EN 35/58 Honors Sophomore English - Mesa Public Schools · Instruction for Honors Sophomore English should include rigor as students read complex texts. By the end of the 10th Grade

EN 35/58

Honors Sophomore English

Course Curriculum

Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL AUGUST 2017

Table of Contents

Document Introduction ................................................................................................................................................ Page 1

Standards Overview .................................................................................................................................................... Page 3

Course Overview ......................................................................................................................................................... Page 4

Coding ......................................................................................................................................................................... Page 5

Reading Standards...................................................................................................................................................... Page 6

Reading for Literature ........................................................................................................................................... Page 8

Reading for Informational Text ............................................................................................................................. Page 12

Writing Standards ...................................................................................................................................................... Page 18

Speaking and Listening Standards ............................................................................................................................ Page 30

Language Standards ................................................................................................................................................. Page 36

Language Standards Progression Chart ................................................................................................................... Page 42

Arizona English Language Arts Standards Grades 9-10 ........................................................................................... Page 44

Introduction

1

Arizona English Language Arts Standards

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all

students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of

what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and

Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms.

These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the

Arizona State Board of Education.

Mesa Public Schools Curriculum Documents

In response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content

experts for each grade level. These groups included representation from each of the district’s high school campuses and teachers experienced in

each of the courses offered in the district. The 9th and 10th grade expert groups worked in conjunction to create an instructional progression for each

standard in each strand of the English Language Arts Standards that reflects an intentional scaffolding within the 9-10 grade band. The curriculum

documents that resulted provide the following:

• an overview of The Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading

(literature and informational text), Writing, Speaking and Listening, and Language

• course information including course number, level of difficulty, and course descriptions

• a key to the correct coding of standards

• a breakdown of suggested quarterly progression of instruction per standard by strand

• a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

The Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state. These documents provide a

suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for

instruction by standard as well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources

adopted by the district, supplemental resources provided by the school, as well as instructional tools suggested in the right-hand column below each

standard.

While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested progressions, time

frames, and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is that every student

achieve mastery of every standard in its entirety by the end of year in alignment with the grade band progression.

Introduction

2

Design Features for MPS Curriculum Documents

Grade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts

Standards. Below each standard are two columns.

The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Any

bolded portion of the text within this progression indicates a new focus for the quarter.

The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction

specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an

exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add

resources that will facilitate effective instruction for their students.

Bolded text indicates a

new focus for the

quarter. Standard and Suggested Progression

This column contains a suggested progression for

instruction broken down by quarter.

Suggested Activities for Instruction

This column contains activities, structures, and

strategies that might aid in instruction specific to

each standard. Note that this list is in no way an

exhaustive or prescriptive list of required

strategies.

Standard Code Grade Band, Strand, Standard

Entire Arizona English Language Arts Standard

Overview

3

Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks. Reading Standards for Literature:

• 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

• Use details to cite and analyze examples from the text

• 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 Reading Standards for Informational Text:

• Analyze supporting details to infer meaning and determine main ideas and author’s purpose

• Analyze and synthesize texts to determine how structure and organization impact the presentation of information and its effectiveness in conveying information and support claims

• Support their analysis with strong textual evidence Writing Standards:

• 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 Speaking and Listening Standards:

• Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal

• Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources

• Present information using various forms of multimedia technology appropriate to the task, purpose, and audience Language Standards:

• Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)

• Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences; Write and edit work so that it conforms to the guidelines in a style manual

• Use parallel structure and various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations

• Determine the meanings of unknown words and figurative language using a variety of strategies

Overview

4

Course #: EN35 Grade Level: 10th Grade Course Name: Honors Sophomore English Level of Difficulty: High Prerequisites: None # of Credits: 1 (2 Sem.)

Course Description: This course offers a focus for instruction to ensure that students gain adequate exposure to a range of texts and tasks. Rigor is infused through the requirement that students read increasingly complex texts through the grades to help ensure that students gain adequate mastery of a range of skills and applications. In their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.

ARIZONA’S ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

• Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity

• Comprehension and Collaboration • Presentation of Knowledge and Ideas

WRITING LANGUAGE

• Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing

• Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use

Teacher’s Note:

The design of the Arizona English Language Arts Standards includes two-year grade bands for the high school level, meaning the standards for Grade 10 are the same as those for Grade 9. As teachers begin their instruction for 10th Grade, they should keep in mind that students have worked on these same skills in 9th Grade. Instruction for Honors Sophomore English should include rigor as students read complex texts. By the end of the 10th Grade year, students should

show mastery of the skills indicated in each standard independently and proficiently.

