LANGUAGE STANDARDS 1a I can use parallel structure. Multiple phrases, and other structures should remain consistent. Knowledge of the parts of speech, verb tenses, phrases, and clauses Grammar assessments, writing 9th grade Parallelism will lead to clarity in student writing, as well as more sophisticated sentence structure. 2, 3, 4 ACT Grammar Workbook, bellwork, writing instruction 1b I can use various types of phrases and clauses to convey meaning and add variety and interest to my writing. Varying sentence structure according to the purpose of your writing is essential to strong composition. Knowledge of phrases and clauses (definition and types) Grammar assessments, writing 9th grade Using a variety of phrases and clauses engages the reader and makes the writing more eloquent. 2, 3, 4 Writing instruction, bellwork, essays and the research paper 2a I can use a semicolon to link two or more related independent clauses. Understand how semicolons function in relation to commas, periods, and colons. Understanding the difference between an incomplete thought and a complete thought (sentence Grammar assessments, writing (particularly using colons and semicolons) 9th grade Correct use of semicolons leads to more complex sentences, reduces choppiness, and encourages more flexibility with punctuation. 1, 2, 3, 4 Bellwork, grammar workbook, and writing
use words correctly. credibility and strong diction in their writing. 5a-1 I can interpret figures of speech in context. Understand figurative language, word relationships, and nuances. Basic understanding of types of figurative language Reading (identifying), literature test 10th Understanding figures of speech allows students to explore different levels of meaning in a text. 1, 2, 3 The Odyssey, To Kill a Mockingbird, and Romeo and Juliet (instruction, tests, quizzes, activities) 5a-2 I can analyze the role of a figure of speech in a specific text. Understand the author’s intent when using a figure of speech. Basic understanding of types of figurative language through discussions, essay writing 10th grade Authors often utilize figures of speech to draw attention to and/or emphasize a key feature of characterization, plot, or tone. Analyzing these roles will enable students to understand the author’s intent. 1, 2, 3 The Odyssey, To Kill a Mockingbird, and Romeo and Juliet (instruction, tests, quizzes, activities) 5b I can analyze nuances in the meaning of words with similar Understand that meaning hinges on a word’s usage. understanding of types of figurative language Vocabulary quizzes 10th grade Authors often utilize figures of speech to draw attention to and/or emphasize a key feature of characterization, plot, or tone. Analyzing these roles will enable 1, 2, 3 The Odyssey, To Kill a Mockingbird, and Romeo and Juliet (instruction, tests, quizzes, activities)
denotations (meanings). students to understand the author’s intent. 6 I can use vocabulary appropriate to and tenth grade topics. Acquire and use academic and words. Understanding reference material usage Vocabulary quizzes, word walls, writing, presentations 10th grade Students who are able to utilize domain specific words will be better equipped to analyze and write or speak about a topic. 1, 2, 3, 4 Vocabulary quizzes, word walls, literature texts (textbook, novels), oral presentations, essays 6-2 I can use resources to gather word knowledge when needing a word important for and/or expression. Students can utilize a dictionary and/or thesaurus to use words correctly. of speech, ability to locate a word in reference material Vocabulary quizzes, word writing 10th grade Students who are able to use various resources will be better equipped to explore a topic and will have stronger diction in their writing. 1, 2, 3, 4 Word walls, writing, interpreting a passage (class discussions and ACT prep)
READING STANDARDS 1 I can cite strong and thorough textual evidence that supports my inferences and analysis of the text. Student inferences and then utilizes appropriate quotes from the text to support an argument. Inferences, MLA citations Essays, class discussions 10th grade Assertions should be supported with textual evidence in order to be valid. 2, 3, 4 Models for Writers, selections, The Odyssey, To Kill a Mockingbird, and Romeo and Juliet (instruction, tests, quizzes, activities, essays), OWL online writing lab 2 (1-3) 2-1 I can determine the theme of a text. 2-2 I can analyze the Students can pinpoint and articulate in own words the theme(s)/central ideas that anchor the text. Students can track the development of Knowledge of ideas, as well as key elements of the plot Assessed through essays, choice book reports, test questions (discussion & objective), and class discussions. 9th grade Knowledge of theme and/or central ideas and the ability to summarize helps showcase students’ abilities to make sense of complex texts. 1-4 Models for Writers, selections, The Odyssey, To Kill a Mockingbird, and Romeo and Juliet (instruction, fiction
development of the throughout a text, including how it is shaped by specific details/events 2-3 I can give an objective summary of a text. the theme, which will help them in turn map out key elements of the text. tests, quizzes, activities, essays) 3 I can analyze how complex characters develop through the text, interact with other characters, advance the plot, or develop the theme. Students will learn how characters make decisions and interact with other characters and how these actions consequently forward the plot. Types of characters, types of support, Assessed through class discussions, graphic organizers, tests, and essays 9th grade Analyzing characters/people in books, movies, and life will enable students to link pivotal actions and consequences, thereby better understanding plot. Students will understand the structure of an argument and how an author uses facts and examples to develop the central ideas. 1-4 Post mortem of a protagonist activity; Models for Writers, The Odyssey, To Kill a Mockingbird, and and Juliet (instruction, tests, quizzes,
