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EN 35/58Honors Sophomore EnglishCourse Curriculum Aligned to the Arizona English Language Arts Standards(Reading, Writing, Speaking & Listening, Language)GOVERNING BOARD APPROVAL AUGUST 2017Document IntroductionPage 1Standards OverviewPage 3Course OverviewPage 4CodingPage 5Reading StandardsPage 6Reading for Literature Page 8Reading for Informational TextPage 12Writing StandardsPage 18Speaking and Listening StandardsPage 30Language StandardsPage 36Language Standards Progression ChartPage 42Arizona English Language Arts Standards Grades 9-10Page 44Arizona English Language Arts StandardsThe Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms. These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the Arizona State Board of Education.Mesa Public Schools Curriculum DocumentsIn response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content experts for each grade level. These groups included representation from each of the district’s high school campuses and teachers experienced in each of the courses offered in the district. The 9th and 10th grade expert groups worked in conjunction to create an instructional progression for each standard in each strand of the English Language Arts Standards that reflects an intentional scaffolding within the 9-10 grade band. ?The curriculum documents that resulted provide the following:an overview of The Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading (literature and informational text), Writing, Speaking and Listening, and Languagecourse information including course number, level of difficulty, and course descriptionsa key to the correct coding of standardsa breakdown of suggested quarterly progression of instruction per standard by stranda suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standardThe Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state. These documents provide a suggested progression towards mastery of Arizona standards created by Mesa teachers. ?These progressions identify the sequence of focuses for instruction by standard as well as a suggested time frame for advancement. ?These should be used in conjunction with textbooks and resources adopted by the district, supplemental resources provided by the school, as well as instructional tools suggested in the right-hand column below each standard.While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested progressions, time frames, and strategies may be adjusted in order to meet the needs of a specific group of students. ?However, the expectation is that every student achieve mastery of every standard in its entirety by the end of year in alignment with the grade band progression.Design Features for MPS Curriculum DocumentsGrade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts Standards. ?Below each standard are two columns. The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Any bolded portion of the text within this progression indicates a new focus for the quarter.The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction specific to each standard. ?These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an exhaustive or prescriptive list of required strategies. ?Teachers, PLCs, and departments are encouraged to continually work to refine and add resources that will facilitate effective instruction for their students. 68544797437Bolded text indicates a new focus for the quarter.Standard and Suggested ProgressionThis column contains a suggested progression for instruction broken down by quarter.Suggested Activities for InstructionThis column contains activities, structures, and strategies that might aid in instruction specific to each standard. ?Note that this list is in no way an exhaustive or prescriptive list of required strategies. ?Standard CodeGrade Band, Strand, StandardEntire Arizona English Language Arts Standard00Bolded text indicates a new focus for the quarter.Standard and Suggested ProgressionThis column contains a suggested progression for instruction broken down by quarter.Suggested Activities for InstructionThis column contains activities, structures, and strategies that might aid in instruction specific to each standard. ?Note that this list is in no way an exhaustive or prescriptive list of required strategies. ?Standard CodeGrade Band, Strand, StandardEntire Arizona English Language Arts StandardArizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks. Reading Standards for Literature: Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose Use details to cite and analyze examples from the text Analyze how an author’s choices about structure, order of events, or manipulation of time create such effects as mystery, tension, or surprise Analyze author’s word choice and intent to examine impact on meaning and tone Reading Standards for Informational Text: Analyze supporting details to infer meaning and determine main ideas and author’s purpose Analyze and synthesize texts to determine how structure and organization impact the presentation of information and its effectiveness in conveying information and support claims Support their analysis with strong textual evidence Writing Standards: Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard format for citation appropriate for the task and audience Plan, draft, revise, and edit writing in an effective and strategic manner Speaking and Listening Standards: Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources Present information using various forms of multimedia technology appropriate to the task, purpose, and audience Language Standards: Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling) Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences; Write and edit work so that it conforms to the guidelines in a style manual Use parallel structure and various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations Determine the meanings of unknown words and figurative language using a variety of strategies Course #: EN35Grade Level: 10th GradeCourse Name: Honors Sophomore EnglishLevel of Difficulty: HighPrerequisites: None# of Credits: 1 (2 Sem.)Course Description: ?This course offers a focus for instruction to ensure that students gain adequate exposure to a range of texts and tasks. Rigor is infused through the requirement that students read increasingly complex texts through the grades to help ensure that students gain adequate mastery of a range of skills and applications. In their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.ARIZONA’S ENGLISH LANGUAGE ARTS