ELA: English Language Arts
In the Troy School District, we believe that a quality language arts education can help expand opportunities for all students.
Through units of study, Troy ELA students will be widely and explicitly immersed in books to support growth in academic language and concepts, along with support in growing social-emotional skills, empathy, community, critical lenses, growth-mindset, and more. (TCRWP, In Defense of Balanced Literacy, January 2020).
Elementary & Secondary Curriculum Information
6-12 Less & More Chart
Accessible Text for English Language Arts Grades 6-12 Less/More Chart
Title: English Language Arts Grades 6-12 Less/More Chart
GRADES 6-8
English Language Arts Education will involve LESS...
- Recall questions
- Stand-alone vocabulary
- Genre-based organization
- Teaching or isolated skills
- "Coverage" of content
- Teacher-centered lessons
English Language Arts Education will involve MORE...
-
Complex text
-
Guided inquiry
-
More mentor texts
-
More variety of texts (poems, images, notification)
-
Critical thinking
-
Thematic-based units
-
Student-centered lessons
GRADES 9-12
English Language Arts Education will involve LESS...
- Teacher-driven focus and discussion
- Study of texts in isolation
- Worksheets and questions (one right answer)
- Passive learning
- Grading and isolated skills
- Artificial and isolated writing assignments
English Language Arts Education will involve MORE...
-
Types of reading (news articles, non-fiction, poetry)
-
Choice
-
Student focus
-
Move to independence
-
Modeling
-
Inquiry
-
Cultures of thinking
-
Active learning
-
Conferencing
-
Authentic writing as a response to reading
6-8 Units of Study
Accessible Text for English Language Units of Study Chart
Title: English Language Units of Study Chart
GRADES 6
Yearly Launch: Reading & Writing Launch
Unit 1: Deep Study of Character
Unit 2: Personal Narrative
Unit 3: Tapping the Power of Non-Fiction
Unit 4: Literary Essay
Unit 5: Research-Based Information Writing
GRADES 7
Yearly Launch: Reading & Writing Launch
Unit 1: Investigating Characterization
Unit 2: Writing Realistic Fiction
Unit 3: Essential Research for Teens; Art of Argument
Unit 4: Dystopian Book Club
Unit 5: Writing About Reading
GRADES 8
Yearly Launch: Reading & Writing Launch
Unit 1: Historical Fiction Book Club
Unit 2: Literary Essay
Unit 3: Investigative Journalism
Unit 4: Social Issues Book Club
Unit 5: Position Paper
9-12 UNITS OF STUDY
Accessible Text for TSD Grade 9 Units of Study Calendar
Title: TSD Grade 9 Units of Study Calendar Chart
Unit 0: First 2 Weeks
Reading, Writing & Speaking/Listening*
Launching a Community of Readers and Writers Students Will:
- Set up their writer’s notebook for use during semester
- Review summer reading articles and use them to discuss the different purposes of reading
- Set goals for their own reading during first semester
- Select a book for independent reading
- Write or talk about their summer reading for purpose of sharing with others to spark interest in texts for independent reading and begin to form reading coalitions
- Participate in a read aloud to establish what it means to be a reader and thinking in this space
- Read an excerpt and write an on-demand reading comprehension response
Unit 1: September-October
Reading*
Narrative & Non-Fiction
-
Craft Study Implicit/Explicit Claim
Narrative Structure Independent Choice Reading
-
Use independent choice reading to practice craft analysis skills
Writing*
Identify Narrative
-
Use mentor texts to practice writing narrative - writing multiple drafts over the unit
-
Use revision strategies to draft and revise narratives
-
Write reflective and personal responses to connect their lives to the mentor texts
-
Annotate texts to identify and analyze narrative craft moves
-
Study vocabulary relating to identity
-
Identify and analyze themes in narrative, poetry, and current event articles
-
Choose one drafted narrative to develop into a final, revised narrative
Speaking/Listening*
-
Participate in small/whole group and digital discussion – both literary analysis and thematic/ issue based
-
Participate in writing partnerships– asking for and offering feedback to peers
Unit 2: October-November
Reading*
Whole Class Novel Study (*and Short Story Option)
- Look for small details and use them to make inferences
- Consider how contrasting details reveal things are more than one way
- Track how tension develops and shifts throughout the story
- Notice how dramatic irony affects the reader
- Track a symbol or motif and think though how it deepens the meaning
- Examine how setting impacts mood and character
- Use character archetypes to understand character
- Examine how minor characters impact the development of other characters
- Notice elements of satire and what flaw its being used to expose and protest
- Examine how language choices impact the mood, tone and story’s meaning
Writing*
Literary Analysis Claim and Paragraph Writing
- Establish and communicate interpretations of literature through arguments supported by textual evidence.
