Kentucky Department of Education



ELA Grade: 9Focus: Narrative Writing and LiteratureTime Frame: 4 WeeksSample Theme: The Power of WordsSample Essential Question: How does the author’s use of words to affect character development, advance the plot and develop the theme?Overview:Students will read a variety of fiction and historical fiction to analyze explicit information from the text and inferences drawn from the text. Students will analyze how the author uses theme over the course of a text or text excerpt. Students will analyze the author’s use of character development, and how complex characters advance the plot or develop the theme. As they write, students will work individually and collaboratively to develop narrative pieces. They will focus on developing the introduction of the piece, writing hooks and setting the scene of the story. Students will also work to develop their use of narrative techniques such as dialogue, pacing and description to give a smooth flow to their piece.StandardsReading Literature:RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 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.RL.9-10.3 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.RL.9-10.4 Determine the meanings of words and phrases as they are in the text, including figurative and connotative meanings; analyze the cumulative impact of specific wording 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.9-10.5 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.9-10.6 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.Reading Informational Text:RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”) , including how they address related themes and concepts.Writing:W.9-10.3 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, telling 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 experiences, observed or resolved over the course of the narrative.W.9-10.4 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.)W.9-10.10 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.Language:L.9-10.1. Demonstrate command of the conventions of standards 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 meaning and add variety and interest to writing or presentations.L.9-10.3 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 with the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing typeL.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.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.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauri) both print and digital, to find the pronunciation of a word to determine or clarify its precise meaning, it’s part of speech or its etymology.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.9-10.5 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.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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Speaking and Listening:SL.9-10.1 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 discision-making (e.g., informal consensus, taking votes on key issues, 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 in light of the evidence and reasoning presented.SL.9-10.6 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.)Sample Learning TargetsKDE has deconstructed all ELA standards. RL.9-10.1I can identify strong and thorough textual evidence. (Knowledge)I can discuss details the text uses to support textual analysis. (Knowledge)I can analyze text in order to provide evidence of how the text explicitly uses details to support key ideas. (Reasoning)I can draw inferences from text in order to understand how textual analysis is developed. (Reasoning)I can cite strong and thorough textual evidence to support the text – explicit and inferred. (Reasoning)Sample Strategies, Formative** and Summative* AssessmentsStudents will use a variety of graphic organizers to create effective summaries of texts they read. (story map, character map, outline, chunk and dump)Students will use a variety of reading strategies to effectively summarize text. (sketch to stretch, think-write-pair-share)Students will answer text-based questions using textual evidence to support their answers.**Students will actively participate in Socratic Seminars by developing their own higher level questions and responding to questions from peers on a given text. To prepare for the discussion, students can use the “Build from the Blueprint” graphic organizer to organize and develop questions.**Students will complete an LDC task.*Students will work in small groups to analyze a variety of text excerpts to provide examples of introductions, hooks, and character development to create examples of different ways to introduce a story.Students will work in small groups to create tableaus to demonstrate their understanding of a section of text to the rest of the class. Students will have the opportunity to question each other on their interpretations.Students will work in pairs to create collaborative summaries.**Students will develop vocabulary using the Frayer Model, Interactive Word Walls, and/or Vocabulary Journals.Improving Comprehension: Pictures Tell the Story (Persepolis) Students will use the Trading Cards activity to analyze a character from a story, or to as a pre-writing activity to prepare a character. Academic Vocabulary and Key TermsTier 3 Vocabulary may include:Narrative Techniques: Dialogue, Pacing, Description, Reflection, Multiple Plot LinesTextual EvidenceContextInferenceThemeCentral IdeaAnalysisCharacterPoint of ViewTier 2 Vocabulary would vary with texts.Skills (Reading, Grammar, Writing, 21st Century)Analyze text to find inferences and explicit detailsSupport inferences with strong and thorough textual evidenceProvide textual evidence to support knowledge and comprehension level questions regarding textDetermine the theme or central idea of a textAnalyze the development of a theme or central idea over the course of a textDevelop an objective summary of a textAnalyze how complex characters develop over the course of a textAnalyze how complex characters interact with other characters over the course of a textAnalyze how the development of a complex character advances the plot or develops the theme of a textWrite a narrative piece that engages the reader by setting out a problem, situation or observationWrite a narrative piece that engages the reader by establishing one or multiple points of view and introducing a narrator and/or charactersWrite a narrative piece that creates a smooth progression of experiences or events.Write a narrative piece that uses narrative techniques such as: dialogue, pacing, description, reflection and multiple plot lines to develop experiences, events and/or characters.Suggested ResourcesAppendix B Recommendations:Stories:Fahrenheit 