STANDARDSREADINGSPEAKING AND LISTENINGKey Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasRange of Reading and Level of Text ComplexityComprehension and CollaborationPresentation of Knowledge and IdeasWRITINGLANGUAGEText Types and PurposesProduction and Distribution of WritingResearch to Build and Present KnowledgeRange of WritingConventions of Standard EnglishKnowledge of LanguageVocabulary Acquisition and UseTeacher’s Note:The design of the Arizona English Language Arts Standards includes two-year grade bands for the high school level, meaning the standards for Grade 10 are the same as those for Grade 9. ?As teachers begin their instruction for 10th Grade, they should keep in mind that students have worked on these same skills in 9th Grade. ?Instruction for Honors Sophomore English should include rigor as students read complex texts. By the end of the 10th Grade year, students should show mastery of the skills indicated in each standard independently and proficiently.5621655977265Standard 1Standard 133185104152265Strand: Reading LiteratureStrand: Reading Literature727710977265Grades 9-10Grades 9-10centercenter9-10.RL.19-10.RL.1READING STANDARDSREADING STANDARDS FOR LITERATUREStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.1st QuarterStandard in its entirety.Critical Reading/AVID Strategies:identify the literary focus (theme, characterization) and underline the evidencePlot Diagram:list specific quotes from text for each sectionGraphic Organizer (plot, characterization, symbolism)Practice MLA citation formatGuided QuestionsCharacter Analysis: Find support to validate evaluation (citation) 2nd QuarterStandard in its entirety.3rd QuarterStandard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.1st QuarterDetermine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Create original theme outlineState the theme in a sentenceMake connection between theme and titleUse 25 words to summarize the textRhetorical PrecisCite specific passages that support or develop theme2nd QuarterDetermine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text. 3rd QuarterDetermine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.4th QuarterMastery of the standard in its entirety, independently and proficiently.READING STANDARDS FOR LITERATUREStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.1st QuarterIdentify/analyze how complex characters (e.g. those with multiple or conflicting motivations) develop and interact with other characters.Create a Facebook page for a complex characterCharacter webJournal entry from character’s point of viewDouble entry journalVenn diagramAssume the role of a characterwrite letters to another character / exchange and replyCharacter Motivation Chartwhat motivates a character and how that develops the plot or the themeIdentify the traits of a complex characterinteraction, motives, choicesCreate character meme2nd QuarterIdentify/analyze how complex characters (e.g. those with multiple or conflicting motivations) develop, interact with other characters, and advance the plot or develop the theme.3rd QuarterIdentify/analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.RL.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.1st QuarterDetermine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings and tone.TP-CASTTAnalyze author’s use of dialecthistorical contextlocal colorAnalyze author’s word choiceidentify patterns of dictionidentify author’s purposeRewrite an excerpt in modern language in order to understand time/place and formal/informal toneNote: By second quarter instruction should begin to address how the language evokes a sense of time and place and how it sets a formal or informal tone. 2nd QuarterDetermine 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.3rd QuarterDetermine 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.4th QuarterMastery of the standard in its entirety, independently and proficiently.READING STANDARDS FOR LITERATUREStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. 1st QuarterAnalyze how an author’s choices creates such effects as mystery, tension, or surprise.Map the structure of the plot and its effectsparallel plots flashbackpacingCreate storyboards that reflect text’s effectsWrite mini screenplays that mimic the text’s effectsCompare/contrast two or more works (i.e. novel, short story, film clip, poem, essay, etc.)track changes, choices, and order of events 2nd QuarterAnalyze how an author’s choices concerning how to structure a text, order events within it , and manipulate time create such effects as mystery, tension, or surprise.3rd QuarterPractice & apply the standard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts. 1st QuarterStandard in its pare/contrastAmerican version of texts with those from other cultures (i.e., myths, fairy tales)Researchhistory/cultureauthor biography/background or author’s purpose (exigence)Analyze author’s point of viewAnalyze character’s point of viewAnalyze how a particular culture is revealedUse poetry and short stories in addition to longer textRole-play scenarios from textNote: It is suggested that in order to thoroughly and effectively address the standard, works from a wide variety of cultures and global experiences be addressed.2nd QuarterStandard in its entirety.3rd QuarterStandard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.READING STANDARDS FOR LITERATUREStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.RL.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.1st QuarterAnalyze the representation of a subject or key scene in two different artistic pare/contrastsong to textpainting to sculpturepoem to artworktheater production to filmT-chart, Venn Diagram, journal, quick writeAvoid exclusively focusing on reading and watching a film interpretationNote: Refer to adopted resources for examples of artwork and cultural links. Integrate photography, sculpture, music, paintings, interpretive dance, etc. 2nd QuarterAnalyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.3rd QuarterPractice & apply the standard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.RL.8 (Not applicable to literature)9-10.RL.9: Analyze how an author draws on and transforms source material in a specific work.1st QuarterAnalyze how an author draws on source material in a specific work. Research the origins of allusionsBiblical, mythological, Shakespearean, etc.Identify an allusion or parody within a text and analyze why the author chose to use itoral presentationsmall group sharingIdentify/analyze allusions in song lyrics Note: Partners well with 9-10.W.8 and 9-10.W.92nd QuarterAnalyze how an author draws on and transforms source material in a specific work. 3rd QuarterAnalyze how an author draws on and transforms source material in a specific work. 4th QuarterMastery of the standard in its entirety, independently and proficiently.10.