Coding

5

9-10.RL.1

Standard 1 Grades 9-10

Strand:

Reading

Literature

6

READING

STANDARDS

7

HONORS SOPHOMORE ENGLISH EN35

Bold text indicates focus for scaffolding

8

READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

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.

1st Quarter Standard in its entirety. Critical Reading/AVID Strategies: • identify the literary focus (theme, characterization) and

underline the evidence

Plot Diagram: • list specific quotes from text for each section

Graphic Organizer (plot, characterization, symbolism)

Practice MLA citation format

Guided Questions

Character Analysis: Find support to validate evaluation (citation)

2nd Quarter Standard in its entirety.

3rd Quarter Standard in its entirety.

4th Quarter Mastery of the standard in its entirety, independently and proficiently.

9-10.RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

1st Quarter Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Create original theme outline

State the theme in a sentence

Make connection between theme and title

Use 25 words to summarize the text

Rhetorical Precis

Cite specific passages that support or develop theme

2nd Quarter Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.

3rd Quarter Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.




9



MPS RESOURCES

9-10.RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

1st Quarter Identify/analyze how complex characters (e.g. those with multiple or conflicting motivations) develop and interact with other characters.

Create a Facebook page for a complex character

Character web

Journal entry from character’s point of view

Double entry journal

Venn diagram

Assume the role of a character • write letters to another character / exchange and reply

Character Motivation Chart • what motivates a character and how that develops the plot

or the theme

Identify the traits of a complex character • interaction, motives, choices

Create character meme

2nd Quarter Identify/analyze how complex characters (e.g. those with multiple or conflicting motivations) develop, interact with other characters, and advance the plot or develop the theme.

3rd Quarter Identify/analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.


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.

1st Quarter Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings and tone.

TP-CASTT

Analyze author’s use of dialect • historical context • local color

Analyze author’s word choice • identify patterns of diction • identify author’s purpose

Rewrite an excerpt in modern language in order to understand time/place and formal/informal tone

Note: By second quarter instruction should begin to address how the language evokes a sense of time and place and how it sets a formal or informal tone.

2nd Quarter 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.

3rd Quarter 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.




10



MPS RESOURCES

9-10.RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

1st Quarter Analyze how an author’s choices creates such effects as mystery, tension, or surprise.

Map the structure of the plot and its effects • parallel plots • flashback • pacing

Create storyboards that reflect text’s effects

Write mini screenplays that mimic the text’s effects

Compare/contrast two or more works (i.e. novel, short story, film clip, poem, essay, etc.)

• track changes, choices, and order of events

2nd Quarter Analyze how an author’s choices concerning how to structure a text, order events within it , and manipulate time create such effects as mystery, tension, or surprise.

3rd Quarter Practice & apply the standard in its entirety.


9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

1st Quarter Standard in its entirety.

Compare/contrast

• American version of texts with those from other cultures (i.e., myths, fairy tales)

Research • history/culture • author biography/background or author’s purpose

(exigence)

Analyze author’s point of view

Analyze character’s point of view

Analyze how a particular culture is revealed

Use poetry and short stories in addition to longer text

Role-play scenarios from text

Note: It is suggested that in order to thoroughly and effectively address the standard, works from a wide variety of cultures and global experiences be addressed.






11



MPS RESOURCES

9-10.RL.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

1st Quarter Analyze the representation of a subject or key scene in two different artistic mediums.

Compare/contrast • song to text • painting to sculpture • poem to artwork • theater production to film

T-chart, Venn Diagram, journal, quick write

Avoid exclusively focusing on reading and watching a film interpretation

Note: Refer to adopted resources for examples of artwork and cultural links. Integrate photography, sculpture, music, paintings, interpretive dance, etc.

2nd Quarter Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.



9-10.RL.8 (Not applicable to literature)

9-10.RL.9: Analyze how an author draws on and transforms source material in a specific work.

1st Quarter Analyze how an author draws on source material in a specific work.

Research the origins of allusions

• Biblical, mythological, Shakespearean, etc.

Identify an allusion or parody within a text and analyze why the author chose to use it

• oral presentation • small group sharing

Identify/analyze allusions in song lyrics

Note: Partners well with 9-10.W.8 and 9-10.W.9

2nd Quarter Analyze how an author draws on and transforms source material in a specific work.

