Shelby County Schools



Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

▪ 80% of our students will graduate from high school college or career ready

▪ 90% of students will graduate on time

▪ 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

|The TNCore Literacy Standards |

|The TNCore Literacy Standards (also known as the College and Career Ready |Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready |

|Literacy Standards): |student learning at each respective grade level. |

| | |

|Shift 1: Regular Practice with Complex Text and its Academic Language |

|Student Achievement Partners Text Complexity Collection: |Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the |

| |resources in this collection. |

|Student Achievement Partners Academic Word Finder: |Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained |

| |within the text. |

|Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text |

|Student Achievement Partners Text-Dependent Questions Resources: |Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and |

| |reader/task measures text complexity analysis. |

|Shift 3: Building Knowledge through Content-Rich Non-fiction |

|Student Achievement Partners Text Set Projects Sequenced: |Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world. |

| |

|bulary | |

Text Complexity in the Pearson Textbooks

Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013.  The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate.  The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as a TIER II instructional resource. TIER II is defined as meeting all non-negotiable criteria and some indicators of superior quality. Tier 2 ratings received a “Yes” for all non-negotiable criteria (Foundational Skills (as applicable), Complexity of Texts, Quality of Texts, and Text-Dependent Questions), but at least one “No” for the remaining criteria.

 

All schools have access to these textbooks, so the Curriculum Maps draw heavily from them.  Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts,  have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors.  Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:

• The Item Sampler (MICA) can be found here:

• TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools

• Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA!

• Ten Things to Know about TNReady from the TDOE

• TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.

|English I – Quarter 3 |

|Third Quarter |TN Ready Standards |Text Support |Content |

|Weeks 1-3 |

| |

|“I Am an American Day” (pg. 431) Lexile - 850 |

|“I Have a Dream” (pg. 543) Lexile – 1130 |

|“First Inaugural Address” (pg. 553) Lexile – 1250 |

|from Nothing to Fear: Lessons in Leadership from FDR (pg. 567) Lexile - 1050 |

| |

|Focus question: Is knowledge the same as understanding? |

|Research Performance Tasks: |

|Choose one of the speeches we have read. Determine one central idea from the text and write an essay that both summarizes and analyzes how that central idea is developed over the course of the text, including how it |

|emerges and is shaped and refined by specific details. Cite strong and thorough evidence from the text to support your analysis. Be sure to follow the conventions of standard written English. |

| |

|OR |

|During your study of important historical speeches, you have focused on rhetorical devices and figurative language. You have evaluated the use of emotionally charged language. You have evaluated the effectiveness of the |

|rhetorical device and figurative language and their impact on the speeches. Compare and contrast the effectiveness of the rhetorical devices and/or figurative language in two of the speeches you read and analyzed. Cite |

|evidence from the text to support your argument. Be sure to follow the conventions of standard written English. |

| |

|OR |

|Write an essay in which you critique Alan Axelrod’s interpretation of Roosevelt’s first inaugural address. Analyze the historical research study and decide whether you think Axelrod’s points are valid. Support your opinion|

|with examples from the text. (pg. 571) |

|Week 1 |TN Ready Standards |Text Support |Content |

|Building knowledge | | | |

|through content-rich |CC Literature and Informational Text(s) |Reading Informational Text |Week 1 |

|nonfiction | | |The Big Question |

| |RI.9-10.1 Cite strong and thorough textual evidence to |Evidence Statements |Is knowledge the same as understanding? (pg. 424) |

| |support analysis of what the text says explicitly as well |Provides strong and thorough textual evidence to support analysis|Analyzing Argumentative and Expository Text |

|and |as inferences drawn from the text, including determining |of what the text says explicitly and/or inferences drawn from the|Elements of Essays, Articles, and Speeches, pg. 426 |

| |where the text leaves matters uncertain. |text. |Analyzing Word Choice and Rhetoric, pg. 429 |

| | |RI.9.1 |Close Read: Development of Ideas, pg. 430 Organizational Structures) |

| |RI.9-10.2 Determine a central idea of a text and analyze |Provides a statement of a central idea of a text. | |

|Reading Complex Texts |its development over the course of the text, including ho |RI.9.2 |Close Reading Selection |

| |it emerges and is shaped and refined by specific details; |Provides an analysis of how a central idea emerges and is shaped |“I Am an American Day” Address by Learned Hand, pg. 431 |

| |provide an objective summary of the text. |and refined by specific details over the course of the text. | |

| | |RI.9.2 |Text Dependent Questions for Close Reading Selection |

| |RI.9-10.3 Analyze how the author unfolds an analysis or |Provides an objective summary of a text. RI.9.2 | |

| |series of ideas or events, including the order in which the|Provides an analysis of how the author unfolds an analysis or |1. Hand creates a growing sense of the importance of the occasion by |

| |points are made, how they are introduces and developed, and|series of ides or events, including the order in which points are|asserting that those gathered have a common “purpose,” then a shared |

| |the connections that are drawn between them. |made, how they are introduces and developed, and connections that|“conviction,” and finally a joint “devotion.” What do these words |

| | |are drawn between them. |mean, and how does the progression of them emphasize the gravity of |

| |RI.9-10.5 Analyze in detail how an author’s ideas or claims|RI.9.3 |the event? |