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 9-10 quantitative complexity measure is 1050-1335 Lexile.Read and analyze a variety of textsIncorporate independent reading of a variety of extended textsUtilize close reading strategies to build proficiencyREADING STANDARDS FOR INFORMATIONAL TEXTstandard and suggested progressionsuggested activities for instructionmps resources9-10.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.1st QuarterSelect and cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Write an outline that incorporates textual evidence with proper citations Use critical thinking and critical reading techniques to identify strong/thorough arguments and claimsUse mini lessons evaluate for effectiveness of quotations AVID Three-Part Source Integration (quotations) MLA format2nd QuarterSelect and cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.3rd QuarterPractice & apply the standard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.RI.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.1st QuarterDetermine a central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.Identify and interpret organizational patterns chronological compare-contrast problem-solution cause and effect definition Create outline to identify development of central idea Write a precise summary in twenty-five wordsRhetorical precisUse close reading annotation strategies 2nd QuarterDetermine a central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.3rd QuarterPractice & apply standard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.RI.3: Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.1st QuarterAnalyze how the author organizes an analysis or series of ideas or events including the order in which the points are made.Identify and interpret organizational patterns chronological compare-contrast problem-solution cause and effect 2nd QuarterAnalyze how the author organizes an analysis or series of ideas or events including the order in which the points are made, how they are introduced and developed.READING STANDARDS FOR INFORMATIONAL TEXTstandard and suggested progressionsuggested activities for instructionmps resources3rd QuarterAnalyze how the author organizes an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.definition Identify and analyze author’s form of reasoning (inductive or deductive) Re-order fragmented essay/informational text in logical order Chart changes or shifts in organization throughout text; can be paired with annotations.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.1st QuarterDetermine the meaning of words and phrases as they are used in the text, including figurative and connotative and technical meanings.Analyze formal and informal tone Compare and contrast diction in a variety of texts. Venn Diagram T-chart Mini-lesson Task-Audience-PurposeSOAPSToneAnalyze conventions of multiple genres Use context clues and textual purpose to identify meaning of words/phrases Identifying and building awareness of resources - digital and otherwiseRewrite a text in another mode or for a different audience (changing appeals) newspaper ad slogans television commercialscourt opinion opinion editorials2nd QuarterDetermine 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.3rd QuarterDetermine 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.4th QuarterMastery of the standard in its entirety, independently and proficiently.READING STANDARDS FOR INFORMATIONAL TEXTstandard and suggested progressionsuggested activities for instructionmps resources9-10.RI.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).1st QuarterAnalyze in detail how an author’s ideas or claims are developed and refined by particular sentences and paragraphs.Rhetorical precisGraphic organizers claim/evidence T-chart reason/evidence T-chart Say-Mean-Matter chart2nd QuarterAnalyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).3rd QuarterPractice & apply the standard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.RI.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.1st QuarterDetermine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view.Identify rhetorical devices that create specific effects (i.e. sentence variety, understatement, over-generalization, repetition, etc.)Aristotle’s Rhetorical Trianglelogos, ethos, pathos Analyze rhetorical devices used to establish point of view or purpose Task-Audience-PurposeIdentify appeals: political cartoon, junk mail, credit card application, movie, commercials, or television show trailers Create a product that uses logos, ethos, pathos have the class determine the purpose or point of the product/presentation Analyze different modes of advertisements2nd QuarterDetermine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.3rd QuarterPractice & apply the standard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.READING STANDARDS FOR INFORMATIONAL TEXTstandard and suggested progressionsuggested activities for instructionmps resources9-10.RI.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.1st QuarterAnalyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.Refer to adopted resources for examples of artwork and non-fiction selections for comparison Compare:the author’s oral rendition of his work to its written version a political cartoon to an editorial with similar themesthematics in poetry and musicthemes across different writing genresTedTalkssocial media2nd QuarterAnalyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.3rd QuarterPractice & apply the standard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.RI.8: Delineate and evaluate the argument 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.1st QuarterDelineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant.Evaluate argument for cause and effect, analogy, authority, rhetorical devices, repetition, sentence variety, fact-opinionList reasons that make the author credible Rhetorical devices chart to identify examples and effect Use rhetorical devices chart to write a brief paragraph explaining how the structure and tone is relevant to the piece and its appealAnalyze author’s intent and whether it is valid based on title, publisher, date, and URL. Analyze for logical fallacies, then