grade level/course: literature, composition, and reading … literature... · 2015-04-01 · grade...

Grade Level/Course: Literature, Composition, and Reading Strategies II

Content Area: Language Arts

Grade Level/Course Overview: Literature, Composition, and Reading Strategies I and II is a multidimensional course that offers students an

opportunity to learn reading and vocabulary strategies that will enable them to decode and comprehend fiction,

informational text, poetry and drama, resulting in an increased reading achievement level. Emphasis will also be placed

on using the writing process to increase comprehension and use information acquired through reading.

Note: This course is a two-hour block and satisfies the Language Arts requirement for ninth and/or tenth grades and one

hour of elective credit each year.

Strands/Domains

Reading Literature

Reading Informational Text

Writing

Speaking and Listening

Language

Interdisciplinary Themes

Communication

Collaboration

Conflict/Resolution

Program Understandings (pk-12)

Reading:

Readers make meaning from text.

Readers understand that authors use literary elements and techniques to convey meaning.

Readers evaluate and analyze text structures to make meaning.

Readers make meaning from appropriately leveled text.

Writing:

Writes compose for a variety of audiences and purpose.

Writers create and share their writing.

Writers use a variety of sources to enhance their writing.

Writers strengthen their craft through practice.


Listeners make meaning from the spoken word.

Speakers share information to a variety of audiences for specific purposes.

Language:

Writers and speakers use appropriate English

Writers and speakers use language to convey meaning.

Writers and speakers use language to enhance meaning

Units of Study

Novel of Choice

Article of the Week

Research

Reading and Argumentative Writing

Narrative Writing and Reading

Literature, Composition and Reading Strategies II

Strand/Domain* Reading Literature

Cluster* Key Ideas and Details

CROSSWALK TO STANDARDS:

Grade/Course Level Expectations ACT Readiness Standards

Common Core State Standards Missouri Show-Me Standards

National Standards

Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not

GLE/CLE’s ACT CCSS MO IRA

NCTE

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

R1H.EI.a,d-f R1H.EIIa,d-f R2C.EI.a-d R2C.EII.a-d

RL.9-10.1

SMS 2

1, 3

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.

R1H.EI.a,f R1H.EII.a,f R2C.EI.c R2C.EII.c

X RL.9-10.2

SMS 2

1, 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.

R2C.EI.b X RL.9-10.3

SMS 2

1, 3


Cluster* Craft and Structure




National Standards



NCTE

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone.)

R1E.I.a-c R1E.EII.a-c R2B.EI.d R2B.Eii.d

X RL.9-10.4

SMS 2,7

3, 6, 7

Analyze how an author’s choices concerning how to structure text, order events within it (e.g. parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tensions, or surprise.

R2A.EI R2A.EIi R2C.EI.b R2C.EII.b

X RL.9-10.5

SMS 2

Analyze a particular point of view or cultural experience reflected in a work of literature form outside the United States, drawing on a wide reading of world literature.

R2C.EI.d R2C.EII.d

X RL.9-10.6

SMS 2, 7

1, 9


Cluster* Integration of Knowledge and Ideas




National Standards



NCTE

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).

R2A.EI R2A.EII R1I.EI.a. R1I.EII.a

X RL.9-10.7

SMS 2, 5

3

(not applicable to literature) RL.9-10.8

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).

R1I.a R1I.EII.a R2C.EI.c R2C.EII.c

X RL.9-10.9

SMS 2


Cluster* Range of Reading and Level of Text Complexity




National Standards



NCTE

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grade 9-10 text complexity band proficiently with scaffolding as needed at the high end of range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grade s9-10 text complexity band independently and proficiently.

R1D.EI.a-b R1D.EII.a-b

X RL9-10.10

SMS 2

Strand/Domain* Reading Information Text

Cluster* Key Ideas and Details




National Standards



NCTE


R1H.EI.a,d-f R1H.EII.a,d-f R3C.EI.a-g R3C.EII.a-h

RI.9-10.1

SMS 3

1, 3

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.

R1H.EI.a,f R1H.EII.a,f

X RI.9-10.2

SMS 3

1, 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.

R3C.EI.a R3C.EII.a

X RI.9-10.3

SMS 3

1, 3


Cluster* Craft and Structure




National Standards



NCTE

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 (e.g., how the language of a court opinion differs from that of a newspaper).

R1E.EI.a-c R1E.EII.a-c R3B.EI.d R3B.EII.e R3c.EI.b R3C.EII.e

X RI.9-10.4

SMS 3

1, 3, 6

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).

R3A.EI R3A.EII R3C.EII.a

X RI.9-10.5

SMS 3

3, 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.

R3C.EI.d-e R3C.EII.f-g

RI.9-10.6

SMS 3

1, 3


Cluster* Integration of Knowledge and Ideas




National Standards



NCTE

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.