| |are developed and refined by particular sentences, |Provides a detailed analysis of how an author’s ideas or claims |This is an alternative question that focuses on three specific words |

| |paragraphs, or larger portions of a text (e.g., a section |are developed and refined by particular sentences, paragraphs, or|and the progression reflected in them from sharing a common goal to |

| |or chapter). |larger portions of the text. RI.9.5 |sharing a mutual belief in a transcendent principle. |

| |RI.9-10.6 Determine an author’s point of view or purpose in|Provides an analysis of how the author uses rhetoric to advance | |

| |a text and analyze how an author uses rhetoric to advance |his or her point of view or purpose. |2. How does Hand create a sense of camaraderie and shared experience |

| |that point of view or purpose. |RI.9.6 |in the second sentence? |

| |RI.9-10.8 Delineate and evaluate the argument and specific |Provides a delineation of the argument and specific claims in a |Hand does this in two ways: first, by emphasizing that everyone he is |

| |claims in a text, assessing whether the reasoning is valid |text. |speaking to is an immigrant or the descendant of an immigrant, and |

| |and the evidence is relevant and sufficient; identify false|RI.9.8 |second, by stressing that this was a choice. |

| |statements and fallacious reasoning. |Provides an analysis of seminal U.S. documents of historical and | |

| |RI.9-10.9 Analyze seminal U.S. documents of historical and |literary significance. |3. a)What qualities make the “picked group” so special in Hand’s eyes?|

| |literary significance (e.g., Washington’s Farewell Address,|RI.9.9 |It is important to have students capture the sense of Hand’s third |

| |the Gettysburg Address, Roosevelt’s Four Freedoms speech, | |sentence, as it sets up the context for understanding “nerved” in the |

| |King’s “Letter from Birmingham Jail”) including how they |Close Reading Selection |fourth sentence; specifically, he praises those gathered as courageous|

| |address related themes and concepts. | |to brave the solitude of a strange and unfamiliar place. |

| | | | |

| | |Text Dependent Questions for Close Reading Selection |b) What qualities does Hand imply the “picked group” possesses when he|

| | | |says they “had the courage to break from the past”? |

| | | |This alternative brings inference to the forefront of the question and|

| | | |relies on students stitching together the sentences so far to arrive |

| | | |at the insight that the past experience was both comforting and bred |

| | | |complacency, and that they are better for having “braved” the solitude|

| | | |that comes with being an immigrant. |

| | | | |

| | | |4. Put Hand’s fourth and final sentence into your own words. |

| | | |The final sentence of this section gets to the heart of the matter by |

| | | |posing the question of what drove men to choose to come to |

| | | |America—faith in what principle was the cause for immigrating to a |

| | | |“strange land”? Students need to be able to render this question into|

| | | |their own words without robbing it of its depth. |

| | | |Hand’s use of “object” might throw students off. If this is the case,|

| | | |teachers could note how Hand is using this word somewhat differently |

| | | |than they would usually see it. |

| | | | |

| | | |5. What is Hand’s initial answer to the question he posed at the end |

| | | |of section one (what motivated immigrants to come to America)? |

| | | |Hand’s initial answer is “liberty” which he subdivides into three |

| | | |sub-categories: freedom from oppression, freedom from want, freedom to|

| | | |be ourselves. |

| | | | |

| | | |6. Does Hand think we ought to reject seeking liberty through the |

| | | |legal system? Write a two sentence explanation that captures the |

| | | |essence of Hand’s viewpoint. |

| | | |This section of the text is relatively straightforward and may not |

| | | |require a discussion before students write their answers. Once |

| | | |students complete their sentences, teachers should “pair, then square”|

| | | |students into groups so that they can hear different approaches to |

| | | |answering the question, and if time allows, ask the group to read the |

| | | |best explanation to the whole class. This activity foreshadows the |

| | | |outlining homework assignment and can be applied to the fourth section|

| | | |as well if teachers find it particularly successful at conveying the |

| | | |meaning of the passage to students. |

| | | | |

| | | |Successful explanations will cite Hand’s belief that the hope for |

| | | |liberty—the faith that he mentions in the opening sentence—requires |

| | | |first and foremost conviction and passion “in the hearts of men and |

| | | |women.” A belief that the courts and the constitution will suffice to|

| | | |ensure liberty for all is in his view an idle and false hope. |

| | | | |

| | | |7. What is the problem Hand sees with granting people “unbridled |

| | | |will”? |

| | | |Hand sees this as the “denial of liberty”, producing a society where |

| | | |few are free, “freedom is the possession of a savage few”. This |

| | | |section is of course a reference to the war. Teachers should inquire |

| | | |as to who the “savage few” might be, and if necessary refer students |

| | | |to the date. |

| | | | |

| | | |8. How has the definition of liberty evolved over the course of this |

| | | |first paragraph? |

| | | |Hand begins with the notion that liberty does not come from |

| | | |“constitutions and laws” but rather the “hearts of men”. He then goes|

| | | |on to state that this liberty in the, “hearts of men” is not |

| | | |“unbridled will . . . to do as one likes”. He ends the paragraph |

| | | |with the consequence of liberty as “unbridled will”: “. . . a society |

| | | |where freedom is the possession of only a savage few”. The positive |

| | | |account of freedom is only briefly sketched in this first paragraph, |

| | | |but is linked to the hearts of men and women. The limited substance |

| | | |here as to what liberty actually is sets up the next paragraph, the |

| | | |focus of which is to address this. |

| | | | |

| | | | |

| | | | |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | | |

|academic language |RI.9-10.4 Determine the meaning of words and phrases as | |Week 1 |

