Language Arts/English Curriculum Frameworks - Albemarle County ...

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9 th Grade – Comparative Study of World Literature: Ancient and Classical Worlds Course Description: English 9 is a comparative study of genres and world literature in the ancient and classical worlds. Through five interdisciplinary concepts (systems, change and continuity, communication, aesthetics, and universality) and the correlating language arts concepts, students explore Eastern and Western literature and seek to answer critical questions about language arts: Why do literary eras matter How do cultural changes affect style of literature and art What determines whether a belief (system) will be timeless or trendy Ninth-grade students read extensively in a variety of genres and practice comparative analysis skills. Continued emphasis is placed on the components of writing, such as organizational structures and written expression. Purpose: The purpose of the ninth-grade curriculum is to provide students with a foundation in world literature. By studying ancient and classical literature from a world perspective, students compare universal themes across cultural boundaries. Such study also prepares students to analyze literary allusions, themes, and cultural context throughout their study of language and literature. Advanced Proficient Stage of Reading: Advanced proficient readers differ from early proficient readers in the complexity of the topics with deal with, their vocabulary and concept knowledge, and the sophistication of the cognitive abilities they bring to interface with text. Books appropriate for readers in this stage are complex, containing more difficult vocabulary and concepts. They feature multiple themes and dynamic characters and situations. Topics are of interest to young adults and adults. Stages of Writing: Refer to ASPIRE (appendix B). Text: Prentice Hall. (2007). Prentice Hall Literature: World Literature. Penguin Edition. Boston, MA: Pearson Education, Inc. © Albemarle County Public Schools, May 2006 57
9 th -Grade Concept Requirements & Suggested Texts Concepts & Reading Requirements Universality: Epic Journey Requirement: All students will read excerpts from at least one Eastern and one Western epic. This requirement may be met in collaboration between language arts and social studies as agreed upon at the building level. Systems: Genre: Origins of Drama Requirement: All students will read an Ancient Greek tragedy or an ancient Eastern drama. Universality: Search for Knowledge Requirement: All students will read a variety of Eastern and Western creation stories. This requirement may be met in collaboration between language arts and social studies as agreed upon at the building level. Teachers should select texts appropriate for their students. The following texts are currently under consideration by grade-level teachers across the division. Western • Gilgamesh (in world lit text) • The Iliad (in world lit text) • The Aeneid (in world lit text) • The Odyssey (in Elements book) Eastern • The Mahabharata (in world lit text) • The Ramayana (in world lit text) • Sundiata (in world lit text) • Bhagavad-Vita (in world lit text) Western • Oedipus Rex/Oedipus the King (in world lit text) • Antigone (in Elements text) • Medea (Euripides) • The Theban Plays (Sophocles) Eastern • Love Suicides at Sonesaki (Chikamatsu) • Four Major Plays of Chikamatsu (Keene) • Selections from The Noh Theatre of Japan (Pound) Note: This text contains 15 selections. Western • “The Creation and the Fall” (in world lit text) • “The Story of the Flood” (in world lit text) • The Bible as/in Literature (Ackerman, J. et al) Eastern • Excerpts from the Tao te Ching (in world lit text) • Zen Parables (in world lit text) • Excerpts from Rig Veda (in world lit text) © Albemarle County Public Schools, May 2006 58
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Albemarle County Public Schools Eng
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Table of Contents Executive Summary
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Language! Program Correlations…
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In addition to directly responding
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• We must recognize each child’
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Framework for Quality Learning Intr
Page 13 and 14: Lifelong-Learner Standards Lifelong
Page 15 and 16: Language Arts Habits of Mind Habits
Page 17 and 18: Systems: Morphemic Structure Enduri
Page 19 and 20: Systems: Genre Enduring Understandi
Page 21 and 22: Change and Continuity: Etymology En
Page 23 and 24: Communication: Author’s Purpose E
Page 25 and 26: Aesthetics: Literary Elements Endur
Page 27 and 28: Aesthetics: Syntax Enduring Underst
Page 29 and 30: About the Reading Maps Articulating
Page 31 and 32: Kindergarten Early Emergent Stage o
Page 33 and 34: 1 st Grade Beginning Reader Stage o
Page 35 and 36: 2 nd Grade Advanced Beginning Stage
Page 37 and 38: 3 rd Grade Transitional Stage of Re
Page 39 and 40: 4 th Grade Intermediate Stage of Re
Page 41 and 42: 5 th Grade Intermediate Stage of Re
Page 43 and 44: 6 th Grade - Communications in Lang
Page 45 and 46: 6 th -grade Concept Requirements &
Page 47 and 48: Grade Title Author Genre Reading Le
Page 49 and 50: Writing Requirements - 6 th Grade C
Page 51 and 52: Textbook: Holt, Rinehart & Winston.
Page 53 and 54: Concepts & Reading Requirements Sys
Page 57 and 58: 8 th Grade - Universality in Langua
Page 59 and 60: 8 th -Grade Concept Requirements &
Page 63: Writing Requirements - 8 th Grade C
Page 69 and 70: Writing Requirements - 9 th Grade C
Page 71 and 72: 10 th -Grade Concept Requirements &
Page 75 and 76: Writing Requirements - 10 th Grade
Page 77 and 78: Text: Prentice Hall. (2007). Prenti
Page 81 and 82: Advanced Proficient Stage of Readin
Page 85 and 86: Writing Requirements - 12 th Grade
Page 87 and 88: 1. Plan and conduct research Albema
Page 89 and 90: Albemarle County Language Arts Prog
Page 91 and 92: first. Coaching, with opportunities
Page 93 and 94: meeting end-of-year benchmarks shou
Page 95 and 96: Language Arts Instructional Program
Page 97 and 98: • Teacher instruction in syllabic
Page 99 and 100: Comprehension instruction begins in
Page 101 and 102: Possible Learning Activities Before
Page 103 and 104: on the plot of the book and summari
Page 105 and 106: in the story. The reader puts toget
Page 107 and 108: use a variety of models such as sha
Page 109 and 110: • Create pattern books modeled af
Page 111 and 112: • RAFT papers - Teachers structur
Page 113 and 114: Word Study: Possible Learning Activ
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• Semantic Feature Analysis - Cre
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Fluency (40%) Goals: • Reads at l
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Fluency (20%) Goals: • Reads sile
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Proficient Reader Plan Fluency (20%
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Introduction The division-level Lit
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Literacy Classroom Look-fors Instru
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Language! Program - Virginia Standa
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Language! - Virginia SOL Correlatio
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Language! - Virginia SOL Correlatio
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© Albemarle County Public Schools,
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Rubrics This section contains writi
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General Reading Rubric Word Recogni
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Web Site Evaluation Rubric Skill Ex
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D. Mystery - presents a puzzle or r
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D. Limerick - five-line poems in wh
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Virginia C/T SOL and Content Area S
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Appendix I Under Development This a
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Albemarle County Public Schools Cha
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Atwell, N. (1998). In the Middle: N
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Daniels, H. and Steineke, N. (2004)
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Freeman, Y. S. & Freeman, D. E. (19
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Miller, D. (2002). Reading with mea
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Stern, D. (1995). Teaching English
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Language Arts/English Curriculum Frameworks - Albemarle County ...

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