ICTL4A.EI ICTL4A.EII

X RI.9-10.7

SMS 3, 5

1, 3, 6

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.

R3C.EI.c R3C.EII.b,d ICTL4C.EI.a, c-d ICTL4C.EII.a,c-d

RI.9-10.8

SMS 3

1, 3

Analyze seminal U.S. documents of historical and literary significance (e.g. Washington’s Farwell Address, Roosevelt’s Four Freedoms speech, King’s Letter from Birmingham Jail), including how they address related themes and concepts.

R1I.EI.a-b R1I.EII.a-b R3C.EI.e R3C.EII.e

RI.9-10.9

SMS 3

1, 3


Cluster* Range of Reading and Level of Text Complexity




National Standards



NCTE

By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently with scaffolding as needed at the high end of range. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.

R1D.EI.a-b R1D.EII.a-b

X RL9-10.10

SMS 2

Strand/Domain* Writing

Cluster* Text Types and Purposes




National Standards



NCTE

E

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

o CCSS.ELA-Literacy.W.9-10.1a 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.

o CCSS.ELA-Literacy.W.9-10.1b 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.

o CCSS.ELA-Literacy.W.9-10.1c 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.

o CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

o CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.

W3A.EI.a W3A.EII.a W2C.EI.a-d W2C.EII.a-d W2A.EII.a-b W2B.EI.a-d W2B.EII.a-d

X W.9-10.1

SMS 4

5

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.

o CCSS.ELA-Literacy.W.9-10.2a 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.

o CCSS.ELA-Literacy.W.9-10.2b 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.

o CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas

W3A.EI.a-d W3A.EII.a-d W2C.EI.a W2C.EII.a W2D.EI.a W2D.EII.a

X W.9-10.2

SMS 4

5

http://www.corestandards.org/ELA-Literacy/W/9-10/1/a/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/b/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/c/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/d/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/e/




and concepts.

o CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

o CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

o CCSS.ELA-Literacy.W.9-10.2f 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).

E

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

o CCSS.ELA-Literacy.W.9-10.3a 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.

o CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

o CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

o CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

o CCSS.ELA-Literacy.W.9-10.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W3A.EI.a-b W3A.EII.a-b W2C.EI.a-d,f W2C.EII.a-d,f W2B.EI.a-d W2B.EII.a-d W2D.EI.a-b W2D.EII.a-b

X W.9-10.3

SMS 4

5



http://www.corestandards.org/ELA-Literacy/W/9-10/2/f/







Cluster* Production and Distribution of Writing




National Standards



NCTE

E

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.)

W2A.EI.a-b W2A.EII.a-b

X W.9-10.4

5

E

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 here.)

W1A.EI.a-d W1A.EII.a-d

X W.9-10.5

5

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.

W1A.EI.a-e W1A.EII.a-e ICTL1B.9 ICTLB.10 ICTL5C.9.a ITTL5C.10.a

W.9-10.6

8

http://www.corestandards.org/ELA-Literacy/L/9-10


Cluster* Research to Build and Present Knowledge




National Standards



NCTE

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.

ICTL2B.9.a-b ICTL2B.10.a-b ICTL3A.9.a ICTL3A.10.a ICTL4D.9.c ICTL4D.10.c W3A.EI.a-e W3A.EII.a-e

W.9-10.7

7

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.

ICTL3B.9 ICT3B.10 ICTL1A.9.a-f ICTL1A.10.a-f ICTL4C.9.a ICTL4C.10.a ICTL5B.9 ICTL5B.10 ICTL6B.9 ICTL6B.10

W.9-10.8

5 7

Draw evidence from literary or informational texts to support analysis, reflection, and research.

o CCSS.ELA-Literacy.W.9-10.9a Apply grades 9–10 Reading standards to literature (e.g., “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]”).

o CCSS.ELA-Literacy.W.9-10.9b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).

W3A.EI.a-e W3A.EII.a-e

W.9-10.9

7




Cluster* Range of Writing




National Standards



NCTE

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.

W1A.EII W2A.EI.a-b W2A.EII.a-b W3A.EI.a-e W3A.EII.a-e

X W.9-10.10

SMS 4

5

Strand/Domain* Speaking and Listening

Cluster* Comprehension and Collaboration




National Standards



NCTE

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 persuasively.

o CCSS.ELA-Literacy.SL.9-10.1a Come 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.

o CCSS.ELA-Literacy.SL.9-10.1b 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.

o CCSS.ELA-Literacy.SL.9-10.1c 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.

o CCSS.ELA-Literacy.SL.9-10.1d 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.

LS2A.9-12 R1H.EI.b R1H.EII.b

SL.9-10.1

SMS 6

4, 6

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

LS2A.9-12

SL.9-10.2

7

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

LS1A.9-12

SL.9-10.2

SMS 6

6

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/a/

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/b/

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/c/

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/d/

Strand/Domain* Speaking and Listening

Cluster* Presentation of Knowledge and Ideas




National Standards



NCTE

E

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.