| |they are used in a text, including figurative, connotative | |Big Question Vocabulary, pg. 425 |

| |and technical meanings; analyze the cumulative impact of | |(ambiguous, clarify, comprehend, concept, interpret) |

| |specific word choices on meaning and tone (e.g., how the | | |

| |language of a court opinion differs from that of a | |Review word roots and prefixes. |

| |newspaper). | | |

| |L.9-10.4 Determine or clarify the meaning of unknown and | |Identify examples of figurative language, rhetorical devices, and |

| |multiple-meaning words and phrases based on grades 9-10 | |logical fallacies. |

| |reading and content, choosing flexibly from a range of | | |

| |strategies. | | |

| | | | |

| |L.9-10.5 Demonstrate understanding of figurative language, | | |

| |word relationships, and nuances in word meanings. | | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |RI.9-10.1 Cite strong and thorough textual evidence to |Cite strong evidence |Summary |

| |support analysis of what the text says explicitly as well | | |

| |as inferences drawn from the text, including determining |Selecting relevant facts and quotations |Write an objective summary of each text. |

| |where the text leaves matters uncertain. | |Write a rhetorical précis of each text. |

| | | | |

| | | |Analysis |

| |W.9-10.1 Write arguments to support claims in an analysis | |How does each author use rhetoric to advance his or her purpose? |

| |of substantive topics or texts, using valid reasoning and | |Text dependent questions |

| |relevant and sufficient evidence. | | |

| | | |Argument |

| |W.9-10.2 Write informative/explanatory texts to examine and| |Evaluate each author’s use of persuasive techniques/ rhetorical |

| |convey complex ideas, concepts, and information clearly and| |devices. |

| |accurately through the effective selection, organization, | | |

| |and analysis of content. | | |

| | | |As students continue to engage with routine writing, increase their |

| | | |practice with the writing organizer POW-TIDELL. |

| | | | (see STTS for SRSD, 2014 Summer Rollout) |

| | | | |

|Reading, writing and |CCR Speaking and Listening |CCR Speaking and Listening |Speaking and Listening |

|speaking grounded in | | | |

|evidence from text, both |L.9-10.1 Demonstrate command of the conventions of standard| | |

|literary and |English grammar and usage when writing or speaking. |Discussion |Possible suggestions throughout the quarter: |

|informational | | |Group roles and responsibilities, Accountable Talk, Socratic Seminar |

| |SL.9-10.1.b Work with peers to set rules for collegial |Accountable Talk | |

| |discussions and decision-making (e.g., informal consensus, | | |

| |taking votes on key issues, presentation of alternative |Socratic Seminars | |

| |views), clear goals and deadlines, and individual roles as | | |

| |needed. | | |

| | | | |

| |SL.9-10.1.d Respond thoughtfully to diverse perspectives; | | |

| |summarize points of agreement and disagreement, and, when | | |

| |warranted, qualify or justify their on views and | | |

| |understanding and make new connections in light of the | | |

| |evidence and reasoning presented. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Week 2 |TN Ready Standards |Text Support |Content |

|Building knowledge | | | |

|through content-rich |CC Literature and Informational Text(s) |What is the relationship between literature and place? |Week 2 |

|nonfiction | | | |

| |RI.9-10.1: Cite strong and thorough textual evidence to | |Close Read |

| |support analysis of what the text says explicitly as well |How does literature shape or reflect society? |Development of Ideas, pg. 430 (Review) |

|and |as inferences drawn from the text, including determining | |Literary Analysis: Persuasive Speech, pg. 539 |

| |where the text leaves matters uncertain. | | |

| | |Close Reading Selection |Close Reading Selection |

| | | |“I Have a Dream” by MLK, Jr., pg. 543 |

|Reading Complex Texts | | |Graphic Organizer, pg. 549 |

| | |Text Dependent Questions for Close Reading Selection |Text Dependent Questions for Close Reading Selection |

| | | | |

| | | |1. Why does the author say the Emancipation Proclamation “came as a |

| | | |great beacon light of hope?” in the first paragraph? |

| | | | |

| | | |2. What was King referring to when he said, “the long night of their |

| | | |captivity” in paragraph one? |

| | | | |

| | | |3. Why does the author choose the words “manacles of segregation and |

| | | |chains of discrimination” in paragraph 2? What imagery is he evoking? |

| | | | |

| | | |4. Martin Luther King, Jr. describes life one hundred years after the |

| | | |signing of the Emancipation Proclamation in paragraph 2. What specific|

| | | |examples does he state? |

| | | | |

| | | |5. In the third and fourth paragraphs, King uses banking metaphors to |

| | | |describe the impact of the Constitution and Declaration of |

| | | |Independence on all citizens of America. What is the meaning of this |

| | | |figurative language? |

| | | | |

| | | |6. King repeats the phrase “Now is the time to…” in the fifth |

| | | |paragraph. What is he asking the audience to consider and act upon? |

| | | |What is he asking people to do? |

| | | | |

| | | |7. What specific words did the author choose to create a sense of |

| | | |urgency for action in paragraphs five and six? |

| | | | |

| | | |8. What examples were provided of the rude awakening that could be |

| | | |expected? |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | | |

|academic language |L.9-10.4: Determine or clarify the meaning of unknown and | | |