451 Ray BradburyThe Book Thief Marcus ZusakThe Hunger Games Suzanne CollinsThe Mockingjay Suzanne CollinsCatching Fire Suzanne CollinsJohnny Got His Gun Dalton TrumboThe Red Badge of Courage Stephen CraneIn the Time of the Butterflies Julia AlvarezThe Odyssey HomerThe Killer Angels: The Classic Novel of the Civil War Persepolis: The Story of a Childhood (graphic novel) Marjane SatrapiMaus Art Spiegelman (graphic novel)“The Sniper “ Liam O’Flaherty“The Censors” Luisa ValenzuelaResources:The Language of Literature McDougal PressBrookhart, S., Formative Assessment Strategies, ASCD Publishing, Alexandria, VA 2010Daniels, S. & Steineke, N., Texts and Lessons, Heinemann Publishing, Portsmouth, NH, 2011Harvey, S. & Goudvis, A., Strategies that Work: Teaching Comprehension for Understanding and Engagement, Stenhouse Publishers, Portland ME, 2007Silver, H., Strong, R. & Perini, M., Tools for Promoting Active, In-Depth Learning, Thoughtful Education Press, Ho-Ho-Kus, NJ, 2001Instructional Notes:Struggling readers often have trouble visualizing text and making meaning. They are too focused on word calling. There are a variety of strategies that help these readers pause and think about their reading to help their recall and understanding of text.Students of poverty, with learning disabilities and learning English as a Second Language are at a severe disadvantage to their middle class peers in regards to vocabulary development. Students from middle class and professional households can have vocabularies that are twice as large as students living in poverty. It is essential that students develop their vocabularies. This affects their reading comprehension, reading fluency and their ability to communicate their knowledge.Many struggling learners can have difficulty sequencing events to tell a narrative. The oral story-telling in their homes does not model this. The oral story telling they hear tends to have the story start at the middle or the exciting part. A three column graphic organizer could help them organize their thoughts. Have them start in the middle section to write the “exciting part.” Then they can move on to the other columns and to write the before and after.Strategies for Diverse Learners:Strategies to help struggling readers visualize text and make meaning: Tableaux, Sketch to Stretch, Chunk and Dump, Partner Reading, Think-Write-Pair-Share, Collaborative SummarizingPossible vocabulary building strategies are: Frayer Model, Concept Circles, Interactive Word Walls, Visualizing Vocabulary Work, Vocabulary Journals, Prevoke Word Work.Use 3 column graphic organizers to help students organize and sequence their writing.ELA Grade: 9Focus: Narrative Writing and LiteratureTime Frame: 4 WeeksSample Theme: “And if we burn, you burn with us.” Suzanne Collins MockingjaySample Essential Question: Can you change your world by changing your words?Overview: Students will continue to write their narrative piece. They will reexamine their pieces to find ways to add details, sensory language, figures of speech and figurative language to build meaning and tone. To support their writing students will read a variety of texts and text excerpts to explore the use of figurative and connotative language, word choice, and sensory language. Students will work collaboratively to analyze text to find exemplary examples. They will explore the use of clauses and phrases to bring detail and depth to their writing.StandardsReading Literature:RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 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.RL.9-10.3 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.RL.9-10.4 Determine the meanings of words and phrases as they are in the text, including figurative and connotative meanings; analyze the cumulative impact of specific wording 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.9-10.5 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.9-10.6 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.Reading Informational Text:RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”) , including how they address related themes and concepts.Writing:W.9-10.3 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, telling 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 experiences, observed or resolved over the course of the narrative.W.9-10.4 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.)W.9-10.10 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.Language:L.9-10.1. Demonstrate command of the conventions of standards 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 meaning and add variety and interest to writing or presentations.L.9-10.3 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 with the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing typeL.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.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.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauri) both print and digital, to find the pronunciation of a word to determine or clarify its precise meaning, it’s part of speech or its etymology.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.9-10.5 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.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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Speaking and Listening:SL.9-10.1 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 discision-making (e.g., informal consensus, taking votes on key issues, 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 in light of the evidence and reasoning presented.SL.9-10.6 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.)Sample Learning TargetsKDE has deconstructed all ELA standards. RL.9-10.4I can identify words and phrases in text. (Knowledge)I can identify figurative words and phrases in text. (Knowledge)I can identify connotative words and phrases in text. (Knowledge)I can identify words that impact meaning and tone. (Knowledge)I can determine the meaning of words and phrases as they are used in a text. (Reasoning)I can determine the figurative and connotative meanings of words and phrases as they are used in a text. (Reasoning)I can analyze the cumulative impact of specific word choice on meaning or tone. (Reasoning)Sample Activities, Formative and Summative AssessmentsStudents will actively participate in Socratic Seminars by developing their own higher level questions and responding to questions from peers on a given text.Students will complete an LDC task.Shakespeare’s Language Students will create a foldable to define figurative language terms, show examples of figurative language from texts, and provide student examples of the figurative language terms.Students will create a Figurative Language Hall of Fame