LS1A.9-12

SL.9-10.4

SMS 6

4, 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.

LS2A.9-12

SL.9-10.5

8

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 here for specific expectations.)

SL.9-10.6

SMS 1,6

4, 5


Strand/Domain* Language

Cluster* Conventions of Standard English




National Standards



NCTE

E

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o CCSS.ELA-Literacy.L.9-10.1a Use parallel structure.*

o CCSS.ELA-Literacy.L.9-10.1b 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.

W2C.EI.e W2C.EII.e

X L.9-10.1

SMS 1

4, 6

E

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

o CCSS.ELA-Literacy.L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

o CCSS.ELA-Literacy.L.9-10.2b Use a colon to introduce a list or quotation.

o CCSS.ELA-Literacy.L.9-10.2c Spell correctly.

W2E.EI.a-b W2E.EII.a-b

X L.9-10.2

SMS 1

4, 6

http://www.corestandards.org/ELA-Literacy/L/9-10/1/a/

http://www.corestandards.org/ELA-Literacy/L/9-10/1/b/



http://www.corestandards.org/ELA-Literacy/L/9-10/2/c/


Cluster* Knowledge of Language




National Standards



NCTE

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.

o CCSS.ELA-Literacy.L.9-10.3a Write and edit work so

that it conforms to the guidelines in a style manual (e.g.,

MLA Handbook, Turabian’s Manual for Writers)

appropriate for the discipline and writing type.

ICTL5C.9.a ICTL5C.10.a

X L.9-10.3

SMS 1

6



Cluster* Vocabulary Acquisition and Use




National Standards



NCTE

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.

o CCSS.ELA-Literacy.L.9-10.4a 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.

o CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

o CCSS.ELA-Literacy.L.9-10.4c 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.

o CCSS.ELA-Literacy.L.9-10.4d 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).

R1E.EI.a-c R1E.EII.a-c

X L.9-10.4

SMS 1

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

o CCSS.ELA-Literacy.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

o CCSS.ELA-Literacy.L.9-10.5b Analyze nuances in the meaning of words with similar denotations.

R2B.EI.e R3B.EI.d R2B.EII.e R3B.EII.e

X L.9-10.5

SMS 1

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.

R1E.EI.a-c R1E.EII.a-c R1G.EI.a R1G.EII.a W2D.EI.a-b W2D.EII.a-b

X L.9-10.6

6



http://www.corestandards.org/ELA-Literacy/L/9-10/4/c/

http://www.corestandards.org/ELA-Literacy/L/9-10/4/d/



COURSE/GRADE LEVEL: Literature, Composition and Reading Strategies II UNIT TITLE: Narrative Writing and Reading

SUGGESTED UNIT TIMELINE: 3-4 weeks

ESSENTIAL QUESTION(S): How does reading narrative pieces of literature influence and affect the way you utilize stylistic techniques and literary devices in your own writing? How does writing on a personal level help us understand the human condition?

WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD

STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.

MAJOR STANDARD

SUPPORTING STANDARD

01.01.01

Apply metacognitive strategies in order to comprehend grade level texts. X

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

X

W.9~10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

X

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.

X

W.9~10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames

X

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

X

L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

X

L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

X

UNIT DESCRIPTION: Students read an requried text and identify the traits/qualities of a narrative to produce their own personal narratives.

UNIT VOCABULARY

Academic Vocabulary Content Vocabulary Metacognitive strategies Narrative Narrative Structure Main idea Audience Purpose Tone Diction Characterization

Conflict Plot Sensory and/or Figurative Language Dialogue Inner Monologue Theme 6 Traits of Writing

Point of view Revision

Editing

HOW DO WE KNOW STUDENTS HAVE LEARNED?

UNIT ASSESSMENT BLUEPRINT

Curriculum

Strand/Domain

Curriculum

Cluster

Learning Target

(Standard)

Type of

Target/DOK

Level

Assessment

Method

Number of

Items

Notes

Reading Key Ideas and

Details

Apply metacognitive strategies in order to comprehend grade level texts.

DOK 2 Check for Understanding;

Annotations

Writing Text Types and Purposes

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

DOK 3 Narrative Writing See resource

section.

Writing Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

DOK 3 Narrative Writing

Writing Production and Distribution of Writing

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.

Writing Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames


Language Conventions of Standard English



Language Conventions of Standard English



Language Vocabulary Acquisition and Use

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

DOK 3-4 Narrative Writing

FACILITATING ACTIVITIES Strategies and methods for teaching and learning

HOW WILL WE RESPOND WHEN STUDENTS HAVE

NOT LEARNED?

HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?

