Upload
others
View
7
Download
0
Embed Size (px)
Citation preview
Grade Level/Course: Literature, Composition, and Reading Strategies II
Content Area: Language Arts
Grade Level/Course Overview: Literature, Composition, and Reading Strategies I and II is a multidimensional course that offers students an
opportunity to learn reading and vocabulary strategies that will enable them to decode and comprehend fiction,
informational text, poetry and drama, resulting in an increased reading achievement level. Emphasis will also be placed
on using the writing process to increase comprehension and use information acquired through reading.
Note: This course is a two-hour block and satisfies the Language Arts requirement for ninth and/or tenth grades and one
hour of elective credit each year.
Strands/Domains
Reading Literature
Reading Informational Text
Writing
Speaking and Listening
Language
Interdisciplinary Themes
Communication
Collaboration
Conflict/Resolution
Program Understandings (pk-12)
Reading:
Readers make meaning from text.
Readers understand that authors use literary elements and techniques to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Writing:
Writes compose for a variety of audiences and purpose.
Writers create and share their writing.
Writers use a variety of sources to enhance their writing.
Writers strengthen their craft through practice.
Speaking and Listening
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific purposes.
Language:
Writers and speakers use appropriate English
Writers and speakers use language to convey meaning.
Writers and speakers use language to enhance meaning
Units of Study
Novel of Choice
Article of the Week
Research
Reading and Argumentative Writing
Narrative Writing and Reading
Literature, Composition and Reading Strategies II
Strand/Domain* Reading Literature
Cluster* Key Ideas and Details
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R1H.EI.a,d-f R1H.EIIa,d-f R2C.EI.a-d R2C.EII.a-d
RL.9-10.1
SMS 2
1, 3
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.
R1H.EI.a,f R1H.EII.a,f R2C.EI.c R2C.EII.c
X RL.9-10.2
SMS 2
1, 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.
R2C.EI.b X RL.9-10.3
SMS 2
1, 3
Strand/Domain* Reading Literature
Cluster* Craft and Structure
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
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 (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone.)
R1E.I.a-c R1E.EII.a-c R2B.EI.d R2B.Eii.d
X RL.9-10.4
SMS 2,7
3, 6, 7
Analyze how an author’s choices concerning how to structure text, order events within it (e.g. parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tensions, or surprise.
R2A.EI R2A.EIi R2C.EI.b R2C.EII.b
X RL.9-10.5
SMS 2
Analyze a particular point of view or cultural experience reflected in a work of literature form outside the United States, drawing on a wide reading of world literature.
R2C.EI.d R2C.EII.d
X RL.9-10.6
SMS 2, 7
1, 9
Strand/Domain* Reading Literature
Cluster* Integration of Knowledge and Ideas
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s Musee des Beaux Arts and Breughel’s Landscape with the Fall of Icarus).
R2A.EI R2A.EII R1I.EI.a. R1I.EII.a
X RL.9-10.7
SMS 2, 5
3
(not applicable to literature) RL.9-10.8
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
R1I.a R1I.EII.a R2C.EI.c R2C.EII.c
X RL.9-10.9
SMS 2
Strand/Domain* Reading Literature
Cluster* Range of Reading and Level of Text Complexity
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grade 9-10 text complexity band proficiently with scaffolding as needed at the high end of range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grade s9-10 text complexity band independently and proficiently.
R1D.EI.a-b R1D.EII.a-b
X RL9-10.10
SMS 2
Strand/Domain* Reading Information Text
Cluster* Key Ideas and Details
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R1H.EI.a,d-f R1H.EII.a,d-f R3C.EI.a-g R3C.EII.a-h
RI.9-10.1
SMS 3
1, 3
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.
R1H.EI.a,f R1H.EII.a,f
X RI.9-10.2
SMS 3
1, 3
Analyze how the author unfolds 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.
R3C.EI.a R3C.EII.a
X RI.9-10.3
SMS 3
1, 3
Strand/Domain* Reading Information Text
Cluster* Craft and Structure
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
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 (e.g., how the language of a court opinion differs from that of a newspaper).
R1E.EI.a-c R1E.EII.a-c R3B.EI.d R3B.EII.e R3c.EI.b R3C.EII.e
X RI.9-10.4
SMS 3
1, 3, 6
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).
R3A.EI R3A.EII R3C.EII.a
X RI.9-10.5
SMS 3
3, 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.
R3C.EI.d-e R3C.EII.f-g
RI.9-10.6
SMS 3
1, 3
Strand/Domain* Reading Information Text
Cluster* Integration of Knowledge and Ideas
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
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.
ICTL4A.EI ICTL4A.EII
X RI.9-10.7
SMS 3, 5
1, 3, 6
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.
