English I Map

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1	ENGLISH I CURRICULUM MAP In PLCs, teachers will determine focus indicators and their assessments per unit. Individual teachers can choose texts at their discretion. Teachers should balance between core texts and book club texts (and can use either interchangeably) while implementing independent reading daily. Units should include a variety of fiction, nonfiction, and poetry. Indicators highlighted in blue will be assessed on benchmark assessments. Texts that are highlighted in red are hyperlinked to more resources.
2	2	Time Frame	Weeks 1-4 HS or Quarter 1 MS	Weeks 5-8 HS or Quarter 2 MS	Weeks 9-12 HS or Quarter 3 MS	Weeks 13-18 HS or Quarter 4 MS
3	3	Suggested Theme	Moral Dilemma	Journeys and Quests	Human Rights	Us vs. Society
4	4		8th GT Moral Dilemma (Reading Focus)	8th Grade GT The Hero Within Us	Through the Looking Glass: Perspectives	The Teen Brain...in Love?
5	5		8th GT Moral Dilemma (Writing Focus)
6	6	Instructional Routines	Core Text and/or Book Club Text Independent Reading (Daily) Writing (Daily)	Core Text and/or Book Club Text Independent Reading (Daily) Writing (Daily)	Core Text and/or Book Club Text Independent Reading (Daily) Writing (Daily)	Core Text and/or Book Club Text Independent Reading (Daily) Writing (Daily)
7	7	Suggested Core Texts: Honors	"The Sniper" by Liam O'Flahrety, "The Truth at All Costs" by Maria Colvin, except from Night by Elie Weisel, excerpt from An Ordinary Man by Paul Rusesabagina, "The Most Dangerous Game" by Richard Connell	Odyssey (whole text version or excerpts or other comparably complex text related to theme)	To Kill a Mockingbird (whole text or selected excerpts or other comparably complex text related to theme)	Romeo and Juliet (whole text or selected excerpts or other comparably complex text related to theme)
8	8	Suggested Core Texts: College Prep	The Absolutely True Diary of a Part-time Indian by Sherman Alexie, "The Good Soldier" by David Finkel, "The Wife's Story" Ursula Le Guinn	Excerpts from Odyssey/Graphic Novel or Book Club Text	Narrative of the Life of Fredrick Douglass or Book Club Text, Famous Speeches (King, Malala, Kennedy, Ghandi, Mandela, Anthony, see NewsELA/Current Events),	Romeo and Juliet (Drama or Short story version)/Fences or Book Club Text
9	9	Suggested Book Club Texts	8th grade E1: Alan Gratz books, The Book Thief, The Last Book in the Universe, Things Fall Apart, 1984, Animal Farm, The Red Queen 9th grade: Living Dead Girl by Elizabeth Scott, Legend by Marie Lu, And Then There Were None by Agatha Christie, There is Someone Inside Your House by Stephanie Perkins, One of Us is Lying by Karen McManus, How It Went Down by Kekla Magoon	8th grade E1: Finn, The Last Book of the Universe, The Hobbit, Mythology collection, Goddess of Yesterday by Caroline Cooney, The Lost Sun by Tessa Gratton, Gulliver's Travels, Looking for Alaska, I am the messenger, Neverwhere, 13 little blue envelopes 9th grade: Street Pharm by Allison van Diepen, Looking for Alaska by John Green, "To Build a Fire" by Jack London	8th Grade E1: Copper Sun by Sharon Draper, AlanGratz Books, The Book Thief, Getting Away with Murder: The story of Emmett Till 9th grade: Sunrise Over Fallujah by Walter Dean Myers, The Hate U Give by Angie Thomas, All-American Boys by Brendan Kiely and Jason Reynolds, Persepolis by Marjane Satrapi	8th Grade E1: & 9th grade: The Sun is Also a Star by Nicola Yoon, Everything, Everything by Nicola Yoon, American Street by Ebibi Zoboi, Son of the Mob by Gordon Korman, Scribbler of Dreams by Mary E. Pearson, All the Bright Places by Jennifer Niven, Aristotle and Dante Discover the Secrets of the Universe by Benjamin Saenz, Red Queen by Victoria Aveyard
10	10	Cross Curricular Topics (8th Grade English 1)	Science: Forces and Motion; Social Studies: culture and survival, exploration, development of government	Science: Earth's Place in the Universe; Social Studies: exploration, Antebellum Era and Civil War	Science: Diversity of Life; Social Studies: Reconstruction	Science: Forces and Motion; Social Studies: evaluating viewpoints and biases
11	11	Reading Literary	4: read with accuracy and fluency 5.1: cite strong and thorough textual evidence to support analysis 6.1: determine and analyze a theme development; provide an objective summary 10.1 use context clues 13.1: engage in whole and small group reading 13.2: read independently	4: read with accuracy and fluency 5.1: cite strong and thorough textual evidence to support analysis 6.1: determine and analyze a theme development; provide an objective summary 7.2: investigate how literary texts and related media allude to themes and archetypes 8.1: analyze character/event development 9.1: analyze the author's use of language and impact on meaning and tone 10.1 use context clues 13.1: engage in whole and small group reading 13.2: read independently	4: read with accuracy and fluency 5.1: cite strong and thorough textual evidence to support analysis 6.1: determine and analyze a theme development; provide an objective summary 8.1: analyze