| |multiple-meaning words and phrases based on grades 9-10 | |Review word roots and prefixes. |

| |reading and content, choosing flexibly from a range of | | |

| |strategies. | |Identify examples of figurative language and the associated meaning |

| | | |from the play. Include rhetorical devices and logical fallacies. |

| |L.9-10.4.C: Consult general and specialized reference | | |

| |materials (e.g., dictionaries, glossaries, thesauruses), | | |

| |both print and digital, to find the pronunciation of a word| |Week 2 |

| |or determine or clarify its precise meaning, its part of | |Word Study: Latin root –cred, pg. 540 |

| |speech, its etymology, or its standard usage. | |(creed, credibility, discredit, credential, accredit) |

| | | | |

| |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. | | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |RL.9-10.1: Cite strong and thorough textual evidence to |Cite strong evidence |Summary |

| |support analysis of what the text says explicitly as well | | |

| |as inferences drawn from the text, including determining |Selecting relevant facts and quotations |Write an objective summary of each text. |

| |where the text leaves matters uncertain. | |Write a rhetorical précis of each text. |

| | | | |

| |W.9-10.2.B: Develop the topic thoroughly by selecting the | |Analysis |

| |most significant and relevant facts, extended definitions, | |How does each author use rhetoric to advance his or her purpose? |

| |concrete details, quotations, or other information and | |Text dependent questions |

| |examples appropriate to the audience's knowledge of the | | |

| |topic. | |Argument |

| | | |Evaluate each author’s use of persuasive techniques/ rhetorical |

| | | |devices. |

| | | | |

| | | | |

| | | |As students continue to engage with routine writing, increase their |

| | | |practice with the writing organizer POW-TIDELL. |

| | | | (see STTS for SRSD, 2014 Summer Rollout) |

|Week 3 |TN Ready Standards |Text Support |Content |

| | | | |

|Building knowledge |CC Literature and Informational Text(s) |What is the relationship between literature and place? |Week 3 |

|through content-rich | | |Literary Analysis: Author’s Style, pg. 441 |

|nonfiction |RI.9-10.1: Cite strong and thorough textual evidence to | |Close Reading Selection |

| |support analysis of what the text says explicitly as well |How does literature shape or reflect society? |“First Inaugural Address” by Roosevelt, pg. 553 |

| |as inferences drawn from the text, including determining | |From Nothing to Fear: Lessons in Leadership from FDR by Axelrod, pg. |

|and |where the text leaves matters uncertain. | |567 |

| | |Close Reading Selection |Analyze Diction, Syntax, Tone Chart, pg. 453 |

| | | | |

| | | |Text Dependent Questions for Close Reading Selection |

|Reading Complex Texts | |Text Dependent Questions for Close Reading Selection | |

| | | |1. With what qualities does Roosevelt promise to address his audience?|

| | | | |

| | | |2. On whom does Roosevelt place the largest blame for the Great |

| | | |Depression? |

| | | | |

| | | |3. a)What words does Roosevelt use to describe the leaders who caused |

| | | |the country’s financial problems? b)What impact do these words have? |

| | | |What tone? Cite evidence. |

| | | | |

| | | |4. What does Roosevelt say is the “greatest primary task” facing the |

| | | |nation? |

| | | | |

| | | |5. What does Roosevelt say about Americans from earlier periods in |

| | | |history? |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | | |

|academic language |L.9-10.4: Determine or clarify the meaning of unknown and | | |

| |multiple-meaning words and phrases based on grades 11-12 | |Review word roots and prefixes. |

| |reading and content, choosing flexibly from a range of | | |

| |strategies. | |Identify examples of figurative language and the associated meaning |

| | | |from the play. Include rhetorical devices and logical fallacies. |

| |L.9-10.4.C: Consult general and specialized reference | | |

| |materials (e.g., dictionaries, glossaries, thesauruses), | | |

| |both print and digital, to find the pronunciation of a word| |Week 3 |

| |or determine or clarify its precise meaning, its part of | |Word Study: Latin root –duct/-duc, pg. 550 |

| |speech, its etymology, or its standard usage. | |(Induction, deduct, conducive, productive, abduct) |

| | | | |

| |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. | | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |RL.9-10.1: Cite strong and thorough textual evidence to |Cite strong evidence |Summary |

| |support analysis of what the text says explicitly as well | | |

| |as inferences drawn from the text, including determining |Selecting relevant facts and quotations |Write an objective summary of each text. |

| |where the text leaves matters uncertain. | |Write a rhetorical précis of each text. |

| | | | |

| |W.9-10.2.B: Develop the topic thoroughly by selecting the | |Analysis |

| |most significant and relevant facts, extended definitions, | |How does each author use rhetoric to advance his or her purpose? |

| |concrete details, quotations, or other information and | |Text dependent questions |