STANDARD #

TEACHER INSTRUCTIONAL

STRATEGIES

STUDENT LEARNING TASKS

INTERVENTIONS EXTENSIONS

01.01.01

Teacher models how to interact effectively with a text

Students mirror teacher modeling

Teacher provides an annotated copy of the text

Students add their own annotations.

W.9-10.3 Teacher models the writing process specific to narrative writing and provides examples of well-written narratives

Students identify the elements of a well-written personal narrative and apply knowledge to own personal narratives

Teacher provides additional examples and teacher feedback on student narratives.

Students are expected to incorporate high level literary devices (i.e. parallel plots, advanced characterization, etc.) into personal narratives.

W.9-10.4 Teacher models the writing process specific to narrative writing and provides examples of well-written narratives

Students identify the elements of a well-written personal narrative and apply knowledge to own personal narratives

Teacher provides additional examples and teacher feedback on student narratives.

Students are expected to write more complex sentences.

W.9-10.5 Teacher models the steps for editing and revision and provides an annotated example of an edited and revised narrative

Students edit their own personal narratives or engage in peer editing

Teacher will provide a checklist to assist in editing as well as further examples of good editing

Students assist struggling students in the editing process.

W.9-10.10 Teachers assigns multiple written assignments of varied lengths

Students write multiple written assignments of various lengths

Teacher will continually to monitor writing process and offer feedback as necessary.

Students create lengthier and more complex written assignments.

L.9-10.1 Teacher utilizes grammar texts. Teacher identifies examples of grammar and usage in the mentor text.

Students complete various grammar handouts and modify written assignments based on teacher feedback.

Teacher will provide additional support in struggling areas through practice and examples.

Students utilize proper grammar and usage in all written and spoken assignments.

L.9-10.2 Teacher utilizes grammar texts. Teacher identifies examples of

Students complete various grammar handouts and

Teacher will provide additional support in struggling areas through

Students utilize correct capitalization, punctuation, and spelling in all written and spoken assignments.

capitalization, punctuation, and spelling in the mentor text.

modify written assignments based on teacher feedback.

practice and examples.

L.9-10.5 Teacher provides examples of figurative language, word relationships, and nuances in word meanings through the mentor texts.

Students identify and/or define of figurative language, word relationships, and nuances in word meanings as a formative assessment. Then, students employ the aforementioned concepts in their narrative as a summative assessment.

Teacher will provide extend practice and examples to clarify.

Students create their own examples of figurative language, word relationships, and nuances in word meanings in their personal narratives.

RESOURCES Text

Night by Elie Wiesel (10th)

Shattering Glass by Gail Giles (10th)

“This I Believe” NPR

Teacher and/or previous student narratives

untitled piece by Sara Kay from Spoken Word collection Reference Kelly Gallagher Alternate Text Students utilize independent novel choices to study personal narrative style.

COURSE/GRADE LEVEL: Literature, Composition and Reading Strategies II UNIT TITLE: Reading and Argumentative Writing

SUGGESTED UNIT TIMELINE: Five to six weeks

ESSENTIAL QUESTION(S): How do different groups define a leader? How do we argue our claims about our definitions of a leader?



MAJOR STANDARD

SUPPORTING STANDARD

RL. 9-10.1


X

RL.9-10.2


X

RL.9-10.3

Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

X

RL.9-10. 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.

X

RL.9-10. 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.

X

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.

X

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.

X

RL.9-10.9

Analyze how an author draws on and transforms source material in a specific work.

X

W.9-10.1


X

W.9-10.4

Produce clear and coherent writing in which the development, organization, and styles are appropriate to task, purpose, and audience.

X

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.

X

W.9-10.10


X

L.9-10.1

Demonstrate command of the conventions of standard English grammar and usage when writing or [listening] (a. parallel structure; b. prepositional phrases)

X

L.9-10.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (b. punctuate dialogue, verse)

X

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.

X

L. 9-10.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.

X

SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

X

UNIT DESCRIPTION: Students will read and analyze a variety of fiction and non-fictions texts to identify strong evidence in order to produce an argumentative piece.

UNIT VOCABULARY

Academic Vocabulary Content Vocabulary

Argument

Claims

Counter claims/Opposing claims

Analysis

Evidence

Cohesion

Tone

Audience

Purpose

Formal/Informal writing style

Synthesis



Curriculum

Strand/Domain

Curriculum

Cluster

Learning Target

(Standard)

Type of

Target/DOK

Level

Assessment

Method

Number of Items Notes



DOK 3 Argumentative Writing

See possible topics

by resources below.



NOT LEARNED?


STANDARD #

TEACHER INSTRUCTIONAL STRATEGIES



01.01.01 Teacher will provide context for reading through an essential question.

Students will generate questions to guide reading about leaders, (i.e. How do different groups define a leader?)

Model pertinent questions about how various groups

could define a leader.

Students will make connections to previous pieces they have read as well as to current events.

