Kayla Pfeifer

Year-Long Curriculum Plan Preparation and Planning Document

You will use this document to develop your year--‐

long plan, along with your textbook evaluation. All of this
information, along with your textbook evaluation, should be
submitted to Blackboard with your final year--‐ long plan.
This information should appear within your web page as
well.

1. Pick one grade: 9 -12. ___10____

2. Pick a course you want to teach.

___English_____

3. Identify Your State and National Standards

• Go under the standard course of study

• Now find your National Standards. Identify the link to your national
standards.

Arizona State Standards for English Language Arts Grades 9-10:

https://cms.azed.gov/home/GetDocumentFile?id=585aab01aadebe12481b8455

National English Language Arts Standards:

http://www.ncte.org/standards/ncte-ira

_______________________________________________________________

Use these standards to set curriculum goals and set benchmarks and
performance standards in your year-long plan.

How closely do the state standards follow the national standards? Explain. Do
you anticipate difficulty meeting the required standards in your year-long plan?
Why or why not.

I identify the state standards as a way to narrow down the intentions of the
national standards and show what is most necessary for teachers to include in
their lessons. The Arizona state standards follow the national standards quite
closely, as they are clearly categorized by form of reading and writing. The
national standards identify what students should be able to accomplish by the
end of the year, as it has been covered within the English course. I do not
anticipate much difficulty in meeting the required standards for my year-long
plan, as the state standards are easy for me to understand and I have
previously developed lessons which allowed me to cover more than one state
standard. I may have some final remaining standards toward the end of my
year-long plan that I will need to develop specific lessons for, but I do not
anticipate these standards being too difficult to meet.

4. Calendars

Find the following from your school/district: School-Year Calendar and Testing
Calendar (this information may be on the same document).

a. How many grading periods do you have?

_______4_________

b. How many instructional days per grading period? ______45______

c. How many days were reserved for teacher work days (in-service) and testing?
_____4 - Testing may vary (whether class is in-session or not)

5. Curriculum Mapping Look over the following before you make your
year-long curriculum plan and identify:

a. What have the students been expected to learn during past school years?

During past school years, students have been expected to learn the forms
of figurative language, how to interpret theme, how to analyze conflict, how
to write arguments with relevant evidence, write a well-structured event
sequence, research from reliable sources, and write over extensive and
short time frames.

b. What are the students expected to learn during the present school year?

In the present school year, students are expected to learn how to gather
and cite sources, analyze character development, analyze how points of
view are reflected in writing, analyze documents of historical significance,
write arguments using evidence, write narratives, identify their writing
purpose and audience, and revise their own work.

c. What are students going to be required to learn in future grades?

In future grades, students will be required to learn how to

determine where text leaves conclusions uncertain, analyze the
impact of authors’ connection to writing elements, determine the
meaning of words as they are used within the text, analyze the
aesthetic impact of structured writing, analyze how multiple texts
respond to similar topics, determine an author’s purpose in their
writing, evaluate different sources of information from different
mediums, analyze the purpose of different historical documents,
write informative texts, and conduct research projects that answer
particular questions.

________________________________________________________________

6. Year-long Planning

What is it? Year-long planning is the overall curriculum framework (scope and
sequence) for a specific academic year or period. It serves as an outline of what
topics and objectives will be taught and when they will be taught.

Why is a Year-Long Plan Important? Year-long planning provides for continual,

sequential, integrated, and cumulative learning. It helps teachers to pace their
presentations of the required curriculum and to ensure that all curriculum
objectives are covered.

Completing Year-Long Plans Keep in mind the sample steps below when
developing a year-long plan. Answer the questions below to create your year-
long curriculum plan.

1. Curriculum goals - For 10th grade, high school English, my students would need to be

able to comprehend and write at a 10th-grade level that is determined by quantitative and

qualitative measures that are appropriate to their grade. Students would need to be able

to read informational texts at this level as well.

2. Benchmarks:

● 9-10.RL.10 - By the end of the year, proficiently and independently read and

comprehend literature, including stories, drama, and poetry, in a text complexity

range determined by qualitative and quantitative measures appropriate to grade

10.

