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Year-Long Plan

Jaclyn A. Yowell

Ottawa University

EDU 34600 Specialized Methods and Practicum

Dr. Justin Henry

April 18, 2021

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1. Select Grade Level(s) –6th Grade –12th Grade

a. 10th

2. Select Course

a. English/Language Arts

3. Provide Links to appropriate State and National Standards

a. file:///C:/Users/JACLYN~1/AppData/Local/Temp/2017%20K-

12%20English%20Language%20Arts%20Standards.pdf

i. Start on page 494 for Grades 9-10

4. Calendar Information:

a. Would this class be taught in a semester or year-long format?

i. Year-long

b. How many class periods would this include?

i. 180 days

c. Length of time for each class period?

i. 45 minutes

5. For the course you have selected:

a. Identify the curriculum goals and objectives (10-15 items)

i. From the state standards, students will be able to:

1. Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient

evidence
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2. Write informative/ explanatory texts to examine a topic and

convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content

3. Write narratives to develop real or imagined experiences or events

using effective technique, well-chosen details, and well-structured

event sequences.

4. Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on

addressing what is most significant for a specific purpose and

audience

5. Conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.

6. Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 9-10 topics, texts, and issues, building on

others’ ideas and expressing their own clearly and persuasively.

7. Make strategic use of digital media in presentations to enhance

understanding of findings, reasoning, and evidence and to add

interest
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8. Demonstrate command of the conventions of standard English

grammar and usage when speaking

9. Acquire and use accurately general academic and domain-specific

words and phrases, sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate

independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or

expression.

10. Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the

text

11. Determine the meaning of words and phrases as they are used in

the text, including figurative and connotative meanings; analyze

the cumulative impact of specific word choices on meaning and

tone

12. Analyze and evaluate the representation of a subject or a key scene

in multiple mediums--including media, artistic, and other visual

format

13. Read and comprehend high quality dramas, prose, and poetry of

appropriate quantitative and qualitative complexity for Grades 9-

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14. Analyze documents of historical and literary significance,

including how they address related themes and concepts

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b. How will you measure student progress?

i. Varying assessments

1. Speech/presentation

2. Written test

3. Group verbal test

c. How will you decide on how to sequence the content?

i. Based on calendar days available between standardized testing and breaks

d. How will you determine when you need to re-teach certain concepts?

i. If more than 30% of the student fail and less than 30% achieve higher than

90% on the assessment

e. Outline topics to be covered within a specific time period (Monthly, nine-weeks,

etc)

i. August: Cover Letters and Resumes (require by my district each year),

MAPS testing, Grammar and Punctuation review.

ii. September: Novel unit for Fahrenheit 451 by Ray Bradbury. Daily

comprehension and weekly vocabulary, then watch the film (2019

adaptation) to compare and contrast, and presentation project as an

assessment (theme, symbolism, author biography, etc.).

iii. October: Short story Unit (plot, elements of fiction, etc.), students will

plan, draft, revise/edit, and publish an original short story.

iv. November: Julius Caesar (start with Ancient Rome history, mythology,

and government as introduction). Start reading the play, daily

comprehension questions.
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v. December: Finish reading Julius Caesar, watch the film (to help visual

leaners) final exam over the play.

vi. January: Grammar and Punctuation review, MAPS testing, start research

unit (reliable research articles, comprehension questions, how to

paraphrase well and cite information in MLA format. Choose research

topic, created an outline and works cited (including thesis statements), and

start notecards.

vii. February: finish notecards, begin typing research papers. Basics of MLA

format every day as students write. Peer editing and publishing a final

paper.

viii. March: Holocaust unit (short unit before Spring Break) looking at

informational texts. Work on writing summaries and answering

comprehension questions. After Spring Break, short poetry in which

student will write haikus, limericks, and complete a digital poetry poster

project as the assessment.

ix. April: finish up poetry unit. Kansas State Assessment testing. Novel unit

over Cry, the Beloved Country by Alan Paton. Daily discussion or

comprehension questions.

x. May: Finish Cry, the Beloved Country, with a character analysis as the

final assessment for the unit. Grammar and Punctuation review. MAPS

testing. Current events news articles from Newels (discussion and

summarization). No final exam (research paper counts as the grade for the

final).
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f. What are the top five key learning concepts for the students taking this course?

i. Continue to build on foundational grammar and punctuation (strongly

assessed on ACT that they will all take next year).

ii. Be able to efficiently write summaries and paraphrase.

iii. Connecting literature from the past (F451 1953, Cry 1948) to current

events (dystopian, segregation during Apartheid).

iv. Students can find reliable, verified research sources and produce a

research paper

v. A love of learning, whether you enjoy the subject or not, there is always

something to be gained.