RL.9-10.5

Teacher will provide a format for students to brainstorm concrete examples of leaders.

Students will examine their beliefs of what defines a leader and provide examples.

Model examples from school, family, culture, etc.

Students will discuss and analyze how a non-traditional person can be viewed as an effective leader.

RL.9-10.1 RL.9-10.7

Teacher will introduce texts that highlight the many and varied characteristics of a leader.

Students read the text making annotations and providing comments about these various characteristics.

Provide a concrete list of characteristics and students will assign evidence from the text for each characteristic.

Students could find commonalities among the various texts.

RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.6 RL.9-10.9

Teacher and students read, annotate and analyze the text.

Students will complete graphic organizers and compile notes to support the predefined characteristics of a leader.

Students will note specific trouble spots to discuss with peers and/or teacher.

Students read, annotate, analyze the text independently.

SL.9-10.1 Teacher will provide a format for an all class discussion, utilizing information from all of the texts used, geared towards the argumentative writing “How do we define a leader?”

Students will

continue to collect

data from the

discussion to aid in

their paper.

Teacher can provide a comprehensive list of notes from the discussion. Pair students and work collaboratively to compile notes and observations.

Students will lead their own classroom discussion.

W.9-10.1 Teacher will model sample thesis statements.

Students begin developing thesis statements.

Teacher will provide sentence frame for the thesis.

Students will move from the sentence frame to develop their own thesis statement.

W.9-10.1 W.9-10.1

Teacher will model sample body paragraphs.

Students will begin developing their own body paragraphs.

Students mimic teacher’s exemplars with the aid of a graphic organizer.

Students will move from the graphic organizers to develop their own body paragraphs.

W.9-10.5 L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.5

Teacher models revision techniques, specifically incorporating grammatical structure and citations.

Students work in

small groups or pairs

to edit papers and

make necessary

revisions.

Teacher will work independently with students who need revision and editing help.

Students will independently work through the revision process.

W.9-10.4 W.9-10.10

Teacher provides student exemplars of final product.

Students will finalize

their essays.

Teacher will provide additional student examples to aid student in finalizing their essays.

Student will seek out opportunities to publish his/her writing.

RESOURCES Required Text and/or Alternate Texts Lord of the Flies The Odyssey Things Fall Apart After the First Death Supplemental Texts Local and National Newspapers Feature stories from local and National News Up-Front Magazine

Scope Magazine Reference Burke, Jim. What’s the Big Idea. Gallagher, Kelly. Deeper Reading.

COURSE/GRADE LEVEL: Literature, Composition and Reading Strategies II UNIT TITLE: Research

SUGGESTED UNIT TIMELINE: Three to Six weeks

ESSENTIAL QUESTION(S): How does researched evidence help us to develop a valid, coherent argument? What makes a source reliable? What constitutes plagiarism, and how do we avoid it?



MAJOR STANDARD

SUPPORTING STANDARD

W.9-10.1 Write arguments to supports claims in an analysis or substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

X

W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

X

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.

X

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.

X

W.9-10.7

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.

X

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.

X

W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

X

W.9-10.10


X

RI.9-10.1


X

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.

X

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 the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

X

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).

X

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.

X

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 source.

X

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.

X

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.

X

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 here for specific expectations.)

X

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

X

L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

X

UNIT DESCRIPTION: Students will research a topic, take notes, and present information both in writing and/or in a formal oral presentation.

UNIT VOCABULARY

Academic Vocabulary Content Vocabulary Annotation Connections Questions Key information Main idea Summary Argument

Claims


Analysis


Evidence

Organization

Outline

Tone

Audience

Purpose

Formal/Informal style

Publish

Update

Research

Multi-media



Curriculum

Strand/Domain

Curriculum

Cluster

Learning Target

(Standard)

Type of

Target/DOK

Level

Assessment

Method

Number of Items Notes


Write arguments to supports claims in an analysis or substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

DOK 4 Argumentative essay

1 See resource

section.

Reading: Informational Text

Key ideas and details


DOK 3 Included as a portion of the

argumentative essay

See resource

section.


Presentation and knowledge of ideas

Present information, findings, and supporting evidence clearly, concisely,

DOK 3 Oral Presentation 1 Students should

incorporate

multiple media

in their

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.

presentations.

This will satisfy

the speech

proficiency

requirement.



NOT LEARNED?


STANDARD #




L.9-10.6 Teacher provides introductory research paper vocabulary.

Students take notes. Teacher provides guided notes.

Students will create a visual graphic for the classroom of the introductory research paper vocabulary.

RI.9-10.1 RI.9-10.2 RI.9-10.4 RI.9-10.5 RI.9-10.7 RI.9-10.9

Teacher provides research topic options.

Students will select a

topic and create a

research question.

Teacher assigns topic. Teacher provides thesis question frame.