| |examples appropriate to the audience's knowledge of the | | |

| |topic. | |Argument |

| | | |Evaluate each author’s use of persuasive techniques/ rhetorical |

| | | |devices. |

| | | | |

| | | | |

| | | |As students continue to engage with routine writing, increase their |

| | | |practice with the writing organizer POW-TIDELL. |

| | | | (see STTS for SRSD, 2014 Summer Rollout)Compare and |

| | | |contrast the tone, diction and syntax used by Hand, King, Roosevelt, |

| | | |and Axelrod. |

| | | | |

| | | | |

|Reading, writing and |CCR Speaking and Listening |CCR Speaking and Listening |Speaking and Listening |

|speaking grounded in | | | |

|evidence from text, both | | | |

|literary and |L.9-10.1: Demonstrate command of the conventions of |Discussion |Possible suggestions throughout the quarter: |

|informational |standard English grammar and usage when writing or | |Group roles and responsibilities, Accountable Talk, Socratic Seminar |

| |speaking. |Accountable Talk | |

| | | | |

| |SL.9-10.1.B: Work with peers to promote civil, democratic |Socratic Seminars | |

| |discussions and decision-making, set clear goals and | | |

| |deadlines, and establish individual roles as needed. | | |

| | | | |

| | | | |

| |SL.9-10.1.D: Respond thoughtfully to diverse perspectives; | | |

| |synthesize comments, claims, and evidence made on all sides| | |

| |of an issue; resolve contradictions when possible; and | | |

| |determine what additional information or research is | | |

| |required to deepen the investigation or complete the task. | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Weeks 1-3 |

|Sample MICA Items on RI 9-10.1, RI 9-10.2, RI 9-10.3, RI 9-10.4, RI 9-10.5, RI 9-10.6, RI 9-10.8, RI 9-10.9 |

| |

|Create an exam using the paired texts “Quit India” by Mahatma Gandhi and a passage from the “Give Me Liberty or Give me Death” speech by Patrick Henry. |

|Include question IDs 44635, 44527, 44644, 44643, 44649, 44822, 44821, and 44636. |

| |

|Week 4 |TN Ready Standards |Text Support |CONTENT |

| | | | |

| |RL.9-10.1: Cite strong and thorough textual evidence to |Literary Research |Outcomes for Writing Workshop |

|Writing Workshop |support analysis of what the text says explicitly as well | | |

| |as inferences drawn from the text, including determining |Performance Task writing: After reading ___________ and the | |

| |where the text leaves matters uncertain. |connected readings, write a/n _______________ essay in which you |Research and Connected Readings |

| | |____________________________. Using specific examples from the | |

| |W.9-10.2.B: Develop the topic thoroughly by selecting the |readings, and your own research on __________________, determine |“I Am an American Day” |

| |most significant and relevant facts, extended definitions, |whether ___________________________________ |

| |concrete details, quotations, or other information and | |-detail-pg |

| |examples appropriate to the audience's knowledge of the | |

| |topic. | |y.php |

| | | | |

| |W.9-10.1: Write arguments to support claims in an analysis | | |

| |of substantive topics or texts, using valid reasoning and | |“I Have a Dream” |

| |relevant and sufficient evidence. | |

| | | |ave_a_dream_28_august_1963/ |

| |W.9-10.7: Conduct short as well as more sustained research | | |

| |projects to answer a question (including a self-generated | |Roosevelt- Inaugural Address |

| |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. | | |

| | | | |

| | | | |

| | | | |

|Third Quarter |TN Ready Standards |Text Support |Content |

| |

|Week 5-7 |

| |

|The Tragedy of Romeo and Juliet (pg. 806) – Lexile 1490 |

| |

| |

|Performance Tasks: |

| |

| |

|In your study of Romeo and Juliet, you have focused on key scenes that highlight the quandaries Romeo and Juliet faced. You have analyzed the reasons for their choices, based on the many factors that influenced them. You |

|have read others’ opinions and related readings to better understand these factors. In consideration of what these many sources communicate about Romeo and Juliet’s end, who or what is to blame for Romeo and Juliet’s |

|death? |

|Argue for no more than two factors, ranking them by importance in your essay. |

|Develop a counterclaim to your argument(s) and provide evidence for it. |

|Draw on textual evidence primarily from Romeo and Juliet, the critical essay that you read independently, and at least one other source from the unit. |

| |

|OR |

| |

| |

|Conduct research to create an annotated flowchart that accurately displays and explains the structure of the nobility in sixteenth century Verona. Your flowchart should show the relative positions of the Prince, Count |

|Paris, the Montagues, and the Capulets. |

|Use both primary and secondary sources. |

|Evaluate the validity and reliability of the information you research and the sources you use. |

|Organize your text and images logically. |

|Document sources using standard citation style. |

|Present your flowchart to the class, explaining where you located information. |

|Week 5 |TN Ready Standards |Text Support |Content |

|Building knowledge | | | |

|through content-rich |CC Literature and Informational Text(s) |What is the relationship between literature and place? |Selection(s) for Week 5 |

|nonfiction | | |The Tragedy of Romeo and Juliet , pg. 806 |

| |RI.9-10.1: Cite strong and thorough textual evidence to | |Act I, Scenes i, ii, iii, v |