activities, essays) 4 (1-2) 4-1 I can determine the figurative and connotative meaning of words and phrases based on how they are used in a text. 4-2 I can analyze the impact word choice has on the meaning or tone of a text. Students will determine the literal or figurative meanings of words. Students will determine connotative and denotative meanings of words and how a word’s connotation affects the mood of the text. Vocabulary skills terms such as: Literal, figurative, denotation Assessed through literature tests and close readings (poetry), as well as informational texts. 10th grade Understanding the shades of meaning of particular in a text helps students to comprehend at a higher level. Additionally, students will learn to adjust their own wording for particular purposes and audiences. 1, 2, 3, 4 Models for Writers, selections, The Odyssey, To Kill a Mockingbird, selected poems, and Romeo and Juliet (instruction, tests, quizzes, activities, essays), word walls 5 I can analyze how an author’s choices Students will understand how plot devices develop plot structure; of Assessed through class discussion, tests, essays 10th grade Understand how an author makes choices in order to forward the plot and create mood. 1-4 Models for Writers, selections, The Odyssey, To
text structure, event order, and time manipulation, create effects such as mystery, tension, or surprise. 5 (Informational I can analyze how an author’s ideas or claims are developed or refined by specific parts of the text elements that affect mood. Understand how the purpose and claims of the are expressed through the features of the text. support; claim Understand how an author develops ideas in newspapers, political debates, essays, etc…. Kill a Mockingbird, and Romeo and Juliet (instruction, discussion tests, quizzes, activities, essays) 6 I can analyze a of view or cultural Students will experience cultures and empathy Assessed through discussion and research; essays; class 10th grade Students have the ability to expand their world view through understanding different 1, 3 Models for Writers, selections, The
experience as reflected in a work from outside the US. Informational Texts 6-1 I can determine the author’s of view in a text. 6-2 I can determine the author’s purpose for writing a text. 6-3 I can analyze how an author uses rhetoric to advance his viewpoints by exploring world literature. Students will discern the author’s purpose, viewpoint, and examine how the rhetorical strategies advance such viewpoints. Knowledge of rhetoric and rhetorical strategies presentations and projects perspectives and cultural groups. Students will understand rhetorical strategies including propaganda and persuasive techniques such as bandwagon and plain folks. This will enable them to comprehend how they are being influenced by propaganda, whether it be a commercial, print ad, or a personal essay or speech. Odyssey, Romeo and Juliet (instruction, discussion tests, quizzes, activities, essays)
point of view or purpose. 7 I can analyze the representation of a topic in two different mediums, including what is emphasized or missing in each. Compare and contrast a written text to a another representation (painting, movie, television show), examining key differences. How to compare and contrast; definition of medium Assessed through class discussions, activities, graphic organizers (compare/contrast chart), tests, essays 10th grade Understanding the choices that an author/illustrator/ director makes helps students think analytically. 1, 2, 3 Models for Writers, selections, The Odyssey, To Kill a Mockingbird, Romeo and Juliet (graphic organizers, instruction, discussion, activities, essays) 8 N/A for literature 8 (1-3) Informational Texts 8-1 I can delineate and evaluate the argument Evaluate arguments to determine if they support a claim and contain solid and varied evidence. Students should be able to judge the reasoning of a piece, pinpointing false fallacies, claim, author motivation, and how to create a strong argument, types of evidence Assessed through the components of a formal research paper (graded with rubrics), class discussions, debate, and writing 10th grade Such evaluation enhances critical thinking and reasoning skills. 3, 4 Models for Writers, selections, CRAAP test and other credibility instruction and exercises (library), web evaluation activity, MLA
and specific claims of a text. 8-2 I can assess whether an author’s reasoning is valid and whether he has enough relevant evidence to support the claims he makes. 8-3 I can identify false statements and fallacious reasoning. or fallacious reasoning. resources (including OWL writing lab) 9 I can analyze how an author draws on or Identify allusions in literature and explore the author’s Knowledge of mythology Assessed through class discussions, tests, quizzes, and essays 10th grade Students can see that a piece of literature does not exist in a vacuum, but 1, 2, 3, 4 Models for Writers, selections, The
3-2 I can identify fallacious reasoning or exaggerated evidence. contain solid and varied evidence. Students should be able to judge the reasoning of a perspective, pinpointing false or fallacious reasoning. strong argument, types of evidence Formal speech, debate, and/or oral presentation 4 4-1 I can clearly and concisely present important findings and supporting evidence so listeners can follow the line of reasoning. 4-2 Students will integrate credible research into a speech or presentation that utilizes a logical progression of thought. Students can organize information appropriately according to purpose and audience. How to identify valid transitional phrases and words, purpose, and audience Persuasive speech, mythology project presentation, literature circle and webquest sharing, rubrics 10th Students will consider the audience and purpose and communicate effectively so that the audience can absorb the information. 1, 2, 3, 4 Models for Writers, McDougel Littell Literature, Literature circles, mythology project presentations, sharing webquest findings, formal speech, To Kill a Mockingbird