- Write complex claims
- Create multiple paragraph outlines
- Write literary analysis paragraphs
- Analyze author’s use of literary and stylistic elements and draw conclusions about the meaning of the work as a whole
- Examine language to understand that precise words and language patterns stir thoughts, emotions, and actions of a reader Interpret the relevant details and features of a work explaining their relationship to the meaning of the work as a whole
Speaking/Listening*
- Participate in small/whole group and digital discussion – both literary analysis and theme based
- Work with writing partners to give and receive feedback
Unit 3: December-January
Reading*
Book Club Work
- Participate in a book club to gain independence as readers Develop and maintain a reading schedule Choose and track a reading focus using stickies or notebook pages
Reading Skills: How do writers...
- Use narrators and narrative modes to affect how the readers experience and interpret the text?
- Create dynamic change in characters?
- Use archetypal plot structures (hero’s journey) or diverge from archetypal plot structures?
- Manipulate the structure of a text to impact conflict and character development?
- Use minor/mentor characters to impact the protagonist?
- Are they advancing, stalling, or shifting the plot?
- Create moments of pivotal psychological or moral development within characters leading to an epiphany?
- Create characters to reinforce and challenge stereotypes?
- Use setting to impact the character’s choices, motivation, and identity?
- Use symbol/motif to reveal a story’s theme?
Writing*
Literary Analysis Essay
-
Write literary analysis paragraphs
-
Write a thematic essay centered around an original claim using effective organization, evidence, analysis, and innovative strategies to engage the audience
Speaking/Listening*
Club Dynamics
-
Learn how to be a collaborative and supportive member of small group literary discussion
-
Problem solve when issues with group collaboration arise
Unit 4: February-March
Reading*
Argumentative Non-Fiction
- Read and comprehend narrative and nonfiction pieces
- Practice annotation strategies to identify key elements of argument
- Identify and analyze rhetorical moves (ethos, pathos, logos, contrast, repetition, parallel structure, and claim)
- Identify and articulate author’s claim (both explicit and implicit)
- Explain how multiple texts convey different perspectives on a common topic
- Evaluate the strength of evidence
- Analyze the impacts of the author’s selected structural strategies
- Identify an author’s purpose, intended audience, and select strategies used to accomplish that purpose
Writing*
Personal Essay
- Take a stance on topics discussed in texts and explore their positions in writing and/or discussion
- Craft an original argument/claim
- Use mentor texts to inspire writing
- Use author’s craft moves and rhetorical strategies to write a personal essay
- Engage in revision, editing, and publishing a personal essay
- Explore a variety of ways to research and include research in their writing
Speaking/Listening*
- Weekly whole group “AOW” discussion
- Digital reflection on “harkness” style AOW discussion
- Work with writing partners to give and receive feedback
Unit 5: March-April
Reading*
Whole Class Novel and/or Book Club
- Craft study
Writing*
Rhetorical Analysis
- Synthesis
Unit 6: March-April
Reading*
Poetry and Poetic Language
Writing*
Personal Reflective Writing About Process & Growth
Reading/Writing
- *Writing Notebooks
- *Independent Choice Reading
- Reading Experiences: Book Clubs/Whole Class: 5-15+ and ICR
- Writing Experiences: At least 5-6 full assignments where students learn from mentor texts and apply skills in their drafts which are then taken through the writing process to include conferring and timely and responsive feedback for revision. In addition, students write Notebook Entries, several Drafts, Revisions, Reading Responses, & Reflections.