| |support analysis of what the text says explicitly as well |How does literature shape or reflect society? |Act II, Scenes ii, iii, iv, v, vi |

|and |as inferences drawn from the text, including determining | |Preparing to Read The Tragedy of Romeo and Juliet ,pg. 798A-798B |

| |where the text leaves matters uncertain. | |Elements of Drama ,pg. 780-781 |

| | |Close Reading Selection |Analyze characterization of Nurse, Juliet, Lady Capulet, Chart pg. 831|

| | | | |

|Reading Complex Texts | | |Text Dependent Questions |

| | |Text Dependent Questions for Close Reading Selection |ACT I |

| | | |1. Which words in the stage directions in line 44 clarify that Sampson|

| | | |is not speaking to Abram? |

| | | |2. Who stops the brawl between the Montagues and the Capulets? |

| | | |3. Summarize the warning that the Prince issues to the Montagues and |

| | | |Capulets in this speech. |

| | | |4. What reason for his sadness does Romeo give to Benvolio? |

| | | |5. What advice does Benvolio give to Romeo about the woman that he |

| | | |loves? |

| | | |ACT II1. Why does Romeo say that his name is hateful to him? |

| | | |2. Why does Juliet tell Romeo not to swear his love by the moon? |

| | | |3. Briefly state the main pints of the Friar’s speech in lines 1-30. |

| | | |4. What plan do Romeo and Juliet make fore the following day? |

| | | |5. What does Romeo ask the Nurse to tell Juliet? |

| | | |6. What are Juliet’s feelings as she waits? Cite evidence to support |

| | | |your answer. |

| | | |Folger Digital Library – digital texts - |

| | | |

| | | |?chapter=5&play=Rom&loc=p7&_suid=144833093038104526480479771903 |

| | | |Teaching Resources for Romeo and |

| | | |Juliet |

| | | |Tragic Love |

| | | |

| | | |love-introducing-shakespeare-1162.html |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | | |

|academic language |L.9-10.4: Determine or clarify the meaning of unknown and | | |

| |multiple-meaning words and phrases based on grades 11-12 | |Review word roots and prefixes. |

| |reading and content, choosing flexibly from a range of | | |

| |strategies. | |Identify examples of figurative language and the associated meaning |

| | | |from the play. Include rhetorical devices and logical fallacies. |

| |L.9-10.4.C: Consult general and specialized reference | | |

| |materials (e.g., dictionaries, glossaries, thesauruses), | | |

| |both print and digital, to find the pronunciation of a word| |Latin prefixes trans- and pro-, pg. 804, 831, 832, 859 |

| |or determine or clarify its precise meaning, its part of | | |

| |speech, its etymology, or its standard usage. | |Vocabulary – Act 1 |

| | | |

| |L.9-10.6: Acquire and use accurately general academic and | |love-introducing-shakespeare-1162.html |

| |domain-specific words and phrases, sufficient for reading, | | |

| |writing, speaking, and listening at the college and career | |Vocabulary – Act II |

| |readiness level. | | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |RL.9-10.1: Cite strong and thorough textual evidence to |Cite strong evidence |Week Five- |

| |support analysis of what the text says explicitly as well | | |

| |as inferences drawn from the text, including determining |Selecting relevant facts and quotations |Routine Writing: Summary and paraphrase |

| |where the text leaves matters uncertain. | |Analysis Writing: Analyze characterization of Nurse, Juliet, Lady |

| | | |Capulet |

| |W.9-10.2.B: Develop the topic thoroughly by selecting the | | |

| |most significant and relevant facts, extended definitions, | | |

| |concrete details, quotations, or other information and | | |

| |examples appropriate to the audience's knowledge of the | | |

| |topic. | | |

| | | | |

|Week 6 |TN Ready Standards |Text Support |Content |

|Building knowledge | | | |

|through content-rich |CC Literature and Informational Text(s) |What is the relationship between literature and place? |Selection(s) for Week 6 |

|nonfiction | | |* Act III, Scenes i, ii, iii, v, |

| |RI.9-10.1: Cite strong and thorough textual evidence to | |* Act IV, Scenes i, iii, v, |

| |support analysis of what the text says explicitly as well |How does literature shape or reflect society? |* Analyzing Character Development, pg. 782-783 |

|and |as inferences drawn from the text, including determining | |* Close Read: Character, Plot, and Theme, pg. 784 |

| |where the text leaves matters uncertain. | |* Analyze characterization of Mercutio, Tybalt, Romeo, Friar, Capulet,|

| | |Close Reading Selection |Chart pg. 831 |

| | | | |

|Reading Complex Texts | | |Text Dependent Questions |

| | |Text Dependent Questions for Close Reading Selection |ACT III |

| | | |1. Why does Benvolio want to get off the street? |

| | | |2. What are Mercutio and Benvolio arguing about? |

| | | |3. What is the outcome of the duel between Tybalt and Mercutio? |

| | | |4. Who does Benvolio say started the brawl? |

| | | |5. Paraphrase Mercutio’s line “A plague a both your houses!” and |

| | | |summarize his reasons for uttering the curse. |

| | | |6. What is Juliet’s reaction to Romeo’s involvement in Tybalt’s death?|

| | | |7. How does Romeo view his banishment? |

| | | |ACT IV |

| | | |1. What is the Friar’s complaint to Paris about the impending wedding?|

| | | |How is this an example of dramatic irony? |

| | | |2. What does Juliet threaten to do to avoid marrying Paris? |

| | | |3. According to the Friar, how will Romeo learn of Juliet’s plan to |

| | | |meet him? |

| | | |4. Summarize the fears that Juliet expresses in her soliloquy. |

| | | |5. How has Juliet changed in the course of the play? Cite evidence to |

| | | |explain your answer. |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | | |

