CCSS: RL10.4, RI10.4, L10.4 Grading Topic: Mastering Vocabulary [Post ONLY in Semester 2] 4 In addition to score 3.0 performance, students demonstrate they have the ability to: Analyze the cumulative impact of specific word choices on meaning and tone in a text (for example, how the language evokes a sense of time and place; how it sets a formal or informal tone) 3 Students demonstrate they have the ability to: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings Analyze nuances in the meaning of words with similar denotations in a text Learning Goal 2 Students demonstrate they have developed the ability to: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening Identify specific words that have an impact on meaning and tone in a text 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments. Topic Guidance Questions for Students... Advice for Teachers... Year-Long Language Arts Grading Topics, Continued CCSS: RL10.10, RI10.10 Grading Topic: Comprehending Text [Post in Semester 1 AND Semester 2]
UNIT ONE: Survey of Fiction 9 weeks Organizing Principles: A unit focused on a study of theme and character through analysis of short stories and/or a modest-duration novel. One of only two fiction-based units in the course. Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Supplemental Material Material is drawn from Holt McDougal Grade 10 Literature Book ©2010. Harrison Bergeron (p. 36) The Possibility of Evil (p. 202) Searching for Summer (p. 64) Everyday Use (p. 48) There Will Come Soft Rains (p. 324) No specific text from this list is required, but these are texts most commonly taught in this course in DMPS. The Absolutely True Diary of a Part-Time Indian Tuesdays with Morrie A Lesson Before Dying First They Killed My Father Lord of the Flies To Kill a Mockingbird Resources from outside the textbook are acceptable, but should be shared with the PLC. Some strong external resources recommended by teachers include: A Brief Moment in the Life of Angus Bethune The Odyssey Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and Mechanics Comprehending Text Text-specific vocabulary from short pieces and full-length texts read throughout the unit Writing tasks that support Analyzing Complex Characters Writing tasks that support Analyzing Theme Revision of significant tasks The following chapters of Writing Coach are appropriate to the requirements of this topic: 15.1, 15.2, 15.3, 16.6, 16.7, 23.3 At minimum, this unit should work on Fall SRI administered during this unit
Phrases, Clauses, Sentence Structure, and foundational skills needed to support both Unit 1 Topic Scales CCSS RL10.1, RL10.3 Grading Topic: Analyzing Complex Characters 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal. 3 Students demonstrate they have the ability to: Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text and cite textual evidence to support this analysis Analyze how complex characters interact with other characters in a text and cite textual evidence to support this analysis Analyze how complex characters advance the plot or develop the theme of a text and cite textual evidence to support this analysis Learning Goal 2 Students demonstrate they have developed the ability to: Recognize or recall specific vocabulary such as: analyze, develop, interact, motivation Describe the characters in a text Describe what a text says explicitly and draw logical inferences 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-QI Topic Guidance Questions for Students... Advice for Teachers...
The Absolutely True Diary of a Part-Time Indian Tuesdays With Morrie Julius Caesar (Eleanor Roosevelt) Responding to Landmines (Princess Diana) State of the Union, Jan 2016 (Barack Obama) 9/11 Address to the Nation (George W. Bush) You Can’t Hate the Roots of a Tree and Not Hate the Tree (Malcom X) On Violence Against Women (Patrick Stewart) Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and Mechanics Comprehending Text Text-specific vocabulary from short passages and full-length texts read throughout the unit Writing tasks that support Evaluating Arguments and Purpose Revision of significant tasks (particularly Constructing Speeches and Delivering Presentations tasks) The following chapters of Writing Coach are appropriate to the requirements of this topic: 15.1, 15.2, 15.3, 16.6, 16.7, 23.3 At minimum, this unit should work on Semi-Colons, Colons, and foundational skills needed to support both Any student without 2 SRI scores by this point should take the test between February 15th and March 15th Unit 3 Topic Scales CCSS: RI10.6, RI10.8, SL10.3 Grading Topic: Evaluating Arguments and Purpose 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal.
Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Supplemental Material Material is drawn from Holt McDougal Grade 10 Literature Book ©2010. Pending No specific text from this list is required, but these are texts most commonly taught in this course in DMPS. The Color of Water First They Killed My Father I Am Malala Resources from outside the textbook are acceptable, but should be shared with the PLC. Some strong external resources recommended by teachers include: Pending Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and Mechanics Comprehending Text Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit Writing tasks that support Integrating Multiple Texts Revision of significant tasks, with particular emphasis on Writing Informative/Expository Text tasks The following chapters of Writing Coach are appropriate to the requirements of this topic: 15.1, 15.2, 15.3, 16.6, 16.7, 23.3 This unit provides additional opportunity for assessment and extension on the year-long grammatical elements Spring SRI administered during this unit. Unit 4 Topic Scales