● 9-10.RI.10 - By the end of the year, proficiently and independently read and

comprehend informational texts and nonfiction in a text complexity range

determined by qualitative and quantitative measures appropriate to grade 10.

● 9-10.W.10 - Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or two)

for a range of tasks, purposes, and audiences.

● 9-10.L.6 - 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.

3. Student progress will be measured in formative and summative assignments and

assessments. This may include short writing assignments, planned essays, quizzes, or
 worksheets.

4. Timing of local assessments - No state assessments have been assigned in the 10th

grade; school does not correlate with all statewide assessments

5. In history classes, they may be studying a time period that is relevant to the English

class’s current reading. I would then plan this unit to align with the same unit in the

history classes.

6. Instructional themes:

a. Argumentative Writing: 9-10.RL.1 - Cite strong and thorough textual evidence

to support analysis of what the text says explicitly as well as inferences drawn

from the text. 9-10.W.1 - Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient

evidence. 9-10.W.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and

audience. (Grade‐ specific expectations for writing types are defined in standards

1–3 above.)

b. Figurative Speech and Metaphor: 9-10.RL.4 - 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. 9-10.RI.4 - Determine the meaning of words and phrases as they are

used in a text, including figurative, connotative, and technical meanings; analyze

the cumulative impact of specific word choices on meaning and tone. 9-10.L.4 -

Determine or clarify the meaning of unknown and multiple‐meaning words and

phrases based on grades 9–10 reading and content, choosing flexibly from a

range of strategies. 9-10.L.5 - Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.

7. Sequence of instructions - I would have eight units, each to be covered within the span

of about a month. By doing so, there would be two unites to be covered per quarter,
 providing a sufficient amount of material to grade so that students can determine their

progress within the course in a timely manner.

8. Required curriculum being covered/outline - (Curriculum standards listed were copied

from the 9-10 overview.)

a. Unit 1 - Parts of Speech - Demonstrate mastery of grade level conventions

(grammar, capitalization, punctuation, and spelling); Develop and utilize

knowledge of Standard English conventions

b. Unit 2 - Fiction Reading and Writing - Independently and proficiently read

grade-appropriate and increasingly complex literature from a variety of genres;

Critically analyze elements of literature: plot, theme, characters, setting,

figurative language, tone, conflicts, point of view, and author’s purpose

c. Unit 3 - Narrative Writing - Craft quality argumentative, informative, and

narrative writing for a variety of tasks, purposes, and audiences, both formal and

informal; Integrate and synthesize information and evidence into the text

selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard

format for citation appropriate for the task and audience; Plan, draft, revise, and

edit writing in an effective and strategic manner

d. Unit 4 - Author’s Purpose - Analyze how an author’s choices about structure,

order of events, or manipulation of time create such effects as mystery, tension,

or surprise; Analyze author’s word choice and intent to examine impact on

meaning and tone; Analyze supporting details to infer meaning and determine

main ideas and author’s purpose

e. Unit 5 - Character Report and Required Reading - Use parallel structure and

various types of phrases and clauses to convey specific meanings and add variety

and interest to writing or presentations; Analyze how an author’s choices about

structure, order of events, or manipulation of time create such effects as mystery,

tension, or surprise
 f. Unit 6 - Group Project/Book Report - Demonstrate collaborative

discussion/listening skills in a variety of settings, both formal and informal;

Present information using various forms of multimedia technology appropriate to

the task, purpose, and audience

g. Unit 7 - Persuasive Essay Writing - Integrate and synthesize information and

evidence into the text selectively to maintain the flow of ideas, avoid plagiarism,

and follow a standard format for citation appropriate for the task and audience;

Plan, draft, revise, and edit writing in an effective and strategic manner

h. Unit 8 - Poetry Reading and Writing - Plan, draft, revise, and edit writing in an

effective and strategic manner; Analyze author’s word choice and intent to

examine impact on meaning and tone

7. Identify a quality textbook to use to teach your course; this may be the
current classroom text. Fill out the textbook evaluation found in this week’s
materials to justify your choice.

8. What standards are not covered well by your textbook choice? What
other materials and resources do you plan on using to fill the gaps?

The textbook does go into detail on writing, but I was hoping that it would go
more into detail on finding sources, citing sources, plagiarism, and how
students can find more appropriate and trustworthy sources.