R3C.EI.c R3C.EII.b,d ICTL4C.EI.a, c-d ICTL4C.EII.a,c-d
RI.9-10.8
SMS 3
1, 3
Analyze seminal U.S. documents of historical and literary significance (e.g. Washington’s Farwell Address, Roosevelt’s Four Freedoms speech, King’s Letter from Birmingham Jail), including how they address related themes and concepts.
R1I.EI.a-b R1I.EII.a-b R3C.EI.e R3C.EII.e
RI.9-10.9
SMS 3
1, 3
Strand/Domain* Reading Information Text
Cluster* Range of Reading and Level of Text Complexity
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently with scaffolding as needed at the high end of range. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.
R1D.EI.a-b R1D.EII.a-b
X RL9-10.10
SMS 2
Strand/Domain* Writing
Cluster* Text Types and Purposes
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
E
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
o CCSS.ELA-Literacy.W.9-10.1a 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.
o CCSS.ELA-Literacy.W.9-10.1b 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.
o CCSS.ELA-Literacy.W.9-10.1c 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.
o CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
o CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.
W3A.EI.a W3A.EII.a W2C.EI.a-d W2C.EII.a-d W2A.EII.a-b W2B.EI.a-d W2B.EII.a-d
X W.9-10.1
SMS 4
5
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.
o CCSS.ELA-Literacy.W.9-10.2a 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.
o CCSS.ELA-Literacy.W.9-10.2b 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.
o CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas
W3A.EI.a-d W3A.EII.a-d W2C.EI.a W2C.EII.a W2D.EI.a W2D.EII.a
X W.9-10.2
SMS 4
5
and concepts.
o CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.
o CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
o CCSS.ELA-Literacy.W.9-10.2f 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).
E
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
o CCSS.ELA-Literacy.W.9-10.3a 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.
o CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
o CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
o CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
o CCSS.ELA-Literacy.W.9-10.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W3A.EI.a-b W3A.EII.a-b W2C.EI.a-d,f W2C.EII.a-d,f W2B.EI.a-d W2B.EII.a-d W2D.EI.a-b W2D.EII.a-b
X W.9-10.3
SMS 4
5
Strand/Domain* Writing
Cluster* Production and Distribution of Writing
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
E
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.)
W2A.EI.a-b W2A.EII.a-b
X W.9-10.4
5
E
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 here.)
W1A.EI.a-d W1A.EII.a-d
X W.9-10.5
5
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.
W1A.EI.a-e W1A.EII.a-e ICTL1B.9 ICTLB.10 ICTL5C.9.a ITTL5C.10.a
W.9-10.6
8
Strand/Domain* Writing
Cluster* Research to Build and Present Knowledge
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
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.
ICTL2B.9.a-b ICTL2B.10.a-b ICTL3A.9.a ICTL3A.10.a ICTL4D.9.c ICTL4D.10.c W3A.EI.a-e W3A.EII.a-e
W.9-10.7
7
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.
ICTL3B.9 ICT3B.10 ICTL1A.9.a-f ICTL1A.10.a-f ICTL4C.9.a ICTL4C.10.a ICTL5B.9 ICTL5B.10 ICTL6B.9 ICTL6B.10
W.9-10.8
5 7
Draw evidence from literary or informational texts to support analysis, reflection, and research.
o CCSS.ELA-Literacy.W.9-10.9a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
o CCSS.ELA-Literacy.W.9-10.9b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
W3A.EI.a-e W3A.EII.a-e
W.9-10.9
7
Strand/Domain* Writing
Cluster* Range of Writing
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
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.
W1A.EII W2A.EI.a-b W2A.EII.a-b W3A.EI.a-e W3A.EII.a-e
X W.9-10.10
SMS 4
5
Strand/Domain* Speaking and Listening
Cluster* Comprehension and Collaboration
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
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.
o CCSS.ELA-Literacy.SL.9-10.1a 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.
o CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
o CCSS.ELA-Literacy.SL.9-10.1c 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.
o CCSS.ELA-Literacy.SL.9-10.1d 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 in light of the evidence and reasoning presented.
LS2A.9-12 R1H.EI.b R1H.EII.b
SL.9-10.1
SMS 6
4, 6
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LS2A.9-12
SL.9-10.2
7
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LS1A.9-12
SL.9-10.2
SMS 6
6
Strand/Domain* Speaking and Listening
Cluster* Presentation of Knowledge and Ideas
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
E
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.
LS1A.9-12
SL.9-10.4
SMS 6
4, 5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
LS2A.9-12
SL.9-10.5
8
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 here for specific expectations.)