rewrite Analyze political speeches, letters to the editor, commercials, etc. to identify fallacies2nd QuarterDelineate and evaluate the argument 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.3rd QuarterPractice & apply the standard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.RI.9: Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.1st QuarterStandard in its entirety.Refer to adopted resources for materials.Identify primary and secondary sources READING STANDARDS FOR INFORMATIONAL TEXTstandard and suggested progressionsuggested activities/instructionmps resources2nd QuarterStandard in its entirety.Task-Audience-PurposeSay-Mean-Matter chartCritical reading strategies Analyze rhetorical devices3rd QuarterStandard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.10.RI.10: By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 9-10 quantitative complexity measure is 1050-1335 Lexile.Read and analyze a variety of texts. This should include more complex texts in class and independently.WRITING STANDARDSWRITING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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.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.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.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the argument presented. 1st QuarterWrite arguments to support claim in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Introduce claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly.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.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the argument presented.Note: These suggestions apply to all quarters.Identify claims in the text (sample essays and informational texts)Evaluating types of evidence to include in arguments (primary vs. secondary sources, vetting sources for credibility/accuracy, variety of source types, etc.)T-charts, AVID writing templates, Venn Diagram to explore different viewpoints and evidenceUtilize argument outlinesModel argumentative essay writing (parts or whole).Passive voice vs. active voiceCompose an argument piece for a specific audience2nd QuarterWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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.Develop claim(s) and counterclaims fairly, supplying evidence for each.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.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the argument presented.WRITING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources3rd QuarterWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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.Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates audience’s knowledge level and concerns.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.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the argument presented.Note: These suggestions apply to all quarters.Identify claims in the text (sample essays and informational texts)T-charts, AVID writing templates, Venn Diagram to explore different viewpoints and evidenceUtilize argument outlinesModel writing a complete argument essay for students, including all elements of the writing processRAFT (role, audience, format, topic)Passive voice vs. active voiceCompose an argument piece for a specific audience4th QuarterMastery of the standard in its entirety, independently and proficientlyWRITING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.W.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.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.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.Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.Use precise language and domain-specific vocabulary to manage the complexity of the topic.Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing.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).1st QuarterWrite informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.Introduce a topic; organize ideas, concepts, and information.Develop the topic with relevant facts, definitions, details, quotations, or other information and examples to the audience’s knowledge of the topic.Use appropriate and varied transitions to link the major sections of the text, and create cohesion.Use precise language and domain-specific vocabulary.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the information or explanation presented.Possible Productsessaybusiness letterproposalresumeletter of intentemail (settings and formatting)Incorporate organizational patternschronologicalcompare-contrastproblem-solutionProvide blank outline to identify development of central ideaCreate multimedia presentationsCreate a works cited and annotated bibliographyUse primary and secondary source to support thesis of essayWRITING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources2nd QuarterWrite informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations.Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.Use precise language and domain-specific vocabulary to manage the complexity of the topic.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.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).Group Transition Activity (Fill-in transitions)provide groups with sentences/paragraph missing transitionshave students choose and defend appropriate transitions; present to classStill life photograph (descriptive writing)write a description of a still life image (similar to form or concrete poetry) using descriptive wordsElevate an informal writing excerpt to a formal tone using academic vocabulary and normsWrite multiple letters to various audience (parents, businessman, friend)In groups, provide students with an example of a concluding paragraph and have them rewrite it as a groupProvide students with an introduction and a conclusion paragraph and analyze how the thesis is restated but not repeated verbatim in the conclusionProvide students with sample essay without the conclusion and have them write a conclusion for it (individual, group, or whole class activity)3rd QuarterWrite informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.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.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.Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.Use precise language and domain-specific vocabulary to manage the complexity of the topic.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.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).WRITING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources4th QuarterMastery of the standard in its entirety, independently and proficiently9-10.