I can present information where the organization, development, substance, and style are appropriate to my purpose. 5 I can strategically use digital media to enhance and add interest. Utilize Google Slides, YouTube videos, and other resources for producing and sharing presentations and speeches. Basic knowledge of Google Slides, Youtube, etc… Rubrics, presentations, speeches 9th Technological literary is essential for academic, career, and real life success. 1, 2, 3, 4 Google Slides, YouTube, Prezi, and other technology 6-1 I can adapt my speech to a variety of tasks and contexts. 6-2 Students need to realize that they can persuade, explain, inform, and entertain their audience Awareness and knowledge of audience, knowing the Formal and informal speeches, presentations, and discussions; student self-reflection; rubrics 10th grade Students should be able to adapt their speech to the audience and the task (job interview, business presentations, class discussions) in order to 4 Models for Writers, selections, examples of strong speeches (text and video),
I can demonstrate a command of formal English when appropriate. with a speech or presentation. Language must be formal and appropriate for the purpose and audience. difference between formal and informal language achieve clear and meaningful communication. teacher instruction WRITING STANDARDS 1 (A-E) I can write arguments to support claims of substantive topics or texts, using valid reasoning, relevant, and sufficient evidence Write arguments to support a claim using solid reasoning and evidence derived from multiple sources. Knowledge of terms: -claim -thesis -argument -evidence -formal style -objectivity -concluding statement Assessed through prewriting, writing (thesis statements, research papers), and debates via rubrics 10th grade Learning how to investigate a topic and formulate a written argument is vital to participation in both an academic community and a democratic society. 3, 4 Composing a thesis statement Modelling strong writing One-on-one conferences Research paper and revisions 2 (A-F) Students are able to write informative Writing process, To Kill a Mockingbird 9th grade Learning how to explain complex is a skill that is transferrable to 1, 2 Mythology presentation, TKAM essay
I can write an informative piece, which examines and conveys complex through effective selection, organization, and analysis of content. pieces that could include literary analyses as well as expository formatting, thesis, selection of relevant facts, organization essay, class presentations other content areas and illustrates progression of logical thought. 3 (A-E) I can write a narrative to develop real or imagined events, using effective technique, details, and sequence. Narrative pieces can include creative and nonfiction with discernable sequence of events. Elements of a story, how to write dialogue, punctuation Narrative rubric, graphic organizer 9th grade Narratives help students express the significance of life events. They also build confidence as well as appreciation for authors. 1 Examples of narratives, Writing the personal narrative
8 (1-3) 8-1 I can gather information from multiple sources (print and digital) and assess credibility and accuracy of those sources. 8-2 I can integrate information into a text while maintaining flow of ideas and avoiding plagiarism. 8-3 I can follow a standard format for Students will locate credible sources and integrate accurate evidence into a paper or project that utilizes correct MLA citations and avoids plagiarism. How to identify valid information, paraphrasing, plagiarism MLA formatting and citations Research paper, rubrics, credibility exercises 9th and 10th Students will recognize and evaluate sources in an academic community, helping them establish credibility. 3, 4 CRAAP test and other credibility instruction and exercises (library), topic exploration sheet, web evaluation activity, MLA resources (including OWL writing lab)
citation in my work. 9 (A-B) 9a I can use evidence from literature to support analysis, reflection, and research in my writing. 9b I can use evidence from informational text to support analysis, reflection, and research in my writing. Students can locate and analyze quotes and/or facts from literary and informational texts in order to shape their thinking about a topic. Furthermore, this will allow them to formulate and support a thesis. Differentiate between essential and non-essential information in both genres; Select evidence carefully Brainstorming, graphic organizer, outline, rubric, teacher spot check 10th grade While literature and informational texts are different, students can use similar reading strategies to glean information that will shape their thinking about a topic. 2, 3, 4 Models for Writers, Literature book and novels, OWL writing lab
10 I can for a range of time, tasks, purposes, and audiences. Students need to realize that they can persuade, explain, inform, and entertain their audience with a piece of writing. Know the different purposes of writing and be able to adjust accordingly. Student reflection, writer’s workshop, spot checks by teacher, essays (pre-writing, editing, revising), rubrics, graphic organizers 9th grade Understanding purpose and audience will help students to write effectively and to cultivate an appropriate voice for the task. 1-4 Models for Writers, examples of strong writing, rubrics, graphic organizers, example prompts for determining purpose and audience