3rd Quarter Analyze how an author draws on and transforms source material in a specific work.


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.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 9-10 quantitative complexity measure is 1050-1335 Lexile.

Read and analyze a variety of texts Incorporate independent reading of a variety of extended texts Utilize close reading strategies to build proficiency



12

READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Select and cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Write an outline that incorporates textual evidence with proper citations

Use critical thinking and critical reading techniques to identify strong/thorough arguments and claims

Use mini lessons • evaluate for effectiveness of quotations • AVID Three-Part Source Integration (quotations) • MLA format

2nd Quarter Select and 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.RI.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

1st Quarter Determine a central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.

Identify and interpret organizational patterns • chronological • compare-contrast • problem-solution • cause and effect • definition

Create outline to identify development of central idea

Write a precise summary in twenty-five words

Rhetorical precis

Use close reading annotation strategies

2nd Quarter Determine a central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

3rd Quarter Practice & apply standard in its entirety.


9-10.RI.3: Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

1st Quarter Analyze how the author organizes an analysis or series of ideas or events including the order in which the points are made.

Identify and interpret organizational patterns • chronological • compare-contrast • problem-solution • cause and effect

2nd Quarter Analyze how the author organizes an analysis or series of ideas or events including the order in which the points are made, how they are introduced and developed.



13


MPS RESOURCES

3rd Quarter Analyze how the author organizes an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• definition

Identify and analyze author’s form of reasoning (inductive or deductive)

Re-order fragmented essay/informational text in logical order

Chart changes or shifts in organization throughout text; can be paired with annotations.


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.

1st Quarter Determine the meaning of words and phrases as they are used in the text, including figurative and connotative and technical meanings.

Analyze formal and informal tone Compare and contrast diction in a variety of texts.

• Venn Diagram • T-chart

Mini-lesson • Task-Audience-Purpose • SOAPSTone • Analyze conventions of multiple genres • Use context clues and textual purpose to identify

meaning of words/phrases • Identifying and building awareness of resources -

digital and otherwise

Rewrite a text in another mode or for a different audience (changing appeals) • newspaper • ad slogans • television commercials • court opinion • opinion editorials

2nd Quarter 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.

3rd Quarter 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.




14


MPS RESOURCES

9-10.RI.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

1st Quarter Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences and paragraphs.

Rhetorical precis

Graphic organizers • claim/evidence T-chart • reason/evidence T-chart • Say-Mean-Matter chart

2nd Quarter Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).



9-10.RI.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

1st Quarter Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view.

Identify rhetorical devices that create specific effects (i.e. sentence variety, understatement, over-generalization, repetition, etc.)

Aristotle’s Rhetorical Triangle • logos, ethos, pathos

Analyze rhetorical devices used to establish point of view or purpose Task-Audience-Purpose

Identify appeals: political cartoon, junk mail, credit card application, movie, commercials, or television show trailers

Create a product that uses logos, ethos, pathos have the class determine the purpose or point of the product/presentation

Analyze different modes of advertisements

2nd Quarter Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.





15


MPS RESOURCES

9-10.RI.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. 1st Quarter Analyze various accounts of a subject told in different mediums (e.g., a person’s life

story in both print and multimedia), determining which details are emphasized in each account.

Refer to adopted resources for examples of artwork and non-fiction selections for comparison

Compare: • the author’s oral rendition of his work to its written

version • a political cartoon to an editorial with similar themes • thematics in poetry and music • themes across different writing genres • TedTalks • social media

2nd Quarter Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.



9-10.RI.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

1st Quarter Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant.

Evaluate argument for cause and effect, analogy, authority, rhetorical devices, repetition, sentence variety, fact-opinion

List reasons that make the author credible

Rhetorical devices chart to identify examples and effect

Use rhetorical devices chart to write a brief paragraph explaining how the structure and tone is relevant to the piece and its appeal

Analyze author’s intent and whether it is valid based on title, publisher, date, and URL.

Analyze for logical fallacies, then rewrite

Analyze political speeches, letters to the editor, commercials, etc. to identify fallacies

2nd Quarter Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.



9-10.RI.9: Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts. 1st Quarter Standard in its entirety.

Refer to adopted resources for materials.

Identify primary and secondary sources



16

READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES/INSTRUCTION

MPS RESOURCES


Task-Audience-Purpose

Say-Mean-Matter chart

Critical reading strategies

Analyze rhetorical devices



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.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 9-10 quantitative complexity measure is 1050-1335 Lexile.