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.1st QuarterOrient the reader by setting out a problem, situation, or observation, establishing one point of view, and introducing a narrator and/or characters; create a plot progression.Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters.Use a variety of techniques to sequence events.Use words, phrases, details, and language to convey a picture of the experiences, events, setting, and/or characters.Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.Photo storieswrite a description of the photo and/or a back story to a character in the photoeliminate “to be” verbs and replace with active verbsPlot diagramsStory startersMini lessons for narrative techniquesdialoguedescriptionmultiple plot linesmultiple narratorsMini lessons for pacing devices/strategiesChronological orderFlashbacksForeshadowingWRITING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources2nd QuarterEngage and orient the reader by setting out a problem, situation, or observation, establishing one point of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters.Use a variety of techniques to sequence events so that they build on one another.Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.Mini lessons for developing imageryvivid verbspractice showing, not tellingsensory imagesconnotation and denotationMini lessons on narrative conclusion techniques circular, cliff hanger, surprise, etc. Note: For the entire standard: Use mentor texts to teach various aspects of effective narrative writing3rd QuarterEngage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.4th QuarterMastery of the standard in its entirety, independently and proficiently9-10.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)1st QuarterStandard in its entiretyFocus/evaluate one or more of the Six Traits of Writing with writing assignments as appropriate to task, purpose and audience. Ideas and Content: Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is anization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.2nd QuarterStandard in its entirety3rd QuarterStandard in its entiretyWRITING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources4th QuarterMastery of the standard in its entirety, independently and proficientlyVoice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.Sentence Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.9-10.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)1st QuarterStandard in its entiretyUse these steps with every fully developed writing assignment (Note: the focus on addressing what is most significant for a specific purpose and audience).PrewritingIncludes using strategies to generate, plan, and organize ideas for specific purposes.Determine the purpose and intended audience of a writing pieceGenerate ideas through a variety of activitiesEstablish a controlling idea appropriate to the type of writingUse organizational strategies to plan writingDraftingDrafting incorporates prewriting to create a draft containing necessary elements for a specific purpose.RevisingRevising includes evaluating and refining the draft for clarity and effectiveness.Evaluate the draft for use of ideas, organization, voice, word choice, and sentence fluencyAdd details to the draft to more effectively accomplish the purposeDelete irrelevant and/or redundant information from the draft to more effectively accomplish the purposeRearrange words, sentences, and paragraphs in the draft (effectively using transitional words and phrases) in order to clarify the meaning or to enhance the writing styleEditingEditing includes proofreading and correcting the draft for conventions.PublishingPublishing includes formatting and presenting a final product for the intended audience.2nd QuarterStandard in its entirety3rd QuarterStandard in its entirety4th QuarterMastery of the standard in its entirety, independently and proficientlyWRITING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.W.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.1st QuarterStandard in its entiretyUtilize Google Docs, citation websites, Word docs, etc.Utilize group editing (Google Docs, Canvas,)Create group projects using technologyPublish book reviews online; publish blog posts on an individual or classroom blog; etc.2nd QuarterStandard in its entirety3rd QuarterStandard in its entirety4th QuarterMastery of the standard in its entirety, independently and proficiently9-10.W.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated 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.1st QuarterConduct short research project(s) to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on a subject, demonstrating understanding of the subject under investigation.Use a variety of appropriate online databasesMini lessons Generating with self-generated questionsNarrowing focus of research questionNote: To make research more meaningful, connect to area of focus.2nd QuarterConduct short as well as more sustained research projects to answer a 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.3rd QuarterConduct short as well as more sustained research projects to answer a question (including a self-generated 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.4th QuarterMastery of the standard in its entirety, independently and proficientlyWRITING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.1st QuarterGather relevant information from multiple authoritative print and digital sources, integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.Identify what makes a source credibleConduct independent research using onlinedatabasesAdvanced searches (adjusting settings, Boolean search)Developing research questions (Costa’s Levels of Inquiry)AVID: Three Part Source IntegrationMLA formatCreate annotated bibliography2nd QuarterGather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.3rd QuarterGather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.4th QuarterMastery of the standard in its entirety, independently and proficiently9-10.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.Apply grades 9–10 Reading standards to literature. Apply grades 9–10 Reading standards to informational and nonfiction text.1st QuarterStandard in its entiretyCompose a literary analysis essayAnalyze and discuss the significance of an allusion in a specific textIdentify claims/sub-claims of assigned textIdentify false statements and fallacious reasoning2nd QuarterStandard in its entirety3rd QuarterStandard in its entiretyWRITING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources4th QuarterMastery of the standard in its entirety, independently and proficientlyCompose a critique of a text analyzing the effectiveness of an author’s claims 9-10.