Concept English Philosophy
Each year in the spring, Concept English reviews all state websites for updates/changes to standards, state blueprints, and other testing documents before updated our curriculum. Each teachers/school must then in turn consider our curriculum in light of the school policy as it relates to state tests. Each school has the autonomy to mandate based on their needs/school report cards/sponsors. We will work with schools, as requested, to help in this process. We think of it this way:
Concept English believes teachers should adapt units of instruction (regardless of who provides it) to meet the needs of their specific students. Teachers may still work from our Curriculum Maps and adapt our Master Units (located in SIS) which are based on our maps/scope and sequence developed using the Understanding By Design framework.. Teachers should strive for a balanced approach to instruction adding texts, activities, strategies and assessments to engage students in meaningful ways to master the standards and enhance the reading of our Anchor Texts. Using the Gradual Release Model of instruction teachers focus on modeling and application.
Many schools are now working on identifying new curriculum. We have developed a rubric so they can make informed choices about which curriculum may help them achieve their goals.
Concept English Advisory
In 2016 Concept English created a volunteer Advisory Board to communicate and model our curriculum philosophy. During April/May of 2018 the Advisory Board met to make updates and provide models of Unit 1 6-11 grade to help our new teachers.
Information for the 2019/2020 School Year is Below. These document are guides from where schools may wish to make specific adaptations for quarterly maps.
Curriculum Maps for Concept English 6 – 12th Grade Core Classes
6th Grade Unit & Lesson Plan Requirements, Establishing Rituals and Routines, and Unit 1 PDF6th
7th Grade Unit & Lesson Plan Requirements, Establishing Rituals and Routines, and Unit 1 PDF
8th Grade Unit & Lesson Plan Requirements, Establishing Rituals and Routines, and Unit 1 PDF
English I (9th Grade) Unit & Lesson Plan Requirements, Establishing Rituals and Routines, and Unit 1 PDF
English II (1oth grade) Grade Unit & Lesson Plan Requirements, Establishing Rituals and Routines, and Unit 1 PDF
English III(11th grade) Grade Unit & Lesson Plan Requirements, Establishing Rituals and Routines, and Unit 1 PDF
English IV(12th grade) Grade Unit & Lesson Plan Requirements, Establishing Rituals and Routines, and Unit 1 PDF
Concept Schools’ asks all Seniors to conduct and write a research paper. The final details/deadlines are set by each school with the hope that the work be completed by the beginning of the Spring semester of a student’s senior year. Suggested are attached.
Elective Curriculum Maps – General guidelines are provided for Reading & Writing Workshop, Speech & Journalism, and College & Career Composition. Information appears below. Teachers interested in teaching an English Elective must submit a syllabus, scope and sequence, and the unit resources they will be using for approval.
ReadingWritingWorkshop9th2016-2017 (9th Grade, English I Companion Course)
SpeechDebateSemester 2016-2017 (10th Grade, Semester 1)
Journalism-Debate 2016-2017 (10th Grade, Semester 2)
CollegeandCareerCompositionMap12thgrade (12th Grade
Research Scope and Sequence 6-12
Concept English At-A-Glance
Middle School Model Week
High School Model Week
Sample Daily Lesson Plan and Attachment (school administration is the final say on this requirement)
Information for lesson plan improvements: LessonPlanInformationImprovements
Discussing approached to instruction using our Curriculum Maps and Collections.
Concept English Master Curriculum can be found in our SIS system. Each grade level file includes a file titled “Concept Unit/Lesson Requirements and Expectations.
In addition, the following will help you understand how to use our new curriculum tool in our SIS System:
In addition to the Master Curriculum, teachers receive regular emails from the Director of English, monthly meetings led by their Department heads, and regular Professional Development that specifically addresses supplemental programs like RtI, Disciplinary Literacy, and other professional strategies to improve learning outcomes