Read and analyze a variety of texts. This should include more complex texts in class and independently.

17

18

WRITING

STANDARDS

19


Bold text indicates focus for scaffolding 20

WRITING STANDARDS

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES

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.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear

relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that

anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and

reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are

writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

1st

Quarter

Write arguments to support claim in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence. a. Introduce claim(s), distinguish the claim(s) from alternate or opposing claims, and create an

organization that establishes relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify

the relationships between claim(s) and reasons, between reasons and evidence, and between

claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.


Note: These suggestions apply to all

quarters.

• Identify claims in the text (sample

essays and informational texts)

• Evaluating types of evidence to

include in arguments (primary vs.

secondary sources, vetting sources

for credibility/accuracy, variety of

source types, etc.)

• T-charts, AVID writing templates,

Venn Diagram to explore different

viewpoints and evidence

• Utilize argument outlines

• Model argumentative essay writing

(parts or whole).

• Passive voice vs. active voice

• Compose an argument piece for a

specific audience

2nd

Quarter

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create

an organization that establishes clear relationships among claim(s), counterclaims, reasons, and

evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each.









WRITING STANDARDS


3rd

Quarter

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create

an organization that establishes clear relationships among claim(s), counterclaims, reasons, and

evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the

strengths and limitations of both in a manner that anticipates audience’s knowledge level

and concerns.







Note: These suggestions apply to all

quarters.

• Identify claims in the text (sample

essays and informational texts)

• T-charts, AVID writing templates,

Venn Diagram to explore different

viewpoints and evidence

• Utilize argument outlines

• Model writing a complete argument

essay for students, including all

elements of the writing process

• RAFT (role, audience, format, topic)

• Passive voice vs. active voice

• Compose an argument piece for a

specific audience

4th

Quarter

Mastery of the standard in its entirety, independently and proficiently



WRITING STANDARDS


9-10.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.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and

examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex

ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are

writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating

implications or the significance of the topic).

1st

Quarter

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.

a. Introduce a topic; organize ideas, concepts, and information.

b. Develop the topic with relevant facts, definitions, details, quotations, or other

information and examples to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, and

create cohesion.

d. Use precise language and domain-specific vocabulary.

e. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented.

Possible Products

• essay

• business letter

• proposal

• resume

• letter of intent

• email (settings and formatting)

Incorporate organizational patterns

• chronological

• compare-contrast

• problem-solution

Provide blank outline to identify development of

central idea

Create multimedia presentations

Create a works cited and annotated bibliography

Use primary and secondary source to support thesis

of essay



WRITING STANDARDS


2nd Quarter 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. a. Introduce a topic; organize complex ideas, concepts, and information to make

important connections and distinctions.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended

definitions, concrete details, quotations.

c. Use appropriate and varied transitions to link the major sections of the text, create

cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the

complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the

norms and conventions of the discipline in which they are writing.


information or explanation presented (e.g., articulating implications or the

significance of the topic).

Group Transition Activity (Fill-in transitions)

• provide groups with sentences/paragraph

missing transitions

• have students choose and defend appropriate

transitions; present to class

Still life photograph (descriptive writing)

• write a description of a still life image (similar

to form or concrete poetry) using descriptive

words

Elevate an informal writing excerpt to a formal tone

using academic vocabulary and norms

Write multiple letters to various audience (parents,

businessman, friend)

In groups, provide students with an example of a

concluding paragraph and have them rewrite it as a

group

Provide students with an introduction and a

conclusion paragraph and analyze how the thesis is

restated but not repeated verbatim in the conclusion

Provide students with sample essay without the

conclusion and have them write a conclusion for it

(individual, group, or whole class activity)

3rd Quarter 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. a. Introduce a topic; organize complex ideas, concepts, and information to make

important connections and distinctions; include formatting (e.g., headings),

graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended

definitions, concrete details, quotations, or other information and examples

appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create

cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity

of the topic.

e. Establish and maintain a formal style and objective tone while attending to the

norms and conventions of the discipline in which they are writing.


information or explanation presented (e.g., articulating implications or the

significance of the topic).



WRITING STANDARDS


4th Quarter Mastery of the standard in its entirety, independently and proficiently

9-10.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing

a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or

characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

1st Quarter a. Orient the reader by setting out a problem, situation, or observation, establishing one point of

view, and introducing a narrator and/or characters; create a plot progression.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot

lines to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events.

d. Use words, phrases, details, and language to convey a picture of the experiences, events,

setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative.

