Professional Documents
Culture Documents
Grade-specific Standards
R.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain (ambiguity). R.5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. R.9. Demonstrate knowledge of eighteenth, nineteenth and earlytwentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. W.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Literature
Composition (one required) Convention
1. Punctuation (commas and semicolons) p. 730 (9th) p. 598 (8th) Compound Sentences p. 541 (9th) p. 505 (8th) Sentence Combination p. 360 (9th) p. 628 (8th) Word Usage p. 687 (9th) p. 559 (8th)
Genres
I.
Fiction/Drama
1. Their Eyes Were Watching God 2. The Jungle 3. Our Town 4. Riding Freedom 5. Kindred
Content Skills (Literature) 1. Bread Givers Character (dynamic, flat, round, static) Character Trait Protagonist Antagonist Setting Authors Style Theme
Expository Writing p. 222 (9th) p. 202 (8th) Narrative Writing p. 174 (9th) p. 156 (8th) Descriptive Writing p. 134 (9th) p. 108 (8th)
2.
2.
3.
3.
II.
Short Stories 2. Nightjohn Setting (time, place) Plot Element Characterization Protagonist Antagonist Figurative Language Literary Devices Simile Metaphor Personification Foreshadowing Onomatopoeia Allusion Dialect
4.
III.
Poems
(Optional) 1. Still I Rise 2. I Carry Your Heart With Me 3. I Wandered Lonely as a Cloud 4. The Raven 5. The Ballad of William Sycamore
Bering Strait School District Scope and Sequence for American QUARTER 2
Grade-specific Standards
R.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain (ambiguity). R.5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. R.9. Demonstrate knowledge of eighteenth, nineteenth and earlytwentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. W.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Literature
Composition (one required) Conventions
1. Complex Sentences p. 543 (9th) p. 507 (8th) Punctuation (colons and apostrophe) p. 730 (9th) p. 598 (8th) Pronoun Usage (antecedent, ambiguity/ reference, shift) p. 632 (9th) p. 437 (8th) Word Usage p. 687 (9th) p. 559 (8th)
Genres
I.
Fiction
2. Johnny Got His Gun 3. Cannery Row 4. Where the Red Fern 2. Dragon Wings Grows
Content Skills (Literature) 1. Of Mice and Men Dialect Symbolism Foreshadowing Summarizing Conflict Characterization Theme
2. 2. Expository Writing p. 222 (9th) p. 202 (8th) 3. 3. Personal Writing p. 24 (9th) p. 2 (8th)
2. Expository
Writing Informs Explains Supporting Details Examples Reasons Facts
4.
III.
Poems
3. Personal
Writing Purpose Audience Experience Opinion Personal Anecdotes First-person point of view
(One required) 1. To a Mouse 2. Harlem 3. Mother to Son 4. The Negro Speaks of Rivers
Literature
QUARTER 3
S
Grade-specific Standards
R.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain (ambiguity). R.5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. R.9. Demonstrate knowledge of eighteenth, nineteenth and earlytwentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. W.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Genres I. Fiction/Nonfiction
CBL Required Readings
1. To Kill a Mockingbird
Remedial Reading
3. Cannery Row 4. Farewell to Manzanar 5. Under the Blood Red Sun 6. Number the Stars 7. Code Talker 8. Grapes of Wrath
Content Skills (Literature) 1. To Kill a Mockingbird Figurative Language Imagery Symbolism Character Trait Narration Dialogue Time Sequence Foreshadowing Flashback Tone
Conventions
CompoundComplex Sentences p. 543 (9th) Verb Tenses p. 580 (9th) p. 400 (8th) Word Usage p. 687 (9th) p. 559 (8th)
2.
3.
II.
Short Stories
2. Bud, Not Buddy Character Traits Dialogue Imagery Symbolism Literary Language Figurative Language Foreshadowing Flashback
(One required)
1. The Most Dangerous Game 2. Blues Aint No Mockin Bird 3. Love Is a Fallacy
III. Speeches
(One required)
1. Blood, Toil, Tears and Sweat 2. Day of Infamy 3. Inaugural Address (Franklin D. Roosevelt)
Literature
QUARTER 4
Grade-specific Standards Genres Content Skills (Literature) Content Skills (Composition) Composition (one required) Conventions
Literature
1. Research Writing p. 322 (9th) p. 226 (8th) 1. Word Usage p. 687 (9th) p. 559 (8th) Active and Passive Voice p. 580 (9th) p. 519 (8th) Verbals p. 526 (8th) p. 523 (9th)
I. Fiction/Nonfiction/Drama
CBL Required Readings
1. Fallen Angels 2. A Lesson Before Dying 3. 13 Days: A Memoir of the Cuban Missile Crisis 4. The Circuit 5. Breaking Through 6. Children of the River 7. Catfish and Mandala 8. Death Be Not Proud
II.
1. 2. 3. 4.
Short Stories
There Will Come Soft Rains Fish Cheeks Two Kinds The Scarlet Ibis
(One required)
III.
Speech
(optional)
1. Research Writing Primary Source Secondary Source Topic Periodicals Sources Note Cards MLA Source Cards Bibliography Note-taking Paraphrase Summary Quotation Plagiarism Broad/Narrow Topic Outline Parenthetical Documentation Thesis Statement Supporting Details Works Cited Hanging Line Indentation
2. 2. Business and Technical Writing p. 412 (9th) p. 230 and 332 (8th)
3.
1. I Have a Dream
IV.
1. 2. 3. 4. 5. 6.
Poetry
The Eagle Aeire Incident in a Rose Garden Sympathy Uphill Still I Rise
2.
(One required)
Business/Technic al Writing Heading Inside Address Salutation Block Style Semi-block Style Closing Inform/Persuade Audience