Accessible Text for TSD Grade 9 Units of Study Calendar
Title: ELA Grades 9-12 Vertical and Horizontal Alignment (Revised) November 2019
9 |
Introduction to High School Reading and Writing (6 weeks) Launching Writer’s Notebook: Author’s Craft, Developing Voice, Engage with a Community of Writers. Launching Reader’s Notebook: Establishing Reading Goals and Plans, Monitor Comprehension, and Reflect as Readers (Personal Narrative; Independent, Choice Novel) |
How Understanding the Hero’s Journey Reveals Author’s Purpose, Cultural Norms, and Theme: Part One: Navigating Early Part Two: Independent, Choice Novel, Hero’s Journey Book Clubs (Epic, Novel; Literary Essay) |
To what degree do we determine our destiny? How do internal and external forces influence our life outcomes? Shakespearean Drama and Poetry Thematic related book clubs for either Romeo and Juliet or Social Justice |
Social Justice and Community Service: Anchor Text: To Kill a Mockingbird and/or Of Mice and Men |
10 |
Writing to Tell Your Truth: Author’s Craft (Memoir and Writer’s Workshop) Memoir Book Clubs |
The Revelations and Lessons of Dystopian Literature: How are dystopian controls present in our society? Anchor Text and Dystopic Book Clubs |
The psychology of human behavior: how science informs our understanding of what motivates our behavior (Allegory) Lord of the Flies and/or Allegory Book Clubs |
Critical Consumers of Media: A Study of Persuasive and Argumentative Messages Culminates in final Research Assignment. |
11 |
The Beginnings of America: Morality and Society: How do faith, morality, and reason affect the individual and society? • Origins of Faith in American Literature • Role of Faith, Morality, and (Lack of) Reason in The Salem Witch Trials • Role of Faith and Reason in the Revolutionary War • Role of Faith, Morality, and Reason in Transcendentalism
|
Chasing the Dream: Truths and Realities of American Society: What is the American Dream and the history and realities behind it? Book Clubs for The American Dream |
||
12 |
1st Quarter and 2nd Quarter Using literature to increase students’ awareness of the persistent and timeless issues of the world by reading critically, writing consciously, speaking clearly, and telling their truth This unit will introduce global voices and expose students to multiple perspectives and genres to help them understand the depth, pervasiveness, and commonality of the human experience. The focus will be on author’s purpose and craft and how those choices impact the audience. Fiction Book Clubs Research-based Synthesis Essay |
3rd Quarter: Global Responses to Tragedy: Action vs. Inaction. When is Action Necessary? Hamlet or Macbeth (Shakespearean Tragedy) Through the study of a Shakespearean tragedy as well as nonfiction of current-day events, students will come to understand that, though chaos and suffering occur daily and globally, the degree to which people take action in order to effect change differs. |
4th Quarter: The Power of Story in Exposing the Reality of the World Anchor Text: The Kite Runner Supplemental Text: Independent, Choice Nonfiction Book Clubs Students develop a understanding of global issues by engaging with multi-cultural texts and themes. The Kite Runner, nonfiction multi-media articles, and inquiry with independent reading of contemporary nonfiction minority voices. |
Program Review 9-12
Accessible Text for English Language Units of Study Chart
Title: Curriculum Review Cycle
Research & Vision
- Research best instructional practices, review state standards, and ensure alignment with our TSD strategic plan and reflect on our current state by examining our district data trends to identify district needs.
- Assemble a content area curriculum review team made up of teachers and administrators.
- Create partnerships with experts, learning organizations and local school district.
- Compile and propose a list of potential resources for early-adopter and pilot teams.
Implementation
- Continue professional learning with in-district, local, and national partnerships.
- Review qualitative and quantitative data and adjust.
- Support implementation through professional learning, job-embedded coaching, classroom visits and district-wide collaboration.
- Implement new curriculum as recommended by the curriculum review and seek School Board approval. GRADES 9-12 ARE CURRENTLY HERE.
Explore
- Explore resources with curriculum review teams to narrow potential resources.
- Explore multiple resources with students through a pilot and/or early-adopter experience.
- Gather qualitative and quantitative student and teacher data around engagement, student performance, joy, and usability.
- Support pilot and early-adopter classrooms through professional learning, district-wide collaboration, classroom visits, out of district site-visits, coaching, and learning beyond the school day.
K-5 ELA
Troy School District Curriculum & Instructional Specialists - ELA
Amanda Fisher
Titles:
Staff, Curriculum & Instructional Specialist: 9-12 ELA
Locations:
Service Center
Departments:
Teaching & Learning
Email:
Jo O'Brien
Titles:
Staff, Curriculum & Instructional Specialist: 9-12 ELA
Locations:
Service Center
Departments:
Teaching & Learning
Email:
Lisa McDonald
Titles:
Staff, Curriculum & Instructional Specialist: K-5 ELA
Locations:
Service Center, Bemis Elementary
Departments:
Teaching & Learning
Email:
World Class Pillar Information
World Class Pillar Descriptions for Each Pillar
Early Childhood to Career (green)
Learning opportunities designed to educate and support children from their earliest years through graduation and the world of work.
Equity and Well-Being (red)
Ensuring all students experience the academic, social, and emotional support they need to reach their potential.
Deepening Learning (blue)
Deepening learning with a commitment to developing life-long skills such as critical thinking, collaboration, character, creativity, citizenship, and communication.
Building Capacity (gold)
Providing regular opportunities for staff and families to learn from one another and from local, state, and global partnerships.