Suggested Learning Targets for Common Core State …



Buncombe County Schools

Learning Targets for ELA Common Core State Standards

2012-2013

Grade 9 Writing

|Grade Specific Standard |Learning Targets |Activities/Strategies |Resources |Formative Assessment Suggestions |

| |(I can statements) |(What strategies/activities could we use to |(What text could we use to teach this |(What are ways to formatively check |

| | |teach this learning target?) |learning target?) |for understanding while teaching this|

| | | | |learning target?) |

|W1. Write arguments to support claims | I can choose a side and make a claim on a |Using an article selected by the teacher, |Article from Gale Opposing Viewpoint |Class discussion of the argument’s |

|in an analysis of substantive topics or|significant text or topic. |students will highlight and annotate |database or Kelly Gallagher’s Article |evidences |

|texts, using valid reasoning and | |information presented in the article. In small |of the Week | |

|relevant and sufficient evidence. |I can recognize counterclaims in the opposing |groups, students will share the two sides of | | |

| |point of view. |the argument using specific evidences from the | |Annotated texts |

|W1a. Introduce precise claim(s), | |text. | | |

|distinguish the claim(s) from alternate|I can organize my claims, counterclaims, and | | |T-Charts |

|or opposing claims, and create an |evidence in logical order. | | | |

|organization that establishes clear | | | |Written outlines |

|relationships among claim(s), |I can introduce my argument clearly and | | | |

|counterclaims, reasons, and evidence. |accurately while acknowledging counterclaims. | | | |

| | | | | |

| | | | | |

| | | | | |

|W1b. Develop claim(s) and counterclaims|I can objectively present evidence for claims |Using a T-Chart, students will separate the | T-Chart |Chalk Talk using the |

|fairly, supplying evidence for each |and counterclaims of an argument. |claim and counterclaim evidence. | |T-Chart |

|while pointing out the strengths and | | |Examples of writings intended for | |

|limitations of both in a manner that |I can address my audience’s knowledge and | |different audiences. | |

|anticipates the audience’s knowledge |concerns. |From the evidences on the T-Chart, students | | |

|level and concerns. | |will sequence the strengths of the claim and | | |

| | |counterclaim. | | |

| |I can acknowledge the strength of the argument | | | |

| |for the claim and counterclaim. |Write a description of different audiences | | |

| | | | | |

| | |Develop body paragraphs using evidence to | | |

| | |support a thesis. | | |

|W1c. Use words, phrases, and clauses to| | | | |

|link the major sections of the text, |I can effectively use transitions to connect |Analyzing data from the T-Chart in previous |T-Chart |Exit Slip even if just for |

|create cohesion, and clarify the |claims, reasons and evidence. |learning target, student will choose the | |exiting the particular |

|relationships between claim(s) and | |position with strongest evidence. | |activity |

|reasons, between reasons and evidence, | | | | |

|and between claim(s) and counterclaims.| |Teacher will model a thesis statement and | | |

| | |proper elements for an introductory paragraph. | | |

| | | |Kelly Gallagher’s Write Like This |Student questioning |

| | |Each student will create a thesis and opening | | |

| | |paragraph for their position. Teacher input | | |

| | |given as needed. | | |

| | | | |Student writing |

| | | | | |

|W1d. Establish and maintain a formal |I can write with attention to tone and style. |Teacher will complete the first tier of the |Outline template from Microsoft Word |Student outline |

|style and objective tone while | |outline using student input as a model for | | |

|attending to the norms and conventions | |students to use. Students will then work to |T-Chart | |

|of the discipline in which they are | |complete the remainder of the outline using the| | |

|writing. | |evidences from the T-Chart. | | |

| | | | | |

| | |Class will brainstorm elements of a formal | | |

| | |paragraph and develop a checklist to use in | | |

| | |peer editing session. |Whiteboard and markers | |

| | | | |Class developed check-list |

| | |Using the outline and paragraph checklist for | | |

| | |guidance, students will write at least one body| | |

| | |paragraph using specific evidence to support | | |

| | |the thesis. | | |

| | | |Outline, Checklist | |

| | |Students will participate in a peer editing | |Student writing |

| | |session in which body paragraphs will be | | |

| | |examined for elements of formal writing as | | |

| | |delineated by the checklist. |Students partners, checklist, & body | |

| | | |paragraphs |Active participation in |

| | | | |peer-editing session and |

| | | | |completed evaluation via |

| | | | |checklist of peer’s writing |

|W1e. Provide a concluding statement or |I can construct a concluding statement which |Teacher provides examples of various |Modeled conclusions of varying strength|Teacher/student |