of lifted sentences. They will provide examples of descriptive wording, precise language and different types of figurative language from text.Students will work in small groups to create tableaux to better visualize the descriptive language in the text. Students will have the opportunity to question each other on their interpretations.Students will work in pairs to create collaborative summaries.Students will work in small groups to sort writing samples based on a rubric to determine which types of writing show effective details and imagery.Students read excerpts of texts to see authors using descriptive writing that “shows, not tells.” The students will work in pairs to create short collaborative narratives that “show, not tell” what is happening.Students will develop vocabulary using the Frayer Model, Interactive Word Walls and/or Vocabulary Journals.Academic Vocabulary and Key TermsFigurative Language: Hyperbole, Simile, Metaphor, Onomatopoeia, Alliteration, Personification, Allusion, Symbolism, Euphemism, OxymoronConnotation, DenotationPhrases: Noun, Verb, Adjectival, Adverbial, Participial, Prepositional, AbsoluteClauses: Independent, Dependent, Noun, Relative, AdverbialAnalysisSkills (Reading, Grammar, Writing, 21st Century)Interpret figures of speech in context and analyze their role in the textAnalyze nuances in the meaning of words with similar denotations.Determine the meanings of words and phrases as they are in the text, including figurative and connotative meaningsAnalyze the cumulative impact of specific wording choices on meaning and toneWrite using phrases and clauses to add detail, variety and interest to their writing piecesIdentify figurative language in a textSuggested ResourcesAppendix B Recommendations:Stories:Fahrenheit 451 Ray BradburyThe Book Thief Marcus ZusakThe Hunger Games Suzanne CollinsThe Mockingjay Suzanne CollinsCatching Fire Suzanne CollinsJohnny Got His Gun Dalton TrumboThe Red Badge of Courage Stephen CraneIn the Time of the Butterflies Julia AlvarezThe Odyssey HomerThe Killer Angels: The Classic Novel of the Civil War Drama:Romeo and Juliet William ShakespearePoetry:“War Prayer” Mark Twain“Ozymandias” Percy Shelley“Lift Every Voice and Sing” James Weldon Johnson“There’s a Place for Us” from West Side Story Stephen Sondheim “Lift Every Voice and Sing” James Weldon JohnsonInformational Texts:Hot Zone: A Terrifying True Story Richard PrestonBury My Heart at Wounded Knee: An Indian History of the American West Dee Brown“Romeo and Juliet are Palestinian and Jewish” Carol RosenbergResources:The Language of Literature McDougal PressBrookhart, S., Formative Assessment Strategies, ASCD Publishing, Alexandria, VA 2010Daniels, S. & Steineke, N., Texts and Lessons, Heinemann Publishing, Portsmouth, NH, 2011Harvey, S. & Goudvis, A., Strategies that Work: Teaching Comprehension for Understanding and Engagement, Stenhouse Publishers, Portland ME, 2007Silver, H., Strong, R. & Perini, M., Tools for Promoting Active, In-Depth Learning, Thoughtful Education Press, Ho-Ho-Kus, NJ, 2001Spiegel, D., Classroom Discussion. Scholastic Publishing, New York, 2005Instructional Notes:Some students struggle to maintain a visual image and focus while writing. Some students have difficulty participating in classroom and group discussions. Strategies for Diverse Learners:After students have written a draft, allow them some time to draw a picture to illustrate their writing. Let them use their drawing as a tool to help them edit their work.It can be helpful for them to use a photograph or drawing as a reference when editing to add detail.It can also be a tool when conferencing with students about their writing. During the discussion, the teacher can ask questions using the picture to clarify parts of the writing.Utilize at least a 10 second wait time during questioning to allow students time to process the question and prepare their answer. Another wait time after the first student responds, also gives students time to organize their thoughts to agree or disagree with that student’s answer.Providing graphic organizers during the discussion can help keep students active and engaged during the discussion.(e.g., Discussion Web, Discussion Planning Chart, Continuing Thinking After Discussion)Provide students with thinking and writing time when they have been asked a more involved question. They will be able to jot notes or sketch a picture about their answer, and will be better able and more comfortable responding to the question.ELA Grade: 9Focus: Narrative Writing and LiteratureTime Frame: 4 WeeksSample Theme: “The Pen is Mightier Than the Sword” E. Bulwer-Lytton Richelieu; or the ConspiracySample Essential Question: When are words the best weapon?Overview: Students will complete their narrative piece. They will reexamine their pieces to find ways to strengthen text structure and manipulate time to add depth to their narrative pieces. To support their writing students will read a variety of texts and text excerpts to explore the use of text structure and time manipulation. Students will work collaboratively to analyze text to find exemplary examples. They will explore the use of closure in a writing piece.StandardsReading Literature:RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 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.RL.9-10.3 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.RL.9-10.4 Determine the meanings of words and phrases as they are in the text, including figurative and connotative meanings; analyze the cumulative impact of specific wording 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.9-10.5 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.9-10.6 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.Reading Informational Text:RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”) , including how they address related themes and concepts.Writing:W.9-10.3 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, telling 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 experiences, observed or resolved over the course of the narrative.W.9-10.4 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.)W.9-10.10 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.Language:L.9-10.1. Demonstrate command of the conventions of standards 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 meaning and add variety and interest to writing or presentations.L.9-10.3 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 with the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing typeL.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.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.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauri) both print and digital, to find the pronunciation of a word to determine or clarify its precise meaning, it’s part of speech or its etymology.