Photo stories

• write a description of the photo

and/or a back story to a character

in the photo

• eliminate “to be” verbs and replace

with active verbs

Plot diagrams

Story starters

Mini lessons for narrative techniques

• dialogue

• description

• multiple plot lines

• multiple narrators

Mini lessons for pacing devices/strategies

• Chronological order

• Flashbacks

• Foreshadowing



WRITING STANDARDS


2nd Quarter a. Engage and orient the reader by setting out a problem, situation, or observation, establishing

one point of view, and introducing a narrator and/or characters; create a smooth

progression of experiences or events.


lines to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to

convey a vivid picture of the experiences, events, setting, and/or characters.



Mini lessons for developing imagery

• vivid verbs

• practice showing, not telling

• sensory images

• connotation and denotation

Mini lessons on narrative conclusion

techniques

• circular, cliff hanger, surprise, etc. Note: For the entire standard: Use

mentor texts to teach various aspects

of effective narrative writing

3rd Quarter a. Engage and orient the reader by setting out a problem, situation, or observation, establishing

one or multiple point(s) of view, and introducing a narrator and/or characters; create a

smooth progression of experiences or events.


lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a

coherent whole.

d. Use precise words and phrases, relevant descriptive details, and sensory language to

convey a vivid picture of the experiences, events, setting, and/or characters.




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.)

1st Quarter Standard in its entirety Focus/evaluate one or more of the Six Traits of Writing with writing assignments as appropriate to task,

purpose and audience.

Ideas and Content: Writing is clear and focused, holding the reader’s attention throughout. Main ideas

stand out and are developed by strong support and rich details. Purpose is accomplished.

Organization addresses the structure of the writing and integrates the central meaning and patterns that

hold the piece together.

2nd Quarter Standard in its entirety

3rd Quarter Standard in its entirety



WRITING STANDARDS


4th Quarter Mastery of the standard in its entirety,

independently and proficiently

Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or

personal, depending on the audience and purpose.

Word choice reflects the writer’s use of specific words and phrases to convey the intended message

and employs a variety of words that are functional and appropriate to the audience and purpose.

Sentence Fluency addresses the rhythm and flow of language. Sentences are strong and varied in

structure and length.

Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar

and usage, and paragraph breaks.

9-10.W.5: 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. (Editing for conventions should

demonstrate command of Language standards 1–3 up to and including grades 9–10.) 1st Quarter Standard in its entirety

Use these steps with every fully developed writing assignment (Note: the focus on addressing what is most significant for a specific purpose and audience). Prewriting

• Includes using strategies to generate, plan, and organize ideas for specific purposes.

• Determine the purpose and intended audience of a writing piece

• Generate ideas through a variety of activities

• Establish a controlling idea appropriate to the type of writing

• Use organizational strategies to plan writing Drafting Drafting incorporates prewriting to create a draft containing necessary elements for a specific purpose. Revising

• Revising includes evaluating and refining the draft for clarity and effectiveness.

• Evaluate the draft for use of ideas, organization, voice, word choice, and sentence fluency

• Add details to the draft to more effectively accomplish the purpose

• Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose

• Rearrange words, sentences, and paragraphs in the draft (effectively using transitional words and phrases) in order to clarify the meaning or to enhance the writing style

Editing Editing includes proofreading and correcting the draft for conventions. Publishing Publishing includes formatting and presenting a final product for the intended audience.




independently and proficiently



WRITING STANDARDS


9-10.W.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

1st Quarter Standard in its entirety

Utilize Google Docs, citation websites,

Word docs, etc.

Utilize group editing (Google Docs,

Canvas,Turnitin.com)

Create group projects using technology

Publish book reviews online; publish blog

posts on an individual or classroom blog;

etc.




9-10.W.7: 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.

1st Quarter Conduct short research project(s) to answer a question or solve a problem; narrow or broaden the

inquiry when appropriate; synthesize multiple sources on a subject, demonstrating understanding of

the subject under investigation.

Use a variety of appropriate online

databases

Mini lessons ● Generating with self-generated

questions

● Narrowing focus of research

question

Note: To make research more

meaningful, connect to area of focus.

2nd Quarter Conduct short as well as more sustained research projects to answer a 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.

3rd Quarter 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.




WRITING STANDARDS


9-10.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

1st Quarter Gather relevant information from multiple authoritative print and digital sources, integrate information

into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard

format for citation.

