Module Performance Assessment Letters to a Young Poet “Letter Seven,” by Rainer Maria Rilke “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell Romeo and Juliet by William Shakespeare 4 CCRA.R.9 RL.9-10.2 RL.9-10.3 RL.9-10.11 RI.9-10.2 RI.9-10.4 W.9-10.2.a, c, f W.9-10.6 SL.9-10.1.b, c L.9-10.4.a-c L.9-10.5.a Students gather evidence to support their response to the following assessment prompt: Identify a specific phrase or central idea in paragraphs 4–9 of Rilke’s “Letter Seven.” Analyze how that phrase or central idea relates to one or more characters or central ideas in “St. Lucy’s Home for Girls Raised by Wolves” or Romeo and Juliet. Note: Bold text indicates targeted standards that will be assessed in the module. MODULE 9.2 Working with Evidence and Making Claims: How do Authors Structure Texts and Develop Ideas?
Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Unit 1: “And then a Plank in Reason, broke, And I dropped down, and down –” “The Tell-Tale Heart” by Edgar Allan Poe “I felt a Funeral, in my Brain” by Emily Dickinson 13 Read closely for textual details Annotate to support comprehension and analysis Engage in productive evidence-based discussions about text Collect and organize evidence from texts to support analysis in writing Make claims about and across texts using specific textual evidence Use vocabulary strategies to define unknown words Paraphrase and quote relevant evidence from texts Independently preview in preparation for supported analysis informative texts to convey complex ideas CCRA.R.6 CCRA.R.9 RL.9-10.2 RL.9-10.4 RL.9-10.5 W.9-10.2.a, b, c, d, f W.9-10.9.a SL.9-10.1.a, b, c L.9-10.1 L.9-10.2 L.9-10.4.a, b L.9-10.5.a, b Mid-Unit: Students write a multi-paragraph response to the following prompt: Identify a central idea in “The Tell-Tale Heart” and discuss how point of view and structural choices contribute to the development of that central idea over the course of the text. End-of-Unit: Students write a multi-paragraph response to the following prompt: Identify a central idea common to “I felt a Funeral, in my Brain,” and “The Tell-Tale Heart” and make a claim about how Dickinson and Poe develop and refine this idea.
Unit 2: “a husband from a husband, children from a child” Oedipus the King by Sophocles 20 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based conversations about text Provide an objective summary of a text Make claims about texts using specific textual evidence Collect and organize evidence from to support analysis in writing Organize evidence to plan around writing Paraphrase and quote relevant evidence from texts Create connections between key details to form a Use vocabulary strategies to define unknown words Write informative texts to examine and convey complex ideas RL.9-10.2 RL.9-10.3 RL.9-10.5 W.9-10.2.a, b, c, d, f W.9-10.5 W.9-10.9.a SL.9-10.1.a-d L.9-10.1 L.9-10.2 L.9-10.4.a, b L.9-10.5.a Mid-Unit: Students write a multi-paragraph response to the following prompt: What relationship does Sophocles establish between prophecy and Oedipus’s actions? How does this relationship develop a central idea? End-of-Unit: Students write a multi-paragraph response to the following prompt: How does Sophocles develop the tension between Oedipus’s guilt and his innocence? Use evidence from the text to support your response.
Critique one’s own writing Revise writing Unit 3: “Everybody is guilty of Something” “True Crime: The roots of an American obsession” by Walter Mosley “How Bernard Madoff Did It” by Liaquat Ahamed The Wizard of Lies: Bernie Madoff and the Death of Trust, pages 361–364 by Diana Henriques 13 Read closely for textual details Annotate to support comprehension and analysis Engage in productive evidence-based conversations about text Provide an objective summary of a text Paraphrase and quote relevant evidence from a text Make claims about texts using specific textual evidence Collect and organize evidence from texts to support analysis in writing Organize evidence to plan around writing Make claims Create connections between key details to form a claim CCRA.R.9 RI.9-10.2 RI.9-10.5 RI.9-10.7 W.9-10.2.a, b, c, d, f W.9-10.5 W.9-10.9.b SL.9-10.1.a, b, c, d SL.9-10.4 SL.9-10.6 L.9-10.1 L.9-10.2 L.9-10.4.a, b L.9-10.5.a Mid-Unit: Students write a multi-paragraph response to the following prompt: How does Mosley shape and develop his claim that “We are fascinated with stories of crime, real or imagined” (par. 16)? Students then use the 9.2.3 Mid-Unit Peer Review Tool (Criterion 1 and Criterion 2) to review their own and a peer’s responses before revising their own response based on both reviews. End-of-Unit: Students use textual evidence to engage in a fishbowl discussion of one of the following prompts: To what extent does Ahamed’s article support or challenge claims that Mosley made in “True Crime: The Roots of an American Obsession”? OR To what extent is Mosley’s claim that
obsession” by Walter Mosley “How Bernard Madoff Did It” by Liaquat Ahamed The Wizard of Lies: Bernie Madoff and the of Trust by Diana Henriques Note: Bold text indicates targeted standards that will be assessed in the module. MODULE 9.3 Building and Communicating Knowledge through Research: The Inquiry and Writing Processes Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Unit 1: Seed Texts as Springboards to Research Animals in Translation: Using 10 Read closely for textual details RI.9-10.1.a RI.9-10.2 End-of-Unit:
the Mysteries of Autism to Decode Animal Behavior, Chapter 1 by Temple Grandin and Catherine Johnson Annotate texts to support comprehension and analysis Engage in productive evidence-based discussions about text Collect and organize evidence from texts to support analysis in writing Collect and organize evidence from texts to support claims made in writing Analyze the treatment of a text through multimedia (film) claims about the development and refinement of central ideas in a text Use vocabulary strategies to define unknown words Identify potential topics for research within a text Use questioning to guide research RI.9-10.3 RI.9-10.5 RI.9-10.7 W.9-10.2 W.9-10.4 W.9-10.7 W.9-10.9 SL.9-10.1 L.9-10.4.a-d Students complete a two-part writing assessment. Part 1: How does Grandin develop and refine a central idea in the text? In a response, identify a central idea from Chapter 1 of Animals in Translation and trace its development and refinement in the text. Part 2: Articulate 2–3 distinct areas of investigation and where they emerge from the text.