SL.9-10.6
SMS 1,6
4, 5
Strand/Domain* Language
Cluster* Conventions of Standard English
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
E
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o CCSS.ELA-Literacy.L.9-10.1a Use parallel structure.*
o CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
W2C.EI.e W2C.EII.e
X L.9-10.1
SMS 1
4, 6
E
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
o CCSS.ELA-Literacy.L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
o CCSS.ELA-Literacy.L.9-10.2b Use a colon to introduce a list or quotation.
o CCSS.ELA-Literacy.L.9-10.2c Spell correctly.
W2E.EI.a-b W2E.EII.a-b
X L.9-10.2
SMS 1
4, 6
Strand/Domain* Language
Cluster* Knowledge of Language
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
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.
o CCSS.ELA-Literacy.L.9-10.3a Write and edit work so
that it conforms to the guidelines in a style manual (e.g.,
MLA Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
ICTL5C.9.a ICTL5C.10.a
X L.9-10.3
SMS 1
6
Strand/Domain* Language
Cluster* Vocabulary Acquisition and Use
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO IRA
NCTE
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.
o CCSS.ELA-Literacy.L.9-10.4a 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.
o CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
o CCSS.ELA-Literacy.L.9-10.4c 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.
o CCSS.ELA-Literacy.L.9-10.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
R1E.EI.a-c R1E.EII.a-c
X L.9-10.4
SMS 1
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
o CCSS.ELA-Literacy.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
o CCSS.ELA-Literacy.L.9-10.5b Analyze nuances in the meaning of words with similar denotations.
R2B.EI.e R3B.EI.d R2B.EII.e R3B.EII.e
X L.9-10.5
SMS 1
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.
R1E.EI.a-c R1E.EII.a-c R1G.EI.a R1G.EII.a W2D.EI.a-b W2D.EII.a-b
X L.9-10.6
6
COURSE/GRADE LEVEL: Literature, Composition and Reading Strategies II UNIT TITLE: Narrative Writing and Reading
SUGGESTED UNIT TIMELINE: 3-4 weeks
ESSENTIAL QUESTION(S): How does reading narrative pieces of literature influence and affect the way you utilize stylistic techniques and literary devices in your own writing? How does writing on a personal level help us understand the human condition?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
01.01.01
Apply metacognitive strategies in order to comprehend grade level texts. X
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
X
W.9~10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
X
W.9~10.5 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.
X
W.9~10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
X
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
X
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
X
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
X
UNIT DESCRIPTION: Students read an requried text and identify the traits/qualities of a narrative to produce their own personal narratives.
UNIT VOCABULARY
Academic Vocabulary Content Vocabulary Metacognitive strategies Narrative Narrative Structure Main idea Audience Purpose Tone Diction Characterization
Conflict Plot Sensory and/or Figurative Language Dialogue Inner Monologue Theme 6 Traits of Writing
Point of view Revision
Editing
HOW DO WE KNOW STUDENTS HAVE LEARNED?
UNIT ASSESSMENT BLUEPRINT
Curriculum
Strand/Domain
Curriculum
Cluster
Learning Target
(Standard)
Type of
Target/DOK
Level
Assessment
Method
Number of
Items
Notes
Reading Key Ideas and
Details
Apply metacognitive strategies in order to comprehend grade level texts.
DOK 2 Check for Understanding;
Annotations
Writing Text Types and Purposes
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
DOK 3 Narrative Writing See resource
section.
Writing Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
DOK 3 Narrative Writing
Writing Production and Distribution of Writing
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what
DOK 3 Narrative Writing
is most significant for a specific purpose and audience.
Writing Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
DOK 2 Narrative Writing
Language Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
DOK 3 Narrative Writing
Language Conventions of Standard English
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
DOK 3 Narrative Writing
Language Vocabulary Acquisition and Use
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
DOK 3-4 Narrative Writing
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL
STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
01.01.01
Teacher models how to interact effectively with a text
Students mirror teacher modeling
Teacher provides an annotated copy of the text
Students add their own annotations.
W.9-10.3 Teacher models the writing process specific to narrative writing and provides examples of well-written narratives
Students identify the elements of a well-written personal narrative and apply knowledge to own personal narratives
Teacher provides additional examples and teacher feedback on student narratives.
Students are expected to incorporate high level literary devices (i.e. parallel plots, advanced characterization, etc.) into personal narratives.
W.9-10.4 Teacher models the writing process specific to narrative writing and provides examples of well-written narratives
Students identify the elements of a well-written personal narrative and apply knowledge to own personal narratives
Teacher provides additional examples and teacher feedback on student narratives.
Students are expected to write more complex sentences.
W.9-10.5 Teacher models the steps for editing and revision and provides an annotated example of an edited and revised narrative
Students edit their own personal narratives or engage in peer editing
Teacher will provide a checklist to assist in editing as well as further examples of good editing
Students assist struggling students in the editing process.