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.9-10.5 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.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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Speaking and Listening:SL.9-10.1 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 discision-making (e.g., informal consensus, taking votes on key issues, 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 in light of the evidence and reasoning presented.SL.9-10.6 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.)Sample Learning TargetsKDE has deconstructed all ELA standards. RL.9-10.5I can identify aspects of a text’s structure.I can identify the order of events in text. (Knowledge)I can identify how the author manipulates time. (Knowledge)I can describe the effect such as: mystery, tension, surprise the author uses. (Knowledge)I can analyze the author’s choice of plot structure to create an effect. (Reasoning)I can analyze the author’s order of events within a text to create an effect. (Reasoning)I can analyze the author’s manipulation of time to create an effect. (Reasoning)Sample Strategies, Formative** and Summative* AssessmentsStudents will use a variety of graphic organizers to analyze text structure, use of time, and point of view in texts they read. Students will use a variety of reading strategies to effectively summarize text.Students will answer text-based questions regarding text structure, use of time and point of view using textual evidence to support their answers.**Students will actively participate in Socratic Seminars by developing their own higher level questions and responding to questions from peers on a given text.**Students will complete an LDC task.*Students will work in small groups to analyze text excerpts to determine the different ways authors create closure in their writing.In small groups, students will create a foldable to catalog different types of writing closure. They will provide examples from texts, and write one of their own.**Students will analyze a story, determine a turning point, change it to create a new ending for the story.* Academic Vocabulary and Key TermsText Structure: Parallel Plot, Plot Lines, Multiple Plot LinesTime: Pacing, FlashbacksTextual EvidenceContextInferenceThemeAnalysisSkills (Reading, Grammar, Writing, 21st Century)Analyze how text structures, the order of events within text, and the manipulation of time create such effects as mystery, tension or surprise.Analyze a particular point of view or cultural experience reflected in text from outside the United StatesAnalyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.Write a piece using a variety of techniques to sequence events so that they build on one another to create a coherent whole.Write a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the narrative.Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. Write routinely over extended and shorter time frames for a range of tasks, purposes and audiences.Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when appropriate Use parallel structure when speaking.Suggested ResourcesAppendix B Recommendations:Stories:Fahrenheit 451 Ray BradburyThe Book Thief Marcus ZusakJohnny Got His Gun The Red Badge of Courage In the Time of the Butterflies Julia AlvarezThe Odyssey HomerThe Killer Angels: The Classic Novel of the Civil War “The United States vs. Susan B. Anthony” Margaret TrumanSpeeches:“Speech to the Second Virginia Convention” Patrick Henry“Gettysburg Address” Abraham Lincoln“State of the Union Address” Franklin Delano Roosevelt“Letter from Birmingham Jail” Dr. Martin Luther King, Jr.“I Have a Dream” Dr. Martin Luther King, Jr.“Hope, Despair and Memory” Elie Wiesel“Glory and Hope” Nelson MandelaInformational Texts:Hot Zone: A Terrifying True Story Richard PrestonBury My Heart at Wounded Knee: An Indian History of the American West Dee BrownResources:The Language of Literature McDougal PressBrookhart, S., Formative Assessment Strategies, ASCD Publishing, Alexandria, VA 2010Daniels, S. & Steineke, N., Texts and Lessons, Heinemann Publishing, Portsmouth, NH, 2011Harvey, S. & Goudvis, A., Strategies that Work: Teaching Comprehension for Understanding and Engagement, Stenhouse Publishers, Portland ME, 2007Silver, H., Strong, R. & Perini, M., Tools for Promoting Active, In-Depth Learning, Thoughtful Education Press, Ho-Ho-Kus, NJ, 2001Instructional Notes:We know that classroom discussion is important for student learning and engagement. It is challenging to ensure that students are prepared for the discussion.Students do not always understand the expectations of classroom discussions. They may participate inappropriately, or not at all.Strategies for Diverse Learners:Provide students with adequate time to prepare for the discussion through writing. Preparing for the discussion outside of classroom will not be effective, especially at the beginning.Provide students with a formal way to prepare using journals, discussion planning sheets, graphic organizers, etc. Writing lets students sift through what they know and separate relevant from irrelevant information. It also gives them a type of “rehearsal” before the discussion. Establish and teach clear expectation for classroom discussions. What are your criteria for contributing to a discussion, and contributing to the “Quality” of the discussion?ELA Grade: 9Focus: Building an ArgumentTime Frame: 4 WeeksCluster 1: Trimester 2Sample Theme: Fighting for the CauseSample Essential Question: What must you do to win an argument?Overview: Students begin the unit with a variety of dystopian novels and short stories. They were make connections from these novels to aspects of our current life. Students will also read a variety of articles, essays and speeches to support or disprove the dystopian themes of the novels and short stories in our everyday life. There will be learning opportunities to explore the differences between persuasive writing and argumentative writing. Students will gather evidence to orally debate current event issues in class. StandardsReading Literature:RL.9-10.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reading Informational Text:RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.3 Analyze how the author unfolds 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. RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs than that of a newspaper)RI.9-10.6 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.RI.9-10.8 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.Writing:W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Introduce precise claims(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among cliam(s), counterclaims, reasons and evidence.Develop claims 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 cohesions and clarify the relationships between claims and reasons, between reasons and evidence and between claims 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.W.