|academic language |L.9.1.A Apply the understanding that usage is a matter of | | |

| |convention, can change over time, and is sometimes | |Review word roots and prefixes. |

| |contested. | | |

| | | |Identify examples of figurative language and the associated meaning |

| |L.9.2 Demonstrate command of the conventions of standard | |from the play. Include rhetorical devices and logical fallacies. |

| |English capitalization, punctuation, and spelling when | | |

| |writing. | | |

| | | |Latin root –loque, pg. 860, 891 |

| |L.9.3 Apply knowledge of language to understand how | |Latin prefix –en, pg. 892, 911 |

| |language functions in different contexts, to make effective| | |

| |choices for meaning or style, and to comprehend more fully | |Vocabulary – Act III |

| |when reading or listening. | | |

| | | | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |W.9.1 Write arguments to support claims in an analysis of |Cite strong evidence |Week Six- |

| |substantive topics or texts, using valid reasoning and | |Routine Writing: Summary and paraphrase |

| |relevant and sufficient evidence. |Selecting relevant facts and quotations |Analysis Writing: Analyze the characterization of Mercutio, Tybalt, |

| | | |Friar, Romeo, Capulet |

| |W.9.1.A 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. | | |

| | | | |

| |W.9.1.B 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. | | |

| | | | |

| |W.9.1.C 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. | | |

| | | | |

| |W.9.1.D Establish and maintain a formal style and objective| | |

| |tone while attending to the norms and conventions of the | | |

| |discipline in which they are writing. | | |

| | | | |

| |W.9.1.E Provide a concluding statement or section that | | |

| |follows from and supports the argument presented. | | |

| | | | |

| |W.9.2 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. | | |

|Week 7 |TN Ready Standards |Text Support |Content |

|Building knowledge | | | |

|through content-rich |CC Literature and Informational Text(s) |What is the relationship between literature and place? |Selection(s) for Week 7 |

|nonfiction | | |* Act V, Scenes i, ii, iii |

| |RL.9.1 Cite strong and thorough textual evidence to support| | |

| |analysis of what the text says explicitly as well as |How does literature shape or reflect society? |Text Dependent Questions |

|and |inferences drawn from the text. | |ACT V |

| | | |1. Why is Romeo in a good mood at the beginning of the act? |

| |RL.9.2 Determine a theme or central idea of a text and |Close Reading Selection |2. Briefly state the causes and effects of Friar John’s failure to |

| |analyze in detail its development over the course of the | |deliver Friar Lawrence’s letter. |

|Reading Complex Texts |text, including how it emerges and is shaped and refined by| |3. How does Juliet react when she wakes up? |

| |specific details; provide an objective summary of the text.|Text Dependent Questions for Close Reading Selection |4. What effect did Romeo’s exile have on his mother? |

| | | |5. Identify at least three events that cause the Friar’s scheme to |

| |RL.9.3 Analyze how complex characters (e.g., those with | |fail. |

| |multiple or conflicting motivations) develop over the | | |

| |course of a text, interact with other characters, and | | |

| |advance the plot or develop the theme. | | |

| | | | |

| | | | |

| |RL.9.4 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 (e.g., how the language evokes | | |

| |a sense of time and place; how it sets a formal or informal| | |

| |tone). | | |

| | | | |

| |RL.9.5 Analyze how an author's choices concerning how to | | |

| |structure a text, order events within it (e.g., parallel | | |

| |plots), and manipulate time (e.g., pacing, flashbacks) | | |

| |create such effects as mystery, tension, or surprise. | | |

| | | | |

| |RL.9.6 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. | | |

| | | | |

| |RL.9.9 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). | | |

| | | | |

| |RL.9.10 By the end of grade 9, read and comprehend | | |

| |literature, including stories, dramas, and poems, at the | | |

| |high end of the grade 9 text complexity band independently | | |

| |and proficiently. | | |

| | | | |

|Regular practice with |CCR Language |CCR Language – Academic Vocabulary |Vocabulary |

|complex text and its | | | |

|academic language |L.9.1 Demonstrate command of the conventions of standard | | |

| |English grammar and usage when writing or speaking. | |Review word roots and prefixes. |

| | | | |

| |L.9.2 Demonstrate command of the conventions of standard | |Identify examples of figurative language and the associated meaning |

| |English capitalization, punctuation, and spelling when | |from the play. Include rhetorical devices and logical fallacies. |

| |writing. | | |

| | | | |

| |L.9.3 Apply knowledge of language to understand how | |Latin prefix ambi-, pg.912, 931 |

| |language functions in different contexts, to make effective| | |

| |choices for meaning or style, and to comprehend more fully | |Vocabulary – Act V |

