Teacher: SEIFULLAH
New York
State
Standard(s)
Course: ENGLISH
UNIT
Six Word Memoir
Six Word Memoir
PACING
September
14 - 17
September
21 – 24
SEPTEMBER 2009-2010 CURRICULUM MAP
GOALS/OBJECTIVES
ASSESSMENTS
Students learn the writing process (collecting,
drafting, revising/editing, publishing).
Do now quiz
Students are introduced to the genre of “6 word
memoir”, look at examples, and take notes on what
makes a memoir effective.
Note taking template
Students generate five drafts of their own six words
memoirs.
Examples of drafts checked in
binders
Students look at effective punctuation.
Punctuation practice sheet,
application to own memoir
Students discuss unnecessary words and how to
replace them with more powerful and sophisticated
word choices.
Word choice practice sheet,
application to own memoir
Students look at images and discuss/reflect on how
visuals match, deepen, enhance the meaning of 6
word memoirs.
Students submit final 6 word memoir to Ms.
Seifullah
Students write a letter of rationale, explaining their
1
Teacher: SEIFULLAH
Course: ENGLISH
SEPTEMBER 2009-2010 CURRICULUM MAP
process, justifying their word/image choices, and
advocating for the appropriate grade on the project.
Students watch final video and reflect on the
project and other students’ memoirs.
PSAT Preparation:
“Taking Back the Test!”
PSAT Preparation:
“Taking Back the Test!”
September
28 –
October 2
Oct 5 –
Oct 9
Students improve their vocabulary by looking
closely at word parts: prefix, root, suffix
Complete “Looking at Word Parts
Together” graphic organizer
Students choose the right words for sentences
Sentence completion (PSAT)
Students read and analyze 2 short passages
Multiple choice questions (PSAT)
Students build reading stamina by reading long
passages of text while taking notes and circling
important terms.
Long passage with multiple choice
questions (PSAT)
Students make flashcards to support vocabulary
development
Flashcard, word list check
Students identify author’s tone and attitude in
order to analyze text
Long passage with multiple choice
questions (PSAT)
Students improve sentences and paragraphs by
revising/editing for improved grammar and fluency.
Sentence/paragraph correction
activity (PSAT)
2
Teacher: SEIFULLAH
Course: ENGLISH
PSAT Preparation:
“Taking Back the Test!”
Oct 12 – Oct
15
SEPTEMBER 2009-2010 CURRICULUM MAP
Student improve paragraphs by revising/editing for
improved grammar and fluency.
Sentence/paragraph correction
activity (PSAT)
(Students take PSAT this week).
Students complete “Student Skills Inventory
Assessment” to learn more about their strengths
and weaknesses as a test taker.
Inventory assessment completed
with reflection at the end.
Students complete reflective essay in which they set
goals for 11th grade English Language Arts.
Protocol Week!
Oct 19 – Oct
23
Students participate in READ ALOUD (protocol #1)
while reading a short story, talking with partner at
determined intervals, answering reading reflection
questions, and debriefing process by sharing warm
and cool feedback.
Note taking template for short
story, “The Littlest Hitler”
Students participate in SOCRATIC SEMINAR
(protocol #2) while discussing the short story,
“Littlest Hitler” along with newspaper article about
Prince Harry dressing as a Nazi for Halloween.
Socratic Seminar grading rubric,
warm/cool feedback sheet for
participants
Students prepare for participation in WRITING
CONFERENCE (protocol #3) by writing a Regents
style reading response.
Students take TERM 1 FINAL to show mastery of 85
word parts, test strategies, and classroom
protocols.
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Student reading response, written
according to Regents-style prompts
Term 1 Final
Teacher: SEIFULLAH
Course: ENGLISH
Being a sophisticated
reader, writer, and
thinker.
Nov 2 – Nov
6
SEPTEMBER 2009-2010 CURRICULUM MAP
Students complete ERROR ANALYSIS REPORT
(protocol #4) in order to reflect on the answers they
missed on Term 1 final. Each students completes a
reflective essay on their own study habits and
makes goals for ways to study in the future.
Completion of error analysis report.
Students review the elements of “sophistication”
Vocabulary quiz
Students read short story “Aguantando” from the
book Drown by Junot Diaz and annotate for setting,
characterization, and dialogue.
Write annotations (enlarged
version) in a group of 3 or 4
students
Students analyze characters and quotations in short
story
Character analysis graphic organizer
Students write 20 word summaries of every section
of “Aguantando”
Being a sophisticated
reader, writer, and
thinker.
Nov 9 – Nov
13
Students review elements and events of short story
“Aguantando”
Students outline and write their first literary
elements essay.
Students are introduced to Regents essay outline
and grading rubric.
4
Literary essay graded according to
Regents Rubric.
Teacher: SEIFULLAH
Course: ENGLISH
Being a sophisticated
reader, writer, and
thinker.
Nov 16 –
Nov 20
SEPTEMBER 2009-2010 CURRICULUM MAP
Students read short story “Ysrael” and annotate for
literary elements: foreshadow, flashback, and
suspense.
Vocabulary quiz
Check annotations for
understanding of literary elements
Students write 20 word summary of entire story and
complete story “scavenger hunt” to look for all
Check 20 word summaries
literary elements.
Literary essays
Students have writing conference to discuss their
writing, receive constructive and instructive
feedback.
Being a sophisticated
reader, writer, and
thinker
Being a sophisticated
reader, writer, and
thinker
Nov 23 –
Nov 25
Nov 30 –
Dec 4
Review short story “Ysrael”
Vocabulary quiz
Students write their second literary elements essay
comparing Yunior and Rafa
Literary Elements quiz and reading
responses
Students have writing conference to discuss their
writing, receive feedback.
Literary Elements essay #2
Students read short story “Fiesta, 1980” and
annotate for literary elements
Vocabulary quiz
Annotations
Students analyze story for various symbols and
themes that appear throughout the story
Students write their THIRD literary elements essay
analyzing the use of symbols and themes in all of
the short stories read so far.
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Literary Elements essay #3