NoRedInk.com

Identify what makes a source credible

Conduct independent research using

online

databases

Advanced searches (adjusting settings,

Boolean search)

Developing research questions (Costa’s

Levels of Inquiry)

AVID: Three Part Source Integration

MLA format

Create annotated bibliography

2nd Quarter Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; integrate information into the text selectively to maintain the flow of ideas,

avoiding plagiarism and following a standard format for citation.

3rd Quarter Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the usefulness of each source in answering the research question;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation.


9-10.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature.

b. Apply grades 9–10 Reading standards to informational and nonfiction text.

1st Quarter Standard in its entirety

Compose a literary analysis essay

Analyze and discuss the significance of

an allusion in a specific text

Identify claims/sub-claims of assigned text

Identify false statements and fallacious

reasoning





WRITING STANDARDS


4th Quarter Mastery of the standard in its entirety, independently and proficiently Compose a critique of a text analyzing the

effectiveness of an author’s claims

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.

Use the writing process on short and extended writing assignments

Teach time management strategies to complete the process

30

SPEAKING AND

LISTENING

STANDARDS

31



SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.SL.1: 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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence

from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and

presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively

incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify

their own views and understanding and make new connections based on the evidence and reasoning presented.

1st Quarter *The entire standard will be addressed each quarter with the following

areas of emphasis:

a. Explicitly draw on preparation by referring to evidence from texts

and other research on the topic or issue.

b. Work with peers to set rules for collegial discussions and

decision-making; work with teacher-provided clear goals and

deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that

relate the current discussion to broader themes or larger ideas;

actively incorporate others into the discussion.

d. Respond thoughtfully to diverse perspectives; summarize points

of agreement and disagreement.

Socratic Seminars

Philosophical Chairs

Fish Bowl

Literature Circles

Critical Thinking Rubric

Planning sheet for any of the above activities

Socratic seminar prep (document pre-thinking and planning)

Cornell Notes

Have students establish roles in group assignments/ground rules

• note-taker

• speaker

• time keeper

• on-task keeper

Speaking and listening activities

• parroting

• paraphrasing what another group said

Speaking and Listening Activities (see above)

Discussion groups

2nd Quarter *The entire standard will be addressed each quarter with the following

areas of emphasis:

a. Begin to stimulate a thoughtful, well-reasoned exchange of ideas.


decision-making and individual roles as needed; meet teacher-

provided goals and deadlines.

c. Clarify and verify ideas and conclusions.

d. Make connections in light of the evidence and reasoning

presented.




MPS RESOURCES

3rd Quarter *The entire standard will be addressed each quarter with the following

areas of emphasis:

a. Stimulate a thoughtful, well-reasoned exchange of ideas.


decision-making (e.g., informal consensus, taking votes on key

issues, presentation of alternate views), clear goals and

deadlines, and individual roles as needed.

c. Challenge ideas and conclusions.

d. When warranted, qualify or justify their own views and

understanding.

Assign a group leader to be discussion monitor using a

checklist/rubric for discussion

• Summarize what was discussed and reference 2-3

strong/relevant points that were made and

agreement/disagreement with what was said

Speaking and listening activities (see above)

Sentence stems

• practicing respectful academic language (formal register);

review and post stems before group discussion o “I understand how you feel that way, but I think…” o “Although you have evidence to support your position,

have you considered…” • Reflection after discussion groups

Summarize what was discussed and reference several

strong/relevant points that were made and agree/disagree with what

was said

Supplement with Online Platforms

• Canvas discussion boards, Socrative, Kahoot!, and other resources may be used to facilitate or enhance classroom discussion.


9-10.SL.2: Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

1st Quarter Integrate multiple sources of information evaluating the credibility and

accuracy of each source.

Refer to adopted text for examples of media sources

Rubric to measure credibility of sources • Author name present • Author credentials • Date of publication present • URL type

Note: Lends itself nicely and links to RL7 and RI.8

2nd Quarter Integrate multiple sources of information presented in diverse media or

formats evaluating the credibility and accuracy of each source.

3rd Quarter Practice the standard in its entirety.





MPS RESOURCES

9-10.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious

reasoning or exaggerated or distorted evidence. 1st Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and

rhetoric.

Students evaluate published examples (commercials, political

speeches, etc.), as well as other students’ examples

Create a rubric to evaluate multiple sources

Present video clips of closing arguments of court cases

Identify and analyze fallacies in a variety of mediums

Note: Lends itself nicely and links to RI.6 and RI.8

2nd Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and

rhetoric, identifying any fallacious reasoning.