| |when reading or listening. | | |

| |L.9.4 Determine the meaning of words and phrases as they | | |

| |are used in the text, including figurative and connotative | |A hands-on approach for ESL teachers |

| |meanings; analyze the impact of specific word choices on | |

| |meaning and tone, including words with multiple meanings or| |-juliet.html |

| |language that is particularly fresh, engaging, or | | |

| |beautiful. (Include Shakespeare as well as other authors.) | | |

| | | | |

| |CCR Writing |CCR Writing |Writing Fundamentals |

|Writing | | | |

|to Texts |W.9.2 Write informative/explanatory texts to examine and |Cite strong evidence |Week Seven- |

| |convey complex ideas, concepts, and information clearly and| |Routine Writing: Analytic Summary |

| |accurately through the effective selection, organization, |Selecting relevant facts and quotations |Analysis Writing: Analyze Shakespeare’s use of |

| |and analysis of content. | |irony. What impact does the ending have on the audience? |

| | | | |

| |W.9.2.A 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. | | |

| | | | |

| | | | |

| |W.9.2.B 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. | | |

| | | | |

|Weeks 5-7 |

|Sample MICA Items on RL 9-10.2, 9-10.3, 9-10.4, and 9-10.5 |

| |

|Create an exam using the excerpt of “A Midsummer Night’s Dream,” including question IDs 42780, 42782, 43917, 42778, and 43745. |

| |

|Week 8 |TN Ready Standards |Text Support |Content |

| | | | |

| |W9.5. Develop and strengthen writing as needed by planning,|Students use standard MLA format to avoid plagiarism. |Writing Workshop for Q3 |

|Writing Workshop |revising, editing, rewriting, or trying a new approach | | |

| |focusing on addressing what is most significant for a |Students paraphrase and integrate research quotations |During this module of Q3, students have been studying Romeo and |

| |specific purpose and audience. |effectively. |Juliet. The performance tasks at the beginning of the module are |

| | | |found below. Students will take into consideration their routine |

| |W.9.8 Gather relevant information from multiple |Students revise, edit, and publish research |writing and select a performance task from below. |

| |authoritative print and digital sources, using advanced | | |

| |searches effectively; assess the usefulness of each source | |Performance Task: |

| |in answering the research question; integrate information | |In your study of Romeo and Juliet, you have focused on key scenes that|

| |into the text selectively to maintain the flow of ideas, | |highlight the quandaries Romeo and Juliet faced. You have analyzed the|

| |avoiding plagiarism and following a standard format for | |reasons for their choices, based on the many factors that influenced |

| |citation. | |them. You have read others’ opinions and related readings to better |

| | | |understand these factors. In consideration of what these many sources |

| |W.9.9.A Apply grades 9-10 Reading standards to literature | |communicate about Romeo and Juliet’s end, who or what is to blame for |

| |(e.g., "Analyze how an author draws on and transforms | |Romeo and Juliet’s death? |

| |source material in a specific work [e.g., how Shakespeare | |Argue for no more than two factors, ranking them by importance in your|

| |treats a theme or topic from Ovid or the Bible or how a | |essay. |

| |later author draws on a play by Shakespeare]"). | |Develop a counterclaim to your argument(s) and provide evidence for |

| | | |it. |

| |L.9.1 Demonstrate command of the conventions of standard | |Draw on textual evidence primarily from Romeo and Juliet, the critical|

| |English grammar and usage when writing or speaking. | |essay that you read independently, and at least one other source from |

| | | |the unit. |

| |L.9.2 Demonstrate command of the conventions of standard | |OR |

| |English capitalization, punctuation, and spelling when | | |

| |writing. | |Conduct research to create an annotated flowchart that accurately |

| | | |displays and explains the structure of the nobility in sixteenth |

| |L.9.3 Apply knowledge of language to understand how | |century Verona. Your flowchart should show the relative positions of |

| |language functions in different contexts, to make effective| |the Prince, Count Paris, the Montagues, and the Capulets. |

| |choices for meaning or style, and to comprehend more fully | |Use both primary and secondary sources. |

| |when reading or listening. | |Evaluate the validity and reliability of the information you research |

| | | |and the sources you use. |

| | | |Organize your text and images logically. |

| | | |Document sources using standard citation style. |

| | | |Present your flowchart to the class, explaining where you located |

| | | |information. |

| | | | |

| | | |As part of the instructional routines, students will complete the |

| | | |following six steps of the writing process. |

| | | | |

| | | |Review task and rubric |

| | | |Reflect and Attend |

| | | |Peer-review/peer exchange |

| | | |Edits: thesis/introduction, development, conventions, conclusions, |

| | | |sources and documentation |

| | | |Revisions |

| | | |Publish (type) writings |

| | | | |

|Week 9 | | | |

|Comprehensive Assessment |Culminating Assessment |

| |In addition to a completed essay, students prepare and present a multi-media presentation of research. Include the following: |

| |Thesis |

| |Overview of Research with citations |

| |Analysis of Research |

| |Alternative Perspectives |

| |Conclusions |

| |Text, graphics, audio, video. |

|For writing practice, sample MICA Items are available for W 9-10.1 and W 9-10.3, but not W 9-10.2. |

| |

|Question IDs 44824, 44825, and 43929 provide editing items. |

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