Students approach the teacher about a different topic idea.

RI.9-10.5 RI.9-10.6 W.9-10.1 W.9-10.7 W.9-10.9

Teacher provides note-taking instructions.

Students will annotate article(s) demonstrating note taking strategies. Some students can be taught the formal note card/source card note-taking method.

Teacher provides teacher’s annotated copy. Model note taking with everyone looking at the same article.

Students check others notes and/or notecards to make sure they have all appropriate information. Students can highlight the 4 main parts of each notecard or highlight to color coordinate notecards with the corresponding source.

RI.9-10.4 RI.9-10.5 RI.9-10.7 RI.9-10.8

Teacher provides instruction on evaluating credible sources.

Students choose credible sources; format works cited.

Teacher points out how two different electronic sources (such as a blog and a news websites) have obvious indicators of reliability. Teacher provides one-on-one instruction, using different methods for evaluating sources as needed.

Students find sources above the required number.

W.9-10.7 W.9-10.8

Teacher provides an outline for students to complete.

Students synthesize information and organize research. Students revise if necessary.

Teacher provides a shaping sheet or outline graphic organizer and students complete.

Students organize their notes independently.

W.9-10.1 Teacher instructs students on integrating transitions and lead-ins into concrete details (TLQC, TLCD).

Students will practice weaving transitions and lead-ins into quotes.

Teacher will provide students with transition words and/or lead-ins as needed.

Students will integrate transitions and lead-ins into concrete details seamlessly.

RI.9-10.3 RI.9-10.5 RI.9-10.9

Teacher provides exemplars and discusses with students strong qualities of writing.

Students discuss the qualities of a strong paragraph.

Teacher works with students in small groups by ability.

Students create a checklist of essential elements.

W.9-10.1 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9 L.9-10.1 L.9-10.2 L.9-10.3

Teacher assigns research paper. Essay is broken into sections (body paragraphs, introduction, conclusion) Teacher conferences with students.

Students write the

paper individually or

in groups.

Students conference with teacher and revise as necessary.

Teacher conferences individually with students. Students rely on stronger writers in the group to provide assistance and leadership for paragraphs done with peers.

Students utilize the writing center to gain additional feedback.

W.9-10.5

Teacher models editing and revision.

Students edit and revise papers.

Student works one-on-one with teacher to edit and revise paper. Teacher can model how color-coding specific sentence types (such as concrete details, commentary) can reveal what is missing from a paragraph.

Students work in writing groups to edit and revise papers.

RI.9-10.3

Teacher can assign multi-media presentation (optional) and provides exemplar.

Teacher provides a template for students to complete.

Teacher provides a guided note sheet.

Students make a list of media to use beyond power point. Students utilize other forms of current media

RI.9-10.3 RI.9-10.5 RI.9-10.6

Teacher provides professional models of presentations.

Students note presentation skills they want in their presentations.

Teacher provides guided note sheet. Students work in groups to brainstorm ideas for presentations.

Students search for exemplar presentations.

SL.9-10.2 SL.9-10.3 SL.9-10.4 SL.9-10.5

Teacher models how to incorporate transitions into presentation and where media is appropriate.

Students create a story board of place for media with transition statements.

Teacher provides guided storyboard for students to complete.

Students create storyboard independently.

SL.9-10.4 Teacher provides work time and opportunity for feedback for presentations.

Students work on presentations.

Teacher provides power point template.

Students explore other media options and integrate into presentations. Students explore places and means to publish presentations.

SL.9-10.2 SL.9-10.6 L.9-10.1 L.9-10.2

Teachers pair students to practice presentation and gain feedback.

Students work with partner to practice, edit, revise, and polish final presentations.

Teacher provides conference time in the writing center or with speech teacher for students to practice speech and get feedback.

Students seek out a parent/guardian for feedback on speech.

SL.9-10.2 SL.9-10.3 SL.9-10.4 SL.9-10.5 SL.9-10.6 L.9-10.1 L.9-10.6

Teacher models appropriate listening skills /behavior during presentation. Teacher monitors audiences and presenter’s behavior and assess student presentations.

Students give final

presentation to class

and listen to other

presentations.

Teacher provides students with speaking strategies to overcome speaking obstacles. Teachers provide students with a note taking sheet.

Students identify pros and cons of speech and provide feedback.

RESOURCES Library Databases Librarians (some will provide database articles and pull books for the students) MLA Handbook OWL/Purdue’s Writing Lab Noodle Tools Easy Bib The Occupational Outlook Handbook

Required Text Research Paper Guide ADDITIONAL RESOURCES Gallagher, Kelley. Write Like This.

COURSE/GRADE LEVEL: Literature, Composition and Reading Strategies II UNIT TITLE: Article of the Week

SUGGESTED UNIT TIMELINE: On going

ESSENTIAL QUESTION(S): How does learning about worldly events build background knowledge? How does the media shape our view of the world and ourselves?