W.9-10.10 Teachers assigns multiple written assignments of varied lengths
Students write multiple written assignments of various lengths
Teacher will continually to monitor writing process and offer feedback as necessary.
Students create lengthier and more complex written assignments.
L.9-10.1 Teacher utilizes grammar texts. Teacher identifies examples of grammar and usage in the mentor text.
Students complete various grammar handouts and modify written assignments based on teacher feedback.
Teacher will provide additional support in struggling areas through practice and examples.
Students utilize proper grammar and usage in all written and spoken assignments.
L.9-10.2 Teacher utilizes grammar texts. Teacher identifies examples of
Students complete various grammar handouts and
Teacher will provide additional support in struggling areas through
Students utilize correct capitalization, punctuation, and spelling in all written and spoken assignments.
capitalization, punctuation, and spelling in the mentor text.
modify written assignments based on teacher feedback.
practice and examples.
L.9-10.5 Teacher provides examples of figurative language, word relationships, and nuances in word meanings through the mentor texts.
Students identify and/or define of figurative language, word relationships, and nuances in word meanings as a formative assessment. Then, students employ the aforementioned concepts in their narrative as a summative assessment.
Teacher will provide extend practice and examples to clarify.
Students create their own examples of figurative language, word relationships, and nuances in word meanings in their personal narratives.
RESOURCES Text
Night by Elie Wiesel (10th)
Shattering Glass by Gail Giles (10th)
“This I Believe” NPR
Teacher and/or previous student narratives
untitled piece by Sara Kay from Spoken Word collection Reference Kelly Gallagher Alternate Text Students utilize independent novel choices to study personal narrative style.
COURSE/GRADE LEVEL: Literature, Composition and Reading Strategies II UNIT TITLE: Reading and Argumentative Writing
SUGGESTED UNIT TIMELINE: Five to six weeks
ESSENTIAL QUESTION(S): How do different groups define a leader? How do we argue our claims about our definitions of a leader?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
RL. 9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
X
RL.9-10.2
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.
X
RL.9-10.3
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
X
RL.9-10. 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.
X
RL.9-10. 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.
X
RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
X
RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
X
RL.9-10.9
Analyze how an author draws on and transforms source material in a specific work.
X
W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
X
W.9-10.4
Produce clear and coherent writing in which the development, organization, and styles are appropriate to task, purpose, and audience.
X
W.9-10.5
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.
X
W.9-10.10
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.
X
L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or [listening] (a. parallel structure; b. prepositional phrases)
X
L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (b. punctuate dialogue, verse)
X
L. 9-10.3
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.
X
L. 9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.
X
SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
X
UNIT DESCRIPTION: Students will read and analyze a variety of fiction and non-fictions texts to identify strong evidence in order to produce an argumentative piece.
UNIT VOCABULARY
Academic Vocabulary Content Vocabulary
Argument
Claims
Counter claims/Opposing claims
Analysis
Evidence
Cohesion
Tone
Audience
Purpose
Formal/Informal writing style
Synthesis
HOW DO WE KNOW STUDENTS HAVE LEARNED?
UNIT ASSESSMENT BLUEPRINT
Curriculum
Strand/Domain
Curriculum
Cluster
Learning Target
(Standard)
Type of
Target/DOK
Level
Assessment
Method
Number of Items Notes
Writing Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
DOK 3 Argumentative Writing
See possible topics
by resources below.
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
01.01.01 Teacher will provide context for reading through an essential question.
Students will generate questions to guide reading about leaders, (i.e. How do different groups define a leader?)
Model pertinent questions about how various groups
could define a leader.
Students will make connections to previous pieces they have read as well as to current events.
RL.9-10.5
Teacher will provide a format for students to brainstorm concrete examples of leaders.
Students will examine their beliefs of what defines a leader and provide examples.
Model examples from school, family, culture, etc.
Students will discuss and analyze how a non-traditional person can be viewed as an effective leader.
RL.9-10.1 RL.9-10.7
Teacher will introduce texts that highlight the many and varied characteristics of a leader.
Students read the text making annotations and providing comments about these various characteristics.
Provide a concrete list of characteristics and students will assign evidence from the text for each characteristic.
Students could find commonalities among the various texts.
RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.6 RL.9-10.9
Teacher and students read, annotate and analyze the text.
Students will complete graphic organizers and compile notes to support the predefined characteristics of a leader.
Students will note specific trouble spots to discuss with peers and/or teacher.
Students read, annotate, analyze the text independently.
SL.9-10.1 Teacher will provide a format for an all class discussion, utilizing information from all of the texts used, geared towards the argumentative writing “How do we define a leader?”