Conduct pre-searches to validate sufficiency of information to explore potential topics Unit 2: Engaging in an Inquiry-Based, Iterative Research Process Student research sources will vary. Students choose texts for research on their individual research question or problem. Model research sources: “The Brains of the Animal Kingdom” by Frans de Waal of their Own: Animals 12 Assess sources for credibility, relevance, and accessibility Conduct independent searches using research processes including planning for searches, assessing sources, annotating sources, and recording notes Develop, refine, and select inquiry questions for research Develop and continually assess a research to guide independent searches Collect and organize evidence from research to support analysis in writing Craft claims about inquiry questions, RI.9-10.1.a W.9-10.2 W.9-10.4 W.9-10.7 W.9-10.8 W.9-10.9 SL.9-10.1 L.9-10.4.a, c, d End-of-Unit: Students submit a completed Research Portfolio with the four sections organized, including 1. Defining an Area of Investigation, 2. Gathering and Analyzing Information, 3. Drawing Conclusions, 4. Discarded Material. Perspective: Students write a one-page synthesis of their perspective derived from their research. Students draw on the research evidence collected to express a perspective on their problem-based question. Research Journal: This item is located in the Research Portfolio.
Unit 3: Synthesizing Research through the Writing Process Student texts (research sources) will vary. By 9.3.3, students will have chosen texts for research on their individual problem-based questions. 8 Collect and organize evidence from research to support analysis in writing Analyze, synthesize, and organize evidence-based claims effective introduction, body, and conclusion paragraphs for an informative/explanatory research paper Use proper MLA citation methods in writing Edit for a variety of purposes, including using semi-colons, colons, correct spelling, capitalization, and punctuation Use formal style and objective tone in writing Write coherently and cohesively W.9-10.2.a-f W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9 SL.9-10.1 L.9-10.1 L.9-10.2 L.9-10.2.a-c L.9-10.3.a L.9-10.6 End-of-Unit: Students are assessed on how their final draft aligns to the criteria of the 9.3.3 Rubric. The final draft should present a precise claim that is supported by relevant and sufficient evidence. The draft should be well-organized and develop the research topic clearly and accurately through the effective selection, organization, and analysis of content. The draft should use transitional language that clearly links the major sections of the text and clarifies relationships among the claims and evidence. Finally, the draft should demonstrate control of the conventions of written language and maintain a formal style and objective tone.
Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Sugar Changed the World: A Story of Magic, Spice, Slavery, Freedom and Science by Marc Aronson and Marina Budhos Supplementary Module Texts: “Globalization” featured in National Geographic “How Your Addiction to Fast Fashion Kills” by Amy Odell “Bangladesh Factory Collapse: 34* Read closely for textual details Annotate to support comprehension and analysis Evaluate argument writing Engage in productive conversations about text Collect and organize evidence from texts to support analysis in writing Build skills for successful argument writing Analyze authors’ use of rhetoric Revise writing Utilize rubrics for self-assessment and peer review of writing Develop writing CCRA.R.9 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 RI.9-10.7 RI.9-10.8 W.9-10.1.a-e W.9-10.4 W.9-10.5 W.9-10.9.b SL.9-10.1.c, d L.9-10.1.a-b L.9-10.2.a-c L.9-10.3.a L.9-10.4.a-c Mid-Unit: Students draft an argument outline for the following prompt: Who bears the most responsibility for ensuring that clothes are ethically manufactured? Students use the Argument Outline Tool to organize Mid-Unit Assessment response, collecting evidence and developing claims and counterclaims. End-of-Unit: Students write a multi-paragraph essay in response to the following prompt: Who bears the most responsibility for ensuring that goods are ethically produced?
Who Really Pays for Our Cheap Clothes?” by Anna McMullen “Where Sweatshops Are a Dream” by Nicholas Kristof L.9-10.5 L.9-10.6 Module Performance Assessment “Why Eat Local?” video featuring Michael Pollan, Nourishlife.org “Why Buy Locally Grown?” featured on dosomething.org “What Food Says About Class in America” by Lisa Miller RI.9-10.6 RI.9-10.8 W.9-10.1.a-e L.9-10.1.a, b L.9-10.2.a-c Students read and draw evidence from five new source texts to write a multi-paragraph argument essay in response to the following prompt: Is local food production an example of ethical consumption? Provide evidence from at least four sources in your response.