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Bering Strait School District Scope and Sequence for American QUARTER 1

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

CBL Required Readings

1. Bread Givers Remedial Reading 2. Night John


Optional Readings

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

Content Skills (Composition)


1. Expository Writing Informs Explains Supporting Details Examples Reasons Facts 2. Narrative Writing Chronological order Character Setting Plot Conflict 3. Descriptive Writing Details Mood Spatial Order Transitional Words Vivid Language (Words) Purpose Audience
1.

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

(Optional) 1. The Man to Send Rain Clouds 2. The Black Cat

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

8th and 9th Grade Writers Choice: Grammar and Composition

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

CBL Required Readings

1. Of Mice and Men CBL Remedial Reading 1. Dragonwings


CBL Optional Readings

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

Content Skills (Composition) 1. Persuasive


Writing Evidence Reason Facts Logic Example Purpose Audience Central Claim/Position
1.

Persuasive Writing p. 282 (9th) p. 266 (8th)

2. 2. Expository Writing p. 222 (9th) p. 202 (8th) 3. 3. Personal Writing p. 24 (9th) p. 2 (8th)

II. Short Stories (One reired)


1. The Gift of the Magi 2. Thank You, Mam

2. Expository
Writing Informs Explains Supporting Details Examples Reasons Facts

Imagery Conflict Suspense Symbolism Plot Elements Tone Plot Complications

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

8th and 9th Grade Writers Choice: Grammar and Composition

Bering Strait School District Scope and Sequence for American

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

2. Bud, Not Buddy


CBL Optional Readings

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

Content Skills (Composition)


1. Business/Techn ical Writing Heading Inside Address Salutation Block Style Semi-block Style Closing Audience Formal/Informal 2. Expository Writing Informs Explains Supporting Details Examples Reasons Facts 3. Personal Writing Purpose Audience Experience Opinion Personal Anecdotes First-person point of view
1.

Composition (one required)


Business and Technical Writing p. 412 (9th) p. 332 (8th) 1.

Conventions
CompoundComplex Sentences p. 543 (9th) Verb Tenses p. 580 (9th) p. 400 (8th) Word Usage p. 687 (9th) p. 559 (8th)

2.

2. Expository Writing p. 222 (9th) p. 196 (8th)

3.

3. Personal Writing p. 24 (9th) p. 2 (8th)

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)

8th and 9th Grade Writers Choice: Grammar and Composition

Bering Strait School District Scope and Sequence for American

Literature

QUARTER 4
Grade-specific Standards Genres Content Skills (Literature) Content Skills (Composition) Composition (one required) Conventions

Bering Strait School District Scope and Sequence for American


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
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. A Raisin in the Sun

1. A Raisin in the Sun


Allusion Theme Act Aside Characters Stage Directions Dialogue Scene Conflict Exposition Falling Action Resolution

CBL Remedial Reading


2. The Watsons Go to Birmingham-1963
CBL Optional 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)

2. The Watsons Go to Birmingham1963


Setting Theme Character Style Dialect Point of View

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

8th and 9th Grade Writers Choice: Grammar and Composition