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Use the writing process on short and extended writing assignmentsTeach time management strategies to complete the process SPEAKING AND LISTENING STANDARDSSPEAKING AND LISTENING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and e to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented.1st Quarter*The entire standard will be addressed each quarter with the following areas of emphasis:Explicitly draw on preparation by referring to evidence from texts and other research on the topic or issue.Work with peers to set rules for collegial discussions and decision-making; work with teacher-provided clear goals and deadlines, and individual roles as needed.Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion.Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement.Socratic SeminarsPhilosophical ChairsFish BowlLiterature CirclesCritical Thinking RubricPlanning sheet for any of the above activitiesSocratic seminar prep (document pre-thinking and planning)Cornell NotesHave students establish roles in group assignments/ground rulesnote-takerspeakertime keeperon-task keeperSpeaking and listening activitiesparrotingparaphrasing what another group saidSpeaking and Listening Activities (see above)Discussion groups2nd Quarter*The entire standard will be addressed each quarter with the following areas of emphasis:Begin to stimulate a thoughtful, well-reasoned exchange of ideas.Work with peers to set rules for collegial discussions and decision-making and individual roles as needed; meet teacher-provided goals and deadlines.Clarify and verify ideas and conclusions.Make connections in light of the evidence and reasoning presented.SPEAKING AND LISTENING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources3rd Quarter*The entire standard will be addressed each quarter with the following areas of emphasis:Stimulate a thoughtful, well-reasoned exchange of ideas.Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.Challenge ideas and conclusions.When warranted, qualify or justify their own views and understanding.Assign a group leader to be discussion monitor using a checklist/rubric for discussionSummarize what was discussed and reference 2-3 strong/relevant points that were made and agreement/disagreement with what was saidSpeaking and listening activities (see above)Sentence stemspracticing respectful academic language (formal register); review and post stems before group discussion“I understand how you feel that way, but I think…”“Although you have evidence to support your position, have you considered…”Reflection after discussion groupsSummarize what was discussed and reference several strong/relevant points that were made and agree/disagree with what was saidSupplement with Online PlatformsCanvas discussion boards, Socrative, Kahoot!, and other resources may be used to facilitate or enhance classroom discussion.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.SL.2: Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.1st QuarterIntegrate multiple sources of information evaluating the credibility and accuracy of each source.Refer to adopted text for examples of media sourcesRubric to measure credibility of sourcesAuthor name presentAuthor credentialsDate of publication presentURL typeNote: Lends itself nicely and links to RL7 and RI.82nd QuarterIntegrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source.3rd QuarterPractice the standard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.SPEAKING AND LISTENING STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.1st QuarterEvaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Students evaluate published examples (commercials, political speeches, etc.), as well as other students’ examplesCreate a rubric to evaluate multiple sourcesPresent video clips of closing arguments of court casesIdentify and analyze fallacies in a variety of mediumsNote: Lends itself nicely and links to RI.6 and RI.82nd QuarterEvaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning.3rd QuarterEvaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.1st QuarterPresent information, findings, and supporting evidence clearly, concisely, logically, and appropriately to purpose, audience, and task such that listeners can follow the line of reasoning.Sentence starters for transitionsTimed activities (limited prep time with teacher-provided documents)impromptu speechesdebates jigsaw activity (becoming the expert on a small specified portion/topic and then teaching the class) 2nd QuarterPresent information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, and substance are appropriate to purpose, audience, and task.3rd QuarterPresent information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.4th QuarterMastery of the standard in its entirety, independently and proficiently.SPEAKING AND LISTENING STANDARDSStandard and Suggested ProgressionSuggested activities/instructionMPS Resources9-10.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.1st QuarterMake strategic use of digital media in presentations.PowerPoint (other Web 2.0 tool)10-20-30 rule (no more than 10 slides; no longer than 20 minutes; no smaller than 30 point font)Present but do NOT read the PowerPoint informationDigital StorytellingOnline presentation resourcesPresentation Rubric FormPreziOriginal short filmsAnimotoKahoot!PollEverywhere/Survey Monkey2nd QuarterMake strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence.3rd QuarterMake strategic use of digital media in presentations to enhance understanding of findings, reasoning evidence, and to add interest.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)1st QuarterEntire standard every quarter.Variety of classroom discussion structures (Socratic Seminar, FishBowl, Philosophical Chairs, etc.)Impromptu speeches (for varying purposes)Debates2nd QuarterEntire standard every quarter.3rd QuarterEntire standard every quarter.4th QuarterMastery of the standard in its entirety, independently and proficiently.LANGUAGE STANDARDSLANGUAGE STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Use parallel structure.Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.1st QuarterDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.Use parallel structure.Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings.Grammar instruction can include bell work mini lessonsin context with literature revisionediting Show models of correct and incorrect parallel structuresRe-write non-parallel sentences using parallel structureWrite a brief paragraph using parallel structure for effect/purposeEnsure sentence diversitycheck sentence beginning check sentence structure check sentence lengthsyntax analysis chartStudents will cross check how many words are in their sentencesRevise for pre-determined number of specific sentence types compoundcomplexcompound-complex2nd QuarterDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.Use parallel structure.Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.3rd QuarterDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.Use parallel structure.Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.4th QuarterMastery of the standard in its entirety, independently and proficiently.LANGUAGE STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.Use a colon to introduce a list or quotation.Use correct spelling.1st QuarterEntire standard every quarter.Address in bell work, mini lessons, full lessons, and revisionModel and practiceAnalyze work of other studentsPractice using colons to embed evidence2nd QuarterEntire standard every quarter.3rd QuarterEntire standard every quarter.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Write and edit work so that it conforms to the guidelines in a style manual.1st QuarterApply knowledge of language to understand how language functions in different contexts and to comprehend more fully when reading or listening.Teach diction and syntaxTeach MLA format Connect to Aristotle’s appeals/rhetorical triangle - pathos, logos, ethosSOAPSTone: Subject, Occasion, Audience, Purpose, Speaker, ToneSTAMP: Subject, Tone, Audience, Message, PurposeTeach registers of language and appropriate contexts for use2nd QuarterApply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.3rd QuarterPractice with the standard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.LANGUAGE STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.Verify the preliminary determination of the meaning of a word or phrase.1st QuarterStandard in its entirety.Incorporate various vocabulary acquisition strategies (See Appendix)AVID Vocabulary Graphic OrganizerDiffusingFrayer ModelNetwordingReview of acceptable online dictionary and thesaurus resources including those in Word, GoogleDocs, etc.Students map etymology of words compare/contrast denotative and connotative meanings of words identify synonyms, antonyms, homonyms, idioms, and puns Identify words with Greek and Latin roots, prefixes, and suffixes2nd QuarterStandard in its entirety.3rd QuarterStandard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.9-10.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.Analyze nuances in the meaning of words with similar denotations.1st QuarterStandard in its entirety.Say, Mean, Matter analysisAVID Saying/Doing analysisRefer to glossary of AP rhetorical terms2nd QuarterStandard in its entirety.3rd QuarterStandard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.LANGUAGE STANDARDSStandard and Suggested ProgressionSuggested Activities for InstructionMPS Resources9-10.L.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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.1st QuarterStandard in its entirety.Demonstrate and encourage transition to academic register and vocabulary useGuide students to independent techniques of vocabulary acquisitionTeach Costa’s terminology for academic tasksNote: If all of the previous Language Standards have been addressed, this standard will be mastered. 2nd QuarterStandard in its entirety.3rd QuarterStandard in its entirety.4th QuarterMastery of the standard in its entirety, independently and proficiently.The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.KindergartenForm regular plural nouns orally by adding /s/ or /es/Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun IRecognize and name end punctuation1st GradeUse common, proper, and possessive nounsUse singular and plural nouns with matching verbsUse personal, possessive, and indefinite pronounsUse verbs to convey a sense of past, present, and futureProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentencesCapitalize dates and names of peopleUse end punctuation for sentencesUse commas in dates and to separate single words in a series2nd GradeUse collective nounsForm and use frequently occurring irregular plural nounsUse reflexive pronounsForm and use the past tense of frequently occurring irregular verbsUse adjectives and adverbs, and choose between them depending on what is to be modifiedProduce, expand, and rearrange complete simple and compound sentencesCapitalize holidays, product names, and geographic namesUse commas in greetings and closings of lettersUse an apostrophe to form contractions and possessives3rd GradeExplain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentencesForm and use regular and irregular plural nounsUse abstract nounsForm and use regular and irregular verbsEnsure subject-verb and pronoun-antecedent agreementForm and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modifiedUse coordinating and subordinating conjunctionsProduce simple, compound, and complex sentencesCapitalize appropriate words in titlesUse commas in addressesUse commas and quotation marks in dialogueForm and use possessivesUse conventional spelling for high-frequency and other studied words and for adding suffixes to base words4th GradeUse relative pronouns and relative adverbsForm and use the progressive verb tensesUse modal auxiliaries to convey various conditionsOrder adjectives within sentences according to conventional patternsForm and use prepositional phrasesCorrectly use frequently confused words Use commas and quotation marks to mark direct speech and quotations from a textUse a comma before a coordinating conjunction in a compound sentence5th GradeExplain the function of conjunctions, prepositions, and interjections in general and their function in particular sentencesForm and use the perfect verb tensesUse verb tense to convey various times, sequences, states, and conditionsRecognize and correct inappropriate shifts in verb tenseUse correlative conjunctionsUse punctuation to separate items in a seriesUse a comma to separate an introductory element from the rest of the sentenceUse a comma to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct addressUse