Students will
continue to collect
data from the
discussion to aid in
their paper.
Teacher can provide a comprehensive list of notes from the discussion. Pair students and work collaboratively to compile notes and observations.
Students will lead their own classroom discussion.
W.9-10.1 Teacher will model sample thesis statements.
Students begin developing thesis statements.
Teacher will provide sentence frame for the thesis.
Students will move from the sentence frame to develop their own thesis statement.
W.9-10.1 W.9-10.1
Teacher will model sample body paragraphs.
Students will begin developing their own body paragraphs.
Students mimic teacher’s exemplars with the aid of a graphic organizer.
Students will move from the graphic organizers to develop their own body paragraphs.
W.9-10.5 L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.5
Teacher models revision techniques, specifically incorporating grammatical structure and citations.
Students work in
small groups or pairs
to edit papers and
make necessary
revisions.
Teacher will work independently with students who need revision and editing help.
Students will independently work through the revision process.
W.9-10.4 W.9-10.10
Teacher provides student exemplars of final product.
Students will finalize
their essays.
Teacher will provide additional student examples to aid student in finalizing their essays.
Student will seek out opportunities to publish his/her writing.
RESOURCES Required Text and/or Alternate Texts Lord of the Flies The Odyssey Things Fall Apart After the First Death Supplemental Texts Local and National Newspapers Feature stories from local and National News Up-Front Magazine
Scope Magazine Reference Burke, Jim. What’s the Big Idea. Gallagher, Kelly. Deeper Reading.
COURSE/GRADE LEVEL: Literature, Composition and Reading Strategies II UNIT TITLE: Research
SUGGESTED UNIT TIMELINE: Three to Six weeks
ESSENTIAL QUESTION(S): How does researched evidence help us to develop a valid, coherent argument? What makes a source reliable? What constitutes plagiarism, and how do we avoid it?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
W.9-10.1 Write arguments to supports claims in an analysis or substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
X
W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
X
W.9-10.5 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.
X
W.9-10.6
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.
X
W.9-10.7
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.
X
W.9-10.8
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.
X
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
X
W.9-10.10
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.
X
RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
X
RI.9-10.2 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.
X
RI.9-10.4 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 (e.g., how the language of a court opinion differs from that of a newspaper).
X
RI.9-10.5 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).
X
RI.9-10.8 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.
X
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
X
SL.9-10.4 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.
X
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
X
SL.9-10.6 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 here for specific expectations.)
X
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
X
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
X
UNIT DESCRIPTION: Students will research a topic, take notes, and present information both in writing and/or in a formal oral presentation.
UNIT VOCABULARY
Academic Vocabulary Content Vocabulary Annotation Connections Questions Key information Main idea Summary Argument
Claims
Counter claims/Opposing claims
Analysis
Evidence
Organization
Outline
Tone
Audience
Purpose
Formal/Informal style
Publish
Update
Research
Multi-media
HOW DO WE KNOW STUDENTS HAVE LEARNED?
UNIT ASSESSMENT BLUEPRINT
Curriculum
Strand/Domain
Curriculum
Cluster
Learning Target
(Standard)
Type of
Target/DOK
Level
Assessment
Method
Number of Items Notes
Writing Text Types and Purposes
Write arguments to supports claims in an analysis or substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
DOK 4 Argumentative essay
1 See resource
section.
Reading: Informational Text
Key ideas and details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
DOK 3 Included as a portion of the
argumentative essay
See resource
section.
Speaking and Listening
Presentation and knowledge of ideas
Present information, findings, and supporting evidence clearly, concisely,
DOK 3 Oral Presentation 1 Students should
incorporate
multiple media
in their
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.
presentations.
This will satisfy
the speech
proficiency
requirement.
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
L.9-10.6 Teacher provides introductory research paper vocabulary.
Students take notes. Teacher provides guided notes.
Students will create a visual graphic for the classroom of the introductory research paper vocabulary.
RI.9-10.1 RI.9-10.2 RI.9-10.4 RI.9-10.5 RI.9-10.7 RI.9-10.9
Teacher provides research topic options.
Students will select a
topic and create a
research question.
Teacher assigns topic. Teacher provides thesis question frame.
Students approach the teacher about a different topic idea.
RI.9-10.5 RI.9-10.6 W.9-10.1 W.9-10.7 W.9-10.9
Teacher provides note-taking instructions.
Students will annotate article(s) demonstrating note taking strategies. Some students can be taught the formal note card/source card note-taking method.
Teacher provides teacher’s annotated copy. Model note taking with everyone looking at the same article.
Students check others notes and/or notecards to make sure they have all appropriate information. Students can highlight the 4 main parts of each notecard or highlight to color coordinate notecards with the corresponding source.