3rd Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and

rhetoric, identifying any fallacious reasoning or exaggerated or

distorted evidence.


9-10.SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.

1st Quarter Present information, findings, and supporting evidence clearly, concisely,

logically, and appropriately to purpose, audience, and task such that

listeners can follow the line of reasoning.

Sentence starters for transitions

Timed activities (limited prep time with teacher-provided documents) • impromptu speeches • debates • jigsaw activity (becoming the expert on a small specified

portion/topic and then teaching the class)

2nd Quarter Present information, findings, and supporting evidence clearly, concisely,

and logically such that listeners can follow the line of reasoning and the

organization, development, and substance are appropriate to purpose,

audience, and task.

3rd Quarter Present information, findings, and supporting evidence clearly, concisely,

and logically such that listeners can follow the line of reasoning and the

organization, development, substance, and style are appropriate to

purpose, audience, and task.




SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES/INSTRUCTION

MPS RESOURCES

9-10.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

1st Quarter Make strategic use of digital media in presentations.

PowerPoint (other Web 2.0 tool)

• 10-20-30 rule (no more than 10 slides; no longer than 20

minutes; no smaller than 30 point font)

• Present but do NOT read the PowerPoint information

• Digital Storytelling

Online presentation resources

Presentation Rubric Form

Prezi

Original short films

Animoto

Kahoot!

PollEverywhere/Survey Monkey

2nd Quarter Make strategic use of digital media in presentations to enhance

understanding of findings, reasoning, and evidence.

3rd Quarter Make strategic use of digital media in presentations to enhance

understanding of findings, reasoning evidence, and to add interest.


9-10.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

1st Quarter Entire standard every quarter.

Variety of classroom discussion structures (Socratic Seminar,

FishBowl, Philosophical Chairs, etc.)

Impromptu speeches (for varying purposes)

Debates

2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.


36

LANGUAGE

STANDARDS

37



LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Use parallel structure.

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

1st Quarter Demonstrate command of the conventions of

standard English grammar and usage when

writing or speaking. a. Use parallel structure.

b. Use various types of phrases (noun, verb,

adjectival, adverbial, participial,

prepositional, absolute) and clauses

(independent, dependent, noun, relative,

adverbial) to convey specific meanings.

NoRedInk.com

Grammar instruction can include • bell work • mini lessons • in context with literature • revision • editing

Show models of correct and incorrect parallel structures

Re-write non-parallel sentences using parallel structure

Write a brief paragraph using parallel structure for effect/purpose

Ensure sentence diversity • check sentence beginning • check sentence structure • check sentence length • syntax analysis chart

Students will cross check how many words are in their sentences

Revise for pre-determined number of specific sentence types

• compound

• complex

• compound-complex

2nd Quarter Demonstrate command of the conventions of







adverbial) to convey specific meanings

and add variety and interest to writing

or presentations.

3rd Quarter Demonstrate command of the conventions of







adverbial) to convey specific meanings

and add variety and interest to writing or

presentations.





MPS RESOURCES

9-10.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.

c. Use correct spelling.

1st Quarter Entire standard every quarter.

Address in bell work, mini lessons, full lessons, and revision

Model and practice

Analyze work of other students

Practice using colons to embed evidence

2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.


independently and proficiently.

9-10.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for

meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual.

1st Quarter Apply knowledge of language to understand how

language functions in different contexts and to

comprehend more fully when reading or listening.

Teach diction and syntax

Teach MLA format

Connect to Aristotle’s appeals/rhetorical triangle - pathos, logos, ethos

SOAPSTone: Subject, Occasion, Audience, Purpose, Speaker, Tone

STAMP: Subject, Tone, Audience, Message, Purpose

Teach registers of language and appropriate contexts for use

2nd Quarter Apply knowledge of language to understand how

language functions in different contexts, to make

effective choices for meaning or style, and to

comprehend more fully when reading or listening.

3rd Quarter Practice with the standard in its entirety.






MPS RESOURCES

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.

a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;

advocate, advocacy).

b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning

of a word or phrase.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase.

1st Quarter Standard in its entirety.

Vocabulary.com

Incorporate various vocabulary acquisition strategies (See Appendix)

• AVID Vocabulary Graphic Organizer

• Diffusing

• Frayer Model

• Networding

Review of acceptable online dictionary and thesaurus resources including those in Word,

GoogleDocs, etc.