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W.9-10.5 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 conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10)W.9-10.8 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.W.9-10.9 Draw evidence from literary or informational texts to support analysis.Apply grades 9-10 Reading standards to literatureApply grades 9-10 Reading standards to literary nonfictionW.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and audiences.Language:L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.Use a colon to introduce a list or quotationSpell correctlySpeaking and Listening:SL.9-10.4 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.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.Sample Learning TargetsKDE has deconstructed all ELA standards. RI.9-10.1Knowledge:I can identify strong and thorough textual evidence.I can discuss details the text uses to support textual analysis.Reasoning:I can analyze text in order provide evidence of how the text explicitly uses details to support key ideas.Draw inferences from the text to support textual analysis.I can cite strong and thorough textual evidence to support the text (explicit and inferred)Sample Strategies, Formative** and Summative* AssessmentsStrategies:Novel in an HourSocratic CircleGraphic OrganizersReader Response JournalIndependent ReadingStudent Generated Question ActivitiesTRIAD DiscussionsClassroom DebatesLoop Writing2 Minute EssaysClose ReadingVocabulary ScattergoriesMarzano Vocabulary StrategiesThree Column Note TakingFormative AssessmentsBellringer – Spiral ReviewExit SlipsStudent / Small Group Self-ReflectionsJournalsClassroom Discussion ChecklistsSummative AssessmentsClassroom Discussion RubricsLDC ModuleCommon AssessmentIndependent Reading Project Academic Vocabulary and Key TermsTier 3 Vocabulary may include:ClaimsSubstantiveValidDistinguish EvidenceCohesionObjectiveRelevantPlagiarismDelineateEvaluateFallaciousRhetoricCumulativeConciseStrategicImplicationRebuttalReservationWarrantGroundsQualificationSyllogismFallacyAssumptionTier 2 Vocabulary would vary with texts.Sample Skills (Reading, Grammar, Writing, 21st Century)Cite strong and thorough textual evidence to support analysisAnalyze how the author unfolds an analysis or series of ideas or eventsDetermine the meaning of words and phrases as they are used in a textDelineate and evaluate the argument and specific claims in a textWrite arguments to support claims in an analysis of substantive topics or textsProduce clear and coherent writingGather relevant information from multiple authoritative print and digital sourcesDraw evidence from literary or informational texts to support analysisDemonstrate command of the conventions of standard English capitalization, punctuation and spelling when writingPresent information, findings and supporting evidence clearly, concisely and logicallySuggested ResourcesAppendix B Recommendations:Stories:Animal Farm George OrwellLord of the Flies William GoldingThe Giver, Gathering Blue, Messenger, Son novels Lois LowryThe Hunger Games Suzanne CollinsDivergent Veronica RothInsurgent Veronica RothMatched Ally Condie“Harrison Bergeron” Kurt Vonnegut “Tomorrow and Tomorrow and Tomorrow” Kurt Vonnegut “There Will Come Soft Rains” Ray Bradbury Drama:“Romeo and Juliet” - William ShakespearePoetry:“One More Round” Maya Angelou “There Will Come Soft Rains” Sara Teasdale Nonfiction:“Does Great Literature Make Us Better?” “Why I Write” George Orwell “Some Animals Are More Equal Than Others” Freedom – Political Cartoon Queen Elizabeth’s Speech to the Troops at Tilbury Resources: Analyzing Famous Speeches as Arguments Speeches: Arguments and Methods Instructional Notes:Many students have trouble understanding plagiarism.Many students have trouble discerning between persuasion and argument.Strategies for Diverse Learners:JigsawKWL ChartsReading GuidesConnection TemplatesELA Grade: 9Focus: Building an ArgumentTime Frame: 4 WeeksCluster 2: Trimester 2Sample Theme: Everyone has something to say, but how you approach it changes the meaning.Sample Essential Question: When building an argument, what must you include to make the argument effective and believable?Overview:Students will research a variety of media to present an argument regarding a present day concern. Students will write a rough draft of an argumentative research paper. Students will continue to explore dystopian themes in informational text and literature. They will share their findings through Socratic Circles, class debates and Triad discussions.StandardsReading Literature:RL.9-10.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reading Informational Text:RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.3 Analyze how the author unfolds 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. RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs than that of a newspaper)RI.9-10.6 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.RI.9-10.8 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.Writing:W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Introduce precise claims(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among cliam(s), counterclaims, reasons and evidence.Develop claims 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 cohesions and clarify the relationships between claims and reasons, between reasons and evidence and between claims 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.W.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W.9-10.5 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 conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10)W.9-10.8 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.W.9-10.9 Draw evidence from literary or informational texts to support analysis.Apply grades 9-10 Reading standards to literatureApply grades 9-10 Reading standards to literary nonfictionW.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and audiences.Language:L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.Use a colon to introduce a list or quotationSpell correctlySpeaking and Listening:SL.9-10.4 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.