underlining, quotation marks, or italics to indicate titles of works6th GradeEnsure that pronouns are in the proper caseUse intensive pronounsRecognize and correct inappropriate shifts in pronoun number and personRecognize and correct vague pronounsRecognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional languageUse punctuation to set off nonrestrictive/parenthetical elements7th GradeExplain the function of phrases and clauses in general and their function in specific sentencesChoose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideasPlace phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiersUse a comma to separate coordinate adjectives8th GradeExplain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentencesForm and use verbs in the active and passive voiceForm and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive moodRecognize and correct inappropriate shifts in verb voice and moodUse punctuation (comma, ellipsis, dash) to indicate a pause or breakUse an ellipsis to indicate an omission9th/10th GradeUse parallel structureUse a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clausesUse a colon to introduce a list or quotation11th/12th GradeApply the understanding that usage is a matter of convention, can change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting references Observe hyphenation conventions ARIZONA ENGLISHLANGUAGE ARTS STANDARDSArizona’s English Language Arts Standards – 9-10th GradeReading Standards for LiteratureKey Ideas and Details9-10.RL.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.9-10.RL.2Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.9-10.RL.3Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.Craft and Structure9-10.RL.4Determine 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.9-10.RL.5Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.9-10.RL.6Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.Integration of Knowledge and Ideas9-10.RL.7Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.9-10.RL.8(Not applicable to literature)9-10.RL.9Analyze how an author draws on and transforms source material in a specific work.Range of Reading and Level of Text Complexity9-10.RL.10By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 9.By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 10.Arizona’s English Language Arts Standards – 9-10th GradeReading Standards for Informational TextKey Ideas and Details9-10.RI.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.9-10.RI.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.9-10.RI.3Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.Craft and Structure9-10.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.9-10.RI.5Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).9-10.RI.6Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.Integration of Knowledge and Ideas9-10.RI.7Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.9-10.RI.8Delineate and evaluate the argument 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.9-10.RI.9Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.Range of Reading and Level of Text Complexity9-10.RI.10By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 9.By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.Arizona’s English Language Arts Standards – 9-10th GradeWriting StandardsText Types and Purposes9-10.W.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.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.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.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.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the argument presented.9-10.W.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.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.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.Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.Use precise language and domain-specific vocabulary to manage the complexity of the topic.Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing.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).Arizona’s English Language Arts Standards – 9-10th GradeWriting StandardsText Types and Purposes9-10.W.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.Production and Distribution of Writing9-10.W.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)9-10.W.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)9-10.W.6Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.Research to Build and Present Knowledge9-10.W.7Conduct short as well as more sustained research projects to answer a question (including a self-generated 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.9-10.W.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.9-10.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.Apply grades 9-10 Reading standards to literature.Apply grades 9-10 Reading standards to informational and nonfiction text.Arizona’s English Language Arts Standards – 9-10th GradeWriting StandardsRange of Writing9-10.W.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Speaking and Listening StandardsComprehension and Collaboration9-10.SL.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and e to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented.9-10.SL.2Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.9-10.SL.3Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.Presentation of Knowledge and Ideas9-10.SL.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.9-10.SL.5Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.9-10.SL.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)Arizona’s English Language Arts Standards – 9-10th GradeLanguage StandardsConventions of Standard English9-10.L.1Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Use parallel structure.Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.9-10.L.2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.Use a colon to introduce a list or quotation.Use correct spelling.Knowledge of Language9-10.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it conforms to the guidelines in a style manual.Vocabulary Acquisition and Use9-10.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.Verify the preliminary determination of the meaning of a word or phrase.9-10.L.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.Analyze nuances in the meaning of words with similar denotations.9-10.L.6Acquire 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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ................
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