character/event development 10.1 use context clues 11.1: analyze author’s choice of point of view, purpose, perspective to shape content, meaning, and style 12.2: analyze author’s choices of structure, order of events, and manipulation of time 13.1: engage in whole and small group reading 13.2: read independently	4: read with accuracy and fluency 5.1: cite strong and thorough textual evidence to support analysis 6.1: determine and analyze a theme development; provide an objective summary 7.1: trace the development of a common theme in two different artistic mediums 10.1 use context clues 12.1: determine significance of text structure and plot organization to create mystery, tension, or surprise 13.1: engage in whole and small group reading 13.2: read independently 13.3: become self-directed, critical readers and thinkers
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17	17	Reading Informational	4.1-4.3: read grade-level text with accuracy and fluency 5.1: cite significant textual evidence 6.1: determine and analyze the central idea of a text 8.1 determine figurative, connotative, or technical meanings of words & analyze the impact of language 9.1 use context clues 11.2 Analyze and evaluate author's claims, bias, and credibilty 12.1: engage in whole and small group reading with purpose and understanding 12.2: read independently for sustained periods of time	4.1-4.3: read grade-level text with accuracy and fluency 5.1: cite significant textual evidence 6.1: determine and analyze the central idea of a text 11.2 Analyze and evaluate author's claims, bias, and credibilty 12.1: engage in whole and small group reading with purpose and understanding 12.2: read independently for sustained periods of time	4.1-4.3: read grade-level text with accuracy and fluency 5.1: cite significant textual evidence 6.1: determine and analyze the central idea of a text 7.1: explain how the use of different mediums impacts understanding 8.1: determine figurative, connotative, or technical meanings of words & analyze the impact of language 8.2: explain the author’s development of meaning and tone 10.1: Determine and analyze the development of an author’s point of view or purpose 11.2 Analyze and evaluate author's claims, bias, and credibilty 12.1: engage in whole and small group reading with purpose and understanding 12.2: read independently for sustained periods of time	4.1-4.3: read grade-level text with accuracy and fluency 5.1: cite significant textual evidence 6.1: determine and analyze the central idea of a text 11.2 Analyze and evaluate author's claims, bias, and credibilty 12.1: engage in whole and small group reading with purpose and understanding 12.2: read independently for sustained periods of time 12.3: become self- directed, critical readers and thinkers
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23	23	Writing	1.1 Write arguments 2.1 Write informative/ explanatory 3.1 Write narrative 4.1 Conventions of standard English grammar (see standards for specific conventions) 5.2 Conventions of punctuation, capitalization, and spelling (see standards for specific conventions) 6.1 Write independently and routinely 6.4 Keyboarding	1.1 Write arguments 2.1 Write informative/ explanatory 3.1 Write narrative 4.1 Conventions of standard English grammar (see standards for specific conventions) 5.2 Conventions of punctuation, capitalization, and spelling (see standards for specific conventions) 6.1 Write independently and routinely 6.4 Keyboarding	1.1 Write arguments 2.1 Write informative/ explanatory 3.1 Write narrative 4.1 Conventions of standard English grammar (see standards for specific conventions) 5.2 Conventions of punctuation, capitalization, and spelling (see standards for specific conventions) 6.1 Write independently and routinely 6.4 Keyboarding	1.1 Write arguments 2.1 Write informative/ explanatory 3.1 Write narrative 4.1 Conventions of standard English grammar (see standards for specific conventions) 5.2 Conventions of punctuation, capitalization, and spelling (see standards for specific conventions) 6.1 Write independently and routinely 6.4 Keyboarding
24	24	Inquiry	1.1: use a recursive process that to develop questions 2.1: analyze ideas and information from texts and multimedia 3.1: develop a plan of action 3.2: examine historical, social, cultural, or political contexts 3.3: gather information from a variety of sources and evaluate for perspective, validity, and bias 3.4 organize, categorize info; sythesize ideas; communicate learning; identify implications for future inquiry 4.1: employ a critical stance and analyze relationships 4.2: evaluate findings, address conflicting information, identify misconceptions, and revise 4.3: determine appropriate disciplinary tools 5.1: Consider individual and collective thinking; use feedback 5.2: analyze and evaluate previous assumptions 5.3: analyze the process to evaluate and revise	1.1: use a recursive process that to develop questions 2.1: analyze ideas and information from texts and multimedia 3.1: develop a plan of action 3.2: examine historical, social, cultural, or