RI.9-10.4 RI.9-10.5 RI.9-10.7 RI.9-10.8
Teacher provides instruction on evaluating credible sources.
Students choose credible sources; format works cited.
Teacher points out how two different electronic sources (such as a blog and a news websites) have obvious indicators of reliability. Teacher provides one-on-one instruction, using different methods for evaluating sources as needed.
Students find sources above the required number.
W.9-10.7 W.9-10.8
Teacher provides an outline for students to complete.
Students synthesize information and organize research. Students revise if necessary.
Teacher provides a shaping sheet or outline graphic organizer and students complete.
Students organize their notes independently.
W.9-10.1 Teacher instructs students on integrating transitions and lead-ins into concrete details (TLQC, TLCD).
Students will practice weaving transitions and lead-ins into quotes.
Teacher will provide students with transition words and/or lead-ins as needed.
Students will integrate transitions and lead-ins into concrete details seamlessly.
RI.9-10.3 RI.9-10.5 RI.9-10.9
Teacher provides exemplars and discusses with students strong qualities of writing.
Students discuss the qualities of a strong paragraph.
Teacher works with students in small groups by ability.
Students create a checklist of essential elements.
W.9-10.1 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9 L.9-10.1 L.9-10.2 L.9-10.3
Teacher assigns research paper. Essay is broken into sections (body paragraphs, introduction, conclusion) Teacher conferences with students.
Students write the
paper individually or
in groups.
Students conference with teacher and revise as necessary.
Teacher conferences individually with students. Students rely on stronger writers in the group to provide assistance and leadership for paragraphs done with peers.
Students utilize the writing center to gain additional feedback.
W.9-10.5
Teacher models editing and revision.
Students edit and revise papers.
Student works one-on-one with teacher to edit and revise paper. Teacher can model how color-coding specific sentence types (such as concrete details, commentary) can reveal what is missing from a paragraph.
Students work in writing groups to edit and revise papers.
RI.9-10.3
Teacher can assign multi-media presentation (optional) and provides exemplar.
Teacher provides a template for students to complete.
Teacher provides a guided note sheet.
Students make a list of media to use beyond power point. Students utilize other forms of current media
RI.9-10.3 RI.9-10.5 RI.9-10.6
Teacher provides professional models of presentations.
Students note presentation skills they want in their presentations.
Teacher provides guided note sheet. Students work in groups to brainstorm ideas for presentations.
Students search for exemplar presentations.
SL.9-10.2 SL.9-10.3 SL.9-10.4 SL.9-10.5
Teacher models how to incorporate transitions into presentation and where media is appropriate.
Students create a story board of place for media with transition statements.
Teacher provides guided storyboard for students to complete.
Students create storyboard independently.
SL.9-10.4 Teacher provides work time and opportunity for feedback for presentations.
Students work on presentations.
Teacher provides power point template.
Students explore other media options and integrate into presentations. Students explore places and means to publish presentations.
SL.9-10.2 SL.9-10.6 L.9-10.1 L.9-10.2
Teachers pair students to practice presentation and gain feedback.
Students work with partner to practice, edit, revise, and polish final presentations.
Teacher provides conference time in the writing center or with speech teacher for students to practice speech and get feedback.
Students seek out a parent/guardian for feedback on speech.
SL.9-10.2 SL.9-10.3 SL.9-10.4 SL.9-10.5 SL.9-10.6 L.9-10.1 L.9-10.6
Teacher models appropriate listening skills /behavior during presentation. Teacher monitors audiences and presenter’s behavior and assess student presentations.
Students give final
presentation to class
and listen to other
presentations.
Teacher provides students with speaking strategies to overcome speaking obstacles. Teachers provide students with a note taking sheet.
Students identify pros and cons of speech and provide feedback.
RESOURCES Library Databases Librarians (some will provide database articles and pull books for the students) MLA Handbook OWL/Purdue’s Writing Lab Noodle Tools Easy Bib The Occupational Outlook Handbook
Required Text Research Paper Guide ADDITIONAL RESOURCES Gallagher, Kelley. Write Like This.
COURSE/GRADE LEVEL: Literature, Composition and Reading Strategies II UNIT TITLE: Article of the Week
SUGGESTED UNIT TIMELINE: On going
ESSENTIAL QUESTION(S): How does learning about worldly events build background knowledge? How does the media shape our view of the world and ourselves?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
01.01.01
Apply metacognitive strategies in order to comprehend grade level texts.
X
RI. 9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
X
RI.9-10.2
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.
X
RI.9-10.3
Analyze how the author unfolds 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.
X
RI-9-10.4
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 world choices on meaning and tone.
X
RI.9-10.5
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
X
RI.9-10.6
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.
X
RI.9-10.8
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.