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.Sample Learning TargetsKDE has deconstructed all ELA standards. RI.9-10.1Knowledge:I can identify strong and thorough textual evidence.I can discuss details the text uses to support textual analysis.Reasoning:I can analyze text in order provide evidence of how the text explicitly uses details to support key ideas.Draw inferences from the text to support textual analysis.I can cite strong and thorough textual evidence to support the text (explicit and inferred)Sample Strategies, Formative** and Summative* AssessmentsSample Strategies:Novel in an HourSocratic CircleGraphic OrganizersReader Response JournalIndependent ReadingStudent Generated Question ActivitiesTRIAD DiscussionsClassroom DebatesLoop Writing2 Minute EssaysClose ReadingVocabulary ScattergoriesMarzano Vocabulary StrategiesThree Column Note TakingSample Formative Assessments:Bellringer – Spiral ReviewExit SlipsStudent / Small Group Self-ReflectionsJournalsClassroom Discussion ChecklistsSample Summative Assessments:Classroom Discussion RubricsLDC ModuleCommon AssessmentIndependent Reading ProjectCompleted Rough Draft Academic Vocabulary and Key TermsTier 3 Vocabulary may include:ClaimsSubstantiveValidDistinguish EvidenceCohesionObjectiveRelevantPlagiarismDelineateEvaluateFallaciousRhetoricCumulativeConciseStrategicTier 2 Vocabulary would vary with texts.Sample Skills (Reading, Grammar, Writing, 21st Century)Cite strong and thorough textual evidence to support analysisAnalyze how the author unfolds an analysis or series of ideas or eventsDetermine the meaning of words and phrases as they are used in a textDelineate and evaluate the argument and specific claims in a textWrite arguments to support claims in an analysis of substantive topics or textsProduce clear and coherent writingGather relevant information from multiple authoritative print and digital sourcesDraw evidence from literary or informational texts to support analysisDemonstrate command of the conventions of standard English capitalization, punctuation and spelling when writingPresent information, findings and supporting evidence clearly, concisely and logicallySuggested ResourcesAppendix B Recommendations:Stories:Animal Farm George OrwellLord of the Flies William GoldingThe Giver, Gathering Blue, Messenger, Son novels Lois LowryThe Hunger Games Suzanne CollinsDivergent Veronica RothInsurgent Veronica RothMatched Ally Condie“Harrison Bergeron” Kurt Vonnegut “Tomorrow and Tomorrow and Tomorrow” Kurt Vonnegut “There Will Come Soft Rains” Ray Bradbury Drama:“Romeo and Juliet” - William ShakespearePoetry:“One More Round” Maya Angelou “There Will Come Soft Rains” Sara Teasdale Nonfiction:“Does Great Literature Make Us Better?” “Why I Write” George Orwell “Some Animals Are More Equal Than Others” Freedom – Political Cartoon Resources: Essay Examples Instructional Notes:Many students have trouble understanding plagiarism.Students may have trouble finding a topic that they are passionate about that is “school appropriate.”Students may have trouble speaking in front of other students, offer the students a chance to video a speech or show a speech that they are passionate about and explain why via paper.Strategies for Diverse Learners:Q3R- Question, Read, Review, Re-read.Power NotesQuick WritesDouble Entry JournalsAnticipation GuidesELA Grade: 9Focus: Building an ArgumentTime Frame: 4 WeeksCluster 3: Trimester 2Sample Theme: You must speak to be heard.Sample Essential Question: What is Glossophobia?How can we overcome fear? Can you build and deliver a good argument?Overview:In this cluster, students will edit and polish their argumentative papers, and present them to the class with a digital media presentation. Students will be able to cite sources and reference text in their argumentative paper. There will be opportunities for students to peer edit, and conference with the teacher for editing feedback. Students will explore the use of figurative language in informational text. They will work to add more description into their paper using excerpts from novels, articles, essays and speeches as model texts.StandardsReading Literature:RL.9-10.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reading Informational Text:RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.3 Analyze how the author unfolds 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. RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs than that of a newspaper)RI.9-10.6 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.RI.9-10.8 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.Writing:W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Introduce precise claims(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among cliam(s), counterclaims, reasons and evidence.Develop claims 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 cohesions and clarify the relationships between claims and reasons, between reasons and evidence and between claims 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.W.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. W.9-10.5 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 conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10)W.9-10.8 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.W.9-10.9 Draw evidence from literary or informational texts to support analysis.Apply grades 9-10 Reading standards to literatureApply grades 9-10 Reading standards to literary nonfictionW.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and audiences.Language:L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.Use a colon to introduce a list or quotationSpell correctlySpeaking and Listening:SL.9-10.4 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.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.Sample Learning TargetsKDE has deconstructed all ELA standards. RI.9-10.1Knowledge:I can identify strong and thorough textual evidence.I can discuss details the text uses to support textual analysis.Reasoning:I can analyze text in order provide evidence of how the text explicitly uses details to support key ideas.Draw inferences from the text to support textual analysis.I can cite strong and thorough textual evidence to support the text (explicit and inferred)Sample Strategies, Formative** and Summative* AssessmentsSample Strategies:Novel in an HourSocratic CircleGraphic OrganizersReader Response JournalIndependent ReadingStudent Generated Question ActivitiesTRIAD DiscussionsClassroom DebatesLoop Writing2 Minute EssaysClose ReadingVocabulary ScattergoriesMarzano Vocabulary StrategiesThree Column Note TakingSample Formative Assessments:Bellringer – Spiral ReviewExit SlipsStudent / Small Group Self-ReflectionsJournalsClassroom Discussion ChecklistsSample Summative Assessments:Classroom Discussion RubricsLDC ModuleCommon AssessmentIndependent Reading ProjectCompleted Final DraftOn Demand Writing AssessmentPresentation Rubrics Academic Vocabulary and Key TermsTier 3 Vocabulary may include:ClaimsSubstantiveValidDistinguish