MAJOR STANDARD

SUPPORTING STANDARD

01.01.01

Apply metacognitive strategies in order to comprehend grade level texts.

X

RI. 9-10.1


X

RI.9-10.2


X

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.

X

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 the cumulative impact of specific world choices on meaning and tone.

X

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.

X

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.

X

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.

X

W.9-10.1


X

W.9-10.3


X

W.9-10.4

Produce clear and coherent writing in which the development, organization, and styles are appropriate to task, purpose, and audience.

X

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.

X

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 flexibility and dynamically.

X

L.9-10.1


X

L.9-10.2


X

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.

X

L.9-10.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibility from a range of strategies

X

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.

X

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

X

UNIT DESCRIPTION:

Students will focus on developing reading strategies to increase comprehension while reading timely nonfiction text and produce a writing piece.

UNIT VOCABULARY

Academic Vocabulary Content Vocabulary Metacognitive strategies Annotation Connections

Questions Visualization Inferences Key information Main idea Summary Argument

Claims


Analysis

Evidence

Informative/Explanatory

Cohesion

Tone

Audience

Purpose

Formal/Informal style

Internet

Publish

Update

Technology



Curriculum

Strand/Domain

Curriculum

Cluster

Learning Target

(Standard)

Type of

Target/DOK

Level

Assessment Method Number of

Items

Notes



DOK 3 Argumentative Writing See resource

section.


Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the

DOK 3 Informative/Explanatory Writing

effective selection, organization, and analysis of content.



NOT LEARNED?


STANDARD #




L.9-10.4 L.9-10.5

Teacher introduces domain-specific vocabulary.

Students will take notes.

Teacher provides graphic organizer for student.

Students select vocabulary that is new and important to the piece.

01.01.01 RI.9-10.3 RI.9-10.4 RI.9-10.5

Teacher conducts a think aloud depending on the complexity of the article.

Students annotate article as teacher reads aloud.

Teacher provides annotated copy to students to follow along and make additional annotations.

Students will work independently to annotate the text.

SL.9-10.1 RI.9-10.6

Teacher poses discussion questions to check for understanding.

Students discuss and demonstrate comprehension.

Teacher provides sentence frames to help start discussions.

Students create their own questions at various DOK levels.

01.01.01 RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.8

Teacher supports students while they work independently.

Students identify main ideas and supporting details.

Teacher provides main idea graphic organizer for student. Teacher provides multiple main ideas for the students to pick from.

Student makes connections between this article and another text.

W.9-10.1 W.9-10.3 W.9-10.4 W.9-10.5

Teacher models argumentative or informative/explanatory writing (Teacher will determine which writing format best fits purpose of the article).

Students will take notes outlining writing format.

Teacher provides writing graphic organizer. Teacher provides sentence frames.

Students can write in a different mode then assigned.

W.9-10.1 W.9-10.3 W.9-10.4 W.9-10.5 W.9-10.6 L.9-10.1 L.9-10.2 L.9-10.3

Teacher assigns article of the week (see resources)

Students read, annotate, and write a written response appropriate to the article.

Teacher provides graphic organizers for notes. Teacher provides sentence frames for guided notes. Students work collaboratively to write responses.

Students select their own articles and write an appropriate response.

RESOURCES Possible Text (options) Izzit.org Gallagher, Kelly. Article of the Week. http://kellygallagher.org/resources/articles.html New York Times Learning Network http://learning.blogs.nytimes.com/ Scholastic Upfront magazine STLtoday.com Say Me Matter Reference Gallagher, Kelly Deeper Reading

http://kellygallagher.org/resources/articles.html

http://learning.blogs.nytimes.com/

COURSE/GRADE LEVEL: Literature, Compositions and Reading Strategies II UNIT TITLE: Novel of Choice

SUGGESTED UNIT TIMELINE: On going

ESSENTIAL QUESTION(S): How does learning about worldly events build background knowledge? How does the media shape our view of the world and ourselves?



MAJOR STANDARD

SUPPORTING STANDARD

01.01.01

Apply metacognitive strategies in order to comprehend grade level texts. X

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 persuasively.

X

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.

X

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.

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.

X

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.

X

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

X

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.

X

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.

X

RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

X

UNIT DESCRIPTION: Students read several independently chosen texts based on reading level and interest and demonstrate their understanding through writing, conferencing, and presentations.

UNIT VOCABULARY

Academic Vocabulary Content Vocabulary Metacognitive strategies Annotation Connections Questions Visualization Inferences Key information Main idea Summary

Theme

Conflict

Plot

Characterization



Curriculum

Strand/Domain

Curriculum

Cluster

Learning Target

(Standard)

Type of

Target/DOK

Level

Assessment Method Number of

Items

Notes

Reading Apply metacognitive strategies in order to comprehend grade level texts.