political contexts 3.3: gather information from a variety of sources and evaluate for perspective, validity, and bias 3.4 organize, categorize info; sythesize ideas; communicate learning; identify implications for future inquiry 4.1: employ a critical stance and analyze relationships 4.2: evaluate findings, address conflicting information, identify misconceptions, and revise 4.3: determine appropriate disciplinary tools 5.1: Consider individual and collective thinking; use feedback 5.2: analyze and evaluate previous assumptions 5.3: analyze the process to evaluate and revise	1.1: use a recursive process that to develop questions 2.1: analyze ideas and information from texts and multimedia 3.1: develop a plan of action 3.2: examine historical, social, cultural, or political contexts 3.3: gather information from a variety of sources and evaluate for perspective, validity, and bias 3.4 organize, categorize info; sythesize ideas; communicate learning; identify implications for future inquiry 4.1: employ a critical stance and analyze relationships 4.2: evaluate findings, address conflicting information, identify misconceptions, and revise 4.3: determine appropriate disciplinary tools 5.1: Consider individual and collective thinking; use feedback 5.2: analyze and evaluate previous assumptions 5.3: analyze the process to evaluate and revise	1.1: use a recursive process that to develop questions 2.1: analyze ideas and information from texts and multimedia 3.1: develop a plan of action 3.2: examine historical, social, cultural, or political contexts 3.3: gather information from a variety of sources and evaluate for perspective, validity, and bias 3.4 organize, categorize info; sythesize ideas; communicate learning; identify implications for future inquiry 4.1: employ a critical stance and analyze relationships 4.2: evaluate findings, address conflicting information, identify misconceptions, and revise 4.3: determine appropriate disciplinary tools 5.1: Consider individual and collective thinking; use feedback 5.2: analyze and evaluate previous assumptions 5.3: analyze the process to evaluate and revise
25	25	Communication	1.1 Gather information for discussions 1.2 Initiate/Participate in collaborative discussions 1.3 Develop/adjust communication skills 1.4 Engage in dialogue to explore 1.5 Synthesize and revise conclusions 1.6 Utlize various modes of communication 2.1 Present/assess information from multiple sources 2.2 Distingush credible sources 2.3 Quote and paraphrase properly 2.4 Adapt speech to task and audience 3.1 Analyze influence and employ context 3.2 Constuct engaging multimedia presentations 4.1 Evaluate speaker's point of view and argument 4.2 Analyze speaker's delivery of message 4.3 Evaluate speaker's effectiveness 5.1 Give presentations 5.2 Deliver logical messages 5.3 Develop messages that use rhetorical appeals	1.1 Gather information for discussions 1.2 Initiate/Participate in collaborative discussions 1.3 Develop/adjust communication skills 1.4 Engage in dialogue to explore 1.5 Synthesize and revise conclusions 1.6 Utlize various modes of communication 2.1 Present/assess information from multiple sources 2.2 Distingush credible sources 2.3 Quote and paraphrase properly 2.4 Adapt speech to task and audience 3.1 Analyze influence and employ context 3.2 Constuct engaging multimedia presentations 4.1 Evaluate speaker's point of view and argument 4.2 Analyze speaker's delivery of message 4.3 Evaluate speaker's effectiveness 5.1 Give presentations 5.2 Deliver logical messages 5.3 Develop messages that use rhetorical appeals	1.1 Gather information for discussions 1.2 Initiate/Participate in collaborative discussions 1.3 Develop/adjust communication skills 1.4 Engage in dialogue to explore 1.5 Synthesize and revise conclusions 1.6 Utlize various modes of communication 2.1 Present/assess information from multiple sources 2.2 Distingush credible sources 2.3 Quote and paraphrase properly 2.4 Adapt speech to task and audience 3.1 Analyze influence and employ context 3.2 Constuct engaging multimedia presentations 4.1 Evaluate speaker's point of view and argument 4.2 Analyze speaker's delivery of message 4.3 Evaluate speaker's effectiveness 5.1 Give presentations 5.2 Deliver logical messages 5.3 Develop messages that use rhetorical appeals	1.1 Gather information for discussions 1.2 Initiate/Participate in collaborative discussions 1.3 Develop/adjust communication skills 1.4 Engage in dialogue to explore 1.5 Synthesize and revise conclusions 1.6 Utlize various modes of communication 2.1 Present/assess information from multiple sources 2.2 Distingush credible sources 2.3 Quote and paraphrase properly 2.4 Adapt speech to task and audience 3.1 Analyze influence and employ context 3.2 Constuct engaging multimedia presentations 4.1 Evaluate speaker's point of view and argument 4.2 Analyze speaker's delivery of message 4.3 Evaluate speaker's effectiveness 5.1 Give presentations 5.2 Deliver logical messages 5.3 Develop messages that use rhetorical appeals
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