EvidenceCohesionObjectiveRelevantPlagiarismDelineateEvaluateFallaciousRhetoricCumulativeConciseStrategicTier 2 Vocabulary would vary with texts.Sample Skills (Reading, Grammar, Writing, 21st Century)Cite strong and thorough textual evidence to support analysisAnalyze how the author unfolds an analysis or series of ideas or eventsDetermine the meaning of words and phrases as they are used in a textDelineate and evaluate the argument and specific claims in a textWrite arguments to support claims in an analysis of substantive topics or textsProduce clear and coherent writingGather relevant information from multiple authoritative print and digital sourcesDraw evidence from literary or informational texts to support analysisDemonstrate command of the conventions of standard English capitalization, punctuation and spelling when writingPresent information, findings and supporting evidence clearly, concisely and logicallySuggested ResourcesAppendix B Recommendations:Stories:Animal Farm George OrwellLord of the Flies William GoldingThe Giver, Gathering Blue, Messenger, Son novels Lois LowryThe Hunger Games Suzanne CollinsDivergent Veronica RothInsurgent Veronica RothMatched Ally Condie“Harrison Bergeron” Kurt Vonnegut “Tomorrow and Tomorrow and Tomorrow” Kurt Vonnegut “There Will Come Soft Rains” Ray Bradbury Drama:“Romeo and Juliet” - William ShakespearePoetry:“One More Round” Maya Angelou “There Will Come Soft Rains” Sara Teasdale Nonfiction:“Does Great Literature Make Us Better?” “Why I Write” George Orwell “Some Animals Are More Equal Than Others” Freedom – Political Cartoon Resources: Instructional Notes:Many students have trouble understanding plagiarism.Students may struggle when trying to give speeches, allow time for student to get thoughts together by giving them a calendar of when speeches should happen and how you intend to work with them on that.Students may do better with or without a powerpoint, allow students options for both.Students may prefer to have posters/packets to give speech to classes, allow both.Strategies for Diverse Learners:Notecards for speeches.Reading and Writing Interest InventorySocial strategies.ELA Grade: 9Focus: Time Frame: 6 WeeksCluster 1: Trimester 3Sample Theme: Young Love throughout TimeSample Essential Question: How do other artists, authors, playwrights and poets borrow from Shakespeare to enhance their work?Overview: Students will read “Romeo and Juliet.” They will explore variations of the play by viewing segments of “West Side Story” and a “Romeo and Juliet” movie. They will explore song lyrics, poetry and dialogue to analyze a subject or key scene across different media. They will analyze how modern artists, authors, playwrights and poets borrowed from Shakespeare’s “Romeo and Juliet.” Students will maintain a reading journal to reflect on their reading. Students will write an essay exploring a theme, subject or key scene across a variety of works or artistic mediums.StandardsReading Literature:RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. (e.g., Auden’s “Musee des Beaux Arts’ and Breughel’s Landscape with the Fall of Icarus)RL.9-10.9 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.9-10.10 By the end of grade 9, read and comprehend literature including stores, dramas and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.Reading Informational Text:RI.9-10.2 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. RI.9-10.5 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)RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story is both print and multimedia) determining which details are emphasized in each account.RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.Writing:W.9-10.2 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 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.)W.9-10.4 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 by standards 1-3)W.9-10.6 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.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated questions) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and audiences.Speaking and Listening:SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each.Sample Learning TargetsKDE has deconstructed all ELA standards. RI.9-10.7Knowledge:I can identify various artistic mediums.I can recognize the literary and artistic use of the terms “subject” and “key scene.”Reasoning:I can explain how and why an artist/author chooses to represent a subject or scene.I can analyze why the artist / author emphasized ideas for effect.I can explain what is stressed or missing from a given representation in different artistic mediums.Sample Strategies, Formative** and Summative* AssessmentsStrategies:Socratic CircleGraphic OrganizersReader Response JournalIndependent ReadingStudent Generated Question ActivitiesTRIAD DiscussionsLoop Writing2 Minute EssaysClose ReadingVocabulary ScattergoriesMarzano Vocabulary StrategiesFormative AssessmentsBellringer – Spiral ReviewExit SlipsStudent / Small Group Self-ReflectionsJournalsClassroom Discussion ChecklistsSummative AssessmentsClassroom Discussion RubricsLDC ModuleCommon AssessmentIndependent Reading ProjectAcademic Vocabulary and Key TermsTier 3 Vocabulary may include:AnalyzeKey SceneMediumSource MaterialThemeConcreteCohesionFormalInquirySynthesizeIntegrateQualitativelyDramaTier 2 Vocabulary would vary with texts.“Romeo and Juliet”TragedyPrologueSonnetProseChorusAnachronismVerbal IronyDramatic IronyMonologueSoliloquyFoilOxymoronAsidePunComic ReliefStatic CharacterDynamic CharacterBlank VerseCoupletIambic PentameterSample Skills (Reading, Grammar, Writing, 21st Century)Analyze how an author draws on and transforms source materialRead and comprehend literature including stores, dramas and poemsDetermine a central idea of a textAnalyze a central idea’s development over the course of the textAnalyze in detail how an author’s ideas or claims are developedAnalyze various accounts of a subject told in different mediumsRead and comprehend literacy nonfictionWrite informative/explanatory texts to examine and convey complex ideas, concepts and informationUse precise language and domain specific vocabularyProduce clear and coherent writingUse technology, including the Internet, to produce, publish and update individual or shared writing productsConduct short as well as more sustained research projects to answer a questionIntegrate multiple sources of information presented in diverse media or formatsEvaluate the credibility and accuracy of sourcesSuggested ResourcesAppendix B Recommendations:Stories:The Adventures of Huckleberry Finn Mark Twain“The Gift of the Magi” O. HenryIn the FCHS Library:The Coffin Quilt Ann RinaldiWest Side Story Arthur LaurentsProdigal Summer Barbara KingsolverA Cold Wind Blowing