X
W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
X
W.9-10.3
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.
X
W.9-10.4
Produce clear and coherent writing in which the development, organization, and styles are appropriate to task, purpose, and audience.
X
W.9-10.5
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.
X
W.9-10.6
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 flexibility and dynamically.
X
L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
X
L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
X
L. 9-10.3
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.
X
L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibility from a range of strategies
X
L.9-10.6
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.
X
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
X
UNIT DESCRIPTION:
Students will focus on developing reading strategies to increase comprehension while reading timely nonfiction text and produce a writing piece.
UNIT VOCABULARY
Academic Vocabulary Content Vocabulary Metacognitive strategies Annotation Connections
Questions Visualization Inferences Key information Main idea Summary Argument
Claims
Counter claims/Opposing claims
Analysis
Evidence
Informative/Explanatory
Cohesion
Tone
Audience
Purpose
Formal/Informal style
Internet
Publish
Update
Technology
HOW DO WE KNOW STUDENTS HAVE LEARNED?
UNIT ASSESSMENT BLUEPRINT
Curriculum
Strand/Domain
Curriculum
Cluster
Learning Target
(Standard)
Type of
Target/DOK
Level
Assessment Method Number of
Items
Notes
Writing Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
DOK 3 Argumentative Writing See resource
section.
Writing Text Types and Purposes
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
DOK 3 Informative/Explanatory Writing
effective selection, organization, and analysis of content.
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
L.9-10.4 L.9-10.5
Teacher introduces domain-specific vocabulary.
Students will take notes.
Teacher provides graphic organizer for student.
Students select vocabulary that is new and important to the piece.
01.01.01 RI.9-10.3 RI.9-10.4 RI.9-10.5
Teacher conducts a think aloud depending on the complexity of the article.
Students annotate article as teacher reads aloud.
Teacher provides annotated copy to students to follow along and make additional annotations.
Students will work independently to annotate the text.
SL.9-10.1 RI.9-10.6
Teacher poses discussion questions to check for understanding.
Students discuss and demonstrate comprehension.
Teacher provides sentence frames to help start discussions.
Students create their own questions at various DOK levels.
01.01.01 RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.8
Teacher supports students while they work independently.
Students identify main ideas and supporting details.
Teacher provides main idea graphic organizer for student. Teacher provides multiple main ideas for the students to pick from.
Student makes connections between this article and another text.
W.9-10.1 W.9-10.3 W.9-10.4 W.9-10.5
Teacher models argumentative or informative/explanatory writing (Teacher will determine which writing format best fits purpose of the article).
Students will take notes outlining writing format.
Teacher provides writing graphic organizer. Teacher provides sentence frames.
Students can write in a different mode then assigned.
W.9-10.1 W.9-10.3 W.9-10.4 W.9-10.5 W.9-10.6 L.9-10.1 L.9-10.2 L.9-10.3
Teacher assigns article of the week (see resources)
Students read, annotate, and write a written response appropriate to the article.
Teacher provides graphic organizers for notes. Teacher provides sentence frames for guided notes. Students work collaboratively to write responses.
Students select their own articles and write an appropriate response.
RESOURCES Possible Text (options) Izzit.org Gallagher, Kelly. Article of the Week. http://kellygallagher.org/resources/articles.html New York Times Learning Network http://learning.blogs.nytimes.com/ Scholastic Upfront magazine STLtoday.com Say Me Matter Reference Gallagher, Kelly Deeper Reading
COURSE/GRADE LEVEL: Literature, Compositions and Reading Strategies II UNIT TITLE: Novel of Choice
SUGGESTED UNIT TIMELINE: On going
ESSENTIAL QUESTION(S): How does learning about worldly events build background knowledge? How does the media shape our view of the world and ourselves?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
01.01.01
Apply metacognitive strategies in order to comprehend grade level texts. X
SL.9-10.1 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.
X
SL.9-10.4 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.
X
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
X
W.9-10.2 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.
X
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
X
RL.9-10.2 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.
X
RL.9-10.3 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.
X
RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
X
UNIT DESCRIPTION: Students read several independently chosen texts based on reading level and interest and demonstrate their understanding through writing, conferencing, and presentations.
UNIT VOCABULARY
Academic Vocabulary Content Vocabulary Metacognitive strategies Annotation Connections Questions Visualization Inferences Key information Main idea Summary
Theme
Conflict
Plot
Characterization
HOW DO WE KNOW STUDENTS HAVE LEARNED?
UNIT ASSESSMENT BLUEPRINT
Curriculum
Strand/Domain
Curriculum
Cluster
Learning Target
(Standard)
Type of
Target/DOK
Level
Assessment Method Number of
Items
Notes
Reading Apply metacognitive strategies in order to comprehend grade level texts.
