
*See attached