Barbara WillardThe Homesteaders Richard ClarkeShakespeare Stories Leon GarfieldTales from Shakespeare Charles and Mary LambDrama:“Romeo and Juliet” William ShakespearePoetry:Poems from “Romeo and Juliet”Lyrics from “West Side Story”Nonfiction:Social Issues in Literature: Coming of Age in William Shakespeare’s Romeo and JulietThe Hatfields and the McCoys Otis K. Rice“The Girl Who Loved Too Much and Paid With Her Life” Norma Lugar Blue Ridge Country Mar/Apr 1996 “A Modern Day Romeo and Juliet with a Twist” Caragh Fisher Folger Shakespeare Library – Curriculum Guide Instructional Notes:Many students have trouble understanding plagiarism.Many students have trouble citing sources within their text.Strategies for Diverse Learners:Many times when students are gathering information, there is not enough information at the source to correctly cite it using MLA or another style. Students need to be given guidelines to evaluate the reliability of a source before trying to use it as a resource.Students need to be specifically taught how to research and use information in a document.Possible resources:Plagiarism Lessons, Video, Resources (Has a video to share with students)Plagiarism Game ELA Grade: 9Focus: Researching Reoccurring Themes Time Frame: 6 WeeksCluster 2, Trimester 3Sample Theme: Exploring Modern Day FeudsSample Essential Question: How are the conflicts from “Romeo and Juliet” still relevant in modern day?Overview: Students will research conflicts and themes from “Romeo and Juliet” as they pertain to modern day. (e.g., Hatfields and McCoys, racism, teen suicide, social class) Students use various accounts to research a topic. Students will follow the writing process to complete a research report on one of these conflicts or themes. Students will present their findings to the class using multimedia presentations.StandardsReading Literature:RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. (e.g., Auden’s “Musee des Beaux Arts’ and Breughel’s Landscape with the Fall of Icarus)RL.9-10.9 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.9-10.10 By the end of grade 9, read and comprehend literature including stores, dramas and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.Reading Informational Text:RI.9-10.2 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. RI.9-10.5 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)RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story is both print and multimedia) determining which details are emphasized in each account.RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.Writing:W.9-10.2 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 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.)W.9-10.4 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 by standards 1-3)W.9-10.6 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.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated questions) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and audiences.Speaking and Listening:SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each.Sample Learning TargetsKDE has deconstructed all ELA standards. RI.9-10.7Knowledge:I can identify various artistic mediums.I can recognize the literary and artistic use of the terms “subject” and “key scene.”Reasoning:I can explain how and why an artist/author chooses to represent a subject or scene.I can analyze why the artist / author emphasized ideas for effect.I can explain what is stressed or missing from a given representation in different artistic mediums.Sample Strategies, Formative** and Summative* AssessmentsStrategies:Novel in an HourSocratic CircleGraphic OrganizersReader Response JournalIndependent ReadingStudent Generated Question ActivitiesTRIAD DiscussionsClassroom DebatesLoop Writing2 Minute EssaysClose ReadingVocabulary ScattergoriesMarzano Vocabulary StrategiesThree Column Note TakingFormative AssessmentsBellringer – Spiral ReviewExit SlipsStudent / Small Group Self-ReflectionsJournalsClassroom Discussion ChecklistsSummative AssessmentsClassroom Discussion RubricsLDC ModuleCommon AssessmentIndependent Reading ProjectAcademic Vocabulary and Key TermsTier 3 Vocabulary may include:AnalyzeKey SceneMediumSource MaterialThemeConcreteCohesionFormalInquirySynthesizeIntegrateQualitativelyTier 2 Vocabulary would vary with texts.Sample Skills (Reading, Grammar, Writing, 21st Century)Analyze how an author draws on and transforms source materialRead and comprehend literature including stores, dramas and poemsDetermine a central idea of a textAnalyze a central idea’s development over the course of the textAnalyze in detail how an author’s ideas or claims are developedAnalyze various accounts of a subject told in different mediumsRead and comprehend literacy nonfictionWrite informative/explanatory texts to examine and convey complex ideas, concepts and informationUse precise language and domain specific vocabularyProduce clear and coherent writingUse technology, including the Internet, to produce, publish and update individual or shared writing productsConduct short as well as more sustained research projects to answer a questionIntegrate multiple sources of information presented in diverse media or formatsEvaluate the credibility and accuracy of sourcesSuggested ResourcesAppendix B Recommendations:Stories:The Adventures of Huckleberry Finn Mark Twain“The Gift of the Magi” O. HenryIn the FCHS Library:The Coffin Quilt Ann RinaldiWest Side Story Arthur LaurentsProdigal Summer Barbara KingsolverA Cold Wind Blowing Barbara WillardThe Homesteaders Richard ClarkeShakespeare Stories Leon GarfieldTales from Shakespeare Charles and Mary LambDrama:“Romeo and Juliet” William ShakespearePoetry:Poems from “Romeo and Juliet”Lyrics from “West Side Story”Nonfiction:Social Issues in Literature: Coming of Age in William Shakespeare’s Romeo and JulietThe Hatfields and the McCoys Otis K. Rice“The Girl Who Loved Too Much and Paid With Her Life” Norma Lugar Blue Ridge Country Mar/Apr 1996 “A Modern Day Romeo and Juliet with a Twist” Caragh Fisher Folger Shakespeare Library – Curriculum Guide Notes:Many students have trouble understanding plagiarism.Many students have trouble citing sources within their text.Strategies for Diverse Learners:Many times when students are gathering information, there is not enough information at the source to correctly cite it using MLA or another style. Students need to be given guidelines to evaluate the reliability of a source before trying to use it as a resource.Students need to be specifically taught how to research and use information in a document.Possible resources:Plagiarism Lessons, Video, Resources (Has a video to share with students)Plagiarism Game ................
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