Writing Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
DOK 3 Argumentative Writing See resource
section.
Writing Prompt:
Writing Text Types and Purposes
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.
DOK 3 Informative/Explanatory Writing
See resource
section.
Speaking and Listening
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative
DOK 2
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.
Speaking and Listening
Presentation of Knowledge and Ideas
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.
DOK 2
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
01.01.01 RL.9-10.1 RL.9-10.2 RL.9-10.3
Teacher models how to interact with a book by exploring reading strategies (visualization, questioning, inference, predicting, connecting, judgments, annotating, context clues)
Student follows along and annotates the text.
Teacher provides an annotated copy to the student to follow along and to make additional notes.
Students add their own annotations.
Teacher does an interest inventory/literature history
Student completes inventory/history.
Teacher conferences with students to identify interest.
to help students identify the right fit book.
Teacher has students go to the library and do a “speed dating” to select a book of choice.
Students look through a pile of books selected by the librarian by interest and choice and rates the books and narrows down the one book to read.
Teacher works one-on-one with student to rate the books and select one to read.
Students use the Destiny system to find books based off interest and level.
01.01.01 RL.9-10.1 RL.9-10.2 RL.9-10.3
Teacher sets aside class time to practice strategies with independent novel.
Students read and practice strategies.
Teacher provides a better fit book for struggling student.
Students select a more complex book.
W.9-10.1 W.9-10.2
Teacher shows examples of quick writes.
Class discusses the types of quick writes. Students write about their book in a quick informative write or an argumentative write.
Teacher provides prompts to guide quick write.
Student creates self-directed prompts.
SL.9-10.1 SL.9-10.4 SL.9-10.5
Teacher explains conferencing and scoring
Students listen and ask questions – participate in discussion.
Teacher models one-on-one with student.
Students create questions to guide conference.
01.01.01 RL.9-10.1 RL.9-10.2 RL.9-10.3
Teacher and student conference
Student conferences with teacher.
Teacher provides specific questions to answer in the conferencing.
Students conference with each other.
RESOURCES
Text Reference Gallagher, Kelly. Readicide. Miller. Book Whisperer Kittle, Penny. Book Love Reading Ladders. Alternate Text
10th Reading Strategies Resources
Research
Unit - Research Title Author Genre Summary MLA PowerPoint Presentation
Purdue Owl http://owl.english.purdue.edu/owl/resource/747/15/
PowerPoint General review of MLA, specifically formatting quotes, paper formatting, in text citations, works cited.
Unit - If I Grow Up by Todd Strasser Title Author Genre Summary “Job Market Toughest for Inner City Teens”
PBS Film (8 minutes) Many inner city teens have a hard time finding jobs which leads them to join gangs.
“The Draw of Dead Town” Newsweek Feature Article Reporter interviews former gang members who have tried to leave. The article compares the pull of gang life to a drug addiction.
“The Armful” Robert Frost Poetry A poem about carrying items. Connects to struggles and the need to start over.
Voices from the Streets Nonfiction Book True stories of teens who joined gangs and those who tried to leave.
Unit - Stuck in Neutral by Terry Trueman Title Author Genre Summary Cruise Control Terry Trueman Novel A sequel written from Paul, the
brother’s perspective. “Cerebral Palsy Can’t Keep a Pitcher Down”
ABC News News article A teen pitcher with CP has a successful baseball career
Unit - Shattering Glass by Gail Giles Title Author Genre Summary “To This Day” Project Koyczan Youtube Video Animated Poem Spoken word poem about
bullying Bully (PG 13 Version) Hirsch Documentary Follows 5 kids and families over
the course of one school year. Bullying articles – find current each year
Unit - Monster by Walter Dean Myer Title Author Genre Summary No Choirboy Susan Kuklin Nonfiction book True stories of juveniles convicted
to death row. The Interrupters PBS Documentary Former gang members are
rehabilitated, and then go back to the streets to teach community members how to resolve conflicts without violence.
Units - Lord of the Flies by William Golding Title Author Genre Summary
Units - Night by Elie Wiesel Title Author Genre Summary “Florida Deputies: Homeless Men Fighting Over Food Leads to Decapitation”
Associated Press Nonfiction – current events
“Man Charged with Murder in Dispute over Cheetos in Downtown St. Louis”
St. Louis Post Nonfiction – current events
LitTrips Google Maps Internet Google maps out the journey Elie Wiesel traveled during the events of Night
Silent for 60 years Ben Fainer Personal Narrative
Units - Bird in a Cage by Anne Schraff Title Author Genre Summary “Scam artists preyed on Superstorm Sandy victims”
Karen Sudol Non-fiction Article details the scams perpetrated after Superstorm Sandy