|section that follows from and supports |connects to and supports my argument. |conclusions, having students evaluate for | |discussion |

|the argument presented. | |strengths and weaknesses. | | |

| | | | | |

| | | | | |

| | |Students will write a conclusion paragraph | | |

| | |utilizing strengths identified in the previous | |Student writing: Finished |

| | |activity. | |argumentative text |

|W2. Write informative/explanatory texts| | | | |

|to examine and convey complex ideas, |I can write to inform or explain through | | | |

|concepts, and information clearly and |selection, organization, and analysis of ideas.| | | |

|accurately through the effective | | | | |

|selection, organization, and analysis |I can write an introduction with clearly | | | |

|of content. |connected ideas. | | | |

| | | | | |

|W2a. Introduce a topic, organize ideas,|I can utilize visuals or graphs that show the | | | |

|concepts and information to make |connections and distinction between the ideas | | | |

|important connections and distinctions;|in my writing. | | | |

|include formatting, graphics and | | | | |

|multi-media when useful to aid | | | | |

|comprehension. |I can choose appropriate information (i.e. | | | |

| |facts, definitions, quotations, etc.) to | | | |

| |explain or develop my topic for a particular | | | |

| |audience. | | | |

|W2b. Develop the topic with | | | | |

|well-chosen, relevant and sufficient | | | | |

|facts, extended definitions, concrete |I can use transitional words/phrases to link | | | |

|details, quotations, or other |body paragraphs or organize ideas. | | | |

|information examples appropriate to the| | | | |

|audience’s knowledge of the topic. | | | | |

| |I can write using vocabulary that reflects the | | | |

| |complexity of my topic. | | | |

|W2c. Use appropriate and varied | | | | |

|transitions to link the major sections |I can write for formal and academic purposes. | | | |

|of the text, create cohesion, and | | | | |

|clarify the relationships among complex|I can establish a tone that is free of bias. | | | |

|ideas and concepts. | | | | |

| |I can write a conclusion statement that refers | | | |

|W2d. Use precise language and |to the topic providing explanation and support.| | | |

|domain-specific vocabulary to manage | | | | |

|the complexity of the topic. | | | | |

| | | | | |

| | | | | |

|W2e. Establish and maintain a formal | | | | |

|style and objective tone while | | | | |

|attending to the norms and conventions | |Compare formal and informal writings. | | |

|of the discipline in which they are | | | | |

|writing. | | | | |

| | | | | |

| | | | | |

|W2f. 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.) | | | | |

|W 3. Write narratives to develop real | I can choose and sequence events to write a | | | |

|or imagined experiences or events using|narrative that reflects real or imagined | | | |

|effective technique, well-chosen |experiences. | | | |

|details, and well structured event | | | | |

|sequences. |I can begin a narrative that establishes a | | | |

| |conflict or observation | | | |

| | | | | |

|W3a. Engage and orient the reader by |I can establish point-of-view while introducing| | | |

|setting out a problem, situation, or |the narrator and characters. | | | |

|observation, establishing one or | | | | |

|multiple point(s) of view, and |I can use appropriate techniques (i.e. | | | |

|introducing a narrator and /or |dialogue, flashback, description etc.) to | | | |

|characters; create a smooth progression|develop the experiences of my characters. | | | |

|of experiences or events. | | | | |

| |I can effectively sequence events in a way that| | | |

| |works toward a smooth resolution. | | | |

| | | | | |

|W3b. Use narrative techniques, such as|I can use detailed sensory words to create | | | |

|dialogue, pacing, description, |imagery in my writing. | | | |

|reflection, and multiple plot lines, to| | | | |

|develop experiences, events, and/or | | | | |

|characters. | | | | |

| |I can write a resolution that reflects the | | | |

|W3c. Use a variety of techniques to |themes in my writing. | | | |

|sequence events so that they build on | | | | |

|one another to create a coherent whole.| | | | |

| | | | | |

| | | | | |

|W3d. Use precise words and phrases, | | | | |

|telling details, and sensory language | | | | |

|to convey a vivid picture of the | | | | |

|experiences, events, setting, and/or | | | | |

|characters. | | | | |

| | | | | |

|W3e. Provide a conclusion that follows| | | | |

|from and reflects on what is | | | | |

|experienced, observed, or resolved over| | | | |

|the course of the narrative. | | | | |

|W4. Produce clear and coherent writing| I can connect, organize, and develop ideas for| | | |

|in which the development, organization,|various purposes, audiences, and task. | | | |