DOK 3 Argumentative Writing See resource

section.

Writing Prompt:



DOK 3 Informative/Explanatory Writing

See resource

section.


Comprehension and Collaboration

Initiate and participate effectively in a range of collaborative

DOK 2

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 persuasively.


Presentation of Knowledge and Ideas

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.

DOK 2



NOT LEARNED?


STANDARD #




01.01.01 RL.9-10.1 RL.9-10.2 RL.9-10.3

Teacher models how to interact with a book by exploring reading strategies (visualization, questioning, inference, predicting, connecting, judgments, annotating, context clues)

Student follows along and annotates the text.

Teacher provides an annotated copy to the student to follow along and to make additional notes.

Students add their own annotations.

Teacher does an interest inventory/literature history

Student completes inventory/history.

Teacher conferences with students to identify interest.

to help students identify the right fit book.

Teacher has students go to the library and do a “speed dating” to select a book of choice.

Students look through a pile of books selected by the librarian by interest and choice and rates the books and narrows down the one book to read.

Teacher works one-on-one with student to rate the books and select one to read.

Students use the Destiny system to find books based off interest and level.

01.01.01 RL.9-10.1 RL.9-10.2 RL.9-10.3

Teacher sets aside class time to practice strategies with independent novel.

Students read and practice strategies.

Teacher provides a better fit book for struggling student.

Students select a more complex book.

W.9-10.1 W.9-10.2

Teacher shows examples of quick writes.

Class discusses the types of quick writes. Students write about their book in a quick informative write or an argumentative write.

Teacher provides prompts to guide quick write.

Student creates self-directed prompts.

SL.9-10.1 SL.9-10.4 SL.9-10.5

Teacher explains conferencing and scoring

Students listen and ask questions – participate in discussion.

Teacher models one-on-one with student.

Students create questions to guide conference.

01.01.01 RL.9-10.1 RL.9-10.2 RL.9-10.3

Teacher and student conference

Student conferences with teacher.

Teacher provides specific questions to answer in the conferencing.

Students conference with each other.

RESOURCES

Text Reference Gallagher, Kelly. Readicide. Miller. Book Whisperer Kittle, Penny. Book Love Reading Ladders. Alternate Text

10th Reading Strategies Resources

Research

Unit - Research Title Author Genre Summary MLA PowerPoint Presentation

Purdue Owl http://owl.english.purdue.edu/owl/resource/747/15/

PowerPoint General review of MLA, specifically formatting quotes, paper formatting, in text citations, works cited.

Unit - If I Grow Up by Todd Strasser Title Author Genre Summary “Job Market Toughest for Inner City Teens”

PBS Film (8 minutes) Many inner city teens have a hard time finding jobs which leads them to join gangs.

“The Draw of Dead Town” Newsweek Feature Article Reporter interviews former gang members who have tried to leave. The article compares the pull of gang life to a drug addiction.

“The Armful” Robert Frost Poetry A poem about carrying items. Connects to struggles and the need to start over.

Voices from the Streets Nonfiction Book True stories of teens who joined gangs and those who tried to leave.

Unit - Stuck in Neutral by Terry Trueman Title Author Genre Summary Cruise Control Terry Trueman Novel A sequel written from Paul, the

brother’s perspective. “Cerebral Palsy Can’t Keep a Pitcher Down”

ABC News News article A teen pitcher with CP has a successful baseball career

Unit - Shattering Glass by Gail Giles Title Author Genre Summary “To This Day” Project Koyczan Youtube Video Animated Poem Spoken word poem about

bullying Bully (PG 13 Version) Hirsch Documentary Follows 5 kids and families over

the course of one school year. Bullying articles – find current each year

Unit - Monster by Walter Dean Myer Title Author Genre Summary No Choirboy Susan Kuklin Nonfiction book True stories of juveniles convicted

to death row. The Interrupters PBS Documentary Former gang members are

rehabilitated, and then go back to the streets to teach community members how to resolve conflicts without violence.

Units - Lord of the Flies by William Golding Title Author Genre Summary

Units - Night by Elie Wiesel Title Author Genre Summary “Florida Deputies: Homeless Men Fighting Over Food Leads to Decapitation”

Associated Press Nonfiction – current events

“Man Charged with Murder in Dispute over Cheetos in Downtown St. Louis”

St. Louis Post Nonfiction – current events

LitTrips Google Maps Internet Google maps out the journey Elie Wiesel traveled during the events of Night

Silent for 60 years Ben Fainer Personal Narrative

Units - Bird in a Cage by Anne Schraff Title Author Genre Summary “Scam artists preyed on Superstorm Sandy victims”

Karen Sudol Non-fiction Article details the scams perpetrated after Superstorm Sandy

grade level/course: literature, composition, and reading … literature... · 2015-04-01 · grade...

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