Students

• map etymology of words

• compare/contrast denotative and connotative meanings of words

• identify synonyms, antonyms, homonyms, idioms, and puns

Identify words with Greek and Latin roots, prefixes, and suffixes





9-10.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

1st Quarter Standard in its entirety. Say, Mean, Matter analysis

AVID Saying/Doing analysis

Refer to glossary of AP rhetorical terms








MPS RESOURCES

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. 1st Quarter Standard in its entirety.

Demonstrate and encourage transition to academic register and vocabulary use

Guide students to independent techniques of vocabulary acquisition

Teach Costa’s terminology for academic tasks

Note: If all of the previous Language Standards have been addressed, this standard

will be mastered.





Language Strand – Standards 1 & 2 Progressive Skills by Grade

42

The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Kindergarten Form regular plural nouns orally by adding /s/ or /es/ Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun I Recognize and name end punctuation

1st Grade Use common, proper, and possessive nouns Use singular and plural nouns with matching verbs Use personal, possessive, and indefinite pronouns Use verbs to convey a sense of past, present, and future

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences

Capitalize dates and names of people Use end punctuation for sentences Use commas in dates and to separate single words in a series

2nd Grade Use collective nouns Form and use frequently occurring irregular plural nouns Use reflexive pronouns Form and use the past tense of frequently occurring irregular verbs

Use adjectives and adverbs, and choose between them depending on what is to be modified

Produce, expand, and rearrange complete simple and compound sentences

Capitalize holidays, product names, and geographic names Use commas in greetings and closings of letters Use an apostrophe to form contractions and possessives

3rd Grade Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentences Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and adverbs,

and choose between them depending on what is to be modified Use coordinating and subordinating conjunctions Produce simple, compound, and complex sentences Capitalize appropriate words in titles Use commas in addresses Use commas and quotation marks in dialogue Form and use possessives Use conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and

quotations from a text Use a comma before a coordinating conjunction in a compound

sentence

43

5th Grade Explain the function of conjunctions, prepositions, and interjections

in general and their function in particular sentences Form and use the perfect verb tenses Use verb tense to convey various times, sequences, states, and

conditions Recognize and correct inappropriate shifts in verb tense Use correlative conjunctions Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of

the sentence Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works

6th Grade Ensure that pronouns are in the proper case Use intensive pronouns Recognize and correct inappropriate shifts in pronoun number and

person Recognize and correct vague pronouns Recognize variations from standard English in their own and others’

writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th Grade Explain the function of phrases and clauses in general and their

function in specific sentences Choose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideas Place phrases and clauses within a sentence, recognizing and

correcting misplaced and dangling modifiers Use a comma to separate coordinate adjectives

8th Grade Explain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood Recognize and correct inappropriate shifts in verb voice and mood Use punctuation (comma, ellipsis, dash) to indicate a pause or break Use an ellipsis to indicate an omission

9th/10th Grade Use parallel structure Use a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clauses Use a colon to introduce a list or quotation

11th/12th Grade Apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting

references Observe hyphenation conventions

44

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

45

46

Arizona’s English Language Arts Standards – 9-10th Grade

Reading Standards for Literature

Key Ideas and Details

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.RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

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.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

Integration of Knowledge and Ideas

9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

9-10.RL.8 (Not applicable to literature)

9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work.

Range of Reading and Level of Text Complexity

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 grades 9.

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 grades 10.

47


Reading Standards for Informational Text

Key Ideas and Details

9-10.RI.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.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10.RI.3 Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure

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.RI.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

9-10.RI.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas

9-10.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

Range of Reading and Level of Text Complexity

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 9.

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.

48

Arizona’s English Language Arts Standards – 9-10th Grade Writing Standards

Text Types and Purposes

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.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

9-10.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. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

49


Text Types and Purposes

9-10.W.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing

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.)

9-10.W.5

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

9-10.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

9-10.W.7

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.

9-10.W.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9-10.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9-10 Reading standards to literature. b. Apply grades 9-10 Reading standards to informational and nonfiction text.

50


Range of Writing

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.

Speaking and Listening Standards

Comprehension and Collaboration

9-10.SL.1

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. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented.

9-10.SL.2 Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

9-10.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

9-10.SL.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.

9-10.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

51


Language Standards

Conventions of Standard English

9-10.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

9-10.L.2

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Use correct spelling.

Knowledge of Language

9-10.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual.

Vocabulary Acquisition and Use

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. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase.

9-10.L.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

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.