|and style are appropriate to task, | | | | |

|purpose, and audience. (Grade-specific |I can recognize the need to adapt my style to | | | |

|expectations for writing types are |various purposes, audiences, and task. | | | |

|defined in standards 1-3) | | | | |

| | | | | |

|W5. Develop and strengthen writing as | I can brainstorm and organize information to | | | |

|needed by planning, revising, editing, |develop and support ideas. | | | |

|rewriting, or trying a new approach, | | | | |

|focusing on addressing what is most |I can use my planning to draft an essay. | | | |

|significant for a specific purpose and | | | | |

|audience. |I can revise and edit my writing discarding | | | |

| |ideas that do not support my main idea. | | | |

| | | | | |

| |I can adapt my writing for different purposes | | | |

| |and audiences. | | | |

|W6. Use technology, including the |I can use technology to brainstorm, draft, | |Virtual Book | |

|internet, to produce, publish, and |revise, and edit writing. | | | |

|update individual or shared writing | | | | |

|products, taking advantage of |I can use links in my writing to include | | | |

|technology’s capacity to link to other |information from the internet that supports my | | | |

|information and to display information |writing. | | | |

|flexibly and dynamically. | | | | |

| |I can collaborate with others and edit my | | | |

| |writing electronically. | | | |

| | | | | |

| |I can share my writing using Internet tools | | | |

| |such as blogs, wikis, and weeblies. | | | |

|W7. Conduct short as well as more |I can answer a self-generated question or solve|Teach Big 6 or other research method. |Use media center and media center |Research steps |

|sustained research projects to answer a|a problem in a research project. | |specialists. | |

|question (including a self-generated | | | | |

|question) or solve a problem; narrow or|I can narrow or broaden the inquiry when | |NC WiseOwl | |

|broaden the inquiry when appropriate; |appropriate. | | | |

|synthesize multiple sources on the | | | | |

|subject, demonstrating understanding of|I can demonstrate understanding of the subject | | | |

|the subject under investigation. |under investigation by using multiple sources | | | |

| |on the subject. | | | |

|W8. Gather relevant information from | I can recognize what is important in a source,| | | |

|multiple authoritative print and |how it supports the topic, and how it relates | | | |

|digital sources, using advanced |to other source information. | | | |

|searches effectively; assess the | | | | |

|usefulness of each source in answering |I can use advance searches to find print and | | | |

|the research question; integrate |digital sources that answer my research | | | |

|information into the text selectively |question. | | | |

|to maintain the flow of ideas, avoiding| | | | |

|plagiarism and following a standard |I can integrate information from multiple | | | |

|format for citation. |sources effectively. | | | |

| | | | | |

| |I can use in text citations and a works cited | | | |

| |page to credit my sources and information to | | | |

| |avoid plagiarism. | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | |Use Noodlebib to develop a works cited page. | | |

|W9. Draw evidence from literary or |I can select relevant information from a text | |Various literature, music, videos, etc.|Class discussion of reference |

|informational texts to support |to support my purpose (i.e. analysis, | | |materials |

|analysis, reflection, and research. |reflection, or research). | |Graphic organizers | |

|9a. Apply grades 9–10 Reading standards| | | | |

|to literature (e.g., “Analyze how an |I can write an analysis of how a literary text | | | |

|author draws on and transforms source |uses and transforms source materials or | | | |

|material in a specific work [e.g., how |allusions. |Review allusion | | |

|Shakespeare treats a theme or topic | | | | |

|from Ovid or the Bible or how a later |I can analyze works of literary nonfiction for |Point out allusions in poetry, songs, or short | | |

|author draws on a play by |valid arguments, reasoning, and evidence, |stories. Ask students to discuss the use of | | |

|Shakespeare]”). |identifying false information if present. |reference material. | | |

|9b. Apply grades 9–10 Reading standards| | | | |

|to literary nonfiction (e.g., | |Use tree map graphic organizer to trace claims,| | |

|“Delineate and evaluate the argument | |logic and support of other authors | | |

|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”). | | | | |

|W10. Write routinely over extended time| I can use the writing process to draft, |Daily journals |Journal prompts |Writing samples |

|frames (time for research, reflection, |revise, and edit writing over an extended time | | | |

|and revision) and shorter time frames |period. |Essay assignments developed through the writing| | |

|(a single sitting or a day or two) for | |process | | |

|a range of tasks, purposes, and |I can produce a high-quality first draft in a | | | |

|audiences. |timed writing setting. |Research papers and projects | | |

| | | | | |

| | |Class-timed writing exercises | | |

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